ZIMBABWE

MINISTRY OF PRIMARY AND SECONDARY EDUCATION

SPORT SCIENCE AND

TECHNOLOGY SYLLABUS
FORMS 5 - 6

2015 - 2022

Curriculum Development and Technical Services

P. O. Box MP 133
Mount Pleasant
Harare

© All Rrights Reserved

2015
Sport Science and Technology Syllabus

ACKNOWLEDGEMENTS

The Ministry of Primary and Secondary Education wishes to acknowledge the following for their valued
contribution in the production of this syllabus:

• The Sports Science and Technology National Syllabus Panel

• National University of Science and Technology(NUST)
• Zimbabwe Olympic Committee Medical Commission
• Bindura University of Science Education (BUSE)
• Department of Psychomotor Activities in Education
• Ministry of Health and Child Care (MoHCC)
• United Nations Children’s Fund (UNICEF)

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Sport Science and Technology Syllabus

CONTENTS
ACKNOWLEDGEMENTS....................................................................................................................... i

CONTENTS............................................................................................................................................. ii

1.0 PREAMBLE...................................................................................................................................... 1

2.0 PRESENTATION OF SYLLABUS.................................................................................................... 1

3.0 AIMS.................................................................................................................................................. 1

4.0 SYLLABUS OBJECTIVES............................................................................................................... 2

5.0 METHODOLOGY AND TIME ALLOCATION.................................................................................. 2

6.0 TOPICS............................................................................................................................................. 2

7.0 SCOPE AND SEQUENCE................................................................................................................ 3

8.0 COMPETENCE MATRIX................................................................................................................... 17

8.1 FORM 5............................................................................................................................................. 17

8.2 FORM 6............................................................................................................................................ 31

9.0 ASSESSMENT.................................................................................................................................. 42

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Sport Science and Technology Syllabus

1.0 PREAMBLE • have Information and Communication Technology

(ICT) knowledge for use in Sports Science and
Technology
1.1 Introduction
• engage in project work, volunteerism and self-as-
sessment activities
This Sport Science and Technology Syllabus is designed
• have passed Physical Education, Sport and Mass
for Secondary School learners (Form 5 and 6). It ensures
Displays, Mathematics and at least one natural
access to the Sports Science and Technology Curriculum
sciences at Form 4
regardless of gender, race, religion and handicap.

The syllabus helps to promote the development of scien- 1.5 Cross-Cutting Themes
tifically oriented learners, who will contribute to enhanced
sport performance underpinned by the application of The inclusion of the following cross-cutting issues seeks
scientific principles. It also acts as a pathway for entry to foster competency development through the teaching
into tertiary education. and learning of Sports Science and Technology.
• Life and Enterprise Skills
1.2 Rationale • Gender
• Guidance and Counseling
• Children’s Rights and Responsibilities
Sports Science and Technology is an anchor to any
• Disaster Risk Management and Environmental
successful sporting programme as the modern trends put
Issues
more emphasis on application of scientific knowledge to
• Sexuality, HIV and AIDS
sport performance. Studying the learning area enables
• Information and Communication Technology Tools
Zimbabwe to produce scientifically informed learners
• Child Protection
who are not only good administrators, coaches and man-
• Heritage Studies and Collaboration
agers in various sport disciplines, but will also lead to the
• Health and Fitness
production of top level athletes.

The syllabus intends to produce learners who are capa- 2.0 PRESENTATION OF
ble of designing and maintaining sporting facilities and
SYLLABUS
equipment that conform to scientific standards and spec-
ifications for best sport performance. The innovations
will be implemented considering researches conducted The Secondary School Sports Science and Technolo-
in relation to areas such as anatomy and physiology, gy Syllabus is in the form of one document, with topics
biomechanics,and other sports science related fields. which are further broken into sub topics. The syllabus is
set with topics for Form 5 and 6 separately. The content
1.3 Summary of Content has concepts which are presented progressively from
one topic to the other and from one level to the other.
The Secondary School Sport Science and Technology
syllabus covers theory and practical activities for learners 3.0 AIMS
in Form 5 and 6. It comprise of the preamble (introduc-
tion, rationale, summary of content, methodology, time • to produce a competent learner with current
allocation, assumptions and cross cutting themes), sylla- knowledge in connection with the science and
bus presentation, aims, objectives, topics, scope and se- technology applied to sport
quence, competence matrix and assessment guidelines. • apply evidence-based practice in sports science
and technology with personal accountability, integ-
1.4 Assumptions rity and social responsibility for outcomes, and do
it through dynamic work-teams that use resources
The syllabus assumes that learners: efficiently
• are interested and motivated to learn Sports Sci- • to produce learners with fundamental theory and
ence and Technology methodology of training and sports pedagogy
• acquired knowledge and skills related to Sports • create a wider base for development of personnel
Science and Technology from their previous learn- in various sport related careers
ing experience

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Sport Science and Technology Syllabus

4.0 SYLLABUS OBJECTIVES 6.0 TOPICS

By the end of Form 6, learners should be able to: 6.1 Form 5

• demonstrate precise abilities, technical knowledge 6.1.1 Anatomy and Physiology

and skills in sports science and technology in 6.1.2 Biomechanics
advancing sport performance 6.1.3 Nutrition
• use scientific knowledge on sport facilities and 6.1.4 Technology and Sport
equipment design, handling and maintenance 6.1.5 Pedagogy
• apply experimental and investigative skills in
sports science and technology 6.2 Form 6
• exhibit an understanding of coaching , group man-
agement and leadership theories 6.2.1 Exercise Physiology
• demonstrate knowledge of anatomy and physiolo- 6.2.2 Theory and Methodology of Training
gy in sports science 6.2.3 Applied Psychology
• apply exercise physiology and biomechanics con- 6.2.4 Sociology in Sport
cepts in sports training 6.2.5 Sports Facilities and Equipment
• select a career based on strengths in sports sci- 6.2.6 Elective Sports Specialty
ence and technology competencies

5.0 METHODOLOGY AND TIME

ALLOCATION
5.1 Methodology

The methods suggested below overlap and are mutually

supportive but not exhaustive.

• Demonstration
• Practice
• Discovery/Guided Discovery
• Problem solving
• Games /Puzzles
• Telling and listening to stories
• Song and Dance
• Role play, Drama and Animation
• Simulation and Questioning
• Group/Individual projects
• Educational tours
• Command style
• Reciprocal
• Task
• Training
Engagement of resource persons and integration of ICT
tools/ Braille software/Jaw software is important.

5.2 Time Allocation

Form 5 and 6 learners to receive a minimum of eight 60

minute periods per week.

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 7.0
7.0 SCOPE AND
SCOPE SEQUENCE
AND SEQUENCE
7.1
7.1 TOPIC
TOPIC 1:1: ANATOMY AND
ANATOMY ANDPHYSIOLOGY
PHYSIOLOGY
SUB-TOPIC FORM 5 FORM 6
SUB-TOPIC
The Skeletal System FORM
 5Anatomical positions FORM 6
 Long, short, flat and irregular bones
 Connective tissue 4
- cartilages
- ligaments
- tendons
 Planes and axis
 Axial skeleton:
- skull
Sport Science and Technology Syllabus

- ribs
- sternum
 vertebral column
 Appendicular skeleton:
- pectoral girdle
- humerus
- radius
- ulna

3
- carpals
- metacarpals
- phalanges
- pelvic girdle
 Functions of the Skeletal System - attachment
protection
- movement
- support
 Synovial joint
Components:
- articular cartilage
- synovial membrane
- synovial fluid bursae
- meniscus ligaments
- articular capsule
 Types
hinge, ball and socket, condyloid, pivot gliding and saddle
 Functions
(Flexion, extension adduction, abduction pronation,
supination,elevation, depression, rotation, circumduction,
dorsiflexion, plantarflexion, eversion and inversion)
The Muscular System  Types of muscles

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Sport Science and Technology Syllabus

