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
Why do we need to be fit?
Benefits of physical activity
What does it mean to be fit?

Year 10 PE & Science Inquiry Unit

Fitness & Training Programs

Unit Outline

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

Year 10 PE & Science Inquiry Unit

Fitness & Training Programs

Unit Outline

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 explain interactions between magnets.
Students develop questions and hypotheses that can be investigated using a range of inquiry skills. They independently design and improve appropriate methods of investigation including the
control and accurate measurement of variables and systematic collection of data. They explain how they have considered reliability, precision, safety, fairness and ethics in their methods and
identify where digital technologies can be used to enhance the quality of data. They analyse trends in data, explain relationships between variables and identify sources of uncertainty. When
selecting evidence and developing and justifying conclusions, they account for inconsistencies in results and identify alternative explanations for findings. Students evaluate the validity and
reliability of claims made in secondary sources with reference to currently held scientific views, the quality of the methodology and the evidence cited. They construct evidence-based arguments
and use appropriate scientific language, representations and balanced chemical equations when communicating their findings and ideas for specific purposes.

Science Understanding
Biological Sciences

Multicellular organisms rely on coordinated and interdependent internal systems to respond to changes to their environment (VCSSU117)
An animals response to a stimulus is coordinated by its central nervous system (brain and spinal cord); neurons transmit electrical impulses and are connected by
synapses (VCSSU118)

Science Inquiry Skills

Planning and Conducting

Select and use appropriate equipment and technologies to systematically collect and record accurate and reliable data, and use repeat trials to improve accuracy, precision and
reliability(VCSIS136)

Recording and Processing

Construct and use a range of representations, including graphs, keys, models and formulas, to record and summarise data from students own investigations and secondary sources, to
represent qualitative and quantitative patterns or relationships, and distinguish between discrete and continuous data (VCSIS137)

Personal and Social Capabilities

Self Awareness and Management
Development of Resilience

Evaluate behaviours and protective factors that contribute to the development of confidence, adaptability and self-reflection (VCPSCSE046)

Ausvels Cross-curricular Priorities

Sustainability
Sustainability addresses the ongoing capacity of Earth to maintain all life.
Sustainable patterns of living meet the needs of the present without compromising the ability of future generations to meet their needs. Actions to improve
sustainability are both individual and collective endeavours shared across local and global communities. They necessitate a renewed and balanced approach to the

Year 10 PE & Science Inquiry Unit

Fitness & Training Programs

Unit Outline

way humans interact with each other and the environment.

Education for sustainability develops the knowledge, skills, values and world views necessary for people to act in ways that contribute to more sustainable patterns of
living. It enables individuals and communities to reflect on ways of interpreting and engaging with the world. Sustainability education is futures-oriented, focusing on
protecting environments and creating a more ecologically and socially just world through informed action. Actions that support more sustainable patterns of living
require consideration of environmental, social, cultural and economic systems and their interdependence.

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

Year 10 PE & Science Inquiry Unit

Fitness & Training Programs
Lesson #

Location

1
Practical

Gymnasium.
Mark Wilson
Lesson plan
#1

Lesson Overview

Lesson Focus/Learning Intention/Outcomes

Key Learning Activities/overview

Assessment Method

Design a circuit.
Buying into the Inquiry.

Lesson - Students to design a circuit station

through pre-existing knowledge.

Pre-knowledge check

To relate current understanding in shaping

our inquiry

Station choices

Basic understanding of various methods of

training and which aspect of fitness they
affect, and training specificity relationship.

Continual movement
Jumps
Maximal strength
Change of Direction
Core strength

Class discussion. (virtual schoolbag &

funds of knowledge)
Post-knowledge check
Class circuit reflection & discussion

Introduction to critical thinking within

training design for either social fitness or
sporting capacities.
Basic acquisition of knowledge in different
forms and equipment and resources and
how they are utilised.
Students to link fitness to personal health
and mental wellbeing/resilience.
2
Theory
Research

Classroom

Holistic view of health & fitness

Lesson - Forming the Inquiry

Pre-knowledge check

To identify key aspects of health,

measurement and adjustments

Research question - Why and how do you

improve fitness/strength for personal gain, or
for that of an elite athlete?

