Physical Education Subject Outline for teaching in...

Physical Education2017 Subject OutlineStage 1 and Stage 2

Published by the SACE Board of South Australia,60 Greenhill Road, Wayville, South Australia 5034Copyright © SACE Board of South Australia 2010First published 2010Reissued for 2011 (published online October 2010,printed January 2011), 2012, 2013, 2014, 2015, 2016, 2017ISBN 978 1 74102 649 8 (online Microsoft Word version)ref: A544780

This subject outline is accredited for teaching at Stage 1 from 2010 and at Stage 2 from 2011

CONTENTSIntroduction........................................................................................................................ 1

Subject Description.........................................................................................................1Capabilities..................................................................................................................... 1Literacy in Physical Education........................................................................................3Numeracy in Physical Education....................................................................................3Aboriginal and Torres Strait Islander Knowledge, Cultures, and Perspectives...............4

Stage 1 Physical Education.............................................................................................5

Learning Scope and Requirements....................................................................................6Learning Requirements..................................................................................................6Content........................................................................................................................... 6

Assessment Scope and Requirements..............................................................................9Evidence of Learning......................................................................................................9Assessment Design Criteria...........................................................................................9School Assessment......................................................................................................11Performance Standards................................................................................................12Assessment Integrity....................................................................................................15

Support Materials.............................................................................................................16Subject-specific Advice.................................................................................................16Advice on Ethical Study and Research.........................................................................16

Stage 2 Physical Education...........................................................................................17

Learning Scope and Requirements..................................................................................18Learning Requirements................................................................................................18Content.........................................................................................................................18

Assessment Scope and Requirements............................................................................28Evidence of Learning....................................................................................................28Assessment Design Criteria.........................................................................................28School Assessment......................................................................................................30External Assessment....................................................................................................31Performance Standards................................................................................................31Assessment Integrity....................................................................................................35

Support Materials.............................................................................................................36Subject-specific Advice.................................................................................................36Advice on Ethical Study and Research.........................................................................36

INTRODUCTION

SUBJECT DESCRIPTIONPhysical Education is a 10-credit subject or a 20-credit subject at Stage 1, and a 20-credit subject at Stage 2.

In Physical Education, students study human physical activity and its place in the lives of individuals and groups of people. Students examine the practical application of human physical skills and analyse the personal, community, and global issues that surround the role of human physical activity in society.

Students learn mainly through physical activity in a way that promotes immediate as well as long-term benefits to themselves and society. Physical Education is an experiential subject in which students explore their physical capacities and investigate the factors that influence performance. They explore and analyse associated performance, health, and lifestyle issues.

Students acquire an understanding of human functioning and physical activity and an awareness of the community structures and practices that influence participation in physical activity. They develop skills in communication and investigation and the ability to apply knowledge to practical situations. Students gain enjoyment from skilled performance in individual and group activities.

CAPABILITIESThe capabilities connect student learning within and across subjects in a range of contexts. They include essential knowledge and skills that enable people to act in effective and successful ways.

The five capabilities that have been identified are: communication citizenship personal development work learning.

In Physical Education, the emphasis is on the capabilities of personal development, communication, and learning, which are the focus of the learning requirements and the performance standards. These capabilities are further developed through the application of knowledge and skills in the content.

CommunicationIn Physical Education, students develop their capability for communication with others in team activities. They express their ideas and opinions in relation to health and well-being, physical activity, personal development, and social issues. In team and collaborative

Physical Education 2017 Subject Outline — Stage 1 and Stage 2 1

activities, students have the opportunity to communicate with students from various backgrounds and cultures.

Students develop literacy skills, such as writing reports, analysing texts, and reading game play plans and diagrams. They develop numeracy skills, such as spatial awareness, collation of data, timing, estimating, calculating, and scoring.

CitizenshipIn Physical Education, students develop their capability for citizenship by making informed choices to improve their health and well-being through participation in physical activity. Students have opportunities to research and form opinions on community and global issues related to physical activity and well-being. Students analyse equity issues surrounding sport and physical activity. They critically analyse, understand, and reflect on the personal and community implications of physical activity and on social issues related to healthy living and physical activity.

Students have the opportunity to understand and appreciate the contributions of various cultural groups, including Indigenous Australians, to Australian sport.

Personal DevelopmentThe capability of personal development is central to Physical Education. Students have the opportunity to demonstrate initiative, leadership, self-reliance, and effective interpersonal skills. They are expected to achieve a level of proficiency in physical activity and develop a sense of purpose in relation to maintaining and improving their physical and mental health. Students develop their understanding of personal identity through opportunities for personal skills development and greater knowledge and understanding of physical and mental health. They review and evaluate their skills development and implement strategies for improvement.

WorkIn Physical Education, students have the opportunity to develop the skills needed for employment or further study in physical education or health and related fields. Students understand and apply their knowledge of biomechanical and physiological principles that underpin physical fitness. They demonstrate responsible risk management by applying appropriate safety guidelines and procedures for participation in individual and team activities. Students develop valuable knowledge and skills in roles such as those of umpires, coaches, team leaders, and officials.

Through participation in healthy physical activities and an appreciation of the importance of healthy living, students gain skills and understanding that are invaluable in the world of work and in the maintenance of a work–life balance.

