Course title

Pre-requisite

Course description

The IB DP course in sports; exercise and health science standard level (SL) involves the study of the science that underpins physical performance. The course incorporates the traditional disciplines of anatomy and physiology; biomechanics; psychology and nutrition. Students cover a range of topics and carry out practical (experimental) investigations in both laboratory and field settings. This course is a lab science course. Prerequisites: Biology A/B or Instructor approval. Fee required.

The course incorporates the traditional disciplines of anatomy and physiology; biomechanics; psychology and nutrition; which are studied in the context of sport; exercise and health. Students will cover a range of core and option topics and carry out practical (experimental) investigations in both laboratory and field settings. This will provide an opportunity to acquire the knowledge and understanding necessary to apply scientific principles and critically analyze human performance. Where relevant; the course will address issues of international dimension and ethics by considering sport; exercise and health relative to the individual and in a global context.
Course Outline

Topic 1: Anatomy
1.1 The skeletal system
1.2 The muscular system
Topic 2: Exercise physiology
2.1 Structure and function of the respiratory system
2.2 Structure and function of the cardiovascular system
Topic 3: Energy systems
3.1 Nutrition
3.2 Carbohydrate and fat metabolism
3.3 Nutrition and energy systems
Topic 4: Movement analysis
4.1 Neuromuscular function
4.2 Joint and movement type
4.3 Fundamentals of biomechanics
Topic 5: Skill in sport
5.1 The characteristic and classification of skill
5.2 Information processing
5.3 Principles of skill learning
Topic 6: Measurement and evaluation of human performance
6.1 Statistical analysis
6.2 Study design
6.3 Components of fitness
6.4 Principles of training program design

Options
There are four options. Students are required to study any two options.
Option A: Optimizing physiological performance
A.1 Training
A.2 Environmental factors and physical performance
A.3 Non-nutritional ergogenic aids
Option B: Psychology of sport
B.1 Individual differences
B.2 Motivation
B.3 Mental preparation for sport
B.4 Psychological skills training
Option C: Physical activity and health
C.1 Hypokinetic disease
C.2 Cardiovascular disease
C.3 Physical activity and obesity
C.4 Physical activity and type 2 diabetes
C.5 Physical activity and bone health
C.6 Prescription of exercise for health
C.7 Exercise and psychological well-being
Option D: Nutrition for sport; exercise and health
D.1 Digestion and absorption
D.2 Water and electrolyte balance
D.3 Energy balance and body composition
D.4 Nutritional strategies
Sports; Exercise and Health Science Common Standard Crosswalk
Connections to the Common Core State Standards for Literacy in Science and Technical Subjects
Literacy skills are critical to building knowledge in science. To ensure the CCSS literacy standards work in tandem with the specific content demands outlined in the NGSS; the NGSS development team worked with the CCSS writing team to identify key literacy connections to the specific content demands outlined in the NGSS. As the CCSS affirms; reading in science requires an appreciation of the norms and conventions of the discipline of science; including understanding the nature of evidence used; an attention to precision and detail; and the capacity to make and assess intricate arguments; synthesize complex information; and follow detailed procedures and accounts of events and concepts. Students also need to be able to gain knowledge from elaborate diagrams and data that convey information and illustrate scientific concepts. Likewise; writing and presenting information orally are key means for students to assert and defend claims in science; demonstrate what they know about a concept; and convey what they have experienced; imagined; thought; and learned.
Science and Engineering Practice: Asking Questions and Defining Problems Students at any grade level should be able to ask questions of each other about the texts they read; the features of the phenomena they observe; and the conclusions they draw from their models or scientific investigations. For engineering; they should ask questions to define the problem to be solved and to elicit ideas that lead to the constraints and specifications for its solution. (NRC Framework; 2012; p.56)
Supporting CCSS Literacy Anchor Standards and Relevant Portions of the Corresponding Standards for Science and Technical Subjects
CCR Reading Anchor #1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
• RST.11-12.1: “…support analysis of science and technical texts; attending to important distinctions the author makes and to any gaps or inconsistencies in the account.”
Connection to Science and Engineering Practice Evidence plays a critical role in the kinds of questions asked; information gathered; and findings reported in science and technical texts. The notion of close reading in Reading Standard 1 emphasizes the use of asking and refining questions in order to answer them with evidence that is either explicitly stated or implied.
CCR Reading Anchor #7: Integrate and evaluate content presented in diverse formats and media; including visually and quantitatively; as well as in words.
• RST.11-12.7: “…evaluate multiple sources of information presented in diverse formats and media (e.g.; quantitative data; video; multimedia) in order to address a question or solve a problem.”
Connection to Science and Engineering Practice Scientists and engineers present data in a myriad of visual formats in order to reveal meaningful patterns and trends. Reading Standard 7 speaks directly to the importance of asking questions about and evaluating data presented in different formats.

