ࡱ> 47-./0123{ ]bjbjBrBr W0  U.TvTvDr|z^؅jjj$?@&jjj&;j^jԵ P~;Ȍ*:Q011t1jjjjjjj&&jjjjjjj1jjjjjjjjjTv t:  Assessment resources for use with the Growing Coaches Programme Physical Education Level 1 Achievement Standard 90967 3 credits Demonstrate strategies to improve the performance of a physical activity and describe the outcomes Growing Coaches Resource Title: Can we improve performance? These assessment activities have been written for use with students who are using the Growing coaches programme. They can be used in a physical education class that may be focusing on coaching or with a coach education programme. If these are being used with a coach education programme please refer to the Growing Coaches programme guide for the section headed Considerations (page15) to ensure effective communication This resource has NOT been quality assured by NZQA and should be subjected to the schools internal moderation procedures before use. It may also need to be modified to meet the learning needs of the schools students and to ensure authenticity. Internal Assessment Resource Achievement Standard Physical Education 90967: Demonstrate strategies to improve the performance of a physical activity and describe the outcomes Resource reference: Physical Education 1.6A v2 Resource title: Can we improve performance? Credits: 3 Teacher guidelines Teachers need to be very familiar with the outcome being assessed by Achievement Standard Physical Education 90967. The achievement criteria and the explanatory notes contain information, definitions, and requirements that are crucial when interpreting the standard and assessing students against it. The level 1 achievement standards can be found at:  HYPERLINK "http://www.nzqa.govt.nz/ncea/assessment/search.do?query=Physical+Education&view=achievements&level=01" http://www.nzqa.govt.nz/ncea/assessment/search.do?query=Physical+Education&view=achievements&level=01 Context/setting This assessment requires students to use appropriate strategies to work towards improving their athletes or teams performance in (the chosen context) and to describe, comprehensively, the outcomes. Students will draw on knowledge from achievement objectives 6B1, 6B3 and 6C3, and will need to build and develop knowledge about: the technique/s of (the chosen context) tactics and strategies of (the chosen context) observing performance and being able to identify key aspects using principles of motor skill learning to acquire, apply and refine practice applying scientific and technological knowledge to enhance performance in (the chosen context) This could connect with and follow assessment of Physical Education 90963. Demonstrate understanding of the function of the body as it relates to the performance of physical activity. the role and place of practice in improving performance providing constructive feedback, feed forward and/or comment on performance, and being able to discuss with others (such as peers, teachers, coaches or parents) possible ways of improving Use of apps such as Coaches eye, Ubersense or other apps that consider analysis of performance consideration of other factors that may or may not affect the improvement of performance experimentation with, and reflection on what works and what doesnt when working to improve performance. Students will plan for performance improvement by: Observing their chosen context and identifying what is going well and what needs development selecting specific factors they would like their team or athlete to improve. Technique MUST be one of these factors. identifying and being able to explain reasons for their choices planning for improvement by selecting strategies that will be most appropriate and effective in helping them to improve in the three weeks allocated. Student reflection is expected to be ongoing. However, teachers are advised to set specific times each week for students to reflect on what is working and therefore should continue, and what is not working and might need to be modified. Strategies to improve could include at least one technique and at least one other, from: (Students are able to add to this list) quality of practice type of practice amount of practice knowledge of tactics and strategies levels of related fitness level of motivation goal setting. Conditions This assessment activity will take place through ongoing assessment opportunities. You will need to decide a time period and set a due date for completion of the assessment work. Students will demonstrate chosen strategies, and describe the outcomes of the application of the strategies in a log, blog or journal, and/or a multimedia presentation that shows the students demonstrating their use of strategies and the effect of the strategies on performance. Evidence of demonstration of strategies will come from self-reporting and ongoing teacher observation. (See resource A for an example of a gathering evidence tool) Evidence of the outcome of the use of the strategies will come from student logs, blogs, journals and/or a multimedia presentation, as well as discussions with the teacher. Resource requirements Students may require access to computers or digital devises with suitable software or applications to be able to record performance and then analyse it. Growing coaches Programme guide: Developing effective sessions page 29 Modifying Your Activities for Your Athletes page 32 Skill Learning 30 32 Games approach Pages 33 34. Growing coaches