EEH405: Senior Physical Education Curriculum Studymatthewgasparini.weebly.com/uploads/2/3/8/8/... · have completed Units 1-2 of Physical Education, however some may have only completed

Matthew Gasparini Student ID: 900193799 Course: E377

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EEH405: Senior Physical Education Curriculum Study

Assessment Task 2: VCE Physical Education Unit of Work

VCE Physical Education

Unit 4: Enhancing Performance

Areas of Study

1. Planning, implementing and evaluating a training program

2. Performance enhancement and recovery practices

Context for Unit

Prior Learning

The students enrolled in this Unit will have completed a minimum of Unit 3 Physical Education with a satisfactory result. The majority of students will also

have completed Units 1-2 of Physical Education, however some may have only completed Unit 3. All students will have completed Physical Education from

Years 7-10 and through the selection of P.E. in Year 11 or 12, will have a genuine interest in the subject and therefore will be expected to participate

enthusiastically and complete the Unit to an acceptable standard.

Facilities


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Student Interest

Through the selection of P.E. in Year 11 and/or 12, will have a genuine interest in the subject and therefore will be expected to participate enthusiastically

and complete the Unit to an acceptable standard. Students will have an interest in sport (competitive or recreational), fitness and general health and

wellbeing. Students may also participate in sport outside of the curriculum and will have reasonable motor skills and fitness levels. It will be important to

recognise the individual characteristics of each student (i.e. interest in particular sport) to subsequently relate topics and content to examples from real

world experiences or issues to enhance student learning.

Unit 4: Enhancing Performance

Area of Study 1: Planning, implementing and evaluating a training program

Key Knowledge:

o Fitness components: definitions and factors affecting the components

o Data collection and analysis

o Fitness assessments: aims, methods and outcomes

o Fitness training principles

o Fitness training methods

o Chronic adaptations of cardiovascular, respiratory and muscular systems to training

(Victorian Curriculum and Assessment Authority, 2010)

Key Skills:

o Explain fitness assessment aims, methods, risks, safeguards, informed consent and confidentiality

o Use appropriate technology to perform an activity analysis to collect and analyse primary data to determine major fitness components and energy

systems utilised in a task

o Perform, observe, analyse and report on laboratory exercises

o Justify selected fitness tests regarding strengths and weaknesses of methods


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o Explain chronic adaptations to the cardiovascular, respiratory and muscular systems and their effect on performance

o Design, participate in and evaluate a six-week training program that applies correct principles and methods to improve specific fitness components


Area of Study 2: Performance enhancement and recovery practices

Key Knowledge:

o Nutritional strategies to enhance performance and improve recovery

o Hydration techniques to enhance performance and improve recovery

o Physiological strategies to enhance recovery

o Psychological strategies to enhance performance and aid recovery

o Benefits and harms to athlete of legal and illegal substances and methods that enhance performance

o Rationale for anti-doping codes


Key Skills:

o Compare and contrast practices designed to enhance performance and/or speed up recovery

o Analyse and evaluate nutritional and hydration procedures used to enhance individual performance and recovery

o Identify and explain psychological factors which impact on performance and recovery

o Evaluate anti-doping codes used to govern sport

o Participate in and evaluate a range of nutritional, physiological or psychological strategies that potentially enhance performance and aid recovery



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Time Frame

Topic & Content Focus/Learning Activities

Objectives Suggested Resources Assessment

Wk 1 FITNESS COMPONENTS & ACTIVITY ANALYSIS Lesson 1: Health Related Fitness Components:

o Aerobic Capacity o Anaerobic Capacity o Muscular Strength o Muscular Endurance

o Students should be able to list and define the fitness components and the factors affecting these.

http://www.brianmac.demon.co.uk/siteindx.htm http://web.nmsu.edu/~johtaylo/index.html

Check for understanding during lesson Students to compile a glossary of key terms and provide definitions (can be finished in class, if not finished checked at beginning of next class.)

