long high intensity continuous training fartlek training circuit training weight/resistance training plyometrics Each session should include an appropriate warm up, conditioning phase and cool down. Data collection At the completion of each session, students are required to complete a one-page summary of the activity. A training diary template can be used to record the relevant physiological, psychological and sociocultural data. Analysis Identify the method of training undertaken. Demonstrate using examples from the data how the relevant training principles were implemented. Determine the fitness components developed through the training method. Determine the contribution from each of the energy systems in the session. Explain the required frequency, intensity and time required for improvements to be made through this type of training. Conclusion Students write a personal reflection on their participation in the session, for example how they felt, what they enjoyed and what was difficult. Teachers should conduct the training session and then have students complete the training diary at the end of the session and hand in their reflection before leaving class. The reflection from each session can then be added to the student’s reflective folio for assessment at the completion of the five sessions. Sample approach to developing an assessment task Throughout Unit 4, students will have participated in a number of practical activities and learning tasks, including performing an activity analysis, assessing fitness levels, and a variety of training sessions that illustrated the correct application of training principles to each training method. The assessment task for Outcome 1 may be broken in to two components: Analyse data to determine the major fitness components and energy system requirements of a sport or physical activity. Justify the selection of tests in a battery of fitness tests based on the information gained from the analysis. The data for analysis may be primary data collected by the students or secondary data from another source. It is important that the data source used has adequate information to enable students through analysis to determine relevant fitness components and energy system requirements. For example, providing students with skill frequency data may not provide enough information for students to achieve the outcome. Outcome 2 is assessed through three separate tasks:
PHYSICAL EDUCATION SCHOOL-ASSESSED COURSEWORK Performance Descriptors Unit 4 Outcome 1 Analyse data from an activity analysis and fitness tests to determine and assess the fitness components and energy system requirements of the activity. DESCRIPTOR: typical performance in each range Very low Low Medium High Very high Limited use of activity analysis data to select fitness tests. Some use of information gained through an activity analysis to select fitness tests. Sound use of information gained through activity analysis to justify the selection of fitness tests. Detailed understanding of the information gained through an activity analysis to justify the selection of appropriate fitness tests. Comprehensive understanding of the information gained through activity analysis to accurately justify the selection of appropriate fitness tests for a given population. Limited understanding of the purpose, protocols and methods of fitness assessment. Some understanding of the purpose, protocols and methods of fitness assessment. Sound understanding of the purpose, protocols and methods of fitness assessment. Thorough understanding of the purpose, protocols and methods of fitness assessment. Extensive understanding of the purpose, protocols and methods of fitness assessment. Limited ability to identify fitness components and/or energy system requirements of an activity based on data. Some ability to identify some fitness components and energy system requirements of an activity based on data. Adequate ability to identify most fitness components and energy system requirements of an activity based on data. Strong ability to identify most relevant fitness components and energy system requirements of an activity based on data. Sophisticated ability to identify all relevant fitness components and energy system requirements of an activity based on data. Little reference to or use of data. Some reference to data. Some analysis of data to support findings. Detailed analysis of data to inform conclusions. Comprehensive and detailed analysis of data to inform insightful conclusions. KEY to marking scale based on the Outcome contributing 30 marks Very low 1–6 Low 7–12 Medium 13–18 High 19–24 Very high 25–30 PHYSICAL EDUCATION SCHOOL-ASSESSED COURSEWORK
Performance Descriptors Unit 4 Outcome 2 Participate in a variety of training methods, and design and evaluate training programs to enhance specific fitness components. DESCRIPTOR: typical performance in each range Very low Low Medium High Very high Incomplete record of participation in some training sessions. Limited record of participation in at least five training sessions. Accurate record of participation in at least five training sessions. Detailed and thoughtful reflection on participation in at least five training sessions. Very detailed and critical reflection on participation in at least five training sessions. Training program design demonstrates limited application of training principles. Some inclusion and application of relevant training principles in the design of a training program. Satisfactory demonstration of the correct application of some training principles in the design of a training program. Well developed and correct application of all relevant training principles in the design of a training program. Comprehensive and correct application of all relevant training principles in the design of a training program. Very few personal experiences reflected in the training program design. Some examples drawn from personal experiences reflected in training program design. Clear examples drawn from personal experiences reflected in training program design. Training program design based mainly on data obtained through personal experiences in training sessions. Training program design based on detailed data obtained through personal experiences in training sessions. Limited description of the link between training methods and chronic adaptations. Identification of chronic adaptations with little reference to training methods or the cardiovascular, respiratory and muscular systems. Some explanation of the chronic adaptations to the cardiovascular, respiratory and muscular systems resulting from training and linked to improved performance. Detailed explanation of chronic adaptations to the cardiovascular, respiratory and muscular systems and evaluation of training to improved performance. Comprehensive and detailed explanation of chronic adaptations of the cardiovascular, respiratory and muscular systems and critical evaluation of training and improved performance. KEY to marking scale based on the Outcome contributing 70 marks based on the completion of three assessment tasks: Task 1: Reflective folio, 25 marks Task 2: Written report, 25 marks Task 3: Choice of task types (see Study Design page 24), 20 marks Very low 1–15 Low 16–29 Medium 30–45 High 46–60 Very high 61–70
Appendix: Employability skills Assessment task Employability skills selected facets A folio of annotated texts Communication (sharing information; writing to the needs of the audience) Self-management (evaluating and monitoring own performance) Learning (managing own learning; having enthusiasm for ongoing learning) An essay Communication (reading independently; writing to the needs of the audience) Planning and organising (collecting, analysing and organising information) Initiative and enterprise (generating a range of options; initiating innovative solutions; being creative) Learning (managing own learning; having enthusiasm for ongoing learning) Self-management (evaluating and monitoring own performance) An investigative report Communication (sharing information; writing to the needs of the audience; using numeracy) Planning and organising (collecting, analysing and organising information) Technology (using IT to organise data) An analytical commentary Communication (sharing information; writing to the needs of the audience; using numeracy) Planning and organising (collecting, analysing and organising information) Technology (using IT to organise data) Short-answer questions Communication (writing to the needs of the audience) Planning and organising (collecting, analysing and organising information) Learning (managing own learning) The employability skills are derived from the Employability Skills Framework (Employability Skills for the Future, 2002), developed by the Australian Chamber of Commerce and Industry and the Business Council of Australia, and published by the (former) Commonwealth Department of Education, Science and Training.