Work Program 1

7218EBL

Senior Phase Health & Physical Education Curriculum

Semester 2

Work Program

September 25

2009 Senior Years HPE

The completed work program includes:

· Context analysis – Ensuring that context of the work program is specific to the teaching environment.

· A course overview – All aspects of the course overview are correct within the guidelines suggested by

the QSA Senior HPE syllabus

· A Unit overview – The overview of the unit of work clearly demonstrated knowledge of unit expansion in

Senior HPE

· Assessment task – Development of assessment task is correct with the guidelines of the Senior HPE

syllabus and is specific to the unit expansion selected.

· Expected ‘A’ response – The expected ‘A’ response is clearly stated within the Senior HPE’s guidelines for

measuring assessment using Acquire, Apply and Evaluate

· Lesson plan from Unit – The group submits a highly innovative and imaginative lesson from their unit of

work that demonstrates the key elements of integration and personalisation.

Student Name Student Number

Jake Taylor 2719865

Contents

· Context analysis

Brisbane State College Profile

The Subject

The Work Program

Physical Activities

Written Assessment

The Context of the Expanded Unit

· A Course Overview

· A Course Overview Expansion

Year 11

Focus Areas

Assessment Instruments

Physical Learning Experiences

Year 12

Focus Areas

Assessment instruments

Physical Learning Experiences

· A Unit Overview

· Assessment Task

Year 11 Written Report Sheet

Task Sheet

Touch Football & Energy Systems Handout

Guidelines for Display of the Analytic Report

Player Position Fatigue and Performance in Touch Football

· Expected ‘A’ Response

· A Lesson Plan from expanded Unit

Contents

Brisbane State College Profile

Brisbane College is located in the suburb of Camp Hill on fifteen hectares. It has a range of facilities

including an extensive athletics track and field, playing ovals, outdoor basketball facilities and an indoor

fitness centre.

The Subject

Health and Physical Education is a mandatory component of the curriculum in years 8 and 9.

In year 10 HPE is an elective subject. This HPE course specifically provides learning experiences to assist

in the transition to senior Physical Education in years 11 and 12 in an effort to adequately prepare students

for this Senior Physical Education Work Program.

The Work Program

Physical activities

Health and Physical Education, in the senior school context, involves students learning in, about and

through physical activity. Physical Education focuses on the complex interrelationships between motor

learning and psychological, biomechanical, physiological and sociological factors that influence individual

and team physical performances, together with the wider social attitudes to and understandings of physical

activity.

As Brisbane State College recently completed construction of its state of the art track and field athletics

facility it now enabling students‟ greater variety physical activities through a developed quality of resources.

At Brisbane State College the Senior Health and Physical Education is timetabled for 3x60 minute periods

per week. This represents the required 55 hours per semester. To ensure a balance between learning

about, through and in physical activity, fifty percent of class time is devoted to physical activity. Equal time

and emphasis are given to each of the selected physical activities.

Written Assessment

Assessment tasks in Year 11 include an Essay Exam with A4 page of notes, a Written Report, an Oral

Research Report and a Journal Evaluation. These have been selected as the modes that best prepare the

students for the work to be covered in Year 12. Assessment in Year 12 will include 2 Essay Exams under

exam conditions and Two Research Reports. These have been selected to best prepare the students for

QCE type exams.

The Context of the Expanded Unit

The Unit that has been expanded for this assignment is the formative Unit 2 of the work program. The Unit

makes use of Touch Football as the Physical Activity with Energy Systems and Physical Performance of

Focus Area B as the Major, Social Cultural Perceptions of Sport of Focus Area C as the Minor and Models

of Coaching of Focus Area A as the Incidental.

Touch Football has been selected in relation to the current sporting culture of the students of Brisbane

State College, where a high percentage of students would have had some level of pre-existing knowledge

or skill through being exposed to the sport or something similar; Touch Football, Rugby League or Rugby

Union.

The composition of this Unit, in regard to relation between Focus content and Physical Activity, is cohesive

in the manner that the nature of the game Touch Football complements the theory of Energy Systems.

