N4/5 Advice and Guidance

NATIONAL QUALIFICATIONS CURRICULUM SUPPORT

Physical Education

Unit 1:Performance Skills

Unit 2: Factors Impacting on Performance

Advice and Guidance

[NATIONAL 4;

NATIONAL 5]

The Scottish Qualifications Authority regularly reviews the arrangements for National Qualifications. Users of all NQ support materials, whether published by Education Scotland or others, are reminded that it is their responsibility to check that the support materials correspond to the requirements of the current arrangements.

List & Describe SQA Units for 4 and 5

Acknowledgements

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Contents

Introduction 4

Approaches to learning, teaching and assessment 6

Exemplification 11

Suggested learning and teaching activities 21

PERFORMANCE SKILLS AND FACTORS IMPACTING ON PERFORMANCE (NAT 4, 5, PE) 35

INTRODUCTION

Introduction

The National 4 and National 5 Physical Education programme of learning builds on principles and practice developed in the broad general education. The programme of learning uses experiential learning to develop related knowledge, understanding and attributes through practical activities.

The practical learning activities in this programme of learning encourages learners to develop problem-solving techniques, make informed choices and take responsibility for their development from identification to programme design and then impact review.

The main purpose of the programme of learning is to develop the skills and knowledge that will support leaners in a variety of physical activities. The knowledge and skills acquired in this programme of learning will be valuable for learning, life and work.

Aim of materials

The content in this document is intended to support staff of Physical Education deliver the Outcomes and Assessment standards of National 4/5 in an experiential manner. The approaches to learning and teaching will help staff to meet the assessment outcomes, but to do it in such a way that learners will be supported to develop higher order thinking.

Use of materials

The materials are a support for staff and are not intended to be prescriptive in any way. It is expected that staff will be able to take this material and manipulate it in such a way that will help learners to achieve the best possible outcome. Staff are well placed to identify the best use for this material and they should continue to do so.

Key Knowledge, understanding and skills

In physical education learners will be supported to:

· identify issues related to improving their performance

· engage in practical problem-solving activities

· critically evaluate the validity of the possible solutions proposed

· make use of a variety of sources to enhance the development of critical literacy skills.

Also, throughout the process, learners will be engaged in activities that necessitate higher-order thinking. This will require learners to:

· gather and process information from a variety of sources and contexts

· organise and reorganise information

· analyse and evaluate evidence

· devise, improvise and justify decision making

· pose questions that can have multiple answers or possibilities

· come to a mutual agreement with other learners and the practitioner in relation to the development of a programme of work

· use and evaluate information in new or unfamiliar contexts and to some extent ‘predict’ or be proactive in anticipating potential problems in a performance environment

· use effective decision-making processes, including justification, prioritisation and evaluation

In this way learners are encouraged to think creatively and use advice and guidance effectively to examine the variety of factors that impact on performance.

Prior learning and progression

It is expected that learners will enter the programme of learning having achieved the appropriate experiences and outcomes within the broad general education. Exposure to the national 3 programme of learning or participation in activities outside of the school environment may also be suitable.

Learners will be able to progress to National 5 or Higher programmes of learning upon completion of the Outcomes and Assessment standards at National 4 or National 5 level.

PERFORMANCE SKILLS AND FACTORS IMPACTING ON PERFORMANCE (NAT 4, 5, PE) 35

APPROACHES TO LEARNING, TEACHING AND ASSESSMENT

Approaches to learning, teaching and assessment

4MAT (http://www.aboutlearning.com/what-is-4mat) is a model that can help learners develop a deeper understanding about factors impacting on performance.

PERFORMANCE SKILLS AND FACTORS IMPACTING ON PERFORMANCE (NAT 4, 5, PE) 35

APPROACHES TO LEARNING, TEACHING AND ASSESSMENT

Integrating Factors Impacting on Performance

The technocratic approach to performance development produces limited results. Research is showing that an integrated approach to performance development is supporting the holistic development of and creating motivated and versatile performers.

Providing learners ownership of an integrated approach is important. This will help to develop learning – driven motivation, including:

· Learning independently;

· Taking responsibility for learning;

· Active learning;

· Collaborative learning; and

· Applying learning and skills development

Learning in National 4/5 will help young people continue to develop the skills and attributes of the four capacities and prepare them for lifelong learning, further study and employment. Young people will have become accustomed in the BGE to learning which drives their sense of purpose and motivation to learn. This focus on learning which drives motivation should be apparent when supporting learners to implement the ‘How’ phase.

Young people participating in National 4/5 need to continue to experience active learning which engages and challenges their thinking. This can drive their motivation and enthusiasm and unleash their natural curiosity to find out things for themselves. It helps learners to sustain their efforts until they are content that they have mastered or completed their intentions. Such resilience, when self-driven, is a powerful attribute for success in the senior phase and beyond into their future lives.

