CARISSA COOK Assessment task #2 17818298

Assessment Task Title: Design Training Program for Athlete STAGE: 5

YEAR: 9

Unit: Foundation of Physical Activity: Physical Fitness

Weighting: 35%
TERM: 2

CONTEXT:

This unit of work requires students to understand the importance of health components and identify the
differences between skill and health related. Within using this prior knowledge students will be able to design
and develop a training program for a specific context (Eg Muscular endurance - Canoeing). The overall
outcome is to get students identifying that sports have different components of fitness that is essential for
their training and to identify a main contributor and additional components that may also needed to be
trained.

OUTCOMES:

A student:

Identify components of physical fitness

Design an appropriate training program for specific sport contexts
Clearly shown the main physical fitness component needed for specific sport selected

DESCRIPTION:

STEP 1:

Select ONE sport located below and design a training session using health and skill components of physical
fitness. You must select the most beneficial component but add additional components to create an effective
and appropriate training program. You must use the FITT principle when basing your training session and
also HOW this program could be incorporated in a home/park environment with readily available
equipment.

Within your session you must consider:

- The FITT principle

- Age
- Gender
- Fitness Levels
- Health Issues
- Safety
- Weather/Location (Inside/outside)

STEP 2: Within your session, pick a exercise that you included and film/video a demonstration of that
exercise. Place a snapshot of the exercise at the bottom of your assessment, but also upload the video onto

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our PASS discussion board where other students and myself and can view. An Example is; Record a video of a
subject performing box jumps and landing to improve balance skill related physical fitness.

ATHLETES:

ASSESSMENT CRITERIA:

Students will be assessed on their ability to:

Identify the components of fitness

Use the FITT principle to create an effective training program
Develop skills to create a training program
Design an appropriate training program from ONE allocated sport content

ASSESSMENT GUIDELINES:

- Using the marking rubric access how competent they use components of physical fitness in designing
and developing training program specific to a sporting requirements and understand how different
sports have required components.
- Choosing the correct physical fitness component before developing a fitness training session for that
chosen sport.

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FEEDBACK:

- Verbally after the assessment has been mark, individually if they have questions but also as a whole
how the class went. Achieved well at these subjects.. needed further improvement in these areas.
- Marks and feedback on assessment through the marking guidelines.
- Feedback is clear and constructive about strengths and weaknesses
- Feedback is individualised and linked to opportunities for improvements

FUTURE DIRECTION:

As a result of this activity, students will understand the components of fitness and applying those key
aspects to a training program that is beneficial to particular sports. This knowledge can then
furthered into applying a training program for themselves and their particular sport. After developing
the skills of designing fitness programs, students can therefore then learn how to measure and
evaluate how effective fitness measurements are on participation by gathering views on what young
people believe. Learning how to develop the correct training program can be beneficial and important
to know for not only now, but also in the future for their own physical fitness developments.
This allows students to analyse and appraise performances and design programs to achieve
performance goals.
Inquiry Approach in allowing students wonder and design what seemed to be a puzzle beforehand
but now apart of the sporting industry and market for not only beginners in physical fitness but also
athletes who are training 6 times a week.
Design a fitness program is never going to be perfect for multiple people and each week, another
question arises on how to improve aspects within their game or injuries come up.
Use fitness assessment for lifelong physical activity participation and generate critical thinking of
what the markets and media portray as the ideal way of training.
Express that fitness testing always has areas of improvement and goals set individually should be how
to maintain and improve not a grade.

Areas of Assessment Assessment of Learning Assessment for Learning

Design training program Participate and be

for Athlete sports involved within practical
fitness testing

Knowledge and
Understanding

Interpreting data

Problem-solving /decision
making

Communication

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MARKING CRITERIA FOR DESIGNING TRAINING PROGRAMS

DESCRIPTORS LEVELS

The Student has extensive and depth knowledge of understanding the content of physical fitness components. The A= 18-20
content can be readily applicable and can show they can apply this knowledge. The student has achieved a high level
of competence in showing the process of thinking and can apply these skills to new situations and in a variety of
contexts. There is an extensive connection to fitness components and linking 3-4 components when designing training
session. The layout is easy to read, showed specific knowledge to the requested sport and understanding with
professional presented. Received on time and has no spelling or grammar errors.