Touch Football is also used as a case study in creating a comparison to be drawn between Social Cultural

Perceptions of similar sports with very different cultures; Touch Football to Rugby League. As well as

incidentally incorporating Models of Coaching as the students aim to harness their understanding of the

Major Focus Area in a bid to create smart strategically coaching decisions.

o All units outlined are 9 Weeks in duration.

o Overview succession is illustrated with the Bold text as Major, Normal text A Minor and italics as incidental.

o Bold text indicates culminating information and assessment occurs at these points in the focus areas

Fo

cu

s A

rea

Year 11 (all units are 9 weeks) Year 12 (all units are 9 weeks)

Unit 1

Cricket

Team

Indirect

Interceptive

Unit 2

Touch

Team

Direct

Interceptive

Unit 3

Athletics

Individual

Performance

Unit 4

Team Handball

Team

Direct

Interceptive

Unit 5

Cricket

Team

Indirect

Interceptive

Unit 6

Touch

Team

Direct

Interceptive

Unit 7

Athletics

Individual

Performance

Unit 8

Team Handball

Team

Direct

Interceptive

A

Motor learning

and skill

acquisition

Models of

coaching

Arousal and

performance

Biomechanical

concepts

Biomechanics

of ball flight

(laws,

collisions,

projectiles

motion)

Stages of

Learning

Sports

psychology -

feedback and

communication

Sports

psychology,

Psychology of

performance,

arousal modes,

self talk and

imagery

B

Energy Systems

Energy systems

& Physical

Performance

Training

limitations and

injuries

Evaluation and

modification of

training

programs

Training

program design

Training and

exercise and

evaluating

physical

performance

Sports injuries

and prevention

Fitness testing

C

Patterns of

Participation

Social cultural

perceptions of

sport

Social

perception of

construct of

the body

Values and

Morality of sport

Commercialism

and athlete

pressures

Gender issues

in sport and

power relations

Gender issues

in sport and

power

relations and

the role of the

media in sport

Sponsorship

C

Patterns of participation

Australian sporting culture

The power of the media and sport

Perceptions of handball in Australia and

overseas

Socio cultural perceptions of Sport

Examining the differences in perception

between Touch football and Rugby

League in Australia

Factors influencing participation

Equity issues facing sport in society

Sport as a commodity

Media influences on sport

Social perception of construct of the body

The importance of positive body

image

Perceptions of the ideal body

Influences and issues within society

Discuss the images portrayed in the

media and the resulting pressures

and the possible effects on body

image in relation to Athletics

Values and Morality in Sport:

Media, sponsorship and social

pressures in sport

Marketing of sport in alternate cultures

The drug culture that will not go away

Year 11 (9 Week Units) F

ocu

s a

rea

s

Unit 1

Cricket

Team

Indirect Interceptive

Unit 2

Touch

Team

Direct Interceptive

Unit 3

Athletics

Individual

Performance

Unit 4

Team Handball

Team

Direct Interceptive

Unit 5

Cricket

Team

Indirect

Interceptive

Unit 6

Touch

Team

Direct

Interceptive

Unit 7

Athletics

Individual

Performance

Unit 8

Team Handball

Team

Direct

Interceptive

Focus areas, including significant matter

A

Motor learning:

Classifying skill

Stages of learning

Major factors affecting skill acquisition,

characteristics of the student as the

learner in Cricket

Feedback mechanisms

Characteristics of skilled performers

Goal setting and the importance of Goal

Setting in achieving successful

outcomes

Models of coaching:

Discuss the different types of coaching

styles

Analyse which coaching styles suit

particular personality types and different

sports

Evaluate which coaching style best

meets the needs of own personal

characteristics

Arousal and performance:

Team dynamics

Alternate performance levels

Ideal arousal for alternate environments

Biomechanical concepts:

Identify personal biomechanical

qualities that individuals bring to

Team Handball

Analyse your technique according to

force and motion, momentum and

inertia, and levers

Evaluate biomechanical factors that

impact upon skills being learnt and

performed

B

Energy Systems:

Analyse and evaluate how the 3 energy

systems provide energy for movement

Recognise the energy systems used in

Cricket

Energy systems and physical

performance capacities:

Examine the energy requirements for

Touch and determine the

components of fitness that contribute

to success in Touch

Analyse and evaluate the benefits of

fitness training on Touch

performance

Participate in and analyse a generic

micro cycle for Touch

Training limitations

Physical abilities

Genetic influence on performance

Training cycles

Strength and conditioning

Importance of recovery

Evaluation and modification of training

programs

Designing a training program specific

to a position in Team Handball

Suitable testing

Identifying purpose of training

programs

Length and intensity of a training

program,

Features of a effective training

program

Ability to evaluate and modify a

training program to suit specific

sports and individuals


Assessment 1 - Formative

Essay Exam with A4 page of notes 800 words.

