Physical Education 2019 Subject Outline | Stage 2 - 2019 is the last year of teaching the current Stage 2 Physical Education

 
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                                                            5
Practical 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                                                                  7
Key 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 2019
Key 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                                                               9
The 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 2019
Key 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                                                                  11
Key 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 2019
Key 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                                                            13
Issues 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 2019
SCHOOL 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.

19
20
                                                                                                                                                                               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 2019
Critical 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.

21
ASSESSMENT 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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