The new Queensland Senior Physical Education syllabus affects all aspects of teaching and learning, featuring new teaching content, new course structure and a new approach to assessment.
As EPAA Secondary Publisher of the Year 2017, 2018 and 2019, Oxford University Press is committed to helping teachers and students in Queensland reach their full potential.
Physical Education for Queensland provides in-depth and complete coverage of the new syllabus in a format that offers complete support for teachers and their students. This comprehensively updated edition now has two-volumes covering Units 1 & 2 (Book 1), and Units 3 & 4 (Book 2). Key features include: The Physical Education toolkit: a stand-alone reference section that explains the structure of the syllabus, supports the acquisition of key skills and provides practical tips for success in Physical EducationLearning pathways mapped clearly and directly to the syllabus to ensure complete coverageEngaging content, including media articles, case studies and practicals, brings the syllabus to lifeAssessment support and resources, including exam preparation and practiceKey subject matter coverage presented using clear, concise language, supported by engaging visual elements and sequenced to scaffold student learningDifferentiated teaching supported by a range of appropriately levelled questions and activities included for each sectionInquiry learning and critical thinking approaches clearly modelled throughoutAdditional digital learning resources included to support both teachers and students.
By:
Hede,
Russell,
Weatherby,
Brennan,
Gore
Imprint: OUP Australia and New Zealand
Country of Publication: Australia
Edition: 2nd edition
Weight: 960g
ISBN: 9780190313241
ISBN 10: 0190313242
Series: Physical Education for Queensland
Publication Date: 04 February 2020
Audience:
Primary & secondary/elementary & high school
,
Children's (6-12)
Format: Undefined
Publisher's Status: Active
Chapter 1: Physical Education toolkit1.1 Course overview for QCE Physical Education1.2 Assessment overview for QCE Physical Education Units 3 & 41.2A Tips for success on the Project - folio1.2B Tips for success on the Investigation - report1.2C Tips for success on the Examination - combination response1.2D Understanding cognitive verbs1.3 The importance of data in QCE Physical Education1.3A Putting data to use in Physical Education1.4 Careers in physical education, sport and fitness UNIT 3: TACTICAL AWARENESS, ETHICS AND INTEGRITY AND PHYSICAL ACTIVITYChapter 2: Tactical awareness2.1 Introduction to tactical awareness2.2 Approaches to motor learning and the development of tactical awareness2.3 The dynamic systems approach and dynamic models of learning2.4 Introduction to a constraints-led approach to teaching and learning2.5 Implementing a constraints-led approach2.6 Assessment support - Summative internal assessment 1: Project - folio2.7 Developing tactical awareness in 'invasion' physical activities [ONLINE ONLY]2.7A Australian football2.7B Basketball2.7C Futsal2.7D Netball2.7E Soccer2.7F Touch football2.7G Water polo2.8 Developing tactical awareness in 'net and court' physical activities [ONLINE ONLY]2.8A Badminton2.8B Tennis2.8C VolleyballChapter 2 review Chapter 3: Ethics and integrity 3.1 Introduction to ethics and integrity3.2 Ethics and integrity in sport and physical activity3.3 Fair play3.4 Developing personal values and ethical behaviours3.5 The influence of ethical values and ethical strategies on fair play and integrity3.6 The influence of globalisation and mass media coverage on ethical values and behaviours3.7 Ethical dilemmas3.8 The ethical decision-making framework3.9 Assessment support for summative internal assessment 2Chapter 3 review UNIT 4: ENERGY, FITNESS AND TRAINING AND PHYSICAL ACTIVITYChapter 4: Energy, fitness and training4.1 Introduction to energy, fitness and training4.2 Energy requirements for physical activity4.3 Energy systems used in physical activity4.4 Fitness requirements for physical activity4.5 The role of oxygen in performance4.6 Training requirements for physical activity4.7 Training zones4.8 Principles of training4.9 Training methods4.9A Continuous training4.9B Fartlek training4.9C Resistance training4.9D Interval training4.9E Flexibility training4.9F Circuit training4.10 Fatigue and recovery in training4.11 The theory of periodisation 4.12 Developing a training program 4.13 Developing a training session plan4.14 Assessment support - Summative internal assessment 3: Project - folioChapter 4 review Chapter 5: Unit 4 revision