Physical Education and Health

Welcome to Avondale College’s Department of Health and Physical Education.

In Physical Education we encourage every student, regardless of ability, to achieve their personal best by managing themselves, using thinking skills and by relating to others.

Within the junior programme the students participate in a range of physical learning activities that aim to broaden their understanding of key physical education concepts in both individual and group contexts.

At senior levels the department runs three academic pathways, Cambridge International Examinations, NCEA and a Unit Standard based pathway at Years 12 and 13.

The Mission of Avondale College Physical Education and Health

Physical Education is based upon the acquisition of knowledge and skills that are the foundation for engaging in physical activity. All activities and games are designed to maximise success for both individuals and groups, providing a learning environment that is modified, when necessary, to allow for maximum participation.

Health promotes independent and co-operative learning of skills to sustain a healthy, productive and fulfilling life. In engaging students in modular activities that are designed to promote understanding and discussion students will acquire vital skills and strategies for life-long health promotion.

The sequential education programme is based upon a series of activity modules undertaken in a active, caring, supportive and non-threatening environment designed to challenge and prepare students for the life- long benefits of health enhancing activity.

Vision

What we want for our young people in Physical Education

· To provide a safe and positive environment within which students are able to and improve skills and understanding of Health & Physical Education.

· Physical Education is that part of education which promotes learning through movement and active participation.

· Physical Education embraces games and sports, health and fitness, aquatics, athletics and outdoor pursuits.

· Physical Education leads to an understanding of how the body works, how to care for it, how it responds to exercise and how it adapts over a lifetime.

· Physical Education teaches skills that equip people to lead satisfying lives at work and at leisure.

Confident

· That students will be educated in a physical sense and develop a knowledge and understanding of physical and health skills.

· Students will acquire new skills and develop existing skills.

Connected

· Through team games and team sports participation students develop inter-personal skills to relate to and work alongside other people

Actively Involved

· That Physical Education is a practical and fun learning experience.

· That students learn through participation.

Lifelong Learners

· That students develop an understanding of health issues and make informed choices for their development and lifestyle.

Learning Pathways within Physical Education and Health

Junior Health Programme

The junior Health programme runs all year with one period per fortnight of the PE/Health allocation dedicated to Health. There is also be one block (week) of Health per term, meaning students will have approximately 7 lessons per term. The programme is split into four different topics with each topic taking approximately one term to complete.

The Year 9 topics are Friendships, GetWize2Health, Smoking and Sexuality Education. The Year 10 topics are Goal Setting, Label Reading(Nutrition), Alcohol and Sexuality Education.

Students are required to have a 1B5 exercise book that will be used for both Health and Physical Education. Students will have an assessment for each unit.

Entry into the Year 11 Health programme is dependent upon the successful completion of the junior programme.

Year 9 Health Programme

	Unit		Assessment
5A4 5C3 5C1 5C2	Friendships	Students will recognise and accept that people are different. They will identify important influences on personal decision making and reflect on personal experiences. Students will identify the characteristics of positive relationships and explore their attitudes towards friendships. They will demonstrate an understanding of how their attitudes and values affect the way they respond to different situations and how they affect the way they interact with other people	Personal Identity Poster
4A4 4D1 5D4	GetWize2Health	Students will develop an understanding of the effects of unhealthy eating, in particular type 2 diabetes. Students will learn how to make healthy food choices following the 10 10 5 system. They will demonstrate how to read and interpret information on food labels and make comparisons between products.	Food journal
5A3 5C2 5C3	Smoking	To enable to students to understand the effects of drug use and the consequences of this use. They will develop the skills that will allow them to know how to be assertive and resist pressure in relation to Tobacco, should they need. They will also acknowledge and look into the effects that Tobacco has on others and society.	Research assessment
5A1 5A3 5A4	Sex Ed	Students will develop an understanding of sexuality, increase their knowledge about structure and function of the reproductive organs and investigate how different forms of contraception works. Students will explore how relationships are established and gain assertiveness and decision-making skills about relationships. They will explore what they have to offer a relationship and what they want out of relationships	Decision-Making Model

Year 10 Health Programme

	Unit		Assessment
6A1	Goal Setting	Students will develop an understanding of well-being and the interrelationship of the four dimensions using the Hauora model. They will gain skills in goal setting to enable them to set effective goals to improve/enhance well-being. Students will be able to identify SMART goals and barriers and enablers.	Goal Setting/Action Plan
6D1	Label Reading	Students will demonstrate an understanding of how to make healthy food choices and how to read food labels in order to make healthy food choices. They will be able to describe how and why eating patterns have changed globally and also culturally. Students will be able to make food choices based on the 10 10 5 principle.	Poster
5A3	Alcohol	Students will demonstrate an understanding of responsible behaviours required to ensure that challenges and risks are managed safely in physical and social environments. They will be able to identify personal, interpersonal and societal influences on alcohol consumption. Students will be able to describe how alcohol influences their well-being	Host Responsibility Pamphlet
5A1 5A3 5A4	Sex Ed	Students will investigate gender roles and stereotypes and the influence the media has. They will demonstrate an understanding of contraception and how STI’s can be prevented. Students will recognise and describe choices of intimacy in relationships and recognise the importance of outercourse as a safe sex option. They will identify pressures in relationships and consider alternatives to penetrative sex.	Decision-Making Grid

