Physical Education (2010)
Sample work program
August 2010
Physical Education (2010)
Sample work program
Compiled by the Queensland Studies Authority
August 2010
The QSA acknowledges the contribution of Tania Stewart (St Andrew’s Lutheran College) in the
preparation of this document.
A work program is the school’s plan of how the course will be delivered and assessed, based on
the school’s interpretation of the syllabus. The school’s work program must meet syllabus
requirements, and indicate that there will be sufficient scope and depth of student learning to
reflect the general objectives and meet the exit criteria and standards.
This sample demonstrates one approach, and should be used as a guide only to help teachers
plan and develop school work programs.
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Physical Education (2010) Sample work program
Course organisation — Year 11 and Year 12
Unit of Work — Core Subject Matter
Year 11—55 hours per semester
Year 12—55 hours per semester
UNIT 1
Team
Indirect
Interceptive
UNIT 2
Team
Direct
Interceptive (I)
UNIT 3
Team
Direct
Interceptive (II)
UNIT 4
Individual
Performance
UNIT 5
Individual
Performance
UNIT 6
Team
Direct
Interceptive (I)
UNIT 7
Team
Direct
Interceptive (II)
UNIT 8
Team
Indirect
Interceptive
FOCUS AREA A
Motor learning
Characteristics of
the learner
Characteristics of
the task
Practice
Feedback
Judging the
quality of
physical skills (E)
FOCUS AREA C
Figueroa’s
Framework
Individual
Genetic
predispositions and the
satisfaction of personal
preferences and
human needs through
physical activity
Interpersonal
The role of parents,
peers, coaches,
teachers and media on
socialisation,
opportunities and
decisions about
physical activity
Institutional
The impact of
institutions such as
families, schools,
sporting clubs,
religions and politics
on access to physical
activity
Structural
FOCUS AREA B
Training Program
Design
Three energy
systems and
percentage use
Immediate effects of
training
Planning and
designing training
programs
Evaluating training
programs
Measurement and
evaluation of
physical
performance
capacities (E)
FOCUS AREA A
Biomechanics
Force and motion
Momentum and
inertia
Fluid mechanics
(E)
Equilibrium and
balance
Biomechanical
analysis of
physical activity
FOCUS AREA A
Psychology
Motivation,
arousal and
anxiety (E)
Imagery and
visualisation
Feedback
mechanisms
Goal setting
FOCUS AREA C
Figueroa’s
Framework
Individual
The role of selfconcept, personal
beliefs, values and
attitudes
Interpersonal
The role of peers,
coaches, teachers
on socialisation,
opportunities and
decisions about
physical activity
Structural
The impact of
inequitable
distribution of
resources and
rewards
Cultural
Cultural influences
on body image, the
social construction
of gender and
physical activity
FOCUS AREA B
Exercise
Physiology
Principles
Types and
components of
fitness for physical
activity
Limitations
Training principles
and methods for
physical activity
Training program
design
Planning and
designing
Evaluating
immediate and
long-term effects of
training
Measurement and
evaluation of
physical
performance
capacities (E)
FOCUS AREA C
Figueroa’s
Framework for
examining
equity and
access in
physical
activity
Your future
participation in
physical activity
Physical activity
and sport as a
lifelong journey
for the physically
educated
individual
• Institutional
The impact of
institutions such
as families,
schools, sporting
clubs, religions
and politics on
access to
physical activity
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FOCUS AREA B
Training program
design
Planning a session
for physical activity
FOCUS AREA A
Psychology
Motivation, arousal
and performance
Information processing
Team dynamics
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Physical Education (2010) Sample work program
FOCUS AREA A
Biomechanics
Projectile motion
FOCUS AREA B
Training methods
to develop core
strength
FOCUS AREA B
Injury prevention,
management and
rehabilitation (E)
FOCUS AREA A
Team dynamics
Motivation
Communication (E)
Models of
coaching (E)
FOCUS AREA B
Exercise
physiology
principles
Training
methods
Unlocking the
mystery of
plyometrics
FOCUS AREA C
Figueroa’s
Framework
Individual and
cultural levels
Factors affecting
participation
Sport as a
microcosm of
society
FOCUS AREA A
Goal setting (E)
Written or multimodal/spoken
Physical
Assessment techniques
FORMATIVE 1.1
Physical
performance
Continuous
assessment in a
variety of authentic
contexts
FORMATIVE 2.1
Physical
performance
Continuous
assessment in a
variety of authentic
contexts
FORMATIVE 3.1
Physical
performance
Continuous
assessment in a
variety of authentic
contexts
