PDHPE – Year 12

Formal Assessment – Improving Performance

Task Type: Multimodal Weighting: Date Issued: Term 2, Week 9
Presentation 20%
Due Date: Term 3, Week 3
Length: 10-minutes
Rationale:

The unit Improving Performance provides students with an opportunity to investigate the different
approaches to the physiological preparation and skill development of athletes. It requires students to
analyse varying training methods and evaluate how they can improve performance. Students in this unit
will also examine the effects of planning on performance and the ethical considerations of improving
athletes’ performance. Students in this unit will acquire the necessary knowledge and skills to improve
their individual performance and apply concepts to numerous coaching contexts.

The purpose of this assessment is to evaluate student knowledge and their ability to apply concepts of
improving performance learnt during this unit. The aim of this task is to assess student knowledge and
understanding of how athletes train for improved performance, planning considerations for improving
performance and the ethical issues related to improving performance. This assessment has been
strategically designed to gain an insight into students’ ability to engage in critical higher order thinking,
presenting an elaborate and professional multimodal presentation. With an increased focus on literacy and
ICT, students are required to apply these capabilities in an articulate manner to achieve the outcomes for
this unit.

Outcomes to be assessed:

H7 explains the relationship between physiology and movement potential

H8 explains how a variety of training approaches and other interventions enhance
performance and safety in physical activity
H9 explains how movement skill is acquired and appraised
H10 designs and implements training plans to improve performance
H16 devises methods of gathering, interpreting and communicating information
about health and physical activity concepts
H17 selects appropriate options and formulates strategies based on a critical
analysis of the factors that affect performance and safe participation.

Assessment criteria – You will be assessed on how well you:

 Demonstrate knowledge and understanding of the various training methods for improved
performance
 Evaluate the planning considerations for improving performance
 Discuss the ethical issues involved in improving performance
 Present a well organised multimodal presentation
 Use and apply appropriate PDHPE terminology and concepts

Feedback provided
Feedback to be provided via the use of an annotated marking criteria and overall comments outlining the
strengths of the submitted assessment task and areas for improvement. Students can expect grades/feedback
to be released within 4 weeks from the date of submission.
Task:

Throughout our study of this unit, we have explored a range of elements involved in the process of
improving performance. This task will assess your ability to develop and evaluate a training program
to improve the performance of an athlete.

You are required to create a case study scenario of an athlete in need of a new training program. This
could be an athlete who may be returning from a season ending injury, an athlete nearing the back-end
of his career or the next rookie looking to make a name for himself. Your hypothetical scenario must
include the age of the athlete, type of sport they play and their goals for the upcoming season (why
they need this training program).

You need to:

1. Research and develop a training plan for a sports athlete to improve their performance.
2. Justify the development of this plan with the inclusion of the following:
 Initial planning considerations
 Planning a training year
 Elements to be considered when developing a training plan e.g. health & safety
 Planning to avoid over-training
 Ethical considerations in improving performance
 Vision/Long term goals of the training program

3. Evaluate the training plan using the following guidelines;

 The extent to which the program addresses the athletes fitness needs
 The effectiveness of the training regime in light of planning considerations
 What ethical considerations were made during the planning phase of the program
 Explain the areas of strength and weaknesses in the training program
 Make four realistic recommendations to improve the training plan

4. Create a multimodal presentation which portrays your

developed scenario via role play, engaging the audience with the

improvement of your athletes performance. The presentation must

include the implementation of the training program as well as the

discussion of its effectiveness.

 Marking Rubric

Criteria Mark
 Displays extensive knowledge and understanding of the varying concepts related
to health and physical performance including ethical considerations
 Coherently applies theoretical principles to design and evaluate specific strategies
for improving health and performance
 Critically analyses movement and factors impacting physical
performance, providing relevant examples
 Provides a thorough justification of the development of the training 16-20
plan, including four appropriate suggestions for improvement A
 Demonstrates a thorough and precise analysis of the elements present in the
training program, discussing areas of strength and weakness
 Develops a creative presentation, comprehensively detailing the
aspects of the program using appropriate PDHPE terminology and
concepts. Presentation includes a range of supporting resources
(literature) relevant to the purpose of the assessment.
 Displays a well-developed knowledge and understanding of the various concepts
related to health and physical performance including ethical considerations
 Logically applies theoretical principles to design and evaluate specific strategies for
improving health and performance
 Analyses movement and the factors impacting physical performance,
providing relevant examples
 Provides a detailed justification of the development of the training plan, including 11-15
three appropriate suggestions for improvement B
 Demonstrates a clear and accurate analysis of the elements present in the training
program, discussing areas of strength and weakness
 Develops a creative presentation detailing the aspects of the program
using appropriate PDHPE terminology and concepts. Presentation
includes numerous supporting resources (literature) relevant to the
purpose of the assessment.

