SS2 Unit Outline
- 1. PE FACULTY SEMESTER 2 2010 Course Title Sports Science Course Code Unit Title Human Movement 2 Unit Code Semester Unit Functional Anatomy & Sports Performance Unit Value 1.0 Term 1 Unit Functional Anatomy Unit Value 0.5 Term 2 Unit Sports Performance Unit Value 0.5 GOALS This unit should enable students to: • Describe and understand the specific terms associated with human motion and movement. • Describe and understand the structure and function of the skeletal and articular systems and explain how these systems are applied to human performance. • Describe and understand the muscular and nervous systems and explain how these systems are applied to human performance. • Identify the importance of physical fitness and its role in enhancing training and athletic performance • Demonstrate an understanding of the inherent link between physical fitness and energy systems • Define the health and skill related components of physical fitness and factors affecting them, and describe methods of measuring and evaluating these components. • Recognise evidence of fitness components used in various sports • Summarise information in relation to training principles and methods and apply these to training programs. CONTENT SUMMARY • Anatomical and Movement Terminology and Referencing. • Skeletal System • Function and structure. • Types of bones. • Recognition of specific major bones. • Articular System • Joint types and their structure. UNIT OUTLINE
- 2. • Synovial joints. • Joint movements. • Muscular System • Types of muscle tissue (smooth, cardiac, skeletal). • Skeletal muscle structure and function (gross and microscopic-contractile mechanism of muscle). • Fibre arrangements. • Names, locations, actions. • Basic neuromuscular system and motor neurons Enhancing Fitness Through Training • The Definition of Fitness • Physical Fitness as a Continuum • The Components of Fitness • Linking fitness components with energy • Anaerobic energy production (ATP-PC and lactic acid systems) • Aerobic energy production (aerobic system) Defining the Components of Fitness • Cardio-Respiratory Endurance (aerobic capacity) • The development of cardio-respiratory endurance • Muscular Strength • Factors affecting the application of strength: age, sex, cross sectional area (size), muscle shape and location, muscle fibre type • Local Muscular Endurance • Factors affecting muscular endurance: age and gender • Anaerobic Power and Speed • Factors affecting speed • Flexibility • Factors affecting flexibility: joint structure, age, sex, body build, injury • Body Composition • Body Fat • Body Mass Index (BMI) • Muscular Power • Agility • Coordination • Balance • Reaction Time Assessing Fitness • Fitness tests for the components of fitness (various) Principles of Training & Methods Of Training • Fitt Principle • Design of a training session • Design of a training year
- 3. • Interval Training • Continuous Training • Plyometric Training • Benefits of plyometric training • Flexibility Training • Static stretching • Slow active stretching (SAS) • Proprioceptive neuromuscular facilitation (PNF) • Dynamic (ballistic) stretching • Weight Training • Benefits of weight training Teaching and Learning Strategies The teaching and learning strategies mentioned earlier in the documents are suitable for this unit. In addition, the following specific strategies could be included: • Examine the gross structure of an articulated human skeleton. • Identify and examine major bones and related structures. • Examine in laboratory situations external characteristics of a long animal bone and synovial joint. • Examine the gross microscopic structure of skeletal muscle. • Apply joint motion terminology to specific localised human action. • Explore joint motion by observing specific human action and manipulate an articulated human skeleton. • Identify types of joints and their structures through examining articulated human skeleton and joint models. • Observe or participate in various fitness tests designed to measure the health and skill related components of physical fitness e.g. Multistage Fitness Test to test cardiovascular endurance. • Visit organisations which conduct physical fitness testing (eg AIS and Academy of Sport) or training sessions (e.g. AFL, Canberra Raiders, Canberra Capitals or Gunners, AIS Darters, ACT Brumbies, AIS Soccer or ACTAS based teams) • Design and conduct a training session or part of a training session which incorporates a warm-up, skill or conditioning phase, and a cool-down. • Design a training session that uses a particular method of training e.g. a circuit or a weight training session using free weights. • Design or participate in a training session or programme to maintain or develop a basic method of training. • Analyse training journals or programmes. • Organise guest speakers.
