physical education general senior syllabus 2017, draft 4 · pdf filephysical education general...

Physical Education General Senior Syllabus 2017, Draft 4 This syllabus is for implementation with Year 11 students in 2019.

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Contents

1 Course overview __________________________________ 1 1.1 Introduction ............................................................................................... 1

1.1.1 Rationale ......................................................................................................... 1 1.1.2 Learning area structure ................................................................................... 2 1.1.3 Course structure ............................................................................................. 3

1.2 Teaching and learning .............................................................................. 5 1.2.1 Syllabus objectives ......................................................................................... 5 1.2.2 Underpinning factors ....................................................................................... 6 1.2.3 Aboriginal perspectives and Torres Strait Islander perspectives ................. 10 1.2.4 Pedagogical and conceptual frameworks ..................................................... 11 1.2.5 Subject matter ............................................................................................... 15

1.3 Assessment — general information ........................................................ 16 1.3.1 Formative assessments — Units 1 and 2 ..................................................... 16 1.3.2 Summative assessments — Units 3 and 4 ................................................... 16

1.4 Reporting standards ............................................................................... 18

2 Unit 1: Sport psychology, equity and physical activity _ 20 2.1 Unit description ....................................................................................... 20 2.2 Unit objectives ........................................................................................ 20 2.3 Topic 1: Sport psychology ...................................................................... 21 2.4 Topic 2: Equity — barriers and enablers ................................................ 22 2.5 Assessment guidance ............................................................................ 23

3 Unit 2: Movement, motor learning and physical activity _________________________________________ 24

3.1 Unit description ....................................................................................... 24 3.2 Unit objectives ........................................................................................ 24 3.3 Topic 1: Functional anatomy and biomechanics ..................................... 25 3.4 Topic 2: Motor learning ........................................................................... 26 3.5 Assessment guidance ............................................................................ 28

4 Unit 3: Integrity, tactical awareness and physical activity _________________________________________ 29

4.1 Unit description ....................................................................................... 29 4.2 Unit objectives ........................................................................................ 29 4.3 Topic 1: Ethics and integrity ................................................................... 31

4.4 Elective topic 1: Tactical awareness and badminton .............................. 33 4.5 Elective topic 2: Tactical awareness and basketball ............................... 35 4.6 Elective topic 3: Tactical awareness and futsal ...................................... 36 4.7 Elective topic 4: Tactical awareness and netball .................................... 38 4.8 Elective topic 5: Tactical awareness and tennis ..................................... 39 4.9 Elective topic 6: Tactical awareness and touch ...................................... 41 4.10 Elective topic 7: Tactical awareness and volleyball ................................ 42 4.11 Elective topic 8: Tactical awareness and water polo .............................. 44 4.12 Assessment ............................................................................................ 46

4.12.1 Summative internal assessment 1: Extended response — analytical exposition (25%) ........................................................................................... 46

4.12.2 Summative internal assessment 2: Performance folio (25%) ...................... 52

5 Unit 4: Energy, training and physical activity _________ 59 5.1 Unit description ....................................................................................... 59 5.2 Unit objectives ........................................................................................ 60 5.3 Topic 1: Energy and performance .......................................................... 61 5.4 Topic 2: Training and performance ......................................................... 62 5.5 Assessment ............................................................................................ 64

5.5.1 Summative internal assessment 3: Investigation — report (25%) ............... 64 5.5.2 Summative external assessment: Examination — combination

response (25%) ............................................................................................. 71

6 Glossary _______________________________________ 73

7 References _____________________________________ 92

1 Course overview

1.1 Introduction 1.1.1 Rationale The knowledge, understanding and skills taught through Health and Physical Education enable students to explore and enhance their own and others’ health and physical activity in diverse and changing contexts. Development of the physical, intellectual, social, emotional and spiritual capacities necessary in the strands of movement and physical activity, and personal, social and community health are key components of the P–10 Australian Curriculum: Health and Physical Education. They provide the foundations for learning and alignment to the QCAA Physical Education and Health senior syllabuses, to build increasingly complex and developmental courses of study in the senior years.

The subject area of Physical Education incorporates a futures focus relevant to the demands of 21st century learners in the study of physical activity. Over the course of study, units use engagement in physical activity learning contexts to investigate the biophysical, sociocultural and psychological bases of physical activity, and explore their applications to performance. Students in Physical Education learn experientially through a process of inquiry, initiated by questions that make connections between the subject matter and physical activity. Physical activity learning contexts are a medium and context for deep learning. Students make informed decisions relevant to specific questions and validate their decisions with evidence to justify strategies. Intelligent performance in physical activity learning contexts demonstrates the interconnectedness and holistic conceptualisation of the bases of physical activity.

Purposeful learning and teaching takes place through an integrated approach, deeply embedded in physical activity learning contexts. Units examine topics underpinning the enhancement of performance, including sport psychology, movement and motor learning, tactical awareness, equity and integrity, and training and physical activity. This learning involves students’ engagement with specific questions to retrieve and comprehend knowledge, and implement, analyse and evaluate specialised movement sequences and strategies to make decisions to enhance individual and team performance about, through and in physical activity learning contexts.

Students engage in physical activity learning contexts to develop critical thinking, creative thinking, ethical thinking, cross-cultural awareness, communication, personal and social skills, collaboration and teamwork, and information and communication technologies skills to enhance performance. Learning in physical activity provides opportunities for students to directly acquire knowledge, understanding and capabilities through considered engagement in rich and diverse forms of physical activity. Physical Education fosters an appreciation of the values and knowledge within and across the disciplines, and builds on students’ capacities to be self-directed, work towards specific goals and develop a lifelong relationship with physical activity.

Physical Education Senior Syllabus 2017

Queensland Curriculum & Assessment Authority May 2017

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Pathways Physical Education is a general subject suited to students who are interested in pathways beyond school that lead to tertiary studies, vocational education or work. A course of study in Physical Education can establish a basis for further education and employment in the fields of exercise science, biomechanics, and the allied health professions, psychology, teaching, sport journalism sport marketing and management, sport and sport promotion, sport development and coaching.

1.1.2 Learning area structure All learning areas build on the P–10 Australian Curriculum.

Figure 1: Learning area structure

Applied • no more than one applied subject can

contribute to an ATAR calculation

• results contribute to the QCE

General • results may contribute to an Australian Tertiary

Admission Rank (ATAR) calculation

• results contribute to the Queensland Certificate of Education (QCE)

• includes external assessment

Health

Physical Education

Senior Secondary Health and Physical Education

Learning Area

P–10 Australian Curriculum Health and Physical Education

Early Childhood Studies

Sport & Recreation



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1.1.3 Course structure Physical Education is a course of study consisting of four units. Subject matter, learning experiences and assessment increase in complexity from Units 1 and 2 to Units 3 and 4 as students develop greater independence as learners.

Units 1 and 2 provide foundational learning, which allows students to experience all syllabus objectives and begin engaging with the course subject matter. Students should complete Units 1 and 2 before beginning Unit 3. It is recommended that Unit 3 be completed before Unit 4.

Units 3 and 4 consolidate student learning. Only the results from Units 3 and 4 will contribute to ATAR calculations.

Figure 2 outlines the structure of this course of study.

Each unit has been developed with a notional time of 55 hours of teaching and learning, including assessment.



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Figure 2: Course structure

Unit 3 Integrity, tactical awareness and physical activity

• Topic 1: Ethics and integrity

• Topic 2: Tactical awareness and electives

Assessment Summative internal assessment 1: Extended response — analytical exposition (25%) Summative internal assessment 2: Performance — folio (25%)

Unit 4 Energy, training

and physical activity

• Topic 1: Energy and performance

• Topic 2: Training and performance

Assessment

Summative internal assessment 3: Investigation — report (25%) Summative external assessment: Examination — combination response (25%)

Unit 1 Sport psychology,

equity and physical activity

• Topic 1: Sport psychology

• Topic 2: Equity —barriers and enablers

Assessment Formative internal assessment/s

Unit 2 Movement, motor

learning and physical activity

• Topic 1: Functional anatomy and biomechanics

• Topic 2: Motor learning

Assessment Formative internal assessment/s

Physical Education

Students should have opportunities in Units 1 and 2 to experience and respond to the types of assessment they will encounter in Units 3 and 4. For reporting purposes, schools should develop at least one assessment per unit, with a maximum of four assessments across Units 1 and 2.



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1.2 Teaching and learning 1.2.1 Syllabus objectives The syllabus objectives outline what students have the opportunity to learn. Assessment provides evidence of how well students have achieved the objectives.

Syllabus objectives inform unit objectives, which are contextualised for the subject matter and requirements of the unit. Unit objectives, in turn, inform the assessment objectives, which are further contextualised for the requirements of the assessment instruments. The number of each objective remains constant at all levels, i.e. Syllabus objective 1 relates to Unit objective 1 and to Assessment objective 1 in each assessment instrument.

Syllabus objectives are described in terms of actions that operate on the subject matter. Students are required to use a range of cognitive processes in order to demonstrate and meet the syllabus objectives. These cognitive processes are described in the explanatory paragraph following each objective in terms of four levels: retrieval, comprehension, analytical processes (analysis) and knowledge utilisation, with each process building on the previous processes (see Marzano & Kendall 2007, 2008). That is, comprehension requires retrieval, and knowledge utilisation requires retrieval, comprehension and analytical processes (analysis).

By the conclusion of the course of study, students will:

Syllabus objective Unit 1 Unit 2 Unit 3 Unit 4

1. recognise and explain concepts and strategies ● ● ● ●

2. implement concepts and strategies to achieve a particular purpose ● ● ● ●

3. categorise and organise data ● ● ● ●

4. analyse and critique data related to concepts and strategies ● ● ● ●

5. synthesise data to develop strategies ● ● ● ●

6. evaluate strategies ● ● ● ●

7. make decisions to modify strategies ● ● ● ●

8. justify decisions about strategies ● ● ● ●

9. make decisions about and use mode-appropriate features, language and conventions for particular purposes and contexts

● ● ● ●

1. recognise and explain concepts and strategies

When students recognise, they identify and recall concepts and strategies related to a physical activity learning context. When students explain, they give an account, including reasons or causes, and identify relationships between concepts and strategies to respond to a specific question from a physical activity learning context.

2. implement concepts and strategies to achieve a particular purpose

When students implement, they put body and movement concepts and strategies into effect in response to a situation or circumstance from a physical activity learning context.



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3. categorise and organise data

When students categorise, they classify and sort primary and secondary performance data related to body and movement concepts and strategies. When students organise, they create order or arrange information into interdependent or coordinated parts to form a whole.

4. analyse and critique data related to concepts and strategies

When students analyse, they identify, break down and examine methodically in order to find meaning or relationships between performance data, and body and movement concepts and strategies. When students critique, they review performance data and information relevant to specific questions in a physical activity learning context in a critical, detailed and purposeful way.

5. synthesise data to develop strategies

When students synthesise, they combine different types of performance data to establish or obtain facts, in order to create new understandings that inform the development of relevant strategies.

6. evaluate strategies

When students evaluate, they make an appraisal, weighing up strengths, possible implications and limitations of strategies. They make judgments about the strategies.

7. make decisions to modify strategies

When students make decisions, they weigh up positives and negatives and consider alternatives to modify strategies in physical activity learning contexts. When students modify, they refine by making partial or minor changes to the strategies.

8. justify decisions about strategies

When students justify decisions about strategies, they give valid reasons and provide evidence from primary and secondary data to support their decisions.

9. make decisions about and use mode-appropriate features, language and conventions for particular purposes and contexts

When students make decisions about mode-appropriate features and conventions, they use written, visual and spoken features to express meaning for particular purposes in a range of contexts. Written communication features include language conventions, specific vocabulary and language features such as annotations, paragraphs, and sentences. Visual communication features include video, images, drawings and diagrams. Spoken communication features include verbal and nonverbal features such as strategic talk, action statements or instructional messages that may be for live or virtual audiences.

1.2.2 Underpinning factors There are three skill sets that underpin senior syllabuses and are essential for defining the distinctive nature of subjects:

• literacy — the set of knowledge and skills about language and texts essential for understanding and conveying Physical Education content

• numeracy — the knowledge, skills, behaviours and dispositions that students need to use mathematics in a wide range of situations, to recognise and understand the role of mathematics in the world, and to develop the dispositions and capacities to use mathematical knowledge and skills purposefully



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• 21st century skills — the attributes and skills students need to prepare them for higher education, work and engagement in a complex and rapidly changing world.

These skill sets, which overlap and interact, are derived from current education, industry and community expectations. They encompass the knowledge, skills, capabilities, behaviours and dispositions that will help students live and work successfully in the 21st century.

Together these three skill sets shape the development of senior subject syllabuses. Although coverage of each skill set may vary from syllabus to syllabus, students should be provided with opportunities to learn through and about these skills over the course of study. Each skill set contains identifiable knowledge and skills that can be directly assessed.

Literacy in Physical Education Ongoing systematic teaching and learning focused on the literacy knowledge and skills specific to Physical Education is essential for student achievement.

Students need to learn and use knowledge and skills of reading, viewing and listening to understand and learn the content of Physical Education. Students need to learn and use the knowledge and skills of writing, composing and speaking to convey the Physical Education content they have learnt.

To understand and use Physical Education content, teaching and learning strategies include:

• making meaning of Physical Education language and texts

• comprehending language and texts to make literal and inferred meanings about biophysical, socio-cultural and psychological content

• using Physical Education ideas and information in classroom, real-world and/or lifelike contexts to progress their own learning.

To analyse and evaluate Physical Education content, teaching and learning strategies include:

• accessing the varied and changing Physical Education modes of content delivery

• making conclusions about the purpose and audience of Physical Education language and texts

• interpreting and analysing the ways language is used to convey ideas and information in Physical Education texts

• transforming language and texts to convey Physical Education ideas and information in particular ways to suit audience and purpose.

These aspects of literacy knowledge and skills are embedded in the syllabus objectives, unit objectives and subject matter, and instrument-specific marking guides (ISMGs) for Physical Education.

Numeracy in Physical Education Although much of the explicit teaching of numeracy skills occurs in Mathematics, being numerate involves using mathematical skills across the curriculum. Therefore, numeracy development is an essential component of teaching and learning across the curriculum, and a responsibility for all teachers.

Physical Education provides students with opportunities to:

• use calculation, estimation and measurement to collect qualitative and quantitative data and information



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• use spatial reasoning to apply concepts and implement strategies for a range of different individual and team physical activity learning contexts

• analyse, interpret and critique valid data using statistical reasoning, identifying patterns and relationships to consider trends

• synthesise a combination of different types of information and data to create new knowledge and draw conclusions to make decisions to inform specific strategies.

These aspects of numeracy knowledge and skills are embedded in the syllabus objectives, unit objectives and subject matter, and ISMGs for Physical Education.

21st century skills The 21st century skills identified in the following table reflect a common agreement, both in Australia and internationally, on the skills and attributes students need to prepare them for higher education, work and engagement in a complex and rapidly changing world.

21st century skills Associated skills 21st century skills Associated skills

critical thinking

• analytical thinking • problem-solving • decision-making • reasoning • reflecting and evaluating • intellectual flexibility

creative thinking

• innovation • initiative and enterprise • curiosity and imagination • creativity • generating and applying

new ideas • identifying alternatives • seeing or making new

links

communication

• effective oral and written communication

• using language, symbols and texts

• communicating ideas effectively with diverse audiences

collaboration and teamwork

• relating to others (interacting with others)

• recognising and using diverse perspectives

• participating and contributing

• community connections

personal and social skills

• adaptability/flexibility • management (self, career,

time, planning and organising)

• character (resilience, mindfulness, open- and fair-mindedness, self-awareness)

• leadership • citizenship • cultural awareness • ethical (and moral)

understanding

information & communication technologies (ICT) skills

• operations and concepts • accessing and analysing

information • being productive users of

technology • digital citizenship (being

safe, positive and responsible online)



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In Physical Education, the identified 21st century skills can be developed through teaching and learning strategies, which include:

• critical thinking skills, such as

- reasoning by creating a response to a question through logical steps

- evaluating data and information to judge the worth, credibility or strength of a strategy

• creative thinking skills, such as

- generating and applying new ideas to create and identify strategies to enhance movement

- synthesising data and information to create new knowledge

- collecting valid quantitative and qualitative data to create innovative strategies in physical activity learning contexts

• communication skills, such as

- manipulating specialised language, terminology, symbols and diagrams to communicate in Physical Education contexts

- transforming language and texts in Physical Education to convey ideas and information in particular ways to suit different audiences and purposes

• collaboration and teamwork skills, such as

- relating and interacting with others in physical activity learning contexts

- recognising and using diverse perspectives to enhance equity and integrity in physical activity learning contexts

- participating and contributing to create strategies to enhance own and others’ movement

• personal and social skills, such as

- developing ethical and moral understandings in physical activity learning contexts

- demonstrating adaptability and flexibility to create a strategy to enhance movement

- developing self-awareness of capacities and limitations in physical activity learning contexts

• ICT skills, such as

- accessing and presenting information, including primary and secondary data

- capturing performance data using digital technologies

- analysing and validating performance data using digital technologies

- selecting, editing and manipulating evidence from performance data using digital technologies

- manipulating performance data and information using digital technologies to analyse trends, patterns or relationships.

These elements of 21st century skills are embedded in the syllabus objectives, unit objectives, subject matter, and ISMGs for Physical Education.



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1.2.3 Aboriginal perspectives and Torres Strait Islander perspectives

The QCAA is committed to reconciliation in Australia. As part of its commitment, the QCAA affirms that:

• Aboriginal peoples and Torres Strait Islander peoples are the first Australians, and have the oldest living cultures in human history

• Aboriginal peoples and Torres Strait Islander peoples have strong cultural traditions and speak diverse languages and dialects, other than Standard Australian English

• teaching and learning in Queensland schools should provide opportunities for students to deepen their knowledge of Australia by engaging with the perspectives of Aboriginal peoples and Torres Strait Islander peoples

• positive outcomes for Aboriginal students and Torres Strait Islander students are supported by successfully embedding Aboriginal perspectives and Torres Strait Islander perspectives across planning, teaching and assessing student achievement.

Guidelines about Aboriginal perspectives and Torres Strait Islander perspectives and resources for teaching are available at www.qcaa.qld.edu.au/k-12-policies/aboriginal-torres-strait-islander-perspectives.

