PE – Sports Coaching
Prerequisites Nil
Course Description
The updated subject explores the concept of greater levels of practical application to the course structure. The nine lessons a cycle is managed to enhance the opportunity for all students in the practical setting.
Topics will enable students to prepare for VCE Unit 1 and 2 Physical Education as well a direct pathway to VCE/VET Sport and Recreation Certificate II.
In a real world setting the study examines skill acquisition to qualitatively analyse performance, with exposure to sport specific technology to create feedback and intervention for improvement.
Through the coach’s lens; students will be exposed to knowledge in preparedness for gaining qualification in umpiring and coaching. The outline includes an enduring understanding of injury prevention, ethicality of performance enhancement, with an overarching embedment of positive sports psychology.
Students will be undertaking a significant level of applied practical experiences, within live sporting environments. These include coaching of younger students within a physical education class, along with umpiring and management of safety within a sporting event.
Curriculum Structure
Key Knowledge
• Skill acquisition
• Qualitative analysis and feedback
• Coaching types and philosophy
• Coaching structure
• Injury prevention
• Sports Psychology
Key Skills
• Technology in sports analysis
• Attainment or preparedness of certificates in:
– Umpiring
– Coaching
– Sports Ethicality
– Strapping
• Coaching of Year 5&6 students
PE – Sport Science
Course Study Either semester
Prerequisites Nil
Course Description
The updated subject explores the concept of greater levels of practical application to the course structure. The nine lessons a cycle is managed to enhance the opportunity for all students in the practical setting.
This unit introduces required content for IB Sports, Exercise and Health Science and VET/VCE Sport and Recreation Certificate III
Students learning of this course generates the enduring understanding of how sport science is used to enhance athlete performance from a variety of Sport Science fields, including the use of data in sporting application.
With the provision of biomechanical technology, hands on investigation enhances the understanding biomechanical principles enabling improved / more efficient performance via the manipulation of technique, clothing and / or equipment.
An integral aspect of the course is to investigate the characteristics of the 3 Energy Systems in real world application, using GPS tacking systems and technology. This along with exploring the multifactorial fatigue mechanisms that impair the resynthesis of energy during performance of sport.
Students apply theoretical knowledge into practical investigation to understand and identify the structure and function of the skeletal and muscular systems from both a health and performance perspective.
Curriculum Structure
Key Knowledge
• Physiology
• Biomechanics (movement of the human body)
• Anatomy
Key Skills
• Technology in sports analysis
• GPS tracking and technology
• Anatomical referencing and posture assessment
VCE Physical Education
This VCE subject is available in Year 10, subject to HOF approval.
Prerequisites
Nil.
Course Description
Unit 1: Semester 1 – The human body in motion
In this unit students explore how the musculoskeletal and cardiorespiratory systems work together to produce movement. Through practical activities students explore the relationships between the body systems and physical activity, sport and exercise, and how the systems adapt and adjust to the demands of the activity. Students investigate the role and function of the main structures in each system and how they respond to physical activity, sport and exercise. They explore how the capacity and functioning of each system acts as an enabler or barrier to movement and participation in physical activity.
Using a contemporary approach, students evaluate the social, cultural and environmental influences on movement. They consider the implications of the use of legal and illegal practices to improve the performance of the musculoskeletal and cardiorespiratory systems, evaluating perceived benefits and describing potential harms. They also recommend and implement strategies to minimise the risk of illness or injury to each system.
ASSESSMENT
1. Structured Questions (25%)
2. Coursework (25%)
3. Examination (50%)
Unit 2: Semester 2 – Physical activity, sport and society
This unit develops students’ understanding of physical activity, sport and society from a participatory perspective. Students are introduced to types of physical activity and the role participation in physical activity and sedentary behaviour plays in their own health and wellbeing as well as in other people’s lives in different population groups. Through a series of practical activities, students experience and explore different types of physical activity promoted in their own and different population groups. They gain an appreciation of the level of physical activity required for health benefits. Students investigate how participation in physical activity varies across the lifespan. They explore a range of factors that influence and facilitate participation in regular physical activity. They collect data to determine perceived enablers of and barriers to physical activity and the ways in which opportunities for participation in physical activity can be extended in various communities, social, cultural and environmental contexts. Students investigate individual and population-based consequences of physical inactivity and sedentary behaviour. They then create and participate in an activity plan that meets the physical activity and sedentary behaviour guidelines relevant to the particular population group being studied.
Students apply various methods to assess physical activity and sedentary behaviour levels at the individual and population level, and analyse the data in relation to physical activity and sedentary behaviour guidelines. Students study and apply the social-ecological model and/or the Youth Physical Activity Promotion Model to critique a range of individual- and settings-based strategies that are effective in promoting participation in some form of regular physical activity.
ASSESSMENT
1. Structured Questions (25%)
2. Coursework (25%)
3. Examination (50%)
Unit 3: Semester 1 – Movement skills and energy for physical activity
This unit introduces students to the biomechanical and skill acquisition principles used to analyse human movement skills and energy production from a physiological perspective. Students use a variety of tools and techniques to analyse movement skills and apply biomechanical and skill acquisition principles to improve and refine movement in physical activity, sport and exercise. They use practical activities to demonstrate how correct application of these principles can lead to improved performance in physical activity and sport.
Students investigate the relative contribution and interplay of the three energy systems to performance in physical activity, sport and exercise. In particular, they investigate the characteristics of each system and the interplay of the systems during physical activity. Students explore the causes of fatigue and consider different strategies used to postpone fatigue and promote recovery.
Unit 4: Semester 2 – Training to improve performance
In this unit students analyse movement skills from a physiological, psychological and sociocultural perspective, and apply relevant training principles and methods to improve performance within physical activity at an individual, club and elite level. Improvements in performance, in particular fitness, depend on the ability of the individual and/ or coach to gain, apply and evaluate knowledge and understanding of training. Students analyse skill frequencies, movement patterns, heart rates and work to rest ratios to determine the requirements of an activity. Students consider the physiological, psychological and sociological requirements of training to design and evaluate an effective training program.
Students participate in a variety of training sessions designed to improve or maintain fitness and evaluate the effectiveness of different training methods. Students critique the effectiveness of the implementation of training principles and methods to meet the needs of the individual, and evaluate the chronic adaptations to training from a theoretical perspective.
ASSESSMENT
1. Coursework – Unit 3 (25%)
2. Coursework – Unit 4 (25%)
3. Examination (50%)