Level 3 Physical Education internal assessment resource

Internal assessment resource Physical Education 3.8B for Achievement Standard 91505

PAGE FOR TEACHER USE

Internal assessment resource Physical Education 3.8B for Achievement Standard 91505

PAGE FOR STUDENT USE

Internal assessment resource Physical Education 3.8B for Achievement Standard 91505

PAGE FOR TEACHER USE

NZQA Approved

Internal Assessment Resource

Physical Education Level 3

This resource supports assessment against:

Achievement Standard 91505

Examine contemporary leadership principles applied in physical activity contexts

Resource title: PALs – Physical activity leaders

4 credits

This resource:

Clarifies the requirements of the Standard
Supports good assessment practice
Should be subjected to the school’s usual assessment quality assurance process
Should be modified to make the context relevant to students in their school environment and ensure that submitted evidence is authentic

Date version published by Ministry of Education	December 2012 To support internal assessment from 2013
Quality assurance status	These materials have been quality assured by NZQA. NZQA Approved number A-A-12-2012-91505-01-6243
Authenticity of evidence	Teachers must manage authenticity for any assessment from a public source, because students may have access to the assessment schedule or student exemplar material. Using this assessment resource without modification may mean that students’ work is not authentic. The teacher may need to change figures, measurements or data sources or set a different context or topic to be investigated or a different text to read or perform.

Internal Assessment Resource

Achievement Standard Physical Education 91505: Examine contemporary leadership principles applied in physical activity contexts

Resource reference: Physical Education 3.8B

Resource title: PALs – Physical activity leaders

Credits: 4

Teacher guidelines

The following guidelines are supplied to enable teachers to carry out valid and consistent assessment using this internal assessment resource.

Teachers need to be very familiar with the outcome being assessed by Achievement Standard Physical Education 91505. The achievement criteria and the explanatory notes contain information, definitions, and requirements that are crucial when interpreting the Standard and assessing students against it.

Context/setting

Students are required to identify suitable contemporary leadership principles and strategies and apply them as a Physical Activity Leader (PAL) when they work with a Year 9 class during lunchtime inter-class competitions.

Although the focus of the Standard is on leadership rather than management strategies, students should receive guidance on how to plan and deliver an effective physical activity session.

Conditions

Students should be given the assessment task at the start of the teaching and learning programme so they can spend considerable time researching and investigating contemporary leadership principles.

To enable ongoing reflection on the application of the principles and to develop students’ understanding of leadership and their personal capabilities, they will need to experience the use of a range of leadership principles before they plan and deliver physical activity sessions for their Year 9 group. It is expected each PAL will work with their group over an extended period of time.

Additional information

Suggested material - Growing Leaders, Facilitator’s Guide, and Growing Leaders, Leader ThinkTank – Sport New Zealand.

Presentation formats should be adapted to reflect the needs of your students, the nature/context of your teaching and learning programme, and the facilities/environment you work in. It may be possible for you to select a more appropriate presentation format without influencing the intent or validity of this task.

Sources of evidence may include self-assessments, peer assessments, and teacher professional judgements.

Presentation formats may include written reports, electronic portfolios, blogs/wikis, and audio/visual portfolios.

Internal Assessment Resource

Achievement Standard Physical Education 91505: Examine contemporary leadership principles applied in physical activity contexts

Resource reference: Physical Education 3.8B

Resource title: PALs – Physical activity leaders

Credits: 4

Achievement	Achievement with Merit	Achievement with Excellence
Examine contemporary leadership principles applied in physical activity contexts.	Examine, in depth, contemporary leadership principles applied in physical activity contexts.	Critically examine contemporary leadership principles applied in physical activity contexts.

Student instructions

Introduction

This assessment task requires you to research a range of contemporary leadership principles, apply those principles to your own role as a Physical Activity Leader (PAL) during lunchtime inter-class competitions for Year 9 students, and then produce a report that draws conclusions about the relevance and suitability of the principles for physical activity contexts.

Teacher note: Your students can work as a PAL with a variety of groups, including primary school students, students with special needs, senior students, junior PE classes etc. If they would like to work with a different group from the one specified in this resource, they should discuss with you the chosen group to ensure it is appropriate for this assessment activity.

You will be assessed on the extent to which you critically examine contemporary leadership principles, how you question and challenge assumptions about contemporary leadership principles, and how these are applied, to draw coherent and insightful conclusions.

