7218EBL

Senior Phase Health & Physical Education Curriculum

Semester 2

September 25

Work
Program 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.
 Year 11 (all units are 9 weeks) Year 12 (all units are 9 weeks)

Focus Area Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8
Cricket Touch Athletics Team Handball Cricket Touch Athletics Team Handball
Team Team Individual Team Team Team Individual Team
Indirect Direct Direct Indirect Direct Direct
Interceptive Interceptive Performance Interceptive Interceptive Interceptive Performance Interceptive

Biomechanics Sports
Motor learning of ball flight psychology,
A and skill Models of Arousal and Biomechanical (laws, Stages of Sports Psychology of
acquisition coaching performance concepts collisions, Learning psychology - performance,
projectiles feedback and arousal modes,
motion) communication self talk and
imagery

Evaluation and Training and

Energy systems Training modification of Training exercise and Sports injuries
B Energy Systems & Physical limitations and training program design evaluating and prevention Fitness testing
Performance injuries programs physical
performance

Social cultural Social Gender issues

Patterns of perceptions of perception of Values and Commercialism Gender issues in sport and
C Participation sport construct of Morality of sport and athlete in sport and power Sponsorship
the body pressures power relations relations and
the role of the
media in sport

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
 Year 11 (9 Week Units)

Unit 1 Unit 2 Unit 3 Unit 4

Cricket Touch Athletics Team Handball
Focus areas

Team Team Individual Team

Indirect Interceptive Direct Interceptive Performance Direct Interceptive

Motor learning:
 Classifying skill
 Stages of learning
 Major factors affecting skill acquisition,
A 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
Energy Systems:
 Analyse and evaluate how the 3 energy
systems provide energy for movement
 Recognise the energy systems used in
Cricket
B to success in Touch
Patterns of participation
 Australian sporting culture
 The power of the media and sport
 Perceptions of handball in Australia and
C overseas
Focus areas, including significant matter
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
Energy systems and physical
performance capacities:
 Examine the energy requirements for
Touch and determine the
components of fitness that contribute
 Analyse and evaluate the benefits of
fitness training on Touch
performance 
 Participate in and analyse a generic
micro cycle for Touch
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
Arousal and performance:
 Team dynamics
 Alternate performance levels
 Ideal arousal for alternate environments
Training limitations
 Physical abilities
 Genetic influence on performance
 Training cycles
 Strength and conditioning
 Importance of recovery
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
In
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
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
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

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
Physical learning experiences, including significant subject matter and suggested performance expectations
Assessment 2 - Formative
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
Assessment Instruments
Assessment 3 - Formative
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
Assessment 4 - Formative
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
Assessment 5 - Formative
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
Assessment 6 - Formative
Performance: All three criteria; all
formative. Performance of open, closed,
modified tasks and Game play
 Basic skills/technique
 Application of regulations
 Application of learned and rehearsed
tactics, strategies, prescribed
movement patterns and basic
rehearsed routines.
 Application of the above in simple
and complex situations, or non-
prescribed or rehearsed movement
patterns
 Evaluation of personal skill ability
and tactics
Assessment 7 - Formative
Training Journal Evaluation 800 words
Participation, analysis and evaluation of a
Team Handball micro cycle training
program as designed for the Year 11
cohort
Assessment 8 - Formative
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

