VCE Physical Education Unit Outline

UNIT TITLE: Unit 3: Movement skills and energy for physical activity
Area of Study (AOS):
AOS 2: In this area of study students explore the various systems and mechanisms
associated with the production of energy required for human movement. They
consider the cardiovascular, respiratory and muscular systems and the roles of
each in supplying oxygen and energy to the working muscles. They examine the
way in which energy for activity is produced by the three energy systems and the
associated fuels used for activities of varying intensity and duration. Students also
consider the many factors contributing to fatigue as well as recovery strategies
used to return to pre-exercise conditions. Through practical activities students
explore the interplay of the energy systems during physical activity.

YEAR/TEXT: Yr. 12- Nelson physical

education VCE units 3&4 5th edition
SEQUENCE & LENGTH:
The following lesson sequence based on unit
3 outcome 2, will be completed following unit
3 outcome 1. The lessons will be completed
over a 5-week period which will include 3 x
75min lessons each week with a total of 15
lessons. At the end of the 5 week period
students will be concluding unit 3 and will
follow with the beginning of unit 4.

AOS Description:
WEEK/DATE/TERM:
Start: Week 7, Term 1
On completion of this unit the student should be able to use data collected in
Finish: Week 2, Term 2
practical activities to analyse how the major body and energy systems work
together to enable movements to occur, and explain the factors causing fatigue
and suitable recovery strategies.
Key Knowledge/s:
Key Skills:
Fuels (both chemical and food) required for resynthesis of
Participate in a variety of physical activities and describe, using
ATP at rest and during physical activity, including the
appropriate terminology, the interplay and relative contribution
relative contribution of fuels at varying exercise intensities.
of the energy systems.

Characteristics of the three energy systems (ATPCP,

anaerobic glycolysis, aerobic system) for physical activity,
including rate of ATP production, the yield of each energy
system, fatigue/limiting factors and recovery rates
associated with active and passive recoveries.

Perform, observe, analyse and report on laboratory exercises

designed to explore the relationship between the energy
systems during physical activity and recovery.

Explain the changes in oxygen demand and supply at rest, and

during sub-maximal and maximal activity.

Interplay of energy systems in relation to the intensity,

duration and type of activity.

Oxygen uptake at rest, and during exercise and recovery,

including oxygen deficit, steady state, and excess postexercise oxygen consumption.

Participate in physical activities to collect and analyse data on

the range of acute effects that physical activity has on the
cardiovascular, respiratory and muscular systems of the body.

Explain the fatiguing factors associated with the use of the three

Acute physiological responses to exercise in the

cardiovascular, respiratory and muscular systems.

Teaching Approaches:
Textbook questions
Youtube videos
Laboratory reports
Powerpoint presentation
Group activites
Posters
Flow charts
Smart art
Games
Kahoot
Digital recording devices

energy systems under varying conditions.

Assessment ideas: Use data collected in practical activities

to analyse how the major body and energy systems work together
to enable movements to occur, and explain the factors causing
fatigue and suitable recovery strategies.
Formative:
Laboratory report
Data collection
Exam questions
Summative:
Part 1: LAB- 25% A laboratory report based on primary data
collected during participation in a practical activity, which
analyses the relative contribution of energy systems and acute
responses to exercise.
Part 2: SAC- 25% A response in one or more of the following
forms, which focus on energy system interplay, fatigue and/or
recovery. **Structured questions.

EVALUATION / INITIAL REFLECTIONS:

What worked well? What didnt work well?
Did students work better in groups or individually?
Was there an appropriate balance between prac and theory tasks?
Was the use of technology an advantage?
Did students respond well to technology in the classroom?
How could activities be altered to maximise learning?
Was their suffient amount of time spent on each topic?

