Physical Education 2019 Subject Outline | Stage 2 - 2019 is the last year of teaching the current Stage 2 Physical Education
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Physical Education 2019 Subject Outline | Stage 2 2019 is the last year of teaching the current Stage 2 Physical Education
Published by the SACE Board of South Australia, 60 Greenhill Road, Wayville, South Australia 5034 Copyright © SACE Board of South Australia 2010 First published 2010 Reissued for 2011 (published online October 2010, printed January 2011), 2012, 2013, 2014, 2015, 2016, 2017, 2018, 2019 ISBN 978 1 74102 926 0 (online Acrobat PDF version) ref: A777281 This subject outline is accredited for teaching at Stage 1 from 2010 and at Stage 2 from 2011
CONTENTS Introduction.......................................................................................................................... 1 Subject Description .......................................................................................................... 1 Capabilities ...................................................................................................................... 1 Literacy in Physical Education ......................................................................................... 3 Numeracy in Physical Education ..................................................................................... 3 Aboriginal and Torres Strait Islander Knowledge, Cultures, and Perspectives ............... 4 Learning Scope and Requirements..................................................................................... 5 Learning Requirements ................................................................................................... 5 Content ............................................................................................................................ 5 Assessment Scope and Requirements ............................................................................. 15 Evidence of Learning ..................................................................................................... 15 Assessment Design Criteria .......................................................................................... 15 School Assessment ....................................................................................................... 17 External Assessment ..................................................................................................... 18 Performance Standards ................................................................................................. 18 Assessment Integrity ..................................................................................................... 22 Support Materials .............................................................................................................. 23 Subject-specific Advice .................................................................................................. 23 Advice on Ethical Study and Research ......................................................................... 23
INTRODUCTION SUBJECT DESCRIPTION Physical Education is a 20-credit subject at Stage 2. In Physical Education, students study human physical activity and its place in the lives of individuals and groups of people. Students examine the practical application of human physical skills and analyse the personal, community, and global issues that surround the role of human physical activity in society. Students learn mainly through physical activity in a way that promotes immediate as well as long-term benefits to themselves and society. Physical Education is an experiential subject in which students explore their physical capacities and investigate the factors that influence performance. They explore and analyse associated performance, health, and lifestyle issues. Students acquire an understanding of human functioning and physical activity and an awareness of the community structures and practices that influence participation in physical activity. They develop skills in communication and investigation and the ability to apply knowledge to practical situations. Students gain enjoyment from skilled performance in individual and group activities. CAPABILITIES The capabilities connect student learning within and across subjects in a range of contexts. They include essential knowledge and skills that enable people to act in effective and successful ways. The five capabilities that have been identified are: • communication • citizenship • personal development • work • learning. In Physical Education, the emphasis is on the capabilities of personal development, communication, and learning, which are the focus of the learning requirements and the performance standards. These capabilities are further developed through the application of knowledge and skills in the content. Communication In Physical Education, students develop their capability for communication with others in team activities. They express their ideas and opinions in relation to health and well-being, physical activity, personal development, and social issues. In team and collaborative Stage 2 Physical Education 2019 1
