BOSTES | Board of Studies Teaching & Educational Standards NSW

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  • Case Study - Risky Business
  • Roles in Physical Activity - Analysis and Reflection
    • Additional Information
  • Movement Skill and Performance
  • Skills Analysis
  • The opportunity of Adversity
• Areas for Assessment

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1. Years 9-10
2. PDHPE
3. Activities
4. Roles in Physical Activity - Analysis and Reflection
5. Additional Information

Additional Information

View the Recording Templates for this Activity (Microsoft Word, 33 KB)

Guidelines for marking

The following guidelines for marking show one approach to assigning a value to a student’s work. Other approaches may be used that better suit the reporting process of the school. Categories, marks, grades, visual representations or individual comments/notations may all be useful.

Range	Students in this range:
Very High 9-10 marks	demonstrate extensive knowledge and understanding of their duties. They perform positively and responsibly in their roles. They demonstrate and evaluate the skills required to enhance the enjoyment and participation of others. Their reflections indicate an excellent capacity to analyse situations and evaluate responses.
High 7-8 marks	demonstrate sound knowledge and understanding of their duties. They perform competently in their role and demonstrate skills in a range of situations. Their reflections indicate a capacity to analyse situations and their performance
Satisfactory 5-6 marks	demonstrate basic knowledge and understanding of their duties. They perform satisfactorily in their role, displaying some skills and also the capacity to reflect on their performance
Progressing 1-4 marks	demonstrate elementary knowledge and understanding of their duties. They perform their role with limited proficiency, and may require teacher assistance

Feedback

Students receive informal oral feedback from their peers as they perform their role. The teacher may provide feedback specific to particular roles in order to enhance the performance of duties. Self-reflection and analysis using the written sheet provides students with feedback on their performance.

Future directions

Having experienced different roles and reflected on their performance and level of fulfilment, students may choose to pursue a formal coaching or refereeing/umpiring accreditation or continue in a voluntary capacity with school teams or at local club level. The skills developed through the activities may also contribute to students’ potential for roles in school leadership.