Rhys Taucher Sacred Heart College Monique Van Groenewoud St Cuthbert’s College

Question Consider the following scenario:  Josh is a Year 13 physical education student who is taking part in a performance improvement programme for badminton. Josh has never played badminton before and is looking forward to learning a new sport.  As part of his internal assessment, Josh first must be videoed performing an overhead clear without any prior training. Then he is required to comprehensively and accurately appraise his overhead clear shot compared with a video of the ideal performance of the shot, completed by an elite coach.  Inherent in this appraisal is the requirement to identify differences between himself and the elite coach and explain, using biomechanical knowledge, the impact these differences have on his performance.

2008 Scenario continued  Josh will then complete a 10-lesson performance improvement programme in which he will aim to improve his badminton skills and game play.  At the end of this programme, Josh will repeat the appraisal of his overhead clear shot and biomechanical analysis, as well as competing in a badminton tournament against his class mates.

The specific exam questions  Critically evaluate the value of completing a video and biomechanical analysis of the overhead clear shot prior to embarking on a badminton performance improvement programme. In your critical evaluation, you could:  examine the value of using video and biomechanical analysis of an overhead clear shot in a performance improvement programme  compare and contrast a skill-based programme with those with a focus on game play and strategic thinking  consider socio-cultural and biophysical factors affecting performance improvement  draw on examples and knowledge applied in your own experience of a performance improvement programme.

2008 Content Schedule  Evidence (Left column) The candidate: Critically evaluates the value of … The initial statement covers what is expected. Underneath is a detailed account of knowledge that could be covered in this question.  Judgement (Right Column) Descriptors for performance levels are blocked into pairs: Outstanding (7-8 marks) Excellent (5-6 marks) Sound (3-4 marks) Basic (1-2 marks) Overall a student would expect to get scholarship with a combined mark of at least 13 across the 3 essays. This total varies from year to year

Marking Codes Knowledge Codes V+ Video positive V- Video negative B+ Biomechanical positive B- Biomechanical negative SL Skill Learning SBP Skill-based programme TSK Theory Subject Knowledge FAP Factors Affecting Performance SOC Socio-cultural Factor General Codes EXP Explained OE Own Experiences AK Application of knowledge CR Critical EV Evaluation R Referenced/Quotes AS Assumption

Essay Analysis – Think, Pair, Share Divide the sections of the analysis task between 4 markers. Each marker is to make a note of any aspects evident in the essay for one of the headings:  Biomechanical Analysis [+ve’s & -ve’s]  Video Analysis [+ve’s & -ve’s]  Practice approach (Drill vs Game-centred approach)  Socio-cultural and Biophysical factors involved in performance improvement All markers are also to look out for broad Sociological Issues One size doesn’t fit all ~ individual needs and differences Scientism & Technocentricity The body as a project Commodification Healthism Hegemony ~ advantage, privilege (power imbalances in society)

Share evidence  Share your findings in the group. What was covered in depth? What was covered superficially? Use the master from the assessment schedule to identify the gaps. What were the gaps?

The Mark Schedule  The question is focused on examining whether the candidate can critically evaluate the need for individuals to use video and biomechanical analysis in a performance improvement programme, by comparing and contrasting it with other biophysical and socio-cultural influences and factors affecting performance improvement.

Key elements of the essay A critical evaluation should include:  consideration of the value of using video and biomechanical analysis at the participants’ stage of learning and consideration of the different levels of the participant and the elite athlete they are being compared with

 support of the evaluation with breadth and depth of knowledge drawing on biophysical and socio-cultural factors, which influence performance improvement.  support of their evaluation with appropriate examples from their own performance improvement programme.  The candidate must be able to adopt a position in respect to, and critically evaluate, the need for video and biomechanical analysis in a level 3 performance improvement programme.