LearningWhen students undertake practical activities in Physical Education, they learn by interpreting and applying knowledge and effective skills, strategies, techniques, rules, and guidelines (independently, within groups, and in teams). They access and use information by developing research skills that help them analyse and critique relevant contemporary issues. They also access information to develop techniques needed to improve their physical skills in a variety of situations.

Students apply specific concepts and ideas to the performance of practical skills and physical activities and the development of personal health and well-being. They develop


and demonstrate competence in applying complex movement skills and principles. They evaluate, through issues analysis, the changing relationship between social factors and participation in physical activity and healthy living, and critique some of the reasons for this change.

LITERACY IN PHYSICAL EDUCATIONIn Physical Education, students have opportunities to develop the following literacy skills: using appropriate and effective language when involved in physical activities with other

people following and interpreting specific instructions in relation to a particular physical activity understanding and using the correct terminologies of physical activity or sport, exercise

physiology, skills development, and biomechanics using appropriate language conventions of grammar, spelling, and punctuation communicating in a variety of appropriate forms understanding and using graphs, diagrams, and statistics related to health and physical

activity acknowledging sources appropriately writing reports.

NUMERACY IN PHYSICAL EDUCATIONIn Physical Education, students have opportunities to develop the following numeracy skills: making numerical comparisons of size and measurements in both whole numbers and

decimals, such as shot put or discus throw distances, or running times grouping, estimating, and counting; examples include how many strokes are needed to

swim to the end of the pool, or how many times a player takes possession of the ball understanding a wide range of numeracy concepts related to space, such as angles,

direction, trajectories, distance, heights, timing, width, speed, velocity, and force critically analysing statistical information related to improving physical performance using measuring instruments, such as tapes, heart monitors, stopwatches, callipers,

pedometers, and player movement tracking devices understanding numerical information on food packages in relation to nutrition and

high-performance or energy foods understanding the relationship between the kilojoules in food and body weight, energy,

muscle strength, and endurance understanding, interpreting, and using graphs, tables, and diagrams.


ABORIGINAL AND TORRES STRAIT ISLANDER KNOWLEDGE, CULTURES, AND PERSPECTIVESIn partnership with Aboriginal and Torres Strait Islander communities, and schools and school sectors, the SACE Board of South Australia supports the development of high-quality learning and assessment design that respects the diverse knowledge, cultures, and perspectives of Indigenous Australians.

The SACE Board encourages teachers to include Aboriginal and Torres Strait Islander knowledge and perspectives in the design, delivery, and assessment of teaching and learning programs by: providing opportunities in SACE subjects for students to learn about Aboriginal and

Torres Strait Islander histories, cultures, and contemporary experiences recognising and respecting the significant contribution of Aboriginal and Torres Strait

Islander peoples to Australian society drawing students’ attention to the value of Aboriginal and Torres Strait Islander

knowledge and perspectives from the past and the present promoting the use of culturally appropriate protocols when engaging with and learning

from Aboriginal and Torres Strait Islander peoples and communities.

4 Physical Education 2017 Subject Outline — Stage 1 and Stage 2

Stage 1 Physical Education

LEARNING SCOPE AND REQUIREMENTS

LEARNING REQUIREMENTSThe learning requirements summarise the knowledge, skills, and understanding that students are expected to develop and demonstrate through their learning in Stage 1 Physical Education.

In this subject, students are expected to:1. demonstrate a level of proficiency in performance of practical skills and techniques

specific to a variety of human physical activities2. interpret, analyse, and effectively apply (independently, within groups, and in teams)

skills, specific concepts and ideas, strategies, techniques, rules, and guidelines3. demonstrate knowledge and understanding of the nature of physical activity, and

communicate using appropriate terminology4. analyse and reflect on the implications of physical activity for personal and community

health and well-being5. interact collaboratively and demonstrate initiative and leadership.

CONTENTPhysical Education is a 10-credit subject or a 20-credit subject at Stage 1.

A Stage 1 Physical Education program consists of the following approaches, through which students develop the concepts and skills of Physical Education.

Practical Skills and ApplicationsStudents complete two or three practicals for a 10-credit subject and four to six practicals for a 20-credit subject.

Principles and Issues The Nature of Physical Activity Issues in Physical Activity

6 Stage 1 Physical Education 2017

Practical Skills and ApplicationsThe practicals offered should cater for the different skills, interests, and needs of students.

In each practical, students participate in regular physical activity and practise and refine their physical skills and techniques. For some students, involvement in practicals might happen outside scheduled class time. Students should have opportunities to set and achieve personal goals and improve their personal performance. Students are required to demonstrate a sense of fair play; respect the rights of other people; and show concern for safety and the care of equipment.

Students acquire knowledge and understanding through practical applications and develop values and attitudes through experiential learning. The emphasis is on students developing the capacity to apply understanding about performance and acquire understanding through performance. Students interpret rules and strategies and apply them to selected activities. They also explore, apply, and integrate into practice the principles of physical activity and well-being.

Principles and IssuesThe study of principles and issues should reflect the different experiences and backgrounds that students bring to their studies and take into account school and community resources.

The Nature of Physical ActivityThis area of study requires an experimental, analytical approach to physical activity and well-being. Topics could include, for example: fitness training principles and methods body systems human physical performance sports injuries participation in physical activity.

Issues in Physical ActivityIn this area of study, students identify and consider an issue related to one or more topics of interest that focus on physical activity. The issue may be relevant to local, regional, national, or global communities.

