Secondary Curriculum unit outline – Cameron Wallace 17698724
Part A – Unit Outline
UNIT OUTLINE
Subject: PDHPE
Unit title: Factors Affecting Performance
Key Concepts/ Big Ideas
 How does training affect performance?
 How can psychology affect performance?
 How can nutrition and recovery strategies affect
performance?
 How does the acquisition of skill affect
performance?
Unit context within Scope and Sequence/Purpose
This unit is taught for eight weeks beginning Term 1
week 1 and finishing Term 1 end of Week 8.
Course: HSC Number of Lessons
32
The importance of this learning
Students will be able to transfer their knowledge into real world practice as they experience and
critically analyse approaches to training and skill development and investigate the contributions of
psychology, nutrition and recovery strategies to performance.
Syllabus Outcomes
 H7 - Explains the relationship between physiology and movement potential
 H8 - Explains how a variety of training approaches and other interventions enhance
performance and safety in physical activity
 H9 - Explains how movement skill is acquired and appraised
 H10 - Designs and implements training plans to improve performance
 H11 - Designs psychological strategies and nutritional plans in response to individual
performance needs
 H16 - Devises methods of gathering, interpreting and communicating information
about health and physical activity concepts
 H17 - Elects appropriate options and formulates strategies based on a critical analysis
of the factors that affect performance and safe participation
Secondary Curriculum unit outline – Cameron Wallace 17698724

Literacy Focus Numeracy Focus ICT Focus Assessment Task Overview

There are a number of There are opportunities for Students are provided with Factors Affecting Performance Assessment (30%)
literacy focused tasks students to engage with the opportunity to engage
throughout the unit of work. numeracy throughout the with ICT in most lessons. Rationale
Activities include: unit of work. Activities Activities include: Students are to pick one of three fictional athletes and
- Students completing include: - Online quizzes answer the following questions.
short answer questions - Interpreting data and - Using applications to 1. Identify the dominant energy system your athlete
that have been calculating mean and create mind-maps, uses and outline the characteristics of the energy
scaffolded using Bloom’s median scores posters, brochure, system.
Taxonomy. - Displaying data in graphs infographics, 2. Analyse the inclusion of the principles of training in
- Extended response and tables to compare presentations and story your athletes training program.
questions where and contrast results boards 3. Outline the immediate physiological response that
students assess - Sharing information will occur when your athlete participates in a
themselves and others using Google Docs. training session.
against marking criteria's - Using mobile devices to 4. Discuss the expected physiological adaptations that
- Personal reflections and research key terms and will occur for your athlete as a result of the training
recounts concepts. program.
- Defining key terms 5. Create a pre-event and recovery nutritional plan for
- Engagement with online your athlete and justify your choices.
texts and resources 6. Identify the sources of stress for your athlete and
propose strategies that could be used to ensure
optimal arousal.
Secondary Curriculum unit outline – Cameron Wallace 17698724

Syllabus Content Teaching and Learning Strategies Resources

Students learn about…. Students learn to …. (learning experiences) including assessment FOR learning and
differentiation.
How does training affect performance?
 Energy systems  Analyse each energy Lesson 1 Lesson 1
- alactacid system system by exploring:  The teacher uses formative assessment to understand - Student devices
(ATP/PC - source of fuel students’ prior knowledge on energy systems using a Plickers - Plickers
- lactic acid system - efficiency of ATP quiz. Using Plickers provides the teacher with instant feedback - Google Docs
- aerobic system production on what students already know and what they do not. - YouTube
- duration that the Students are to paste their unique barcode to their books for - Scaffolded questions
system can operate future Plickers quizzes.
- cause of fatigue  Students then create a class metalanguage/vocabulary list Lesson 2
- by-products of energy that all students can refer back to as a way to support their - Student devices
production literacy skills throughout the unit. Students are divided into - Canva
- process and rate of groups and given key terms to research and add to the class - PowerPoint
recovery Google Doc. - Google Docs
 Students watch a YouTube video on ATP. Students in their - Flashcards
own words are to write down what the function of ATP is and - Exit slips
the cycle of ATP production. Students who are visual learners
are encouraged to draw a diagram of the ATP cycle. Students
in pairs research the different energy systems that produce
ATP and answer short answer questions. Questions are
scaffolded using Bloom’s Taxonomy
Lesson 2
- There is a brief discussion on what was learnt in the previous
lesson on ATP.
- Divided into groups of 4-5. Students in their groups are
assigned one energy system. In their groups students are to
create a presentation/poster/brochure/speech (students can
use Canva or PowerPoint) detailing the source of fuel,
efficiency of ATP production, duration that the system can
operate, cause of fatigue, by-products of energy production
and process, rate of recovery for their energy system.
Secondary Curriculum unit outline – Cameron Wallace 17698724

Students are encouraged to assign roles. Students are to

present their findings and share their presentations to each
other using Google Docs. Students then add the information
into a table that details the properties of all the energy
systems.
- Students are to identify which energy system is used for
different activities and identify when each energy system
would ‘kick in’. Activities include 400m race, marathon,
gymnastics routine and more. This is supported with
flashcards.
- Students are to fill out exit slips detailing what they know,
what they do not know and what they would like to know
more about (K-N-W).

