Core 2 Factors Affecting Performance Program 2015
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Core 2 – Factors Affecting Performance Program 2015 Unit Title Core 2 – Factors Affecting Performance – How Does Training Affect Performance? 6/12 Unit The Syllabus for Core 2 states: “This compulsory module examines the various factors that affect performance. In this 3 Weeks Description module, students explore the physical and psychological bases of performance. They experience and critically analyse approaches to training and skill development and investigate the contributions of psychology, nutrition and recovery strategies to performance.” This unit addresses “How does training affect performance?” and therefore, examines: energy systems, types of training and training methods, principles of training, and the physiological adaptations in response to training. Students learn this content through a variety of teaching methods ,which cater to the learning strengths of my students. The unit also covers How can psychology affect performance? How can nutrition and recovery strategies affect performance? And How does the acquisition of skill affect performance? These cover content including nutrition, supplementation, recovery strategies, motivation, anxiety, psychology, skill acquisition, characteristics of the learner, the learning environment and how skill and performance is assessed. Rationale This is a differentiated program. The students in class come from a varied cultural background including Anglosaxon, Samoan, New Zealander, Pilipino and Sudanese. There are various points in the unit that divide the students into support, core or extension learning groups. The support group of students with literacy and numeracy difficulties will be supported with learning tasks that require them to make short written responses with simple text, as well as a variety of other teaching & learning strategies such as: Scaffolds and chunking of strategies and content Visual/Spatial cues – mind-mapping, colour-coding, pictures on slideshows, videos Verbal instructions supported by written text Literacy – cloze passages and multiple choice quizzes, glossaries, vocab lists
In addition to these students X, Y & Z with specific literacy disabilities will be provided with further scaffolding that may include exam style questions with introductions or half written answers which need to be brought to their conclusion. These students may also require more time to go through the information, and so getting the basic content at home where they can work through it at their own pace could be helpful.
The reason for employing such teaching strategies to the support learning group is to encourage reading and language development and verbal cues. These strategies also apply across all students, with the Core and Extension groups performing more difficult variations of tasks to enable them to further develop and challenge their knowledge and skills.
The teaching and learning strategies that have been selected are based on information sourced from research about how students learn and the learning style surveys. The learning styles are wide and varied, although visual and social are the more frequent preferences in the class. Research suggests that for visual learners, strategies such as scaffolding verbal/written tasks are helpful (see Hammond & Gibbons, 2005; ILSA, 2010). Other strategies for visual learners involve those with pictures/images, 3-dimensional shapes, use of colour and symbol; with the capacity to draw to annotate work. The social learners prefer to work in groups and to have opportunity to discuss new knowledge with a partner. Peer tutoring is relevant for these social learners as well as the opportunity to express to others what they understand and chance to seek clarification from their peers concerning their understanding. Further research also indicates that the use of formative assessment can be used to make learning visible and is one of the top ranked teaching and learning strategies for improving student results (see Hattie, 2012; Waack, 2013). Along with these teaching and learning strategies the unit also includes visible thinking routines such as “think puzzle explore” and “I used to think…now I think” which help deepen student understanding of concepts (see Palmer, 2005). There are also self-learning activities, particularly the PowerPoint presentations students work through at home. These PowerPoints have recorded audio as well as the slides. Some include videos etc to communicate the basic content in an accessible format. The unit includes a variety of kinaesthetic activities to cater to the students in the class as well as practical application, which often allows the students to apply their newly learnt knowledge to sporting contexts that they are interested in. The unit includes a range of exam style questions to give the students practice before their half yearly and yearly exams. The unit also has a variety of activities that provide feedback to the students, including feedback from peers and the teacher. Feedback is one of the major contributors to successful learning and helps make student learning visible (see Hattie, 2012; Waack, 2013)). I have attempted to embed strategies like the above to increase the engagement and outcomes of the students in the class. Major Contributing Outcomes Outcomes A Student: A student: H7 – Explains H16 – devises methods of gathering, interpreting and communicating information about health and physical activity concepts. the H17 – selects appropriate options and formulates strategies based on the critical analysis of the factors that affect performance and safe participation. 