Lesson 2: Health Related Fitness Components:

o Flexibility o Body Composition

Skill Related Fitness Components o Speed o Muscular Power



Check for understanding during lesson Short quiz at end of lesson Glossary of fitness components

Lesson 3: Skill Related Fitness Components:

o Agility o Coordination o Balance o Reaction Time



Check for understanding during lesson Glossary of fitness components

-----2 Lesson 1: Activity Analysis

o Methods Data Collection Analysis

o Skill Analysis: muscle groups and muscle actions

o Work:Rest ratio

o Students should be able to explain the different methods of analysing an activity and have an understanding of work-rest ratios.

http://gssiweb.com/ http://www.ausport.gov.au/search.asp http://www.championdata.com.au/

Short quiz at beginning of lesson on previous 3 classes Check for understanding during lesson

FITNESS ASSESSMENT Lesson 2:

o Laboratory and field tests o Why fitness testing? o Rules of fitness testing

- Relevance and specificity - Validity and reliability - Interpretable and comparable

o Students should be able to understand the difference between laboratory and field tests and examples of each.

o Students should be able to list the rules of fitness testing and have an understanding of relevance, specificity, validity and reliability as it applies to fitness tests.

http://www.pineapplehead.com.au/ http://www.polar.fi/sarripola/ http://www.ug.edu.au/~zzqas

Check for understanding during lesson Read corresponding pages of text and annotate Glossary of key terms

http://www.brianmac.demon.co.uk/siteindx.htm


http://web.nmsu.edu/~johtaylo/index.html







http://gssiweb.com/

http://www.ausport.gov.au/search.asp

http://www.championdata.com.au/

http://www.pineapplehead.com.au/

http://www.polar.fi/sarripola/

http://www.ug.edu.au/~zzqas


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Lesson 3: Fitness Assessment Protocol:

o Risks o Informed Consent and

confidentiality o Custom made tests o Standardised tests

o Students should be able to explain fitness assessment aims, methods, risks, informed consent and confidentiality.

o Students should be able to list tests which are both custom-made and standardised and be able to compare and contrast the two.

http://rowcoachmedia.com/node/515 http://www.topendsports.com/testing/tests/rowing-ergo-500m.htm

Check for understanding during lesson Glossary of key terms

-----3 Lesson 1: Pre test procedures Testing fitness components

o Aerobic capacity tests o Anaerobic capacity tests o Muscular strength o Muscular endurance o Flexibility

o Students should understand the pre-test procedures.

o Students should be able to give examples of tests for each fitness component.

http://www.peworld.org/fitnesstesting/fitnesstestingcontents.htm http://www.fotosearch.com/photos-images/physiotherapist_3.html http://www.polar.fi/sarripola/


Lesson 2: Testing fitness components

o Muscular power o Body composition o Speed o Agility o Coordination o Balance

Justifying fitness testing Developing a fitness test battery

o Students should be able to give examples of tests for each fitness component.

o Students should be able to provide a justification for fitness tests and develop a fitness test battery relevant to improving specific areas of an athlete’s fitness.

http://www.brianmac.demon.co.uk/eval.htm http://www.sport-fitness-advisor.com/fitnesstests.html http://www.topendsports.com/testing/BMIcalc2.htm http://www.senslab.de/english/index.html


Lesson 3: Practical Lesson:

o Fitness Testing o Data Collection

o http://www.sport-fitness-advisor.com/fitnesstests.html

PRAC: Participation in fitness testing, collection of data/results in preparation for following SAC.

-----4 FITNESS TRAINING PRINCIPLES & METHODS Lesson 1: Principles of training

o Specificity o Intensity o Duration o Frequency o Progressive overload

o Students should be able to list and explain the principles of training.

http://www.topendsports.com/testing/BMIcalc2.htm http://www.senslab.de/english/index.html


http://rowcoachmedia.com/node/515

http://www.topendsports.com/testing/tests/rowing-ergo-500m.htm

http://www.topendsports.com/testing/tests/rowing-ergo-500m.htm

http://www.peworld.org/fitnesstesting/fitnesstestingcontents.htm

http://www.peworld.org/fitnesstesting/fitnesstestingcontents.htm

http://www.fotosearch.com/photos-images/physiotherapist_3.html

http://www.fotosearch.com/photos-images/physiotherapist_3.html

http://www.polar.fi/sarripola/

http://www.brianmac.demon.co.uk/eval.htm

http://www.sport-fitness-advisor.com/fitnesstests.html


http://www.topendsports.com/testing/BMIcalc2.htm


http://www.senslab.de/english/index.html





http://www.senslab.de/english/index.html


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Lesson 2: Principles of training

o Variety o Diminishing returns o Reversibility o De-training

o Students should be able to list and explain the principles of training.

http://www.brianmac.co.uk/fatgirth.htm http://sportsmedicine.about.com/od/training/a/Ex-Science.htm


