MYP Physical and health education May 2018

Subject group and discipline: Physical and health education Unit duration: about 20 hours
Unit title: Where we are determines what we do and when

Global context and specific exploration: Orientation in space and time: Natural and human landscapes and resources
Key concept: Change
Related concept: Adaptation
Statement of inquiry: Learning to overcome current obstacles is important for a healthy future
Inquiry questions such as these should be developed by teachers and students:
Factual: What factors can hinder an athlete’s physical performance?
Which resources are relevant for life-long healthy living?
How does our environment impact our choices?
Conceptual: How does our past affect our present and our future?
In what ways do our strategies change based on our environment?
Debatable: What is more important: orientation in space or orientation in time?

Summative assessment
Objectives: All strands of all objectives (A, B, C and D)
The student produces an ePortfolio which provides evidence of a unit where they act as both a coach (to another student) and a client (in response to another
student coach).

Under the supervision of the teacher the student will:

 As client, working with their coach, identify a physical and a health factor that is hindering their current level of performance
 As coach, support their client in a plan to overcome the client’s identified physical and health factors that are hindering their current level of
performance.

Suggested physical and health factors may be, but are not limited to, the following ideas:

 Co-ordination, for example footwork, hand-eye

 Environment
 Opportunity
MYP Physical and health education May 2018

 Resilience and/or endurance

 Individual needs, for example asthma, sports injuries
 Performance psychology, for example self-confidence, motivation, anxiety
 Strategic thinking
 Fitness components, for example cardio, stamina, speed, agility, reaction time
 Learner profile attribute.
Please note:
 Natural and human landscapes may include, but should not be limited to, physical factors such as altitude, terrain, climate; facilities; cultural background;
and/or levels of fitness.
 The student as client must be clearly identified and identifiable in the evidence for Criterion C
 A task specific clarification for eAssessment PHE units is published within the updated document Further guidance for PHE on the appropriate page of the
PRC/OCC from the start of November 2017.
 Schools should reference the updated PHE guide, available from the PRC/OCC from September 2017.

Summative assessment tasks: Relationship between summative assessment tasks and statement of inquiry,
including assessment criterion strand focus area (evidence may also be found in
other tasks):
Task 1 – Initial observation and analysis (as coach): The analysis of the initial observations will demonstrate the coach’s ability to:

Interview the client and observe their current performance to consider  Create a physical and health profile that explains current performance
the self-selected physical and health factors hindering their current level (Ai) and areas for development (Aii) using appropriate physical and
of performance. health terminology (Aiii).

Task 2 – Performance development plan (as coach): The performance development plan will demonstrate the student’s ability to:

