1
Sport Science
TQA 3
SPT315108 - TQA Level 3, 15 size value.
The cOURSE document
This document contains the following sections:
RATIONALE...... 1
Pathways...... 1
course size and complexity...... 2
COURSE DEscription...... 2
learning outcomes...... 2
COURSE CONTENT...... 3
Assessment......
Quality Assurance Processes...... 5
External Assessment Requirements...... 5
Course Criteria...... 6
Standards...... 7
Qualifications Available...... 14
Award Requirements...... 14
COURSE EVALUATION...... 14
COURSE developeR...... 15
Accreditation...... 15
Version History...... 15
Rational
Sport is a big part of our society. Sport Science encompasses the physiological, psychological and skill acquisition when planning and analysing human performance. This is a theoretical subject that has been designed to help students gain a better understanding to assist athletes to train and perform at a high level.
It encourages higher-order thinking as students are asked to inter-relate core areas together in a cause and effect relationship and complete scientific investigative studies.
COURSE size and complexity
This course has been assessed as having a complexity level of TQA level 3.
At TQA level 3 the student is expected to acquire a combination of theoretical and/or technical and factual knowledge and skills and use judgement when varying procedures to deal with unusual or unexpected aspects that may arise. Some skills in organising self and others are expected. TQA level 3 is a standard suitable to prepare students for further study at the tertiary level. It is an approximate match to current Tasmanian Certificate of Education (TCE) level 5 courses and VET competencies at this level are often those characteristic of an AQF Certificate III.
This course has a size value of 15 (150 hour design time).
COURSE DESCRIPTION
This course is designed for students who wish to expand their skills and understanding in Sport Science through a theoretical and applied understanding of the factors which influence sporting performance. Sport Science encompasses the physiological, psychological and skills acquisition components in analysing human performance. It is the study of athletes, how their bodies produce energy for physical activity, how they recover, the theory behind training programs and what it means physiologically to be fit. It looks at the motor skills and learning, the importance of reaction time and the study of biomechanics. Sport Science also involves studying the psychology of the athlete; how they can improve their performance through techniques such as setting goals, performance planning and being mindful of an athlete’s mental focus to control anxiety levels.
It encourages higher-order thinking as students are asked to inter-relate core areas together in a cause and effect relationship.
Students are required to conduct and complete TWO Scientific Investigative Studies relating to human performance and participate in laboratory activities.
PATHWAYS
Sport Science has strong links to the Tasmanian Curriculum’s Health and Wellbeing statement and standards.
This course provides a strong basis for students going on to further vocational and/or tertiary study including Health & Allied Health Careers, Human Movement, Exercise Science, Education, Health Science, Physiotherapy and other Sport Related Careers.
course REQUIREMENTS
There are five modules in this course. Students will undertake study in EVERY module and must complete BOTH Investigative Studies:
- Physiology of Exercise
- Skill Acquisition
- Sport Psychology
- Interrelationships
- Scientific Investigative Studies
Each of the three core areas of study A - C (Physiology, Skill Acquisition & Psychology) are allocated equal weighting in the external assessment. A guide to times is given, although this is an estimate only.
Included in this is a minimum of 25 hours across the three modules on practical laboratory work, some of which will be included in the TWO Scientific Class Studies.
ACCESS
Recommended entry requirements or pre-requisites for this course include: I’M NOT SURE IF WE SHOULD STATE SOME PRE-REQUISITES HERE IE GRADE 10 SCIENCE REQUIREMENT?? WHAT DO PEOPLE THINK…… I THOUGHT IT MAY MAKE STUDENTS REALISE THAT THIS IS NOT AN EASY SUBJECT???
LEARNING OUTCOMES
Through studying this course, students will develop knowledge and skills that enable them to:
- develop an understanding of the underlying areas of Exercise Physiology, Skill Acquisition, and Sport Psychology
- demonstrate how Exercise Physiology, Skill Acquisition, and Sport Psychology contribute to the wider view of sport science and interrelate to influence sport performance
- develop analytical and interpretive skills to solve problems and process data presented to them or collected during laboratory activities
- work regularly in groups
- undertake research activities in the form of an investigative study
- identify, describe, recall, and comprehend facts, definitions, terminology and principles as they relate to various contexts through the study, observation of, and engagement in, physical activity
- develop the ability to apply knowledge and understanding of Exercise Physiology, Skill Acquisition, and Sport Psychology
- be able to select, interpret, analyse and manipulate information from sources such as texts, journals, videos, databases, websites, engagement in, and observation of, physical activity
- identify solutions to problems in Exercise Physiology, Skill Acquisition, and Sport Psychology.
(PROPOSED)course content AND STRUCTURE
While each of the following modules is presented as a discrete unit of study, in reality these modules are interrelated to be flexible in the way they arrange the teaching of the content. By carefully constructing a course of study that looks at modules in an overlapping and interrelated way, students will also gain an understanding of the interrelationship between the Physiology of Exercise, Skill Acquisition and sport Psychology.
