N4/5 Advice and Guidance s1

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

© Crown copyright 2012.You may re-use this information (excluding logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit http://www.nationalarchives.gov.uk/doc/open-government-licence/ or e-mail: .

Where we have identified any third party copyright information you will need to obtain permission from the copyright holders concerned.

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This document is also available from our website at www.educationscotland.gov.uk.

Contents

Introduction 5

Guidance to Staff 6

Approaches to learning, teaching and assessment 7

Exemplification

Suggested learning and teaching activities

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APPROACHES TO LEARNING, TEACHING AND ASSESSMENT

Introduction

This resource provides advice and guidance for practitioners of Physical Education National 4 and National 5

Physical Educational National 4 consists of three Units.

· Factors Impacting on Performance

· Performance Skills

· Added Value Unit: Performance

Physical Educational National 5 consists of two units.

· Performance Skills

· Factors Impacting on Performance

Before embarking on this course, staff should be familiar with the contents of the Health and Wellbeing Principles and Practice paper:

http://www.educationscotland.gov.uk/learningteachingandassessment/curriculumareas/healthandwellbeing/principlesandpractice/index.asp

Staff should also read the Physical Education National 4 and Physical Education National 5 Professional Focus Paper produced by Education Scotland, to ensure that they have familiarised themselves with the key areas of significant change and potential approaches to teaching and learning.

http://www.educationscotland.gov.uk/nationalqualifications/professionalfocuspapers/index.asp

Guidance to Staff

Key Skills, Knowledge and Understanding

A broad overview of the subject skills, knowledge and understanding that will be assessed in Physical Education National 4 and National 5 is given below.

· demonstrating a comprehensive range of movement and performance skills safely

· understanding factors that impact on performance

· planning, developing and implementing approaches to enhance personal performance

· monitoring, recording and evaluating performance development

· decision-making and problem-solving in performance contexts

· organisational skills in preparing for, and during, physical activities

Links to Prior Learning

Entry to the course is at the discretion of the centre. However, learners would normally be expected to have attained the skills, knowledge and understanding required by one of the following;

· Relevant level 3/4 experiences and outcomes from Physical Education

· Physical Education National 3 or 4 Course or relevant component Units

· Other relevant courses or units

Experiences and Outcomes in Physical Education

http://www.educationscotland.gov.uk/myexperiencesandoutcomes/healthandwellbeing/physicaledactivitysport/physicaleducation/index.asp

Progression in Learning and Skills

Physical Education National 4 or its Units may provide progression to:

· Physical Education National 5 Course

· other qualifications in Physical Education or related areas

· employment or training

Physical Education National 5 or its Units may provide progression to:

· Physical Education Higher Course

· other qualifications in Physical Education or related areas

· employment or training

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 that drives motivation should be apparent when supporting learners.

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.

ThroughNational 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.

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APPROACHES TO LEARNING, TEACHING AND ASSESSMENT

PERFORMANCE SKILLS AND FACTORS IMPACTING ON PERFORMANCE (NAT 4, 5, PE) 37

EXEMPLIFICATION

Use of ICT to support Learning

There are multiple options available for the use of ICT in the games hall. It is also important for staff to have agreed its use with learners and the areas of assessment that it will be used to support. Staff do not need to be trained in its use, only aware of the implications for learning and its impact on other pupils.

Software and Apps

Software / Platform / Cost / Ease of Use
Dartfish / PC / Significant / Will require some inservice
Pinnacle Studio / PC / Significant / Will require some inservice
Digital Tec Solutions / PC / Significant / Will require some inservice
iMovie / Mac / Bundled with Mac OS / Will require some inservice
Game Breaker / Mac / Yes / Will require some inservice
E Portfolio / ipad/ iphone / £1.25 / Will require practice but is self-explanatory
Easy Assessment / ipad/ iphone / £1.25 / Will require practice but is self-explanatory
Coaches Eye / ipad/ iphone / £1.25 / Will require practice but is self-explanatory
Dartfish easy tag / ipad/ iphone/ Android / Free / Will require practice but is self-explanatory
Clesh Video editor / Android / Free / Will require practice but is self-explanatory
Kinovea / PC / Free / Will require practice but is self-explanatory
Real Player / PC/Mac / Free / Download from Youtube – some support
Handbrake / PC/ Mac / Free / Recodes Youtube video for use in analyse software – some support
Wiki / All / Free / No in-service required
Glow / All / Free / No in-service required

The list above was compiled in January 2013 and is neither exhaustive nor prescriptive.
Hardware

Traditional cameras are becoming less common in performance analysis. This method is inflexible, time consuming and limited.

