MOUNT ASPIRING COLLEGE PHYSICAL EDUCATION

Context Biophysical Fitness (Year 9 & 10)Unit Learning Focus The aim of this unit is to develop student awareness and knowledge and understanding surrounding

biophysical fitness. This knowledge and understanding will be developed through practical application and reinforced through theoretical discussion. Students will investigate a variety of fitness principles and how they relate to the body during exercise. Knowledge and understanding will develop ideas and concepts that have already been delivered at level 4 of the curriculum. These concepts will need to be revisited and developed in accordance with student ability and maturity. While the activity and its variables may be similar the depth of knowledge and understanding is the key to this unit of work. These will include: Health/fitness components, The Skeletal and Muscular systems, Movement principles, Aerobic and Anaerobic fitness, Principles of Training and Fitness training adaptations. While the focus is developing student knowledge and understanding, two specific assessable elements will be implemented. These relate to: Science and Technology within physical activity and Positive Attitude for activity.

Vision, Principles And Values

Actively involved. In this unit the students will have the opportunity to experience a variety of different training techniques aimed to improve physical well-being and health. They will learn basic fundamental aspects associated to exercise and how they can be adapted for future training programmes. It is expected that students will be actively involved in their learning.Confident. A key aspect relates to the motivated and reliable student who perseveres and delivers resilience when faced with a difficult task.Lifelong learners. Participating in this unit will aid the student’s ability to make informed decisions on how to improve their well-being if ever needed.Inclusion. The unit aims to include and reward student ability in a non-discriminatory manner. While high expectations will continue to be the norm, students who engage in activities with a positive attitude will reap similar benefits.

Generic Activity Considerations Science and Technology and Positive Attitudes are the achievement objectives that will be examined in this unit of

work. As a result, it will be to the forefront of all practical activities.

This unit will allow students to experience and develop understanding relating to the biophysical principles that

underpin and influence human movement. Teachers should select from a range of practical activities and teaching tools to help facilitate each student’s learning.

The variety of training methods and their effects will need to be covered.

Differentiation when dealing with individual ability is essential. Teachers will need to extend students who display high levels of fitness and accommodate those who may struggle.

Maximum participation should always be encouraged.

The practical learning will support the theory aspects that can be applied in future sports studies.

Individual performance improvement is still the ultimate aim.

The teaching and learning activities that are selected will be dependent on what knowledge, skills and motivation students bring with them.

Involving students in developing their own activities to improve an identified aspect of learning provides opportunities to learn from each other.

There may be students who have been involved in some sporting contexts that can contribute to understandings and knowledge.

Students need time to develop and or practise their learning, receive feedback from peers and teacher and be able to put the feedback into action.

Learning Intentions:(Covered at level 4-Revisit) Learning Intentions:(Covered at level 4-Revisit)

Components of Health-Related FitnessCardiorespiratory fitness (or cardiorespiratory endurance): the ability of the circulatory and respiratory systems to supply oxygen to musclesMuscular strength: The ability of a muscle to maintain force against resistance

Basic fitness can be classified in four main components: strength, speed, stamina and flexibility. However, this can be broken down into these main areas:

Strength  - the extent to which muscles can exert force by contracting against resistance (e.g. holding or restraining an object or person)

Power  - the ability to exert maximum muscular contraction instantly in an explosive burst of movements. The two components of power are strength and speed. (e.g. jumping or a sprint start)

Flexibility  - the ability to achieve an extended range of motion without being impeded by excess tissue, i.e. fat or muscle (e.g. executing a leg split)

Muscular Endurance  - a single muscle's ability to perform sustained work (e.g. rowing or cycling)

Cardiovascular Endurance  - the heart's ability to deliver blood to working muscles and their ability to use it (e.g. running long distances)

Speed - the ability to move from point A to point B as quickly as possible.

