Assessment Task Information · Web viewHSC PDHPE (Stage 6) Unit: Improving Performance Task Title:...

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HPE Extension Assessment Task 2

Assessment Task Information

Faculty: PDHPE

Course: HSC PDHPE (Stage 6)

Unit: Improving Performance

Task Title: Multimodal Presentation

Task marks: 20

Weighting: 20% Task No: 3 of 4

Date issues: Term 2, Week 2 Date for submission: Term 2, Week 6

Context

Contextual statement:

The class is comprised of 24 students of mixed capabilities ranging from students

classified as Gifted and talented Students (GATS) to students with behavioural disorders

such as Autism Spectrum Disorder (ASD). All students have access to computers and

internet at home and while at school have access to individual laptops and internet

services.

Task Rationale

Contextual statement:

During this unit of work students investigate approaches to the physiological preparation

and skill development of athletes. Students will experience and analyse a variety of

training methods and look at the application of these methods to improving performance.

The effects of planning on performance and ethical considerations relating to improving

athletes’ performance are also examined.

Description of Activity:

You have been appointed the role of Exercise Scientist for a professional athlete in a sport of your choice.

You are to research and present a multimodal presentation examining the factors that must be considered in

developing a training program for the athlete. Your multimodal presentation should be able to be used in an

initial consultation with the athlete and their coach as a guide to forming an effective training program to

achieve their performance goals.

Task instructions:

Your multimodal presentation must address the following components:


a. Outline and compare (400 words) two types of training used in the sport.

b. Analyse (300 words) the potential dangers of weight training and recommend preventative measures.

c. Construct (300 words) a report that evaluates the use of performance-enhancing drugs from a

physiological and ethical perspective.

Your multimodal presentation should be clear and logically presented using headings. Careful,

accurate and appropriate use of sources is required to access higher Band levels.

GLOSSARY:

● Outline: Sketch in general terms; indicate the main features of

● Compare: Show how things are similar or different

● Evaluate: Make a judgement based on criteria; determine the value of

● Analyse: Identify components and the relationship between them; draw out and relate implications

● Construct: Make; build; put together items or arguments

Outcomes to be assessed

Outcome Description

H7 Explains the relationship between physiology and movement potential.

H8Explains how a variety of training approaches and other interventions

enhance performance and safety in physical activity.

H9 Explains how movement skill is acquired and appraised.

H10 Designs and implements training plans to improve performance.

H16Devises methods of gathering, interpreting and communicating information

about health and physical activity concepts.

H17Selects appropriate options and formulates strategies based on a critical

analysis of the factors that affect performance and safe participation.

Criteria for assessing learning

Marking criteria

Mark Range Criteria

17-20 ▪ Precise outline of the two types of training used using relevant examples