SUB-TOPIC FORM 5 FORM 6

- smooth, cardiac and skeletal
 Characteristics
- contractility, extensibility elasticity, atrophy,
hypertrophy
 Skeletal muscle tissue
- epimysium, perimysium andendomysium
 Muscle fibre (cell),
myofilament, sarcomere, actin and myosin
 Attachments:
- origin: the attachment of a muscle tendon to a
stationery bone
- insertion: the attachment of a muscle tendon to a
moveable bone
 Anterior major muscles
deltoid, pectoralis quadniceps femoris
 Posterior major muscles
- trapezius, lattismus dorsi, gluteus maximus,
gastrocnemius
 Muscle contractions
- isotonic, isometric, isokinetic, concentric and
eccentric
 Muscle Actions
- agonist, antagonist and synergist
The Neuromuscular Function  Components of a neuron
- dendrite, cell body, nucleus, axon, motor end plate,
synapse and muscle
 Acetylcholine and the cholinesterase
 Myofibril, myofilament, sarcomere, actin, myosin, H-zone,
A-band, Z-line, tropomyosin, troponin, sarcoplasmic
reticulum, calcium ions and ATP
 Slow twitch (type 1) with fast twitch (type iia and type iib).
Structure and function of the  Components of Ventilatory System
Ventilatory System - Nose, mouth, pharynx, larynx, trachea, bronchi,
bronchioles, lungs and alveoli
 Functions of conducting airways
- Low resistance pathway and air flow
- Defence
- Warming and moistening of air
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Sport Science and Technology Syllabus

SUB-TOPIC FORM 5 FORM 6

 Actions of the diaphragm and the intercostal muscles
 Relationships between volume and pressure
 Accessory muscle during strenuous exercise
 Effect of pH due to increased carbon dioxide (CO2)
content of the blood
 Neural control of ventilation,-lung stretch receptors,
muscle proprioceptors and chemoreceptors.
 Gaseous exchange process.
Structure and function of the  Structure of the Cardio Vascular System
Cardiovascular System  Blood composition
- cells and plasma
 Blood uses
- transportation of electrolytes,gases, nutrients, waste
products and hormones
 The heart
- chambers,valves and vessels
- pace maker, heart rate and influence of sympathetic
and parasympathetic branches of the autonomic
nervous system and adrenaline
 Coronary Circulation
- arteries and their functions
- veins and their functions
 Sino Arterial node
 Cardiac cycle
- heart Rate
- stroke Volume
- cardiac output=Stroke Volume X Heart Rate
- males, females, trained, untrained, young, and old.
Exclude quantintative data
 Body temperature
 Maximal Oxygen Consumptions (VO2 max)

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Sport Science and Technology Syllabus
7.2 TOPIC 2: BIOMECHANICS

7.2 TOPIC 2: BIOMECHANICS

SUB-TOPIC FORM 5 FORM 6

Biomechanics Principles  Force
- Types of forces
- Centre of Mass
 Stability
 Factors that determine stability
- position of c.o.m
- base of support
- performer line of gravity
- mass of performer
 Newton’s laws of motion
- law of inertia
- law of acceleration
- law of reaction
 Terms in Biomechanics
- gravity
- velocity
- effort
- load
- fulcrum/ pivot
- acceleration
- motion
- friction
- work
- energy
- resistance
- power
 Levers
- classification of levers
 Mechanical Advantage and Disadvantage
 Centre of Mass
 Stability
 Factors that determine stability
- position of c,o.m
- mass of performer
- base of support
- performer line of gravity

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Sport Science and Technology Syllabus

SUB-TOPIC FORM 5 FORM 6

 Projectiles
- dimension of projectiles
- horizontal
- vertical
- parabolic
 Factors affecting projectiles
- angle of release
- height of release
- velocity of release
- gravity
- air resistance
- spin
 Mechanical fundamentals of the execution of the
movements
 Theory of the tests
 Biomechanics indicators that characterise the motor
capacities.
 Biomechanics requirements of the special exercises

7.3 TOPIC 3: NUTRITION

SUB-TOPIC FORM 5 FORM 6

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Sport Science and Technology Syllabus
7.3 TOPIC 3: NUTRITION

SUB-TOPIC FORM 5 FORM 6

General Nutrition  Nutrition
 Macro
- fats, carbohydrates, water and proteins
 Micro
- vitamins, minerals and fiber (Specific knowledge of
individual vitamins and minerals is not required)
 Food Pyramid
 Condensation reaction
 Glycerol and three fatty acids
 Saturated and unsaturated fats in relation to bonds and
sources
 Essential amino acids
 Non-essential amino acids
 Energy content values per 100g are: carbohydrate 1760kj,
lipid 4000kj and protein 1720kj
Macronutrient Metabolism  Metabolism
 Anabolism
 Catabolism
 Lipolysis
 Glycogenolysis
 Insulin
 Gluconeogenesis
 Glycogen
 Glucagon
Nutrition and Energy Systems  Ribosomes, rough endoplasmic reticulum, lysosomes, Golgi
apparatus, mitochondrion and nucleus
 Cristae, inner matrix and outer smooth membrane
 Cell respiration – Adenosine triphosphate (ATP)
 Glycolysis
 Krebs Cycle
 Electron transport chain
Digestion and Absorption  Mouth, esophagus, stomach,
 small intestines, large intestines, pancreas,
 liver and gall bladder
 PH values:
 mouth 5.5 to 7.5

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Sport Science and Technology Syllabus

SUB-TOPIC FORM 5 FORM 6

 stomach 1.0 to less than 4.0
 small intestine 6.0 to 8.0
 Enzymes
 carbohydrates: salivary amylase, pancreatic amylase
 fats: pancreatic lipase,bile
 proteins: pepsin, trypsin
Water and Electrolyte Balance  Properties of water
 Functions of Water in the human body:
 Extracellular fluids (blood plasma, lymph, saliva, fluid in the
eyes, fluid from glands)
 Hypothalamus and the release of Anti-Diuretic Hormone
(ADH)
 Effect of ADH on the kidneys
 Negative feedback

7.4 TOPIC 4: TECHNOLOGY AND SPORT

SUB-TOPIC FORM 5 FORM 6

Technologies that support Sport  Major technological innovations in sport events

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Sport Science and Technology Syllabus

7.4 TOPIC 4: TECHNOLOGY AND SPORT

7.4 TOPIC 4: TECHNOLOGY AND SPORT

SUB-TOPIC FORM 5 FORM 6

Technologies that support Sport  Major technological innovations in sport events
 Performance enhancement
 Equipment 11
 Clothing
 Facilities
 Use of technology in performance analysis and monitoring
 Use of technology in optimizing physiological performance

7.5 TOPIC 5: PEDAGOGY

7.5 TOPIC 5:PEDAGOGY

SUB-TOPIC FORM 5 FORM 6

Pedagogy as Science  Pedagogy and its Importance
 Composition and structures of the educational process.
 Formulation of Objectives
 Content Identification. 12
 Teaching methods.
 Media and learning/teaching aids
 Organisation of learning experiences in teaching.
 Assessment and Evaluation.
Essence and Dynamics of the  The essence of the educational process: Particularities and Links
Educational Process  Principles of teaching.
 Pedagogical ethics

7.5 TOPIC 5:PEDAGOGY

SUB-TOPIC FORM 5 FORM 6

Pedagogy as Science  Pedagogy and its Importance
 Composition and structures of the educational process.
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Sport Science and Technology Syllabus

7.6 TOPIC 6: EXERCISE PHYSIOLOGY
7.6 TOPIC 6: EXERCISE PHYSIOLOGY

SUB-TOPIC FORM 5 FORM 6

Energy Systems  Types of energy
- aerobic capacity
- anaerobic capacity
 Factors affecting aerobic and anaerobic
capacity
 Adenosine Triphosphate production
(ATP)
Energy transfer in Exercise  ATP/PC system
ATP/PC, Lactic Acid, Aerobic  Lactic acid system
 Krebs cycle
 Electron transport chain
 Exercise intensity and ATP production
 Aerobic,anaerobic systems and athletic
performance
System Adaptations to Exercise  Acute response of systems to exercise
 Warm up and cool down
 Benefits of exercise to heart and
cardiovascular system
 Benefits to the respiratory system
 Benefits to the muscular system
 Changes to the endocrine system
 Aerobic benefits
 Anaerobic benefits
Regulation of Body Systems during Exercise  Heart regulation during exercise
 Control of breathing during exercise
 Ventilatory response to light, moderate
and heavy exercise
 Hormonal control systems
Fatigue and Recovery Processes  Causes of DOMS
- Delayed onset of muscle soreness  Recovering from DOMS
(DOMS)  Oxygen debt
- Excess Post-exercise Oxygen  EPOC
Consumption (EPOC)

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Sport Science and Technology Syllabus

Exercise and the Environment  Effects of heat on body systems before,

- Exercise in the heat during and after exercise
- Exercise in the cold  Effects of cold on body systems before
during and after exercise

Exercise at Medium and High Altitudes  Partial pressure and gaseous exchange
 Effects of altitude on :
- respiratory system
- cardiovascular system
 Acclimatisation

7.7 TOPIC 7: THEORY AND METHODOLOGY OF TRAINING

7.7 TOPIC 7: THEORY AND METHODOLOGY OF TRAINING

SUB-TOPIC FORM 5 FORM 6

Laws and Principles  The training as a process of physical
development.
 Biological laws.
 Principles of sports training.
 Physical capacities.
 Principles of conscience and activity.
 Principles of the sensations of
perception.
 Principles of accessibility and
individualisation.
 Principles of the systematizing
 Principles of the unit between the general
and special preparation.
 Principles of the cyclic character of the
sport training.
 Principles of the gradual increase of
loads.
Planning and Controlling of Training  Sports initiation.
 Methods of training.
 The control of loads.
 The unit of training.
15  Programme of training.

