Core 2 – Factors Affecting Performance Program 2015Unit Title Core 2 – Factors Affecting Performance – How Does Training Affect Performance? Stage/Year 6/12Unit Description

The Syllabus for Core 2 states: “This compulsory module examines the various factors that affect performance. In this module, students explore the physical and psychological bases of performance. They experience and critically analyse approaches to training and skill development and investigate the contributions of psychology, nutrition and recovery strategies to performance.”This unit addresses “How does training affect performance?” and therefore, examines: energy systems, types of training and training methods, principles of training, and the physiological adaptations in response to training. Students learn this content through a variety of teaching methods ,which cater to the learning strengths of my students.The unit also covers How can psychology affect performance? How can nutrition and recovery strategies affect performance? And How does the acquisition of skill affect performance? These cover content including nutrition, supplementation, recovery strategies, motivation, anxiety, psychology, skill acquisition, characteristics of the learner, the learning environment and how skill and performance is assessed.

Unit Length 3 Weeks

RationaleThis is a differentiated program. The students in class come from a varied cultural background including Anglosaxon, Samoan, New Zealander, Pilipino and Sudanese. There are various points in the unit that divide the students into support, core or extension learning groups. The support group of students with literacy and numeracy difficulties will be supported with learning tasks that require them to make short written responses with simple text, as well as a variety of other teaching & learning strategies such as:

Scaffolds and chunking of strategies and content Visual/Spatial cues – mind-mapping, colour-coding, pictures on slideshows, videos Verbal instructions supported by written text Literacy – cloze passages and multiple choice quizzes, glossaries, vocab lists

In addition to these students X, Y & Z with specific literacy disabilities will be provided with further scaffolding that may include exam style questions with introductions or half written answers which need to be brought to their conclusion. These students may also require more time to go through the information, and so getting the basic content at home where they can work through it at their own pace could be helpful.

The reason for employing such teaching strategies to the support learning group is to encourage reading and language development and verbal cues. These strategies also apply across all students, with the Core and Extension groups performing more difficult variations of tasks to enable them to further develop and challenge their knowledge and skills.

The teaching and learning strategies that have been selected are based on information sourced from research about how students learn and the learning style surveys. The

learning styles are wide and varied, although visual and social are the more frequent preferences in the class. Research suggests that for visual learners, strategies such as scaffolding verbal/written tasks are helpful (see Hammond & Gibbons, 2005; ILSA, 2010). Other strategies for visual learners involve those with pictures/images, 3-dimensional shapes, use of colour and symbol; with the capacity to draw to annotate work. The social learners prefer to work in groups and to have opportunity to discuss new knowledge with a partner. Peer tutoring is relevant for these social learners as well as the opportunity to express to others what they understand and chance to seek clarification from their peers concerning their understanding. Further research also indicates that the use of formative assessment can be used to make learning visible and is one of the top ranked teaching and learning strategies for improving student results (see Hattie, 2012; Waack, 2013).Along with these teaching and learning strategies the unit also includes visible thinking routines such as “think puzzle explore” and “I used to think…now I think” which help deepen student understanding of concepts (see Palmer, 2005). There are also self-learning activities, particularly the PowerPoint presentations students work through at home. These PowerPoints have recorded audio as well as the slides. Some include videos etc to communicate the basic content in an accessible format. The unit includes a variety of kinaesthetic activities to cater to the students in the class as well as practical application, which often allows the students to apply their newly learnt knowledge to sporting contexts that they are interested in. The unit includes a range of exam style questions to give the students practice before their half yearly and yearly exams. The unit also has a variety of activities that provide feedback to the students, including feedback from peers and the teacher. Feedback is one of the major contributors to successful learning and helps make student learning visible (see Hattie, 2012; Waack, 2013)). I have attempted to embed strategies like the above to increase the engagement and outcomes of the students in the class.Major Outcomes Contributing OutcomesA Student:H7 – Explains the relationship between physiology and movement potentialH8 – Explains how a variety of training approaches and other interventions enhance performance and safety in physical activityH9 – Explains how movement skill is acquired and appraisedH10 – Designs and implements training plans to improve performanceH11 – Designs psychological strategies and nutritional plans in response to individual performance needs

A student:H16 – devises methods of gathering, interpreting and communicating information about health and physical activity concepts.H17 – selects appropriate options and formulates strategies based on the critical analysis of the factors that affect performance and safe participation.

