VCE Physical Education Unit Outline

UNIT TITLE: Unit 1: The Commotion of Motion!

BAND/YEAR: 11 VCE

Area of Study (AOS): Area of study 2- Biomechanical movement principles

SEQUENCE & LENGTH: 12

lessons 72 minute in length over
6 weeks
WEEK/DATE/TERM:
Term 1 weeks 3-9 (15/02/201623/3/2016)

AoS Description: In this area of study students examine biomechanical principles

underpinning physical activity and sport. Through their involvement in practical
activities, students investigate and analyse movements in a variety of activities to
develop an understanding of how the correct application of biomechanical principles
leads to improved performance.

Below are the key knowledges that students will

learn throughout the unit:
Newtons Laws of motion, including an understanding of
force, mass and weight, acceleration and inertia applied
to sport and physical activities

Upon completion of this unit students will be able to

demonstrate the key skills identified below:
Use correct terminology to explain the application of
biomechanical principles to a variety of sporting actions

The principles of conservation and transfer of

momentum, impulse and sequential and/or simultaneous
force summation applied to sport and physical activities

Perform, observe, analyse and report on a variety of

practical activities related to the application of
biomechanical principles

Projectile motion, including the human body as a

projectile, Magnus effect, spin (back spin, top spin, side
spin), height of release, angle of release, velocity of
release, angle of projection and flight path (trajectory)

Analyse and interpret graphical representations of

biomechanical principles used in human movement
Apply biomechanical principles to evaluate the efficiency

 Angular motion including torque, angular velocity,

momentum and moment of inertia and their application
to sport and physical activities.
Elasticity and the co-efficient of restitution of sports
equipment and the effect of rebound velocity on
performance

of a variety of movements
Compare and contrast different sporting actions to identify
the correct application of biomechanical principles to
improve performance.
Explain how spin is used to produce the desired outcome
in sport (for example, curve ball in baseball, lift in javelin
throwing, leg break in cricket)

Factors that affect balance and stability, including centre

of gravity, base of support, line of gravity and mass in
sporting and physical activities.

Components of levers (axis, force arm and

resistance arm) and
their application to sport and physical activities
Teaching Approaches:

Assessment ideas:

Multiple teaching approaches will be utilised throughout

this unit to engage, encourage and support students to
build their knowledge and understanding the content to
the best of each individuals ability. Active engagement is
one approach that will utilise kinaesthetic/tactile-learning
experiences to express biomechanical principles through
real human movement opportunities that will deepen the
learning process. Through explicit instruction students
will build knowledge for key concepts and terminology
required to succeed in understanding the content in the

On completion of this unit the student should be able to

collect and analyse information from, and participate in, a
variety of practical activities to explain how to develop
and refine movement in a variety of sporting actions
through the application of biomechanical principles. At the
beginning of the unit a diagnostic for off assessment through a
Socrative quiz will demonstrate students existing knowledge of
the content. Throughout the unit formative assessments
utilising Kahoot Socrative quizzes, Quizlet flashcards, and in

unit. In addition, project based learning and inquiry

based learning will be applied in an effort to support
student engagement and motivation. Lastly this unit will
take a student centred approach through inquiry based
learning which will allow practical activities to
consolidate heavy theoretical information.

class activities will be used to check for understanding and

track progress of students. The summative assessment will be
a SAC focusing on unit 1 (Area of Study 2). Below are other
assessment ideas that could be utilised:
Structured questions that draw on primary data which
analyses a movement skill using biomechanical and skill
acquisition principles.
Collect and analyse information from, and participate in,
a variety of practical activities to develop and refine
movement skills through the application of
biomechanical and skill acquisition principles.
Case study analysing a specific movement
A response in one or more of the following forms, which
focus on biomechanical movement principles
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
A written test (SAC)