The Physical Education syllabus recognises Aboriginal peoples and Torres Strait Islander peoples, their traditions, histories and experiences, prior to colonisation through to the present time. This acknowledgment strengthens student understanding and appreciation of the First Peoples of Australia. Relevant sections of the syllabus identify subject matter and strategies that can be drawn upon to encourage engagement with frameworks of knowledge and ways of learning, cultural contexts in which Aboriginal peoples and Torres Strait Islander peoples live, and their contributions to Australian society and culture.

Embedding Aboriginal perspectives and Torres Strait Islander perspectives in curriculum is more than just attaching it onto existing content and objectives (Blair 2015). Blair suggested five ideas in considering the embedding of Aboriginal perspectives and Torres Strait Islander perspectives:

1. Teachers are challenged to reflect on the context in which they teach, and why they teach — both professionally and personally.

2. Teachers need to understand the differences between Indigenous Knowings and Western knowledge.

3. Teachers must acknowledge the legacy and stories of our shared Australian histories.

4. Story is one of the salient cornerstones of Indigenous Knowing and is important to the teaching process.

5. Process is as important as content.

In Physical Education, there is opportunity to explore Aboriginal games and Torres Strait Islander games as a medium for learning.

The resilience and determination of Aboriginal peoples and Torres Strait Islander peoples can be enhanced through the inquiry process. The pedagogical approach using inquiry learning about, through and in physical activities also complements the interconnections within Aboriginal ways and Torres Strait Islander ways of learning, knowing and working.



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http://www.qcaa.qld.edu.au/k-12-policies/aboriginal-torres-strait-islander-perspectives

http://www.qcaa.qld.edu.au/k-12-policies/aboriginal-torres-strait-islander-perspectives

1.2.4 Pedagogical and conceptual frameworks Students in Physical Education learn first-hand, through an inquiry process that makes explicit the integration of engagement in physical activity and specific subject matter (see Figure 3). This experiential approach provides opportunities for students to make meaning of the cognitive and psychomotor processes of physical activity learning contexts (Hay 2006).

Students engage in inquiry and strength-based learning that enables effective integration of authentic experiences with physical activity to investigate subject matter (Stolz 2014). This learning provides opportunities to evaluate and make decisions using the three domains of knowledge: information, mental procedures and psychomotor procedures (Marzano & Kendall 2008). These informed decisions, established through purposeful learning, assist students to enhance their own and others’ performance.

Arnold’s seminal concepts (1979, 1985, 1988) provide a philosophical and educative framework to promote deep learning about, through and in physical activity (Brown & Penney 2012; Stolz & Thorburn 2015). These three concepts of learning in the field of Physical Education are dynamic and not mutually exclusive. They are interrelated and provide a holistic conceptualisation of physical activity and learning (Hay and Penney 2013). Each concept overlaps and shares interdependence with the others, and are key to learning within the disciplines and sub-disciplines of Physical Education.



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Figure 3: A physically educated student

The three concepts described as follows inform the learning and teaching of subject matter in this syllabus:

• Learning about physical activity is concerned with theoretical knowledge about the richness and diversity of movement (Arnold 1979). This knowledge assists students to apply their learning to real-life situations, to evaluate data, concepts and strategies in order to enhance performance. Students build confidence and competence in knowledge, skills, capacities and attitudes about biophysical, psychological and sociocultural bases associated with their experiences in physical activity learning contexts.

• Learning through physical activity is associated with the development of personal, intellectual and social skills to engage purposefully in physical activity. This engagement allows opportunity for students to transform passive or abstract concepts into meaningful experiences to further develop knowledge and understanding (Arnold 1979). Students develop their own capacities and personalise their learning by working independently and collaboratively, through physical activity, to develop personal and social skills such as teamwork and ethical



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behaviours. They understand and critique their learning in order to enhance performance through physical activity learning contexts.

• Learning in physical activity is experiential and intrinsically values movement development in all its varied forms (Stolz 2014). Learning in physical activity explores the sensations of the body in physical activity, its enjoyment and appreciation. Students develop their knowledge and capacities in the biophysical, psychological and sociocultural bases of physical activity to become cognisant of the capacities of their own bodies, to enrich and develop greater understanding in order to enhance performance in physical activity learning contexts.

An inquiry approach involves a method of learning, initiated by questions. This involves the personal construction of a student’s own knowledge and resources — that is, knowledge and resources that are new to the student. Inquiry learning requires an active approach to teacher-facilitated learning where students have the central role.

The key stages in the inquiry process used in Physical Education are:

• Engage and initiate: Students recognise and explain by considering a specific question in a physical activity learning context to determine what they need to know. They construct meaning and initiate procedures through active and purposeful engagement with the question. Students recognise, explain and demonstrate their learning based on the gathering of valid and reliable information and data.

• Devise and implement: Students categorise and organise data by classifying and sorting the information and data in order to devise and implement strategies in response to the question. Students are provided with the opportunity to implement their learning in a physical activity learning context to enhance performance. They observe and document their findings from the implementation of purposeful strategies.

• Analyse and decide: Students analyse and critique their findings to make decisions about strategies based on authentic experiences in physical activity learning contexts. They synthesise a combination of different types of information and data to create new understanding and draw conclusions about the most appropriate response to the specific question. This decision-making process uses both declarative knowledge and procedural knowledge to manipulate and modify the strategy for enhanced performance.

• Validate and reflect: Students manipulate information from primary and secondary data to evaluate and reflect on their strategy and decisions. They formulate valid evidence to make and justify the refinements to their strategy and decisions in order to enhance performance.

Communication underpins the four stages of inquiry. As students advance in their inquiry, they develop more meaning about previous understandings and inquiry decisions to effectively communicate for particular purposes and contexts (Marzano & Kendall 2007).

Teaching for inquiry and teaching through inquiry When teaching through an inquiry approach in Physical Education, students are presented with a specific question to generate focus questions relating to the physical activity learning context. Through informed decision-making, students are able to develop new understanding and specialised movement concepts in the biophysical, psychological and sociocultural bases of physical activity. This requires an explicit and connected approach to teaching inquiry that necessitates fluency of critical facts and processes at each step.



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The inquiry process uses a set of skills that develop in sophistication and independence over the course of study in Physical Education. When teaching inquiry skills, teachers should consider teaching for inquiry and teaching through inquiry. When teaching for inquiry in Physical Education, students are taught a set of inquiry skills. These include how to:

• devise questions

• research using the internet and search filters

• examine for validity and reliability

• record information and data

• analyse and process information and data in order to find meaning between relationships, patterns and trends

• synthesise ideas and findings

• evaluate using criteria and make decisions about strategies

• communicate findings through visual, spoken and written modes.

Engagement in physical activity learning contexts and integration of subject matter In Physical Education, engagement in individual and team physical activity learning contexts is essential. The engagement in a range of physical activity learning contexts will assist in the development of intelligent performance, encouraging deep learning and transfer and refinement of specialised movement sequences, strategies and concepts. Students are provided with opportunities, based in movement, to gather evidence of their cognitive and psychomotor learning. This deep learning enables students to evaluate, manipulate and refine strategies to enhance performance of themselves and others.

Students are not passive recipients of knowledge; instead, learning takes place through experiential and dynamic engagement with subject matter through hands-on work in physical activity. This integration is made explicit in the unit objectives, subject matter and assessment objectives, and informs the implementation of the syllabus.

Physical activity learning contexts enable students to learn about the subject matter through authentic participation in physical activity, classroom-based activities, field studies, laboratories, excursions, community events, technology-enhanced learning tasks and outside-school experiences. Learning opportunities relate to the experiences of self and others to enable students to make meaning of complex understandings through connections with real-life contexts. From this basis of understanding of performance, students can apply their learning to increasingly diverse and less familiar circumstances to make decisions and draw conclusions about specific questions in different physical activity learning contexts.



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1.2.5 Subject matter Subject matter is the body of information, mental procedures and psychomotor procedures (see Marzano & Kendall 2007, 2008) that are necessary for students’ learning and engagement with Physical Education. It is particular to each unit in the course of study and provides the basis for student learning experiences.

Subject matter has a direct relationship to the unit objectives, but is of a finer granularity and is more specific. These statements of learning are constructed in a similar way to objectives. Each statement:

• describes an action (or combination of actions) — what the student is expected to do

• describes the element — expressed as information, mental procedures and/or psychomotor procedures

• is contextualised for the topic or circumstance particular to the unit.



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1.3 Assessment — general information Assessments are formative in Units 1 and 2, and summative in Units 3 and 4.

Assessment Unit 1 Unit 2 Unit 3 Unit 4

Formative assessments ● ● ⚪ ⚪

Summative internal assessment 1 ⚪ ⚪ ● ⚪

Summative internal assessment 2 ⚪ ⚪ ● ⚪

Summative internal assessment 3 ⚪ ⚪ ⚪ ●

Summative external assessment ⚪ ⚪ ⚪ ●

1.3.1 Formative assessments — Units 1 and 2 Formative assessments provide feedback to both students and teachers about each student’s progress in the course of study.

Schools develop internal assessments for each senior subject, based on the learning described in Units 1 and 2 of the subject syllabus. Each unit objective must be assessed at least once in each unit.

For reporting purposes, schools should devise at least two but no more than four assessments for Units 1 and 2 of this subject. At least one assessment must be completed for each unit.

The sequencing, scope and scale of assessments for Units 1 and 2 are matters for each school to decide and should reflect the local context.

Teachers are encouraged to use the A–E descriptors in the reporting standards (Section 1.5) to provide formative feedback to students and to report on progress.

1.3.2 Summative assessments — Units 3 and 4 Students will complete a total of four summative assessments — three internal and one external — that count towards their final mark in each subject.

Schools develop three internal assessments for each senior subject, based on the learning described in Units 3 and 4 of the syllabus.

The three summative internal assessments will be endorsed and the results confirmed by the QCAA. These results will be combined with a single external assessment developed and marked by the QCAA. The external assessment results for Physical Education will contribute 25% towards a student’s result.

Summative internal assessment — instrument-specific marking guides This syllabus provides ISMGs for the three summative internal assessments in Units 3 and 4.

The ISMGs describe the characteristics evident in student responses and align with the identified assessment objectives. Assessment objectives are drawn from the unit objectives and are contextualised for the requirements of the assessment instrument.

Criteria

Each ISMG groups assessment objectives into criteria. An assessment objective may appear in multiple criteria, or in a single criterion of an assessment.



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Making judgments

Assessment evidence of student performance in each criterion is matched to a performance-level descriptor, which describes the typical characteristics of student work.

Where a student response has qualities from more than one performance level, a ‘best-fit’ approach is used. Where a performance level has a two-mark range, it must be decided if the ‘best fit’ is the higher or lower mark of the range.

Authentication

Schools and teachers must have strategies in place for ensuring that work submitted for internal summative assessment is the student’s own. Authentication strategies outlined in QCAA guidelines, which include guidance for drafting, scaffolding and teacher feedback, must be adhered to.

Summative external assessment The summative external assessment adds valuable evidence of achievement to a student’s profile. External assessment is:

• common to all schools

• administered under the same conditions at the same time and on the same day

• developed and marked by the QCAA according to a commonly applied marking scheme.

The external assessment contributes 25% to the student’s result in Physical Education. It is not privileged over the school-based assessment.



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1.4 Reporting standards Reporting standards are summary statements that succinctly describe typical performance at each of the five levels (A–E). They reflect the cognitive taxonomy and objectives of the course of study.

The primary purpose of reporting standards is for twice-yearly reporting on student progress. These descriptors can also be used to help teachers provide formative feedback to students and to align ISMGs.

Reporting standards

A

Demonstrates discerning and accurate recognition, explanation and implementation of physical activity concepts and strategies. Discerning and insightful categorisation and organisation of a range of valid data and information. Discerning and insightful analysis and critique of concepts and strategies related to physical activity learning contexts. Discerning and insightful synthesis of data to modify well-reasoned strategies to respond to specific questions related to physical activity. Discerning and insightful decision-making, evaluation and justification of strategies using primary and secondary data. Effective and sustained decision-making about use of mode-appropriate features, language and conventions for a particular purpose and context.

B

Demonstrates accurate recognition, explanation, and implementation of physical activity concepts and strategies. Purposeful and effective categorisation and organisation of data and information. Purposeful and effective analysis and critique of concepts and strategies related to physical activity learning contexts. Purposeful and effective synthesis of data to modify credible strategies to respond to specific questions related to physical activity. Purposeful and effective decision-making, evaluation and justification of strategies using primary and secondary data. Effective decision-making about use of mode-appropriate features, language and conventions for a particular purpose and context.

C

Demonstrates appropriate recognition, explanation, and implementation of fundamental physical activity concepts and strategies. Appropriate categorisation and organisation to analyse and critique of data and information from physical activity learning contexts. Appropriate analysis and critique of concepts and strategies related to physical activity learning contexts. Appropriate synthesis of data to modify feasible strategies to respond to specific questions related to physical activity. Appropriate decision-making, evaluation and justification of strategies using primary and/or secondary data. Suitable decision-making about use of mode-appropriate features, language and conventions for a particular purpose and context.

D

Demonstrates superficial recognition, explanation, and implementation of aspects of physical activity concepts and strategies. Aspects of organisation of data and information and analysis of concepts or strategies, and partial synthesis of data to develop strategies related to physical activity. Unclear and vague decision-making and explanation of strategies. Variable and inappropriate decision-making about use of mode-appropriate features, language and conventions.



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E

Demonstrates unclear and isolated use of physical activity concepts and strategies. Fragmented organisation of data and information to respond to specific questions. Isolated decision-making and elements of explanation of strategies. Inconsistent and disjointed use of communication features, language and conventions.



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2 Unit 1: Sport psychology, equity and physical activity

2.1 Unit description In Unit 1, students engage with concepts and strategies associated with sport psychology and the provision of equity in physical activity. Students apply their knowledge through participation in selected physical activity learning contexts. They use primary and secondary data gathered in these learning contexts to develop strategies in response to specific questions.

The learning for this unit is organised into two separate and interrelated topics, as outlined below. Both topics are of equal importance in providing students with the knowledge and processes of the unit.

Unit requirements It is the responsibility of schools, principals and teachers to ensure the health, safety and wellbeing of students, staff and others involved in all curriculum activities at schools or other locations. Refer to your curriculum activity risk management procedures for establishing processes prior to implementation of curriculum activities.

The following physical activities are recommended as learning contexts to integrate subject matter.

Topic 1: Sport psychology

Select from the following list of physical activities: archery; athletics (jumps or throws); badminton; crossfit; dance/sport aerobics; duathlon, aquathlon or triathlon; golf; lawn bowls; resistance training; swimming; surfing; volleyball.

Topic 2: Equity — barriers and enablers

Select from the following list of team physical activities: Aboriginal games and Torres Strait Islander games; Australian football; basketball; futsal/soccer; netball; Oztag/touch; tchoukball; or team handball.

2.2 Unit objectives Unit objectives are drawn from the syllabus objectives and are contextualised for the subject matter and requirements of the unit. Each unit objective is assessed at least once.

Students will:

1. recognise and explain sport psychology and equity concepts and strategies

2. implement sport psychology and equity concepts and strategies to achieve a particular purpose

3. categorise and organise primary and secondary data

4. analyse and critique data related to sport psychology and equity concepts and strategies

5. synthesise data related to sport psychology and equity to develop strategies

6. evaluate strategies related to sport psychology and equity

7. make decisions to modify strategies about sport psychology and equity



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8. justify decisions about strategies related to sport psychology and equity

9. make decisions about and use mode-appropriate features, language and conventions for particular purposes and contexts.

2.3 Topic 1: Sport psychology Which sport psychology concepts and strategies can assist to enhance performance?

Subject matter

In this topic, students will: • engage with and initiate psychological concepts and strategies to enhance performance

- recognise and explain the concepts of motivation, confidence and arousal to enhance physical performance

- participate in the selected physical activity to implement goal-setting strategies; specifically, process goals, outcome goals and performance goals mental rehearsal strategies; specifically, mental rehearsal of entire performance, visualisation of

one aspect of skill execution prior to performance, and internal and external perspectives of imagery

positive self-talk strategies; specifically, using positive cue words and positive emotions to create self-belief

self-confidence strategies; specifically, identifying how thoughts can affect self-confidence (e.g. situation, thoughts, emotions and reactions), using affirmations to change personal reactions to situations

pre-performance strategies, including construction of a pre-performance routine and checklist; specifically, using mental rehearsal tasks to prepare for training and competition and implement pre-event focus tasks and cues (e.g. technical points, triggers or competition segments)

relaxation strategies; specifically, progressive muscle relaxation (PMR), deep breathing techniques and visualisation techniques

- implement focus and concentration strategies while involved in the selected physical activity; specifically, performance segmenting, pre-competition routine and within-competition routines

- document and interpret the implemented psychological strategies for self or others to generate primary data

• devise and implement strategies for enhanced performance - categorise and organise primary data about psychological strategies to determine strengths and

limitations - use secondary data to distinguish the influences of psychological strategies on motivation,

confidence and arousal levels - apply primary and secondary data to determine a range of effective psychological strategies to

enhance performance - develop and implement psychological strategies to enhance performance

• analyse and decide about the most effective psychological strategy to enhance performance - analyse and interpret data about the psychological strategy to draw conclusions about the most

effective influences on motivation, confidence or arousal levels - critique primary and secondary data about the psychological strategy used in the specific physical

activity to identify strengths and limitations - synthesise data to draw conclusions about the psychological strategy for enhanced performance - modify the psychological strategy - assess the effectiveness of the modified psychological strategy - manipulate effective communication strategies to present information about the psychological

strategy • validate and reflect on decisions about the psychological strategy to enhance performance for self or



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others - justify the selection of the psychological strategy - justify decisions about the modification and implementation of the psychological strategy - use valid information from primary and secondary data to justify decisions about the development of

the psychological strategy - manipulate mode-appropriate features, language and conventions to convey meaning to a technical

audience.

