VCE Physical Education Study Design - Units 2018 2021 - achper vic

VCE Physical Education
    Study Design
   Units 1 & 2 2017- 2021
   Units 3 & 4 2018 - 2021

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Session Outline
• Welcome and introduction
• Rationale for changes
• Familiarisation with the new VCE Physical
  Education study design (2017-2021).
• Assessment
• Questions

VCE Physical Education
       Study Design
Implementation will be phased:

• Units 1 and 2 – 2017 to 2021

• Units 3 and 4 – 2018 to 2021

VCE Physical Education
        Study Design
• Teacher should thoroughly
  familiarise themselves with the
  Study Design including:
   • Introduction (p. 5)
   • Structure (p. 6)
   • Assessment and Reporting
     (p. 8)
   • Units 1 – 4 (p. 9 – 25)

Understanding the Study Design
Language of the Study Design
• “such as” and “for example” = these are
  examples to select from
     • only used in Units 1 & 2

• Everything else specified in the study design
  MUST be taught.

Understanding the Study Design
  Each Outcome is described in terms of
      key knowledge and key skills
Key knowledge              Key Skills
 Provides the      Provides the Application
   Content      For example:
                   • perform
                   • explain
                   • observe
                   • analyse
                   • evaluate
                   • compare

Understanding the Study Design
Unit 3 AOS 1 Outcome: collect and analyse information
from, and participate in, a variety of physical activities to
develop and refine movement skills from a coaching
perspective, through the application of biomechanical and
skill acquisition principles
  Key knowledge                            Key Skills
• qualitative movement      • perform a qualitative analysis of a movement
  analysis principles         skill using video and systematic observation
  (preparation,               to analyse and improve a variety of
  observation, evaluation     movement skills
  and error correction)

Issues considered by the
           review panel
• ensuring a greater connection between topics
  and a more logical sequence
• reducing areas of potential overlap, including
  with the new Victorian Curriculum
• ensuring that the study design reflects current
  directions in physical education, sport science
  and technology

Issues considered by the
           review panel
• maintaining a focus on learning through the
  practical
• addressing issues associated with difficulties in
  implementing the training program
• review the optional areas of study in Units 1
  and 2

Questions?

Sequencing of Units
Unit 1: The human body in motion

Unit 2: Physical activity, sport and society

Unit 3: Movement skills and energy for
        physical activity

Unit 4: Training to improve performance

Unit 1: The human body in
           motion
Two Areas of Study:
1. How does the musculoskeletal system
   work to produce movement?

2. How does the cardiorespiratory system
   function at rest and during physical
   activity?

AOS1: How does the musculoskeletal
  system work to produce movement?
 Introduction to concepts of physical activity, sport
  and exercise
 Structure and function of the musculoskeletal
  system
 Causes of musculoskeletal injuries and illnesses
 Practices to enhance performance of the
  musculoskeletal system, including biophysical,
  ethical and sociocultural considerations

AOS2: How does the cardiorespiratory
system function at rest and during physical
                 activity?
 Structure and function of the cardiorespiratory
  system
 Physiological, social, cultural and environmental
  influences on cardiovascular and respiratory
  health
 Practices to enhance performance of the
  cardiorespiratory system, including ethical and
  sociocultural considerations

Unit 1: The human body in motion
Key differences 2017 – 2021
Unit 1 now has two Areas of Study
The choice of two detailed studies (formerly Area of Study 3) has been removed.
Unit one contains content formerly in Unit 4 relating to legal and illegal substances
and methods used to enhance performance. This includes discussion of the
ethical and sociocultural considerations in relation to their use.

Overlap with Unit 3 energy systems has been removed.

Biomechanics has been moved to Unit 3

Assessment Unit 1
Core task
A written report analysing participation in at least four practical activities
Assessment tasks for AOS 1 & 2 can be chosen
 from:
• a practical laboratory report linking key knowledge and skills to practical
  activity
• a case study analysis
• a data analysis
• a critically reflective folio/diary of participation in practical activities
• a visual presentation such as graphic organiser, concept/mind map,
  annotated poster, presentation file
• a multimedia presentation, including two or more data types (for example
  text, still and moving images, sound) and involving some form of
  interaction
• a physical simulation or model
• an oral presentation such as podcast, debate
• a written report
• structured questions.

Questions?

Unit 2: Physical activity, sport
          and society
Two Areas of Study:
1. What are the relationships between
   physical activity, sport, health and society?

