Taylah Cooke 17237534 Word Count: 1488 (Discussion)

Assessment Task Sheet

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Assessment Task Information

Course: HSC PDHPE

Unit: Factors affecting performance

Title: Case Study Analysis

Task no: 4

Date of Notification: Term 3, Week 4 2018

DUE DATE: Term 3, Week 9 2018 – Tuesday 18 September 2018, 11:15am

Assessment Weighting: 30%

This assessment task must be completed and handed in at the beginning of class on
Tuesday 18 September 2018. If you are absent, you will need to fill out the
appropriate paper work and include the required evidence for missing the task. If
you do not have a reason for being absent with evidence, then you will be issued
with an n award.

OUTCOMES ASSESSED

H7 – explains the relationship between physiology and movement potential

H8 – explains how a variety of training approaches and other interventions enhance
performance and safety in physical activity
H9 – explains how movement skill is acquired and appraised
H11 – designs psychological strategies and nutritional plans in response to
individual performance needs

CONTEXT
In the world of sport today there are many factors that an athlete and coach must
consider for optimal performance. These include the role of energy systems,
implementing principles of training, the use of psychological strategies to manage
anxiety, the importance of recovery strategies and creating a positive learning
environment.

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TASK DESCRIPTION

You have just been appointed as an Exercise Scientist for a professional athlete in a
sport of your choice. You will need to conduct research and present a written report
examining the factors that must be considered in developing a training program for
the athlete. Your report should be able to be used in an initial consultation with the
athlete and their coach as a guide to form an effective training program to achieve
their performance goals.

SCAFFOLD – STEPS TO COMPLETION

Your report must include the following components
1. Outline the major energy systems used in the sport (using relevant
examples).
2. Describe how the principles of progressive overload and specificity can
be applied to a strength training program for the professional athlete
(include relevant and specific examples).
3. Explain one psychological strategy that could be used by the athlete to
manage their anxiety and improve performance (include relevant and
specific examples).
4. Evaluate TWO recovery strategies that can be used by the athlete
(include relevant and specific examples
5. PROOF READ your work
6. EDIT where appropriate if needed
7. PUT YOUR NAME ON ALL DOCUMENTS AND ANY LOOSE PAPERS

Your report should be clear and logically presented using headings. Careful,
accurate and appropriate in-text referencing is required to access higher Band
levels.
GLOSSARY:
 OUTLINE: Indicate the main features of
 DESCRIBE: Provide characteristics and features
 EXPLAIN: Make a judgement based on criteria; determine the value of
 EVALUATE: Relate cause and effect; make the relationships between things
evident; provide why and/or how

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MARKING CRITERIA

Criteria Marks/Grade
 Precise outline of the major energy system used, using A
relevant examples 17-20
 Extensive description of how the principles of progressive
overload and specificity can be applied to a strength
training program for the athlete
 Extensive explanation of one psychological strategy that
could be used by the athlete to manage their anxiety and
improve performance
 Detailed and accurate evaluation of two recovery strategies
that can be used by the athlete
 Careful, accurate and appropriate extensive in-text
referencing
 Thorough outline of the major energy system used, using B
relevant examples 13-16
 Thorough description of how the principles of progressive
overload and specificity can be applied to a strength
training program for the athlete
 Thorough explanation of one psychological strategy that
could be used by the athlete to manage their anxiety and
improve performance
 Detailed evaluation of two recovery strategies that can be
used by the athlete
 Careful, accurate and appropriate extensive in-text
referencing
 Sound outline of the major energy system used, using C
relevant examples 9-12
 Sound description of how the principles of progressive
overload and specificity can be applied to a strength
training program for the athlete
 Sound explanation of one psychological strategy that could
be used by the athlete to manage their anxiety and improve
performance
 Sound evaluation of two recovery strategies that can be
used by the athlete
 Appropriate in-text referencing
 Basic outline of the major energy system used, using D
relevant examples 5-8
 Basic description of how the principles of progressive
overload and specificity can be applied to a strength
training program for the athlete

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 Basic explanation of one psychological strategy that could

be used by the athlete to manage their anxiety and improve
performance
 Basic evaluation of recovery strategies that can be used by
the athlete
 Basic or incomplete in-text referencing
 Make general statements in relation to the questions E
 May use scientific terms 0-4
 Incomplete in-text-referencing

Teacher Comment:

Strengths Areas for Improvement Ways to Improve

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Assessment is the collection and evaluation of evidence of a student’s learning

(Australian Curriculum and Assessment Reporting Agency (ACARA), 2016 & New South
Wales Education Standards Authority (NESA), 2017a). It is one of the most important

components of the teaching and learning cycle (NESA, 2017a.). Quality teaching
practices rely on assessment, it enables both students and teachers to use results and

feedback as a means to self-reflect (Australian Capital Territory Government, 2014).

Assessment has many classifications, it can be formal or informal, diagnostic and

formative or summative. Assessment enables teachers to determine student learning

and progress according to syllabus outcomes (ACT Government, 2014 and NESA,

2017a).