▪ Extensive comparison of the two types of training used

▪ Extensive analysis of the potential dangers of weight training and

preventative measures

▪ Detailed and accurate evaluation of the use of performance-enhancing drugs

from a physiological and ethical perspective

▪ Careful, accurate and appropriate extensive use of resources

13-16

▪ Thorough outline of the two types of training used using relevant examples

▪ Thorough comparison of the two types of training used

▪ Thorough analysis of the potential dangers of weight training and

preventative measures

▪ Detailed evaluation of the use of performance-enhancing drugs from a

physiological and ethical perspective

▪ Careful, accurate and appropriate use of resources

9-12

▪ Sound outline of the two types of training used using relevant examples

▪ Sound comparison of the two types of training used

▪ Sound analysis of the potential dangers of weight training and preventative

measures

▪ Sound and accurate evaluation of the use of performance-enhancing drugs


▪ Appropriate extensive use of resources

5-8 ▪ Basic outline of the two types of training used using relevant examples

▪ Basic comparison of the two types of training used

▪ Basic analysis of the potential dangers of weight training and preventative

measures

▪ Basic and accurate evaluation of the use of performance-enhancing drugs



▪ Basic or incomplete use of resources

1-4 • Elementary treatment of content or incomplete or unreferenced

0 • No attempt made or submitted

Scaffold


Part 2

Related Resources

Question 1 - PDHPE HSC Textbook

- Australian Institute of Sport (AIS): https://www.ausport.gov.au/ais/

performance_support/strength_and_conditioning/resources

-PDHPE.net: https://www.pdhpe.net/improving-performance/how-do-

athletes-train-for-improved-performance/

-ClickView Video: https://www.clickview.com.au/curriculum-libraries/video-

details/?id=3714172&cat=3708539&library=secondary


-ClickView Video: https://www.clickview.com.au/curriculum-libraries/video-

details/?id=3714125&cat=6012042&library=tertiary


- Website: Australian Sports Anti-Doping Authority (ASADA)

- Website: World Anti-Doping Authority (WADA)

- Journal Article: Fraleigh, W. P. (1984). Performance-enhancing drugs in

sport: The ethical issue. Journal of the Philosophy of

Sport, 11(1), 23-28.

-Book: Waddington, I., & Smith, A. (2013). Sport, health and drugs: A critical

sociological perspective. Routledge.

-Book: Mottram, D. R. (2010). Drugs in sport. Routledge.


Graded Rubric for Marking CriteriaCriteria Mark Score1 2 3 4 5 6

Question 1

Elementary treatment of content or incomplete or unreferenced

Basic outline of the two types of training used using relevant examplesBasic comparison of the two types of training used

Sound outline of the two types of training used using relevant examplesSound comparison of the two types of training used

Thorough outline of the two types of training used using relevant examplesThorough comparison of the two types of training used

Precise outline of the two types of training used using relevant examplesDetailed comparison of the two types of training used

Accurate and extensive outline of the two types of training used using relevant examplesExtensive comparison of the two types of training used /6

Question 2


Basic analysis of the potential dangers of weight training and preventative measures

Sound analysis of the potential dangers of weight training and preventative measures

Thorough analysis of the potential dangers of weight training and preventative measures

Extensive analysis of the potential dangers of weight training and preventative measures

/5

Question 3


Basic and accurate evaluation of the use of performance-enhancing drugs from a physiological and ethical perspective

Sound and accurate evaluation of the use of performance-enhancing drugs from a physiological and ethical perspective

Detailed evaluation of the use of performance-enhancing drugs from a physiological and ethical perspective

Detailed and accurate evaluation of the use of performance-enhancing drugs from a physiological and ethical perspective

/5Resources

and presentation

Basic or incomplete use of resources

Appropriate extensive use of resources

Careful, accurate and appropriate use of resources

Careful, accurate and appropriate extensive use of resources /4

Total Mark: /20

Feedback: . .


. .

Assessment ScheduleTerm 4 2017

Week1 2 3 4 5 6 7 8 9 10

Assessment #1 Due

Unit Core 1

Term 1 2018

Week1 2 3 4 5 6 7 8 9 10

Assessment #2 Due

Unit Core 2

Term 2 2018

Week1 2 3 4 5 6 7 8 9 10

Assessment #3 Due

Unit Option 1 Option 2

Term 3 2018

Week1 2 3 4 5 6 7 8 9 10

Assessment #4 Due

Unit Option 2 Revision and lead up to HSC

Assessment # Due Weighting Description1 Term 4, Week 8 25% Assessment Task on Core 1


2 Term 1, Week 8 25% Assessment Task on Core 23 Term 2, Week 6 20% Assessment Task on Option 14 Term 3, Week 2 30% Formal Examination on all content


Sample Completed Task

Part 3


Feedback is considered to be one of the most effective tools that can assist learners

in developing further knowledge and understanding. Hattie and Timperley (2007) make the

suggestion that the simplest way to improve the educational and learning environment for

students is to provide them with incremental measures of feedback. This is reinforced by

the idea that the main purpose of feedback is to support and enhance student learning

(Walker and Gobby, 2017). This justification will look at how feedback can be given back to

students with a completed assessment task while considering the concepts revolving how

and why these forms of feedback are effective for those students.