EVALUATION:
Enduring understandings:
There are number of biomechanical principles which underpin physical activity and sport.
We can improve sporting and/or physical performance by applying biomechanical principles.
Below are a list of essential questions that will guide each lesson in an effort to stay on track with the
content:
What is Linear and Angular motion and how do they apply to sport and physical activities?
What are the elements of projectile motion?
What are Newtons laws of motion and how are they applied to sport and physical activities?
What is momentum and how is it conserved in collisions?
What effect does rebound have on sporting performance?
What factors affect balance and stability?
How are levers used in sport and physical activities?
How is spin used in sport and physical activity?
How can biomechanical principles be used to evaluate the efficiency of a variety of movements to improve
performance?
Reflective pedagogical questions:
Did students achieve the unit outcomes? If not, what modifications can be made to enhance student learning?
Was this activity successful? Why/why not?
If we do this again, what can I do differently to help you learn more?
Which students will require additional support? (Individual teachers use data and evidence to identify students in
their class)
What is our/my professional learning needs to be able to teach this topic for every learner?
What teaching styles will assist students to build connections and apply skills learnt
How will I facilitate students using the language of the discipline, to select the mode of language appropriate to the

task and to meet the literacy and thinking demands of the task
How can I ensure that all resources are accessible for students to refer back to?

Week

Links to:

Lesson

Date

Week 1
Lesson 1

Mon 15th
Feb

Text

Area Of
Study
Outcome
Key
Knowledge
Key skills

Chapter & page

no.

Knowledge:
Intro to
biomechani
cs
Quantitativ
e&

Nelson (5th
edition) p63, &
64.

Topic & Content to be

covered

Teaching and Learning Activities

Other resources
to be used.

Quiz link:
www.socrative.c

Week 1 Introduction

Activity 1 - 'What is biomechanics'

Discuss KK &KS
Read pages 63, 64 and the 'Real World
Gain an understanding of the Focus' from the text book Nelson
relevance and importance of Physical Education Unit 1 & 2
biomechanical principles and

Answer the questions in Notebook on

qualitative om

sport/ PA

the page 'What is Biomechanics'

Skills:
'What is biomechanics'
Instruct students to answer the
questions in their notebook on
the page 'What is Biomechanics'.
Provide them with feedback on
their responses.

Activity 2 - Area of Study 2 pre-test

1 Go to the website
www.socrative.com
2 Click student login
3 Enter the room number indicated by
your teacher
Complete the quiz, remind students not
Area of Study 2 pre-test
to worry if you they no idea, they are
Set up the Socrative pre-test
not expected to know the answers or
quiz which summarises the key
words used in this quiz. The purpose of
biomechanical principles
this activity is to measure your progress
Reassure the students that they
during the unit, and to do this we need
are not expected to get many if
to get a baseline of what you already
any questions right, the purpose
know.
of the activity to get some
baseline data on what they
already know.
Use this data to determine your
instructional groupings and
during the unit to support
students who need extra support
and extend students who
already know content from prior
learning.
Week 1

Nelson (5th

Week 1: Terminology

Flash card activity:

Lesson 2
Wed 17th
Feb.

edition)
p62-79, chapter Learning objective
4.
This knowledge includes defining
the following terms:

Straight line motion,

including the concepts of
acceleration/deceleration,
velocity and distance/
displacement applied to
sport and physical activities

Angular motion including

torque, angular velocity,
momentum and moment of
inertia and their application
to sport and physical
activities.

Use correct terminology to create

a set of flash cards of
biomechanical principles such as,
acceleration and deceleration,;
Activity 1: Key terms
As a class students will write key
terms for in the form of flash cards
for reference throughout unit as a
glossary for the SAC at the end of
the unit this will include: motion,
linear motion, distance and
displacement, speed and velocity,
acceleration and angular motion,
mass and weight inertia and
velocity momentum.
Use the flash cards as the basis
for a class online quiz using
Classmarker, eQuizzer, Easy Test
Maker or Hot Potatoes for students
to complete before exiting the
class.

Week 1:
Lesson 3
Fri 19th feb

Nelson (5th
edition) p77
&78 Chapter 4.

Week 1: Motion, velocity &

acceleration

Learning objective
Resources:
This knowledge includes:
Coaches
Straight line motion,
eye
including the concepts of
applicatio
acceleration/deceleration,
n
velocity and distance/
displacement applied to
Ipads
sport and physical
activities

Week 2:
Lesson 4
Mon 22nd
Feb

Nelson (5th
edition) 82-87
chapter 5.
Resources: (for
lab)
Garden
hose
Measuring
tape

Week 2: Projectile motion

Learning objective
This knowledge includes:

Activity 2:
Students will use video footage to
analyse periods of acceleration,
constant velocity and deceleration in a
400m sprint. They will then use the
coaches eye application either on their
mobiles or Ipads for practical analysis of
their own sprints over 50m. Take
students outside and collect data to
calculate velocity and acceleration by
timing sprints over the known distance.
Activity 3:
Read summary on page 77 and answer
review questions p78 of text book
(complete for homework)
Activity 1: Laboratory
Students will Undertake a laboratory
activity on page 86 of their textbook to
investigate projectile motion.