Week
Lesson
Date

Links to:
AOS 2- Outcome 2

WEEK 1 Acute Responses to

Lesson 1 Exercise:
Mon 7th
KK5= acute
March
physiological
responses to exercise
in the cardiovascular,
respiratory and
muscular systems
KS4= participate in
physical activities to
collect and analyse
data on the range of
acute effects that
physical activity has on
the cardiovascular,
respiratory and
muscular systems of
the body
KS3= explain the
changes in oxygen
demand and supply at
rest, and during submaximal and maximal
activity
Lesson 2 KK5
Wed 9th
KS4
March

Text:
Nelsons:
5th edition

Topic & Content to

be covered

Teaching and Learning Activities

Chapter 4:
pp98-114

Power point presentation:

-Definitions of key terms relating to topic and
content (Left column)
-Class discussion about the definitions
-Students will write their own definitions for each key
term

YouTube Video:
-Acute responses to exercise
-Video should be stopped through out the clip and
include a class discussion
https://www.youtube.com/watch?v=x55w7NX_
q5M&list=PLN24yoSQzxGMp6wkMCb9g9Q
hmfuZd_h0m&index=4

Complete: Thinking things through-pp 101: Q1-4

-pp 107: Q1-4

Homework: Unanswered questions from thinking

things through

Check homework:
-Go through correct answers
-Students will be asked to read their answeres

Power point presentation:

Chapter 4:
Pp98-114

Respiratory responses:
-Ventilation
-Diffusion
Cardiovascular:
-Oxygen consumption
-a-Vo2 difference
-Cardiac output
-Venous return
-Blood pressure
-Redistribution of blood
flow

Muscular:
-Temperature
-Motor unit recruitment
-Energy subtracts

-Lactate
-Body temperature

Lesson 3
Fri 11th

March

KK5
KS4

WEEK 2 Food fuels and the 3

Lesson 4 energy systems:
Mon 14th KK1= fuels (both
March
chemical and food)

Chapter 4:
Pp98-114

Chapter 5:
Pp115-144

Heart Rate
Blood pressure
Temperature
Respriatory rate
Tidal Volum
Submaximal exercise

Anaerobic systems
Aerobic systems
ATP-PC system
Anaerobic glycolysis

-Definitions of key terms relating to topic and

content (Left column)
- Class discussion about the definitions
- Students will write their own definitions for each
key term

Complete: Thinking things through-pp 110: Q1-4

-Discuss responses as a class

Complete: 2014 and 2015 exam questions on acute

responses to exercise.
-To be completed under test conditions.
-Using their text books and a different coloured pen,
students will work with their partner to mark and
recorrect any misguided answers.

Laboratory report: Page 112, Acute responses to

exercise.
-Complete in small groups (3-4 students)
-Equipment (if accessible): sprintometer,
thermomerter, heart-rate monitor, blood pressure
monitor. See text book for alternative equipment

Complete:
-Laboratory disucssion questions 1-4
-Conclusion

Compare: Explain and discuss results and findings

with another group

Note: Direct students to pp, 111: Table 4.3 & 4.4 for
revision purposes

Refer: p115, chapter preview diagram

-What words do the students know?
-What words dont they know?

required for resynthesis

of ATP at rest and
during physical activity,
including the relative
contribution of fuels at
varying exercise
intensities
KS2= perform,
observe, analyse and
report on laboratory
exercises designed to
explore the relationship
between the energy
systems during
physical activity and
recovery

Lesson 5
Wed 16th
March

KK1
KS3

Food Fuels:
-Carbohydrates,
glycogen, glucose
-Fats (triglycerides),
FFAs
-Protein, Amino acids
Food as energy
sources:
-ATP= Energy
-Fuel sources for
physical activity
-The contribution of
carbohydrates, fats and
protein to energy
production
-The carbohydrate- Fat
fuel mixture during
prolonged endurance
events

Three energy systems:

closer look
The ATP-PC energy
system
The anaerobic
glycolysis
The aerobic energy
system

-In groups of 3 or 4, students will work together

to explain and understand each term on the
diagram

Create:
-Individually create a poster to show the
characteristics of one of the fuels required for
ATP
-Refer to text book pp 116-123
-students working on the same fuel source share
what they have learnt and update their poster.

