17433583 Rachel Heaslip

Part 1- Assessment Task Development

Personal Development, Health and Physical Education

Assessment Task for stage 6- Year 12
Task: Improving performance at an Topic: Option 4- Improving Performance
elite level
Due Date: 29th June 2018 Weighting: 20%
Task number: 3/4 Total Mark: /40

Submission Instructions

 Submit the task by handing it in to your teacher, during the allocated lesson
on the due date
 Sign a class list during your lesson when you submit the task
 This cover sheet must be attached to the task

Penalty for late submissions of an assessment task

Assessments submitted after the lesson on the due date will immediately receive
a 5-mark deduction, and a further 2 marks for each day the assessment is late,
pending a letter from the students’ parents/ care givers explaining the
incompletion/ absence from school, in which a suitable extension will be
arranged.

Student Confirmation

By Submitting the assessment task, I acknowledge the following:

1. The work submitted for marking is my own, and I have appropriately
acknowledged all resources where necessary.
2. Where the work of others is used and not acknowledged, a finding of
plagiarism will be made and a mark of zero will be awarded and I will be
required to resubmit the task and face a further penalty arranged with the
teacher.
3. I have kept a copy of this assessment if the original is lost or stolen.

Name: ________________ Signature: _________________

Date Due: _____________ Date Submitted: ____________

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Task Details
Description of the task
Select a sport that is played at a representative level. You are the fitness trainer of this
representative team, and have been asked to create a new 8-week training program
aimed at increasing the strength and power of the athletes, as they begin their pre-
season training.
Factors to consider:
 The team will be training together 3 times a week, with athletes expected to do
additional exercise at least twice a week
 The team has not trained for 3 months
 The team has unlimited access to any facilities needed to complete the exercises
in the program
Part 1
Using the FITT principle and the principles of training, develop an 8-week pre-season
training program for a team competing at an elite level of a sport of your choice. The
program should be aimed at improving athletes’ strength and power.
Write a 1 paragraph summary about the training program, including why you included
the type of training you did and why you think it will be an effective program.
20 marks
Part 2
Discuss the specific considerations that need to be contemplated when planning a
training program, including initial planning, planning a training year, elements to
consider when designing a training session and planning to avoid overtraining.
- Maximum 1 page
10 marks
Part 3
Research one ethical issue that is relevant to your chosen sport in the past 3 years.
Debate the positives and negatives of this issue in your chosen sport, and discuss why
you are for or against the use of it in sport.
- Maximum 1 page
10 marks

Outcomes to be assessed
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
H10 designs and implements training plans to improve performance
H11 designs psychological strategies and nutritional plans in response to individual performance
needs
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.
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Student Name: Marker: Total mark: /40 Scaled Weighting: /20%

Assessment Guidelines for Year 12 Physical Development, Health and Physical Education Assignment 3
Criteria E- Fail Pass- D Credit- C Distinction- B High Distinction- A
Mark for each part 0-4 4-8 8-12 12-16 16-20
Part One: Training program is not 8-week training 8-week training 8-week training 8-week training
Provides an 8-week submitted/ is not written program is included. program is included. program is included. program is included.
training program which for an 8-week period. Program contains Program contains some Program contains a Program contains a
adheres to the FITT Program provides no/ minimal variation of variation of exercises. good amount of great amount of
principle of training to very little variation of exercises. variation of exercises. variation of exercises.
develop a program exercises.
suitable for the selected Program does not adhere Program mentions the Program uses the FITT Program uses the FITT The program adheres to
sport. to the FITT principle. FITT principle but does principle but needs principle correctly. The the FITT principle and is
The program is poorly not use it adequately. some adjustments. The program is well written well written and suited
Explains why the written and is not The program is suitable program is suitable for and suited to the to the selected sport.
program is relevant to suitable to the selected to the selected sport. the selected sport. selected sport.
the sport and strength sport.
and power and provides Summary of training Summary of training Summary of training Summary of training Summary of training
a good explanation as to program is not included/ program mentions their program includes their program includes their program clearly outlines
why they think their does not explain their choices but does not choices with a limited choices with a good their choices and
program will be choices. explain them. explanation, and explanation, and speaks includes a good
successful. mentions why they about why they think it discussion about why
think it will be will be successful. they have constructed a
20 marks successful. good program.
Mark for each part 0-2 2-4 4-6 6-8 8-10
Part Two: Discussion is not Discussion is submitted. Discussion is submitted. Discussion is submitted. Discussion is submitted.
Discusses the specific submitted.
considerations that
need to be Considerations are not Considerations are Considerations are Considerations are
contemplated when specifically mentioned. included with limited explained well, and explained with a good

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planning a training Considerations are explanation about their includes a brief description of each one
program. mentioned with no importance. discussion about their and includes an in-
10 marks explanation. importance. depth discussion.

