YEAR: 12 UNIT: TRAINING PRINCIPLES/METHODS AND PERIODISED TRAINING PROMGRAMS DURATION: 10 WEEKS (3 X 70MIN) School context: Corona College is a Class context: The Class consists of 20 male students who demonstrate different levels of learning abilities. All students have private, exclusive boy’s school in the already completed year 11 PE and have prior knowledge in the development of, and understanding of how to apply training metropolitan area of Brisbane. Currently principles and training methods to improve components of fitness. Six students have part time jobs outside of school. Three have the College has enrolled 1108 students, school based traineeships. Four Have leadership roles within the school. Seven are elite athletes who frequently travel as sporting 240 of which during the school term board representatives. All of these factors affect attendance, learning and focus in class. Additional scaffolding and e-mail support will be on campus. The school offers first-class available for these students. academic and sporting facilities. Students are from backgrounds that have a high STRENGTHS AND WEAKNESSES: Students have developed a sound understanding of how to apply training principles and socio-economic status with exception of a training methods to improve components of fitness. They have also learnt how to measure, record and evaluate physical performance to some degree. These areas are identified as strengths in regards to their content learning. Through developing this minority of students on full scholarship. sound level of content knowledge students have also developed strength in literacy in this area, in being able to analyse and interpret written literature to improve their performance. Students have however struggled to evaluate the effectiveness of training programs with reference to data and research. Students understand that training is effective and that suitable training programs need to be designed though struggle with deconstructing a training program and analysing it. - Interactive program: CURRICULUM DOCUMENTS: RESOURCES: schoolfitnesstest.com LEARNIUNG OUTCOMES - Focus Area B: Process and effects of - Guest Speaker – Kathy Freeman training and exercise: This area examines the physiological responses of the body that enable the body to perform physically and includes the - Guest Speaker – Chris Rawlinson (Jana Pitman’s - Equipment for training program: examination of physiological responses of the body to exercise and training. coach) • physical performance capacities (components of fitness), training - Tennis balls, sit and reach box, tape principles and training methods - Text Book: Amezdroz, G., Dickens, S., Hosford, measure, beep test CD, markers, • measurement and evaluation of physical performance capacities G. and Davis D. (2002) Queensland Senior high jump mats, poles, bar, rake and • evaluation and modification of training programs and programming for Physical Education stop watch special and individual needs. • deconstruct training programs with reference to training methods and - McIven, G. Men’s Health Magazine, pg - UQ excursion to track and field principles of training 43(March, 2009 edition) Utilise Your Engergy. facilities to complete pre and post • design personalised training sessions for the activity of choice in the testing various training cycles - Bompa, T. (2005) Periodization Training for • reflect on a training session, identify strengths and weaknesses and Sports - Video taping for self critique and propose changes reflecting • maintain a training journal to record reflections, modificati ons and - Websites: www.eatatease.com/energyperformances systems.html and www.just-exercise.com/ as - Training journals • evaluate the effectiveness of students’ own training programs with direct starting points

reference to the training journal, pre- and post-test fitness results, ergogenic (performance enhancing) aids, and training principles and methods ASSESSMENT: PRODUCTIVE PEDAGOGIES: Students are required to select a track event (100-1500m), Connectedness: develop process and outcome goals. Then research and Connectedness to the world beyond investigate on how to design an 8 week training program in their school is a feature of this unit. The chosen event. From the designed program complete it and teaching strategies used throughout evaluate the success of the program. this unit will cater for kinaesthetic CRITERIA ASSESED and visual learning styles. Students will be equipped with the Acquire: Referring to abilities such as gathering, recalling and knowledge and information to comprehending information in, about, and through Physical improve personal success, and Activity. therefore enjoyment in a range of Apply: Referring to abilities such as interpreting, analysing, and physical pursuits throughout their manipulating information in, about and through Physical lifetime. A personal journal will Activity. promote the personal development Evaluate: Referring to abilities such as hypothesising, of students through self-reflection-a synthesising and justifying and appraising information in, about skill paramount to successful and through Physical Activity. participation within the real world. Due: Week 10 of Term 3, 2010 FOUR RESOURCES MODEL: CODE BREAKING Using the concept of metalanguage, students are asked to de-code language that is specific to a subject area. Students specifically encode and decode language in regards to the designing and evaluation of training programs. TEXT-PARTICIPATING Students use the training methods and principles learnt in year 11 to draw on previous knowledge and experience. Students are then able to identify content relevant to them and draw comparisons and conclusions. TEXT-USING

