Download Year10 PES Program 2017

Year 10 Physical Education Studies
Program
2017
TERM ONE: Functional Anatomy/Netball
Unit Objectives:
- Students display knowledge of the human body
- Students display knowledge of anatomical planes and joint motion
- Students are able to apply mechanical methods of muscle analysis
- Students demonstrate basic netball skills and apply strategies and tactics in game play
Week
Lesson Objectives
Practical Objectives
Resources
1
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What is functional anatomy
Skeletal structure
Axial skeleton
Appendicular Skeleton
Netball:
Passing: chest, bounce
and shoulder
Textbook: Dr Regina Gaugers
Model of the skeleton
Coloring book
Quiz on the skeleton.
2
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Types of Joints:
Synovial Joints (various)
Freely moving
Movement allowed:
Flexion/extension, rotation,
abduction/adduction,
circumduction
Netball:
Catching/receiving: under
pressure, in game sense
Website: www.scoi.com
Activity 5.3
3
 Anatomical Planes:
 Sagittal/lateral,
axial/transverse,
coronal/frontal
 Movement within the
planes
Netball:
Combining skills: intercept
passes, positioning of
body
Activity 5.4
4
 The muscular System:
 Functions; protection,
movement
 Types of muscle:
skeletal/striated (eg biceps
brachii), smooth (eg
organs- bladder), cardiac
(eg heart).
Netball:
Dodging and defensive
activities
Textbook
Colouring Book
5
 How muscles produce
movement:
Netball:
Zoning and screening
Textbook
Assessment and feedback
Investigation: Analysis of limb
movement
 Skeletal muscles, tendons
and fibres, working
together
 Agonist and antagonist,
prime movers.
6
 The microstructure of the
muscle:
 Fibres, myofibrils, protein
filaments, actin, myosin,
cross bridges.
 Muscle contraction: The
Sliding Filament Theory
Netball:
Shooting from short,
medium and long with
correct technique
www.ptcentral.com/muscles
http://muscle.ucsd.edu/musintro/jump.shtml
7
 Muscle Contraction: Speed,
endurance, force
 Types of muscle fibers:
slow twitch (type I), fast
twitch (type II)
 Athletes suited to different
sports or events in relation
to fibre type
Netball:
Game strategies and rules
Practical: relating muscle size to performance
(Activity 5.7)
8
 Body types(somatotypes):
Endomorph, Ectomorph
and mesomorph.
 Body types in relation to
suitability and
performance.
Netball:
Game strategies and rules
9
 Revision
10
 Test
Netball:
Game strategies and rules
Netball:
Assessment
Unit test: Functional Anatomy
Basic Netball assessment
TERM TWO: Biomechanics/Volleyball
Unit Objectives:
- Students display knowledge of biomechanical basics of motion
- Students display knowledge of biomechanical basics of force
- Students are able to consider safety and injury prevention
Week
1
Lesson Objectives
 What is Biomechanics:
analyzing internal and
external forces. Using
knowledge of functional
anatomy and mechanics of
movement.
 Types of biomechanical
analysis: lab testing, field
testing, competition
analysis
 Anatomical position, body
segments, joint
movements, anatomical
planes
 Biomechanical principles
relating to motion: Linear,
angular and general
motion
 Vertical/longitudinal axis,
horizontal/transverse axis,
medial axis
Practical Activities
Volleyball:
Forearm pass/dig
Resources
Textbook: Dr Regina
Gaugers (pages 74-76)
Volleyball
Set/volley
Textbook: (pages 77-80)
Activity 5.8
Biomechanical report on
types of motion
3
 The application of force:
internal/external forces,
isometric forces, isotonic
forces
Volleyball
Spike
Textbook (pages 80-94)
4
 The application of force:
Levers: first class, second
class, third class.
 Force arm and resistance
Volleyball
Serve, high and low
Textbook (pages 80-94)
2
Assessment and feedback
arm
5
 The application of force:
The use of levers in sport:
velocity, momentum.
 Length of lever (speed)
 Mass and length of lever.
 Amount of force
Volleyball
Block: technique and moving
away from players
Textbook (pages 80-94)
6
 The application of force
 Reaction forces
 Application of force to the
body: acceleration and
mass
 Effective force.
 Mass, inertia, velocity,
momentum, impulse,
acceleration.
 Conservation of
momentum.
 The absorption of force
Volleyball:
Combining skills and strategies.
Video analysis:
7
 Observing and analyzing
movement:
 Movement patterns, skills,
technique
 Qualitative analysis
Volleyball:
Applying skills in a game sense
Textbook: (pages 90-103)
8
 Safety and the prevention
of injuries
 Safety and prevention
 High repetition, moderate
force Activities
 High repetition, moderate
force activities
Volleyball:
Applying skills in a game sense
9
 Revision
Volleyball:
Applying skills in a game sense
Observing and analysing movement:
video analysis report. (Page 103)
Unit test: Biomechanics
10
 Practical: Volleyball
Volleyball
Assessment
Basic Volleyball assessment
TERM THREE: Motor Learning and Coaching/Badminton
Unit Objectives:
- Students display knowledge of acquisition of motor skills
- Students display knowledge of phases of skill learning
- Students are able to consider the role of instructors, coaches and teachers
Week
Lesson Objectives
Differentiation Strategies
Resources
1
 Define motor skills:
Cognitive and motor
skills
 Characteristics of skilled
movement: Perceptive
sense, Kinesthetic sense,
anticipation, timing,
temporal patterning.
