12 Physical Education
Subject Description
Objectives
- To develop a knowledge and understanding of the human body as it relates to movement and performance.
- To develop skills in acquiring, applying and evaluating in-depth knowledge in relation to Physical Education.
- To give an appreciation of the contribution that physical activity has to the development of a healthy life-style.
- To develop interpersonal and social responsibility skills in group and team situations.
- To apply biophysical principles to train for and complete a 6km Tough Guy/Tough Gal Event.
- To develop understanding of the influence sociocultural factors have on participation in physical activity.
- To develop critical thinking/critical analysis and evaluative skills.
- To develop a variety of physical skills in a range of contexts.
Content
- Skill learning.
- Exercise Physiology.
- Functional Anatomy.
- Principles of training.
- Methods of training.
- Sports Psychology.
- Social responsibility.
- Sociocultural factors impacting activity involvement.
- Practical performance
- Tough Guy/Gal Event performance.
- Badminton performance.
- Golf.
This is a restricted entry course - approval by the Faculty Leader may be required. If you select this course, you must also choose a BACKUP subject.
Subject Overview
Term 1
Self, Others and Society Unit of Work - Examine the significance for self, others and society of a physical activity selected by the student.
Examine the significance of the physical activity for you (self).
Examine the significance of the physical activity for others (this may include for example friends, family or whanau).
Examine the significance of the physical activity for society (this could include your local community, school, iwi, region, New Zealand, or even the world).
Examine critically involves explaining the interrelationship between relevant sociological factors and the significance of a physical activity for self, others and society by:
- Identifying assumptions.
- Identifying who is advantaged and disadvantaged.
- Considering pros and cons.
- Making judgements and providing supporting evidence.
Significance for self, others and society is derived from sociological factors and issues such as:
Societal.
Political.
Economic.
Environmental.
Ethical.
Cultural.
Historical.
Term 2
Improving Performance/Improving Wellbeing. This unit of work involves students demonstrating their understanding of the application of Biophysical Principles to training for the 6km Tough Guy/Tough Gal event.
Students will learn how to apply Biophysical Principles to their training for the 6km Tough Guy/Tough Gal event.
Students will experience and observe the effects of Biophysical Principles, and become acquainted with the principles and methods of training in movement contexts.
Biophysical Principles that relate to training for physical activity include:
Principles and methods of training, and may include:
Aspects of Exercise Physiology.
Aspects of Sport Psychology.
Principles and methods of training may include but are not limited to:
Frequency.
Intensity.
Duration.
Overload.
Specificity.
Reversibility.
Diminishing returns.
Continuous and interval training.
Fartlek.
Flexibility training.
Resistance training.
Plyometrics.
Exercise Physiology may include but is not limited to:
Energy systems.
Respiratory and cardiovascular systems.
Muscular systems.
Students develop their own training programme for the Tough Guy/Tough Gal event by applying the Biophysical principles they learn during this unit of work.
Term 3
Badminton coaching and practical assessment.
A Ball of a Time Unit of Work.
Demonstrate understanding of how and why biophysical principles relate to the learning of physical skills.
Students develop skill using the following content:
Functional anatomy, for example: the movement of bones at joints by major muscles and the description of the joint action.
Biomechanical principles, for example: stability, levers and projectile motion, inertia, force, force summation, momentum, balance, centre of mass, and basic performance appraisal.
Skill learning, for example: types of practice, stages of learning, and factors affecting learning.
Sport Psychology, for example: self-talk, visualisation, mental rehearsal, routines, arousal control, goal setting, confidence, and concentration.
Term 4
Completion of Social Responsibility Unit of Work.
Completion of A Ball of a Time Unit of Work.
Recommended Prior Learning
An average of Merit from all Year 11 assessments related to Physical Education.
Subject and Associated Costs
Course Costs: $23.00 Workbook.
Associated Costs: $160.00 Activity fee, Tough Guy/Gal entry fee, transport costs, Badminton coaching, golf experience.
Pathway
Assessment Information
Year 13 Physical Education Guideline(s):A Merit grade or higher in four of the assessed Level 2 Standards.
Students must also have attained an Achieved grade or higher in Achievement Standard 91329 (2.3).
Discretion of Faculty Leader.
Credit Information
You will be assessed in this course through all or a selection of the standards listed below.
This subject is eligible for subject endorsement.
External
NZQA Info
Physical Education 2.2 - Demonstrate understanding of how and why biophysical principles relate to the learning of physical skills
NZQA Info
Physical Education 2.3 - Demonstrate understanding of the application of biophysical principles to training for physical activity
NZQA Info
Physical Education 2.4 - Perform a physical activity in an applied setting
NZQA Info
Physical Education 2.5 - Examine the significance for self, others and society of a sporting event, a physical activity, or a festival
NZQA Info
Physical Education 2.8 - Consistently demonstrate social responsibility through applying a social responsibility model in physical activity
Pathway Tags
Diversional Therapist, Actor, Personal Trainer/Fitness Instructor, Agricultural/Horticultural Scientist, Air Force Airman/Airwoman, Air Force Officer, Aircraft Loader, Chemist, Zookeeper, Police Officer, Army Officer, Army Soldier, Building and Construction Labourer, Outdoor Recreation Guide/Instructor, Entertainer, Flooring Installer, Urban/Regional Planner, Science Technician, Podiatrist, Chiropractor, Meteorologist, Miner/Quarry Worker, Mine/Quarry Manager, Diver, Concrete Worker, Stonemason, Dairy Farmer, Dentist, Sports Coach/Official, Driller, Fencer, Firefighter, Ranger, Professional Sportsperson, Naturopath, Security Officer/Guard, Massage Therapist, Model, Navy Sailor, Navy Officer, Occupational Therapist, Parking Officer, Physiotherapist, Recreation Co-ordinator, Roading Construction Worker, Roadmarker, Roofer, Secondary School Teacher, Teacher Aide, Speech-Language Therapist, Support Worker,
Disclaimer
It is important that you complete your option selection by the due date to enable you to have your preferred course of study. Course availability is dependent on numbers and staffing, and course entry will be confirmed at the beginning of the school year.