 Types of training  Assess the relevance Lesson 3 Lesson 3

and training of the types of training  The first 10 minutes of the lesson is dedicated to what the - PowerPoint
methods and training methods students indicated they did not know on the exit slips from - Case studies
- aerobic, eg for a variety of sports the previous lesson. - Student Devices
continuous, Fartlek, by asking questions  The teacher leads a PowerPoint presentation on aerobic and
aerobic interval, such as: anaerobic training. Students in groups explore the different Lesson 4
circuit - Which types of training types of aerobic training and anaerobic training methods - Flashcards
- anaerobic, eg are best suited to writing definitions for each. Each group then examine a - Gym equipment
anaerobic interval different sports? different case study of an athlete and identify which training - Scaffolded worksheets
- flexibility, eg static, - Which training methods would be best suited for their athlete and which
ballistic, PNF, method(s) would be ones would not be, highlighting how it would affect
dynamic most appropriate? performance. Students identify other sports that would
- strength training, eg Why? benefit from these types of training.
free/fixed weights, - How would this training
elastic, hydraulic affect performance? Lesson 4
 Students participate in a practical lesson (at a gymnasium).
Students work through a circuit set up by the teacher. Each
station has a flashcard explaining what the exercise entails
Secondary Curriculum unit outline – Cameron Wallace 17698724
 Principles of training
- progressive overload
- specificity
- reversibility
- variety
- training thresholds
- warm up and cool
down
but not what it is called. On their worksheets they have to
identify the training method used at each station and the
energy system predominantly used.
 Students then analyse which training method would be suited
to different sports by writing a paragraph or creating a table.
 Students write a reflection on what they have learnt over the
week.
 Analyse how the Lesson 5 Lesson 5
principles of training  Students are to research the principles of training and create a - Student devices
can be applied to both table detailing the properties of each principle. Students do - Scaffolded templates
aerobic and resistance this through a jigsaw activity.
training  Students are provided with a scaffolded template on what Lesson 6
needs to be included in their table. - Case studies
 Students working in their groups are assigned either aerobic - Exercise plan template
or strength training. Students need to research and create a - Student devices
presentation on the different principles of training and how
they apply to their training type. Students are provided with a
scaffolded template on what needs to be included.
Lesson 6 (resource provided)
 Students are assigned a case study of a ‘poorly’ designed
exercise plan that does not include the principles of training.
There are four different case studies (two aerobic, two
strength).
 Students are to create a new exercise plan independently for
their individual that includes the improvements they have
made using the principles of training and a rationale on why
these changes needed to be made. There is opportunity for
students to ‘pair up’ if they are finding the task too difficult.
 This is followed by students presenting their modified exercise
plans with a class discussion to finish the lesson.
Secondary Curriculum unit outline – Cameron Wallace 17698724
 Physiological  Examine the
adaptations in
response to training
- resting heart rate
- stroke volume and
cardiac output
- oxygen uptake and
lung capacity
- haemoglobin level
- muscle hypertrophy
- effect on fast/slow
twitch muscle fibres
Lesson 7 Lesson 7
relationship between  In groups students create a mind-map using Popplet on what - Popplet
the principles of physiological changes occur through exercise; this is to inform - YouTube
training, physiological the teacher of what students already know. This is followed - Stopwatches
adaptations and by a class discussion where students can add to their Popplet. - Scaffolded worksheet
improved  Students watch a video on Lance Armstrong to highlight the - Student Devices
performance extreme physiological adaptations his body went through.
 Students are to measure their resting heart rate and using the Lesson 8
average stroke volume calculate their cardiac output. - YouTube
Students define these terms. They compare this to Lance - Scaffolded questions
Armstrong using graphs and answer questions on the benefits - Student devices
of these adaptations. These questions are scaffolded using
Bloom’s Taxonomy. Lesson 9
Lesson 8 - Scaffolded questions
 Students define each term (oxygen uptake and lung capacity - Flashcards
and haemoglobin level) and make comparisons with untrained - Scaffolded essay
individuals and Lance Armstrong. Using graphs to represent structure
their data. - Exit slips
 Students watch a video on muscle hypertrophy and take notes
defining key terms. Lesson 10
 Students in a think-pair-share complete short-answer - Scaffolded questions
questions on muscle hypertrophy. These questions are - Assessment task
scaffolded by Bloom’s Taxonomy. rationale + marking
Lesson 9 criteria
 Students in groups research slow and fast twitch muscle fibres
and answer questions scaffolded by Bloom’s Taxonomy.
 Students then identify what types of muscle fibres are best
suited to different sports. Flashcards provided.
 Students highlight the relationship between the principles of
training and physiological adaptations and identify the
adaptations that occur for either aerobic or strength training
by using written, visual, auditory or digital modes. This task is
scaffolded.
Secondary Curriculum unit outline – Cameron Wallace 17698724

 Students complete exit slips.

