teachers-guide-upper-secondary-physical-education

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Physical Education

Upper Secondary

Teacher Guide

Papua New GuineaDepartment of Education


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Issued free to schools by the Department of Education

Published in 2008 by the Department of Education, Papua New Guinea

Copyright 2008, Department of Education, Papua New Guinea

All rights reserved. No part of this publication may be reproduced, stored in aretrieval system or transmitted by any form or by any means electronic,mechanical, photocopying, recording or otherwise without the prior writtenpermission of the publisher.

ISBN 978-9980-9924-7-5

Acknowledgements

The Upper Secondary Physical Education Teacher Guide was written, editedand formatted by the Curriculum Development Division of the Department ofEducation. The development of the teacher guide was coordinated byRodney Topa Sumale.

Writers from schools, tertiary institutions and non-government organisationsacross the country have contributed to the writing of this teacher guidethrough specialist writing workshops and consultations. Quality assurancegroups and the Physical Education Subject Advisory Committee have alsocontributed to the development of this teacher guide.

This document was developed with the support of the AustralianGovernment through the Education Capacity Building Program.


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Upper Secondary Teacher Guide

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Contents

Secretarys message ...................................................................... ivIntroduction......................................................................................1The outcomes approach ..................................................................2Learning and teaching .....................................................................5Physical Education requirements...................................................14Assessing Physical Education .......................................................15Sample assessment tasks .............................................................26Learning activities and assessment tasks ......................................30Recording and reporting ................................................................44Resources .....................................................................................48References ....................................................................................50Glossary for Physical Education ....................................................51Glossary for assessment ...............................................................53


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Secretarys message

This teacher guide is to be used by teachers when implementing the UpperSecondary Physical Education Syllabus (Grades 11 and 12) throughout

Papua New Guinea. The Physical Education syllabus identifies the learningoutcomes and content of the subject as well as assessment requirements.The teacher guide gives practical ideas about ways of implementing thesyllabus: suggestions about what to teach, strategies for facilitating learningand teaching, how to assess and suggested assessment tasks.

A variety of suggested learning and teaching activities provides teacherswith ideas to motivate students to learn, and make learning relevant,interesting and enjoyable. Teachers should relate learning in PhysicalEducation to real people, issues and the local environment. Teaching usingmeaningful contexts and ensuring students participate in appropriatepractical activities assists students to gain knowledge and understanding,and demonstrate skills in Physical Education.

Teachers are encouraged to integrate Physical Education activities withother subjects, where appropriate, so that students can see theinterrelationships between subjects and that the course they are studyingprovides a holistic education and a pathway for the future.

I commend and approve the Upper Secondary Physical Education TeacherGuide for use in all schools with Grades 11 and 12 students throughoutPapua New Guinea.

DR JOSEPH PAGELIO

Secretary for Education


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Introduction

The purpose of this teacher guide is to help you to implement the PhysicalEducation syllabus. It is designed to stimulate you to create exciting andmeaningful teaching programs and lessons by enabling you to choose

relevant and purposeful activities and teaching activities. It will encourageyou to research and look for new and challenging ways of facilitatingstudents learning in Physical Education.

The teacher guide supports the syllabus. The syllabus states the learningoutcomes for the subject; and outlines the content and skills that studentswill learn, and suggested assessment tasks.

The teacher guide provides direction for you in using the outcomes approachin your classroom. The outcomes approach requires you to considerassessment early in your planning. This is reflected in the teacher guide.

This teacher guide provides examples of learning and teaching activities,and assessment activities and tasks. It also provides detailed information on

criterion-referenced assessment, and the resources needed to teachPhysical Education. The section on recording and reporting shows you howto record students marks and how to report against the learning outcomes.

There is an emphasis on student-centred learning and activities, becausestudents learn better when they take part in their own learning through thephysical activities. Through the practical activities, they learn to makemeaning of theory.


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The outcomes approach

In Papua New Guinea, the Lower Secondary and Upper Secondarysyllabuses use an outcomes approach. The major change in the curriculumis the shift to what students know and can do at the end of a learning period,

rather than a focus on what the teacher intends to teach.

An outcomes approach identifies the knowledge, skills, attitudes and valuesthat all students should achieve or demonstrate at a particular grade in aparticular subject (the learning outcomes). The teacher is responsible foridentifying, selecting and using the most appropriate teaching methods andresources to achieve these learning outcomes.

Imagine the student is on a learning journey, heading to a destination. Thedestination is the learning outcome that is described in the syllabusdocument. The learning experiences leading to the learning outcome are tobe determined by the teacher. The teacher uses curriculum materials, suchas syllabus documents and teacher guides, as well as textbooks orelectronic media and assessment guidelines, to plan activities that will assist

students achieve the learning outcomes.

The outcomes approach has two purposes. They are:

to equip all students with knowledge, understandings, skills, attitudesand values needed for future success

to implement programs and opportunities that maximise learning.

Three assumptions of outcomes-based education are:

all students can learn and succeed (but not on the same day or in thesame way)

success breeds further success

schools can make a difference.

The four principles of the Papua New Guinean outcomes approach are:

1 Clarity of focus through learning outcomesThis means that everything teachers do must be clearly focused on whatthey want students to be able to do successfully. For this to happen, thelearning outcomes should be clearly expressed. If students are expectedto learn something, teachers must tell them what it is, and createappropriate opportunities for them to learn it and to demonstrate theirlearning.

2 High expectations of all studentsThis means that teachers reject comparative forms of assessment andembrace criterion-referenced approaches. The principle of high

expectations is about insisting that work be at a very high standardbefore it is accepted as completed, while giving students the time andsupport they need to reach this standard. At the same time, studentsbegin to realise that they are capable of far more than before and thischallenges them to aim even higher.

3 Expanded opportunities to learnThis is based on the idea that not all students can learn the same thing inthe same way in the same time. Some achieve the learning outcomessooner and others later. However, most students can achieve highstandards if they are given appropriate opportunities. Traditional ways of


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organising schools do not make it easy for teachers to provide expandedopportunities for all students.

4 Planning and programming by designing downThis means that the starting point for planning, programming andassessing must be the learning outcomesthe desired end results. Alldecisions on inputs and outputs are then traced back from the learningoutcomes. The achievement of the outcome is demonstrated by the

skills, knowledge and attitudes gained by the student. The syllabusesand/or teacher guides describe some ways in which students candemonstrate the achievement of learning outcomes.

Outcomes-based approach

1 What is it that studentsneed to know and

be able to do?

4 What are the mostappropriate strategies to use

in teaching the content?

3 What are appropriate learningstrategies and activities for

assisting students to achievethe outcomes?

2 What is the best way to find

out if the students haveachieved the ou tcomes?

Assessment

Learning andteaching activities

Content

OutcomesEvaluation and

feedback

Learning outcomes provide teachers with a much clearer focus on whatstudents should learn. They also give teachers greater flexibility to decidewhat is the most appropriate way of achieving the learning outcomes andmeeting the needs of their students by developing programs to suit localcontent and involve the community.

The outcomes approach promotes greater accountability in terms of studentachievement because the learning outcomes for each grade are public

knowledgeavailable to teachers, students, parents and the community. Itis not the hours of instruction, buildings, equipment or support services thatare the most important aspect of the education process but rather, whatstudents know and can do, as they progress through each grade. The

outcomes approach means that learning

has a clearer purpose

is more interactivebetween teacher and students, between students

has a greater local context than before

is more closely monitored and acted upon by the teacher

uses the teacher as a facilitator of learning as well as an imparter ofknowledge.


