Rhys TaucherSacred Heart College

Monique Van GroenewoudSt Cuthbert’s College

Question 4 2008 Consider the following scenario:

Josh is a Year 13 physical education student who is taking part in a performance improvement programme for badminton. Josh has never played badminton before and is looking forward to learning a new sport.

As part of his internal assessment, Josh first must be videoed performing an overhead clear without any prior training. Then he is required to comprehensively and accurately appraise his overhead clear shot compared with a video of the ideal performance of the shot, completed by an elite coach.

Inherent in this appraisal is the requirement to identify differences between himself and the elite coach and explain, using biomechanical knowledge, the impact these differences have on his performance.

2008 Scenario continued

Josh will then complete a 10-lesson performance improvement programme in which he will aim to improve his badminton skills and game play.

At the end of this programme, Josh will repeat the appraisal of his overhead clear shot and biomechanical analysis, as well as competing in a badminton tournament against his class mates.

The specific exam questions Critically evaluate the value of completing a video

and biomechanical analysis of the overhead clear shot prior to embarking on a badminton performance improvement programme.

In your critical evaluation, you could: examine the value of using video and biomechanical

analysis of an overhead clear shot in a performance improvement programme

compare and contrast a skill-based programme with those with a focus on game play and strategic thinking

consider socio-cultural and biophysical factors affecting performance improvement

draw on examples and knowledge applied in your own experience of a performance improvement programme.

2008 Content Schedule Evidence (Left column)

The candidate:

Critically evaluates the value of …

The initial statement covers what is expected.

Underneath is a detailed account of knowledge that could be covered in this question.

Judgement (Right Column)

Descriptors for performance levels are blocked into pairs: Outstanding (7-8 marks) Excellent (5-6 marks) Sound (3-4 marks) Basic (1-2 marks)

Overall a student would expect to get scholarship with a combined mark of at least 13 across the 3 essays.

This total varies from year to year

Marking Codes

Knowledge Codes

V+ Video positive

V- Video negative

B+ Biomechanical positive

B- Biomechanical negative

SL Skill Learning

SBP Skill-based programme

TSK Theory Subject Knowledge

FAP Factors Affecting Performance

SOC Socio-cultural Factor

General Codes

EXP Explained

OE Own Experiences

AK Application of knowledge

CR Critical

EV Evaluation

R Referenced/Quotes

AS Assumption

Essay Analysis – Think, Pair, ShareDivide the sections of the analysis task between 4 markers.Each marker is to make a note of any aspects evident in the

essay for one of the headings: Biomechanical Analysis [+ve’s & -ve’s] Video Analysis [+ve’s & -ve’s] Practice approach (Drill vs Game-centred

approach) Socio-cultural and Biophysical factors involved in

performance improvement

All markers are also to look out for broad Sociological Issues One size doesn’t fit all ~ individual needs and differences Scientism & Technocentricity The body as a project Commodification Healthism Hegemony ~ advantage, privilege (power imbalances in society)

Share evidence

Share your findings in the group.

What was covered in depth?

What was covered superficially?

Use the master from the assessment schedule to identify the gaps. What were the gaps?

The Mark Schedule

The question is focused on examining whether the candidate can critically evaluate the need for individuals to use video and biomechanical analysis in a performance improvement programme, by comparing and contrasting it with other biophysical and socio-cultural influences and factors affecting performance improvement.

Key elements of the essayA critical evaluation should include: consideration of the value of using

video and biomechanical analysis at the participants’ stage of learning and consideration of the different levels of the participant and the elite athlete they are being compared with

support of the evaluation with breadth and depth of knowledge drawing on biophysical and socio-cultural factors, which influence performance improvement.

support of their evaluation with appropriate examples from their own performance improvement programme.

The candidate must be able to adopt a position in respect to, and critically evaluate, the need for video and biomechanical analysis in a level 3 performance improvement programme.

Judgement Criteria

Poor Performance ~ 1 to 2 marks

Ideas stated, information recalled. The candidate shows no evidence of critical evaluation and demonstrates a basic understanding of physical education, arising from both theoretical knowledge and practical application.

2 = Some evidence of relevant subject knowledge

1 = Minimal evidence of relevant subject knowledge

Poor Performance ~ 1 to 2 marks

Key Elements: NO Critical Evaluation

Minimal Theoretical / Practical application

2 = Some evidence of relevant subject knowledge

1 = Minimal evidence of relevant subject knowledge

Sound Performance ~ 3 to 4 marks

Critically evaluates information to demonstrate an informed understanding of physical education, arising from both theoretical and practical application.

The candidate attempts to address the question – is able to apply some relevant understanding. Reasonably well organised, inconsistencies evident, superficial coverage.

4 = Some Critical Evaluation3 = Minimal Critical Evaluation

Sound Performance ~ 3 to 4 marks

Key Elements: Some Critical Evaluation

Theoretical + Practical applicationSuperficial coverage

Some relevant knowledge from Biophysical, Socio-cultural, Training/Practice

4 = Some Critical Evaluation3 = Minimal Critical Evaluation

Excellent Performance ~ 5 to 6 marks

The candidate’s response critically evaluates information to demonstrate a holistic understanding of physical education, arising from both theoretical and practical application.

6 = Balance between Theory + Application5 = Stronger Focus on either Theory or

Application

Excellent Performance ~ 5 to 6 marks

Key Elements: Critical EvaluationTaking a position

LogicalBreadth is evident

Performance Improvement =Biophysical + Socio-cultural + Training/Practice

6 = Balance between Theory + Application5 = Stronger Focus on either Theory or

Application

Outstanding Performance ~ 7 to 8 marks

The candidate’s response demonstrates depth of understanding and breadth of knowledge through a high level of sophistication across a range of factors including integration of ideas, original thought, fluency, and logical and precise communication.

8 = Clear demonstration ~ No modifications

7 = Clear demonstration ~ Minor modifications

Outstanding Performance ~ 7 to 8 marks

Key Elements: Critical EvaluationTaking a position

Logical + Integrated ideasDepth + Breadth + Creative Ideas

Performance Improvement =Biophysical + Socio-cultural +

Training/Practice

8 = Clear demonstration ~ No modifications7 = Clear demonstration ~ Minor modifications

A quick reference guideCritical EvaluationTaking a position

Logical + Integrated ideasDepth + Breadth + Creative Ideas

Performance Improvement =Biophysical + Socio-cultural + Training/Practice

1 = Minimal evidence of relevant subject knowledge2 = Some evidence of relevant subject knowledge3 = Minimal Critical Evaluation4 = Some Critical Evaluation5 = Stronger Focus on either Theory or Application6 = Balance between Theory + Application7 = Clear demonstration ~ Minor modifications 8 = Clear demonstration ~ No modifications

Marking the mock papers 1st round – choose a paper from your own school

Mark papers A, B, C & DA swaps with B; C swaps with D

2nd round – choose any paperMark papers E, F, G & HA swaps with C; B swaps with D

  3rd round – choose any paper

Mark papers I, J, K & LA swaps with D; B swaps with C

Feedback to your students

Complete a PMI as follows: PLUSES – identify any strengths in the essay(s) MINUSES – identify any gaps in the essay(s) ISSUES – what problems are evident in logic and/or

structure

Use the following as a checklist for the PMICritical EvaluationTaking a position

Logical + Integrated ideasDepth + Breadth + Creative Ideas

Performance Improvement =Biophysical + Socio-cultural + Training/Practice

Next steps

Use the PMI to…Provide feedback to your scholarships

students as a groupProvide feedback on individual essaysInform your scholarship teaching

programme by identifying what is still required.

Other pointers for the students Develop a more critical stance by considering a position

that is not central or at the extreme ends of a continuum.

This forces a view that considers both pluses and minuses of a single situation or even multiple views.

E.G. Video is sometimes helpful because it allows me to see myself and

I get a clearer picture of what I am doing from this, than when I am told what to do. However, at the cognitive stage of learning I do not have the knowledge base to correctly identify errors, so video would be more helpful when I am better at detecting errors or I have a coach alongside me helping to identify what I should look at….