Develop in consultation with client a structured plan that:  Develop meaningful goals related to factors hindering the current level
 Presents obtainable physical and health goals relating to the of performance (Bi):
factors hindering current level of performance o one physical goal
 Includes the focus of each session based on the needs shown from o one health goal
the analysis in task 1 as well as the physical and health related  Design, explain and justify the initial plan for the client’s development
goals over the course of the unit (Bii)
MYP Physical and health education May 2018
 Suggests strategies for working with the client
 Analyses progress based on feedback and adapts the plan in
agreement with client as necessary.
Task 3 – Performance (as client)
Demonstrate, based on the coach’s performance development plan:
 Skill development based on identified obstacle
 Application of strategies and movement concepts.
Task 4 – Final evaluation and reflection (as client and coach):
Analyse and evaluate:
 the performance development plan, as coach
 the final performance related to the performance development
plan and the stated physical and health goals set in task 2, as client
 interpersonal skills, as coach and as client
Approaches to learning (ATL)
Students will use all the ATLs they have learned during the process of preparing an e-portfolio in the coach-client format.
 Adapts the original plan appropriately based on client’s feedback (Bii)
The video evidence (1 file) must demonstrate the student as client based on the
coach’s performance development plan, evidence (Ci and Cii holisitically):
 The starting point
 The performance at the end of unit showing application of techniques
and/or strategies as well as movement concepts.
The final evaluation and reflection will present evidence of:
As coach:
 analysis and evaluation of the effectiveness of the performance
development plan including how the goals were met, what they might do
differently another time, and the successes and challenges throughout
(Dii)
 the strategies used to enhance interpersonal skills when working with
the client (Di).
As client:
 analysis of their final performance including the stated physical and
health goals and the identified factor hindering their current level of the
performance (Diii)
 the strategies used to enhance interpersonal skills when working with
the coach (Di).
MYP Physical and health education May 2018
Action: Teaching and learning through inquiry
Content
Basketball
Skills
Shooting (free throw, set shot, jump shot, lay-up, 3
point shots),
Dribbling (straight with right and left hand, zig-zag,
cross)
Passing (chest, bounce, overhead, back hand,
round arm long)
Pivot (front, back)
Defence (basic stance, movement with an
opponent, DOs and DON’Ts)
Rules and regulations
Violations (time violations and other violations)
Fouls (Personal, team, technical, un-sportsman
like)
Player positions and roles of players playing in
different positions
Offensive strategies (1-2-2 & 2-1-2 attacking
systems, roll, set plays, half-court press, full-court
press, fast breaks, drive-in with and without ball,
screening)
Defensive strategies (1-2-2 & 2-1-2 zone defence,
man marking, partial defence)
Learning process
Learning experiences and teaching strategies
Under the guidance of teacher
Students will be put into Coach-client system
Students prepare a questionnaire for interviewing their client to get background information
Students will conduct HRF and SRF tests for their clients and compare results with the norms
Students will record client’s initial performance
Analysing client’s responses in the interview, performance in tests and initial performance recordings
students will do the bench mark testing and prepare client’s physical and health profile
In consultation with the client students will set 1 health related and 1 performance related goal for their
clients
Students will design, explain and justify a performance and health factor development plan for their client
Practice skills under the guidance of coach (regular feedback from coach and teacher)
Teacher explains rules and regulations of basketball
Discussions on fouls and violations in basketball and the ways those can be used in various situations
Teacher explains offensive and defensive and strategies and students learn to apply those in playing
situations under supervision of their student-coach
Students will record client’s interim performance of their client and analyse it
Students will make necessary changes to their initial plan and prepare a new plan
While implementing the new plan made by their coach students will practice skills and strategies,
Towards the end students will record their client’s final performance.
Students will compile all the 3 performances recorded by their coach
Students will reflect upon the entire process (in the reflection students will mention the strategies they used
to enhance their interpersonal skills while as a coach as well as a client)
MYP Physical and health education May 2018

Formative assessment
The summative assessment tasks will be broken into parts and students will have to submit preliminary draft
of each part of the task on the managebac. (These preliminary drafts are the formative assessments)
The teacher supervisor will give feedback on the preliminary draft of each part of the task after which
students will submit the final draft.

Differentiation
Differentiation will be done on the basis of students’ current health and performance status.
MYP Physical and health education May 2018

Resources:
The following resources based on the global context are suggestions or starting points which may be used during the teaching of the unit. The list is optional
and for information. It is neither prescribed nor exhaustive. Schools should always satisfy themselves that the content of any suggested resource is suitable
for their own context.

From the App store

BAM video delay app: https://itunes.apple.com/us/app/bam-video-delay/id517673842?mt=8
Burst mode app: https://itunes.apple.com/us/app/burst-mode-high-speed-camera/id393131664?mt=8

Links to online materials

https://www.ted.com/talks/aimee_mullins_on_running
http://believeperform.com/performance/the-relationship-between-motivation-self-confidence-and-anxiety/
http://study.com/academy/lesson/health-related-skill-related-physical-fitness.html
http://study.com/academy/lesson/factors-affecting-physical-fitness-performance.html
http://www.spaceandmotion.com/Philosophy-Sport-Coaching.htm
http://lthd.fieldhockey.ca/en/spaceandtime
http://www.unep.org/sport_env/impactEnv_Sport.aspx

Video analysis and assessment tool applications

Video tagger pro: https://thepegeek.com/apps/video-tagger-pro/
Coaches eye: https://www.coachseye.com/
Hudl (includes athlete profile template): http://www.hudl.com/

Ideas for coaching

http://believeperform.com/category/coaching/

Ideas for athlete profile

http://athletetypes.com/wp-content/uploads/sites/13/2015/04/TAP-Sample-Worksheet1.jpg
https://s-media-cache-ak0.pinimg.com/originals/ee/90/16/ee9016ff333546dbc4b0b932a248754e.jpg

SMARTgoal background information here

MYP Physical and health education May 2018

Reflection: Considering the planning, process and impact of the inquiry

Prior to teaching the unit During teaching After teaching the unit