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Learning outcomes

The syllabus learning outcomes describe what students know and can do atthe end of Grade 12. The Physical Education learning outcomes listed belowidentify the knowledge, skills, attitudes and values all students achieve ordemonstrate at the end of Grade 12.

Students can:

1. explain the roles that systems, energy, forces and motion play in theircontribution to movement, and their integration in exercise andperformance

2. design effective and appropriate fitness programs for themselves andothers

3. carry out physical activities incorporating safe and preventive strategies

4. describe the diverse scope of peoples participation in physical activity,the levels of effectiveness of this participation, and factors that mayinfluence this effectiveness

5. implement and conduct sports events and physical activities, respondingto all requirements of efficient coordination, cooperation, and

management6. demonstrate an understanding of the benefits of outdoor leisure activities

7. analyse a chosen physical activity in a systematic way, takingparticipatory, leadership and research roles

8. display enjoyment of physical activity through modelling, leadership andhigh-level participation.


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Learning and teaching

You, as a teacher, must teach the knowledge that is included in the syllabusdocuments. Not only do you have to be able to teach what students shouldknow, you must also be able to interpret that knowledge for students in a

way that makes it relevant to them, and enables them to begin to acquireskills of analysis and problem solving, which will support learning andteaching. You also need to give students some opportunities to apply theirknowledge, to be creative and to solve problems.

Learning and teaching strategies

Students who participate in guided instruction learn more than students whoare left to construct their own knowledge (Mayer 2004). You need to employa variety of learning and teaching approaches because all students do notlearn in the same way. The auditory learner prefers to use listening as themain way of learning new material whereas a visual learner prefers to seethings written down.

Students should be actively involved in their learning and therefore you needto design appropriate practical activities or experiments, using resources thatcan be found in your location.

In Grades 11 and 12, students will already have had a wide variety ofexperiences. You need to make use of your students experiences whendesigning and conducting learning in class, so that learning is connected toyour students world. There are many learning and teaching strategiesdescribed in the Lower Secondary teacher guides.

The most efficient and long-lasting learning occurs when teachersencourage the development of higher-order thinking and critical analysis

skills, which include applying, analysing, evaluation and creating.

Attention should also be paid to developing students affective andpsychomotor skills. To make sure that this takes place, you shouldencourage deep or richrather than shallowcoverage of knowledge andunderstandings.

Developing Physical Education skills

In Physical Education, students acquire the following skills:

writing

demonstration analysing

planning and designing

thinking and questioning skills

researching

evaluation

movement and sporting

passing, kicking, throwing, jumping, stretching or fitness skills


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What do students do in Physical Education?

What follows is some elaboration of the skills that students should developthrough undertaking particular activities.

Analysing values

Values analysis involves gathering, analysing, organising and appraisingfacts in order to understand value positions held by individuals, groups ororganisations. The process of analysing values can assist students to:

identify values involved in an issue, situation or problem

distinguish facts from interpretations of facts or opinions

identify different kinds of bias in statements

identify values implicit in laws or rules and their manner of enforcement

give reasons based on evidence, for either accepting or rejectingparticular values

predict outcomes from given positions.

Charts

Helping students to chartthat is, to organise information in various

groupings under different headingsis quite valuable. It not only helps themto make sense out of a previously unrelated mass of data, but is also acrucial step in the process of developing a store of concepts to use inmaking sense of their experiences. Charts are a powerful organising tooland very helpful in getting students to think about data. They can be usedwhen discussing projects aimed at minimising social issues.

Debates

Debates are formalised discussions in which opposing points of view are

put forward. These discussions allow students to take a position on an issueand justify that position, to perceive other points of view and to analyserelative strengths of arguments. There are several debating formats that canbe used in Physical Education.

A round robin provides opportunity for each student to state a point ofview and a supporting argument.

Divide class members into two groups according to their chosen point ofview. Each side takes turns to put forward a persuading statement.

Students adopt a point of view and develop supporting arguments. Theypresent their arguments in a persuasive manner and counteractarguments in response to opposition.

Diagrams

Diagrams are employed by teachers in a variety of situations. They can beused to illustrate outlines and features of an object or process. They canshow something complex like the HIV virus, which affects the immunesystem and its stages of development. The best diagrams are clear andinclude all the necessary details, with labels to identify features and explainprocesses.


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Discussions

Discussions provide opportunities to express ideas and feelings, listen toothers and to look at issues from other perspectives. However, it is notpractical with more than 20 people. If class discussions are going to be usedin a large class, the class should be divided into two or more groups.

EvaluationEvaluation involves weighing options, consequences and evidence indecision-making contexts in order to make decisions and take action in just,caring and effective ways. The evaluation process often requires us to makedecisions between values that are in apparent or real conflict.

Guest speaker or visit

A guest speaker or visitor is a person who is invited to share his or herknowledge and skills with the students. This may be a teacher from anotherclass, a parent, a member of the local community or a representative from agroup, organisation or institution.

Interviews

An interview involves asking someone questions in order to find out moreinformation about the subject. In this way, students can learn about thingsand peoples opinions first hand. There are usually many people that can beinterviewed in Physical Education, such as health workers, elite and amateurathletes, sport administrators, leisure and fitness personnel, outdooreducators. Students can invite them to the classroom or meet them duringfieldwork. To conduct an interview successfully, students need to:

prepare their questions beforehand

make sure questions are simple and to the point, and that they requiremore than a single-word answer

make sure they tell the interviewee their purpose and thank them at theend

listen carefully to answers

take notes if possible.

Photographs and pictures

Photographs and pictures are visual texts. They can be used to developmany skills, such as observing, classifying, grouping, comparing andcontrasting. Photographs allow for reinvestigation of first-hand experiencesat a later date. They also clarify and stimulate further inquiry. Students cantake and/or use photographs as a means of gathering and recording

information. Computer technology enables photographs to be stored andreproduced in various ways.

Presentations

Presentations are used to share information obtained through individualand group research and study. Presentations can be spoken, written ormultimedia. They give students experience in organising, planning andpresenting information and material to a particular audience and aretherefore valuable experiences for both the presenter and the audience.


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Problem solving

A learning and teaching strategy that is particularly relevant for PhysicalEducation in Grade 12 is problem solving. Students can be involved inidentifying and working towards solutions; for example, in sociological issuesin this context. The classroom, school grounds, arenas for physical activities,community and home all contain problems that are appropriate startingpoints for investigation by students.

The purpose of learning through applying problem-solving skills is to linkconceptual understandings with practical experiences. It is important thatstudents be given the opportunity to apply problem-solving techniques to arange of issues.

The teachers role is to:

assist students to identify problems that are relevant and solvable

organise learning that develops skills in problem solving

choose learning activities that encourage responsible actions.

Reflective learning

Reflection is thinking about what has been learnt. Reflecting often involvesputting learning into a new context, looking at the experiences in a new light,interpreting what has been said or done for different applications or a newsituation. Teachers need to provide time, both during and at the end of anylearning experiences, for students to contemplate the content and processesin which they have engaged. This time needs to allow for individual, small-group and whole-class reflection. As a result of reflective learning, studentsmay develop flexibility and creativity.

Research

One of the best ways to learn in Physical Education is to think of thequestions you want answered or what you want to know or ask about thethings that interest you. This means doing your own research to findanswers. The same applies to your students.

There are a number of steps involved in doing research. The best results areachieved if students do things in the right order and ask the followingquestions.

