Programme of Learning. Physical Education. Key Stage 4 Year 10 BTEC Sport
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1 Prgramme f Learning Physical Educatin Key Stage 4 Year 10 BTEC Sprt BTEC Sprt Level 2 Unit 1Fitness fr Sprt and Exercise... 2 Learning aim A: Knw abut the cmpnents f fitness and the principles f training... 2 Learning aim B: Explre different fitness training methds... 2 Learning aim C: Investigate fitness testing t determine fitness levels... 2 Learning aim D: Review a persnal fitness training prgramme... 2 BTEC Sprt Level 2 Unit 5 Training fr Persnal Fitness... 6 Learning aim A: Design a persnal fitness training prgramme... 6 Learning aim B: Knw abut the exercise adherence factrs and strategies... 6 Learning aim C: Implement a self-designed persnal fitness training prgramme t achieve wn gals and bjectives
2 BTEC Sprt Level 2 Unit 1Fitness fr Sprt and Exercise Curse Cntent Assessment Independent Study Learning aim A: Knw abut the cmpnents f fitness and the principles f training Learning aim B: Explre different fitness training methds Learning aim C: Investigate fitness testing t determine fitness levels Learning aim D: Review a persnal fitness training prgramme Tpic A.1 Cmpnents f physical fitness: aerbic endurance, muscular endurance, flexibility, speed, muscular strength, bdy cmpsitin. Tpic A.2 Cmpnents f skillrelated fitness: agility, balance, crdinatin, pwer, reactin time, cmpnents fr sprts perfrmance. Grup discussin: linking fitness cmpnents t sprts perfrmance. Individual r paired activity: learners t link fitness cmpnents t sprts perfrmance and feed back t the grup Grup discussin: cmpnents f fitness. Pupil presentatin: summary f cmpnents f physical and skillrelated fitness. Tpic A.3 Why fitness cmpnents are imprtant fr successful participatin in given sprts in terms f: being able t successfully meet the physical demands f the sprt in rder t reach ptimal perfrmance being able t successfully meet the skill-related demands f the sprt in rder t reach ptimal perfrmance being able t perfrm efficiently giving due cnsideratin t the type f event/psitin played. Tpic A.4 Exercise intensity and hw it can be determined: intensity be able t measure heart rate (HR) and apply HR intensity t fitness training methds knw abut target znes and training threshlds. Be able t calculate training znes and apply HR max t training: HR max = 220 age (years) be able t calculate 60 85% HR max and knw that this is the Respnse t a vide/dvd f elite sprts perfrmers in actin. Grup discussin: imprtance f fitness cmpnents fr successful sprts perfrmance. Prmpt learners t draw n their wn experiences. Paired activity: learners t cmplete a fitness cmpnent prfile fr a sprt f their chice and feed back t grup. Individual r paired activity: learners t calculate their maximum heart rate (HR max). Grup discussin: principles f training related t learners wn sprts training and perfrmance. Pupil presentatin: summary f the cmpnents f fitness. Hmewrk activity: learners t investigate fitness cmpnents fr successful sprts perfrmance. Pupil presentatin: a sprts prfile fllwed by grup discussin n fitness cmpnents 2
3 recmmended training zne fr cardivascular health and fitness. knw that the Brg (1970) (6 20) Rating f Perceived Exertin (RPE) Scale can be used as a measure f exercise intensity knw abut the relatinship between RPE and heart rate where: RPE x 10 = HR (bpm) applicatin f the FITT principles t training methds, regimes and given exercise situatins. Tpic A.5 The basic principles f training (FITT): frequency: the number f training sessins cmpleted ver a perid f time, usually per week intensity: hw hard an individual will train time: hw lng an individual will train fr type: hw an individual will train by selecting a training methd t imprve a specific cmpnent f fitness and/r their sprts perfrmance. Tpic A.6 Additinal principles f training: prgressive verlad specificity individual differences/needs adaptatin reversibility variatin rest and recvery applicatin f the principles f training t training methds, regimes and given exercise settings. Individual r paired activity: tutr t intrduce circuit training t learners learners t design a circuit training sessin. Pupil fllw-up activity: learners t deliver r participate in the circuit training sessins they have designed. fr successful sprts perfrmance. Pupil Activity t begin write up fr Pupil Activity t cntinue write up fr Tpic B.1 Requirements fr each f the fllwing fitness training methds: safe, crrect use f equipment safe, crrect use f training technique Grup activity: learners t undertake and experience a range f different stretches Pupil presentatin: intrductin t 3
