UNIT TITLE:

BAND/YEAR:
12

Unit 4 Enhancing Performance.

Area of Study (AOS):
LESSON:

LINKS TO:

TEXT CHAP REF/

COURSEWORK:

ASSESSMENT:

AOS 1 Planning, implementing and evaluating

a training program.
RESOURCES:
(pg. No)

SEQUENCE & LENGTH:

20 x 50-minute lessons.
PRAC ACTIVITY:
2 doubles and 1 single of direct
contact per week.

WEEK/DATE/TERM:

AoS Description:
Planning, implementing and evaluating a training program. This area of study focuses on the components of fitness and
assessment of fitness from a physiological perspective. Students consider the manner in which fitness can be improved by the
application of appropriate training principles and methods. Students conduct an activity analysis of an elite athlete to determine the
fitness requirements of a selected sport. They participate in fitness testing and an individual training program and evaluate this from
a theoretical perspective.

Beginning of term 2 2015:

Week 1:
Monday 13th April- Friday 17th April
Week 2:
Monday 20th April- Friday 24th April
Week 3:
Monday 27th April- Friday 1st May
Week 4:
Monday 4th May- Friday 8th May

Key Knowledge/s:

Key Skills:

This knowledge includes:

These skills include the ability to:

Fitness components: definitions and factors affecting the health-related fitness

components, including aerobic capacity, anaerobic capacity, muscular strength and
endurance, flexibility, body composition, and the skill-related components, including
muscular power, speed, agility, coordination, balance and reaction time.
Data collection activity analysis, including skill analysis, movement patterns and
work to rest ratios.
Assessment of fitness, including aims, protocols (informed consent and fitness
testing), and methods and outcomes of at least two standardised, recognised tests
for each fitness component.
Fitness training principles, including intensity, duration, frequency, overload,
specificity, individuality, diminishing returns, variety, maintenance and detraining.
Fitness training methods, including continuous, interval, fartlek, circuit,
weight/resistance, flexibility, plyometrics, speed, swiss ball and core strength training
to improve aerobic capacity, anaerobic capacity, muscular strength and endurance,
speed, flexibility and muscular power.
Chronic adaptations of the cardiovascular, respiratory and muscular systems to
training.

Teaching Approaches:

Explain fitness assessment aims, methods, risks, safeguards, informed

consent and confidentiality.
Use appropriate technology to perform an activity analysis to collect and
analyse primary data to determine major fitness components and energy
systems used in sporting events and physical activities.
Perform, observe, analyse and report on laboratory exercises designed to
explore the assessment of fitness pre and post training.
Justify the selected fitness tests in relation to the strengths and
weaknesses of the testing methodology.
Explain how chronic adaptations to the cardiovascular, respiratory and
muscular systems lead to an improved performance.
Design, participate in, and evaluate a six-week training program that
demonstrates the correct application of training principles and methods to
enhance and maintain specific health-related fitness components.

Assessment ideas:

WEEK:

1 and 2

Monday
13th
April
Friday
17th
April

Key Knowledge:

Fitness components:
definitions and factors
affecting the healthrelated fitness
components, including
aerobic capacity,
anaerobic capacity,
muscular strength and
endurance, flexibility,
body composition, and
the skill-related
components, including
muscular power,
speed, agility,
coordination, balance
and reaction time.

Nelson Textbook:
Chap 7, pg. 174198

Health & Skill Related Fitness

Components:

Informal pre-assessment:
About students beginning
knowledge.

Activity 1:

Group discussion and brainstorm what students already know.

Health:
Padlet:
https://padlet.com/
my/dashboard

Aerobic Capacity
Anaerobic Capacity
Muscular Strength
Muscular Endurance
Flexibility
Body Composition
Muscular Power
Skill:
-

Informal Assessment:
Group work planning a health
and skill related presentation.

Padlet on SMARTBOARD instigating class discussion to find out prior

knowledge. Ask exercises students know.

Categorise these exercises into the best- fit health and skill related
components.

Muscular Speed
Agility
Coordination
Balance
Reaction Time

Activity 2:

In pairs, select a health and a skill related fitness component and plan a
3min presentation describing the component and include an example when
it may be present in physical activity. Run the class through the practical
example.
1

Nelson Textbook.
Chap 7, pg. 174198

Health & Skill Related Fitness

Components cont.

Filming device:
eg. I-pad.
1

4 and 5

Key Knowledge:

Data collection
activity analysis,

Nelson Textbook.
Chap 8, pg. 202219

Formal Assessment:
-

Data Collection:
-

Skill analysis
Movement patterns
Work-to-rest ratios

Working as a team
Definition of component
Good example of how it
can be applied to sports/
physical activity
Clear and confident
explanation.

