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SS1 Unit Outline

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  • 1. PE FACULTY SEMESTER 1 2010 Course Title Sports Science Course Code Unit Title Human Movement 1 Unit Code Semester Unit Sports Nutrition and Basic Anatomy Unit Value 1.0 Term 1 Unit Sports Nutrition Unit Value 0.5 Term 2 Unit Basic Anatomy and Physiology Unit Value 0.5 GOALS This unit should enable students to: • Describe and understand the structure and function of the digestive system • 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, organs, systems • Describe and understand the structure and function of the circulatory system • Describe and understand the structure and function of the respiratory system and be able to describe the process of gas exchange • Recognise and understand 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) UNIT OUTLINE
  • 2. • Energy balance, weight gain and loss and basal metabolic rate • How nutrition affects performance and recovery • 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 • Differences in dietary patterns of athletes of different races Basic Anatomy and Physiology • Definitions – Anatomy & Physiology • Basic introduction to the cell – structure, function and types • Body structure – cells, tissues, organs & systems • Homeostasis – bodily steady state, its 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 and blood pressure • Respiratory system–structure, factors relevant to oxygen and carbon dioxide transport & mechanics of breathing • Respiration and exercise, respiration rate, tidal volume, ventilation, vital capacity, oxygen uptake ASSESSMENT TASK DUE DATE WEIGHTING Discussion paper on Nutrition Week 4 (Term 1) 15% In class written task Week 6 (Term 1) 15% Nutrition Test Week 8 (Term 1) 20% In class lab exercise and write-up Week 14 (Term 2) 15% Workbook Week 17 (Term 2) 15% Respiratory & Circulatory Test Week 17 (Term 2) 20% (Weightings are those prescribed in the course outline) Specific Entry & Exit Requirements for Term Units It is possible to enter this course at term 2. This is a Semester Unit. To exit at term 2 you must complete the first three assessment items by week 9.
  • 3. UNIT GRADES FOR COURSES Grade Descriptor A student who achieves the grade A KNOWLEDGE, UNDERSTANDING AND APPLICATION • demonstrates a comprehensive knowledge of a wide range of complex terms, concepts and interrelationships that shape decision making applies knowledge, concepts and skills to a wide range of complex, familiar and unfamiliar situations and is highly perceptive and skilful in identifying relevant information and issues. CRITICAL ANALYSIS • analyses and evaluates facts, theories and opinions and draws appropriate and insightful conclusions • demonstrates precise use of terminology and constructs a sophisticated and logical argument • demonstrates initiative, makes informed choices, and has an acute awareness of bias and perspective shows a confident, accurate and sophisticated grasp of information drawn from a wide variety of sources A student who achieves the grade B KNOWLEDGE, UNDERSTANDING AND APPLICATION • demonstrates a competent knowledge of a range of complex terms, concepts and interrelationships that shape decision making applies knowledge, concepts and skills to a range of complex, familiar and some unfamiliar situations and is perceptive and skilful in identifying relevant information and issues CRITICAL ANALYSIS • analyses and evaluates facts, theories and opinions and draws appropriate conclusions • demonstrates a competent use of terminology and constructs a logical argument • demonstrates initiative, makes informed decisions and has an awareness of bias and perspective shows an accurate grasp of information drawn from a variety of sources A student who achieves the grade C KNOWLEDGE, UNDERSTANDING AND APPLICATION • demonstrates an essential knowledge of most terms, concepts and interrelationships that shape decision making applies knowledge, concepts and skills to familiar situations and can identify relevant information and issues CRITICAL ANALYSIS • analyses facts, theories and opinions and draws some conclusions • demonstrates use of terminology and attempts to construct a logical argument demonstrates informed choices and has an accurate grasp of information drawn from a few sources A student who achieves the grade D KNOWLEDGE, UNDERSTANDING AND APPLICATION • demonstrates a limited knowledge of terms and concepts that shape decision making applies knowledge, concepts and skills to familiar situations with guidance CRITICAL ANALYSIS • demonstrates limited distinction between facts and theories and draws some conclusions • demonstrates limited use of terminology and attempts to construct a logical argument • responds to obvious features or differences in sources produces limited summaries or descriptions from sources A student who achieves the grade E KNOWLEDGE, UNDERSTANDING AND APPLICATION • demonstrates very limited knowledge of terms and concepts applies knowledge, concepts and skills with specific instruction CRITICAL ANALYSIS • demonstrates very limited distinction between facts and theories • demonstrates very limited use of terminology responds to obvious sources on occasion Teachers will consider, when allocating grades, the degree to which students demonstrate their ability to complete and submit tasks within a specified time frame. Executive Teacher (Mark Armstrong)_____________________________________ Class Teacher (Kate Hromow)_____________________________________________ Date: / / 10