Year 9 PDHPE - Criteria D – Reflecting and Improving Performance – Semester

One 2021
You will need to explain and self-evaluate your performance and overall application during PDHPE in
Semester One, 2021. Points of reference which need to be considered and reflected upon are:

1. Overall, how would you rate your participation during the SEPEP unit?
2. How well did I perform my individual role? Did I complete tasks efficiently? Was I self motivated?
3. What skills have I developed during SEPEP, specifically working as part of a team?
4. What improvements did I make to my sport specific skills and knowledge? What areas need further
improvement? What can I do to facilitate this improvement in the future?
5. What has been my favourite part of this unit? What would you change?

This task requires you to complete a 400 - 500 word written response to the above, using Calibri size 12
font only.

It is not a recount or a summary. You need to explain and evaluate, providing examples, justifications and
evidence. You should also think about reflecting on why things went as they did and how you should and
could have improved.

Complete your response in the text box below. Continue on to the following page as required.

InThroughout
basketball, some skillsunit,
the SEPEP I improved
I wouldonsaywere my catching
my overall skills. I think
participation before
was very this tournament, I always
good.
focused on my throwing skills, however, I realised in order to be really good
I can justify this by the fact that at the end of the term, my performance had improved, at the game, and be able
proving thattomy
help my team, I needed to improve on my catching
participation in the PDHPE course had been very good. skills, as well as intercepting.
An example is the last game of the term. The grade played Oz-tag, and while the team I was playing on
Playing a team
may have lost,sport
I wasrequires you to
still content have
and a form
happy withofmy
communication
participation in with
theyour
game.team at all atimes.
I scored try, the first
For example, during oz-tag, my team’s form of
one of the game, proving I was participating very well. communication was winking, a way of communicating
with
Outeach
of a other without
10, I would ratethe myopposing teamaknowing.
participation TheI think
9, because rest ofthere
the team
were needed to understand
a few times what
in which I could’ve
you were saying, and act based on that.
participated more, especially whilst doing activities that I didn’t particularly enjoy.

My favourite part
Participating of this
in class unit
also has been
helped preparing
improve for the
my sport basketball
related tournament.
skills. These I enjoy
skills were playing
mainly team skills, so
basketball and practising with my team was a very enjoyable experience. We practised shooting,
actively participating would be mandatory. An example of the skills I learned include shooting, dribbling,
gradually making our
communicating well,way
etc.down the court, we practised dribbling as well.

Something
I performedthatmyI would change
individual roleingood.
the SEPEP course would be that there are more activates that relate
toI our
can tournament as that in
justify this because would help sometournament,
the basketball people bettermy understand thecaptain
role was the rules ofofbasketball.
the team, Iand
would
our
also
teamchange the umpire to aon
was well-organised teacher
the day.as II completed
noticed thatmy
very
taskfew people very
of making sure actually
no one onlistening to the
my team was
student
playingumpire.
unfair, cheating, etc. The evidence of this is even though the opposing team was playing unfair
at times (resulting in a few team members getting hurt, including myself) we continued to play fair.
I think I was self-motivated as throughout the game, I made sure I was constantly encouraging myself to
keep going.
An evidence of this is that even when the opposing team had more scores, I still kept playing my
strengths, and doing my bit to help the team.

During SEPEP, I have learned a few skills and team techniques. These skills are mainly team skills, as
throughout term 1, the games that were played were team sports, such as basketball, oz-tag, etc.
The team working skills I developed include communication and understanding. These skills proved to
be very important in the unit.
AIA Kellyville – Challenge Accepted – Grade 9 – MYP Yr. 3 – Task Outline & Assessment Criteria – 2020
 Challenge Accepted – Criteria D Marking Rubric – MYP Yr. 3 – Grade 9 – 2020
Achievement MYP Level Descriptor
Level Criteria D – Reflecting & Improving
Performance
The student does not reach a standard
described by any of the descriptors below.
0
The student:
i. identifies strategies that enhance
interpersonal skills
1–2 ii. lists goals to enhance performance
iii. summarizes performance
The student:
i. identifies and demonstrates strategies
that enhance interpersonal skills
3–4 ii. identifies goals to enhance
performance
iii. outlines and summarizes
performance.
The student:
i. outlines and demonstrates strategies
that enhance interpersonal skills
ii. identifies goals and applies strategies
5–6 to enhance performance
iii. outlines and evaluates performance.
The student:
i. describes and demonstrates strategies
that enhance interpersonal skills
ii. outlines goals and applies strategies to
enhance performance
7–8
iii. explains and evaluates performance.
Command Terms
Limited: The student provides a basic, below stage appropriate response.
Sound: The student provides an at stage appropriate response.
AIA Kellyville – Challenge Accepted – Grade 9 – MYP Yr. 3 – Task Outline & Assessment Criteria – 2020
Task Specific Indicators
The student does not reach a standard
described by any of the descriptors below.
You:
- Provide a limited explanation and
evaluation of your plan and overall
performance.
- None or one of the points outlined above
within the task instructions are addressed
at a limited level.
- Limited or no discussion on goals and
how they assisted in improving /
achieving objectives.
You:
- Provide a sound explanation and
evaluation of your plan and overall
performance.
- One or two of the points outlined above
within the task instructions are addressed
at a sound level.
- Sound discussion on goals and how they
assisted in improving / achieving
objectives.
You:
- Provide a well-developed explanation
and evaluation of your plan and overall
performance.
- Three or four of the points outlined
above within the task instructions are
addressed at a well-developed level.
- Well-developed discussion on goals and
how they assisted in improving /
achieving objectives.
You:
- Provide a highly-developed explanation
and evaluation of your plan and overall
performance.
- All of the points outlined above within
the task instructions are addressed at a
highly-developed level.
- Highly-developed discussion on goals
and how they assisted in improving /
achieving objectives.
Well-Developed: The student provides a very good and stage appropriate response.
Highly-Developed: The student provides an excellent, above stage appropriate response.

Term Definition
Analyse Break down in order to bring out the essential elements or structure.
To identify parts and relationships, and to interpret information to
reach conclusions
Apply Use knowledge and understanding in response to a given situation
or real circumstances
Construct Display information in a diagrammatic or logical form
Demonstrate Prove or make clear by reasoning or evidence, illustrating with
examples or practical application
Describe Give a detailed account or picture of a situation, event, pattern or
process
Design Produce a plan, simulation or model
Evaluate Assess the implications and limitations; make judgments in relation
to selected criteria
Explain Give a detailed account
Identify Provide an answer from a number of possibilities
Investigate Observe, study, or make a detailed and systematic examination, in
order to establish facts and reach new conclusions
Justify Give valid reasons or evidence to support and answer or conclusion
List Give a sequence of brief answers with no explanation
Outline Give a brief account
Recall Remember or recognize from prior learning experiences
Solve Obtain the answer(s) using appropriate methods
State Give a specific name, value or other brief answer without
explanation or calculation
Suggest Propose a solution, hypothesis or other possible answer
Summarize Abstract a general theme or major point(s)

AIA Kellyville – Challenge Accepted – Grade 9 – MYP Yr. 3 – Task Outline & Assessment Criteria – 2020