ACHPER conference Conference 2010 VCE PHYSICAL EDUCATION: ... Physical Education Victorian Certificate of Education Study ... Wordles to introduce a SAC:

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  • ACHPERNovember Conference 2010

    VCE PHYSICAL EDUCATION:

    UNITS 3 & 4 PLANNING

    & IMPLEMENTATION

    Disclaimer: Any representations or opinions expressed are my own, and not necessarily those of Geelong Grammar School.

    All websites and links were correct at the time of printing. These are, however, subject to change without notification.

    Michael NelsonGeelong Grammar Schoolmnelson@ggs.vic.edu.au

    5:42 PM

    mailto:mnelson@ggs.vic.edu.au

  • James Sallis, Ph.D.

    5:42 PM

  • Herald Sun Feb 5, 2006

    5:42 PM

  • YouTube: Muscle Contraction

    5:42 PM

  • PLANNING& IMPLEMENTATION

    What will you receive at the completion of this session?

    A password giving you access to:

    The PowerPoint presentations

    5:42 PM

  • 5:42 PM

    http://www.vcaa.vic.edu.au/vce/studies/physicaledu/phyeduindex.html

    http://www.vcaa.vic.edu.au/vce/studies/physicaledu/phyeduindex.html

  • CHANGES

    REVIEW OF VCE PHYSICAL EDUCATIONSUMMARY OF PROPOSED CHANGES TO THE STUDY DESIGN

    VCAA 2009

    5:42 PM

  • CHANGES

    REVIEW OF VCE PHYSICAL EDUCATIONSUMMARY OF PROPOSED CHANGES TO THE STUDY DESIGN

    VCAA 2009

    5:42 PM

  • GETTING STARTED

    DEVELOPING A COURSEA course outlines the nature and sequence of teaching and

    learning necessary for students to demonstrate achievement of the set of outcomes for a unit. The areas of study broadly

    describe the learning context and the knowledge required for the demonstration of each outcome. Outcomes are introduced by summary statements and are followed by the key knowledge

    and skills which relate to the outcomes.

    Physical Education Victorian Certificate of Education Study Design. VCAA 2010

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  • GETTING STARTED

    USE OF INFORMATION AND COMMUNICATIONS TECHNOLOGY

    Physical Education Victorian Certificate of Education Study Design. VCAA 2010

    5:42 PM

  • GETTING STARTED

    1. What are students assessed on?

    Must be contained in coursework delivery

    2. Sequencing What allows the best spacing

    of SACs, sequential learning & early introduction of course work?

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  • GETTING STARTED

    3. Resources What resources allow the

    most up-to-date information, theories & trends to be delivered?

    What resources allow the course work to be delivered in the most effective manner?

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  • GETTING STARTED4. Activities

    What activities allow the best reinforcement of theoretical components of the coursework?

    What activities can be used as stand alone modes of course work delivery?

    What activities best allow the application of knowledge?

    5:42 PM

  • What are students assessed on?

    Look at Designing the assessment task information for teachers for each task and then the performance descriptors for each task.

    Does this differ for SACs & the End-of-year Exam?

    Assessment guides for SACs can be found in theVCE Assessment Handbook Physical Education 2011 2014.

    5:42 PM

  • What are students assessed on?

    The VCE Assessment Handbook Physical Education 2011 2014 contains information on:

    Scope of tasks

    Designing the assessment tasks

    Making assessment part of teaching and learning

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  • SACs1. Previous VCAA exams and the various practice exams have well structured

    questions, though it is important to know that exam questions are structured under different, and more general criteria.

    Using previous exam questions in SACs allow for students to become accustomed to the type of questions they will face in the end of year examination.

    When marking the SACs, mark in as similar fashion as possible to the way their exams will be marked.

    For students to receive as much exam type question practice as possible, use tests as the method of assessment where possible.

    2. Current issues in the media can provide excellent ideas for SACs.

    3. Cycle SACs every 2 years. This allows you to give the previous years SAC as revision.

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  • What are students assessed on?

    Assessment criteria for the End-of-year Exam can be found in the VCE Assessment Handbook Physical Education 2011 2014

    All key knowledge and key skills descriptors are contained in the 2011 2014 Study Design

    5:42 PM

  • What are students assessed on?

