Cameron Rodgers 18381766

HSC Option 4: Improving Performance

Case Study Report

Subject HSC PDHPE

Module HSC Option 4: Improving Performance

Date distributed: Monday 28th April, Due date: Monday 10th June,
2019 2019
Assessment weighting: 20% of total course

Assessed Outcomes:
 H8 explains how a variety of training approaches and other interventions enhance
performance and safety in physical activity.
 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 Context:
Students are currently studying the HSC Option 4: Improving Performance module.
Throughout the module, students examine methods to physiological preparation and skill
development of athletes. This assessment task applies the knowledge and skills, students
have learnt, necessary to improve performance. Utilising learning activities and knowledge
from syllabus points, such as; types of training, training planning, training considerations
and ethical issues related to sport, all support in achieving the assessed outcomes and
the completion of this assessment.
Task Outline:
You have been appointed the head strength and conditioning coach for the professional
sporting team of your choice. Your task is to write a report, researching and investigating
the methods of physiological and skill development to improve performance. Your report
should be able to be applied to your chosen sporting team, in order to develop and further
improve their performance.

The report must include the following:

1) Examine at least two training types used in your chosen sport, to improve
performance. Provide examples.
2) Evaluate the elements that should be considered in a training session, in order to
improve performance. Provide examples
3) Appraise the ethical issues that are common within your chosen sport. Using,
reliable resources to communicate ideas and concepts.
4) Design a suitable training year that is applicable to your chosen sporting team, in
order to improve performance. Include; phases of competition, sub-phases,
peaking, tapering and sport specific sub-phases.

Your report should be presented in a logical, organised manner, utilising headlines. A

bibliography of sources used, should also be included.

Glossary of terms:
- Identify: Recognise and name

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- Examine: Inquire into

- Evaluate: Make a judgement based on criteria; determine the value of
- Design: Do or plan, with something specific in mind

Marking Criteria
Students will be assessed on their ability to:
 Identify training approaches that are utilised, in order to improve performance.

 Examine training approaches and elements that enhance the performance and safety
within physical activity.

 Gather and interpret information, to evaluate the ethical issues of drugs and technology
within a sport of their choosing.

 Design a training plan, selecting appropriate options to ensure the improvement of

performance, in a safe setting for a sport of their choosing.

Marking Rubric
Criteria A (High B (Distinction) C (Credit) D (Pass) Fail
Distinction) 15-17 marks 12-14 marks 9-11 marks 0-8 marks
18-20 marks
Examine at Accurate and Thorough Sound identification of Basic Incorrect
least two detailed examination of training types definition of definition of
training types examination of training types applicable to chosen training types training types
used in your training types applicable to sport. Sound applicable to applicable to
applicable to chosen sport. examples provided. chosen sport. chosen sport.
chosen sport. chosen sport. Relevant Basic No/incorrect
Provide Relevant and example examples examples
examples. (3 comprehensive provided. provided. provided.
marks) examples
provided.
Evaluate the Extensive Thorough Sound examination of Basic Limited/incorrect
elements that evaluation of evaluation of training session identification Identification of
should be training session training session elements, somewhat of training training session
considered in elements, in elements, in in relation to improving session elements, in no
relation to relation to performance. Sound elements, in relation to
a training improving improving examples provided. little relation improving
session, in performance. performance. to improving performance. No
order to Relevant and Relevant performance. examples
improve comprehensive examples Basic provided.
performance. examples provided. examples
Provide provided. provided.
examples. (4
marks)

Appraise the Strong and Thorough Sound evaluation of Basic Poor/incorrect

ethical explicit appraisal of ethical issues that are analysis of analysis of ethical
appraisal of ethical issues relevant to chosen ethical issues issues. Issues of
issues that ethical issues that are sport. Issues of drugs that are drugs or
are common that are relevant to and technology both relevant to technology not
within your relevant to chosen sport. included. Includes chosen sport. included. Includes
chosen chosen sport. Issues of drugs resources. Issues of poor/no
Issues of drugs and technology drugs or resources.
sport. Using, and technology both included. technology
reliable both included. Includes strong included.
resources to Includes strong resources. Includes
communicate resources. resources.
ideas and
concepts.
(5 marks)
Design a Accurate and Accurate Sound training year Suitably Poorly/incorrectly

