Eeh305 Unit 3

Meg Harper 210680301
VCE PHYSICAL EDUCATION UNIT OF WORK:

EEH305 SENIOR PHYSICAL EDUCATION
CURRICULUM STUDIES
UNIT THREE: PHYSIOLOGICAL ACTIVITY
PARTICIPATION AND PHYSIOLOGICAL PERFORMANCE
Lessons per week: 1 x 100 minute

2 x 50 minute
Assessment: Unit 3 School Assessed Course work will account for 25% of final
assessment (50% final exam, 25% Unit 4)
School Assessed Course Work Unit Three
40/100: OUTCOME ONE (Laboratory Report)
60/100: OUTCOME TWO (Written Test)
UNIT OUTLINE
AREA OF STUDY ONE:
MONITORING AND PROMOTION OF PHYSICAL ACTIVITY
This area of study uses subjective and objective methods for assessing the students own and
another cohorts physical activity and sedentary levels. Students analyse the advantages and
limitations of each of these methods to determine the most appropriate measure for a given
setting. Students identify components of the social-ecological model to assist in the critique of
government and non-government strategies aimed at increasing physical activity within the
population.
Outcome 1
On completion of this unit the student should be able to analyse individual and population levels
of sedentary behaviour and participation in physical activity, and evaluate initiatives and
strategies that promote adherence to the National Physical Activity Guidelines.
To achieve this outcome the student will draw on key knowledge and key skills outlined in Area
of Study 1.
Key knowledge
Subjective and objective methods of assessing physical activity and sedentary behaviour,
including recall surveys or diaries, pedometry, accelerometry and observational tools, in relation
to the National Physical Activity Guidelines
Components of social-ecological models (individual, social environment, physical environment
and policy); the relationship between the multiple levels of influences and physical activity
The role of government and non-government organisations in promoting adherence to the

National Physical Activity Guidelines in schools, workplace and communities, including
VicHealth, National Heart Foundation, State and Federal Government departments
A range of individual and population-based Australian physical activity promotion initiatives
and strategies.
Key skills
Compare and contrast subjective and objective methods of assessing sedentary behaviour and
physical activity compliance with the National Physical Activity Guidelines
Collect, measure and evaluate data using subjective and objective methods of assessing physical
activity and sedentary behaviour
Identify components of the social-ecological model
Apply a social-ecological model to critique physical activity strategies used by government and
non-government organisations to target two sub-population groups
Collect and analyse information on initiatives and strategies aimed at increasing physical
activity levels locally.
AREA OF STUDY 2
PHYSIOLOGICAL RESPONSES TO PHYSICAL ACTIVITY
In this area of study students explore the various systems and mechanisms associated with the
energy required for human movement. They consider the cardiovascular, respiratory and
muscular systems and the roles of each in supplying oxygen and energy to the working muscles.
They examine the way in which energy for activity is produced via the three energy systems and
the associated fuels used for activities of varying intensity and duration.
Students also consider the many contributing factors to fatigue as well as recovery strategies
used to return to pre-exercise conditions. Through practical activities students explore the
relationship between the energy systems during physical activity.
Outcome 2
On completion of this unit the student should be able to use data collected in practical activities
to analyse how the major body and energy systems work together to enable movements to occur,
and explain the fatigue mechanisms and recovery strategies.
To achieve this outcome the student will draw on key knowledge and key skills outlined in Area
of Study 2.
Key knowledge
The mechanisms responsible for the acute responses to exercise in the cardiovascular,
respiratory and muscular systems
Characteristics and interplay of the three energy systems (ATP CP, anaerobic glycolysis,
aerobic system) for physical activity, including rate of ATP production, the capacity of each
energy system and the contribution of each energy system
Fuels (both chemical and food) required for resynthesis of ATP during physical activity and the
utilisation of food for energy

Relative contribution of the energy systems and fuels used to produce ATP in relation to the
exercise intensity, duration and type
Oxygen uptake at rest, during exercise and recovery, including oxygen deficit, steady state, and
excess post-exercise oxygen consumption
The multi-factorial mechanisms (including fuel depletion, metabolic by-products and
thermoregulation) associated with muscular fatigue as a result of varied exercise intensities and
durations
Passive and active recovery methods to assist in returning the body to pre-exercise levels.
Key skills
Describe, using correct terminology, the interplay and relative contribution of the energy
systems in different sporting activities
Participate in physical activities to collect and analyse data relating to the range of acute effects
that physical activity has on the cardiovascular, respiratory and muscular systems of the body
Perform, observe, analyse and report on laboratory exercises designed to explore the
relationship between the energy systems during physical activity
Explain the role the energy systems play in enabling activities to occur as well as their
contribution to active and passive recovery
Explain the multi-factorial mechanisms associated with fatigue during physical activity and
sporting events resulting from the use of the three energy systems under varying conditions
Compare and contrast suitable recovery strategies used to counteract fatigue and promote
optimal performance levels
http://www.vcaa.vic.edu.au/Documents/vce/physicaledu/phyedusd2011-2014.pdf
_______________________________________________________________________________________________________________
RATIONALE
Physical Education is one of the most highly participated in elective subjects in

