Course: Physical Education, Exemplification - Context: Rebound Games

Course: Physical Education

Exemplification

An integrated approach to performance skills and factors impacting performance

Context: Rebound games

Level: National 4/5

January 2013 This advice and guidance has been produced for teachers and other staff who provide learning, teaching and support as learners work towards qualifications. These materials have been designed to assist teachers and others with the delivery of programmes of learning within the new qualifications framework.

These support materials, which are neither prescriptive nor exhaustive, provide suggestions on approaches to teaching and learning which will promote development of the necessary knowledge, understanding and skills. Staff are encouraged to draw on these materials, and existing materials, to develop their own programmes of learning which are appropriate to the needs of learners within their own context.

Staff should also refer to the course and unit specifications and support notes which have been issued by the Scottish Qualifications Authority. http://www.sqa.org.uk

Acknowledgement © Crown copyright 2012. You may re-use this information (excluding logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit http://www.nationalarchives.gov.uk/doc/open-government- licence/ or e-mail: [email protected]. Where we have identified any third party copyright information you will need to obtain permission from the copyright holders concerned.

Any enquiries regarding this document/publication should be sent to us at [email protected]. This document is also available from our website at www.educationscotland.gov.uk.

2 PHYSICAL EDUCATION, NATIONAL 4/5

Approaches to learning and teaching 4 Stage 1 – Identify 6 Stage 2 – Plan 8 Stage 3 – Do it 10 Stage 4 – Review it 12

Approaches to assessment 14

PHYSICAL EDUCATION, NATIONAL 4/5 3

Approaches to Learning and Teaching

The main purpose Physical Education National 4 and National 5 is to develop and demonstrate movement and performance skills in physical activities. The central theme of the Course is to develop approaches to enhance performance through monitoring and evaluation.

Practical, experiential learning in relevant contexts and supported investigation techniques can be used as a vehicle for developing knowledge, understanding and skills. The Course includes development of thinking and practical skills through problem-solving activities.

Physical Education National 4 and National 5 will enable learners to develop skills, positive attitudes and attributes in performance and physical activity contexts that they can transfer to other contexts.

A differentiated approach to learning and teaching materials can help teachers/lecturers to plan activities and learning experiences.

For example, activities from Physical Education National 5 could be used, with extension work, for Higher learners. Learners should be supported and encouraged to take an active role in their learning. Teaching of mixed groups can be more effective when independent learning is encouraged. Such an approach supports the underlying principles of Curriculum for Excellence.

Well-planned learning and teaching activities will provide a framework that considers and that meets the different learning styles of individual learners. It is good practice to ensure that the aims of the learning activities are introduced at the start of each lesson, and that any aims that develop skills for learning, skills for life and skills for work are stated alongside the subject- specific aims.

The subject matter of Physical Education provides an ideal platform for adopting a variety of delivery methods. The integration of knowledge and understanding with practical activities reinforces and applies knowledge, understanding and skills in meaningful contexts.

A wide range of methods of practice, training and performance development strategies can be offered so that learners can select the approach and the

© Crown copyright 2013 APPROACHES TO LEARNING AND TEACHING focus for their performance that suits them best. For example, a learner could set up a circuit to improve fitness. The learner could adapt the circuit to suit individual needs and the demands of the activity, taking into account their strengths and areas for development.

Learners should be encouraged to be involved in investigating and making decisions about how they can develop their performance. For example, learners can explore their strengths and areas for development when performing in badminton, and can investigate and plan an appropriate development programme to develop their performance.

The use of ICT can be used for creative and innovative learning and teaching approaches. For example, a learner could video their performance in gymnastics and then analyse the performance to inform futures decisions about the development programme.

ICT can play an important role in the learning and teaching by supporting integration and learner personalisation and choice. Learners can use ICT to support their learning or to work towards their assessment.

There is a wide range of online resources to enable learners to use ICT when presenting information for assessment purposes. Learners could develop a blog or contribute to a teacher/lecturer-led discussion forum, which could then be used for naturally-occurring evidence. In addition, electronic portfolios could enable learners to select relevant evidence to meet Assessment Standards for Units, which would encourage reflection, personalisation and choice.