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Sport Science and Technology Syllabus

7.8 TOPIC 8: APPLIED PSYCHOLOGY
7.8 TOPIC 8: APPLIED PSYCHOLOGY

SUB-TOPIC FORM 5 FORM 6

Fundamental Psychological Constructs  Theories of personality
- Personality  Structure of personality
 Trait perspective
- introversion and extroversion
- neuroticism and stability
- type A and type B
- character
- temperament
 Limitation of:
- personality profiling in sport
- personality tests
 Characteristics of gender from the point
of view of psychology
 Influence of gender on sport training
Attitude  Nature of attitudes
 Component of attitude:
- cognitive
- affective
- behavioural
 Links between attitude and behavior in
sport situations
 Ways of measuring attitudes
Motivation and Arousal  Theory of achievement motivation(
Atkinson and McClelland’s)
 Sport-specific motivation,that is,
competitiveness.
Mental Preparation  Commitment
 Self-control
 Concentration
 Emotional control
Group Dynamics of Sport Performance  Group and team formation
- Group and Teams - Steinner’s model of group formation
coordination/cooperation
(Ringlemann Effect) and
motivational (Social loafing)

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Sport Science and Technology Syllabus

factors
Leadership  Characteristics of leadership
- Social Facilitation and Audience Effects - autocratic /task-oriented
- democratic/social-oriented
- laissez-faire
 Theories of leadership
- trait,
- social
- interactionist
 Models of leadership
- Chelldurai’s Multi-dimensional
- Fieldler’s Contigency.
 Facilitation and inhibition effects on
performance
 Combating the effects of social inhibition
Competition Effects on Sport Performance  Causes and effects of reactive
aggression
- Aggression Effects  Ways of managing aggression
 Aggressive and assertive behaviour
- Psychological Tests in Physical Activity  Testing for:
- Distance perception
- Motor representation
- Concentration of attention
- Distribution of attention
 Chromatic Differentiation

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Sport Science and Technology Syllabus

7.9 TOPIC 9: SOCIOLOGY IN SPORT

7.9 TOPIC 9: SOCIOLOGY IN SPORT

SUB-TOPIC FORM 5 FORM 6

Understanding Sociology  Sport andsocialisation
 Social and cultural values in Sport.
Sociological Trends and Social Inequalities  Reforms and procedures to address
gender inequalities for women in sport
 Racism in sport
 Role model creation
 Ability and Disability in Sport
 Commercialisation of sport
 Role of the media in sport
 Impact of globalisation

7.10 TOPIC 10: SPORT FACILITIES AND EQUIPMENT

7.10 TOPIC 10: SPORT FACILITIES AND EQUIPMENT

SUB-TOPIC FORM 5 FORM 6

Design  Design and Construction
 Facility and equipment usage
 Factors influencing design of facilities
and equipment
 Types of facilities
Maintenance  Maintenance, care and usage
- quality
- lifespan
 Causes of wear and tear in sport
facilities
- frequency of usage
- traffic

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7.11 TOPIC 11: ELECTIVE SPORTS SPECIALITY

7.11 TOPIC 11: ELECTIVE SPORTS SPECIALITY

SUB-TOPIC FORM 5 FORM 6

Practical Performance Portfolio  Physical fitness tests
 Skills Tests
 Techniques and tactics
 Training programme design

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8.0 COMPETENCE MATRIX

8.0 COMPETENCE MATRIX
8.1 FORM 5
8.1.1 FORM
8.1 ANATOMY 5
AND PHYSIOLOGY
8.1.1 ANATOMY AND PHYSIOLOGY

SUB-TOPIC OBJECTIVES: CONTENT SUGGESTED ACTIVITIES SUGGESTED

Learners should be able to: RESOURCES
MATERIALS
The Skeletal System  describe the principles of  Anatomical positions  Drawing and labelling  Model human
anatomical positioning in the human skeletal skeleton
relation to human skeletal system  Model human
system. bones
 state the four types of bones  Long, short, flat and  Identifying types of  Model joints
irregular bones bones from a human  ICT tools/ Braille
 draw and annotate the skeleton software/Jaw
structure of a long bone  Drawing and annotating software
 outline the functions of  Connective tissue the structure of a long
connective tissue - cartilages bone
- ligaments
- tendons
 distinguish anatomically  Planes and axis
between the axial and  Axial skeleton:
appendicular skeleton in terms - skull  Watching videos and
of function - ribs animations of the human
- sternum skeleton
- vertebral column  Playing interactive
 apply anatomical terminology  Appendicular skeleton: games on skeletal
in identifying planes of the - pectoral girdle system
body humerus, radius ulna,  Demonstrating specified
carpals, metacarpals plane movement
phalanges, pelvic girdle
 Assume anatomical
 apply anatomical terminology functions attachment,  Demonstrating
in identifying location of bones protection, movement movements around
and support specified axis
 Demonstrating the
 define the term joint anatomical position

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SUB-TOPIC OBJECTIVES: CONTENT SUGGESTED ACTIVITIES SUGGESTED

Learners should be able to: RESOURCES
MATERIALS

 distinguish between types of

joints in relation to movement
permitted  Articular cartilage,
 outline the features of synovial synovial membrane  Observing models of
joint synovial fluid bursae, synovial joints
 list different types of synovial meniscus ligaments  Drawing different types
joints and articular capsule of joints
 outline the types of movement Please Note. Consider hinge,
of synovial joints ball and socket, condyloid, pivot
gliding and saddle
Flexion, extension adduction,
abduction pronation, supination
,elevation
depression, rotation,
circumduction dorsiflexion,
plantar flexion, eversion and
inversion
The Muscular System  outline the general  Contractility,  Demonstrating muscle  Elastic bands
characteristics common to extensibility elasticity, characteristics using  ICT tools/ Braille
muscle tissue atrophy, hypertrophy models of same software/Jaw
characteristics software
 distinguish between the  Types of muscle  Describing types of  Charts
different types of muscles - smooth, cardiac muscles
 annotate the structure of and skeletal  Observing models and
skeletal muscles animations
 define the terms of origin and  Skeletal muscle tissue
insertion of muscles - epimysium,
 identify the location of skeletal perimysium  Demonstrating location
muscles in each region of the endomysium of muscle by palpation
body  Muscle fibre (cell)
 outline the types of muscle myofilament,  Demonstrating different
contraction sarcomere, actin and types of muscle
 explain the concept of myosin contraction
reciprocal inhibition  Origin: the attachment