CCR Reading Anchor #8: Delineate and evaluate the argument and specific claims in a text; including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
• RST.11-12.8: “Evaluate the hypotheses; data; analysis; and conclusions in a science or technical text; verifying the data when possible and corroborating or challenging conclusions with other sources of information.”
Connection to Science and Engineering Practice Challenging or clarifying scientific hypotheses; arguments; experiments or conclusions—and the evidence and premises that support them—are key to this practice. Reading Standard 8 emphasizes evaluating the validity of arguments and whether the evidence offered backs up the claims logically.
CCR Speaking & Listening Anchor #1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners; building on others’ ideas and expressing their own clearly and persuasively.
• SL.11-12.1: “…posing and responding to questions that probe reasoning and evidence…”
Connection to Science and Engineering Practice The ability to pose relevant questions; clarify or elaborate on the ideas of others or request information from others are crucial to learning and conducting investigations in science class. Speaking and Listening Standard 1 speaks directly to the importance of asking and refining questions to clarify ideas that generate solutions and explanations.
CCR Speaking & Listening Anchor #3: Evaluate a speaker’s point of view; reasoning; and use of evidence and rhetoric.
• SL.11-12.3: “…assessing the stance; premises; links among ideas; word choice; points of emphasis.”
Connection to Science and Engineering Practice Evaluating the soundness of a speaker’s reasoning and evidence concerning scientific theories and concepts through a series of inquiries teaches students to be discriminating thinkers. Speaking and Listening Standard 3 directly asserts that students must be able to critique a point of view from the perspective of the evidence provided and reasoning advanced.

Science and Engineering Practice: Planning and Carrying Out Investigations
Students should have opportunities to plan and carry out several different kinds of investigations during their K-12 years. At all levels; they should engage in investigations that range from those structured by the teacher—in order to expose an issue or question that they would be unlikely to explore on their own (e.g.; measuring specific properties of materials)—to those that emerge from students’ own questions. (NRC Framework; 2012; p.61)
Supporting CCSS Literacy Anchor Standards and Relevant Portions of the Corresponding Standards for Science and Technical Subjects
CCR Reading Anchor #3: Analyze how and why individuals; events; or ideas develop and interact over the course of a text.
• RST.11-12.3: “Follow precisely a complex multistep procedure when carrying out experiments; taking measurements; or performing technical tasks; analyze the specific results based on explanations in the text.”
Connection to Science and Engineering Practice Systematic investigations in the field or laboratory lie at the heart of scientific inquiry. Reading Standard 8 emphasizes the importance of accuracy in carrying out such complex experiments and procedures; in following a course of action that will provide the best evidence to support conclusions.
CCR Writing Anchor #8: Gather relevant information from multiple print and digital sources; assess the credibility and accuracy of each source; and integrate the information while avoiding plagiarism.
• WHST.11-12.8: “…assess the strengths and limitations of each source in terms of the specific task; purpose; and audience…”
Connection to Science and Engineering Practice Collecting relevant data across a broad spectrum of sources in a systematic fashion is a key element of this scientific practice. Writing Standard 8 spells out the importance of gathering applicable information from multiple reliable sources to support claims.
CCR Speaking & Listening Anchor #1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners; building on others’ ideas and expressing their own clearly and persuasively.
• Sl.11-12.1: “…determine what additional information or research is required to deepen the investigation or complete the task.”

Connection to Science and Engineering Practice Carrying out investigations in collaborative settings is crucial to learning in science class and engineering settings. Speaking and Listening Standard 1 speaks directly to the importance of exchanging theories and evidence cooperatively and collaboratively to carrying out investigations.