Through National Qualifications, young people will increasingly apply their learning and skills development. They will do this by drawing together aspects of their learning and applying what they have learned to different contexts. Varied and imaginative opportunities to apply skills, including higher-order thinking skills, are more likely to ensure the kind of motivation and self-confidence that is essential for sustained learning.

PERFORMANCE SKILLS AND FACTORS IMPACTING ON PERFORMANCE (NAT 4, 5, PE) 35

APPROACHES TO LEARNING, TEACHING AND ASSESSMENT

PERFORMANCE SKILLS AND FACTORS IMPACTING ON PERFORMANCE (NAT 4, 5, PE) 35

APPROACHES TO LEARNING, TEACHING AND ASSESSMENT

Reference will be made to a number of different methods that staff can use to support learners. Whilst this list is not exhaustive, it provides staff with resources that can be used to support the development of skills for learning, life and work. The material outlined in this section can also be used to gather evidence that will help learners achieve the assessment outcomes required by the SQA.

The material demonstrates how an integrated approach can be applied in a practical context.

Examples include;

1. Cause and Effect

2. Graphic Organisers

3. Q Chart

4. Model Performance

5. Exit Pass

6. Co-operative learning

7. Reflective Journal

8. Reflective Questioning

9. Know, Want, Learn, How

10. Self and Peer Reflection

11. Target Setting

Qualifications

The information outlined below will take you to the relevant information and guidelines set out by the SQA.

National 4

Direct Link to the N4 Physical Education SQA site:

http://www.sqa.org.uk/sqa/45742.html

Google: national 4 physical education; this search will let you select the first option from the list and take you directly to the National 4 site for Physical Education

National 5

Direct Link to the N5 Physical Education SQA site:

http://www.sqa.org.uk/sqa/47399.html

Google: national 5 physical education; this search will let you select the first option from the list and take you directly to the National 5 site for Physical Education

These links will allow you to access the following materials provided by the SQA:

· Programme of learning Support Notes

· Programme of learning Specification

· Unit Specification

(i) Performance Skills

(ii) Factors Impacting on Performance

(iii) Added Value Unit (30th April 2012)

(iv) Portfolio (30th April 2012)

· Unit by Unit Assessment (31st October 2012)

· Combined Assessment (28th February 2012)

PERFORMANCE SKILLS AND FACTORS IMPACTING ON PERFORMANCE (NAT 4, 5, PE) 35

EXEMPLIFICATION

Exemplification

National Qualifications

Physical Education: Support for Staff

Context
Net Games: An Integrated approach to performance skills and factors impacting performance.
Level
National 4
National 5 / Assessment Outcomes focus
Demonstrate a (comprehensive) range of movement and performance skills in physical activities
Prior Learning
Ø Relevant Experiences and Outcomes at third and fourth Level
Ø National 3 Physical Education programme of learning or relevant component units
Ø Prior interest/participation in physical activities
National 4 / National 5
Performance Skills
N4 (1.1): Selecting and safely applying a range of movement and performance skills, with some control and fluency
N4 (1.2): Demonstrating body and spatial awareness with some identifiable patterns and rhythms
Factors Impacting on Performance
1.1 Describe a method used to identify factors impacting on performance
1.2 Describe the impact of two factors on your performance / Performance Skills
N5 (1.1): Selecting and applying straightforward movement and performance skills, with some complex actions, displaying consistency in control and fluency
N5 (1.2): Demonstrating body and spatial awareness with clear patterns and rhythms
Factors Impacting on Performance
1.1 Explain in detail two methods used to identify factors impacting on performance.
1.2 Explaining in detail the impact of one positive and one negative factor on performance.
Learning Intention(s)
1. Pupils will develop an understanding of their own capabilities in net games (Physical Factor) and the effect those capabilities will have on others (Social Factor).
2. Pupils will be able to demonstrate an understanding of Balance, Rhythm and Timing within net games (Physical Factor) and describe (explain in detail) the impact these factors will have on their performance (Mental Factor).
3. Pupils will be able to demonstrate cue recognition and positive decision making (Mental Factor) that will have an effect on the net game.
Success Criteria
N4:
· I can identify the cue or trigger point eg. Peak of the shuttle or when shuttle leaves the racquet.
· I can select an appropriate movement pattern eg. Side step in rhythm with shuttle
· I can move in balance and at the same speed as the object eg. Co-ordinated movement backwards at right time, at right speed as the shuttle.
· I can make a decision that will have an impact on the game/ situation eg. Where is your opponent on the court?.
· I can identify and select a method that helps me to gather information about my performance eg. I am aware of different ways of collecting information and select one that is appropriate to my needs.
N5:
· I can move fluently in relation to a variety of trigger points eg. Reading opponents body movements to determine your next play.
· I can make and execute decisions that will have a tactical impact on my opponent
· I can modify my performance to protect/ minimise the impact of my weakness on the game/ situation.
· I can identify and select a method that helps me to gather information about my performance. I can use this information to suggest next steps. eg. I am aware of different ways of collecting information and select one that is appropriate to my needs. I can analyse the information gathered to draw conclusions
Learning and Teaching Strategies
Pupils should be encouraged and supported to use the following approaches;
· Cause/ Effect charts (Pages 23)
· Graphic Organisers (Pages 21)
· Model Performance comparisons (Pages 24 & 25)
· Reflective Questions (Page 22)
Assessment Strategies/ Evidence
Staff should use their own professional judgements about the ability and understanding of National 4/5 learners from their practical performance.
· Cause/ Effect charts are an excellent way to support learners in building the understanding of their performance and the effect that it has on them. They should be used as a reflective task in a homework situation or directly after a performance.
· Graphic Organisers enable learners to not only identify issues but also to look at the impact that specific outcomes can have on their performance. This method, supported by appropriate questions, will support the development of stronger and more appropriate knowledge that can be utilised in a performance situation.
· Model performance analysis is appropriate when the focus of the analysis is on the identification of cues, moving in balance with rhythm and timing and then decision making. Employing such a model comparison will enable learners to progress quicker in the game, by highlighting the decision making and physical capabilities, and then build programmes of work that support their ability to move and think, before layering technical performance on top.
All of the above will allow learners to meet the assessment criteria outlined in this document and as established by the SQA.

