Unit+3+-+Physical+activity+participation+and+physiological+performance


 * The following information is extracted from the: **


 * __Physical Education - Victorian Certificate of Education Study Design (2011 - 2014)__**




 * __ Unit 3: Physical activity participation and physiological performance __**

This unit introduces students to an understanding of physical activity and sedentary behaviour from a participatory and physiological perspective. Students apply various methods to assess physical activity and sedentary levels, and analyse the data in relation to adherence to the National Physical Activity Guidelines. Students study and apply the social-ecological model to identify a range of Australian strategies that are effective in promoting participation in some form of regular activity. Students investigate the contribution of energy systems to performance in physical activity. In particular, they investigate the characteristics of each system and the interplay of the systems during physical activity. Students explore the multi-factorial causes of fatigue and consider different strategies used to delay and manage fatigue and to promote recovery.


 * __Area of study 1__**


 * __Monitoring and promotion of physical activity__**

This area of study uses subjective and objective methods for assessing the student’s own and another cohort’s physical activity and sedentary levels. Students analyse the advantages and limitations of each of these methods to determine the most appropriate measure for a given setting. Students identify components of the social-ecological model to assist in the critique of government and non-government strategies aimed at increasing physical activity within the population.

__Outcome 1__ On completion of this unit the student should be able to analyse individual and population levels of sedentary behaviour and participation in physical activity, and evaluate initiatives and strategies that promote adherence to the National Physical Activity Guidelines. To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of Study 1.

__Key knowledge__ This knowledge includes: • subjective and objective methods of assessing physical activity and sedentary behaviour, including recall surveys or diaries, pedometry, accelerometry and observational tools, in relation to the National Physical Activity Guidelines • components of social-ecological models (individual, social environment, physical environment and policy); the relationship between the multiple levels of influences and physical activity • the role of government and non-government organisations in promoting adherence to the National Physical Activity Guidelines in schools, workplace and communities, including VicHealth, National Heart Foundation, State and Federal Government departments • a range of individual and population-based Australian physical activity promotion initiatives and strategies.

__Key skills__ These skills include the ability to: • compare and contrast subjective and objective methods of assessing sedentary behaviour and physical activity compliance with the National Physical Activity Guidelines • collect, measure and evaluate data using subjective and objective methods of assessing physical activity and sedentary behaviour • identify components of the social-ecological model • apply a social-ecological model to critique physical activity strategies used by government and non-government organisations to target two sub-population groups • collect and analyse information on initiatives and strategies aimed at increasing physical activity levels locally.

**__School-assessed Coursework__**

Teachers will provide to the Victorian Curriculum and Assessment Authority a score representing an assessment of the student’s level of achievement.

The score must be based on the teacher’s rating of performance of each student on the tasks set out in the following table and in accordance with the assessment handbook published online by the Victorian Curriculum and Assessment Authority. The assessment handbook also includes advice on the assessment tasks and performance descriptors for assessment.

Assessment tasks must be a part of the regular teaching and learning program and must not unduly add to the workload associated with that program. They must be completed mainly in class and within a limited timeframe. Where teachers provide a range of options for the same assessment task, they should ensure that the options are of comparable scope and demand. Teachers should select a variety of assessment tasks for their program to reflect the key knowledge and key skills being assessed and to provide for different learning styles.


 * ** Outcomes ** || ** Marks allocated ** || ** Assessment tasks ** ||
 * ** Outcome 1 **

Analyze individual and population levels of sedentary behaviour and participation in physical activity, and evaluate initiatives and strategies that promote adherence to the National Physical Activity Guidelines. || 40 || A response in one or more of the following forms, which focuses on strategies aimed at increasing physical activity levels:

• a practical laboratory report • a case study analysis • a data analysis • a critically reflective folio/diary of participation in practical activities • a visual presentation • a multimedia presentation. ||

**__National Physical Activity Guidelines for Adults__**