Feedback is essentially the way in which teachers and educators can communicate to

students in relation to assessment tasks and learning activities in order to provide the

opportunity for the students to improve in future learning and assessment experiences.

Feedback provides a means of supporting student learning in order to allow them to clarify

how their levels of knowledge and understanding and skills such as critical thinking,

research, analysis and communicating are being assessed (NSW Education Standards

Authority, 2018).

There are a number of way in which feedback can be provided to students following

the completion of an assessment task. However, the form in which this feedback is given

can rely specifically on the nature of the assessment task that was given. The nature of the

assessment task as well as the learning context can impact the type of feedback that should

be handed back to the student.

Feedback can come in a couple formats; formal and informal. On top of this,

feedback can be presented in a number of mediums, including oral and written. An example

of these factors affecting the way in which feedback is presented could be the comparison

between assessing a physical movement during a sporting activity; feedback can be

provided informally through teaching points or team discussion, as well as in a formal

manner where the teacher is assessing students with a scoring sheet based on actions

during an activity. This example also displays the mediums that were previously mentioned;

oral feedback through informal means and written feedback through the formal method.

Other forms of feedback can include:

Peer assessments

Checklists


Questioning

Digital annotations

Self-reflection

("Effective feedback", 2018).

When the opportunity for providing feedback to learners arises, there are a number

of principles that ensure that the feedback is being effectively communicated to the

individual. Effective feedback allows students and learners to identify their strengths as well

as areas that require development in order to plan the next steps in improving their

learning. This development is fostered through feedback that is specific and related to the

learning of the assessment task while being given to the individual in a timely manner. The

feedback must also be constructive, encompassing a strength based approach, to provide

meaningful evidence of students learning ("Effective feedback", 2018).

The quality of the feedback being provided is also essential to ensure that the

learner can understand the reasoning behind the mark received. The feedback should

specifically relate to the marking criteria provided in the assessment. Furthermore, Hattie

and Timperley (2007) discuss that quality feedback is characterised by having a focus on the

task and not the student, being clear, understandable and concise, encouraging the learner

to think about their work, being given to the learner in a timely manner and addressing the

needs of the learner.

The concept of feedback can be broken down into three aspects for students to use

to improve their understanding for future learning. Fisher and Frey (2009) discuss that ‘feed

up’. ‘feedback’ and ‘feed forward’ can achieve varying outcomes in relation to

improvement. Feed up is defined as placing a focus on learners to identify and set their

learning goals from the information, feed forward is used to inform learners about how they

can meet their learning objectives and goals and finally feedback lies in between these two

notions where the information that a learner receives in direct response to a completed

assessment and relates to how the learner is progressing with their learning and goals

(Fisher and Frey, 2009).


`In conclusion, a teacher that is supplying effective feedback that is of high quality should

endeavour to use these strategies to provide the greatest benefit to their students in

relation to their ongoing improvement of learning. These concepts related to feedback are

able to be used to assist students of all capabilities. Feedback is an essential tool that

teachers should aim to improve their expertise in implementing as there can be a direct

impact on the student’s ability to understand how to best demonstrate their levels of

understanding and knowledge that is required of them in future assessment activities.


Resources

Effective feedback. (2018). Retrieved from http://educationstandards.nsw.edu.au/wps/

portal/nesa/k-10/understanding-the-curriculum/assessment/effective-feedback

Fisher, D., & Frey, N. (2009). Feed up, back, forward. Educational Leadership, 67(3), 20-25.

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of educational

research, 77(1), 81-112.

NSW Education Standards Authority. (2018). Using feedback to support student learning.

[online] Available at: http://educationstandards.nsw.edu.au/wps/portal/nesa/11-

12/Understanding-the-curriculum/assessment/assessment-in-practice/feedback

[Accessed 8 May 2018].

http://educationstandards.nsw.edu.au/wps/portal/nesa/11-

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