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SUB-TOPIC OBJECTIVES: CONTENT SUGGESTED ACTIVITIES SUGGESTED

Learners should be able to: RESOURCES
MATERIALS
 analyse movement in relation of a muscle tendon to a
to joint action and muscle stationery bone
contraction  Insertion: the
attachment of a muscle
tendon to a moveable
bone
- muscles from the
anterior such as
deltoid, pectoralis
quadriceps femoris
- the posterior such
as trapezius
lattismus dorsi,
gluteus maximus
gastrocnemius
 Consider isotonic,
isometric, isokinetic,
concentric and
eccentric
 Consider agonist
antagonist and
synergistic
The Neuromuscular  label a diagram of a motor unit  Dendrite, cell body,  Drawing a motor unit  Models
Function  explain the role of nucleus, axon, motor diagram  ICT tools/ Braille
neurotransmitters in end plate, synapse and  Watching videos and software/Jaw
stimulating skeletal muscle muscle animations software
contraction  Acetylcholine and the  Observing myograms
 explain how skeletal muscle cholinesterase  Discussing the
contracts by the sliding  Myofibril, myofilament, relationship between
filament theory sarcomere, actin, sport performance and
myosin, H-zone, A- muscle fibre type
band, Z-line,
tropomyosin, troponin,
sarcoplasmic reticulum,
 explain how fast and slow calcium ions and ATP

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SUB-TOPIC OBJECTIVES: CONTENT SUGGESTED ACTIVITIES SUGGESTED

Learners should be able to: RESOURCES
MATERIALS
twitch fibre types differ in  Slow twitch (type 1)
structure and function with fast twitch (type IIa
and type IIb).
Structure and Function  list the principal structures of  Nose, mouth, pharynx,  Drawing and annotating  Peak flow meter
of the Ventilatory the system larynx, trachea, bronchi, the ventilatory system  ICT tools/ Braille
System bronchioles, lungs and software/Jaw
alveoli software
 outline the functions of the  Low resistance pathway  Models
conducting airways and air flow
 Defence function
 Warming and
moistening of air
 Actions of the
diaphragm and the
intercostal muscles
 define Pulmonary Volume  Relationships between  Measuring all lung
,Total Lung Capacity, Vital volume and pressure volumes and capacities
Capacity, Tidal Volume,
Expiratory Reserve Volume,
Inspiratory Reserve Volume,
Residual Volume
 explain the mechanics of  Demonstrating the
ventilation in the human lungs mechanics of ventilation
using models
 describe the nervous and  Accessory muscle  Describing the nervous
chemical controls of during strenous and chemical controls of
ventilation during exercise exercise ventilation during
 outline the role of  Effect of pH due to exercise
haemoglobin in oxygen increased carbon
transportation dioxide (CO2) content
of the blood
 Neural control of
ventilation , -lung
stretch receptors,
muscle proprioceptors

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SUB-TOPIC OBJECTIVES: CONTENT SUGGESTED ACTIVITIES SUGGESTED

Learners should be able to: RESOURCES
MATERIALS
and chemoreceptors.  Explaining the process of
 explain the process of  Gaseous Exchange gaseous exchange and
gaseous exchange at the Process oxygen transportation in
alveoli the blood system
 Watching videos and
animations

Structure and Function  state the composition of blood  Blood is composed of  Watching videos and  Blood pressure
of the Cardiovascular  distinguish between the cells and plasma animations machine
System functions of erythrocytes, - transport vehicle for  Heart models
leucocytes and platelets electrolytes,, gases,  Weighing scale
nutrients, waste  Measuring tape
products and  ICT tools/ Braille
hormones software/Jaw
 describe the anatomy of the software
heart with reference to the  The heart :  V O2 max chart
heart chambers, valves and - chambers,
major blood vessels valvesvessels
 describe the intrinsic and - coronary arteries
extrinsic regulation of heart and their function
rate in the sequence of - pace maker, heart
excitation of the heart muscle rate and influence
 outline the relationship of sympathetic and
between pulmonary and parasympathetic
systemic circulation branches of the
autonomic nervous
system and
adrenaline
 describe the relationship  Sino Arterial node
between heart rate,cardiac  Cardiac output=stroke
output and stroke volume at volume X heart rate
rest and during exercise

 analyse cardiac output, stroke

volume and heart rate data for

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Sport Science and Technology Syllabus

SUB-TOPIC OBJECTIVES: CONTENT SUGGESTED ACTIVITIES SUGGESTED

Learners should be able to: RESOURCES
MATERIALS
different populations at rest
and during exercise
 explain cardiovascular  Describing cardiac cycle
function  Cardiac cycle
- males, females,
trained, untrained,
 define the terms systolic and young, and old.  Measuring pulses
diastolic blood pressure Exclude  Measuring and
 analyse systolic and diastolic quantitative data comparing blood
blood pressure data at rest  Body temperature pressures
and during exercise - stroke volume
 discuss how systolic and
diastolic blood pressure
respond to dynamic and static
exercise
 explain maximal oxygen  Maximal oxygen  Measuring and
consumption consumptions (V O2 comparing V O2 max
max)  Plotting graphs

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8.1.2 BIOMECHANICS
8.1.2 BIOMECHANICS

Sub-Topic OBJECTIVES: Content Suggested Activities Suggested Materials

Learners should be able to:
Biomechanics  define terms used in  Force  Defining given terms  Graphic papers.
Principles. Biomechanics - types of forces  Video cameras.
- centre of Mass  Software for
 identify C.O.M when human  Stability analysis of
body is in different stable  Factors that determine movements
positions stability  Sticks
- postion of c.o.m  Tennis balls
- base of support  Javelin
- performer line of  Pictures of
gravity human body
- mass of performer  Shot put
 explain Newton’s laws of  Newton’s laws of motion  Demonstrating the  Size 5,4 or 3 balls
motion in relation to sport - law of inertia application of Newton’s
 Ruler.
- law of acceleration laws of motion using
 Calculator.
- law of reaction various models
 Terms in Biomechanics
- gravity
- velocity
- effort
- load
- fulcrum/ pivot
- acceleration
- motion
- friction
- work
- energy
- resistance
- power
 classify levers  Levers  Drawing and labeling
- classification of different classes of
levers levers.
 explain the effects of  Mechanical Advantage  Constructing models of
mechanical advantage in and Disadvantage different classes of
relation to levers levers
 define centre of mass  Centre of Mass

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Sport Science and Technology Syllabus

Sub-Topic OBJECTIVES: Content Suggested Activities Suggested Materials

Learners should be able to:
 identify centre of mass when  Stability  Demonstrating the
human body is in different  Factors that determine effects of mechanical
positions stability advantage in different
 explain the effects of Centre - Position of c,o.m sport codes in relation to
of mass in relation to sport - Mass of performer levers
performance - Base of support  Draw andlabel the
- Performer line of centre of mass in human
gravity body when in different
positions
 state three dimensions of  Projectiles
projectiles - Dimension of
 state and explain the factors projectiles
that affect projectiles - Horizontal
 identify factors that affect - Vertical
projectiles in different sport - Parabolic
codes  Factors affecting projectiles  Experiment with different
 apply Biomechanical analysis - angle of release projectiles in relation to
processes on different sports - height of release the factors affecting
techniques. - velocity of release projectiles
 compare sports techniques of - gravity
sport persons of the same - air resistance
specialty. - spin
 interpret the biomechanics  Mechanical  Identifying
models, that guarantee the fundamentals of the Biomechanical analysis
technical skill. execution of the of different sports
movements techniques
 Theory of the tests  Comparing the sports
 Biomechanics indicators technique of
that characterise the sportspersons of the
motor capacities. same specialty.
 solve problems in the practice  Biomechanics  Designing special
of the physical exercise, with requirements of the exercises for the
the application of the special exercises. development or
biomechanics methods of correction of different
Sub-Topic investigation.
OBJECTIVES: Content parameters,
Suggested Activitiescapacities, Suggested Materials
Learners should be able to: and technical
executions.
 Identifying special
29 exercises for particular
techniques

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Sport Science and Technology Syllabus

8.1.3 NUTRITION
8.1.3 NUTRITION

SUB-TOPIC OBJECTIVES: CONTENT SUGGEST ACTIVITIES SUGGESTED

Learners should be able to: RESOURCES
MATERIALS
General Nutrition  define nutrition  Nutrition  Describing nutrition  Food samples
 list the macronutrients and  Identifying food stuffs  Food pyramid
micronutrients containing macro and charts
 outline the functions of  Macro micro nutrients  ICT tools/
macro andmicro-nutrients - fats, carbohydrates, Braille
water and proteins software/Jaw
 Micro software
- vitamins, minerals and  Test tubes
fiber (Specific knowledge  Reagents
of individual vitamins and
minerals is not required)

 describe the food pyramid  Food Pyramid  Discussing on the uses

 Condensation reaction of the food pyramid
 Relating monomers of
macro nutrients to
 describe the chemical  Glycerol and three fatty sources of different food
composition of the glucose acids  Matching chemical
molecule, disaccharides and composition of the
polysaccharides glucose molecule,
disaccharides and
polysaccharides to food
stuffs
 state composition of a  Saturated and  Identifying food with
molecule of triglycerol unsaturated fats in saturated and
 distinguish saturated and relation to bonds and unsaturated fats
unsaturated fatty acids sources  Carrying out food tests
 state the chemical
composition of a protein  Essential amino acids  Identifying food sources
molecule  Non-essential amino of essential and non-
 distinguish between acids essential amino acids
essential and non-essential
amino acids
 explain the current