Defining

What do I want to find out?

What is my purpose?

What are the key words and ideas of this task?

What do I need in order to do to it?

Locating

Where can I find the information I need?

What do I already know?

What do I still need to find out?

Selecting

What information do I really need?


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What can I leave out?

How relevant is the information I have found?

How reliable is the information I have found?

How will I record all the information?

Organising

How can I best use this information? Do I need to use all the information?

How can I best combine information from different sources?

Presenting

How can I present this information?

With whom will I share this information?

How does the audience affect my presentation?

Assessing

What did I learn from all this?

Did I achieve what I set out to achieve?

How did I go with each step of the information process?

How I go with presenting my information?

Where do I go from here?

Simulation

Simulation means assuming roles according to specified rules andprocedures. These can be role-plays or games. Simulation can also involvemaking working models to show how a process actually works.

Surveys

A survey is a method of gathering information for a specific purpose. It maytake various forms, such as a values questionnaire or interview.

Determine the purpose of the survey. What information do we need toobtain?

Consider the form of survey most appropriate to gather the informationneeded on a topic or issue or problem. Be aware that if questions areused, they should be carefully formed to elicit the required information.Physical Education students should frame precise questions, perhapsdiscovering that responses to broad questions often confuse rather thanclarify the purpose of the investigation.

The need to trial a questionnaire could be explored. Supervision, safety

and student protection issues need to be considered and discussed; forexample, when surveying adults. Students should not survey adults otherthan their immediate family without teacher or parental supervision.

Decide with students:

the purpose of this survey

who or what will be surveyed

how the information will be gathered; for example, by questioning,observing, individually by students, in jigsaw groups


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when and where the information will be obtained; for example, athome from parents, on an excursion, at recess in the playground, orin the classroom

on the collation and final format and presentation of the data

What do teachers of Physical Education do?

The Physical Education teacher:

is interested in and concerned about events and movements in the local,national and global sporting community

actively seeks to keep informed of sports and health issues whilemaintaining a critical stance towards sources of information

takes a principled stand, and supports others who do so, againstinjustices and inequalities relating to race, gender, class, physical ormental attributes

values democratic processes as the best means of bringing aboutpositive change

engages in some form of social action to support her or his beliefs.

As a teacher, she or he will:

model democratic values of fairness, justice and equal respect

use a range of teaching styles that foster both individual developmentand group cooperation and enable learners to make the best use of theirdiffering learning styles

encourage her or his learners to adopt a reflecting and questioningposition in relation to physical education knowledge

teach the prescribed curriculum well with an emphasis on infusing issuesdealing with human rights, relationships, self-esteem and respect fordiversity

be a critical and thoughtful teacher.

Developing a program

A teaching program outlines the nature and sequence of learning andteaching necessary for students to demonstrate the achievement of thelearning outcomes. The content of the syllabus describes the learningcontext and the knowledge required for the demonstration of each outcome.The relevant learning outcomes for each unit or topic are stated at thebeginning of the unit and the requirements of the outcomes are elaborated.

Teachers must develop programs that include appropriate learning activities

to enable students to develop the knowledge and skills identified in theoutcome statements.

The content prescribed in the units indicates the breadth and depth withwhich topics should be treated. The sequence of teaching is prescribed bythe sequence of content. The learning outcomes and assessment, however,must be central to the planning of the teaching program.


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Planning and programming units

The main purpose of planning and programming is to help you to arrangethe presentation of the unit in an organised manner. This will help you toknow what to teach and when to teach it. It is strongly recommended thatyou make plans with the other teachers who teach the same subject. Byplanning together, you will allhave better lessons and make better use of

your limited resources.

Points to consider when programming

Which outcomes are students working towards?

What is the purpose of this unit or topic or learning experience?

Which learning experiences will assist students to develop theirknowledge and understandings, skills, and values and attitudes, inPhysical Education?

What are the indicators of student learning that you would expect toobserve?

How can the learning experiences be sequenced?

How do the learning experiences in the unit relate to students existingknowledge and skills?

How are individual learning needs to be catered for?

What are the literacy demands of this unit or learning experience?

What authentic links can be made with the content of other subjects?

How can school events and practices be incorporated into the program?

Do the assessment methods address the outcomes and enhance thelearning?

How can the assessment be part of the learning and teaching program?

The planning processIn this teacher guide, ideas for programming and organising have beenprovided. These have been arranged in steps to help you teach the unit. Thesteps follow the thinking processes involved in the outcomes approach.

Step 1: Interpreting the learning outcomes

The first step is to read the description in the syllabus. Then study thelearning outcomes and what students do to achieve the learning outcomes,in order to determine what students will know and be able to do by the endof the unit. You need to look at the action verb, concept and context of eachlearning outcome. This will help you to see what skills and knowledge areembedded in the outcome.

Step 2: Planning for assessmentIt is necessary to plan for assessment early to ensure that you teach thecontent and skills students need to achieve the learning outcomes. You willhave to decide when to schedule assessment tasks to allow yourself time toteach the required content and time for students to develop the necessaryskills. You will also need time to mark the task and provide feedback.Practical tasks may, for example, be broken into a series of stages that aremarked over several weeks as students progress with making their product.It is not appropriate to leave all assessment until the end of the unit.


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This teacher guide provides performance standards and examples of amarking guide. You should develop marking guides when you are markingtasks to ensure consistency in your assessment. You must also developclear and detailed instructions for completing the task and make sure allstudents know exactly what they have to do.

Step 3: Programming a learning sequence

This step requires you to develop a program outlining a sequence of topicsand the amount of time spent on each topic. If the unit involves a project, forexample, you may plan to teach some theory at appropriate stages duringthe project, rather than teaching all the theory before the students start theproject. To develop your program you need to study the topics listed in thesyllabus and to think about which learning activities will best providestudents with the opportunity to learn the content and practise theappropriate skills, and how long the activities will take. You will have to thinkabout some major activities that last several weeks and smaller activities thatmay be completed in a single lesson.

Step 4: Elaboration of activities and content

Once you have mapped out your program for the term, you must then

develop more detailed plans for each topic in the unit. All units requirestudents to be actively engaged in learning, not just copying from the board.Make sure you develop a range of activities that suit all learning needssome reading and writing, some speaking and listening, some observing anddoing.

Browse through the textbooks and teaching resources you have access toand list the chapters, pages or items that you will use for each topic in yourprogram. The textbooks should also provide you with ideas for activitiesrelated to the topic. You may have to collect or develop some resources foryourself. Once you have sorted out your ideas and information, you can thendevelop your more detailed weekly program and daily lesson plans.

This teacher guide gives some suggested learning and teaching activities for

each unit and some suggested assessment tasks that you might like to useto ensure active learning. It also gives background information on some ofthe content.

Using the internet for classroom activities

Planning

Where appropriate, incorporate computer sessions as part of plannedlearning experiences.

Be aware that computers can be time-consuming and may require extrateacher support at unexpected times.

Consider methods of troubleshooting, such as having students withcomputer expertise designated as computer assistants.

Design activities that provide the opportunity for students to access,compare and evaluate information from different sources.

Check protocols, procedures and policies of your school and systemregarding the use of the internet.

Managing

Ensure that all students have the opportunity to explore and familiarisethemselves with the technologies, navigation tools, e-mail facilities and


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texts on the internet. It is likely that students will have varying degrees ofexpertise in searching for information and navigating the internet.Students will also have varying experiences of, and be more or lessfamiliar with, the way texts are presented on the World Wide Web.