VCE, with 1 in 5 students selecting to study Units 3 &4.
This unit aims to introduce students to an understanding of active and sedentary
behaviour in both a physiological and participation perspective. Students will be
required to collect, analyse and understand data relating to the National Physical
Activity Guidelines (NPAGS) as well as the Socio-Ecological Model. In Area of
Study two, students will be expected to understand data relating to various
systems and mechanisms associated with energy systems. They will analyse the
ways in which energy is created and used and the fuels associated with
movement. They will also explore fatigue as well as recovery strategies.
It has been planned and designed to be a fun, hands on and exciting unit that
allows students to explore and create their own data through practicals to
analyse and contrast with professional research. Course content will be taught in
a way that all students are able to understand, whether it be auditory,
kinesthetic or visually. There are two 50-minute theory classes per week and one
100-minute practical class. The unit runs for 15 weeks and this incorporates a
week of revision. It is expected that students will have already completed units
one and two of VCE Physical Education, however it is not compulsory, and if this
is not the case, they will be required to complete extra work over the holidays
prior to the commencement of semester one (unit three).
Learning will take place in a variety of different settings, including the
classroom, basketball courts, gym and oval. At Camberwell Girls Grammar School
many of the students enjoy participating in extracurricular sporting activities,
the most highly participated in sport is netball. The girls love the friendly
atmosphere with their teammates and playing competitive matches on Saturday
mornings. Students also have interest in fitness, so both of these activities will be
used in practicals and as examples to provide students with an opportunity to
show their expertise as well as using a number of different physical activities.
The textbook required for this subject is Physical Education VCE units 3 and 4
Malpeli, Telford (Nelson 5th Edition). Students must have access to think
textbook as it provides students with an excellent way to find information of
content covered as well as study questions to be completing as revision through
out the year.
_____________________________________________________________________________________________
UNIT SKELTON
WEEK
LESSON CONTENT
ONE
Staff Only. Preparation for

the term. Lesson plans and
Worksheets.
LESSON OBJECTIVES
RESOURCES
ASSESSMENT
-Textbook ch.1
-Completed h.w
-Textbook:
chapter one
- Students are
required to present
their holiday
homework
-Students for holiday

homework must read and
complete chapter questions
for chapter one.
TWO
National Physical Activity

Guidelines and methods
of assessing physical
activity
-The role of
government and nongovernment
organisations in
promoting adherence
-Introduction to Unit 3
to the National
including expectations,
Physical Activity
SAC dates and teacher to
Guidelines in schools,
check that holiday
workplace and
homework was completed. communities,
including VicHealth,
-National physical activity National Heart
guidelines
Foundation, State and
Federal Government
-Dimensions of physical
departments
activity
-A range of individual
and population-based
-Patterns of participation
Australian physical
in physical activity
activity promotion
initiatives and
-Why do we measure
strategies.
physical activity?
-Students will have

completed chapter
one revision questions
-Practical activity:
pedometer challenge to
see if students are meeting
the 10,000 step
requirements., in the
practical activity they can
5

experiment with the
pedometers with walking
and running and discuss
whether or not they are
effective. This practical is
an introduction to next
weeks content
THREE
- Subjective and objective

methods of assessing
physical activity.
- Advantages and
disadvantages of
subjective and objective
measures
- Relate week one and two
to real like scenarios
FOUR
-PRACTICAL: refer to
lesson plan 1
Strategies for promoting
physical activity and the
Stages of Change model
-What is a mediator?
-Understanding processes
of physical behaviour
change
-Subjective and
objective methods of
assessing physical
activity and sedentary
behaviour, including
recall surveys or
diaries, pedometry,
accelerometry and
observational tools, in
relation to the
National Physical
Activity Guidelines
-Textbook:
chapter one
-Participation in
practical activity
Components of socialecological models

(individual, social
environment, physical
environment and
policy); the
relationship between
the multiple levels of
influences and
physical activity
-Textbook:
chapter 2
-Contribution to class
activity
-YouTube
http://www.yo
utube.com/wat
ch?v=JQjn7iS2
OaM
-Up to date with

textbook revision
-Correct data
collection in
preparation for the
SAC
-SAC
-Barriers and motivators

-Individual Approaches:
Stages of change model,
print and web based
media, counseling,
assessing motivational
readiness to be physically
active, socio economic
model (YouTube clip),
relate to a babushka doll.
Activity: in pairs students
create a scenario in which
a person is using the SEM
FIVE
-Practical Class:
SAC 1
-Population approaches
(Environment, policy and
mass media)
Differences between each,
advantages and
disadvantes
-Lesson plan two
SIX

(individual, social
environment and
policy); the
influences and
physical activity
-PRACTICAL CLASS:
Students previously
mapped out a walking
school bus track in the
local area. They are to use
objective and subjective
methods of assessing
physical activity and
complete the course. They
are to take into
consideration NPAGS, SEM
and policy/ strategies to
encourage safe physical
activity. This is an
introduction to next
weeks class.
Australian physical
activity promotion
initiatives and
strategies.
Population approaches
(Environment, policy and
mass media)

(individual, social
environment and
policy); the
influences and
physical activity

-Government and non
government
-Textbook:
chapter 2
- Complete homework
hand out
-Class
Worksheet
-Complete class
activities
-Textbook:
chapter 3
Australian physical
activity promotion
initiatives and
strategies.

SEVEN
EIGHT
Promoting physical
activity: settings based
approach
-The role of
organisations in
-Characteristics of school, promoting adherence
workplace and community to the National
settings
Physical Activity
-Intervention strategies in workplace and
the school, community and communities,
work place
National Heart
-Activity: students are to
skype with either a gov or Federal Government
non gov organisation and
departments
interview them on their
strategy. Students will be
required to show a draft of and population-based
their questions prior to
Australian physical
the class.
activity promotion
initiatives and
-Practical: students design strategies.
a game that incorporates
an intervention. This
allows students to think
-Collect and analyse
broadly and develop ideas information on
while being active.
initiatives and
strategies aimed at
increasing physical
-Textbook:
chapter 3
- Sample programs in the

three settings
-Textbook:
chapter 3
-Effectiveness of the
intervention strategies in
the three settingsevidence?
-Evaluation of
interventions; how? Why?
When?
-Apply these strategies
and link in content with
topics covered in weeks 16
-PRACTICAL ACTIVITY:
- The role of
organisations in
promoting adherence
to the National
Physical Activity
workplace and
communities,
National Heart
Federal Government
departments
-Preparation for Skype

