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Units 1APES and 1BPES
Course Outline (draft)
Weeks
1
Content
Developing physical skills, strategies and tactics
 apply basic movement skills, patterns and techniques in selected sports in
response to selected activity or game situations
 know the basic classifications of physical activity i.e.
 invasion
 target
 net/wall
 athletics
 striking, fielding
 aquatics
 define the terms ‘strategy’ and ‘tactic’
Assessment
Distribute and review
assessment outline
Note: The above content areas are ongoing and will be addressed throughout the
practical skill development teaching and learning activities

2–3
4
5
6
7–8
9–10
11–12
13–14
Functional anatomy
 explain the five major functions of bones i.e. support, protection, movement,
storage, blood cell production
Functional anatomy
 identify the four bone classifications i.e. long bone, short bone, flat bone, irregular
bone
 identify the major bones that assist with movement within the skeletal system i.e.
femur, tibia, humerus, fibula, radius, pelvis, ulna, vertebrae
 define tendons and ligaments
Functional anatomy
 understand basic terminology to describe types of movement i.e. extension, flexion,
rotation
 understand anatomical planes i.e. sagittal, frontal, transverse
Developing physical skills, strategies and tactics
 understand and develop basic tactical concepts within a selected sport
 identify basic tactical problems associated with a selected sport
 identify and apply solutions to selected tactical problems e.g. prevent scoring,
restart play and score
Functional anatomy
 explain the basic functions of muscles i.e. movement, posture, joint stability
 explain the three different types of muscle i.e. skeletal, smooth, cardiac
 identify the major skeletal muscles that assist with movement i.e. biceps, triceps,
abdominals, gastrocnemius, soleus, quadriceps, trapezius, hamstrings, deltoids,
pectoralis, latissimus, gluteus maximus
Functional anatomy
 define tendons and ligaments
 identify the three body types (somatotypes) i.e. endomorph, mesomorph,
ectomorph and indicate their suitability to specific sports
Functional anatomy
 explain the basic structure and function of the central circulatory system i.e. heart,
arteries, veins, capillaries, blood
Functional anatomy
 explain the basic structure and function of the central circulatory system i.e. heart,
arteries, veins, capillaries, blood
explain the basic structure and function of the respiratory system i.e. lungs,
diaphragm, alveoli
Functional anatomy
 explain the basic structure and function of the respiratory system i.e. lungs,
diaphragm, alveoli
 identify the immediate responses of the circulatory system to physical activity i.e.
heart rate, stroke volume, blood pressure, cardiac output, max O2 uptake (VO2
max)
 identify the responses of the respiratory system to physical activity i.e. tidal volume,
respiratory rate, vital capacity, gaseous exchange
Task 1: Basic skill
performance (1A – 5%).
Finalised week 12
Task 1: due for
completion
Task 2: Advanced skill
and game performance
(1A – 5%; 1B – 10%).
Finalised week 15
Task 2: due for
completion
Task 8: Progress test
(1A – 5%; 1B –5%)
15
16–17
Task 7: Topic test (1A –
2.5%; 1B – 2.5%)
Exercise physiology
 define the energy systems i.e. anaerobic-ATP-CP (adenosine triphosphate-creatine
phosphate), lactic acid, aerobic
Weeks
18
19–20
21
22
23
24–25
26–27
28
29
30
Content
Exercise physiology
 list the components of health-related fitness including cardiorespiratory endurance,
muscular strength, flexibility, body composition
 list the components of a performance-related fitness profile including agility,
balance, coordination, reaction time, speed, power
Motor learning and coaching
 explain the relationship between components of performance-related fitness and
skill development in terms of balance, speed, strength, flexibility e.g. gymnastic
skills require flexibility and balance
Exercise physiology
 apply the characteristics of warm-up and cool down to a selected activity e.g.
aerobic/continuous activity, stretching (muscle specific), specific to the game, safe
techniques
 apply simple tests to measure fitness components e.g. step test, grip test, chin up
test, sit and reach test, skin fold measurement
Developing physical skills, strategies and tactics
 understand and develop basic tactical concepts within a selected sport
 identify basic tactical problems associated with a selected sport
 identify and apply solutions to selected tactical problems e.g. prevent scoring,
restart play and score
Biomechanics
 define simple biomechanical principles relating to motion i.e.
linear motion-motion in straight line
angular motion-rotation
general motion-combination of angular motion to create linear motion
 understand how the use of phases of movement (i.e. preparation, action and follow
through), can assist with biomechanical analysis
Biomechanics
 identify how a knowledge of biomechanics can improve performance and prevent
sports injuries
Motor learning and coaching
 classification of motor skills i.e. environmental influences – open and closed
muscular involvement –gross and fine
continuity – discrete, continuous and serial
difficulty – simple and complex
 know the Fitts and Posner model of the phases of learning i.e. cognitive (early),
associative (intermediate), autonomous (final)
Motor learning and coaching
 know the basic elements of a training session i.e. warm-up, fitness session, skill
development, culmination, cool down
 understand the basic process of coaching/teaching a skill i.e. introduce,
demonstrate, practise, feedback
Motor learning and coaching
 observe skills using basic tools, schema and rubrics e.g. checklists, video
Developing physical skills, strategies and tactics
 understand and develop basic tactical concepts associated within a selected sport
 identify basic tactical problems associated with a selected sport
 identify and apply solutions to selected tactical problems e.g. prevent scoring,
restart play and score
Sports psychology
 factors to consider when preparing mentally for physical activity e.g. personal
attitudes, behaviours, values, participation
 role of mental skills in creating a mind set to improve performance i.e.
 know yourself
 use positive mental talk
 believe in yourself
 use your mind’s eye (mental imagery)
 learn from success and failure
Sports psychology
 identify skills and strategies required for team building e.g. compromise,
commitment to group goals, respects for others’ values, trust
Assessment
Task 3: Basic skill
performance (1A – 5%).
Finalised week 27
Task 3: due for
completion
Task 4: Advanced skill
and game performance
(1A – 5%; 1B – 10%).
Finalised week 30
Task 4: due for
completion