This list of suggested topics is neither prescriptive nor exhaustive. Teachers and students may negotiate appropriate topics that focus on physical activity. Topics could include, for example: sport in the Australian context declining involvement in physical activity equity corruption disability and sport professionalism

Stage 1 Physical Education 2017 7

culture/race relations genetics historical and Indigenous factors gender the community and recreation children and competitive sport the science of drugs technology commercialism injury prevention and rehabilitation contemporary innovations in training media.


ASSESSMENT SCOPE AND REQUIREMENTS

Assessment at Stage 1 is school based.

EVIDENCE OF LEARNINGThe following assessment types enable students to demonstrate their learning inStage 1 Physical Education: Assessment Type 1: Practical Assessment Type 2: Folio.

For a 10-credit subject, students should provide evidence of their learning through four or five assessments. Each assessment type should have a weighting of at least 20%. Students undertake: two or three practicals two assessments for the folio.

For a 20-credit subject, students should provide evidence of their learning through seven to ten assessments. Each assessment type should have a weighting of at least 20%. Students undertake: four to six practicals at least three assessments for the folio.

ASSESSMENT DESIGN CRITERIAThe assessment design criteria are based on the learning requirements and are used by teachers to: clarify for the student what he or she needs to learn design opportunities for the student to provide evidence of his or her learning at the

highest possible level of achievement.

The assessment design criteria consist of specific features that: students should demonstrate in their learning teachers look for as evidence that students have met the learning requirements.

For this subject, the assessment design criteria are: knowledge and understanding practical skills application initiative and collaboration analysis and reflection.


The specific features of these criteria are described below.

The set of assessments, as a whole, must give students opportunities to demonstrate each of the specific features by the completion of study of the subject.

Knowledge and UnderstandingThe specific features are as follows:KU1 Knowledge and understanding of the nature of physical activity.KU2 Knowledge and understanding of appropriate terminology.

Practical Skills ApplicationThe specific features are as follows:PSA1 Proficiency in practical skills and techniques in different physical activities.PSA2 Interpretation and effective application of skills, specific concepts, ideas,

strategies, and techniques.

Initiative and CollaborationThe specific features are as follows:IC1 Initiative and leadership in areas of physical activity, such as coaching,

management, training, and officiating.IC2 Collaboration with others in team activities.

Analysis and ReflectionThe specific features are as follows:AR1 Analysis of, and reflection on, practical techniques and performance.AR2 Analysis of an issue related to physical activity and relevant to local, regional,

national, or global communities.AR3 Use of information from different sources, with appropriate acknowledgment.


SCHOOL ASSESSMENTAssessment Type 1: PracticalStudents undertake two or three practicals for a 10-credit subject and four to six practicals for a 20-credit subject.

Teachers structure practicals to cater for the different skills, interests, and needs of students and the school community.

This assessment type gives students the opportunity to provide evidence of their learning in practical skills, initiative, leadership, and collaboration.

In each practical, students review their own techniques independently, implement and effectively apply strategies to perform a wide range of skills and techniques, and interpret and apply rules and guidelines, knowledge, and strategies.

A practical should include demonstration and performance of specific skills criteria in practical skills, game tactics, and playing principles.

The use of major muscle groups is a requirement for all practicals.

For this assessment type, students provide evidence of their learning primarily in relation to the following assessment design criteria: practical skills application initiative and collaboration.

Assessment Type 2: FolioStudents undertake two folio assessments for a 10-credit subject and at least three folio assessments for a 20-credit subject.

Folio assessments must relate to the two areas of study ‘The Nature of Physical Activity’ and ‘Issues in Physical Activity’.

At least one assessment should be an integrated task in which theoretical concepts are related to practical performance. An integrated task should be a maximum of 750 words if written or a maximum of 5 minutes for an oral presentation, or the equivalent in multimodal form.

Folio assessments could include, for example: sources analysis issues analysis integrated tasks multimodal presentations laboratory explorations and reports in-class assignments research assignments case studies oral presentations essays tests and examinations.


For this assessment type, students provide evidence of their learning primarily in relation to the following assessment design criteria: knowledge and understanding analysis and reflection.

PERFORMANCE STANDARDSThe performance standards describe five levels of achievement, A to E.

Each level of achievement describes the knowledge, skills, and understanding that teachers refer to in deciding how well a student has demonstrated his or her learning on the basis of the evidence provided.

During the teaching and learning program the teacher gives students feedback on their learning, with reference to the performance standards.

At the student’s completion of study of a subject, the teacher makes a decision about the quality of the student’s learning by: referring to the performance standards taking into account the weighting of each assessment type assigning a subject grade between A and E.

Teachers can use a SACE Board school assessment grade calculator to help them to assign the subject grade. The calculator is available on the SACE website (www.sace.sa.edu.au).


Performance Standards for Stage 1 Physical Education

- Knowledge and Understanding Practical Skills Application Initiative and Collaboration Analysis and Reflection

A Comprehensive knowledge and understanding of the nature of physical activity.

Clear and accurate knowledge and understanding of appropriate terminology.

A high level of proficiency in practical skills and techniques in a variety of physical activities.

Accurate interpretation and highly effective application of skills, specific concepts, ideas, strategies, and techniques.

Constructive initiative and leadership in areas of physical activity.

Proactive collaboration in team activities.

Insightful and proactive analysis of, and reflection on, practical techniques and performance.

In-depth analysis of an issue related to physical activity and clearly relevant to local, regional, national, or global communities.

