HM 4 2010
- 1. UNIT OUTLINE Physical Education Faculty SEMESTER 2 2010 Course Title Human Movement Course Code 9114 Semester Unit Biomechanics and Sports Psychology 93072 Unit Value 1.0 Term 1 Unit Biomechanics 93073 Unit Value 0.5 Term 2 Unit Sports Psychology 93074 Unit Value 0.5 GOALS The specific goals of this unit are for students to: Sports Psychology • Differentiate between different types of motivation and identify them from information supplied by athletes. • Demonstrate an understanding of how different arousal states may be achieved in sports performance through positive or negative means. • Demonstrate an understanding of the cognitive strategies used in mental preparation for performance. Biomechanics • Define and apply principles of physics relating to bodies in static and dynamic situations. • Know the three classes of levers and their characteristics and identify them in the human body. • Further develop the capacity to analyse basic motor activities by incorporating a knowledge of mechanical principles. CONTENT SUMMARY Sports Psychology • Motivation and athletic performance ♦ Types of motivation ♦ Achievement, acquisition, approval and fear ♦ Conditioning ♦ Goal setting ♦ Reinforcement theory, types of reinforcers ♦ Coaching tactics to facilitate motivation • Arousal - anxiety ♦ Inverted U hypothesis ♦ Ideal arousal state ♦ Relationship between IAS and skill complexity ♦ Drugs and arousal ♦ Stress management ♦ Concentration ♦ Relationship between arousal and attentional focus • Mental preparation: ♦ Cognitive strategies ♦ Motor imagery in sport. • Personality theory in sport-traits vs. states ♦ Do certain sports attract or develop certain personalities ♦ Studies of personality trait groups in sports Biomechanics • Introduction to biomechanical terminology eg. force, acceleration, mass, gravity, velocity, inertia, momentum. • Physical factors/principles which affect human movement. ♦ force: external and internal, summation of forces. ♦ velocity, acceleration, torque. ♦ stability/instability: static/dynamic, influence of base of support, centre of gravity . • Projectiles ♦ shape of trajectory. ♦ vertical and horizontal components. ♦ gravity and angle of projection. ♦ air resistance, magnus effect, curves. ♦ centre of percussion, co-efficient of restitution. ♦ accuracy and follow through.
- 2. ♦ friction, resistance mediums, buoyancy. ♦ impact and rebound. • Motion: ♦ Newton’s three laws. ♦ implications for improving and maximising performance. ♦ linear, angular and curvilinear. • Levers ♦ the body as a lever system. ♦ classes of levers. ♦ application of leverage to physical activity. • Analysis of motor patterns in relation to the above concepts. COST OF MATERIALS Costs associated with this unit include two booklets – one per term – costing approximately $5 – $10 per booklet. ASSESSMENT TASK DUE DATE WEIGHTING Sports Psychology In-class exercise Week 6 (Term 1) 25% Sports Psychology Exam Week 8 (Term 1) 25% Biomechanics Project Week 13 (Term 2) 25% Biomechanics Exam Week 17 (Term 2) 25% (Weightings are those prescribed in the course outline) Specific Entry & Exit Requirements for Term Units The prerequisite for Exercise Physiology is Human Movement 2. It is possible to enter this course at term 2. This is a Semester Unit. To exit at term 2 you must complete the first 2 assessment items ASSESSMENT CRITERIA FOR ASSESSMENT AND REPORTING OF STUDENT ACHIEVEMENT The following assessment criteria are a focus for assessment and reporting in this unit. Criteria are the essential qualities that teachers look for in student work. These criteria must be used by teachers to assess student’s performance, however not all of them need to be used on each task. Assessment criteria are to be used holistically on a given task and in determining the unit grade. Students will be assessed on the degree to which they demonstrate: Assessment Criteria Outcomes Knowledge and Understanding • Demonstrates knowledge of concepts, theories and terminology, rules and strategies • Applies and interprets knowledge and understanding of concepts, terminology, rules and strategies Communicating and Organising • Demonstrates ability to plan and organise • Communicates depth and breadth of knowledge using a variety of methods Participation in Activities • Works with initiative and independence to develop and practise skills • Participates in a wide range of activities ** Awareness of Safety • Demonstrates understanding of safety issues, procedures and safe use of equipment Working with Others • Enthusiastic and productive team member • Demonstrates mediation skills and encourages and supports others ** Development of Motor Skills • Develops a range of motor skills • Demonstrates a range of motor skills • Is able to reproduce motor skills in a variety of situations • Responds to corrective feedback UNIT GRADES FOR COURSE (from Course Framework) See back page ATTENDANCE AND PARTICIPATION Students are expected to submit all assessment items and attend all classes, participate in a positive manner and seek support whenever it is required. Excursions, simulations and presentations by visitors (including lunchtime) may form part of classwork. It is your responsibility to catch up on missed work when absent from class.