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 Order 1 2 3 4 5 6 7 8 9 10 Content Formative Energy Energy Principals of Principals of Physiological Physiological Types of Types of Practical assessment Systems Systems Training Training Adaptations to Adaptations to training training & Training Training Topic Quiz Order 11 12 13 14 15 16 17 18 19 20 Content Nutrition Nutrition Supplementati Supplementati Recovery Recovery Motivation Motivation Anxiety Anxiety on on Strategies Strategies Order 21 22 23 24 25 26 27 28 29 30 Content Psychology Psychology Stages of Skill Stages of Skill Characteristics Characteristics The Learning The Learning Assessment of Assessment of Acquisition Acquisition of the Learner of the Learner Environment Environment Skill & Skill & Performance Performance Out- Students learn about Students learn Learning Activities Resources Reg com to es How does training affect performance? Students complete the “think puzzle Assessment for Learning explore” activity. Quiz & Marking criteria
Students complete the questions on training and performance to check their current level of knowledge.
Students swap with each other and mark the questions, which are then handed to the teacher to help with learning strategies & content.
Students are given vocab lists relevant for the topic. H7 energy systems analyse Students go through the PPT “Energy PPT “Energy Systems” Systems” at home. alactacid system (ATP/PC) each “Energy Systems” HO lactic acid system energy Brainstorm & make a mind-map of system by everything the students can remember aerobic system Energy system cards exploring: about the energy systems from the PPT. – source of fuel Students complete the table in the “Energy – efficien Systems” handout using their text and the cy of information on the handout. ATP product Use “energy system” cards to go through a ion physical demonstration with the class of – duratio how ATP is broken down and reproduced n that through the various energy systems. the system Formative assessment Out- Students learn about Students learn Learning Activities Resources Reg com to es can Complete the exit card activity (aerobic operate source of fuel is, by product of the LA – cause system is; the alactacid cause of fatigue is; of rate the systems from shortest to longest in fatigue duration) – by- product s of energy product ion – process and rate of recover y Students determine which energy systems “Energy Systems” HO are dominant in which sports or training methods by considering a variety of case FAP Homework & Summary studies and beginning to develop their own Plans case study relevant to their Assessment Task.
Create flashcards using the table from the activity above. Support use the PDHPE study app.
Practice exam questions Support Core Extension Multiple Describe Analyse choice Discuss Explain Outline Apply Out- Students learn about Students learn Learning Activities Resources Reg com to es
Students X, Y & Z will also be given questions with sections completed that need to be brought to their conclusion. H8 principles of training analyse Students go through the PPT “Principals of PPT “Principals of Training” Training” at home H10 progressive overload how the Scaffold for designing specificity principles In groups of 4 students briefly outline each training programs with the of training principle of training recalling information principles of training. reversibility can be from the ppt. variety applied to the article “Specificity of training thresholds both Students look up 2 different training Training” with questions warm up and cool down aerobic and programs (eg sprinting vs rowing or rugby resistance league vs cross country skying) on the “Warm-up stretching” training internet and contrast and compare them video using the principles of training (support http://www.studyon.com.au/s get scaffold). Students X, Y, & Z will also ecure/Index? be given an example comparison and a pk=474167f13fad6358&isbn closed passage comparison to begin. =1742162797&fp=1§ion No=0&cookie=0 Students design both an aerobic training program and a resistance training program using these principles for a sport of their choice. (Support students can use the scaffold provided). One to three support will be given to students X, Y, & Z during this activity.
Extension Students read the article “Specificity of Training” and answer the Questions on the handout. Out- Students learn about Students learn Learning Activities Resources Reg com to es
Optional Students participate in their program at home for 4 weeks and keep a journal to reflect on the principles seen in their training.