Thorough and focused use of information from different sources, with appropriate acknowledgment.

B Well-considered knowledge and understanding of the nature of physical activity.

Mostly clear knowledge and understanding of appropriate terminology.

Proficiency in practical skills and techniques in most physical activities.

Mostly clear interpretation and effective application of skills, specific concepts, ideas, strategies, and techniques.

Capable initiative and leadership in areas of physical activity.

Active collaboration in team activities.

Well-considered and mostly proactive analysis of, and reflection on, practical techniques and performance.

Well-considered analysis of an issue related to physical activity and relevant to local, regional, national, or global communities.

Mostly focused use of information from different sources, with appropriate acknowledgment.

C Considered knowledge and understanding of the nature of physical activity.

Competent knowledge and understanding of appropriate terminology.

Competent practical skills and techniques in different physical activities.

Competent interpretation and generally effective application of skills, specific concepts, ideas, strategies, and techniques.

Some initiative and contribution to leadership in areas of physical activity.

Appropriate collaboration in team activities.

Considered and sometimes proactive analysis of, and reflection on, some aspects of practical techniques and performance.

Considered analysis of an issue related to physical activity that has some relevance to local, regional, national, or global communities.

Competent use of information from different sources, with appropriate acknowledgment.

D Some recognition and awareness of the nature of physical activity.

Some recognition and understanding of basic terminology that may be

Inconsistent practical skills and techniques in one or more physical activities.

Inconsistent interpretation and

Occasional demonstration of initiative in areas of physical activity, with support.

Occasional collaboration in team activities.

Consideration and description of some aspects of practical techniques and performance.

Some consideration and description of an

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- Knowledge and Understanding Practical Skills Application Initiative and Collaboration Analysis and Reflection

appropriate. application of skills, specific concepts, or ideas.

issue related to physical activity, but with limited relevance to local, regional, national, or global communities.

Some use of information from more than one source, with some attempted acknowledgment.

E Awareness of one or more aspects of the nature of physical activity.

Limited awareness of basic terminology that may be appropriate.

Emerging practical skills and techniques in one or more physical activities.

Limited interpretation and application of skills, specific concepts, or ideas.

Emerging recognition of the need for initiative.

Emerging collaborative skills in team activities.

Description of one or more aspects of practical techniques or performance.

Identification and some description of an issue related to physical activity.

Attempted use of information from a source, with limited acknowledgment.

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1 Physical Education 2017

ASSESSMENT INTEGRITYThe SACE Assuring Assessment Integrity Policy outlines the principles and processes that teachers and assessors follow to assure the integrity of student assessments. This policy is available on the SACE website (www.sace.sa.edu.au) as part of the SACE Policy Framework.

The SACE Board uses a range of quality assurance processes so that the grades awarded for student achievement in the school assessment are applied consistently and fairly against the performance standards for a subject, and are comparable across all schools.

Information and guidelines on quality assurance in assessment at Stage 1 are available on the SACE website (www.sace.sa.edu.au).


SUPPORT MATERIALS

SUBJECT-SPECIFIC ADVICEOnline support materials are provided for each subject and updated regularly on the SACE website (www.sace.sa.edu.au). Examples of support materials are sample learning and assessment plans, annotated assessment tasks, annotated student responses, and recommended resource materials.

ADVICE ON ETHICAL STUDY AND RESEARCHAdvice for students and teachers on ethical study and research practices is available in the guidelines on the ethical conduct of research in the SACE on the SACE website (www.sace.sa.edu.au).


Stage 2 Physical Education

LEARNING SCOPE AND REQUIREMENTS

LEARNING REQUIREMENTSThe learning requirements summarise the knowledge, skills, and understanding that students are expected to develop and demonstrate through their learning in Stage 2 Physical Education.

In this subject, students are expected to:1. achieve a level of proficiency in performance of human physical activities with

reference to specific skills criteria2. critically analyse and evaluate the personal, community, and/or global implications of

physical activity3. demonstrate knowledge and understanding of concepts of exercise physiology and the

biomechanics of human movement, with skills acquisition, and communicate using appropriate terminology

4. demonstrate knowledge and understanding of physical education concepts relevant to physical activities

5. apply and reflect on principles and issues related to physical performance and activity and skills acquisition

6. demonstrate initiative, self-reliance, collaborative skills, leadership, and effective interpersonal skills.

CONTENTStage 2 Physical Education is a 20-credit subject that consists of the following two key areas of study and related key concepts:

Practical Skills and Applications Centrally developed practical 1 Centrally developed practical 2 Centrally developed practical 3 or negotiated practical

Principles and Issues Exercise Physiology and Physical Activity The Acquisition of Skills and the Biomechanics of Movement Issues Analysis


Practical Skills and ApplicationsStudents undertake three practicals, which are balanced across a range of individual, team, racquet, aquatic, and outdoor activities. The practicals should cater for the different skills, interests, and needs of students. The use of major muscle groups is a requirement for all practicals.

Centrally Developed PracticalsStudents are required to complete at least two centrally developed practicals. Schools may, however, offer three centrally developed practicals. The register of centrally developed practicals is available on the SACE website (www.sace.sa.edu.au).

Negotiated PracticalsClass Negotiated PracticalsSchools may choose to develop one class negotiated practical that is not on the register of centrally developed practicals.