It is important that staff at least understand the capabilities of the equipment and its uses. Learners are digitally literate and should be given the freedom to operate the technology through an appropriate and negotiated set of assessment criteria that clearly establishes the use for the learner.

Hardware / Cost / Flexibility
Laptops / Significant / Limited – due to size and battery use
Tablets / Significant / Very – with the right app it can be used anytime, anywhere
All in One Camera/ Projector / Moderate / Very – Just needs a flat surface to project onto
Smartphones / None / Very – App used is important. Other issues must be addressed.

Gathering evidence for National 4 & 5

Assessment should be an on-going process which permeates effective learning and teaching. As such, staff have been encouraged throughout the Curriculum for Excellence documentation to adopt imaginative and creative approaches to assessment which take account of learner’s experience in terms of challenge, breadth and application. Staff should refer to the principles of assessment as laid out in Building the Curriculum 5;

http://www.educationscotland.gov.uk/thecurriculum/howdoyoubuildyourcurriculum/curriculumplanning/whatisbuildingyourcurriculum/btc/btc5.asp

Physical Education National 4

Physical Education National 4 consists of three units; Factors impacting on performance, Performance Skills and an Added Value Unit. Assessment of these units is an on-going process that shall culminate in a pass or fail award being made by the staff member.

Physical Education National 5

Physical Education National 5 consists of two units; Factors impacting on performance and Performance Skills. Evidence will be gathered through a performance and by a portfolio.

Staff are encouraged to develop approaches to learning and teaching which take account of a learner’s prior learning in the Broad General Education. Building on this, staff should be mindful of the need for progression within National 4 and should develop approaches which allow learners to be challenged at the appropriate level.

For Unit assessment purposes, a variety of methods of assessment should be used to gather a rich range of evidence. Staff should share learning and assessment criteria with learners, provide effective feedback, encourage peer and self-assessment and use effective questioning techniques.

The NAR flowchart illustrated on the following page will help staff with coherent planning which focuses on the process of assessment and moderation.

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EXEMPLIFICATION

PERFORMANCE SKILLS AND FACTORS IMPACTING ON PERFORMANCE (NAT 4, 5, PE) 37

EXEMPLIFICATION

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)

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EXEMPLIFICATION

PERFORMANCE SKILLS AND FACTORS IMPACTING ON PERFORMANCE (NAT 4, 5, PE) 37

SUGGESTED LEARNING AND TEACHING ACTIVITIES

Outcome 1:

Demonstrate knowledge and understanding of factors that impact on performance in physical activities.

Throughout this unit learners will be required to observe their performance, analyse the data and then make recommendations for developing their performance.

Learners will be expected to;

· Ask questions and find information

· Take decisions

· Be clear about one’s own learning needs

· Demonstrate initiative and leadership

The skills highlighted can be developed in a variety of ways and given the nature of the subject, it is anticipated that this will be achieved by employing a practical experiential approach to learning.

Learners will be able to employ a number of different analyse methods to this outcome and will be able to demonstrate their understanding in a number of different ways.

Some methods that can be utilised include;

· Movement analysis sheets

· Cause and Effect charts

· Video analysis of performance

· Self – reflection and Peer feedback

· Graphic Organiser

The approaches highlighted cater for the wide variety of learners and all of them offer opportunities for reflection, questioning and challenge. Further examples can be found at;

http://www.educationscotland.gov.uk/resources/nq/p/nqresource_tcm4719509.asp?strReferringChannel=nationalqualifications&strReferringPageID=tcm:4-716508-64&class=l3+d150325

Three approaches to data gathering that will enable learners to develop a more enquiry based approach to their learning are Cause & Effect charts, Graphic Organisers and technology that utilises apps.

Cause & Effect charts

The Cause & Effect chart is an excellent tool for engaging learners in the analyses process. The chart helps learners to consider the effect that an aspect of their performance is having and it allows them to explore the range of factors that impact on performance (Mental, Emotional, Social Physical).

This chart can be used in a variety of ways and is an excellent method for explaining the impact that positive and negative factors can have. It can be used as soon as a performance is finished, set as a home work task or used with a peer who has watched your performance.

Gymnastics Example:

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SUGGESTED LEARNING AND TEACHING ACTIVITIES

Graphic Organiser

The graphic organiser is a useful tool for extending the use of the cause and effect chart and engaging learners in a more in-depth analysis of their performance. The organiser encourages learners to consider possible options and outcomes before making a definitive choice. The process that the learner is engaged in requires them to experiment, demonstrate initiative, ask questions and take decisions. It also requires them to explain and justify their final choice.

The organiser should be used over a number of lessons. This will enable the learner to identify, consider, apply and then decide on the best course of action. In applying such a method learners will have the opportunity to demonstrate independence in learning and follow a development programme that is appropriate to their needs and interests.