VCE Physical Education Study Design Units 1 and 2: 20172021 Units 3 and 4: 20182021 Victorian Curriculum and Assessment Authority 2016 The copyright in this PowerPoint presentation is owned by the Victorian Curriculum and Assessment Authority or in the case of some materials, by third parties. No part may be reproduced by any process except in accordance with the provisions of the Copyright Act 1968 or with permission
from the Copyright Officer at the Victorian Curriculum and Assessment Authority. Session Outline Welcome and introduction Rationale for changes Familiarisation with the new VCE Physical Education Study Design (20172021). Assessment Questions VCE Physical Education Study Design Implementation will be phased:
Units 1 and 2: 2017 to 2021 Units 3 and 4: 2018 to 2021 VCE Physical Education Study Design Teachers should thoroughly familiarise themselves with the Study Design including: Introduction (p. 5) Structure (p. 6) Assessment and reporting (p. 8) Units 14 (p. 925)
Understanding the Study Design Language of the Study Design such as and for example = these are examples to select from only used in Units 1 and 2 Everything else specified in the Study Design MUST be taught. Understanding the Study Design Each Outcome is described in terms of key knowledge and key skills Key knowledge Key skills
Provides the Content Provides the Application For example: perform explain observe analyse evaluate compare
Understanding the Study Design Unit 3 AOS 1 Outcome: collect and analyse information from, and participate in, a variety of physical activities to develop and refine movement skills from a coaching perspective, through the application of biomechanical and skill acquisition principles Key knowledge Key skills qualitative movement perform a qualitative analysis of a movement analysis principles
skill using video and systematic observation (preparation, observation, to analyse and improve a variety of evaluation and error movement skills correction) Issues considered by the review panel ensuring a greater connection between topics and a more logical sequence reducing areas of potential overlap, including with the new Victorian Curriculum ensuring that the Study Design reflects current
directions in physical education, sport science and technology Issues considered by the review panel maintaining a focus on learning through the practical addressing issues associated with difficulties in implementing the training program review the optional areas of study in Units 1 and 2 Sequencing of Units Unit 1: The human body in motion
Unit 2: Physical activity, sport and society Unit 3: Movement skills and energy for physical activity Unit 4: Training to improve performance Unit 1: The human body in motion Two areas of study: 1. How does the musculoskeletal system work to produce movement? 2. How does the cardiorespiratory system function at rest and during physical activity?
AOS1: How does the musculoskeletal system work to produce movement? Introduction to concepts of physical activity, sport and exercise Structure and function of the musculoskeletal system Causes of musculoskeletal injuries and illnesses Practices to enhance performance of the musculoskeletal system, including biophysical, ethical and sociocultural considerations AOS2: How does the cardiorespiratory system function at rest and during physical activity?
Structure and function of the cardiorespiratory system Physiological, social, cultural and environmental influences on cardiovascular and respiratory health Practices to enhance performance of the cardiorespiratory system, including ethical and sociocultural considerations Unit 1: The human body in motion Key differences 20172021 Unit 1 now has two areas of study The choice of two detailed studies (formerly Area of Study 3) has been removed. Unit one contains content formerly in Unit 4 relating to legal and illegal substances
and methods used to enhance performance. This includes discussion of the ethical and sociocultural considerations in relation to their use. Overlap with Unit 3 energy systems has been removed. Biomechanics has been moved to Unit 3 Core task Assessment Unit 1 A written report analysing participation in at least four practical activities Assessment tasks for AOS 1 and 2 can be chosen from:
a practical laboratory report linking key knowledge and skills to practical activity a case study analysis a data analysis
a critically reflective folio/diary of participation in practical activities a visual presentation such as graphic organiser, concept/mind map, annotated poster, presentation file a multimedia presentation, including two or more data types (for example text, still and moving images, sound) and involving some form of interaction a physical simulation or model an oral presentation such as podcast, debate a written report structured questions. Unit 2: Physical activity, sport and society Two areas of study:
1. What are the relationships between physical activity, sport, health and society? 2. What are the contemporary issues associated with physical activity and sport? AOS1: What are the relationships between physical activity, sport, health and society? Concepts of physical activity (PA), inactivity and sedentary behaviour (SB) Sociocultural influences on PA across the lifespan Benefits of PA and risks of inactivity Physical activity and sedentary behaviour guidelines Methods of assessing PA and SB Enablers and barriers to PA
Social ecological model and/or Youth Physical Activity Promotion Model Strategies and settings for increasing PA and decreasing SB Principles of an individual activity plan (FITT). Unit 2:Content specific advice Youth Physical Activity Promotion (YPAP) model: based on the developmental, psychological and behavioural characteristics of youth outlines factors that may predispose, enable and reinforce youth to be physically
active effective strategies need to address each aspect of the model . AOS2: What are the contemporary issues associated with physical activity and sport? Students investigate in detail one issue associated with physical activity and/or sport, e.g.
Active transport Gender equity Cultural diversity and inclusion Risk management and safety Access to physical activity for population groups (children, disabled, rural and remote communities etc.) Unit 2: Physical activity, sport and society Key differences 20172021 Unit 2 now has two areas of study The choice of two detailed studies (formerly Area of Study 3) has been removed.