interview and
professionalism
during the call.
-Summary of
responses written
clearly and concisely
-Up to date with
revision questions
from textbook.
-Internet to
conduct
research
-Jump rope for
heart
handbook.
-Participated in
organisation for jump
rope for heart
practical.
-Each person
completed their
allocated job.
-All revision questions
from Area of Study
one are handed in to
be marked and given
feedback.
NINE
students will run a jump

rope for heart session for
year 7 and 8 to see what
kind of planning and
preparation goes into
conducting and organizing
population based
interventions. They will
also compete in the event.
All fund raised will go to
jump rope for heart.
Australian physical
activity promotion
initiatives and
strategies.
Foods, fuels and energy

systems
-Characteristics and
interplay of the three
energy systems (ATP
CP, anaerobic
glycolysis, aerobic
system) for physical
activity, including rate
of ATP production, the
capacity of each
energy system and the
contribution of each
energy system
-Foods used fuels; what

are they? Why? Which is
best? What do they do?
What dont they do?
Carbohydrates (GI), fats
and protein
-Using fuel as an energy
source-3 energy systems
-At rest
-During exercise
-ATP
-ANAEROBIC
-AEROBIC
Foods of athletes, watch
footage of half time at
football, soccer, tennis
players. What do they eat?
What energy systems
require what?
PRACTICAL ACTIVITY:
students play a game of
basketball, high intensity
at half time, half the class
eats lollies and oranges
and the other half has
nothing. Students report at
the end of the game how
they feel and what they
-Collect and analyse

information on
initiatives and
strategies aimed at
increasing physical
-Textbook:
chapter 4
-Participate in class
discussion
-Slideshow
presentation
-Show evidence of
learning and
understanding of
energy system
interplay
-YouTube
-Completed revision
questions
-Fuels (both chemical

and food) required for
resynthesis of ATP
during physical
activity and the
utilisation of food for
energy
-Relative contribution
of the energy systems
and fuels used to
produce ATP in
relation to the
exercise intensity,
duration and type
-Describe, using
correct terminology,
the interplay and
relative contribution
in different sporting
activities

thought were the benefits
or disadvantages.
TEN
Interplay; characteristics
of each one, advantages
and disadvantages
-What intensity and
duration are each of the
systems activated?
-Recovery of the system
-Relate this interplay with
fuels for the body
PRACTICAL: Relay run for
20 minutes. Take turns
running 1, 2 or 3 laps in
groups of 4 or 5. Your
energy systems will work
together to fuel the body.
After completing the
activity, discuss interplay
-Explain the role the

energy systems play in
enabling activities to
occur as well as their
contribution to active
and passive recovery
-Characteristics and
-Textbook:
interplay of the three
chapter 4
energy systems (ATP
CP, anaerobic
glycolysis, aerobic
system) for physical
activity, including rate
of ATP production, the
capacity of each
energy system and the
contribution of each
energy system
-Fuels (both chemical
and food) required for
resynthesis of ATP
during physical
activity and the
utilisation of food for
energy
- Completed chapter
questions
-Relative contribution
and fuels used to
produce ATP in
relation to the
exercise intensity,
duration and type
-Describe, using
correct terminology,
the interplay and
relative contribution
in different sporting
activities
-Explain the role the
energy systems play in
enabling activities to
occur as well as their
contribution to active
10

and passive recovery
ELEVEN
Oxygen uptake, oxygen

deficit and oxygen debt
-during exercise
-during recovery
-case studies to
understand this
TWELVE
PRACTICAL ACTIVITY:
Students complete a range
of different physical
activities with different
recovery times. Students
take note of their
breathing and how long it
takes them to breathe
normally again. Students
relate this information to
research
-Compare and
contrast suitable
recovery strategies
used to counteract
fatigue and promote
optimal performance
levels
-Further discussion of
oxygen debt and deficit,
ability to distinguish
between these two is vital.
-Explain the multifactorial mechanisms

associated with
fatigue during
sporting events
resulting from the use
of the three energy
systems under varying
conditions
-Excursion to Deakin
University, Faculty of
Exercise Science to view a
VO2MAX test. Students
will be required to take
notes, the next class will
be solely dedicated to
completing a report.
THIRTEEN
-Explain the multi-Textbook:

factorial mechanisms
chapter 5
associated with
fatigue during
-Case studies
sporting events
of the three energy
conditions
Muscular fatigue
mechanisms
-Textbook:
chapter 5
-case study handed in

at the conclusion of
the week
-VO2MAX report
-Deakin
University
VO2MAX
handout.
-Compare and
contrast suitable
recovery strategies
used to counteract
fatigue and promote
optimal performance
levels
-Explain the multifactorial mechanisms
-Textbook:
chapter 6
11
-What is fatigue?
-Causes of fatigue?
-Factors effecting fatigue
level and recovery?
-Focus of fuel depletion
PRACTICAL ACTIVITY:
lesson plan 3
FOURTEEN
Focus on metabolic by
products (spinning class),
dehydration,
redistribution of blood
flow and body temp.
-What are the results?
-How does it effect
performance?
-Most of these should be
evident when completing
the class
FIFTEEN
associated with
fatigue during
sporting events
of the three energy
conditions
-Compare and
contrast suitable
recovery strategies
used to counteract
fatigue and promote
optimal performance
levels
-Explain the multi-Textbook:
factorial mechanisms
chapter 6
associated with
fatigue during
sporting events
of the three energy
conditions
PRACTICAL ACTIVITY:
spinning class, discuss
fatigue levels.
-Compare and
contrast suitable
recovery strategies
used to counteract
fatigue and promote
optimal performance
levels
REVISION
REVISION
-Teacher conducted
revision classes
-Textbook:
chapters one to
six.
-Report of Beep Test

using the textbook to
reference finding.
SAC 2
-Students may choose to

play a game of netball or
basketball in one of these
classes if they need a study
break.
-SAC 2
12
LESSON PLAN ONE (PRACTICAL)