This paper will analyse different parts of assessment including its importance,
design and approaches to feedback within the Higher School Certificate (HSC) PDHPE

course. The discussion will focus on the new HSC requirements and minimum
standards of assessment and the subsequent changes made to school-based

assessment. The role of authentic assessment tasks in the PDHPE course will also be
covered.

There are two parts to the HSC in terms of assessment, 1. school-based

assessment tasks worth 50% of a student’s overall mark and 2. the end of year

examination, also worth 50%. These marks are aligned and moderated to achieve the
final mark a student receives (NESA, 2018a). Therefore, it is important for teachers to

design suitable and relevant assessments, they must be marked accordingly whilst also
providing effective feedback.

The current stage 6 PDHPE is under review, NESA have been developing new

syllabuses for all subjects ranging from years K-12 under the guise of the Australian
Curriculum, K-10 PDHPE being one of those (ACARA, 2016). NESA, (2018c.) has

published a paper with the proposed changes to the senior PDHPE and PDHPE life
skills syllabus. The paper was first published for consultation between July and
September 2018. The proposed changes include condensing the different core topics

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and introducing collaborative and independent investigations (NESA, 2018c.). This

enables students to have choice and freedom within their learning.

The change in content indicates the need to make changes to assessment

reporting (NESA, 2017b). The minimum requirements for assessment and reporting are

embedded across all HSC subject areas. They state that all school-based assessments
are capped at 4 tasks in total across the course. Minimum weighting of a task is 10%,

whilst the maximum weighting is 40%. The condition within the NESA report state that
only one formal written examination worth a maximum weighting of 30% can occur in

the HSC course. These examinations are most commonly half-yearly, yearly or trial
examinations. Any subsequent exams are only for student skill development and

cannot be marked (NESA, 2017b). The changes stated in the report by NESA are more
stimulating and appealing to students, they require research and tend to have

flexibility. Teachers have the ability to be creative in their assessment design and more
flexibility in terms of differentiation. These can make a positive difference in student

results.

Assessment design is highly important, as it ultimately impacts the overall

performance of a student. The University of Adelaide (2015) list 7 steps to help with
assessment design. These include,

1. Understanding the purpose and nature of the assessment

2. Put in place processes to ensure academic integrity

3. Focus on designing valid assessment

4. Identify appropriate points of assessment

5. Take into account workloads of staff and students

6. Communicate the assessment requirements using plain language

7. Provide timely and constructive feedback

This scaffold is a great way for teachers to design assessment, it forms

somewhat of a checklist that can be ‘ticked off’ by the teacher. Teachers are presented
with an opportunity to create new and engaging assessment tasks thanks to the new

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guidelines listed in the NESA (2017b) paper on assessment and reporting. Following

the steps outline by the University of Adelaide (2015) can increased student
participation and performance, it also impacts their perception of the teacher and the

feedback they have for the teacher. Maintaining the element of change is assessment
tasks is essential, it is unwise to retain the same assessments for more than 2 to 3 years,

keeping the same assessment tasks becomes redundant. It is important for students
to value assessments as interesting and helpful to their learning. Continued

professional development is a part of quality teaching, this benefits student growth

and participation (AITSIL, 2014 and Professional Support and Curriculum Directorate

(2003).

Authenticity of assessment tasks is an important aspect for both students and

teachers. Authentic assessment involves students using and applying knowledge and

skills in real-life settings. Authentic assessment helps students “contextualise their

learning and to see how real-life conditions or situations, in all their unpredictability,

ambiguity and complexity, affect their theoretical knowledge” (University of New

South Wales (UNSW), 2018). Traditional forms of assessment such as essays and

examinations do not provide this. As mentioned above, NESA, (2017b) explain that
examinations are still allowed to help students develop these skills for the final HSC

examination, however other avenues need to be the focus when developing formal
assessments.

Students appreciate authenticity, this allows them to see the relevance of the
task and determine how to best to apply their knowledge. Authentic assessment helps

students to “contextualise their learning and to see how real-life conditions or

situations, in all their unpredictability, ambiguity and complexity, affect their

theoretical knowledge” (University of New South Wales (UNSW), 2018). ‘Traditional’

assessment tasks such as examinations and essays do not provide this.

Through authentic assessment students draw together their knowledge and

skills to engage effectively and solve problems. Achievements can become more

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obvious to both students and teachers through authentic assessment. Authenticity is

a vital characteristic of good assessment practice and students usually value it highly.
Case study analysis is an example of authentic assessment in HSC PDHPE. An

assessment such as this stimulates what a PDHPE student could potentially do in their
careers. Research is another authentic assessment approach within PDHPE, enabling

students to conduct their own research as an exercise scientist, health scientist,

physiotherapist, etc. would. This is good for their self-development and self-awareness

within their performance.

The assessment task above is a case study analysis that relies on students’ prior
knowledge and application of the subject content. The task is somewhat flexible and

enables students to choose a sport they are interested in to complete the task. Student
choice can impact on attitude and performance.