Kahoot (ICT) & Class discussion.

Understand holistic aspects surrounding

fitness.

Table group research & reporting

Critical thinking in forming their inquiry path

Peer/individual research skills
Successfully compare their understanding of
fitness against peer reviewed data

Post-knowledge check
Discussion of new thoughts & questions
raised from advanced research session

Why do we need to be fit?

What does it mean to be fit?
How do we measure fitness?
How do we improve fitness?

Year 10 PE & Science Inquiry Unit

Fitness & Training Programs
3
Theory
Research

Classroom
Mark Wilson
Lesson plan
#2

What does it mean to be fit?

Lesson - Teacher theory & group research

Pre-knowledge check

To learn about how nutrition,

physical/mental/social health affect fitness
and wellbeing/resilience

PowerPoint presentation

Kahoot (ICT) & Class discussion.

4
Experiential

Excursion

Link and report new understanding

to their Inquiry question.
Link fitness to personal health and
mental wellbeing/resilience.
Define dimensions and aspects, and
how adjustments lead to
improvement in health
Name different food groups
nutritional content and affect on the
body
Collect and interpret data using a
variety of methods and processes

How do we measure Fitness?

To learn about fitness testing technology,
and analysing the data collected

Lesson Overview

Students understand the functions

of the cardiovascular system
Students can use technological
devices associated with fitness
testing
Students can produce tables and
graphs to represent collected data
reporting
Students can analyse response to

Core unit theory content

Table group Inquiry research & reporting

Nutrition
Physical health
Mental health
Social health

Health definitions, dimensions, aspects

and Food groups/serving sizes
Post-knowledge check
Table group/individual reporting
Kahoot quiz
Home study
Own nutritional intake measurements
against national standards

Lesson - Visit to Biolabs facility

http://www.biolab.vic.edu.au/biolabprograms/beat-that-2/

Pre-knowledge check

Activities - External provider led

Collect data for lesson 5 learning content

Post-knowledge check

External provider led

Analysis of collected data (lesson 5)

Year 10 PE & Science Inquiry Unit

Fitness & Training Programs

Lesson Overview

exercise through data analysis

5
Theory
Research

Classroom

How do we measure Fitness?

Lesson - Teacher theory & data analysis

Pre-knowledge check

To learn about body adaptations and

tracking through measurement

PowerPoint presentation

Kahoot quiz - Excursion

6
Theory
Research
Kristian
Peron
Lesson plan
#1

Classroom

Students to identify adaptations to

the heart/respiration and muscles
through exercise
Students to analyse and compare
real data (lesson 4) to theory (lesson
5)

How & Why do we measure fitness?

To learn about the different methods of
measuring fitness

Students can identify fitness tests

that relate to their own
sports/activities
Students can show evidence on how
to complete various tests

Core unit theory content - body

adaptations

Table group Inquiry research & reporting

Post-knowledge check
Table group presentations of research
area

Heart
Respiration
Muscles

5-Minute fitness test

Resting Heart Rate
1-minute burpee
1-minute push up
1-minute sit up
Brainstorm - What fitness tests best suits
individual students

Pre Knowledge Check

Completion of personal reflection on
what fitness tests best suit the student
Post Knowledge Check
Completion of fitness test information
sheet

Powerpoint - Fitness Testing

Research Task - Research a fitness test for
yourself

7
Practical
Kristian
Peron

Gymnasium

How & Why do we measure fitness?

Warm Up - Stations
To conduct tests to measure various aspects
Jogging
of fitness
Boxing
Skipping

Pre Knowledge Check

Students to show evidence of
completing fitness test info sheet from
previous lesson

Year 10 PE & Science Inquiry Unit

Fitness & Training Programs
Lesson plan
#2

8
Experiential

Excursion
Gym Facility

How do we improve fitness?