Informal assessment:
With online and live result quiz.
Assess how much students
have retained.

Activity 1:

Each pair is to present their health and skill related fitness component.
Give students a training program booklet that has a page for each
component and note taking.
Film presentations so students can reflect and use as revision if needed.
Activity 1:

Quiz on health and skill related fitness components. Have laptops/ i- pads/

including skill analysis,

movement patterns
and work to rest
ratios.

Socrative quiz:

Assessment of Fitness:

https://b.socrative.
com/teacher/#myquizzes

Aims
Protocols (informed consent and
fitness testing)
Methods and outcomes of 2
standardised tests for each fitness
component.

phones ready with app downloaded.

Activity 2:

OR
Prezi to present content to be learnt.
Kahoot Quiz:
https://kahoot.it/#/

Create a table in books with advantages and disadvantages of each games

analysis method. Why do we test?
Define key terms: validity, reliability, informed consent

Prezi:
https://prezi.com/y
our/

Coaches:
https://www.coach
seye.com/

Activity 3:

Work to rest ratios:

Half the class to players and those to directly observe. 1 player each with
the use of a stop-watch, record work to rest ratios.
Then use GPS technology (if access to). This teaches bias and subjective
data collection. Also reiterates last unit technological advancements.

Dartfish:
http://www.dartfish
.com/

GPS:

Activity 4:

Skill analysis:
As a class play a game (eg. Basketball), have injured/ students who cannot
participate to film the game from the loft above the basketball court.
Keep this footage as it will form part of an assessment next week.

Monday
20th
April
Friday
24th
April

1 and 2
Assessment of
fitness, including aims,
protocols (informed
consent and fitness
testing), and methods
and outcomes of at
least two
standardised,
recognised tests for
each fitness
component.

Nelson Textbook.
Chap 9, pg. 222261

Data Collection cont.

Assessment of Fitness:
pg. 232- table.
Aerobic Capacity:

Activity 1:

Informal assessment:
With whole class game analysis.

20-metre shuttle run tests

1.6 km run test
Anaerobic Capacity:
Phosphate recovery test
300m shuttle run test
Wingate anaerobic 30-cycle test
Muscular Strength:
Handgrip dynamometer test
1RM bench press test
Muscular Endurance:
Timed sit-ups
Timed push-ups
Flexibility:
Modified sit-and-reach test
Shoulder and wrist elevation
Body Composition:
Body Max Index (BMI)
Waist Circumference
Muscular Power:
Vertical jump test
Basketball throw
Speed:
35m sprint test
50m sprint test
Agility:
Illinois agility test
SEMO agility test
Coordination:
-

Alternate-hand wall toss test

Soft-drink can test

As a class, analyse the footage captured in last lessons basketball game.

Take note of: hot spots, intensity of players throughout eg. Follow one
player, key actions and muscles called upon.

Activity 2

Informal assessment:
Record all results and keep as
will be added to formal 6-week
training program assessment.

Begin pre-testing. Have gym set-up with stations and protocol. Move
through in pairs recording data in fitness program booklet.
Compare against standards for sex and age.

Balance:
Stork balance stand test
Standing balance test
Reaction Time:
2

Key Skills:

Nelson Textbook.
Chap 9, pg. 232261

Ruler-drop reaction test

Online reaction tests

Assessment of fitness cont.

2 for each fitness component.

Use appropriate
technology to perform
an activity analysis to
collect and analyse
primary data to
determine major
fitness components
and energy systems
used in sporting
events and physical
activities.

4 and 5

Key Knowledge:

Fitness training
methods, including
continuous, interval,
fartlek, circuit,
weight/resistance,
flexibility, plyometrics,
speed, swiss ball and
core strength training
to improve aerobic
capacity, anaerobic
capacity, muscular
strength and
endurance, speed,
flexibility and muscular
power.

Nelson Textbook.
Chap 10, pg. 264293.

Strava:
https://www.strava
.com/

Principles of Training:
SIDOF:
-

Specificity
Intensity
Duration
Overload
Frequency

Formative assessment:
These posters will be a SAC.
Ensure criteria sheet is given the
previous lesson.

Activity 1:

Informal Formative
Assessment:

Engage with the podcast uploaded to the class webpage before class.

Keep a journal of how students

feel before, during and after
each method of training.

Each student to create 2 posters: one health related and one skill related
component of fitness per student. This will form an assessment task and will
be displayed around the classroom for revision purposes.

Activity 1:

What?

Detraining, maintenance, individuality,

Diminishing returns, variety.