4 requirements fr undertaking the fitness training methd applicatin f the basic principles f training (FITT) fr each fitness training methd linking each fitness training methd t the assciated health-related/ skill-related cmpnent f fitness. using different types f flexibility training. Guest speaker feedback: presentatin frm sprts physitherapist, fllwed by questin and answer sessin. flexibility training, fllwed by grup discussin. Tpic B.2 Additinal requirements fr each f the fitness training methds: advantages/disadvantages applicatin f exercise intensity t fitness training methds applicatin f principles f training t fitness training methds apprpriate applicatin f fitness training methd(s) fr given situatin(s) apprpriate applicatin f fitness training methd(s) t given client needs, gals, aims and bjectives. Tpic B.3 Fitness training methds fr: flexibility training: static, ballistic, PNF technique. strength, muscular endurance and pwer training: circuit training aerbic endurance: free weights. circuit training aerbic endurance training: speed training: cntinuus training fartlek training interval training circuit training hllw sprints acceleratin sprints interval training. Grup activity: learners t take part practically in the methd. Respnse t a vide/dvd f plymetrics training and exercises. Individual activity: learners t review their persnal exercise prgramme. Respnse t a vide/dvd: different types f drills used t develp speed, including sprt-specific drills. Pupil Activity t cntinue write up fr 4
5 Tpic C.2 Imprtance f fitness testing t sprts perfrmers and caches: baseline data training prgramme design gal setting. Tpic C.3 Requirements fr administratin f each fitness test: pre-test prcedures standard test methds/equipment purpse f each test measurement and prcessing f f test results selectin f apprpriate fitness tests reliability, validity and practicality advantages and disadvantages. Tpic C.1 Fitness test methds fr cmpnents f fitness Tpic C.3 Requirements fr administratin f each fitness test Tpic C.4 Interpretatin f fitness test results: In the cntext f: flexibility: sit and reach test strength: grip dynammeter. multi-stage fitness test definitin f VO2 max. frestry step test. speed: 35m sprint speed and agility: Illinis agility run test. anaerbic pwer: vertical jump test muscular endurance: ne-minute press-up, ne-minute sit-up. Bdy Mass Index (BMI) Bielectrical Impedance Analysis (BIA). skinfld testing. Guest speaker: sprts cach/cunty-level sprts perfrmer t discuss the imprtance f fitness testing in their training regime, fllwed by questin and answer sessin. Individual r paired activity: learners t research and design an infrmed cntent frm. Paired r small grup activity: learners t undertake the tests during lessn time and interpret their results Grup activity: learners t calculate their Bdy Mass Index (BMI). Tutr presentatin: Bielectrical Impendance Analysis. Paired r small grup activity: learners t determine their percentage bdy fat. Pupil Activity t cntinue write up fr Pupil Activity t cntinue write up fr 5
6 BTEC Sprt Level 2 Unit 5 Training fr Persnal Fitness Curse Cntent Assessment Independent Study Learning aim A: Design a persnal fitness training prgramme Learning aim B: Knw abut the exercise adherence factrs and strategies Learning aim C: Implement a self-designed persnal fitness training prgramme t achieve wn gals and bjectives Tpic A.1 Persnal infrmatin t aid training prgramme design: persnal gals (SMARTER) aims bjectives. lifestyle and physical activity histry medical histry questinnaire. attitudes and persnal mtivatin fr training. Tpic A.2 The basic principles f training (FITT): frequency intensity time type. Tpic A.3 Further principles f training and hw they are applied t training methds: intensity. prgressive verlad specificity individual differences/needs variatin rest and recvery adaptatin reversibility. Individual activity: initial gal identificatin. Individual activity: learners t write SMARTER and shrt-, medium- and lng-gals. Teacher presentatin: aims and bjectives. Teacher-led activity: recap n the gals, aims and bjectives set by learners in previus lessn. Grup activity: using flip chart paper What wuld they need t knw befre they culd take part in a fitness prgramme. Class activity: grups t pin up flip chart paper and feed discussin results back t the rest f the class. Teacher t summarise n the bard. Teacher presentatin: preparing t take part in a training prgramme. Individual activity: learners t think abut their wn attitude t exercise by listing what they are psitive and negative abut. Individual activity: learners t the activity abve t prduce a written paragraph n hw their attitudes and mtivatin t training will relate t ptential success f their training prgramme. Small grup activity: learners prduce a 2-minute recap presentatin n attitudes and mtivatin t training. Paired r small grup activity: learners t identify FITT principles in a variety f training prgrammes prvided by the teacher. Pupil presentatin: persnal training gals. set verall aims and bjectives fr training prgramme. what infrmatin shuld be cllected befre cmmencing the start f a training prgramme. Pupil presentatin: basic principles f training (FITT). 6
7 Tpic B.1 Factrs: adherence factrs barriers. Tpic B.2 Strategies: SMARTER enjyable benefits supprt rewards. Tpic C.1 Safely implement a persnal fitness training prgramme: undertaking apprpriate training methds wearing crrect training gear. Paired r small grup activity: learners t identify FITT principles related t week 1 f their training prgramme Small grup activity: each grup t pick a cardi-vascular (CV) machine and an activity t wrk n (e.g. treadmill/step ups). Grups then chse a target heart-rate (HR) zne t wrk within. Small grup activity: ne learner t perfrm the activity specified by the grup, the ther learners t recrd RPE and HR every 1 minute. Small grup activity: nce the practical is cmplete, learners t identify if the client reached their target. Class discussin: What is the relatinship between RPE and HR (RPE x 10 = HR bpm)?. Teacher presentatin: adherence factrs. Grup activity barriers that affect exercise adherence? Class activity: grups t feed back in rder t cllate a list f barriers. Grup activity: cnsider different cultures, religins, disabilities, age and the ptential barriers these specific grups will have t exercise. Teacher-led activity: recap n barriers: What are barriers? Refer back t the barriers they have. Teacher presentatin: Adherence strategies. Teacher presentatin: ensuring health and safety during yur prgramme. Teacher t review the cntract with learner at the end f the lessn and sign t say they witnessed the prductin f the cntract. mini recap quiz n FITT principles. learners t calculate Maximum HR and 60%, 70%, 80% & 90% f MHR. learners t identify which barriers may affect the success f their training prgramme. learners t identify strategies that they need t put in place t ensure they vercme their barriers. learners t prduce a cntract fr themselves that is agreed by them and the teacher. The cntract must 7
8 taking full respnsibility fr cmplete and recrding details fr each training sessin. Tpic C.2 Training diary fr each sessin recrding: cmplete diary. Tpic C.3 Measures fr success: mtivatin fr training details f hw the prgramme has been adapted t ensure cntinued cmmitment achievement against persnal aims, gals and bjectives vercming barriers/issues prblems. Tpic D.1 Review prgramme: befre each training sessin after each training sessin evidence f mdificatin strengths. areas fr imprvement future recmmendatins. Practical sessin: learners t start training prgramme. Teacher: remind learners that they must cmplete a diary entry. Teacher presentatin: measures fr success. Teacher intrductin: hw well the training perid went. Invite feedback frm learners. Learners need t check that they have reviewed all sessins prir and pst and made mdificatins thrughut. Teacher intrductin int the strengths the learners shuld be lking fr e.g. attainment f gals, meeting aims, vercming barriers etc Teacher-led: brief intrductin int the areas fr imprvement the learners shuld be lking e.g. under achievement, remaining barriers, sessins lacking mtivatin etc. Learners t identify areas fr imprvement and explain why they are areas fr imprvement, relate t the nrm data and previus gals/aims. Teacher led: intrductin int suitable future recmmendatins e.g. altered prgramme design, new gals/aims, changes t FITT, prgressin, psychlgical training. include issue regarding safe implementatin f the prgramme. Pupil Activity t identify strengths and explain why it is a strength, relate t nrm data and benefits t lifestyle etc Pupil Activity - Learners t prvide future recmmendatins related t the prgramme cnducted. Learners must justify why they have suggested these recmmendatins. What evidence suggests that it shuld be a future recmmendatin? 8
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