Lesson number
Duration of Lesson
Class Size
Level
ONE
50 MINUTES
25 GIRLS
VCE UNIT 3
Area of study 1
Topic: National Physical Activity Guidelines & Subjective and Objective methods of Assessing
Physical Activity
Focus: National Physical Activity Guidelines & Methods of Assessing Physical Activity
Learning Objective/s: Recap on the NPAGS, complete laboratory activity, explain SAC to be
completed in the next class.
Learning Focus: National Physical Activity Guidelines & Methods of Assessing Physical Activity
VCE Study Design
Unit
Area of study
2011-2014
Key knowledge of which lesson is focused

-Subjective and objective methods of assessing physical activity and sedentary behaviour, including
recall surveys or diaries, pedometry, accelerometry and observational tools, in relation to the National
Physical Activity Guidelines
- The role of government and non-government organisations in promoting adherence to the National
Physical Activity Guidelines in schools, workplace and communities, including VicHealth, National
Heart Foundation, State and Federal Government departments
Key skills of which lesson is focused
-Compare and contrast subjective and objective methods of assessing sedentary behaviour and
physical activity compliance with the National Physical Activity Guidelines
-Collect, measure and evaluate data using subjective and objective methods of assessing physical
activity and sedentary behaviour
Assessment criteria and method of evaluation

Outcome
Assessment criteria
Understanding of the NPAGS
Contribute to class discussion
Understanding & can

differentiate between
objective and subjective
methods to measure physical
Contribute to class discussion
Evidence
Can answer questions when
directed to them and contribute to
the class discussion at the end of
the lesson.
the lesson.
13

activity.
Collected Data
Can fill out the table of data

and understand results.
Equipment
Pedometers
Various sporting equipment
Stage/Time
Stage 1
Introduction
(2 minutes)
Stage 2
Body
(6 minutes)
(6 minutes)
(4 minutes)
(8 minutes)
(20 minutes)
Stage 3
Conclusion
(3 minutes)
Stage 4
Closure
(1 minute)
The table has been filled with

correct data.
Heart Rate Monitors

Stopwatch
Tasks
-Roll is marked
-Students should be already changed into
their PE uniform.
-Teacher introduces the topic for the day,
NPAGS and objective & subjective methods to
measure physical activity
-Teacher conducts a class discussion, probing
students with questions:
1. What are the NPAGS?
2. How much Physical activity should you be
doing?
3. What are the differences between objective
and subjective measures of physical activity?
4. What are the benefits or disadvantages of
each?
(This information should have been covered
and revised in the week prior to this
practical.)
-Teacher goes through the task sheet and
explains the activity. (APPENDIX ONE)
-Class designs a warm up activity for the
lesson
-Students put on HR monitor or pedometer
WARM UP led by class
Students complete the sprint part of the
practical, recording their data at the end of
each one, sufficient time for recovery is
allowed.
(Injured students can help run the activities
and assist with data collection
Students participate in a 20-minute game of
netball, if needed create 2 games to ensure
everyone is constantly moving for the entire
time.
-Students record their data and then collect
the data of other students in the class.
-Students to take off their objective devices
-Class discussion: immediately after the
activity, what can you see from this data?
-Remind class that the next lesson will be the
SAC. It is only a 50-minute lesson and they
will only have 45 minutes to complete the
Teacher Action
-Mark roll
- Check uniforms
-Settle class for introduction and
class briefing.
-Conduct class discussion
-Prompting students and ensuring
all students are active participants
in the conversation.
- Hand out task sheet

-Ensure all HR/pedometers are
working and are correctly put on.
-Supervise warm up and ensure full
class participation
-Organise the set up and help the
students complete the sprints and
record data.
-It is vital that all data is collected or
else it will cause discrepancies in
the results.
-Umpire game of netball (if student
is injured they can do this or score)
-Ensure all students are constantly
being active.
-Check that all data has been
collected
-Check all monitors have been
returned
-SAC REMINDER
14

report. It is vital that they arrive on time and
are prepared.
Appendix one:
PRACTICAL LABORATORY REPORT: NPAGS
Aim: to investigate the number of steps taken and heart rate as a response to
exercise by secondary school students during various sporting activities.
Equipment: Pedometer, heart rate monitors, various sporting equipment.
Procedure:
1. Attach pedometer or heart rate monitor and ensure that is it working
correctly.
2. Participate in a student lead warm up
3. Complete the following activities, recording HR or pedometer reading at the
end of each one:
-60m Sprint
-200m Sprint
-400m Sprint
-800m Jog
4. Participate in a 20-minute game of netball, recording your heart rate or
number steps at the conclusion.
5. On the table below, record all students pedometer and heart rate results for
each sprint and the game of netball
15
Appendix two
DATA RECORDING TABLE (LESSON ONE)
Name
HR/Pedometer
60m
200m
400m
800m
Netball
(20mins)
Total steps
(Pedometer only)
16
LESSON PLAN TWO (THEORY)
Lesson number
Duration of Lesson
Class Size
Level
TWO
50 MINUTES
25 GIRLS
VCE UNIT 3
Area of study 1
Topic: Strategies for promoting physical activity and the stages of change model
Focus: Individual approaches & population approaches to behavioral change
Learning Objective/s: Discuss the benefits and weaknesses of both individual and population based
approaches
VCE Study Design
Unit
Area of study
2011-2014

-A range of individual and population-based Australian physical activity promotion initiatives and
strategies.
- Collect and analyse information on initiatives and strategies aimed at increasing physical activity
levels locally.