2.4 Topic 2: Equity — barriers and enablers How do barriers and enablers influence equity in physical activity?

Subject matter

In this topic, students will: • engage with and initiate access and equity in physical activity

- recognise and explain how a range of factors related to equity determine access to physical activity; specifically, personal, social and cultural factors

- comprehend how personal, social and cultural factors may act as barriers or enablers to determine access to physical activity

- identify and explain the emerging megatrends in Australia of ‘being physically active’; specifically, personalised sport for health and fitness the rise of lifestyle sports demographic, generational and cultural change the attainment of health and community objectives via physical activity

- recognise how these emerging megatrends may interact as barriers or enablers influencing personal, social and cultural factors related to engagement in physical activity

- initiate and contribute to a range of different strategies (e.g. event or tournament, come-and-try session, or group participation activity) to manipulate personal, social and cultural factors, acting as barriers and enablers to influence access and equity in physical activity

- synthesise findings and data from a range of different strategies on how personal, social and cultural barriers and enablers may be manipulated to influence access and equity in physical activity; specifically, personal strategies, including enabling choice of activities to suit personal preference,

acknowledging individual attitudes, values and beliefs social strategies, including grouping and team selection, performance environment modifications,

manipulation of rules and constraints in the physical activity cultural strategies, including community promotion and engagement related to physical activity,

media and marketing strategies, rules, policies and procedures, including risk assessment within a school setting

- document and explain how personal factors may act as barriers and enablers for self or others to influence access and equity; specifically, motivation, confidence, personality traits (e.g. enjoyment, temperament or preference), self-esteem and self-concept, individual ability, genetic disposition, gender and previous experiences of physical activity

- document and explain how social factors may act as barriers and enablers for self or others to influence access and equity; specifically, agents of socialisation, including siblings, peers, parents, teachers and coaches, the social construction of gender, and physical activity

- document and explain how cultural factors may act as barriers and enablers to influence access and equity; specifically, demographic, generational and cultural change, the role of government funding, media promotion and marketing of physical activity, including social media, institutional rules, policies and procedures

- symbolise in a graphic organiser the critical elements of personal, social and cultural factors that may act as barriers or enablers to engagement in physical activity

• devise and implement strategies to reduce barriers and enhance enablers in the selected physical



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activities - categorise and organise primary data through participation to monitor effectiveness of strategies - organise, sequence and use primary and secondary data from relevant and credible databases,

search engines and text-based resources to develop a range of effective personal, social and cultural strategies to develop increased access and equity in physical activity

- develop and implement a range of personal, social and cultural strategies to collect and categorise primary and secondary data on the influence of access and equity related to physical activity

- implement and analyse strengths, weaknesses, opportunities and threats (SWOT analysis) of personal, social and cultural strategies to enhance involvement in physical activity to determine how barriers and enablers for self and others may be manipulated and refined to promote access and equity

• analyse and decide about enhancing access and equity in the selected physical activities - analyse and critique valid evidence from observations of barriers and enablers related to strategies to

determine suitability - draw conclusions to determine a specific personal, social or cultural strategy to influence barriers and

enablers to enhance peers’ access and equity - make decisions about the personal, social or cultural strategy to influence access and equity - modify the strategy to influence access and equity - manipulate effective communication strategies to present information about the participation strategy

• validate and reflect on barriers and enablers to influence access and equity in the selected physical activities - use primary and secondary data to justify the decisions to reduce barriers and enhance enablers for

self and others - use primary and secondary data to justify the outcomes of the implementation of the strategy - manipulate mode-appropriate features, language and conventions to convey meaning to a technical

audience.

2.5 Assessment guidance In constructing assessment instruments for Unit 1, schools should ensure that the objectives cover, or are chosen from, the unit objectives. If one assessment instrument is developed for a unit, it must assess all the unit objectives; if more than one assessment instrument is developed, the unit objectives must be covered across those instruments.

The suggested techniques for Unit 1 are an investigation and an analytical exposition.



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3 Unit 2: Movement, motor learning and physical activity

3.1 Unit description In Unit 2, students engage with concepts and strategies of biomechanics, functional anatomy and motor learning. Students apply their knowledge through active participation in selected physical activity learning contexts. They use primary and secondary data gathered in these learning contexts to develop strategies from specific questions to enhance their own and others’ movement and motor learning. They make decisions and formulate valid evidence about specific strategies to enhance their own and others’ movement and motor learning in selected physical activities.




Topic 1: Functional anatomy and biomechanics

Select from the following physical activities: athletics (throws); athletics (jumps); badminton; canoeing/kayaking; golf; rock climbing; swimming; table tennis; tennis; or volleyball.

Topic 2: Motor learning

Select from the following team physical activities: Australian football, basketball, netball, Oztag/touch, soccer/futsal, team handball, volleyball or water polo.


Students will:

1. recognise and explain functional anatomy, biomechanical and motor learning concepts and strategies

2. implement functional anatomy, biomechanical and motor learning concepts and strategies to achieve a particular purpose

3. categorise and organise primary and secondary data

4. analyse and critique data related to functional anatomy, biomechanical and motor learning concepts and strategies



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5. synthesise data related to functional anatomy, biomechanical and motor learning concepts to develop strategies

6. evaluate strategies related to functional anatomy, biomechanics and motor learning

7. make decisions to modify strategies related to functional anatomy, biomechanical and motor learning concepts

8. justify decisions about strategies related to functional anatomy, biomechanical and motor learning

9. make decisions about and use mode-appropriate features, language and conventions for particular purposes and contexts.

3.3 Topic 1: Functional anatomy and biomechanics How does functional anatomy and biomechanics enhance physical activity?

Subject matter

In this topic, students will: • engage with and initiate the application of functional anatomy and biomechanical concepts

- identify applicable phases and sub-routines of movement in the selected physical activity - identify and explain how force is generated; specifically, internal and external forces internal forces include action and reaction, acting on different body parts external forces include friction (contact) and gravity (non-contact)

- identify and explain how technique is determined; specifically, qualitative methods, where coaches/teachers use their knowledge of force production in order to

improve the execution of skill quantitative biomechanical analysis methods used to develop efficient movement

- recognise and explain biomechanical concepts in the selected physical activity; specifically, summation of force production, speed, velocity, displacement and acceleration

- identify and demonstrate (where applicable) the critical anatomical and joint movements in the selected physical activity; specifically, flexion, extension, abduction, adduction, pronation, supination, rotation, circumduction, dorsiflexion, plantar flexion, eversion and inversion

- identify and use different types of muscle contraction (where applicable) through the physical activity; specifically, concentric and eccentric

- generate primary data by documenting, through digital capture, the anatomical movements, muscle contractions and biomechanical concepts used in the selected physical activity

- symbolise relevant types of muscle contractions and joint actions to produce force and movement in the physical activity

- represent the concept of reciprocal inhibition in muscle contraction to produce force and movement in the physical activity; specifically, role of agonist and antagonist

- demonstrate and comprehend the concepts of Newton’s three laws of motion in the selected physical activity

- recognise and demonstrate the concept of stability in force production and movement, including position of centre of mass and body position

- identify and use first-, second- and third-class levers in the selected physical activity, including force multipliers and speed multipliers

- identify and use the components of projectile motion in a suitable physical activity; specifically, speed, angle and height of release

- comprehend and use Bernoulli’s principle in a suitable physical activity; specifically, topspin, backspin, sidespin and lift forces (where applicable) in movement activities

- symbolise critical biomechanical concepts to produce force and movement in the selected physical activity



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- access secondary data, using relevant search engines, databases and text resources to recognise, explain and comprehend how functional anatomy and biomechanical concepts contribute to movement in the selected physical activity

• devise and implement strategies that apply functional anatomy and biomechanical concepts - categorise and organise primary data from observation and performance of phases and sub-routines

of movement to identify strengths and limitations about force production and technique; specifically, biomechanical concepts, anatomical movements, and joint actions and types of muscular contraction

- collect and categorise secondary data and information relevant to different biomechanical concepts, anatomical movements and muscular contractions required to enhance performance phases and sub-routines of the selected individual physical activity for self or others

- distinguish the critical biomechanical concepts, anatomical movements and muscular contractions required for enhanced performance in a selected movement

- determine a strategy to produce enhanced force production and technique in the selected movement - develop and implement a specific force production and technical strategy to produce enhanced

performance in the selected movement • analyse and decide about applying functional anatomy and biomechanical concepts in one selected

movement in a physical activity - analyse and critique strengths and limitations of the implemented force production and technical

strategy, using valid evidence from primary and secondary data - synthesise data and information to modify and refine the force production and technical strategy

identified from primary and secondary data in the selected physical activity - draw conclusions from primary and secondary data to enhance the strategy and decisions about

force production and technique in the selected movement - assess the strategy used to enhance force production and technique - recommend and manipulate effective communication strategies to present information

• validate and reflect on responses about the application of functional anatomy and biomechanical concepts - justify the strategy and decisions to develop enhanced force production and technique - evaluate the effectiveness of the strategy and decisions to enhance force production and technique

in the selected physical activity, using valid information from primary and secondary data - manipulate mode-appropriate features, language and conventions to convey meaning to a technical

audience.

3.4 Topic 2: Motor learning How is motor learning developed in physical activity?

Subject matter

In this topic, students will: • engage with and initiate the development of motor learning in physical activity

- identify and explain how different behaviourist, cognitive and ecological models of motor learning have developed over time

- comprehend and identify a behaviourist model of learning; specifically, appropriate behaviours developed through the collection of learnt responses to stimuli, shaped by reinforcement and conditioning

- comprehend and identify cognitive models of learning through participation; specifically, information processing model, based on a relationship between the central nervous system and

discrete cognitive stages involving perception, decision-making and response execution stage model of motor learning, based on learning as a continuous process with gradual changes

in the nature of information processing as learning progresses; stage model limited to cognitive stage (including identifying task goal, rapid performance gains, error-ridden, inefficient), associative stage (including associating environmental cues with actions, achieving consistency, refinement, fewer errors, can detect and correct errors), and autonomous stage (including almost



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automatic, habitual, sub-conscious control, multitask, minimal performance variability, few errors) schema model, based on a set of rules concerning the execution of movement response linked to

feedback received during and after performance linear model of learning, where learning of movement skills is simple, predictable and sequential,

using cognitive processes - symbolise critical elements about linear models of learning - identify and document personal learning in the selected team physical activity, using behaviourist and

cognitive models of learning - explain limitations of different behaviourist and cognitive models of learning - comprehend and identify an ecological model of learning; specifically, ecological dynamics, where integration occurs between ecological psychology and dynamical

systems theory, which views the mind, the body and the environment as influencers to shape behaviour

ecological psychology, where an individual’s behaviour or action is linked to information perceived in the learning environment

dynamical systems theory, where continuous, dynamic interactions of each performer’s unique individual constraints as well as constraints of the task and performance environment create instability in the learner, who self-organises from within, facilitating the emergence of functional movement patterns

- comprehend and explain that learning of movement is viewed as a non-linear, complex, unpredictable and dynamic process characterised by sudden progressions and regression in movement and performance

- symbolise critical elements about the ecological model - participate in the selected team physical activity to comprehend and explain the ecological model of

motor learning; this model is based on the outcome of successful adaptation of performance to constraints imposed by the interaction between the task, the learner and the environment

- recognise a non-linear, constraints-led approach to learning design and delivery of feedback and instruction through participation in physical activity; specifically, variations among performers’ individual dynamics, manipulation of task constraints and interaction with environmental constraints

- identify rate limiters to performance; specifically, technical, perceptual, tactical, psychological and physiological

- identify and document personal learning in the selected team physical activity, using the ecological models

- access secondary data from relevant and credible databases, search engines and text resources to recognise, explain and comprehend how different models of motor learning contribute to skill acquisition

• devise and implement strategies to enhance motor learning in the selected physical activity - sort documented primary data from observations of skill acquisition, using different models - consider the limitations of behaviourist, cognitive and ecological models - determine the key differences between behaviourist, cognitive and ecological models - classify and sort from primary and secondary data using relevant and credible databases, search

engines and text resources about contemporary models of motor learning and the influence on skill acquisition

- create and implement strategies to enhance motor learning in a training session through changing the task, categorising the performance requirements, and modifying the environment, based on primary and secondary data, to enhance skill acquisition for self or others within the selected team physical activity

• analyse and decide about a motor learning strategy in a training session - analyse and critique valid evidence through observations and participation in the physical activity

training session to determine suitability of the learning strategy for self or others - draw conclusions from primary and secondary data to determine the suitability of the motor learning

strategy for self or others - make decisions to refine the motor learning strategy in the training session to enhance skill

acquisition for self or others - modify the specific motor learning strategy to enhance skill acquisition for self or others



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- assess the effectiveness of the motor learning strategy to match learning needs - recommend and manipulate effective communication strategies to present information

• validate and reflect on decisions about motor learning in physical activity - justify decisions relating to the development of the motor learning strategy - manipulate valid information from primary and secondary data to support the strategy and decisions

about the development the training session - justify the planning of the training session to suit skill acquisition for self or others - manipulate mode-appropriate features, language and conventions to convey meaning to a technical

audience.

3.5 Assessment guidance In constructing assessment instruments for Unit 2, schools should ensure that the objectives cover, or are chosen from, the unit objectives. If one assessment instrument is developed for a unit, it must assess all the unit objectives; if more than one assessment instrument is developed, the unit objectives must be covered across those instruments.

The suggested techniques for Unit 2 are a performance folio and an examination — combination response.



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4 Unit 3: Integrity, tactical awareness and physical activity

4.1 Unit description In Unit 3, students engage with concepts and strategies of ethics, integrity and tactical awareness. Students apply their knowledge through active participation in selected physical activity learning contexts. They use primary and secondary data gathered in these learning contexts to develop strategies in response to specific questions to enhance their own and others’ ethical understanding, integrity and tactical awareness in physical activity. Students evaluate and make decisions to modify strategies using performance data to enhance their performance in selected physical activities.




Topic 1: Ethics and integrity

Select physical activity learning contexts from the following list: archery, beach volleyball, canoeing/kayaking, cricket, crossfit, cycling/mountain biking, dance, golf, group fitness activities, hockey, lawn bowls, lifesaving, martial arts, orienteering, rock climbing, skateboarding, softball, surf and water sports, table tennis, team-oriented Aboriginal games and Torres Strait Islander games, ultimate disc.

Topic 2: Tactical awareness and electives

Select physical activity learning contexts from the following list: badminton, basketball, futsal, netball, tennis, touch, volleyball or water polo.


Students will:

Unit objective IA1 IA2

1. recognise and explain integrity and tactical awareness concepts and strategies ●

2. implement integrity and tactical awareness concepts and strategies to achieve a particular purpose ● ●



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3. categorise and organise primary and secondary data ● ●

4. analyse and critique data related to questions about integrity and tactical awareness concepts and strategies ● ●

5. synthesise data related to integrity and tactical awareness to develop strategies ● ●

6. evaluate strategies related to integrity and tactical awareness ● ●

7. make decisions to modify strategies related to integrity and tactical awareness ● ●

8. justify decisions about strategies related to integrity and tactical awareness ● ●

9. make decisions about and use mode-appropriate features, language and conventions for particular purposes and context. ● ●



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4.3 Topic 1: Ethics and integrity How do ethical strategies influence fair and equitable engagement in physical activity?

Subject matter

In this topic, students will: • engage with and initiate ethical strategies for fair play and equitable engagement

- identify and document the game design elements engaging in the selected physical activities; specifically, purpose of the game, rules of the game, equipment used, restrictions and constraints of the game, and acceptance of rules by players

- recognise and explain ethical behaviours (fair play, honesty, acceptable behaviours) and ethical strategies (playing by the rules, differentiating right from wrong) in selected physical activities

- identify the role of peers, family, coaches, school, community and others in the development of personal values, beliefs and ethical behaviours during engagement

- explain how ethical systems and strategies influence fair play and integrity of individual, recreational or team physical activities

- identify and document data, using spreadsheet applications, about observations of fair play, playing by the rules, honesty and respectful behaviours during active involvement in the selected physical activities

- comprehend and describe how ethical strategies can positively or negatively influence fair play - clarify and construct constraints that influence the outcomes of involvement in selected physical

activities; specifically, team selection, inclusion, rules and equipment, scoring procedures, conduct of officials and coaches, and conduct of spectators

- identify and document data, using spreadsheet applications, about how fair play, playing by the rules, honesty and respectful behaviours may be compromised by engaging in the constraints-based physical activities

- access codes of behaviour, and rules and policies (including risk assessment) within school and community settings to identify how these support ethical strategies and fair play in the selected physical activities

- identify and explain how globalisation and media coverage have influenced ethical strategies, including fair play, playing by the rules, honesty and respectful behaviours

- identify ethical issues (gender inclusion, ability, enhancements in technology and equipment, corruption) through involvement in constraints-based selected physical activities

- recognise and explain the ethical decision-making framework to gather primary data about ethical issues and strategies implemented in selected physical activities; the ethical decision-making framework has five stages identifying the issue and facts developing strategies, including game design elements assessing the strategies developed choosing the most appropriate strategies to implement reflecting on the implementation

- access secondary data, using relevant search engines, databases and text resources to recognise, explain and comprehend how ethical strategies can influence fair play and integrity of physical activities

• devise and implement ethical strategies to enhance integrity and fair play in physical activity - sort primary data about ethical behaviours, strategies and issues evident through participation in

constraints-based physical activities - organise and sequence secondary data from relevant and credible databases, search engines and

text resources to determine ethical strategies intended to enhance integrity - apply the first three stages of the ethical decision-making framework to develop ethical strategies that

enhance integrity in the selected physical activities - implement ethical strategies to support and promote integrity in the selected physical activities



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- document and sort findings of the strategies • analyse and decide about an ethical strategy to enhance integrity

- apply the last three stages of the ethical decision-making framework to evaluate the effectiveness of the ethical strategy to enhance fair play in the selected physical activities

- analyse and critique valid evidence from observations about how the ethical strategy is supported and promoted

- synthesise data and information to draw conclusions to determine the suitability of the ethical strategy

- modify the ethical strategy using primary and secondary data to enhance fair play - develop and manipulate effective communication strategies to present information

• validate and reflect on the ethical strategy that enhances integrity - justify strategies and decisions related to the development and implementation of the ethical strategy - use valid information from primary and secondary data to justify the strategy and decisions about the

development and implementation of the strategy - justify the outcomes of the ethical strategy using the ethical decision-making framework - manipulate mode-appropriate features, language and conventions to convey meaning to a technical

audience.



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4.4 Elective topic 1: Tactical awareness and badminton Which body and movement concepts and strategies can assist to enhance performance in badminton?