Unit 1
Focus areas
Cricket
Team
Indirect Interceptive
Biomechanics of ball flight
(laws, collisions, projectiles motion):
 Identify personal biomechanical
qualities that you bring to Cricket
A  Analyse your technique according to
force and motion, momentum and
inertia, and levers
 Evaluate biomechanical factors that
impact upon skills being learnt and
performed
Training program design :
 Discuss the factors that need to be takenphysical performance:
into account when designing training
sessions for cricket
B  Examine the training principles that
govern the development of training
sessions
 Evaluate training effects developed by
individual training sessions
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
C rewards and sponsorship between men
Year 12 (9 Week Units)
Unit 2
Touch
Team
Direct Interceptive
Focus areas, including significant matter
Stages of Learning
 Cognitive Stage of Learning
 Associative Stage of Learning
 Autonomous Stage of Learning
Training and exercise and evaluating
 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
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
and women
Unit 3
Athletics
Individual
Performance
Psychology of performance:
 Goal setting
 Feedback mechanisms
 Arousal levels
 Influences on performance
Sports Injury and prevention
 Prevention of sports injuries
 Examine the major cause of sports
injury in athletics
 Management sports injuries
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
Unit 4
Team Handball
Team
Direct Interceptive
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
Fitness Testing
 The importance of fitness testing
 Pre and Post Fitness Testing
 Types of fitness tests
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

Assessment 9 - Summative
Essay Exam in exam conditions 1000 words.
An analysis and evaluation on the impact that
biomechanical technique has on physical
performance
Physical learning experiences, including significant subject matter and suggested performance expectations
Assessment 10 - Summative
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.
Assessment Instruments
Assessment 11 - Summative
Research Assignment 1500 words.
Participation, analysis and evaluation of a
Touch macro cycle training program as
designed for the Year 12 cohort
Assessment 12 - Summative
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.
Assessment 13 - Summative
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
Assessment 14 - Summative
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, game play,
application of non-prescribed or
rehersed movemnt patterns
 Applying learned psychological
strategies to improve individual
perfromance.
 Evaluating tasks and tactics in game
situations
 Evaluating routine with respect to
sequencing, asthetics and fluency.
Assessment 15 - Summative
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
Assessment 16 - Summative
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.
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 Acquiring: Applying: Evaluating:

Models of coaching * feedback and communication * identify and understand the different * apply the preferred form of * evaluate peer teaching and predict ways of
* models of coaching and personality types types of coaches coaching to teach a peer a touch improving teaching performance in the future
(Incidental) * recall the importance of feedback and related drill * reflect upon what forms of communication and
communication in the development of skills * compare the effects that different feedback best suited the students personality
forms of feedback and type
communication has on skill
development and the self esteem of
learners

Focus Area B * the energy systems and the evaluation
of physical activity according to energy
Energy systems and requirements
physical performance
capacities * fitness and energy requirements and
their implications for team strategy,
(Major) 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 * examine participation numbers in touch
Socio cultural perceptions of football compared to rugby league
Sport
* explore Touch footballs history – a game
(Minor) 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 * analyse the effects that sport has * assess the impact negative publicity in rugby
mixed sexes sport on Australian society league has on participation numbers in touch
* understand that anybody can play the * look for reasons why touch is or is * verify the relationships that exist between
game of touch and discuss why it is deemed not popular compared to rugby participants feeling good about being active and
suitable for both women and men of all ages league playing touch football
and abilities. i.e. divisions
* analyse why certain sports are * evaluate why there is such a bias in the
* participate in debates about which sport dominated by the media sporting world dependant upon gender
deserves more attention and financial
reward * 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.

Assessment 4 - Formative
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 Capacitie s
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 Fumbled roll Total Errors
Against

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 Fumbled Roll Total Errors
Against

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 CRITERIA
REQUIRENMENTS ACQUIRING
Outlines knowledge of all 3 energy
1. INTRODUCTION systems
Describe elements of fatigue
Correct structure and formal
language used throughout essay
Minimal spelling and grammatical
errors
Key issues identified –elements of
fitness, energy pathways, training
methods, possible coaching
strategies to combat fatigue and
2. BODY further reference to the energy
systems
Appropriate genre used with few
spelling and grammatical errors.
Accurately records information and
recalls issues discussed in the body
3. CONCLUSION of the essay
Correctly prepared and presented.
4. RESOURCE LIST Use of different sources and
resources
APPLYING
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
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.
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.
Evidence of varied resources
used correctly throughout the
report.
Correct in text referencing
throughout the assignment
EVALUATING
An indication of what
strategies coaches can use to
manage players Heart Rate to
over come the effects of
fatigues on player
performance
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.
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.
 th
Teacher :Mr Taylor Date of Lesson : Friday 25 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 Organisation Resources Formative Assessment
Experiences