activities, students have the opportunity to communicate with students from various backgrounds and cultures. Students develop literacy skills, such as writing reports, analysing texts, and reading game play plans and diagrams. They develop numeracy skills, such as spatial awareness, collation of data, timing, estimating, calculating, and scoring. Citizenship In Physical Education, students develop their capability for citizenship by making informed choices to improve their health and well-being through participation in physical activity. Students have opportunities to research and form opinions on community and global issues related to physical activity and well-being. Students analyse equity issues surrounding sport and physical activity. They critically analyse, understand, and reflect on the personal and community implications of physical activity and on social issues related to healthy living and physical activity. Students have the opportunity to understand and appreciate the contributions of various cultural groups, including Indigenous Australians, to Australian sport. Personal Development The capability of personal development is central to Physical Education. Students have the opportunity to demonstrate initiative, leadership, self-reliance, and effective interpersonal skills. They are expected to achieve a level of proficiency in physical activity and develop a sense of purpose in relation to maintaining and improving their physical and mental health. Students develop their understanding of personal identity through opportunities for personal skills development and greater knowledge and understanding of physical and mental health. They review and evaluate their skills development and implement strategies for improvement. Work In Physical Education, students have the opportunity to develop the skills needed for employment or further study in physical education or health and related fields. Students understand and apply their knowledge of biomechanical and physiological principles that underpin physical fitness. They demonstrate responsible risk management by applying appropriate safety guidelines and procedures for participation in individual and team activities. Students develop valuable knowledge and skills in roles such as those of umpires, coaches, team leaders, and officials. Through participation in healthy physical activities and an appreciation of the importance of healthy living, students gain skills and understanding that are invaluable in the world of work and in the maintenance of a work–life balance. Learning When students undertake practical activities in Physical Education, they learn by interpreting and applying knowledge and effective skills, strategies, techniques, rules, and guidelines (independently, within groups, and in teams). They access and use information by developing research skills that help them analyse and critique relevant contemporary issues. They also access information to develop techniques needed to improve their physical skills in a variety of situations. 2 Stage 2 Physical Education 2019
Students apply specific concepts and ideas to the performance of practical skills and physical activities and the development of personal health and well-being. They develop and demonstrate competence in applying complex movement skills and principles. They evaluate, through issues analysis, the changing relationship between social factors and participation in physical activity and healthy living, and critique some of the reasons for this change. LITERACY IN PHYSICAL EDUCATION In Physical Education, students have opportunities to develop the following literacy skills: • using appropriate and effective language when involved in physical activities with other people • following and interpreting specific instructions in relation to a particular physical activity • understanding and using the correct terminologies of physical activity or sport, exercise physiology, skills development, and biomechanics • using appropriate language conventions of grammar, spelling, and punctuation • communicating in a variety of appropriate forms • understanding and using graphs, diagrams, and statistics related to health and physical activity • acknowledging sources appropriately • writing reports. NUMERACY IN PHYSICAL EDUCATION In Physical Education, students have opportunities to develop the following numeracy skills: • making numerical comparisons of size and measurements in both whole numbers and decimals, such as shot put or discus throw distances, or running times • grouping, estimating, and counting; examples include how many strokes are needed to swim to the end of the pool, or how many times a player takes possession of the ball • understanding a wide range of numeracy concepts related to space, such as angles, direction, trajectories, distance, heights, timing, width, speed, velocity, and force • critically analysing statistical information related to improving physical performance • using measuring instruments, such as tapes, heart monitors, stopwatches, callipers, pedometers, and player movement tracking devices • understanding numerical information on food packages in relation to nutrition and high-performance or energy foods • understanding the relationship between the kilojoules in food and body weight, energy, muscle strength, and endurance • understanding, interpreting, and using graphs, tables, and diagrams. Stage 2 Physical Education 2019 3
ABORIGINAL AND TORRES STRAIT ISLANDER KNOWLEDGE, CULTURES, AND PERSPECTIVES In partnership with Aboriginal and Torres Strait Islander communities, and schools and school sectors, the SACE Board of South Australia supports the development of high- quality learning and assessment design that respects the diverse knowledge, cultures, and perspectives of Indigenous Australians. The SACE Board encourages teachers to include Aboriginal and Torres Strait Islander knowledge and perspectives in the design, delivery, and assessment of teaching and learning programs by: • providing opportunities in SACE subjects for students to learn about Aboriginal and Torres Strait Islander histories, cultures, and contemporary experiences • recognising and respecting the significant contribution of Aboriginal and Torres Strait Islander peoples to Australian society • drawing students’ attention to the value of Aboriginal and Torres Strait Islander knowledge and perspectives from the past and the present • promoting the use of culturally appropriate protocols when engaging with and learning from Aboriginal and Torres Strait Islander peoples and communities. 4 Stage 2 Physical Education 2019
LEARNING SCOPE AND REQUIREMENTS
LEARNING REQUIREMENTS
The learning requirements summarise the knowledge, skills, and understanding that
students are expected to develop and demonstrate through their learning in Stage 2
Physical Education.