Order 1 2 3 4 5 6 7 8 9 10Content Formative

assessmentEnergy Systems

Energy Systems

Principals of Training

Principals of Training

Physiological Adaptations to Training

Physiological Adaptations to Training

Types of training

Types of training & Topic Quiz

Practical

Order 11 12 13 14 15 16 17 18 19 20Content Nutrition Nutrition Supplementa

tionSupplementation

Recovery Strategies

Recovery Strategies

Motivation Motivation Anxiety Anxiety

Order 21 22 23 24 25 26 27 28 29 30Content Psychology Psychology Stages of

Skill Acquisition

Stages of Skill Acquisition

Characteristics of the Learner

Characteristics of the Learner

The Learning Environment

The Learning Environment

Assessment of Skill & Performance

Assessment of Skill & Performance

Out-comes

Students learn about Students learn to Learning Activities Resources Reg

How does training affect performance?Students complete the “think puzzle explore” activity.

Students complete the questions on training and performance to check their current level of knowledge.

Students swap with each other and mark the questions, which are then handed to the teacher to help with learning strategies & content.

Students are given vocab lists relevant for the topic.

Assessment for Learning Quiz & Marking criteria

H7 energy systems alactacid system

(ATP/PC) lactic acid system aerobic system

analyse each energy system by exploring:– source of fuel– efficiency of ATP

production– duration that the

system can operate– cause of fatigue– by-products of energy

production– process and rate of

recovery

Students go through the PPT “Energy Systems” at home.

Brainstorm & make a mind-map of everything the students can remember about the energy systems from the PPT.

Students complete the table in the “Energy Systems” handout using their text and the information on the handout.

Use “energy system” cards to go through a physical demonstration with the class of how ATP is broken down and reproduced through the various energy systems.

Formative assessment

PPT “Energy Systems”

“Energy Systems” HO

Energy system cards

Out-comes

Students learn about Students learn to Learning Activities Resources Reg

Complete the exit card activity (aerobic source of fuel is, by product of the LA system is; the alactacid cause of fatigue is; rate the systems from shortest to longest in duration)

Students determine which energy systems are dominant in which sports or training methods by considering a variety of case studies and beginning to develop their own case study relevant to their Assessment Task.

Create flashcards using the table from the activity above. Support use the PDHPE study app.

Practice exam questionsSupport Core ExtensionMultiple choiceOutline

DescribeDiscussApply

AnalyseExplain

Students X, Y & Z will also be given questions with sections completed that need to be brought to their conclusion.

“Energy Systems” HO

FAP Homework & Summary Plans

H8

H10

principles of training progressive overload specificity reversibility variety training thresholds warm up and cool

down

analyse how the principles of training can be applied to both aerobic and resistance training

Students go through the PPT “Principals of Training” at home

In groups of 4 students briefly outline each principle of training recalling information from the ppt.

Students look up 2 different training programs

PPT “Principals of Training”

Scaffold for designing training programs with the principles of training.

the article “Specificity of Training” with questions

Out-comes

Students learn about Students learn to Learning Activities Resources Reg

(eg sprinting vs rowing or rugby league vs cross country skying) on the internet and contrast and compare them using the principles of training (support get scaffold). Students X, Y, & Z will also be given an example comparison and a closed passage comparison to begin.

Students design both an aerobic training program and a resistance training program using these principles for a sport of their choice. (Support students can use the scaffold provided). One to three support will be given to students X, Y, & Z during this activity.

ExtensionStudents read the article “Specificity of Training” and answer the Questions on the handout.

OptionalStudents participate in their program at home for 4 weeks and keep a journal to reflect on the principles seen in their training.

Watch “Warm-up stretching” video.

“Warm-up stretching” video http://www.studyon.com.au/secure/Index?pk=474167f13fad6358&isbn=1742162797&fp=1&sectionNo=0&cookie=0

The programs from last lesson are put up around the room (names removed). Students walk around and score each-others programs out of 5 with one sentence justifying their score by providing both positive and areas of

System file cards for flashcards

FAP Homework & Summary Plans

Out-comes

Students learn about Students learn to Learning Activities Resources Reg

improvement statements about it.

