Contemporary Teacher

Leadership

Evaluation and reconstruction of a HSC level PDHPE

unit Factors Affecting Performance.

Assignment: Professional Task 1

Prepared for: Western Sydney University, Unit 102098.
Prepared by: Michael Margerison
Date: 31/08/2017

1
Abstract

The report looks at the development of a new unit of work in the year 12 HSC

PDHPE course. The new unit is being developed as the old program has seen

criticism from the previous year 12 cohorts and has been reflected by the poor results

in the HSC examinations. The unit has originated from a school of different social and

education background and needs to be developed to suit the needs of the school.

These needs include literacy, numeracy, personal and social capabilities and the

content-based process as a whole. These modifications have been implemented

through evidence based research and can been seen in the comparative table of unit

alteration section of the report. The report is a proposal to the PDHPE faculty to

assess and review in the hope to implement it into the school for the next year 12

cohorts.

2
Table of contents Page #

Title page 1

Abstract 2

Contents Page 3

Executive Summary 4-5

Introduction and Background 5-6

List of recommendation with evidence based support 6-11

Reconstructed program documentation 11-28

Comparative table or unit alteration 29-30

References 31-32

3
Executive Summary

The following report will take a look at the PDHPE unit of work Factors Affecting

Performance from the NSW HSC syllabus. The report aims to develop the program

from a school context that was a co-educational, low socioeconomic public school

and implement it into an Independent Catholic Boys school that is of moderate to high

socioeconomic status but lower literacy and numeracy levels. The report will look

into developing the literacy, numeracy and personal and social capabilities for the

students by modifying the original program documentation and implementing new

strategies and additional teaching methods into improving the learning experience for

the students.

The report has been compiled as a result of poor academic results in the area of the

Factors Affecting Performance unit as stated by the previous years low scores in the

HSC exams as well the direct feedback from students in the previous year 12 class.

Along with the results of the HSC exams for the PDHPE students, the report will be

addressing the low levels of literacy and numeracy in the year 12 cohorts by

modifying and adding in teaching methods that based on evidence based research will

aim to improve the students levels. The Report also looks at improving the students

personal and social capabilities as a whole and hope to increase student wellbeing by

doing so. Examples of additional teaching strategies include the increased use of

collaborative learning, a greater emphasis on reflective learning through flashcards

with the accompanied goal of increasing literacy skills through this, the incease of

numeracy skills through quantitative literacy by more graph and statistics information

and finally the adjustment to the scope and sequence, concept map and unit outline

through evidence of the understanding by design (UbD) framework.

4
Overall the hope of this report to seek recognition from the PDHPE faculty that there

is a problem with the unit and this can be the framework for a solution to allow the

students the best opportunity to do well in their HSC and have the ability to move into

higher education in the areas they want to.

Introduction and background

The following report will take a look at the PDHPE unit of work Factors Affecting

Performance from the NSW HSC syllabus. The report aims to develop the program

from a school context that was a co-educational, low socioeconomic public school

and implement it into an Independent Catholic Boys school that is of moderate to high

socioeconomic status. The report will look into developing the literacy, numeracy and

personal and social capabilities for the students by modifying the original program

documentation and implementing new strategies and teaching methods into improving

the learning experience for the students.

The program worked extremely well in its previous schooling environment and this is

a key reason as to why the implementation, with the addition of modifications to

adhere to better suit our school community and learning abilities of the students. The

unit Factors Affecting Performance was identified as a weakness in the students

learning as we had a large amount of feedback from the previous year 12 students

about their lack of in depth knowledge for keys areas within the unit. This was

reflected through a survey completed by the students at the end of their HSC exams,

verbal feedback by the students and lower academic achievement during their

assessments of the unit and as an overall for the students results in the HSC.

5
With the program coming from a school of low SES and a very limited amount of

access to information and communications technology (ICT), the program will have

to be updated and adjusted to allow for the high levels of ICT use in our high school

and push to develop a higher standard of literacy and numeracy skills of the students.