Journal: Activity 7 Pages 20 21 Activity 8 Page 22 Delivering great coaching sessions Pages 28 40. Additional information This assessment activity could be linked to assessment of Physical Education Achievement Standard 90966 (1.5) and the assessment activity Using interpersonal skills to coach a team. The Growing Coaches and Growing Leaders resources are available at:  HYPERLINK "http://www.sportnz.org.nz/en-nz/young-people/Growing-Coaches/Growing-Coaches-Resources/" http://www.sportnz.org.nz/en-nz/young-people/Growing-Coaches/Growing-Coaches-Resources/  HYPERLINK "http://www.sportnz.org.nz/en-nz/young-people/Growing-Leaders/Growing-Leaders-Resources/" http://www.sportnz.org.nz/en-nz/young-people/Growing-Leaders/Growing-Leaders-Resources/ This assessment activity could also be linked to assessment of Physical Education Achievement Standard 90963 Demonstrate understanding of the function of the body as it relates to the performance of physical activity. Adaption of Physical Education 1.2A Shoot Hoops assessment activity to the context that is being used could provide students with knowledge about the requirements of their selected context. This assessment activity can be found at:  HYPERLINK "http://ncea.tki.org.nz/Resources-for-aligned-standards/Health-and-physical-education/Physical-education/Level-1-Physical-education" http://ncea.tki.org.nz/Resources-for-aligned-standards/Health-and-physical-education/Physical-education/Level-1-Physical-education Scroll down to  The information gathered using that activity could help students identify aspects of their performance that they could improve during this assessment. Internal Assessment ResourceAchievement Standard Physical Education 90967: Demonstrate strategies to improve the performance of a physical activity and describe the outcomes Resource reference: Physical Education 1.6A v2 Resource title: Can we improve performance? Credits: 3 Student instructions What do you need to do for the standard? Read the requirements of the standard. This can be found at:  HYPERLINK "http://www.nzqa.govt.nz/ncea/assessment/search.do?query=Physical+Education&view=achievements&level=01" http://www.nzqa.govt.nz/ncea/assessment/search.do?query=Physical+Education&view=achievements&level=01 Scroll down to 90967 (also known as ASPE1.6) Demonstrate strategies to improve performance of a physical activity and describe the outcomes AchievementAchievement with MeritAchievement with ExcellenceDemonstrate strategies to improve the performance of a physical activity and describe the outcomes.Demonstrate strategies to improve the performance of a physical activity and describe, in depth, the outcomes.Demonstrate strategies to improve the performance of a physical activity and describe, comprehensively, the outcomes. You will need to demonstrate (use) the strategies you have selected to improve performance. One of these strategies must be knowledge of technique(s). The difference between achieved, merit and excellence is the quality of your description of the outcomes, whether you describe (achieved), describe in depth (merit) or describe comprehensively (excellence) Strategies to improve the performance of a physical activity should be developed from knowledge of technique(s) and one of the following: quality of practice type of practice amount of practice knowledge of tactics and strategies levels of related fitness level of motivation goal setting. Describe involves giving details of characteristics of the strategies that influence performance of physical activity and how they were applied for performance improvement. In order to do this, students first need to demonstrate the influencing strategies. Describe, in depth, involves explaining how and why the strategies influence performance in a physical activity and why the strategies were applied for performance improvement. In order to do this, students first need to demonstrate the influencing strategies. Describe, comprehensively, involves considering how well the application of the strategies did or did not result in performance improvement. These judgments are supported with explanation and examples or evidence. In order to do this, students first need to demonstrate the influencing strategies. (EN2 AS 90967) The Assessment Activity Introduction This assessment activity requires you to coach an athlete or team with the aim of them improving their performance in the selected context. You need to demonstrate and describe, comprehensively, the outcome of the strategies you used to improve performance. You will need to find out what the athlete/s or team can already do and what they need to improve, then choose strategies that will best help improvement. The assessment will take place over _____ weeks. Your teacher will specify a due date for completion of your assessment work. You will be assessed on how well you demonstrate strategies to improve the performance of a physical activity, and your comprehensive description (evaluation) of how well the application of the strategies did or did not result in performance improvement. Task 1 Following observation, analysis and discussion of and with your athlete(s) or team, select relevant strategies that you will use with the aim of improving performance in your selected context. One strategy that you will use has to be technique. The other/s can be but is/are not limited to any of: quality of practice type of practice amount of practice knowledge of