Mark for each part 0-2 2-4 4-6 6-8 8-10

Part Three: Discussion is not Discussion is submitted. Discussion is submitted. Discussion is submitted. Discussion is submitted.
submitted
Researches one ethical
issue that is relevant to Discussion does not Discussion mentions an Discussion mentions a Discussion mentions a Discussion mentions a
the chosen sport in the mention or debate an ethical issue and relevant ethical issue relevant ethical issue relevant ethical issue
past 3 years. Debates ethical issue/ is not provides a poor debate and provides a basic and provides a good and provides a strong
the positives and relevant to the selected about its use in sport. debate about its use in debate on its use in debate on its use in
negatives of the issue in sport. Does not provide Does not provide an sport. Does not provide sport, and provides a sport. Explanation and
the chosen sport, and their opinion on the issue explanation for their an explanation for their good explanation for decision about their
discusses why they are in sport. opinion about the issue. opinion about the issue. their opinion on the opinion on the issue is
for or against the use of issue. outstanding.
it in sport.
10 marks

Teachers Feedback

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Part 2- Related Resources

Assessment Schedule-

Term 4 Term 1 Term 2 Term 3

Unit Core 1- Core 2- Option Topic 1- Improving Option Topic 2-
Health Priorities in Australia Factors Affecting Performance Sports Medicine
Performance
Length of unit 10 weeks 10 weeks 6 weeks 6 weeks
Assessment Week 10 Week 8 Week 6 Week 6
Weighting 30% 30% 20% 20%

Sample Task- Ruby League

Part 1: Training Program

Mon Tues Wed Thurs Fri Sat Sun

Wk 1 F- Individual session 1 F- Team session 1 Rest F- Team session 2 F- Individual session 2 F- Team session 3 Rest Day
I- moderate I- Light Day I- light/ moderate I- Moderate I- light/ moderate
T- 1 hour T- 1.5 hours T- 1 hour T- 1 hour T- 1.5 hours
T- Strength session: free T- Skills session: T- Fitness session: T- Strength session: free T- Speed and power
weights attack/ defence Road run weights session

Focus: Chest/ arms weights Focus: introduce Focus: 10km road Focus: Legs/ Back weights Focus: Drills and
session team to attacking run with whole session exercises to develop
Warm up- 5 minutes on the moves and team. 1 rest stop Warm up- 5 minute cycle on and increase speed
rower defensive plays permitted the bike and power
Exercises: Exercises:
- Bench press - Front squat

5

- Bent over row
- Dumbbell triceps
extension
- Pull-ups
- Pushups with medicine
- Barbell biceps curl
All 3 sets, 10 reps, 1min
inter set rest- begin at a
comfortable weight and
increase weight each set.
Cool Down- 5 minute jog on
treadmill
Wk 2
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- Deadlifts
- Leg press
- Cable kickbacks
- Dumbbell sumo squats
All 3 sets, 10 reps, 1min inter
set rest- begin at a
comfortable weight and
increase each set.
Cool Down- 5 minute jog the
treadmill
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Part 3- Discussion on Feedback

Feedback is an important part of learning, growth and development across all aspects of life.

Feedback provides students with information about their work, performance or behaviour,

and is important for them to understand where they have excelled in a task, and areas that

need to be changed in order to improve in the next task (NSW Education Standards

Authority, 2018). Feedback also enables students to identify their strengths, and to develop

a plan of action with their teacher about where to go with their learning. Students react to

feedback and try to improve their skills and understanding, and are most successful when

the feedback is constructive and given in a timely manner, when the task is still in their

minds (Harks, Rakoczy, Hattie, Besser, & Klieme, 2013). Teachers need to develop methods

of providing feedback, and need to ensure that they understand how students react to

feedback by delivering it in a way that will encourage learning, growth and development in

the future.