Lesson 3: Methods of training

o Continuous o Interval o Resistance (weight training)

o Students should be able to list and explain the methods of training.

o Students should be able to provide examples of different methods of training.

http://www.sport-fitness-advisor.com/fitt-principle.html http://www.squidoo.com/methodsoftrainingsport


-----5 Lesson 1: Methods of training:

o Resistance (or weight) Benefits Terminology Points to ponder




Lesson 2: Methods of training:

o Flexibility o Plyometrics o Circuit o Fartlek




Lesson 3: Methods of training:

o Swiss ball o Core strength

Ways to improve fitness




-----6 DESIGNING A TRAINING PROGRAM Lesson 1: Planning a training program Phases of a training program: Preparatory phase

o Students should have understanding of what is required when planning a training program and be able to list the phases of a training program.

http://www.brianmac.demon.co.uk/siteindx.htm http://members.aol.com/naginata/riley4.html


Lesson 2: Phases of a training program:

o Preparatory phase (RECAP)

o Students should be able to list and explain the 3 phases of a training program.

http://www.brianmac.demon.co.uk/siteindx.htm http://members.aol.com/naginata/riley4.ht


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

http://sportsmedicine.about.com/od/training/a/Ex-Science.htm

http://sportsmedicine.about.com/od/training/a/Ex-Science.htm

http://www.sport-fitness-advisor.com/fitt-principle.html


http://www.squidoo.com/methodsoftrainingsport
















http://members.aol.com/naginata/riley4.html






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o Competition phase o Transition phase

ml

Lesson 3: Periodisation and the training year:

o Microcycles o Mesocycles o Macrocycles o Extended macrocycles


http://www.brianmac.demon.co.uk/siteindx.htm http://members.aol.com/naginata/riley4.html


-----7 Lesson 1: Designing a training session:

o Warm-up o Skill development o Conditioning development o Cool-down

o Students should have an understanding of what to consider when designing a training session.

http://www.netfit.co.uk/menu.htm


Lesson 2: Peaking and tapering Individuality Overtraining:

o Causes o Signs and symptoms o Avoiding and overcoming

o Students should have an understanding of the principles of peaking, tapering, individuality and overtraining.



Lesson 3: Managing your own training program:

o Design o Activity analysis o Fitness testing o Identifying strengths and

weaknesses o Designing the program o Training diary o Evaluating the program

o Students should have an understanding of the considerations involved in managing a training program.



-----8 Lesson 1: SAC 1: In-Class Written Report (See Appendix)

SAC 1: A written report that includes a plan and evaluation of a six-week training program with reference to an activity analysis, fitness testing and a training diary, designed to enhance specific fitness components

CHRONIC ADAPTATIONS TO TRAINING Lesson 2:

o Students should have an understanding of the different cardiovascular adaptations to

http://wiki.answers.com/Q/What_are_the_chronic_Adaptations_of_anaerobic_training












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General introduction Adaptations to aerobic training – cardiovascular:

o Left ventricle size and volume

o Increased cardiac capillarisation

o Increased SV o Decreased HR o Decreased HR during sub-

maximal effort o Increased HR recovery rates o Increased Q during maximal

exercise o Decreased BP

Increased a-VO2 diff

aerobic training.

Lesson 3: Adaptations to aerobic training – cardiovascular:

o Increased blood volume and haemoglobin levels

o Increased capillarisation of working muscles

o Decreased blood cholesterol, triglycerides, LDLs and HDLs

Adaptations to aerobic training – respiratory:

o Increase lung ventilation during maximal exercise

o Increased Max VO2 Increased LIP

o Students should have an

understanding of the different cardiovascular adaptations to aerobic training.

o Students should have an understanding of the different respiratory adaptations to aerobic training.

o Students should grasp the concept of Lactate Inflection Point.

http://www.lactate.com/eslact1c.html


-----9 Lesson 1: Adaptations to aerobic training – muscular:

o Increased oxygen utilisation o Increased muscular fuel

stores o Increased oxidation of

glucose and fats

o Students should have an understanding of the different muscular adaptations to aerobic training.

o Students should have an understanding of the different anaerobic adaptations to training.

http://hk.humankinetics.com/EssentialsOfStrengthTrainingAndConditioning/ig/chpr05.htm


http://www.lactate.com/eslact1c.html





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o Decreased use of anaerobic glycolysis

o Adaptation of muscle fibre type

Adaptations to anaerobic training: o Muscular hypertrophy o Increased muscle stores of

ATP and PC o Increased glycolytic

capacity Cardiac hypertrophy

Lesson 2: SAC: In-Class

SAC A response in one or more of the following formats, which links chronic adaptations of the cardiovascular, respiratory and muscular systems to training methods and improved performance: • a case study analysis • a data analysis • a critically reflective folio/diary of participation in practical activities • a practical laboratory report • a visual presentation • a test.