Teacher note: The report could take a variety of forms, for example, a written report, a podcast, or a short video documentary. Your students need to negotiate their choice of form with you before developing it to ensure it is the most appropriate form for this assessment activity.

The research, application, and reflection for this assessment will take place over an extended period of time and will include in-class and out-of-class opportunities. You will be expected to use ongoing reflection to refine and develop your leadership capabilities as you put into practice a range of leadership principles.

Teacher note: You need to advise the length of time in which the assessment takes place. The time allowed must be such as to allow significant ongoing reflection.

You may work in groups to plan and deliver the physical activity sessions, but the report you submit for assessment must be entirely your own work.

Task

Research

Research a range of contemporary leadership principles. These could include: collaborative leadership, distributed leadership, provision for individual voice and empowerment, transformational leadership, transactional leadership, and situational leadership.

Research the relevance and applicability of these principles for today’s leaders in physical activity contexts. This historical quote might provide a useful starting point for reflection:

A leader is best
When people barely know he exists,
Not so good when people obey and acclaim him,
Worse when they despise him.
But of a good leader who talks little
When his work is done, his aim fulfilled,
They will say: We did it ourselves.

Lao Tzu, Chinese philosopher

Application and reflection

Work as a PAL with a group of Year 9 students to prepare them for participation in a weekly inter-class competition. For each physical activity session with your group, complete a log entry that includes:

a plan prepared in advance that outlines:
the physical activity being completed at that session (for example, warm-up, skill development, game play, cool down etc)
the aim of the physical activity session
the leadership principle(s) you will be focusing on in this activity
an explanation of how you will apply the leadership principle(s).
an evaluation completed after the session outlining:
the leadership strategy you used
what worked and why
what didn’t work and why
what you learned about yourself as a leader
things you would do differently next time

Your teacher will verify each plan and evaluation to confirm that you completed the sessions, and you will submit the verified log with your report as supporting evidence.

Create your report

Create a report that examines contemporary leadership principles in relation to your research and your experiences as a PAL.

In your report you might:

explain in detail the leadership principles that you used, and why you used them and how effective they were
reflect on how your experiences matched or were different from what your research led you to expect
consider the advantages and disadvantages of the principles you used
question and challenge the leadership principles that you used when taking part in experiences
make personal judgements based on the evidence from research and your experiences in your role as a PAL
consider which principles you would or would not use in the future, and give reasons for this.

Assessment schedule: Physical Education 91505 PALs – Physical activity leaders

Evidence/Judgements for Achievement

Evidence/Judgements for Achievement with Merit

Evidence/Judgements for Achievement with Excellence

The student has examined contemporary leadership principles applied in physical activity contexts. This context here is the student’s role as a PAL to a Year 9 class.

Their report researches and explains contemporary leadership principles and how they applied these in their leadership role as a PAL, using the leadership principles as the basis for ongoing reflection.

Conclusions are drawn about the relevance and suitability of the leadership principles for physical activity contexts and are supported by evidence.

For example:

A contemporary leadership principle that I used when being a PAL with the Year 9’s was distributed leadership. This leadership is not about delegation but about sharing power roles and responsibilities. Distributed leadership will create a non-judgemental climate that allows for: sharing of knowledge; respect for others’ points of view, perspectives, and diverse views; and promotion of a trusting relationship amongst the team members.

I applied this to my activity by having team members take on certain responsibilities within the group. For example, I had one member in charge of the warm-up and the stretches, another of the equipment that they had to distribute and set up, and a third person in charge of running an activity to do with the sport we were going to play. We then had a session at the end where the group could put forward their ideas about how the session went and what we could do next time. I thought this type of leadership worked quite well as the students liked to be in charge of what they were doing, such as running the warm-up. However, because some of them were so young, they had trouble taking on the responsibility of running an activity. Tom was a little bit silly when taking the warm-up, and a lot of the kids got off-task when he was running it.

The examples above relate to only part of what is required, and are just indicative.

The student has examined, in depth, contemporary leadership principles applied in physical activity contexts. This context here is the student’s role as a PAL to a Year 9 class.

Their report researches and explains in detail contemporary leadership principles and how they applied these in their leadership role as a PAL, using the leadership principles as the basis for ongoing reflection.

The conclusions they draw about the relevance and suitability of the leadership principles for physical activity contexts are coherent and supported by evidence.

