There are four (4) modules in this course:
- Module 1: Exercise Physiology
- Module 2: Skill Acquisition
- Module 3: Sport Psychology
- Module 4: Scientific Investigative Methodologies and Skills
While each of the modules is presented below as a discrete unit, they are closely interrelated. Providers can be flexible in the way they choose to arrange the delivery of the content at both the Module and topic level. For example, a provider may deliver a topic from Module 2 and make comparisons with a topic from Module 1. Interrelationships between Modules/topics will be studied throughout the year as links between them arise.
It is recommended that Modules 1, 2 and 3 are allocated approximately equal delivery time. Module topics/sub-topics may be delivered as purely theoretical studies or as studies contextualised within practical activities. See also the requirements for Module 4.
MODULE 1: EXERCISE PHYSIOLOGY
TOPICS
1.1 ENERGY & ENERGY SYSTEMS
1.2 OXYGEN DELIVERY
1.3 RECOVERY
1.4 EFFECTS OF TRAINING
1.5 TRAINING PROGRAMS
1.1 ENERGY & ENERGY SYSTEMS
- Energy
- Role of ATP
- Structure
- High energy bond
- Energy sources to replenish ATP (sources, storage & transportation)
- Creatine Phosphate
- Carbohydrates (low glycaemic index foods & high glycaemic foods)
- Fats
- Protein
- Concept of “Hitting the wall”
- Glycogen Sparing
- ATP Production
- During resting conditions
- During exercise
- Phosphagen (ATP – CP or Alactic System)
- ATP Splitting
- Basic equations (not including enzymes)
- Characteristics:
- metabolism (method of energy production)
- fuel sources
- speed of ATP production
- quantity of ATP production (but not a specific amount)
- limitations
- duration (predominant)
- intensity
- provide sporting examples
- muscle fibre type
- Lactic acid (Anaerobic Glycolysis) system
- Equations of the energy system (not including enzymes)
- Lactate clearance, lactate accumulation, Hydrogen Ions & Acidosis
- Characteristics:
- metabolism (method of energy production)
- fuel sources
- speed of ATP production
- quantity of ATP production (but not a specific amount)
- limitations
- by-products
- duration (predominant)
- intensity
- provide sporting examples
- muscle fibre type
- Lactic acid removal (fate of lactic acid)
- Aerobic System
- Basic Equations/flow chart, includes basic outline of Krebs Cycle & Electron Transport System (not including enzymes)
- fate of the by-products (heat, water & carbon dioxide)
- Glycolysis
- Characteristics:
- metabolism (method of energy production)
- fuel sources
- speed of ATP production
- quantity of ATP production (but not a specific amount ie actual number)
- limitations
- by-products
- duration (predominant)
- intensity
- provide sporting examples
- muscle fibre type
- Oxygen Transport in muscles: role of myoglobin
- Energy Continuum: interplay of the different energy systems
- Contribution of energy systems varies depending on:
- duration
- intensity
- aerobic fitness
- Aerobic energy system takes far greater energy demand much earlier than previously thought.
- Muscle Fibre Types: Slow (Type I) and Fast (Type IIa and Type IIb)
1.2 OXYGEN DELIVERY
- Oxygen Deficit
- Aerobic Steady State
- VO2 & VO2 Max
- Absolute & relative Vo2 max. (including making calculations)
- In relation to athletes in different sports and fitness levels
- In relation to fitness testing
- Factors that affect an individual’s VO2 max
- aerobic fitness
- body size
- gender
- heredity
- age
- Lactate Threshold (Lactate Inflexion Point, Onset of Blood Lactate Accumulation)
- Variability of Lactate Threshold as a percentage of VO2 maximum and maximum heart rate
- Improving your lactate threshold
- Buffering.