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suitable detailed training training year selected. Includes selected selected training
training year year created. designed. most elements of training year. year. Includes
that is Includes all Includes most periodisation. Includes little to no
applicable to elements of elements of some elements of
periodisation. periodisation. elements of periodisation.
your chosen periodisation.
sporting team,
in order to
improve
performance.
(8 marks)

Teachers comments:

Positives:
_____________________________________________________________________________

Would be better if:

What you can do next time:

Student reflection:

1. What I did well?

2. What I could do better next time?

3. What I enjoyed in this assignment?

4. What I disliked in this assignment?

5. What changes would I make to the assignment?

_________________________________________________________________________________

Evaluation:

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Assessment is a vital and essential component of learning, that can be achieved in a formative or
summative manner. Jones, Stall & Yarbrough (2013), states that assessment in the senior years of
high school education is not only important for the reinforcement of learning but provides the essential
tools that can be taken into the outside world, post schooling. Within New South Wales (NSW), the
HSC is the ‘end point’ for many in the higher education system, thus assessment, progression and
results are imperative for students to achieve their superlative learning outcomes. “NSW schools are
taking more responsibility for their own performance, are subject to closer public scrutiny and are
finding new ways of improving student outcomes in a world of ever-more demanding standards”
(Smith, 2005, p. 42). The underlying principles of the statement by Smith (2005), in conjunction with
the HSC PDHPE syllabus, is what this evaluation will aim to observe and justify. The principles and
issues of; assessment design and feedback are raised, as well as the adjustments that can be
implemented in order to address these issues. This evaluation will also, ultimately aim in highlighting
the importance of assessment.

The method in which summative assessments are designed, dictates the level of cognition needed to
complete the task and ultimately influences the opportunities in which students are enabled to apply
their skills’ and knowledge. Fuenteabla (2011), states that assessment design is critical, not only to
adequately achieve learning objectives and curricula goals but also in developing students’ skills that
can be applied to post schooling life. The issue of assessment design is that teachers that have to
produce assessment tasks, especially for students who are in their final years of schooling, is the
quality of assessment created. It is important that the assessment must not only be related to the
learnt syllabus content but also present an opportunity for students to use the skills that could possibly
be applied in the outside world, post schooling. It has been found that higher quality assessments,
that not only utilise recall knowledge, but other higher order thinking skills, allow the easier transition
to post-school working life, as they are able to apply knowledge (Kochhar-Bryant & Izzo, 2006).
However, in Australia some teachers are still using ‘old-school’ principles when creating school-based
assessments for senior level students. Watt (2005), highlighted the practices of a senior mathematics
classes, within high schools in Sydney. He found that recall methods were most predominately used,
when teachers create assessment, which does not provide an adequate measure of student ability.
Highlighting the issue of assessment design is not only important to reflect on one’s teaching practice,
but to also indicate the importance that assessment has on students after they have finished their
schooling careers.

One approach to assessment design that can be utilised to employ higher order thinking skills and
also assist in the development of students’ knowledge and skills for post-school life, is Bloom’s
Taxonomy. Bloom’s Taxonomy is the hierarchical ordering of cognitive skills, that are applied to differ
learning aims by complexity and specificity (Krathwohl, 2002). The use of Bloom’s Taxonomy can be
utilised in teaching practices, within any teaching area, in order to create an assessment that
integrates knowledge and skills. Adams (2015), states that the use of the higher strands of Bloom’s
Taxonomy within assessment ensures the use of active learning and reasoning skills that would
otherwise be discarded when creating an assessment on just recall knowledge. Utilising the higher
strands of Bloom’s Taxonomy such as; analysing, evaluating and creating, all require higher order
thinking skills that are disregarded when just using the lowest strand of remembering. An example of
Bloom’s Taxonomy in action, is the assessment task created above. Whereby, the higher strands of
the PDHPE syllabus outcomes (NESA, 2012) are used, including the higher order tasks of; selecting,
devising and designing. In which students work their way through a variety of tasks, in relation to
syllabus outcomes, that require the higher strands of Bloom’s Taxonomy, in a progressive nature.
Doing so, challenges students to not just recollect knowledge but to apply it to situations. Eber &
Parker (2007), state that using the higher strands Bloom’s Taxonomy in assessment tasks, not only
applies higher order thinking skills but also places students in situations in which they may face after
their schooling life. Thus, directly addresses the issues that were previously raised of assessment
design and further highlighting the importance that assessment design quality has on students.