STRATEGIES TO ENHANCE PERFORMANCE & RECOVERY Lesson 3: Nutritional needs of athletes: a balanced diet

o How much? o Glycaemic Index

Nutritional needs of athletes: carbohydrates (CHOs)

o How much? Application of the Glycaemic Index

o Students should understand the nutritional needs of different athletes and the Glycaemic Index.

http://www.brianmac.demon.co.uk/nutrit.htm http://www.glycemicindex.com http://www.aesoftware.com.au/


-----10 Lesson 1: Nutritional needs of athletes: proteins and fats:

o Protein How much? Proteins + CHO Protein

o Students should have an understanding of the intake of fats and proteins as it applies to an athlete’s performance.

http://www.dav.org.au www.sportsdietitians.com.au1 www.ais.org.au/nutrition


http://www.brianmac.demon.co.uk/nutrit.htm

http://www.brianmac.demon.co.uk/nutrit.htm

http://www.glycemicindex.com/

http://www.aesoftware.com.au/

http://www.dav.org.au/

http://www.sportsdietitians.com.au/

http://www.ais.org.au/nutrition


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supplementation o Fats

How much? Lesson 2: Fuel for competition and recovery:

o Fuelling and type of sport o CHO loading o Pre-event meal and

hydration o Refuelling during exercise

Nutrition and recovery from exercise

o Students should have an understanding of the intake of different fuels before, during and after exercise.

www.sportsdietitians.com.au www.ais.org.au/nutrition http://www.ais.org.au/nutrition/



PRAC

-----11 Lesson 1: Hydration needs of athletes:

o Who needs it? o Water v sports drinks o IV drips and dehydration

Isotonic, hypertonic, hypotonic

o Students should have an understanding of the hydration needs of athletes and the differences between the types of sports drinks available.

http://www.nismat.org/nutricor


Lesson 2: Physiological strategies to enhance recovery:

o Hydrotherapy Hot and cold contrast

therapy Spas and mineral

springs o Compression o Massage o Hyperbaric chambers

Sleep

o Students should have an understanding of different strategies that enhance recovery, what they involve and how effective they are.

http://www.nursing.upenn.edu/nutritionsites/sports.htm



PRAC:

-----12 Lesson 1: Psychological strategies to enhance performance and aid recovery – control and concentration:

o Control Anxiety Arousal

o Students should have an understanding of different strategies that enhance recovery, what they involve and how effective they are.

http://instruct1.cit.cornell.edu/Courses/ns421/NS421.html



http://www.ais.org.au/nutrition

http://www.ais.org.au/nutrition/

http://www.nismat.org/nutricor






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Drive theory Inverted-U hypothesis Catastrophe theory Optimal arousal theory

Multidimensional arousal-anxiety theory Lesson 2:

o Concentration Ways to increase

concentration Mental imagery

o Students should have an understanding of the concepts of concentration and mental imagery.

http://www.selfhelpmagazine.com/article/sports-techniques


Lesson 3: Techniques to increase or decrease arousal:

PMR Centred breathing Meditation Reading your body Pre-comp psych-up

o Students should have an understanding of different techniques to increase or decrease arousal and when each are appropriate to apply.

http://www.stress-relief-exercises.com/


-----13 Lesson 1: Psychological strategies to enhance performance and aid recovery – confidence and commitment:

o Confidence Self confidence Choking

o Commitment Goal setting

Intrinsic and extrinsic motivation

o Students should have an understanding of confidence and commitment and how these influence performance and recovery.

http://www.thesportjournal.org/article/efficacy-relaxation-techniques-increasing-sport-performance-women-golfers



PRAC:

ERGOGENIC AIDS Lesson 3: Ergogenic aids Legal substances and methods:

o Mechanical aids: training methods and devices

Altitude training

o Students should have an understanding of ergogenic aids and their benefits and risks to athletes.

