Diploma Programme subject outline—Group 4: sciences

PODAR ORT INTERNATIONAL SCHOOL 051980

School name School code

Name of the DP subject SPORTS, EXERCISE AND HEALTH SCIENCE

(indicate language)

Level
Higher Standard completed in two years
* Standard completed in one year *
(indicate with X)

MILIN JADHAV Date of IB training June 26, to July

Name of the teacher who
completed this outline 24, 2019.

3 SEP 2019 Name of workshop Sports, exercise and health

Date when outline was
(indicate name of subject and workshop category)
completed science (Cat.1)

* All Diploma Programme courses are designed as two-year learning experiences. However, up to two standard level subjects, excluding languages ab initio and pilot subjects, can be completed in one
year, according to conditions established in the Handbook of procedures for the Diploma Programme.

1. Course outline

– Use the following table to organize the topics to be taught in the course. If you need to include topics that cover other requirements you have to teach (for
example, national syllabus), make sure that you do so in an integrated way, but also differentiate them using italics. Add as many rows as you need.

– This document should not be a day-by-day accounting of each unit. It is an outline showing how you will distribute the topics and the time to ensure that
students are prepared to comply with the requirements of the subject.

– This outline should show how you will develop the teaching of the subject. It should reflect the individual nature of the course in your classroom and should not
just be a “copy and paste” from the subject guide.

– If you will teach both higher and standard level, make sure that this is clearly identified in your outline.
 Topic/unit Contents Allocated time Assessment Resources
instruments to be List the main resources to be
(as identified in the IB
used used, including information
subject guide)
technology if applicable.
State the topics/units in the order One class is 50 minutes.
you are planning to teach them.

In one week 4 classes.

there are
Year 1
Anantomy & Movements 1.1 The Skeletal System. 17 www.just-
1.2 The Muscular System. health.net/images/104164
4.1 Neuromuscular funtion. 64/functions-of-the-
skeleton.jpg
4.2 Joints and Movements
type. YouTube clip to introduce
the classifications:
www.youtube.com/watch?
Biomechanics 4.3 Fundamental of 8 v=C2FiBrIsKlA
Biomechanics.

Skill in sports /Psychological 5.1 The characteristics and 19

Skill training classification of skill.
5.2 Information processing
5.3Principles of skill learning.
B-4 Psychological skill traning.

Opestion B: Psychology of B.1 Individual difference. 8

sports B1 & B2 B.2 Motivation
 Measuremnt & Evaluation 6.3 Components of fitness 22
of Human performance 6.4 Principal of tra ing
programme design
A.1 Traning
A.2 Environmental factors and
physical performance.
A.3 Non-nutritional ergigenic
aids.

Sistical Analysis & study 6.1 Statistical Analysis 6

design 6.2 Study Design

Year 2 Exercises Physiology . 2.1 Structure And Function Of 17

The Ventilatory System.
2.2 Structure and funtion of
the cardiovascular sysytem.
 Nutrition & Non-nutritution A.3 Non-nutritional Ergogenic 4
Erogenic aids. Aids.

Energy System 3.2 Carbohydrate and fat 9 hours

metabolism
3.3 Nutrition and energy
system.

2. The group 4 project

As the IB guides say, “The group 4 project is a collaborative activity where students from different group 4 subjects work together on a scientific or technological
topic, allowing for concepts and perceptions from across the disciplines to be shared in line with aim 10—that is, to ‘encourage an understanding of the
relationships between scientific disciplines and the overarching nature of the scientific method.’” Describe how you will organize this activity. Indicate the timeline
and subjects involved, if applicable.

The subjects involved in the project are Biology, Chemistry,Physics, SEHS and computer
science. Students at the end of theyear 11 will be introduced to the group 4 project. They
will be divided into small groups, each group having students from the five subjects. They are given a week’s time to brainstorm and decide on the
topic and investigations. They complete the investigations in a maximum duration of 10 hours under the supervision of subject teachers and with
the help of computer science skills they will analyze the data collected and make a presentation of the same in front of the whole class.

3. IB practical work and the internal assessment requirement to be completed during the course

As you know, students should undergo practical work related to the syllabus.

• Physics, chemistry and biology: 40 hours (at standard level) or 60 hours (at higher level)

• Computer science: 40 hours (at standard level) or 40 hours (at higher level)

• Design technology: 60 hours (at standard level) or 96 hours (at higher level)

• Sport, exercise and health science: 40 hours (at standard level) or 60 hours (at higher level)

Use the table below to indicate the name of the experiment you would propose for the different topics in the syllabus.
 An example is given. Add as many rows as necessary.

Name of the topic Experiment Any ICT used?

Remember you must use all five within your programme.

Stimulation/spread sheet/database/

1 – Anatomy Yoga and stretching muscles

1 – Anatomy Exercise routines to work different muscles and

muscle
Measuremnt & Evaluation of Human performance groups
Pre amd post test for the components of fitness

4. Laboratory facilities

Describe the laboratory and indicate whether it is presently equipped to facilitate the practical work that you have indicated in the chart above. If it is not, indicate
the timeline to achieve this objective and describe the safety measures that are applicable.
5. Other resources

Indicate what other resources the school has to support the implementation of the subject and what plans there are to improve them, if needed.

1. Online library
2. BASKETBALL COURT
3. INDOOR GAMES ROOM

6. Links to TOK

You are expected to explore links between the topics of your subject and TOK. As an example of how you would do this, choose one topic from your course
outline that would allow your students to make links with TOK. Describe how you would plan the lesson.

Topic Link with TOK (including description of lesson plan)

5.1 Characteristics and 1. What is the relationship between skill, ability and technique for a novice or skilled performer?
classification of skill
2. How can different motor skills be classified?
3. What is the difference between physical and perceptual motor proficiency?

7. Approaches to learning

Every IB course should contribute to the development of students’ approaches to learning skills. As an example of how you would do this, choose one topic from
your outline that would allow your students to specifically develop one or more of these skill categories (thinking, communication, social, self-management or
research).

Topic Contribution to the development of students’ approaches to learning skills (including one or more skill category)
 ThinkingDetails: This topic is the first unit of the course and focus will be on interpersonal and self-management skills.
Social Qualities:
Communication 1. Principled: Responsible for personal actions and the resulting consequences.
Self-management 2. Resilient: Persevere by viewing obstacles as opportunities to learn
3. Self-aware: celebrate the strengths and achievements of self and others.
Skills:
1. Critical Thinker: Analyse, synthesise and evaluate information to develop an informed and ethical approach.
2. Communicator: Articulate thoughts and ideas effectively in a variety of forms and contexts.
3. Self-Manager: Independently and safely work towards a goal without direct oversight.

8. International mindedness

Every IB course should contribute to the development of international-mindedness in students. As an example of how you would do this, choose one topic from
your outline that would allow your students to analyse it from different cultural perspectives. Briefly explain the reason for your choice and what resources you will
use to achieve this goal.

Topic Contribution to the development of international mindedness (including resources you will use)

Olympic internationalization
 Investigation in Olympics cross-culture
 The cross-culture of ideological system

9. Development of the IB learner profile

Through the course it is also expected that students will develop the attributes of the IB learner profile. As an example of how you would do this, choose one
topic from your course outline and explain how the contents and related skills would pursue the development of any attribute(s) of the IB learner profile that you
will identify.

Topic Contribution to the development of the attribute(s) of the IB learner profile

Skill in sports Inquirer : the students will inquire about the differences between the terms skill , ability and technique
Communicators: Through presentations students will explain the above mentioned topic
.