 Displays a clear knowledge and understanding of the various concepts related to

health and physical performance including ethical considerations
 Applies some theoretical concepts to design and evaluate strategies for improving
health and performance, describing factors impacting performance
 Identifies factors impacting physical performance, providing some examples
 Provides a sound justification for the development of the training program with two 6-10
suggestions for improvement C
 Demonstrates a sound analysis of the elements present in the training program with
some reference to areas of strength and weakness
 Develops an original presentation which outlines the aspects of the program using
appropriate PDHPE terminology and concepts. Presentation includes some
supporting resources (literature) relevant to the purpose of the assessment.
 Displays a basic knowledge of the various concepts related to health and physical
performance
 Identifies strategies for improving performance
 Develops a basic training program for improving performance, providing some 1-5
D
justifications
 Presentation somewhat covers required information and adheres to the specified
time limit
Critical Evaluation
Teachers and schools within NSW operate within an industry and demographic demanding
high standards and quality education. This gives rise to education providers taking
accountability of their performance as they endeavor to improve student outcomes and
achievement. Teaching is a critical process involving assessment, assessment design and
feedback which inform and guide the practice of teachers in all education settings. These
processes enable teachers and schools as an organisation to assess their performance and
gain an insight into student understanding of concepts and their reaction to pedagogies
implemented by teachers. This segment of the paper will evaluate the importance of
assessment, assessment design and the various approaches to feedback; and discuss the
implications for future teaching practices.

Importance of Assessment

Assessment is gradual and continual process requiring gathering, analysing and reflecting
upon evidence to enable informed judgments and decisions to be made in order to improve
students future learning outcomes and achievements (State Government Victoria
Department of Education, n.d.). Assessment is an integral part of modern-day teaching with
three main purposes: assessment for learning, assessment as learning and assessment of
learning. Assessment for learning is an approach involving the use of evidence to understand
the level of student knowledge to guide future practices. It aims to enable students to grow
and develop through informal assessment, emphasising the importance of continual
development throughout the course of a student’s schooling years (NESA, 2018).
Assessment for learning resembles the notion of all students being able to improve and are
motivated by constructive feedback. It is an effective assessment strategy that can build
positive relationships between teachers and students and allow teachers to cater for the needs
of all learners.

Additionally, assessment as learning is the second principle of assessment which takes a

student-centered approach in education. It is the process whereby students take
responsibility for their learning as they assess and monitor their own progress and learning
(NESA, 2018). It is a method of formative assessment, reinforcing the notion of ongoing
learning as students are able to examine their knowledge and understanding in order to
reflect upon improvement of future outcomes. As a result, assessment as learning has the
ability to improve the self-esteem of students, emphasising the importance of gradual and
regular learning as students are empowered to understand how they learn, reflect upon their
learning and adjust their learning methods to enhance their academic achievements (State
Government Victoria Department of Education n.d.).

In addition, assessment of learning is the final principle and purpose of assessment in the
education setting. It is a formal process which assesses student achievement in consideration
of outcomes and standards, taking place upon the completion of a unit resulting in students
receiving a grade (NESA, 2018). This provides students with an opportunity to validate their
learning and disclose their knowledge and understanding of what they have learnt.
Assessment of learning entails the extent of student achievement and enables teachers to
plan for future teaching practices and improve student achievement.
Assessment Design
Assessment is an integral component of teaching which involves the gathering of evidence
to gauge student performance, enabling teachers to provide feedback for improvement of
future outcomes. Assessment design is important as each student learns differently and has
varying ways of expressing their knowledge. This emphasises the need to design
assessments effectively to provide all students with equal opportunity to achieve required
standards and outcomes. This sector of the paper will provide a justification for the
assessment task created, discussing the role of authentic assessment in PDHPE, and evaluate
the impact of high stakes testing on student outcomes.