FORMATIVE 4.1
Physical
performance
Continuous
assessment in a
variety of
authentic contexts
SUMMATIVE 5.1
Physical
performance
Continuous
assessment in a
variety of
authentic contexts
with greater focus
on complexity
SUMMATIVE 6.1
Physical
performance
Continuous
assessment in a
variety of
authentic contexts
with greater focus
on complexity
SUMMATIVE 7.1
Physical
performance
Continuous
assessment in a
variety of
authentic contexts
with greater focus
on complexity
SUMMATIVE 8.1
Physical
performance
Continuous
assessment in a
variety of
authentic contexts
with greater focus
on complexity
FORMATIVE 1.2
Research
Analytical
exposition—
magazine article
800–1000 words
Evaluate whether
game or skillbased practice is
more suited to
your style of
learning and
the physical
performance skills
you need to
develop most
FORMATIVE 2.2
Supervised written
Extended written
response
500–700 words,
unseen question, 90
minutes, 150 words
plus references and
prepared
bibliography allowed
into exam
Justify which level of
Figueroa’s
Framework of Equity
had the most
significant impact on
the success of the
Middle School lunchtime futsal
tournament and
achievement of the
philosophy,
participation for all in
a “fun, safe and
supportive
environment”
FORMATIVE 3.2
Research
Report 800–1000
words
Predict how
suitable the generic
touch-specific
training micro-cycle
will be based on
your own levels of
fitness and
suitability to touch
FORMATIVE 4.2
Research
Analytical
exposition (multimodal
presentation)
3–5 minutes with a
combination of at
least two modes of
presentation (e.g.
commentary and
video)
Justify how
understanding the
biomechanics of
surfing helped you
achieve your
performance goals
SUMMATIVE 5.2
Research
Report (multimodal
presentation)
5–8 minutes with a
combination of at
least two modes of
presentation of
student own
choice
Evaluate how
effectively you
utilised sports
psychology to
enhance your
performance
during the surfing
unit
SUMMATIVE 6.2
Supervised written
Extended written
response
600–800 words,
unseen question,
90 minutes, 100
words plus
references and
prepared
bibliography
allowed into exam
Evaluate which
level of Figueroa’s
Framework had
the most impact
on your
opportunity to
participate
equitably in the
futsal unit based
on the learning
experiences
provided
SUMMATIVE 7.2
Research
Report 1000–1500
words
Justify the
modifications
made to the
generic touchspecific training
micro-cycle to
enhance its
suitability to your
own training
needs
SUMMATIVE 8.2
Research
Analytical
exposition—
magazine article
1000–1500 words
Physical activity
and sport as a
lifelong journey is
an important
philosophy for the
physically
educated
individual
Recommend how
successful the
‘indirect
interceptive
physical activity’
was in helping you
to become
physically
educated and how
it could be
enhanced
(E) = Extension subject matter
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Year 12 Unit 6 — Focus Area C/Direct Interceptive (Futsal)
Overview: Through participation in a range of physical skills in simple to complex authentic contexts, the student will evaluate personal performance in terms of individual and team
physical responses and strategies relevant to offense or defense in futsal. Through understanding of Figueroa’s Framework of Equity and the impact each of the levels, the student will
examine their attitude/participation/enjoyment/access to the futsal, and link with other relevant sociological concepts. They will evaluate training sessions that target both skills and fitness,
and decide on how effective it was to improving own participation in futsal. Students will also decide how team dynamics can impact on participation and equity in the class or team.
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Subject matter
Learning experiences demonstrating personalisation and integration
Performance elements
Simple authentic contexts
• Basic skills in closed performance
environments
• Revise drills and skills used to correct
common errors
• Application of rules and appropriate
etiquette, referee peers
• Application of a variety of skills in simple
authentic performance contexts (e.g. skills
in pairs)
Complex authentic contexts
• Application of a variety of skills in
open/game situations (e.g. 3v2, 2v2, 5v5)
• Application of a variety of game situations
— offence/defence
• Application of feedback to enhance
performance
• Application of drills and skills used to
correct detected errors
• Evaluation of personal and team
performance to solve problems/initiate
change
Focus Area C
Figueroa’s Framework for examining equity
and access in physical activity
• What is Figueroa’s Framework of Equity?