NCEA Level 1 Health: Assessment Information

Number	Achievement Standard Title	Credits	Assessment Method	Assessment Type
90971 1.1 (V1)	Take action to enhance an aspect of personal wellbeing.	3	Internal	Written, Implemented and Evaluated Plan
90972 1.2 (V1)	Demonstrate understanding of influences on adolescent eating patterns to make health-enhancing recommendations.	4	External	External Exam
91097 1.3 (V1)	Demonstrate understanding of ways in which well-being can change and strategies to support well-being.	4	Internal	Written Assignment
90973 1.4 (V1)	Demonstrate understanding of interpersonal skills used to enhance relationships.	5	Internal	Written Assignment and Practical Demonstration
90974 1.5 (V1)	Demonstrate understanding of strategies for promoting positive sexuality.	4	Internal	Project
90975 1.6 (V1)	Demonstrate understanding of issues to make health-enhancing decisions in drug-related situations.	4	External	External Exam

Junior PE

Year 9 Programme

Year 9

Mark 1-10

Term 1

Personal Fitness Profile (4-6 lessons)

Students will participate in a range of fitness activities and tests. They will identify factors related to types and level of fitness that influence personal, physical, social and emotional growth.

Run, Jump, Throw – Athletic activities

Students will learn different running, jumping and throwing techniques through a range of activities and games.

Terms 2, 3 and 4

Of the following 6 activities each year 9 class will complete a 5 week unit in 5 of the activities.

Sports Education – Hockey

Students will participate in and take some responsibility within team activities. They will experience a range of interpersonal skills and processes that enable them to make safe choices for themselves and other people in team activities

Gymnastics

Students will participate in a range of gymnastic activities and movements. They will plan and perform a gymnastic sequence that takes into account their ability level and what they can safely do

Invasion Games – Soccer

Netball

Students will participate cooperatively in and observe practical performance and give constructive feedback to their partner and or team

Active Lifestyles

Students will participate in a range of physical activities that are common in New Zealand society and describe how varying levels of involvement affect well-being and lifestyle balance

TGFU – Volleyball

Students will learn how to play Volleyball by demonstrating and planning basic attack and defence strategies and showing positional awareness of where to play the best shots from.

Striking and Fielding – Cricket

Students will learn how to play striking and fielding games by demonstrating and planning shot selection and fielding techniques in game situations

Year 10 Programme

Mark

1-10

Year 10

Term 1

Personal Fitness Profile (4-6 lessons)

Students will participate in a range of fitness activities and tests. They will identify factors related to types and level of fitness that influence personal, physical, social and emotional growth.

Athletics – 5 Star

Students will participate in all run, throw, jump activities striving to improve. Timed or measured results are to be recorded and compared to the 5 Star awards system

Terms 2, 3 and 4

Of the following 6 activities each year 10 class will complete a 5 week unit in 5 of the activities.

Sports Ed – Touch

Students will participate in and take some responsibility within team activities. They will experience a range of interpersonal skills and processes that enable them to make safe choices for themselves and other people in team activities

Net/Wall – Badminton

Students will learn how to play Badminton by demonstrating and planning basic attack and defence strategies and showing positional awareness of where to play the best shots from.

Invasion Games – Soccer

Lacrosse

Students will participate cooperatively in and observe practical performance and give constructive game specific feedback to their partner and or team. They will demonstrate communication that aids teamwork

Active Lifestyles

Students will participate in a range of physical activities that are common in New Zealand society and describe how varying levels of involvement affect well-being and lifestyle balance

TGFU – Basketball

Students will learn how to play Basketball games by demonstrating and planning basic attack and defence strategies. Students will develop strategies that attempt to exploit their opponents weaknesses

Striking and Fielding – Softball

Students will learn how to play striking and fielding games by demonstrating and planning shot selection and fielding techniques that enable them to gain an advantage over opponents.

NCEA Level 1 PE

NCEA Level 1 PED Credits = 20
Module	Credits	AS Code	Achievement Standard Title
PE 1.1	5	90067	Participate in Physical Activities and Describe how this influences well-being.
PE 1.2	5	90068	Demonstrate knowledge of Body Structure and performance related to Performance of Physical Activity
PE 1.3	3	90524	Demonstrate quality movement in the performance of a Physical Activity.
PE 1.5	4	90071	Demonstrate interpersonal skills and describe their effects on the functioning of a team
PE 1.6	3	90525	Examine the quality of movement in performance of a physical activity.

