ASSESSMENT TASK 1

PRELIMINARY COURSE IN PDHPE

Date of Initial Notification Date of Submission Total Marks
Week 5 Week 8 /35

Time Allowed Return of Task Weighting

3 weeks 2 weeks after Submission 25%

Core component/ Focus area/ Topic Core 2- Body in Motion 30%

Outcomes Measured:
P7: explains how body systems influence the way the body moves.
P8: describes the components of physical fitness and explains how they are monitored.
P9: describes biomechanical factors that influence the efficiency of the body in motion.
P10: plans for participation in physical activity to satisfy a range of individual needs.
P11: assesses and monitors physical fitness levels and physical activity patterns.
P16: uses a range of sources to draw conclusion about health and physical activity
concepts.
P17: analyses factors influencing movement and patterns of participation.
Description of Task Marks
This assessment is to explore your skills in designing and Allocated
performing an aerobic training session for you and your partner to
be recorded. Within the training session, information is recorded
and documented to identify the subjects workload and efficiency of
the program.

Students will be paired by the teacher, with a random allocation

application on their device (can be accessed through Excel in a roll
format)

PART A:
Students within their pair will select one sport: (if you want to chose
your own check if suitable with teacher).
Swimming 8 MARKS
Rugby League
Basketball
Netball

Design an aerobic training session that you and your partner will
undertake and be recorded.

The training session must go for 10-15mins MAX.

You must included movements that will increase both Health and
Skill related fitness components.

Students can use the FITT principle as a guideline but be aware to

have an engaging and motivating session that could be altered if
needed for all age groups and skill levels.

When performing the session, both students must be included;

therefore you need to find someone to video the session for you.

PART B:
Throughout the training session, you and your partner need to
organize how and where you will record the session.

Students need to measure, record critically analyse the data 10 MARKS

Compare and contrast findings with additional research that

concludes your training session results.

Discuss your findings with an elite athlete training session.

Present your data in ANY format such as tables, graphs and charts to
show comparisons.
You need to measure;
Heart rate (before, during and after)
Power (Vertical Jump)
Blood pressure
Body Composition

PART C: INDIVIDUAL REPORT & DISCUSSION QUESTIONS:

On the following pages, there is a scaffold that explains the layout of

the report to ensure you answer accordingly and with enough
specific detail with appropriate examples.

a) Explain how muscles, bones and joints work together to enable

you to complete 4 different movements within your session? 12 MARKS

b) What is the benefit and purpose of physical fitness testing?

c) If you applied your aerobic training session to an elite training

program, how could you modify or incorporate biomechanics
principles to improve performance?

d) What contributions did you make to this assessment and what

skills did you develop while working in a team.
Include aspects of Biomechanics question (motion, gravity, balance
etc.)

SUBMISSION:
Students must submit ONE USB device of their recorded
aerobic session in a clip-lock back with both your names on
the bag.
Students submit their individual report/discussion paper
with name, date and title.

Appendix:
Must attach a paper copy of their planned training
session outlining what exercises and movements
completed. NO MORE than 1 PAGE.
Submit a diary of when you met up with your partner
and what activities where completed.

Refer to Assessment schedule for additional information or forms

you may need before submitting assessment.
Report Scaffold Template: 2-3 pages in detail

Introduction
Introduce the report in what you will be discussing.
Brief overview of your Aerobic training session
1-2 Paragraphs

Body
Diagrams or Pictures of your data/findings (4+)

Compare and contrast findings with research (additional training

session). Provide Examples
4-5 Paragraphs

Answer question in following format:

A and B: 1-2 paragraphs

C: 3-4 Paragraphs

D: 1-2 Paragraphs

Conclusion:

Summarise the report and what you have spoken about in the body.
Readdress the introduction and make a conclusion on what you take away
from this assessment and how it can further your knowledge in training
and adaptations.