Lesson 10
 The teacher spends time revising content that was highlighted
on the exit slips.
 Think-pair-share activity. Students answer short answer
questions on how training affects performance. Questions are
scaffolded using Bloom’s Taxonomy.
 Students are introduced to their Summative assessment task.
Students examine the marking criteria and highlight key
words.
 Students write a reflection on what they have learnt over the
week.
How can psychology affect performance?
 Motivation  Evaluate performance Lesson 11 Lesson 11
- positive and scenarios to  Students independently define each term (positive and - Student devices
negative determine the negative, intrinsic and extrinsic) - Template
- intrinsic and appropriate forms of  Students determine what factors fall into what category - Case studies
extrinsic motivation, eg golf (factors- money, self-pleasure, running laps if you don’t - Scaffolded essay
versus boxing score, beating yourself up). Students are given a template to structure
help them organise their work.
 Students examine case studies of three different tennis
players- (Roger Federer, Nick Kyrigos and Jelena Dokic).
Students identify what types of motivation influence each
player and what type of motivation is the most effective.
Students write a justification to support their argument.
 Students then explore different sports (boxing and golf) and
highlight what types of motivation influence athletes in these
sports.
 Anxiety and arousal  Explain the difference Lesson 12 Lesson 12
- trait and state between anxiety and  Students watch a video on anxiety and the flight and fight - YouTube
anxiety arousal in terms of the response. Students write down the information in their own - Student Devices
- sources of stress effects on words. - Scenarios
- Exit slips
Secondary Curriculum unit outline – Cameron Wallace 17698724

- optimum arousal performance  Students research and define trait and state anxiety in a think-
pair-share activity. Lesson 13
 Students watch a video on a soccer player scoring a penalty in - Mind-map
- YouTube
non-pressure situation and the same player missing a penalty
- Student Devices
in a penalty shoot-out. Students then write a paragraph on the - Scaffolded essay
effect of anxiety on the soccer player’s performance. structure
 Students read out scenarios and have to decide whether it
was/is trait anxiety or state anxiety by standing on either side Lesson 14
of the room. - Plickers
 Students fill out K-N-W exit slips - Student devices
Lesson 13 - Flashcards
 Class discussion on the exit slips from the previous lesson.
 Students examine the physiological effects of stress through
individual research with the support of a scaffolded
worksheet.
 Students in groups brainstorm different stressors that can
impact performance. Once each group has brainstormed their
activities, the teacher creates a class mind-map on the board
categorising stressors into personal, competition, social and
physical.
 Students then examine videos of different athletes and have
to determine what kind of stress that athlete is facing (could
be a combination). This scaffolded by a worksheet.
 Students then write a personal recount of a time when they
were stressed, detailing the physiological changes they felt
e.g. sweating, increase heart rate, how it impacted their
performance and the situation they were in, if you overcame
it how did you do it? Was it an example of state or trait
anxiety? The structure of this task is scaffolded.
Lesson 14
 Students explain the difference between arousal and anxiety
in a think-pair-share activity where students have to write a
Secondary Curriculum unit outline – Cameron Wallace 17698724

couple sentences highlighting the difference.

 Students define optimal arousal.
 Plickers Quiz- students explore the negative effects of under
and over arousal and identify whether the individual in each
question was suffering from under-arousal or over-arousal.
After the quiz students list the characteristics of under and
over arousal i.e. boredom, fidgety.
 Students are introduced to the U-Hypothesis. Students
research how optimum arousal can change for different
tasks.
 Some students are given a flashcard with a level of trait
anxiety on it (Low, moderate, high, very high) some students
have a sport/ sport skill on their flashcards, some students
have a U-hypothesis on their flash-card and some students
have an experience level on their cards. Students have to
successfully find there group members without talking and
write their collective answer on the board. Students are told
if they finish last they have to do twenty push-ups each.
 Students are asked if the negative extrinsic motivation
affected their stress levels. Did you feel stressed? How did it
affect your performance?
 Students write a reflection on what they have learnt over the
week.
 Psychological  Research case studies Lesson 15 Lesson 15
strategies to of athletes from  Students are introduced to psychological strategies. Each - Student devices
enhance motivation different sports and group is to research one psychological strategy - Canva
and manage anxiety ascertain the nature of (concentration/attention skills (focusing), mental - Paper
- concentration/atten their motivation and rehearsal/visualisation/imagery, relaxation techniques and - Coloured pens
tion skills (focusing) the psychological goal-setting) and create a brochure detailing what it is, - Google Docs
- mental strategies they different methods, how it works, what contexts does it work
rehearsal/visualisati employ. in. Students then share their brochure on google docs. Lesson 16
on/imagery  Each group is to use one of the brochures created by another - Student devices
- relaxation group to find an athlete that could benefit from using these - Pixton
Secondary Curriculum unit outline – Cameron Wallace 17698724

techniques strategies such as Nick Kyrgios. Students then write a plan on - Template
- goal-setting. how their athlete will implement their strategy in games. - Coloured pens
Lesson 16 (resource provided) - Plickers
 In pairs students are to create an athlete who is suffering
from a lack of motivation and anxiety and write a vignette
and create a matching storyboard/comic strip about this
athlete. The teacher provides a template on what to include.
 Students then propose a strategy they could use to increase
their athlete’s motivation and manage their anxiety. Students
then demonstrate how they would implement the strategy
through role play (one student sport psychologist, one
student athlete).
 Plickers quiz for revision.
How can nutrition and recovery strategies affect performance?
Secondary Curriculum unit outline – Cameron Wallace 17698724