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Sport Science and Technology Syllabus

SUB-TOPIC OBJECTIVES: CONTENT SUGGEST ACTIVITIES SUGGESTED

Learners should be able to: RESOURCES
MATERIALS
recommendations for a  Energy content values  Approximating energy
healthy balanced diet per 100g are: content of food portions
 state the approximation carbohydrate 1760kj,
energy content per 100g of lipid 4000kj and protein
carbohydrate, lipid and 1720kj
protein
Macronutrient  demonstrate an  Metabolism  Explaining metabolism,  ICT tools/
Metabolism understanding of  Anabolism anabolism, aerobic Braille
metabolism, anabolism,  Catabolism catabolism and software/Jaw
aerobic catabolism and anaerobic catabolism software
anaerobic catabolism  identifying anabolic and  Resource
catabolic reactions person
 describe glycogen and state  discussing the role of  Charts
its major storage sites hormones in metabolism
 state the major sites of  watching videos and
triglyceride storage animations on
 describe the role of insulin in  Lipolysis macronutrient
the formation of glucose and  Glycogenolysis metabolism
the accumulation of body fat
 outline glycogenolysis and
lipolysis
 outline the functions of  Glucagon
glucagon and adrenalin
during fasting and exercise
 explain the role of insulin  Insulin
and muscle contraction on  Gluconeogenesis
glucose uptake during  Glycogen
exercise

Nutrition and Energy  annotate a diagram of the  Ribosomes, rough  Illustrating a generalized  ICT tools/
Systems ultra structure of a endoplasmic reticulum, animal cell structure Braille
generalized animal cell lysosomes, Golgi software/Jaw
apparatus, software
mitochondrion and  Models
 annotate a diagram of the nucleus  Illustrating the ultra  Charts

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Sport Science and Technology Syllabus

SUB-TOPIC OBJECTIVES: CONTENT SUGGEST ACTIVITIES SUGGESTED

Learners should be able to: RESOURCES
MATERIALS
ultra structure of a  Cristae, inner matrix structure of a
mitochondria and outer smooth mitochondria
 define the term cell membrane  Describing the process
respiration  Cell respiration – of cell respiration
 explain how adenosine can
gain or lose a phosphate  Adenosine triphosphate
molecule (ATP)
 explain the role of ATP in  Glycolysis
muscle contraction  Explaining the Krebs
 Krebs Cycle cycle
 Illustrating the electron
 Electron transport chain transport chain
Digestion and  outline the features of the  Mouth ,  Drawing the digestive  Charts
Absorption principal components of the  Esophagus, system  ICT tools/
digestive system stomach,small  Outlining the functions of Braille
intestines,large each part of the software/Jaw
intestines, pancreas, digestive system software
 Liver and gall bladder  Test tubes
 state the typical PH values  PH values:  Reagents
found throughout the - mouth 5.5 to 7.5
digestive system - stomach 1.0 to less
than 4.0
- small intestine 6.0
to 8.0
 describe the function of the  Enzymes  Describing the functions
enzymes in the context of - carbohydrates of enzymes
the macronutrient digestion :salivary amylase,  Watching videos and
 identify enzymes responsible pancreatic amylase animations
for the digestion of - fats: pancreatic  Carrying out food tests
carbohydrates, protein and lipase,bile
fats - proteins: pepsin,
 describe the absorption of all trypsin
nutrients

Water and Electrolyte  explain the functions of  Properties of water  Demonstrating  Test tubes

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Sport Science and Technology Syllabus

SUB-TOPIC OBJECTIVES: CONTENT SUGGEST ACTIVITIES SUGGESTED

Learners should be able to: RESOURCES
MATERIALS
Balance water in the human body movement of water  Reagents
 Functions of water in across membrane  Models
the human body:  Describing the functions  ICT tools/
of water in the body Braille
 Identifying all software/Jaw
 state where extra cellular  Extracellular fluids extracellular fluids software
fluid can be located (blood plasma, lymph,  Discussing the different
throughout the body saliva, fluid in the eyes, functions of extracellular
fluid from glands) fluids
 compare water distribution in  Hypothalamus and the  Watching videos and
trained and untrained release of Anti-Diuretic animations
individuals Hormone (ADH)  Measuring urine
 explain homeostasis  Effect of ADH on the osmolarity
kidneys
 Negative feedback

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Sport Science and Technology Syllabus

8.1.4 TECHNOLOGY AND SPORT

8.1.4 TECHNOLOGY AND SPORT

SUB-TOPIC OBJECTIVE: CONTENT SUGGESTED ACTIVITIES SUGGESTED

Learners should be able to: RESOURCE
MATERIALS

Technologies that  narrate some major historical  Major technological  Identifying and discussing  ICT tools/ Braille
support Sport events in sports science innovations in sport the impact of major software/Jaw
technology events technological innovations software
 Performance in history.  Resource
 discuss ethical considerations enhancement  Discussing the ethical persons
in sports science and  Equipment considerations in the use
technology  Clothing of technologies
 Facilities
 explain the use of various  Use of technology in  Observing and using
categories of technology in performance analysis different forms of
sport and monitoring technology
 Visiting various sport
facilities
 Use of technology in  Identifying various
optimizing physiological technologies used in
performance optimizing physiological
performance

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Sport Science and Technology Syllabus
8.1.5 PEDAGOGY
8.1.5 PEDAGOGY

SUB-TOPIC OBJECTIVES: CONTENT SUGGESTED ACTIVITIES SUGGESTED

Learners should be able to: MATERIALS
Pedagogy as science  describe pedagogy as a  Pedagogy and its  Analysing Pedagogy as a
science Importance science considering laws,
categories, and principles
that govern it.
 identify components of the  Composition and  Describing components of
educational process structures of the the educational process,
 establish the differences and educational process. establishing their
relationships among - formulation of relationships and
components of educational objectives differences starting from
process considering laws that - content identification. the laws that govern it.
govern it - teaching methods.  Observing classes
- Media and keeping in mind the
learning/teaching components of the
aids organization of educational process and
learning experiences. their relationships.
Assessment and  Formulating objectives for
Evaluation . classes of sports training.
Carrying out evaluation of
planned training sessions.
Essence and Dynamics  assess the dynamics of the  The essence of the  Analysing the execution of
of the Educational educational process in one’s educational process: principles of teaching.
Process development - Particularities and  Discussing professional
 identify methodological-ethical Links ethics in the educational
principles - Principles of teaching process.
- Pedagogical ethics  Applying the educational
methods in given
educational situations
 Analysing aspects of
pedagogical ethics and
their importance to a
Sport teacher

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8.2 FORM 6
8.2 FORM
8.2.1 6
EXERCISE PHYSIOLOGY
8.2.1 EXERCISE PHYSIOLOGY

SUB-TOPIC OBJECTIVES: CONTENT SUGGESTED ACTIVITIES SUGGESTED

Learners should be able to: MATERIALS
Energy Systems  explain chemical, potential  Types of energy  Discussing different  ICT tools/
and kinetic energy  Aerobic capacity types of energy Braille
 describe the role of  Anaerobic capacity  Observing animations software/Jaw
adenosine triphosphate and charts on ATP software
(ATP) in the body in energy  Fitness training
transfer.  Factors affecting aerobic  Explaining aerobic and equipment
 explain aerobic and and anaerobic capacity anaerobic capacity
anaerobic capacity  Adenosine Triphosphate  Engaging in aerobic and
production anaerobic activities.
Energy transfer in  define energy transfer  ATP/PC system  Describing energy  ICT tools/
Exercise  Lactic acid system systems Braille
- ATP/PC  describe the ATP/PC  Krebs cycle  Relating sports activities software/Jaw
- Lactic Acid system, the lactic acid  Electron transport chain to energy systems. software
- Aerobic system and the Krebs Cycle.  Watching animations of
 relate the ATP/PC system,  Exercise intensity and energy systems
the lactic acid system and energy ATP production
the Krebs Cycle to exercise  Aerobic, anaerobic systems
intensity and athletic and athletic performance
performance

