Introduction,+justification+and+rationale

**Introduction** In this area of study students explore the various systems and mechanisms associated with the 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 via the three energy systems and the associated fuels used for activities of varying intensity and duration. Students also consider the many contributing factors to fatigue as well as recovery strategies used to return to pre-exercise conditions. Through practical activities students explore the relationship between the energy systems during physical activity.

On completion of this unit the student should be able to 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 fatigue mechanisms and recovery strategies.

(VCE Physical Education Study Design 2011-2014)

**Educational Justification**

When students choose to undertake VCE Physical Education, it is hoped that this will lead them to a holistic education. Physical education has multiple aims: it helps students to learn the knowledge, skills and understanding of the moving body physical literacy, which will serve them throughout their lives; It educates students how to set goals, know their bodies and how to push themselves physically to the limit; it provides socialisation opportunities, allowing students to gain interpersonal skills; and providing a phenomenological approach, where students can used their 'lived experience' to help with their learning.

It is hoped that students will not just learn in Physical Education for the sake of the end of year exam, but gain valuable skills that will serve them throughout their lives.

**Teaching Rationale** Through learning about physiological responses to physical activity in area of study two of Unit 3 in VCE Physical Education, we aim at intellectually engaging our students by providing accurate knowledge and appropriate educative experiences that are specific to the 2011-2014 VCE PE study design. As an applied science, the unit can at times present itself as theoretically driven, so we have highlighted the importance to make connections to real life scenarios to assist students in making sense of key understandings. In doing so, we aim at using a sound pedagogical approach that incorporates kinaesthetic, visual and auditory learning styles that caters for individual student needs, enahncing teaching and learning moments in our classroom. Complementing theoretical content, we have designed various laboratory exercises that combines practical application with theoretical concepts to consolidate and encapsulate educationally worthwhile experiences. Where possible, we will make use of ICT as another medium to engage students with educative content and provide our learners with an array of electronic resources to support their learning enquiry. Providing our students with critically reflected, useful feedback in response to both formative and summative assessment is essential in the learning process as it identifies and highlights areas of improvement for students and allows us as educators to modify and enhace our teaching approach in order to achieve rich educative experiences for our students.