An analysis and evaluation of how skill

acquisition principles effect physical

performance, drawing examples from the stages

of learning in Cricket


Written Report 800 words.

Participation, analysis and evaluation of

physical performance capacities and the

role the energy systems play in the

selection of tactics and strategies for

Touch Football


Oral Research Report 800 Words

An analysis and evaluation on the factors

that impact upon an individual’s social

perception of body image in relation to

their ability to participate in physical

activity, leisure and or recreational

pursuits


Training Journal Evaluation 800 words

Participation, analysis and evaluation of a

Team Handball micro cycle training

program as designed for the Year 11

cohort

Physical learning experiences, including significant subject matter and suggested performance expectations


Performance: All three criteria; all formative.

Performance of open, closed, modified tasks and

Game play

Basic skills

Application of rules

Application of learned and rehearsed tactics,

strategies, prescribed movement patterns and

basic rehearsed routines.

Application of the above in simple drills,

rehearsed complex drills/routines, game play,

or non-prescribed or rehearsed movement

patterns

Evaluation of personal skill ability and tactical

play


Performance: All three criteria; all

formative. Performance of open, closed,

modified tasks and Game play

Basic skills


Application of learned and rehearsed

tactics, strategies, prescribed

movement patterns and basic

rehearsed routines.

Application of the above in simple

drills, rehearsed complex

drills/routines, game play, or non-

prescribed or rehearsed movement

patterns

Evaluation of personal skill ability

and tactical play





Basic skills/technique

Application of regulations




rehearsed routines.


and complex situations, or non-


patterns


and tactics





Basic skills





rehearsed routines.


drills, rehearsed complex

drills/routines, game play, or non-


patterns


and tactical play

C

Commercialism and athlete pressures:

Discuss the images portrayed in the

media and the resulting pressures and the

possible effects on body image

Sport as a commodity

Discuss the measures athletes take in

wiliness to succeed

Gender issues in sport and power relations:

Examine why gender inequities exist in

sport and physical activity

Evaluate why men receive more

attention than women in sport and

physical activity

Analyse the difference in financial

rewards and sponsorship between men

and women

Gender issues in sport and power relations:

Analyse why gender inequities exist in

sport and physical activity, specifically the

Olympics

Examine how images portrayed in the

media establish body images in sport and

physical activity

Evaluate why males dominate over

females in regards to sponsorship,

financial assistance, rewards and prize

money

Investigate what sporting bodies are

currently doing to bridge the gaps

between male and female sport

Money, media and sponsorship:

Analyse the sports media and why

particular sports gather much media

attention

Explore the impact that media has on

sport and vice versa

Evaluate the positive and negative

factors as a result of the media‟s

association with sport

Year 12 (9 Week Units) F

ocu

s a

rea

s

Unit 1

Cricket

Team

Indirect Interceptive

Unit 2

Touch

Team

Direct Interceptive

Unit 3

Athletics

Individual

Performance

Unit 4

Team Handball

Team

Direct Interceptive

Focus areas, including significant matter

A

Biomechanics of ball flight

(laws, collisions, projectiles motion):

Identify personal biomechanical

qualities that you bring to Cricket

Analyse your technique according to

force and motion, momentum and

inertia, and levers

Evaluate biomechanical factors that

impact upon skills being learnt and

performed

Stages of Learning

Cognitive Stage of Learning

Associative Stage of Learning

Autonomous Stage of Learning

Psychology of performance:

Goal setting

Feedback mechanisms

Arousal levels

Influences on performance

Sports psychology, Psychology of

performance, arousal modes, self talk and

imagery:

Team dynamics

Arousal and performance, Goal

setting, Feedback mechanisms

Characteristics of a skilled performer

Practice and applying psychology

theory to participation and

performance in Team Handball

Psychological factors that affect

performance

B

Training program design :