 Nutritional  Compare the dietary Lesson 17 Lesson 17

considerations requirements of  Students independently research the recommended average - Student devices
- pre-performance, athletes in different daily intake of carbohydrates, fats and proteins and outline - Links to relevant
including - sports considering the importance hydration and display their learning by writing websites
carbohydrate loading pre-, during and post- a paragraph for each, creating a visual representation or voice - Scaffolded table
- during performance performance needs recording. - Scaffolded timeline
- post-performance  Students in a think-pair-share activity examine the roles of
carbohydrates, fats, proteins and hydration in aiding Lesson 18
performance and recovery with the support of a scaffolded - Kahoot
table. - Student devices
 Students research the importance of pre-performance - Scaffolded questions
nutrition and carbohydrate loading. Students individually - Diet plan template
define Glycaemic Index, then in pairs research foods with low, - Canva
moderate and high GI and identify how many hours prior to
competition should these foods be consumed with the Lesson 19
support of a scaffolded timeline. - Scaffolded questions
Lesson 18 - Scaffolded template
 Students complete a Kahoot quiz on the content from the - Student devices
previous lesson to inform teaching practice. This will be
followed by a brief class discussion on the content from the
previous lesson.
 Students in pairs research carbohydrate loading and complete
short answer questions. The questions are scaffolded using
Bloom’s Taxonomy.
 Students then create a seven day diet and exercise plan
implementing carbohydrate loading for a case study using
Canva. This activity is supported with a template on what
needs to be included.
Lesson 19
 Student’s independently research nutritional considerations
during performance and post-performance and complete
short answer questions that have been scaffolded using
Bloom’s Taxonomy.
Secondary Curriculum unit outline – Cameron Wallace 17698724

 Students in groups then compare the dietary requirements for

different sports pre, during and post-performance. Students
choose two contrasting sports such as rugby and gymnastics
and create a diet plan for both athletes. Students then outline
the differences between the two and justify why they have
different diets. Students are provided with a scaffolded
template.
 Students write a reflection on what they have learnt over the
week.
Secondary Curriculum unit outline – Cameron Wallace 17698724

 Supplementation  Critically analyse the Lesson 20 Lesson 20

- vitamins/minerals evidence for and  In groups students define supplementation and brain-storm - Popplet
- protein against different supplements creating a mind-map. Students then - Scaffolded template
- caffeine supplementation for independently explore if supplementation is necessary for - Canva
- creatine products improved improving performance and argue for or against their use by - Student devices
performance writing a paragraph.
 Students then pick a side of the room to show that they are Lesson 21
for supplements or against supplements. Students then - Student devices
debate and try and convince the other students to join their - Scaffolded questions
side.
 Students in groups create an info-graphic on either vitamins or Lesson 22
minerals (half the groups will research vitamins and the other - Student devices
half minerals). A scaffolded template on what needs to be - Scaffolded essay
included is provided. Students then share their info-graphics structure
to each other and present to the class.
Lesson 21
 Students in pairs research the importance of protein and how
it affects the body. Students then research protein
supplements such as protein powder and outline the positive
and negative aspects of the product and who could benefit
from this product. Students then present their product and
indicate their view on the product.
 Students research and answer questions on creatine
investigating the benefits and limitations of it. The questions
are scaffolded using Bloom’s Taxonomy.
Lesson 22
 Students research and answer questions on caffeine and how
it affects performance in a think-pair-share activity.
 Debate- Students are divided into groups, half the groups
write an argument for the banning of caffeine in elite sports
and half write an argument against caffeine in sport. This
activity is scaffolded by essay structure guidelines to help
students organise their ideas.
Secondary Curriculum unit outline – Cameron Wallace 17698724