In this subject, students are expected to:
1. achieve a level of proficiency in performance of human physical activities with
reference to specific skills criteria
2. critically analyse and evaluate the personal, community, and/or global implications of
physical activity
3. demonstrate knowledge and understanding of concepts of exercise physiology and the
biomechanics of human movement, with skills acquisition, and communicate using
appropriate terminology
4. demonstrate knowledge and understanding of physical education concepts relevant to
physical activities
5. apply and reflect on principles and issues related to physical performance and activity
and skills acquisition
6. demonstrate initiative, self-reliance, collaborative skills, leadership, and effective
interpersonal skills.
CONTENT
Stage 2 Physical Education is a 20-credit subject that consists of the following two key
areas of study and related key concepts:
Practical Skills and Applications
• Centrally developed practical 1
• Centrally developed practical 2
• Centrally developed practical 3 or negotiated practical
Principles and Issues
• Exercise Physiology and Physical Activity
• The Acquisition of Skills and the Biomechanics of Movement
• Issues Analysis
Stage 2 Physical Education 2019 5Practical Skills and Applications Students undertake three practicals, which are balanced across a range of individual, team, racquet, aquatic, and outdoor activities. The practicals should cater for the different skills, interests, and needs of students. The use of major muscle groups is a requirement for all practicals. Centrally Developed Practicals Students are required to complete at least two centrally developed practicals. Schools may, however, offer three centrally developed practicals. The register of centrally developed practicals is available on the SACE website (www.sace.sa.edu.au). Negotiated Practicals Class Negotiated Practicals Schools may choose to develop one class negotiated practical that is not on the register of centrally developed practicals. The assessment design criteria and performance standards must be taken into account in the preparation of class negotiated practicals. Processes for approval of class negotiated practicals are determined by the SACE Board. Schools must submit details of the content and the assessments, and a performance-related checklist of specific skills criteria, by the date specified in the subject operational information on the SACE website (www.sace.sa.edu.au). Class negotiated practicals should be designed to reflect the different experiences and backgrounds that students bring to their studies and take into account school and community resources. These practicals should be set out in the same way as those on the register of centrally developed practicals. Guidelines for Approving Negotiated Practicals Submissions for approval are considered on a case-by-case basis. An emphasis is placed on human performance and physical activity. The use of major muscle groups is a requirement for all practicals. The following are not approved for practicals: • activities that involve violence (perceived or actual), such as boxing, or the use of firearms • activities that involve animals • activities that rely on motorised assistance, such as go-carting. It is the teacher’s responsibility to provide the appropriate documentation for each proposed practical and to complete the approval form. Principles and Issues The material used for the key concepts in this area of study should reflect the different experiences and backgrounds that students bring to their studies and take into account school and community resources. 6 Stage 2 Physical Education 2019
Exercise Physiology and Physical Activity
Key Concept 1: The Sources of Energy Affecting Physical Performance
Topics Key Ideas
Sources of macronutrients: fats, • Characteristics of each nutrient
carbohydrates, protein • Available sources of fats (lipids), carbohydrates, and
protein
Food breakdown into nutrients: • Breakdown process (digestion) and link of ‘Sources
glucose, glycogen, triglycerides, free of macronutrients’ to ‘Food breakdown into nutrients’
fatty acids (e.g. protein into amino acids, carbohydrates into
glucose)
• Function in the body (fuel use) of each nutrient during
rest, submaximal activity, and maximal activity
(e.g. carbohydrate – fat relationship, glycogen
sparing)
• Storage and availability of nutrients in the body
Aerobic and anaerobic energy: • Key features of aerobic and anaerobic systems
ATP–CP system, lactic acid system, (e.g. fuel use at different intensities)
oxygen system • Advantages and disadvantages of systems
• Recovery and restoration of energy supplies
Contribution of energy systems in • Understanding of the contributions of different energy
specific activities systems, based on the intensity and duration of
activities
• Interpretation using a range of techniques
(e.g. games, performance, graphs, tables) to explain
how and why the different energy systems contribute
to performance
• Understanding of the key processes involved during
use of energy systems at different intensities
(e.g. oxygen deficit, steady state, OBLA (onset of
blood lactic acid), lactate threshold)
• Exploration of activities where each system is the
major (dominant) supplier of energy
• Exploration of how energy systems work together —
the concept of interplay
• Understanding of the energy systems during
recovery (EPOC — excess post-exercise oxygen
consumption)
Acute responses to exercise: • Understanding of the acute responses in the body
responses in the circulatory, • Examination/exploration of key examples in the:
respiratory, and muscular systems – circulatory system
– respiratory system
– muscular system
• Effect of the acute responses in the systems to
exercise (e.g. increased oxygen delivery to the
muscles)
Stage 2 Physical Education 2019 7Key Concept 2: The Effects of Training and Evaluation on Physical Performance
Topics Key Ideas
Chronic adaptations to aerobic and • Understanding of how and why chronic adaptations
anaerobic training in the circulatory, occur (e.g. increased hypertrophy of the heart)
respiratory, and muscular systems at – examination/exploration of key adaptations in the
different levels of intensity and circulatory, respiratory, and muscular systems
duration (e.g. rest, submaximal • Understanding of how each adaptation changes in
effort, and maximal intensity) response to activity — rest, submaximal exercise,
and maximal intensity (e.g. cardiac output at rest and
at maximal intensity)
Activity analysis of the demands of • Investigation of technology and techniques used to
sport and physical activity analyse and explore physiological demands of the
activity
• Understanding of how the information from the
analysis of the physiological demands can be used to
improve performance
Measurement and monitoring of • Understanding of the role of fitness testing in
fitness and energy components measurement and monitoring of fitness
relevant to performance • Understanding of key fitness components (factors)
and tests (e.g. standardised and other)
• Application of information from data to improve and
maintain performance
Training principles and methods • Understanding of the key training principles
specific to fitness factors and to (e.g. overload, intensity, specificity): characteristics,
physical activities terminology, and role in physical activity
• Understanding of key training methods (e.g. fartlek
and interval)
• Linking of key training principles and methods
specific to key fitness factors and energy systems
• Evaluation of the relationship between the key
training principles and methods used in developing
fitness programs
• Understanding of how to manipulate the training
program to meet the specific requirements of aerobic
exercise, anaerobic exercise, or a combination of
both activities
• Familiarisation with design of training programs, for
example, periodisation (i.e. division of training
program into phases, including microcycles,
macrocycles, training principles, and training
methods)
• Understanding and application of training methods to
enhance the development of energy systems and
relevant fitness factors
8 Stage 2 Physical Education 2019Key Concept 3: The Specific Physiological Factors Affecting Performance
Topics Key Ideas
Body stature and composition • Differentiation between body stature and composition
• Understanding of the following factors and their
impact on performance:
– body fat (e.g. adipocytes, triglycerides)
– muscle composition (e.g. slow and fast fibres)
– anthropometry (e.g. body proportions, percentage
body fat)
– somatotype (e.g. body shape — mesomorph,
ectomorph, endomorph)
– genetics (e.g. height, arm span)
Environmental considerations and • Environmental factors influencing performance
performance – altitude
• physiological impact
• effects on performance — short term and long
term
• training theory
• methods of simulating altitude
– ambient temperature
• the mechanics of heat production and loss in
the human body (e.g. friction in muscles,
illness)
• effects of high and low temperature on
performance
• heat training and athletic performance
– pollution
• physiological impact (e.g. reduced oxygen-
carrying capacity)
Nutrition and performance • Understanding of the impact of nutritional strategies
on performance:
– healthy eating for performance
– before event, during event, during recovery (role
and strategies)
• Understanding of the impact of hydration on
performance
Fatigue, recovery, and physical • Understanding of key theories of fatigue and how it
performance affects performance
• Understanding of recovery strategies
• Understanding of the methods used to delay fatigue
Stage 2 Physical Education 2019 9The Acquisition of Skills and the Biomechanics of Movement
Key Concept 1: Skills Acquisition
Topics Key Ideas
The classification of skills • Knowledge of the characteristics of skills and their
classification (e.g. open/closed, externally paced)
• Identification and application of skills in physical
activities
The characteristics of a skilled • Knowledge of the characteristics of a skilled
performer performer (e.g. acting as if there is all the time in the
world)
• Identification of these characteristics and application
to a performance
The stages of skill learning • Understanding of the different stages of learning and
their characteristics (e.g. cognitive, associative, and
autonomous)
• Understanding of how a learner progresses from one
stage to the next
The learning process in acquiring • Understanding of the information processing model
physical skills (e.g. skill learning model)
• Understanding of specific factors that influence
different parts of the model (e.g. information
processing and decision-making)
• Investigation of differences in processing at different
stages of learning (e.g. selective attention)
10 Stage 2 Physical Education 2019Key Concept 2: Specific Factors Affecting Skill Learning
Topics Key Ideas
The nature of the task • Understanding of how tasks vary in complexity of
understanding and execution (e.g. complex versus
simple tasks)
• Understanding of how the type of task affects the skill
learner and his or her performance
Practice and feedback • Differentiation between types of practice (e.g.