- 4. ASSESSMENT TASK DUE DATE WEIGHTING Functional Anatomy Lab Week 6 (Term 3) 25% Functional Anatomy Test Week 8 (Term 3) 20% In class lab exercise and write-up Week 14 (Term 4) 20% Training Journal Ongoing (Term 3 & 4) 15% Sports Performance Test Week 16 (Term 4) 20% (Weightings are those prescribed in the course outline) Specific Entry & Exit Requirements for Term Units It is possible to enter this course at term 3. This is a Semester Unit. To exit at term 3 you must complete the first two assessment items and part of workbook by week 9. UNIT GRADES FOR COURSES Grade Descriptor A student who achieves the grade A KNOWLEDGE, UNDERSTANDING AND APPLICATION • demonstrates a comprehensive knowledge of a wide range of complex terms, concepts and interrelationships that shape decision making applies knowledge, concepts and skills to a wide range of complex, familiar and unfamiliar situations and is highly perceptive and skilful in identifying relevant information and issues. CRITICAL ANALYSIS • analyses and evaluates facts, theories and opinions and draws appropriate and insightful conclusions • demonstrates precise use of terminology and constructs a sophisticated and logical argument • demonstrates initiative, makes informed choices, and has an acute awareness of bias and perspective shows a confident, accurate and sophisticated grasp of information drawn from a wide variety of sources A student who achieves the grade B KNOWLEDGE, UNDERSTANDING AND APPLICATION • demonstrates a competent knowledge of a range of complex terms, concepts and interrelationships that shape decision making applies knowledge, concepts and skills to a range of complex, familiar and some unfamiliar situations and is perceptive and skilful in identifying relevant information and issues CRITICAL ANALYSIS • analyses and evaluates facts, theories and opinions and draws appropriate conclusions • demonstrates a competent use of terminology and constructs a logical argument • demonstrates initiative, makes informed decisions and has an awareness of bias and perspective shows an accurate grasp of information drawn from a variety of sources A student who achieves the grade C KNOWLEDGE, UNDERSTANDING AND APPLICATION • demonstrates an essential knowledge of most terms, concepts and interrelationships that shape decision
- 5. making applies knowledge, concepts and skills to familiar situations and can identify relevant information and issues CRITICAL ANALYSIS • analyses facts, theories and opinions and draws some conclusions • demonstrates use of terminology and attempts to construct a logical argument demonstrates informed choices and has an accurate grasp of information drawn from a few sources A student who achieves the grade D KNOWLEDGE, UNDERSTANDING AND APPLICATION • demonstrates a limited knowledge of terms and concepts that shape decision making applies knowledge, concepts and skills to familiar situations with guidance CRITICAL ANALYSIS • demonstrates limited distinction between facts and theories and draws some conclusions • demonstrates limited use of terminology and attempts to construct a logical argument • responds to obvious features or differences in sources produces limited summaries or descriptions from sources A student who achieves the grade E KNOWLEDGE, UNDERSTANDING AND APPLICATION • demonstrates very limited knowledge of terms and concepts applies knowledge, concepts and skills with specific instruction CRITICAL ANALYSIS • demonstrates very limited distinction between facts and theories • demonstrates very limited use of terminology responds to obvious sources on occasion Teachers will consider, when allocating grades, the degree to which students demonstrate their ability to complete and submit tasks within a specified time frame. Executive Teacher (Mark Armstrong)_____________________________________ Class Teacher (Kate Hromow)_____________________________________________ Date: / / 10
- 6. making applies knowledge, concepts and skills to familiar situations and can identify relevant information and issues CRITICAL ANALYSIS • analyses facts, theories and opinions and draws some conclusions • demonstrates use of terminology and attempts to construct a logical argument demonstrates informed choices and has an accurate grasp of information drawn from a few sources A student who achieves the grade D KNOWLEDGE, UNDERSTANDING AND APPLICATION • demonstrates a limited knowledge of terms and concepts that shape decision making applies knowledge, concepts and skills to familiar situations with guidance CRITICAL ANALYSIS • demonstrates limited distinction between facts and theories and draws some conclusions • demonstrates limited use of terminology and attempts to construct a logical argument • responds to obvious features or differences in sources produces limited summaries or descriptions from sources A student who achieves the grade E KNOWLEDGE, UNDERSTANDING AND APPLICATION • demonstrates very limited knowledge of terms and concepts applies knowledge, concepts and skills with specific instruction CRITICAL ANALYSIS • demonstrates very limited distinction between facts and theories • demonstrates very limited use of terminology responds to obvious sources on occasion Teachers will consider, when allocating grades, the degree to which students demonstrate their ability to complete and submit tasks within a specified time frame. Executive Teacher (Mark Armstrong)_____________________________________ Class Teacher (Kate Hromow)_____________________________________________ Date: / / 10