The Student has a thorough knowledge and understanding of the content physical fitness. The student has a high level B= 13-17
of competence in the processes and skills. There is a connection towards the components of physical fitness and
attempts to make connections to more than one aspect within the training. The layout is related to the concepts and
able to apply this knowledge and skills to most situations. Received on time and has limited grammar errors.

The Student has a sound knowledge and understanding of the main content and shows an adequate level of C= 8-12
competence in designing a training session. Shows an adequate level of competence in the processes and skills. There
is a connection to physical fitness components by using components when creating a training session. The layout is
visible but can be seen confusing in sections to make a flow and connection. Received on time and has some grammar
errors.

The Student has basic knowledge and understanding of the content and shows limited level of competence in the D= 4-7
processes and skills. There is limited to no connection within the design and refines to one fitness component in the
entire program. The layout is limited in structure and organisation and difficult to make a clear connection to physical
fitness components. Shows spelling and grammar errors constantly within their design.

The Student has elementary knowledge and understanding in a few areas of the content in physical fitness. Has E= 3-0
achieved very limited competence in the processes and skills. There is no connection to other components of physical
fitness and difficult to identify one specific component needed for the sport. Very little reference to specific sports
mentioned in assessment instructions. Structure is unclear and difficult to understand with grammar errors.

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References

Board of Studies Teaching and Educational Standards in NSW. (2014). Assessment for, as
and of learning. Retrieved on September 26, 2016 from
https://syllabus.bostes.nsw.edu.au/support-materials/assessment-for-as-and-
of-learning/

Board of Studies Teaching and Educational Standards NSW. (2014). Grading board
endorsed and content endorsed courses. Retrieved on September 27, 2016 from
http://arc.bostes.nsw.edu.au/go/9-10/stage-5-grading/board-endorsed-
courses

Board of Studies New South Wales. (2004). Physical activity and sports studies content
endorsed course. Retrieved on September 26, 2016 from
http://www.boardofstudies.nsw.edu.au/syllabus_sc/pdf_doc/physical_activity_
710_syl.pdf

NSW Department of Education and Communities. (2011). Fitness testing in schools,

what is physical fitness and how do we test it?. Retrieved on September 25, 2016
from
http://www.curriculumsupport.education.nsw.gov.au/secondary/pdhpe/pdhpe
7_10/physical_activity/ft_002.htm

Robinson, B., McCraken, S. (2011). Fitness testing, an inquiry approach. Calagary Board
of Education. Retrieved on September 24, 2016 from
http://www.albertaenaction.ca/admin/pages/48/FitnessTesting-
InquiryApproachMay1.pdf

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Appendix A: PASS Stage 5 Scope & Sequence/ Assessment Schedule

Year 9

Term 1 Term 2 Term 3 Term 4

Module: Fundamentals of Movement Skill Unit: Physical Fitness Unit: Coaching Unit: Lifestyle, Leisure and Recreation
Development

Theory: Theory: Theory:

Theory:
The value of mastering
fundamental movement skills
Practical:
The nature of movement skills
The transfer of movement skills
Practice
Outcomes: 1.1, 1.2, 4.1, 4.3
Measurement and evaluation
Physical activity versus
physical fitness
Components of physical
fitness
Practical:
Practical:
Physical Fitness
Developing physical fitness
Outcomes: 1.1, 1.2, 3.1, 4.3
The qualities of effective
coaching
Long term planning in
coaching
Coaching roles and
responsibilities
Coaching opportunities and
qualifications
Structuring the session
Ethical coaching
Outcomes: 3.1, 4.1, 4.2, 4.4
Outcomes of participation in leisure
and recreation
Lifelong leisure and recreation
looking to the future
Practical:
Patterns of participation
Perceptions of lifestyle, leisure and
recreation
Outcomes: 1.2, 2.2, 3.1, 3.2, 4.3, 4.4

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Assessment: Assessment: Assessment: Assessment:

In Class Exam Complete the Following Tests: In Class: Complete Level 0 Day Trip
Coaching Certificate
Beep Test Coach 30 Minute Session
20 Metre Sprint
Sit & Reach
Compare and Contrast
Results/Findings.

