Year 10 PE & Science Inquiry Unit

Fitness & Training Programs

Unit Outline

Unit Plan Year 10 Physical Education & Science Inquiry Unit

Fitness & Training Programs
Rationale
This unit aims at combining the study of physical education with a scientific focus and addressing the key inquiry question of how do we
improve our fitness/strength for personal gains? The main focus of this unit is for students to question the types of physical activity they
engage in, whether through playing competitive sport or through participating in recreational activities and how best they can improve
their fitness in this particular area.
The unit will be based around an inquiry approach that engaged student through personal exploration and questioning. Each lesson has
a focus question that students tailor to their own interests and aspirations. The key learning intentions of each lesson are student
focused and directed. The final assessment task is a combination of theory and practical and engages students through a science based
inquiry research project.
The first few lessons place emphasis on connecting with prior knowledge about the impacts of physical fitness and these are linked in
with practical sessions that cover a range of different gym exercises and training methods. After looking at why we need to be fit and
what it means to be fit the focus shifts to looking at the body's adaptations to training and what results students should expect to see.
There is a practical excursion to BioLabs that looks at the use of fitness testing equipment and this is echoed through a series of theory
and practical lessons that sees students test their own fitness in certain areas that relate to the sport they play or physical activity they
participate in. These results provide the basis for the final assessment task.
The unit then progresses into providing students with a better look at different training styles and gives students the chance to
experience these. They complete a range of theory and practical lessons that cover these topics in depth and meet with personal
trainers and experts in fitness coaching.
The final assessment task is a two part assessment task. The first part asks students to produce a resource of information about fitness
programs and answers the key questions of the unit. The second part of the assessment is a practical application of the knowledge they
have learnt through the unit and asks students to write themselves a personal training program and complete this over a series of
weeks and complete a final fitness test to determine whether their training has been successful.

Key Question
Why and how do you improve fitness/strength for personal gain?

Key Concepts
1

Year 10 PE & Science Inquiry Unit

Fitness & Training Programs

Unit Outline

Why do we need to be fit?

Benefits of physical activity
What does it mean to be fit?
Nutrition, physical, mental, social
Body adaptations
How do we measure fitness?
Fitness testing
Body Adaptations
How do we improve fitness?
Program Design
Equipment & Resources
Training methods
Training Principles

Learning Intentions
Students are able to:

Understand the multiple benefits of physical activity and their relation to fitness
Attain an understanding of different food groups nutritional content and affect on the body
Define dimensions of health and various aspects within them to enable an understanding of their current level of health and how
they can make adjustments for improvement
Understand the process of how and why adaptations to the body occur via stimuli, and in what ways they can personally impact
on their own bodys adaptations
Collect and interpret data using a variety of methods and processes
Understand the principles of training and how variations in their application can affect fitness levels
Understand various methods of training and which aspect of fitness they affect, and how these are related to training specificity
Design and implement basic training programs based on their individual needs in either a social fitness capacity or within a
competitive athlete environment
Acquire knowledge of different forms and equipment and resources and how their use can be incorporated into an effective
training program

Year 10 PE & Science Inquiry Unit

Fitness & Training Programs
F-10 Curriculum

Unit Outline

Health & Physical Education

By the end of Level 10, students critically analyse contextual factors that influence their identities, relationships, decisions and behaviours. They analyse the impact of attitudes and beliefs
about diversity on community connection and wellbeing. They evaluate the outcomes of emotional responses to different situations. Students access, synthesise and apply health information
from credible sources to propose and justify responses to situations in the home, in the school and the community. Students propose and evaluate interventions to improve fitness and
physical activity levels in their communities. They examine the role physical activity has played historically in defining cultures and cultural identities.
Students identify and analyse factors that contribute to respectful relationships. They explain the importance of cooperation, leadership and fair play across a range of health and movement
contexts. They compare and contrast a range of actions that could be undertaken to enhance their own and others health, safety and wellbeing. They apply and transfer movement concepts
and strategies to new and challenging movement situations. They apply criteria to make judgments about and refine their own and others specialised movement skills and movement
performances. They work collaboratively to design and apply solutions to movement challenges.

Personal, Social and Community Health

Communicating and interacting for health and wellbeing

Evaluate health information from a range of sources and apply to health decisions and situations(VCHPEP148)

Contributing to healthy and active communities

Plan, implement and critique strategies to enhance the health, safety and wellbeing of their communities(VCHPEP149)
Movement and Physical Activity
Moving The Body

Perform and refine specialised movement skills in challenging movement situations (VCHPEM152)
Evaluate own and others movement compositions, and provide and apply feedback in order to enhance performance situations (VCHPEM153)
Develop, implement and evaluate movement concepts and strategies for successful outcomes(VCHPEM154)

Understanding Movement

Design, implement and evaluate personalised plans for improving or maintaining their own and others physical activity and fitness levels (VCHPEM155)

Science
By the end of Level 10, students analyse how models and theories have developed over time and discuss the factors that prompted their review. They predict how future applications of
science and technology may affect peoples lives. They explain the concept of energy conservation and model energy transfer and transformation within systems. They analyse how biological
systems function and respond to external changes with reference to the interdependencies between individual components, energy transfers and flows of matter. They evaluate the evidence
for scientific theories that explain the origin of the Universe and the diversity of life on Earth. They explain the role of DNA and genes in cell division and genetic inheritance. They apply
geological timescales to elaborate their explanations of both natural selection and evolution. They explain how similarities in the chemical behaviour of elements and their compounds and
their atomic structures are represented in the way the periodic table has been constructed. They compare the properties of a range of elements representative of the major groups and
periods in the periodic table. They use atomic symbols and balanced chemical equations to summarise chemical reactions, including neutralisation and combustion. They explain natural
radioactivity in terms of atoms and energy change. They explain how different factors influence the rate of reactions. They explain global features and events in terms of geological processes
and timescales, and describe and analyse interactions and cycles within and between Earths spheres. They give both qualitative and quantitative explanations of the relationships between
distance, speed, acceleration, mass and force to predict and explain motion. They use the concepts of voltage and current to explain the operation of electric circuits and use a field model to

Year 10 PE & Science Inquiry Unit

Fitness & Training Programs
Excursions

Unit Outline

Biolabs Belmont. http://www.biolab.vic.edu.au/biolab-programs/beat-that-2/

Beat That Senior

KEY THEMES: Anatomy, Circulatory system, Physical Education, Data Analysis and Graphing
SUITABLE FOR: Year 7 - 8
PROGRAM DURATION: 2 hrs
MAX CLASS SIZE: 28

Australian Strength Performance. Education Program - Brunswick East. http://trainasp.com.au/contact/

Fitness technology and data analysis

Year 10 PE & Science Inquiry Unit

Fitness & Training Programs

Unit Outline