• Sociological concepts — participation,
equity, gender, construction of body,
media, marketing, socio-cultural factors
influencing participation, socialisation,
equity, hegemony
Students:
• participate in a variety of simple to complex authentic physical performance contexts and evaluate how these factors affect
performance
• record progress in a performance journal
• participate in a range of simple to complex authentic physical performance contexts to apply strategies and tactics
• through evaluation of performance, select appropriate drills to improve performance (skills, strategies or tactics) that suit a
variety of game play situations — simple to complex
• participate in peer-led coaching sessions
• review and critique video evidence of performances of self and peers
• review magazines, websites and text to identify drills/strategies that could be used to improve performance
• videotape own performance and analyse in terms of skills and game strategies/plans
• identify own physical strengths and weaknesses that may impact on futsal performance, and decide on position that would suit
in game situations
• seek feedback from teacher/peers to improve performance
• define appropriate terminology from sociology, training and team dynamics
• collect a range of resources relevant to sociology (participation, equity, gender, construction of body, media, marketing, sociocultural factors influencing participation, socialisation, Figueroa’s Framework, hegemony, Gen X/Y/bBaby Boomers, etc.)
• construct a bibliography of resources used throughout the unit
• review expected response from previous unit and identify weaknesses in own written responses, quality C1, C2, C3
• practise organising paragraph plans over a range of topics (e.g. the impact of training on development of skills and fitness for
futsal, the impact of team dynamics on participation, selecting and justifying the most effective training drill for improving your
weakest skill or teams weakest skills)
• experience a variety of teacher-generated manipulations that impact on participation, equity, quality of the experience in the
futsal lessons (e.g. a draft similar to AFL, teacher negative feedback, professional coaches, coach-centred session, split into
ability/gender/friendship or non-friendship, student-led training, game against Year 11 PE class, psychological manipulations
(e.g. Year 11 class better than Year 12s, unfair/biased refereeing, unstructured/unorganised lesson with no teacher input or
direction, money and prestige for team winning draft competition and best team uniform, re-draft to increase/decrease success
of draft teams)
• experience specific individual teacher-generated manipulations based on role in the class, personality, gender (e.g.
increase/decrease participation in games, increase/decrease communication)
• identify and implement a student-generated manipulation that will impact on own (draft team or individual team members)
attitude/participation/enjoyment/access to the physical activity
Physical Education (2010) Sample work program
•
•
Maslow’s Hierarchy of Needs
The Crawford Report, Australian Sport:
Pathways to Success
• Other government sporting policies —
local, state, national
• Popular culture — Gen Y (X and Baby
Boomers)
• Local area study
• Policies or information relating to the
physical performance (e.g. the history of
futsal)
Focus Area B
Training program design
• Training to improve skills and fitness
Focus Area A
Psychology
• Team dynamics and the impact on
participation
• participate in a training session for futsal that targets skills and fitness
• observe impact of team dynamics on participation in physical performance environment
Using the data and learning experiences from above, students will:
• evaluate performance outcomes as complexity of performance contexts increases with the aim of enhancing performance in
more sophisticated and complex contexts
• identify and describe critiques of self or peers in terms of skills and game strategies
• initiate change in technical skill to demonstrate solutions in performance outcomes through implementation of appropriate
drills, strategies or modifications based on accurate fault detection (from professional, teacher, peers, self)
• record the success of drills, strategies or modifications used to improve futsal performance in a journal
• evaluate the Levels of Figueroa’s Framework and apply personal examples of where participation/access/equity have been
created or denied through individual sporting experiences
• predict which level/s of Figueroa’s Framework will have the biggest impact on your attitude/participation/enjoyment/access to
futsal
• examine government sporting policies at a local, state and national level (e.g. Crawford Report, Australian Sport: Pathways to
success, Smart Moves, junior sport policy) and comment how these could create or deny equitable access to sport and
physical activity
• identify the sporting policies at local, state and national level and decide if the Gold Coast compares favorably to other regions
and the national policies (e.g. junior sport development)
• evaluate the Crawford Report and identify where the Levels of Figueroa’s Framework can be linked (e.g. cultural)
• evaluate the Australian Sport: Pathways to Success document and identify where the Levels of Figueroa’s Framework can be
linked (e.g. cultural)
• maintain a comprehensive journal that reflects on the teacher-generated manipulations and your own
attitude/participation/enjoyment/access to the physical activity
