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QATs
Quality Assessment Tasks
UNIT 3
■
OUTCOME 2
VCE Physical Education
SCHOOL-ASSESSED COURSEWORK
Introduction
OUTCOME 2
Use data collected in practical activities to analyse how the major body and energy
systems work together to enable movements to occur, and explain the fatigue
mechanisms and recovery strategies.
Task
A practical laboratory report
Focuses on the acute effects that physical activity has on the cardiovascular,
respiratory and muscular systems of the body.
This task will be marked out of 55 marks.
It will then be converted to a mark out of 20 which represents the one third of the
marks for this outcome (60).
The task has been designed to allow achievement up to and including the highest
level in the Performance Descriptors.
You have 100 minutes in which to complete this task – the development of your
report.
In completing this task you may NOT refer to notes or text books.
ONLY access to results obtained in the practical laboratory session is allowed.
The task is to be completed on the paper supplied by your class teacher.
Your teacher will advise you of any variation to these conditions.
The following key knowledge is the focus of this task:
• the mechanisms responsible for the acute responses to exercise in the
cardiovascular, respiratory and muscular systems.
The following key skill is are the focus of this task:
• participate in physical activities to collect and analyse data relating to the range
of acute effects that physical activity has on the cardiovascular, respiratory and
muscular systems of the body.
NAME:
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Task
Preparation
Prior to undertaking this SAC task you will need to have participated in a variety of practical activities
in which you will gather and collect data that you will then utilise in completing this task. Details of the
practical activities that you will need to undertake prior to completing this SAC task are outlined below.
You should also have been instructed in how to take pulse measurements (or alternatively how to
correctly use heart rate monitors) and how to measure body temperature using either oral or aural (ear)
thermometers.
Method:
You are to work in groups of four, with one student participating in the practical activities, while
the other students make and record observations and gather data in relation to a variety of acute
physiological responses to physical activity.
Physical Activities
The following activities should be undertaken over two or three practical class sessions with adequate
rest periods to be given between any activities performed in the one session.
• 50 metre sprint (maximal intensity)
• 1 minute maximum sit up test
• 400 metre sprint (maximal intensity)
• 800 metre run (maximal intensity)
• Basketball competitive game (man on man defence) – 15 minutes
Session 1:
• 50 meter sprint and 800 metre run
Session 2:
• 1 minute maximum sit up test and basketball competitive game
Session 3:
• 400 meter sprint
Equipment:
The following equipment is required in order to undertake the practical activities:
• Pen, paper and student record sheets (see attached)
• Stop watches
• Heart rate monitors (if available)
• Thermometer (to be placed under tongue or in the ear depending on which type is available).
Results – Observations and Data Collection:
At the completion of each of the activities a number of observations and data collection tasks need to be
made and recorded. These should be assigned to each member of the group. A suggested breakdown of
these roles is provided:
• Heart rate measurement - observer # 1
• Respiratory frequency/ depth of breathing – observer #2
• Body temperature – observer #3
• Fatigue levels - physical activity participant
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Task
Preparation
All relevant observations and data measurement of acute physiological responses to physical activity
should be recorded in table format utilising the student record sheets provided.
Note: You are required to bring the completed record sheets to class when completing the SAC
written task: The Report.
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Task
Preparation
Student Record Sheet – Acute Physiological Responses to Physical Activity
Name:
___________________________________
Practical Participant: ___________________________________
Observer #1:
___________________________________
Observer #2:
___________________________________
Observer #3:
___________________________________
HEART RATE DATA: Observer # 1
• The participant’s heart rate should be taken and recorded prior to the beginning of each activity.
• Immediately following the cessation of each activity obtain the participant’s heart rate either by
recording their heart rate as displayed on the heart rate monitor they are wearing or by taking the
participant’s pulse rate.
• Continue to measure and record the participant’s heart rate every minute for 5 minutes following
the cessation of each activity.
Note: If taking a pulse rate it is recommended that readings are obtained over a 15 second period and then
multiplied by 4 to obtain a heart rate per minute.
