Senior physical education



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aldridge state high school

HEALTH & PHYSICAL EDUCATION DEPARTMENT

SENIOR PHYSICAL EDUCATION



Year 12
Term 3
Summative

ASSESSMENT TASK 7a


RESEARCH ASSESSMENT – Multimodal presentation with a combination of at least two modes of presentation
ANALYTICAL EXPOSITION



Conditions

Physical Performance: Badminton, (individual Indirect Interceptive)


Focus area: C : Equity and access to exercise, sport and physical activity

in Australian society


Length: 5-8 minutes with a combination of at least two modes of

presentation


Drafting: Maximum one draft. (a draft is a completed response)

Teacher consultation allowed on the training journal





Task context

Throughout the recent Badminton unit, you have participated in a variety of authentic environments that were instrumental in determining your enjoyment and achievement in Badminton.


You also investigated how your opportunity to participate and achieve in physical activity and in particular badminton is affected by your access to the physical activity. Figueroa’s framework provided a tool for examining access and equity in physical activity and sport.



Task

Prepare a 5 -8 minute multi-modal presentation, justifying which level of Figueroa’s framework had the most impact on your attitudes, behaviours, participation and achievement in Badminton during the term.


Taking into account your own personality characteristics and using information related to your experiences in Badminton make recommendations and provide solutions for enhancing your participation, enjoyment and achievement in Badminton.




Task Guidelines

This independent inquiry requires you to examine the levels of Figueroa’s framework in order to justify a level that provides the most significant impact on your participation and achievement in Badminton and provides realistic solutions. To complete this research work, follow these steps




  1. Select the level of Figueroa’s framework that has most impact on your participation and progress and establish questions to guide your research




  1. Generate and collect primary and secondary information

a. This information is used as evidence to: support your selection of the psychological factor; support your choice of sports psychology techniques; and justify the usefulness of the psychological techniques you utilized during the unit.


b. Primary evidence may include:

  • An analysis of Policy and Reports related to equity and access in sports and

physical activity..

  • Journal responses related to your participation ,enjoyment and performance

were affected in the different authentic playing environments.

  • Information related to Figueroa’s framework, Glasser’s needs hierarchy and

Meyers-Briggs personality types.

c. Use of secondary evidence should be used to further justify your evaluation


3. Sort and analyse the information:

a. When using research, remember to analyse (breakdown each level of Figueroa’s framework and establish the interrelationships) and evaluate (check for reliability and accuracy of) your researched evidence.


b. Record your researched material in a clear and logical fashion, keeping an

accurate record of all sources referred to, primary and secondary, print

and digital. A separate set of papers should be used for this purpose and

constantly updated. See School diary re. reference and bibliography

policy.
4. Develop research outcomes – use your research to support your response, that

is to provide justification to decisions about what level of Figueroa’s framework most influenced your participation and hence your achievement in Badminton





Textual features


Preparing and presenting your multimodal/spoken presentation
Construct a presentation that is in the appropriate genre, fluent and coherent, factually accurate, clearly sourced throughout and that provides a correctly formatted reference list.
When presenting your multimodal or spoken presentation you may use:

  • visual, aural or print resources such as PowerPoint, video clips (includes youtube), the whiteboard and equipment for visual and aural impact

  • palm cards, notes or a written text, if required, but remember to make good eye contact with the audience.

  • vocal features such as volume, pace, pitch, tone, articulation.

In your multimodal or spoken presentation, you must be certain to acknowledge your sources, not just when acknowledging a direct quote. For instance, include references on a PowerPoint.





CRITERIA: Assessment item 3.2 Focus Area C: Equity and access to Sport and Physical activity in Australian society. Physical response: Badminton (indirect interceptive)




Standard A

Standard B

Standard C

Standard D

Standard E

Acquiring

The student work has the following characteristics:


  • in-depth comprehension of a wide range of terminologies, principles and concepts relevant to Figueroa’s framework and Badminton.

  • sustained and accurate use of appropriate textual features in an essay




The student work has the following characteristics:


  • comprehension of a wide range of terminologies, principles and concepts relevant to Figueroa’s framework and Badminton.

  • accurate use of appropriate textual features in an essay

The student work has the following characteristics:


  • comprehension of fundamental terminologies, principles and facts relevant to Figueroa’s framework and Badminton.

  • use of appropriate textual features in an essay

The student work has the following characteristics:


  • recollection and recognition of simple terminologies, principles and facts relevant to Figueroa’s framework and Badminton.

  • use of textual features in an essay

The student work has the following characteristics:


  • recognition of some information associated with access or equity or participation in Badminton.

  • use of texts




Applying

The student work has the following characteristics:


  • insightful, independent and appropriate analysis and application of the levels of Figueroa’s framework and the impact on access, equity and participation in Badminton

  • purposeful and effective selection, sequencing and organisation of relevant and substantial aspects of Figueroa’s framework and how they may impact on access and equity.




The student work has the following characteristics:


  • independent and appropriate analysis and application of the levels of Figueroa’s framework and the impact on access, equity and participation in Badminton

  • purposeful selection, sequencing and organisation of relevant and substantial aspects of Figueroa’s framework and how they may impact on access and equity.




The student work has the following characteristics:


  • appropriate analysis and application of the levels of Figueroa’s framework and the impact on access, equity and participation in Badminton

  • suitable selection, sequencing and organisation of some aspects of Figueroa’s framework and how they may impact on access and equity.




The student work has the following characteristics:


  • comparison and categorisation of information relating to access, equity and participation in Badminton

  • selection and sequencing of information related to access or equity or participation in Badminton




The student work has the following characteristics:


  • comparison and categorisation of access or equity information relating to with assistance

  • selection of basic factors related to access or equity or participation in Badminton




Evaluating

The student work has the following characteristics:


  • discerning, convincingly justified and independent evaluations, solutions and recommendations concerning the access and participation in badminton, based on the different levels of Figueroa’s framework

  • discerning and effective choice of communication strategies to enhance meaning and impact of the unseen essay




The student work has the following characteristics:


  • justified and independent evaluations concerning the access and participation in badminton, based on the different levels of Figueroa’s framework

  • effective choice of communication strategies to enhance meaning and impact of the unseen essay




The student work has the following characteristics:


  • defended evaluations concerning the access and participation in badminton, based on the different levels of Figueroa’s framework

  • effective choice of communication strategies that convey meaning through the

unseen essay

The student work has the following characteristics:


  • superficial evaluations concerning the access and participation in badminton, based on the different levels of Figueroa’s framework

  • communication strategies that convey meaning through the

unseen essay

The student work has the following characteristics:


  • directed responses to problems concerning access and participation in badminton.

  • communication of some meaning





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