Along with a more appropriate use of ICT in the unit, the modifications will have to

employ a higher sense of collaboration activities with the schools approach of student

centred and/or project based learning capabilities. These modifications will look to

enhance the students personal and social capabilities not only for their life now but for

when they move into the post school world next year either into the work force

working with other people or the into higher education where a there is a greater

emphasis on student responsibilities and working collaboratively in groups tasks.

During the modification process, evidence based research has been conducted to

correctly manage these modifications for our school and students specific needs. This

research has been based off of the framework of understanding by design (UbD). The

understanding by design has help the modification process of the scope and sequence,

concept map and the unit outline of lesson by lesson to reflect that of the research

findings.

List of recommendations with evidence based support

Literacy and Numeracy

Throughout the unit outline the changes that have been made or added to the program

include a range of literacy and numeracy based changes. Craver (2014) explains that

the need for development of students literacy and numeracy skills, quantitative

literacy to be specific, is an important aspect of their learning as is allows the students

6
to have the ability to take this knowledge into all curriculums. The use of quantitative

literacy includes reading graphs, tables and any form of numerical data that could be

showing results of a test or statistics. For the PDHPE curriculum, quantitative literacy

is especially important as many of the task that students complete include looking to

data that shows the results of things such as testings in sports i.e. heart rates, Vo2

MAX, incidence or mortality rates and so on. With specific context towards Cravers

work, the program has been addressed to include additional tasks and activities that

include measuring and graphing the heart rates of students before, during and after

certain types of physical activity, and measuring strength or performance progression

after the implementation of a training program targeting a specific movement or skill.

These two additions to the unit outline aim to refresh and enhance the students ability

to develop graphing skills, data analysis and data recording. This is backed by Roohr,

Graf and Liu (2014) who explain the importance of quantitative literacy in adult life

when the students will need the ability to read and understand media information,

serving on juries, participating in community organisations, and electing public

leaders.

Literacy

In many cases a student completing class work allows a level of achievement in

literacy development when they are required to read and assess information and

transfer it into their own words or product. LaJeunesse (2014) explains that literacy is

important in all of our lives. It is the key element in obtaining education, employment,

social networking, access to technology and the to address the needs of everyday life.

Literacy having such a large impact on both our present and future, it is important we

as teachers place high regard in giving the students the greatest opportunity we can to

7
allow the students to reach a level of literacy that prevents any hindrance on their

daily lives and future (Parkay, Anctil & Hass, 2014). Although the original unit

outline contains a number of activities that looks to develop students literacy levels,

there is ample room from additional activities and resources to added to have a greater

impact.

The original unit outline program has been modified through the following ways to

help add to the improvement and development of the students literacy skills by the

inclusion and use of student created flash cards at the end of the class to both help in

learning and remembering content learnt in the class but to also develop the students

literacy skills (Seines et al., 2015). This is also a form of assessment for the students

to see how well they retained the knowledge that was learnt throughout the class and

develops the students literacy levels through their ability to read the card and reflect

the meanings of the card by writing the responses in their books. They can then look

over the correct information and assess whether they were correct in their answers

(Parkay, Anctil & Hass, 2014). The modification of adding student created flash cards

will compliment the application of past HSC practice questions. Students can use the

flash cards to help them develop their answers to present to the teacher or class for

discussion. By doing this the teacher and class can critique the answers given to help

better the students understanding of the content and as well as address their short or

long response writing skills. This can be seen through Devine (2016)s ideas of visual

learners and how the recognition of reading certain words can trigger the

memorization of students knowledge and help them to learn through their own

reading and writing or literacy cues.

8
Another positive of the flash cards is the allowance for differentiation in the

classroom. Devine (2016) also talks about the positive impact flash cards can have on

students with learning disabilities. Research has shown an increase in literacy skills

and overall academic achievement when students with learning disabilities work with

flashcards in the classroom. While looking at differentiation that has included, we can

see the addition of extension work that can be accessed by all students as well as for

those who work quicker than others in the classroom.