- 3. Any student whose attendance falls below the 90% of the scheduled classes/contact time and has not provided substantial documentary evidence to cover the absence will be awarded a V grade. This means that 4 unexplained absences in a term or 8 unexplained absences in a semester could mean that a V grade may be awarded. However, the Principal has the right to exercise discretion in special circumstances if satisfactory documentation is supplied. LATE SUBMISSION OF WORK (include either the Tertiary or Accredited Course explanation) TERTIARY COURSES Students are encouraged to submit work on time as it is a valuable organisational skill. Students are also encouraged to complete work even if it is late, as there are educational benefits in doing so. Late work will receive a penalty of 5% (of possible marks) per calendar day late, unless an extension is granted by the class teacher prior to the deadline. This means that 5% is taken off the possible marks that could have been achieved eg. If a student achieved a score of 75/100, and the item is one day late, then five marks (5% of 100) would be taken from 75, which leaves the score as 70/100. ‘Per calendar day late’ means each day late whether it be a weekend or public holiday. Items due on any date must be submitted to the class teacher, faculty staff room, or front office at the college by 3.30pm on that day. After 3.30pm, the item will attract the late penalty. Submission of work on a weekend or public holiday is not acceptable. If you do not submit your work to your class teacher, make sure that it is signed and dated by either another member of staff in the faculty staffroom, or a member of the front office staff. After 7 days, late work will be awarded the Notional Zero. Calculation of a Notional Zero is based on genuine scores, (items submitted on time or with an extension). The Notional Zero will be a score that lies between 0.1 of the standard deviation below the lowest genuine score for that item and zero. If the lowest genuine score is zero, then the notional score is zero. No work will be accepted after marked work has been returned, or accepted after the unit has completed. Computer and/or printer failure will not be accepted as a valid reason for late work. Make sure you backup, keep hard copies and rough notes. Unless prior approval is granted, any student who fails to submit assessment tasks worth in total 70% or more of the assessment for the unit will be considered to be unassessable and will receive a V grade. The Principal has the right to exercise discretion in the application of the late penalty in special circumstances where satisfactory documentation is supplied. CHEATING AND DISHONEST PRACTICE The integrity of the College’s assessment system relies upon all involved acting in accordance with the highest standards of honesty and fairness. Any departure from such standards will be viewed very seriously.” Accordingly: • Plagiarism - claiming authorship of someone else’s work (intentionally or otherwise) - is a serious misdemeanour, and attracts severe penalties. • Students are required to acknowledge the source of all material that is incorporated into their own work. • Students may not submit the same item for assessment in more than one unit, unless specific agreement has been reached with the class teacher. MODERATION Throughout the semester, moderation in the form of common marking schemes, cross marking and joint marking occurs across all units in the Moderation Group to ensure comparability of standards. Moderation is a process whereby student’s work is compared so that student performance can be graded fairly and consistently. Moderation takes some time, and so students may not receive their work back until ACT wide moderation of grades across all colleges has occurred. Small Group Moderation is carried out in courses with small class sizes. UNIT SCORES (only included for Tertiary Courses) • Raw scores are calculated by adding Z scores according to the weightings in the assessment table. • All raw unit scores are then combined into two rank order lists, one for each cohort Year 11 and 12. Each list is reviewed by the Executive Teachers concerned to identify any anomalies. • Each of the rank order lists is then standardised for each semester using historical parameters or backscaling. RIGHT TO APPEAL You can appeal against your assessment if you feel that the result you obtained is not fair. You should first talk to your class teacher, and if you are not satisfied with the explanation you must discuss the situation with the Executive Teacher of the faculty concerned. If you still do not feel that your result is fair you should talk to the Deputy Principal Programs for further advice on the ‘appeal process’. Executive Teacher (Name) Mark Armstrong Class Teacher (Name) Glenn Coward & Natalie Keen
- 4. Physical Education T course Grade Descriptors Assessment Criteria A B C D E KNOWLEDGE AND UNDERSTADNING • Demonstrates a comprehensive knowledge of and thorough understanding of concepts, theories, terminology, rules and strategies • Understands abstract as well as concrete concepts and their implication • Shows insight into projecting this understanding in new situations • Is intuitive and inquiring and analyses information • Presents logical arguments using appropriate language and terminology • Poses questions and tests hypotheses • Consistently works with initiative in independent and group situations in order to gain and apply knowledge • Demonstrates a broad knowledge and understanding of theories, concepts, terminology, rules and strategies • Understands some abstract and concrete concepts and their implications • Predicts outcomes in familiar situations’ • Analyses information • Poses questions with minimal help, tests hypotheses and predicts logical outcomes • Can work independently and in group situations • Exhibits a sound knowledge and understanding of concepts, theories, terminology, rules and strategies • Is aware of major concepts and understands straightforward ideas • Predicts obvious outcomes • Analyses data and investigates routine situations • Works with guidance in independent and group situations • Understands and recognises basic concepts, theories, terminology, rules and strategies • Understands simple concepts and with direction predicts obvious outcomes • Locates simple data from prescribed sources • Works with supervision to gain knowledge. • Recognises basic terminology and understands limited concepts, rules and strategies • With help expresses and presents basic information and undertakes set tasks within the group situation • Attempts some set tasks • Works with direct supervision COMMUNICATION AND PRESENTATION • Communicates depth and breadth of knowledge using a variety of methods • Communicate depth and breadth of some knowledge using a variety of methods • Communicates ideas and information fluently and clearly, using appropriate terminology • Communicate basic concepts using a variety of methods • Communicates ideas and information inc concrete terms using correct terminology • Communicates basic ideas in concrete terms • Communicates simple concepts where the6y are relevant and topical RESEARCH AND INVESTIGATION THROUGH EXPERIMENTATION • Uses a wide range of support materials effectively and skilfully • Uses a range of presentation media effectively and skilfully • Plans and organises effectively in all contexts • Uses a range of support materials effectively and skilfully • Uses a range of presentation material • Plans and organises in all contexts • Uses a range of support materials effectively • Uses some media for presentation purposes • Plans and organises in most contexts • Uses a limited range of support materials • Uses some media doe presentation purposes • With guidance can plan and organise • Uses very limited support materials • With direction uses little or no media for presentation purposes • With guidance and direction demonstrates limited ability to plan and organise