Science and Engineering Practice: Analyzing and Interpreting Data
Once collected; data must be presented in a form that can reveal any patterns and relationships and that allows results to be communicated to others. Because raw data as such have little meaning; a major practice of scientists is to organize and interpret data through tabulating; graphing; or statistical analysis. Such analysis can bring out the meaning of data—and their relevance—so that they may be used as evidence. Engineers; too; make decisions based on evidence that a given design will work; they rarely rely on trial and error. Engineers often analyze a design by creating a model or prototype and collecting extensive data on how it performs; including under extreme conditions. Analysis of this kind of data not only informs design decisions and enables the prediction or assessment of performance but also helps define or clarify problems; determine economic feasibility; evaluate alternatives; and investigate failures. (NRC Framework; 2012. 61-62)
Supporting CCSS Literacy Anchor Standards and Relevant Portions of the Corresponding Standards for Science and Technical Subjects
CCR Reading Anchor #7: Integrate and evaluate content presented in diverse formats and media; including visually and quantitatively; as well as in words.
• RST.11-12.7: “…evaluate multiple sources of information presented in diverse formats and media (e.g.; quantitative data; video; multimedia) in order to address a question or solve a problem.”
Connection to Science and Engineering Practice Scientists and engineers present data in a myriad of visual formats in order to reveal meaningful patterns and trends. Reading Standard 7 speaks directly to the importance of understanding and presenting information that has been gathered in various formats to reveal patterns and relationships and allow for deeper explanations and analyses.
CCR Reading Anchor #9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
• RST.11-12.9: “Synthesize information from a range of sources (e.g.; texts; experiments; simulations) into a coherent understanding of a process; phenomenon; or concept; resolving conflicting information when possible.”
Connection to Science and Engineering Practice Scientists and engineers use technology to allow them to draw on multiple sources of information in order to create data sets. Reading Standard 9 identifies the importance of analyzing multiple sources in order to inform design decisions and create a coherent understanding of a process or concept.
CCR Speaking and Listening #2: Integrate and evaluate information presented in diverse media and formats; including visually; quantitatively; and orally.
• SL.11-12.2: “…evaluating the credibility and accuracy of each source and noting any discrepancies among the data.”
Connection to Science and Engineering Practice Central to the practice of scientists and engineers is integrating data drawn from multiple sources in order to create a cohesive vision of what the data means. Speaking and Listening Standard 2 addresses the importance of such synthesizing activities to building knowledge and defining and clarifying problems. This includes evaluating the credibility and accuracy of data and identifying possible sources of error.
Science and Engineering Practice: Constructing Explanations and Designing Solutions
Asking students to demonstrate their own understanding of the implications of a scientific idea by developing their own explanations of phenomena; whether based on observations they have made or models they have developed; engages them in an essential part of the process by which conceptual change can occur.
In engineering; the goal is a design rather than an explanation. The process of developing a design is iterative and systematic; as is the process of developing an explanation or a theory in science. Engineers’ activities; however; have elements that are distinct from those of scientists. These elements include specifying constraints and criteria for desired qualities of the solution; developing a design plan; producing and testing models or prototypes; selecting among alternative design features to optimize the achievement of design criteria; and refining design ideas based on the performance of a prototype or simulation. (NRC Framework; 2012; p. 68-69)
Supporting CCSS Literacy Anchor Standards and Relevant Portions of the Corresponding Standards for Science and Technical Subjects
CCR Reading Anchor #1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
• RST.11-12.1: “…support analysis of science and technical texts; attending to important distinctions the author makes and to any gaps or inconsistencies in the account.”
Connection to Science and Engineering Practice Evidence plays a critical role in determining a theory in science and a design solution in engineering. The notion of close reading in Reading Standard 1 emphasizes pursing investigations into well-supported theories and design solutions on the basis of evidence that is either explicitly stated or implied.
CCR Reading Anchor #2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
• RST.11-12.2: “…summarize complex concepts; processes; or information presented in a text by paraphrasing them in simpler but still accurate terms.”
Connection to Science and Engineering Practice Part of the power of a scientific theory or engineering design is its ability to be cogently explained. That ability to determine and clearly state an idea lies at the heart of Reading Standard 2.
CCR Reading Anchor #8: Delineate and evaluate the argument and specific claims in a text; including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
• RST.11-12.8: “Evaluate the hypotheses; data; analysis; and conclusions in a science or technical text; verifying the data when possible and corroborating or challenging conclusions with other sources of information.”