The assessment design criteria and performance standards must be taken into account in the preparation of class negotiated practicals. Processes for approval of class negotiated practicals are determined by the SACE Board. Schools must submit details of the content and the assessments, and a performance-related checklist of specific skills criteria, by the date specified in the subject operational information on the SACE website (www.sace.sa.edu.au).

Class negotiated practicals should be designed to reflect the different experiences and backgrounds that students bring to their studies and take into account school and community resources. These practicals should be set out in the same way as those on the register of centrally developed practicals.

Guidelines for Approving Negotiated PracticalsSubmissions for approval are considered on a case-by-case basis. An emphasis is placed on human performance and physical activity.


The following are not approved for practicals: activities that involve violence (perceived or actual), such as boxing, or the use of

firearms activities that involve animals activities that rely on motorised assistance, such as go-carting.

It is the teacher’s responsibility to provide the appropriate documentation for each proposed practical and to complete the approval form.

Principles and IssuesThe material used for the key concepts in this area of study should reflect the different experiences and backgrounds that students bring to their studies and take into account school and community resources.


Exercise Physiology and Physical Activity

Key Concept 1: The Sources of Energy Affecting Physical Performance

Topics Key Ideas

Sources of macronutrients: fats, carbohydrates, protein

Characteristics of each nutrient Available sources of fats (lipids), carbohydrates, and

protein

Food breakdown into nutrients: glucose, glycogen, triglycerides, free fatty acids

Breakdown process (digestion) and link of ‘Sources of macronutrients’ to ‘Food breakdown into nutrients’ (e.g. protein into amino acids, carbohydrates into glucose)

Function in the body (fuel use) of each nutrient during rest, submaximal activity, and maximal activity (e.g. carbohydrate – fat relationship, glycogen sparing)

Storage and availability of nutrients in the body

Aerobic and anaerobic energy:ATP–CP system, lactic acid system, oxygen system

Key features of aerobic and anaerobic systems (e.g. fuel use at different intensities)

Advantages and disadvantages of systems Recovery and restoration of energy supplies

Contribution of energy systems in specific activities

Understanding of the contributions of different energy systems, based on the intensity and duration of activities

Interpretation using a range of techniques (e.g. games, performance, graphs, tables) to explain how and why the different energy systems contribute to performance

Understanding of the key processes involved during use of energy systems at different intensities (e.g. oxygen deficit, steady state, OBLA (onset of blood lactic acid), lactate threshold)

Exploration of activities where each system is the major (dominant) supplier of energy

Exploration of how energy systems work together — the concept of interplay

Understanding of the energy systems during recovery (EPOC — excess post-exercise oxygen consumption)

Acute responses to exercise: responses in the circulatory, respiratory, and muscular systems

Understanding of the acute responses in the body Examination/exploration of key examples in the:

– circulatory system– respiratory system– muscular system

Effect of the acute responses in the systems to exercise (e.g. increased oxygen delivery to the muscles)


Key Concept 2: The Effects of Training and Evaluation on Physical Performance

Topics Key Ideas

Chronic adaptations to aerobic and anaerobic training in the circulatory, respiratory, and muscular systems at different levels of intensity and duration (e.g. rest, submaximal effort, and maximal intensity)

Understanding of how and why chronic adaptations occur (e.g. increased hypertrophy of the heart)– examination/exploration of key adaptations in the

circulatory, respiratory, and muscular systems Understanding of how each adaptation changes in

response to activity — rest, submaximal exercise, and maximal intensity (e.g. cardiac output at rest and at maximal intensity)

Activity analysis of the demands of sport and physical activity

Investigation of technology and techniques used to analyse and explore physiological demands of the activity

Understanding of how the information from the analysis of the physiological demands can be used to improve performance

Measurement and monitoring of fitness and energy components relevant to performance

Understanding of the role of fitness testing in measurement and monitoring of fitness

Understanding of key fitness components (factors) and tests (e.g. standardised and other)

Application of information from data to improve and maintain performance

Training principles and methods specific to fitness factors and to physical activities

Understanding of the key training principles (e.g. overload, intensity, specificity): characteristics, terminology, and role in physical activity

Understanding of key training methods (e.g. fartlek and interval)

Linking of key training principles and methods specific to key fitness factors and energy systems

Evaluation of the relationship between the key training principles and methods used in developing fitness programs

Understanding of how to manipulate the training program to meet the specific requirements of aerobic exercise, anaerobic exercise, or a combination of both activities

Familiarisation with design of training programs, for example, periodisation (i.e. division of training program into phases, including microcycles, macrocycles, training principles, and training methods)

Understanding and application of training methods to enhance the development of energy systems and relevant fitness factors


Key Concept 3: The Specific Physiological Factors Affecting Performance

Topics Key Ideas

Body stature and composition Differentiation between body stature and composition Understanding of the following factors and their

impact on performance:– body fat (e.g. adipocytes, triglycerides)– muscle composition (e.g. slow and fast fibres)– anthropometry (e.g. body proportions, percentage

body fat)– somatotype (e.g. body shape — mesomorph,

ectomorph, endomorph)– genetics (e.g. height, arm span)

Environmental considerations and performance

Environmental factors influencing performance– altitude

physiological impact effects on performance — short term and long

term training theory methods of simulating altitude

– ambient temperature the mechanics of heat production and loss in

the human body (e.g. friction in muscles, illness)

effects of high and low temperature on performance

heat training and athletic performance– pollution

physiological impact (e.g. reduced oxygen-carrying capacity)

