Wellington PE NLC LEVEL 4

Wellington PE NLC
LEVEL 4

A guide to

PHYSICAL EDUCATION SCHOLARSHIP

NZQA Assessment Specifications

General information

Scholarship Performance Standard / Physical Education
Mode of Assessment / Written Examination
For Year / 2011

Format of the assessment

Candidates will be required to answer three questions from a choice of four questions.

Resources or information supplied

All necessary resources will be supplied.

Content/Context Details

Questions will draw on candidates’ knowledge from the following areas;

· Planning, implementation and/or evaluation of physical activity programmes/experiences, drawing upon knowledge underpinning achievement standards 90739 and 90740.

· Trends and/or issues impacting on New Zealand society, such as “dropping out of sport”, drawing upon knowledge underpinning achievement standard 90743.

· Programmes for performance improvement drawing upon knowledge underpinning achievement standards 90741, 90742.

· Physical activity, health promotion and taking action drawing upon knowledge underpinning achievement standards 90739, 90740, 90743, 90744.

Scholarship: Physical Education Performance Standard

Outcome description

The student will critically evaluate information related to physical activity through the application of knowledge of biophysical principles and socio-cultural factors drawn from learning experiences in, through, and about movement.

Outstanding Performance – Performance Descriptor 1

The student will:

· critically evaluate information to demonstrate an holistic understanding of physical education, arising from both theoretical knowledge and practical application.

· demonstrate an exceptional level of critical evaluation, showing outstanding breadth of knowledge and depth of understanding.

Performance Descriptor 2

The student will:

· critically evaluate information to demonstrate an holistic understanding of physical education, arising from both theoretical knowledge and practical application.

Performance Descriptor 3

The student will:

· critically evaluate information to demonstrate an informed understanding of physical education, arising from both theoretical knowledge and practical application

Explanatory Notes

1 This standard is derived from Health and Physical Education in the New Zealand Curriculum, Learning Media, 1999, up to and including Level 8.

2 Assessment will be either resource based and/or based on knowledge and understanding drawn from the students own course of study up to and including level 8 of the curriculum.

3 Critically evaluate means that a student must be able to demonstrate the ability to make a valid judgement clearly supported by evidence gained through processes of critical thinking including: “examining, questioning, synthesising, evaluating, challenging taken-for-granted assumptions about issues and practices” (P. 56, Health and Physical Education in the New Zealand Curriculum, Learning Media, 1999) relating to physical education.

4 Holistic understanding of physical education expects that the critical evaluation will reflect and integrate the biophysical principles and socio-cultural factors that are inherent in Health and Physical Education in the New Zealand Curriculum, Learning Media, 1999, i.e. physical activity learning experiences, hauora/well-being, health promotion, a socio-ecological perspective and attitudes and values.

· Physical activity could be any individual or group activity, competitive or recreational. Physical activities may include but are not limited to: individual and team sports, outdoor education activities, dance, movement, aquatic activities and te ao kori

· Application of knowledge refers to the student being able to select, apply, implement, carry out, put into practice and reflect on information about physical education in familiar and new situations

· Bio-physical principles - the student must be able to demonstrate an understanding of the way scientific knowledge (e.g. anatomy, biomechanics, motor skill learning, exercise physiology) can be utilised in an attempt to enhance involvement and performance in physical activity.

· Socio-cultural factors - the student must be able to demonstrate an understanding of the impact of social and cultural factors such as gender, ethnicity, age, economic background, sexual orientation, cultural beliefs, inequalities, relationships or differing abilities on involvement, understanding and performance in physical activity.

· Learning experiences in, through and about movement recognises the importance of physical activity in the study of physical education at scholarship level.

Scholarship PE

Candidates will be required to answer three questions from a choice of four questions.

Resources or information supplied

All necessary resources will be supplied.

Content/Context details

Questions will draw on candidates’ knowledge from the following areas:

Topic One: Planning, implementation and/or evaluation of physical activity programmes/experiences, drawing upon knowledge underpinning achievement standards 90739 (3.1) and 90740 (3.2). (The relevant module areas taught this year towards the scholarship programme are ……

Topic Two: Trends and/or issues impacting on New Zealand society, such as dropping out of sport, drawing upon knowledge underpinning achievement standard 90743 (3.5).