Watch “Warm-up stretching” video. The programs from last lesson are put up System file cards for around the room (names removed). flashcards Students walk around and score each- others programs out of 5 with one sentence FAP Homework & Summary justifying their score by providing both Plans positive and areas of improvement statements about it.
Students create flashcards and summaries, Support students use the PDHPE study app to revise the content covered.
Formative assessment Students use one index card. On one side they write a big idea they understand about the principles of training and on the other something they are yet to fully comprehend.
Students complete practice exam questions and submit them for feedback. Support Core Extension Multiple Describe Analyse choice Discuss Explain Out- Students learn about Students learn Learning Activities Resources Reg com to es Outline Apply
Students X, Y & Z will also be given questions with sections completed that need to be brought to their conclusion. H7 physiological adaptations in response to training examine Students go through the PPT Oxygen uptake video “Physiological Adaptations” at home http://www.studyon.com.au/s H10 resting heart rate the ecure/Index? stroke volume and cardiac output relationship Students complete an exam style question pk=0eb317008c1b2c30&isbn between (outline, describe for support, discuss for =1742162797&fp=1§ion oxygen uptake and lung capacity the core and explain for extension) on No=0&cookie=0 haemoglobin level principles physiological adaptations to begin the muscle hypertrophy of training, lesson to check retention of information Exam style question & effect on fast/slow twitch muscle fibres physiologic from the ppt. Students then mark each- marking criteria on al others work using the marking criteria and physiological adaptations. adaptations a sample answer. Students X, Y, & Z will and be given an introduction for their question. Haemoglobin video improved http://www.studyon.com.au/s performanc Watch the Oxygen uptake & Haemoglobin ecure/Index? e video. pk=0eb317008c1b2c30&isbn =1742162797&fp=1§ion Students take their resting heart rate and No=0&cookie=0 compare with other students then identify who may be the most fit person based on Stopwatch this. (if time then test them using a beep test to see who is fittest) Case studies of Lance Armstrong and Cadel Evans Students calculate cardiac output levels for a range of different case study athletes. PPT “Physiological Adaptations” Extension Read the case studies of Lance Armstrong Out- Students learn about Students learn Learning Activities Resources Reg com to es and Cadel Evans and identify the physiological reasons why these athletes have achieved performances far better than their competitors. Using craft items, students create 2 Butchers paper, craft items models. One of a untrained athlete and one (glue, balloons, pens, pencils of a highly trained athlete ensuring the etc), lolies, sugar, fat/butter trained athlete has all the appropriate etc. adaptations. (This could just be drawn on butchers paper at life-size or be more Video camera/phone creative with the use of balloons, lolies, sugar, fat etc) System file cards for flashcards Use the models and video select students explaining the physiological adaptations in FAP Homework & Summary response to exercise. Plans
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 for another 3 minutes.
Students create flashcards, support students use the relevant section of the PDHPE Study app.
