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  • 1. UNIT OUTLINE PHYSICAL EDUCATION SEMESTER 1 2011 Course Title Human Movement Course Code 9114 Semester Unit Sports Nutrition and Basic Anatomy (93075) Unit Value 1.0 Term 1 Unit Sports Nutrition (93068) Unit Value 0.5 Term 2 Unit Basic Anatomy and Physiology (93064) Unit Value 0.5GOALSThis unit should enable students to: • Describe and understand the structure and function of the digestive system and recognise its major components. • Describe and understand the relationship between food intake, energy expenditure and metabolism. • Interpret and understand nutritional food values appropriate to athletes in sport. • Identify specific dietary requirements for a variety of athletic performance and community target groups. • Demonstrate an understanding of dietary ergogenic aids and their specific performance uses. • Describe and understand the basic organisation of the human body: cells, tissues, organs, systems. • Describe and understand the structure and function of the circulatory system and be able to recognise its major components. • Describe and understand the structure and function of the respiratory system and be able to describe the process of gas exchange. • Recognise, understand and critically analyse how these body systems relate to and enhance human performance.CONTENT SUMMARY Sports Nutrition • The digestive system- structure, function, enzymes, absorption and distribution of nutrients. • Effect of good nutrition – Australian Guide to Healthy Eating, balanced diet and food labelling. • Importance of energy • Food as energy sources and nutrients (carbohydrates, fats, proteins) • Food fuels at rest and during exercise • The Glycemic Index (GI) • Energy balance, weight gain and loss and basal metabolic rate. • How nutrition affects performance • Nutrition principles for athletes including pre and post/recovery performance meals and fluid replacement. • Nutrition based issues – carbohydrate loading, dietary ergogenic aids and vegetarian athletes, dietary extremism in athletes. Basic Anatomy and Physiology • Definitions – Anatomy, Physiology. • Introduction to the cell – structure, function and types. Are cells affected by exercise? • Body structure – cells, tissues, organs, systems. • Homeostasis – meaning, importance, affect on human performance. • Circulatory system (cardiovascular system) – functions and types of circulation, heart and structure, cardiac cycle, pulse, blood pressure, blood vessels, blood structure and function, blood flow around the body at rest and during exercise and heart rate • Heart and circulatory responses to exercise (immediate and training responses): hypertrophy, stroke volume, cardiac output, arteriovenous oxygen difference (AVO2) and blood pressure • Respiratory system–structure, factors relevant to oxygen and carbon dioxide transport, pressure differentials, mechanics of breathing. • Respiration and exercise, respiration rate, tidal volume, ventilation, vital capacity, oxygen uptake (VO2) and VO2 maximum.ASSESSMENT TASK DUE DATE WEIGHTING Digestion Exam Week 4 (Term 1) 20% Dietary Analysis In-class exercise Week 8 (Term 1) 30% Practical write-up Week 12 (Term 2) 25% Respiratory and Circulatory Exam Week 16 (Term 2) 25%
  • 2. Specific Entry & Exit Requirements for Term UnitsIt is possible to enter this course at term 2.This is a Semester Unit.To exit at term 2 you must complete the first two assessment items by week 8.ASSESSMENT CRITERIA FOR ASSESSMENT AND REPORTING OF STUDENT ACHIEVEMENTThe following assessment criteria are a focus for assessment and reporting in this unit. Criteria are the essential qualities that teachers look for instudent work. These criteria must be used by teachers to assess student’s performance, however not all of them need to be used on each task.Assessment criteria are to be used holistically on a given task and in determining the unit grade.Students will be assessed on the degree to which they demonstrate:Assessment Criteria OutcomesKnowledge and Understanding • Demonstrates knowledge of concepts, theories and terminology, rules and strategies • Applies and interprets knowledge and understanding of concepts, terminology, rules and strategiesCommunicating and Organising • Demonstrates ability to plan and organise • Communicates depth and breadth of knowledge using a variety of methodsParticipation in Activities • Works with initiative and independence to develop and practise skills • Participates in a wide range of activities** Awareness of Safety • Demonstrates understanding of safety issues, procedures and safe use of equipmentWorking with Others • Enthusiastic and productive team member • Demonstrates mediation skills and encourages and supports others** Development of Motor Skills • Develops a range of motor skills • Demonstrates a range of motor skills • Is able to reproduce motor skills in a variety of situations • Responds to corrective feedbackUNIT GRADES FOR COURSESSee back pageATTENDANCE AND PARTICIPATIONStudents are expected to submit all assessment items and attend all classes, participate in a positive manner and seek support whenever it isrequired. Excursions, simulations and presentations by visitors (including lunchtime) may form part of classwork. It is your responsibility to catch upon missed work when absent from class.Any student whose attendance falls below the 90% of the scheduled classes/contact time and has not provided substantial documentary evidence tocover the absence will be awarded a V grade. This means that 4 unexplained absences in a term or 8 unexplained absences in a semester couldmean that a V grade may be awarded. However, the