Outcome
Assessment criteria
Ability to discuss the benefits
-Contribute to class discussion
& weaknesses of both
- Completion of textbook
individual and population
questions
approaches to behavioural
-Hand in homework (next
change
class)
Equipment
Textbook
Homework hand out
Evidence
the lesson.
Can complete questions from the
textbook
Whiteboard markers
Small whiteboards
17

Stage/Time
Tasks
Stage 1
Introduction
(2 minutes)
Stage 2
Body
(20 minutes)
-Roll is marked
- Introduction to the topic and expected
learning and work completed for the lesson
Introduce first topic: INDIVIDUAL
APPROACHES: DISCUSSION chapter two:
stages of change model, print and web based
media and counseling. Use chapter two of the
textbook for guidance
-Mark roll
class briefing.
- ACTIVITY: work in partners to create a

scenario of someone following the stages of
change model; present the scenario to the
class as a pair. Eg, Anna wants to start
exercising to meet the NPAGS, how does she
go about this? Encourage students to link
chapter two with chapter one (NPAGS, ways
to measure physical activity)
- Help students to complete the

activity
ACTIVITY: Students use small whiteboards in

groups of 2 or 3 to brainstorm anything they
already know about population approaches.
These ideas are then collaborated by the
teacher on the whiteboard and used to
prompt a class discussion
- Distribute whiteboards and

circulate the room to check that
students are completing the work
-POPULATION APPROACHES: After the

discussion of prior knowledge, use the
textbook to identify content that has not yet
been addressed. Focus on environment,
policy and mass media as well as at risk
target group
-Direct class discussion and answer

any questions the students have.
TEXTBOOK QUESTIONS: WORK THROUGH

AS A CLASS
1. Processes of change questionnaire
chapter 2 page 46 of Textbook.
2. Discussion questions page 61 of
textbook
-This work will be due in one week. It
will need to be completed as homework.
-Summary of content that was addressed
during the class
-Direct questions to all students

equally
(15 minutes)
(10 minutes)
Stage 3
Conclusion
(2 minutes)
Stage 4
Closure
(1 minute)
Teacher Action

- Collaborate class brainstorm onto

the main whiteboard
-summarise key points

-homework reminder
-Explain the homework activity: Fill in the

table of Web based physical activity
promotion review. This needs to be
completed to be handed in by the next class
-Remind the students of homework
-Remind students to bring PE clothing for
practical class
18
ASSESSMENT TASK ONE: AREA OF STUDY ONE

This task will contribute 40 marks out of 100 for School Assessed course work in
Unit 3.
SAC ONE: PRACTICAL LABORATORY REPORT
Using the data that was collected and imputed into the table during the practical
class prior to this to answer the following questions on blank paper, CLEARLY
numbering your answers with the question number.
You will have 50 minutes to complete this assessment task.
Good luck.
1. Based on the data obtained, discuss whether you think the students
would achieve 10,000 steps a day.
2. What factors may hinder someones ability to achieve this goal?
3. Suggest some strategies that you could introduce to increase the number
of steps you could take in a day.
4. What are the National Physical Activity Guidelines?
5. What is the recommended amount of physical activity for the students in
this class? Why?
6. What is the recommended amount of physical activity for Miss Harper?
Why?
7. What do the heart rate results reveals about the type of activities
completed? Explain.
8. What is the difference between subjective and objective measures of
physical activity? Compare how you went collecting data this way with
the self-report diary from week one.
9. List 3 Advantages and 3 Disadvantages of heart rate monitors.
10. List 3 Advantages and 3 Disadvantages of pedometers.
11. List 3 Advantages and 3 Disadvantages of accelerometers.
19

12. Fill in the gaps on the following table of the NPAGS
Group
Frequency
Intensity
Duration (per
day)
Types of
Activity
Child (5-12
years)
Youth (12-18
years)
Adult (19-59
years)
Obese (any
age)
Elderly (61+
years)
20
MARKING RUBRIC ASSSESSMENT TASK ONE
MARK RANGE
DESCRIPTOR: typical performance in each range
3340 marks
Comprehensive and detailed comparison between subjective and objective

methods of assessing sedentary behaviour and physical activity. A
sophisticated evaluation of subjective and objective data to measure
sedentary behaviour and physical activity in relation to the National
Physical Activity Guidelines. A complex critique of physical activity
strategies which clearly demonstrates appropriate use of the socialecological model and an insightful analysis of the effectiveness of these
strategies to promote adherence to the National Physical Activity
Guidelines.
2532 marks
Detailed comparison between subjective and objective methods of

assessing sedentary behaviour and physical activity. A well-developed
evaluation of subjective and objective data to measure sedentary behaviour
and physical activity in relation to the National Physical Activity
Guidelines. A careful critique of physical activity strategies which
demonstrates appropriate use of the social-ecological model and clear
analysis of the effectiveness of these strategies to promote adherence to the
National Physical Activity Guidelines.
1724 marks
A comparison between subjective and objective methods of assessing

sedentary behaviour and physical activity. Some evaluation of subjective
and objective data to measure sedentary behaviour and physical activity in
relation to the National Physical Activity Guidelines. Some critique of
physical activity strategies which demonstrate use of the social-ecological
model and may analyse the effectiveness of these strategies to promote
adherence to the National Physical Activity Guidelines.
916 marks
A description of subjective and objective methods of assessing sedentary

behaviour and physical activity. Some understanding of subjective and
objective data to identify sedentary behaviour and physical activity to
describe the National Physical Activity Guidelines. Description of physical
activity strategies which show some use of the social-ecological model and
linked these strategies to the National Physical Activity Guidelines.
18 marks
Reference to subjective and objective methods of assessing sedentary

behaviour and physical activity. Some knowledge of the National Physical
Activity Guidelines. List physical activity strategies with little reference to
the National Physical Activity Guidelines.
21
LESSON PLAN THREE (PRACTICAL)