For example:

A contemporary leadership principle that I used was transactional leadership. Transactional leaders are those who believe that people are motivated by reward or punishment. These leaders give clear instructions to followers about what the expectations of them are, and when those expectations are fulfilled there are rewards in store for them. There are punishments if they don’t meet those expectations.

Transactional leadership implements fundamental managerial activities, such as setting goals and monitoring progress towards goal achievement. This type of leadership uses extrinsic motivation to increase results. The person who uses this type of leadership is only interested in looking after themselves. This type of leader focuses on a series of transactions – which is where the leadership principle gets its name. These types of leaders are generally found in the business world, for example, CEOs of companies, or in the armed forces, where this type of leadership would work.

I used this principle by punishing students who dropped the ball when we were doing passing drills. If the student dropped the ball, they had to run to the rubbish bin and back, while those who caught the ball did not have to do any sort of punishment. If anyone was talking while I was, they had to do five press-ups. When we played some games, the losing team had to perform a punishment thought up by the opposing team. This gave a reward to the winning team and also meant a punishment for the losing team.

Some people are not extrinsically motivated, and this type of leadership may put some people off. People have different skill levels, and those whose skill level is not so high would be doing all the punishments. This may put them off doing the activity in the future. You would have to be highly motivated for this leadership principle to work; it would probably only work for elite athletes. For example, there is a reward for meeting goals in sport. The All Blacks probably got a bonus for winning the Rugby World Cup. This is extrinsic motivation for them to perform. There is no money for coming second and in some teams, such as the English team, players lost contracts for failing to perform in the Rugby World Cup. The rewards at our level of competition are not great, and the punishments for those who fall foul of the rules far outweigh the benefits.

The examples above relate to only part of what is required, and are just indicative.

The student has critically examined contemporary leadership principles applied in physical activity contexts. This context here is the student’s role as a PAL to a Year 9 class.

Their report questions and challenges assumptions about contemporary leadership principles and how these are applied in a particular physical activity context, using the leadership principles as the basis for ongoing reflection.

The conclusions they draw about the relevance and suitability of the leadership principles for physical activity contexts are coherent, insightful, and supported by evidence.

For example:

A contemporary leadership principle that I used was transactional leadership. Transactional leaders are those who believe that people are motivated by reward or punishment. These leaders give clear instructions to followers about what the expectations of them are. When these are fulfilled, there are rewards in store for them, but punishments if they don’t.

The use of transactional leadership in the business world works very well.

CEOs and employees in big companies receive bonuses for meeting deadlines and goals. These are monetary gains, and because money is a deciding factor in many people’s lives, they work hard to meet these goals. Dissatisfaction could arise if they were not met, and then you would have a workplace that might not be pleasant to work in. Often these goals are set without the input of everyone and may seem unrealistic to workers if they have not been part of the goal-setting process. Other leadership principles take this into account and combined with, say, distributed leadership; this may prove a winning formula. The rewards associated with the type of activity we are running are very few. Unless we start giving out rewards for effort and for meeting goals, the punishments for those who fall foul of the rules far outweigh the benefits.

The transactional leadership that I used worked all right for some of the Year 9 students, but only those who were extrinsically motivated. Many of the students in the group come from an environment of praise for something you have done well and not really one of punishment. For example, when a teacher in the school sets a goal to do a task during the lesson, they have different expectations for everyone. They take into consideration the ability of each student and base the work output on this. There is constructive criticism rather than a punishment for most of these students. Punishing students for dropping passes or not completing drills to a time or goal would have the effect of putting some students off PE. Rarely is this form of leadership used in school or in sports teams. On the other hand, research suggests that the effort people put into an activity will increase if there is a tangible reward at the end of it, and for elite teams with players who get paid to play, this may work as an incentive.

However, when comparing this with the other leadership strategies I used, I have concluded that this one had the least success. Often students did not perform the punishments correctly, and at times they did not perform them at all. This may have been because of the short period of time we had with the students or because we had yet to earn their respect or trust for this kind of leadership. The rewards needed to be more tangible for them so they would have more motivation to meet goals. I could use this in the future as it did meet the needs of some students, but it would have to be combined with other leadership principles that gave ownership to the students taking part so that the punishments would be completed.

The examples above relate to only part of what is required, and are just indicative.

Final grades will be decided using professional judgement based on a holistic examination of the evidence provided against the criteria in the Achievement Standard.

Level 3 Physical Education internal assessment resource

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