Theory – Introduction to
fatigue and the impact it
has on performance
-What is fatigue
-Types of fatigue – Mental
& physical
-Strategies to minimise
fatigue
Students will be able Teacher asks Students take part in Students are seated in Fatigue handout Are students successfully
to implement students questions in an open discussion in front of teacher during Resource answering questions?
strategies that relation to the fatigue relation to fatigue and the teacher led
minimise individual and to demonstrate a the effects it has on introduction.
and team fatigue. basic understanding. performance
A handout resource is
Teacher asks Students apply distributed to each
questions to reinforce knowledge and student.
understanding. e.g. understanding to
effects on player answer question
performance relating to fatigue and
player performance
-What is fatigue and
how is it caused?

-Ask students to give

10 Minutes an example of
physical and mental
fatigue
.
-Strategies to minimize
individual and team
fatigue and to increase
opposition fatigue
Warm up – Bull Rush To be able to warm up Teacher provides an Students will listen Students line up at Markers Have students thoroughly
their bodies in outline of the lesson carefully to a teacher one end of the warmed up?
10 mins preparation for introducing the skills led instruction and will designated field Whistle
physical activity and rules have an insight into waiting for the taggers Are the students
the progression of the to call out “Bull rush” demonstrating cooperation
To be able work Teacher introduces lesson and what will Students try and make and communication with
cooperatively within a students to the Bull be required of them their way past the peers during warm up?
team environment. rush!! warm up and . Students through taggers to make it to
selects 2 students to questioning are able the other end. This Are students engaged with
be the taggers. to recall the continues until all the activity?
Teacher asks procedures, rules and students have been
students questions in safety concerns tagged.
relation to the game to associated with the
demonstrate warm up activity
understanding and
questions relating to During the warm up
the energy systems activity students will
required during the demonstrate
game. communication skills
to work cooperatively
with team mates.

Activity 1

Settlers – Offense & In a modified closed Teacher explains Students will Students will be in a 4 x Balls Are students performing
Defence environment „settlers – offense & demonstrate ability to group of three that task fluently?
simulating a game defence‟ using two perform play in closed performs the plays. Markers
situation students will students to environment while Once one group has Do students understand
understand and demonstrate the rehearsing basic completed the drill the Whistles when to motion and where
15 mins demonstrate exercise touch skills e.g. next will proceed to run?
strategically sound Rucking, scooping,
plays for offense and Divide class into playing the ball
defence three‟s and proceed in
lines off base points
Activity 2 In the complex Teacher divides group Students will discus Students will be in two Are students applying
environment of a into two playing teams impacts in varied teams playing a game knowledge of rules?
Open scale game game situation game situations and of touch. Teacher will Markers
students will apply Teacher includes how the effects of include rest intervals Are students applying
20 mins previously learnt skills regular rest and notes fatigue impact on firstly, to later remove Ball previously learnt plays and
and plays the effects of rest to player performance them for alternate strategies?
maintain a level of game environment Whistle
player performance Are students demonstrating
Bibs communication, cooperation
Teacher removes rest and team cohesion?
periods and has class
play noting the effects
of fatigue on player
performance
(Recap on learning
experience)

(5 mins)

How to make the learning experiences easier:

Safety Considerations -Students perform task in simple and close environment

-Any equipment not being used must be placed completely out -Students can move the markers closer together when passing the ball and slow the speed of
of the way to avoid being tripped over. the activity down

-Appropriate footwear must be worn at all times. How to extend the learning experiences:

-Students need to be aware of their own working space to - Students perform task in complex and open environment
avoid collisions -Students can move the markers further apart when passing the ball.