Discuss the factors that need to be taken

into account when designing training

sessions for cricket

Examine the training principles that

govern the development of training

sessions

Evaluate training effects developed by

individual training sessions

Training and exercise and evaluating

physical performance:

Immediate and long term effects of

training on training program design

Implementing and participating in

micro and macro cycles

Appreciating and evaluating the

various training methods

Evaluate factors which affect training

and the results of a training program

in Touch Football

Sports Injury and prevention

Prevention of sports injuries

Examine the major cause of sports

injury in athletics

Management sports injuries

Fitness Testing

The importance of fitness testing

Pre and Post Fitness Testing

Types of fitness tests


Assessment 9 - Summative

Essay Exam in exam conditions 1000 words.

An analysis and evaluation on the impact that

biomechanical technique has on physical

performance


Research Assignment 1500 words.

Participation, analysis and evaluation of a

Touch macro cycle training program as

designed for the Year 12 cohort


Research Assignment 1200 words.

An examination of the gender inequities

that exist in sport and physical activity

and female Olympian that has raised the

profile of women’s sport


Essay Exam in exam conditions 1000

words

Evaluate the psychological factors that

impacted upon you as a learner of

physical skills and a participant in game

play in the selected physical activity

Physical learning experiences, including significant subject matter and suggested performance expectations


Performance: All three criteria; all summative.

Performance of open, closed, modified tasks

and Game play

Revision of all previously learned rules,

skills, tactics, strategies, routines.

Application of advanced skill and tactical

play, movment patterns.

Application of the above in rehearsed

drills, open ended drills, modified games,

game play, application of non-prescribed

or rehersed movemnt patterns

Applying learned psychological strategies

to improve individual perfromance.

Evaluating shots and tactics in game play

Evaluating routine with respect to

sequencing, asthetics and fluency.



summative. Performance of open, closed,


Revision of all previously learned

rules, skills, tactics, strategies,

routines.

Application of advanced skill and

tactical play, movment patterns.


drills, open ended drills, modified

games, game play, application of

non-prescribed or rehersed movemnt

patterns

Applying learned psychological

strategies to improve individual

perfromance.

Evaluating shots and tactics in game

play









routines.




drills, open ended drills, game play,

application of non-prescribed or

rehersed movemnt patterns



perfromance.

Evaluating tasks and tactics in game

situations









routines.




drills, open ended drills, modified

games, game play, application of

non-prescribed or rehersed movemnt

patterns



perfromance.

Evaluating shots and tactics in game

play



Expansion of Physical Activity: Touch Year 11 Unit 2

Examples of Written, Oral and Physical Learning Experiences

Focus Area Examples of Subject Matter

Overview: students will focus on the biological bases of the relation between Heart Rate and development

of player fatigue; developing a sound understanding of the effects of fatigue on player performance. The

sport of Touch involves a mixture of the energy systems and fitness components. Students will experience

game situations using these three systems and focusing on appropriate fitness components. The students

will observe a classmate in general game play and note whether fatigue has, or has not, played any part in

the quality of the player‟s performance.

Throughout these reported activities the students will develop individual and team attacking/defensive skills

and assume the role of the coach to devise coaching strategies to optimise player performance through the

management of player fatigue. The written task will be an 800 word written report.

Focus Area A

Models of coaching

(Incidental)

* models of coaching

* feedback and communication

* models of coaching and personality types

Acquiring:

* identify and understand the different

types of coaches

* recall the importance of feedback and

communication in the development of skills

Applying:

* apply the preferred form of

coaching to teach a peer a touch

related drill

* compare the effects that different

forms of feedback and

communication has on skill

development and the self esteem of

learners

Evaluating:

* evaluate peer teaching and predict ways of

improving teaching performance in the future

* reflect upon what forms of communication and

feedback best suited the students personality

type

Focus Area B

Energy systems and

physical performance

capacities

(Major)