Students complete practice exam questions and submit them for feedback. Support Core Extension Out- Students learn about Students learn Learning Activities Resources Reg com to es Multiple Describe Analyse choice Discuss Explain Outline Apply
Students X, Y & Z will also be given questions with sections completed that need to be brought to their conclusion. H8 types of training and training methods assess the Students go through the PPT “Training PPT “Training Methods” Methods” at home H10 aerobic, eg continuous, Fartlek, aerobic relevance Flexibility video with of the types As a class create a mind-map of the worksheet interval, circuit of training different types of training, recalling http://content.jacplus.com.au/ anaerobic, eg anaerobic interval and information from the ppt at home. secure/FileViewer? training resourceId=97706&category flexibility, eg static, ballistic, PNF, dynamic methods In groups (2-3 students) students create =eLesson for a training sessions and programs for a Strength training video with strength training, eg free/fixed weights, variety of variety of sports and analyse which of the worksheet sports by different training methods would be best http://content.jacplus.com.au/ elastic, hydraulic asking suited for these various sports. Students secure/FileViewer? questions will need to ensure they use a variety of resourceId=97707&category such as: training methods in their different types. =eLesson which Scaffold is optional for support students. Dynamic Stretching http://www.sport-fitness- types of Students outline/describe/explain/evaluate advisor.com/dynamic- training the relationship between the training stretches.html are best methods, the energy systems, the adaptions Dumbbell exercises suited that may occur, and how this would affect http://www.sport-fitness- to performance. (this will be done step by advisor.com/dumbbellexercis differen step with a scaffold – as a class first, then es.html t in groups and then in pairs. For H/W Machine Vs Free Weights sports? students can answer a practice question on http://www.fitnesspros.com/a this and then get a partner to mark it using rticles/machvsfree.html Out- Students learn about Students learn Learning Activities Resources Reg com to es which the marking criteria) Students X, Y, & Z will be given 3 sample answer which they training will rank in order of quality before method completing this activity (homework before (s) this lesson) would be most Formative assessment appropr Students complete the “I used to think… iate? now I think” activity. Why? how Optional Watch the flexibility and/or strength would training video clips this training Extension affect Read through the dynamic stretching, perform dumbbell exercises and machine vs free ance? weight information. Students create flashcards, support System filing cards students use the relevant section of the PDHPE Study app. Summary quiz
Students complete practice exam questions Revision Test and get feedback from a partner. Support Core Extension Multiple Describe Analyse choice Discuss Explain Outline Apply
Students X, Y & Z will also be given questions with sections completed that need to be brought to their conclusion. Out- Students learn about Students learn Learning Activities Resources Reg com to es
Complete the summary quiz (closed passage for support) and revision test on this critical question. (Open summary for support) H8 types of training and training methods assess the Students participate in a variety of training Equipment needed to do the sessions which utilize a variety of training training: cones, hurdles, H10 aerobic, eg continuous, Fartlek, aerobic relevance methods (if possible get the students to run skipping ropes, weights of the types the sessions based on the sessions they (machine/free weights) etc interval, circuit of training created, maybe pick the best one for each anaerobic, eg anaerobic interval and type). training flexibility, eg static, ballistic, PNF, dynamic methods These lessons will overlap with the topic: for a Improving Performance. strength training, eg free/fixed weights, variety of sports by elastic, hydraulic asking questions such as: which types of training are best suited to differen t sports? which training Out- Students learn about Students learn Learning Activities Resources Reg com to es method (s) would be most appropr iate? Why? how would this training affect perform ance? How can nutrition and recovery strategies affect performance? H8 nutritional considerations compare Students go through the PPT “nutrition” at PPT “nutrition” home H11 pre-performance, including carbohydrate the dietary System Cards loading requiremen Students complete the handouts: different during performance ts of sports different foods & Phelps’s Diet H/W & Summary handout athletes in article. post-performance different sports Students develop nutritional plans for their considering athlete in their assessment task. pre-, during and post- Students create flashcards/summaries performanc e needs Students complete practice exam questions and submit them for feedback H8 supplementation critically Students go through the PPT PPT “Supplements” “Supplements” at home Out- Students learn about Students learn Learning Activities Resources Reg com to es H11 vitamins/minerals analyse the System Cards protein evidence Students conduct research on the internet for and to assess whether a particular supplement H/W & Summary handout caffeine against should be taken. They use the image on pg creatine products supplement 209 of Peak Performance to guide their ation for analysis. improved performanc Students complete the supplements section e of their nutritional plans.