1.3 RECOVERY
- Physiological causes of fatigue, concept of rest days, overtraining
- Physiological Strategies:
- Cool down (exercise or active recovery)
- Stretching
- Passive Recovery
- Rehydration
- Regenerative techniques (Neural strategies) identification of:
- cold-water immersion (CWI)
- contrast water therapy (CWT)
- hot-water immersion (HWI)
- massage
- others
- Role of the O2 transport system in recovery (EPOC) and O2 Debt
- Alactacid Debt: replenishment of ATP & PC Stores
- Lactacid Debt: removal of Lactic Acid (includes fate or removal)
- Nutritional Replenishment
- Consumption of CHO: suggested time frame
- Muscle glycogen replenishment rates for continuous & intermittent activity
- Rehydration: fluids & electrolytes
- Delayed onset muscle soreness (DOMS).
1.4 EFFECTS OF TRAINING
- Acute Responses (immediate effects) of exercise
- Cardiovascular responses to exercise
- Respiratory responses to exercise
- Muscular responses to exercise
- Chronic Circulorespiratory Adaptations (long term effects) of exercise may be observed:
- at rest
- during submaximal exercise
- during maximum exercise
- Chronic Muscular Adaptations (long term effects) of exercise as a result of:
- endurance training
- non-endurance (anaerobic and callisthenic) training.
1.5 TRAINING PROGRAMS
- Components of fitness (such as flexibility, aerobic capacity and muscle strength) Knowledge of major categories/terms only is required
- The Training Session
- Warm-up
- purpose
- elements
- physiological responses (effects) that occur
- Conditioning/Skill Development
- Cool-down
- purpose
- techniques
- physiological effects
- Principles
- Specificity
- Progressive overload
- Frequency
- Intensity
- Duration
- Detraining
- Variety
- Diminishing returns
- Methods: Knowledge to allow identification of methods listed here only is required
- Continuous
- FITT formula (Frequency, Intensity, Time & Type)
- long slow distance training
- lactate threshold training
- fartlek
- Interval: Key variables
- work interval
- recovery interval
- sets
- repetitions
- Resistance
- isotonic weight training
- isometric resistance training
- resistance calisthenics
- exercise ball (fit ball) training
- Plyometrics
- Flexibility
- dynamic
- proprioceptive neuromuscular facilitation
- static
- ballistic
- Circuit
- The Training Year
- Periodisation
- transition
- preparatory (general preparation & specific preparation)
- competitive phases (pre-competitive and competitive)
- Peaking
- whole year peaking
- in-season peaking
- tapering.
INTERRELATIONSHIPS
The various topics and sub-topics noted above have limited meaning if they are treated discretely or in isolation.
Complex interrelationships also exist between Module 1’s topics/sub-topics and those of Module 2 and Module 3.
Learners are required to identify and explain interrelationships between the topics/sub-topics studied in this Module (Exercise Physiology) and those studied in Module 2 (Skill Acquisition) and Module 3 (Sport Psychology). For example, athletes must be highly motivated (Sport Psychology) to implement recovery techniques after exercise (Exercise Physiology).
The study of such interrelationships involves applying logical, critical and innovative thinking to a range of problems and ideas, and transferring knowledge and skills, as well as making connections between Modules.
The interrelationships between Modules’ topics will be studied throughout the year as links between them arise. When studies of interrelationships will occur will depend on the provider’s choices regarding the sequence of delivery of Modules and topics/sub-topics: it is not intended that the study of interrelationships be a discrete activity undertaken only after the delivery of all the Modules.
MODULE 2: SKILL ACQUISITION
TOPICS:
2.1 MOTOR SKILLS
2.2 PRACTICING SKILLS
2.3 INFORMATION PROCESSING
2.4 REACTION TIME AND DECISION MAKING
2.5 MEMORY
2.6 FEEDBACK
2.7 MOVEMENT ANALYSIS
2.1 MOTOR SKILLS
-
Motor Skills
- Motor Programs
- Subroutines
- Classifying motor skills
- Movement Precision
- Type of Movement
- discrete
- continuous
- serial
- Environmental Predictability
- Concept of classification along a continuum
- Fitts & Posner Model for Stages of Skill Learning: cognitive, associative & autonomous
- Characteristics for each stage
- Key points for instructional (coaches) support
- Skill Learning Continuum
- Factors affecting skill acquisition Knowledge to allow identification of characteristics listed here only is required
- Age & maturity
- Gender
- Heredity
- Motivation
- Quality of instruction
- Others factors as applicable.
