This document outlines a unit of study for a Physical Education course covering Functional Anatomy and Sports Performance over one semester. The unit is divided into two terms, with Functional Anatomy covered in Term 1 and Sports Performance in Term 2. The goals of the unit are to describe and understand human movement, anatomy, fitness, and their application to performance. The content will cover topics like functional anatomy, energy systems, fitness components, training principles and methods. Students will be assessed through labelling exercises, exams, in-class responses, and class participation.

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