 Improving skilled
performance
Badminton:
Forehand: technique and
control and varying force and
direction.
Textbook: Dr Regina Gaugers (pages 106-107)
2
 Information processing
model of Learning.
 Perceiving (input),
deciding (processing),
acting (output),
evaluating (feedback).
 Cyclical process for
adjustment.
Badminton
Backhand: technique and
control direction and force.
Textbook: (pages 108-109)
Cyclical process figure 6.1
3
 The phases in learning
motor skills
 Cognitive stage
(demonstration- Phase
1), associative (Phase 2),
autonomous (Phase 3)
Badminton:
Serve: Learning technique
and able to apply from both
sides of the court.
Textbook (pages 110-114)
Ball juggling
http://yoyoguy.com/info/ball/index2.html
http://hem.passageen.se/hoss/juggle.htm
Assessment and feedback
4
 The phases in learning
motor skills
 Differences between
beginners and skilled
performers. No skill to
skilled performers.
Badminton:
Footwork and movement
back to centre of court.
Textbook (pages 110-114)
Ball juggling
Table and Activity 6.1
5
 The phases in learning
motor skills
 Learning and
performance. Speed,
accuracy, magnitude of
the response and
reaction time.
 Performance and linear
curves, positively
accelerated, negatively
accelerated and SShaped curves.
 Factors affecting the
learning of motor skills
Badminton:
Combining skills in a game
sense
Textbook (pages 110-114)
Activity 6.1
Figure 6.2
Textbook (pages 114-130)
6
 The role of the coach
 Multi-faceted role of the
coach: authority, leader,
psychologist, teacher,
selector, organizer,
friend, counsellor,
student, PR person.
Badminton:
Combining skills in a game
sense and show good
understanding of rules.
Textbook: (pages130-135)
Figure 6.4
7
 The role of the Coach
 Approaches to coaching:
define authoritarian,
democratic, causal.
Badminton:
Game of doubles
Textbook: (pages 130-135)
Figure 6.5, table 6.2
8
 Attributes of an
effective coach.
 Knowledge (5),
organization (3),
teaching skills (4)
Badminton:
Game of doubles
Textbook: (pages 135-154)
Practical coaching role
Figure 6.6
9
 Revision
Badminton:
Investigation: learning motor skills
Unit test: Learning motor
10
 Practical: badminton
Game of singles
Badminton:
Assessment of basic skills
skills/the role of the coach
Basic Badminton assessment
TERM FOUR: Physiological Benefits of Exercise/Badminton
Unit Objectives:
- Students display knowledge of the circulatory system
- Students display knowledge of the respiratory system
- Students are able to consider the response of the circulatory and respiratory systems to physical activity
Week
1
Lesson Objectives
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Practical Objectives
Resources
Major components of
blood; Plasma, RBC, WBC,
platelets.
Blood vessels; arteries,
capillaries, veins
Badminton:
Games with students
umpiring and setting fixtures
Textbook: Dr Regina Gaugers Chapter 8
(pages 245-250)
figures 8.1-4
The heart; identify and
label sections of the
heart
Circulation of blood
around the body.
Cardiac output and the
cardiac cycle.
Badminton:
Games with students
umpiring and setting fixtures
Textbook: (pages 245-250)
Colouring book
Figure 8.6, 8.7
Circulation of blood
around the body.
Taking a pulse rate
Blood pressure:
systolic/diastolic pressure
Define hypertension/
hypotension
Badminton:
Games with students
umpiring and setting fixtures
Textbook (pages 245-250)
http://innerbody.com/htm/body.html
http://medstat.med.utah.edu/kw/pharm/
The respiratory system
Major functions (4)
The air passages, lungs,
diaphragm.
Badminton:
Games with students
umpiring and setting fixtures
Textbook (pages 252-260)
Practical: spirometer Activity 8.4
Assessment and feedback
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Lung volume;
inspiration/expiration
Total lung capacity
The respiratory system
Response of the
circulatory and
respiratory system to
exercise.
Immediate and long term
adaptions
Response of the
circulatory system to
exercise (7 responses)
Badminton:
Games with students
umpiring and setting fixtures
Revision
Semester 2 Exam
Badminton:
Games with students
umpiring and setting fixtures
Textbook (pages 252-260)
www.smm.org/heart/lungs/top.html
Unit test: cardiorespiratory test
PHYSICAL EDUCATION STUDIES YEAR 10 ASSESSMENT SCHEDULE
Assessment Type
Practical Performance
Investigation
Weightings
Task
Content
Due Date
20%
1. Netball:
Basic skill performance
1. Developing physical skills,
strategies and tactics
Term 1
20%
2. Volleyball
Basic skill performance
2. Developing physical skills,
strategies and tactics
Term 2
25%
3. Badminton: basic
Skill performance
3. Developing physical skills,
strategies and tactics
Term 4
5%
1. Functional anatomy
1. Muscle movement analysis
Term 1 (week 5)
5%
2. Biomechanics
2. Video analysis
Term 2 (week 7)
5%
3. Motor learning
3. Performance investigation
Term 3 (week 5)
5%
1. Topic test 1
1. Anatomy
Term 1 (week 9)
5%
2. Topic test 2
2. Biomechanics
Term 2 (week 8)
5%
3. Topic test 3
3. Motor learning
Term 3 (week 9)
5%
4. Topic test 4
4. Cardio/resp
Term 4 (week 5)
Response