2.2 PRACTICING SKILLS
- Classification of Practice Types:
- Massed practice and Distributed practice
- Whole practice and Part practice
- Blocked and Random practice
- Varied and Constant practice
- Schema Development (Schema theory Schmidt 1975) in the role of Varied Practice
- Drill and Problem solving.
2.3 INFORMATION PROCESSING
- Basic outline & application of the learning process: Information Processing Model
- Sensory Input
- Processing
- stimulus identification
- response selection
- response programming
- Output (movement)
- Feedback
- Receiving Information (Sensory Input)
- Cues
- Senses
- Vision
- equilibrium (balance)
- proprioception (kinesthesis & touch)
- hearing
- Signal Detection
- Orienting
- Selective Attention
- How a coach can help to improve a player’s selective attention
- making the relevant signals stand out
- using language suited to the level of performer
- including as few relevant cues as possible in initial practice
- directing a player’s attention to performance cues
- basing explanations on the past experience of players.
2.4 REACTION TIME AND DECISION MAKING
- Reaction Time, Movement Time, Response Time
- Types of Reaction Time
- Simple RT
- Choice RT (Hick’s Law)
- Factors Influencing Reaction Time and Decision Making
- Number of stimulus-response alternatives (Choice RT)
- Age
- Gender
- Intensity of the stimulus
- The probability of the stimulus occurring
- The presence or absence of warning signals
- Signal detection
- Previous experience
- Selective attention
- Psychological Refractory Period (successive presentation of cues)
- Stimulus-response compatibility
- Reducing Reaction Time
- Practice and the effect on choice RT
- Anticipation
- spatial (or event) anticipation
- temporal anticipation
- benefits of anticipation.
2.5 MEMORY
- Memory Capacity
- Short term sensory storage
- Short term memory
- Long term memory
- Short-term sensory store
- Short-term memory (influence of selective attention)
- Factors that affect short-term memory:
- Relevance & meaningfulness
- Interference (distractions)
- Chunking or coding
- Rehearsal or practice
- Overloading
- Long-term memory
- Application of memory to learning and acquiring sporting skills
2.6 FEEDBACK
- Main roles of feedback:
- Motivate
- Reinforcement
- Regulate or change the performance
- Classifying (categories of) Feedback
- Internal/Intrinsic (sensory: vision, audition, touch, proprioception, forces, smell)
- External/Extrinsic (augmented)
- Knowledge of performance (KP)
- Knowledge of Results (KR)
- Timing of the Feedback
- Continuous (concurrent)
- Terminal (discrete).
2.7 MOVEMENT ANALYSIS
It is recommended that relevant aspects of the theory of movement analysis described below be delivered in conjunction with Study One of Module 4: Scientific Investigative Methodologies.
- Introduction to Biomechanics
- Kinematics: studies the description of motion
- Motion
- Projectile Motion
- Factors affecting projectile motion
- velocity of release
- angle of release
- height of release
- shape
- air resistance
- spin
- Kinetics: studies influences on the movement of a body
- Mass
- Force (Newton’s Laws of Motion 1, 2 (f=ma) and 3)
- Levers
- Balance
- centre of gravity
- stability
- Principles of the Application of Biomechanical Knowledge
(according to Amezdroz, Dickens, Hosford, Stewart & Davis (2010), Queensland Senior Physical Education, 3rd Ed. Australia, Macmillan Education Australia):
- Determine the objective of the skill
- Using observation (naked eye & video analysis) techniques
- Identify the movement patterns involved
- Divide the skill into skill phases (key elements)
- Detecting errors: application of the biomechanical principles (kinematics & kinetics) listed above
- Identifying starter mechanisms.
INTERRELATIONSHIPS
The various topics and sub-topics noted above have limited meaning if they are treated discretely or in isolation.
Complex interrelationships also exist between Module 2’s topics/sub-topics and those of Module 1 and Module 3.
Learners are required to identify and explain interrelationships between the topics/sub-topics studied in this Module (Skill Acquisition) and those studied in Module 1 (Exercise Physiology) and Module 3 (Sport Psychology). For example, an athlete’s response time (Skill Acquisition) can be improved through isotonic resistance training (Exercise Physiology) which will contribute to sporting success.