Students create flashcards and summaries, Support students use the PDHPE study app to revise the content covered.

Formative assessmentStudents use one index card. On one side they write a big idea they understand about the principles of training and on the other something they are yet to fully comprehend.

Students complete practice exam questions and submit them for feedback.

Support Core ExtensionMultiple choiceOutline

DescribeDiscussApply

AnalyseExplain

Students X, Y & Z will also be given questions with sections completed that need to be brought to their conclusion.

H7

H10

physiological adaptations in response to training resting heart rate stroke volume and

cardiac output oxygen uptake and

lung capacity haemoglobin level muscle hypertrophy

examine the relationship between the principles of training, physiological adaptations and improved performance

Students go through the PPT “Physiological Adaptations” at home

Students complete an exam style question (outline, describe for support, discuss for core and explain for extension) on physiological adaptations to begin the lesson to check retention of information from the ppt. Students then mark each-others work using the marking

Oxygen uptake video http://www.studyon.com.au/secure/Index?pk=0eb317008c1b2c30&isbn=1742162797&fp=1&sectionNo=0&cookie=0

Exam style question & marking criteria on

Out-comes

Students learn about Students learn to Learning Activities Resources Reg

effect on fast/slow twitch muscle fibres

criteria and a sample answer. Students X, Y, & Z will be given an introduction for their question.

Watch the Oxygen uptake & Haemoglobin video.

Students take their resting heart rate and compare with other students then identify who may be the most fit person based on this. (if time then test them using a beep test to see who is fittest)

Students calculate cardiac output levels for a range of different case study athletes.

ExtensionRead the case studies of Lance Armstrong and Cadel Evans and identify the physiological reasons why these athletes have achieved performances far better than their competitors.

physiological adaptations.

Haemoglobin video http://www.studyon.com.au/secure/Index?pk=0eb317008c1b2c30&isbn=1742162797&fp=1&sectionNo=0&cookie=0

Stopwatch

Case studies of Lance Armstrong and Cadel Evans

PPT “Physiological Adaptations”

Using craft items, students create 2 models. One of a untrained athlete and one of a highly trained athlete ensuring the trained athlete has all the appropriate adaptations. (This could just be drawn on butchers paper at life-size or be more creative with the use of balloons, lolies, sugar, fat etc)

Use the models and video select students explaining the physiological adaptations in

Butchers paper, craft items (glue, balloons, pens, pencils etc), lolies, sugar, fat/butter etc.

Video camera/phone

System file cards for flashcards

Out-comes

Students learn about Students learn to Learning Activities Resources Reg

response to exercise.

Formative assessmentStudents are given 5 minutes to create a concept map of the content covered so far this term. They then spend 2 minutes walking around the room looking at other students maps before returning to theirs for another 3 minutes.

Students create flashcards, support students use the relevant section of the PDHPE Study app.

Students complete practice exam questions and submit them for feedback.

Support Core ExtensionMultiple choiceOutline

DescribeDiscussApply

AnalyseExplain

Students X, Y & Z will also be given questions with sections completed that need to be brought to their conclusion.

FAP Homework & Summary Plans

H8

H10

types of training and training methods aerobic, eg continuous,

Fartlek, aerobic interval, circuit

anaerobic, eg anaerobic interval

flexibility, eg static, ballistic, PNF, dynamic

assess the relevance of the types of training and training methods for a variety of sports by asking questions such as: which types of training

are best suited to different sports?

which training method(s)

Students go through the PPT “Training Methods” at home

As a class create a mind-map of the different types of training, recalling information from the ppt at home.

In groups (2-3 students) students create training sessions and programs for a variety of sports

PPT “Training Methods”

Flexibility video with worksheet http://content.jacplus.com.au/secure/FileViewer?resourceId=97706&category=eLessonStrength training video with

Out-comes

Students learn about Students learn to Learning Activities Resources Reg

strength training, eg free/fixed weights, elastic, hydraulic

would be most appropriate? Why?

how would this training affect performance?

and analyse which of the different training methods would be best suited for these various sports. Students will need to ensure they use a variety of training methods in their different types. Scaffold is optional for support students.

