Personal Development, Health, PE

Outcomes, Assessment Schedule, Task 1, Task 2, Task 3, Task 4, Task 5, Task 6

HSC Assessment	Personal Development, Health & Physical Education
Objectives A student develops knowledge and understanding about:	Outcomes A student develops the skills to:
knowledge and understanding of the factors that affect health	H1 describes the nature, and justifies the choice, of Australia’s health priorities H2 analyses and explains the health status of Australians in terms of current trends and groups most at risk H3 analyses the determinants of health and health inequities
a capacity to exercise influence over personal and community health outcomes	H4 argues the case for the new public health approach to health promotion H5 explains the different roles and responsibilities of individuals, communities and governments in addressing Australia’s health priorities H6 demonstrates a range of personal health skills that enables them to promote and maintain health (Option 1)
knowledge and understanding about the way the body moves	H3. H7 explains the relationship between physiology and movement potential H8 explains 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
an ability to take action to improve participation and performance in physical activity	H10 designs and implements training plans to improve performance H11 designs psychological strategies and nutritional plans in response to individual performance needs H12 analyses the influence of sociocultural factors on the way people participate in and value physical activity and sport (Option 2) H13 selects and applies strategies for the management of injuries and the promotion of safety in sport and physical activity (Option 3)
an ability to apply the skills of critical thinking, research and analysis	H14 argues the benefits of health-promoting actions and choices that promote social justice H15 critically analyses key issues affecting the health of Australians and proposes ways of working towards better health for all H16 devises methods of gathering, interpreting and communicating information about health and physical activity concepts H17 selects appropriate options and formulates strategies based on a critical analysis of the factors that affect performance and safe participation

Schedule

Outcomes, Assessment Schedule, Task 1, Task 2, Task 3, Task 4, Task 5, Task 6

Assessment Schedule: Personal Development, Health & Physical Education

Component	Task 1	Task 2	Task 3	Task 4	Task 5	Weighting
	Research task on health priority issue	Movement Analysis	Scenario responses	Trial HSC examination
	Week 8 Term 4	Week 8 Term 1	Week 10 Term 2	Week Term 3
	H1- H2, H4-H5 H14, H16	H7- H11 H16- H17	H8, H10, H13, H16	H1- H5 H7- H11 H13-H17
Knowledge and understanding of · factors that affect health · the way the body moves	10	10	10	10		40
Skills in: * influencing personal and community health * taking action to improve participation and performance in physical activity.	5	5	10	10		30
Skills in critical thinking, research and analysis	5	5	10	10		30

Marks	20	20	30	30		100

Task 2

BARRENJOEY HIGH SCHOOL

Personal Development, Health and Physical Education

Higher School Certificate Course

Assessment Task 2

Weighting: 20% of course mark

Date: Week 3 - Term 2, 2009

Outcomes to be assessed

The student ~

H8 - explains 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

H17 – selects appropriate options and formulates strategies based on a critical analysis of the factors that affect performance and safe participation

TASK:

How Does the Acquisition of Skill Affect Performance?

Students are to learn how to juggle 3 tennis balls* over the period of seven days, recording their results daily. Practice sessions have to be a minimum of 30 minutes each, with the results recorded for at least 10 minutes for each session.

Your log book should include:

(a) your daily results;

(b) a graph of these results;

(d) any feedback you received; and

(e) the stage of skill acquisition you are in.

(10 marks)

2) Explain how feedback can affect the rate of skill acquisition.

(10 marks)

3) Describe how your personal characteristics affected the rate at which you acquired the skill.

(20 marks)

4) Discuss how suitable the practice methods you employed were for a learner.

(20 marks)

5) Identify the nature of the skill, justifying your conclusions.

(20 marks)

* Another skill must be chosen by your teacher if you are already able to juggle.

Remember:

Assessment tasks are very important. You should only be absent or fail to submit a task by the due date, if you are sick or there has been an extreme family problem. You should have a doctor's certificate for illness and/or a letter, presented to the Principal, from a parent/caregiver for family reasons. Refer to the relevant section of the Year 12 assessment book for details of your obligations.

You must complete an Illness/Misadventure form for any task that is missed. Failure to do this could result in a ZERO MARK, and a non-attempt being recorded.

This is your responsibility !

Assessment Criteria:

ASSESSMENT CRITERIA:

MARKS

Student:

accurately records daily results / graphs correctly / describes the physical environment/ details feedback received / identifies appropriate stage of skill acquisition

correctly explains how 4 different types of feedback can impact upon the learning of a skill

identifies 4 of his/her different personal characteristics and adequately explains how each has affected his/her rate of skill acquisition

describes the features of 4 different practice methods and assesses the suitability of each method that they used for learners

correctly classifies the nature of the skill and explains how they were able to reach such a conclusion.

TIME:

MARK:

DATE:

SIGNATURE: