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HM 2 2010
HM 2 2010
HM 2 2010
HM 2 2010
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HM 2 2010

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  • 1. UNIT OUTLINE Physical Education Faculty SEMESTER 2 2010 Course Title Human Movement Course Code 9114 Semester Unit Functional Anatomy and Sports Performance Unit Value 1.0 Term 1 Unit Functional Anatomy Unit Value 0.5 Term 2 Unit Sports Performance Unit Value 0.5 GOALS • Describe and understand the specific terms associated with human motion and movement analysis. • Describe and understand the structure and function of the skeletal and articular systems and critically analyse how these systems apply to human performance. • Describe and understand the muscular and nervous systems and critically analyse how these systems apply to human performance. • Identify the importance of physical fitness and its role in enhancing training and athletic performance. • Demonstrate an understanding of the inherent link between physical fitness and energy systems. • Define the health and skill related components of physical fitness and factors affecting them, and describe methods of measuring and evaluating these components. • Recognise evidence of fitness components used in various sports. • Summarise accurately information in relation to training principles and methods and apply these to training programs. CONTENT SUMMARY Functional Anatomy • Anatomical and Movement Terminology and Referencing. • Skeletal System • Function and structure, Types of bones, Recognition of specific major bones. • Articular System • Joint types and their structure, Synovial joints, Joint movements. • Muscular System • Types of muscle tissue (Smooth, Cardiac, Skeletal), Skeletal muscle structure and function (gross and microscopic-contractile mechanism of muscle), Fibre arrangements, Names, locations, actions, Insertions and origins, Movement analysis. • Nervous System (general overview) • Structure and function of nervous system (Brain, CNS, PNS), Neuromuscular System: motor neurons and neural chains, Synapses and motor units. Sports Performance Enhancing Fitness Through Training • The Definition of Fitness • Physical Fitness as a Continuum • The Components of Fitness • Linking fitness components with energy, Anaerobic energy production (ATP-PC and lactic acid systems), Aerobic energy production (aerobic system) Defining the Components of Fitness • Cardio-Respiratory Endurance (aerobic capacity) • The development of cardio-respiratory endurance • Muscular Strength • Factors affecting the application of strength: age, sex, cross sectional area (size), muscle shape and location, muscle fibre type, number of muscle fibres recruited, joint angle and muscle length, speed contraction, Types of muscular contraction, Development of muscular strength • Local Muscular Endurance • Factors affecting muscular endurance: inorganic phosphate, age, sex, temperature, circulation, cross education effect, accumulation of lactic acid • Anaerobic Power and Speed • Factors affecting speed, Relationship of speed to other components
  • 2. • Flexibility • Factors affecting flexibility: joint structure, length of muscles at rest, muscle temperature, age, sex, body build, injury, skin resistance, bone, disease • Body Composition • Somatotyping, Posture and Muscle Imbalance, Body Fat, Body Mass Index (BMI) • Muscular Power • Agility • Coordination • Balance • Reaction Time Assessing Fitness • Reasons for Fitness Testing • Direct and Indirect Approaches to Assessment • Maximal and Sub-maximal Testing • Pre and post testing • Factors that can influence test results • Fitness tests for the components of fitness (various) Principles of Training Specificity, Progressive Overload (Applying progressive overload, Periodisation, Periodising the training year, Tapering), Frequency, Intensity, Duration, Individuality, Diminishing Returns, Variety, Detraining, Maintenance, Retraining, The Purpose of Training, Design of a training session, Design of a training year Methods of Training Interval Training (Applying specificity and overload to interval training, Advantages of interval training), Continuous Training (Benefits of continuous training), Fartlek Training (How to overload using Fartlek Training, Benefits of Fartlek Training), Circuit Training (Fixed Load Circuit, Individual Load Circuit, How to overload using circuit training, Benefits of circuit training), Plyometric Training (Examples of upper body plyometric exercises, Examples of lower body plyometric exercises, Benefits of plyometric training, Training considerations for plyometrics), Flexibility Training (Static stretching, Slow active stretching (SAS), Proprioceptive neuromuscular facilitation (PNF), Dynamic (ballistic) stretching), Weight Training (Specificity in weight training, How to overload using weight training, Benefits of weight training), Speed Training (Developing stride frequency, Developing stride length), Pilates (Pilates principles, Pilates basic exercise), Swiss Ball, Motor Skill Development (Key points) Levies Class workbooks – one per term: approximately $5.00 (depending on printing costs) ASSESSMENT TASK DUE DATE WEIGHTING Labelling lab Week 6 20% Functional Anatomy Exam Week 8 30% Sports Performance Exam Week 15 30% In-class written response Week 17 20% Specific Entry & Exit Requirements for Term Units To exit at term 4 you must complete 70% of assessment items for each term unit. ASSESSMENT CRITERIA FOR ASSESSMENT AND REPORTING OF STUDENT ACHIEVEMENT The following assessment criteria are a focus for assessment and reporting in this unit. Criteria are the essential qualities that teachers look for in student 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: (Criteria from framework) Assessment Criteria Outcomes Knowledge and Understanding • Demonstrates knowledge of concepts, theories and terminology, rules and strategies • Applies and interprets knowledge and understanding of concepts, terminology, rules and strategies Communicating and Organising • Demonstrates ability to plan and organise • Communicates depth and breadth of knowledge using a variety of methods Participation 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 equipment Working 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