The study of such interrelationships involves applying logical, critical and innovative thinking to a range of problems and ideas, and transferring knowledge and skills, as well as making connections between the Modules.
The interrelationships between Modules’ topics will be studied throughout the year as links between them arise. When studies of interrelationships will occur will depend on the provider’s choices regarding the sequence of delivery of Modules and topics/sub-topics: it is not intended that the study of interrelationships be a discrete activity undertaken only after the delivery of all the Modules.
MODULE 3: SPORT PSYCHOLOGY
TOPICS:
3.1 SELF CONFIDENCE IN SPORT AND EXERCISE
3.2 GOAL SETTING
3.3 PREPARATION FOR COMPETITION
3.4 MOTIVATION
3.5 AROUSAL/STRESS & ANXIETY
3.6 CONCENTRATION
3.7 VISUALISATION
3.1 SELF CONFIDENCE IN SPORT AND EXERCISE
- Self Confidence
- Self-efficacy in Sport and Exercise (task specific self-confidence)
- Value/importance
- High self-efficacy traits
- Low self-efficacy traits
- The relationship between self-efficacy and sport performance (i.e. overconfidence)
- Bandura (1977, Psychological Review, Vol 84(2), 1921-215) proposed four main antecedents of self-efficacy (factors that influence the level and strength of self-efficacy)
- Performance accomplishments
- Vicarious experiences
- Verbal persuasion
- Physiological states.
3.2 GOAL SETTING
- Types of Goals:
- Process
- Performance
- Outcome
- Short and Long Term
- The Staircase/Stepping Stone Model of Short and Long Term Goals
- Benefits of Goal Setting
- Goals enhance focus & concentration
- Goals boost self-confidence
- Goals help create a positive mental attitude
- Goals increase intrinsic motivation to excel
- Goals improve the quality of practices by making training more challenging
- Goals enhance playing skill, techniques and strategies
- Goals improve overall performance
- Guidelines for goal setting: SMARTER
- Specific
- Measurable
- Action oriented or Agreed or Accepted
- Realistic
- Time framed or phased
- Evaluate or Exciting
- Recorded or Reviewed.
3.3 PREPARATION FOR COMPETITION
- Pre-competition Strategies
- Prior to arriving at the competition venue
- rest
- diet
- equipment check
- spare time
- travel
- mental preparation
- At the competition venue
- arrival time
- who to report to
- physical preparation
- mental preparation
- dressing for the contest
- team meetings/individual discussion with the coach
- who to spend time with
- final personal preparation
- Competition Strategies
- Your/Teams Game Plan
- Performance Reference Points/checks
- Task Relevant Factors
- Mood/Cue Words
- Coping Strategies
- Explanation & purpose: Secondary plans
- Improve an athlete’s ability to cope with Pain:
- expect the pain
- accept the pain
- train for the pain
- use the pain as a mental sign
- De-briefing
- Guidelines for Debriefing
- as soon after the performance as possible
- identify performance factors which were omitted
- identify ineffective strategy elements
- involve the athlete.
3.4 MOTIVATION
- Explanation
- Self Determination Theory (Deci, Edward L and Ryan, Richard M (2002), Handbook of Self Determination Research, NY, University of Rochester Press.)
- Types of Motivation:
- Positive
- Negative
- Intrinsic
- Extrinsic: tangible & intangible rewards
- Amotivation
- Motivational Techniques for Coaches and Athletes
- Goal setting
- Using extrinsic rewards
- Motivational music
- Positive self-talk.
3.5 AROUSAL/STRESS & ANXIETY
- Stress
- Sources of stress (stressors)
- The Influence of Arousal on Sporting Performance
- Arousal
- Yerkes and Dodson’s Inverted U Hypothesis
- Relationship affected by the:
- individual athlete (personality, experience etc)
- type of skill or sport: fine/gross, simple/complex
- Catastrophe theory
- Anxiety
- Competitive Anxiety
- State Anxiety
- Trait Anxiety
- Choking
- Symptoms of Anxiety
- Psychological (behavioural changes, emotional responses & cognitive functioning)
- Physiological changes (somatic)
- Techniques to Control Arousal Levels
- To raise arousal levels
- To lower arousal levels (includes identifying various relaxation techniques).