System Adaptations to  outline morphologic and  Acute response of systems  ICT tools/
Exercise metabolic adaptations of the to exercise Braille
cardiovascular, muscular and software/Jaw
respiratory systems software
 explain the effects of warm  Warm up and cool down  Discussing the effects of  Physical fitness
up and cool down on body  Benefits of exercise to heart warm up and cool down testing facilities
systems and cardiovascular system to body systems and equipment
 Measuring pulse rate  Models
 Benefits to the respiratory and discussing results
system
 distinguish between aerobic  Benefits to the muscular  Discussing benefits of

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SUB-TOPIC OBJECTIVES: CONTENT SUGGESTED ACTIVITIES SUGGESTED

Learners should be able to: MATERIALS
and anaerobic adaptations of system exercise to the
the cardiovascular, muscular cardiovascular, muscular
and respiratory systems  Changes to the endocrine and respiratory systems
 explain adaptations of the system  Participating in aerobic
endocrine system to aerobic  Aerobic benefits and anaerobic exercise
and anaerobic exercise  Anaerobic benefits programs
 conduct physical fitness tests  Evaluating aerobic and
anaerobic exercise
programmes
 Conducting physical
fitness test

Regulation of Body  explain the regulation of the  Heart regulation during  Discussing regulation of  ICT tools/
Systems during cardiovascular, respiratory exercise body systems during Braille
exercise and hormonal systems exercise. software/Jaw
during exercise.  Control of breathing during software
exercise  Fitness training
 Ventilatory response to  Engaging in light, equipment
light, moderate and heavy moderate and heavy
exercise exercise routines
 Hormonal control systems  Watching animations
and videos on exercise
and body systems.
Fatigue and Recovery  identify causes of delayed  Causes of DOMS  Discussing fatigue in the  ICT tools/
Processes onset of muscle soreness context of DOMS and Braille
- (DOMS) EPOC software/Jaw
 describe ways of managing  Recovering from DOMS software
DOMS  Oxygen debt
 explain delayed onset of  EPOC
muscle soreness and excess
post exercise oxygen
consumption.
 relate DOMS and EPOC to  Relating DOMS and
exercise EPOC to type of
exercise and exercise
intensity

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Sport Science and Technology Syllabus

SUB-TOPIC OBJECTIVES: CONTENT SUGGESTED ACTIVITIES SUGGESTED

Learners should be able to: MATERIALS
Exercise and the  explain the effect of high  Effects of heat on body  Discussing the effects of  ICT tools/
Environment temperatures and low systems before during and high and low Braille
temperatures on body after exercise temperatures on body software/Jaw
systems during exercise. software
 analyse the adaptation of  Effects of cold on body  Watching animations on
body systems to temperature systems before, during and body reaction to
after exercise temperatures

Exercise at Medium and  explain the effects of altitude  Partial pressure and  Discussing the effect of  ICT tools/
High Altitudes on body systems gaseous exchange altitude on body systems. Braille
 relate sports performance to  Effects of altitude on :  Locating high altitude software/Jaw
high altitudes. - respiratory system countries in in Africa,Europe software
- cardiovascular system ,Asia and Latin America
 Acclimatization

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Sport Science and Technology Syllabus

8.2.2 THEORY AND METHODOLOGY OF SPORTS TRAINING

8.2.2 THEORY AND METHODOLOGY OF SPORTS TRAINING

SUB-TOPIC OBJECTIVES: CONTENT SUGGESTED ACTIVITIES SUGGESTED

Learners should be able to: MATERIALS
Laws and Principles.  interpret sports training as a  The training as a  Describing principles of  Stop Watches
long-term process. process of physical training.  Cones
 Identify the relationship of development.  ICT tools/
the sports training with other Braille
sciences. software/Jaw
 Describe the application of  Biological laws.  Describing the different software
biological laws and  Principles of sports biological laws that have  Resource
pedagogic principles in training. influence in the sports Persons
sports training. training.
 Physical capacities.  Engaging in exercise
 Principles of conscience routines that develop
and activity. physical capacities.
 Principles of the - speed.
sensations of - endurance.
perception. - strength.
 Principles of accessibility - flexibility.
and individualisation. - agility.
 Principles of the  Watching Videos and
systematising. Animations
 Principles of the unit
between the general and
special preparation.
 Principles of the cyclic
character of the sport
training.
 Principles of the gradual
increase of loads.
Planning and Control of  plan a sports training  Sports initiation.  Describing methods used in
Training session  Methods of training. sports training sessions
 demonstrate the main  The control of loads.
methods and means of
training used by children and
adolescence  The unit of training.  Planning a unit of training

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Sport Science and Technology Syllabus

 Programme of training. and a program of training.

 Executing developed plans
of training
 Evaluating executed plans
 Applying different tests
used in the control of the
sports training to interpret
the results.

8.2.3 APPLIED PSYCHOLOGY

8.2.3 APPLIED PSYCHOLOGY

SUB-TOPIC OBJECTIVES: CONTENT SUGGESTED ACTIVITIES SUGGESTED

Learners should be able to: RESOURCE
MATERIALS
Fundamental  describe theories of  Theories of personality  Listing major theories of  ICT tools/
Psychological personality personality Braille
Constructs  discuss structure of  Structure of personality  Researching on the software/Jaw
- Personality personality structure of personality software
41
 conduct personality tests  Drawing of the personality  Personality
structures Test
 discuss how trait perspective  Trait perspective  Discussing trait Instruments
influences behavior in sport  Introversion and perspectives in reference to  Resource
extroversion real sports situations for Person
 Neuroticism and stability example, watching a match
 Type A and type B in a stadium.
 Character
8.2.3 APPLIED PSYCHOLOGY  Temperament
 Limitation of :
 identify the key limitations of  Personality profiling in  Identifying limitations of
personality profiling sport personality
SUB-TOPIC OBJECTIVES: CONTENT SUGGESTED ACTIVITIES SUGGESTED
Learners should be able to:  Personality tests  Playing games depicting RESOURCE
different personality traits MATERIALS
 Conducting and interpreting
Fundamental  describe theories of  Listing
 Theories of personality personality major theories of
test results  ICT tools/
Psychological personality personality
obtained from using the Braille
given test instrument/tool.
 explain the influence of  of
Characteristics41  Explaining characteristics of
gender differences in sport gender from the point of gender in view of
training view of psychology psychology
 Influence of gender on  Analysing differences of
sport training gender and its influence on
35 sport practice

-Attitude  distinguish between different  Nature of attitudes  Observing different attitudes  ICT tools/
attitudes  Component of attitude: being displayed. Braille
 personality profiling sport personality
 Personality tests  Playing games depicting
different personality traits
 Conducting and interpreting
personality test results
Sport Science and Technology Syllabus obtained from using the
given test instrument/tool.
 explain the influence of  Characteristics of  Explaining characteristics of
gender differences in sport gender from the point of gender in view of
training view of psychology psychology
 Influence of gender on  Analysing differences of
sport training gender and its influence on
sport practice

-Attitude  distinguish between different  Nature of attitudes  Observing different attitudes  ICT tools/
attitudes  Component of attitude: being displayed. Braille
- cognitive  Role-playing different software/Jaw
- affective characters depicting software
- behavioural different attitudes.  Attitude
 relate attitude to behavior in  Links between attitude  Conducting case studies on Measuring
sport or vice-versa and behavior in sport the link between attitude Instruments
 apply methods of measuring situations and behavior  Resource
attitudes  Ways of measuring persons
attitudes

-Motivation and Arousal  explain the need to achieve  Theory of achievement  Conducting Case studies on  ICT tools/
and avoid failure motivation( Atkinson and the need to achieve or Braille
42
McClelland’s) avoid failure software/Jaw
 describe types of motivation  Sport-specific  Setting goals to achieve set software
motivation, that is standards  Resource
competitiveness person
 analyse factors that  Researching on factors that
stimulates participation in stimulate participation in
any sport activity sport
 formulate goals and targets  Presenting findings of
for achievement research