Ensure that all students understand how to access the internet andperform basic functions such as searching, sending and receiving e-mail.

Students with more experience in using the internet may haveinformation that will benefit the whole class. Provide opportunities forstudents to share their experiences, interests, information andunderstandings. As well as planning lessons to instruct students in theseskills, pairing students and peer tutoring on the computer can enablemore experienced students to assist other students.

Ensure that students critically analyse physical education informationgathered on the internet, just as they would for any other text. Theyshould be aware that material posted on the Web is not necessarilysubject to the conventional editorial checks and processes generallyapplied to print-based publications. When evaluating information,students might consider:

the intended audience of the site

bias in the presentation of information, or in the information itself,including commercial or political motives

accuracy of information

balanced points of view

currency of information, including publishing dates

authority of source or author (institution, private individual)

ownership of the website (such as corporate, small business,government authority, academic)

cultural or gender stereotyping.

Ensure that software and hardware (computer, modem) are maintained

in good working order. Ensure that all students are given equal opportunities to use the

computer.

Assessing student work containing material from the internet

Students can download large quantities of information from the internet.In itself, such information provides very little evidence of student effort orstudent achievement. Students must make judgements about the validityand safety of information when working from the Web. They mustconsider the purpose of the text, identify bias, and consider the validity ofarguments presented and the nature and quality of the evidenceprovided.

When assessing student work that includes material drawn from theinternet, it is therefore important to recognise how students haveaccessed the information, what value they place on it and how they haveused it for the topic being studied in class. It is useful to look for evidenceof critical evaluation, and the development of students capacities toaccess, manipulate, create, restore and retrieve information.


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Physical Education requirements

There are three units in Grade 11, which all students must complete. Thereare three units in Grade 12, which all students must complete. There arealso assessment tasks.

Physical Education requirements

Grade Weeks Term Unit Essential resources foractivities and assessment

11 114 1 Moving Body in Action On Your Marks

Anatomical models

School-based manuals

11 1525 2 Health and Care in Physical Activity On Your Marks

11 2640 3 Administration in Sports andPhysical Activity

Sport personnel(administrators)

Sports administration manuals

12 110 1 Analysis of Physical Activity Clubs or associations

On Your Marks

12 1120 2 Socio-psychological Elements ofPhysical Activity

Physical Education forMelanesia

12 2130 3 Recreation, Leisure and Careers inPhysical Activity

Outdoor education texts

Leisure industry personnel

Internet


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Assessing Physical Education

Assessment is an important part of learning and teaching. It is used to:

evaluate and improve learning and teaching

report achievement provide feedback to students on their progress

provide feedback to stakeholders.

Criterion-referenced assessment

Assessment in Physical Education is criterion-referenced and measuresstudents achievement of the learning outcomes described in the syllabus. Incriterion-referenced assessment, particular knowledge, skills or abilities arespecified as criteria that must be achieved. The extent to which they areachieved is assessed and facilitated by the teacher.

Criterion-referenced assessment often takes on a problem-centredorientation, rather than a knowledge-based orientation. To achieve anoutcome means having to demonstrate the attainment of skills and attitudes,not just write about them. Assessment then becomes more than just ameans of judging knowledge and performanceit becomes an integral partof the learning process itself.

Criterion-referenced assessment is:

standards or criterion-referenced; that is, outcomes are judged againstpre-defined standards (see table below)

direct and authentic, related directly to the learning situation. This hasthe potential for motivating learning, since students can see a direct

relevance between what is learnt and what is assessed.

Norm-referenced assessment

Norm-referenced assessment makes judgements on how well the studentdid in relation to others who took the test. It is often used in conjunction witha curve of normal distribution, which assumes that a few will doexceptionally well and a few will do badly and the majority will peak in themiddle, normally judged as average.

Example of a criterion-referenced test

The driving test is the classic example of a criterion-referenced test. Theexaminer has a list of criteria, each of which must be satisfactorilydemonstrated in order to pass; for example, completing a three-point turnwithout hitting either kerb. The important thing is that failure in one criterioncannot be compensated for by above-average performance in others; norcan a student fail in spite of meeting every criterion (as they can in norm-referenced assessment) simply because everybody else that day surpassedthe criteria and was better than him or her.

Criterion-referenced assessment has the following characteristics:

a syllabus that describes what students are expected to learn in terms ofaims, outcomes and content


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a syllabus that provides a clear sense of the syllabus standards throughits aims, outcomes and content

tasks designed to produce an image of what students have achieved atthat point in the learning and teaching process relative to the outcomes

standards of performance at different levels: the performance standards

a report that gives marks referenced to predetermined standards

assessment tasks that refer to syllabus outcomes, content, assessmentcomponents and component weightings

assessment that is better-integrated with learning and teaching.

Criterion or standards-referenced assessment in Physical Education

Learning outcomes performance standards

Learningoutcomes

Very highachievement

High achievement Satisfactoryachievement

Lowachievement

Belowminimumstandard

1. Explains theroles thatsystems,energy, forcesand motion playin theircontribution tomovement, andtheir integrationin exercise andperformance

Demonstratesextensive knowledgeand understanding ofthe roles that systems,energy, forces andmotion play in theircontribution tomovement, and theirintegration in exerciseand performance

Demonstrates soundknowledge andunderstanding of theroles that systems,energy, forces andmotion play in theircontribution tomovement, and theirintegration inexercise andperformance

Demonstratesome knowledgeandunderstanding ofthe roles thatsystems, energyand motion playin theircontribution tomovement, andtheir integrationin exercise andperformance

Limiteddemonstrationof knowledgeandunderstandingof the rolesthat systems,energy andmotion play intheircontribution tomovement, andtheirintegration in

exercise andperformance

Has failedto meettheminimumstandardrequired

2. Designseffective andappropriatefitness programsfor themselvesand others

Demonstratesextensive knowledge,understanding andskills, in prescribingeffective andappropriate fitnessprograms forthemselves and others

Demonstrates soundknowledge,understanding andskills, in prescribingeffective andappropriate fitnessprograms forthemselves andothers

Demonstratesknowledge,understandingand skills, inprescribing fitnessprograms forthemselves andothers

Demonstrateslimitedknowledge,understandingand skills inprescribingfitnessprogramsrequired


3. Carries outphysicalactivities

incorporatingsafe andpreventivestrategies

Demonstratesextensive knowledge,understanding and the

capacity to carry out awide range of physicalactivities incorporatingsafe, preventativestrategies

Demonstratesknowledge,understanding and

the capacity to carryout a range ofphysical activitiesincorporating safe,preventativestrategies

Shows someknowledge of howphysical activities

can be carried outincorporatingsafe, preventativestrategies

Shows limitedknowledge ofhow physical

activities canbe carried outincorporatingsafe,preventativestrategies

Has failedto meetthe

minimumstandardrequired


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Learning outcomes performance standards

Learningoutcomes

Very highachievement

High achievement Satisfactoryachievement

Lowachievement

Belowminimumstandard

4. Describes the

diverse scope ofpeoplesparticipation inphysical activity,the levels ofeffectiveness ofthisparticipation,and factors thatmay influencethiseffectiveness

Researches, identifies

and developsextensive ideas todescribe a wide rangeof peoplesparticipation inphysical activity, thelevel of effectivenessof this participationand the factors thatmay influence thiseffectiveness

Researches,

identifies anddevelops many ideasthat describes arange of peoplesparticipation inphysical activity, thelevel of effectivenessof this participationand the factors thatmay influence thiseffectiveness

researches,

identifies anddevelops someideas thatdescribes a rangeof peoplesparticipation inphysical activity,the level ofeffectiveness ofthis participationand the factorsthat mayinfluence thiseffectiveness

Develops

limited ideas inaccordancewith therequiredknowledge andunderstandingof the outcome

Has failed

to meettheminimumstandardrequired.