Muscular endurance: The ability of a muscle to work continuously for a period of timeFlexibility: The ability to move muscles and joints through a range of motion

Components of Skill-Related FitnessSpeed: The ability to move your body quickly from one point to anotherAgility: The ability to move your body quickly and in different directionsBalance: The ability to maintain control of your body while stationary or in movementCoordination: The ability to move parts of your body while maintaining balancePower: The ability to combine strength and speed in movementReaction time: The time required to start a movement after being signalled to move

By the end of level 4 students will have a thorough understanding of the elements of fitness and how these can be categorised into skill or health related options. This will need to be developed over the two year process.

Learning Intentions:(Covered at level 4-Revisit)Effect ReasonIncreased rate of breathing More oxygen needed for

muscles to workRise in heart rate Transport of more oxygen to

working musclesSweating Helps body stay coolGo Red Blood moves to just below skin

surface to radiate heat

Learning Intentions:(Covered at level 4-Revisit)

outwards and help the body keep cool

Rise in body temperature This is a bi-product of the working muscles

By the end of level 4 students will have an understanding of the basic effects of training. (This will include students identifying heart rates)Learning Intentions:(Covered at level 4-Revisit)

Select Muscles that are appropriate for year level.Learning Intentions:(Covered at level 4-Revisit)

Why do we warm up before exercise?

Muscles and bones work together to enable the body to move. Bones are moved at joints by the contraction and relaxation of muscles. These muscles are attached to the bone.

Most muscles work in pairs, when one muscle contracts-it shortens and the other relaxes-it lengthens.

Muscles are connected to bones by tough, cord-like tissues called tendons, which allow the muscles to pull on bones. If you wiggle your fingers, you can see the tendons on the back of your hand move as they do their work.

Ligaments connect two or more bones together and help stabilise joints.

By the end of level 4 students will have a basic understanding of how muscles, bones, ligaments and tendons work together to create movement at a joint.

Prepares your body physically and psychologically. Increases the blood flow to the working muscles and the

body temperature. Reduces the risk of injury. Achieve optimal performance.

Why do we cool down after exercise? Cooling down after exercise means slowing your level of

activity gradually. Allows muscles to return to their normal temperature and

avoids injury. Return heart rate and breathing rate to normal gradually. Remove waste products from muscles.

By the end of level 4 students will have a thorough understanding of why we perform warm-ups and cool-downs. Students will have been led through a variety of these.

Biophysical Fitness-Level 5At level 5 of the curriculum the focus will be on developing knowledge and understanding that has taken place at level 4. While many of the learning intentions will be similar the depth of understanding will be greater. The teachers involved must revisit the learning intentions that took place and build upon previous student knowledge. Additional aspects will also be developed through the two year

process. However, the specific learning outcomes of Science and Technology and Positive Attitude will form the focus for objective and summative assessment.

Learning Intentions: The Skeletal System

Select bones that are appropriate for year level.

Learning Intentions: Short and Long Term Effects of Exercise on the BodyShort-Term Effects Long-Term EffectsOne of the short-term effects of exercise is an increase in your heart rate. Actually, you

Decrease in resting heart rate. Because the rigors of regular exercise require so much work from the cardiovascular

Learning Intentions: The Muscular System

Select muscles that are appropriate for year level.

Learning Intentions: Fitness Adaptations

heart rate will begin to rise before you even start to exercise. Your brain realizes you are going to work out and releases adrenaline to speed up your heart in preparation for the upcoming exertion. Heart rate will continue to rise in direct proportion to the intensity of exercise until maximum heart rate is achieved.

system, sedentary periods become even easier for the heart by comparison. The heart eventually becomes more efficient, and no longer needs to beat as quickly to supply the body with blood while at rest.

Stroke volume–the amount of blood pumped out of the left ventricle by each beat–increase by up to 80 millilitres per beat.

Stroke volume increases at rest. Resting heart rate is able to slow down because the heart is now trained to pump a larger quantity of blood with every beat.

During exercise the hardworking muscles demand more oxygen from the cardiovascular system, up to 80 percent. In response, blood is shunted away from the digestive organs, kidney and liver and redirected to the skeletal muscles. Blood flow to the skin also increases.

Improved circulation. In response to the need to supply the muscles with more oxygen during exercise, the body increases its number of capillaries, the smallest blood vessels in the body. Existing capillaries also open wider.