Year 10

Term 1 Term 2 Term 3 Term 4

Module: Event Management Weeks 1-4 Module: Issues in Physical Activity and Module: Technology,
Sport Participation and Performance
Module: Nutrition and Physical Activity

Theory:
Theory: Theory:
Structures and formats Theory:
Enterprises and Historical perspectives The impact of
organisational skills Nutrition for health and physical activity Factors influencing the issue technology
Roles in event Nutritional planning Impacts of the issue The ethical
management Marketed nutritional products Impact of the issue implications of
Nutrition, physical activity and weight Ethical implications technology
management Future perspectives The evaluation and
management of

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Practical: technology

Planning, conducting and Weeks 5-10 Module: Physical Activity and Sport for
evaluating Specific Groups Practical:
Module: Enhancing Performance Strategies and
Techniques The contribution of
technology to
Practical: participation and
performance
Practical: World Games

Rules and etiquette

Outcomes: 3.1, 4.1, 4.2, 4.4
Movement skills and performance
Technique and form
Strategies and tactics
Analysis and evaluation of performance
Outcomes: 1.1, 3.1, 3.2, 4.2, 4.3, 4.4 Outcomes: 2.1, 2.2, 3.1, 4.1, 4.4 Outcomes: 1.1, 3.2, 4.4

Assessment: Assessment: Assessment: Assessment:

Plan Swimming Carnival Nutrition Project Multimedia Presentation Research Report

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APPENDIX B: UNIT OUTLINE
PASS UNIT OUTLINE
UNIT TITLE: MODULE: Physical Fitness
Stage: 5, Year 9
Key Concepts/ Big Ideas
Learn the Fitness components of
physical activity
Apply knowledge to training programs
Develop and design training programs
for themselves
Using the physical fitness components
design a training program for specific
sports and understand all sports use
different components for their training.
How physical fitness enhances
performance and safety when designing
a program
Unit context within Scope and Sequence
Unit: Physical Fitness (Term 2)
Assessment task #2 17818298
Number of Weeks: 8 weeks
The importance of this learning
Identify and understand the components of fitness both skill and related
Record data on completing stretching for increasing flexibility skills with seeing
the benefits
They participate in a variety of movement experiences with satisfaction and
enjoyment as they compose, perform and appraise movements in a variety of
contexts
They demonstrate the influence on physical activity experiences with design
appropriate training programs including family and friends.
Adopt a variety of roles, leader, mentor, support, coach and encourage the
enjoyment of involvement.
Students establish techniques for developing effective and appropriate
movement skills to enhance performance
Design Programs to achieve performance goals individually and for specific
sport contexts.
Targeted Syllabus Outcomes (including life skills outcomes)
1.1: discusses factors that limit and enhance the capacity to move and perform
1.2: analyses the benefits of participation and performance in physical activity and sport
3.1: demonstrate actions and strategies that contribute to enjoyable participation and
skillful participation
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Theory: 4.1: works collaboratively with others to enhance participation, enjoyment and
performance
Measurement and evaluation 4.2: displays management and planning skills to achieve personal and group goals
Physical activity versus physical fitness LS1.2: Recognises the benefits of participating in a range of physical activities and/or sports
Components of physical fitness LS3.1: Demonstrate skills and strategies for participation in physical activity and/or sport
LS4.2: Recognises steps to achieve personal and group goals
LS4.4: Makes considered decisions in physical activity and sports contexts.
Practical:

Physical Fitness
Developing physical fitness

Literacy Targets Numeracy Targets ICT Targets CCP/ GC Assessment

- Interpretation of
key messages and
answer questions
from you tube
videos.
- Mix and match
activity
- Creativity skills
- Critically analyse
Data within
marketing of
physical fitness
- Record fitness
measurements and
compare to overall
age group results
- Time specific
appropriate for
individuals training
schedules (FITT) as
well as the time
spent on exercises
- Interact with other - Critical and - Design and develop training
students with creative thinking programs for specific contents for
asking questions on sports. (For example tae-kwon-do
the topic. They will -Personal and
athletes need flexibility, muscular
be doing their quiz social capability
online before strength and power).
submitting it. - ICT
- Youtube
- Questions - Differences and
embedded with Diversity
youtube videos
- Design and develop
a training program
online

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Week 1 Period 1 THEORY Period 2 PRACTICAL

Key Outcome(s) - Clearly identify the physical fitness - Practically perform the physical
components both skill and health fitness components in a class cup
related. - Eg: Sit and reach, Illinois test, plank
- Research task for 30sec-1min, how many sit-ups can
be done in a 1min).

Key Concept(s) Components of physical fitness Perform a test or exercise to understand

practically how to develop and improve
components within physical fitness.

Learning Experiences - Visual videos of the components - Competence in completing physical

- Worksheets of mix and match
definitions and meanings
- Interactive video of answering the
questions within the clip as the film
plays.
Evidence of Learning - Completing Answers
- Mix and Match Activity
fitness testing.
- Identifying the test to the components
of fitness
- Results documented on a sheet, when
performing the tests, then put in a class table
and discuss medium etc.

Resources - Internet - Record sheet

- Prezi Power point - Stopwatch
- Markers

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Week 2 Period 1 THEORY Period 2 PRACTICAL

Key Outcome(s) - Understand the FITT Principle that can - Develop and Design a training circuit using
be used in home environments as well in the FITT principle and fitness components
gym facilities.

Key Concept(s) The important attributes to know how to In Pairs, individuals create a 5min training
design and develop a training program circuit each to complete to develop a specific
using prior knowledge of using the FITT or more than one physical fitness component
principle. (eg Agility and flexibility).

Learning Experiences - Identify how a variety of sports
require different training programs
by viewing a range of sports
- Understand for endurance to
strength a different FITT principle
will be used.
- Design a training program using a
circuit formation
- How long will this training program
go for?
- Get students to participate in their
peers design of training programs

Evidence of Learning - Using the correct physical fitness - Successfully create a circuit that increase an
components aspect within the physical fitness
components

Resources - Youtube - Large open area (Hall/grass)