massed, distributed, fixed, and variable)
• Understanding of the relationship between practice,
competency of the learner, and performance
• Understanding and application of the different types
of feedback and their characteristics
• Understanding of the function of feedback and its
psychological and physiological effects
Physical environmental factors • Identification and understanding of the effect of
environmental factors on skill learning and
performance (e.g. weather, settings/equipment, and
facilities)
Characteristics of a skill learner • Identification of different characteristics of learners
(e.g. gender, age, previous experience)
• Understanding of effect of physiological
characteristics on learning capacity (e.g. stage of
physical development)
• Understanding of effect of psychological
characteristics on learning capacity (e.g. ability to
remain on task)
Retention of learning • Understanding of the process involving learning
retention in short-term and long-term memory
• Understanding and application of techniques to
enhance learning (e.g. ‘chunking’ and visual
association)
• Understanding of the relationship between learning
and practice
Timing and anticipation • Understanding of the factors that affect skill
execution (e.g. timing, subroutines)
• Understanding of anticipation and the factors that
affect it (e.g. previous experience, signal detection)
Stage 2 Physical Education 2019 11Key Concept 3: The Effects of Psychology of Learning on the Performance of
Physical Skills
Topics Key Ideas
Goal-setting • Understanding of the function of goal-setting
• Understanding and application of different types of
goals and their characteristics (e.g. SMART (specific,
measurable, achievable, relevant, and time-framed)
goals)
Anxiety, arousal, and performance • Understanding of the nature of anxiety and arousal
• Knowledge of different theories of arousal
(e.g. inverted U hypothesis)
• Understanding of how the complexity of the task
affects levels of anxiety and arousal
• Understanding of how levels of anxiety and arousal
affect performance in different activities
(e.g. information overload, responding to incorrect
cues)
• Understanding of how levels of anxiety and arousal
affect performance during competition (e.g.
opposition pressure, scoreboard pressure)
• Understanding of the effect of coaching technique on
the learner and performance
Visualisation • Understanding of the function of visualisation
• Identification and application of the different types of
visualisation used in sport (e.g. technical and
motivational visualisation)
Self-esteem • Understanding of the role of self-esteem in skill
performance
• Understanding of the factors that affect self-esteem
(e.g. coach, feedback, level of competition)
Skill learning and coaching methods • Knowledge of the different types of skill learning (e.g.