There are several different types of feedback that can be used to inform students, but the

three types of feedback that I believe are most suitable, both to this task and in general are

self-feedback, through reflection and evaluation of one’s own work, qualitative feedback,

provided by the teacher with descriptive comments on areas that need improving, and

quantitative feedback, also provided by the teacher, which allows students to compare

themselves to the overall standards the work was marked against. The three types of

feedback combined should provide a clear explanation of successful areas of work, as well

as work that needs improving to allow for success in future tasks.

Self-feedback is important as it allows students to reflect on their work after completing it.

By allowing students to do this, they are setting standards for themselves and the levels

they want to be achieving at (Burnett, 2003). Before asking students to self- evaluate their

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work and providing them with their feedback, I would discuss the assignment with the class,

highlighting the areas of achievement and bringing the areas that need improvement to

their attention. I would then ask them to go through their assignments individually and ask

them to evaluate and score their own assignments. I would then provide them with their

feedback, giving them time to think about it before receiving their final mark. I believe this

method is effective as it allows students to think about how they could improve for future

tasks which is important for them to develop (Harks, Rakoczy, Hattie, Besser, & Klieme,

2013).

Qualitative feedback is an effective way for students to learn how they have performed in a

task. Qualitative feedback is usually given in the form of a written or verbal comment,

allowing the teacher/ marker to make their thought and comments known. I believe

qualitative feedback is the most important type of feedback to give to a student, as it (when

written correctly by the teacher) tells the student the exact areas they excelled, or fell down

in. Students react when they read comments personalised to their learning, and often

interpret and use the feedback as a checklist to ensure they improve on the next task

(Paulson Gjerde, Padgett, & Skinner, 2017). Hattie, & Timperley (2007), stated that feedback

through comments alone lead to gains in learning, and concluded that it was much more

effective then feedback in the form of praise and grades.

Quantitative feedback is an effective way for students to compare their results with other

students and is the most common form of feedback, as most test results are often

calculated into a grade or percentage. I believe quantitative feedback is the least helpful of

the three forms, as it does not allow students to understand how they performed in a task. I

would only give quantitative feedback after handing out and explaining qualitative

feedback, as students are more likely to switch off after receiving a quantitative grade

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(Paulson Gjerde, Padgett, & Skinner, 2017). Teachers often mark against a criterion which

are fitted with grades, scales and weightings. Quantitative feedback can have a negative

effect on students when they receive a mark without receiving any qualitative feedback

with it, as they are often left wondering where they did and did not perform well (Harks,

Rakoczy, Hattie, Besser, & Kileme, 2013).

I believe feedback is best received and responded to when self-feedback, qualitative

feedback and quantitative feedback are provided together. All three types of feedback have

both positive and negative attributes when provided individually, but when provided

together, allow students to receive a multi-dimensional report about their performance.

Providing feedback allows students to understand their areas of excellence, as well as areas

that need further development and learning in order to succeed, highlighting just how

valuable and important feedback is.

References

Burnett, P. (2003). The Impact of Teacher Feedback on Student Self-talk and Self-concept in

Reading and Mathematics. The Journal of Classroom Interaction, 38(1), 11-16. Retrieved

from http://www.jstor.org/stable/23874243

Harks, B., Rakoczy, K., Hattie, J., Besser, M., & Klieme, E. (2013). The effects of feedback on

achievement, interest and self-evaluation: The role of feedback’s perceived

usefulness. Educational Psychology, 34(3), 269-290. doi:

10.1080/01443410.2013.785384

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

Research, 77(1), 81-112. doi: 10.3102/003465430298487

NSW Education Standards Authority. (2018). Effective feedback. Retrieved from:

http://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/understanding-the-

curriculum/assessment/effective-feedback

Paulson Gjerde, K., Padgett, M., & Skinner, D. (2017). The impact of process vs. outcome

feedback on student performance and perceptions. Journal of Learning in Higher

Education, 13(1), 73-82. Retrieved from: https://files.eric.ed.gov/fulltext/EJ1139724.pdf

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