Subject matter

In this topic, students will: • engage with and initiate body and movement concepts and strategies in badminton

- describe and explain how body and movement concepts interact to develop specialised movement sequences. Body and movement concepts are specifically awareness (what the body can do, balance and stability, transfer of weight) space (where the body can move, effective use of space, movement pathways) quality of movement (how the body moves, force development, effort, efficiency, effect and flow) relationships (interaction with implements, connection with opponent)

- demonstrate body and movement concepts to interact and enhance shot execution in badminton gameplay (e.g. interaction with shuttle, executing court movements and use of court space)

- initiate specialised movement sequences in badminton gameplay; specifically, shuffle step footwork, forehand high serve, forehand short serve, backhand short serve, forehand clear, backhand clear, backhand and forehand net lifts, overhead clear, forehand and backhand drop shots, and smash

- identify the principles of play in badminton; specifically, setting up an attack, defending against attack, creating space, defending space, exploiting space, attacking the opposition court, and scoring

- recognise and explain constraints that limit or enable movement in badminton gameplay, e.g. rules, scoring, court area used

- initiate specialised movement sequences in a conditioned game in singles play in badminton, e.g. area of play — varied to modify dimensions scoring — system manipulated by constraints specialised movement sequences — demonstrate shuffle step footwork; a selection of forehand

high serve or forehand short serve or backhand short serve; a choice of forehand clear or backhand clear, backhand or forehand net lifts, overhead clear, forehand or backhand drop shots, and smash

- explain the role of decision-making in enhancing performance in badminton; specifically, reading play and making decisions, recognising cues and responding, reacting to shuttle movement, and recovering with appropriate ‘off-the-shuttle’ movements

- initiate a game performance assessment instrument (GPAI) to document ‘on-the-shuttle’ and ‘off-the-shuttle’ movements in gameplay; specifically, skill execution (keeping the shuttle in play, shot selection) control (trajectory, power, placement) anticipation (court movement to recover to base position and respond)

- describe and summarise relevant strategies from observations (primary data collected during engagement and observation) and secondary data

• devise and implement strategies based on principles of play to improve individual performance in badminton; specifically, - setting up attack apply strategies to force the opponent to the baseline at the start of a rally, e.g. a forehand high

serve (long serve) implement strategies to control a rally and draw the opponent to a specific area on court, e.g. drop

shot - defending against attack determine the ready position at the centre of play (base) position implement strategies to move the opponent to the backcourt and create space in the front court,

e.g. a forehand clear apply strategies to hit the shuttle from the attacker’s front court into the rear court of the opponent,

e.g. net lift



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- creating, defending and exploiting space determine the ready position at the centre of play (base) position implement strategies to move the opponent to the backcourt and create space in the front court,

e.g. a forehand clear apply strategies to hit the shuttle from the attacker’s front court into the rear court of the opponent,

e.g. net lift - attacking opposition court and scoring determine strategies to win a rally, following an opponent’s high shot to the net, e.g. backhand net

kill or forehand net kill apply strategies to drive the shuttle into the opponent’s court to score and win the rally, or win the

following shot at the net, e.g. smash - sort documented primary data about tactical awareness through observations of principles of play,

decision-making (read, recognise, react and recover) and GPAI - determine tactical awareness, application of principles of play and decision-making for self and

others to identify personal strengths and limitations • devise and implement strategies in a conditioned game (singles) to set up an attack opportunity;

specifically, - ‘off-the-shuttle’ specialised movement sequences to maintain the base, central court position, using

shuffle step footwork - ‘on-the-shuttle’ specialised movement sequences that include, but are not limited to forehand high

serve, forehand clear, backhand and forehand net lifts, overhead clear, forehand and backhand drop shots, and smash

- devise and implement strategies in a conditioned game (singles) to defend own court; specifically, ‘off-the-shuttle’ specialised movement sequences to recover to base with fast footwork, maintain

ready position and anticipate play (read, respond, react and recover), move to retrieve all shots in play

‘on-the-shuttle’ specialised movement sequences that include, but are not limited to high service, underarm forehand and backhand clears, overhead forehand and backhand clears

• analyse and decide about strategies to enhance individual performance - critique strategies to identify enhanced scoring opportunities - make decisions to modify strategies, using primary and secondary data - make decisions about specialised movement sequences to enhance scoring opportunities

• validate and reflect on decisions to improve individual performance in badminton - justify the selection of strategies to support decisions - justify decisions about the implementation of strategies to enhance performance, using valid

information from data to justify decisions about the development of strategies - make decisions about mode-appropriate features, language and conventions to convey meaning to

an informed audience.



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4.5 Elective topic 2: Tactical awareness and basketball Which body and movement concepts and strategies can assist to enhance performance in basketball?

Subject matter

In this topic, students will: • engage with and initiate body and movement concepts and strategies in basketball


- demonstrate body and movement concepts to interact and enhance performance in basketball gameplay (e.g. interaction with ball, executing court movements and use of court space)

- initiate specialised movement sequences in basketball gameplay; specifically, footwork, passing, dribbling, ball control, and shooting

- identify the principles of play in basketball; specifically, setting up an attack, defending against attack, creating space, defending space, exploiting space, attacking the opposition court, and scoring

- recognise and explain constraints that limit or enable movement in basketball gameplay, e.g. rules, scoring, court area used

- initiate specialised movement sequences in a conditioned game in gameplay in basketball, e.g. area of play — varied to modify dimensions scoring — system manipulated by constraints specialised movement sequences — demonstrate footwork, passing, dribbling, ball control, and

shooting - explain the role of decision-making in enhancing performance in basketball; specifically, reading play

and making decisions, recognising cues and responding, reacting to ball movement, and recovering with appropriate ‘off-the-ball’ movements

- initiate a game performance assessment instrument (GPAI) to document ‘on-the-ball’ and ‘off-the-ball’ movements in gameplay; specifically, skill execution (pass, dribble, control, shoot) control (sprinting, landing, footwork) anticipation (responding to opponent, change of direction of teammates, footwork)


• devise and implement strategies based on principles of play to improve individual and team performance in a small-sided conditioned game in basketball; specifically, - setting up attack determine own court position for jump ball, throw-ins, free throws and during passages of play apply strategies to maintain team possession, e.g. pass selection — bounce pass, lob pass, chest

pass - defending against attack devise strategies to intercept a pass, e.g. appropriately timed sprint in front of opposition player, or

anticipation of ball moving into space determine strategies to deny space and apply pressure to opponent, e.g. one-on-one defence,

zone defence - creating, defending and exploiting space determine own court position for jump ball, throw-ins, free throws and during passages of play apply a strategy to break free from opposition player and create space for an attack play, e.g.

single dodge and timed straight lead



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implement strategies to prevent opponent from scoring, e.g. zone defence, one-on-one defence implement strategies to break free from opposition player and create space for an attack play, e.g.

single dodge and timed straight lead devise strategies to intercept a pass, e.g. appropriately timed sprint in front of opposition player, or

anticipation of ball moving into space - attacking opposition court and scoring apply strategies to enhance team’s opportunity to score, e.g. team movement to create overlap

(2v1, 3v2) apply a shooting strategy to advance team play, e.g. fast break, outside shooting, driving into key

- sort documented primary data about tactical awareness through observations of principles of play, decision-making (read, recognise, react and recover) and GPAI

- determine tactical awareness, application of principles of play and decision-making for self and others to enhance performance


• validate and reflect on decisions to improve individual performance in basketball - justify the selection of strategies to support decisions - justify decisions about the implementation of strategies to enhance performance, using valid



4.6 Elective topic 3: Tactical awareness and futsal Which body and movement concepts and strategies can assist to enhance performance in futsal?

Subject matter

In this topic, students will: • engage with and initiate body and movement concepts and strategies in futsal


- demonstrate body and movement concepts to interact and enhance performance in futsal gameplay (e.g. interaction with ball, executing court movements and use of court space)

- initiate specialised movement sequences in futsal gameplay; specifically, footwork, passing, dribbling, ball control, shooting, jockeying and tackling

- identify the principles of play in futsal; specifically, setting up an attack, defending against attack, creating space, defending space, exploiting space, attacking the opposition court, and scoring

- recognise and explain constraints that limit or enable movement in futsal gameplay, e.g. rules, scoring, court area used

- initiate specialised movement sequences in a conditioned game in gameplay in futsal, e.g. area of play — varied to modify dimensions scoring — system manipulated by constraints specialised movement sequences — demonstrate footwork, passing, dribbling, ball control,

shooting, jockeying, and tackling



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- explain the role of decision-making in enhancing performance in futsal; specifically, reading play and making decisions, recognising cues and responding, reacting to ball movement, and recovering with appropriate ‘off-the-ball’ movements

- initiate a game performance assessment instrument (GPAI) to document ‘on-the-ball’ and ‘off-the-ball’ movements in gameplay; specifically, skill execution (pass, dribble, control, shoot) control (trajectory, power, placement, footwork, jockeying) anticipation (responding to opponent, change of direction of teammates, footwork, jockeying)


• devise and implement strategies based on principles of play to improve individual and team performance in a small-sided conditioned game in futsal; specifically, - setting up attack determine own court position for kick-off, goal kicks, throw-ins, free kicks, corner kicks and during

passage of play apply strategies to maintain team possession, e.g. pass selection — bounce pass, switch pass,

through ball, lob pass - defending against attack devise strategies to intercept a pass, e.g. appropriately timed sprint in front of opposition player, or

anticipation of ball moving into space determine strategies to deny space and apply pressure to opponent, e.g. rest defence, high-press

defence - creating, defending and exploiting space determine own court position for kick-off, goal kicks, throw-ins, free kicks, corner kicks and during

passage of play implement strategies to prevent opponent from scoring, e.g. jockey away from goal or into other

defenders attacking opposition court and scoring implement strategies to break free from opposition player and create space for an attack play, e.g.

single dodge and timed straight lead — takeaways, push-offs devise strategies to intercept a pass, e.g. appropriately timed sprint in front of opposition player, or

anticipation of ball moving into space apply strategies to deny space and apply pressure to opponent, e.g. rest defence, high-press

defence - attacking opposition court and scoring apply strategies to enhance team’s opportunity to score, e.g. team movement to create overloads

(2v1, 3v2) apply a shooting strategy to advance team play, e.g. place shot, driven shot, chip shot




• validate and reflect about decisions to improve individual performance in futsal - justify the selection of strategies to support decisions - justify decisions about the implementation of strategies to enhance performance, using valid





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4.7 Elective topic 4: Tactical awareness and netball Which body and movement concepts and strategies can assist to enhance performance in netball?

Subject matter

In this topic, students will: • engage with and initiate body and movement concepts and strategies in netball


- demonstrate body and movement concepts to interact and enhance performance in netball gameplay (e.g. interaction with ball, executing court movements and use of court space)

- initiate specialised movement sequences in netball gameplay; specifically, footwork, passing, ball control, and shooting

- identify the principles of play in netball; specifically, setting up an attack, defending against attack, creating space, defending space, exploiting space, attacking the opposition court, and scoring

- recognise and explain constraints that limit or enable movement in netball gameplay, e.g. rules, scoring, court area used

- initiate specialised movement sequences in a conditioned game in gameplay in netball, e.g. area of play — varied to modify dimensions scoring — system manipulated by constraints specialised movement sequences — demonstrate footwork, passing, ball control, and shooting

- explain the role of decision-making in enhancing performance in netball; specifically, reading play and making decisions, recognising cues and responding, reacting to ball movement, and recovering with appropriate ‘off-the-ball’ movements

- initiate a game performance assessment instrument (GPAI) to document ‘on-the-ball’ and ‘off-the-ball’ movements in gameplay; specifically, skill execution (pass, catch) control (sprinting, landing, take-off footwork) anticipation (court movement, responding to opponent, change of direction of teammates,

footwork) - describe and summarise relevant strategies from observations (primary data collected during

engagement and observation) and secondary data • devise and implement strategies based on principles of play to improve individual and team

performance in a small-sided conditioned game in netball; specifically, - setting up attack determine own court position for centre pass, throw-in and during passages of play apply strategies to maintain team possession, e.g. pass selection — bounce pass, lob pass, chest

pass - defending against attack devise strategies to intercept a pass, e.g. appropriately timed sprint in front of opposition player, or

anticipation of ball moving into space determine strategies to deny space and apply pressure to opponent, e.g. shadow defence

- creating, defending and exploiting space determine own court position for centre pass, throw-ins and during passages of play apply a strategy to break free from opposition player and create space for an attack play, e.g.

single dodge and timed straight lead implement strategies to prevent opponent from scoring, e.g. zone defence, one-on-one defence



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implement strategies to break free from opposition player and create space for an attack play, e.g. single dodge and timed straight lead

devise strategies to intercept a pass, e.g. appropriately timed sprint in front of opposition player, or anticipation of ball moving into space

- attacking opposition court and scoring apply strategies to enhance team’s opportunity to score, e.g. movement of players in goal circle apply a strategy to advance team play, e.g. timed lob pass over defensive player




• validate and reflect about decisions to improve individual performance in netball - justify the selection of strategies to support decisions - justify decisions about the implementation of strategies to enhance performance, using valid



4.8 Elective topic 5: Tactical awareness and tennis Which body and movement concepts and strategies can assist to enhance performance in tennis?

Subject matter

In this topic, students will: • engage with and initiate body and movement concepts and strategies in tennis


- demonstrate body and movement concepts to interact and enhance shot execution in tennis gameplay (e.g. interaction with ball, executing court movements and use of court space)

- initiate specialised movement sequences in tennis gameplay; specifically, serve, forehand ground stroke, forehand volley, backhand ground stroke, backhand volley, passing shot, lob, approach shot, and smash

- identify the principles of play in tennis; specifically, setting up an attack, defending against attack, creating space, defending space, exploiting space, attacking the opposition court, and scoring

- recognise and explain constraints that limit or enable movement in tennis gameplay, e.g. rules, scoring, court area used

- initiate specialised movement sequences in a conditioned game in singles play in tennis, e.g. area of play — varied to modify dimensions scoring — system manipulated by constraints specialised movement sequences — demonstrate serve, forehand ground stroke, forehand volley,

backhand ground stroke, backhand volley, passing shot, lob, approach shot, and smash - explain the role of decision-making in enhancing performance in tennis; specifically, reading play and



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making decisions, recognising cues and responding, reacting to ball movement, and recovering with appropriate ‘off-the-ball’ movements

- initiate a game performance assessment instrument (GPAI) to document ‘on-the-ball’ and ‘off-the-ball’ movements in gameplay; specifically, skill execution (keeping the ball in play, shot selection) control (trajectory, power, placement) anticipation (court movement to recover to base position and respond)

- describe and summarise relevant strategies from observations (primary data collected during participation and observation) and secondary data

• devise and implement strategies based on principles of play to improve individual performance in tennis; specifically, - setting up attack apply strategies to force the opponent to the baseline, e.g. variations of ground strokes implement strategies to control a rally and draw the opponent to a specific area on court, e.g. lob

- defending against attack determine the ready position at the centre of play (base) position implement strategies to move the opponent to the backcourt and create space in the front court,

e.g. variations of ground strokes apply strategies to hit the ball from the attacker’s front court into the rear court of the opponent,

e.g. cross-court forehand or backhand passing shot - creating, defending and exploiting space determine the ready position at the centre of play (base) position implement strategies to move the opponent to the backcourt and create space in the front court,

e.g. cross court forehand or backhand apply strategies to hit the ball from the attacker’s front court into the rear court of the opponent,

e.g. lob - attacking opposition court and scoring determine strategies to win a rally following an opponent’s high shot to the net, e.g. overhead

smash apply strategies to drive the ball into the opponent’s court to score and win the rally, or win the

following shot at the net, e.g. overhead smash - sort documented primary data about tactical awareness through observations of principles of play,


others to identify personal strengths and limitations • devise and implement strategies in a conditioned game (singles) to set up an attack and defend against

attack opportunities; specifically, - ‘off-the-ball’ specialised movement sequences to maintain the base, central court position, using

shuffle step footwork - ‘on-the-ball’ specialised movement sequences that include but are not limited to forehand high serve,

forehand clear, backhand and forehand net lifts, overhead clear, forehand and backhand drop shots, smash


• validate and reflect about decisions to improve individual performance in tennis - justify the selection of strategies to support decisions - justify decisions about the implementation of strategies to enhance performance, using valid





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4.9 Elective topic 6: Tactical awareness and touch Which body and movement concepts and strategies can assist to enhance performance in touch?

Subject matter

In this topic, students will: • engage with and initiate body and movement concepts and strategies in touch


- demonstrate body and movement concepts to interact and enhance performance in touch gameplay (e.g. interaction with ball, executing field movements and use of field space)

- initiate specialised movement sequences in touch gameplay; specifically, footwork, lateral passing, spiral passing, acting half-passing, sidestep, effecting a touch, roll ball, dump, and scoring

- identify the principles of play in touch; specifically, setting up an attack, defending against attack, creating space, defending space, exploiting space, attacking the opposition field, and scoring

- recognise and explain constraints that limit or enable movement in touch gameplay, e.g. rules, scoring, positional play, field area used

- initiate specialised movement sequences in a conditioned game in gameplay in touch, e.g. area of play — varied to modify dimensions scoring — system manipulated by constraints specialised movement sequences — demonstrate footwork, passing, ball control, effecting a

touch, roll ball, and dump - explain the role of decision-making in enhancing performance in touch; specifically, reading play and

making decisions, recognising cues and responding, reacting to ball movement, and recovering with appropriate ‘off-the-ball’ movements

- initiate a game performance assessment instrument (GPAI) to document ‘on-the-ball’ and ‘off-the-ball’ movements in gameplay; specifically, skill execution (passing, catching, effecting touch, roll ball) accuracy (evading, passing, dumping) anticipation (appropriate movement, position off the ball, running attacking lines, marking player)


• devise and implement strategies based on principles of play to improve individual and team performance in a conditioned game in touch; specifically, - setting up attack determine own field position during passages of play apply strategies to maintain team possession, e.g. progress ball towards scoreline using rucking

patterns - defending against attack devise strategies to intercept a pass, e.g. appropriately timed sprint in front of opposition player, or

anticipation of ball moving into space devise strategies to impede attacking progress towards the scoreline, marking players and space,

e.g. effecting a touch in defence determine strategies to deny space and apply pressure to opponent, e.g. a forward-moving

defensive line where each attacker is marked by a defender - creating, defending and exploiting space determine own field position during passages of play



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apply a strategy to create attacking space and time, e.g. wrap implement strategies to prevent opponent from scoring, e.g. slide defence, shooting defence implement strategies to break free from opposition player and create space for an attack play, e.g.

single dodge and timed straight lead devise strategies to intercept a pass, e.g. appropriately timed sprint in front of opposition player, or

anticipation of ball moving into space - attacking opposition field and scoring apply strategies to enhance team’s opportunity to score, e.g. movement of players in rucking

patterns apply a strategy to advance team play, e.g. wrap, switch, dump and split




• validate and reflect on decisions to improve individual performance in touch - justify the selection of strategies to support decisions - justify decisions about the implementation of strategies to enhance performance, using valid



4.10 Elective topic 7: Tactical awareness and volleyball Which body and movement concepts and strategies can assist to enhance performance in volleyball?

