Work Program 1

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.

Focus Area

Year 11 (all units are 9 weeks)

A

B

C

Unit 1 Cricket Team Indirect Interceptive

Unit 2 Touch Team Direct Interceptive

Motor learning and skill acquisition

Energy Systems

Patterns of Participation

Models of coaching

Unit 3 Athletics Individual Performance

Year 12 (all units are 9 weeks) Unit 4 Team Handball Team Direct Interceptive

Arousal and performance

Biomechanical concepts

Energy systems & Physical Performance

Training limitations and injuries

Evaluation and modification of training programs

Social cultural perceptions of sport

Social perception of construct of the body

Values and Morality of sport

Unit 5 Cricket Team Indirect Interceptive

Biomechanics of ball flight (laws, collisions, projectiles motion)

Training program design

Commercialism and athlete pressures

Unit 6 Touch Team Direct Interceptive

Stages of Learning

Training and exercise and evaluating physical performance

Gender issues in sport and power relations

Unit 7 Athletics Individual Performance

Sports psychology feedback and communication

Sports injuries and prevention

Gender issues in sport and power relations and the role of the media in sport

Unit 8 Team Handball Team Direct Interceptive

Sports psychology, Psychology of performance, arousal modes, self talk and imagery

Fitness testing

Sponsorship

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

Focus areas

Year 11 (9 Week Units)

A

Unit 1 Cricket Team Indirect Interceptive

Unit 3 Athletics Individual Performance

Unit 4 Team Handball Team Direct Interceptive

In Focus areas, including significant matter Motor learning:  Classifying skill  Stages of learning  Major factors affecting skill acquisition, 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

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

Arousal and performance:  Team dynamics  Alternate performance levels  Ideal arousal for alternate environments

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

Energy systems and physical performance capacities:  Examine the energy requirements for Touch and determine the components of fitness that contribute to success in Touch  Analyse and evaluate the benefits of fitness training on Touch performance   Participate in and analyse a generic micro cycle for Touch

Training limitations  Physical abilities  Genetic influence on performance  Training cycles  Strength and conditioning  Importance of recovery

Patterns of participation  Australian sporting culture  The power of the media and sport  Perceptions of handball in Australia and overseas

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

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

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

B

C

Unit 2 Touch Team Direct Interceptive

Assessment Instruments Assessment 1 - Formative Essay Exam with A4 page of notes 800 words.

Assessment 3 - Formative Written Report 800 words.

Assessment 5 - Formative Oral Research Report 800 Words

Assessment 7 - Formative Training Journal Evaluation 800 words

An analysis and evaluation of how skill acquisition principles effect physical performance, drawing examples from the stages of learning in Cricket

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

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

Participation, analysis and evaluation of a Team Handball micro cycle training program as designed for the Year 11 cohort

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

Assessment 4 - Formative Performance: All three criteria; all formative. Performance of open, closed, modified tasks and Game play

Assessment 6 - Formative Performance: All three criteria; all formative. Performance of open, closed, modified tasks and Game play

Assessment 8 - Formative Performance: All three criteria; all formative. Performance of open, closed, modified tasks and Game play

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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





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 nonprescribed or rehearsed movement patterns Evaluation of personal skill ability and tactical play

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

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 nonprescribed or rehearsed movement patterns Evaluation of personal skill ability and tactics





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 nonprescribed or rehearsed movement patterns Evaluation of personal skill ability and tactical play

Focus areas

Year 12 (9 Week Units)

A

B

C

Unit 1 Cricket Team Indirect Interceptive

Unit 2 Touch Team Direct Interceptive

Unit 3 Athletics Individual Performance

Unit 4 Team Handball Team Direct Interceptive

Focus areas, including significant matter Biomechanics of ball flight (laws, collisions, projectiles motion):  Identify personal biomechanical qualities that you bring to Cricket  Analyse your technique according to force and motion, momentum and inertia, and levers  Evaluate biomechanical factors that impact upon skills being learnt and performed

Stages of Learning  Cognitive Stage of Learning  Associative Stage of Learning  Autonomous Stage of Learning

Training and exercise and evaluating physical performance:  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 Commercialism and athlete pressures: Gender issues in sport and power relations:  Discuss the images portrayed in the  Examine why gender inequities exist in media and the resulting pressures and the sport and physical activity possible effects on body image  Evaluate why men receive more  Sport as a commodity attention than women in sport and  Discuss the measures athletes take in physical activity wiliness to succeed  Analyse the difference in financial rewards and sponsorship between men and women

Training program design :  Discuss the factors that need to be taken into account when designing training sessions for cricket  Examine the training principles that govern the development of training sessions  Evaluate training effects developed by individual training sessions

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

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 Instruments Assessment 9 - Summative Essay Exam in exam conditions 1000 words.