Personal and social capabilities

Another key element to student life and education is the development of their personal

and social capabilities. This is development of the students personal identity, giving

them the chance to create a sense of who they are where they come from. The main

idea of personal and social capabilities is the students self-management, self-

awareness, social management and social awareness ("Personal and Social

Capability", 2017). With the PDHPE syllabus a key component in developing

students at school, the content in the original unit outline program includes a limited

number of strategies that would help to promote the students personal and social

capabilities. In addition the following modification have been implemented to further

this development. These modifications include the increased use of group work and

collaborative work. Laal & Ghodsi (2012) explain the positives of collaborative

learning at school in developing both the motivation of the students to learn as well as

the social capabilities of the students. The students learn to communicate and develop

their communication skills by becoming involved in group discussion and putting

forth their answers or ideas and having the resilience to deal with constructive

9
criticism about their work or ideas and way they can further develop them (Gardner,

2013).

Another modification that has been implemented into original program is the addition

of the nutritional diary. This allows the students to monitor their own eating habits

and compare them to what the health research says about the way they are living their

life based on their eating habits. This targets the students self-awareness of what

track they are taking in terms of their current health and what could happen in the

future (Leahy, Burrows, McCuaig, Wright & Penney, 2015). Other examples of

development of personal and social capabilities include the chance to coach and be

coached by a fellow student in the area of skill acquisition, and the selfawareness of

the students own heart rate while performing different task and activities.

UbD changes to scope and sequence, concept map, unit outline

The Understanding by Design (UbD) framework looks at prior preparation into

developing a unit or multiple units of work in curriculums. Wiggins & McTighe

(2011) explain the basis of UbD as the planning of the entire school year. From this

teachers can work their way in to each unit of work. For each unit of a work, a

concept map should be created before the thought of the unit outline. By doing this it

allows the teachers to put all the ideas and syllabus connections into the one area.

From this they can then expand and develop a well thought out unit outline for the

each of the units that are to be taught. The main goal of the UbD method is to give the

teachers to the opportunity to cerate content and lessons that allow for in depth

student knowledge and understanding. The information collected for this current unit

of work Factors Affecting Performance has been collected fro the NSW PDHPE

10
stage 6 syllabus (Board of Studies, NSW, 2010). In relation to the original program

documentation, the structure and content of the scope and sequence and concept map

have been left alone. Based on readings from McTighe (2012), these documents were

sound enough with little need for development. When moving to the unit outline,

numerous changes had been made to structure with the addition of the students learn

about added (in blue font) to the left hand column of the structure and the addition of

differentiation models to the differentiation table. A strength of the unit outline is its

ability to easily read and follow on from week to week. In review a number of

content-based ideas were short in detail and very vague. The addition of new teaching

styles and content were added as explained in the recommendation section of the

paper and these have been shown in Red font.

11
Original program documentation

The following program has been modified to suit the current schools needs through evidence-based research as stated above (As I didn't receive

any of this information whilst on prac, I have had to use a scope and sequence, concept map and unit outline that I have previously created for an

assignment in a curriculum unit). Modifications can be seen through the Blue and Red fonts throughout the following program. The program was

originally for a low SES, mixed gender high school and has been adapted to the needs of a moderate to high SES Catholic Boys school.

12
Course Term 1 10 weeks Term 2 10 weeks Term 3 11 weeks Term 4
Yr 11 Topic: Better Health for Topic: First aid Topic: The body in motion Students start the HSC
individuals course in this term.
Syllabus outcomes: Syllabus outcomes:
Syllabus outcomes:
P12 demonstrates P11 assesses and monitors
P1 identifies and examines why strategies for the physical fitness levels and
individuals give different assessment, management physical activity patterns
meanings to health and prevention of injuries in
first aid settings P16 uses a range of sources to
P2 explains how a range of health draw conclusions about health
behaviours affect an individuals P15 forms opinions about and physical activity concepts
health health-promoting actions
based on a critical P17 analyses factors
P3 describes how an individuals examination of relevant influencing movement and
health is determined by a range information patterns of participation.
of factors
P16 uses a range of sources
P4 evaluates aspects of health to draw conclusions about
over which individuals can exert health and physical activity
some control concepts.