  • 3. • Is able to reproduce motor skills in a variety of situations • Responds to corrective feedback ATTENDANCE AND PARTICIPATION Students are expected to submit all assessment items and attend all classes, participate in a positive manner and seek support whenever it is required. Excursions, simulations and presentations by visitors (including lunchtime) may form part of classwork. It is your responsibility to catch up on 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 to cover the absence will be awarded a V grade. This means that 4 unexplained absences in a term or 8 unexplained absences in a semester could mean that a V grade may be awarded. However, the Principal has the right to exercise discretion in special circumstances if satisfactory documentation is supplied. LATE SUBMISSION OF WORK Late work will receive a penalty of 10% (of possible marks) per calendar day late, unless an extension is granted by the class teacher prior to the deadline. This means that 10% is taken off the possible marks that could have been achieved eg. If a student achieved a score of 75/100, and the item is one day late, then ten marks (10% of 100) would be taken from 75, which leaves the score as 65/100. ‘Per calendar day late’ means each day late 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 the college 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 not acceptable. A maximum of 50% may be lost in the way described in this paragraph. 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 the faculty staffroom, or a member of the front office staff. 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 be considered to be unassessable and will receive a V grade. The Principal has the right to exercise discretion in the application of the late penalty in special circumstances where satisfactory documentation is supplied. 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 be accepted as a valid reason for late work. Make sure you backup, keep hard copies and rough notes. CHEATING AND DISHONEST PRACTICE The 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. MODERATION Throughout the semester, moderation in the form of common marking schemes, cross marking and joint marking occurs across all units in the Moderation Group to ensure comparability of standards. Moderation is a process whereby student’s work is compared so that student performance can be graded fairly and consistently. Moderation takes some time, and so students may not receive their work back until ACT wide moderation of grades across all colleges has occurred. Small Group Moderation is carried out in courses with small class sizes. UNIT SCORES • Raw 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 APPEAL You 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 are not satisfied with the explanation you must discuss the situation with the Executive Teacher of the faculty concerned. If you still do not feel that your result is fair you should talk to the Deputy Principal Programs for further advice on the ‘appeal process’. Executive Teacher (Name) Mark Armstrong Class Teacher (Name) Natalie Keen, Glenn Coward, Kate Hromow
  • 4. Physical Education T Courses Grade Descriptors Assessment Criteria A B C D E KNOWLEDGE AND UNDERSTADNING • Demonstrates a comprehensive knowledge of and thorough understanding of concepts, theories, terminology, rules and strategies • Understands abstract as well as concrete concepts and their implication • Shows insight into projecting this understanding in new situations • Is intuitive and inquiring and analyses information • Presents logical arguments using appropriate language and terminology • Poses questions and tests hypotheses • Consistently works with initiative in independent and group situations in order to gain and apply knowledge • Demonstrates a broad knowledge and understanding of theories, concepts, terminology, rules and strategies • Understands some abstract and concrete concepts and their implications • Predicts outcomes in familiar situations’ • Analyses information • Poses questions with minimal help, tests hypotheses and predicts logical outcomes • Can work independently and in group situations • Exhibits a sound knowledge and understanding of concepts, theories, terminology, rules and strategies • Is aware of major concepts and understands straightforward ideas • Predicts obvious outcomes • Analyses data and investigates routine situations • Works with guidance in independent and group situations • Understands and recognises basic concepts, theories, terminology, rules and strategies • Understands simple concepts and with direction predicts obvious outcomes • Locates simple data from prescribed sources • Works with supervision to gain knowledge. • Recognises basic terminology and understands limited concepts, rules and strategies • With help expresses and presents basic information and undertakes set tasks within the group situation • Attempts some set tasks • Works with direct supervision COMMUNICATION AND PRESENTATION • Communicates depth and breadth of knowledge using a variety of methods • Communicate depth and breadth of some knowledge using a variety of methods • Communicates ideas and information fluently and clearly, using appropriate terminology • Communicate basic concepts using a variety of methods • Communicates ideas and information inc concrete terms using correct terminology • Communicates basic ideas in concrete terms • Communicates simple concepts where the6y are relevant and topical RESEARCH AND INVESTIGATION THROUGH EXPERIMENTATION • Uses a wide range of support materials effectively and skilfully • Uses a range of presentation media effectively and skilfully • Plans and organises effectively in all contexts • Uses a range of support materials effectively and skilfully • Uses a range of presentation material • Plans and organises in all contexts • Uses a range of support materials effectively • Uses some media for presentation purposes • Plans and organises in most contexts • Uses a limited range of support materials • Uses some media doe presentation purposes • With guidance can plan and organise • Uses very limited support materials • With direction uses little or no media for presentation purposes • With guidance and direction demonstrates limited ability to plan and organise

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