Nutrition and performance Understanding of the impact of nutritional strategies on performance:– healthy eating for performance– before event, during event, during recovery (role

and strategies) Understanding of the impact of hydration on

performance

Fatigue, recovery, and physical performance

Understanding of key theories of fatigue and how it affects performance

Understanding of recovery strategies Understanding of the methods used to delay fatigue


The Acquisition of Skills and the Biomechanics of Movement

Key Concept 1: Skills Acquisition

Topics Key Ideas

The classification of skills Knowledge of the characteristics of skills and their classification (e.g. open/closed, externally paced)

Identification and application of skills in physical activities

The characteristics of a skilled performer

Knowledge of the characteristics of a skilled performer (e.g. acting as if there is all the time in the world)

Identification of these characteristics and application to a performance

The stages of skill learning Understanding of the different stages of learning and their characteristics (e.g. cognitive, associative, and autonomous)

Understanding of how a learner progresses from one stage to the next

The learning process in acquiring physical skills

Understanding of the information processing model (e.g. skill learning model)

Understanding of specific factors that influence different parts of the model (e.g. information processing and decision-making)

Investigation of differences in processing at different stages of learning (e.g. selective attention)


Key Concept 2: Specific Factors Affecting Skill Learning

Topics Key Ideas

The nature of the task Understanding of how tasks vary in complexity of understanding and execution (e.g. complex versus simple tasks)

Understanding of how the type of task affects the skill learner and his or her performance

Practice and feedback Differentiation between types of practice (e.g. massed, distributed, fixed, and variable)

Understanding of the relationship between practice, competency of the learner, and performance

Understanding and application of the different types of feedback and their characteristics

Understanding of the function of feedback and its psychological and physiological effects

Physical environmental factors Identification and understanding of the effect of environmental factors on skill learning and performance (e.g. weather, settings/equipment, and facilities)

Characteristics of a skill learner Identification of different characteristics of learners (e.g. gender, age, previous experience)

Understanding of effect of physiological characteristics on learning capacity (e.g. stage of physical development)

Understanding of effect of psychological characteristics on learning capacity (e.g. ability to remain on task)

Retention of learning Understanding of the process involving learning retention in short-term and long-term memory

Understanding and application of techniques to enhance learning (e.g. ‘chunking’ and visual association)

Understanding of the relationship between learning and practice

Timing and anticipation Understanding of the factors that affect skill execution (e.g. timing, subroutines)

Understanding of anticipation and the factors that affect it (e.g. previous experience, signal detection)


Key Concept 3: The Effects of Psychology of Learning on the Performance of Physical Skills

Topics Key Ideas

Goal-setting Understanding of the function of goal-setting Understanding and application of different types of

goals and their characteristics (e.g. SMART (specific, measurable, achievable, relevant, and time-framed) goals)

Anxiety, arousal, and performance Understanding of the nature of anxiety and arousal Knowledge of different theories of arousal

(e.g. inverted U hypothesis) Understanding of how the complexity of the task

affects levels of anxiety and arousal Understanding of how levels of anxiety and arousal

affect performance in different activities (e.g. information overload, responding to incorrect cues)

Understanding of how levels of anxiety and arousal affect performance during competition (e.g. opposition pressure, scoreboard pressure)

Understanding of the effect of coaching technique on the learner and performance

Visualisation Understanding of the function of visualisation Identification and application of the different types of

visualisation used in sport (e.g. technical and motivational visualisation)

Self-esteem Understanding of the role of self-esteem in skill performance

Understanding of the factors that affect self-esteem (e.g. coach, feedback, level of competition)

Skill learning and coaching methods Knowledge of the different types of skill learning (e.g. audible, visual, kinaesthetic) and their effectiveness

Understanding and application of the methods of coaching skills (e.g. whole practice and part practice)

The effect of these types of skill learning on skill development (e.g. learning curves)

Understanding of the function of communication and its effect on skill learning (e.g. level of technical feedback)


Key Concept 4: The Ways in Which Biomechanics Improve Skilled Performance

Topics Key Ideas

Force and momentum Understanding of internal and external forces that influence skill

Understanding of the relationship of force to motion and momentum

Understanding of the application of force summation to performance

Motion Understanding of the different types of motion (e.g. linear and non-linear, curvilinear, angular, general) and the biomechanical principles that affect them (e.g. moment of inertia)

Understanding of how speed, velocity, and acceleration affect performance

Understanding of the factors that affect projectile motion and its application in sport (e.g. speed, angle, and height of release)

Application of Newton’s three laws of motion to sports performance

Leverage Understanding of the application and effect of levers in sporting performance (e.g. length and mass of lever)

Equilibrium (static and dynamic) Understanding and application of static and dynamic equilibrium in sporting performance

Understanding and application of balance and stability in sporting performance (e.g. centre of gravity inside stable base)

Technology and performance Investigation of contemporary technology advances in sporting performance (e.g. clothing, innovation, coaching)


Issues Analysis The issues analysis enables students to investigate a chosen issue that is related to physical activity and relevant to local, regional, national, or global communities. Students are expected to analyse critically and interpret their findings and experiences. Discussion with students should emphasise the most appropriate methods of seeking and gathering information and the most effective way of presenting it.