(The relevant module area taught this year towards the scholarship programme is “Issues and Critical Thinking eg Dropping out of Sport”).

Topic Three: Programmes for performance improvement drawing upon knowledge underpinning achievement standards 90741(3.3), 90742 (3.4).

(The relevant module areas taught this year towards the scholarship programme are 3.3 the practical and 3.4 the Appraisal of a Skill Learning Programme).

Topic Four: Physical activity, health promotion and taking action drawing upon knowledge underpinning achievement standards 90739 (3.1), 90740 (3.2), 90743 (3.5), 90744 (3.6). (The relevant module areas taught this year toward the scholarship programme are…………………..).

Each essay is expected to be given equal time allocation in the exam, 3 essays in three hours, including planning time, ie 1 hour each.

Additional research, especially on critical thinking about these areas will be necessary over and above the modules completed in class.

Useful additional resources are to be read so that essays can be produced for each area of study.

Topic One

Planning, implementation and/or evaluation of physical activity programmes/experiences, drawing upon knowledge underpinning achievement standards 90739 and 90740.

Planning Experiences for Exercise/Physical Activity

Topics

Biophysical Issues

-Exercise physiology

-Exercise prescription

-Skill acquisition

-Principles of Training

-Components of Fitness

-Methods of Training

-Body Responses to Training

Socio-cultural aspects

-Diversity of outcomes people seek when participating in physical activity

-Factors that influence participation

-SPEEECH Social, Political, Economic, Ethical, Environmental, Cultural, Hauora

Question 2004 (no longer valid)

The Nature and Management of Risk

Consider the following statement:

“Risk is what drives some people to participate in physical activities. Experiencing the dangers inherent in particular activities is what motivates people to attempt things like bungy jumping, white-water kayaking, abseiling or even swinging on a rope. It is the perception of risk that creates a thrill for participants and adds to the sense of accomplishment once the activity has been successfully completed. The growth in the adventure tourism industry is proof that many people actively pursue and enjoy the risk associated with those activities. Risk is a necessary part of some activities, and we need to be careful not to wrap each participant in ‘cotton-wool’ and kill off the very thing that is intrinsic to the nature of the activity.”

Critically evaluate this statement in relation to both the nature of risk, and the principles of risk management. Use examples from your own experience to support your discussion.

Question 2005 (no longer valid)

Experience counts for what in the outdoors?

Read the following excerpt and critically evaluate the argument being made by the author with reference to examples from your own experiences in outdoor settings.

“Few outdoor safety publications dwell upon experience any more, they just mention it in passing, but I’m feeling unmistakably belligerent and perverse, and so I want to deliberately deviate from the norm. We’re talking about the accumulated knowledge of practical matters.

So there is a passage I would to read in all outdoor safety manuals and on all outdoor safety websites. It is entitled “Experience”. It is not about logbook experience before assessment, but about accumulated experience before training. It is not about not getting lost, but about having been lost. It is not about pitching tents correctly , but about having had tents blow away. It is not about preventing hypothermia but about having been very wet and very cold. It is not about placing nuts correctly but having had them fall out. It is not about avoiding submerged tree trunks, but about having been stuck up against one. It is not about following “rules”, but about knowing when to break them. It is not about sifting through future dangers on paper, but about having felt past dangers, in your limbs and in your mind. And that’s only the beginning of the details that I would pin to this word. For experience is not just about possessing technical skills, but about applying them instinctively. It is not just about knowing what to do with a comprehensive first aid kit, but about having coped well with little and about avoiding ever needing one.

When is experience not enough experience? What might appear on the surface to be an impressive accumulation – ten years of sea kayaking – might in detail be limited to all within the Bay of Islands. How much experience is sufficient to be safe? The recent French Pass trainee divers’ tragedy questioned the judgment and the experience of the instructor involved, and in doing so it raised doubts about the experience requirements of the International award held by that instructor. How safe? …like the word ‘risk’, the word ‘experience’ means little in the outdoors until you pin some details onto it.