Assessment 11 - Summative Research Assignment 1500 words.

Assessment 13 - Summative Research Assignment 1200 words.

Assessment 15 - Summative Essay Exam in exam conditions 1000 words

An analysis and evaluation on the impact that biomechanical technique has on physical performance

Participation, analysis and evaluation of a Touch macro cycle training program as designed for the Year 12 cohort

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

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

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

Assessment 12 - Summative Performance: All three criteria; all summative. Performance of open, closed, modified tasks and Game play

Assessment 14 - Summative Performance: All three criteria; all summative. Performance of open, closed, modified tasks and Game play

Assessment 16 - Summative Performance: All three criteria; all summative. Performance of open, closed, modified tasks and Game play

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

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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.

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

 

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.

 



 

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.

 



 

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

* models of coaching * feedback and communication * models of coaching and personality types

Acquiring: * identify and understand the different types of coaches * recall the importance of feedback and communication in the development of skills

Applying: * apply the preferred form of coaching to teach a peer a touch related drill * compare the effects that different forms of feedback and communication has on skill development and the self esteem of learners

Evaluating: * evaluate peer teaching and predict ways of improving teaching performance in the future * reflect upon what forms of communication and feedback best suited the students personality type

* the energy systems and the evaluation of physical activity according to energy requirements

* participate in a series of modified Touch games with more/less players and with/without substitutions and monitor heart rate levels

* analyse the results by graphing each of the energy systems

* justify which energy systems are predominant in Touch

* apply these drills in practice situations

* evaluate the effectiveness of each energy system

* designing appropriate training activities to enhance the principles of training

* evaluate which fitness components are important in the game of Touch

(Incidental)

Focus Area B Energy systems and physical performance capacities (Major)

* fitness and energy requirements and their implications for team strategy, substitutions and time outs

* participate in a battery of pre program fitness tests

* principles of training and the relationships that exist between these principles

* design a series of drills in touch that highlight the use of the different energy systems and fitness components

* factors that affect performance such as training threshold, aerobic and anaerobic training zones and the onset of fatigue training programs specific to Touch

* 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

* modifying and adapting training programs and skill acquisition programs, and participating in these programs for 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 Socio cultural perceptions of Sport (Minor)

* examine participation numbers in touch football compared to rugby league

* identify why or why not touch is a popular mixed sexes sport

* explore Touch footballs history – a game for everyone.

* understand that anybody can play the * look for reasons why touch is or is game of touch and discuss why it is deemed not popular compared to rugby suitable for both women and men of all ages league and abilities. i.e. divisions * analyse why certain sports are * participate in debates about which sport dominated by the media deserves more attention and financial reward

* differences in sponsorship, financial rewards and popularity between touch and rugby league – The role the media plays in attracting or turning away potential sponsors

* analyse the effects that sport has on Australian society

* assess the impact negative publicity in rugby league has on participation numbers in touch * verify the relationships that exist between participants feeling good about being active and playing touch football * evaluate why there is such a bias in the sporting world dependant upon gender * 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

*In closed and open drills and modified games, develop and produce individual skills specific to Touch

*Analyse personal and team play in terms of skill production

*Evaluate individual and team performances by peer and video review

*Use video feedback to monitor and improve individual and team performance

*Create attacking variations and options according to opposition defensive patterns *Initiate team responses to opposition strategies

* 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

*Reproduce basic and complex attacking and defending options in closed and open situations *Recall tactical responses to a variety of drill and game situations

* Monitor training and performance

*Plan and perform strategies of offence and defence based on an analysis of opposition play

*Justify responses/modifications to own game

*Analyse the importance of adequate mental preparation to performance

*Evaluate the effectiveness of mental strategies in improving performance

*Adapt individual and team strategies to closed and open drill and game situations

*Implement appropriate modifications to students own game

*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

*Justify adaptations to planned activities *During skill acquisition and competition, review individual performance and implement adjustments for improved performance

*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

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 20minutes

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

Time 1

2

3

4

5

6

7

8

9

Penalty Against

10

Fumbled roll

11

12

13

Total Errors

14

Second 15 Minutes of Play: Interval Play with THREE minutes on, TWO minutes rest Bad Pass Dropped Pass Missed Touch Penalty Fumbled Roll Against

Time 1

2

3

4

5

6

7

8

9

10

11

12

13

15

Total Errors

14

15

Expected ‘A’ Response to Written Assessment 3 - Formative SUGGESTED REQUIRENMENTS