From the pre-testing lesson, students are to use this data to identify a
weakness, this may only be from the results/ scores in one of the fitness
components or based on a sport students play outside school they wish to
improve.

Methods of training:

Students to download the application strava to begin measuring their

Physical Activity (PA) levels everyday including active transport and not just
designated PA; exercise.

Long interval
Medium interval
Short interval
Continuous

1 and 2

Activity 2:

How?
The next few lessons will consist of students first hand experiencing the
different training classes to give each method meaning and relevance. This
will enhance students capability to create a training program that is realistic
and that students are passionate about.

Continuous (LSD): 20min continuous run

Core strength: Bring in Pilates instructor
Speed and interval: boxing and sprints class (HIIT).
Activity 1:

Nelson Textbook.
Chap 10, pg. 264293.

Monday
27th
April
Friday
1st May

Fartlek
Resistance
Speed
Plyometrics
Circuit
Core strength
Swiss ball
Flexibility

Methods of training cont.

Continue students practically engaging first hand with the methods of
training:

4 and 5

Key Skills:

Design, participate in,

and evaluate a sixweek training program
that demonstrates the
correct application of
training principles and

Nelson Textbook.
Chap 10, pg. 264293.

Nelson Textbook.
Chap 10, pg. 278279

Fitness Pro App:

https://itunes.appl
e.com/au/app/fitne
ss-

Methods of Training cont.

Designing a Training Program:

-

Training log entry

Warm-up
Training methods
Cool down
Training log entry

Resistance: Resistance session in school gym using weights.

Plyometrics and circuit: 10minute circuit only using explosive
plyometric exercises eg. Jump squats, burpees, jump lunges.
Swiss ball: Instructor on the projector screen on the basketball ball
court wall, go through a 15minute class.

Fartlek: 10mins all students can create their own fartlek training on the
court and oval. Use HR monitors and collect data.
Flexibility: Bring in body balance instructor to run a short class.

Formal Assessment:

Activity 1:

Students are to create a 6-week

training program to hand in at
the completion of the AOS this is
to be begun being collated.

Begin planning a training program:

-

Energy systems, fitness components and muscle groups

Fitness test results for the performer
Availability of time
Appropriate training methods
Physical state of the performer

4
Monda
y 4th
May
Friday
8th May

1 and 2

methods to enhance
and maintain specific
health-related fitness
components.

pro/id336826731?
mt=8

Key Knowledge:

Nelson Textbook.

Chronic Adaptations to Training:

Informal Assessment:

Activity 1:

Chap 11, pg. 296314.

Aerobic:

Ask students to hand you a

post-it note at the end of class
with 1 thing they learnt during
this lesson.

Class discussion to share progress since last week in students fitness pro
app.

Chronic adaptations
of the cardiovascular,
respiratory and
muscular systems to
training.

Students are to download fitness pro app on smart phone/ i-pad/ laptops
to begin documenting and a library of exercise ideas.

Prezi:

Cardiovascular system
Respiratory
Muscular changes
Anaerobic:

https://prezi.com/y
our/

Cardiovascular responses
Muscular adaptations

Activity 2:

Prezi outlining chronic adaptations.

Section in training program workbook to fill the gaps.

Key Skills:

Nelson Textbook.

Methods of training cont.

Activity 1:

Chap 10, Pg. 280

Design, participate in,
and evaluate a sixweek training program
that demonstrates the
correct application of
training principles and
methods to enhance
and maintain specific
health-related fitness
components.

4 and 5

Key Knowledge:

Chronic adaptations
of the cardiovascular,

Practical session dedicated per week for a total of 6 weeks for the training
program.

Nelson Textbook.
Chap 11, pg. 296314.

Chronic Adaptations to training cont.

Formal Assessment:

Activity 1:

Written response to students

personal training programs and
how they predict to see chronic

Hand-written response to the assessment task given at the end of last

respiratory and
muscular systems to
training.

adaptations, and how these

adaptations will improve their
performance. Including: energy
systems, fuels, muscle groups,
methods of training.

lesson.

NOTE: All students have access to a smart phone or i-pad during and after school.
NOTE: Large assessment (SAC) at the conclusion of the training program.

List of References:
Corrie, M., Malpeli, R., Telford, A., Whittle, R. (Eds), (2010). Nelson Physical Education VCE Units 3 & 4 5th Edition. Victoria, South Melbourne: Cengage
Learning Australia.

VCAA, (2011). Physical Education: Victorian Certificate of Education Study Design. Retrieved August 24 th, 2015 from
http://www.vcaa.vic.edu.au/Documents/vce/physicaledu/phyedusd2011-2014.pdf