Taken and adapted from an essay by Pete McDonald July 2002 Safety Guidelines Online

2006 Question (relevant to the newer format for this question)

Consider the following scenario:

Mere Jones, a secondary school principal, has decided to review the place of outdoor education camps within her school programme. She is concerned that such camps place the students at risk and, as a principal; she must ensure a safe physical and emotional environment for students and employees. If the school is to avoid an incident occurring, she must ensure all reasonable steps are taken to reduce or manage possible risks. She is unsure what risks her students and staff should be reasonably exposed to, and what procedures she should employ to avoid possible incidents. She is also concerned that camps take students away from their studies in other subjects.

Drawing on your own experience and learning in outdoor education, critically evaluate the concerns that Mere Jones has about outdoor education camps and their place in schools.

In your critical evaluation, you should:

· Evaluate the principals concerns. This may involve demonstrating a diversity of views and stances on the place of outdoor education camps in school programmes

· Support your evaluation by considering aspects such as the benefits and problems of outdoor education, the nature of risk, risk management planning tools and principals associated with risk-management

· Draw on your own experience and offer specific examples that demonstrate an application of knowledge

Question 2007 (relevant to newest format)

Choose EITHER Scenario A OR Scenario B below to answer the following question.

Scenario A
Georgina has to develop a physical activity programme for herself. Her teacher wants the students to develop individual programmes that are relevant and appropriate to the goals and outcomes they want to achieve. It is also expected that relevant knowledge is applied to the programme. Georgina decides to download from the internet a programme based on preparation for a half marathon. Georgina enjoys running, although her experience is limited. She decides that using the programme she found on the internet would be easier than taking the time to develop one for herself. Georgina starts the programme
Scenario B
George took a Year 9 class of 27 pupils on a three-day tramp. George allowed the students to work out what gear and equipment they would need for the tramp as a homework task. He organised for the parents to drive the students to the start of the track on the first day at 9.00 am and pick them up at the same spot on the last day at 5.00 pm. The plan was for students to sleep in huts each night. However, these huts could not be pre-booked and they slept 30 people and were open to the public. George organised for two other teachers to come on the tramp with the class. The tramp went ahead…
Note: This scenario has included all aspects of planning and management that occurred for the trip.

Using your chosen scenario, critically evaluate the processes that have taken place in the planning of either a personal activity programme or an outdoor education experience.

A critical evaluation may:

• evaluate the process that has occurred
• involve a hypothesis of what may occur when the programme / experience is implemented
• be supported by using relevant knowledge. You must show depth and breadth of understanding of EITHER bio-physical aspects and socio-cultural aspects in respect to programme planning, OR issues related to outdoor education experience planning, implementation and management processes

• be supported by specific examples from your own learning programme.

2008 Question (Scenario B relevant)

Choose EITHER Scenario A OR Scenario B to answer the following question.

Scenario A
Grant’s Year 13 class is attending an adventure camp as part of its level three physical education programme. Prior to the camp, the class was divided into five groups of four, with each group required to plan and organise one activity for the camp. As part of the process, groups had to consider all aspects of planning and implementation.
One of the groups left its planning to the last minute. The week prior to camp, the group’s members decided that planning and implementing a rock climbing experience would be an easy option, as they could use their teacher, Mrs Johnston, to act as an instructor. They could also borrow her rock climbing club’s equipment. The only other planning the group did was to source the location of an unrestricted rock face, located by a beach.
Grant had been really looking forward to the afternoon session of climbing, as Mrs Johnston had told the class many stories of her own rock climbing experiences. However, as the group approached the rock face, Grant noticed that the wind was starting to increase substantially.
Scenario B
Tracey’s Year 13 teacher, Mr Karauna, wants her class to take part in an organised 3 km ocean swim as part of its physical education programme. The students will complete a training programme during their scheduled physical education classes (one-hour classes, four times per week) in preparation for the swim. The swim is in five weeks’ time. Mr Karauna has made it clear that the emphasis is not on competing against other people, but rather trying to achieve the personal goals that students have set for themselves.
As part of the planning, the students designed individual swimming training programmes to implement during the practical lessons. They divided the pool into two lanes, based on the experience of the swimmers. The level one lane has a basic programme for those training for their first ocean swim, while the level two lane is more suitable for advanced students who want to challenge themselves. The students can choose which lane they want to swim in at the start of the lesson. As Tracey is not confident about swimming in deep water, she chooses the level one lane to begin her training.