Subject matter

In this topic, students will: • engage with and initiate body and movement concepts and strategies in volleyball


- demonstrate body and movement concepts to interact and enhance shot execution in volleyball gameplay (e.g. interaction with ball, executing court movements and use of court space)

- initiate specialised movement sequences in volleyball gameplay, specifically variations of serve, forearm pass, overhead pass, ‘free ball’, spike, and block

- identify the principles of play in volleyball; specifically, setting up an attack, defending against attack, creating space, defending space, exploiting space, attacking the opposition court, and scoring

- recognise and explain constraints that limit or enable movement in volleyball gameplay, e.g. rules, scoring, court area used

- initiate specialised movement sequences in a conditioned game in volleyball, e.g. area of play — varied to modify dimensions scoring — system manipulated by constraints specialised movement sequences — demonstrate serve, forearm pass, overhead pass, ‘free ball’,



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spike, and block - explain the role of decision-making to enhance performance in volleyball; specifically, reading play


- initiate a game performance assessment instrument (GPAI) to document ‘on-the-ball’ and ‘off-the-ball’ movements in gameplay; specifically, skill execution (shot mechanics, keeping the ball in play) control (trajectory, power, placement) anticipation (court movement, recover to court position and respond)


• devise and implement strategies based on principles of play to improve individual and team performance in volleyball; specifically, - setting up attack apply strategies using front-court setter and back-court setter to implement attack devise and implement strategies to use a range of attack hit options, e.g. triple front-court hitters apply strategies to force opposition to use a ‘free ball’ or non-attacking return

- defending against attack determine strategies to defend against opposition attack, e.g. single, double or triple block implement strategies to maintain court position through transition from attack to defence

- creating, defending and exploiting space implement strategies to maintain court position through transition from attack to defence devise and implement front-court setter and back-court setter to implement attack determine ‘off-the-ball’ movements to maximise attack and defence options

• devise and implement strategies to win the rally by exploiting space, using a multiple-phased attack, e.g. using back-court setter and variations of front-court hitters - attacking opposition court and scoring apply strategies using front-court setter and back-court setter to implement attack devise and implement strategies to use a range of attack hit options, e.g. variations of front-court

hitters, back-court hitters - sort documented primary data about tactical awareness through observations of principles of play,


others to identify personal strengths and limitations • devise and implement strategies in a conditioned game to set up an attack opportunity and defend an

attack; specifically, - ‘off-the-ball’ specialised movement sequences to maintain court position, using footwork - ‘on-the-ball’ specialised movement sequences that include but are not limited to serve, forearm pass,

overhead pass, ‘free ball’, spike, and block • analyse and decide about strategies to enhance individual performance

- critique strategies to identify enhanced scoring opportunities - make decisions to modify strategies, using primary and secondary data - make decisions about specialised movement sequences to enhance scoring opportunities

• validate and reflect about decisions to improve individual performance in volleyball - justify the selection of strategies to support decisions - justify decisions about the implementation of strategies to enhance performance, using valid





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4.11 Elective topic 8: Tactical awareness and water polo Which body and movement concepts and strategies can assist to enhance performance in water polo?

Subject matter

In this topic, students will: • engage with and initiate body and movement concepts and strategies in water polo

- describe and explain how body and movement concepts interact to develop specialised movement sequences. Body and movement concepts are specifically awareness (what the body can do, buoyancy and stability, acceleration of body, arm movements) space (where the body can move, effective use of space, movement pathways) quality of movement (how the body moves, force development, effort, efficiency, effect and flow) relationships (interaction and connection with ball, with opponent, with water)

- demonstrate body and movement concepts to interact and enhance performance in water polo gameplay (e.g. interaction and combination with ball, players and water, and use of field space)

- initiate specialised movement sequences in water polo gameplay; specifically, dribbling, pick-up and hold, rollover pass, spin and pass, scoop pass, dry pass, and push pass

- identify the principles of play in water polo; specifically, setting up an attack, defending against attack, creating space, defending space, exploiting space, attacking the opposition goal, and scoring

- recognise and explain constraints that limit or enable movement in water polo gameplay, e.g. rules, scoring, playing area used

- initiate specialised movement sequences in a conditioned game in gameplay in water polo, e.g. area of play — varied to modify dimensions scoring — system manipulated by constraints specialised movement sequences — demonstrate passing, ball control, catching, sprinting, and

shooting - explain the role of decision-making in enhancing performance in water polo; specifically, reading play


- initiate a game performance assessment instrument (GPAI) to document ‘on-the-ball’ and ‘off-the-ball’ movements in gameplay; specifically, skill execution (pass, catch) control (ball control, dribbling, shooting) anticipation (court movement, responding to opponent, change of direction of teammates,

footwork) - describe and summarise relevant strategies from observations (primary data collected during

participation and observation) and secondary data • devise and implement strategies based on principles of play to improve individual and team

performance in a small-sided conditioned games in water polo; specifically, - setting up attack determine own field position for centre throw, free pass, corner throw and during passages of play implement specialised movement sequences relevant to positional play in attack apply strategies to maintain team possession, e.g. pass selection — wet pass, dry pass

- defending against attack devise strategies to intercept a pass, e.g. appropriately timed sprint in front of opposition player, or

anticipation of ball moving into space implement strategies to prevent opponent from scoring, e.g. drop back to double mark centre

forward determine strategies to deny space and apply pressure to opponent, e.g. shadow defence

- creating, defending and exploiting space determine own field position for centre throw, free pass, corner throw and during passages of play



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devise strategies to break free from opposition player and create space for an attack play, e.g. fake and drive towards centre forward in offensive play

apply a tactic to enhance team’s opportunity to score, e.g. communication between the centre forward and drivers in set ‘mushroom’ play

apply specialised movement sequences to advance team play, e.g. enacting a professional foul to draw a free throw

devise strategies to intercept a pass, e.g. appropriately timed sprint in front of opposition player, or anticipation of ball moving into space

- attacking opposition court and scoring apply strategies to enhance team’s opportunity to score, e.g. specific movements of players in

inside water apply strategies to advance team play, e.g. timed lob pass over defensive player, screen, break




• validate and reflect about decisions to improve individual performance in water polo - justify the selection of strategies to support decisions - justify decisions about the implementation of strategies to enhance performance, using valid





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4.12 Assessment 4.12.1 Summative internal assessment 1: Extended response —

analytical exposition (25%)

Description This assessment focuses on the interpretation, analysis and evaluation of ideas and information. It is an open-ended task responding to a particular situation or stimuli. While students may undertake some research in the writing of the extended response, it is not the focus of this technique. A response may be supported by performance data, tables and diagrams where appropriate. This assessment occurs over an extended and defined period of time. Students may use class time and their own time to develop a response.

Assessment objectives This assessment technique is used to determine student achievement in the following objectives:

1. recognise and explain ethics and integrity concepts and a strategy that enhances fair and equitable engagement in a selected physical activity

2. implement ethics and integrity concepts and a strategy that enhances fair and equitable engagement in a selected physical activity

3. categorise and organise primary and secondary data about ethics and integrity to enhance fair and equitable engagement in a selected physical activity

4. analyse and critique data related to questions about ethics and integrity concepts and strategies

5. synthesise data related to ethics and integrity to develop a strategy that enhances fair and equitable engagement in a selected physical activity

6. evaluate a strategy to enhance fair and equitable engagement

7. make decisions to modify a strategy to enhance fair and equitable engagement

8. justify decisions about a strategy to enhance fair and equitable engagement

9. make decisions about and use mode-appropriate features, language and conventions to communicate ideas and information.

Specifications

Description

This analytical exposition will focus on Unit 3 Topic 1: Ethics and integrity. The student is required to investigate one inquiry question to recommend and justify a strategy that will enhance fair and equitable play in a selected physical activity learning context.

An example of an inquiry question focus is ‘How do ethics and integrity impact on fair play and engagement in a physical activity?’

The response will include the following genre and referencing conventions:

• written features without headings

• an introduction, body and conclusion



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• ethical scholarship through the use of in-text citations and a reference list using a recognised system of referencing.

Students should:

• recognise, explain and implement ethical understanding and integrity concepts that relate to fair play and engagement in a selected physical activity

• analyse and critique performance data to identify the critical ethical understanding and integrity concepts that relate to fair play and engagement in a selected physical activity

• categorise and organise relevant primary and secondary data about ethical understanding and integrity concepts that relate to fair play and engagement in a selected physical activity

• devise and implement a strategy to enhance fair play and engagement in a selected physical activity, using the ethical decision-making framework

• evaluate a strategy to enhance fair play and engagement in a selected physical activity

• make decisions to modify and refine the strategy

• justify the decisions made about the strategy

• make decisions about and use mode-appropriate features, language and conventions for a technical audience.

Conditions

• Time:

- teaching and learning time: approximately 50% of the time allocated to Unit 3

- students may use class time and their own time to develop a response.

• Length:

- 1500–2000 words

- the reference list is not included in the word count.

• Other:

- one draft or outline submitted

- defined audience — this response requires students to communicate ideas and information to inform a technical audience

- schools implement authentication strategies that reflect QCAA guidelines for ensuring student authorship.



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Summary of the instrument-specific marking guide The following table summarises the criteria, assessment objectives and mark allocation for the investigation.

Instrument-specific marking guide

Criterion: Recognising, explaining and implementing

Assessment objectives

1. recognise and explain ethics and integrity concepts and a strategy that enhances fair and equitable engagement in a selected physical activity

2. implement ethical understanding and integrity concepts and a strategy that enhances fair and equitable engagement in a selected physical activity

The student work has the following characteristics: Marks

• discerning and accurate recognition and explanation of ethics and integrity concepts and a strategy that enhances fair and equitable engagement in a selected physical activity

• discerning and accurate implementation of ethical understanding and integrity concepts and a strategy that enhances fair and equitable engagement in a selected physical activity.

5–6

• appropriate recognition and explanation of ethics and integrity concepts and a strategy that enhances fair and equitable engagement in a selected physical activity

• appropriate implementation of ethical understanding and integrity concepts and a strategy that enhances fair and equitable engagement in a selected physical activity.

3–4

• superficial recognition and explanation of aspects of ethics and integrity concepts and a strategy that enhances fair and equitable engagement in a selected physical activity

• superficial implementation of aspects of ethical understanding and integrity concepts and a strategy that enhances fair and equitable engagement in a selected physical activity.

1–2

• does not satisfy any of the descriptors above. 0

Criterion Objectives Marks

Recognising, explaining and implementing 1 and 2 6

Categorising, organising, analysing, critiquing and synthesising 3, 4 and 5 8

Evaluating, making decisions and justifying 6, 7 and 8 8

Communicating 9 3

Total 25



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Criterion: Categorising, organising, analysing, critiquing and synthesising


3. categorise and organise primary and secondary data about ethics and integrity to enhance fair and equitable engagement in a selected physical activity

4. analyse and critique data related to questions about ethics and integrity concepts and strategies

5. synthesise data related to ethics and integrity to develop a strategy that enhances fair and equitable engagement in a selected physical activity


• discerning and insightful categorisation and organisation of primary and secondary data and information about ethics and integrity to enhance fair and equitable engagement in a selected physical activity

• discerning and insightful analysis and critique of a range of valid data about ethics and integrity to enhance fair and equitable engagement in a selected physical activity

• insightful and discriminating synthesis of data to develop a well-reasoned strategy to enhance fair and equitable engagement in a selected physical activity.

7–8

• purposeful and effective categorisation and organisation of primary and secondary data and information about ethics and integrity to enhance fair and equitable engagement in a selected physical activity

• purposeful and effective analysis and critique of a range of valid data about ethics and integrity to enhance fair and equitable engagement in a selected physical activity

• purposeful and effective synthesis of data to develop a credible strategy to enhance fair and equitable engagement in a selected physical activity.

5–6

• appropriate categorisation and organisation of primary and/or secondary data and information to enhance fair and equitable engagement in a selected physical activity

• appropriate analysis and critique of data to enhance fair and equitable engagement in a selected physical activity

• relevant synthesis of data to develop a feasible strategy to enhance fair and equitable engagement in a selected physical activity.

3–4

• aspects of organisation of primary or secondary data to enhance fair and equitable engagement in a selected physical activity

• superficial analysis of ethics and integrity data to enhance fair and equitable engagement in a selected physical activity

• partial development of a strategy to enhance fair and equitable engagement

1–2




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Criterion: Evaluating, making decisions and justifying


6. evaluate a strategy to enhance fair and equitable engagement

7. make decisions to modify a strategy to enhance fair and equitable engagement

8. justify decisions about a strategy to enhance fair and equitable engagement


• discerning and insightful evaluation of the strategy to enhance fair and equitable engagement, using primary and secondary data

• discerning and insightful decision-making to modify a strategy to enhance fair and equitable engagement

• discerning and insightful justification of a strategy to enhance fair and equitable engagement.

7–8

• purposeful and considered evaluation of the strategy to enhance fair and equitable engagement, using primary and secondary data

• purposeful and considered decision-making to modify a strategy to enhance fair and equitable engagement

• purposeful and considered justification of a strategy to enhance fair and equitable engagement.

5–6

• relevant evaluation of the strategy to enhance fair and equitable engagement, using primary and/or secondary data

• relevant decision-making to modify a strategy to enhance fair and equitable engagement • relevant justification of a strategy to enhance fair and equitable engagement.

3–4

• superficial explanation of a strategy to enhance fair and equitable engagement • unclear or rudimentary decision-making about a strategy to enhance fair and equitable

engagement • superficial justification of a strategy to enhance fair and equitable engagement.

1–2




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Criterion: Communicating

Assessment objective

9. make decisions about and use mode-appropriate features, language and conventions to communicate ideas and information


• effective and sustained decision-making and accurate use of - analytical exposition features to communicate ideas and information and inform a

technical audience - language for a specific context - referencing and genre conventions.

3

• suitable decision-making and use of some - analytical exposition features to communicate ideas and information and inform a

technical audience - language for a specific context - referencing and genre conventions.

2

• variable and inappropriate use of - analytical exposition features - language - referencing and/or genre conventions.

1




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4.12.2 Summative internal assessment 2: Performance folio (25%) This assessment is the demonstration of a range of cognitive and technical processes and skills, and the application of conceptual understandings, through the psychomotor domain. It involves the collection of evidence about a student’s learning in performance in Physical Education. The performance folio requires the gathering of evidence of a student’s demonstration and application of specialised movement sequences, strategies and the principles of play during a conditioned game.

This assessment is administered over time and involves class and students’ own time.


2. implement prescribed specialised movement sequences, principles of play and strategies from a conditioned game

3. categorise and organise performance data related to prescribed specialised movement sequences, principles of play and strategies from a conditioned game

4. analyse and critique performance data related to prescribed specialised movement sequences, principles of play and strategies from a conditioned game

5. synthesise performance data related to prescribed specialised movement sequences and principles of play to develop strategies

6. evaluate prescribed specialised movement sequences and strategies

7. make decisions to modify strategies to enhance performance

8. justify decisions about strategies to enhance performance

9. make decisions about and use mode-appropriate features, language and conventions to communicate ideas and information.

Note: Objective 1 is not assessed in this instrument.

Specifications

Description

Students implement specialised body and movement concepts, the principles of play and strategies in one prescribed physical activity during a conditioned game.

They collect evidence of their performance in the selected physical activity to demonstrate the assessment objectives.

The one prescribed physical activity must be selected from the following list:

• badminton • basketball • futsal • netball

• tennis • touch • volleyball • water polo.

The performance folio is multimodal, using two or more communication modes within the same response, where all modes are attended to as part of making meaning.

The performance folio must include digital capture of two strategies using specialised movement sequences and principles of play to enhance performance in the conditioned game. Students select strategies to enhance their performance. Therefore, student-devised strategies should address the student’s personal performance data in the context of the team or individual physical activity.



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Digital capture requires the gathering of visual evidence over a period of time. Students and teachers should implement the inquiry process — engage and initiate, devise and implement, analyse and decide, and validate and reflect — to guide the capture of digital evidence.

Digital evidence must include video and may be supported by still images, screenshots, annotations and diagrams. Students capture evidence of their performance in a physical activity:

• demonstrating two strategies using specialised movement sequences and principles of play in the conditioned game (at the commencement of the unit)

• demonstrating refined execution of the two strategies to enhance performance, based on relevant principles of play, using specialised movement sequences in the conditioned game.

Written or spoken evidence must include:

• analysis and critique of performance data from the execution of prescribed specialised movement sequences and strategies based on relevant principles of play in the conditioned game, e.g. data from the GPAI, teacher feedback, peer feedback and other performance data, such as checklists and secondary data

• evaluation of the execution of devised strategies in the conditioned game based on relevant principles of play

• decisions that informed the refinement of strategies to enhance performance in the conditioned game

• justification of decisions about the refined strategies to enhance performance in the conditioned game.

Multimodal presentations can be delivered via different media or technologies. A variety of technologies can be used in the creation or presentation of the response.

This presentation does not have to be performed or conducted in front of the class or the teacher. For example, a multimodal presentation might be prerecorded and submitted to the teacher electronically.

Other examples of a multimodal presentation for this instrument include:

• a digital portfolio of video, images and diagrams with annotations or commentary documenting the response

• a slideshow or animation documenting the visual and written or spoken response

• a multimedia movie that may combine images, video, sound, text and a narrative voice.

Scaffolding

Scaffolding should provide prompts and cues to inform students about the requirements for their response, and align with internal assessment instrument specifications. Scaffolding does not lead to a predetermined response.



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Conditions

• Time:

- teaching and learning time: approximately 50% of the time allocated to Unit 3

• Length: 9–11 minutes.

• Other:

− defined audience — this response requires students to communicate ideas and information to inform a technical audience

− seen question

− one draft or outline permitted

− schools implement authentication strategies that reflect QCAA guidelines for ensuring student authorship

− class time and individual time allowed.

Summary of the instrument-specific marking guide The following table summarises the criteria, assessment objectives and mark allocation for the performance folio.