Area of Study 1 focuses on the promotion of physical activity and reduction of sedentary behaviour, this combines content formerly in Unit 2 and Unit 3. New key knowledge relating to technologies to monitor physical activity and sedentary behaviour such as accelerometers, fitness apps and activity trackers. A new Area of Study 2 which explores contemporary issues associated with physical activity and sport from a social-ecological perspective. Assessment Unit 2 Outcome 1 A written plan and a reflective folio demonstrating participation in a program designed to either increase physical activity levels and/or
reduce sedentary behaviour based on the physical activity and sedentary behaviour guidelines for an individual or a selected group. Outcome 2 Assessment tasks can be chosen from: a visual presentation such as graphic organiser, concept/mind map, annotated poster, presentation file a multimedia presentation, including two or more data types (for example text, still and moving images, sound) and involving some form
of interaction an oral presentation such as podcast, debate a written report. Unit 3:Movement skills and energy for physical activity Two areas of study: 1. How are movement skills improved? 2. How does the body produce energy? AOS1: How are movement skills improved?
Classification of movement skills Influences on movement Qualitative movement analysis principles Biomechanical principles Direct and constraints based approach to coaching and instruction Sociocultural factors that impact on skill development Practice strategies (including amount, distribution and variability) Feedback (including type and frequency).
AOS2: How does the body produce energy? Fuels required for synthesis of ATP Characteristics of the three energy systems rate of ATP production yield fatigue/limiting factors recovery rates (active and passive recovery)
Interplay of energy systems Oxygen uptake at rest, during activity and during recovery (oxygen deficit, steady state, EPOC) Acute responses to exercise (cardiovascular, respiratory and muscular). Unit 3: Movement skills and energy for physical activity Key differences 20182021 Area of Study 1 contains content relating to biomechanics and skill acquisition, formerly in Units 1 and 2 respectively. Area of Study 1: includes a broader range of classifications of motor skills (FMS, sport specific, open and closed, gross and fine, discrete, serial and continuous)
New inclusions are: link between motor skill development, participation and performance qualitative movement analysis direct and constraints based approaches to coaching, practice strategies and feedback sociocultural factors that influence skill development the list of biomechanical principles has been reduced Assessment Unit 3 Outcome 1 50% Structured questions that draw on
primary data which analyse movement skill using biomechanical and skill acquisition principles. Outcome 2 25% A laboratory report based on primary data collected during participation in a practical activity, which analyses the relative contribution of energy systems and acute responses to exercise. A response on the energy system
interplay, fatigue and/or recovery. (choice of task format) 25% Unit 4: Training to improve performance Two areas of study: 1. What are the foundations of an effective training program? 2. How is training implemented effectively to improve fitness? AOS1: What are the foundations of an effective
training program? Activity analysis Fitness components Assessment of fitness Purpose of fitness testing (for physiological, psychological and sociocultural perspectives) Pre-participation health screening Informed consent Test aims and protocols Two recognised tests for listed fitness components
AOS2: How is training implemented effectively to improve fitness? Strategies to monitor and record training data Components of a training session Training program principles Training methods
Psychological strategies Nutritional and rehydration recovery strategies Chronic adaptations to the cardiovascular, respiratory and muscular systems. Unit 4: Training to improve performance Key differences 20182021 New to Area of Study 1 is the purpose of fitness testing from physiological, psychological and sociocultural perspectives Implementation of an activity analysis is no longer required, focus is now on the analysis of data Implementation of a training program is no longer required, the emphasis has changed to conducting components of training sessions and designing a training
program Area of Study 2 includes high intensity interval training as a training method Content relating to benefits and harms legal and illegal substances and methods has been moved to Unit 1 Rationale of anti-doping codes and physiological strategies to enhance recovery are no longer included Assessment Unit 4 Outcome 1 30% A written report analysing data from an activity analysis to determine the relevant fitness components and energy system requirements in a selected activity, and including
justification of the selection of appropriate tests to assess fitness. Outcome 2 25% A reflective folio of participation in a minimum of 5 different training sessions. A written report that draws on the personal experiences recorded in the folio to design a 6 week training program for a given case study. A response which links chronic adaptations to training methods and improved performance. (choice of task formats provided)
25% 20% Units 3 and 4 assessment weighting Unit 3 School-assessed Coursework 25% Unit 4 School-assessed Coursework 25% End-of-year examination 50% (2 hours) VCAA website Material to prepare for 2017 is located on the
VCAA website. Scroll to the bottom of the VCE Physical Education webpage. VCE Physical Education Advice for teachers Published online It includes: Advice about developing a teaching and learning program Glossary of key terms Ideas for learning activities Assessment advice
Online publication with sound/video clips What is next? Advice for teachers Digipub with audio and video clips PDF version without video/sound is currently available on the VCE PE study page on the VCAA website Sample examination (2017) Resource list (coming soon) VCAA Bulletin Online
The VCAA Bulletin is now online A free subscription is available at www.vcaa.vic.edu.au See Subscriptions at the bottom of the page Follow the prompts to enter your details Ensure your email address is entered correctly Contact details Dr Rachael Whittle Curriculum Manager, Health and Physical Education ph: (03) 9032 1721 II m: 0488 674 822 e: [email protected]
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