P5 describes factors that Duration: 4 weeks

contribute to effective health
promotion Duration: 5 weeks.

P6 proposes actions that can

improve and maintain an
individuals health

13
 P15 forms opinions about health-
promoting actions based on a
critical examination of relevant
information

P16 uses a range of sources to

draw conclusions about health
and physical activity concepts.

Duration: 8 weeks

14
 Topic: First aid
Syllabus outcomes:
P6 proposes actions that can
improve and maintain an
individuals health
Duration: 2 weeks
Topic: The body in motion
Syllabus outcomes:
P7 explains how body
systems influence the way
the body moves performs movement
P8 describes the
components of physical
fitness and explains how
they are monitored
P9 describes biomechanical
factors that influence the
efficiency of the body in
motion
Topic: Composition and
performance
Syllabus outcomes:
P13 develops, refines and
compositions in order to
achieve a specific purpose
P16 uses a range of sources to
draw conclusions about health
and physical activity concepts
P17 analyses factors
influencing movement and
patterns of participation.

P10 plans for participation

in physical activity to satisfy Duration: 7 weeks
a range of individual needs

Durations: 5 weeks

15
Course Term 4 10 Weeks
HSC Topic: Health priorities in
Australia
H1 describes the nature and
justifies the choice of Australias
health priorities
H2 analyses and explains the
health status of Australians in
terms of current trends and
groups most at risk
H3 analyses the determinants of
health and health inequities
H4 argues the case for health
promotion based on the Ottawa
Charter
H5 explains the different roles
and responsibilities of
individuals, communities and
governments in addressing
Australias health priorities
H14 argues the benefits of
health-promoting actions and
choices that promote social
justice
16
Term 1 11 Weeks Term 2 9 Weeks Term 3 9 Weeks
Topic: Sports medicine Topic: Factors Affecting Topic: Equity and Health
Performance
Syllabus outcomes: Syllabus outcomes
Syllabus outcomes:
H8 explains how a variety of H3 analyses the
training approaches and H9 explains how movement determinants of health and
other interventions enhance skill is acquired and appraised health inequities
performance and safety in
physical activity H10 designs and implements H5 explains the different
training plans to improve roles and responsibilities of
H13 selects and applies performance individuals, communities
strategies for the and governments in
management of injuries and H11 designs psychological addressing Australias
the promotion of safety in strategies and nutritional health priorities
sport and physical activity plans in response to individual
performance needs H14 argues the benefits of
H16 devises methods of health-promoting actions
gathering, interpreting and H16 devises methods of and choices that promote
communicating information gathering, interpreting and social justice
about health and physical communicating information
activity concepts about health and physical H15 critically analyses key
activity concepts issues affecting the health
H17 selects appropriate of Australians and
options and formulates H17 selects appropriate proposes ways of working
strategies based on a critical options and formulates towards better health for
analysis of the factors that strategies based on a critical all
affect performance and safe analysis of the factors that

H15 critically analyses key issues
affecting the health of
Australians and proposes ways
of working towards better health
for all
H16 devises methods of
gathering, interpreting and
communicating
informationabout health and
physical activity concepts.
Duration: 9 weeks
Sports carnival - week 10
17
participation affect performance and safe H16 devises methods of
participation. gathering, interpreting and
Duration: 7 weeks communicating
Duration: 6 weeks information about health
and physical activity
concepts.
Duration: 5 weeks
Topic: Factors affecting Topic: Equity and health Revision 4 weeks
performance
Syllabus outcomes: 2 weeks core Units
Syllabus outcomes: H1 describes the nature, and
H7 explains the relationship justifies the choice, of 2 weeks options (selected
between physiology and Australias health priorities by students)
movement potential
H2 analyses and explains the
H8 explains how a variety of health status of Australians in
training approaches and terms of current trends and
other interventions enhance groups most at risk
performance and safety in
physical activity
Duration: 3 weeks
Duration: 4 weeks
 Concept Map for unit development
Syllabus links Students learn to: Outcomes:
How does training affect performance? - H7 explains the relationship between physiology and
- Energy Systems movement potential
- Types of training and training methods
- Principles of training - H8 explains how a variety of training approaches and other
- Physiological adaptations in response to training interventions enhance performance and safety in physical
activity
How can psychology affect performance?
- Motivation
- H9 explains how movement skill is acquired and appraised
- Anxiety and arousal
- Psychological strategies to enhance motivations and manage - H10 designs and implements training plans to improve
anxiety performance
How can nutrition and recovery strategies affect performance?
- Nutritional considerations - H11 designs psychological strategies and nutritional plans
- Supplementation in response to individual performance needs
- Recovery strategies
- H16 devises methods of gathering, interpreting and
How does the acquisition of skill affect performance? Factors communicating information about health and physical
- Stages of skill acquisition
- Characteristics of the learner
Affecting activity concepts

