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**Unit 3 – Physical Activity Participation and Physiological Performance ** **Area of Study 2 – Physiological Responses to Physical Activity ** The human body is designed for movement, which in itself is a key component of maintaining physical (and mental) health and function. However, physical activity (or lack of) induces physiological adaptation responses within the body. Students and learners of PE need to understand what these adaptations are, how they occur and the relationships between various systems of the body.
 * Unit Outline **
 * Rationale: **

This unit explores the interrelationships between various systems of the body and the influence each plays in performing and participating in physical activity. The body requires energy for physical activity, which comes from various sources of food. Different energies contained in these fuel sources have different roles to play in the function of our active bodies. The systems involved that students study are the Cardiovascular, Respiratory and Muscular systems. They are all interrelated among the role of supplying and producing energy for human movement through the presence and various requirements of oxygen.

Fuel sources along with oxygen are channeled via three energy systems (ATP-CP, Anaerobic Glycolysis and Aerobic) to produce energy, with each system functioning to provide energy according to the different physical demands placed on the body depending on the type, duration and intensity of exercise. //(PE VCE Study Design, 2010)// Learners need to understand the roles of these fuel sources within the body and how they contribute towards physical activity. Students also need to understand, in theory and practice, the diverse energy demands placed on the body when performing different types of exercise and how this leads to physically adaptive responses by the body

Students studying PE need to be aware of what these adaptive responses are and how various adaptations can be effected or manipulated from certain types of physical activity and performance. Students also need to understand the adaptive links between the energy systems, food sources (energy), oxygen and physical activity itself. Understanding how these adaptive processes take place is essential in understanding the human body as pertains to functional movement and physical activity. Through this understanding, students will be able to demonstrate and explain the importance of physical activity for the human the body. They will also, from both a health and a performance perspective, be able to outline specific types of training required for specifically desired physical adaptations. In line with this, they will also be able to relate this to the various energy demands required and utilized from such training, including the effects that fatigue plays on the body its physical adaptation capabilities.

Fatigue can affect the way that the body can perform, thus affecting the adaptations that the body may undergo. Fatigue affects each of the three energy systems in a different way, requiring different types of management. Positive physical adaptations in the body can reduce the effects of fatigue during physical activity performance. Central to this is the recovery process needed from physical activity and how recovery requirements for the energy systems can vary significantly.

**Links to Physical Education – VCE Study Design**

This rational for Unit 3 (AOS 2) aligns itself with the PE – VCE study design aims including…


 * Understanding the social, environmental, cultural, biological, psychological and physiological factors that influence participation in physical activity.
 * Examine how the body systems work together to produce movement.

//(PE VCE Study Design, 2010)//

Practical work is a key component in order to foster for students a better understanding of physical adaptations, energy systems and fatigue through experience of physical activity. From this experience students are also required to gather data for evaluation and synthesis to demonstrate theoretical understanding. This also aligns with the further study design aim to…


 * Use practical activities to underpin theoretical understanding.

//(PE VCE Study Design, 2010)//

**Bibliography**

//Physical Education 2011 – 2014; Victorian Certificate of Education Study Design//, Victorian Curriculum and Assessment Authority, 2010.