Feedback is an essential component of assessment. The University of Adelaide

(2015) and UNSW (2018) recommend providing timely and valuable feedback.
Feedback can be both formal or informal, both are just as important as each other, it

is important to think about each student when conducting feedback. Some students

may respond better to formal feedback such as comments on an assessment task,

where some may respond more effectively to a conversation about the task instead.

Effective feedback can make all the difference to a student’s performance, this can be
positive or negative. AITSL (2017), commented that ineffective use of feedback can

thwart student performance, this type of feedback can develop complacency among
students depending on context of the feedback.

Feedback is also significant to teachers, again relating to teacher quality

practices. Students can use feedback to determine the significance and usefulness of
assessment of their learning. Student feedback on teachers is a great tool for teachers

to develop their professional skills and teaching practice, which in turn can determine
the effectiveness of teaching and learning strategies (AITSL, 2017).

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It is crucial to acknowledge that not all school-based assessment tasks are

effective, there are many variables that impact this, including the tasks itself and the
school in question. This has become evident on pre-service placement, numerous

teachers at both schools have mentioned issues regarding take home assessment task
completion. This has resulted in a change of assessment tasks, the first school focus

solely on in-class assessment to ensure students receive a mark, while the second
school has reduced their assessment load and changed the content within them to

encourage student participation.

Assessment is essential for teaching and learning, it enables both students and
teachers to acquire the skills that enable best possible performance. It is important for

assessment to always be appropriate and valid, this impacts upon engagement and
performance.

AITSL (2014) acknowledges that the use of assessment and feedback is good

quality teaching practice. Students benefit just as much as teachers through quality
teaching practice. As a teacher, it is important to let students grow and flourish, quality

practice and professional development is the key to this. Teachers need to be mindful

of the various factors that influence the development of assessment. Faculties should
work together to develop assessment tasks, so that all teachers are on the same page

regarding content on the task, marking criteria and appropriate feedback. It is also
important to remember that feedback should always be used in a positive manner to

help students achieve their full potential and for them to believe it as well.

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iReferences

Australian Capital Territory Government (2014). Teachers’ guide to assessment.

Retrieved from

http://www.education.act.gov.au/__data/assets/pdf_file/0011/297182/Teachers

_Guide_to_Assessment_Web.pdf

Australian Curriculum, Assessment and Reporting Authority, ACARA (2016). Retrieved

from https://www.acara.edu.au

Australian Institute for Teaching and School Leadership. (2014). Teacher standards.

Retrieved from http://www.aitsl.edu.au/australian-professional-standards-for-

teachers/standards/list

Australian Institute for Teaching and School Leadership. (2017). Spotlight: Reframing

feedback to improve teaching and learning. Retrieved from

https://www.aitsl.edu.au/docs/default-source/research-

evidence/spotlight/spotlight-feedback.pdf?sfvrsn=cb2eec3c_12

New South Wales Education Standards Authority, NESA. (2017a). New South Wales

curriculum and syllabuses. Retrieved from

http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/understanding-

the-curriculum/curriculum-syllabuses-NSW

New South Wales Education Standards Authority, NESA. (2017b). Assessment and

Reporting in PDHPE Stage 6. Retrieved from

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http://educationstandards.nsw.edu.au/wps/wcm/connect/da85c928-1c14-

4f0c-b05d-90e4322e3a44/assessment-and-reporting-in-pdhpe-stage-

6.PDF?MOD=AJPERES&CVID=

New South Wales Education Standards Authority, NESA. (2017c). Minimum HSC

standard. Retrieved from

https://educationstandards.nsw.edu.au/wps/portal/nesa/about/initiatives/stro

nger-hsc-standards/minimum-standard

New South Wales Education Standards Authority, NESA. (2018a). Understanding HSC

Results. Retrieved from

http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/hsc/results-

certificates/understanding-results

New South Wales Education Standards Authority. (2018b). PDHPE Stage 6 syllabus.

Retrieved from: http://educationstandards.nsw.edu.au/wps/portal/nesa/11-

12/stage-6-learning-areas/pdhpe/pdhpe-syllabus

New South Wales Education Standards Authority. (2018c.). PDHPE/PDHPE life skills

stage 6 draft directions for syllabus development: for consultation 23 July

2018-2 September 2018. Retrieved from

http://educationstandards.nsw.edu.au/wps/wcm/connect/486ab3bf-b929-

49e8-adff-794bd88aa4a4/pdhpe-and-pdhpe-life-skills-stage-6-draft-

directions-for-syllabus-development.pdf?MOD=AJPERES&CVID=

Professional Support and Curriculum Directorate (2003). Quality teaching in New

South Wales public schools. New South Wales Department of Education and
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Training. Retrieved from

http://www.schools.nsw.edu.au/media/downloads/languagesupport/qualteach

_nswps/quali_teach_en.pdf

University of Adelaide. (2015). Key ideas for designing assessment. Retrieved from

https://www.adelaide.edu.au/learning/teaching/assessment/designing-

assessment.html

University of New South Wales, UNSW. (2018). Assessment. Retrieved from

https://teaching.unsw.edu.au/assessment

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