Activity 2: Experiment
Projectile motion, including
As a class we will conduct the Garden
the human body as a
projectile, Magnus effect,
hose activity:
spin (back spin, top spin, side
Using a garden hose, manipulate the
spin), height of release, angle
variables of angle of release (nozzle
of release, velocity of
angle, degrees to the horizontal),
release, angle of projection
height of release (nozzle height
and flight path (trajectory)

YouTube link:
https://www.you
tube.com/watch
?
v=23f1jvGUWJs

above the ground) and velocity of

release (water pressure); measure
the distance of the stream of water
at varying angles of release, height
and velocity; relate the findings to
sporting scenarios.
Projectile motion

Show angry birds

Pose question 1 (socrative) 'what

factors affect the flight of the
projectile?'

Students enter as many Reponses

as they want

Refine this list and students take

notes on the height of release,
speed of release and angle of
projection/release
Pose question 2 (socrative)' what
forces affect the flight of a
projectile' e.g. Drag, Gravity,
Lift/Magnus effect and buoyancy

Show Roberto Carlos video and

pose 3rd question How does this
happen?
Show video
https://www.youtube.com/watch?
v=23f1jvGUWJs

Week 2:
Lesson 5
24th Feb.

Nelson (5th
Week 2: Biomechanical
edition) p80-87, principles of motion through air
Chapter 5.
Learning objectives
This knowledge includes:

Activity 1: Data analysis- The

human body as a projectile
Instruct students to do the following:
1. Research, collect and analyse data of
high jump records and the techniques
used.
2. Use websites, texts and journals to
Projectile motion, including
research high jump records and the
the human body as a
projectile, Magnus effect,
techniques used to achieve success.
height of release, angle of
3. Refer to your data and perform a
release, velocity of release,
biomechanical analysis that compares
angle of projection and flight and contrasts the different techniques
path (trajectory).
used in high jump.
4. Comment on the following
biomechanical principles related to high
jump:

The human body as a projectile

Forces involved in projectile motion
Gravity
Air resistance
Propelling force
Centre of gravity
Vertical and horizontal projection
Factors affecting projectile motion
Speed of release
Angle of release

Height of release.

5. After completing data and

biomechanical analysis, draw a
conclusion about the most effective
technique for improved performance in
high jump. Justify your decision.
Activity 2: Linking in the theory
Complete thinking things through
questions in textbook page 87 (set as
homework if time is limited).
Exit ticket Socrative quiz
Week 2:
Lesson 6
26th Feb

Nelson (5th
Week 2: Magnus effect, spin
edition), p88-97 & release
Chapter 5.
Resources:
Coaches
Eye
applicatio
n
Ipads
Softballs

Learning objective
This knowledge includes:
Projectile motion, including the
human body as a projectile,
Magnus effect, spin (back spin,
top spin, side spin), height of
release, angle of release,
velocity of release, angle of
projection and flight path

Activity 1: Practical knowledge

Participate in various athletics events
such as long jump, triple jump, high
jump to compare and contrast the
factors affecting projectile motion
This activity will utilise coachs eye
application on their device to allow
students to replay their performance
and analyse it.
Activity 2: Spin
Use a softball windmill pitch to
investigate the principles of angle of

Week3:
Lesson 7
29th feb

High jump (trajectory).

equipmen
t

Nelson (5th
edition), p 62117, chapters
4,5 &6.

Week 3: Recap session

Through this session students
will have the chance to conduct
independent study, make notes
for SAC and ask for clarification
on areas they are not clear on
from the unit so far

release and accuracy by participating in

a target game

Complete review questions on

page 97.