- The learning environment Performance - H17 selects appropriate options and formulates strategies
- Assessment of skill and performance based on a critical analysis of the factors that affect
performance and safe participation
Threshold concepts
Teaching and learning strategies
- How does training affect performance?
- Cooperative learning
- How can psychology affect performance?
- Individual work
- How can nutrition and recovery strategies
- Research tasks
affect performance?
- ICT learning Youtube, Weebly
- How does the acquisition of skill affect
- Assessments
performance?
18

Subject: PDHPE
Unit title: Factors
Affecting Performance
Key Concepts/ Big Ideas
How does training affect performance?
- Energy Systems
- Types of training and training methods
- Principles of training
- Physiological adaptations in response to
training
How can psychology affect performance?
- Motivation
- Anxiety and arousal
- Psychological strategies to enhance
motivations and manage anxiety
How can nutrition and recovery strategies
affect performance?
- Nutritional considerations
- Supplementation
- Recovery strategies
How does the acquisition of skill affect
performance?
- Stages of skill acquisition
- Characteristics of the learner
19
UNIT OUTLINE
Course: Year 12 HSC Number of Weeks: 6
weeks, 5 lessons per
week
The importance of this learning
Throughout this unit of Factors affecting performance, students have the ability to learn about
why an athlete may have performed they way they di and what they could have done to better
their performance. The topic looks at information about the body and process the body goes
through during different stages of a skill or game. The students will look at mental aspect of
sport and how different psychological barriers and motivators can affect an athletes
performance. Another aspect of the unit looks at the nutritional needs for different types of
athletes and how nutrients and food products hinder and enhance an athletes performance.
The students also learn about the stags of learning and how we as humans learn new skills or
tasks each day. This knowledge can be taken into everyday life as they grow and move from
the school grounds and beginning to learn new skills themselves and teach new skills to
others. This unit can help them to understand how they are learning and why they are learning
at the speeds they are and how other need different paths to reach the same goal.
Overall this unit can teach the students skills that they can use in future professions such as
sport psychology, nutritionist or other sports based professions. They can also take this new
found knowledge into their everyday lives, adapting their psychological motivators and
barriers to enhance their production in all aspects of life and to help get through the hard
times and enjoy to good times.
 - The learning environment
- Assessment of skill and performance
Unit context within Scope and Sequence
The unit is being taught for 4 weeks during term 1
of the HSC course and 5 weeks into term 2. It comes
after sports medicine and is the final core unit
being taught to the students before their time is up.
The unit will go for approximately 9 weeks and aim
to cover all the syllabus outcomes. This unit has
been selected to come in this order as it wraps up
the how performance can be affected by our own
emotions and how the body although in peak
physical condition may not perform to that
standard.
Literacy Focus Numeracy Focus
- Correct use of jargon Mathematical equations
- Reading and writing involved in movements and
skills readings.
- Essay writing
20
Syllabus Outcomes
H7 explains the relationship between physiology and movement potential
H8 explains how a variety of training approaches and other interventions enhance
performance and safety in physical activity
H9 explains how movement skill is acquired and appraised
H10 designs and implements training plans to improve performance
H11 designs psychological strategies and nutritional plans in response to individual
performance needs
H16 devises methods of gathering, interpreting and communicating information about health
and physical activity concepts
H17 selects appropriate options and formulates strategies based on a critical analysis of the
factors that affect performance and safe participation
ICT Focus Differentiation
- YouTube - The use of internet resources allows students to
- Computers access the information from home if they want to
- Mobile phone apps work further on certain topics.
- Video assessment - Use of ICT gives multiple ways for students to learn,
 - Weebly they can access videos for visual learners, audio for
vision impaired.
- Ability to take multiple approaches to the learning
- The addition of students creating flashcards helps in
their ability to recall information later on in exams
and helps those of low academic levels of students
with learning disabilities
- Extension work for students who complete tasks
quicker but is also open to all students.