    5:42 PM

  • New Study Designhttp://www.vcaa.vic.edu.au/vce/studies/futuresd.html#H3N101A9

    5:42 PM

    http://www.vcaa.vic.edu.au/vce/studies/futuresd.htmlhttp://www.vcaa.vic.edu.au/vce/studies/futuresd.html

  • SequencingThe best sequencing allows an even spread of SACs & early introduction of course work.

    5:42 PM

  • SequencingUnit 3 - Physical Activity Participation & Physiological PerformanceAREA OF STUDY 1Monitoring and promotion of physical activity1. Assessment of Physical Activity & Sedentary Behaviour2. Changing Physical Activity Behaviour: the Social-Ecological Model3. Promoting Physical Activity

    AREA OF STUDY 2Physiological responses to physical activity1. Acute Responses to Exercise2. Foods, Fuels and Energy Systems3. Muscular Fatigue Mechanisms

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  • SequencingUnit 4 Enhancing Performance

    AREA OF STUDY 1Planning Implementing & Evaluating a Training Program1. Fitness Components used in Sports & Activities2. Data collection & Activity Analysis3. Assessment of Fitness4. Fitness Training Principles & Methods5. Chronic Training Adaptations

    AREA OF STUDY 2 Strategies for enhancing sports performance1. Performance Enhancement from a Dietary Perspective2. Physiological Strategies to Enhance Recovery3. Performance Enhancement from a Psychological Perspective4. Legal & Illegal Performance-Enhancing Strategies5. Anti-Doping Codes & Practices

    5:42 PM

  • SequencingMatch Key Knowledge / Skills with SAC criteria... eg: Unit 3 Outcome 2

    5:42 PM

  • SequencingMatch Key Knowledge / Skills with SAC criteria... eg: Unit 3 Outcome 2

    5:42 PM

  • SequencingUnit 3 Outcome 2 Task 1:

    Unit 3 Outcome 2 Task 2:

    5:42 PM

  • Sequencing

    5:42 PM

  • Sequencing

    9:40 PM

  • Sequencing

    9:40 PM

    1. School Dates holidays, sport, long weekends etc2. SAC Dates3. Pracs4. Content delivery breakdown

  • VCAA web-siteStudy designAssessment guidePast exams & examiners reportsBulletin

    Resources

    5:42 PM

  • Resources

    Professional Development:

    ACHPER

    Discovery / Inspire

    Local Government Physical Activity Network

    5:42 PM

    http://www.achper.vic.edu.au/

    http://www.achper.vic.edu.au/

    http://www.vicfit.com.au/content/Public/Homepage.aspxhttp://www.achper.vic.edu.au/http://www.achper.vic.edu.au/

  • ResourcesTeacher Networks:Robert Malpeli

    Robert.Malpeli@balwynhs.vic.edu.au well in excess of 1000 PE teachers have signed-up

    distribution of relevant resources and information from official bodies and contributing staff and promotion of future PD opportunities.

    5:42 PM

    mailto:Robert.Malpeli@balwynhs.vic.edu.au

  • To enter the site go to http://del.icio.us our username is vcepenetwork and the password is vcepe.

    5:42 PM

    http://del.icio.us/

  • Wordles to introduce a Unit Outcome: http://www.wordle.net/ Unit 3 Outcome 1

    5:42 PM

    http://www.wordle.net/

  • Wordles to introduce a SAC: http://www.wordle.net/Unit 3 Outcome 2 Task 1

    5:42 PM

    http://www.wordle.net/

  • Wordles to introduce a Chapter Energy systems

    5:42 PM

  • 9:27 PM

  • 9:27 PM

  • 9:27 PM

  • 9:27 PM

  • 9:27 PM

  • Unit 3 Outcome 1

    5:42 PM

  • 5:42 PMhttp://www.vcaa.vic.edu.au/vce/studies/physicaledu/phyeduindex.html

    http://www.vcaa.vic.edu.au/vce/studies/physicaledu/phyeduindex.html

  • 5:42 PMhttp://www.vcaa.vic.edu.au/vce/studies/physicaledu/phyeduindex.html

    http://www.vcaa.vic.edu.au/vce/studies/physicaledu/phyeduindex.html

  • Is this all you need to know?

    5:42 PM

    PresenterPresentation NotesNPAGS under P physical Activity

  • 5-12 year olds, 12-18 year olds & adults...