Assessment for NCEA

§ All PE Modules are Internally Assessed.

§ There are No External PE Exams at the end of the year.

§ There are No PE Internal School Exams at mid-year or end-of-year.

§ Most PE Modules require student practical performance in an activity and then a written evaluation of the performance.

§ Samples will be shown in class of the type of question and how you can answer to obtain Achieved, Merit and Excellence standard.

§ There is one standard based on performance in a physical activity.

NCEA Level 2 PE

Credits: 21

Module	Credits	Achievement standard	Title
PE 2.3	3	90434	Describe principles and methods of training and apply these to participation in physical activity
PE 2.2	4	90433	From observation, examine how principles of anatomy and biomechanics relate to physical activity
PE 2.1	3	90432	Monitor personal performance in regular exercise and relate this to concepts of Fitness & Health
PE 2.4	2	90435	Through physical activity, describe & apply principles of skill learning & sports psychology
PE 2.5	4	90436	Demonstrate performance in two contrasting physical activities
PE 2.6	3	90437	Investigate the sociological significance of a sporting event, physical activity or festival
PE 2.8	2	90439	Demonstrate knowledge of safety issues and apply safety management procedures in a physical activity

NCEA Level 3 PE

Year 13 NCEA Level 3 Unit Standards Course Credits = 17

NCEA Level 3 SPS 4 Modules
Module	Credits	Code	Title
US 3.34	4	12534	Apply Knowledge and Skills in an Individual Sport.
US 3.35	4	12535	Apply Knowledge and Skills in a Competitive Physical Activity
US 3.28	5	12528	Plan, Implement and Evaluate a Personal Exercise Programme
US 3.29	4	12529	Develop Sport Fitness

Entry Criteria

Passed 12 Level 2 Physical Education Credits
Passed NCEA Level 2 (60 Level 2 Credits)
Discretion of HOD or TIC for students who narrowly miss the above criteria.
Students must be actively participating in a sport. You will need to identify your Sport when you enroll. This is essential for your Sportfit & PEP Programmes which are worth Nine of the 17 Credits.

Module	Code	Credits	Activity
Competitive Sports	12534	4	Basketball.
Individual Sport	12535	4	Badminton
Sport Fitness	12529	4	Improving Sport Fitness
Training Programme	12528	5	Improving Self Performance

Assessment for Level 3 SPS NCEA

All PE Modules are Internally Assessed.

There are No External PE Exams at the end of the year.

There are No PE Internal School Exams at mid-year or end-of-year.

Most US PE Modules require student practical performance to a certain standard and then a written explanation of the performance.

The first Module (Tennis) is attached with the information booklet.

This will be shown in class and an explanation given of how to complete each of the Elements.

There are no credits awarded simply because you are good at sport

Level 3 NCEA PED Programme

NCEA Level 3 13 PED
Standard	Credits	Code	Title
AS 3.1	3	90739	Apply Knowledge to plan a physical activity programme
AS 3.2	3	90740	Explain the effectiveness of a physical activity and its influence on hauora
AS 3.4	4	90742	Perform a physical activity to nationally developed standards
AS 3.5	4	90743	Examine a current physical activity event, issue or trend impacting on NZ society
AS 3.6	5	90744	Examine physical activity and take action to influence the participation of other

Entry Criteria

Passed 15 Level 2 Physical Education Credits
Passed Level 2 AS PE 2.1, 2.2 & 2.3
Passed NCEA Level 2 (60 Level 2 Credits)
Discretion of HOD or TIC for students who narrowly miss the above criteria

Assessment for 13 PED NCEA

All PE Modules are Internally Assessed.

There are No External PE Exams at the end of the year, except for the scholarship exam, which will only be available to be sat by those students who have displayed a high level of achievement throughout the year.

There are no PE Internal School Exams at mid-year or end-of-year.

Most Level 3 modules require application of knowledge to specified contexts, you will have to show an understanding of how the theory is related to practice.

Only one of the standards is a practical one that is dependent on applied skill performance only.

Scholarship

Scholarship is an external examination that is set to test the top 3 percent of students in the country. This examination is sat in term four, alongside the NCEA end of year examinations. Successful candidates receive a financial reward if successful. It is expected that top students in the subject will enter this examination, while it is open for all to sit. Tutorials will be organised in Term 2 and external workshops will run through Term 3.

Cambridge International Examiations: IGCSE Physical Education

This course provides candidates with an opportunity to study both the practical and theoretical aspects of Physical Education. It is divided into the following sections.