Weeks Syllabus Content Teaching and Learning Strategies Resources

including assessment for learning.
- Energy Systems
1 o Alactacid system (ATP/PC) - Mind maps to create an - YouTube
o Lactic acid system understanding of the energy - Weebly
o Aerobic system systems - Textbooks
- Textbook Work -Laptops
- Case studies showing difference
between athletes and their energy
systems.

- Create flashcards
- Practice exam questions
- Group work/jigsaw method

Assessment for learning

- Q&A after activities
- Teacher observation
- Students work books/laptops

21
2 - Types of training and training methods
Aerobic, eg continuous, Fartlek,
aerobic interval, circuit
Anaerobic, eg anaerobic interval
Flexibility, eg static, ballistic, PNF,
dynamic
Strength training, eg free/fixed
weights, elastic, hydraulic
3 - Principles of training
o Progressive overload
o Specificity
o Reversibility
o Variety
o Training thresholds
o Warm up and cool down
- Physiological adaptations in response to
22
- Create a training program specific - ICT resources
to certain sports - Gym
- Research tasks - Sporting field
- Implement your training program by
using a participant (fellow student) and
have them train their body specifically for
a certain skill. Record measurements both
before and after and compare results
- Create flashcards
- Practice exam questions
- Group work/ jigsaw method
Assessment for learning
- Q&A after activities
- Teacher observation
- Students work books/laptops
- Gym session - Book the gym
- Understand the types of - Gym program
physiological adaptations in
response to training
- Apply physiological adaptations to - The article
the training program created in the Specificity of
previous lesson Training with
questions
- Measure students heart rates, stroke
 training
o Resting heart rate
o Stroke volume and cardiac output
o Oxygen uptake and lung capacity
o Haemoglobin level
o Muscle hypertrophy
o Effect on fast/slow twitch muscle
fibres
4 - Motivation
o Positive and negative
o Intrinsic and extrinsic
- Anxiety and arousal
o Trait and state anxiety
o Sources of stress
o Optimum arousal
- Psychological strategies to enhance
motivations and manage anxiety
23
volume, lung capacity and record and
graph the results after completing
different physical activities.
Extension
Students read the article Specificity of
Training and answer the Questions on
the handout.
- Create flashcards
- Practice exam questions
- Group work
Assessment for learning
- Q&A after activities
- Teacher observation
- Students work books/laptops
- Mind maps - ICT
- Jigsaw method - Laptops
- Case studies - YouTube
- Jeopardy - Jeopardy game
Formative assessment
Students are given 5 minutes to create a
concept map of the content covered so far
this term. They then spend 2 minutes
walking around the room looking at other
students maps before returning to theirs
 o Concentration/attention skills
(focusing)
o Mental
rehearsal/visualisation/imagery
o Relaxation techniques
o Goal-setting.
for another 3 minutes.
- Create flashcards
- Practice exam questions
- Group work
Assessment for learning
- Q&A after activities
- Teacher observation
- Students work books/laptops

5 - Stages of skill acquisition - Cup stacking - Weebly

o Cognitive - Juggling - Cups
o Associative - Juggling balls
o Autonomous - Students take turns in coaching each
other the skill involved in each of the two
skills.
- Group work
- Create flashcards
- Practice exam questions