Review questions from textbook on:

Projectile motion, including the
human body as a projectile, Magnus
effect, spin (back spin, top spin,
side spin), height of release, angle
of release, velocity of release, angle
of projection and flight path
(trajectory)

Week 3:
Lesson 8

Nelson (5th
edition), p 100-

Week 3: Newtons laws of

motion

Straight line motion, including

the concepts of
acceleration/deceleration,
velocity and distance/
displacement applied to sport
and physical activities
Angular motion including torque,
angular velocity, momentum and
moment of inertia and their
application to sport and physical
activities

Activity 1: Podcast
Focus: What are Newtons laws of

2nd march

103, chapter 6.
Learning objective
Podcast audio
This knowledge includes:

file available on
Newtons Laws of motion,
one note or via
including an understanding
email/USB mp3
of the following applied to
format.
sport and physical activities:

Force

Mass

Weight

Acceleration

Week 3:
Lesson 9
4th march

Nelson (5th
edition), p 104
&105, chapter
6.
Resources:
Cones

Week 3: Momentum of the

human body

Students will investigate the

amount of momentum the
human body possesses

motion and how are they applied to

sport and physical activities?
Students will work through the podcast
and take notes to think pair and share
on how these are applied to specific
sports by providing examples for class
discussion.
Activity 2: Catch-up
Use the rest of lesson to catch up on
required activities so far in the unit.

Activity 1:Theory to practice,

Newtons law activities
For each activity students will
hypothesize what will happen prior and
give reason using biomechanical
principles in workbooks.
First law = Inertia
In this experiment students will try to
drop a tennis ball on a target as they
run past the target. Before they begin,
hypothesize what will happen. Try to
figure out when you will need to release
the ball in order to hit the target and
explain why in workbook.

Second law= acceleration

You will work in a group of three. One of
you will be the runner, one will be the
timer, and one will be the starter. The
starter stands next to the runner and
gives the starting commands. The
starter will raise an arm and lower it on
go so the timer can see when to start
the stopwatch. Remember your times,
and switch roles. Try to run fast again,
but this time you will give a piggyback
ride to someone in your group. If you
choose not to piggyback, you may run
with the a medicine ball in your arms

Third law= action-reaction

Each student will choose two marbles
and set one marble at the end of a flat
surface. Then, students will push the
second marble into the first marble.
Observe what happens when the two
marbles collidenotice the reaction to
the collision. Encourage your students
to talk about the transfer of energy from
one marble to the next. Also discuss

that like the marble, any object hit with

another would react to the action.
Activity 2: Momentum of the human
body:
Investigate the amount of momentum
the human body possesses.
You will need:
2 witches hats will be set up 1.5m apart
on a flat surface suitable for sprinting.
1. Student will then perform a jog of
15m at about 50% of maximum
pace
2. Run 15m at 75% pace
3. Sprint 15m at maximum pace
Activity 3
Students will then do the laboratory
discussion activity on p105 and
Complete thinking things through
questions page 104 (if not completed as
homework).
Week 4:
Lesson 10
7th march

Perform,
observe,
analyse and
report on a
variety of

Nelson (5th
edition) p113,
chapter 6.

Week 4: Data analysis of

biomechanics
Learning objective

Activity 1: Flip it
Use a flip video, digital video or mobile
phone to capture video footage of a
selected sport and then use a software

Week 4:
Lesson 11
9th March

practical
activities
related to the
application of
biomechanical
principles
Apply
biomechanical
principles to
evaluate the
efficiency of a
variety of
movements
Compare and
contrast
different
sporting
actions to
identify the
correct
application of
biomechanical
principles to
improve
performance

Resources:
Mobile
phone, flip
video or
ipad.
Dartfish
program
Swinger
program

This knowledge includes:

Nelson (5th
edition) p110 &
112, chapter 6.

Week 4: conservation,
impact, impulse and force
summation.

The principles of conservation

and transfer of momentum
Impulse
Sequential and/or simultaneous
force summation applied to
sport and physical activities.

program such as Dartfish or Swinger to

complete a biomechanical analysis of
the skill.
Activity 2: Laboratory activity
Undertake laboratory activities
investigating transfer of momentum and
force summation by progressively using
more body parts when projecting a ball;
for example, initially throw the ball while
seated and only using the hand and
wrist then step forward and begin to use
legs, hips, trunk shoulder, arm, wrist
and hand; analyse the data collected.

Activity 1: Intro discussion

On the white board pose the question
what do the following have in
common?

Learner objectives include:

Developing an understanding of
the principles of conservation
and transfer of momentum,
impulse and sequential and/or
simultaneous force summation
applied to sport and physical
activities
*Impulse formula
Impulse=force x time

Cricket pads
Air bag
Soft ball
Hockey pads
Shoe Sole
Etc.
Guide discussion regarding protection
from injury,
How do they do this?
Cushion etc.
Activity 2: Readings and note
taking
Students are to read pages 104-112 of
the textbook and take relevant notes.
Activity 3:
Students are to complete questions on
p110 and 112 of the textbook.