National Qualifications

Physical Education: Support for Staff

Context
Net Games: An Integrated approach to performance skills and factors impacting performance.
Level
National 4
National 5 / Unit
Performance Skills / Assessment Outcomes focus
Demonstrate a (comprehensive) range of movement and performance skills in physical activities
Prior Learning
Ø Relevant Experiences and Outcomes at third and fourth level
Ø National 3 Physical Education programme of learning or relevant component units
Ø Prior interest/participation in physical activities
National 4 / National 5
Performance Skills
(1.3): Working co-operatively with others.
Factors Impacting on Performance
2.1 Identifying strengths and areas for development in performance
3.1 Seeking feedback from others
3.3 Reflecting on performance progress based on all information gathered. / Performance Skills
(1.3): Working Co-operatively with others.
Factors Impacting on Performance
2.1 Describing strengths and areas for development in performance
3.1 Seeking feedback from others
3.3 Evaluating progress based on all information gathered.
Learning Intention(s)
4. Pupils will develop an understanding of their own abilities and how these can be improved (Mental Factor).
5. Pupils will be able to identify a peer or peers who have similar goals and work together to achieve those. (Social Factor)
6. Pupils will be able to consider, discuss and apply the information provided by peers to improve the quality of performance. (Social and Emotional Factors)
7. Pupils will be able to accept and use feedback from others to evaluate the development process. (Mental, Emotional and Social Factors)
Success Criteria
N4:
· I can identify strengths and weakness in my performance eg: I can identify and describe where my body is in time and space (kinaesthetic awareness), my characteristics as a person, my ability to concentrate and apply information
· I can work with my peers eg. Ensure the practice runs successfully, agree the level of difficulty in feeding to provide challenge and set appropriate rules.
· I can reflect on my progress based on all information gathered eg. I can take peer and practitioner advice and can use it to suggest next steps.
N5:
· I can identify strengths and weaknesses in my performance and the impact that they have. Eg: Idenitfy one mental, emotional or social aspect and discuss whether it has a positive or negative impact on performance
· I can work with peers and support their needs. eg: I can adjust the speed or intensity of my feed and explain to my partner why I did it. I can accept their advice and use it to improve my own performance. I can provide support and encouragement to help my peer build resilience.
· I can discuss, consider and offer conclusions on all the information gathered. Eg. I can evaluate and adapt tactics based on peer advice, I can reflect on my training programme and its effectiveness, I can evaluate the impact on opponents and myself.
Learning and Teaching Strategies
Pupils should be encouraged and supported to use the following approaches;
· Co-operative Learning Strategies
· KWLH (Pages 29 & 30)
· Self and Peer Reflection (Pages 22, 26 & 28)
· Q Chart (Pages 31 & 32)
Assessment Strategies/ Evidence
Staff should use their own professional judgements about the ability and understanding of learners from their practical performance.
· Co-operative learning is an excellent approach to use with pupils. Co-operative learning supports learners in understanding their self and the role they play in social situations. This method will enable learners to build a framework that allows for all views to heard, discussed and considered.
· KWLH and Q Charts are an excellent way for pupils to identify what they know about themselves and how it can impact on performance. These approaches can be adapted to reflect the Mental, Emotional, Social, Physical (MESP) capacities.
All of the above will allow learners to meet the assessment criteria outlined in this document and as established by the SQA.

National Qualifications