Students outline/describe/explain/evaluate the relationship between the training methods, the energy systems, the adaptions that may occur, and how this would affect performance. (this will be done step by step with a scaffold – as a class first, then in groups and then in pairs. For H/W students can answer a practice question on this and then get a partner to mark it using the marking criteria) Students X, Y, & Z will be given 3 sample answer which they will rank in order of quality before completing this activity (homework before this lesson)

Formative assessmentStudents complete the “I used to think…now I think” activity.

OptionalWatch the flexibility and/or strength training video clips

ExtensionRead through the dynamic stretching, dumbbell exercises and machine vs free weight information.

worksheet http://content.jacplus.com.au/secure/FileViewer?resourceId=97707&category=eLessonDynamic Stretching http://www.sport-fitness-advisor.com/dynamic-stretches.htmlDumbbell exercises http://www.sport-fitness-advisor.com/dumbbellexercises.htmlMachine Vs Free Weights http://www.fitnesspros.com/articles/machvsfree.html

Out-comes

Students learn about Students learn to Learning Activities Resources Reg

Students create flashcards, support students use the relevant section of the PDHPE Study app.

Students complete practice exam questions and get feedback from a partner.

Support Core ExtensionMultiple choiceOutline

DescribeDiscussApply

AnalyseExplain

Students X, Y & Z will also be given questions with sections completed that need to be brought to their conclusion.

Complete the summary quiz (closed passage for support) and revision test on this critical question. (Open summary for support)

System filing cards

Summary quiz

Revision Test

H8

H10

types of training and training methods aerobic, eg continuous,

Fartlek, aerobic interval, circuit

anaerobic, eg anaerobic interval

flexibility, eg static, ballistic, PNF, dynamic

strength training, eg free/fixed weights, elastic, hydraulic

assess the relevance of the types of training and training methods for a variety of sports by asking questions such as: which types of training

are best suited to different sports?

which training method(s) would be most appropriate? Why?

how would this training affect performance?

Students participate in a variety of training sessions which utilize a variety of training methods (if possible get the students to run the sessions based on the sessions they created, maybe pick the best one for each type).

These lessons will overlap with the topic: Improving Performance.

Equipment needed to do the training: cones, hurdles, skipping ropes, weights (machine/free weights) etc

How can nutrition and recovery strategies affect performance?

Out-comes

Students learn about Students learn to Learning Activities Resources Reg

H8

H11

nutritional considerations pre-performance,

including carbohydrate loading

during performance post-performance

compare the dietary requirements of athletes in different sports considering pre-, during and post-performance needs

Students go through the PPT “nutrition” at home

Students complete the handouts: different sports different foods & Phelps’s Diet article.

Students develop nutritional plans for their athlete in their assessment task.

Students create flashcards/summaries

Students complete practice exam questions and submit them for feedback

PPT “nutrition”

System Cards

H/W & Summary handout

H8

H11

supplementation vitamins/minerals protein caffeine creatine products

critically analyse the evidence for and against supplementation for improved performance

Students go through the PPT “Supplements” at home

Students conduct research on the internet to assess whether a particular supplement should be taken. They use the image on pg 209 of Peak Performance to guide their analysis.

Students complete the supplements section of their nutritional plans.

Students create flashcards/summaries

Students complete practice exam questions and submit them for feedback

PPT “Supplements”

System Cards

H/W & Summary handout

H8

H10

recovery strategies physiological

strategies, eg cool

research recovery strategies to discern their main features and

Students go through the PPT “recovery strategies” at home

PPT “recovery strategies”

System Cards

Out-comes

Students learn about Students learn to Learning Activities Resources Reg

down, hydration neural strategies, eg

hydrotherapy, massage tissue damage

strategies, eg cryotherapy

psychological strategies, eg relaxation.

proposed benefits to performance.

Students copy table from pg 216 of Peak Performance for their notes.

Students research a particular recovery strategy and describe its main features and explain the proposed benefits.