    5:42 PM

    PresenterPresentation NotesNPAGS under P physical Activity

  • NO

    5:42 PM

    PresenterPresentation NotesNPAGS under P physical Activity

    http://www.health.gov.au/internet/main/publishing.nsf/Content/health-pubhlth-strateg-phys-act-guidelineshttp://www.health.gov.au/internet/main/publishing.nsf/Content/EDFEDB588460BCE3CA25762B00232A13/$File/gug-directorscoord.pdf

  • Injury Prevention and the Promotion of Physical Activity: What is the Nexus?

    The promotion of physical activity is a public health priority for Australia. The new National Physical Activity Guidelines for Australians include a statement on additional health benefits of vigorous sporting and fitness activities. However, injury associated with sport and physical activity can lead to significant health care costs and consequent disabilities and reduced mobility may result in inactivity, this increasing the risk of cardiovascular disease and other health problems.

    Finch, C.F., & Owen, N. (2001). Injury prevention and the promotion of physical activity: What is the

    nexus?. Journal of Science and Medicine in Sport 4 (1): 77-87.

    5:42 PM

    PresenterPresentation NotesNPAGS under P physical Activity

  • http://www.cdc.gov/physicalactivity/professionals/data/explanation.html

    5:42 PM

    http://www.cdc.gov/nccdphp/dnpa/physical/health_professionals/data/physical_surveys.htmhttp://www.cdc.gov/physicalactivity/professionals/data/explanation.html

  • http://www.walkingschoolbus.org/

    5:42 PM

    http://www.walkingschoolbus.org/http://www.walkingschoolbus.org/

  • http://www.vichealth.vic.gov.au/wsb

    5:42 PM

    http://www.vichealth.vic.gov.au/wsbhttp://www.vichealth.vic.gov.au/wsb

  • 5:42 PMmnelson@ggs.vic.edu.au

    mailto:mnelson@ggs.vic.edu.au

  • http://www.10000steps.org.au/5:42 PM

    http://www.10000steps.org.au/http://www.10000steps.org.au/

  • http://www.goforyourlife.vic.gov.au/

    5:42 PM

    http://www.goforyourlife.vic.gov.au/http://www.goforyourlife.vic.gov.au/

  • http://www.healthyactive.gov.au/internet/healthyactive/publishing.nsf/Content/adverts

    5:42 PM

    http://www.healthyactive.gov.au/internet/healthyactive/publishing.nsf/Content/advertshttp://www.healthyactive.gov.au/internet/healthyactive/publishing.nsf/Content/adverts

  • SCHOOL SETTINGS

    National Heart Foundation recommendation is to ensure

    physical education is provided to all children in all schools and to ensure

    that physical activity options are available to children & youth in the

    community.

    5:42 PM

    http://www.heartfoundation.com.au/index.cfm?page=42

  • http://www.heartfoundation.org.au/Professional_Information/Lifestyle_Risk/Physical_Activity/Pages/default.aspx

    5:42 PM

    http://www.heartfoundation.org.au/Professional_Information/Lifestyle_Risk/Physical_Activity/Pages/default.aspxhttp://www.heartfoundation.org.au/Professional_Information/Lifestyle_Risk/Physical_Activity/Pages/default.aspx

  • SCHOOL SETTINGS

    World Health Organisation advocates that educational policy-makers could strengthen national policy re physical

    education, physical activity & sport for all in schools

    5:42 PM

    http://www.who.int/topics/physical_activity/en/

  • http://www.who.int/dietphysicalactivity/publications/pa/en/index.html

    5:42 PM

    http://www.who.int/dietphysicalactivity/publications/pa/en/index.htmlhttp://www.who.int/dietphysicalactivity/publications/pa/en/index.html

  • WORKPLACE SETTINGSSamples & evidence of effectiveness:

    http://www.moh.govt.nz/moh.nsf/238fd5fb4fd051844c256669006aed57/c64022ebbc034e28cc256d5d000b38e8?OpenDocument

    5:42 PM

    http://www.moh.govt.nz/moh.nsf/238fd5fb4fd051844c256669006aed57/c64022ebbc034e28cc256d5d000b38e8?OpenDocumenthttp://www.moh.govt.nz/moh.nsf/238fd5fb4fd051844c256669006aed57/c64022ebbc034e28cc256d5d000b38e8?OpenDocumenthttp://www.moh.govt.nz/moh.nsf/238fd5fb4fd051844c256669006aed57/c64022ebbc034e28cc256d5d000b38e8?OpenDocumenthttp://www.moh.govt.nz/moh.nsf/238fd5fb4fd051844c256669006aed57/c64022ebbc034e28cc256d5d000b38e8?OpenDocument

  • Promoting Physical Activity in Youth & Creating Active Living Communities: evidence from the USA and

    Internationally

    Suburban vs Traditional Land Use Patterns

    James Sallis, Ph.D.James Sallis is Professor of Psychology at

    San Diego State University and the Program

    Director of Active Living Research.