1. INTRODUCTION

CRITERIA ACQUIRING Outlines knowledge of all 3 energy systems

Outline of plan of development of report

Describe elements of fatigue

Brief analysis of the main issues concerning the analysis of the impact of fatigue on player performance in touch

Correct structure and formal language used throughout essay Minimal spelling and grammatical errors

2. BODY

3. CONCLUSION

4. RESOURCE LIST

APPLYING

EVALUATING An indication of what strategies coaches can use to manage players Heart Rate to over come the effects of fatigues on player performance

Analysis of why fatigue impacts player performance and in relation to which energy systems

Key issues identified –elements of fitness, energy pathways, training methods, possible coaching strategies to combat fatigue and further reference to the energy systems

Theory is specifically related to the analysis of the relation between Heart Rate, Fatigue and player performance in Touch

Appropriate genre used with few spelling and grammatical errors.

Correctly identifies the impact of rest on performance and fatigue, and support this with evidence from the tests.

Accurately records information and recalls issues discussed in the body of the essay

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.

Correctly prepared and presented. Use of different sources and resources

Evidence of varied resources used correctly throughout the report. Correct in text referencing throughout the assignment

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 Experiences

Organisation

Resources

Formative Assessment

Theory – Introduction to fatigue and the impact it has on performance

Students will be able to implement strategies that minimise individual and team fatigue.

Teacher asks students questions in relation to the fatigue and to demonstrate a basic understanding.

Students take part in an open discussion in relation to fatigue and the effects it has on performance

Students are seated in front of teacher during the teacher led introduction.

Fatigue handout Resource

Are students successfully answering questions?

Teacher asks questions to reinforce understanding. e.g. effects on player performance

Students apply knowledge and understanding to answer question relating to fatigue and player performance

-What is fatigue -Types of fatigue – Mental & physical -Strategies to minimise fatigue

10 Minutes

-What is fatigue and how is it caused? -Ask students to give an example of physical and mental fatigue . -Strategies to minimize individual and team fatigue and to increase opposition fatigue

A handout resource is distributed to each student.

Warm up – Bull Rush 10 mins

To be able to warm up their bodies in preparation for physical activity

Teacher provides an outline of the lesson introducing the skills and rules

To be able work cooperatively within a team environment.

Teacher introduces students to the Bull rush!! warm up and selects 2 students to be the taggers. Teacher asks students questions in relation to the game to demonstrate understanding and questions relating to the energy systems required during the game.

Students will listen carefully to a teacher led instruction and will have an insight into the progression of the lesson and what will be required of them . Students through questioning are able to recall the procedures, rules and safety concerns associated with the warm up activity

Students line up at one end of the designated field waiting for the taggers to call out “Bull rush” Students try and make their way past the taggers to make it to the other end. This continues until all students have been tagged.

Markers

Students will be in a group of three that performs the plays. Once one group has completed the drill the next will proceed

4 x Balls

Have students thoroughly warmed up?

Whistle Are the students demonstrating cooperation and communication with peers during warm up? Are students engaged with the activity?

During the warm up activity students will demonstrate communication skills to work cooperatively with team mates.

Activity 1 Settlers – Offense & Defence

15 mins

In a modified closed environment simulating a game situation students will understand and demonstrate strategically sound plays for offense and defence

Teacher explains „settlers – offense & defence‟ using two students to demonstrate the exercise Divide class into three‟s and proceed in lines off base points

Students will demonstrate ability to perform play in closed environment while rehearsing basic touch skills e.g. Rucking, scooping, playing the ball

Are students performing task fluently?

Markers Whistles

Do students understand when to motion and where to run?

Activity 2 Open scale game 20 mins

In the complex environment of a game situation students will apply previously learnt skills and plays

Teacher divides group into two playing teams Teacher includes regular rest and notes the effects of rest to maintain a level of player performance

Students will discus impacts in varied game situations and how the effects of fatigue impact on player performance

Students will be in two teams playing a game of touch. Teacher will include rest intervals firstly, to later remove them for alternate game environment

Are students applying knowledge of rules? Markers Ball

Are students applying previously learnt plays and strategies?

Whistle Bibs

Teacher removes rest periods and has class play noting the effects of fatigue on player performance

Are students demonstrating communication, cooperation and team cohesion?

(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 of the way to avoid being tripped over.

-Students can move the markers closer together when passing the ball and slow the speed of 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 avoid collisions

- Students perform task in complex and open environment -Students can move the markers further apart when passing the ball.