* the energy systems and the evaluation

of physical activity according to energy

requirements

* fitness and energy requirements and

their implications for team strategy,

substitutions and time outs

* principles of training and the

relationships that exist between these

principles

* factors that affect performance such as

training threshold, aerobic and anaerobic

training zones and the onset of fatigue

training programs specific to Touch

* participate in a series of modified

Touch games with more/less players

and with/without substitutions and

monitor heart rate levels

* participate in a battery of pre program

fitness tests

* design a series of drills in touch that

highlight the use of the different energy

systems and fitness components

* understanding and recognising the

training principles from texts used in

developing a training program in Touch

* participate in a generic 4 week training

program specific to position (middle,

link, wing) highlighting one specific

fitness component for anaerobic fitness

* analyse the results by graphing

each of the energy systems

* apply these drills in practice

situations

* designing appropriate training

activities to enhance the principles

of training

* modifying and adapting training

programs and skill acquisition

programs, and participating in

these programs for Touch

* justify which energy systems are

predominant in Touch

* evaluate the effectiveness of each energy

system

* evaluate which fitness components are

important in the game of Touch

* evaluate the outcome of each training

activity

* evaluate the training program for touch

* evaluate the effectiveness of the training

program by analysing post fitness testing

results

Focus Area C

Socio cultural perceptions of

Sport

(Minor)

* examine participation numbers in touch

football compared to rugby league

* explore Touch footballs history – a game

for everyone.

* differences in sponsorship, financial

rewards and popularity between touch and

rugby league – The role the media plays in

attracting or turning away potential sponsors

* identify why or why not touch is a popular

mixed sexes sport

* understand that anybody can play the

game of touch and discuss why it is deemed

suitable for both women and men of all ages

and abilities. i.e. divisions

* participate in debates about which sport

deserves more attention and financial

reward

* analyse the effects that sport has

on Australian society

* look for reasons why touch is or is

not popular compared to rugby

league

* analyse why certain sports are

dominated by the media

* assess the impact negative publicity in rugby

league has on participation numbers in touch

* verify the relationships that exist between

participants feeling good about being active and

playing touch football

* evaluate why there is such a bias in the

sporting world dependant upon gender

* evaluate the reasons why gender is important

upon sporting success in a variety of sports

Physical Performance of Touch Acquiring Applying Evaluating

* Perform skills, modified tasks, modified game situations and game play in both simple and complex environments * Such skills including rucking, passing and catching, slide and kill defence and offensive tactics and plays i.e.: wraps, switches * Offensive and defensive strategies – individual and team *Variations in tactical approaches * Monitor training and performance

*In closed and open drills and modified games, develop and produce individual skills specific to Touch *Reproduce basic and complex attacking and defending options in closed and open situations *Recall tactical responses to a variety of drill and game situations *Develop tactical awareness *Participate in tests which measure components of fitness relevant to Touch *Reproduce a range of physical responses within the framework of the training program *Participate in a personal training program

*Analyse personal and team play in terms of skill production *Use video feedback to monitor and improve individual and team performance *Plan and perform strategies of offence and defence based on an analysis of opposition play *Analyse the importance of adequate mental preparation to performance *Adapt individual and team strategies to closed and open drill and game situations *Analyse progress and skill development *Adapt planned activities based on based on an analysis of energy systems and skill learning *Apply fitness testing results to introduce modifications to training

*Evaluate individual and team performances by peer and video review *Create attacking variations and options according to opposition defensive patterns *Initiate team responses to opposition strategies *Justify responses/modifications to own game *Evaluate the effectiveness of mental strategies in improving performance *Implement appropriate modifications to students own game *Justify adaptations to planned activities *During skill acquisition and competition, review individual performance and implement adjustments for improved performance

Written Assessment 3 - Formative

800 words - Students are to participate, analyse and evaluate physical performance capacities and the role the energy systems play in the selection of tactics and strategies for

Touch Football.


Performance: Performance of open, closed, modified tasks and Game play across the three criteria of acquiring, applying and evaluating. Students will perform basic skills, apply

rules and learned tactics, strategies movement patterns and basic routines. This will occur in simple drills, rehearsed complex drills/routines, game play, or non-prescribed or

rehearsed movement patterns

Brisbane State College Senior Health & Physical Education

Unit 2: Energy Systems and Performance Capacities

Touch Football

YEAR 11 TOUCH LAB REPORT

Measurement and Evaluation of Physical Performance Capacities

Assessment Three - Written Report - 800 Word Min

Name...................................................................... Date Due 0X/0X/2009

Student Number.................................................... Class........................

Topic Analyse the role the energy systems and physical performance

capacities should play, in the selection of tactics and strategies for

Touch Football.

Written Report The final copy of your response to the following is to be typed in

Report Format. Use the genre guideline sheet to structure your

response along the appropriate lines.

The analysis and consequent assumptions is to be presented in the

body and conclusion of your report, whilst recommendations, tactics

and strategies relating to player usage shall be your

recommendations.

Note: This sheet is to be attached to the front of your submission with a criteria sheet

Brisbane State College Senior Health & Physical Education

Unit 2: Energy Systems and Performance Capacities

Touch Football

YEAR 11 TOUCH LAB REPORT

Measurement and Evaluation of Physical Performance Capacities

Task – 800 Word Minimum

Part A: Examine and analyse the “Player position, Fatigue and Performance in Touch” data from the

test. Make assumptions from this data, about the effects of fatigue and energy system usage on the

quality of the players‟ performance by considering:

- Whether fatigue has, or has not, played any part in the quality of the player’s performance

during the test.

- The part exercise / rest time have played in the quality of the performance.

- Provide reasoning and support for the assumptions with examples from the data and

relevant literature where possible.

Note: To support your assumption either way, it may be necessary to use the heart

rate graphs.

Part B: Devise recommendations, tactics and strategies that could be used by a coach during a

game, to get the maximum performance from his/her players in a six a side team. The

recommendations are to be based on your analysis and consequent assumptions.

- Justify the selection of the recommendations. Use energy system principles to explain

how these tactics and strategies will lead to a better standard of play.

- Upon evaluation of the test results, suggest recommendations that may offer greater

validity to the testing protocol.

Note: All tactics and strategies must relate to the use of the energy systems.

Discussing individual player skills, like ball handling and creating space techniques

(wrap, switch) will NOT be relevant.

Touch Football and Energy Systems

Title: Player Position, Fatigue and Performance in Touch Football.

Purpose: The aim of this test is to examine the effects of fatigue on the performance of a middle

player in a six a side game of touch football. Secondly to examine heart rate

recovery, when work periods are interspersed with regular rest intervals.

Procedure:

The fatigue factor will be introduced to the test by manipulating the normal work and

rest intervals of the game. This is outlined in the Protocol section below.

The players‟ performance will be measured using the "Player Performance Analysis

Table” Appendix One.

The player‟s heart rate response will be measured using the Heart Rate monitors.

Heart rate intervals will be recorded every 15 seconds for a continuous time period of

48 minutes.

Testing Protocol:

Step One: The players‟ heart rate and quality of performance will be measured for a 15- minute

period, when the player is restricted to the position of middle on the touch field. No

substitution of this player will occur during this time period, however all other players,

(from both teams) will interchange freely according to normal game rules.

Step Two: At the completion of the 15-minute game, a rest period of 5-minutes will occur for all

players. The heart rate will continue to be measured.

Step Three: At the completion of the 5 minute rest period, the players‟ heart rate and quality of

performance will be recorded for a continuous period of 23 minutes, whilst playing in

the middles. This 23-minute period will consist of 15 minutes of play and 8 minutes of

regular breaks. The breaks will be of 2 minutes duration and will occur every three

minutes. Again as for the first game period all other players will interchange freely, but

the game will not stop when the measured player rests.

Step Four: At the completion of the second game period the heart rate will be measured until 20-

minutes expire or the players‟ resting heart rate level is reached.

Guidelines for Display of the Analytic Report

a. Title Page

This includes the name of the report, author, date and the recipient.

b. Table of Contents

This consists of the titles of each section, the sub-sections and the page numbers on which each of

these can be found.

1. Introduction

This section explains the overall purpose of the report. It should contain information on why it was

written, what if found, and any points of general interest. It is a summation of everything that the

author has looked at. It is often written last, even though it is the first section to appear in the report.

2. Body

This section usually makes up the bulk of the report. It is where the problems, statements or

questions are identified. Facts, figures, evidence and answers are also provided.

All information in this section is set out under sub-headings that relate to the tasks Part A and B from

the assignment sheet. The statements that you should answer to satisfactorily complete the tasks are

outlined below.

(The numbering system 2 has been used, as this is the way that it should appear in your completed assignment)

2.0 Body

2.1 Heart Rate Zones & Energy systems used in the various stages of the tests.

2.2 Fatigue & performance during tests

2.3 Rest time Verse Exercise time & its affect on Fatigue & Performance.

3. Conclusions

The conclusions are an overall summary of what was found in the body of the report. No new

information or facts are to be given. You are simply drawing, or tying together evidence from the

body.

Based on the sub-sections from above, your conclusions should mention the following.

(A) Heart rate responses & energy systems

(B) Fatigue & performance

4. Recommendations

Recommendations are drawn from the conclusions. They suggest what should be done, or what

action needs to be taken.

In your case the recommendations are to provide tactics and strategies to get the best performance

from a team of players. All of the tactics and strategies however, will need to relate to your

conclusions.

5. Appendices

Any information that supports your findings, e.g. tables, maps, diagrams, or graphs, should be

referred to in the body of the report, as appendix 1, appendix 2 etc. The information should add to, or

enhance the material in the body. Each appendix should appear on a separate page at the rear of the

report.

6. Bibliography

You report should also contain an alphabetical list of any books, magazines, printed material or

articles that you have referred to, or used during the report. This should make up the last page of the

report.

An example of a how you are expected to set each text referred to in you bibliography is:

Amerzdroz, G., Dickens, S., Hosford, G., & Davis, D. (2004). Queensland Senior Physical Education, 2nd ed.

South Yarra: Macmillian Education Australia Pty Ltd.

Last Name, First Initial. (The Year). Title of the book used, typed in italics. The city the book was published in:

The Publisher.

Player Position, Fatigue and Performance in Touch (Player Performance Analysis Table, Appendix One)

First 15 minutes: Continuous Play with No Interchange

Bad Pass Dropped Pass Missed Touch Penalty

Against

Fumbled roll Total Errors

Time

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Second 15 Minutes of Play: Interval Play with THREE minutes on, TWO minutes rest

Bad Pass Dropped Pass Missed Touch Penalty

Against

Fumbled Roll Total Errors

Time

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Expected ‘A’ Response to Written Assessment 3 - Formative

SUGGESTED

REQUIRENMENTS

CRITERIA

ACQUIRING APPLYING EVALUATING

1. INTRODUCTION

Outlines knowledge of all 3 energy

systems

Describe elements of fatigue

Correct structure and formal

language used throughout essay

Minimal spelling and grammatical

errors

Outline of plan of development

of report

Brief analysis of the main issues

concerning the analysis of the

impact of fatigue on player

performance in touch

Analysis of why fatigue impacts

player performance and in

relation to which energy systems

An indication of what

strategies coaches can use to

manage players Heart Rate to

over come the effects of

fatigues on player

performance

2. BODY

Key issues identified –elements of

fitness, energy pathways, training

methods, possible coaching

strategies to combat fatigue and

further reference to the energy

systems

Appropriate genre used with few

spelling and grammatical errors.

Theory is specifically related to

the analysis of the relation

between Heart Rate, Fatigue

and player performance in

Touch

Correctly identifies the impact of

rest on performance and fatigue,

and support this with evidence

from the tests.

The involvement of the

various elements of fitness

and energy systems for a

successful coaching

strategies that is justified

through an elaboration that

includes the use of the energy

systems, Heart Rate and the

effects of fatigues on player

performance.

The conclusions drawn from

the analysis are correct and

supported through

considerable evaluation of the

various contributing factors

the student has examined.

The response utilises

information gained from the

learning experiences that took

place during involvement in

the unit.

3. CONCLUSION

Accurately records information and

recalls issues discussed in the body

of the essay

Correctly identifies the range of

issues that exist in managing

player performance with a

justification of coaching

strategies to combat the

problem. With detailed reasons

for them being correct.

Reasons for problems with

the program are logically

discussed and sound

justification is displayed in

the presentation of suggested

ways to improve the program

Personal experiences are

used to verify the suggested

improvements.

4. RESOURCE LIST

Correctly prepared and presented.

Use of different sources and

resources

Evidence of varied resources

used correctly throughout the

report.

Correct in text referencing

throughout the assignment

Teacher :Mr Taylor Date of Lesson : Friday 25th September 2009

Lesson Topic : Touch Football Year level : 11

General Objective: Students will apply the theoretical components of the energy systems as used in touch football

Students will develop understanding of the role energy systems and fatigue has on player performance in relation to touch football.

Students will further develop skills and strategic plays for touch football that utilise their theoretical knowledge of energy systems and the effects of fatigue on player performance.

Students will cooperatively work individually and with partners in a modified and full scale game environment whilst demonstrating safety at all times.

Teaching Sequence Specific Objectives Teaching Strategies Learning Experiences

Organisation Resources Formative Assessment

Theory – Introduction to fatigue and the impact it has on performance

-What is fatigue

-Types of fatigue – Mental & physical

-Strategies to minimise fatigue

10 Minutes

Students will be able to implement strategies that minimise individual and team fatigue.

Teacher asks students questions in relation to the fatigue and to demonstrate a basic understanding.

Teacher asks questions to reinforce understanding. e.g. effects on player performance

-What is fatigue and how is it caused?

-Ask students to give an example of physical and mental fatigue

-Strategies to minimize individual and team fatigue and to increase opposition fatigue

Students take part in an open discussion in relation to fatigue and the effects it has on performance

Students apply knowledge and understanding to answer question relating to fatigue and player performance

.

Students are seated in front of teacher during the teacher led introduction.

A handout resource is distributed to each student.

Fatigue handout Resource

Are students successfully answering questions?

Warm up – Bull Rush

10 mins

To be able to warm up their bodies in preparation for physical activity

To be able work cooperatively within a team environment.

Teacher provides an outline of the lesson introducing the skills and rules

Teacher introduces students to the Bull rush!! warm up and selects 2 students to be the taggers. Teacher asks students questions in relation to the game to demonstrate understanding and questions relating to the energy systems required during the game.

Students will listen carefully to a teacher led instruction and will have an insight into the progression of the lesson and what will be required of them

. Students through questioning are able to recall the procedures, rules and safety concerns associated with the warm up activity

During the warm up activity students will demonstrate communication skills to work cooperatively with team mates.

Students line up at one end of the designated field waiting for the taggers to call out “Bull rush” Students try and make their way past the taggers to make it to the other end. This continues until all students have been tagged.

Markers

Whistle

Have students thoroughly warmed up?

Are the students demonstrating cooperation and communication with peers during warm up?

Are students engaged with the activity?

Activity 1

Settlers – Offense & Defence

15 mins

In a modified closed environment simulating a game situation students will understand and demonstrate strategically sound plays for offense and defence

Teacher explains „settlers – offense & defence‟ using two students to demonstrate the exercise

Divide class into three‟s and proceed in lines off base points

Students will demonstrate ability to perform play in closed environment while rehearsing basic touch skills e.g. Rucking, scooping, playing the ball

Students will be in a group of three that performs the plays. Once one group has completed the drill the next will proceed

4 x Balls

Markers

Whistles

Are students performing task fluently?

Do students understand when to motion and where to run?

Activity 2

Open scale game

20 mins

(Recap on learning experience)

(5 mins)

In the complex environment of a game situation students will apply previously learnt skills and plays

Teacher divides group into two playing teams

Teacher includes regular rest and notes the effects of rest to maintain a level of player performance

Teacher removes rest periods and has class play noting the effects of fatigue on player performance

Students will discus impacts in varied game situations and how the effects of fatigue impact on player performance

Students will be in two teams playing a game of touch. Teacher will include rest intervals firstly, to later remove them for alternate game environment

Markers

Ball

Whistle

Bibs

Are students applying knowledge of rules?

Are students applying previously learnt plays and strategies?

Are students demonstrating communication, cooperation and team cohesion?

Safety Considerations

-Any equipment not being used must be placed completely out of the way to avoid being tripped over.

-Appropriate footwear must be worn at all times.

-Students need to be aware of their own working space to avoid collisions

How to make the learning experiences easier:

-Students perform task in simple and close environment

-Students can move the markers closer together when passing the ball and slow the speed of the activity down

How to extend the learning experiences:

- Students perform task in complex and open environment

-Students can move the markers further apart when passing the ball.

Date post:	12-Nov-2014
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