Health & PE
Studies in the Health and Physical Education (PE) area focus on the significance of personal decisions and behaviours and community structures and practices in establishing conditions conducive to health and participation in physical activity.
Health & Physical Education Years 7-10 focuses primarily on increasing levels of vigorous activity across a wide variety of sports.The area emphasises the links between personal actions; the beliefs, attitudes and values held by families, cultural groups and the community; public policies which impact in health and physical activity; and the settings and contexts in which activities in the area occur.
An understanding of the beliefs, practices and policies related to the area of Health and Physical Education fosters informed participation in public debate and the personal and social action necessary to establish settings that enable people, individually and collectively, to function effectively – emotionally, mentally, physically, socially and spiritually.
Over the first four years at Penola Catholic College, topics covered will include:
- Water Safety
- Heart Health
- Promoting Health
- Mental Health
- Gymnastics Dance
- European Handball
- International Rules
- Korf Ball
- Racquet Sports (Tennis, Badminton and Squash)
- Striking Sports (Softball,Cricket and Golf)
- Weight Training
At VCE (Victorian Certificate of Education) level students are able to specialise in the subjects outlined below, for more information on each subject please click on the subject that you'd like to learn more about.
Physical Education uses both theory and practical sessions to examine the biological, physiological, social and cultural influences on performance and participation in physical activity.
VCE PE combines classroom based theoretical lessons with relevant practical activities.Students will have the opportunity to examine factors that affect performance of skills and the complex interrelationship between motor learning and psychological, biomechanical, physiological and sociological factors that influence physical performances.
This subject will allow students the ability to gain a greater understanding about their own performance in skilled tasks and evaluate their patterns of physical activity against individuals and groups in Australia.
Unit 1: Bodies in motion
In this unit students explore how the body systems work together to produce movement and analyse this motion
using biomechanical principles. Through practical activities students explore the relationships between the body systems and physical activity. They are introduced to the aerobic and anaerobic pathways utilised to provide the muscles with the energy required for movement and the basic characteristics of each pathway.
Unit 2: Sports coaching and physically active lifestyles
This unit explores a range of coaching practices and their contribution to effective coaching and improved performance of an athlete. The way in which a coach influences an athlete can have a significant effect on performance. The approach a coach uses, the methods applied and the skills used will have an impact on the degree of improvement experienced by an athlete. By studying various approaches and applying this knowledge to a practical session, students gain a practical insight into coaching.
Unit 3: Physical activity participation and physiological performance
This unit introduces students to an understanding of physical activity and sedentary behaviour from a participatory
and physiological perspective. Students investigate the contribution of energy systems to performance in physical
activity. In particular, they investigate the characteristics of each system and the interplay of the systems during physical activity. Students explore the multi-factorial causes of fatigue and consider different strategies used to delay and manage fatigue and to promote recovery.
Unit 4: Enhancing performance
Improvements in performance, in particular fitness, depend on the ability of the individual or coach to gain, apply and evaluate knowledge and understanding of training. Students undertake an activity analysis. Using the results of the analysis, they then investigate the required fitness components and participate in a training program designed to improve or maintain selected components. Athletes and coaches aim to continually improve and use nutritional, physiological and psychological strategies to gain advantage over the competition.
Through the study of VCE Health and Human Development, students investigate health and human development in local, Australian and global communities.
Health is a dynamic condition that is influenced by complex interrelationships between individuals and biomedical and behavioural factors, as well as physical and social environments. These interrelationships are reflected in a social view of health that sees health as being created in the settings where people live and work. This social view of health recognises the need for personal skills development, the importance of empowering communities to take action to promote health, the creation of social and physical environments that are supportive of health and development, an awareness of the impacts on health of public policies and the need for health services to be oriented towards health promotion and the prevention of ill health.
Unit 1: The Health and Development of Australia’s Youth
Areas of study include:
- Understanding health and development
- Youth health and development
- Health issues for Australia’s youth
Unit 2: Individual Human Development and Health Issues
Areas of study include:
- The health and development of Australia’s children
- Adult health and development
- Health issues
Unit 3: Australia’s Health
Areas of study include:
- Understanding Australia’s health
- Promoting health in Australia
Unit 4: Global Health and Development
Areas of study include:
- Introducing global health and human development
- Promoting global health and human development
This VET (Vocational Education & Training) Program is an entry-level training program for students wishing to pursue a range of occupations associated with the sport and recreation industry. The particular certifi cate that the College is offering is in Community Recreation as a two year course.
The Community Recreation qualification aims to provide specific skills and knowledge required for an assistant level employee at an aquatic centre or gymnasium/dry area fitness centre. The functions of a person with this qualification may include assistance with the conduct of recreation activities and events, facility maintenance and general workplace operations.
Units 1 & 2 : Compulsory General Core
Units of Competence:
- Organise and complete daily work activities
- Provide first aid
- Deal with client feedback
- Develop knowledge of the sport and recreation industry
- Follow defined Occupational health and Safety policies and procedures
- Apply the principles of community development to community recreation work
- Respond to Clients at Risk
- Apply point of sale handling procedures in a recreation setting
- Respond to emergency situations
- Assist in preparing sport and recreation sessions for participants
- Assist in conducting sport and recreation sessions for participants
- Provide equipment for activities
Units 3 & 4: Community Recreation Core
Units of Competence:
- Apply sport and recreation law
- Undertake risk analysis of activities
- Analyse participation patterns in specific markets of the leisure and recreation industry
- Plan a session or program for participants
- Conduct a sport and recreation session for participants
- Facilitate a group
- Educate the public on the safe use of sport and recreational resource
- Deal with conflict
- Operate in accordance with accepted instructional practices, styles and legal and ethical responsibilities.
Outdoor and Environmental Studies is a study of the relationships humans have with the outdoor environment.
The outdoor environment is understood to include both natural environments which have minimal influence from humans and natural environments which have been subject to human intervention. Students will experience one or more outdoor environments that have characteristics of natural environments and evidence of human intervention. This provides the basis for comparison and opportunities to develop knowledge and skills in classroom and practical settings. Students must be prepared to be involved in overnight camps that involve skiing, canoeing, snorkelling and other outdoor activities.
Unit 1: Exploring Outdoor Experiences
This unit examines some of the ways in which humans understand and relate to nature through experiences in outdoor environments. The focus is on individuals and their personal responses to and experiences of outdoor environments. Students are provided with the opportunity to explore the many ways in which nature is understood and perceived. Students develop a clear understanding of the range of motivations for interacting with outdoor environments and the factors that affect and individual’s access to outdoor experiences and relationships through
Unit 2: Discovering Outdoor Environments
This unit focuses on the characteristics of outdoor environments and different ways of understanding them, as well as the human impacts on outdoor environments. Students study nature’s impact on humans, as well as the ecological, social and economic implications of human impact on outdoor environments. Students develop a clear understanding of the impact of technologies and changing human lifestyles on outdoor environments.
Unit 3: Relationships with Outdoor Environments
The focus of this unit is the ecological, historical, and social contexts of relationships between humans and outdoor environments in Australia. Case studies of impacts on outdoor environments are examined in the context of the changing nature of human relationships with outdoor environments in Australia.
Unit 4: Sustainable outdoor relationships
Students explore the sustainable use and management of outdoor environments. They examine the contemporary state of environments in Australia, consider the importance of health outdoor environments, and examine the issues in relation to the capacity of outdoor environments to support the future needs of the Australian population. Students examine the importance of developing a balance between human needs and the conservation of outdoor environments and consider the skills needed to be environmentally responsible citizens.