3.6 CONCENTRATION
- Concentration and Attention
- Robert Nideffer’s attentional dimensions (Nideffer, R.M. 1976, ‘Test of attentional and interpersonal style’ Journal of personality and Social Psychology, 34, 394-404)
- Width (Broad and Narrow) & Direction (Internal and External) Dimensions
- Four types of Attention
- broad external
- narrow external
- broad internal
- narrow internal
- Advantages and disadvantages of each attentional style
- Athlete’s Attentional Errors
- Attentional mismatch (due to dominant attentional style) under stressful conditions which may be inappropriate.
- Inability to adopt or maintain appropriate attentional focus
- Internal and external overloads
- Involuntary internal narrowing
- Choking
- Flow State.
3.7 VISUALISATION
- What is visualization (according to Syer, J & Connolly, C. (1998), Sporting Body, Sporting Mind: An athlete’s guide to mental training, London, Simon & Schuster)
- Senses involved
- seeing/visual
- hearing/auditory
- touch/feeling/kinesthetic)
- Why visualise?
- the effect on physical functioning
- it helps to accelerate the learning process
- Types of visualization (the two classes):
- Problem solving uses visualization to:
- aid concentration
- reduce anxiety and physical tension
- suggest possible cause of action
- Mental rehearsal is the process of imagining yourself performing a specific movement or skill
There are four mental rehearsal techniques:
- performance practice
- instant replay
- during performance
- performance review
- Guidelines to Improve the Quality and Effectiveness of the Exercise (mental rehearsal):
- Start with a relaxation
- Stay alert
- Use the present tense
- Set realistic goals
- Set specific goals
- Use all your senses
- Visualise from the inside out and from the outside in
- Visualise at the correct speed
- Practice regularly
- Enjoy it!
INTERRELATIONSHIPS
The various topics and sub-topics noted above have limited meaning if they are treated discretely or in isolation.
Complex interrelationships also exist between Module 3’s topics/sub-topics and those of Module 1 and Module 2.
Learners are required to identify and explain interrelationships between the topics/sub-topics studied in this Module (Sport Psychology) and those studied in Module 1 (Exercise Physiology) and Module 2 (Skill Acquisition). For example, athletes can focus on their narrow external attentional dimension (Sport Psychology) to improve their ability to detect relevant cues (Skill Acquisition).
The study of such interrelationships involves applying logical, critical and innovative thinking to a range of problems and ideas, and transferring knowledge and skills, as well as making connections between the Modules.
The interrelationships between Modules’ topics will be studied throughout the year as links between them arise. When studies of interrelationships will occur will depend on the provider’s choices regarding the sequence of delivery of Modules and topics/sub-topics: it is not indented that the study of interrelationships be undertaken as a discrete activity after the delivery of the Modules.
MODULE 4: SCIENTIFIC INVESTIGATIVE METHODOLOGIES AND SKILLS
(20 HOURS: SUGGESTED TIME)
This Module develops learners understanding of scientific investigative methodologies and skills within the context of a detailed study of two topics drawn from Modules 1–3.
Learners will undertake TWO (2) studies. One (1) study will be a movement analysis. One (1) study is selected from a topic chosen from Module 1 OR Module 3.
Within the given requirements and guidelines there is flexibility to select specific topics/focuses for each study.
These studies are scientific research involving humans. They must take full account of relevant principles and guidelines related to ethical conduct in human research.
Human research is research conducted with or about people, or their data or tissue. It has contributed enormously to human good. Much human research carries little risk and in Australia the vast majority of human research has been carried out in a safe and ethically responsible manner. But human research can involve significant risks and it is possible for things to go wrong. Sometimes risks are realised despite the best of intentions and care in planning and practice. Sometimes they are realised because of technical error or ethical insensitivity, neglect or disregard.
National Statement on Ethical Conduct in Human Research (2007) p.3.
http://www.nhmrc.gov.au/_files_nhmrc/publications/attachments/e72.pdf (accessed 29 May 2012)
Where the specific topic/focus for the study is selected by the teacher, the teacher – on behalf of the provider – will record the relevant ethical conduct in human research principles and guidelines, and the actions taken to address these. Note: if specific topics/focuses for both studies are selected by the teacher, opportunities must be provided for learners to demonstrate their achievement on Criterion 6, standard element 4.