Week 4:
Lesson 12
11th March

Nelson (5th
edition) p110,
111 & 112,
chapter 6.

Week 5: Laboratory on
equipment and rebound
velocity
Learning objective

Activity 1: Laboratory activity

Undertake the laboratory activity p115
of textbook that investigates elasticity
and co-efficient of restitution; compare
the rebound heights of three different

www.kahootit.co This knowledge includes:

m
Elasticity and the co-efficient of
restitution of sports equipment
and the effect of rebound
velocity on performance

balls (e.g. tennis, basketball and

softball) on the same surface; or
compare the rebound heights of one ball
on three different surfaces (e.g. grass,
wooden floor and concrete)
Activity 2: Kahoot it
Kahoot quiz- test your knowledge of
terminology and process
Go to the website
https://kahoot.it/#/
Enter the game pin number (write
this on the board for students)
Students are to complete the quiz
to recap on the key ideas.

Week 5:
Lesson 13
14th March

Nelson (5th
edition) p78chapter 4,
p97, chapter 5
and p117,
chapter 6.

Week 5:Recap
Clarification of terms and
key ideas
Creating links between theory
and prac sessions

Week 5:
Lesson 14
16th March

Nelson (5th
edition) p118125, chapter 7.

WEEK: biomechanical
principles of equilibrium

Students will work through review

questions
And have the opportunity to clarify
areas of the unit this far they are not
confident with in preparation for
outcome 1 SAC.

Activity 1: Canva presentation

Put students into small groups of 2-3
and delegate the following factors

Learner objectives:
Canva link:
Factors affecting balance and
www.canva.com stability in sporting and PA.
Torque
Force couple
Equilibrium
Body mass
Frication
Base of support
Position of the centre of
gravity

affecting balance for students to

investigate:
Torque
Force couple
Equilibrium
Body mass
Frication
Base of support
Position of the centre of gravity
Allow students 45 mins to work through
and put their information into the group
Canva presentation (great resource for
them to refer back to for the SAC). After
this is complete run through each factor
and discuss as a class.
Activity 2: Partnership challenge
Write a list of different positions that
require different areas for their base of
support, with a partner, perform each
position. Once in the position have your
partner gently push you and see if you
are able to maintain equilibrium
(full investigation instructions on p 125
of textbook)

Activity 3: thinking things through

Refer students to p125 of textbook and
allow 10 minutes at the end of the
lesson for them to answer the 5
questions (other wise complete as
homework).

Week 5:
Lesson 15
18th March

Nelson (5th
edition) p126131, chapter 7.
Youtube:
https://www.you
tube.com/watch
?
v=vZsyY14ObX
g

Week? : Components of
levers
Learner objectives:
Lever classifications (1st
class, second class, 3rd
class)
The role of levers
Length of levers

Activity 1: Intro clip

Students watch YouTube clip on levers in
sport.
Activity 2: Multimedia presentation
Students will engage with a multimedia
presentation on the key aspects of
levers. As a class students will take
notes and work through the content.
Activity 3: using levers in the
human body activity
Students will work through activity on
p128 of their textbook and answer the
questions that follow the activity.
Activity 4: lever length and
distance
Students will progress through the

activity specified on page 131 of their

textbooks followed by a short
discussion.
Recap/homework:
Thinking things through questions p131
of textbook.
Week 6:
Lesson 16
21st March

Week 6: revision session

Preparation for SAC
through group
presentations

Activity: Group Prezis for revision

The next two lessons will involve
creating a resource for revision.
Students will get into groups of 3-4 and
contribute towards making a prezi on
their given topic.
The presentation must include:
Key terms
Discussion
Relationship to sport and PA
3 examples in a sport or PA
context
They must present their topic in the
next session to the class

Week 6:
Lesson 17
23rd March

Nelson (5th
edition) p62
chapter 4-p133
chapter 7.

Week 6: Presentations
Group presentations

Activity: group presentations

Presentations will be delivered as
revision for SAC next lesson. All links to
the prezis will be provided to students
so they can engage with the content

before the next lesson for further

revision.
Activity 2: clarification opportunity
Students will engage in their own
revision session, which will be supported
by the educator. This is a good
opportunity to ask for clarification on
aspects of the unit they are not feeling
confident with before the SAC.