 Recovery strategies  Research recovery Lesson 23 Lesson 23

- physiological
strategies, e.g. cool
down, hydration
- neural strategies, e.g.
hydrotherapy,
massage
- tissue damage
strategies, e.g.
cryotherapy
- psychological
strategies, e.g.
relaxation
 Stages of skill  Examine the stages of Lesson 25
acquisition
- cognitive
- associative
- autonomous
strategies to discern  Students in group’s research one recovery strategy outlined in - Student devices
their main features the syllabus and create a presentation using Prezi, PowerPoint - Prezi
and proposed benefits or Canva detailing the recovery strategy. Groups send their - PowerPoint
to performance. presentations to one another using Google Docs. - Canva
 Students in pairs then design a recovery plan for the athlete in - Google Docs
their case study using one or more strategies outlined in the - Case studies
presentations.
Lesson 24 (resource provided) Lesson 24
 Students prepare for the summative assessment task by - Essay question
answering an extended response question “Outline the - Marking criteria
different recovery strategies that athletes use to improve - Scaffolded essay
performance and provide relevant examples.” structure
 The task is scaffolded by a marking criterion.
 Students are to assess one of their peers extended responses
using the making criteria.
 Students write a reflection on what they have learnt over the
week.
How does the acquisition of skill affect performance?
Lesson 25
skill acquisition by  Students watch a video on the stages of skill acquisition. - YouTube
participating in the Students then independently define each stage and the roles - Scaffolded worksheet
learning of a new skill, of the player and coach at each stage. This is supported with a - Student Devices
e.g. juggling, throwing scaffolded worksheet. - Tennis balls
with the non-  Students working in pairs work together to learn how to throw - Paper archery targets
dominant arm with their opposite arm. The class is divided into two. One half Lesson 26
of the pairs are provided with verbal cues only (student telling - Scaffolded template
there partner what they are doing right/wrong) and the other - Google Docs
half of pairs are provided with verbal and visual cues (student - Student Devices
film their partner performing the skill allowing students to see - Kahoot
what they are doing right/wrong). Students try and hit the
centre of a target, each throw is given a score based on the
accuracy of the throw.
Secondary Curriculum unit outline – Cameron Wallace 17698724

 Students are told to practice at home to see if they can

 Characteristics of the 
learner, e.g.
personality,
heredity, confidence,
prior experience,
ability
 The learning  Design a suitable plan
environment
- nature of the skill
(open, closed, gross,
fine, discrete, serial,
continuous, self-
paced, externally - appropriate practice
paced)
- the performance
elements (decision- - the integration of
improve their score for next lesson.
Lesson 26
 Students complete the throwing task from the previous
lesson. Students then graph the results of both tests and
identify if they improved. Students also upload there post-test
results to a class google docs indicating whether they were
given verbal cues only or verbal and visual. Students then
compare the two groups and identify which group was better.
Students also identify the limitations of the study. This activity
is scaffolded by a template.
 Students complete a Kahoot quiz on the three stages of skill
acquisition.
Describe how the Lesson 27 Lesson 27
characteristics of the  Students research how the characteristics of the learner can - Student devices
learner can influence impact performance through a jig-saw activity. Students in - Canva
skill acquisition and their ‘expert’ groups research and gather information on how - PowerPoint
the performance of personality, heredity, confidence, prior experience and ability - Prezi
skills effects skill acquisition and performance. - Links to relevant
 Students in their ‘home’ group create a presentation using websites
Canva, PowerPoint or Prezi on how these characteristics effect
performance. Each group presents. Followed by a class
discussion.
Lesson 28 Lesson 28
for teaching beginners  Students explore the nature of skills through a practical - School hall to set-up
to acquire a skill lesson. Students complete a circuit set-up by the teacher that circuit
through to mastery. includes the different nature of skills. Students are given a - Basketball
The plan should scaffolded template and a worksheet to fill out. - Soccer ball
reflect:  Students then think of, perform a skill and identify the nature - Badminton racket +
of the skill. They then design a plan on how they would teach shuttlecock
methods for the this skill to a novice. - Ping-pong paddle + ping-
learners  Students write a reflection on what they have learnt over the pong balls
week. - Scaffolded worksheet
Secondary Curriculum unit outline – Cameron Wallace 17698724

making, strategic relevant performance Lesson 29

and tactical elements  Students in a think-pair-share activity explore performance Lesson 29
development) - an awareness of how elements, practice methods and feedback methods and - Scaffolded questions
- practice method instruction may vary complete short answer questions scaffolded using Bloom’s - Student instruction plan
(massed, according to Taxonomy.
distributed, whole, characteristics of the  Students then refer back to the plans they designed in the
part) learner previous lesson and identify what type of practice method
- feedback (internal, - how feedback will be they employed. Students then modify the practice type of the
external, concurrent, used as learners plan if necessary.
delayed, knowledge progress through the  Students identify what type of feedback they received when
of results, stages of skill learning to throw with the opposite hand and write a short
knowledge of acquisition paragraph on the importance of quality feedback in learning a
performance) new skill.

