About+the+course

VCE Physical Education examines the biological, physiological, psychological, social and cultural influences on performance and participation in physical activity. It focuses on the interrelationship between motor learning and psychological, biomechanical, physiological and sociological factors that influence physical performances, and participation in physical activity. The study of physical activity and sedentary behaviour is significant for the understanding of health, wellbeing and performance of people. **STRUCTURE** The study is made up of four units: Unit 1: Bodies in motion Unit 2: Sports coaching and physically active lifestyles Unit 3: Physical activity participation and physiological performance Unit 4: Enhancing performance Each unit deals with specific content contained in areas of study and is designed to enable students to achieve a set of outcomes for that unit. Each outcome is described in terms of key knowledge and key skills. **UNITS 3 & 4 @ MacKillop** The Victorian Curriculum and Assessment Authority will supervise the assessment of all students undertaking Units 3 and 4. In VCE Physical Education students’ level of achievement will be determined by School-assessed Coursework and an end-of-year examination. The VCAA (Vic Curriculum and Assessment Authority) will report students’ level of performance on each assessment component as a grade from A+ to E or UG (ungraded). To receive a study score, students must achieve two or more graded assessments and receive S for both Units 3 and 4. The study score is reported on a scale of 0–50; it is a measure of how well the student performed in relation to all others who took the study. Students should refer to the VCE handbook or speak with Mr Ryan if they need more information. Percentage contributions to the study score in VCE Physical Education are as follows: • Unit 3 School-assessed Coursework: 25 per cent • Unit 4 School-assessed Coursework: 25 per cent • End-of-year examination: **50 per cent.** __UNIT 3 Physical activity participation and physiological performance__ 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 the National Physical Activity 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. Students investigate the contribution of energy systems to performance in physical activity. In particular, they investigate the characteristics of each system and the interplay of the systems during physical activity. Students explore the multi-factorial causes of fatigue and consider different strategies used to delay and manage fatigue and to promote recovery. __UNIT 4 Enhancing performance__ Improvements in performance, in particular fitness, depend on the ability of the individual or coach to gain, apply and evaluate knowledge and understanding of training. Students undertake an activity analysis. Using the results of the analysis, they then investigate the required fitness components and participate in a training program designed to improve or maintain selected components. Athletes and coaches aim to continually improve and use nutritional, physiological and psychological strategies to gain advantage over the competition. Students learn to critically evaluate different techniques and practices that can be used to enhance performance, and look at the rationale for the banning or inclusion of various practices from sporting competition. For more information and detail about key knowledge and key skills for each AOS - see study design (under Course outlines page).