Page 17 - Striving for Tesla_Neat

4. Training methods, frequency, exercise intensity, order of exercises, resistance intensity, weight and volume are defined, applying current scientific principles to

the development of resistance training programmes. (Application)

5. Exercise progression, periodization and monitoring are explained, planned for, and applied to the development of a resistance training program. (Create)
6. A safe and effective warm-up and cool-down is described, applying the principles to the construction of a resistance training programme. (Create)

Students will understand:

• the difference between an exercise plan and an exercise programme
• the different components of a resistance training programme

• a basic format for resistance training programme.
• the appropriate warm-up exercises for resistance training

• the appropriate cool-down exercises for resistance training.
• the slow progression from beginner resistance programmes to advanced programmes

• the FITT principle relating to resistance training
• how to monitor resistance training programmes

Theoretical approach to assessment design

This assessment design uses a socio-constructivist approach to learning and assessment. Student knowledge is constructed through the interaction with their peers, and
this knowledge is shared and commented on by peers. The implementation of diagnostic assessment (Sun & Suzuki, 2013) at the beginning of this unit assist to determines

what students know and the student’s prior knowledge impacts their learning process. The learning and assessment opportunities in this unit are purposeful, building and
constructing new knowledge. Students engage in negotiations with their peers (example providing criteria for rubrics) and evaluate (existing examples of strength training

programmes using criteria from peers) as part of their learning journey. Rubrics assist students to not only peer-review but also to self–assess and creating a coherent set of

criteria is important in motivating student learning (Brookhart & Chen, 2015). Part of this approach students are actively engaging in activities and the assessment process,
they need to think critically, finding, curating, and sharing knowledge to gain a better understanding.

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