Students create flashcards/summaries
Students complete practice exam questions and submit them for feedback H8 recovery strategies research Students go through the PPT “recovery PPT “recovery strategies” strategies” at home H10 physiological strategies, eg cool down, recovery System Cards hydration strategies Students copy table from pg 216 of Peak neural strategies, eg hydrotherapy, massage to discern Performance for their notes. H/W & Summary handout their main tissue damage strategies, eg cryotherapy features Students research a particular recovery Quiz & summary sheet psychological strategies, eg relaxation. and strategy and describe its main features and proposed explain the proposed benefits. benefits to performanc Students create flashcards/summaries e. Students complete practice exam questions and submit them for feedback
Students complete the quiz & summary sheet How can psychology affect performance? Out- Students learn about Students learn Learning Activities Resources Reg com to es H8 motivation evaluate Students go through the PPT “Motivation” PPT “Motivation” at home H11 positive and negative performanc intrinsic and extrinsic e scenarios Students complete the understand and to apply section on pg 169 of Peak determine Performance. Including question 2 after the watching clips from Coach Carter & appropriate Miracle on Ice. forms of motivation, Create flashcards eg golf versus Practice exam questions boxing H8 anxiety and arousal explain the Students go through the PPT “Anxiety & PPT “Anxiety & Arousal” Arousal” at home trait and state anxiety difference H11 sources of stress between Students read and answer questions on anxiety and Dinara Safina pg 178-179 Peak optimum arousal arousal in Performance. terms of the effects on Create flashcards performanc e Students complete a guided exam style question: explain the difference between anxiety and arousal in terms of the effects on performance. Plan using mind-map Plan paragraphs using PEEL Check each-others work Write answers and submit for feedback Out- Students learn about Students learn Learning Activities Resources Reg com to es H8 psychological strategies to enhance motivation research Students go through the PPT PPT “Psychological “Psychological Strategies” at home Strategies” H11 and manage anxiety case studies concentration/attention skills (focusing) of athletes Students complete Michael Mitcham pg mental rehearsal/visualisation/imagery from 189-190 Peak Performance. different relaxation techniques sports and Students search through youtube for goal-setting. ascertain athletes speaking about motivation and the nature psychological strategies they use. They of their watch these and take notes. Best three are motivation watched together. and the psychologi Create flashcards cal strategies Practice exam questions they employ. Quiz How does the acquisition of skill affect performance? H8 stages of skill acquisition examine Students go through the PPT “Stages of PPT “Stages of Skill Skill Acquisition” at home Acquisition” H9 cognitive the stages associative of skill Students learn how to juggle over the term. H10 acquisition 5-10 min a lesson and keep a diary about autonomous by their progress. participatin g in the Create flashcards learning of a new skill, Practice exam questions eg juggling, throwing with the non- Out- Students learn about Students learn Learning Activities Resources Reg com to es dominant arm H8 characteristics of the learner, eg personality, describe Students go through the PPT PPT “Characteristics of the “Characteristics of the Learner” at home Learner” H9 heredity, confidence, prior experience, ability how the characterist Students complete “Born to Run” pg 231- H10 ics of the 232 Peak Performance. learner can influence Create flashcards skill acquisition Students complete a guided exam style and the question: describe how the characteristics performanc of the learner can influence skill e of skills acquisition and the performance of skills. Plan using mind-map Plan paragraphs using PEEL Check each-others work Write answers and submit for feedback H8 the learning environment design a Students go through the PPT “The PPT “The Learning Learning Environment” at home Environment” H9 nature of the skill (open, closed, gross, fine, suitable discrete, serial, continuous, self-paced, plan for In groups of 4 students design a suitable H10 externally paced) teaching plan for teaching beginners to acquire a the performance elements (decision-making, beginners skill through to mastery. The plan should strategic and tactical development) to acquire a reflect: skill practice method (massed, distributed, whole, appropriate practice methods for through to part) the learners mastery. feedback (internal, external, concurrent, the integration of relevant The plan performance elements delayed, knowledge of results, knowledge of should an awareness of how instruction performance) reflect: Out- Students learn about Students learn Learning Activities Resources Reg com to es approp may vary according to riate characteristics of the learner practice how feedback will be used as methods learners progress through the stages for the of skill acquisition learners the Participate in a skill teaching session integrati designed by students in groups of 4. on of OR relevant Complete the cup staking activity p 242 perform Peak Performance. ance element Create flashcards s an Practice exam questions awarene ss of how instructi on may vary accordin g to characte ristics of the learner how feedbac k will be used as learners Out- Students learn about Students learn Learning Activities Resources Reg com to es progress through the stages of skill acquisiti on H8 assessment of skill and performance develop Students go through the PPT “Assessment PPT “Assessment of Skill of Skill and performance” at home and performance” H9 characteristics of skilled performers, eg and kinaesthetic sense, anticipation, consistency, evaluate Students evaluate various performance H10 technique objective measures from a variety of sports to objective and subjective performance and determine what sports they will be useful measures subjective for. performanc validity and reliability of tests e measures Students watch a series of videos from personal versus prescribed judging criteria to appraise multiple sports and use various forms of performanc assessment to compare performances. e Students then develop performance measures for the performances, watch then again and use them to appraise performance.