Issues could be related to topics such as: sport in the Australian context declining involvement in physical activity equity corruption disability and sport professionalism culture/race relations genetics historical and Indigenous factors gender the community and recreation children and competitive sport the science of drugs technology commercialism injury prevention and rehabilitation contemporary innovations in training media.


ASSESSMENT SCOPE AND REQUIREMENTS

All Stage 2 subjects have a school assessment component and an external assessment component.

EVIDENCE OF LEARNINGThe following assessment types enable students to demonstrate their learning inStage 2 Physical Education:

School Assessment (70%) Assessment Type 1: Practical (50%) Assessment Type 2: Folio (20%)

External Assessment (30%) Assessment Type 3: Examination (30%).

Students should provide evidence of their learning through seven to ten assessments, including the external assessment component. Students undertake: three practicals three to six assessments for the folio one examination.

ASSESSMENT DESIGN CRITERIAThe assessment design criteria are based on the learning requirements and are used by: teachers to clarify for the student what he or she needs to learn teachers and assessors to design opportunities for the student to provide evidence of

his or her learning at the highest possible level of achievement.

The assessment design criteria consist of specific features that: students should demonstrate in their learning teachers and assessors look for as evidence that students have met the learning

requirements.

For this subject the assessment design criteria are: knowledge and understanding practical skills application initiative and collaboration critical analysis and evaluation.


The specific features of these criteria are described below.

The set of assessments, as a whole, must give students opportunities to demonstrate each of the specific features by the completion of study of the subject.

Knowledge and UnderstandingThe specific features are as follows:KU1 Knowledge, understanding, and application of physical education concepts relevant

to specific physical activities.KU2 Knowledge and understanding of exercise physiology, the biomechanics of human

movement, and skills acquisition.KU3 Knowledge and understanding of appropriate terminology.

Practical Skills ApplicationThe specific features are as follows: PSA1 Proficiency in the performance of physical activities, with reference to specific

skills criteria.PSA2 Interpretation and application of skills, specific concepts, ideas, strategies, and

techniques, in a practical context.

Initiative and CollaborationThe specific features are as follows:IC1 Initiative, self-reliance, and leadership in practical activities.IC2 Interpersonal and collaborative skills in team situations.

Critical Analysis and EvaluationThe specific features are as follows:CAE1 Critical analysis of practical techniques and performance.CAE2 Evaluation of the relevance of principles and concepts in a given situation.CAE3 Critical analysis and evaluation of an issue related to physical activity and

relevant to local, regional, national, or global communities.CAE4 Use of information from different sources, with appropriate acknowledgment.


SCHOOL ASSESSMENT

Assessment Type 1: Practical (50%)Students undertake three practicals of equal importance. At least two practicals must be from the SACE Board’s register of centrally developed practicals, and all three may be from this register. The register of centrally developed practicals and guidelines for assessment with specific skills criteria are on the SACE website (www.sace.sa.edu.au).

Schools may choose to develop one class negotiated practical according to the requirements for class negotiated practicals specified in the ‘Content’ section. Class negotiated practicals are designed by the teacher and approved through processes determined by the SACE Board.


For this assessment type, students provide evidence of their learning primarily in relation to the following assessment design criteria: practical skills application initiative and collaboration.

Assessment Type 2: Folio (20%)Students undertake three to six folio assessments. Two or three assessments should be integrated tasks, and one assessment should be an issues analysis.

An integrated task requires key concepts to be related to practical performance. Each integrated task should be a maximum of 1000 words if written or a maximum of 6 minutes for an oral presentation, or the equivalent in multimodal form.

For the issues analysis, students explore a contemporary issue related to physical activity. The issue must be relevant to local, national, or global communities. The issue should be explored from at least two different perspectives.

The issues analysis should be a maximum of 1000 words if written or a maximum of 6 minutes for an oral presentation, or the equivalent in multimodal form.

Integrated tasks and the issues analysis may be presented in written, oral, or multimodal form.

Folio assessments could include: multimodal presentations case studies essays laboratory explorations and reports oral presentations tests written and/or research assignments other individual or group activities.


For this assessment type, students provide evidence of their learning primarily in relation to the following assessment design criteria: knowledge and understanding practical skills application critical analysis and evaluation.

EXTERNAL ASSESSMENT

Assessment Type 3: Examination (30%)Students undertake a 2-hour external examination, which is divided into two parts: Part 1: Short-answer Questions Part 2: Extended-response Questions.

The examination covers the content of ‘Exercise Physiology and Physical Activity’ and ‘The Acquisition of Skills and the Biomechanics of Movement’.

The following specific features of the assessment design criteria for this subject are assessed in the examination: knowledge and understanding — KU1, KU2, and KU3 critical analysis and evaluation — CAE1 and CAE2.

PERFORMANCE STANDARDSThe performance standards describe five levels of achievement, A to E.

Each level of achievement describes the knowledge, skills, and understanding that teachers and assessors refer to in deciding how well a student has demonstrated his or her learning on the basis of the evidence provided.

During the teaching and learning program the teacher gives students feedback on their learning, with reference to the performance standards.

At the student’s completion of study of each school assessment type, the teacher makes a decision about the quality of the student’s learning by: referring to the performance standards assigning a grade between A and E for the assessment type.

The student’s school assessment and external assessment are combined for a final result, which is reported as a grade between A and E.


Performance Standards for Stage 2 Physical Education

- Knowledge and Understanding Practical Skills Application Initiative and Collaboration Critical Analysis and Evaluation

A In-depth knowledge, informed understanding, and accurate application of physical education concepts relevant to specific physical activities.