- Research variety of suggested - Different equipment available to

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sports
- Debate (difference between home
and gym environments? is one
better for physical activity?
Week 3 Period 1 THEORY
Key Outcome(s) Safety requirements when designing
fitness programs. Must know the
individuals previous medical conditions
and previous sporting accomplishments.
Key Concept(s) Learn the safety requirements to know,
the sport, individual or environments
when designing a training program.
Identify previous training experiences,
age, previous sporting injuries before
designing a training session.
17818298
allow variety of programs within
students
- Whistle
Period 2 PRACTICAL
Develop a safe and effective training session
for individual and identify previous injuries
for a safety net when completing training
(Particularly strength based). Adaptable to
change of case studies or clients
Design a questionnaire or pre-screening tool
for a pair and then by identifying the safety
needed for the individual, create and
demonstrate a personalised training session.
For example, individual with shoulder injury,
you would not include shoulder with weight
lifting exercising but could include own body
weight shoulder exercises. Always access the
technique of the individual before continuing
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to reduce risk of injuries.
Learning Experiences - Know how to design a pre-
screening tool, online and hard
copies.
- How to include the same fitness
components, but with
modifications
- Importance of warm-up/cool down
for the individuals safety
- Learn how to asses correct
technique
Evidence of Learning - Design a fitness training for an
athlete no injury, the aged, a torn
ankle and a rehabilitation process
of an ACL training program.
- How to assess equipment to ensure
safety and will not cause harm
- Know how to design a warm-up and
cool down
Resources - https://www.essa.org.au/for-
gps/adult-pre-exercise-screening-
system/
- http://blog.nasm.org/training-
benefits/implementing-safe-and-
effective-training-methods/
- Warm up/ cool down instructions
to include
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- Pre-screening tool design
- Creating individual training sessions
for peers
- Identifying injuries or health related
and adjusting training to still
incorporate effective training for the
individual.
- Change partners and case studies to
adopt new training exercises
- Safe and productive session, without
pain other than exhausting of pushing
through the session
- Modifying exercises
- The important of incorporating
stretching to reduce tightness and to
be able to exercise the following day.
- Adapting to change of subjects history
- Gym equipment
- Printed own pre-screening tools
- Gym/hall
-
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CARISSA COOK Assessment task #2
Week 4 Period 1 THEORY
Key Outcome(s) Marketing myths in fitness industry
Key Concept(s) Critically Analyse strategies and/or
products that are promoted as rapid and
effective in the
development of physical fitness.
Learning Experiences - Research diets that are the new fad
(high protein diets/ low
carbs/detox cleanse etc
- Analyse the effectiveness of
products such as the ab king pro/
wobble board/foam rollers
- Diet pills/ green Garcinia Cambogia
Evidence of Learning - Identify the consequences and
positives of the marking products
in the fitness industry
- How to make informed and
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Period 2 PRACTICAL
- Identify the fitness components in the
sports that are played and how other skill or
health can be incorporated.
Play a variety of sports for half a lesson and
then demonstrate physically what skills are
needed for this sport and what health
physical fitness components are we using.
(Basketball, coordination, agility, balance,
power, muscular endurance).
Distinguishing that all sports use a variety of
fitness components, however do have one
major component they focus on.
- Understanding that doing Pilates, yoga or
ta-kwon-do requires fitness training in
flexibility.
Make correct judgements and decisions on
matching the skill and health related fitness
components to correct specific sporting
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effective decisions by researching activities.

valid and reliable website/articles.
Resources - Internet - Gym/hall/large fields
- Youtube - Sporting equipment (soccer, weights,
- ICT basketballs, netballs, ultimate
- Group work organisation Frisbee, golf).

Week 5 Period 1 THEORY Period 2 PRACTICAL

Key Outcome(s) Measuring and evaluation of physical fitness Participate in individual and group
physical activities to strengthen and
development movement skills.

Key Concept(s) - Purpose of physical fitness measurement

- Measurement protocols
- Interpreting results - Circuit activities
- Identifying positive and negative outcomes - Ultimate Frisbee
- Soccer
- Juggling

- Understand how individual and group

activities include skill and health
related and not just one aspect of

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physical fitness.

Learning Experiences - Understand why sporting participation is - Develop Skills and movements
decreasing and physical recreational activity is that may be foreign to them
increasing due to cost, location, time and increase - Use fundamental skills in a
of gyms in local areas compared to promoting variety of sports but have the
sporting teams. Research Australian Bureau same main concepts
Statistics - Introduce new and variety of
- Injury Rehabilitation (how to know they are ready activities for individual and
to come back to training/participating back in group benefits
physical activity - Participate in group fitness
- How to measure if the training is successful or not classes and then individual
and whether athletes are plateau and how to break training and make a reflection,
into another threshold of training performance. which one you enjoy and find
- Does tracking time effect training most effective for you.
- How to track progress in training - Reflection in class through
questioning and opinions.
Evidence of Learning - Research how measuring fitness for beginners is - Using an overarm throw in
different compared to athletes. Emotional and Frisbee, soccer throw ins,
mental wellbeing from results basketball etc.
- Understand the protocols you have to assess before - Show skills such as balance and
allowing individuals to come back to training and agility in fitness testing
what exercises they are able to do with an individual environments but
observation assessment in role-plays. also in a sporting environment.
- Types of movement
- Assessment of learning through
observations in practical
involvement in lesson
Resources - Statistics - Gym/Hall
- Website with research - Gym facility
- http://www.abs.gov.au/ausstats/abs@.nsf/mf/417 - DVD on a fitness class to

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7.0 participate in
- https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3 - Check health of students before
418957/ participation
- -

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