2. What are the contemporary issues
   associated with physical activity and sport?

AOS1: What are the relationships between
   physical activity, sport, health and society?
• Concepts of physical activity (PA), inactivity and sedentary
  behaviour (SB)
• Sociocultural influences on PA across the lifespan
• Benefits of PA and risks of inactivity
• Physical activity and sedentary behaviour guidelines
• Methods of assessing PA and SB
• Enablers and barriers to PA
• Social ecological model &/or Youth Physical Activity
  Promotion Model
• Strategies and settings for increasing PA and decreasing SB
• Principles of an individual activity plan (FITT).

Unit 2:Content specific advice
Youth Physical Activity
 Promotion (YPAP) model:
• based on the developmental,
  psychological and behavioural
  characteristics of youth
• outlines factors that may
  predispose, enable and
  reinforce youth to be physically
  active
• effective strategies need to
  address each aspect of the
  model .

AOS2: What are the contemporary issues
 associated with physical activity and sport?
 Students investigate in detail one issue
  associated with physical activity and/or sport, e.g.
      Active transport
      Gender equity
      Cultural diversity and inclusion
      Risk management and safety
      Access to physical activity for population groups
       (children, disabled, rural and remote communities
       etc)

Unit 2: Physical activity, sport and
              society
Key differences 2017 – 2021
Unit 2 now has two Areas of Study
The choice of two detailed studies (formerly Area of Study 3) has been removed.
Area of Study 1 focuses on the promotion of physical activity and reduction of
sedentary behaviour, this combines content formerly in Unit 2 and Unit 3.
New key knowledge relating to technologies to monitor physical activity and
sedentary behaviour such as accelerometers, fitness apps and activity trackers.
A new Area of Study 2 which explores contemporary issues associated with
physical activity and sport from a social-ecological perspective.

Assessment Unit 2
Outcome 1
• A written plan and a reflective folio demonstrating participation in a
  program designed to either increase physical activity levels and/or
  reduce sedentary behaviour based on the physical activity and
  sedentary behaviour guidelines for an individual or a selected group.

Outcome 2
Assessment tasks can be chosen from:
• a visual presentation such as graphic organiser, concept/mind map,
  annotated poster, presentation file
• a multimedia presentation, including two or more data types (for example
  text, still and moving images, sound) and involving some form of
  interaction
• an oral presentation such as podcast, debate
• a written report.

Questions?

Activity ideas Units 1 and 2
• In groups brainstorm a list of activities that
  could be used to teach Units 1 and 2.

• Remember to include practical activities.

• Record your groups ideas on the A3 page
  provided.

Note: group ideas will be collected, collated and
published.

Unit 3:Movement skills and
 energy for physical activity
Two Areas of Study:
1. How are movement skills improved?

2. How does the body produce energy?

AOS1: How are movement skills improved?
• Classification of movement skills
• Influences on movement
• Qualitative movement analysis principles
• Biomechanical principles
• Direct and constraints based approach to coaching
  and instruction
• Sociocultural factors that impact on skill
  development
• Practice strategies (including amount, distribution
  and variability)
• Feedback (including type and frequency).

AOS2: How does the body produce energy?
 Fuels required for synthesis of ATP
 Characteristics of the three energy systems
     rate of ATP production
     yield
     fatigue/limiting factors
     recovery rates (active and passive recovery)
 Interplay of energy systems
 Oxygen uptake at rest, during activity and during
  recovery (oxygen deficit, steady state, EPOC)
 Acute responses to exercise (cardiovascular,
  respiratory and muscular).

Unit 3: Movement skills and energy
        for physical activity
Key differences 2018 – 2021
Area of Study 1 contains content relating to biomechanics and skill acquisition,
formerly in Units 1 and 2 respectively.
Area of Study 1:
• includes a broader range of classifications of motor skills (FMS, sport specific,
  open and closed, gross and fine, discrete, serial and continuous)
• New inclusions are:
        • link between motor skill development, participation and performance
        • qualitative movement analysis
        • direct and constraints based approaches to coaching, practice
           strategies and feedback
        • sociocultural factors that influence skill development
• the list of biomechanical principles has been reduced

Assessment Unit 3
Outcome 1   50%   Structured questions that draw on
                  primary data which analyse movement
                  skill using biomechanical and skill
                  acquisition principles.