Lesson number
Duration of Lesson
Class Size
Level
1 of multi-factorial
50 minutes
25
VCE UNIT 3
mechanisms of fatigue
Area of study 2
Topic: Muscular Fatigue Mechanisms

Focus: Fuel Depletion
Learning Objective/s: Introduce fatigue and fuel depletion, explain the effect of fuel depletion on fatigue and allow
students to experience fuel depletion through participating in a modified phosphate recovery test.
Learning Focus: Fuel Depletion
VCE Study Design
Unit
Area of study
2011-2014

The multi-factorial mechanisms (including fuel depletion, metabolic by-products and thermoregulation) associated
with muscular fatigue as a result of varied exercise intensities and durations.
Explain the multi-factorial mechanisms associated with fatigue during physical activity and sporting events
resulting from the use of three energy systems under varying condition.

Outcome
Assessment criteria
Understandings of fatigue
and fuel depletion,

including the effect fuel
depletion has on fatigue.

-
Evidence
Participation in class discussions and
Contribute to discussions, correct responses to
practical activity.
questions, experienced modified phosphate
Summary notes are clear, concise and
recovery test, analysed results from phosphate
informative.
recovery test in relation to fuel depletion and
Completed relevant textbook
fatigue, completed questions (homework),
questions (homework).
completed summary notes.
22
Equipment
Tape Measure
Cones (32; colour matched)
Stop watch
Student handout/pens
Laptop and PowerPoint Presentation
Phosphate recovery video presentation.
Stage/Time
Tasks
Stage 1
Introduction
5 mins
YouTube Clip (fuel depletion)
Teacher Action
-
http://youtu.be/MTn1v5TGK_w
-
Brainstorm activity: What is fatigue?
Guide class discussion and ensure everyone is

involved.
CFU: When have you experienced fatigue? When might

you experience fatigue? What does fatigue feel like?
What causes fatigue?
Stage 2
PowerPoint presentation (fatigue
Speak clearly and slowly.
Body
mechanisms) introducing the key
Encourage students to take notes (annotate slides).
10 mins
learning area of multi-factorial
CFU: In your own words, what is fatigue? What are the
mechanisms associated with muscle
levels of fatigue? How do they differ? What is fuel
fatigue and the basics of fatigue (what is
depletion? How does fuel depletion cause fatigue?
it, levels of fatigue, what causes it etc.)

-
Introduce todays topic; fuel depletion.

(PC, glycogen).
15 mins
PRACTICAL ACTIVITY: Modified Phosphate
Recovery Test
Pre-lesson: have modified phosphate recovery test set

up as per instructional video.
Play instructional video.
Encourage and motivate students while participating.
Go through again with students (CFU).
Ensure they are completing the test at maximal
Distribute handouts and in pairs students

will work through the phosphate
intensity.
-
recovery test. Allow students some time
CFU: Why are we conducting this test? Why do we need

to perform the test at maximal intensity?
to recover post-test before analysing

results.
10 mins
Working with their partner, complete the
CFU: What did you observe? Why do you think this
handout including their observations
happened? Were there any unexpected results? Why
from the test.
might this have happened? What does this test aim to
Discuss class results and compare to
show? How is this of relevance to athletes? Coaches? Etc.
norms/expected results.
Stage 3
Students complete a summary of fuel
Encourage students to share what they have written
Conclusion
depletion and its association with
5 mins
muscular fatigue.
Next class: Metabolic by-products of

fatigue
Complete Textbook questions on fuel
depletion for homework.
-Remind students to bring their
laptop/smartphone or Ipad class
Lesson Plan adapted from Assignment One; Multi-factorial

Mechanisms of Fatigue. Meg, Katie, Mel, Chris & Beth.
Stage 4
Closure
5 mins
-
with the class.

This will be set for homework and checked next week.
23
LESSON PLAN FOUR (THEORY)

Lesson number
Duration of Lesson
Class Size
Level
TWO
50 MINUTES
25 GIRLS
VCE UNIT 3
Area of study 2
Topic: Muscular Fatigue Mechanisms

Focus: Muscular fatigue during exercise
Learning Objective/s: Discuss the effects of fatigue on the performance of athletes during exercise.
Focus of elevated body temperature, dehydration, redistribution of blood flow, fuel depletion and
metabolic by products and the results they will have on the result of the physical activity. This topic
will also be worked on in the next class as there is quite a lot of content to be covered.
VCE Study Design
Unit
Area of study
2011-2014

- The multi-factorial mechanisms (including fuel depletion, metabolic by-products and
thermoregulation) associated with muscular fatigue as a result of varied exercise intensities and
durations.
- Explain the multi-factorial mechanisms associated with fatigue during physical activity and sporting
events resulting from the use of three energy systems under varying condition.