To practically experience gym facilities and
attain experience in group aerobic fitness
training sessions.

Classroom

Students conduct various fitness

tests that relate to their
sports/physical activities
Students should demonstrate the
correct use of the test and expected
results/what results mean
Students analysis and interpret test
results and compare against norms
for their age group/gender

To learn about the different training

principles and methods of programming

Boxing
Burpees

Fitness Tests
Groups to conduct various fitness test
Evaluation of results
Groups to discuss results against norms
Student Explanations
Discussions of validity of tests, uses
Introduction to Gym Facility
Gym tour with instructor
Look at specific gym equipment

Group Training Session

Circuit training session with Personal
Students to learn how to safely work
Trainer
in a gym environment
Students to link exercise circuits to
Reflection on session
training principles/methods
Is this training appropriate for me?
Students to perform and refine
specialised movement skills in
challenging movement situations
Students to evaluate own and
others movement compositions,
and provide and apply feedback

How do we improve fitness?

Lesson Overview

Post Knowledge Check

Students should record all results from
fitness testing
During lesson, students will be asked
questions about effectiveness of test
being used, how it relates to them, what
they are testing for

Pre Knowledge Check

Student discussion with provider using
prior-knowledge
Post Knowledge Check
External provider led - session recap
Observation of student effort and
understanding throughout session

Kahoot Quiz
Training principles

Pre Knowledge Check

Kahoot quiz on prior knowledge

Powerpoint Presentation
Training Principles & variables

Post Knowledge Check

Completion of case study
analysis

Students understand the variables in

training principles
Case Study analysis

Year 10 PE & Science Inquiry Unit

Fitness & Training Programs

Students can demonstrate use of the

principles in designing a program

Lesson Overview

Various cases of different people

Students to design training program for
specific cases

Group discussion of cases

Group based discussion of students
interpretation of cases studies
10
Experiential

Excursion
Gym Facility

How do we improve fitness?

To practically experience gym facilities and
attain experience in weight training related
to key strength exercises

11
Experiential

Gym
(Incursion)

To learn about and gain experience in

aerobic/anaerobic, agility and plyometrics
training

Strength training Session

Circuit training session with Personal
Students to learn how to safely work
Trainer
in a gym environment
Students to link training
Reflection on session
machines/resources to training
Is this training appropriate for me?
principles/methods
Students to perform and refine
specialised movement skills in
challenging movement situations
Students to evaluate own and
others movement compositions,
and provide and apply feedback

Training Methods

Introduction to Gym Facility

Gym tour with instructor
Look at specific gym equipment

Students to participate in various

training presented by presenter
Students are able to identify key
training principles

Warmup -
5 Minute Run
Fitness Dice
Expert Presenter -

Sprints/distance (aerobic/anaerobic)

Change of Direction (agility)

Jumps (plyometrics)

Pre Knowledge Check

Student discussion with provider using
prior-knowledge during introduction
tour
Post Knowledge Check
External provider led - session recap
Observation of student effort and
understanding throughout session

Pre Knowledge Check

Teacher Observation
Post Knowledge Check
Completion of training session with
presenter
Participation in discussion about training
for specific sports

Year 10 PE & Science Inquiry Unit

Fitness & Training Programs

12

Classroom

Students to self-reflect on training

and how it relates to them

Unit Review/Assessment Lesson

To continue to work on assessment tasks in
groups or individually

Students to show evidence of

working on assessment tasks
Students to demonstrate learning
and understanding from unit

Lesson Overview
Group Discussion
application of training to sport specificity
How to utilise for specific requirements
Kahoot Quiz
Unit review content test

Pre Knowledge Check

Kahoot Quiz of entire unit content

Individual/Group work
Students to work on assessment tasks
Ask teacher any questions they have
surrounding the tasks

Post Knowledge Check

Students to show evidence of working
on assessment tasks