- Mental  apply commitment, self-  Commitment  Playing games that  ICT tools/
Preparatio control, concentration,  Self-control enhance concentration, self Braille
n emotional control in sport  Concentration and emotional-control for software/Jaw
situations  Emotional control example chess software
 give reasons for the use of  Playing teasing games and  Puzzles
short/intermediate/long-term puzzles that shows
goals commitment
 apply
process/performance/produc
t goals to improve
performance
Group Dynamics on  explain group formation  Group and team  Discussing group formation  ICT tools/
Sport Performance formation
36  Making presentations on Braille
 identify factors that bond - Steinner’s model of factors that influence team software/Jawa
- Group and group members together to group formation cohesion software
Teams form a team.
 explain  Reading, selecting and
 short/intermediate/long-term puzzles that shows
goals 36 commitment
 apply
process/performance/produc
t goals to improve
Sport Science and Technology Syllabus performance
Group Dynamics on  explain group formation  Group and team  Discussing group formation  ICT tools/
Sport Performance formation  Making presentations on Braille
 identify factors that bond - Steinner’s model of factors that influence team software/Jawa
- Group and group members together to group formation cohesion software
Teams form a team.
 explain  Reading, selecting and
coordination/cooperation and  Coordination/cooperatio extracting from appropriate
motivational factors in n (Ringlemann Effect) sources relevant
relation to team cohesion and motivational (Social information on Ringlemann
loafing) factors Effect and Social loafing
factors
- Leadership  describe types of leadership  Characteristics of  Reading,selecting,extractin  ICT tools/
Social Facilitation and styles leadership g and collating information Braille
Audience Effects - autocratic /task- from appropriate sources on software/Jaw
oriented leadership theories and software
- democratic/social-
43 models
oriented  Reviewing case studies on  Resource
- laissez-faire leadership styles person

 Role-playing the three

 explain the theories of  Theories of leadership leadership styles.
leadership. - trait,
- social
- interactionist
 judge the leadership models  Models of leadership  Conducting team
(multidimensional and - Chelldurai’s Multi- performance case study in
Contingency ) from given dimensional different audience setup,
case studies. - Fieldler’s that is, home and away
Contingency. situations
 relate facilitation and  Facilitation and inhibition
inhibition effect of others on effects on performance
performance
 discuss the effects of level of  Debating on effects of
arousal on performance arousal on performance
 describe the cause and giving concrete examples
effect of evaluation from a sport situations
apprehension  Combating the effects of  Engaging in observational
 apply strategies to combat social inhibition experiment using
the effects of social distractions
inhibition,especially attention
and mental rehearsal
Competition Effects on  describe theories of  Causes and effects of  Reading, selecting,  ICT tools/
Sport Performance aggression in relation to reactive aggression extracting and making Braille
sport  Ways of managing presentations on the key software/Jaw
- Aggression  identify the causes of aggression
37 elements of theories and software
Effects aggressive behavior causes of aggression.  Resource
 distinguish between  Aggressive and  Dramatising aggressive and Person
aggressive and assertive assertive behaviour assertive characters in sport
behaviour situations.
  describe the cause and giving concrete examples
effect of evaluation from a sport situations
apprehension  Combating the effects of  Engaging in observational
 apply strategies to combat social inhibition experiment using
the effects of social distractions
Sport Science and Technology Syllabus inhibition,especially attention
and mental rehearsal
Competition Effects on  describe theories of  Causes and effects of  Reading, selecting,  ICT tools/
Sport Performance aggression in relation to reactive aggression extracting and making Braille
sport  Ways of managing presentations on the key software/Jaw
- Aggression  identify the causes of aggression elements of theories and software
Effects aggressive behavior causes of aggression.  Resource
 distinguish between  Aggressive and  Dramatising aggressive and Person
aggressive and assertive assertive behaviour assertive characters in sport
behaviour situations.
 identify reasons for success
and failure
 explain Weiner’s model of
attribution
 justify the use of attributional  Debating on the use of
retraining
44 attributional retraining
- Psychological  administer psychological  Testing for:  Administering psychological  ICT tools/
Tests in Physical tests in physical activity - distance perception tests Braille
Activity  interpret psychological test - motor representation  Interpreting psychological software/Jaw
results - concentration of test results software
attention  Evaluating test results  Stop watches
- distribution of  Resource
attention person
 Chromatic Differentiation  tools

38

8.2.4 SOCIOLOGY IN SPORT

 38

Sport Science and Technology Syllabus

8.2.4 SOCIOLOGY IN SPORT

SUB-TOPIC OBJECTIVES: CONTENT SUGGESTED ACTIVITIES SUGGESTED

Learners should be able to: MATERIALS
Understanding  define sociology, theory  Sport and socialisation  Discussing the  Resource
Sociology sciences, social relationship of sport to person
relationships, society, socialisation  ICT tools/
culture, values and ethics  Identifying structural Braille
 Social and cultural properties of sport as a software/Jaw
values in Sport as a social institution software
carrier of social and  Outlining the effect of
cultural values of sport on values and
economic development, culture and the effect of
conformity, accepting values and culture on
orders and hierarchical, sport
accepting defeat,
subordination and  Discussing the role of
accepting arbitration sport as a vehicle of
 explain the connection  Connection between socio-economic
between behaviour and the behaviour and the transformation
social/cultural context social/cultural context

Sociological Trends and  explore the relationship  Reforms and  Carrying out surveys on  ICT tools/
Social Inequalities between nature and nurture procedures to address participation of women in Braille
 explain the gendered gender inequalities for sport software/Jaw
history of sport, women in sport  Debating on inequalities software
 outline roles of women in in sport  Resource
society person
 describe race as physical  Racism in sport  Outlining current and past
characteristics of an  Role model creation intervention on racism in
individual  Ability and Disability in sport
 explain racism in sport Sport  Classifying differently
 Commercialisation of abled persons in sport
 demonstrate that sport and sport  Interacting with
recreation concerns the communal, national,
whole society regional, continental and
 explore the relationships  Role of the media in international role models
among sport, politics, media sport  Discussing the role of
and economics media
 define the role of  Impact of globalisation  Analysing medical

46
39
Sport Science and Technology Syllabus

SUB-TOPIC OBJECTIVES: CONTENT SUGGESTED ACTIVITIES SUGGESTED

Learners should be able to: MATERIALS
globalisation in the world of perspectives of differently
sport abled persons
 Watching videos of social
activities by sports
persons

8.2.5 SPORT FACILITIES AND EQUIPMENT

8.2.5 SPORT FACILITIES AND EQUIPMENT

SUB TOPIC OBJECTIVES: CONTENT SUGGESTED ACTIVITIES SUGGESTED

Learners should be able to: RESOURCE
MATERIALS
Design  identify factors that  Design and  Discussing considerations  ICT tools/
influence design and Construction in sport facilities and Braille
construction of sport  facility and equipment equipment design software/Jaw
facilities usage  Making presentations software
 illustrate the usage of using diagrams, pictures,  Models
facilities and equipment videos, architectural plans  Animations
 classify sport facilities  Types of facilities  Classifying facilities and
 Factors influencing equipment according to
design of facilities and characteristics and use
equipment
 construct a mini-model of a  Designing and
sport facility or equipment constructing mini-models
of a sport facility or
equipment
Maintenance  explain causes of wear  Maintenance, care and  Embarking on Educational  ICT tools/
and tear in facilities and usage tours to sport facilities Braille
equipment  quality making observations and software/Jaw
 lifespan judgment on design, software
usage, standard and  Models
 describe ways of care and  Causes of wear and maintenance  Art media
maintenance of facilities tear in sport facilities  Selecting equipment for materials
and equipment  frequency of usage analysis based on
 traffic standard, quality, usage,
47 design and storage.
 Producing materials such
as pictures, videos, art on
facilities and equipment
 formulate rules for safe use 40 with labels
and storage of equipment  Formulating rules on
usage and storage of
equipment
 usage, standard and  Models
 describe ways of care and  Causes 40 of wear and maintenance  Art media
maintenance of facilities tear in sport facilities  Selecting equipment for materials
and equipment  frequency of usage analysis based on
 traffic standard, quality, usage,
Sport Science and Technology Syllabus design and storage.
 Producing materials such
as pictures, videos, art on
facilities and equipment
 formulate rules for safe use with labels
and storage of equipment  Formulating rules on
usage and storage of
equipment