o Students should have an understanding have altitude training and its perceived fitness benefits for athletes.

www.sportsdietitians.com.au http://www.theage.com.au/afl/afl-news/arizona-or-bust-for-collingwood-20110606-1fpcf.html









http://www.theage.com.au/afl/afl-news/arizona-or-bust-for-collingwood-20110606-1fpcf.html




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-----14 Lesson 1: Legal substances and methods:

o Nutritional aids o AIS sports supplement

groupings Sports drinks


http://www.brianmac.co.uk/ergoaids.htm Check for understanding during lesson Glossary of key terms

Lesson 2: Legal substances and methods:

o Electrolyte replacement supplements

o CHO bars and gels o Liquid meal supplements

Vitamin and mineral supplements


http://sportsmedicine.about.com/od/performanceenhancingdrugs/Ergogenic_Aids_Performance_Enhancing_Drugs_Supplements.htm


Lesson 3: Nutritional ergogenic aids

o Caffeine supplementation o Creatine

Bicarbonate


http://fnic.nal.usda.gov/nal_display/index.php?info_center=4&tax_level=2&tax_subject=274&topic_id=1329


-----15 Lesson 1: Practical Lesson:

PRAC:

Lesson 2: Illegal substances and methods

o Performance enhancing drugs and methods

o WADA prohibited list o Why do athletes take

drugs? Anti doping codes International sport: WADA National sport: ASADA Nationals sporting organisations (AFL)


o Students should understand the different anti-doping codes of sports around the world and be able to evaluate these.

http://www.pponline.co.uk/encyc/ergogenic-aids-can-increasing-oxygen-levels-improve-sports-performance-95


Lesson 3 SAC:

SAC: A response in one or more of the following formats, which identifies and evaluates various strategies and practices that are used to enhance performance: • a practical laboratory report • a case study analysis • a data analysis

-----16 Revision -----17 Revision

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











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-----18 Revision


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Lesson Plans

Practicum Lesson Number

Lesson 5 (Week 2)

Duration of lesson

50 Minutes Class Size 15

Subject VCE PE Year Level 12

Learning Focus Enhancing Performance

Area of study Key Knowledge Key Skills Activities and assessment tasks

Evidence

Unit 4- Area of Study 1 Planning, implementing and evaluating a training program

Assessment of fitness, including, aims, protocols, and methods and outcomes of at least two standardised, recognised tests for each fitness component

-Explain fitness assessment aims, methods, risks, safeguards, informed consent and confidentiality -Use appropriate technology to perform an activity analysis to collect and analyse primary data to determine major fitness components and energy systems used in sporting events and physical activities

- Class discussion “Why do fitness tests?” “What fitness tests do what?”

- Participation in class discussion

Resources and Materials- -Textbook(Nelson Physical Education Units 3&4) - Fitness testing equipment, Tape measures, Scales, Bench Press, Beep test recorder, cones

Content of lesson- Students have prior knowledge on the topic of physiological responses to physical activity and fitness components in sport


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Stage of lesson Tasks Time Student action Teacher Action

Stage 1- Introduction Class Discussion- “Why do we do fitness testing?” “What are some of the protocols of fitness testing?”

5 minutes

Students are actively involved in class discussion.

Teacher prompts students for class discussion-

Body of Lesson Theory"

“Aim of Fitness Assessment” Powerpoint covers pgs 222-224 of Nelson textbook

5-10 minutes

Students watch Powerpoint, and answer questions when prompted by teacher.

Teacher runs through Powerpoint asked appropriate questions to check for the students understanding of the content.

Aim of Fitness Testing Worksheet

10 minutes

Students complete worksheet, and ask questions that they have difficulty with

Teacher helps students with any difficult questions

5 minutes

Students discuss answers with the class

“Fitness Testing Protocols” Powerpoint, covers pgs 225-229 of Nelson Textbook

5-10 minutes



Fitness Testing Protocols Worksheet

10 minutes

Students complete worksheet, and ask questions that they have difficulty with

Teacher helps students with any difficult questions

5 minutes

Students discuss answers with the class

Summary of content of lesson 5 minutes

Students listen and answers prompted questions

Teacher runs through content covered in the lesson, asking students questions to check for their understanding.