audible, visual, kinaesthetic) and their effectiveness
• Understanding and application of the methods of
coaching skills (e.g. whole practice and part practice)
• The effect of these types of skill learning on skill
development (e.g. learning curves)
• Understanding of the function of communication and
its effect on skill learning (e.g. level of technical
feedback)
12 Stage 2 Physical Education 2019Key Concept 4: The Ways in Which Biomechanics Improve Skilled Performance
Topics Key Ideas
Force and momentum • Understanding of internal and external forces that
influence skill
• Understanding of the relationship of force to motion
and momentum
• Understanding of the application of force summation
to performance
Motion • Understanding of the different types of motion
(e.g. linear and non-linear, curvilinear, angular,
general) and the biomechanical principles that affect
them (e.g. moment of inertia)
• Understanding of how speed, velocity, and
acceleration affect performance
• Understanding of the factors that affect projectile
motion and its application in sport (e.g. speed, angle,
and height of release)
• Application of Newton’s three laws of motion to sports
performance
Leverage • Understanding of the application and effect of levers
in sporting performance (e.g. length and mass of
lever)
Equilibrium (static and dynamic) • Understanding and application of static and dynamic
equilibrium in sporting performance
• Understanding and application of balance and
stability in sporting performance (e.g. centre of gravity
inside stable base)
Technology and performance • Investigation of contemporary technology advances
in sporting performance (e.g. clothing, innovation,
coaching)
Stage 2 Physical Education 2019 13Issues Analysis The issues analysis enables students to investigate a chosen issue that is related to physical activity and relevant to local, regional, national, or global communities. Students are expected to analyse critically and interpret their findings and experiences. Discussion with students should emphasise the most appropriate methods of seeking and gathering information and the most effective way of presenting it. Issues could be related to topics such as: • sport in the Australian context • declining involvement in physical activity • equity • corruption • disability and sport • professionalism • culture/race relations • genetics • historical and Indigenous factors • gender • the community and recreation • children and competitive sport • the science of drugs • technology • commercialism • injury prevention and rehabilitation • contemporary innovations in training • media. 14 Stage 2 Physical Education 2016
ASSESSMENT SCOPE AND REQUIREMENTS All Stage 2 subjects have a school assessment component and an external assessment component. EVIDENCE OF LEARNING The following assessment types enable students to demonstrate their learning in Stage 2 Physical Education: School Assessment (70%) • Assessment Type 1: Practical (50%) • Assessment Type 2: Folio (20%) External Assessment (30%) • Assessment Type 3: Examination (30%). Students should provide evidence of their learning through seven to ten assessments, including the external assessment component. Students undertake: • three practicals • three to six assessments for the folio • one examination. ASSESSMENT DESIGN CRITERIA The assessment design criteria are based on the learning requirements and are used by: • teachers to clarify for the student what he or she needs to learn • teachers and assessors to design opportunities for the student to provide evidence of his or her learning at the highest possible level of achievement. The assessment design criteria consist of specific features that: • students should demonstrate in their learning • teachers and assessors look for as evidence that students have met the learning requirements. For this subject the assessment design criteria are: • knowledge and understanding • practical skills application • initiative and collaboration • critical analysis and evaluation. Stage 2 Physical Education 2019 15
The specific features of these criteria are described below.
The set of assessments, as a whole, must give students opportunities to demonstrate
each of the specific features by the completion of study of the subject.
Knowledge and Understanding
The specific features are as follows:
KU1 Knowledge, understanding, and application of physical education concepts
relevant to specific physical activities.
KU2 Knowledge and understanding of exercise physiology, the biomechanics of human
movement, and skills acquisition.
KU3 Knowledge and understanding of appropriate terminology.
Practical Skills Application
The specific features are as follows:
PSA1 Proficiency in the performance of physical activities, with reference to specific
skills criteria.
PSA2 Interpretation and application of skills, specific concepts, ideas, strategies, and
techniques, in a practical context.
Initiative and Collaboration
The specific features are as follows:
IC1 Initiative, self-reliance, and leadership in practical activities.
IC2 Interpersonal and collaborative skills in team situations.
Critical Analysis and Evaluation
The specific features are as follows:
CAE1 Critical analysis of practical techniques and performance.
CAE2 Evaluation of the relevance of principles and concepts in a given situation.
CAE3 Critical analysis and evaluation of an issue related to physical activity and
relevant to local, regional, national, or global communities.
CAE4 Use of information from different sources, with appropriate acknowledgment.