Outcome 2   25%   A laboratory report based on primary
                  data collected during participation in a
                  practical activity, which analyses the
                  relative contribution of energy systems
                  and acute responses to exercise.
            25%   A response on the energy system
                  interplay, fatigue and/or recovery. (choice
                  of task format)

Questions?

Unit 4: Training to improve
           performance
Two Areas of Study:
1. What are the foundations of an effective
   training program?

2. How is training implemented effectively to
   improve fitness?

AOS1: What are the foundations of an effective
             training program?
• Activity analysis
• Fitness components
• Assessment of fitness
  • Purpose of fitness testing (for physiological,
    psychological and sociocultural perspectives)
  • Pre-participation health screening
  • Informed consent
  • Test aims and protocols
• Two recognised tests for listed fitness
  components

AOS2: How is training implemented effectively
            to improve fitness?

•   Strategies to monitor and record training data
•   Components of a training session
•   Training program principles
•   Training methods
•   Psychological strategies
•   Nutritional and rehydration recovery strategies
•   Chronic adaptations to the cardiovascular,
    respiratory and muscular systems.

Unit 4: Training to improve
                 performance
Key differences 2018 – 2021
New to Area of Study 1 is the purpose of fitness testing from physiological,
psychological and sociocultural perspectives
Implementation of an activity analysis is no longer required, focus is now on the
analysis of data
Implementation of a training program is no longer required, the emphasis has
changed to conducting components of training sessions and designing a training
program
Area of Study 2 includes high intensity interval training as a training method
Content relating to benefits and harms legal and illegal substances and methods
has been moved to Unit 1
Rationale of anti-doping codes and physiological strategies to enhance recovery
are no longer included

Assessment Unit 4
Outcome 1 30%   A written report analysing data from an activity
                analysis to determine the relevant fitness
                components and energy system requirements
                in a selected activity, and including justification
                of the selection of appropriate tests to assess
                fitness.
Outcome 2 25%   A reflective folio of participation in a minimum
                of 5 different training sessions.
         25%    A written report that draws on the personal
                experiences recorded in the folio to design a 6
                week training program for a given case study.

         20%    A response which links chronic adaptations to
                training methods and improved performance.
                (choice of task formats provided)

Questions?

Activity ideas Units 3 and 4
• In groups brainstorm a list of activities that
  could be used to teach Units 3 and 4.

• Remember to include practical activities.

• Record your groups ideas on the A3 page
  provided.

Note: group ideas will be collected, collated and
published.

Units 3 and 4 assessment
          weighting
• Unit 3 School-assessed coursework 25%

• Unit 4 School-assessed coursework 25%

• End-of-year examination 50%
   (2 hours)

VCAA website
        Material to prepare for
        2017 is located on the
        VCAA website. Scroll to
        the bottom of the VCE
        Physical Education
        webpage.

VCE Physical Education
        Advice to Teachers
• Published online
• It includes:
  • Advice about developing a
    teaching and learning program
  • Glossary of key terms
  • Ideas for learning activities
  • Assessment advice
  • Online publication with
    sound/video clips

What is next?
• Advice for teachers Digipub with audio and
  video clips
  • PDF version without video/sound is currently
    available on the VCE PE study page on the VCAA
    website
• Sample examination (2017)
• Resource list (coming soon)

VCAA Bulletin Online
• The VCAA Bulletin VCE, VCAL and VET is
  now online
• A free subscription is available at
  www.vcaa.vic.edu.au
• See ‘Subscriptions’ at the bottom of the page
• Follow the prompts to enter your details
• Ensure your email address is entered
  correctly

Evaluation and Questions?
         • Evaluation form will be online
         • Certificate will be available
           after the completion of the
           evaluation
         • Make sure you list any
           professional learning needs
           and/or questions that you
           may have in relation to the
           new VCE Physical Education
           Study Design

Presenters           Event Organisation
 Cate Eddy            ACHPER
 Kirsty Walsh         Hilary Shelton
 Mark Corrie          Bernie Holland
 Mark Zahra           Dot Georgiou
 Michelle O’Keeffe    Kerrie Borrie
 Neil Hick            Christina Harry
 Nerida Matthews      Lee Massi
 Nicole Trethowan
 Rachael Whittle
 Rhonda Mallinder
 Steven Mc Grath
 Teresa Ciorciari

Contact details
Nerida Matthews
Curriculum Manager, HPE
VCAA
Phone: 90321721
Email:
matthews.nerida.a@edumail.vic.gov.au