5. Implementsand conductssports eventsand physicalactivities,responding to allrequirements ofefficientcoordination,cooperation andmanagement

Designs efficient plansand strategiesrequired to implementand conduct sportsevents and physicalactivities, respondingto all requirements ofeffective coordination,cooperation andmanagement

Designs sound plansand strategiesrequired toimplement andconduct sportsevents and physicalactivities, respondingto all requirementsof effectivecoordination,cooperation andmanagement

Designs plans andstrategies toimplement andconduct sportsevents andphysical activities,responding to allrequirements ofeffectivecoordination,cooperation andmanagement

Developslimited ideasrequired toconduct andimplementsports eventsand physicalactivities


6. Demonstratesanunderstanding

of the benefitsof outdoorleisure activities

Demonstratesextensive knowledgeand understanding of

wide range of theoutdoor leisureactivities and theirbenefits

Demonstratesknowledge andunderstanding of a

wide range of theoutdoor leisureactivities and theirbenefits

Demonstrateslimited knowledgeand

understanding ofwide range of theoutdoor leisureactivities and theirbenefits

Developslimited ideasrequired about

the benefits ofthe outdoorleisureactivities

Has failedto meetthe

minimumstandardrequired

7. Analyses achosen physicalactivity in asystematic way,takingparticipatory,leadership andresearch roles

Independently designsquality research on aselected physicalactivity andproficiently analyses itin a systematic way,taking participatory,leadership andresearch roles

Independentlydesigns research ona selected physicalactivity andproficiently analysesit in a systematicway

Designs researchon a selectedphysical activityand proficientlyanalyses it in asystematic way

Provides limitedanalysis ofphysical activityin researchwith assistance


8. Displaysenjoyment ofphysical activitythroughmodelling,leadership andhigh-levelparticipation

Displays extensiveinvolvement andenjoyment of physicalactivity throughmodelling, leadershiproles and high levelparticipation in careerpaths

Displays reasonableinvolvement andenjoyment ofphysical activitythrough modelling,leadership roles andhigh level ofparticipation incareer paths

Displays someinvolvement andenjoyment ofphysical activitythroughmodelling,leadership andhigh levelparticipation

Displays limitedinvolvementand enjoymentof physicalactivity throughmodelling,leadership andhigh levelparticipation



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Assessment for learning

Assessment forlearning is often called formative assessment. It isassessment that gathers data and evidence about student learning duringthe learning process. It enables you to see where students are havingproblems and to give immediate feedback, which will help your studentslearn better. It also helps you plan your program to make student learning,

and your teaching, more effective. Often it is informalstudents can marktheir own work or their friends. An example is a quick class quiz to see ifstudents remember the important points of the previous lesson.

Assessment of learning

Assessment oflearning is often called summative assessment. Summativeassessment is used to obtain evidence and data that shows how muchlearning has occurred, usually at the end of the term or unit. End-of-yearexaminations are examples of summative assessment. It is usually done forformal recording and reporting purposes.

Assessing Physical Education units

In Physical Education the learning outcomes are assessed using the rangeof assessment methods specified in the syllabus (in the table ofcomponents, weightings and tasks). In deciding what to assess, the startingpoint is: what do you want students to do and/or learn? and following fromthis: how will the students engage with the material? which in turn leads tothe design and development of learning tasks and activities.

It is crucial that at this point the assessment tasks clearly link back to thelearning outcomes and are appropriate for the learning activities.

The assessment can be used for formative and summative purposes.

Assessment can be represented as follows:

Assessment process

Learningoutcomes

Assessmentactivities

Learningactivities

How will studentsachieve this?

How will you, or they,know the learning andteaching interactionhas been effective?

What do you wantstudents to learn?

Once it is clear what needs to be assessed and why, then the form theassessment will take needs to be determined.


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There are many types of assessment tasks that can be implemented; thefactors that will determine choices include:

the studentshow many are there, what is expected of them, how longwill the assessment task take?

the learning outcomes of the subject and how they might be bestachieved.

During the year you must set assessment tasks that ensure that all thelearning outcomes of the subject have been assessed internally. Each taskyou set must include assessment criteria that provide clear guidelines tostudents as to how, and to what extent, the achievement of the learningoutcomes may be demonstrated.

Marking guides and assessment criteria help you with the marking processand ensure that your assessment is consistent across classes. It is importantthat marking guides and assessment criteria are collectively developed.

Students must complete the assessment tasks set. Each task must provideclear guidelines to students for how the task will be completed and how thecriteria will be applied.

When you set a task, make sure that: the requirements of the task are made as clear as possible to the student

the assessment criteria and performance standards or marking guidesare provided to students so that they know what it is that they have to do

sources or stimulus material used are clear and appropriate to the task

instructions are clear and concise

the language level is appropriate for the grade

it does not contain gender, cultural or any other bias

materials and equipment needed are available to students

adequate time is allowed for completion of the task.

Assessment methods

Although assessment components and weightings are stipulated in thesyllabus, you decide which assessment method to use when assessing thelearning outcomes. You should use a variety of assessment methods to suitthe purpose of the assessment. Assessment can be classified into fourcategories: tests; product or project assessments; performanceassessments; and process skills assessments.

Because each has limitations, maintaining a balance of assessmentmethods is very important.

Tests

A test is a formal and structured assessment of student achievement andprogress, which the teacher administers to the class. Tests are an importantaspect of the learning and teaching process if they are integrated into theregular class routine and not treated merely as a summative strategy. Testsallow students to monitor their progress and provide valuable information foryou in planning further learning and teaching activities.

Tests will assist student learning if they are clearly linked to the outcomes.Evidence has shown that several short tests are more effective for student


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progress than one long test. It is extremely important that tests are markedand that students are given feedback on their performance.

There are many different types of tests. Tests should be designed to find outwhat students know, and also to find out about the development of theirthinking processes and skills. Open questions provide more detailedinformation about achievement than a question with only one answer.

Principles of designing classroom tests

Tests allow a wide variety of ways for students to demonstrate what theyknow and can do. Therefore:

students need to understand the purpose and value of the test

the test must assess intended outcomes

clear directions must be given for each section of the test

the questions should vary from simple to complex

marks should be awarded for each section

the question types (true or false, fill-in-the-blank, multiple-choice,extended response, short answer, matching) should be varied.

Tests should:

be easy to read (with space between questions to make reading andwriting easier)

reflect an appropriate reading level

involve a variety of tasks

make allowance for students with special needs

give students some choice in the questions they select

vary the levels of questions to include gathering, processing andapplying information

provide enough time for all students to finish.

Assignments

Assignments are unsupervised pieces of work that often combine formativeand summative assessment tasks. They form a major component ofcontinuous assessment in which more than one assessment item iscompleted within the term.

Any of the methods of assessment can be set as assignments, althoughrestrictions in format, such as word limits and due dates, are often put on theassessment task to make them more practical.