In-depth knowledge and understanding of exercise physiology, the biomechanics of human movement, and skills acquisition.

Clear and accurate knowledge and understanding of appropriate terminology.

A high level of proficiency in the performance of physical activities, with reference to specific skills criteria.

Accurate interpretation and proactive application of skills, specific concepts, ideas, strategies, and techniques, in a practical context.

A proactive approach to demonstrating initiative, self-reliance, and leadership in practical activities.

Constructive and confident interpersonal and collaborative skills in team situations.

Thorough and insightful critical analysis of practical techniques and performance.

Highly discerning evaluation of the relevance of principles and concepts to a given situation.

Perceptive and critical analysis and evaluation of an issue related to physical activity and clearly relevant to local, regional, national, or global communities.

Thorough and focused use of information from different sources, with appropriate acknowledgment.

B Well-considered knowledge, informed understanding, and thoughtful application of physical education concepts relevant to specific physical activities.

Well-considered knowledge and understanding of exercise physiology, the biomechanics of human movement, and skills acquisition.

Mostly clear knowledge and understanding of appropriate terminology.

Proficiency in the performance of physical activities, with reference to specific skills criteria.

Capable interpretation and active application of skills, specific concepts, ideas, strategies, and techniques, in a practical context.

An active approach to demonstrating initiative, self-reliance, and leadership in practical activities.

Confident interpersonal and collaborative skills in team situations.

Detailed critical analysis of practical techniques and performance.

Logical evaluation of the relevance of principles and concepts to a given situation.

Critical analysis and evaluation of an issue related to physical activity and relevant to local, regional, national, or global communities.

Mostly focused use of information from different sources, with appropriate acknowledgment.

C Considered knowledge, informed understanding, and competent application of physical education concepts relevant to specific physical activities.

Considered knowledge and understanding of exercise physiology, the biomechanics of human movement, and skills acquisition.

Competent knowledge and

Competent performance in physical activities, with reference to specific skills criteria.

Competent interpretation and application of skills, specific concepts, ideas, strategies, and techniques, in a practical context.

Generally effective demonstration of initiative and self-reliance, and some contribution to leadership in practical activities.

Appropriate interpersonal and collaborative skills in team situations.

Some critical analysis of practical techniques and performance, with a tendency to rely on description.

Generally clear evaluation of the relevance of principles and concepts to a given situation.

Some critical analysis and evaluation of an issue related to physical activity that has some relevance to local, regional, national, or global communities.

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- Knowledge and Understanding Practical Skills Application Initiative and Collaboration Critical Analysis and Evaluation

understanding of appropriate terminology.

Competent use of information from different sources, with appropriate acknowledgment.

D Recognition and some understanding and application of physical education concepts relevant to one or more specific physical activities.

Recognition and some understanding of aspects of exercise physiology, the biomechanics of human movement, and/or skills acquisition.

Recognition and some understanding of basic terminology that may be appropriate.

Some competence in aspects of the performance of physical activities, with reference to specific skills criteria.

Inconsistent interpretation and application of skills, specific concepts, or ideas, in a practical context.

Occasional demonstration of initiative and self-reliance in practical activities, with support.

Occasional demonstration of collaborative skills in team situations, with some use of interpersonal skills.

Some consideration and basic description of a narrow range of practical techniques and performance.

Some consideration of the relevance of principles and concepts to a given situation.

Basic description of some aspects of an issue related to physical activity but with limited relevance to local, regional, national, or global communities.

Some use of information from more than one source, with attempted acknowledgment.

E Limited awareness and application of one or more physical education concepts.

Limited awareness of aspects of exercise physiology, the biomechanics of human movement, or skills acquisition.

Limited awareness of basic terminology that may be appropriate.

Limited performance in one or more physical activities, with reference to specific skills criteria.

Emerging ability to interpret or apply skills, specific concepts, or ideas, in a practical context.

Some recognition of the need for initiative, self-reliance, or leadership in practical activities.

Emerging collaborative skills in team situations, with limited use of interpersonal skills.

Identification and some limited description of one or more practical techniques or performance.

Recognition of the need to consider the relevance of principles and concepts for a given situation.

Disconnected description of an issue related to physical activity.

Attempted use of information from a source, with limited acknowledgment.

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ASSESSMENT INTEGRITYThe SACE Assuring Assessment Integrity Policy outlines the principles and processes that teachers and assessors follow to assure the integrity of student assessments. This policy is available on the SACE website (www.sace.sa.edu.au) as part of the SACE Policy Framework.

The SACE Board uses a range of quality assurance processes so that the grades awarded for student achievement, in both the school assessment and the external assessment, are applied consistently and fairly against the performance standards for a subject, and are comparable across all schools.

Information and guidelines on quality assurance in assessment at Stage 2 are available on the SACE website (www.sace.sa.edu.au).


SUPPORT MATERIALS

SUBJECT-SPECIFIC ADVICEOnline support materials are provided for each subject and updated regularly on the SACE website (www.sace.sa.edu.au). Examples of support materials are sample learning and assessment plans, annotated assessment tasks, annotated student responses, and recommended resource materials.

ADVICE ON ETHICAL STUDY AND RESEARCHAdvice for students and teachers on ethical study and research practices is available in the guidelines on the ethical conduct of research in the SACE on the SACE website (www.sace.sa.edu.au).


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