The assessment task developed in this paper is a multimodal presentation task which
requires students to develop a case study of an athlete in need of a new training program due
to a range of factors (e.g. injury, age, ambition etc.). The purpose of the assessment is to
evaluate student knowledge and their ability to apply concepts of improving performance to
a sporting scenario. Multimodal presentations are a form of assessment which increase the
engagement and motivation of students by catering for their varying learning needs. They
present students with multiple means of engagement, expression and representation of
concepts they have learnt (Johnson-Harris & Mundschenk, 2014). Multimodal learning is
also an effective learning tool which enables students to comprehend and retain knowledge
in detail (Sankey, Birch & Gardiner, 2010). Hence, multimodal presentations are the
selected form of assessment, enabling teachers to implement the principles of assessment
for, as and of learning.

Authentic assessment is an important element of education which requires students to

implement their knowledge and understanding within specified constraints and relative to
specific contexts (Palm, 2008). The purpose of authentic assessment is to enhance the
significance of what students are learning, enabling them to build connections between
concepts covered and activities beyond the classroom environment. Authentic assessments
are founded upon curriculum and required outcomes, enabling meaningful learning to take
place. This resembles the embedded focus of PDHPE which aims to enable students to
develop the knowledge, skills and understanding to think critically about issues related to
health and physical activity in order to make informed decisions to support active and
healthy lifestyles (NESA, 2010).

High Stakes Testing (HST) is a form of assessment design placing emphasis upon student
grades and academic achievement. Ryan and Weinstein (2009) indicate that HST is a
process which has the ability to limit best teaching practices, as teachers are encouraged to
focus their strategies and lessons around concepts covered during assessments. HST presents
uniformity resulting in assessments which do not cater for the diverse learners and abilities
of the students being assessed. As a result, students are limited in their ability to express
their knowledge, understanding and skills in HST, increasing a lack of engagement and
motivation in students to perform in a high-pressure environment (Ryan & Weinstein,
2009). Hence, teachers are limited in their ability to develop an effective teaching and
learning environment which provides students with meaningful learning experiences.
Feedback Approaches

Feedback is an important aspect of teaching and learning which facilitates the development
of effective and supportive relationships. Feedback is the information which has been
provided to individuals regarding their understanding and performance during their
participation in activities (e.g. assessments), guiding future improvement (Hattie, &
Timperley, 2007). The aim of feedback is to nurture individuals through growth and
development, guiding them to improve future outcomes and achievements. Feedback is
essential in the education setting, as students complete numerous assessments to grade their
performance, requiring teachers to deliver feedback to enhance their learning experience and
empower students to improve upon their performance.

Feedback is a useful tool embedded with a focus on three key themes: Goals, Progress and
Improvement. Hattie and Timperley (2007) discuss these themes in detail providing
overarching questions central to effective feedback: What are the goals? What progress has
been made towards achieving these goals?, and What can be done to improve future
performances?. This establishes a framework for assessing student performance and
providing them with tailored advice to enhance future learning outcomes. Hattie and
Timperley (2007) further portray feedback as an avenue for students to achieve academic
success, as teachers are able to inform and guide student practice for improvement in future
assessments.

Hattie and Timperley (2007) have expanded upon the central themes of feedback by
outlining key stages and approaches to providing feedback. The purpose of the first stage is
to inform individuals of their performance in a specific task, i.e. how well a task has been
completed, known as corrective feedback. In addition, the second approach to feedback has
been identified as informing individuals about the strategies they have implemented during
tasks (e.g. assessments) which enables educators to provide feedback and empower students
to engage in self-regulation behaviours to attain required outcomes (Hattie & Timperley,
2007). The final stage of feedback has been expressed as feedback given regarding an
individual’s sense of self, i.e. positive/negative traits of a person. These processes of
feedback facilitate the development of effective and supportive learning environments where
teachers are able to implement feedback through various approaches to enhance student
learning and achievement.

Implications for future teaching

Overall, assessment is a key process of teaching and learning, measuring the performances
of both teachers and students. As NSW schools operate an industry and context of increasing
demands and high standards, education providers are beginning to explore a range of
assessment designs to cater for diverse students. Similarly, feedback is a component which
has been extensively investigated as its significance increases the ability of teachers to guide
students to attain future improvement. Wiggins (2012) has stated there are seven principles
of effective feedback: goal-referenced, tangible and transparent, actionable, user-friendly,
timely, ongoing and consistent.