Investigations

An investigation involves students in a study of an issue or a problem.Teachers may guide students through their study of the issue; or individualstudents, or groups of students, may choose and develop an issue inconsultation with the teacher. This assessment component emphasises thestudents investigation of the issue in its context, by collecting, analysing,and commenting on secondary data and information. Students should beencouraged to consider and explore a variety of perspectives as theydevelop and state their position on the issue. Students may present theinvestigation for assessment in a variety of forms, including one or a


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combination of the following: a written report, an oral presentation, awebsite, linked documents, multimedia, a video or audio recording.

Criteria for judging performance

The students performance in the investigation will be judged by the extent towhich the student:

identifies and describes the issue or problem describes and explains the causes and effects

critically analyses information and outlines possible steps leading to asolution or recommendation.

Portfolios

Portfolios provide evidence for judgements of student achievement in arange of contexts. Portfolios contain a specific collection of student work orevidence. This collection of work should provide a fair, valid and informativepicture of the students accomplishments.

Computer-based tasksUsing computers to administer student assessment can provide flexibility inthe time, location or even the questions being asked of students. The mostcommon type of computer-based assessment is based on multiple-choicequestions, which can assist teachers to manage large volumes of markingand feedback.

Performance or presentation assessments

A presentation provides opportunities for students to develop skills andconfidence when presenting to an audience. When presentations are usedfor assessment purposes, howstudents present is as important as whattheypresent. Performances and presentations can be formal or informal. Class orgroup performances must be timed and the purpose clearly defined. Allparticipants have a task to perform. However, as part of learning andteaching or formative assessment, all members should have an opportunityto perform different roles throughout the year. Group presentations can beshared among members to allow all members a turn at talking or performing.

Group and individual oral presentations and performances can be very timeconsuming, both in their use of valuable lesson time and in marking. Thebest approach is to allocate topics or allow students to choose from a varietyof topics, to develop clear criteria for presentations, and to require the rest ofthe class (audience) to take notes, identify key points or write an evaluationto enhance their learning.

Spotlighting uses individual student checklists. This method can be used tofocus on a few selected aspects of student performance or outcomes; forexample, when assessing student performances in drama or music. It is bestto focus on five to six students at a time, systematically working through theclass over time. Focused questioning is a technique often used inconjunction with spotlighting. With focused questioning, teachers can gain adeeper awareness as to whether or not students understand the concepts orskills being taught.


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Process skills assessments

This method of the assessment component, the process skills assessment,involves assessing students understanding of concepts based on thepractical skills that can be used, the evaluation of work done, and/or thereporting of information. These skills include, for example:

interpretation skills

evaluation skills

reflection skills

communication skills (such as writing, speaking and listening).

Types of assessment tasks

Using different assessment tasks is the way to make sure that students areable to demonstrate the range of their abilities in different contexts. Eachcategory has advantages in assessing different learning outcomes. Forexample, a selected response assessment task, such as a series of multiple-choice questions, is able to assess all areas of mastery of knowledge, but

only some kinds of reasoning.

Assessment ideas for individual students or groups

Tests Products or projects Performances Process skills

Multiple-choice

Essay

Matching

Short answer

True or false

Extendedresponse

SportsTeam events

Practical tests

Advertisements

Audiocassettes

Autobiographies

Brochures

Case studies

Displays

Drawings

Charts, diagrams

Handbooks

Essays

Announcements

Cooperative learninggroup activities

Debates

Demonstrations

Discussions

Conferences

CommercialsExplanations

Excursions

Anecdotal records

Checklist observationsfor processes

Concept mapping

Conferences: teacherand peer

Debriefing interviews

Experiences checklistsInteractional analyses

Interviews

Photographs

Portfolios

Posters

Product descriptionsand promotions

Projects

Oral presentations

Role plays

News reports

Reports

Speeches

Warnings

Journal entriesregarding processes

Learning logs

Observations

Oral questioning

Process folios

Proposals

Questionnaires

Research papersJournals

Letters to editor,

television station orbusiness

Retelling in own words

Tailored responsesTelling how they didsomething and

justifying theapproach

Newspapers

Pamphlets


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Feedback

When you assess the task, remember that feedback will help the studentunderstand why he or she received the result and how to do better next time.

Feedback should be:

constructive, so students feel encouraged and motivated to improve

timely, so students can use it for subsequent learning

prompt, so students can remember what they did and thought at the time

focused on achievement, not effort. The work, not the student, should beassessed

specific to the unit learning outcomes, so that assessment is clearlylinked to learning.

Types of feedback

Feedback can be:

informalor indirectsuch as verbal feedback in the classroom to the

whole class, or person to person formalor directin writing, such as checklists or written commentary to

individual students, in either written or verbal form

formativegiven during the topic with the purpose of helping thestudents know how to improve

summativegiven at the end of the topic with the purpose of letting thestudents know what they have achieved.

Who assesses?

Teacher assessment

Assessment is a continuous process. You should:

always ask questions that are relevant to the outcomes and content

use frequent formative tests or quizzes

check understanding of the previous lesson at the beginning of the nextlesson, through questions or a short quiz

constantly mark or check the students written exercises, class tests,homework activities and so on

use appropriate assessment methods to assess the tasks.

Frequency of assessment

You should schedule the specified assessment tasks to fit in with theteaching of the content of the unit that is being assessed. Some assessmenttasks might be programmed to be undertaken early in the unit, others at theend of the unit. You should take care not to overload classes withassessment tasks at the end of the term.

Judging student performance

Student achievement is recorded and reported against standards. You mustuse performance standards or marking guides, examples of which areprovided in this teacher guide, when making a decision about the


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achievement of your students in relation to the learning outcomes. Theperformance standards describe the level at which the student has to beworking to achieve a particular standard or mark.

Students should always have access to a copy of the assessment criteriaand the performance standards, so that they know what it is they have toknow and be able to do to get a good mark in a particular task. Theperformance standards will help you in your marking and will help your

students improve their performance in the future. They are useful whenproviding feedback to students, as they explain what it is the student needsto do to improve.

Moderation

To make sure that you are interpreting the performance standards correctlywhen assessing your students, it is important to undertake PhysicalEducation moderation of student work within your school and with teachersof nearby schools.

To moderate student work, a common assessment task must be used and amarking scheme developed so that all students complete the same taskunder the same conditions, and all teachers use the same marking scheme.Teachers can then compare (moderate) the students work and come to acommon understanding of the performance standards and the requirementsfor a particular mark or level of achievement.

Moderation enables you to be sure that your understanding of the requiredstandards for levels of achievement is similar to the understanding of otherteachers and that you are assessing students at the appropriate level.

Self-assessment and peer assessment

Self-assessment and peer assessment help students to understand moreabout how to learn. Students should be provided with opportunities toassess their own learning (self-assessment) and the learning of others (peer

assessment) according to set criteria.Self-assessment and peer assessment:

continue the learning cycle by making assessment part of learning

show students their strengths and areas where they need to improve

engage students actively in the assessment process

enable students to be responsible for the learning

help to build self-esteem through a realistic view of their abilities

help students understand the assessment criteria and performancestandards.

Managing assessment tasks for Physical Education

Usually, the marking of assessment tasks is done by the teacher. To reducethe amount of work it is necessary to develop a strategic approach toassessment and develop efficiencies in marking.

In Physical Education there are some assessment tasks that may be new toteachers and students. Below are suggestions on how to manage some ofthese tasks to minimise marking or presentation time.


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Develop efficiency in marking

Clarify assessment criteria

Plan the assessment task carefully, and make sure that all students areinformed of the criteria before they begin. Discuss the task and its criteria inclass, giving examples of what is required. Distribute a written copy of theinstructions and the criteria, or put them on the board. Making the

assessment criteria explicit speeds marking and simplifies feedback.