16 Stage 2 Physical Education 2019SCHOOL ASSESSMENT Assessment Type 1: Practical (50%) Students undertake three practicals of equal importance. At least two practicals must be from the SACE Board’s register of centrally developed practicals, and all three may be from this register. The register of centrally developed practicals and guidelines for assessment with specific skills criteria are on the SACE website (www.sace.sa.edu.au). Schools may choose to develop one class negotiated practical according to the requirements for class negotiated practicals specified in the ‘Content’ section. Class negotiated practicals are designed by the teacher and approved through processes determined by the SACE Board. The use of major muscle groups is a requirement for all practicals. For this assessment type, students provide evidence of their learning primarily in relation to the following assessment design criteria: • practical skills application • initiative and collaboration. Assessment Type 2: Folio (20%) Students undertake three to six folio assessments. Two or three assessments should be integrated tasks, and one assessment should be an issues analysis. An integrated task requires key concepts to be related to practical performance. Each integrated task should be a maximum of 1000 words if written or a maximum of 6 minutes for an oral presentation, or the equivalent in multimodal form. For the issues analysis, students explore a contemporary issue related to physical activity. The issue must be relevant to local, national, or global communities. The issue should be explored from at least two different perspectives. The issues analysis should be a maximum of 1000 words if written or a maximum of 6 minutes for an oral presentation, or the equivalent in multimodal form. Integrated tasks and the issues analysis may be presented in written, oral, or multimodal form. Folio assessments could include: • multimodal presentations • case studies • essays • laboratory explorations and reports • oral presentations • tests • written and/or research assignments • other individual or group activities. Stage 2 Physical Education 2019 17
For this assessment type, students provide evidence of their learning primarily in relation to the following assessment design criteria: • knowledge and understanding • practical skills application • critical analysis and evaluation. EXTERNAL ASSESSMENT Assessment Type 3: Examination (30%) Students undertake a 2-hour external examination, which is divided into two parts: • Part 1: Short-answer Questions • Part 2: Extended-response Questions. The examination covers the content of ‘Exercise Physiology and Physical Activity’ and ‘The Acquisition of Skills and the Biomechanics of Movement’. The following specific features of the assessment design criteria for this subject are assessed in the examination: • knowledge and understanding — KU1, KU2, and KU3 • critical analysis and evaluation — CAE1 and CAE2. PERFORMANCE STANDARDS The performance standards describe five levels of achievement, A to E. Each level of achievement describes the knowledge, skills, and understanding that teachers and assessors refer to in deciding how well a student has demonstrated his or her learning on the basis of the evidence provided. During the teaching and learning program the teacher gives students feedback on their learning, with reference to the performance standards. At the student’s completion of study of each school assessment type, the teacher makes a decision about the quality of the student’s learning by: • referring to the performance standards • assigning a grade between A+ and E− for the assessment type. The student’s school assessment and external assessment are combined for a final result, which is reported as a grade between A+ and E−. 18 Stage 2 Physical Education 2019
Performance Standards for Stage 2 Physical Education
Critical Analysis and
- Knowledge and Understanding Practical Skills Application Initiative and Collaboration
Evaluation
A In-depth knowledge, informed A high level of proficiency in the A proactive approach to demonstrating Thorough and insightful critical analysis
understanding, and accurate application performance of physical activities, with initiative, self-reliance, and leadership in of practical techniques and performance.
of physical education concepts relevant reference to specific skills criteria. practical activities.
Highly discerning evaluation of the
Stage 2 Physical Education 2019
to specific physical activities.
Accurate interpretation and proactive Constructive and confident interpersonal relevance of principles and concepts to a
In-depth knowledge and understanding of application of skills, specific concepts, and collaborative skills in team situations. given situation.
exercise physiology, the biomechanics of ideas, strategies, and techniques, in a
human movement, and skills acquisition. practical context. Perceptive and critical analysis and
evaluation of an issue related to physical
Clear and accurate knowledge and activity and clearly relevant to local,
understanding of appropriate regional, national, or global communities.
terminology.
Thorough and focused use of information
from different sources, with appropriate
acknowledgment.
B Well-considered knowledge, informed Proficiency in the performance of An active approach to demonstrating Detailed critical analysis of practical
understanding, and thoughtful application physical activities, with reference to initiative, self-reliance, and leadership in techniques and performance.
of physical education concepts relevant specific skills criteria. practical activities.
to specific physical activities. Logical evaluation of the relevance of
Capable interpretation and active Confident interpersonal and collaborative principles and concepts to a given
Well-considered knowledge and application of skills, specific concepts, skills in team situations. situation.
understanding of exercise physiology, the ideas, strategies, and techniques, in a
biomechanics of human movement, and practical context. Critical analysis and evaluation of an
skills acquisition. issue related to physical activity and
relevant to local, regional, national, or
Mostly clear knowledge and global communities.
understanding of appropriate
terminology. Mostly focused use of information from
different sources, with appropriate
acknowledgment.