 Assessment of skill  Develop and evaluate Lesson 30 Lesson 30

and performance objective and  Students explore the characteristics of a skilled performer and - Student devices
- characteristics of subjective highlight an athlete of their choice that demonstrates the four - YouTube
skilled performers, performance characteristics outlined. Students are to find video footage on - Template continuum
e.g. kinaesthetic measures to appraise YouTube of the athlete demonstrating these characteristics - List of sports
sense, anticipation, performance and makes screenshots and notes of when each characteristic
consistency, is in full display. Lesson 31
technique  Students define objective and subjective performance - Student devices
- objective and measures in a think-pair-share activity and identify where - Scenarios
subjective each sport ‘fits’ on the continuum provided. - Exit slips
performance Lesson 31
measures  Students explore personal and prescribed judging criteria and
- validity and reliability identify sports that use these criteria. Students then evaluate
of tests and write a paragraph which criteria they think is superior.
- personal versus This followed by a class discussion.
prescribed judging  Students in a think-pair-share research and define what
criteria validity and reliability is.
 The teacher then reads out scenarios and students have to
pick one of the three corners of the room that represent
Secondary Curriculum unit outline – Cameron Wallace 17698724

‘reliable not valid’, ‘valid and reliable’ or ‘neither’. Students

discuss each answer.
 Students write a reflection on what they have learnt over the
week.
 Students fill out K-N-W exit slips to inform teaching practice
for the next lesson.
 Revision Lesson Lesson 32. Lesson 32
 Students complete a Plickers quiz on the content from the - Plickers
unit. The teacher will be able to see which areas different - Scaffolded questions
students need further assistance. - Marking criteria's
 From the Plickers quiz the teacher will prescribe certain short - Relevant links to
answer questions to certain students to work on in groups and websites
provide relevant resources students can use.
 Students complete an extended response in a think-pair-share
activity on one of the four critical questions (critical question
they need most assistance with).
 Students during the process assess one another’s work.
Assessment Details Outcomes to be assessed
 Students in groups create a visual representation outlining the factors of each energy system and  H7 - Explains the relationship between
what activities utilise the different energy systems. physiology and movement potential
 Students in groups research slow and fast twitch muscle fibres and answer questions scaffolded
by Bloom’s Taxonomy. Students then identify what types of muscle fibres are best suited to
different sports.
 Students in groups explore the different types of aerobic training and anaerobic training  H8 - Explains how a variety of training
methods and examine case studies of athletes and identify which training methods would be approaches and other interventions enhance
best suited for their athlete performance and safety in physical activity

 Students highlight the three stages of skill acquisition and try and learn a new skill through peer  H9 - Explains how movement skill is acquired
teaching. and appraised
 Students outline the different forms of feedback through short answer questions and outline the
benefits of feedback in skill acquisition in a writing task.
Secondary Curriculum unit outline – Cameron Wallace 17698724

 Students make modifications to exercise plans using the principles of training and justify why  H10 - Designs and implements training plans to
they made the modifications. improve performance

 Students in groups create an athlete that is suffering from state anxiety in competition. Students  H11 - Designs psychological strategies and
then design a plan using one or more psychological strategies to improve their performance. nutritional plans in response to individual
 Students create a seven day diet and exercise plan implementing carbohydrate loading for their performance needs
case study.
 Students use reputable sources to formulate their ideas and display their learning of key  H16 - Devises methods of gathering,
concepts using a range of digital, written, and visual modes. interpreting and communicating information
about health and physical activity concepts

 Students in pairs design a recovery plan that is specific to the athlete in their case study.  H17 - Elects appropriate options and
formulates strategies based on a critical
analysis of the factors that affect performance
and safe participation

Evaluation of the Learning and Teaching

(How will you know students have achieved the outcomes?)
By using formative assessment throughout the unit the teacher will be able to check if students are
achieving the outcomes and modify their teaching practice if needed. Formative assessment used in
the unit are:
 Online quizzes- This allows the teacher to quickly assess if students are understanding key
concepts
 Class discussion- This gives the teacher a whole class overview of where the learning is at
 Individual discussion- This gives the teacher a more in depth overview of the individual learning
needs in the class
 Visual representations (brochures, posters, presentations, story boards)- This allows the teacher
to assess students who prefer visual modes of literacy
 Assess student work against a criteria- This allows the teacher to see what students know as well
as illustrating the gaps in their learning
Secondary Curriculum unit outline – Cameron Wallace 17698724

Resource 1- Lesson 6

Task Description

This exercise plan has been made for an elite soccer player
playing in the A-League. You as the team sport and
exercise physician have to identify everything wrong with
this plan and write it down and then re-design the plan
using the principles of training. You then have to write a
justification as to why you made these changes.

- Progressive overload – does the intensity, resistance,

repetition increase gradually over time?

- Specificity – are the exercises specific to the sport your

athlete plays?

- Reversibility – does the training plan ensure that

improvements will be maintained?

- Variety – is there are variety of different exercises to

keep the athlete interested?

- Training thresholds – is the athlete training at the

threshold required for improvement?