Supply guidelines on what is required for the task

Supplying guidelines reduces the amount of time wasted evaluating studentwork that is irrelevant.

Use attachment sheets such as marking guides

An assignment attachment sheet, which is returned with the assessed work,rates aspects of the task with a brief comment. Such a system enables eachstudents work to be marked systematically and quickly. This strategy can beapplied to posters, presentations and performances.

Assess in class

Use class time to carry out and to assess tasks. Performances orpresentations, marked by you or the students, enable instant developmentalevaluation and feedback. Brief assessments of projects, stages of the designprocess, or practical work take less time to mark and are useful becausethey give immediate feedback to students on their progress and allow you tomark the project in stages with minimum effort.

Feed back to the whole class

Giving feedback to the whole class can cut down on the amount of individualfeedback required. On returning assessed work, emphasise the criteria forjudging the work, discuss the characteristics of good and bad answers, and

highlight common strengths and weaknesses.

Set group-work alternatives

Assess one performance per group. The students mark is the group mark,but may include a component based on the contribution of the individual. Astrategy for allocating an individual mark includes each member of the groupusing criteria to evaluate the relative contributions of individuals, with themarks averaged for the individual.

Set clear deadlines

Set aside a time for marking. Be careful about extending this period (byallowing students to hand in work late).

Treat each task differently

Every piece of work need not be evaluated to the same degree; a mark neednot be the outcome in every case; and every piece of student work need notcontribute to the final grade. Assessment is designed to enhance thelearning and teaching experience for the teacher and the learner, not just togive marks.


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Sample assessment tasks

All assessment tasks must test whether or not the student has achieved theoutcome or outcomes. Each task must have clear and detailed instructions.Students must know exactly what they have to do. You should develop

marking guides when you are marking tasks to ensure consistency of yourassessment.

Grade 11

The following is an example of an assessment task and marking guide.Teachers can use the sample to develop other assessment tasks, criteriaand performance standards.

Sample task: Performance analysis and journalling

Learning outcomes

Students can:

2. design effective and appropriate fitness programs for themselves andothers

3. carry out physical activities incorporating safe, preventive strategies.

Suggested assessment criteria

Students will be assessed on the extent to which they:

develop quality and depth of written entries

keep accurate records and measurements

use correct terminology

apply appropriate methodology

15 marks

recognise trends and changes

effectively apply knowledge and concepts

participate in insightful discussion

support discussion by reference to class notes, other resources

make sound judgements

suggest useful recommendations for change.

55 marks

demonstrate consistent, complete and neat presentation.

10 marks

Task specifications

undertake a basic fitness assessment test (pre-test)

undertake fitness training activities for 46 weeks

start and maintain a fitness training journal to monitor progress


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repeat the fitness assessment test (post-test) under as close to identicalconditions of the pre-test as possible

assess any performance changes and evaluate, suggesting why thesechanges may have come about

evaluate the success (or not) of their fitness training program andsuggests how their performance may be improved.

Sample marking guide

Marking guides, like the one below, should be used to assess the tasks youset. You can tick the appropriate box, look at the performance standards andthe students overall achievement and give an on-balance assessment.

If, for example, the students gets two ticks in the Very high achievement(VHA) column, most of their ticks in the High achievement (HA) column,several ticks in the Satisfactory achievement column and one tick in theLow achievement column, then on balance you would give the students aHigh achievement and a mark between 70 and 89.


11.2 Performance analysis and journalling 80 marks

Criteria VHA HA SA LA

Develop quality and depthof written entries

accurate records andmeasurements

correct use of terminology appropriate methodology

Demonstrateunderstanding of the ideasand concepts in

discussions and journalentry

recognises trends andchanges

effective application of

knowledge and concepts insightful discussion

discussion supported byreference to class notes, otherresources

makes sound judgements suggests useful

recommendations for change

Adhere to requirements ofthe task

consistent, complete, neatpresentation


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Grade 12

The following is an example of an assessment task and marking guide.Teachers can use the sample to develop other assessment tasks, criteria

and performance standards.

Sample task: Physical performance

As a class, students negotiate and, by consensus, select an adventureactivity in which to participate that is readily available in Papua New Guines.They choose one from:

trekking

camping

canoeing

kayaking

sailing snorkelling

scuba diving

Learning outcomes

Students can:

6. demonstrate an understanding of the benefits of outdoor leisure activities

8. display enjoyment of physical activity through modelling, leadership andhigh level participation.

Assessment criteria

Students will be assessed on the extent to which they:

participate actively in the chosen physical activity

demonstrate the correct skills required in the activity

enhance performance through aspects of fitness, training, psychological,match and strategies

use essential fitness strategies.

Task specifications

identify the physical activity to participate in

draw up program for performance, highlighting when, how manyparticipants, resources, equipment required and so on

correctly apply fitness strategies required for that performance


Marking guides, like the one below, should be used to assess the tasks youset. You can tick the appropriate box, look at the performance standards andthe students overall achievement and give an on-balance assessment.


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If, for example, the students gets two ticks in the Very high achievement(VHA) column, most of their ticks in the High achievement (HA) column,several ticks in the Satisfactory achievement column and one tick in theLow achievement column, then on balance you would give the students aHigh achievement and a mark between 70 and 89.


12.3 Physical performance xx marks

Criteria VHA HA SA LA

Participation the extent to which the studentparticipates actively in the chosen physicalactivity

students participation links to appropriatesport chosen

Analysis how well does student analyseperformance issues relating to the activity

how well does student critique theperformance procedures and process

Communication

how logical, clear and appropriate is theperformance of the chosen physical activity


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Learning activities and assessment tasks

Examples of learning activities and assessment tasks for each of thePhysical Education units are provided in the following sections. Someexamples are explained in detail.

Grade 11 units

11.1 Moving Body in Action

Suggested activities

Anatomy

provide an overview of the skeletal system and name five functions of

this system describe what you find where two bones are joined that allow for

movement

types of joints

explain functions

describe significance to movement and exercise

The muscular system

provide an overview of the muscular system showing the nature ofskeletal muscles

indicate the three main muscular system functions

describe the types of muscles and their significance explain muscle attachment

provide causes of muscle strengths and increases

perform various muscular contractions as force is applied according tothe movement that they cause and name them

lifting mini-weights

leg curls

pushing against walls

The circulatory system

measure blood pressure using a sphygmomanometer

120/80normal blood pressure

180/90during exercise

measure resting heart rate (normal is about 7072 beats per minute)

measure resting heart rate under these conditions:

stress

excitement

eating and smoking


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measure exercise heart rate in walking, running and jogging at maximumusing the formula:maximum heart rate = 220 age (in years)

The respiratory system

view a diagram of the system and list three main functions

name the respiratory organs using breathing mechanics of inspirationand expiration

Central nervous system

view a diagram of the central nervous system (CNS) and name its parts

name the major functions of the CNS and how it works

explain the characteristics of the stimulating of muscle to contract, byelectrical impulses from the brain to the muscles, as force is applied