Activity
Resting HR
HR
immediately
post-activity
Recovery
HR 1
Recovery
HR 2
Recovery
HR 3
Recovery
HR 4
Recovery
HR 5
50m Sprint
1 min Sit-Ups
400 m Sprint
800 m Run
B’ball Game
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Task
Preparation
RESPIRATORY FREQUENCY / DEPTH OF BREATHING: Observer #2
• The participant’s respiratory frequency and depth of breathing should be measured/observed and
recorded prior to the beginning of each activity.
• Immediately following the cessation of each activity obtain the participant’s respiratory frequency
and depth of breathing should be measured/observed are recorded.
• Continue to measure/observe and record the participant’s respiratory frequency and depth of
breathing every minute for 5 minutes following the cessation of each activity
Note: In measuring respiratory frequency each inhalation/ exhalation cycle will count as ONE breath. It is
recommended that readings are obtained over a 15 second period multiplied by 4 to obtain the respiratory
frequency per minute. Depth of breathing should be observed and recorded as shallow (S), moderate (M),
heavy (H) or very heavy (VH).
Activity
Resting
RF
Depth
immediately
post-activity
RF
Depth
Rec 1
RF
Depth
Rec 2
RF
Depth
Rec 3
RF
Depth
Rec 4
RF
Depth
Rec 5
RF
Depth
50m
Sprint
1 min
Sit-Ups
400 m
Sprint
800 m
Run
B’ball
Game
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Task
Preparation
BODY TEMPERATURE: Observer #3
• The participant’s body temperature should be taken and recorded prior to the beginning of each
activity.
• Immediately following the cessation of each activity measure and record the participant’s body
temperature.
• Continue to measure and record the participant’s body temperature every minute for 5 minutes
following the cessation of each activity.
Note: If using an oral thermometer, the thermometer should be left under the participant’s tongue for the
duration of the recovery period with measurements taken at the appropriate time periods.
Other observations relating to body temperature can also be recorded separately such as amount of perspiration
(sweating); appearance (skin colour); and temperature to touch.
Activity
Resting Body
Temp
BT
immediately
post-activity
Recovery BT 1 Recovery BT 2 Recovery BT 3 Recovery BT 4 Recovery BT 5
50m Sprint
1 min Sit-Ups
400 m Sprint
800 m Run
B’ball Game
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Task
Preparation
FATIGUE LEVELS: Participant
• The participant’s fatigue levels should be recorded by the participant themselves prior to the
beginning of each activity.
• The participant’s fatigue levels should be recorded by the participant themselves immediately
following the cessation of each activity.
• The participant’s fatigue levels should be recorded by the participant themselves every minute for 5
minutes following the cessation of each activity.
Note: The participant should make observations about how they were feeling during and after each activity
such as out of breath, heavy in the legs, muscle tightness/soreness, etc.
Activity
Resting
Fatigue Level
Fatigue
immediately
post-activity
Recovery
Fatigue 1
Recovery
Fatigue 2
Recovery
Fatigue 3
Recovery
Fatigue 4
Recovery
Fatigue 5
50m Sprint
1 min Sit-Ups
400 m Sprint
800 m Run
B’ball Game
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Task
Introduction
This task requires you to complete a practical laboratory report (based on your participation in a variety
of physical activities) in which you will identify and analyse the physiological responses to physical
activity in the circulatory, respiratory and muscular systems.
Participation in a variety of physical activities has been undertaken in practical class sessions prior to this
QAT task. You will use the data and knowledge gained through these practical activity classes to present
a laboratory report, which will include the presentation of the data obtained, an analysis and discussion
of the data presented, a series of question relating to acute responses and a conclusion.
General advice
• Set yourself up with resources you require and are permitted to access.
• Use basic report writing technique: paragraphing and headings. Use the questions below to shape
your sections in the report.
• Be guided by the value of each question in regards to length of your response and the time spent.
• Seek clarification from your teacher ONLY during the report writing session.
• Allow some time for checking towards end of allocated time. You have 100 minutes in total.
Practical Laboratory Report - Acute Physiological Responses to Physical Activity
AIM
Write an appropriate aim for this practical laboratory report.