Stage 3- Conclusion/Closure


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Lesson number

9 (Week 3)

Duration of Lesson

50 minutes

Class Size

15

Level

12

Learning Focus: Enhancing Performance

VCE Study Design Unit: 4 Area of study: 1

Key knowledge of which lesson is focused - Assessment of fitness, including, aims, protocols, and methods and outcomes of at least two standardised, recognised tests for each fitness component

Key skills of which lesson is focused:

- Explain fitness assessment aims, methods, risks, safeguards, informed consent and confidentiality

- Use appropriate technology to perform an activity analysis to collect and analyse primary data to determine major fitness components and energy

systems used in sporting events and physical activities

Equipment

CD Player (with Beep Test audio) Bench Press

Cones Free weights

Hand grip dynamometer Sit and reach measuring device

Vertical jump measuring device Stopwatch

Data collection sheet Tags for warm up game

Whistle


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Stage/Time Tasks Teacher Action

Stage 1

Introduction

- Introduce fitness tests to be completed during the lesson and

order in which they will be done (e.g. half the class will complete

the beep test first).

- Discuss fitness components being tested

- Warm-Up Game: Tails

- Each student has 2 tags which are either tucked into their

shorts/pants or attached to a velcro belt

- Students must move around a designated area (e.g. a netball

third) and steal tags off other students.

- Stop game after 5 minutes, students to return tags and begin

again with 2 each.

- Run game for further 5 minutes.

- Challenge students to come up with answers rather than

teaching providing answer.

- E.g. “Which of these tests will assess endurance/strength

etc.”

- Ensure students are participating

- Maintain high level of energy and enthusiasm which will

reflect through students

- Encouragement, feedback, voice.

- Highlight that once a tag is stolen it must be reattached

and not held onto

Stage 2

Body

- Students will split into 3 groups to complete the Bench Press, Sit

and Reach test and Hand Grip.

- Bench Press: students organise into an order from lightest to

heaviest weight to minimise time taken to change weights.

- Students must complete as many repetitions as possible with no

rest in between.

- Sit and Reach Test: students sit with legs straight out and reach

to maximal distance. Partner records measurement.

- Hand Grip: 3 attempts, record best result.

- Explanation and demonstration of each task

- Highlight safety issues (particularly with set up of bench

press)

- Students will have already calculated the weight required

for the Bench test which is 60% of their body weight

- A student is required to spot for student completing test.


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- Once students have completed all 3 of these tests, class will be

split in half to complete 40m sprint and Illinois Agility Run.

Record results on data collection sheet.

- Total class will then complete Beep Test and record results.

Stage 3

Conclusion

- If time permits, class will complete stretches as warm down.

- Student ownership in deciding which stretches are required –

relate to tests completed

Stage 4

Closure

- Summarise key knowledge, skills and learning focuses of the

lesson.

- Relate to upcoming written SAC

- Student questions regarding lesson and/or SAC


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Practicum Lesson Number

Week 12 (Lesson 3)

Duration of lesson

50 Minutes Class Size 15

Subject VCE PE Year Level 12

Learning Focus Enhancing Performance

Area of study Key Knowledge Key Skills Activities and assessment tasks

Evidence

Unit 4- Area of Study 2 Performance Enhancement and Recovery Practices

-Psychological strategies used to enhance performance and aid recovery

-Identify and explain psychological factors which impact on performance and recovery. -Participate in and evaluate a range of nutritional, physiological or psychological strategies that potentially enhance performance and aid recovery.

-Class discussions: - “What techniques increase or decrease arousal?” - “Which techniques are most effective?” -Complete glossary of key terms

-Participation in class discussion -Glossary

Resources and Materials- -Textbook(Nelson Physical Education Units 3&4) - http://www.stress-relief-exercises.com/ Content of lesson- Lesson will centre on psychological techniques to increase or decrease an athlete’s arousal.



20

Stage of lesson Tasks Time Student action Teacher Action

Stage 1- Introduction Youtube video: “Chicago Bulls Player Introduction” http://www.youtube.com/watch?v=OOrO2mRZNzs Class Discussion-

10minutes Students are actively involved in class discussion.

Teacher prompts students for class discussion- How would this introduction affect a player’s arousal/performance? What possible negative effect could this have on a player’s performance? When would this technique be unsuitable for an athlete or team?

Body of Lesson

Powerpoint: - Recap of concepts of arousal and

summary of inverted-U hypothesis. - Psychological strategies which affect

arousal

10 minutes



Task Cards: Students move around the room and complete task cards which describe a sport situation (e.g. penalty kick in soccer) and a technique to use.