Assessment for learning

- Q&A after activities
- Teacher observation
- Students work books/laptops

6 - Characteristics of the learner - Partner portfolio - ICT

- Develop training programs - Sports equipment

24

- The learning environment
o Nature of the skill (open, closed,
gross, fine, discrete, serial,
continuous, self-paced, externally
paced)
o The performance elements
(decision-making, strategic and
tactical development)
o Practice method (massed,
distributed, whole, part)
o Feedback (internal, external,
concurrent, delayed, knowledge of
results, knowledge of performance)
7 - Assessment of skill and performance
o Characteristics of skilled
performers, eg kinaesthetic sense,
anticipation, consistency, technique
o Objective and subjective
performance measures
o Validity and reliability of tests
o Personal versus prescribed judging
criteria
25
- HSC past papers
- Students complete a past HSC exam
question: describe how the characteristics
of the learner can influence skill
acquisition and the performance of skills.
Check each-others work
Write answers and submit for
feedback
- Create flashcards
- Group work
Assessment for learning
- Q&A after activities
- Teacher observation
- Students work books/laptops
-
- Putting the training programs into - Gym
practice - Sports equipment
- Have programs already made for - ICT
the students to use.
- Students assess each others
performance
- Create flashcards
- Practice exam questions
- Group work

- Nutritional considerations
8 o Pre-performance, including
carbohydrate loading
o During performance
o Post-performance
- Supplementation
9 o Vitamins/minerals
o Protein
o Caffeine
26
Assessment for learning
- Q&A after activities
- Teacher observation
- Students work books/laptops
- Create your own diet planner - ICT
based on certain sports and sports - Sample diet planners
stars
- Students take a diary of their eating
habits and compare them to national
health standards as well as the sporting
requirements of a sport they are interested
in.
- Create flashcards
- Practice exam questions
- Group work
Assessment for learning
- Q&A after activities
- Teacher observation
- Students work books/laptops
- Research task on supplements - ICT
- Debate, supplementation vs no - Supplementations
supplementation video
- Watch videos around - Sample recovery
 o Creatine products
- Recovery strategies
o Physiological strategies, eg cool
down, hydration
o Neural strategies, eg hydrotherapy,
massage
o Tissue damage strategies, eg
cryotherapy
o Psychological strategies, eg
relaxation.
Evaluation of the Learning and Teaching
- During questioning after the student have finished, the ability
of the students to correctly chose the right characteristics and Explains the relationship between physiology and movement potential
chose a sport that these characteristics are more favourable.
- Teacher observation and questioning of the students choices
in terms of skills and how the environmental aspects affects
these skills.
supplementation and placebos. plans
- Create a recovery plan
- Students are to plan a recovery strategy
for themselves or a fellow student based
on their sporting interests or a sport they
play.
- Create flashcards
- Practice exam questions
- Group work
Assessment for learning
- Q&A after activities
- Teacher observation
- Students work books/laptops
Indicators of Learning
Explains how a variety of training approaches and other interventions
enhance performance and safety in physical activity
Explains how movement skill is acquired and appraised

- How well the skills and drill reflected the stage of learning.
How relevant and understandable are each drill based on the
stage of learner. The progression of these skills over time.
- During class discussion, the inclusion of answers with the
Designs and implements training plans to improve performance
Designs psychological strategies and nutritional plans in response to
individual performance needs

27
 mind mapping and ability to include at least 2 resources that Devises methods of gathering, interpreting and communicating
the group used to find information or to help for future. information about health and physical activity concepts

- Students answering question after the cup stacking and Selects appropriate options and formulates strategies based on a critical
juggling activities and giving accurate answers and analysis of the factors that affect performance and safe participation
representations of each stage and characteristics.

- Observation of how students change their coaching methods

during the juggling activity. Answers that are provided after
the activity.