Stage 1 – Identify

Rebound Games

An integrated approach to performance skills and factors impacting performance. Level Assessment Outcomes focus National 4 Demonstrate a (comprehensive) range of National 5 movement and performance skills in physical activities

Prior Learning

 Relevant Experiences and Outcomes at third and fourth curriculum level  National 3 Physical Education programme of learning or relevant component Units  Prior interest/participation in physical activities

National 4 National 5

Performance Skills Performance Skills

N4 (1.1): Selecting and safely N5 (1.1): Selecting and applying applying a range of movement straightforward movement and and performance skills, with performance skills, with some complex some control and fluency actions, displaying consistency in control and fluency

N4 (1.2): Demonstrating body N5 (1.2): Demonstrating body and spatial and spatial awareness with awareness with clear patterns and rhythms some identifiable patterns and rhythms

Factors Impacting on Factors Impacting on Performance Performance 1.1 Explain in detail two methods used to 1.1 Describe a method used to identify factors impacting on identify factors impacting performance. on performance 1.2 Explaining in detail the impact of one 1.2 Describe the impact of two positive and one negative factor on factors on your performance. performance

Learning Intention(s)

1. Pupils will develop an understanding of their own capabilities in net games (Physical Factor) and the effect those capabilities will have on others (Social Factor). 2. Pupils will be able to demonstrate an understanding of Balance, Rhythm and Timing within net games (Physical Factor) and describe (explain in detail) the impact these factors will have on their performance (Mental Factor). 3. Pupils will be able to demonstrate cue recognition and positive decision making (Mental Factor) that will have an effect on the net game.

Success Criteria

N4:  I can identify the cue or trigger point eg. Peak of the shuttle or when shuttle leaves the racquet.  I can select an appropriate movement pattern eg. Side step in rhythm with shuttle  I can move in balance and at the same speed as the object eg. Co- ordinated movement backwards at right time, at right speed as the shuttle.  I can make a decision that will have an impact on the game/ situation eg. Where is your opponent on the court?.  I can identify and select a method that helps me to gather information about my performance eg. I am aware of different ways of collecting information and select one that is appropriate to my needs.

N5:  I can move fluently in relation to a variety of trigger points eg. Reading opponents body movements to determine your next play.  I can make and execute decisions that will have a tactical impact on my opponent  I can modify my performance to protect/ minimise the impact of my weakness on the game/ situation.  I can identify and select a method that helps me to gather information about my performance. I can use this information to suggest next steps. eg. I am aware of different ways of collecting information and select one that is appropriate to my needs. I can analyse the information gathered to draw conclusions

Stage 2 – Plan

Rebound Games

An integrated approach to performance skills and factors impacting performance.

Level Unit Assessment Outcomes focus National 4 Performance Skills Demonstrate a (comprehensive) National 5 range of movement and performance skills in physical activities Prior Learning

 Relevant Experiences and Outcomes at third and fourth level  National 3 Physical Education programme of learning or relevant component units  Prior interest/participation in physical activities

(1.3): Working co-operatively (1.3): Working Co-operatively with others. with others.

Factors Impacting on Factors Impacting on Performance Performance 2.1 Describing strengths and areas for 2.1 Identifying strengths and development in performance areas for development in 3.1 Seeking feedback from others performance 3.3 Evaluating progress based on all 3.1 Seeking feedback from information gathered. others 3.3 Reflecting on performance progress based on all information gathered.

 Pupils will develop an understanding of their own abilities and how these can be improved (Mental Factor).  Pupils will be able to identify a peer or peers who have similar goals and work together to achieve those. (Social Factor)  Pupils will be able to consider, discuss and apply the information provided by peers to improve the quality of performance. (Social and Emotional Factors)  Pupils will be able to accept and use feedback from others to evaluate the development process. (Mental, Emotional and Social Factors)

Success Criteria N4:  I can identify strengths and weakness in my performance eg: I can identify and describe where my body is in time and space (kinaesthetic awareness), my characteristics as a person, my ability to concentrate and apply information  I can work with my peers eg. Ensure the practice runs successfully, agree the level of difficulty in feeding to provide challenge and set appropriate rules.  I can reflect on my progress based on all information gathered eg. I can take peer and practitioner advice and can use it to suggest next steps.

N5:  I can identify strengths and weaknesses in my performance and the impact that they have. Eg: Identify one mental, emotional or social aspect and discuss whether it has a positive or negative impact on performance  I can work with peers and support their needs. eg: I can adjust the speed or intensity of my feed and explain to my partner why I did it. I can accept their advice and use it to improve my own performance. I can provide support and encouragement to help my peer build resilience.  I can discuss, consider and offer conclusions on all the information gathered. Eg. I can evaluate and adapt tactics based on peer advice, I can reflect on my training programme and its effectiveness, I can evaluate the impact on opponents and myself.

