1. Scholarship Physical Education 2013 Introductory Workshop 23 May 2013

2. Auckland PENZ would like to introduce the Teaching Team for today.... Adam Wilson - Green Bay High School Ali Schofield – Team Solutions, University of Auckland We also acknowledge Chris Williams, Anne McKay, Natasha Hemara, Sally Hart

3. Introductory Workshop Overview ☺What is Physical Education Scholarship all about? ☺What is in for it for me and my school? ☺The difference between outstanding schol and schol ☺Who gets scholarship? ☺What does the scholarship exam look like and how is it marked? ☺What is the difference between Level 3 and Scholarship? ☺What are the specs for 2013? ☺Helpful tips for scholarship ☺What critical thinking tools and strategies will help

5. Award2011 Awardees attained No of Students Premier Awards $10,000 each year for three years (for the very top 5-10 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 40-60 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 2,023 2011 Scholarship Monetary Awards

6. Scholarship Physical Education Standard 2013 The student will use knowledge of physical education to critically evaluate information related to physical activity through the application of bio-physical principles and socio- cultural factors drawn from learning experiences in, through and about, human body movement. Scholarship Performance Descriptor The student will demonstrate aspects of high level: analysis and critical thinking integration, synthesis, and application of highly developed knowledge, skills, and understanding to complex situations logical development, precision and clarity of ideas. Outstanding Performance Descriptor In addition to the requirements for Scholarship, the student will also demonstrate, in a sustained manner, aspects of: perception and insight sophisticated integration and abstraction independent reflection and extrapolation convincing communication.

7. UNDERSTANDING THE KEY TERMS “ Critical Evaluation” means to challenge assumptions and taken-for- granted points of view, through reflecting, examining pros and cons, bias and different perspectives to make informed, valid judgements supported with evidence. Biophysical principles refer to the principles of anatomy, biomechanics, exercise physiology, sports psychology, and nutrition as they relate to human body movement. Socio cultural factors relate to the social and cultural environments and contexts in which human body movement takes place. Examples drawn from learning experiences in, through and about human body movement

10. 2013 Physical Education Assessment Specifications Questions will draw on candidates’ knowledge and understanding in the following areas: Involvement in physical activity and its impact on current / future well-being Planning, strategies, implementation and / or evaluation of physical activity programmes / experiences Events / trends and / or issues in physical education that impact on New Zealand society. This year, the topic will involve drugs in sport. Performance improvement of self and / or others Health promotion and leadership principles as applied to taking action in physical activity contexts.

11. The Scholarship Examination The 2013 Physical Education Scholarship exam will be on Wednesday 13 November 9.30am. Candidates will be required to answer three questions from a choice of five questions during the three hour examination.

12. 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. JEREMY’S Writing practice essays is the most helpful Group discussions 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

13. Outline of 2013 Workshops Tuesday 4 June Involvement in physical activity and its impact on current / future well being Wednesday 19 June Planning, strategies, implementation and/or evaluation of a phyiscal actiivty programmes/ experiences Thursday 1 August Performance improvement of self and / or others Tuesday 6 August Health promotion and leadership principles as applied to taking action in physical activity Wednesday 21 August Events/trends and /or issues in physical education that impact on New Zealand society, such as drugs in sport

14. Scholarship – resources http://aucklandpenz.wikispaces.com This is where you will find:  Auckland PENZ Scholarship workshop series of resources for 2013 and links to previous years work.

16. Critical thinking/ evaluating Tools & Strategies Debono’s Critical Thinking Hats (add bias after white) Compare And Contrast PMIS (Plus, Minus Issues, Suggestions) SPEEECH Or SPEECHE Court room battles 3 Storey Intellect Model CAMPER Fact vs opinion chart 3 level Guide KPQ What I know already What could be a possibility Questions I would like answers to PCD Possibility Consequences Decisions Mind maps

17. Task: Critical Thinking Models The purpose of these is to order your thoughts in a logical manner, to make sure you are thinking your answer through, and looking at the issue from a range of perspectives. We will use a few of these today: P.M.I.S., Mind Map, K.P.Q. and P.C.D.

18. On your table you will now find a question… Discuss this in your group. What is your opinion? Why do you think this? What Bio-physical or Socio-cultural knowledge do you have to validate your answer?

19. Should performance enhancing drugs be allowed in sport? Using the opinions you just discussed, arrange your arguments into the following P.M.I.S. categories: POSITIVESMINUSESISSUESSUGGESTIONS

20. What makes something a sport rather than a pastime? Using the opinions you just discussed, arrange your arguments onto a Mind Map, using knowledge and terminology to back your answers up:

21. Can women ever compete with men in sport? Using the opinions you just discussed, arrange your arguments into the following K.P.Q. Chart: What we already knowWhat we think is a possibility Questions we would like the answers to

22. Which sport has the fittest participants? Using the opinions you just discussed, arrange your arguments into the following P.C.D.: Which sport has the fittest participants? POSSIBILITY CONSEQUENCES/REASONING DECISION

23. Changing our points of view After reading the article has your opinion changed? Add in any new arguments or information under the headings Cross out any points you would no longer use

24. Debrief In your groups discuss the helpfulness of the Critical Thinking templates you used today. – Do you think they make it easier/harder to answer the question? – How do you see these templates working with the topics you have done in PE this year? – How do you see these templates working in your other subjects?