Scholarship Physical Education 2012 Introductory Workshop

Auckland PENZ would like to introduce the Teaching Team for today.... Tasha Hemara- Lynfield College Ali Schofield – Diocesan School for Girls Assisted by Tracey Cusdin – Diocesan School for Girls We also acknowledge Michelle Selak, Chris Williams and Anne Mckay

Introductory Workshop Overview What is Physical Education Scholarship all about? The difference between outstanding schol and schol Whats in for it for me and my school? Who gets scholarship? What does the scholarship exam look like? Helpful tips for scholarship What are the specs for 2012 ? What is the difference between Level 3 and Scholarship? What critical thinking tools and strategies will help Using the PMI and SPEECH critical thinking tools to critically evaluate

Scholarship Types Outstanding Scholarship Scholarship School Success What is in it for me? Challenging myself Monetary Awards

Award2011 Awardees attained No of Students Premier Awards $10,000 each year for three years (for the very top students) as long as they maintain at least a "B" grade average in tertiary studies At least four Scholarships at "Outstanding" level. 10 Outstanding Scholar Awards $5,000 each year for three years (for the top students) as long as they maintain a "B" grade average in tertiary studies Either: at least two Scholarships at "Outstanding" level plus at least one at "Scholarship" level; or one Scholarship at "Outstanding" level plus at least four Scholarships. 51 Top Subject Scholarship Awards $2,000 each year for three years as long as students maintain a "B" grade in tertiary studies Top of Subject 27 * Scholarship Award $2,000 each year for three years as long as students maintain a "B" grade average in tertiary studies 3 or more Scholarships 204 Single Subject Awards A "one-off" award of $500 per subject (maximum payment is $1,000) 1 or 2 Scholarships 2, Scholarship Monetary Awards

Scholarship Physical Education Ability to critically evaluate to show breadth of knowledge & depth of understanding Comprehensive knowledge of Bio physical principles and socio-cultural factors Practical Application Detailed examples of own experiences in, through & about movement (evidence).

UNDERSTANDING THE KEY TERMS Critical Evaluation is the process of making informed and valid judgements or conclusions supported by comprehensive knowledge and evidence. Throughout the process we challenge assumptions and taken for granted points of view through reflecting and examining pros and cons, bias and different perspectives Biophysical knowledge (skill learning; functional anatomy; biomechanics; principals and methods of training etc) Socio cultural knowledge (interpersonal skills – self, others, society; sociological issues (obesity, body image); lifestyle; SPEECH). Examples drawn from your own experience in and throughout movement. Examples drawn from your own readings and research – quotes from a range of sources

Examiners Report Who got Outstanding Schol? ability to critically evaluate by providing a range of perspectives with relevant research and/or own experience ability to provide evidence of wider reading/research/personal experiences Wrote fluently with a high level of sophistication Developed a logical and coherent essay that concluded with a justified position Challenged assumptions clearly

Examiners Report Who got Schol but not Outstanding? Critically evaluated some questions Considered a range of perspectives and supported these with research and/or effective use of their own experiences Planned their answers in relation to the question and where applicable answered both parts of the question Provided a logical essay that flowed ie one paragraph progressed into another rather than being a series of disjointed statements

Examiners Report Why people did not get scholarship? Provided subject knowledge but very little evidence of critical evaluation Discussed rather than evaluated Used prepared answers and attempted to make then fit the question Answered only part of the question and /or less than 3 questions. Made assumptions throughout the essay Provided information or irrelevant subject knowledge to the question Retold stories of experiences without critically evalauting or using it to support a point made Provided a series of paragraphs or points that did not connect into a logical essay

The Scholarship Examination The 2012 Physical Education Scholarship exam will be on Tuesday 13 November 9.30am. Candidates will be required to answer three questions from a choice of four questions during the three hour examination.