Where the specific topic/focus for the study is selected by the learner(s), the learner(s) must gain approval from the teacher – on behalf of the provider – prior to undertaking the study. Records will be made of the relevant ethical conduct in human research principles and guidelines, the actions taken to address these, and the teacher’s approval (or rejection of the proposed study).
Useful resources on principles and guidelines related to ethical conduct in human research include:
STUDY 1 – MOVEMENT ANALYSIS (COMPULSORY)
It is recommended that the delivery of aspects of Module 2.7 ‘Movement Analysis’ (sections ‘kinematics’ and ‘kinetics…’) relevant to the specific topic/focus of the study be undertaken in conjunction with this study.
NOTES:
a) The nature/scope of the movement that is analysed is not prescribed. The movement may be a simple one, or one involving a particular part of the human body (e.g. a wrist action in a hitting or bowling sport, a knee movement or leg action in a kicking sport). Highly complex, whole of body movements (such as the body when swimming or triple-jumping) may be studied depending on availability of resources.
b) The analysis will be limited to a 2 Dimensional analysis of a movement/set of movements that are easily observed in a single plain.
Learners can work in groups to gather data, but are required to individually complete and submit a written study.
The research topic and methodology employed in the Movement Analysis study will take full account of relevant principles and guidelines related to ethical conduct in human research.
The written product for the Movement Analysis study MUST contain and address the following topics:
- Aim/Hypothesis
- Background Research and Ethical Considerations (approximately 2 pages)
- Method (equipment list, procedure etc.)
- Results (includes tables, graphs etc all clearly labelled)
- Discussion
- Conclusions & Recommendations
- References (citation) and a reference list/bibliography.
The research methodology for the Movement Analysis study will be guided by the principles of Application of Biomechanical Knowledge (according to Amezdroz, Dickens, Hosford, Stewart & Davis (2010), Queensland Senior Physical Education, 3rd Ed. Australia, Macmillan Education Australia):
- Determine the objective of the skill
- Using observation (naked eye & video analysis) techniques
- Identify the movement patterns involved
- Divide the skill into skill phases (key elements)
- Detecting errors: application of the biomechanical principles (kinematics & kinetics) listed above
- Identifying starter mechanisms.
The research will involve the use of video, and using computers to run video analysis software. Students will need some background support learning to develop their skills in the application of Movement Analysis ICT tools:
- Guidelines (procedures) which should be followed for obtaining good video footage
- ICT: Application of video analysis software, and its analysis.
The assessment for the Movement Analysis study is based on the degree to which a learner can:
- Criterion 2 – Demonstrate knowledge and understanding of the principles of skill acquisition
- Criterion 4 – Analyse and interpret sport science related data and information
- Criterion 6 – Access, research and evaluate information
- Criterion 7 – Communicate ideas in a variety of forms.
STUDY 2 – SELECTED TOPIC
The topic of this study can be selected from Module 1 OR Module 3. The topic must have a direct relationship to course content from the selected Module.
Learners can work in groups to gather data, but are required to individually complete and submit a written study.
The research topic and methodology employed in the selected study will take full account of relevant principles and guidelines related to ethical conduct in human research.
The Selected Investigative Study’s written product MUST contain and address the following topics:
- Aim/Hypothesis
- Background Research and Ethical Considerations (approximately 2 pages)
- Method (equipment list, procedure etc.)
- Results (includes tables, graphs etc all clearly labelled)
- Discussion
- Conclusions & Recommendations
- References (citation) and a reference list/bibliography.
The assessment for the Selected Study is based on the degree to which a learner can:
- Criterion 1 OR 3 (Depending on the Module of study) – Demonstrate knowledge and understanding of <the physiological aspects of exercise> OR <psychological factors which influence athletic performance>
- Criterion 4 – Analyse and interpret sport science related data and information
- Criterion 6 – Access, research and evaluate information
- Criterion 7 – Communicate ideas in a variety of forms