Physical Education Studies contributes to the development of students’ physical, social and emotional growth. In the Physical Education Studies ATAR course students learn about physiological, psychological and biomechanical principles, and apply these to analyse and improve personal and group performances in physical activities. Throughout the course, students learn through integrated written, oral and active learning experiences. The course also provides students with opportunities to develop skills that will enable them to pursue personal interests and potential in physical activity as athletes, coaches, officials, administrators and/or volunteers.
Prerequisites:
- Minimum B Grade in Physical Education Studies in Year 11; Minimum C Grade in Year 11 English.
- Excellent Interpersonal Skills for Coaching Peers and nearby Primary School Students.
- Excellent Participation, PE Uniform and Attendance endorsement from the HPE department.
- Sound level of physical fitness.
Syllabus:
The Year 12 syllabus is divided into two units, each of one semester duration, which are typically delivered as a pair. The notional time for each unit is 55 class contact hours.
Unit 3
The focus of this unit is to provide opportunities for students to build upon their acquired physical skills and biomechanical, physiological and psychological understandings, to improve the performance of themselves and others in physical activity.
On completion of this unit, students should be able to:
- adjust and refine movement skills in a variety of competitive situations;
- define transfer of learning and understand its effects;
- evaluate the different types of transfer and their impact on skill execution and movement efficiency;
- analyse movement skills of self and others and design coaching/teaching programs to improve performance;
- define and relate the following biomechanical principles: momentum, impulse momentum, coefficient of restitution, levers, moment of inertia and angular momentum;
- understand and describe the microstructure of skeletal muscles and how they contract;
- understand the relationship between muscle contraction and the amount of force exerted;
- investigate the relationship between nutritional requirements and energy demands during physical activity;
- understand the implications of preparing and performing in different environmental conditions;
- explain the physiological impact of performance enhancers; and
- analyse mental skills strategies used during pre- and post-performance to manage stress, motivation, concentration, arousal levels and self-confidence.
Unit 4
On completion of this unit, students should be able to:
- adapt and implement strategic responses, varying in complexity, to situational demands in dynamic and challenging environments;
- explain and apply fluid mechanics, such as spin, Bernoulli’s principle and drag, in specific physical activities;
- apply biomechanical principles to analyse and evaluate specific skills;
- understand the role of the neuromuscular systems in relation to muscle function;
- identify characteristics of fast and slow twitch fibres, and their relationship to physical performance types;
- critically evaluate training programs designed to improve performance; and
- apply Carron’s model of group cohesion to analyse participation in physical activity.
Assessments:
Practical Performance and Performance Examination: 30%
Investigation: 20%
Response: 25%
Written Examination: 55%
Important Note:
Students will need to be flexible with timetabling at times due to the activities involved in the course as well as possible field trips/excursions. Physical Education Uniform is non-negotiable for all practical Fitness Centre and practical lessons.
More Information:
For further information regarding this course click here.