Principal has the right to exercise discretion in special circumstances if satisfactorydocumentation is supplied.LATE SUBMISSION OF WORK :TERTIARY COURSESStudents are encouraged to submit work on time as it is a valuable organisational skill. Students are also encouraged to complete work even if it islate, as there are educational benefits in doing so.Late work will receive a penalty of 5% (of possible marks) per calendar day late, unless an extension is granted by the class teacher prior to thedeadline. This means that 5% is taken off the possible marks that could have been achieved eg. If a student achieved a score of 75/100, and theitem is one day late, then five marks (5% of 100) would be taken from 75, which leaves the score as 70/100. ‘Per calendar day late’ means each daylate whether it be a weekend or public holiday. Items due on any date must be submitted to the class teacher, faculty staff room, or front office at thecollege by 3.30pm on that day. After 3.30pm, the item will attract the late penalty. Submission of work on a weekend or public holiday is notacceptable. If you do not submit your work to your class teacher, make sure that it is signed and dated by either another member of staff in thefaculty staffroom, or a member of the front office staff.After 7 days, late work will be awarded the Notional Zero. Calculation of a Notional Zero is based on genuine scores, (items submitted on time orwith an extension). The Notional Zero will be a score that lies between 0.1 of the standard deviation below the lowest genuine score for that item andzero. If the lowest genuine score is zero, then the notional score is zero.No work will be accepted after marked work has been returned, or accepted after the unit has completed. Computer and/or printer failure will not beaccepted as a valid reason for late work. Make sure you backup, keep hard copies and rough notes.
  • 3. Unless prior approval is granted, any student who fails to submit assessment tasks worth in total 70% or more of the assessment for the unit will beconsidered to be unassessable and will receive a V grade. The Principal has the right to exercise discretion in the application of the late penalty inspecial circumstances where satisfactory documentation is supplied.ACCREDITED COURSESStudents are encouraged to submit work on time, as it is a valuable organisational skill. Students are also encouraged to complete work even if it islate, as there are educational benefits in doing so.Late work will receive a penalty of 5% (of possible marks) per calendar day late, unless an extension is granted by the class teacher prior to thedeadline. This means that 5% is taken off the possible marks that could have been achieved eg. If a student achieved a score of 75/100, and theitem is one day late, then five marks (5% of 100) would be taken from 75, which leaves the score as 70/100. ‘Per calendar day late’ means each daylate whether it be a weekend or public holiday. Items due on any date must be submitted to the class teacher, faculty staff room, or front office at thecollege by 3.30pm on that day. After 3.30pm, the item will attract the late penalty. Submission of work on a weekend or public holiday is notacceptable. If you do not submit your work to your class teacher, make sure that it is signed and dated by either another member of staff in thefaculty staffroom, or a member of the front office staff.Achievement in Accredited Courses is reported to the Board of Senior Secondary Studies and students with a Grade A-E. Late work submittedwithout approval will have an impact on the grade awarded to a student.No work will be accepted after marked work has been returned, or accepted after the unit has completed. Computer and/or printer failure will not beaccepted as a valid reason for late work. Make sure you backup, keep hard copies and rough notes.Unless prior approval is granted, any student who fails to submit assessment tasks worth in total 70% or more of the assessment for the unit, will beconsidered to be unassessable and will receive a V grade. The Principal has the right to exercise discretion in the application of the late penalty inspecial circumstances where satisfactory documentation is supplied.CHEATING AND DISHONEST PRACTICEThe integrity of the College’s assessment system relies upon all involved acting in accordance with the highest standards of honesty and fairness.Any departure from such standards will be viewed very seriously.” Accordingly:• Plagiarism - claiming authorship of someone else’s work (intentionally or otherwise) - is a serious misdemeanour, and attracts severe penalties.• Students are required to acknowledge the source of all material that is incorporated into their own work.• Students may not submit the same item for assessment in more than one unit, unless specific agreement has been reached with the class teacher.MODERATIONThroughout the semester, moderation in the form of common marking schemes, cross marking and joint marking occurs across all units in theModeration Group to ensure comparability of standards. Moderation is a process whereby student’s work is compared so that student performancecan be graded fairly and consistently. Moderation takes some time, and so students may not receive their work back until ACT wide moderation ofgrades across all colleges has occurred. Small Group Moderation is carried out in courses with small class sizes.UNIT SCORESRaw scores are calculated by adding Z scores according to the weightings in the assessment table.• All raw unit scores are then combined into two rank order lists, one for each cohort Year 11 and 12. Each list is reviewed by the Executive Teachers concerned to identify any anomalies.• Each of the rank order lists is then standardised for each semester using historical parameters or backscaling.RIGHT TO APPEALYou can appeal against your assessment if you feel that the result you obtained is not fair. You should first talk to your class teacher, and if you arenot satisfied with the explanation you must discuss the situation with the Executive Teacher of the faculty concerned. If you still do not feel that yourresult is fair you should talk to the Deputy Principal Programs for further advice on the ‘appeal process’.Executive teacher Mark ArmstrongClass teachers Glenn Coward, Natalie Keen and Stephen Smith