Learning Intentions: Fitness Adaptations

Learning Intentions: Fitness Adaptations

Cardio-vascular effects

Greater tolerance to Lactic acid

Recovery rate improves

Lower resting heart rate

Heart becomesstronger and

largercontracts with greater force

Quantity and quality of blood

increases

Increased stroke Volume – pumps

less times

Quantity and quality of blood

increases

 

  Learning Intentions: Aerobic v Anaerobic Fitness

By the end of level 5 students will have thorough knowledge surrounding the effects of exercise on the body and consequent adaptations.

Learning Intentions: Training Zones

Zone What it does

Cardio-respiratory

effects

Breathing becomes

more efficient

More O2 less fatigue

VO2 increases

More O2 into the

bloodstream and more CO2 out.

Improved lung capacity

Respiratory muscles become

stronger - diaphragm

Muscular/skeletal effects

Muscles hypertrophy increase in

size

Muscles become stronger

Joints become

more stable

Training thresholds change as

fitness improves

Flexibility at joints

increases

Muscle strength and endurance

increase

Better muscle tone

Anaerobic Exercise Aerobic Exercise

Refers to any short duration, high intensity workout (i.e.: sprints). The term “anaerobic” means “without-oxygen.” These workouts demand more oxygen from the body than what is available in the bloodstream. This causes your body to pull energy beyond the bloodstream from sources stored within your body, giving this type of workout it’s famed “fat-burning” status. And since anaerobic exercises are higher in intensity than aerobic exercise, they tend to be more difficult workouts, albeit shorter ones.

Is defined as, “any activity that uses large muscle groups and can be maintained continuously for a sustained period of time” –This type of workout increases your body’s need for oxygen for consistent performance, which explains why aerobic workouts are often referred to as cardio. Aerobic exercises tend to be lower intensity exercises, however, they can be much longer workouts, ranging anywhere from 30 – 90+ minutes of consistent movement

By the end of level 5 students will understand the difference between aerobic and anaerobic exercise.

Long, slow runs, easy or recovery runs

Training in this zone improves the ability of your heart to pump blood and improve the muscles’ ability to utilize oxygen.  The body becomes more efficient at feeding the working muscles, and learns to metabolise fat as a source of fuel.

Aerobic zone or "target heart rate zone"

Most effective for overall cardiovascular fitness. Increases your cardio-respiratory capacity: that is, the ability to transport oxygenated blood to the muscle cells and carbon dioxide away from the cells.  Also effective for increasing overall muscle strength

Anaerobic zone The point at which the body cannot remove lactic acid as quickly as it is produced is called the lactate threshold or anaerobic threshold. It generally occurs at about 80-88% of the Heart Rate Reserve. Training in this zone helps to increase the lactate threshold, which improves performance. Training in this zone is hard: your muscles are tired, your breathing is heavy.

Success Criteria Success CriteriaScience and Technology Positive Attitudes

As the student’s progress through this unit of work they will develop an understanding of the biophysical principles that relate to physical activity.

Theoretical knowledge and understanding will be delivered through practical sessions (in most cases).

A summative assessment will take place. This will involve written explanations derived from a pre-determined set of questions. This will allow teachers to grade the students’ knowledge and understanding at a particular level.

A student will be graded at the beginning, proficient or advanced stage within the particular level.

A copy of these pre-determined questions appears in the unit plan.

As the student’s progress through this unit, they will demonstrate a willingness to accept challenges, learn new skills and strategies, and extend their abilities in movement related activities. This may include but is not limited to:

The student’s ability to work to the best of their ability regardless of the activity.

The student’s ability to work to the best of their ability regardless of the environment or grouping they find themselves in.

The student’s ability to control their behaviour and stay on task even when distracting factors may arise.

The goal of accepting challenges and striving to achieve to the best of their ability. This should take place in all activities, even when the student may be physically challenged or lack confidence in a specific area.

Taking the opportunity to be self-organised and contribute to the smooth running of class situations.

This may take the form of demonstrating active encouragement. A student who takes time to assist and help others who may need assistance.

A student who actively seeks extension. Someone who looks for avenues of improvement and is not afraid to ask for help regardless of ability.