This unit introduces students to an understanding of physical activity and sedentary behaviour from a participatory and physiological perspective. Students apply various methods to assess physical activity and sedentary levels, and analyse the data in relation to adherence to Australia's Physical Activity and Sedentary Behaviour Guidelines. Students study and apply the social-ecological model to identify a range of Australian strategies that are effective in promoting participation in some form
of regular activity.

Unit details

Study level:
Vocational and further education (TAFE)
Unit code:
PE033

Assessment

Assessment tasks will be designed to reinforce and extend knowledge and skill competence within set and controlled parameters in accordance with each competency unit's learning outcomes and performance criteria requirements, including the setting of project and work based practical application tasks designed to provide evidence of competence outcomes, within periodic and scheduled timelines. Students will be expected to demonstrate the following required skills: - describe, using correct terminology, the interplay and relative contribution of the energy systems in different sporting activities; - participate in physical activities to collect and analyse data relating to the range of acute effects that physical activity has on the cardiovascular, respiratory and muscular systems of the body; - perform, observe, analyse and report on laboratory exercises designed to explore the relationship between the energy systems during physical activity; - explain the role the energy systems play in enabling activities to occur as well as their contribution to active and passive recovery; - explain the multi-factorial mechanisms associated with fatigue during physical activity and sporting events resulting from the use of the three energy systems under varying conditions, and; - compare and contrast suitable recovery strategies used to counteract fatigue and promote optimal performance levels. Students will also be expected to demonstrate the following knowledge: - the mechanisms responsible for the acute responses to exercise in the cardiovascular, respiratory and muscular systems; - characteristics and interplay of the three energy systems (ATP - CP, anaerobic glycolysis, aerobic system) for physical activity, including rate of ATP production, the capacity of each energy system and the contribution of each energy system; - fuels (both chemical and food) required for resynthesis of ATP during physical activity and the utilisation of food for energy; - relative contribution of the energy systems and fuels used to produce ATP in relation to the exercise intensity, duration and type; - oxygen uptake at rest, during exercise and recovery, including oxygen deficit, steady state, and excess post-exercise oxygen consumption; - the multi-factorial mechanisms (including fuel depletion, metabolic by-products and thermoregulation) associated with muscular fatigue as a result of varied exercise intensities and durations, and; - passive and active recovery methods to assist in returning the body to pre-exercise levels. In VCE, the assessment is made up of two components. - Satisfactory Completion - Levels of Achievement Satisfactory Completion Units 1, 2, 3 and 4 The award of satisfactory completion for a unit is based on a decision that the student has demonstrated achievement of the set of outcomes specified for the unit. This decision will be based on the teacher's assessment of the student's performance on assessment tasks designated for the unit. Levels of achievement Units 1 and 2 Procedures for the assessment of levels of achievement in Units 1 and 2 are a matter for school decision/teacher.

Where to next?

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