  • 4. Unit Grade Descriptors for Physical Education, Sports Studies, Human Movement and Health (T)A student who achieves the grade A A student who achieves the grade B A student who achieves the grade C A student who achieves the grade D A student who achieves the gradetypically typically typically typically E typicallyKNOWLEDGE, UNDERSTANDING KNOWLEDGE, UNDERSTANDING KNOWLEDGE, KNOWLEDGE, KNOWLEDGE,AND APPLICATION AND APPLICATION UNDERSTANDING AND UNDERSTANDING UNDERSTANDING• demonstrates a comprehensive • demonstrates a competent knowledge APPLICATION AND APPLICATION AND APPLICATION knowledge of a wide range of complex of a range of complex terms, concepts • demonstrates an essential knowledge • demonstrates a limited • demonstrates very limited terms, concepts and interrelationships and interrelationships that shape of most terms, concepts and knowledge of terms and knowledge of terms and that shape decision making decision making interrelationships that shape decision concepts that shape decision concepts• applies knowledge, concepts and skills • applies knowledge, concepts and skills making making • applies knowledge, concepts to a wide range of complex, familiar and to a range of complex, familiar and • applies knowledge, concepts and • applies knowledge, concepts and skills with specific unfamiliar situations and is highly some unfamiliar situations and is skills to familiar situations and can and skills to familiar situations instruction perceptive and skilful in identifying perceptive and skilful in identifying identify relevant information and with guidance relevant information and issues. relevant information and issues issuesCRITICAL ANALYSIS CRITICAL ANALYSIS CRITICAL ANALYSIS CRITICAL ANALYSIS CRITICAL• analyses and evaluates facts, theories • analyses and evaluates facts, theories • analyses facts, theories and opinions • demonstrates limited ANALYSIS and opinions and draws appropriate and and opinions and draws appropriate and draws some conclusions distinction between facts and • demonstrates very limited insightful conclusions conclusions • demonstrates use of terminology and theories and draws some distinction between facts and• demonstrates precise use of terminology • demonstrates a competent use of attempts to construct a logical conclusions theories and constructs a sophisticated and terminology and constructs a logical argument • demonstrates limited use of • demonstrates very limited logical argument argument • demonstrates informed choices and terminology and attempts to use of terminology• demonstrates initiative, makes informed • demonstrates initiative, makes has an accurate grasp of information construct a logical argument • responds to obvious sources choices, and has an acute awareness of informed decisions and has an drawn from a few sources • responds to obvious features or on occasion bias and perspective awareness of bias and perspective differences in sources• shows a confident, accurate and • shows an accurate grasp of information • produces limited summaries or sophisticated grasp of information drawn from a variety of sources descriptions from sources drawn from a wide variety of sourcesEFFECTIVE COMMUNICATION EFFECTIVE COMMUNICATION EFFECTIVE EFFECTIVE EFFECTIVE• presents information from a wide variety • presents information from a variety of COMMUNICATION COMMUNICATION COMMUNICATION of well referenced sources referenced sources • presents information from a few • with direction, presents • with assistance, locates• uses a variety of communication forms • uses a variety of communication forms referenced sources information from sources information appropriate to the material and audience, appropriate to the material and • uses appropriate communication to • communicates using basic • is developing communication with sophisticated structure and clarity audience, with appropriate structure the task, with sound structure and structures skills and clarity clarityPERFORMANCE SKILLS PERFORMANCE SKILLS PERFORMANCE SKILLS PERFORMANCE PERFORMANCE• plans, organises and/or performs • plans, organises and/or performs • plans, organises and/or performs SKILLS SKILLS investigations with skill and initiative, investigations in a productive manner investigations in a productive • works in a productive manner • can work on guided tasks independently or in a group environment independently or in a group manner independently or in a group on guided tasks with assistance with support• plans, organises and/or performs environment environment with some assistance • is developing physical skills • with assistance, performs exemplary physical skills with initiative, • plans, organises and/or performs • plans, organises and/or performs physical skills independently or in a group environment accomplished physical skills with competent physical skills, initiative, independently or in a group independently or in a group environment environment

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