48

8.2.6 ELECTIVE SPORTS SPECIALITY

8.2.6 ELECTIVE SPORTS SPECIALITY

SUB TOPIC OBJECTIVES: CONTENT SUGGESTED ACTIVITIES SUGGESTED

Learners should be able to: RESOURCE
MATERIALS
Practical performance  design and implement a  Physical fitness tests  Identifying a sport  ICT tools/ Braille
portfolio training programme  Skills Tests  Administering baseline tests software/Jaw
 Techniques and tactics (skill and physical fitness) software
 Training programme  Designing a training  Sports facility
design programme
 Training programme  Implementing, monitoring
implementation, and evaluating a training
monitoring and programme
 undertaken an internship for evaluation  Writing reports
the chosen sport  Internship
 administer skills physical
fitness tests  Under going one month
elective internship

9.0 ASSESSMENT

9.1 ASSESSMENT OBJECTIVES

Learners will be assessed on their ability to:

9.1.1 Inter-relate, plan, perform and evaluate whilst undertaking sports science and technology activities
9.1.2 Apply the knowledge of anatomy and physiology in sport and related activities
9.1.2 Explain the effects of exercise on the functioning of body systems
9.1.3 Apply biomechanics knowledge and techniques in enhancing performance41
9.1.4 Design training programmes for various sport activities
9.1.5 Analyse and improve self and others’ performance
9.1.6 Identify career opportunities in sports science based on individual areas of strength
Sport Science and Technology Syllabus

9.0 ASSESSMENT
9.1 ASSESSMENT OBJECTIVES

Learners will be assessed on their ability to:

9.1.1 Inter-relate, plan, perform and evaluate whilst undertaking sports science and technology activities
9.1.2 Apply the knowledge of anatomy and physiology in sport and related activities
9.1.2 Explain the effects of exercise on the functioning of body systems
9.1.3 Apply biomechanics knowledge and techniques in enhancing performance
9.1.4 Design training programmes for various sport activities
9.1.5 Analyse and improve self and others’ performance
9.1.6 Identify career opportunities in sports science based on individual areas of strength
9.1.7 Demonstrate enterprising skills through facilities, equipment and apparel design and related fields
9.1.8 Display knowledge and understanding of safety aspects in the study of sports science
9.1.10 Apply the techniques acquired through studying sport science and technology for skills execution.

9.2 SCHEME OF ASSESSMENT

The assessment will be both continuous and summative. It will be based on achieving the learning outcomes for each
topic and form level. Learner profiling must inform where the learner has made progress and areas for future develop-
ment in relation to the objectives. The Learner Profile Record states the learner’s entry abilities and potential at every
level in addition to concepts, skills and knowledge the learner has acquired or developed (NOTE: In the absence of
learner profile record, refer to the assessment guide on how to determine entry level ability and potential).

In sport science and technology, the assessment follows the principle of progression. Learners will be assessed on
their in depth understanding of basic knowledge of sport science before graduating for the next level. For example,
anatomy and physiology has to be comprehended thoroughly for the learner to study the next topics like exercise
physiology and biomechanics and the same connection for biomechanics and theory and methodology of training
or sports facilities and equipment. Mastery of background knowledge is critical for movement to the next level in the
same topic or next topic hence assessment has to be carried out continuously and the learner profiling has to be car-
ried out regularly.

The assessment will be based on 60% continuous assessment and 40% summative assessment. The two assess-
ment models constitute practicals, theory and projects. The syllabus’ scheme of assessment is grounded in the princi-
ple of equalisation of opportunities hence does not condone direct or indirect discrimination of learners.

Arrangements, accommodations and modifications must be visible in both continuous and summative assessments
to enable learners with special needs access assessment and receive accurate performance measurement of their
abilities. Access arrangements must neither give these learners an undue advantage over others nor compromise the
standards being assessed. Learners who are unable to access the assessments of any component or part of com-
ponent due to disability (transitory or permanent) may be eligible to receive an award based on the assessment they
would have taken.

NOTE For further details on arrangements, accommodations and modifications refer to the sports science and tech-
nology assessment procedure booklet.

A. Continuous Assessment
Continuous assessment for Form 5 and 6 will consist of practical tasks, theory tests and projects:
i. Practical Tasks
These are activities that teachers use in their day to day teaching. These may include individual, pair and group tasks.
ii. Theory Tests

42
Sport Science and Technology Syllabus

These are tests set by the teacher to assess the learners Summary of Continuous Assessment Tasks
Summary of Continuous Assessment Tasks
on concepts covered on taught topics. The tests should In Terms 1 to 6, candidates are expected to have done
In Terms 1 to 6, candidates are expected to have done the following recorded tasks per term:
Summary
consist  of Continuous
of multiple choice, Assessment
closed
2 Practical and open Tasks
tasks questions as the following recorded tasks per term:
well In as
Terms 1 to 6,questions.
structured candidates are expected to have done the• following recorded
2 Practical tasks tasks per term:
 2 Theory tests
 2 Practical tasks
iii. Projects
 1 Project. • 2 Theory tests
 2 Theory tests
iv. These
 are 1guided
End ofprojects, which assessment
term practical will be carried • 1 Project.
 1 Project.
out by learners 1 End
 during theofcourse
term written assessment
of the study. • 1 End of term practical assessment
 1 End of term practical assessment
 1 End of term written assessment • 1 End of term written assessment
Form of assessment Weighting
Continuous 60
Form of assessment
Summative Weighting
40
Continuous
Total 60
100
Summative 40
Total
Continuous assessment 100
Level Assessment tasks weighting
Continuous
Form 5 assessment
One practical test per month 30%
Level Assessment tasks
One end of term practical test weighting
Form 5 One practical testper
Two theory tests perterm
month 30%
One end
One end of
of term
term practical test
theory test
Two theory tests
One project per term
per year
Form 6 One
One end of term
practical testtheory test
per month 30%
One project per year
One end of term practical test
Form 6 One
Two practical testper
theory tests perterm
month 30%
One end of term practical
One end of term theory test test
Two theory tests per
One project per year term
Total One end of term theory test 60%
One project per year
Total 60%
NB:
NB: Each assignment, test and project is marked out ofout
Each assignment, test and project is marked 100of
%.100
Soft%.skills
Softare assessed
skills as learners
are assessed do the continu-
as learners do the continuous as
ous assessment tasks.
NB: Each assignment, test and project is marked out of 100 %. Soft skills are assessed as learners do the continuous as
B. Summative Assessment
B. Summative
Paper Paper Assessment
type Duration Marks Weighting
Paper 1 Structured 2hrs 30mins 100 15%
Paper
Paper 2 PaperPractical type Duration
10 minutes per Marks
100 Weighting
25%
Paper 1 Structured 2hrs 30mins
candidate 100 15%
Paper
Total 2 Practical 10 minutes per 100 25%
40%
candidate
Total 40%
Paper Description Paper 2
51
Paper 1 The paper will be a practical paper testing practical skills
The paper will consist of structured questions covering 51
acquired by learners. Learners will be tested on variety
syllabus
Paper content from the selected five areas namely
Description of skills, tactics and techniques.Advance question papers
Paper 1and Physiology, Biomechanics, Nutrition, Sports will be sent to centres for candidates to prepare prior to
Anatomy
and The paperand
 Technology will Pedagogy
consist of structured
as section questions covering
‘A’. Section ‘B’ syllabus
the content from the selected five areas namely Anatomy and Phys
examination
Nutrition,
will constitute Sports questions
of elective and Technology andlearners
that allows Pedagogy as section ‘A’. Section ‘B’ will constitute of elective questions that allows lear
questions. Questions will be set and these will cover all the skill levels from recall to evaluation.
to choose five out of ten questions. Questions will be set
and these2will cover all the skill levels from recall to evalu-
Paper
ation.
The paper will be a practical paper testing practical skills acquired by learners. Learners will be tested on variety of skills, tactics a
question papers will be sent to centres for candidates to prepare prior to the examination

Specification Grid

Skill Paper 1 Paper 2

Knowledge and 30% -----------------------------
Understanding
Application 30% -----------------------------
Problem Solving 40% -----------------------------
Practical -------------- 100%
Total 100% 100%

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