Debates looking at both sides of the argument. ATTENDING THE PENZ WORKSHOPS ARE VERY HELPFUL Think about how each topic applies to not only school, but different groups of people within society, the country etc. JEREMYS Writing practice essays is the most helpful Group discussi ons Read as much as you can THINK OUTSIDE THE SQUARE KNOW LEVEL 3 content really well KNOW THE SPECS REALLY WELL Have a folder to put all articles in during the year In exam having a factual evidence to back up your points

THE SPECS- Candidates will be required to answer three questions from a choice of four questions. Planning, implementation and / or evaluation of physical activity programmes / experiences, drawing upon knowledge underpinning achievement standards and Trends and / or issues impacting on New Zealand society, such as the globalisation of sport, drawing upon knowledge underpinning achievement standard Programmes for performance improvement drawing upon knowledge underpinning achievement standards and Physical activity, health promotion and taking action drawing upon knowledge underpinning achievement standards 90739, 90740, 90743, and

Link to L3 Standards SCHOLARSHIP Outcome description The student will critically evaluate information related to physical activity through the application of knowledge of biophysical principles and socio- cultural factors drawn from learning experiences in, through, and about movement. LEVEL 3 PE Excellence (3.1) - Apply comprehensive knowledge to produce a plan for a physical activity programme or experience. EN 5: Comprehensive knowledge could involve full understanding of a wide range of contributing issues or factors (hauora, biophysical, sociocultural), establishing priorities in balancing risk and challenge, justifying a plan from a range of alternatives, recognising if there is only one viable plan and showing an in-depth understanding of this.

Link to L3 Standards SCHOLARSHIP Outcome description The student will critically evaluate information related to physical activity through the application of knowledge of biophysical principles and socio- cultural factors drawn from learning experiences in, through, and about movement. LEVEL 3 PE Excellence (3.2 )- Critically evaluate, with supporting evidence, a physical activity programme and its influence on personal hauora/well-being. EN 6: For achievement with excellence, the critical evaluation must, with supporting evidence, examine, question, evaluate, and challenge taken for granted assumptions about issues and practices (p. 56 of H&PEiNZC); eg effectiveness of the programme, the process, the outcomes, and the related bio-physical principles and/or socio-cultural factors; before drawing conclusions about the effectiveness of their own physical activity programme and its influence on personal hauora/wellbeing.

Link to L3 Standards SCHOLARSHIP Outcome description The student will critically evaluate information related to physical activity through the application of knowledge of biophysical principles and socio- cultural factors drawn from learning experiences in, through, and about movement. LEVEL 3 PE Excellence (3.3 )- Comprehensively and accurately appraise performance in a chosen physical activity before and after a performance improvement programme. Critically evaluate the programme to improve performance. EN 9: Critically evaluate is the ability to make a valid judgement clearly supported by evidence gained through the process of critical thinking – examining, questioning, evaluating and challenging taken-for-granted assumptions about issues and practices (p. 56 of H&PEiNZC), eg judgements are made in regard to the application of biophysical knowledge and the success or otherwise of the performance improvement programme.

Link to L3 Standards SCHOLARSHIP Outcome description The student will critically evaluate information related to physical activity through the application of knowledge of biophysical principles and socio- cultural factors drawn from learning experiences in, through, and about movement. LEVEL 3 PE Excellence (3.5) - Critically examine a current physical activity event or trend or issue and explain in detail its impact on New Zealand society. EN 5 Critically examine involves critical analysis, evaluation and reflection, all of which are based on the process of critical thinking – examining, questioning, evaluating and challenging taken-for- granted assumptions about issues and practices (p. 56 of H&PEiNZC), eg relevant socio-cultural factors and/or biophysical principles and their relationship to the event/trend/issue are considered in depth.

Link to L3 Standards SCHOLARSHIP Outcome description The student will critically evaluate information related to physical activity through the application of knowledge of biophysical principles and socio- cultural factors drawn from learning experiences in, through, and about movement. LEVEL 3 PE Excellence (3.6) –- Collect evidence of, and critically analyse factors that influence, participation in physical activity in the community. Critically evaluate the action taken to promote physical activity in the community. EN 5: Critically means with personal, considered opinions that examine the evidence. EN 11:Critically evaluate is the ability to make a valid judgement based on personal experience, readings, and gathered information clearly supported by evidence gained through the process of critical thinking – examining, questioning, evaluating and challenging taken-for-granted assumptions about issues and practices (p. 56 of H&PEiNZC). It requires a synthesis of information and extrapolation to consider possible solutions or outcomes.