Students create flashcards/summaries

Students complete practice exam questions and submit them for feedback

Students complete the quiz & summary sheet

H/W & Summary handout

Quiz & summary sheet

How can psychology affect performance?H8

H11

motivation positive and negative intrinsic and extrinsic

evaluate performance scenarios to determine the appropriate forms of motivation, eg golf versus boxing

Students go through the PPT “Motivation” at home

Students complete the understand and apply section on pg 169 of Peak Performance. Including question 2 after watching clips from Coach Carter & Miracle on Ice.

Create flashcards

Practice exam questions

PPT “Motivation”

H8

H11

anxiety and arousal trait and state anxiety sources of stress optimum arousal

explain the difference between anxiety and arousal in terms of the effects on performance

Students go through the PPT “Anxiety & Arousal” at home

Students read and answer questions on Dinara Safina pg 178-179 Peak Performance.

PPT “Anxiety & Arousal”

Out-comes

Students learn about Students learn to Learning Activities Resources Reg

Create flashcards

Students complete a guided exam style question: explain the difference between anxiety and arousal in terms of the effects on performance.

Plan using mind-map Plan paragraphs using PEEL Check each-others work Write answers and submit for

feedbackH8

H11

psychological strategies to enhance motivation and manage anxiety concentration/attention

skills (focusing) mental

rehearsal/visualisation/imagery

relaxation techniques goal-setting.

research case studies of athletes from different sports and ascertain the nature of their motivation and the psychological strategies they employ.

Students go through the PPT “Psychological Strategies” at home

Students complete Michael Mitcham pg 189-190 Peak Performance.

Students search through youtube for athletes speaking about motivation and psychological strategies they use. They watch these and take notes. Best three are watched together.

Create flashcards

Practice exam questions

Quiz

PPT “Psychological Strategies”

How does the acquisition of skill affect performance?H8

H9

stages of skill acquisition cognitive associative

examine the stages of skill acquisition by participating in the

Students go through the PPT “Stages of Skill Acquisition” at home

PPT “Stages of Skill Acquisition”

Out-comes

Students learn about Students learn to Learning Activities Resources Reg

H10 autonomous learning of a new skill, eg

juggling, throwing with the non-dominant arm

Students learn how to juggle over the term. 5-10 min a lesson and keep a diary about their progress.

Create flashcards

Practice exam questionsH8

H9

H10

characteristics of the learner, eg personality, heredity, confidence, prior experience, ability

describe how the characteristics of the learner can influence skill acquisition and the performance of skills

Students go through the PPT “Characteristics of the Learner” at home

Students complete “Born to Run” pg 231-232 Peak Performance.

Create flashcards

Students complete a guided exam style question: describe how the characteristics of the learner can influence skill acquisition and the performance of skills.

Plan using mind-map Plan paragraphs using PEEL Check each-others work Write answers and submit for

feedback

PPT “Characteristics of the Learner”

H8

H9

H10

the learning environment nature of the skill

(open, closed, gross, fine, discrete, serial, continuous, self-paced, externally paced)

the performance

design a suitable plan for teaching beginners to acquire a skill through to mastery. The plan should reflect: appropriate practice

methods for the

Students go through the PPT “The Learning Environment” at home

In groups of 4 students design a suitable plan for teaching beginners to acquire a skill through to mastery. The plan should reflect:

appropriate practice methods for the

PPT “The Learning Environment”

Out-comes

Students learn about Students learn to Learning Activities Resources Reg

elements (decision-making, strategic and tactical development)

practice method (massed, distributed, whole, part)

feedback (internal, external, concurrent, delayed, knowledge of results, knowledge of performance)

learners the integration of

relevant performance elements

an awareness of how instruction may vary according to characteristics of the learner

how feedback will be used as learners progress through the stages of skill acquisition

learners the integration of relevant performance

elements an awareness of how instruction may

vary according to characteristics of the learner

how feedback will be used as learners progress through the stages of skill acquisition

Participate in a skill teaching session designed by students in groups of 4.ORComplete the cup staking activity p 242 Peak Performance.