- Warm up and Cool down- are there adequate warm-

ups and cool-down in the training plan?
Secondary Curriculum unit outline – Cameron Wallace 17698724

You can use this template to create your training plan or

create your own. The choice is yours!
Secondary Curriculum unit outline – Cameron Wallace 17698724

Resource 2- Lesson 16

Example Vignette

Jacob plays basketball for the Sydney Kings. At training Jacob shoots free-throws with 98% success rate but in matches this season Jacob is
shooting free-throws with a 46% success rate. Jacob says in matches when he is at the free-throw line he loses concentration because of
the crowd noise. He also starts to feel his heart race and hands sweat. Missing free-throws in games makes Jacob feel like he is letting the
team down.
Example storyboard/ comic strip
Secondary Curriculum unit outline – Cameron Wallace 17698724

Using the example provided, create your own vignette and story board on an athlete suffering from state anxiety. Make sure you include:

- The situation the athlete feels most anxious (Example: when taking free-throws in games)
- The physiological symptoms (Example: hear rate increases, sweaty hands)
- How it effects the athlete emotionally (Example: Jacob feels like he is letting the team down)
(You can use the below template to draw your story board or you can create a story board using Pixton)

Part A Vignette

______________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________

Part B Story board

 Secondary Curriculum unit outline – Cameron Wallace 17698724

Resource 3- Lesson 24

Question: Outline the different recovery strategies that athletes use to improve performance and provide relevant examples.

- Use the marking criteria below to assess another student’s response.

- Provide relevant feedback to the student including a justification as to why you awarded that mark.

Marking Criteria Marks

Outlines all the different recovery strategies and their features used by athletes to improve performance and provides a
relevant example for each of the strategies. 8

Outlines most of the recovery strategies and their features used by athletes to improve performance and provides a
6-7
relevant example for each of the strategies.

Summarises some of the recovery strategies used by athletes to improve performance and provides relevant examples.

OR 4-5

Summaries how recovery strategies can improve performance and provides examples.

Identifies recovery strategies used by athletes to improve performance and provides an example
2-3

Identifies some relevant information on recovery strategies

1
Secondary Curriculum unit outline – Cameron Wallace 17698724

PART C – Justification

This unit of work has been designed on the higher school certificate (HSC) core ‘Factors Affecting Performance’ within the subject area of ‘Personal
Development, Health and Physical Education’ (NSW Board of Studies, 2012). The unit consist of 32 lessons which have been sequenced to reflect how the
content is ordered in the syllabus. The unit has been divided into four sections based on the four critical questions outlined in the syllabus, ‘How does
training affect performance?’, ‘How can psychology affect performance?’ ‘How can nutrition and recovery strategies affect performance?’ and ‘How does
the acquisition of skill affect performance?’ The learning activities within each section have been designed to guide students’ learning towards being able to
effectively answer the critical questions. Across the 32 lessons the content, process, and product have been differentiated to provide an achievable
challenge for all students (NSW Department of Education and Communities, 2015).

In terms of content differentiation, formative assessment has been used to inform the teaching practice. Activities such as Plickers (online quiz), K-N-W exit
slips, mind-maps and discussion are all forms of formative assessment that will allow the teacher to make changes to content resources for lower and
higher ability students to ensure their learning needs are met (Andersson & Palm, 2017).

The learning activities across all 32 lessons have been designed through a constructivist lens as student-centred learning has been shown to make a positive
difference for all students as it can improve equity in the classroom (Harris, Spina, Ehrich, & Smeed, 2013). Constructivist learning theory involves students
constructing their own knowledge and understanding of the world through practical and activity based learning (Bada, 2015). There are a number of
pedagogical models used in health and physical education that are derived from constructivist learning theory. These pedagogical models include,
cooperative learning, peer teaching and inquiry based learning (Gurvitch & Metzler, 2013). The learning activities across the 32 lessons have been informed
by these pedagogical models to differentiate the learning process.

There are a great number of lessons in this unit of work that implement cooperative learning activities. Students work in groups to explore the relationship
between training principles and physiological adaptations, research recovery strategies and explore how stressors can impact performance. The
cooperative learning activities have been included as it can increase student’s understanding of the content, there engagement with the activity and
Secondary Curriculum unit outline – Cameron Wallace 17698724

improve their interpersonal skills (Gillies, 2016). Furthermore cooperative tasks allow students to identify gaps in their learning, giving them the opportunity
to reconstruct their understanding of the topic area (Slavich & Zimbardo, 2012).

Peer teaching is used in several lessons in the form of think-pair-share activities and the peer assessment activities. Peer assessment is implemented in this
unit of work because it can improve a student’s ability to give and utilise feedback effectively, it can improve writing skills and the ability to recognise
knowledge gaps (Topping, 2009), which are important skills for stage 6 students to have.

Inquiry based learning has also been implemented across the 32 lessons. Inquiry based learning involves students building their understanding on a
question or problem through self-guided investigation (O'Connor, Jeanes, & Alfrey, 2014). Students investigate psychological strategies to improve
performance, whether caffeine use should be prohibited for elite athletes and the importance of feedback in skill acquisition and performance. These types
of activities have been included in the unit plan because they can improve students’ content knowledge, interpersonal skills, and their real world
application of their content knowledge (Barron & Darling-Hammond, 2008).