Connection to Science and Engineering Practice Constructing theories and designing solutions both require analysis that is rooted in rational argument and in evidence stemming from an understanding of the world. Reading Standard 8 emphasizes evaluating the validity of arguments and whether the evidence offered backs up the claim logically.
CCR Writing Anchor #2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection; organization; and analysis of content.
• WHST.11-12.2: “…Develop the topic thoroughly by selecting the most significant and relevant facts; extended definitions; concrete details; quotations; or other information and examples appropriate to the audience’s knowledge of the topic…”
Connection to Science and Engineering Practice Building a theory or a model that explains the natural world requires close attention to how to weave together evidence from multiple sources. With a focus on clearly communicating complex ideas and information by critically choosing; arranging; and analyzing information; Writing Standard 2 requires students to develop theories with the end goal of explanation in mind.
CCR Writing Anchor #8: Gather relevant information from multiple print and digital sources; assess the credibility and accuracy of each source; and integrate the information while avoiding plagiarism.
• WHST.11-12.8: “…assess the strengths and limitations of each source in terms of the specific task; purpose; and audience; integrate information into the text selectively to maintain the flow of ideas …”
Connection to Science and Engineering Practice Collecting relevant data across a broad spectrum of sources in a systematic fashion is a key element of constructing a theory with explanatory power or a design that meets multiple constraints. Writing Standard 8 spells out the importance of gathering applicable information from multiple reliable sources in order to construct well-honed explanations.
CCR Speaking and Listening Anchor #4: Present information; findings; and supporting evidence such that listeners can follow the line of reasoning and the organization; development; and style are appropriate to task; purpose; and audience.
• SL.11-12.4: “Present information; findings; and supporting evidence; conveying a clear and distinct perspective… alternative or opposing perspectives are addressed…”
Connection to Science and Engineering Practice A theory in science and a design in engineering is a rational explanatory account of how the world works in light of the evidence. Speaking and Listening Standard 4 stresses how the presentation of findings crucially relies on how the evidence is used to illuminate the line of reasoning embedded in the explanation offered.

Science and Engineering Practice: Engaging in Argument from Evidence
The study of science and engineering should produce a sense of the process of argument necessary for advancing and defending a new idea or an explanation of a phenomenon and the norms for conducting such arguments. In that spirit; students should argue for the explanations they construct; defend their interpretations of the associated data; and advocate for the designs they propose. (NRC Framework; 2012; p. 73)
Supporting CCSS Literacy Anchor Standards and Relevant Portions of the Corresponding Standards for Science and Technical Subjects
CCR Reading Anchor #6: Assess how point of view or purpose shapes the content and style of a text.
• RST.11-12.6: “Analyze the author’s purpose in providing an explanation; describing a procedure; or discussing an experiment in a text; identifying important issues that remain unresolved.”
Connection to Science and Engineering Practice The central motivation of scientists and engineers is to put forth what they believe is the best explanation for a natural phenomena or design solution; and to verify that representation through well-wrought arguments. Understanding the point of view of scientists and engineers and how that point of view shapes the content of the explanation is what Reading Standard 6 asks students to attune to.
CCR Reading Anchor #8: Delineate and evaluate the argument and specific claims in a text; including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
• RST.11-12.8: “Evaluate the hypotheses; data; analysis; and conclusions in a science or technical text; verifying the data when possible and corroborating or challenging conclusions with other sources of information.”
Connection to Science and Engineering Practice Formulating the best explanation or solution to a problem or phenomenon stems from advancing an argument whose premises are rational and supported with evidence. Reading Standard 8 emphasizes evaluating the validity of arguments and whether the evidence offered backs up the claim logically.
CCR Reading Anchor #9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
• RST.11-12.9: “Synthesize information from a range of sources (e.g.; texts; experiments; simulations) into a coherent understanding of a process; phenomenon; or concept; resolving conflicting information when possible.”