Outcome
Assessment criteria
-Can discuss what fatigue is
-Contribute to class discussion
and how is affects the body
- Completion of task
-Can apply this information to
scenarios
Evidence
the lesson.
Can complete tasks
-Ability to research a topic

Equipment
Textbook
Smart phone or laptop/ipad
Whiteboard markers
24

Stage/Time
Tasks
Stage 1
Introduction
(3 minutes)
Stage 2
Body
(15 minutes)
-Roll is marked
- Introduction to the topic and expected
learning and work completed for the lesson
CLASS DISCUSSION AND BRAINSTORM
Introduce first topic: What is fatigue?
What are the causes of fatigue? What factors
contribute to varying fatigue between
individuals? This will be conducted in the
form of a class brainstorm followed by
discussion. The brainstorm should act as a
trigger to stimulate the students thinking
towards the topic.
Refer to textbook for prompts (chapter 6)
Teacher Action
-Mark roll
class briefing.
- Check for understanding
-Ask the class to think of examples where

they have been fatigued and what the thought
was the cause of and how they felt. Share
some of these responses with the whole class.
Remind students of the video watched in the
class before of fatigue of a marathon runner.
(25 minutes)
Stage 3
Conclusion
(3 minutes)
Stage 4
Closure
(2 minute)
ACTIVITY: WEB SEARCH ACTIVTY

-Divide the class into 5 groups (approx. 5
people per group)
-Each group is given a topic (metabolic byproducts, fuel depletion, elevated body
temperature, dehydration and redistribution
of blood flow.
-They have 10 minutes to use their laptops or
smartphones to research any information or
facts about their topic.
-At the end of this time they will select one
person in the group to present the
information that was found. During
presentations the teacher adds information in
that has been forgotten. Students are
required to take notes of each of the
presentations. These notes will be checked at
the conclusion of the class. Students who
have failed to complete this task will be
required to do it for homework.
-Summary of content that was addressed
during the class
-Explain the homework activity: summary
questions, page 142 and 143 of textbook as
well as web search activity notes if they are
not finished.
-Remind the students of homework
- Group students into 5 separate

areas and give a topic each
- Ensure students are working
effectively
-Conduct the group presentations
-Check worksheet
-Summarise key points

-Check for understanding
-Homework reminder
25
ASSESSMENT TASK: AREA OF STUDY TWO

WRITTEN TEST
This task will count as 60 points out of 100 for School Assessed Course work in
Unit 3 of VCE Physical Education.
You will have 90 minutes to complete this test, please read the questions
carefully. The test is comprised of an assortment of multiple choice and short
answer questions based on chapters 4, 5 & 6 of the textbook relating to energy
systems, their interplay and fatigue and recovery.
Good Luck Girls,
Miss Harper
MULTIPLE CHOICE. Please circle the correct answer. (18 marks)
1. The ATP-PC system is:
a. Anaerobic
b. Quick to supply energy
c. Limited by the amount of available phosphate
d. All of the above
2. The most likely cause of fatigue for a 100m sprinter (athletics) is:
a. PC depleted
b. Lowered muscle PH
c. Accumulation of H+ ions
d. Lactic Acid Accumulation
3. Carbohydrates that are broken down slowly and also release glucose gradually
into the blood stream are:
a. High GI
b. High density GI
c. Low GI
d. None of the above
4. EPOC stands for:
a. Energy prior to oxygen consumption
b. Excess potential oxygen consumption
c. Elevated post exercise oxygen constant
d. Excess post exercise oxygen consumption
5. Dehydration leads to fatigue by:
a. Resulting in vasodilation and blood flow away from the working muscles
b. Causing increased heart rates
c. Increasing blood pressure
26

d. All of the above
6. When considering the energy systems:
a. The aerobic system is the slowest to contribute to ATP synthesis, but has by far
the greatest yield than the two combined anaerobic systems
b. PC is adversely affected by low pH caused when the LA system takes over
energy production
c. The LA system produces 5 times as much energy as the PC system
7. The oxygen debt:
a. Occurs only in anaerobic activities
b. Occurs only when steady state has been reached
c. Occurs at the commencement of exercise when insufficient oxygen to provide
energy aerobically is available
d. Sees PC stores being restored and LA being broken down
8. The disruption to glycolytic enzymes will lead to fatigue by:
a. Increasing the reliance in fats as a fuel source
b. Increasing the amount of LA that is produced due to anaerobic glycolysis
c. Limiting the breakdown on glycogen to glucose and then resynthesis of ATP
d. All of the above
9. Aerobic glycolysis:
a. Produces energy faster than anaerobic glycolysis
b. Can occur in the absence of oxygen
c. Takes over from anaerobic glycolysis when athletes hit the wall in events such
as marathons
d. Breaks down pyruvic acid to carbon dioxide and more energy via the Krebs
Cycle.
10. Dehydration is caused by:
a. Fluid replacement equaling fluid loss
b. Fluid loss exceeding fluid replenishment
c. Fluid replenishment exceeding fluid loss
11. The best way to restore phosphocreatine after a maximal effort is to:
a. Eat creatine monohydrate
b. Perform an active recovery
c. Perform a passive recovery
12. High GI foods should be consumed:
a. Before an endurance event
b. After an endurance event
c. During an endurance event
13. Dehydration leads to:
a. Increased muscle pH
27

b. Decreased muscle pH
c. Vasodilation of blood vessels
14. Excess post exercise oxygen consumption (EPOC):
a. Is also known as oxygen debt
b. Caused LA levels to rise
c. Caused PC depletion
15. Anaerobic Glycolysis:
a. Results in pyruvic acid
b. Decreases muscle pH levels
c. Causes PC depletion
16. During exercise, which of the following does NOT happen:
a. Decreased PC stores
b. Increased ATP supply
c. Decreased cardiac output
17. Redistribution of blood flow to the working muscles during exercise is required
to:
a. Regulate temperature
b. Remove PC from working muscles
c. Increase O2 delivery
18. Increasing the number of mitochondria in the muscle cell with have the
following effect:
a. Improved haemoglobin function
b. Greater aerobic function
c. Greater anaerobic function
SHORT ANSWER QUESTIONS
19. Complete the following table to indicate the likely causes of fatigue for each of
the energy systems and the recommended recover strategy: (3)
The predominant
energy system
Likely causes of fatigue
Recommended
recovery strategy
ATP/PC
LACTIC ACID
28