Implementing 2 12



Communicating 9 3

Total 25



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Criterion: Implementing


2. implement prescribed specialised movement sequences, principles of play and strategies from a conditioned game


• accomplished and proficient implementation of prescribed specialised movement sequences, principles of play and strategies from a conditioned game. 11–12

• effective and accurate implementation of prescribed specialised movement sequences, principles of play and strategies from a conditioned game. 9–10

• competent and controlled implementation of prescribed specialised movement sequences, principles of play and strategies from a conditioned game. 7–8

• fundamental and appropriate implementation of prescribed specialised movement sequences, principles of play and strategies from a conditioned game. 5–6

• rudimentary and variable implementation of specialised movement sequences and/or principles of play and/or strategies from a conditioned game. 3–4

• isolated implementation of elements of movement sequences and/or principles of play and/or strategies. 1–2




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3. categorise and organise performance data related to prescribed specialised movement sequences, principles of play and strategies from a conditioned game

4. analyse and critique performance data related to prescribed specialised movement sequences, principles of play and strategies from a conditioned game

5. synthesise performance data related to prescribed specialised movement sequences and principles of play to develop strategies


• explicit categorisation and precise organisation of performance data related to prescribed specialised movement sequences, principles of play and strategies from a conditioned game

• purposeful analysis and discerning critique of data related to specialised movement sequences, principles of play and strategies from a conditioned game

• purposeful and reasoned synthesis of performance data related to prescribed specialised movement sequences and principles of play to develop strategies.

4–5

• cohesive categorisation and organisation of performance data related to prescribed specialised movement sequences, principles of play and strategies from a conditioned game

• logical analysis and credible critique of performance data related to specialised movement sequences, principles of play and strategies from a conditioned game

• concise synthesis of performance data related to prescribed specialised movement sequences and principles of play to develop strategies.

2–3

• partial categorisation and organisation of performance data related to prescribed specialised movement sequences and/or principles of play and strategies from a conditioned game

• partial analysis and/or critique of data related to movement sequences and strategies • partial synthesis of performance data related to prescribed specialised movement

sequences and/or principles of play to develop strategies.

1




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6. evaluate prescribed specialised movement sequences and strategies

7. make decisions to modify strategies to enhance performance

8. justify decisions about strategies to enhance performance


• informed and substantiated evaluation of specialised movement sequences and strategies to enhance performance

• informed and substantiated decision-making about modification of strategies to enhance performance

• specific and discriminating justification of decisions about strategies to enhance performance.

4–5

• relevant evaluation of specialised movement sequences and strategies to enhance performance

• relevant decision-making about modification of strategies to enhance performance • supported justification of strategies to enhance performance.

2–3

• superficial evaluation of aspects of movement sequences and/or strategies to enhance performance

• superficial decision-making about modification of strategies to enhance performance • superficial justification of strategies.

1




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9. make decisions about and use mode-appropriate features, language and conventions to communicate ideas and information


• effective and sustained decision-making and accurate use of - multimodal features to communicate characteristics of specialised movement

sequences, principles of play and strategies to communicate ideas and information - language conventions and vocabulary applicable to the concepts and strategies of the

physical activity - referencing and genre conventions.

3

• suitable decision-making and use of some - multimodal features to communicate characteristics of specialised movement

sequences, principles of play and strategies to communicate ideas and information - language conventions and vocabulary applicable to the concepts and strategies of

physical activity - referencing and genre conventions.

2

• variable and inappropriate use of - multimodal features - language applicable to the physical activity - referencing and/or genre conventions.

1




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5 Unit 4: Energy, training and physical activity

5.1 Unit description In Unit 4, students engage with concepts and strategies associated with exercise physiology. Students apply their knowledge through active engagement in selected physical activity learning contexts. They use primary and secondary data gathered in these learning contexts to develop strategies from specific questions. They make and validate their own decisions about specific physiological strategies to enhance their own and others’ training and performance in specific team physical activities.


Unit requirements Students collect performance data in one prescribed physical activity to demonstrate the assessment objectives.

The one prescribed physical activity must be selected from the following list: badminton, basketball, futsal, netball, tennis, touch, volleyball, water polo.

It is the responsibility of schools, principals and teachers to ensure the health, safety and wellbeing of students, staff and others involved in all curriculum activities at schools or other locations. Refer to your curriculum activity risk management procedures for establishing processes prior to implementation of curriculum activities.



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5.2 Unit objectives Unit objectives are drawn from the syllabus objectives and are contextualised for the subject matter and requirements of the unit. Each unit objective is assessed at least once. The objectives will be evident in the ISMGs.

Students will:

Unit objective IA3 EA

1. recognise and explain exercise physiology concepts and strategies ● ●

2. implement exercise physiology concepts and strategies to achieve a particular purpose ● ●

3. categorise and organise primary and secondary data ● ●

4. analyse and critique data related to questions about exercise physiology concepts and strategies ● ●

5. synthesise data related to exercise physiology to develop strategies ● ●

6. evaluate strategies about exercise physiology and training ● ●

7. make decisions to modify strategies related to exercise physiology ● ●

8. justify decisions about strategies ● ●

9. make decisions about and use mode-appropriate features, language and conventions for a particular purpose and context. ● ●



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5.3 Topic 1: Energy and performance Which physiological concepts and strategies can assist to enhance performance in a physical activity?

Subject matter

In this topic, students will: • engage with and initiate physiological concepts and strategies

- participate in the selected physical activity to gain an understanding of the specific use of energy systems, fitness requirements and training strategies

- identify and explain the characteristics of enhanced physiological performance in the selected physical activity, including specificity of fitness, efficiency of movement and purposeful training

- identify and document observations of movement patterns in the selected physical activity, using relevant mobile devices and software or spreadsheet applications. Movement patterns and observations include frequency and direction of movement, intensity of movement and duration of movement, movement in possession, and movement without possession

- comprehend and describe how the frequency, intensity, duration and type of movements can influence performance in the selected physical activity, based on observations during engagement

- recognise, explain and comprehend, from observations of movement patterns, which energy systems are used in the selected physical activity. Energy systems include phosphate system (also known as the ATP-PC or creatine phosphate system) anaerobic glycolysis (also known as the lactic acid system) aerobic energy system (also known as the oxidative system)

- summarise how adenosine triphosphate (ATP) breakdown is used for energy production - comprehend and summarise the concepts of VO2 max and lactate threshold (onset of blood lactate)

and how they are used in training for the selected physical activity - identify the critical components of fitness used from observations and data collected during

engagement in the selected physical activity; specifically, aerobic capacity, muscular endurance, speed, strength, power, flexibility and agility

- implement physical activity–specific fitness testing to identify capacities of self and/or others - symbolise critical elements of specific movement patterns, energy requirements and components of

fitness in the selected physical activity - access secondary data, using relevant search engines and databases to recognise, explain and

comprehend how specific components of fitness can influence performance in the selected team physical activity

- describe and summarise the relevant training strategies from observations (primary data collected during engagement in game-specific fitness testing) and secondary data (from relevant and credible databases and search engines); specifically, flexibility training, resistance training, variations of interval training, circuit training, continuous training and fartlek

- comprehend and explain the relevant principles of training used from observations (primary data collected during engagement in game-specific fitness testing) and secondary data (from relevant and credible databases and search engines); specifically, progressive overload (frequency, intensity and duration), specificity and variety

- symbolise the structure and features of a suitable training session for the selected physical activity • devise and implement strategies to enhance physiological performance for self or others in a selected

physical activity - sort documented primary data about frequency and direction of movement, observed work:rest (W:R)

ratios, intensity of movement and duration of movement - determine target heart rate (THR) and maximum heart rate (MHR) to indicate training zones for

personal performance during exercise - document and sort the findings of game-specific fitness testing for self or others - organise and sequence primary and secondary data based on physiological performance;

specifically, development of specific capacities identified from testing, relevant movement patterns, heart rates, exercise intensity and energy system use, components of fitness, and principles of



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training - determine effective training strategies to develop specific capacities - organise and sequence specific training strategies to develop a training session to reflect relevant

movement patterns, energy systems used, components of fitness and principles of training - implement and perform a training session to gather data about the effectiveness of the specific

training strategies; specifically, progressive overload (frequency, intensity and duration), specificity and variety

- organise and sequence specific training sessions to develop a micro-cycle to reflect personal capacities, relevant movement patterns, energy systems used, components of fitness and principles of training

- implement and perform a micro-cycle of specific training to gather data about the effectiveness of the training; specifically, progressive overload (frequency, intensity and duration), specificity and variety

• analyse and decide about enhanced performance in the selected team physical activity - analyse and critique valid evidence from observations of the training session and micro-cycle to

determine suitability of training strategies - synthesise data and information to draw conclusions from primary and secondary data to determine

the suitability of the training session and micro-cycle - modify the specific training strategy in a micro-cycle, using primary and secondary data, to enhance

physiological performance - assess the planning and periodisation of the micro-cycle to match the demands (i.e. frequency,

intensity and duration) of the specific physical activity to enhance physiological performance - create and manipulate effective communication strategies to present information about the micro-

cycle • validate and reflect about enhanced performance in a selected physical activity

- justify strategies and decisions relating to the development of the micro-cycle - manipulate valid information from primary and secondary data to support strategies and decisions

about the development the micro-cycle - justify the planning and periodisation of the micro-cycle to suit self or others’ physiological capacities - manipulate mode-appropriate features, language and conventions to convey meaning to a technical

audience.

5.4 Topic 2: Training and performance How can planning and sequencing of training strategies assist to achieve enhanced performance?

Subject matter

In this topic, students will: • engage with a range of physiological training strategies to achieve enhanced performance for self or

others - identify and explain how different training strategies can be developed to enhance performance in the

selected team physical activity - comprehend and explain how the development of an annual plan and the sequencing of macro-

cycles and micro-cycles contribute to enhancing performance in the selected team physical activity - comprehend periodisation of the annual plan to manipulate volume of work, intensity, duration and

recovery; specifically, preparatory phase, pre-competition phase, competition phase and transition phase

- identify training objectives to develop specific physiological capacities within a specific macro-cycle; the duration of the macro-cycle in this unit should be limited to four weeks

- symbolise the critical components of fitness and links to specific training strategies to visually represent training objectives

- apply knowledge of training to develop and implement sample sessions from each phase of the



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annual plan - identify and document, using spreadsheet applications, primary data to monitor volume, intensity,

duration and recovery from sample sessions of each different phase of the annual plan - describe and document specific physical demands and intensity of sample sessions using target

heart rate (THR) and maximum heart rate (MHR) data - recognise the importance of recovery in training; specifically, active recovery, in order to reduce

blood lactate, reduce muscle soreness and increase readiness for competition or for the next training session

- implement sample recovery sessions - describe and document specific physical demands, volume and intensity of recovery sessions using

THR and MHR data - symbolise the periodisation of the volume, intensity and duration of training sessions and micro-

cycles across a macro-cycle to represent frequency, intensity, duration and recovery - access secondary data from relevant and credible databases and search engines to recognise,

explain and comprehend how the organisation and sequencing of specific training strategies within an annual plan and macro-cycle can influence performance in selected team physical activities

• create strategies to develop a specific macro-cycle in a selected team physical activity - sort documented primary data from personal observations of training strategies within a macro-cycle

to identify physical activity–specific demands - classify the objectives of each of the micro-cycles to align with the macro-cycle - compare the volume, intensity, duration and recovery evident in each micro-cycle - analyse the demands of specific training strategies in each micro-cycle - classify and sort how periodisation of the macro-cycle matches training objectives and critical training

strategies - differentiate the critical principles of training to be applied to the development of the macro-cycle - determine the critical components of fitness to be applied to the macro-cycle - classify and sort the periodisation and planning of training strategies across the macro-cycle, as part

of an annual plan, to align with personal training objectives, volume, intensity, duration and recovery, the principles of training and the demands of the selected team physical activity

- manipulate training strategies and periodisation to develop a four-week macro-cycle • make decisions about the most effective training strategies in a four-week macro-cycle

- implement and participate in the macro-cycle to gather primary data related to training volume, intensity, duration and recovery

- analyse and critique valid evidence from observations of engagement in macro-cycles to determine suitability of specific personal training strategies

- analyse and critique primary and secondary data to draw conclusions about the effectiveness of the periodisation of the macro-cycle

- modify specific training strategies in the macro-cycle, using primary and secondary data, to enhance physiological performance

- assess the planning and periodisation of the macro-cycle to match the demands; specifically, frequency, intensity and duration of the specific physical activity to enhance physiological performance

- manipulate effective communication strategies to present information about the macro-cycle • validate decisions about the development of a macro-cycle in the selected team physical activity

- justify strategies and decisions relating to the development of the training macro-cycle to enhance physiological capacities in the selected team physical activity

- use valid information from primary and secondary data to support strategies and decisions about the macro-cycle

- justify the planning and periodisation of the macro-cycle to match physiological capacities - manipulate mode-appropriate features, language and conventions to convey meaning to a technical

audience.



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5.5 Assessment 5.5.1 Summative internal assessment 3: Investigation — report

(25%)

Description This assessment requires students to research a specific question through collection, analysis and synthesis of primary and secondary data. An investigation uses research or investigative practices to assess a range of cognitions in a particular context. Research or investigative practices include locating and using information beyond students’ own knowledge and the data they have been given.

Students must adhere to research conventions, e.g. citations, reference lists or bibliographies. This assessment occurs over an extended and defined period of time. Students may use class time and their own time to develop a response.


1. recognise and explain exercise physiology concepts and strategies to enhance capacities in a selected physical activity

2. implement exercise physiology concepts and strategies to enhance capacities in a selected physical activity

3. categorise and organise primary and secondary data and information to inform the development of training strategies

4. analyse and critique data about exercise physiology concepts and strategies in a selected physical activity

5. synthesise data related to exercise physiology to develop training strategies

6. evaluate strategies about training that enhance physiological capacities in a selected physical activity

7. make decisions to modify training strategies

8. justify decisions about training strategies

9. make decisions about and use mode-appropriate features, language and conventions to convey meaning to a technical audience.

Specifications

Description

This investigation will focus on Unit 4 Topic 1: Energy and performance. Students are required to investigate one inquiry question to recommend and justify the development of a micro-cycle, including at least three training sessions that will enhance their own physiological capacities in a selected physical activity.

An example of an inquiry question focus is ‘How does the application of physiological concepts and strategies enhance physiological capacities?’



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The mode of presentation for this instrument is a research report. The purpose of the research report is to collate the findings and observations of research to inform decisions about the development of a micro-cycle.

The response will include the following genre and referencing conventions:

• title page, table of contents, report headings and appropriate numbering of sections, including introduction, discussion, recommendations and a reference list

• referencing conventions — ethical scholarship through the use of in-text citations and a reference list using a recognised system of referencing.

In their discussion, students should:

• recognise, explain and implement exercise physiology concepts that relate to enhancing physiological capacities in a selected physical activity

• analyse and critique primary and secondary data to identify the critical physiological capacities and concepts that relate to a selected physical activity

• categorise, organise and synthesise relevant primary and secondary data about physiological capacities to identify strengths and limitations of movement in a selected physical activity

• make decisions about the modifications to the micro-cycle

• justify the modification to the micro-cycle to address limitations within a selected physical activity

• make decisions about and use mode-appropriate features, language and conventions for a particular audience.

Students are encouraged to use technology, such as word-processing and spreadsheet programs, to collect data related to physiological capacities during the investigation. This may be:

• as an aid to systematically note their physiological responses (e.g. heart rate data, use of energy systems, movement patterns) in physical activities

• as an aid to check sources and record referencing

• as a collection of notes, or for analytical processes such as graphing and/or exposing patterns or trends

• to assist with the self-drafting process and/or the production of the final response.

Research report assessable evidence

• introduction that presents the purpose of the report

• discussion and recommendations, including

- the analysis and critique of primary and secondary data to identify the critical physiological capacities and concepts that relate to a selected physical activity

- the synthesis of relevant data and information about physiological capacities to identify strengths and limitations of physiology in a selected physical activity

- the development of a micro-cycle to address limitations of physiological capacities within a selected physical activity

- the justification of the development of the micro-cycle

• conclusion that summarises the entire report succinctly

• reference list, including a list of all sources used.



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Students should demonstrate ethical scholarship by using a recognised referencing system to acknowledge sources (including a reference list).

Scaffolding

Scaffolding should provide prompts and cues to inform students about the requirements for their response, and align with internal assessment instrument specifications. Scaffolding does not lead to a predetermined response.

Conditions

• Time:

- teaching and learning time: approximately 50% of the time allocated to Unit 4.

• Length:

- written, 1500–2000 words

- title page, table of contents and reference list are not included in the word count.

• Other:

- defined audience — this response requires students to communicate ideas and information to inform a technical audience

- seen question

- one draft or outline permitted

- schools implement authentication strategies that reflect QCAA guidelines for ensuring student authorship

- class time and individual time allowed.



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Summary of the instrument-specific marking guide The following table summarises the criteria, assessment objectives and mark allocation for the investigation.


Criterion: Recognising, explaining and implementing


1. recognise and explain exercise physiology concepts and strategies to enhance capacities in a selected physical activity

2. implement exercise physiology concepts and strategies to enhance capacities in a selected physical activity


• discerning and accurate recognition and explanation of the components of fitness, energy systems, training methods, principles and design relevant to the selected physical activity

• discerning and accurate implementation of the components of fitness, energy systems, training methods, principles and design relevant to the selected physical activity.

5–6

• appropriate recognition and explanation of fundamental components of fitness, energy systems, training methods, principles and design relevant to the selected physical activity

• appropriate implementation of fundamental components of fitness, energy systems, training methods, principles and design for the selected physical activity.

3–4

• superficial recognition and explanation of aspects of the components of fitness, energy systems, training methods, principles and design for the selected physical activity

• superficial implementation of aspects of the components of fitness, energy systems, training methods, principles and design for the selected physical activity.

1–2



Recognising, explaining and implementing 1 and 2 6



Communicating 9 3

Total 25



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3. categorise and organise primary and secondary data and information to inform the development of training strategies

4. analyse and critique data about exercise physiology concepts and strategies in a selected physical activity



• discerning and insightful categorisation and organisation of primary and secondary data to inform the development of training strategies

• discerning and insightful analysis and critique of a range of valid data in the development of a micro-cycle relevant to a selected physical activity

• insightful and discriminating synthesis of exercise physiology data to develop a well-reasoned micro-cycle relevant to a selected physical activity.

7–8

• purposeful and effective categorisation and organisation of primary and secondary data to inform the development of training strategies

• purposeful and effective analysis and critique of data in the development of a micro-cycle relevant to a selected physical activity

• purposeful and effective synthesis of exercise physiology data to develop a credible micro-cycle relevant to a selected physical activity.

5–6

• appropriate categorisation and organisation of some data to inform the development of training strategies

• appropriate analysis and critique of primary and/or secondary data in the development of a micro-cycle specific to a selected physical activity

• appropriate synthesis of some exercise physiology data to develop a feasible micro-cycle specific to a selected physical activity.