2-3 Paragraphs
 Marking Guidelines
/ 30
Students Name:
Students Grade: Content Participation Mark
/30 /5

MARKS CRITERIA PART A

6-8 Students demonstrates extensive knowledge on designing a 20-25min aerobic training session that can be effective and
altered to be suitable for all individual needs. Applies highly developed skills and in a wide variety of contexts. Students
demonstrated a creative and critical training session in a perspective manner. Effectively communicates movements skills
incorporated and has complex ideas and information presented in a professional and organized display.
4-5 Student demonstrates thorough knowledge of designing aerobic training session that can be applied to individual needs.
Applies well-developed skills in a range of contexts. Students demonstrate creative and critical thinking skills in a process
manner. Clearly communicates movement skills incorporated and recorded and presented.
2-3 Students demonstrate a sound knowledge of designing an aerobic training session that can be practical to individual needs.
Applies skills and processes in a range of familiar contexts. Students demonstrate skills in selecting and integrating ideas
towards their own information. Skills are evident of showing communication in a appropriate manner and information is
recorded.
0-1 Student demonstrates elementary knowledge on aerobic training sessions. Applies limited skills and process with guidance.
Student demonstrates elementary skills in recounting information communicated and display ideas.
MARKS CRITERIA PART B
8-10 Student demonstrates skills in critically analysing data and findings and applying high order thinking in making judgments
on their findings and results. Applies highly accomplished skills in a wide variety of measuring and recording skills. Students
demonstrate creative and critical thinking in comparing and contrasting research. Results are effectively communicated
with recorded data and have complex ideas and information presented in a professional and organized display. All
components are effectively measured.
5-7 Student demonstrates thorough knowledge of analysing data and applies well-developed skills in making decisions on their
findings and results. Applies process in a variety of context within measuring and recording skills. Student demonstrates
creative and critical thinking skills in comparing research. Results are demonstrated with communication skills and ideas
are presented in a organized display. All components are thoroughly measured.
2-4 Student demonstrates sound of analyzing data and findings with applying skills in a range of familiar contexts. Applies skills
in the ability to measure and record results. Students demonstrate skills in identifying research sites. Research is
demonstrated through records and measurements of the participant and can be identified within their display. Majority of
components are measured.
0-1 Students demonstrate elementary data on findings and results within measuring and recording details. Elementary skills in
applying information to research skills and findings. Record of measurements is visible with limited display of comparison
and not measuring all required components. Limited components are measured.
MARKS CRITERIA PART C
10-12 Students demonstrate extensive knowledge within the topic, making conclusions and connections to all aspects within the
topic explored. Student shows highly critical thinking skills with understanding the course context and effectively answering
required questions. Student demonstrates critical thinking with supplying evidence to their research and justifications with
training sessions. In addition the layout and sentence structure is effectively communicated with complex ideas and
suggested made easy to identify. Grammar and punctuation errors are limited and have kept within work and page limits.
7-9 Student demonstrates thorough knowledge within the topic by drawing from aspects within the topic explored. Student
shows critical thinking towards the required questions. Student demonstrates thinking skills with applying knowledge to
their research. In addition students sentence is in full sentence structure and clearly communicated ideas and information.
Grammar and punctuation errors are few and have kept within work and page limit.
4-6 Student demonstrates sound knowledge within the topic by understanding aspects within the topic explored. Student
applies skills towards answering required questions. Student demonstrates skills in selecting their research material and
using own information to make conclusions. Students show relevant communication skills in an appropriate manner.
Student displayed some grammar and punctuation errors however kept within word limit.
2-3 Student demonstrates basic knowledge within the topic and understanding aspects within the topic explored. Student
applies skills in processing the information. Student demonstrates skills in selecting and using information with their
research to make a discussion. Student communicates in a descriptive manner. Student shows grammar and punctuation
errors and requires more detail.
0-1 Student demonstrates an elementary understanding of the aspects within the topic. Student applies some skills and process
information with guidance and support. Student recounts information of researching material. Student sentence structure is
in dot points with communication very basic. Limited communication skills and structure of report and high amounts of
grammar and punctuation errors.
 Marking Guidelines for student participation within the group. Total /5 marks

MARKS CRITERIA
4-5 Student demonstrates successfully work distribution and recording and measuring data is completed in a cooperative
environment. Students display a diary of when students meet together and work on their assessment. Both students are
visibly seen on the recording video of the training session and can identify students had high critical and creative thinking
within the design of their aerobic training session.
2-3 Student demonstrates sound work distribution and shows recording and measuring data. Student works in cooperative
environment where opinions are valued. Student supplies a basic diary that can be seen of what work is completed.
Students show sound understanding of the training session and present in a satisfactory manner within their design of the
aerobic session.
0-1 Student demonstrates basic to elementary distribution of recording and measuring data. Students find it difficult to
communicate and make time to work on assessment where there is a positive and cooperative environment. No diary of
activities completed is submitted and their presentation is very limited in detail and low professional design of the aerobic
training session.