Create flashcards

Practice exam questionsH8

H9

H10

assessment of skill and performance

characteristics of skilled performers, eg kinaesthetic sense, anticipation, consistency, technique

objective and subjective performance measures

validity and reliability of tests

develop and evaluate objective and subjective performance measures to appraise performance

Students go through the PPT “Assessment of Skill and performance” at home

Students evaluate various performance measures from a variety of sports to determine what sports they will be useful for.

Students watch a series of videos from multiple sports and use various forms of assessment to compare performances. Students then develop performance measures for the performances, watch then again and use them to appraise

PPT “Assessment of Skill and performance”

Out-comes

Students learn about Students learn to Learning Activities Resources Reg

personal versus prescribed judging criteria

performance.

Students then evaluate each-others assessment tools, selecting the top 3 in the class and provide reasons for their choices.

Create flashcards

Practice exam questions

Quiz

UNIT/TOPIC EVALUATIONYear: Unit: FAP Topic: Performance Teacher:Date Started: Date finished: No. of lessons 11Recommended Time: Weeks was: Too short Satisfactory Too longOutcomes Achieved:Which outcomes did students demonstrate to a high standard? (Please specify the outcome and give a brief explanation of how it was achieved.)Which outcomes need additional attention?Learning ExperiencesList any activities used that are not already included in the program.

Teacher ReflectionComment on your teaching practice:

What worked What didn’t work What you will change next time Any suggestions for additional

resourcesAssessmentHow was this unit assessed?Was this an appropriate and effective assessment?

Teacher’s Signature: Date:

References

Websiteshttp://content.jacplus.com.au/secure/FileViewer?resourceId=97706&category=eLessonhttp://content.jacplus.com.au/secure/FileViewer?resourceId=97707&category=eLessonhttp://www.fitnesspros.com/articles/machvsfree.htmlhttp://www.sport-fitness-advisor.com/dynamic-stretches.html http://www.sport-fitness-advisor.com/dumbbellexercises.htmlhttp://www.studyon.com.au/secure/Index?pk=474167f13fad6358&isbn=1742162797&fp=1&sectionNo=0&cookie=0http://www.studyon.com.au/secure/Index?pk=0eb317008c1b2c30&isbn=1742162797&fp=1&sectionNo=0&cookie=0http://www.studyon.com.au/secure/Index?pk=0eb317008c1b2c30&isbn=1742162797&fp=1&sectionNo=0&cookie=0

TextbooksBoyd, Aaron, Eussen, Adrian, Lumley, David, O’Hallorn Merril, & Scully, Liz. (2010) PDHPE In Focus. Melbourne: Cengage Learning Australia.Browne, Stan, Clarke, Deb, Henson, Peter, Frida, Hristofski, Jeffreys, Vicki, Kovacs, Peter, Lambert, Karen, & Simpson, Danielle. (2010) PDHPE: Application & Inquiry. South Melbourne: Oxford University Press.Ruskin, Ron (2013) Outcomes 2 PDHPE. John Wiley & SonsRuskin, Ron (2011) StudyOn HSC Personal Development, Health and Physical Education & Booklet. John Wiley & Sons

Teacher ResourcesHattie, John. (2012) Visible Learning for Teachers: Maximizing Impact on Learning. London: Routledge.Waack, Sebastian. (2013) Glossary of Hattie’s influences on student achievement [Internet]. Viewed 26 September 2014, < http://visible-learning.org/glossary/>

International Learning Styles Australasia. (2010) Visual Learning Strategies for People Who Prefer to Begin by Reading or Viewing [Internet]. viewed 26 September 2014, <www.ilsa-learning-styles.com/Learning+Styles/Multi-Sensory+Approaches+to+Learning/Visual+Learning+Strategies.html>.Hammond, J & Gibbons, P. (2005) Putting scaffolding to work: The contribution of scaffolding in articulating ESL education [Internet]. viewed 26 September 2014, <neilwhitfield.files.wordpress.com/2008/11/20_1_1_hammond.pdf>.Palmer, P., Perkins, D., Ritchhart, R., & Tishman, S. (2005) Visible Thinking Core Routines [Internet]. Viewed 26 September 2014, <http://www.visiblethinkingpz.org/VisibleThinking_html_files/03_ThinkingRoutines/03c_CoreRoutines.html >