Connecting to
Learning in the DP: Sports, Exercise
and Health Science
Why are tennis balls yellow? What makes a good demonstration? How much information can our brains store and for how long? These are just some of the questions the students in Sports, Exercise and Health Science have covered lately in the overarching unit titled the Skill in Sport.
This topic takes an in-depth look at how humans learn a physical skill and what happens in the brain to make this occur. Students learned about the concept of ‘noise’ which refers to signal detecting in the brain. They critically analysed different types of feedback and practice techniques, along with examining short- and long-term memory.
This term also culminated in an end-of-year examination period. Students sat a 90 minute exam on all topics studied to date. They are not only given the opportunity to refine their study skills, but also their exam skills with these ‘mock’ exam scenarios.
Looking ahead to next year, the students have begun thinking about their Internal Assessment (IA). IAs focus on syllabus content and must include data collection and analysis (hands-on experiments, databases, simulations or modeling). The students will focus on the application of the scientific method to a problem of interest and will only include some background information allowing them to demonstrate their scientific research skills. It’s truly an engaging piece of assessment for our senior students.
Some examples of IA research questions are:
- How does limb length affect your vertical jump?
- What is the effect of static exercise on blood pressure in gymnasts performing a handstand?
- What effect does temperature have on heart rate recovery after exercise?
- What effect does a rugby player’s position have on their VO2max?
- Is there a correlation between beep test scores and lung capacity?
Students also begin their Group 4 Project. It is a collaborative and multidisciplinary activity which encourages IB Diploma Programme (DP) science students to appreciate the environmental, social and ethical implications of science. The following elements are expected from the Group 4 Project:
- Appreciation of the implications of science and limitations of scientific study;
- Development of teamwork;
- Development of planning skills;
- Exchange or sharing of both data collected and issues raised.
Lastly, I’d like to share that I will be handing the reigns to the very capable and excited Kris Austin in 2022 as I will be going on maternity leave at the end of Term One. I am so proud that Preshil offers this subject to its students, after a few years of advocating for its inclusion in the Diploma Programme.
Beth Alvarez
teacher of Sports, Exercise & Health Science