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  • Formative Task 1 - Netball Rules Roles G9

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    The document provides instructions for a netball written test. It includes diagrams labeling the 7 positions on a netball court and asks students to: 1) Identify the positions using a word bank 2) Explain the roles and responsibilities of 3 positions 3) Answer multiple choice questions about netball rules.

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    1._Formative_Task_1_-_Netball_Rules___Roles__G9__

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    The document provides instructions for a netball written test. It includes diagrams labeling the 7 positions on a netball court and asks students to: 1) Identify the positions using a word bank 2) Explain the roles and responsibilities of 3 positions 3) Answer multiple choice questions about netball rules.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    17 views3 pages

    Formative Task 1 - Netball Rules Roles G9

    Uploaded by

    dotcomtwitter16
    The document provides instructions for a netball written test. It includes diagrams labeling the 7 positions on a netball court and asks students to: 1) Identify the positions using a word bank 2) Explain the roles and responsibilities of 3 positions 3) Answer multiple choice questions about netball rules.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    of 3

    Formative 1: Netball Written Test

    You will produce a written feedback explaining rules and the different type of roles you can undertake for
    Netball.

    1. Identify each netball position on the diagram using the word bank given.

    Centre C
    Goal Attack GA
    Goal Shoot GS
    Goal Defence GD
    Goal Keeper GK
    Wing Attack WA
    Wing Defence WD

    2.
    Explain the roles of 3 of the positions identified above.
    Things to talk about include responsibilities and where they can move on the court
    i)

    ii)

    iii)
    3. Rules and regulations of Netball.
    How long can you hold the ball for?

    When a point is scored how is the game restarted?

    How far away must you be from a player with the ball?

    How far away must you be from a player without a ball?

    What happens if you give away a penalty?

    Can you throw the ball from one end to the other? Why or why not?
    Criterion A: Knowing and Understanding
    The students will be able to:
    i. explain physical and health education factual, procedural and conceptual knowledge
    ii. apply physical and health education knowledge to analyse issues and solve problems set in familiar and unfamiliar situations
    iii. apply physical and health terminology effectively to communicate understanding.

    Level Level Descriptor Indicators

    0 The student does not reach a standard described by You do not meet any of the indicators below.
    any of the descriptors below.

    1-2 The student: You:


    i. states physical and health education factual, i. state formal and informal roles in sports.
    procedural and conceptual knowledge ii. apply knowledge to investigate how roles
    ii. applies physical and health education knowledge to affect participation, success, strategies and
    investigate issues and suggest solutions to problems tactics in familiar situations to suggest
    set in familiar situations solutions.
    iii. applies physical and health terminology to iii. apply specific terminology to communicate
    communicate understanding with limited success. understanding with limited success.

    3-4 The student: You:


    i. outlines physical and health education factual, i. outline formal and informal roles in sports.
    procedural and conceptual knowledge ii. apply knowledge to analyse how roles affect
    ii. applies physical and health education knowledge to participation, success, strategies and tactics in
    analyse issues and to solve problems set in familiar familiar situations to solve problems.
    situations iii. apply specific terminology to communicate
    iii. applies physical and health terminology to understanding.
    communicate understanding.

    5-6 You:
    The student: i. identify formal and informal roles in sports.
    ii. apply knowledge to analyse how roles affect
    i. identifies physical and health education factual, participation, success, strategies and tactics in
    procedural and conceptual knowledge familiar and unfamiliar situations to solve
    ii. applies physical and health education knowledge to problems.
    analyse issues and to solve problems set in familiar iii. apply specific terminology consistently to
    and unfamiliar situations communicate understanding.
    iii. applies physical and health terminology
    consistently to communicate understanding.

    7-8 The student: The student:


    i. explain in detail, formal and informal roles in
    i. explains physical and health education factual, sports.
    procedural and conceptual knowledge ii. apply knowledge to analyse how roles affect
    ii. applies physical and health education knowledge to participation, success, strategies and tactics in
    analyse complex issues and to solve complex familiar and unfamiliar situations to solve
    problems set in familiar and unfamiliar situations complex problems.
    iii. applies physical and health terminology iii. apply specific terminology consistently and
    consistently and effectively to communicate effectively to communicate understanding.
    understanding.

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