Stage 3 – Do It

Rebound Games

Level Unit Assessment Outcomes focus National 4 Performance Skills Demonstrate a (comprehensive) National 5 range of movement and performance skills in physical activities Prior Learning

 Relevant Experiences and Outcomes at third and fourth level  National 3/4 Physical Education programme of learning or relevant component units  Prior interest/ participation in physical activities

1.4 Demonstrating techniques, 1.4 Using and applying straightforward composition or tactics safely techniques and composition or tactics safely and effectively

1.5 Making appropriate decisions 1.5 Making appropriate decisions and and adaptations in response to straightforward adaptations in response to variables a range of variables

Factors Impacting on Factors Impacting on Performance Performance 2.2 Preparing and implementing a 2.2 Preparing and implementing, personal development plan containing with some support, a simple clearly identified development targets development plan to impact positively on a 2.3 Selecting and applying two approaches performance to impact positively on a performance

2.3 Monitoring and recording 2.4 Monitoring and recording performance performance development development sessions sessions

3.1 Seeking feedback from others 3.1 Seeking feedback from others Learning Intention(s)

 Pupils will develop an understanding of how to plan and implement an integrated (2 factors impacting on performance) development programme and the benefits of target setting. (Mental and Physical)  Pupils will develop an understanding of how to monitor their programme and use the information to improve their performance. (Mental and Physical)

Success Criteria

N4:  I can describe the principles of effective practice / training when following the plan  I can use a reflective journal to track my progress in net games  I can show how feedback has improved my performance  I can adjust my performance to suit the demands of the game

N5:  I can apply the principles of effective practice / training  I can set SMART targets and adapt them as my performance improves.  I can use a reflective journal to track my progress and my understanding of net games  I can show how feedback has improved my performance and recognise the improvements it has made to my performance in net games.

Stage 4 – Review It

Rebound Games

Level Unit Assessment Outcomes National 4 Performance Skills focus National 5 Demonstrate a (comprehensive) range of movement and performance skills in physical activities Prior Learning

 Relevant Experiences and Outcomes at third and fourth level  National 3 Physical Education programme of learning or relevant component units  Prior interest/ participation in physical activities

(1.6): Demonstrating some (1.6): Demonstrating consistency of consistency of movement and movement and performance skills in a performance skills in straightforward range of performance contexts contexts

Factors Impacting on Performance Factors Impacting on Performance

3.2: Reviewing the effectiveness of 3.2 Evaluating the effectiveness of the the development plan in supporting personal development plan in performance development. supporting performance development

3.3: Reflecting on performance 3.3 Evaluating progress based on all progress based on all information information gathered. gathered.

3.4: Identifying future development 3.4 Identifying and Explaining future needs development needs.

1. Learners will be able to describe improvements in their performance and offer suggestions for the next steps. (Mental, Emotional, Social and Physical) 2. Learners will be able to draw conclusions and justify those conclusions based on the information collated throughout the development programme. (Mental, Emotional , Social and Physical)

Success Criteria

N4:  I can perform consistently in an activity and describe how my performance has improved. Eg. They can look at data collected at the start and end and discuss what that information says about performance.  I can look at my performance and describe the impact the changes have had. Eg. Do they score more points? Are rallies lasting longer? Are they competing more effectively? Can they identify the key cues and make appropriate decisions based on that information?

N5:  I can perform with fluency and consistency, explain how my performance has improved and make suggestions for next steps.  I can analyse all the information I have collected, draw appropriate conclusions and can present my findings to my peers and practitioner. Eg. I can demonstrate my understanding through presentations, question and answer, a practical demonstration.

Approaches to assessment

The publication Building the Curriculum 5 sets out a framework for assessment that offers guidance on approaches to recognising achievement, profiling and reporting. A shared understanding of Assessment Standards and expectations is essential. Research in assessment suggests that learners learn best, and attainment improves, when learners:

 understand clearly what they are trying to learn, and what is expected of them  are given feedback about the quality of their work, and what they can do to make it better  are given advice about how to go about making improvements  are fully involved in deciding what needs to be done next, and who can give them help if they need it

A holistic approach to assessment is recommended. This will enrich the assessment process for the learner, avoid duplication of assessment, and provide more time for learning and teaching. It will also allow centres to manage the assessment process more efficiently.

There will be naturally-occurring opportunities for assessment in Physical Education that will help learners to attain the standards required for Unit or Course assessments. Peer-assessed activities, with clear guidelines and the inclusion of learner-friendly marking criteria should help learners to improve their evaluative and communication skills.

Whatever the assessment approach used, it is important that the approach to assessment encourages personalisation and choice. It is also important that learners receive regular feedback on their performance. Assessment should meet the varying needs of all learners and, where appropriate, be in practical contexts.

Examples of possible assessment approaches include:

 video of performance  observation checklists  training diaries/electronic logbooks/development record  oral evidence through question and answering

 written assessment through answering of questions  teacher checklists  use of ICT and relevant software

The types of ICT that learners might use to help them work towards their assessments could include commercially available software and hardware to capture and analyse motion.

Authenticity

In terms of authenticity, there are a number of techniques and strategies to ensure that learners present work that is their own. For more information, please refer to SQA’s Guide to Assessment.