Judgement Criteria

Poor Performance ~ 1 to 2 marks  Ideas stated, information recalled. The candidate shows no evidence of critical evaluation and demonstrates a basic understanding of physical education, arising from both theoretical knowledge and practical application. 2 = Some evidence of relevant subject knowledge 1 = Minimal evidence of relevant subject knowledge

Poor Performance ~ 1 to 2 marks Key Elements: NO Critical Evaluation Minimal Theoretical / Practical application 2 = Some evidence of relevant subject knowledge 1 = Minimal evidence of relevant subject knowledge

Sound Performance ~ 3 to 4 marks  Critically evaluates information to demonstrate an informed understanding of physical education, arising from both theoretical and practical application.  The candidate attempts to address the question – is able to apply some relevant understanding. Reasonably well organised, inconsistencies evident, superficial coverage. 4 = Some Critical Evaluation 3 = Minimal Critical Evaluation

Sound Performance ~ 3 to 4 marks Key Elements: Some Critical Evaluation Theoretical + Practical application Superficial coverage Some relevant knowledge from Biophysical, Socio- cultural, Training/Practice 4 = Some Critical Evaluation 3 = Minimal Critical Evaluation

Excellent Performance ~ 5 to 6 marks  The candidate’s response critically evaluates information to demonstrate a holistic understanding of physical education, arising from both theoretical and practical application. 6 = Balance between Theory + Application 5 = Stronger Focus on either Theory or Application

Excellent Performance ~ 5 to 6 marks Key Elements: Critical Evaluation Taking a position Logical Breadth is evident Performance Improvement = Biophysical + Socio-cultural + Training/Practice 6 = Balance between Theory + Application 5 = Stronger Focus on either Theory or Application

Outstanding Performance ~ 7 to 8 marks  The candidate’s response demonstrates depth of understanding and breadth of knowledge through a high level of sophistication across a range of factors including integration of ideas, original thought, fluency, and logical and precise communication. 8 = Clear demonstration ~ No modifications 7 = Clear demonstration ~ Minor modifications

Outstanding Performance ~ 7 to 8 marks Key Elements: Critical Evaluation Taking a position Logical + Integrated ideas Depth + Breadth + Creative Ideas Performance Improvement = Biophysical + Socio-cultural + Training/Practice 8 = Clear demonstration ~ No modifications 7 = Clear demonstration ~ Minor modifications

A quick reference guide Critical Evaluation Taking a position Logical + Integrated ideas Depth + Breadth + Creative Ideas Performance Improvement = Biophysical + Socio-cultural + Training/Practice 1 = Minimal evidence of relevant subject knowledge 2 = Some evidence of relevant subject knowledge 3 = Minimal Critical Evaluation 4 = Some Critical Evaluation 5 = Stronger Focus on either Theory or Application 6 = Balance between Theory + Application 7 = Clear demonstration ~ Minor modifications 8 = Clear demonstration ~ No modifications

Marking the mock papers  1 st round – choose a paper from your own school Mark papers A, B, C & D A swaps with B; C swaps with D  2 nd round – choose any paper Mark papers E, F, G & H A swaps with C; B swaps with D   3 rd round – choose any paper Mark papers I, J, K & L A swaps with D; B swaps with C

Feedback to your students Complete a PMI as follows:  PLUSES – identify any strengths in the essay(s)  MINUSES – identify any gaps in the essay(s)  ISSUES – what problems are evident in logic and/or structure  Use the following as a checklist for the PMI Critical Evaluation Taking a position Logical + Integrated ideas Depth + Breadth + Creative Ideas Performance Improvement = Biophysical + Socio-cultural + Training/Practice

Next steps  Use the PMI to… Provide feedback to your scholarships students as a group Provide feedback on individual essays Inform your scholarship teaching programme by identifying what is still required.

Other pointers for the students  Develop a more critical stance by considering a position that is not central or at the extreme ends of a continuum.  This forces a view that considers both pluses and minuses of a single situation or even multiple views. E.G.  Video is sometimes helpful because it allows me to see myself and I get a clearer picture of what I am doing from this, than when I am told what to do. However, at the cognitive stage of learning I do not have the knowledge base to correctly identify errors, so video would be more helpful when I am better at detecting errors or I have a coach alongside me helping to identify what I should look at….