    5:42 PM

  • School based approaches work best Centre for Disease Control made 2 recommendations:

    oSchool based PE oIncrease in access to physical activity places

    Family based programs (3 major programs) none of these increased levels of PA

    Not 1 plan will work Develop comprehensive multi-level approach Use evidence-based programs (not theoretical) Focus on after-school PA

    oAdvocate for places where kids can play Active communities

    Key points:Promoting Physical Activity in Youth

    5:42 PM

  • Most money should be spent on trying to change environment, not where it is currently going trying to change people Should focus on leisure and transport Conclusions from Health Studies Access to facilities and aesthetics increase PA The types of parks that were used for PA need to be nearby, large and attractive As levels of active transportation decrease, levels of obesity increase

    Creating Active Living Communities:Evidence from the USA

    And Internationally

    5:42 PM

  • The seminar ended with Dr Sallis being asked if he could do anything, what would he do. His response to this was:

    1. incentives for developers to build the walkable neighbourhood

    2. accommodate cyclists and walkers on roads first then motor vehicles

    3. governments to use evidence-based strategies 4. ongoing investment in mass media (most mass media

    dollars go to motor industry & electronic entertainment both of which aim to decrease PA)

    5:42 PM

  • 5:42 PM

    http://www.whereis.com/whereis/map.do

  • 5:42 PM

    http://www.mapmyrun.com/index.php

  • Unit 3 Outcome 2

    5:42 PM

  • YouTube: Muscle Contraction

    5:42 PM

  • 5:42 PM

  • 5:42 PM

  • 5:42 PM

  • 5:42 PM

  • INTERPLAY OF THE ENERGY SYSTEMS

  • Quantifying intensity

    Calculation of Maximum Heart Rate The easiest and best known method to

    calculate your maximum heart rate (MHR) is to use the formula

    MHR = 220 - Age

    http://www.brianmac.co.uk/maxhr.htm

    http://www.brianmac.co.uk/maxhr.htm

  • Quantifying intensity

    % MHR and %VO2 Max It is possible to estimate your exercise intensity as a

    percentage of VO2 max from your training heart rate. David Swain (1994) and his US based research team using statistical procedures examined the relationship between %MHR and %VO2 Max. Their results led to the following regression equation:

    %MHR = 0.64 %VO2 Max + 37 The relationship has been shown to hold true across

    sex, age and activity.

    http://www.brianmac.co.uk/maxhr.htm

    http://www.brianmac.co.uk/maxhr.htm

  • Quantifying intensity

    A calculator to convert %MHR to %VO2 max and vice versa can be found at: http://www.brianmac.co.uk/maxhr.htm

    If using Excel:

    http://www.brianmac.co.uk/maxhr.htm

  • Quantifying intensity

    A study by David Swain and his US-based research team has criticised the mathematical methods used to derive the regression equations in previous research. Using more correct statistical procedures, they re-examined the relationship between % VO2 max and % HR max and found that the ACSMformula underestimates HR at the target values of % VO2 max. Their results led to a regression equation of % HR max = 0.64 x % VO2 max + 37. This means that 40% VO2 max corresponds to 63% HR max, 60% VO2 max corresponds to 75% HR max, 80% VO2 max corresponds to 88% HR max, and 85% VO2 max corresponds to 92% HR max.

    http://www.pponline.co.uk/encyc/0186.htm

    http://www.pponline.co.uk/encyc/0186.htm

  • %MHR %VO2 max

    convert %MHR %VO2 max convert %VO2 max %MHR

    %MHR %VO2 max %VO2 max %MHR

    100%MHR = 98%VO2 max 100%VO2 max = 101%MHR

    92%MHR = 86%VO2 max 90%VO2 max = 95%MHR

    85%MHR = 75%VO2 max 80%VO2 ma...

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