15 minutes

Students complete tasks, and ask questions that they have difficulty with

Teacher helps students with any difficult questions and ensures all students at completing the task the intended way.

Discussion based on techniques students have used and seen examples of on task cards.

5-10 minutes

‘Which was most effective?’ ‘Which was least effective?’ ‘What sports require high levels of arousal?’ ‘What sports require low levels of arousal?’

Stage 3- Conclusion/Closure

Summary of content of lesson 5 minutes Students listen and answers prompted questions

Teacher runs through content covered in the lesson, asking students questions to check for their understanding. Relate content covered to upcoming SAC and highlight key areas to grasp.

http://www.youtube.com/watch?v=OOrO2mRZNzs


21

Lesson number

Week 15 (Lesson 1)

Duration of Lesson

50 minutes

Class Size

15

Level

12

Learning Focus: Performance Enhancement and Recovery Practices

VCE Study Design Unit: 4 Area of study: 2

Key knowledge of which lesson is focused Nutritional strategies used to enhance performance and improve recovery Hydration techniques used to enhance performance and improve recovery

Key skills of which lesson is focused:

Analyse and evaluate nutritional and hydration procedures to enhance individual performance and recovery

Participate in and evaluate a range of nutritional, physiological and psychological strategies that potentially enhance performance and recovery.

Equipment

Gatorade Protein bars

Water Soccer goals

Red Bull (or equivalent energy drink) Soccer ball

No-Doz tablets Tags

Glucose tablets

Assorted lollies

Oranges (cut up)

Carbohydrate bars and gels


22

Stage/Time Tasks Teacher Action

Stage 1

Introduction

- Warm-Up Game: Tails

- Each student has 2 tags which are either tucked into their

shorts/pants or attached to a velcro belt

- Students must move around a designated area (e.g. a netball

third) and steal tags off other students.

- Stop game after 5 minutes, students to return tags and begin

again with 2 each.

- Run game for further 5 minutes.


- Maintain high level of energy and enthusiasm which will

reflect through students


- Highlight that once a tag is stolen it must be reattached

and not held onto

Stage 2

Body

- Create 2 teams

- ALL students to be designated a hydration/nutritional aid to

recovery to be consumed prior to commencement of game.

- Game commences (normal soccer rules apply – possible

modifications to ensure high level of motivation e.g. no goalie,

all players must touch ball before scoring)

- Half-time after 10 minutes.

- During half-time, students will again be designated a

hydration/nutritional aid to be consumed.

- Discussion on physiological responses during the game – how

students are feeling, any affects their aid is having on their body

and/or performance.

- Commence second half.

- Designate nutritional/hydration aids to students to

consume

- Ensure students consume correct aid in correct manner



- Discussion on physiological responses during the game –

how students are feeling, any affects their aid is having

on their body and/or performance.


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- Game ends after further 10 minutes.

- Discussion on physiological responses during the game – how

students are feeling, any affects their aid is having on their body

and/or performance.

- Discussion on which aids worked best/which students identify as

being most appropriate to chosen sport and why.

Stage 3

Conclusion

Warm-Down/Recovery:

- Active recovery of walking and moving stretches

- During this, students discuss with teacher other recovery

practices which could be done if the facilities permitted, e.g.

hot/cold showers, ice baths, and hydrotherapy.

- Discussion on other practices that can be continued to ensure

full recovery, e.g. proper nutrition, rehydration, stretching,

massage.

- Delegate ownership of warm-down to student

Discussion on other practices that can be continued to

ensure full recovery, e.g. proper nutrition, rehydration,

stretching, massage.

Stage 4

Closure

- Summarise key knowledge, skills and learning focuses of the

lesson.

- Relate to upcoming written SAC

- Answer student questions relating to upcoming SAC


24

Reference List

Malpeli, R & Telford, A, 2011, VCE Physical Education Unit 3 & 4, ‘School Assessed Course Work: Unit 4, Area of Study 1 – Enhancing Performance’,

Australia.

Malpeli, R & Telford, A, 2011, Phys Ed Notes Units 2 & 4 2nd Edition, Cengage Learning Australia Pty Limited, Melbourne.

Documents

EEH405: Senior Physical Education Curriculum Studymatthewgasparini.weebly.com/uploads/2/3/8/8/... · have completed Units 1-2 of Physical Education, however some may have only completed