(2 marks)
PRESENTATION OF RESULTS
Question 1
Clearly present in table form your observations and data relating to the acute responses to physical
activity obtained by your group during the practical activity sessions.
(4 marks)
Question 2
Draw and label appropriate graphs to show the data your group collected relating to heart rate,
respiratory frequency and body temperature for each activity undertaken. Note that you should draw
three graphs – one depicting heart rate data, one showing respiratory frequency data and the third
displaying the data relating to body temperature.
(9 marks)
DISCUSSION QUESTIONS
Question 3
Define what is meant by ‘acute physiological responses to physical activity’. How do acute responses
differ to chronic adaptations?
(4 marks)
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Task
Question 4
Based upon the results and observations your group attained, what relationship can be drawn in regards
to exercise intensity and duration and the acute physiological responses that occur? Refer specifically to
the data you gathered to support your contention.
(2 marks)
Question 5
From the graphs of your results, identify two pieces of evidence that show that the responses your group
observed/measured are in fact acute responses to physical activity. Use specific data to justify your
results.
(4 marks)
Question 6
a Apart from heart rate, identify three other acute cardiovascular system responses to physical
activity that would occur when an individual undertakes physical activity. Ensure that you indicate
the nature of the response that would occur.
(3 marks)
b For each of the three cardiovascular responses that you identified in Q 6a, discuss how these acute
physiological responses would be different for an elite aerobic athlete compared to an untrained
individual. In your discussion ensure that you explain the reason for any differences in the nature of
the response between the elite athlete and the untrained individual.
(3 marks)
c For any one of the acute cardiovascular responses to physical activity selected in Q6a, explain how
this acute response would affect the overall performance of an elite aerobic athlete.
(3 marks)
Question 7
a Apart from respiratory frequency, identify three other acute respiratory system responses to
physical activity that would occur when an individual undertakes physical activity. Ensure that you
indicate the nature of the response that would occur.
(3 marks)
b For each of the three respiratory system responses that you identified in Q 7a, discuss how these
acute physiological responses would be different for an elite aerobic athlete as compared to an
untrained individual. In your discussion ensure that you explain the reason for any differences in
the nature of the response between the elite athlete and the untrained individual.
(3 marks)
c For any one of the acute respiratory responses to physical activity selected in question 7a, identify
how this acute response would affect the overall performance of an elite aerobic athlete.
(3 marks)
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Task
Question 8
a Apart from increased body (muscle) temperature, identify three other acute muscular system
responses to physical activity that would occur when an individual undertakes physical activity.
Ensure that you indicate the nature of the response that would occur.
(3 marks)
b For each of the three muscular system responses that you identified in Q 8a, discuss how these acute
physiological responses would be different for an elite aerobic athlete as compared to an untrained
individual. In your discussion ensure that you explain the reason for any differences in the nature of
the response between the elite athlete and the untrained individual.
(3 marks)
c For any one of the acute muscular responses to physical activity selected in question 8a, identify
how this acute response would affect the overall performance of an elite aerobic athlete.
(3 marks)
CONCLUSION
Write an appropriate conclusion for this practical laboratory report.
(3 marks)
Total: 55 marks
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Teacher
Advice
General
The task requires students to complete a practical laboratory report that focuses on acute physiological
responses to physical activity. Prior to undertaking the actual task itself students MUST be provided
with the opportunity to complete a range of physical activities and to measure and make observations
about their physiological responses to these activities. The data and observations they collect will be
used in the actual task itself.
It is suggested that at least two or three class sessions be devoted to allowing students to complete the
physical activities and to obtain the necessary data and observations that will form the basis of this task.
Students should then bring their collated data and observations (student record sheets) with them to
the actual QAT task.
Advice in Regard to Physical Activities
It is suggested that in the two-three weeks prior to the scheduled date for the QAT task students engage
in practical class sessions in which they can undertake the suggested physical activities and obtain the
data and observations required. Whilst specific physical activities are indicated as part of this task,
teachers can substitute other activities if they so desire.
