Year Level: 12 Health & Physical Education Unit Planning Guide in the New Zealand Term: 3

Topic: Biophysical Principles & Physical Skill Curriculum Number of

Acquisition Unit Aim: Students will understand how and why biophysical principles relate Allocated
to training for physical activity Periods: 12
Underlying Concepts: Strands: Key Areas of Learning: Essential Skills:
 Hauora  Personal Health & Physical  Physical Activity  Physical Skills
 Socio-Ecological Development  Self-management Skills
Perspective  Movement Concepts & Motor Skills  Problem solving Skills
 Health Promotion  Social & Co-Operative Skills
 Work & Study Skills
Lesson Number: 1 – Introduction to Unit & Logbook/Training Programme Outline
Strand/AO: Learning Intention: Processes/Activities: Assessment Opportunity: Resources:
A2  Students will develop Cover the A.S and explain the different  SOLO Taxonomy – check for  A.S 2.3
understanding of A.S components. Read through criteria and student understanding of biophysical  2.3 Logbook
 Students will develop a exemplars to develop understanding. Assign principles at BEGINNING and  2.3 Training
basic understanding of logbooks and training plan to students. Gets then again at the END Programme

biophysical principles students to briefly fill their training programme  BioPhys MindMap

in with dates (classes, games, trainings,

tournaments). Begin covering biophysical
principles. Show students mindmap of
biophysical terms that need to be covered.
Lesson Number: 2 –Components of Fitness
Strand/AO: Learning Intention: Processes/Activities: Assessment Opportunity: Resources:
A2  Students will develop Begin with components of fitness. Get students  SOLO Taxonomy – check for  2.3 Padlet
understanding of to fill in padlet once content is covered. understanding of components
biophysical principles of fitness at BEGINNING and
 Students will develop then again at the END
understanding of the
different components of
fitness

Lesson Number: 3 – Principles of Training

Strand/AO: Learning Intention: Processes/Activities: Assessment Opportunity: Resources:
A2  Students will develop Recap components of fitness at beginning.  SOLO Taxonomy – check  POT Definition Table
understanding of principles Cover principles of training. Get students to for understanding of  2.3 Padlet
of training match the principles to their meanings. (Mix & principles of training at
Match Cards). Once activity is complete get BEGINNING and then again
them to fill in the table and/or padlet. Second at the END
half of period = students facilitating their  Revision Game (choose
training lesson. one)
Lesson Number: 4 – Methods of Training
Strand/AO: Learning Intention: Processes/Activities: Assessment Opportunity: Resources:
A2  Students will acquire Recap principles of training at beginning. Move  SOLO Taxonomy- check for  MOT Table
knowledge around onto methods of training. Get students to understanding of these  2.3 Padlet
methods of training match the method to its definition then fill in methods of training at
the table and/or padlet. Second half of period = BEGINNING and then again
students facilitating their training lesson. at the END
 Revision Game (choose
one)
Lesson Number: 5 – Energy Systems
Strand/AO: Learning Intention: Processes/Activities: Assessment Opportunity: Resources:
A2  Students will develop Recap MOTs, POTs and COFs at beginning with  SOLO Taxonomy- check for  POTs Kahoot!
understanding around Kahoot! and quizlet. Introduce energy systems. understanding of energy systems Adaptations
Kahoot!
energy systems Cover the 3 and fill in the table at the end. at BEGINNING and then again at
 MOTs Quizlet
 Students will identify Second half of period = students facilitating the END
 COFs Quizlet
which one is predominant their training lesson.  Revision Game (choose one)
 POTs Quizlet
during a duathlon
 Energy Systems
Table
 PPT
Lesson Number: 6 –Training Plan
Strand/AO: Learning Intention: Processes/Activities: Assessment Opportunity: Resources:
A2  Students will develop their Cover training programmes in more depth now SOLO Taxonomy – check for  2.3 Training
knowledge around that we have MOTs, POTs, COFs and energy understanding of training Programme

training programmes systems understanding. Look at different programmes at the BEGINNING  Example
Programme
 elements and what should be considered. and then again at the END
Relate back to the training programme students Revision Game (choose one)
were assigned at the start and get them to look
at what needs to be considered each training,
so they know what to fill in. Go through
example programmes and identify certain
aspects. Second half of period = students
facilitating their training lesson.
Lesson Number: 7 – Sport Psychology
Strand/AO: Learning Intention: Processes/Activities: Assessment Opportunity: Resources:
A2  Students will develop Introduce sport psychology. Break it down into  SOLO Taxonomy – check for  S.M.A.R.T Goal
understanding around different sections (self-talk, visualisation, understanding of sport Setting PPT

sports psychology and mental rehearsal, routines, arousal control, psychology at the BEGINNING
how it relates to S.M.A.R.T goal setting, confidence & and then again at the END
training concentration). Second half of period = students  Revision Game (choose one)
facilitating their training lesson.
Lesson Number: 8 – Adaptations to Training
Strand/AO: Learning Intention: Processes/Activities: Assessment Opportunity: Resources:
A2  Students will develop Introduce adaptations to training. Outline both  SOLO Taxonomy - check for  PPT
understanding around acute and chronic. Get students to fill in table. understanding of adaptations  Adaptations Table
adaptations to training Second half of period = students facilitating to training and the different
 Students will identify the their training lesson (practice mini duathlon). areas at the BEGINNING and
difference between acute Cover rules. then again at the END
and chronic adaptations  Revision Game (choose one)
Lesson Number: 9 – Revision Lesson
Strand/AO: Learning Intention: Processes/Activities: Assessment Opportunity: Resources:
A2  Students will develop Begin with recap activities (Kahoot!, quizlet, mix  Quizzes  POTs Kahoot!
understanding around & match cards). Then get students to create a  Revision Game (choose one) Adaptations
Kahoot!
biophysical principles way of revising content (mind map, personal
 MOTs Quizlet
padlet).
 COFs Quizlet
 POTs Quizlet
 Energy
 Systems
Quizlet
 Padlet
 MindMap
Lesson Number: 10 – Duathlon Event
Strand/AO: Learning Intention: Processes/Activities: Assessment Opportunity: Resources:
A2  Students will Gather and check all equipment is good to go.  Assessment event.
participate in a Recap rules and regulations and course. Begin
duathlon duathlon.
Lesson Number: 11 – Assessment/Report Writing
Strand/AO: Learning Intention: Processes/Activities: Assessment Opportunity: Resources:
A2  Students will implement Students will begin writing/creating their report  SOLO Taxonomy – Check  Created revision
their gained knowledge students understanding of content
and complete their Biophysical principles before
assessment beginning assessment
Lesson Number: 12 – Assessment/Report Writing
Strand/AO: Learning Intention: Processes/Activities: Assessment Opportunity: Resources:
A2  Students will implement their Students will begin writing/creating their report  Check in with students and  Created revision
gained knowledge and see how they are going with content
complete their assessment assessment writing