Effective feedback is the evaluation of performance which specifically targets individual

goals and how a person can better achieve them. The feedback provided should be tangible
and transparent, i.e. easily understandble to enable students learn from it (Wiggins, 2012). In
addition, feedback should be actionable and focus on aspects which the participant
performed correctly whilst also outlining areas for improvement. This ensures that the
feedback received is also user-friendly placing high value upon the imformation received.
Feedback should not be overcomplicated and should inspire students to modify their
strategies for future improvement. Wiggins (2012) also outlines further apsects of effective
feedback, stating that feedback should be ongoing, highlighting the importance and need of
formative assessment. This will enable students to act upon feedback received in a timely
manner, providing them with the opportunity to implement succesful practices during formal
assessment taks. Educators should also ensure their feedback is consistent, therefore
measuring student achievement and performance with a commonly accepted marking rubric
(Wiggins, 2012). Hence, feedback should aim to incorporate Hattie and Timplerley’s themes
of feedback and apply the principles outlined by Wiggins to ensure that students are learning
in a safe and supportive environment, empowering them to achieve success through
continual improvement.
What Is A Multimodal Project?

A multimodal poroject is something which you have created that uses multiple modalities to
achieve an inteneded purpose or portray aspecific meaning. Multimodal projects allow you
to present information in various formats, laying the platform for critical and creative
thinking. Creating a multimodal project is a process which involves exploring the realms of
expression, representation and engagement of information in exciting and coherent ways. It
enables you as the producer to promote meaningful and productive learning.

There are a range of modes to consider when developing a multimodal project:

 Visual – This mode involves the use of shapes, colour and images.
 Audio – This mode refers to the use of spoken text, sound effects, music and volume
 Linguistic – This mode most commonly involves the use of written text
 Gestural – This mode involves the use of facial expressions, body language and gestures
 Spatial – This mode refers to the use of salience, organisation, size (photos/text) and
alignment

Note: It is important to carefully select a combination of modes which will allow you to
effectively communicate your intended purpose/message to the audience. This requires
strategic planning to ensure your multimodal project is coherent.

Source: (Kettering College Writing Centre, 2018).

Multimodal Program Examples
Sample Training Programs

Source: (Coach Weng, 2017)

References

Australian Institute for Teaching and School Leadership (2011). Australian Professional
Standards for Teachers. Retrieved from https://www.aitsl.edu.au/docs/default-
source/apst-resources/australian_professional_standard_for_teachers_final.pdf

Coach Weng (2017). IFPA High Performance Training For Sports Revision Day 1.
Retrieved from https://wenghonnfitness.com/ifpa-high-performance-training-for-
sports-revision-day-1/

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of educational
research, 77(1), 81-112. doi: 10.3102/003465430298487

Johnson-Harris, K. M. & Mundschenk, N. A. (2014). Working effectively with students with

BD in a general education classroom: The case for Universal Design for Learning.
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Kettering College Writing Centre (2018). Multimodal Projects. Retrieved from

https://kcwritingcenter.weebly.com/multimodal-projects.html

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pdf

NSW Education Standards Authority (2010). Personal Development, Health and Physical
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02cad4f7ad14/pdhpe-st6-syl-from2010+PDHPE.pdf?MOD=AJPERES&CVID=

NSW Education Standards Authority (2018). Assessment For, As and Of Learning.

Retrieved from https://syllabus.nesa.nsw.edu.au/support-materials/assessment-for-as-
and-of-learning/

Palm, T. (2008). Performance assessment and authentic assessment: A conceptual analysis

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from https://pareonline.net/getvn.asp?v=13&n=4

Ryan, R. M., & Weinstein, N. (2009). Undermining quality teaching and learning: A self-
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doi: 10.1177/1477878509104327

Sankey, M., Birch, D., & Gardiner, M. (2010). Engaging students through multimodal
learning environments: The journey continues. In Proceedings ASCILITE 2010: 27th
annual conference of the Australasian Society for Computers in Learning in Tertiary
Education: Curriculum, technology and transformation for an unknown future (pp.
852-863). University of Queensland. Retrieved from
https://eprints.usq.edu.au/9100/2/Sankey_Birch_Gardiner_Ascilite_2010_PV.pdf

State Government Victoria Department of Education (n.d.). Assessment. Retrieved from

http://www.education.vic.gov.au/Documents/school/teachers/support/assessmentpres.p
pt
Wiggins, G. (2012). Seven keys to effective feedback. Educational Leadership, 70(1), 10-
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content/uploads/sites/8/2012/10/ASCD-Wiggins-Feedback-2012.pdf