Complete:
-Thinking things through:
-pp. 123, Q1-3

Homework:
-Visit the AIS sports nutrition website
-Under fact sheet pick a sport that interests you
-Investigate the food and fluid intake on a regular
competition day
- Thinking things through: pp.122, Q1-2
http://www.ausport.gov.au/ais/nutrition

Check homework as a class

-Pick 4-5 students to chare their responses to
questions on page 122

Aerobic energy system:

-Recap from last lesson and introduction into next
topic
-After video question and answer session
-Students will ask questions and other students will
answer these questions
- https://www.youtube.com/watch?v=PQ
MsJSme780&index=1&list=PLYuYzohXMU7eQ-

QahDClSWjJ6LMtFcfYV

Anaerobic energy system:

-Recap from last lesson and introduction into next
topic
-After video question and answer session
-Students will ask questions and other students will
answer these questions
-https://www.youtube.com/watch?v=uCmNQQ
Wlrc0&index=2&list=PLYuYzohXMU7eQQahDClSWjJ6LMtFcfYV

Fill in the gaps task:

-How aerobic and anaerobic exercise relates to
performance and training
http://www.teachpe.com/cloze/how_anaerobic_
aerobic_exercise_relates_performance.htm

Create:
-Create a flow chart using SmartArt, Inspiration,
MindManager or similar to depict the process of
aerobic and anaerobic glycolysis
-Unfinished charts will need to be completed as
homewokr to present next lesson

Lesson 6
Fri 18th
March

WEEK 3
Lesson 7
Mon 21st
March

KK2= characteristics of
the three energy
systems (ATPCP,
anaerobic glycolysis,
aerobic system) for
physical activity,
including rate of ATP
production, the yield of
each energy system,
fatigue/limiting factors
and recovery rates
associated with active
and passive recoveries

Chapter 5:
Pp115-144

Three energy systems:

closer look
The ATP-PC energy
system
The anaerobic
glycolysis
The aerobic energy
system

Present: Flow chart continue. Present and

explain the flow charts to small groups of 4-5
students
-All flow charts will be placed into one folder for
students to access for revision purposes

Complete:
-thinking things through pp. 131, Q1-5
-Students will complete this with the person
sitting next to them

Summarise: p124-130
-Read and summarise in dot point form the three
different energy systems and their
characteristics.
-Include diagrams
-Share with a small group and add any missed
important information

Table 5.7 pp. 134-135

-Students will Learn and understand the table
-They will then complete a characteristics of the
energy systems sport relay in groups of 4-5
-A blank table will be written on the board
-one person will do 5 squats, fill in a blank box
on the board and swap with the next team
member

Table 5.9 Definitions of rate and yield

-Complete the same as the task above
-Sports relay for table 5.9

KS1

KK2
KK3= interplay of
energy systems in
relation to the intensity,
duration and type of
activity
KS1= participate in a
variety of physical
activities and describe,
using appropriate
terminology, the
interplay and relative
contribution of the

Chapter 5:
Pp115-144

Comparing the three

energy systems
-Rate
-Yield
-H+
-ATP
The energy system
interplay or continuum:
-Training the energy

energy systems

Lesson 8
Wed 23rd
March

KK2
KK3
KS2
KS1

Comparing the three

energy systems
The energy system
interplay or continuum:
-Training the energy
systems

Thinking things through:

-pp. 138-139, Q1-6
-Students will work individually and work with
their partner to correct answers

HOMEWORK: podcast to be completed

-Inform students that the podcast is to be
listened to at the local park or school oval that is
safe
-Alternatively the podcast can be listened to
while closing their eyes and visualising

Check: homework from podcast

-As a class discuss the correct response to the
question

Laboratory report:
- pp. 132- Energy system contribution in team
sports
-Participate in a team sport; record information
about the activitys duration and intensity, the
rest periods and the types of movement skills
performed; use the information collected and
examples from the data to discuss energy
system interplay
Complete discussion and analysis