28
Comparative table of unit alteration

Areas within the unit of concern Suggested unit alterations Research supporting alterations

Syllabus content and student learn to were Add the sub topics within the key topics/big McTighe (2012) explains the need for

missing from the document and provided little ideas table and the students learn to within additional information when creating a unit

information about the topic that were being the weekly syllabus content columns. outline so that it makes it easy for anyone to

taught in the unit outline. understand not just the creator. It allows for a

more in depth learning experience for the

students.

There needed to be an increase in activities The addition of more content based activities Graf and Liu (2014) talks about the necessity

and tasks that target student numeracy skills. that focused on the use of graph making and for developing students quantitative numeracy

reading and for the students to be assessing skills. These skills are important in

data that they have gain themselves and from understanding information that is presented to

resources. the public in adult life such elections, media

information, serving on juries and

29
 participating in community projects.

Improved literacy skills as an overall for the Addition of student created flash cards as an LaJeunesse (2014) talks about the need for

year 12 cohort as the levels have been seen to activity at the back end of the classes. literacy skills in everyday life as a necessity. It

be too low for the students to be at the HSC is the key to engaging in new learning and is

stand and for later on in life. needed for employment and day to day

activities.

Students have low sense of self and have been Implementation of increased collaborative Laal & Ghodsi (2012) talks about the benefits

showing signs of social struggles within the work and jigsaw methods in the classroom as of students through collaborative work in the

cohort. These struggles are preventing them well as adapting activities such as nutrition to classroom. . Laal & Ghodsi explain that the

from find jobs and working in connection with develop the students self-awareness and self- benefits include greater communication skills

their peers outside of the classroom. management. for the students and an increased level of

social connection with both their peers and the

community.

30
References
Board of Studies, NSW. (2010). Personal development, health and physical

education: Stage 6: Syllabus / Board of Studies. Sydney, Australia: Author.

Craver, K. (2014). Developing Quantitative Literacy Skills in History and the Social

Sciences(pp. 14-20). Lanham: Rowman & Littlefield Publishers.

Devine, A. (2016). Literacy for visual learners (pp. 14-17). London: Jessica

Kingsley Publishers.

Gardner, J. (2013). Assessment and learning (1st ed., pp. 11-20). London: SAGE

Publications Ltd.

Laal, M., & Ghodsi, S. (2012). Benefits of collaborative learning. Procedia - Social

And Behavioral Sciences, 31, 486-490.

http://dx.doi.org/10.1016/j.sbspro.2011.12.091

LaJeunesse, S. (2014). Helping kids with autism read, write and communicate.

Claremont, CA. TLJ Books. Retrieved from:

http://news.psu.edu/story/336801/2014/12/03/research/helping-kids-autism-

read-write-and-communicate

Leahy, D., Burrows, L., McCuaig, L., Wright, J., & Penney, D. (2015). School health

education in changing times: Curriculum, pedagogies and partnerships (pp.

1-15). Routledge.

McTighe, J. (2012). The understanding by design guide to advanced concepts in

creating and reviewing units (pp. 20-35). Heinle ELT.

Parkay, F., Anctil, E., & Hass, G. (2014). Curriculum leadership: Readings for

Developing Quality Educational Programs (pp. 25-35). Prentice Hall.

31
Personal and Social Capability. (2017). Australiancurriculum.edu.au. Retrieved 27

August 2017, from https://www.australiancurriculum.edu.au/f-10-

curriculum/general-capabilities/personal-and-social-capability/

Roohr, K., Graf, E., & Liu, O. (2014). Assessing Quantitative Literacy in Higher

Education: An Overview of Existing Research and Assessments With

Recommendations for Next-Generation Assessment. ETS Research Report

Series, 2014(2), 1-26. http://dx.doi.org/10.1002/ets2.12024

Seines, A., McLaughlin, T., Derby, K., & Weber, K. International Journal of

Advances in Scientific Research. The Effects Of Direct Instruction Flashcards

On Sight Word Skills Of An Elementary Student With A Specific Learning

Disability, 167-170. http://dx.doi.org/10.7439/ijasr

Wiggins, G., & McTighe, J. (2011). The Understanding by Design guide to creating

highquality units. Alexandria, VA: ASCD.

32