• rank the four manipulations that had the biggest impact on own attitude/participation/enjoyment/access to futsal (1 = most; 4 =
least)
• justify choices with convincing personal examples and credible research from a range of resources (rate)
• link levels of Figueroa’s Framework with the top 4 manipulations you selected that impacted on your
attitude/participation/enjoyment/access to the physical activity (e.g. being selected in the draft by the top player in the class had
a huge impact on my self-esteem and willingness to play which therefore enhanced my performance and this is a reflection of
the Interpersonal Level of Figueroa’s Framework of Equity)
• link reasons for your own attitude/participation/enjoyment/access to the physical activity to sociological concepts (e.g. futsal
and Maslow’s Hierarchy of Needs — being a team sport provides a sense of belonging which can lead to self-actualisation)
• justify which level of Figueroa’s Framework and which teacher-generated manipulation had the most significant impact on your
attitude/participation/enjoyment/access to futsal
• justify what you value about involvement in physical activity through your understanding of the Gen Y culture and other
influencing factors
• examine the local area/school environment and identify how participation and equity in physical activity are created or denied
• analyse why this is the case by using the characteristics from each level of Figueroa’s Framework to identify the impact of your
selection on your own attitude/participation/enjoyment/access to the physical activity
• justify this selection with personal (examples from your journal, research based on broader sociological concepts such as
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•
•
•
•
•
socio-cultural factors affecting participation, hegemony)
select a range of resources that will enhance meaning and impact for the written task (journal, magazines, online resources,
text)
design and implement a training session for a group of peers that targets both skills and fitness for futsal and evaluate its
success
evaluate the effectiveness of a peer-led training session that targets both skills and fitness and provide written feedback in a
paragraph
enhance the paragraph provided from peers by providing more in depth solutions, credible research or convincing examples
evaluate how significant team dynamics are on participation in futsal
Assessment
Addresses all three dimensions—Acquiring, Applying and Evaluating
Physical performance — Summative 6.1
Continuous assessment in a variety of authentic futsal contexts, with a greater focus on increasing complexity and sophisticated learning experiences and contexts, e.g. gameplay,
3 vs. 2 reduced space-modified games or drills, drawing upon a range of skills in both offence and defence
Written performance — Summative 6.2
Essay under exam conditions — 600–800 words, unseen question, 90 minutes, 100 words plus references and prepared bibliography allowed into exam
Evaluate which level of Figueroa’s Framework had the most impact on your opportunity to participate equitably in the futsal unit, based on the learning experiences provided.
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Physical Education (2010) Sample work program
School
Physical Education — Student Achievement Profile
STUDENT: ................................................... TEACHER: ...................................................... YEAR OF EXIT: ................
Year 11
Physical
activity
Indirect
Interceptive
Formative assessment
Acquire
Formative
Apply
Formative
Evaluate
Formative
Acquire
Summative
Apply
Summative
Evaluate
Summative
1.1 Interim physical responses for a variety
of authentic contexts
1.2 Focus Area A: Analytical exposition —
magazine article 800–1000 words
Direct
Interceptive I
2.1 Interim physical responses for a variety
of authentic contexts
2.2 Focus Area C: Unseen essay under
exam conditions 500–700 words
Direct
Interceptive II
3.1 Interim physical responses for a variety
of authentic contexts
3.2 Focus Area B: Research report 800–
1000 words
Performance
4.1 Interim physical responses for a variety
of authentic contexts
4.2 Focus Area A: Multi-modal presentation
Oral 3–5 minutes
YEAR 11
GLOBAL STANDARDS
YEAR 11
PROPOSED LEVEL OF ACHIEVEMENT
Year 12
Physical
activity
Performance
Summative assessment
5.1 Physical responses for a variety of
authentic contexts with a focus on
increasing complexity
5.2 Focus Area A: Multi-modal presentation
5–8 minutes
Direct
Interceptive I
6.1 Physical responses for a variety of
authentic contexts with a focus on
increasing complexity
6.2 Focus Area C: Unseen essay under
exam conditions 600–800 words
Direct
Interceptive II
7.1 Physical responses for a variety of
authentic contexts with a focus on
increasing complexity
7.2 Focus Area B: Research report 1000–
1500 words
Verification folio submitted to district
YEAR 12
GLOBAL STANDARDS AT VERIFICATION
PROPOSED LEVEL OF ACHIEVEMENT AT VERIFICATION
Indirect
Interceptive
8.1 Physical responses for a variety of
authentic contexts with a focus on
increasing complexity
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8.2 Focus Area C: Analytical exposition—
magazine article 1000–1500 words
YEAR 12
GLOBAL STANDARDS AT EXIT
YEAR 12
EXIT LEVEL OF ACHIEVEMENT
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Physical Education (2010) Sample work program
Queensland Studies Authority
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PO Box 307 Spring Hill
QLD 4004 Australia
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www.qsa.qld.edu.au