Help there is so much to learn… where should I start??? A recipe for success Term 2 - BreadthTerm 3 - DepthTerm 4 – Structure & time Read articles related to each spec throughout the L3 teaching and learning programme and discuss with your school schol group or Level 3 class Prepare a PMIS with the notes Visit Auckland PENZ wiki ( ces.com/Scholarship+Page) ces.com/Scholarship+Works hopshttp://peandhealth.wikispa ces.com/Scholarship+Page ces.com/Scholarship+Works hops Prepare sample essays for each of the specs… using quotes and examples Read through the exemplars on alifications- standards/awards/scholarshi p/scholarship- subjects/scholarship- physical-education/ alifications- standards/awards/scholarshi p/scholarship- subjects/scholarship- physical-education/ Attend PENZ/ Team Solution Workshops meetings Practice tests – look at structure of essay and time ( – Scholarship – Resources)

Critical thinking/ evaluating Tools & Strategies Debonos Critical Thinking Hats (add bias after white) Compare And Contrast PMIS (Plus, Minus Issues, Suggestions) Reasonable/ Inspiration SPEECH Court room battles 3 Storey Intellect Model CAMPER Fact vs opinion chart 3 level Guide DATT tools

TIPS ON HOW TO STRUCTURE A SCHOL ANSWER INTRO Positives Minuses Issues/ Bias Suggestions CONCLUSION INTRODUCTION Dont just reword the introductory paragraph – say something different! Use the information/ statistics given to you in the introductory paragraph. State in this paragraph what you know; what would you like to know and what is missing.

EXAMINE ALL SIDES OF THE ISSUE POSITIVES Presents the positive view points; i.e. what do you agree with in the statement put forward. Back up with quotes, research and your own experiences to show depth of understanding. (May include SPEECH influences, and use Others Point of View).

MINUSES Examines a negative view point. What do you disagree with in the statement? Looks at weaknesses and who is to benefit from such a statement. Points out errors of logic or show that the conclusion does not necessarily follow. When disagreeing with something start, I can think of another way of looking at it / alternative explanation or that may fit some peoples values, however….

Lets get critical & creative… Issues/ Bias & suggestions ISSUES Examines any bias that may exist. Challenges validity of figures, backed up with quotes. CHALLENGE ASSUMPTIONS: Are there any blanket terms used in the paragraph or question? Start by defining these terms and challenging there use in the statement. Are extraploitations used at all i.e. statements that take a trend forward and assume the trend will continue. SUGGESTIONS What are some initiatives, new ideas, alternatives, you or others have about helping this issue move forward or be improved.

Innovation?

CONCLUSION Begin… I am now going to conclude by reflecting on the major points I have discussed. …. Reach a valid judgment…. In my opinion after examining a range of points I…. If data is used in the question, use this data to back up your answer.

Finally….For all points raised use S.E.DE.C Make sure you are not just listing facts or ideas, that you link your ideas, data, interpretations into a coherent paragraph! (S) make a valid statement, or say in my opinion… (E) Explain what you mean by this statement (how and why). (DE) Give a detailed example backed up with evidence. (C) Conclude how this evidence relates to your statement. Use quotes, dont just regurgitate them. If using a direct quote follow with I would choose to take this quote literally…. Make sure you put course work knowledge into your answers where necessary. It is important that you are familiar with what you did this year!

PERL Associate Professor Alison Jones, University of Auckland P – make your point E – elaborate that point, provide an example, use personal experience R – what is the relevance of the point to your argument – RELATE to the question L – link to the next point A common thread will appear through your essay

S P E E (E) C H S – societal P – political E – economical E – environmental (E ethical) C- cultural H- historical Y Y + ves - ves issues + ves - ves issues