Connection to Science and Engineering Practice Implicit in the practice of identifying the best explanation or design solution is comparing and contrasting competing proposals. Reading Standard 9 identifies the importance of comparing different sources in the process of creating a coherent understanding of a phenomenon; concept; or design solution.
CCR Writing Anchor #1: Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
• WHST.11-12.1: “…Develop claim(s) and counterclaims fairly and thoroughly; supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level; concerns; values; and possible biases…”
Connection to Science and Engineering Practice Central to the process of engaging in scientific thought or engineering practices is the notion that what will emerge is backed up by rigorous argument. Writing Standard 1 places argumentation at the heart of the CCSS for science and technology subjects; stressing the importance of logical reasoning; relevant evidence; and credible sources.
CCR Speaking & Listening Anchor #1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners; building on others’ ideas and expressing their own clearly and persuasively.
• Sl.11-12.1: “…Respond thoughtfully to diverse perspectives; synthesize comments; claims; and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.”
Connection to Science and Engineering Practice Reasoning and argument require critical listening and collaboration skills in order to identify the best explanation for a natural phenomenon or the best solution to a design problem. Speaking and Listening Standard 1 speaks directly to the importance of comparing and evaluating competing ideas through argument to cooperatively and collaboratively identify the best explanation or solution.
CCR Speaking & Listening Anchor #3: Evaluate a speaker’s point of view; reasoning; and use of evidence and rhetoric.
• SL.11-12.3: “…assessing the stance; premises; links among ideas; word choice; points of emphasis.”
Connection to Science and Engineering Practice Evaluating the reasoning in an argument based on the evidence present is crucial for identifying the best design or scientific explanation. Speaking and Listening Standard 3 directly asserts that students must be able to critique the point of view within an argument presented orally from the perspective of the evidence provided and reasoning advanced by others.
CCR Speaking and Listening Anchor #4: Present information; findings; and supporting evidence such that listeners can follow the line of reasoning and the organization; development; and style are appropriate to task; purpose; and audience.
• SL.11-12.4: “Present information; findings; and supporting evidence; conveying a clear and distinct perspective… alternative or opposing perspectives are addressed…”
Connection to Science and Engineering Practice The practice of engaging in argument from evidence is a key ingredient in determining the best explanation for a natural phenomenon or the best solution to a design problem. Speaking and Listening Standard 4 stresses how the presentation of findings crucially relies on how the evidence is used to illuminate the line of reasoning embedded in the explanation offered.

Science and Engineering Practice: Obtaining; Evaluating; and Communicating Information
Any education in science and engineering needs to develop students’ ability to read and produce domain-specific text. As such; every science or engineering lesson is in part a language lesson; particularly reading and producing the genres of texts that are intrinsic to science and engineering. (NRC Framework; 2012; p. 76)
Supporting CCSS Literacy Anchor Standards and Relevant Portions of the Corresponding Standards for Science and Technical Subjects
CCR Reading Anchor #2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
• RST.11-12.2: “…summarize complex concepts; processes; or information presented in a text by paraphrasing them in simpler but still accurate terms.”
Connection to Science and Engineering Practice Part of the power of a scientific theory or engineering design is its ability to be cogently explained. That ability to determine and clearly state or summarize a salient scientific concept or phenomena lies at the heart of Reading Standard 2.
CCR Reading Anchor #7: Integrate and evaluate content presented in diverse formats and media; including visually and quantitatively; as well as in words.
• RST.11-12.7: “…evaluate multiple sources of information presented in diverse formats and media (e.g.; quantitative data; video; multimedia) in order to address a question or solve a problem.”
Connection to Science and Engineering Practice A key practice within scientific and engineering communities is communicating about data through the use of tables; diagrams; graphs and models. Reading Standard 7 speaks directly to the importance of understanding information that has been gathered by investigators in visual formats that reveal deeper explanations and analyses.
CCR Reading Anchor #9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
• RST.11-12.9: “Synthesize information from a range of sources (e.g.; texts; experiments; simulations) into a coherent understanding of a process; phenomenon; or concept; resolving conflicting information when possible.”
Connection to Science and Engineering Practice The end goal of these scientific and engineering practices is to position scientists and engineers to be able to evaluate the merit and validity of claims; methods; and designs. Reading Standard 9 identifies the importance of synthesizing information from a range of sources to the process of creating a coherent understanding of a phenomenon or concept.
CCR Reading Anchor #10: Read and comprehend complex literary and informational texts independently and proficiently.
• RST.11-12.10: “By the end of grade 12; read and comprehend science/technical texts in the grades 11-CCR text complexity band independently and proficiently.”
Connection to Science and Engineering Practice When reading scientific and technical texts; students need to be able to gain knowledge from challenging texts that often make extensive use of elaborate diagrams and data to convey information

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Approved

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• LINT
• Integrated science

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Online / Virtual