Players occupy space critical to their opponent. Body contact does not generally occur. Players cannot block an opponent’s movement or passage. In some of activities, players are separated by a net. Positioning, use of skills and strategies, rules and tactics are different from those of direct interceptive activities. 3. Performance activities Characteristics: Participants perform in isolation against an existing standard on a movement task. The activities provide specific challenges that are intrinsically motivating. Standards of performance are commonly stated in an objective, measurable manner, thus making them accessible to spectators who are therefore able to judge the performance. The performers have some of competing against others but it is the standard attained by the other competitors that they strive to better. Team activities generally rely on combining the separate performances of individuals. Some events require individuals to produce a concerted effort to challenge a standard. When planning some physical activities it may be useful to consult existing guidelines; for example, refer to the Duke of Edinburgh Award Scheme for orienteering guidelines. 4. Aesthetic activities Characteristics: The emphasis is on creating a performance within the allowable constraints of the activity and the performance of the particular skills. It is essential that performers know the criteria by which they are to be judged. The aesthetic form of the performance is an integral part of the criteria and standards by which the performance is judged. The emphasis is on the quality of performance (e.g. accuracy and correctness) as an end in itself. Team aesthetic activities may involve the concerted, synchronised performance of a number of people, e.g. ballroom dance, in the pursuit of an overall aesthetic display, or may involve the aggregation of the separate performances of the members of the team. 3.3.4 Subject matter The following considerations for choosing subject matter should be applied when schools are constructing courses of time and emphasis is given to each focus area (see Section 3.3.5 Focus areas) across the course of study. Substantial emphasis in Year 12 is to each focus area prior to verification, enabling the generation of assessment instruments from each area. Subject matter is developed through, and contextualised in, physical activities selected by the school. All core subject matter must be covered by verification.
Standards matrix Dimension A B C D E Acquiring The student work has the following characteristics: consistent and successful reproduction of a wide of physical responses performed fluently, accurately, and where applicable with speed The student work has the following characteristics: successful reproduction of a of physical responses performed fluently, accurately, and where applicable with speed The student work has the following characteristics: competent reproduction of a range of physical responses performed with accuracy The student work has the following characteristics: variable reproduction of physical responses The student work has the following characteristics: isolated reproduction of physical responses comprehensive and accurate demonstration and understanding of rules, safety and sophisticated performance strategies through physical responses accurate demonstration and understanding of rules, safety and sophisticated performance strategies through physical responses proficient demonstration and understanding of rules, safety and simple performance strategies through physical responses variable demonstration of rules, safety and basic performance strategies through physical responses isolated demonstration of some learned rules and safety through physical responses in-depth comprehension of a wide range of terminologies, principles and concepts relevant to both the focus area and physical activity comprehension of a range of terminologies, principles and concepts relevant to both the focus area and physical activity comprehension of fundamental terminologies, principles and facts relevant to both the focus area and physical activity recollection and recognition of simple terminologies, principles or facts relevant to the focus area and physical activity recognition of some information associated with the focus area and physical activity sustained and accurate use of appropriate textual features. accurate use of appropriate textual features. use of appropriate textual features. use of textual features. use of texts.
Applying The student work has the following characteristics: consistent and successful application and combination of a wide range of physical responses in authentic performance environments The student work has the following characteristics: successful application and combination of a range of physical responses in authentic performance environments The student work has the following characteristics: competent application and combination of a range of physical responses in authentic performance environments The student work has the following characteristics: application of simple physical responses in authentic performance environments The student work has the following characteristics: isolated application of simple physical responses in authentic performance environments consistent and successful application and combination of a wide range of team and individual strategies that enhance the physical performances of self and others successful application and combination of a range of team and individual strategies that enhance the physical performances of self and others competent application and combination of a range of simple team and individual strategies that enhance the physical performances of self and others application of simple team or individual strategies that relate to the physical performances of self or others isolated application of simple, rehearsed strategies that relate to the physical performances of self insightful, independent and appropriate analysis and application of information relating to both the focus area and physical activity independent and appropriate analysis and application of information relating to both the focus area and physical activity appropriate analysis and application of information relating to both the focus area and physical activity comparison and categorisation of information relating to the focus area and physical activity comparison or categorisation of information with assistance purposeful and effective selection, sequencing and organisation of relevant and substantial subject matter. purposeful selection, sequencing and organisation of relevant and substantial subject matter. suitable selection, sequencing and organisation of relevant subject matter. selection and sequencing of subject matter. selection of basic subject matter.