Physiology

Work, power and energy

define and explain the terms anaerobicand aerobic describe and explain how ATP is used

how is ATP produced anaerobically and aerobically

the aerobic energy systems are the major sources of energy formuscular contractions for up to 90 seconds

give 8 examples of sporting activities that require energy for a periodno greater than 90 seconds

classify each of these examples according to whether energy is appliedanaerobically by: the ATP PC system; the ATP PC and the lactic acidsystem

give reasons for the classifications made above

students participate in two to three minutes of continuous low-intensityactivities

in that performance, the body obtains most of its energy from the aerobicsystem

students will give at least 8 examples of sporting activities that woulduse this energy system

give reasons why these activities primarily use this energy system

Physiological factors affecting performance

describe the difference between slow twitched fibres and fast twitchfibres and link to various motor activities (like marathon running,sprinting, basketball)

classify the different types of muscle contractions and compare isometricexercises and isotonic exercises

Improving physiological capacity

explain the value of goal setting as an important tool for physicalperformance

describe and explain how arousal, anxiety and imagery can play anessential part in readiness to participation before, during and after sportsperformance


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design a suitable training program for themselves or other athletesincorporating specific training methods

identify samples of various sports, periodise training sessions and applyto their chosen sports

Biomechanics

identify examples of activities that represent linear motion conduct simple movement workshops to analyse concepts related to

motion; for example:

calculate speed and acceleration

observe body motion when accelerating or decelerating (stridelength; stride frequency; the body itself)

Newtons laws of motion

observe and analyse an athlete in the track events and study :

the stand start position

a crouch start position with head down

the body erect the feet parallel and a shoulder-width apart

make an analysis using Newtons laws of motion and how they apply inthose situations

compare and contrast a player in a team sport with a player in anindividual sport

analyse their applications of Newtons laws of motion and state thedifferences between these two types of players

compile a report of your analysis

identify the parts of the body where levers are applied or can be found

perform activities to establish the fulcrum, resistance and effort

perform activities to establish the 3 classes of levers (first class, secondclass, third class)

identify the levers in the body

discuss and tabulate information on the body parts in terms of thefulcrum, resistance, force and type of body movement

Factors influencing motion

perform, observe, analyse, and report on practical activities and comparethese, to understand movement patterns with the application of thefactors listed above; some activities can include striking a ball, throwing aball and so on

evaluate the efficiency of these movements (and others) in terms oftechnique

Centre of gravity and stability

analyse a range of movements to identify balance and stability concepts

centre of gravity in partner balances, sprint start, high jump

causing an opponent to lose balance by changing directions


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Forces and torques

investigate a range of movements to identify force conceptsapplyingforce when:

changing direction

taking off in long jump

throwing a ball

absorbing force when landing or catching a ball

identify situations where torque is applied

identify factors that torque is dependent on

calculate, in different activities, the force of torque applied

torque = force x length of the lever arm

activities may include diving, a golf swing, kicking a rugby ball (at itscentre)

Projectile motion and motion in fluids

identify various sports where a projectile is thrown or kicked formaximum distance

in those activities listed, analyse the following:

what is the best angle of release to get maximum distance?

does the projectile have a spin? If so, does it affect the flight path?

Suggested assessment task

Students will be assessed on the knowledge, skills and attitudes achieved inthis unit. Teachers are encouraged to select or adapt or develop their ownassessment tasks and criteria. Students must always be made aware of thecriteria before each assessment task.

Test

Students do a written test based on the knowledge andunderstanding of anatomy, physiology and biomechanics.

30 marks

11.2 Health and Care in Physical Activity


Preparation for participation

Fitness for health

identify one successful local, national and international club that hasexisted for more than 10 years

develop a critical analysis of why such clubs are so successful,considering organisational features, structure and procedures andconstitution


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students participate in meetings conforming to formal procedures;arrange for students to attend meetings organised by the student body

Fitness for specific activity or performance

analyse levels of fitness of various populations in their community

students to develop and maintain a training journal to monitor progress

students to conduct and evaluate a training program for an extendedperiod of time (4-6 weeks)

students complete a fitness test

students may design their own fitness testing plan

Maintaining fitness

Nutrition for exercise

analyse the relationship between nutrition, exercise and health

survey a population group to assess their physical activity level andnutritional status

discuss health and nutritional issues that affect teenagers, together withthe impacts on their physical activities; issues may include: obesity,eating disorders, mental health, STIs

debate arguments for and against the importance of good nutrition andexercise

lack of exercise leads to some major health conditions

regular exercise with good nutrition is essential for healthy youth

Injury prevention and treatment

Prevention

describe how to prevent sports injuries through effective warm-upsessions

discuss how warm-ups helps to reduce the risk of injury

plan and conduct warm-up sessions consisting of lowhigh intensityactivities, stretching and sports-specific activities

students to be accredited with first aid certificates facilitated by St Johns

Treatment

examine physiological responses of the body at the site of a sport injury

analyse types of injuries and their treatment applications

SALTAPS

RICERS strapping

if unable to provide immediate help, next course of action

identify some common injuries or problems and their causes anddescribe their preventative measures

Recovery and rehabilitation

identify the professionals that guide rehabilitation to prevent furtherinjury; discuss the importance of such rehabilitation


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research the roles of a doctor, physiotherapist, sports trainer in thediagnosis and rehabilitation of sports injuries

Suggested assessment task

Performance analysis and journalling

Each student:

undertakes a basic fitness assessment test (pre-test)

undertakes fitness training activities for 46 weeks

starts and maintains a fitness training journal to monitor progress

repeats the fitness assessment test (post-test) under as close to identicalconditions of the pre-test as possible

assesses any performance changes and evaluates, suggesting whythese changes may have come about

evaluates the success (or not) of their fitness training program andsuggests how their performance may be improved.

80 marks

Assessment criteria

quality and depth of written entries

accurate records and measurements

correct use of terminology

appropriate methodology

15 marks

recognises trends and changes

effective application of knowledge and concepts

insightful discussion discussion supported by reference to class notes, other resources

makes sound judgements

suggests useful recommendations for change.

55 marks

consistent, complete, neat and presentation

10 marks

11.3 Administration in Sports and Physical Activity


Organisation and management

Organisational structures and procedures

identify one successful local, national and international club that hasexisted for more than 10 years


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develop a critical analysis of why such clubs are successful, consideringthe organisational features, structure and procedures and constitution

students participate in meetings conforming to formal procedures;arrange for students

to attend meetings organised by the student body

to observe meetings organised by staff members or departments

to observe (if possible) a high delegation meeting while attending any organised meetings students must monitor, record

and evaluate the success of the meetings

students distinguish the roles and responsibilities of differentadministrative positions

situationstudents take on the role and responsibilities of a clubspresident or chairman and, guided by the clubs constitution on how toperform the administrative roles and responsibilities, they describe howto do that in paragraphs

Competitive events

students examine the organisational steps involved in a significant sportsevent (such as a school carnival, corporate events, community events orschool afternoon sports)

in groups, students can choose a sport event (outlined above) and drawup procedures involved in staging the event, taking into account howmany people involved, amount of work, days of competition and so on

students can design sports or tournament draw(s), outlining their natureas systems (round robin, ladder or knock-out)

students design and administer a sport initiative

students analyse impacts of different types of tournaments onperformance

Financial planning students prepare submissions for grants, sponsorship or funding

students can prepare a simple budget

Legal and safety requirements

students discuss legal and ethical issues that affect sports administration

students visit an insurance company to discover what types of insuranceor policies are in place to cater for sports

students visit a local sports team and investigate their knowledge andunderstanding of legal requirements like insurance cover for their players

Equipment and facilities responsibilities

students can use designed measurements and procedures to mark outan athletic track and the field and courts sports dimensions

students describe procedure for getting quotations and makingpurchases

students evaluate a major event and devise recommendations forimprovement, taking into consideration:

teachers-guide-upper-secondary-physical-education

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