Lesson 9 KK2
Fri 25th
KK3
March
KK5
KS1
KS2
KS3
KS4
WEEK 4 Fatigue and recovery
Lesson
mechanisms:
10
KK2
th
Mon 28
KK4= oxygen uptake at
March
rest, and during
exercise and recovery,
including oxygen
deficit, steady state,
and excess postexercise oxygen
consumption

Lesson
11
Wed 30th
March

KS5= explain the

fatiguing factors
associated with the use
of the three energy
systems under varying
conditions.

KK2
KK4
KS5

Chapter 5:
Pp115-144

The energy systems

Acute responses to
exercise

Chapter 6:
Pp145-172

Fatigue mechanisms:
Aerobic VS anaerobic
glycolysis:
-Oxygen deficit
-Steady state
-Oxygen debt or EPOC
Fuel depletion
-Intramuscular ATP
-Phosphocreatine
-Muscle glycogen
-Blood glucose

Metabolic by- products:

-H+ ions in plasma and
muscle
-Inorganic phosphate
(Pi)
-ADP
-Ca2+ ions
-Lactate acid and
lactate- Good or bad?

Perform: a phosphate recovery test to investigate the

fatigue/limiting factors of the anaerobic energy
systems
-In small groups, one student will perform the test
while other students observe and collect data.
-Students will gather and analyse their results and
compare with another group

Thinking things through:

-pp 151, Q1-5

Chapter 6:
Pp145-172

SAC1: - 25% A lab report based on primary data

during participation in prac activity energy systems
and acute responses to exercise.

Refer: p145, chapter preview diagram

-What words do the students know?
-What words dont they know?
-In groups of 3 or 4 students will work together to
be able to explain and understand each term on
the diagram
QUIZ:
-in their groups, Students will create a quiz
relating to the terms on pp. 145, using the
website Kahoot.
-Students will then present their quiz to the rest
of the class who will answer the questions
individually using their devices.
- https://getkahoot.com

Lesson
12
Fri 1st
April

KK2
KK4
KS5

Chapter 6:
pp.145-172

Neuromuscular factors
-Decreased CNS firing
-Impaired Na+ and K+
gradients
Elevated body
temperature:
-Dehydration
- Redistribution or
blood away from
muscles

-pp 155, Q1-4

-Go through answers as a class
Fatigue mechanisms relay:
-each students will be given a key word (left
hand column, last two lessons)
-write down the definition of that word and place
it on the tabel at the front
-write all words on the board
-in groups of 4 one at a time students will do 4
push ups, pick up on definition and stick it under
the word that the defintion belongs
-Repeat unitl all defintions are done

Thinking things through:

-pp159, Q1-4

Students will begin preparing for their SAC on

Friday the 8th

Homework: SAC preparation and study

WEEK 5
Lesson
13
Mon 4th
April

KK2

KS5

Chapter 6:
pp.145-172

Recovery strategies
Fuel restoration:
-low GI vs High GI
-Sports drinks
-Gels
Passive recovery
Active recovery

Participate in an active recovery and a passive

recovery post exercise; determine the most
appropriate form of recovery based on energy
system usage
PowerPoint presentation:
-Includes tables and graphs
-Class discussion
Complete exam questions relating to fatigue
mechanisms and recovery strategies:
-2012
-2013
-2014

-2015
Homework: SAC preparation and study

Lesson
14
Wed 6th
April

Lesson
15
Fri 8th
April

-All KK and KS

-All KK and KS

Chapter
4,5,6:
pp. 98-145

Chapter 6:
pp.145-172

REVISON

Written SAC

Students will complete individual study for the

SAC on Friday

Students will have opportunities to ask questions

and gain knowledge

Encourage students to revisit tables and

diagrams in the book

SAC2: 25%- A response in one or more of the

following forms, which focus on energy system
interplay, fatigue and/or recovery. **Structured
questions