Students are also provided scaffolds to ensure each student is learning in their zone of proximal development which will help keep them engaged in the
activity (Wass & Golding, 2014). For example students create a whole class vocabulary list to help students improve their literacy skills. Furthermore, short
answer questions throughout the unit are scaffolded by Bloom’s Taxonomy of learning. This is to ensure students of lower and higher ability remain on task.
The first few questions have been included for lower ability students and the last few questions for higher ability students. It is important to differentiate
the process of learning to cater for all students as mixed ability classes are becoming more prominent (Yuen et al., 2016).

In regards to product differentiation, students are provided with the choice on how they wish to demonstrate their learning across several activities. For
example students are able to present their knowledge on the recommended daily intake of carbohydrates, proteins and fats in different modes (written,
visual, auditory or digitally). It is important to afford students choice as it allows them to demonstrate their strengths as well as increasing their autonomy,
engagement and motivation and it also creates a positive learning environment for all students (Platt, 2018).
Secondary Curriculum unit outline – Cameron Wallace 17698724

The learning activities include opportunities for students to engage with literacy through short answer questions, writing personal recounts, completing
extended responses and creating vignettes. The learning activities also incorporate numeracy by analysing and creating graphs using data recorded in
experiments. There are also numerous opportunities for students to engage with information communication technology (ICT) through online quizzes such
as Plickers and Kahoot, applications such as Canva and Pixton and through online research. These general capabilities have been included in the unit
because they help students build the skills, knowledge and attitudes required to be successful in the 21st century (NSW Education Standards Authority,
2018).
Secondary Curriculum unit outline – Cameron Wallace 17698724

References

Andersson, C., & Palm, T. (2017). The impact of formative assessment on student achievement: A study of the effects of changes to classroom practice

after a comprehensive professional development programme. Learning and Instruction, 49(1), 92-102. doi:10.1016/j.learninstruc.2016.12.006

Bada, S. O. (2015). Constructivism learning theory: A paradigm for teaching and learning. Journal of Research & Method in Education, 5(6), 66-70.

doi:10.9790/7388-05616670

Barron, B., & Darling-hammond, L. (2008). Teaching for meaningful learning: A review of research on inquiry-based and cooperative learning. In Powerful

learning: What we know about teaching for understanding (pp. 11-70). San Fransico, CA: Jossey-Bass.

Gillies, R. (2016). Cooperative learning: Review of research and practice. Australian Journal of Teacher Education, 41(3), 39-54.

doi:10.14221/ajte.2016v41n3.3

Gurvitch, R., & Metzler, M. (2013). Aligning learning activities with instructional models. Journal of Physical Education, Recreation & Dance, 84(3), 30-37.

doi:10.1080/07303084.2013.767719

Harris, J., Spina, N., Ehrich, L. C., & Smeed, J. (2013). Literature review: Student centred schools make the difference. Retrieved from Australian Institute for

Teaching and School Leadership website: https://www.aitsl.edu.au/docs/default-source/default-document-library/literature-review---student-

centred-schools-make-the-differenceba338e91b1e86477b58fff00006709da.pdf?sfvrsn=fadbea3c_0

NSW Board of Studies. (2012). Personal development, health and physical education: Stage 6 syllabus. Retrieved from website:

http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/pdhpe/pdhpe-syllabus
Secondary Curriculum unit outline – Cameron Wallace 17698724

NSW Department of Education and Communities. (2015). Differentiating content, process, product, learning environment. Retrieved from

http://www.ssgt.nsw.edu.au/documents/3_content_pro_etal.pdf

NSW Education Standards Authority. (2018). NSW syllabus for the Australian Curriculum: Personal development, health and physical education K–10

syllabus. Retrieved from https://syllabus.nesa.nsw.edu.au/pdhpe/

O'Connor, J., Jeanes, R., & Alfrey, L. (2014). Authentic inquiry-based learning in health and physical education: a case study of ‘r/evolutionary’ practice.

Physical Education and Sport Pedagogy, 21(2), 201-216. doi:10.1080/17408989.2014.990368

Platt, J. (2018). How far does choice theory succeed, within classics, as a form of differentiation in the classroom? Journal of Classics Teaching, 19(37), 10-

16. doi:10.1017/s2058631018000028

Slavich, G. M., & Zimbardo, P. G. (2012). Transformational teaching: Theoretical underpinnings, basic principles, and core methods. Educational Psychology

Review, 24(4), 569-608. doi:10.1007/s10648-012-9199-6

Topping, K. J. (2009). Peer assessment. Theory Into Practice, 48(1), 20-27. doi:10.1080/00405840802577569

Wass, R., & Golding, C. (2014). Sharpening a tool for teaching: the zone of proximal development. Teaching in Higher Education, 19(6), 671-684.

doi:10.1080/13562517.2014.901958

Yuen, M., Chan, S., Chan, C., Fung, D. C., Cheung, W. M., Kwan, T., & Leung, F. K. (2016). Differentiation in key learning areas for gifted students in regular

classes. Gifted Education International, 34(1), 36-46. doi:10.1177/0261429416649047