tactics and strategies levels of related fitness level of motivation goal setting. Let your teacher/assessor know which other strategy(ies) you will be using to improve performance. Your teacher will observe you using (demonstrating) the strategies you have chosen to improve your performance and may ask you questions about why you are using the strategies, how you are using them and how well they are working or not working as the case may be) Your teacher may record your answers or ask you to record them in your coaching journal/log/blog or both. During your programme, you will have at least 3 opportunities to do this so that you can modify or change your strategies if needed. Questions Along with your own observations, communicate with your athlete or team and ask them what is working for them and what is not. Here are some questions your teacher may ask you as you use your selected strategies. Be prepared to answer them in detail using examples from your practical application to support your explanation and judgements. You could also use these questions in your coach journal/log/blog. What strategy are you applying? How are you using it? Why are you applying this and how do you think it will help improve your overall performance? Is it working as you expected at the moment? How do you know? What is working well, how is it helping your athlete or team to improve? How do you know? If it is working well, how well is it working, is there any change you could make to make it work even better? How could you do this? What will you do next and why? What is not working well? How do you know this? What will/could you change to make it work better? Was this a good strategy to use in relation to performance improvement? Would you use this strategy again in the future or are there more appropriate ones you could use? Do you think you have to explicitly work to improve performance or do you think performance will improve anyway? Your teacher may provide some other specific questions for you to prepare answers for, before your interview(s). Assessment schedule: Physical Education 90967 Can we improve performance? Evidence/Judgements for AchievementEvidence/Judgements for Achievement with Merit Evidence/Judgements for Achievement with ExcellenceThe student demonstrates strategies to improve the performance of a physical activity and describes the outcomes. The student chooses a physical activity they want to practice and improve, identifies an aspect/s of their performance that they want to improve, and selects at least two strategies to improve their performance. The student demonstrates the strategies used to improve their performance, and uses at least one strategy derived from knowledge of technique(s) and at least one other strategy. Other strategies the student uses might include, for example: quality, type and/or amount of practice; knowledge of tactics and strategies; levels of related fitness; level of motivation, or goal setting. The student gives details of characteristics of the strategies that influenced their performance of the physical activity, and of how they were applied for performance improvement. The student supports their response with demonstrations and/or other evidence. For example (partial): Context: Street-ball, lay ups Strategy: Technique Teacher observations, plus: My aim was to teach team members how to do a lay up as the team could get the ball to the end but the ball was not going in. I started by getting a player from another team to show them what a layup looked like. I then let them try to do one for about 10 15 minutes. I then stopped them and showed them the important parts of the run in and where to place the ball on the backboard. I watched each player a few times and told them what they were doing right and what they still needed to work on. The ball started going in! Getting the footwork right and placing the ball in the right place on the backboard and not throwing the ball too hard at the backboard meant that the ball went in more. I then got them into pairs and they filmed each other doing a layup using the coaches eye app. They then watched each others clip and were able to discuss what they needed to work on. As their coach I was able to get them to tell me what they were going to do and I could check that it was right by looking at their video clip.The student demonstrates strategies to improve the performance of a physical activity and describes, in depth, the outcomes. The student chooses a physical activity they want to practice and improve, identifies an aspect/s of their performance that they want to improve, and selects at least two strategies to improve their performance. The student demonstrates the strategies used to improve their performance, and uses at least one strategy derived from knowledge of technique(s) and at least one other strategy. Other strategies the student uses might include, for example: quality, type and/or amount of practice; knowledge of tactics and strategies; levels of related fitness; level of motivation, or goal setting. The student gives details of characteristics of the strategies that influenced their performance of the physical activity, and of how they were applied for performance improvement. The student explains how and why the strategies influenced their performance in the physical activity, and why the strategies were applied for performance improvement. The student supports their response