1920
Critical Analysis and
- Knowledge and Understanding Practical Skills Application Initiative and Collaboration
Evaluation
C Considered knowledge, informed Competent performance in physical Generally effective demonstration of Some critical analysis of practical
understanding, and competent activities, with reference to specific skills initiative and self-reliance, and some techniques and performance, with a
application of physical education criteria. contribution to leadership in practical tendency to rely on description.
concepts relevant to specific physical activities.
activities. Competent interpretation and application Generally clear evaluation of the
of skills, specific concepts, ideas, Appropriate interpersonal and relevance of principles and concepts to a
Considered knowledge and strategies, and techniques, in a practical collaborative skills in team situations. given situation.
understanding of exercise physiology, the context.
biomechanics of human movement, and Some critical analysis and evaluation of
skills acquisition. an issue related to physical activity that
has some relevance to local, regional,
Competent knowledge and national, or global communities.
understanding of appropriate
terminology. Competent use of information from
different sources, with appropriate
acknowledgment.
D Recognition and some understanding Some competence in aspects of the Occasional demonstration of initiative Some consideration and basic
and application of physical education performance of physical activities, with and self-reliance in practical activities, description of a narrow range of practical
concepts relevant to one or more specific reference to specific skills criteria. with support. techniques and performance.
physical activities.
Inconsistent interpretation and Occasional demonstration of Some consideration of the relevance of
Recognition and some understanding of application of skills, specific concepts, or collaborative skills in team situations, principles and concepts to a given
aspects of exercise physiology, the ideas, in a practical context. with some use of interpersonal skills. situation.
biomechanics of human movement,
and/or skills acquisition. Basic description of some aspects of an
issue related to physical activity but with
Recognition and some understanding of limited relevance to local, regional,
basic terminology that may be national, or global communities.
appropriate.
Some use of information from more than
one source, with attempted
acknowledgment.
Stage 2 Physical Education 2019Critical Analysis and
- Knowledge and Understanding Practical Skills Application Initiative and Collaboration
Evaluation
E Limited awareness and application of one Limited performance in one or more Some recognition of the need for Identification and some limited
or more physical education concepts. physical activities, with reference to initiative, self-reliance, or leadership in description of one or more practical
specific skills criteria. practical activities. techniques or performance.
Limited awareness of aspects of exercise
physiology, the biomechanics of human Emerging ability to interpret or apply Emerging collaborative skills in team Recognition of the need to consider the
movement, or skills acquisition. skills, specific concepts, or ideas, in a situations, with limited use of relevance of principles and concepts for
practical context. interpersonal skills. a given situation.
Stage 2 Physical Education 2019
Limited awareness of basic terminology
that may be appropriate. Disconnected description of an issue
related to physical activity.
Attempted use of information from a
source, with limited acknowledgment.
21ASSESSMENT INTEGRITY The SACE Assuring Assessment Integrity Policy outlines the principles and processes that teachers and assessors follow to assure the integrity of student assessments. This policy is available on the SACE website (www.sace.sa.edu.au) as part of the SACE Policy Framework. The SACE Board uses a range of quality assurance processes so that the grades awarded for student achievement, in both the school assessment and the external assessment, are applied consistently and fairly against the performance standards for a subject, and are comparable across all schools. Information and guidelines on quality assurance in assessment at Stage 2 are available on the SACE website (www.sace.sa.edu.au). 22 Stage 2 Physical Education 2019
SUPPORT MATERIALS SUBJECT-SPECIFIC ADVICE Online support materials are provided for each subject and updated regularly on the SACE website (www.sace.sa.edu.au). Examples of support materials are sample learning and assessment plans, annotated assessment tasks, annotated student responses, and recommended resource materials. ADVICE ON ETHICAL STUDY AND RESEARCH Advice for students and teachers on ethical study and research practices is available in the guidelines on the ethical conduct of research in the SACE on the SACE website (www.sace.sa.edu.au). Stage 2 Physical Education 2019 23
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