CORE MODULES
1. EXERCISE PHYSIOLOGY (45 hours)
1.1 BODY SYSTEMS
Respiratory System
- Basic Anatomy of the Lungs: trachea, bronchi, bronchioles, alveoli
- Gases in the blood (Oxygen & Carbon dioxide)
- Gas Exchange
-Oxygen & carbon dioxide
-Diffusion
- Cellular level
-Role of myoglobin
-Mitochondria
-a-vO2 difference
- Respiration
- Internal & external respiration
- Lung Volumes & capacities: Vital Capacity, Ventilation, Minute ventilation (minute volume of respiration), tidal volume, respiratory frequency
Circulatory System
- Role of red blood cells (haemoglobin)
- Structure of the heart, function of valves within the heart, arteries, veins & capillaries
- Pulmonary Circulation
- Systemic Circulation
- Blood Flow, Heart Rate, Effective Maximum Heart Rate (220-age), Stroke Volume & Cardiac Output, blood pressure, arteriovenous oxygen difference (a -vO2-diff), anticipatory rise.
Muscular System
- Muscle Contraction
- Types of muscle contraction: Isotonic, isometric & isokinetic.
- Muscle Fibre Types: Slow (Type I), Fast (Type IIa, Type IIb)
-Characteristics
-Hypertrophy
1.2 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
- Creatine Phosphate (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
- 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
- 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 byproducts (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
- 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, others.
-Aerobic energy system takes far greater energy demand much earlier than previously thought.
1.3 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 max. (most accurate) and maximum heart rate
-Improving your lactate threshold
-Buffering
1.4 RECOVERY
- Physiological causes of fatigue, concept of rest days, overtraining.
- Phsyiological 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, other.
-Psychological Strategies: Relaxation & sleep
- Role of the O2 transport system in recovery (EPOC) and O2 Debt
- Alactacid Debt: Replenishment of ATP & PC Stores (30secs to replenish 50% of the total amount and 3 mins to replenish 100%)
- Lactacid Debt: Removal of Lactic Acid (includes fate or removal) takes approximately 1 hour to remove.
- Nutritional Replenishment
- Consumption of CHO: suggested time frame
-Muscle glycogen replenishment rates for continuous & intermittent activity
- Rehydration: Fluids & electrolytes
- Delayed onset muscle soreness (DOMS)
References:
- Amezdroz, Dickens, Hosford, Stewart & Davis (2010), Queensland Senior Physical Education, 3rd Ed. Australia, Macmillan Education Australia
- Buchanan, O’Connor, McLean, Ingram, 2009, Peak Performance 2: HSC PDHPE, Australia, Macmillan.
1.5 EFFECTS OF TRAINING
- Acute Responses (immediate effects) of exercise
-Cardiovascular responses to exercise
-Respiratory responses to exercise
-Muscular responses to exercise
-Physiological effects of a warm-up
- Chronic Adaptation (long term effects) of exercise
-Aerobic training effects:
- Cardiovascular effects
- Respiratory effects
- Muscular effects
-Anaerobic training effects:
- Cardiovascular effects
- Respiratory effects
- Muscular effects
1.6 TRAINING PROGRAMS
- Components of fitness (awareness): muscular endurance, muscular strength, aerobic capacity (cardiovascular endurance), muscular power, agility, flexibility, body composition, coordination, balance, speed
- The Training Session
-Warm-up: purpose, elements
-Conditioning/Skill Development.
-Cool-down: purpose, elements.
- Principles
-Specificity
-Progressive overload
-Frequency
-Intensity
-Duration
-Detraining
-Variety
-Diminishing returns
- Methods (basic overview only: Students should be able to explain each method & provide exercise examples).
-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 (fitball) training.
-Plyometrics
-Flexibility: Dynamic, proprioceptive neuromuscular facilitation, static, ballistic
-Circuit.
- The Training Year
-Periodisation
- Transition, Preparatory (general preparation & specific preparation) & Competitive phases (pre-competitve and competitive)
-Peaking
- Whole Year Peaking
- In-season Peaking
- Tapering
Exercise Physiology Resources
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- E Teaching
2. SKILL ACQUISITION (40 hours)
2.1 MOTOR SKILLS
- Motor Skills, Motor Programs & Subroutines
- Classifying motor skills
-Movement Precision: Fine & Gross
-Type of Movement: Discrete, Continuous & Serial
-Environmental Predictability: Open & Closed
-Concept of classification along a continnum
- 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 (basic overview only: Students should be able to explain each method & provide exercise examples)
-Ability to process information
-Age & maturity
-Gender
-Heredity
-Physical characteristics
-Personality
-Motivation
-Geographical location
-Sociocultural experiences
-Quality of instruction
-Type of practice.
References:
- Amezdroz, Dickens, Hosford, Stewart & Davis (2010), Queensland Senior Physical Education, 3rd Ed. Australia, Macmillan Education Australia
- Live it up 1, 2010
- Nelson Physical Education VCE Units 1 & 2 2010.
2.2 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 (kinesthesic & touch) and hearing
-Signal Detection
-Selective Attention
- How a coach can help to improve a player’s selective attention (Amezdroz et al):
- 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
References:
- Schmidt, R. & Wrisberg, C. (2008), Motor Learning and Performance: A Situation-Based Learning Approach, 4th Ed. US, Human Kinetics.