PHYSICAL EDUCATION

THEORY

Section A

Part 1 – Short questions on Factors Affecting Performance, Health and Safety and Training, and reasons for participation in Physical Activity. (10%)

Section B

Part 2 – Three detailed questions, one from each category.

a, Factors Effecting Performance

b, Health and Safety and Training

c, Reasons for participation in Physical Activity (30 %)

PRACTICAL

Pupils are assessed in 4 practical activities from at least 2 of the 6 categories. Each activity carries a 15% weighting. (Total – 60%)

Theory syllabus – programme of study

Unit 1: Factors affecting Performance :

Skill – definition of skill, types of skill, factors affecting skill level, how we learn skills. Information processing model, types of feedback, intrinsic and extrinsic.

Motivation and Mental Preparation –what is it?, Different types, arousal and performance, physiological responses, adrenaline, increased heart rate, inverted U theory, over arousal, decline in performance, goal setting, SMARTER. Mental rehearsal.

Skeleton and joints – functions of skeleton. Joint types and their specific ranges of movement. Ligaments, cartilage and synovial fluid

Muscles and tendons – the muscles composition, function and action and performance. The role and function of tendons when muscles function.

Circulatory and respiratory systems – their affect on performance and participation. The effect of exercise on the efficiency of the systems. Aerobic and anaerobic work

Fitness – components of fitness and how we test it. Factors which affect fitness.

Physique – body composition

Drugs – definition and types of drugs and their affect on the body

Unit 2: Health Safety and Training

Health – a definition of Health as a state of complete physical, mental and social well being.

Diet – the essential nutrients, different energy requirements and energy balance

Games: Safe practice – safe and secure environments, rules and regulations, potential dangers.

Injuries – prevention of sporting injuries, types of injuries and basic treatments and causes of injuries.

Exercise and training – leading a healthy lifestyle, effects of exercise on body systems. Training programmes and the principles of training, methods of training and their advantages and disadvantages. Effects of exercise on body systems and organs

Unit 3: Reasons and opportunities for participation in Physical activity

Leisure and recreation – leisure time, and reasons for its growth, factors that affect leisure time. Recreation, why do it and links to schools and clubs

Facilities, participation, excellence – authorities governing facilities, location of facilities, use by different groups, factors determining excellence and sponsorship

Amateur/Professional – definitions, recent changes in amateur/professional status

Media – types of media, influences of media (positive and negative), impact of media coverage on sports

Cambridge International Examiations: AS Level Physical Education

Course Outline

Advanced Subsidiary (AS)

Students are assessed on their performance and its improvement in two chosen activities, from two different activity categories listed below. They are also assessed on their ability to produce an action plan on their chosen activities.

Performance and its improvement

The student should be aware of the correct techniques, methods and rules appropriate to his/her two chosen activities. He/she should be able to identify his/her strengths, and areas for improvement and carry out a 10 week action plan for improvement on both of his/her chosen activities. This action plan should be recorded and not exceed 20 sides of A4.

Each activity will be assessed out of 30 marks (a total of 60 for two practical activities).

The action plan will be assessed out of 30 marks.

This gives a total of 90 marks for AS coursework component.

The assessment is divided and weighted as follows:

Performance and its improvement: 20% of the AS

Action Plan: 10% of the AS

Students should undertake a minimum of two practical activities chosen from two different categories:

Assessment Schedule

Term Week Method of Assessment Description Weighting

Semester One

1 6 Unit test Anatomy 35%

1 12 Practical assessment First Practical 30%

(Video footage)

2 1 Action Plan First PPP 35%

Semester Two

2 6 Unit Test Physiology 25%

2 10 Practical Assessment Second Practical 25%

(Video footage)

3 1 Action Plan Second PPP 25%

3 4 Unit Test Skill Acquisition 25%

3 10 Unit Test Contemporary Studies

PE Pathways and Career Opportunities

Will Studying Physical Education and Health set you up for a brilliant career?

Careers that can be accessed through Physical Education cover a wide range of disciplines. These include, Sport Science, Coaching, Health and Fitness Instructor, Teacher, Leisure Management, Sports Therapist, and the Armed Forces.

There are numerous course opportunities through Auckland University, Massey University, Otago University as well as AUT and Unitec:

You could go into coaching or physiotherapy. You could also make a packet in sports marketing and PR. You could choose education, or work for your local council. Or you could become a successful sports professional.

Here are just some careers that can be started by studying PE at school.

● Sports Media Jobs

· Health and Fitness Jobs

· Coaching Jobs

· Physical Education Jobs

· Jobs in Professional Sports

· Recreational Sports Jobs

· Physical Education Teaching Jobs

· Stadium Operations Jobs

· Sport Sales Jobs

· Sports Association and League Jobs

· Athlete Representation - Sports Agent Jobs