with demonstrations and/or other evidence. For example (partial): Context: Street-ball, lay ups Strategy: Technique Teacher observations, plus: My aim was to teach team members how to do a lay up as the team could get the ball to the end but the ball was not going in. I started by getting a player from another team to show them what a layup looked like. I then let them try to do one for about 10 15 minutes. I needed to change what they were was doing; practising something that is not working is not the best way to learn. I needed to make sure that what they were practising was right I stopped them and showed them the important parts of the run in and where to place the ball on the backboard. I watched each player a few times and told them what they were doing right and what they still needed to work on. The ball started going in! I had learnt that sometimes breaking down the skill into parts, practising the parts and then putting it back together was a good way to learn some skills. It meant that they could concentrate on one thing at a time. I was able to use the information I had learnt in the assessment we did for 1.2 about the right technique and knowing how to use the right knowledge such as being able to use larger body parts to get them closer to the hoop. Putting it all together after practising the parts worked. The ball started going in! Getting the footwork right and placing the ball in the right place on the backboard and not throwing the ball too hard at the backboard meant that the ball went in more. I then got them into pairs and they filmed each other doing a layup using the coaches eye app. They then watched each others clip and were able to discuss what they needed to work on. As their coach I was able to get them to tell me what they were going to do and I could check that it was right by looking at their video clip.The student demonstrates strategies to improve the performance of a physical activity and describes, comprehensively, the outcomes. The student chooses a physical activity they want to practice and improve, identifies an aspect/s of their performance that they want to improve, and selects at least two strategies to improve their performance. The student demonstrates the strategies used to improve their performance, and uses at least one strategy derived from knowledge of technique(s) and at least one other strategy. Other strategies the student uses might include, for example: quality, type and/or amount of practice; knowledge of tactics and strategies; levels of related fitness; level of motivation, or goal setting. The student gives details of characteristics of the strategies that influenced their performance of the physical activity, and of how they were applied for performance improvement. The student explains how and why the strategies influenced their performance in the physical activity, and why the strategies were applied for performance improvement. The student evaluates how well the application of the strategies did or did not result in performance improvement. The student supports their response with demonstrations and/or other evidence. For example (partial): Context: Street-ball, lay ups Strategy: Technique Teacher observations, plus: My aim was to teach team members how to do a lay up as the team could get the ball to the end but the ball was not going in. I started by getting a player from another team to show them what a layup looked like. I then let them try to do one for about 10 15 minutes. I needed to change what they were was doing; practising something that is not working is not the best way to learn. I needed to make sure that what they were practising was right I stopped them and showed them the important parts of the run in and where to place the ball on the backboard. I watched each player a few times and told them what they were doing right and what they still needed to work on. The ball started going in! I had learnt that sometimes breaking down the skill into parts, practising the parts and then putting it back together was a good way to learn some skills. This was one of the things I did that helped me the most. It meant that they could concentrate on one thing at a time and I could see that I was improving which motivated me. I was able to use the information I had learnt in the assessment we did for 1.2 about the right technique and knowing how to use the right knowledge such as being able to use larger body parts to get me closer to the hoop. I then got them into pairs and they filmed each other doing a layup using the coaches eye app. They then watched each others clip and were able to discuss what they needed to work on. As their coach I was able to get them to tell me what they were going to do and I could check that it was right by looking at their video clip. The most improvement came from the practice that they did after they had watched their layup on coaches eye. There were two reasons for this. One was that they could see what their own performance looked like and that they could see what they needed to keep doing and or do differently and they were also able to discuss their performances with each other which then made it easier for them to give feedback to each other. Final grades will be decided using professional judgement based on a holistic examination of the evidence provided against the criteria in the Achievement Standard.        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