AEROBIC
20. Grant Hackett was the 2005 swimmer of the year and the 1500m mens
freestyle Olympic and World Record holder.
a. Clearly discuss how all three energy systems would be used by Hackett in
his performance (completion of the swim: 14min:34.56 seconds). Please
discuss energy system interplay as well as relative energy system
contribution at different stages of the race in your answer. (5)
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
b. List two likely causes of muscular fatigue that Hackett will most likely
experience during the race. (2)
_________________________________________________________________________________________
________________________________________________________________________________________
_________________________________________________________________________________________
c. Clearly discuss how these factors will impact Hacketts performance (3)
_________________________________________________________________________________________
29

_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
21. How would a recovery strategy between a 100m sprinter and a 400m
sprinter be different? Please explain in detail. (3)
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
22. How could the 100m sprinter ensure that they are able to sprint at 100%
capacity? (1)
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
TOTAL
/35
30
MARKING RUBRIC ASSSESSMENT TASK TWO
MARK RANGE
DESCRIPTOR: typical performance in each range
3340 marks
Consistent use of accurate, thorough and comprehensive explanations

of the interplay of the energy systems, using correct terminology.
Comprehensive and accurate analysis of the primary data to explain the
relationship between energy systems, physical activity and associated
fatigue mechanisms in relation to duration, intensity and type of
activity. Thorough explanation of the role of the aerobic energy system
in providing a comprehensive comparison of active and passive
recovery methods. Justification using a range of supportive evidence,
of appropriate recovery strategies used to counteract fatigue and
promote optimal performance.
2532 marks
Consistent use of thorough explanations of the interplay of the energy

systems, using correct terminology. Detailed and accurate analysis of
the primary data to explain the relationship between energy systems,
physical activity and associated fatigue mechanisms in relation to
duration, intensity and type of activity. Well-developed explanation of
the role of the aerobic energy system in providing a comparison of
active and passive recovery methods. Justification using supportive
evidence, of appropriate recovery strategies used to counteract fatigue
and promote optimal performance.
1724 marks
Provides sound explanations of the interplay of the energy systems,

using some correct terminology. Some analysis of the primary data to
explain the relationship between energy systems, physical activity and
associated fatigue mechanisms in relation to duration, intensity and
type of activity. General explanation of the role of the aerobic energy
system in providing a limited comparison of active and passive
recovery methods. Justification using related evidence, of appropriate
recovery strategies used to counteract fatigue and promote optimal
performance.
916 marks
Provides fundamental explanations of the interplay of the energy

systems, using simple terminology. Use of primary data with limited
explanation of the relationship between energy systems, physical
activity and associated fatigue mechanisms in relation to duration,
intensity and type of activity. A brief explanation of active and passive
recovery methods. List appropriate recovery strategies used to
counteract fatigue and promote optimal performance.
18 marks
Identifies some characteristics of the interplay of the energy systems.

Use of some primary data with limited explanation of energy systems,
physical activity and associated fatigue mechanisms. Identification of
active and passive recovery methods. May list appropriate recovery
strategies used to counteract fatigue and promote optimal performance.
31
REFERENCES
Malpeli, R, Davey, G, Horton, M and Telford, A. 2006, Physical Education: Units 3
& 4, Nelson Australia.
Peak Phys Ed, 2013, Units 3 & 4 Timeline and variation,
http://www.peakphysed.com.au/teachers/teachers-resources/2012-vce-pesuggested-timelines.aspx, accessed 07/10/2013
Victorian Curriculum Assessment Authority, 2013, Assessment Guide,
http://www.vcaa.vic.edu.au/Pages/vce/studies/physicaledu/phyeduindex.aspx,
accessed 10/10/2013
Victorian Curriculum Assessment Authority, 2013, Study Design,
http://www.vcaa.vic.edu.au/Pages/vce/studies/physicaledu/phyeduindex.aspx,
accessed 10/10/2013
32

Eeh305 Unit 3

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Meg Harper 210680301

VCE PHYSICAL EDUCATION UNIT OF WORK:

Lessons per week: 1 x 100 minute

Meg Harper 210680301

The role of government and non-government organisations in promoting adherence to the

Meg Harper 210680301

Meg Harper 210680301

Physical Education is one of the most highly participated in elective subjects in

Meg Harper 210680301

Staff Only. Preparation for

-Students for holiday

National Physical Activity

-Students will have

Meg Harper 210680301

- Subjective and objective

Components of socialecological models

-Up to date with

-Barriers and motivators

Meg Harper 210680301

Components of socialecological models

Components of socialecological models

-Barriers and motivators

Meg Harper 210680301

- Sample programs in the

-Preparation for Skype

Meg Harper 210680301

students will run a jump

Foods, fuels and energy

-Foods used fuels; what

-Collect and analyse

-Fuels (both chemical

Meg Harper 210680301

-Explain the role the

Meg Harper 210680301

Oxygen uptake, oxygen

-Explain the multifactorial mechanisms

-Explain the multi-Textbook:

-case study handed in

Meg Harper 210680301

-Report of Beep Test

-Students may choose to

Meg Harper 210680301

LESSON PLAN ONE (PRACTICAL)

Key knowledge of which lesson is focused

Assessment criteria and method of evaluation

Understanding & can

Contribute to class discussion

Meg Harper 210680301

Can fill out the table of data

The table has been filled with

Heart Rate Monitors

- Hand out task sheet

Meg Harper 210680301

Meg Harper 210680301

Meg Harper 210680301

LESSON PLAN TWO (THEORY)

Key knowledge of which lesson is focused

Assessment criteria and method of evaluation

Meg Harper 210680301

- ACTIVITY: work in partners to create a

- Help students to complete the

ACTIVITY: Students use small whiteboards in

- Distribute whiteboards and