3–4

• superficial organisation of data • superficial analysis data • partial development of a micro-cycle.

1–2




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6. evaluate strategies about training that enhance physiological capacities in a selected physical activity

7. make decisions about exercise physiology questions to modify training strategies

8. justify decisions about exercise physiology concepts and training strategies


• discerning and insightful evaluation of training strategies, using training methods and principles to enhance physiological capacities for self or others in a selected physical activity

• discerning and insightful decision-making about a question to modify training strategies for a micro-cycle that enhances physiological capacities for self and others in a selected physical activity

• discerning and insightful justification about the modification of training strategies, using primary and secondary data.

7–8

• purposeful and considered evaluation of training strategies, using training methods and principles to enhance physiological capacities for self or others in a selected physical activity

• purposeful and considered decision-making about a question to modify training strategies for a micro-cycle that enhances physiological capacities for self or others in a selected physical activity

• purposeful and considered justification about the modification of training strategies, using primary and secondary data.

5–6

• appropriate evaluation of training strategies to justify recommendations, using training methods and principles to enhance capacities for self or others in a selected physical activity

• appropriate decision-making about some training methods and principles to modify training strategies for a micro-cycle that enhances physiological capacities in a selected physical activity

• appropriate justification about training strategies, using primary and/or secondary data.

3–4

• superficial explanation of a strategy • unclear or rudimentary decision-making about training methods and/or principles • superficial justification about training strategies.

1–2




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9. make decisions about and use mode-appropriate features, language and conventions to convey meaning to a technical audience


• discerning decision-making and accurate use of - written features to convey meaning to a technical audience - language for a technical audience - referencing and report genre conventions.

3

• suitable decision-making and use of some - written features to convey meaning to a technical audience - language suitable for a technical audience - referencing and report genre conventions.

2

• variable and inappropriate use of - written features - language - referencing and/or report genre conventions.

1




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5.5.2 Summative external assessment: Examination — combination response (25%)

General information Summative external assessment is developed and marked by the QCAA. In Physical Education it contributes 25% to a student’s overall subject result.

The external assessment in Physical Education is common to all schools and administered under the same conditions, at the same time, on the same day.

Description The examination assesses the application of a range of cognitions to multiple provided questions.

Student responses must be completed individually, under supervised conditions, and in a set timeframe.


1. recognise and explain exercise physiology concepts and strategies to enhance performance

2. implement exercise physiology concepts and training strategies to enhance performance

3. categorise and organise primary and secondary data to achieve a particular purpose

4. analyse and critique data related to questions about exercise physiology concepts and training strategies to enhance performance


6. evaluate exercise physiology strategies to enhance performance

7. make decisions about exercise physiology questions to modify training strategies

8. justify decisions about exercise physiology concepts and training strategies

9. make decisions about and use mode-appropriate features, language and conventions for a particular purpose and context

Specifications

Description

The examination requires students to respond to unseen questions related to subject matter from Unit 4 Topic 1: Energy and performance and Unit 4 Topic 2: Training and performance.

This examination will be a single assessment instrument with multiple parts, which may include multiple choice questions, short response questions and an extended written response to stimulus conducted under supervised conditions.

The examination may comprise up to three sections:

• Multiple choice questions — Students will respond to multiple choice questions based on subject matter from Unit 4 Topic 1 and Topic 2. These questions will assess a breadth of subject matter and the full range of cognitions evident in Unit 4.

• Short response questions — Students will respond to short response questions based on subject matter from Unit 4 Topic 1 and Topic 2. These questions will assess a breadth of subject matter and the full range of cognitions evident in Unit 4.



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• Extended response to stimulus — Students will respond to an unseen question or statement and supplied stimulus, based on subject matter from Unit 4 Topic 1 and Topic 2. This question will assess a breadth of subject matter and the full range of cognitions evident in Unit 4. The question or statement and supplied stimulus will not be provided prior to the examination.

Conditions

• Time: 2 hours plus 15 minutes perusal.

• Length:

- short responses should be 150–250 words as an indicative length

- extended responses to stimulus should be 500 words as an indicative length.

• Other:

- defined audience — this response requires students to communicate ideas and information to inform a technical audience.

- no notes may be brought into the examination.

Instrument-specific marking guide No ISMG is provided for the external assessment.



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6 Glossary Term Explanation

A

Aboriginal games and Torres Strait Islander games

games and activities played in Australian Aboriginal societies and Torres Strait Islander society; traditional Indigenous games form an integral part of play culture

access opportunity to participate

accomplished highly trained or skilled in a particular activity; perfected in knowledge or training; expert

accuracy the condition or quality of being true, correct or exact; freedom from error or defect; precision or exactness; correctness

accurate precise and exact; to the point; consistent with or exactly conforming to a truth, standard, rule, model, convention or known facts; free from error or defect; meticulous; correct in all details

active recreation

an activity or experience that involves varying levels of physical exertion, prowess or skill and is voluntarily engaged in by an individual in leisure time for the purpose of mental and/or physical satisfaction

adept very/highly skilled or proficient at something; expert

adequate satisfactory or acceptable in quality or quantity; equal to the requirement or occasion

analyse

dissect to ascertain and examine constituent parts and/or their relationships; break down or examine in order to identify the essential elements, features, components or structure; determine the logic and reasonableness of information; examine or consider something in order to explain and interpret it, for the purpose of finding meaning or relationships and identifying patterns, similarities and differences

applied subject

a subject whose primary pathway is work and vocational education; it emphasises applied learning and community connections; a subject for which a syllabus has been developed by the QCAA with the following characteristics: results from courses developed from applied syllabuses contribute to the QCE; results may contribute to ATAR calculations

apply use knowledge and understanding in response to a given situation or circumstance; carry out or use a procedure in a given or particular situation

appraise evaluate the worth, significance or status of something; judge or consider a text or piece of work

appreciate recognise or make a judgment about the value or worth of something); understand fully; grasp the full implications of



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Term Explanation

appropriate acceptable; suitable or fitting for a particular purpose, circumstance, context

apt suitable to the purpose or occasion; fitting, appropriate

argue give reasons for or against something; challenge or debate an issue or idea; persuade, prove or try to prove by giving reasons

aspect a particular part of a feature of something; a facet, phase or part of a whole

assess measure, determine, evaluate, estimate or make a judgment about the value, quality, outcomes, results, size, significance, nature of, or extent of something; assess the degree

astute having or showing an ability to accurately assess situations or people and turn this to one’s advantage; of keen discernment

authoritative able to be trusted as being accurate or true; reliable; commanding and self-confident; likely to be respected and obeyed

autonomous learner the final stage of Fitts’ model of motor learning, characterised by automatic movement

B

balanced keeping or showing a balance; not biased; fairly judged or presented; taking everything into account in a fair, well-judged way

barrier factor that restricts or prevents access to physical activity

basic fundamental

best fit possessing more characteristics of a particular quality

biophysical bases the major biophysical sub-disciplines are functional anatomy, biomechanics, exercise physiology and motor control

C

calculate

determine or find (e.g. a number, answer) by using mathematical processes; obtain a numerical answer showing the relevant stages in the working; ascertain/determine from given facts, figures or information

categorise place in or assign to a particular class or group; arrange or order by classes or categories; classify, sort out, sort, separate

challenging difficult but interesting; testing one’s abilities; demanding and thought-provoking; usually involving less familiar or unfamiliar elements, high levels of synthesis and greater abstraction

clarify make clear or intelligible; explain; make a statement or situation less confused and more comprehensible



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Term Explanation

clarity

clearness of thought or expression; the quality of being coherent and intelligible; fully intelligible; free from obscurity of sense; without ambiguity; explicit; easy to perceive, understand or interpret

classify arrange, distribute or order in classes or categories according to shared qualities or characteristics

clear free from confusion, uncertainty, or doubt; easily seen, heard or understood;

clearly in a clear manner; plainly and openly, without ambiguity

coherent

having a natural or due agreement of parts; connected; consistent; logical, orderly; well-structured and makes sense; rational, with parts that are harmonious; having an internally consistent relation of parts

cohesive characterised by being united, bound together or having integrated meaning; forming a united whole

comment express an opinion, observation or reaction in speech or writing; give a judgment based on a given statement or result of a calculation

communicate convey knowledge and/or understandings to others; make known; transmit

community games games and physical activity played among social groups that are perceived to share a common culture

compare display recognition of similarities and differences and recognise the significance of these similarities and differences

competent

having suitable or sufficient skills, knowledge, experience etc for some purpose; adequate but not exceptional; capable; suitable or sufficient for the purpose; having the necessary ability, knowledge or skill to do something successfully; efficient and capable (of a person); acceptable and satisfactory, though not outstanding

competently in an efficient and capable way; in an acceptable and satisfactory, though not outstanding, way

complex

composed or consisting of many different and interconnected parts or factors; compound; composite; characterised by an involved combination of parts; complicated; intricate; a complex whole or system; a complicated assembly of particulars

comprehend understand the meaning or nature of; grasp mentally

comprehensive

inclusive; comprehending much; of large content or scope; including or dealing with all or nearly all elements or aspects of something; wide-ranging; detailed and thorough, including all that is relevant

concept a theoretical construct; a pattern or procedure; a generalised mental operation



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Term Explanation

concise

expressing much in few words; giving a lot of information clearly and in a few words; brief and comprehensive; brief and to the point, succinct, without repetition of information, or loss of clarity, logic of argument or solution

concisely in a way that is brief but comprehensive; expressing much in few words; clearly and succinctly

conditioned game goal-directed, constraints-led physical activity, focused on developing and enhancing technical, tactical, perceptual, psychological and physiological capacities

conduct direct in action or course; manage; organise; carry out

consider think deliberately or carefully about something, typically before making a decision; take something into account when making a judgment; view attentively or scrutinise; reflect on

considerable worthy of consideration; fairly large or great; thought about deliberately, with a purpose

considered formed after careful and deliberate thought

consistent

agreeing or accordant; compatible; not self-opposed or self-contradictory, constantly adhering to the same principles; acting or done in the same way over time, especially so as to be fair or accurate; unchanging in nature, standard, or effect over time; not containing any logical contradictions (of an argument); constant in achievement or effect over a period of time

constraints providing the boundaries within which learners can explore and search for movement solutions within a physical activity workspace

construct

create or put together (e.g. an argument) by arranging ideas or items; display information in a diagrammatic or logical form; make; build

context the circumstances which surround a particular situation or event

contrast

display recognition of differences by deliberate juxtaposition of contrary elements; show how things are different or opposite; give an account of the differences between two or more items or situations, referring to both or all of them throughout

controlled shows the exercise of restraint or direction over; held in check; restrained, managed or kept within certain bounds

convincing

persuaded by argument or proof; leaving no margin of doubt; clear; capable of causing someone to believe that something is true or real; persuading or assuring by argument or evidence; appearing worthy of belief; credible or plausible

cooperative games games that promote individual and team success through group interaction and include all participants, regardless of age, size or ability level



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Term Explanation

create

bring something into being or existence; produce or evolve from one's own thought or imagination; reorganise or put elements together into a new pattern or structure or to form a coherent or functional whole

creative resulting from originality of thought or expression; relating to or involving the use of the imagination or original ideas to create something; having good imagination or original ideas

credible capable or worthy of being believed; believable; convincing

critical review

to question the social, cultural and political factors that influence physical activity; involves critical analysis and critical evaluation of physical activity knowledge to make informed judgments and take appropriate individual and collective action; exploring matters such as inclusiveness, power inequalities, assumptions, diversity and social justice; develop strategies and actions to improve own and others engagement in physical activity

critical

involving skilful judgment as to truth, merit etc.; involving the objective analysis and evaluation of an issue in order to form a judgment; expressing or involving an analysis of the merits and faults of a work of literature, music, or art; incorporating a detailed and scholarly analysis and commentary (of a text); rationally appraising for logical consistency and merit

critique review (e.g. a theory, practice, performance) in a detailed, analytical and critical way

cursory hasty, and therefore not thorough or detailed; performed with haste and little attention to detail; going rapidly over something, without noticing details; hasty; superficial

D

decide come or bring to a resolution as a result of consideration; make a choice from a number of alternatives

declarative knowledge factual knowledge and information

deduce

reach a conclusion that is necessarily true, provided a given set of assumptions is true; arrive at, reach or draw a logical conclusion from reasoning and the information given from something known or assumed

defensible justifiable by argument; capable of being defended in argument

define give the meaning of a word, phrase, concept or physical quantity; state meaning and identify or describe qualities

demonstrate prove or make clear by argument, reasoning or evidence, illustrating with practical example; show by example; give a practical exhibition

derive arrive at by reasoning; manipulate a mathematical relationship to give a new equation or relationship

describe give an account (written or spoken) of a situation, event, pattern or process, or of the characteristics or features of something



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Term Explanation

design produce, e.g. a plan, simulation, model, project; plan; plan or fashion; form or conceive in the mind

detailed executed with great attention to detail; having many details or facts; showing attention to detail; meticulous; including many of the parts

determine establish, conclude or ascertain after consideration, observation, investigation or calculation; obtain the only possible answer; decide or come to a resolution

develop elaborate, expand or enlarge in detail; add detail and fullness to; cause to become more complex or intricate

devise think out; plan; contrive; invent

differentiate identify the difference/s in or between two or more things; distinguish, discriminate; recognise or ascertain what makes something different

discerning showing discernment; discriminating; showing intellectual perception; showing good judgment to make thoughtful and astute choices; selected for value or relevance

discriminate note, observe or recognise a difference; make or constitute a distinction in or between; differentiate; note or distinguish as different

discriminating

differentiating; distinctive; perceiving differences or distinctions with nicety; possessing discrimination; perceptive and judicious; making judgments about quality; having or showing refined taste or good judgment

discuss

offer a review that includes a range of arguments, factors or hypotheses; opinions or conclusions should be supported by evidence; examine by argument; sift the considerations for and against; debate; talk or write about a topic, taking into account different issues and ideas, and points for and/or against

disjointed disconnected; incoherent; lacking a coherent order/sequence or connection

distinguish recognise as distinct or different; note points of difference between; discriminate; discern; make clear a difference/s between two or more concepts or items

diverse of various kinds or forms; different from each other

document support (e.g. an assertion, claim, statement) with evidence (e.g. decisive information, written references, citations)



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Term Explanation

draw conclusions

use information that is implied or inferred to make meaning out of what is not clearly or explicitly stated; come to a reasoned judgment or opinion based upon reasoning and evidence; make a statement based upon logic; involves using good judgment and evidence presented to evaluate or to validate; come to a determination of what is true about one thing, based upon knowledge, opinions, observations and facts about something different but related make a judgment after considering all the information

E

effective serving to effect the purpose; successful in producing the intended, desired or expected result; meeting the assigned purpose

efficient

effective in the use of energy or resources; having and using the requisite knowledge, skill and industry; competent; capable; proficient and useful; working in a well-organised and competent way; maximum productivity with minimal expenditure of effort; acting or producing effectively with a minimum of waste, expense or unnecessary effort

element a component or constituent part of a complex whole; a fundamental, essential or irreducible constituent of a composite entity

elementary simple or uncompounded; relating to or dealing with elements, rudiments or first principles (of a subject); of the most basic kind; straightforward and uncomplicated

enablers factors that facilitate access and equity in physical activity

engagement to become involved; to occupy attentively, through effort

enhance to raise to a higher degree; intensify; magnify

equity concerned with giving value to, and celebrating social and cultural differences of individuals in society

erroneous based on or containing error; mistaken; incorrect

essential absolutely necessary; indispensable; of the most or highest importance for achieving something

ethical decision-making framework

a five-stage decision-making framework — identifying the ethical issues and questions; exploring options through modification of games; assessing the options; selecting the best option and implementing the action; and reflecting on the action

ethical dilemmas

situations manipulated in physical activity, based on inclusion; codes of conduct; financial processes; performance enhancement; impacts of globalisation of physical activity; impact of technologies on physical activity

ethics a system of moral principles, by which actions and proposals may be judged good or bad, or right or wrong



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Term Explanation

evaluate

make an appraisal by weighing up or assessing strengths, implications and limitations; make judgments about the ideas, works, solutions or methods in relation to selected criteria; examine and determine the merit, value or significance of something, based on criteria

examine investigate, inspect or scrutinise; inquire or search into; consider or discuss an argument or concept in a way that uncovers the assumptions and interrelationships of the issue

exercise any structured and/or repetitive physical activity performed or practiced where the main intention is to achieve improved physical fitness

experiential observing, encountering or undertaking of activities as they occur in the course of time to gain knowledge and understanding

experiment

try out or test new ideas or methods, especially in order to discover or prove something; undertake or perform a scientific procedure to make a discovery, test a hypothesis or demonstrate a known fact

explain

make an idea or situation plain or clear by describing it in more detail or revealing relevant facts; present a meaning with due regard to the order of statements in the explanation; give an account; provide additional information

explicit leaving nothing merely implied or suggested; clearly and distinctly expressing all that is meant; unequivocal; clearly developed or formulated

explore look into closely; scrutinise; inquire into or discuss something in detail

express convey, show or communicate (e. g. a thought, opinion, feeling, emotion, idea or viewpoint) in words, art, music or movement; convey or suggest a representation of; depict

extensive of great extent; wide; broad; far-reaching; comprehensive; lengthy; detailed; large in amount or scale

extrapolate

infer or estimate by extending or projecting known information; conjecture; infer from what is known; extend the application of (e.g. a method or conclusion) to an unknown situation by assuming that existing trends will continue or similar methods will be applicable

F

factual relating to or based on facts; concerned with what is actually the case; actually occurring; having verified existence

familiar

well-acquainted; thoroughly conversant with; well known from long or close association; often encountered or experienced; common; materials (including texts), skills or circumstances that have been the focus of learning experiences or previously encountered in prior learning activities



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Term Explanation

feasible capable of being achieved, accomplished or put into effect; reasonable enough to be believed or accepted; probable; likely

fluent

spoken or written with ease; able to speak or write smoothly, easily or readily; articulate; eloquent; in artistic performance, characteristic of a highly developed and excellently controlled technique; flowing; polished; flowing smoothly, easily and effortlessly

fluently in a graceful and effortless manner; in a way that progresses smoothly and readily

fragmented disorganised; broken down; disjointed or isolated

frequent happening or occurring often at short intervals; constant, habitual, or regular

fundamental

serving as or being an essential/component part of a foundation or basis; basic; underlying; essential; primary; original; forming a necessary base or core; of central importance; affecting or relating to the essential nature of something or the crucial point about an issue