Intellectual Quality: The key educational strategies of this unit include enquiry-based learning in a very constructivist environment. Students will be independently engaged in processes such as, Evaluation, Formulation and design, Self-reflection, Analysis and interpretation, Prediction and justification. Students will be expected to display levels of understanding through metalanguage and enquiry about their own learning. Supportive Environment: This unit is highly personalised and therefore fosters a supportive learning environment. Students are encouraged to learn in a context that is most suitable to the attainment of personal success in physical activity. This is achieved by allowing students to apply knowledge and concepts to a physical activity that embraces their physical strengths. TEXT-ANALYSING Students critically analyse pre-designed training programs to gather information to apply to their own. Students are aware of the influence that this forms of text can have on designing a training program, and use this knowledge to determine their own position with the text.

Students will comprehend, evaluate and ustilise their knowledge of how language is used in producing various forms of text for a specific purpose and audience – athletes who use trianing programs.

SEQUENCE OF ACTIVITIES: CONSIDER SITUATED PRACTICE (SP), OVER INSTRUCTION (OI), CRICTICAL FRAMING (CF) AND TRANSFORMED PRACTICE(TP) Week 1: Teacher establishes an understanding of the students prior knowledge overview: components of fitness, training methods, training principles, energy systems (SP) (OI)/ Analyse, evaluate and formulate a range of specific training program (OI)/ Students deconstruct an electronic training program (SP) Week 2: Guest Speaker (elite athlete) (OI)/ Students Collaborate information from guest speaker/Students publish info on online peer forum accessed only through the school’s secure network (SP)/engage in structured training program (OI)/Analysing personal strengths and weaknesses (CF) /Identifying suitable athletics discipline(CF). Week 3: Performance pre-testing (OI)/Entering performance data into online analysis program(OI)/ Performance comparison against national averages (CF) / Applying concept

of specificity to training (CF) (TP)/ Development and creation of initial program (CF) (TP)/ Week 1 of training implementation and journal keeping (SP)/ first literacy task: “Interpretation of performance results” (SP) (OI) (CF) (TP)/ Applying the principle of overload to training (TP) Week 4: Week 2 of training implementation and journal keeping (SP)/ Second literacy task: “Justifying the specificity of chosen athletics discipline ” (SP) (OI) (CF) (TP)/ Students Investigate principles of training periodisation (CF)/ Applying the principle of overload to training program (TP)/ Enhancing training and reflections through ongoing weekly feedback (CF) (TP) Week 5: Week 3 of training implementation and journal keeping (SP)/ Third literacy task: “explanation and justification of initial training program” (SP) (OI) (CF) (TP)/ Students Investigate principles of training periodisation Applying the principle of overload to training program/ Enhancing training and reflections through ongoing weekly feedback (CF) (TP) Week 6: Week 4 of training implementation and journal keeping (SP)/ Fourth literacy task: “interpretation and rationalisation of training data ” (SP) (OI) (CF) (TP)/ Students Investigate principles of training periodisation/ Applying the principle of overload to training program/ Enhancing training and reflections through ongoing weekly feedback (CF) (TP) Week 7: Week 5 of training implementation and journal keeping (SP)/ Fifth literacy task: “Proposing future training progressions (periodisation)” (SP) (OI) (CF) (TP)/ Students Investigate principles of training periodisation/ Introduction of academic report task and planning/ Students submit training journals for summative grading Week 8: Students Perform post-testing (OI)/ Enter performance data into online analysis program(OI)/ Pre and post test performance comparisons/ Second guest speaker (sprint coach-periodisation theme) (OI)/ Collaboration of information from guest speaker (OI)/ Students publish info online on peer forum accessed only through the school’s secure network(OI). Week 9: Students analyse and reflect on results using the results table in the textbook (OI)/ Teacher will explicitly explain the physical performance mark can be influenced through the justification section of the report (OI)/ Scaffold report writing process – Scaffolding reflective report writing by deconstructing an existing report (literacy exemplar) as a class and evaluating (SP) (OI) (CF) /determining what literacy elements contribute to a good example of writing in this genre (CF) (TP). Week 10: Students then return to the short literacy tasks undertaken during the five weeks of training theory that will provide the basis (draft) of their 1000 word academic report (SP)/ Students construct their academic report and engage in conferencing with the teacher (CF) (TP) / Report is posted on the school website as part of the Sustaining a Healthy Lifestyle Initiative created by the school. (OI) REFLECTION: