Unit+Outline


 * Page numbers. chapters etc are from the Textbook: Arkinstall, Dawson, Johnson & Zahra (2010), VCE Physical Education, Macmillan: South Yarra

**(Term,week** **,dates)** || **Content (Key Knowledge)** || **Learning activities/ text references** || **Coursework and assessment** **tasks** || **Practical or laboratory activity** || Week 7 (14/3 – 18/3) || **Knowledge** • fuels (both chemical and food) required for resynthesis of ATP during physical activity and the utilisation of food for energy || Chapter 5 – The energy systems: <span style="color: #ff7200; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">engines of performance <span style="color: #ff7200; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">• ATP: Our energy currency <span style="color: #ff7200; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">• Fuelling performance <span style="color: #ff7200; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">• Fuels <span style="color: #ff7200; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">• Creatine phosphate <span style="color: #ff7200; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">• Carbohydrate <span style="color: #ff7200; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">• Lipids (fats) <span style="color: #ff7200; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">• Proteins || <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**Teaching and Learning** **activities:**
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**Week**
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Term 1


 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Powerpoint presentation to introduce key knowledge
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">__ YouTube on VO2 max and lactate threshold __
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Assessment workout: Critical reflection Macmillan textbook p106
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Group task: Practical application- How to use your heart rate in training. Macmillan textbook p107

<span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**Assessment:** <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Fuels for physical activity (refer to pp9-10 of energy for activity.pdf in resources section of Wiki). <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">The aim of this lab activity is to identify the conversion of food to energy in a range of daily activities. || <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Week 8 <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">(21/3 – 25/3) || <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**Knowledge** <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">• characteristics and interplay of <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">the three energy systems (ATP <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">– CP, anaerobic glycolysis, <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">aerobic system) for physical <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">activity, including rate of <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">• ATP production, the capacity <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">of each energy system and the <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">contribution of each energy <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">system
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Formative assessment by way of observation. Work out which students are struggling with key concepts and perhaps try to come up with alternative ways to form understanding
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Discussion questions from Laboratory activity: Fuels for physical activity. || <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**Laboratory activity:**
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Term 1

<span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**Skills** <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">• perform, observe, analyse and <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">report on laboratory exercises <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">designed to explore the <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">relationship between the energy <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">systems during physical activity <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">• explain the role the energy <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">systems play in enabling <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">activities to occur as well as their <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">contribution to active and <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">passive recovery || <span style="color: #ff7200; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Chapter 5 – The energy systems: <span style="color: #ff7200; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">engines of performance <span style="color: #ff7200; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">• The energy systems <span style="color: #ff7200; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">• ATP-CP <span style="color: #ff7200; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">• Anaerobic glycolysis <span style="color: #ff7200; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">• Aerobic || <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**Teaching and Learning activities:**
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Complete Assessment workout: Summary on p115 of Macmillan textbook
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">As a class, complete the Assessment workout: Summary on p119 of Macmillan textbook
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Draw up the energy systems interplay graph (p116 Macmillan textbook) on the whiteboard. Get students to copy it into their workbook

<span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**Assessment:** <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Energy for physical activity.
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Formative assessment by way of observation. Work out which students are struggling with key concepts and perhaps try to come up with alternative ways to form understanding
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Laboratory activity and write up and answering of discussion questions: Energy for physical activity. || <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**Laboratory activity:**

<span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">The aim of this practical class is to determine the energy systems used during exercises of varying intensities and duration. (refer to pp11-13 of energy for activity pdf in resources section of Wiki) || <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Week 9 <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">(28/3 – 1/4) || <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**Knowledge** <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">• relative contribution of the <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">energy systems and fuels used to <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">produce ATP in relation to the <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">exercise intensity, duration and <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">type
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Term 1

<span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**Skill** <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">• describe, using correct <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">terminology, the interplay and <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">relative contribution of the <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">energy systems in different || <span style="color: #ff7200; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Chapter 5 – The energy systems: <span style="color: #ff7200; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">engines of performance <span style="color: #ff7200; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">• Summary of the energy <span style="color: #ff7200; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">systems <span style="color: #ff7200; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">• Energy system interplay || <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**Teaching and Learning** **activities:**
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">What foods contain what GI using [], students are to work out what foods are the best pre, during and post exercise.
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Acute response to exercise pdf. (refer to wiki) pg3-4
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Lab activity Acute to response to exercise pdf pg 6 &12

<span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**Assessment:** <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">The energy used in the performance of day to day activities is provided from the breakdown of fuels such as carbohydrates and fats. Which of the fuels used depends on a number of factors including the supply of oxygen, intensity of activity and reserves of fuels. || <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Week 10 <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">(4/4 – 8/4) || <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**Knowledge** <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">• the mechanisms responsible for <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">the acute responses to exercise <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">in the cardiovascular, <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">respiratory and muscular <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">systems
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Formative assessment by way of observation. Work out which students are struggling with key concepts and perhaps try to come up with alternative ways to form understanding
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Discussion questions from Laboratory activity: Fuels for physical activity. || <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**Laboratory activity:**
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Term 1

<span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**Skills** <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">• participate in physical activities <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">to collect and analyse data <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">relating to the range of acute <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">effects that physical activity has <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">on the cardiovascular, <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">respiratory and muscular <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">systems of the body || <span style="color: #ff7200; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Chapter 6 – Acute responses to <span style="color: #ff7200; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">exercise <span style="color: #ff7200; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">• our body systems: demand vs <span style="color: #ff7200; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">delivery <span style="color: #ff7200; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">• The respiratory system <span style="color: #ff7200; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">• The circulatory system <span style="color: #ff7200; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">• The muscular system || <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**Teaching and Learning** **activities:**
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Written Report - Oxygen Uptake pg3
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Written Report - Oxygen Uptake pg4
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Laboratory Activity - Oxygen Delivery pg6
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Data Analysis - Energy and Oxygen Delivery pg8
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Data Analysis - Responses to Exercise pg9
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Data Analysis - Heart Rate Responses to Exercise pg11

<span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**Assessment:** <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Heart rate increases in response to exercise and will level off during a submaximal exercise bout. The level at which the heart rate stabilises is dependant on the fitness of the individual. || <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Week 1 <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">(27/4 – 29/4) || <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**Knowledge** <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">• oxygen uptake at rest, during exercise and recovery, <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">including oxygen deficit, steady <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">state, and excess post-exercise <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">oxygen consumption || <span style="color: #ff7200; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Chapter 6 – Acute responses to <span style="color: #ff7200; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">exercise <span style="color: #ff7200; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">• Oxygen consumption during <span style="color: #ff7200; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">exercise <span style="color: #ff7200; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">• Oxygen deficit <span style="color: #ff7200; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">• Steady State <span style="color: #ff7200; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">• Excess Post Oxygen <span style="color: #ff7200; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Consumption (EPOC) || <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**Teaching and Learning** **activities:**
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Formative assessment by way of observation. Work out which students are struggling with key concepts and perhaps try to come up with alternative ways to form understanding
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Discussion questions from Laboratory activity: Acute response to activity || <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**Laboratory activity:**
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Term 2


 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Chapter 5 NS.pdf
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Energy Pathways Training Recovery.ppt
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">[|YouTube on VO2 max and lactate threshold]
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Assessment workout: critical reflection p144-145 of Macmillan textbook.

<span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**Assessment:**
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Formative assessment by way of observation. Work out which students are struggling with key concepts and perhaps try to come up with alternative ways to form understanding
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Discussion (informal) during class to observe which students are understanding and which are not, taking time to ask students who usually don’t put their hands up and take initiative during class.
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Give students opportunity to answer questions in groups regarding the topics covered so far in chapter. (possibly questions from text?)
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Assessment workout: critical reflection p144-145 of Macmillan textbook. || <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**Laboratory activity:**

<span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Laboratory exercise- Oxygen Delivery

<span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">The aim of this lab activity is to assess the VO2 max levels of individuals through a sub-maximal test. || <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Week 2 <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">(2/5 – 6/5) || <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**Knowledge** <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">• oxygen uptake at rest, during <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">exercise and recovery, <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">including oxygen deficit, steady <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">state, and excess <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">post-exercise <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">oxygen consumption
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Term 2

<span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**Skills** <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">• explain the role the energy <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">systems play in enabling <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">activities to occur as well as their <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">contribution to active and <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">passive recovery <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">• explain the multi-factorial <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">mechanisms associated with <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">fatigue during physical activity <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">and sporting events resulting <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">from the use of the three energy <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">systems under varying <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">conditions <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">• compare and contrast suitable <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">recovery strategies used to <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">counteract fatigue and promote <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">optimal performance levels. || <span style="color: #ff7200; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Chapter 7 – Fatigue and recovery <span style="color: #ff7200; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">• Mechanisms of fatigue <span style="color: #ff7200; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">• Accumulation of <span style="color: #ff7200; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">metabolic by-products <span style="color: #ff7200; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">• Lactate <span style="color: #ff7200; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">• Fuel depletion <span style="color: #ff7200; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">• Thermoregulation || <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**Teaching and Learning** **activities:**


 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Chapter 6 PowerPoint Link
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">[|YouTube Audio for Multi-Factorial Mechanisms]
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">[|ACHPER Definitions for Multi-Factorial Mechanisms]
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">HOT questions: fatigue mechanisms pp161 of Macmillan textbook.

<span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**Assessment:**
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Formative assessment by way of observation and interactive discussion. Work out which students are not grasping key concepts and come up with alternative ways to form understanding.
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Answers to "HOT questions: fatigue mechanisms" pp161 of Macmillan textbook. || <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**Laboratory activity:**

<span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Laboratory exercise- Recovery Procedures

<span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">The aim of this lab activity is to determine the effect of various recovery procedures on the speed of post exercise recovery. || <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Week 3 <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">(9/5 – 13/5) ||  || <span style="color: #ff7200; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Chapter 7 – Fatigue and recovery <span style="color: #ff7200; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">• Mechanisms of fatigue <span style="color: #ff7200; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">• Recovery Techniques <span style="color: #ff7200; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">• Active <span style="color: #ff7200; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">• Passive || <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**Teaching and Learning** **activities:**
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Term 2


 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Chapter 6 Passive Recovery.pptx
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">[|Active & Passive Recovery]
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">[|YouTube Video for Active Recovery for Triathletes]
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Revise chapter summary pp166-168 of Macmillan textbook.

<span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**Assessment:**
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Formative assessment by way of observation and interactive discussion. Work out which students are not grasping key concepts and come up with alternative ways to form understanding.
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Discussion questions from Laboratory activity: Recovery Procedures. || <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**Laboratory activity:**

<span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Laboratory exercise- Recovery Procedures

<span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">The aim of this lab activity is to determine the effect of various recovery procedures on the speed of post exercise recovery. || <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Week 4 <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">(16/5 – 20/5) ||  || <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Catch up week ||   ||   ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Term 2