Note: Physical activity such as that suggested in this QAT can be stressful and may cause injury,
especially if attempted by individuals without an appropriate level of physical fitness. It is
therefore recommended that all students have permission and medical clearance to undertake the
activities outlined in this task. Neither the authors nor publisher can accept responsibility for any
injury or condition that may be sustained as a result of performing any of the physical activities
described in this task.
Advice in Regard to Collected Data
Teachers should also provide an opportunity in class prior to the QAT task for students to discuss
the results they have obtained through their participation in the practical class sessions. As part of
this discussion students should be provided with advice and guidance in how they might be asked to
present their data in both table and graph form. Examples of how data might be best graphed should be
outlined.
Access to computers
Teachers might like to make computers available to students to develop the report. Of course
appropriate security arrangements such as no access to email or any external files need to be put in
place. In addition consideration to the printing of the completed reports is required. Consult your
school IT technician.
The following table indicates the relationship between the highest level of the Performance Descriptor
and the questions in this QAT.
Aspect of Highest Performance Descriptor
Question/s
Thorough and insightful understanding of the mechanisms responsible for acute effects of the
cardiovascular, respiratory and muscular systems of the body.
All
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Solution
Pathway
AIM
Two marks available here: To participate in a variety of physical activities and to identify acute
physiological responses that occur in response to these activities (1 mark) in relation to cardiovascular,
respiratory and muscular systems (1 mark).
PRESENTATION OF RESULTS
Question 1
Four marks available here: Students need to have clearly presented the data they obtained and the
observations they made during the practical activities in table form. They can present these as neatly
completed student record sheets (1 mark per table [x4] that is clear and accurately presented).
Question 2
Nine marks available here: Students need to have drawn and correctly labelled appropriate graphs to
show the data their group collected relating to heart rate, respiratory frequency and body temperature
for each activity undertaken. Three graphs should have been drawn – one displaying heart rate data,
another displaying respiratory frequency data and the third displaying body temperature data. Each
graph should have a title and all axes need to be labelled correctly, and with clearly displayed data.
(3 marks per graph).
DISCUSSION QUESTIONS
Question 3
Four marks available here: Acute physiological responses to physical activity are body system
(cardiovascular, respiratory and muscular system) changes that take place immediately exercise begins (1
mark) and which return to existing levels relatively quickly upon cessation of exercise (1 mark). Chronic
responses or adaptations are changes that develop over an extended period of time (minimum 6 weeks)
as a result of participation in training which is repeated regularly (1 mark) and which take a long period
of time (several weeks) to diminish to pre-training levels (1 mark).
Question 4
Two marks available here: As exercise intensity increases and the longer the duration the of high
intensity activity, the greater or more pronounced are the acute responses (1 mark). To access full
marks student must refer specifically to data from the practical classes to support their contention. For
example: Although all running activities use the same muscle groups and are at maximum intensity, the
longer the duration of the activity the higher the heart rate and respiratory frequency responses and the
greater the body temperature (1 mark). Students may also comment on the increasing fatigue levels or
depth of breathing in their answer.
Question 5
Four marks available here: Changes in all graphs are evident when comparing rest and the completion of
a relatively short work period (1 mark). Recovery to near resting levels occurs relatively quickly after the
cessation of each activity (1 mark). At least one piece of specific data from the graphs demonstrating
each of these points need to be included to access full marks (1 + 1 mark).
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Solution
Pathway
Question 6
a Three marks available here: Students receive half (½) mark for each acute response identified and
half (½) mark for correctly identifying the change that occurs. Correct responses could include any
three of the following:
• stroke volume increases
• cardiac output increases
• blood pressure increases – diastolic has little change for aerobic athletes
• redistribution of blood flow to working muscles - increased flow to working muscles
• arterio-venous oxygen difference increases
• coronary circulation increases
• maximum heart rate may be reached.
b Three marks available here: (3 x 1 mark) for identifying how the acute response to physical activity
differs between an elite aerobic athlete and an untrained individual and for identifying why this
difference occurs. Correct responses could include:
• Stroke volume will be greater for an elite athlete – due to extensive aerobic training and larger
left ventricular chamber.