G

gameplay procedure that shows the distinctive characteristics of a physical activity that is goal-directed and has rules

generate produce; create; bring into existence; produce by a chemical process

GPAI game performance assessment instrument; observation tool to analyse performance in games, using a range of different criteria

graphic organiser visual display that demonstrates relationships between facts, concepts or ideas; a visual map or diagram

guided inquiry

the teacher provides questions to stimulate inquiry, and students are self-directed in terms of exploring these questions; guidance is provided and some or all stages of the approach are used; approach is considered teaching for inquiry but moving towards teaching through inquiry

H

hypothesise formulate a supposition to account for known facts or observed occurrences; conjecture, theorise, speculate; believe, especially on uncertain or tentative grounds

I

identify

distinguish; locate, recognise and name; establish or indicate who or what someone or something is; provide an answer from a number of possibilities; recognise and state a distinguishing factor or feature

illogical lacking sense or clear, sound reasoning; contrary to or disregardful of the rules of logic; illogical; unreasonable



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Term Explanation

implement put something into effect, e.g. a plan or proposal

implicit implied, rather than expressly stated; not plainly expressed; capable of being inferred from something else

improbable not probable; unlikely to be true or to happen; not easy to believe

inaccurate not accurate

inappropriate not suitable or proper in the circumstances

inconsistent lacking agreement, as one thing with another, or two or more things in relation to each other; at variance; not consistent; not in keeping; not in accordance; incompatible, incongruous

independent thinking or acting for oneself, not influenced by others

in-depth comprehensive and with thorough coverage; extensive or profound; well-balanced or fully developed

individual existing as a distinct entity; relating to a single person

infer derive or conclude something from evidence and reasoning, rather than from explicit statements; listen or read beyond what has been literally expressed; imply or hint at

informed knowledgeable; learned; having relevant knowledge; being conversant with the topic; based on an understanding of the facts of the situation (of a decision or judgment)

initiative games fun, cooperative, challenging games that require groups to collaborate to solve a specific problem

innovative new and original; introducing new ideas; original and creative in thinking

insightful showing understanding of a situation or process; understanding relationships in complex situations; informed by observation and deduction

instrument-specific marking guide

ISMG; a tool for marking that describes the characteristics evident in student responses and aligns with the identified objectives for the assessment (see ‘assessment objectives’)

integral necessary for the completeness of the whole; essential or fundamental

integrity the application of generally accepted values and norms in daily practice

intelligent performance ability to demonstrate the interconnectedness and holistic conceptualisation of the bases of physical activity through performance

intended purposed to be done or accomplished; designed, meant; done on purpose, intentional



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Term Explanation

interpret

use knowledge and understanding to recognise trends and draw conclusions from given information; make clear or explicit; elucidate or understand in a particular way; bring out the meaning of, e.g. a dramatic or music work, by performance or execution; bring out the meaning of an artwork by artistic representation or performance; give one's own interpretation of; identify or draw meaning from, or give meaning to, information presented in various forms, such as words, symbols, pictures or graphs

investigate

carry out an examination or formal inquiry in order to establish or obtain facts and reach new conclusions; plan, collect, search, inquire into, interpret and draw conclusions about data and information

irrelevant not relevant; not applicable or pertinent; not connected with or relevant to something

ISMG

instrument-specific marking guide; a tool for marking that describes the characteristics evident in student responses and aligns with the identified objectives for the assessment (see ‘assessment objectives’)

isolated detached, separate, or unconnected with other things; one-off; something set apart or characterised as different in some way

J

judge form an opinion or conclusion about; apply both procedural and deliberative operations to make a determination

justified sound reasons or evidence is provided to support an argument, statement or conclusion

justify give reasons or evidence to support an answer, response or conclusion; show or prove how an argument, statement or conclusion is right or reasonable

L

learning

the modification of behaviour through interaction with the environment; knowledge acquired by systematic study; a relatively permanent change in performance, brought about by experience, excluding changes due to maturation and degeneration

logical

rational and valid; internally consistent; reasonable; reasoning in accordance with the principles/rules of logic or formal argument; characterised by or capable of clear, sound reasoning; (of an action, decision, etc.) expected or sensible under the circumstances

logically according to the rules of logic or formal argument; in a way that shows clear, sound reasoning; in a way that is expected or sensible



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Term Explanation

M

make decisions select from available options; weigh up positives and negatives of each option and consider all the alternatives to arrive at a position

manipulate adapt or change to suit one's purpose

megatrend represents an important pattern of social, economic or environmental change

methodical performed, disposed or acting in a systematic way; orderly; characterised by method or order; performed or carried out systematically

minimal least possible; small, the least amount; negligible

modified games

games or sports that are simplified to suit the skills, strategic understandings and characteristics of students through alterations to the game’s constraints, such as rules, equipment and/or the size of the playing area

modify change the form or qualities of; make partial or minor changes to something

morality conformity to the rules of right conduct; virtuous conduct

motivation the direction and intensity of effort

motor learning the field of study concerned with understanding changes in motor control

movement a series of actions or activities directed towards a particular end

movement concepts

a framework for enhancing movement performance; movement concepts include body awareness; spatial awareness; quality of movement; awareness; and relationship to/with objects, people and space

multimodal

uses a combination of at least two modes (e.g. spoken, written), delivered at the same time, to communicate ideas and information to a live or virtual audience, for a particular purpose; the selected modes are integrated so that each mode contributes significantly to the response

N

narrow limited in range or scope; lacking breadth of view; limited in amount; small, or meagre; barely sufficient or adequate; restricted

non-linear pedagogy

emergent movement behaviours in learners that arise as a consequence of intrinsic, self-adjusted processes, shaped by interacting with constraints (i.e. performer, task and environmental) in the physical activity learning environment

O

obvious clearly perceptible or evident; easily seen, recognised or understood; open to view or knowledge



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Term Explanation

organise arrange, order; form as or into a whole consisting of interdependent or coordinated parts, especially for harmonious or united action

outstanding exceptionally good; clearly noticeable; prominent; conspicuous; striking

P

partial not total or general; existing only in part; attempted, with evidence provided, but incomplete

particular distinguished or different from others or from the ordinary; noteworthy

perceptive having or showing insight and the ability to perceive or understand; discerning (see ‘discriminating’)

performance

an assessment technique that requires students to demonstrate a range of cognitive, technical, creative and/or expressive skills and to apply theoretical and conceptual understandings, through the psychomotor domain; it involves student application of identified skills when responding to a task that involves solving a problem, providing a solution or conveying meaning or intent; a performance is developed over an extended and defined period of time in Physical Education, execution or doing; an action or proceeding; performance is a temporary occurrence, fluctuating over time

performance data

digital capture of the implementation of performance and engagement in physical activity learning contexts, including primary data from observation, movement concepts and strategies, and implementation of specialised movement sequences

persuasive

having an appearance of truth or reason; seemingly worthy of approval or acceptance; seeming reasonable or probable (of an argument or statement); credible and possible (see also ‘convincing’)

perusal time

time allocated in an assessment to reading items and tasks and associated assessment materials; no writing is allowed; students may not make notes and may not commence responding to the assessment in the response space/book

physical activity

body movement that is produced by a contraction of skeletal muscle and that increases energy expenditure; broad term that includes playing games and sport, and activities such as dance, yoga, tai chi and many other forms of active recreation

physical activity learning context

involves a team, individual and/or lifestyle focus, selected from categories of physical activity; include classroom-based activities, engagement in physical activity, laboratories, field studies, excursions, community events, technology-enhanced learning tasks and outside-school experiences, involving self and others



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Term Explanation

physically educated student

the physically educated student communicates and demonstrates the interrelatedness of learning about, through and in physical activity; makes informed decisions and critical judgments regarding their own and others’ involvement in physical activity

planning time

time allocated in an assessment to planning how to respond to items and tasks and associated assessment materials; students may make notes but may not commence responding to the assessment in the response space/book; notes made during planning are not collected, nor are they graded or used as evidence of achievement

polished flawless or excellent; performed with skilful ease

precise definite or exact; definitely or strictly stated, defined, or fixed; characterised by definite or exact expression or execution

precision accuracy; exactness; exact observance of forms in conduct or actions

predict give an expected result of an upcoming action or event; suggest what may happen based on available information

primary data raw data that has never been manipulated; gathered through engagement, observation, interview, questionnaire or experiment

procedural knowledge knowing how to perform certain activities

proficient well advanced or expert in any art, science, or subject; competent, skilled or adept in doing or using something

propose put forward (e.g. a point of view, idea, argument, suggestion) for consideration or action

prove use a sequence of steps to obtain the required result in a formal way

psychological bases psychological bases of physical activity have both biophysical and sociocultural branches

purposeful having an intended or desired result; having a useful purpose; determined; resolute; full of meaning; significant; intentional

R

reasoned logical and sound; based on logic or good sense; logically thought out and presented with justification; guided by reason; well-grounded; considered

realise create or make (e.g. a music, artistic or dramatic work); actualise; make real or concrete; give reality or substance to

reasonable endowed with reason; having reason or sound judgment; fair and sensible; based on good sense; average; appropriate, moderate

recall remember; present remembered ideas, facts or experiences; bring (e.g. a fact, event or situation) back into thought, attention or into one’s mind



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Term Explanation

recognise identify or recall particular features of information from knowledge; identify that an item, characteristic or quality exists; perceive as existing or true; be aware of or acknowledge

recreation an activity in which people enjoy participating during their free time; often recognised as having socially worthwhile qualities; requires physical exertion

refined developed or improved so as to be precise, exact or subtle

reflect on think about deeply and carefully

rehearsed practiced; previously experienced; practiced extensively

related associated with or linked to

relevance the fact of being related to the matter at hand

relevant bearing upon or connected with the matter in hand; to the purpose; pertinent; applicable and pertinent; has direct bearing on

repetitive containing or characterised by repetition, especially when unnecessary or tiresome

resolve consolidate and communicate intent through a synthesis of ideas and application of media to express meaning, especially in the visual arts

routine

often encountered, previously experienced; commonplace; customary and regular; well-practiced; performed as part of a regular procedure, rather than for a special reason

rudimentary relating to rudiments or first principles; elementary; undeveloped; involving or limited to basic principles; relating to an immature, undeveloped or basic form

S

strategy

plan and conduct of movement to attain a purposeful goal; a variety of approaches that will help an individual or team to successfully achieve a movement outcome or goal, e.g. moving into space to receive a pass from a teammate or hitting a ball away from opponents to make it difficult to retrieve or return the ball

structured organised or arranged so as to produce a desired result

safe secure

secondary data data from several sources, including published data (e.g. books, magazines, newspapers, journal articles, reports and periodicals), electronic and online data, government records

secure sure; certain; able to be counted on; self-confident; poised; dependable; confident; assured; not liable to fail



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Term Explanation

sensitive

capable of perceiving with a sense or senses; susceptible to the attitudes, feelings, or circumstances of others; having acute mental or emotional sensibility; relating to or connected with the senses or sensation

sequence place in a continuous or connected series; arrange in a particular order

significant

important; of consequence; expressing a meaning; indicative; includes all that is important; sufficiently great or important to be worthy of attention; noteworthy; having a particular meaning; indicative of something

simple

easy to understand, deal with and use; not complex or complicated; plain; not elaborate or artificial; may concern a single or basic aspect; involving few elements, components or steps

simplistic characterised by extreme simplification, especially if misleading; oversimplified

sketch represent by means of a diagram or graph; the sketch should give a general idea of the required shape or relationship and should include features

skilful

having practical ability; possessing, showing, involving or requiring skill; expert, dexterous, clever; having or showing the knowledge, ability or training to perform a certain activity or task well; trained or experienced

skilled having or showing the knowledge, ability or training to perform a certain activity or task well; having skill; trained or experienced; showing, involving or requiring skill

sociocultural bases the major sociocultural sub-disciplines are the social-psychological, pedagogical, philosophical, sociological and historical bases of physical activity

solve

find an answer to, explanation for, or means of dealing with (e.g. a problem); work out the answer or solution to (e.g. a mathematical problem); obtain the answer(s) using algebraic and/or numerical and/or graphical methods

sophisticated of intellectual complexity; reflecting a high degree of skill, intelligence etc.; employing advanced or refined methods or concepts; highly developed or complicated

specialised movement sequences combination of specialised fundamental movement skills and movement elements, to enable a body and/or objects to move in response to a stimulus; or a planned order of movements

specific

having a special application or reference; explicit, or definite; peculiar or proper to something, as qualities, characteristics, effects, etc.; clearly defined or identified; precise and clear in making statements or issuing instructions

specifically confine to and keep within suggested subject matter



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Term Explanation

sporadic appearing or happening at intervals in time; irregular or occasional; appearing in scattered or isolated instances; happening now and again or at intervals

sport

a human activity that has physical exertion, skills, tactics and strategies as a primary focus, with elements of competition, and for which rules and patterns of behaviour governing an activity exist formally through organisations

straightforward without difficulty; uncomplicated; direct; easy to do or understand

strategy use, management or combination of means in planning and directing actions and movements to attain a specific goal

strength-based approach focuses on capacities, competencies, values and hopes of all students, regardless of their current circumstances

structure give a pattern, organisation or arrangement to; construct or arrange according to a plan

structured inquiry

students are provided with an issue or question and an outline for addressing it, from the teacher; inquiry stages are structured and are each the focus of class activities either in isolation or through connections structured by the teacher; approach known as teaching for inquiry

substantial of ample or considerable amount, quantity, size etc; of real worth or value; firmly or solidly established; of real significance; reliable; important, worthwhile

substantiated established by proof or competent evidence

subtle making use of indirect methods; not straightforward or obvious; fine or delicate in meaning or intent

successful achieving or having achieved success; accomplishing a desired aim or result

succinct expressed in few words; concise; terse; characterised by conciseness or verbal brevity; brief and clear

sufficient enough or adequate for the purpose

suitable appropriate; fitting; conforming or agreeing in nature, condition, or action

summarise give a brief statement of a general theme or major point(s); express the details; present ideas and information in fewer words and in sequence

superficial

concerned with or comprehending only what is on the surface or obvious; shallow; not profound, thorough, deep or complete; existing or occurring at or on the surface; cursory; lacking depth of character or understanding; apparent and sometimes trivial

supported corroborated; given greater credibility by providing evidence

sustained carried on continuously, without interruption, or without any diminishing of intensity or extent



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Term Explanation

symbolise represent or identify by a symbol or symbols

synthesise combine different parts or elements (e.g. information, ideas, components) into a whole, in order to create new understanding

systematic

done or acting according to a fixed plan or system; methodical; organised and logical; having, showing, or involving a system, method, or plan; characterised by system or method; methodical; arranged in, or comprising an ordered system

T

team a number of people associated in some joint action

technique a method of performance; way of accomplishing

test take measures to check the quality, performance or reliability of something

thorough

carried out through, or applied to the whole of something; carried out completely and carefully; including all that is required; complete with attention to every detail; not superficial or partial; performed or written with care and completeness; taking pains to do something carefully and completely

thoughtful occupied with, or given to thought; contemplative; meditative; reflective; characterised by or manifesting thought

U

unclear not clear or distinct; not easy to understand; obscure

understand perceive what is meant by something; grasp; be familiar with (e.g. an idea); construct meaning from messages, including oral, written and graphic communication

uneven unequal; not properly corresponding or agreeing; irregular; varying; not uniform; not equally balanced

unfamiliar not previously encountered in prior learning activities; situations or materials that have not been the focus of prior learning experiences

unrelated having no relationship; unconnected

unresolved undetermined, undecided; not firm in purpose or intent

use operate or put into effect; apply knowledge or rules to put theory into practice



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Term Explanation

V

vague

not definite in statement or meaning; not explicit or precise; not definitely fixed, determined or known; of uncertain, indefinite or unclear character or meaning; not clear in thought or understanding; showing absence of clear perception or understanding; couched in general or indefinite terms; not definitely or precisely expressed; deficient in details or particulars; thinking or communicating in an unfocused or imprecise way

valid sound, just or well-founded; authoritative; having a sound basis in logic or fact (of an argument or point); reasonable or cogent; able to be supported; legitimate and defensible; applicable

values meanings or interpretations of human existence that are guidelines for actions

variable apt or liable to vary or change; changeable; inconsistent; (readily) susceptible or capable of variation; fluctuating, uncertain

variety a number or range of things of different kinds, or the same general class, that are distinct in character or quality; (of sources) a number of different modes or references

W

with expression

conveying or indicating feeling, spirit, character etc in a work of art or in the performance of a piece of music; a way of expressing something (in language, art or music etc.); the act of expressing, conveying or representing in words, art, music or movement; vivid, effective or persuasive communication in speech or artistic performance



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7 References Arnold, PJ 1979, Meaning in Movement, Sport and Physical Education, Heinemann, London. Arnold, PJ 1985, ‘Rational planning by objectives of the movement curriculum’, Physical

Education Review, vol. 8, no. 1, pp. 50–61. Arnold, PJ 1988, Education, movement and the curriculum: A philosophic inquiry, Falmer Press,

London. Blair, N 2015, Aboriginal Education: More than adding different perspectives, in Weatherby-Fell,

NL (ed), Learning to Teach in the Secondary School (pp. 189–208), Cambridge Press, Australia.

Brown, T & Penney, D 2012, ‘Learning ‘in’, ‘through’ and ‘about’ movement in senior physical education? The new Victorian Certificate of Education Physical Education’, European Physical Education Review, vol. 19, no. 1, pp. 39–61.

Hay, PJ, 2006 Assessment for learning in Physical Education. In Kirk, D, Macdonald D and O’Sullivan, M (Eds.) The handbook of physical education, SAGE, London.

Hay P and Penney D, 2006 Assessment in Physical Education – A sociocultural perspective, Routledge, Oxon.

Marzano, RJ & Kendall, JS 2007, The New Taxonomy of Educational Objectives, 2nd edition, Corwin Press, USA.

Marzano, RJ & Kendall, JS 2008, Designing and Assessing Educational Objectives: Applying the new taxonomy, Corwin Press, USA.

Stolz, SA 2014, The Philosophy of Physical Education, Routledge, Oxon. Stolz, SA & Thorburn M 2015, ‘A genealogical analysis of Peter Arnold’s conceptual account of

meaning in movement sport and physical education’, Sport, Education and Society.

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© The State of Queensland (Queensland Curriculum & Assessment Authority) [Year]

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Phone: (07) 3864 0299 Email: [email protected] Website: www.qcaa.qld.edu.au



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