1. Irfan Ismail Lead Teacher (Physical Education)
Assessment in PE: Assessing Students' Decision Making, Skill Execution And Support in Game Play
Irfan Ismail
Lead Teacher (Physical Education)
St Patrick’s School

2. Outline Football Learning Outcomes (LOs) – 2014 PE Syllabus
Assessment Ideas
Games Performance Assessment Instrument (GPAI)
Introduction
Practice
Action Research
St Patrick’s School

3. Let’s Look at Skills and Concepts Needed in Football (Soccer) for offence/attack
Discussion
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4. Learning Outcomes (LOs) Videos
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5. Section 7
How do you know your students have learned what you intended them to learn?
Assessment
“Assessment provides information to make informed judgements about what students know and are able to do to identify the progress and attainment of the physical education goals.”
PE Syllabus 2014

6. Assessments Traditional Assessments
Informal teacher observation, monitoring, Q&A
Standardized skills test
Written tests
Alternative Assessments
Journals
Performance Checklist (Teacher, peer & self observations)
Rubrics
Authentic Assessments
Game Performance Assessment Instrument (GPAI)
Team Sport Assessment Procedure (TSAP)
Instructional Models for Physical Education. Michael W. Metzler
Teaching Sport Concepts and Skills. Mitchell & Oslin

7. Game Performance Assessment Instrument
Authentic
Different games
Observing and coding performance behaviours
7 components of GPAI
Base
Decision making
Skill execution
Support
Guard or mark
Cover
Adjust
Scoring system and Tally system

8. Performance Measures Game Involvement Game Performance
No of appropriate decisions + No of inappropriate decisions + No of efficient skill executions + No of inefficient skill executions +No of appropriate supporting movements
Game Performance
(DMI + SEI + SI ) / 3
Decision Making Index (DMI)
No of appropriate decisions / (No of appropriate decisions + No of inappropriate decisions )
Skill Execution Index (SEI)
No of efficient skill executions / (No of efficient skill executions + No of inefficient skill executions )
Support Index (SI)
No of appropriate supporting movements / (No of appropriate supporting movements + No of inappropriate supporting movements )

9. Observation of Performance
Decision Made
Skill Execution
Support
Name A IA E IE
Matthew
xxxxxx x
xxxx
Nicholas
xxx
Katie
xxxxx
Sasha xx X

10. Let’s Try ! Decision Making Support Skills Execution
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11. Action Research Introduction Methods and Subjects Results Discussion
Conclusion
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12. Introduction Unit Plan Alternative Assessment
Football offensive concepts
Adapted from 2014 PE Syllabus lesson plans
Alternative Assessment
Performance Checklist
Peer Assessment
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13. Introduction Authentic Assessment Purpose of Study
GPAI
Link what was being taught and learned in games-based PE to the assessment of their students (Richard, Godbout, and Griffin 2002)
Purpose of Study
To assess students’ decision making, support and skill execution ability in game play
St Patrick’s School

14. Introduction Literature Review
The Games Performance Assessment Instrument (GPAI): Development and Preliminary Validation. Oslin, Mitchell & Griffin (1998)
Assessment of secondary school students’ decision making and game play ability in soccer. Blomqvist, Vanttinen & Luhtanen (2005)
Teaching games for understanding in American high school soccer: a quantitative data analysis using the games performance assessment instrument. Harvey, Cushion, Wegis & Massa-Gonzalez (2009)
St Patrick’s School

15. Planning and Teaching Principles
The 4 Games Stages
Stage 1: Control of the object
Simple conditions to more game-like conditions / dynamic conditions
Stage 2: Combinations of skills
Simple conditions to more game-like conditions
Stage 3: Tactics (strategies) (concepts)
Small numbers and reduced conditions to more complex
Stage 4: Complex game play
Larger numbers, specialized roles of players and increased rules and game organization (#of players, space, equipment)

16. Unit Plan: Developing the Unit Plan
Beginning the unit
Motivating the students, Pre-testing
Developing the body of the unit
Simple to complex
Repetition and review
Game play and practice is integrated throughout
A variety of teaching strategies are used
Students experience variety in types of learning experience
The transition to outside of school is addressed
Formative and summative assessment is built in
Individual differences are addressed
Students are given opportunity for responsible decision making
Ending the Unit
Culminating experience and unit assessment
Designing the PE Curriculum: Promoting Active Lifestyle (Rink, 2009)
Refer to PESEB’s unit and Ros’ unit
Compare it to their own plan

17. Methods and Subject
One class of Secondary 1 boys (n =19, age range years)
Mixed ability
group according to ability
9 weeks
7 hours of instructions
Assessment Game
3 v 3 SSG
Video Recorded
Baseline (Lesson 1) & Post (Lesson 9)
Statistical Analysis
Microsoft Excel 2013
Paired- sampled t-test
St Patrick’s School

18. Results n = 19 Baseline Post Test Statistical Significance (p<0.05)
Decision Making (A)
2.58 ± 1.71
4 ± 2.41
0.01*
Decision Making (IA)
1.37 ± 2.16
0.58 ± 2.31
0.009*
Support (A)
2.89 ± 2.26
3.79 ± 2.58
0.08
Support (IA)
0.79 ± 2.45
0.26 ± 2.27
0.04*
Skills Execution (E)
2.9 ± 2
4.6 ± 2.7
0.02*
Skills Execution (IE)
2.63 ± 2.56
1.95 ± 1.39
0.05
More appropriate Decision Making (DM) and Efficient Skills Execution (SE) reaching statistical significance.
Reduction in Inappropriate DM and Support reaching statistical significance.
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19. Discussion
Assessment of learning and performance against learning outcomes set at the beginning of a unit of teaching
Alignment of practice in developing offensive concepts
Measure off the ball movement (Support)
GPAI in Singapore classroom
Video Recording of game play for observation
Formative assessment for individual student
Time factor
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20. Conclusion Defensive concepts GPAI for other Sports
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21. Thank You All Q & A irfan_Ismail@moe.edu.sg
Acknowledgement
Mr Adolphus Tan
Principal, St. Patrick’s School
Mr Roskhaider Mohamed Saat
Teaching Fellow, NIE
St Patrick’s School