Feedback is a technique that can take place in many forms and is of the upmost importance, in regard
to any form of assessment, including summative assessment. Feedback is the process of relaying
information about one’s performance and/or processes of a task, either externally or internally, and
should aim to improve one’s skills’ and learnings’ (Ferguson, 2011). The use of both teacher-based
and student-based feedback is vitally important, as it allows students to better understand what they
did well in their work and what needs to improve for future assessments. When achieved correctly,

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feedback can also be utilised by students for other learning outcome within the key learning area. For
example, in the PDHPE syllabus (NESA, 2012), outcomes H10, 16 & 17 are used both in the
Improving Performance elective, as well as the Factors Affecting Performance Core. Giving students
adequate feedback for these outcomes can be utilised to further improve their learning experience in
other learning areas. Carless, Gordon & Liu (2006), also state that knowledge of results within
feedback, not only further improves students’ cognitive development but also has the opportunity aid
in emotional support if feedback is achieved correctly. Hence, feedback is an important factor within
assessment that should be noted to develop teacher’s skills and enhance students learning
experiences. Feedback should be achieved in a constructive, timely and meaningful manner
(Bayerlein, 2014), which is the issue that teachers face in terms of assessment feedback. Peterson &
Irving (2008), found that students in Australian and New Zealand schools, thought that the feedback
they received from assessments were negative and only pointed out mistakes, rather than giving
constructive criticism on where they went wrong and how they can fix the problems they made. This is
an issue, as students feel they are unable to use feedback to further progress their knowledge and/or
have an emotional understanding from feedback. Therefore, identifying the issue of incorrect
feedback further highlights its importance. Thus, emphasising the importance that assessment
achieved correctly has on students learning and wellbeing.

An approach that can be employed to improve the quality of feedback given to students, is the Hattie
& Timperley model of feedback. The Hattie & Timperley model of feedback includes different
circumstances and properties, that allow feedback to be ‘malleable’ to the situation, thus encouraging
student achievement and learning effectiveness on the individual level (Hattie & Timperley, 2007).
The Hattie & Timperley model of feedback can be applied to both formative and summative
assessments, within any key learning area. This is as the model includes a; task level, process level,
self-regulation level and a self-level. This allows feedback to be given in a manner that is not only
constructive and meaningful but also takes a student’s emotional state into consideration. Harris,
Brown & Harnett (2015), found that when the Hattie & Timperley model of feedback was applied into
both primary and high school education, students felt like; they were taken into consideration, they
knew what they did wrong but knew how they can fix it for next time and they were more
motivated/engaged after receiving this feedback. An example of the Hattie & Timperley model of
feedback can be observed in the assessment task created above. Feedback was set up in the
manner for potential progression, whereby both positive aspects and potential working areas of the
student’s work, were displayed in a meaningful, positive manner. Using this method not only outlines
positive and potential working areas for this assessment, but also gives an insight for areas to
improve or continue to perform for future syllabus outcomes. Also, the student’s thoughts were also
taken into consideration, in regards the assessment and their performance. This ultimately allows
students to take ownership over their work and in a constructive, emotionally supportive manner,
allows pupils to understand what they did/did not do well. Thus, encouraging engagement and hard
work, whilst supporting learning opportunities. This model directly addresses the issues regarding
feedback, that were raised previously. The Hattie and Timperley model also further highlights the
importance of proper assessment and feedback for higher school aged students.

In conclusion, it is clear to see the importance that assessment has on both students learning
progression, as well as their emotional wellbeing. The reasoning behind Smith’s (2005), quote is to
highlight and ensure proper assessment practices, as well as highlighting already outstanding issues,
in relation to assessment autonomously. This evaluation achieved identifying principles and issues,
that Smith was eluding to, whilst relating to the PDHPE syllabus. This was accomplished by
identifying the issues of assessment design and feedback and highlighting approaches to improve the
quality of assessment, through evidence-based models. This new-found knowledge of assessment
issues and approaches can be utilised in informing and improving one’s teaching practice. Thus,
ensuring that student well-being and learning is held in the upmost manner.

Words: 1542

References:

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