• Cardiac output will be greater for an elite athlete at maximum – due to increased Stroke volume.
• Blood pressure – lower blood pressure for an elite athlete, especially systolic blood pressure – due
to healthier blood vessels.
• Redistribution of blood flow to working muscles – greater blood flow to working muscles for an
elite athlete and increased capillary density at the muscle site.
• Arterio-venous oxygen difference – greater a-VO2 difference for an elite athlete due to ability to
deliver greater amounts of blood and oxygen to the muscle and increase myoglobin levels that
enable more oxygen to be taken up by the muscle itself.
c Three marks available here: Students should indicate that the acute cardiovascular response they
have chosen results in greater amounts of blood and therefore oxygen being delivered to working
muscles (1 mark). This results in athletes being able to work at a higher intensity while still
predominantly using the aerobic energy system (1 mark) which means there is less reliance on the
anaerobic glycolysis system which results in less fatigue since fatigue causing by-products will not
accumulate as much (1 mark).
Question 7
a Three marks available here: Students receive half (½) mark for each acute response identified and
half (½) mark for correctly identifying the change that occurs. Correct responses could include the
following:
• tidal volume – increases
• ventilation – increases
• oxygen uptake – increases
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Solution
Pathway
b Three marks available here: (3 x 1 mark) for identifying how the acute response to physical activity
differs between an elite aerobic athlete and an untrained individual and for identifying why this
difference occurs. Correct responses could include:
• tidal volume - greater for an elite athlete due to extensive aerobic training
• ventilation - greater for an elite athlete at maximum due to increased tidal volume
• oxygen uptake - greater for an elite athlete due to increased stroke volume, cardiac output, tidal
volume, ventilation and more efficient delivery and take up of oxygen at the muscular level.
c Three marks available here: Students should indicate that the acute respiratory responses they have
chosen results in greater amounts of oxygen entering the blood stream and therefore more oxygen
being delivered to working muscles (1 mark). This results in athletes being able to work at a higher
intensity while still predominantly using the aerobic energy system (1 mark) which means there is
less reliance on the anaerobic glycolysis system which results in less fatigue since fatigue causing byproducts will not accumulate as much (1 mark).
Question 8
a Three marks available here: Students receive half (½) mark for each acute response identified and
half (½) mark for correctly identifying the change that occurs. Correct responses could include the
following:
• motor unit and muscle fibre recruitment – increased
• blood flow to the muscles – increased
• muscle temperature – increased
• muscle enzyme activity – increased
• oxygen supply and utilisation – increased
• depletion of muscle energy stores (ATP-PC, glycogen and triglycerides) – increased
b Three marks available here: (3 x 1 mark) for identifying how the acute response to physical activity
differs between an elite aerobic athlete and an untrained individual and for identifying why this
difference occurs. Correct responses could include:
• Motor unit and muscle fibre recruitment – elite athletes are able to activate motor units more
rapidly and hence maximise muscle fibre recruitment.
• Blood flow to the muscles - greater for an elite athlete due to healthier blood vessels, increased
stroke volume / cardiac output and increased capillary density.
• Muscle enzyme activity - greater for an elite athlete due to increased levels of specific enzymes.
• Oxygen supply and utilisation - greater for an elite athlete due to increased stroke volume,
cardiac output, tidal volume, ventilation, increased a-VO2 difference, capillary density and
increased myoglobin levels in the muscle.
• Depletion of muscle energy stores (ATP-PC, glycogen and triglycerides) – greater for an elite
athlete due to greater glycolytic enzymes which enables carbohydrates to be broken down faster. Elite athletes also have a greater ability to glycogen spare which causes more triglycerides to be
broken down.
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Task
c Three marks available here: Students should indicate that the acute muscular response they have
chosen and how that leads to increased performance for an elite aerobic athlete (3 marks).
CONCLUSION
3 marks available here: The student response needs to related to the aim of the laboratory and could
include a brief summary of the key findings to emerge from the laboratory session such as the
various acute changes that were identified and investigated, and how these all contribute to exercise
performance (3 marks).
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