Students then evaluate each-others assessment tools, selecting the top 3 in the class and provide reasons for their choices.
Create flashcards
Practice exam questions
Quiz
UNIT/TOPIC EVALUATION
Year: Unit: FAP Topic: Performance Teacher: Date Started: Date finished: No. of lessons 11 Recommended Time: Weeks was: Too short Satisfactory Too long Outcomes Achieved: Which outcomes did students demonstrate to a high standard? (Please specify the outcome and give a brief explanation of how it was achieved.) Which outcomes need additional attention? Learning Experiences List any activities used that are not already included in the program. Teacher Reflection Comment on your teaching practice: . What worked . What didn’t work . What you will change next time . Any suggestions for additional resources Assessment How was this unit assessed? Was this an appropriate and effective assessment?
Teacher’s Signature: Date:
References
Websites http://content.jacplus.com.au/secure/FileViewer?resourceId=97706&category=eLesson http://content.jacplus.com.au/secure/FileViewer?resourceId=97707&category=eLesson http://www.fitnesspros.com/articles/machvsfree.html http://www.sport-fitness-advisor.com/dynamic-stretches.html http://www.sport-fitness-advisor.com/dumbbellexercises.html http://www.studyon.com.au/secure/Index?pk=474167f13fad6358&isbn=1742162797&fp=1§ionNo=0&cookie=0 http://www.studyon.com.au/secure/Index?pk=0eb317008c1b2c30&isbn=1742162797&fp=1§ionNo=0&cookie=0 http://www.studyon.com.au/secure/Index?pk=0eb317008c1b2c30&isbn=1742162797&fp=1§ionNo=0&cookie=0
Textbooks Boyd, Aaron, Eussen, Adrian, Lumley, David, O’Hallorn Merril, & Scully, Liz. (2010) PDHPE In Focus. Melbourne: Cengage Learning Australia. Browne, Stan, Clarke, Deb, Henson, Peter, Frida, Hristofski, Jeffreys, Vicki, Kovacs, Peter, Lambert, Karen, & Simpson, Danielle. (2010) PDHPE: Application & Inquiry. South Melbourne: Oxford University Press. Ruskin, Ron (2013) Outcomes 2 PDHPE. John Wiley & Sons Ruskin, Ron (2011) StudyOn HSC Personal Development, Health and Physical Education & Booklet. John Wiley & Sons
Teacher Resources Hattie, John. (2012) Visible Learning for Teachers: Maximizing Impact on Learning. London: Routledge. Waack, Sebastian. (2013) Glossary of Hattie’s influences on student achievement [Internet]. Viewed 26 September 2014, < http://visible- learning.org/glossary/>
International Learning Styles Australasia. (2010) Visual Learning Strategies for People Who Prefer to Begin by Reading or Viewing [Internet]. viewed 26 September 2014,