- Amezdroz, Dickens, Hosford, Stewart & Davis (2010), Queensland Senior Physical Education, 3rd Ed. Australia, Macmillan Education Australia
2.3 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)
- Capitalising on the PRP: The Fake in sports (faking)
-Stimulus-response compatibility
- Reducing reaction time
- Practice and the effect on choice RT
-Anticipation
- Spatial (or event) anticipation
- Temporal anticipation
- Benefits of anticipation
References:
- Schmidt, R. & Wrisberg, C. (2008), Motor Learning and Performance: A Situation-Based Learning Approach, 4th Ed. US, Human Kinetics.
2.4 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
References:
- Amezdroz, Dickens, Hosford, Stewart & Davis (2010), Queensland Senior Physical Education, 3rd Ed. Australia, Macmillan Education Australia
- Schmidt, R. & Wrisberg, C. (2008), Motor Learning and Performance: A Situation-Based Learning Approach, 4th Ed. US, Human Kinetics.
2.5 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)
References:
- Amezdroz, Dickens, Hosford, Stewart & Davis (2010), Queensland Senior Physical Education, 3rd Ed. Australia, Macmillan Education Australia
- Schmidt, R. & Wrisberg, C. (2008), Motor Learning and Performance: A Situation-Based Learning Approach, 4th Ed. US, Human Kinetics.
2.6 PRACTICING SKILLS
- Classification of Practice Types:
-Massed practice and Distributed practice
-Whole practice andPart 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
- Speed v Accuracy
References:
- Amezdroz, Dickens, Hosford, Stewart & Davis (2010), Queensland Senior Physical Education, 3rd Ed. Australia, Macmillan.
- Schmidt, R. & Wrisberg, C. (2008), Motor Learning and Performance: A Situation-Based Learning Approach, 4th Ed. US, Human Kinetics.
2.7 MOVEMENT ANALYSIS
- Brief introduction to what biomechanics involves
- Kinematics: studies the description of motion(Required to describe the concept and provide examples):
-Motion (linear, angular, general)
-Projectile Motion
- Factors affecting projectile motion (awareness only):
- Velocity of release
- Angle of release
- Height of release
- Shape
- Air resistance
- Spin
- Kinetics: studies influences on the movement of a body (Required to describe the concept and provide examples)
-Mass
-Force (Newton’s Laws of Motion 1, 2 (f = ma), & 3)
-Levers
-Balance (centre of gravity and stability)
- Application of Biomechanical Knowledge (according to Amezdroz et. al)
-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
- Video & skill Analysis (application)
-Guidelines (procedures) which should be followed for obtaining good video footage (awareness only)
-ICT: Application of video analysis software to improve performance
RESOURCES
- E Teaching Disc 2: Biomechanical Principles: Excellent Resource for Kinematics & Kinetics
- Amezdroz, Dickens, Hosford, Stewart & Davis (2010), Queensland Senior Physical Education, 3rd Ed. Australia, Macmillan Education Australia
- A. Video Analysis: Where do I start? Sports Coach, Vol 28. No2.
Current technique-analysis software programs available (reference: Australia Sports Commission – Sports Coach: Video Analysis, where do I start?
Program / Country / Computer platform / Web Address / CostDartfish TM / Swiss / PC / / 30 day free trial
DV Coach TM / US / PC
V1 TM / US / PC
Neat TM / US / PC
Quintic TM / UK / PC
Silicon Coach TM / NZ / PC / siliconcoach.com/ / Free
Sports Coach TM / UK / PC / http:
Swinger TM / Australian / PC
SportsCode TM / Australian / Apple
Motion Coach /
Kinova / Free
Skill Acquisition Module References:
- Amezdroz, Dickens, Hosford, Stewart & Davis (2010), Queensland Senior Physical Education, 3rd Ed. Australia, Macmillan Education Australia
-McMorris, T. (2004) Acquisition & Performance of Sports Skills, England, Wiley.
- Schmidt, R. & Wrisberg, C. (2008), Motor Learning and Performance: A Situation-Based Learning Approach, 4th Ed. US, Human Kinetics.
3. SPORT PSYCHOLOGY (35 hours)
3.1 SELF CONFIDENCE IN SPORT AND EXERCISE
- Self Confidence
- Definition
- Self-efficacy in sport and exercise (task specific self-confidence)
-Definition (Bandura)
-Value/importance
-High self-efficacy traits
-Low self-efficacy traits
-The relationship between self-efficacy and sport performance ie overconfidence
- Bandura 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
Suggested Activities
References:
- Amezdroz, Dickens, Hosford, Stewart & Davis (2010), Queensland Senior Physical Education, 3rd Ed. Australia, Macmillan Education Australia
- Littlewood, K, Broadbent, Seery & Telford (2006), Nelson Physical Activity, VCE Units 1 and 2 4th Ed, Australia, Nelson.
- Morris, T & Summers, J. 2004, Sport Psychology: Theory, Applications & Issues, 2nd Ed. Australia, Wiley