Grade 12 Commerce: Physical education

In this unit, 'Physical education and sports for all', you learn to plan inclusive sport and fitness programmes. You work with exam-style questions and written reasoning. You see it, say it, then do it alone.

• Place it: find where and when 'Physical education and sports for all' happens, on a map, a timeline or in a local example.
• Gather: read or listen to two short sources and note who is speaking and why.
• Use it: plan inclusive sport and fitness programmes. Give a reason and one piece of evidence for every point.
• Weigh it: say what another person might think, and why, before you decide.

Step by step.

1. Step 1, Define sports for all: opportunity for every person, whatever age, gender, ability or income, to take part. Children with special needs include those with visual, hearing, movement or learning differences. The Paralympics began in Rome in 1960.
2. Step 2, Plan a school sports day for 200 students, 12 of whom have disabilities. Offer three stations: wheelchair relay, goalball for visually impaired players, and sitting volleyball. Inclusive design offers modified rules so all play together.
3. Step 3, Check the venue. A ramp rising 0.5 m at a slope of 1 in 12 must be 0.5 x 12 = 6 m long. Also keep clear paths, shaded seating, drinking water and a quiet area. Provide large-print or audio instructions as needed.
4. Step 4, Plan a 45-minute session: warm-up 10 minutes, skill practice 20 minutes, small-sided game 10 minutes, cool-down 5 minutes. Total 10 + 20 + 10 + 5 = 45. Pair students of different abilities, using the same equipment with adapted rules.
5. Step 5, Write a model aim: 'Raise activity so every student reaches 60 minutes of movement on at least three days a week, tracked with a simple tally sheet. Review after 12 weeks and adjust equipment or rules where students are left out.'
6. Step 6, Your turn: suggest two ways to include a girls-only afternoon and a student using crutches. Model answer: 'Offer a girls session with female coaches, and give the crutch user roles such as scorer or a seated throwing game.'

Activity. About 40 to 50 minutes of class work, then one short practice task for home. Keep evidence: a timed paper and an error log.

Standard to meet. Plan inclusive sport and fitness programmes: at least 70 percent on an exam-style task, with the method shown.

In this unit, 'Training, nutrition and sports injuries', you learn to describe training methods, balanced diet and first aid for injuries. You work with exam-style questions and written reasoning. You see it, say it, then do it alone.

• Place it: find where and when 'Training, nutrition and sports injuries' happens, on a map, a timeline or in a local example.
• Gather: read or listen to two short sources and note who is speaking and why.
• Use it: describe training methods, balanced diet and first aid for injuries. Give a reason and one piece of evidence for every point.
• Weigh it: say what another person might think, and why, before you decide.

Step by step.

1. Step 1, Compare training methods. Continuous running builds endurance, such as 30 minutes at steady pace. Interval training alternates work and rest, such as 6 x 200 m at 80 percent effort with 90 seconds rest. Fartlek mixes fast and slow. Circuit training rotates stations.
2. Step 2, Apply progressive overload. A runner jogs 20 minutes at week 1 and adds about 10 percent each week: 22 min, 24 min, 27 min. Increases must be gradual to avoid injury, and recovery days let muscles repair and grow stronger.
3. Step 3, Calculate energy. Carbohydrate and protein give 4 kcal per gram and fat 9. A meal with 100 g carbohydrate, 30 g protein and 20 g fat gives 400 + 120 + 180 = 700 kcal, with about 57 percent from carbohydrate.
4. Step 4, Balance a plate for an athlete: whole grains and fruit for carbohydrate, eggs, pulses or fish for protein, a little oil or nuts for fat, vegetables for vitamins and fibre, plus water before, during and after training.
5. Step 5, Give first aid for an ankle sprain with PRICE: protect, rest, ice for 15 to 20 minutes every few hours, compression with a bandage and elevation above heart level. Seek medical help if the foot cannot bear weight, which may mean a fracture.
6. Step 6, Your turn: a sprinter pulls a hamstring muscle. Name the injury type and give first aid. Model answer: 'It is a strain. Stop, rest, ice, compress and elevate, then see a physiotherapist before returning.'

Activity. About 40 to 50 minutes of class work, then one short practice task for home. Keep evidence: a timed paper and an error log.

Standard to meet. Describe training methods, balanced diet and first aid for injuries: at least 70 percent on an exam-style task, with the method shown.

On the slide: L1 Basic · Why we move

Notes: Name three benefits of regular activity for body and mood. Notes: learners keep a two-day movement log; young people are commonly advised to aim for about 60 minutes a day, so compare the log with that target.

On the slide: L2 Awareness · Fitness parts and warm-up

Notes: Explain the main fitness components and why a warm-up lowers injury risk. Notes: run a five-minute warm-up with pulse raiser, mobility and a rehearsal move; learners name which component each test, such as a sit-and-reach, checks.

On the slide: L3 Foundation · Training zones and principles

Notes: Apply specificity and overload and calculate a target heart-rate zone. Notes: for a 16-year-old, 220 minus age gives 204; 60 to 80 per cent is 122 to 163 beats per minute; learners check the zone against a pulse count.

On the slide: L4 Practitioner · Plan a progressive programme

Notes: Plan a six-week programme with progressive overload and monitoring. Notes: start at 100 minutes a week and add 10 per cent each week, so week four is 133 minutes; learners write what they would do if soreness lasts over two days.

On the slide: L5 Specialist · Energy systems and levers

Notes: Analyse energy systems in sprint and endurance events and calculate speed and lever force. Notes: 100 m in 12.5 s is 8 m per second; an effort arm of 4 cm against a load arm of 32 cm and a load of 5 kg needs 40 kg of effort.

This course: Grade 12 Commerce Physical education is at this level. Its units include Physical education and sports for all; Training, nutrition and sports injuries.

On the slide: L6 Advanced · Oxygen uptake and adaptation

Notes: Calculate oxygen uptake from cardiac output and evaluate adaptations to training. Notes: heart rate 190 and stroke volume 0.12 L give 22.8 L per minute; with a difference of 0.15, uptake is 3.42 L per minute, or 48.9 mL per kg per minute for 70 kg.

On the slide: L7 Super expert · Load monitoring and evidence

Notes: Create a load-monitoring plan and critique the evidence for injury-risk ratios. Notes: session load is effort rating times minutes, 60 minutes at 7 gives 420; an acute week of 400 against a four-week average of 320 gives a ratio of 1.25; discuss limits.