and examination preparation5.1 Energy requirements for physical activity including energy systems5.2 Fitness requirements for physical activity5.3 The role of oxygen in performance and training zones5.4 Principles of training5.5 Training methods, fatigue and recovery in training5.6 The theory of periodisation5.7 Developing training programs and training sessions Chapter 6: Skill drills1.2A Planning, creating and presenting a Project - folio [ONLINE ONLY]1.2B Creating and presenting an Investigation - report [ONLINE ONLY]1.3A Strategies for improving your results on the Examination - combination response [ONLINE ONLY]1.3B Conducting a survey and presenting the results [ONLINE ONLY]1.3C Using the internet to find relevant, credible and reliable sources [ONLINE ONLY]2.3 Devising a personal tactical strategy2.4 Evaluate the effectiveness of decision making in authentic game settings2.6 Evaluate the effectiveness of your personal tactical strategy3.4 Implement your values in physical activities 3.7 Ethical dilemmas exercise 3.8 Apply the decision-making framework to an ethical dilemma 4.5 Determine your fitness profile 4.5A Use heart rate recovery as a measure of fitness 4.5B Determine your VO2 max 4.5C Determine your lactate threshold 5.1 Evaluate the effectiveness of a training session on a particular energy system 5.2 Determine personal performance capacities for a physical activity using customised fitness testing 5.3 Using heart rate to determine if you are in the correct training zone 5.4 Determine the importance of applying the training principles when developing a training program 5.5 Determine the impact of volume, intensity and skill work for development of a specialised movement sequence5.6 Determine the importance of periodisation 5.7 Evaluating the importance of a correctly structured warm up GlossaryIndex
Crystal HedeCrystal Hede has been the Head of Health and Physical Education at The Glennie School for over 10 years. She has lead curriculum change and held the position of IT mentor, supporting the broader staff body in the implementation of technology to enhance teaching and learning. She has also been a district panellist for senior Physical Education. Kate RussellKate Russell has taught Health and Physical Education in Queensland for 14 years, including as Head of Department at St Saviour's College. As a district review panellist, Kate has contributed to the development of the Physical Education syllabus over many years. Kate now specialises in the field of child behaviour, psychology and development, working to help parents and educators build positive relationships with the children in their care. Ron WeatherbyRon Weatherby has been a Health and Physical Education teacher for over 30 years and has been Head of Department at Lockyer District State High since 1997. Ron has been involved with senior Physical Education curriculum development at all levels since 1995, acting as a panellist, district review panel chair and state member over this time. Ron was also a member of the review panel for the new senior Physical Education syllabus and is currently presenting at workshops and developing resources for its implementation in 2019. Monique BrennanMonique Brennan is an experienced Health and Physical Education teacher and Head of Department who has taught across a range state and Catholic schools. Monique led the implementation of the Australian Curriculum: HPE for Brisbane Catholic Education, providing guidance and support for teachers. Monique is passionate about the lifelong positive effects of quality health and physical education and currently leads Middle Years Curriculum at Carmel College in Brisbane.Wayne GoreWayne Gore is the Head of Physical Education at Anglican Church Grammar School (Churchie) in Brisbane. He is a committed educator with over 20 years' teaching experience. Wayne is a management committee member with ACHPER Australia Queensland Branch and has also worked as a Panel Member, QCAA Endorsement Assessor (trial).Ben WilliamsBen Williams is a Lecturer in Health and Physical Education in the School of Education and Professional Studies at Griffith University. He is a member of the QCAA's state review panel and has been a member of many health and physical education industry advisory panels. He is also President of the Australian Council for Health, Physical Education and Recreation's Queensland Branch (ACHPER QLD). Before completing his PhD and joining Griffith University, Ben was a Health and Physical Education teacher at The Gap State High School.
