Physical Education Level 1
NCEA Achievement Standards
Physical Education Level 1 NCEA Achievement Standards
Assessment resource for use with the coaching or teaching of
football/futsal in schools
PHYSICAL EDUCATION LEVEL 1
Assessment activity for Achievement Standard 90964 (1.3)
3 credits
Demonstrate quality movement in the performance of a
physical activity
“Football/Futsal in action”
This resource has NOT been quality assured by NZQA and should be subjected
to the schools internal moderation procedures before use.
It may also need to be modified to meet the learning needs of the school’s
students and to ensure authenticity.
2
Physical Education Level 1 - NCEA Achievement Standards
The Student Assessment Activity for ASPE 90964 (1.3)
Credits: 3
The Student Assessment Activity for
ASPE 90964 (1.3)
Demonstrate quality movement in the performance of a
physical activity
Credits: 3
Introduction
The assessment criteria for this standard
Achievement
Demonstrate quality
movement in the performance
of a physical activity.
Achievement with Merit
Achievement with Excellence
Consistently demonstrate
quality movement in the
performance of a physical
activity.
Consistently demonstrate
high quality movement in the
performance of a physical
activity.
1.
2.
3.
4.
This assessment activity requires you to demonstrate quality movements when participating in games of football/futsal.
You will play in at least four games,
You will use a self-assessment sheet to assess your quality of movement (refer to Resource A).
Your teacher will observe you during the teaching and learning programme, and will assess you on your ability to
consistently demonstrate high quality movement when playing football (according to the criteria outlined on the selfassessment sheet).
5. This observation may be a live observation or a recorded one.
Task
Participate in at least 4 games of football/futsal games. (They do not have to be full games of football/futsal and can be
modified games. Although you might like to use a full game as part of your self-assessment).
Use the self-assessment sheet (Resource A) to self-assess your performance.
The five areas you need to consider are:
• movement off the ball,
• ball skills,
• defensive skills
• offensive skills
• team play.
For each of these areas, tick the appropriate box that best indicates your performance in the game. The 4 games could be
full football/futsal games or modified games.
The 4 games could be full football/futsal games or modified games. These games could be observed in:
• A physical education class
• A coaching session
• A school and or club game
• A combination of the above
3
4
Student name: ____________________________
Physical Education Level 1 - NCEA Achievement Standards
Ball skills
Movement off the
ball
SKILL/STRATEGY
Self
Teacher
Does not
demonstrate
Self
Teacher
Does not
demonstrate
• Consistently dribbles effectively
under pressure and can beat
an opponent
• Can kick the ball with both feet
• Uses a variety of passes in a
game
• Consistently anticipates play
and positions self accordingly
• Consistently moves into new
position following a pass
• Gets into an open space to
receive the ball
• Uses effective footwork and
dribbling in practice
• Can control the ball
• Passes accurately in an open
situation
Merit
Achieved
EVIDENCE
• Dribbling shows a change of
pace and student can dribble
with both feet with control and
accuracy
• Consistently evades defenders
using deception on the ball
• Always looks to get into space
for possession
• Moves quickly into position
• Consistently creates angles
• Consistently shows accurate
timing
• Consistently creates own space
through movement
Excellence
For each of the five areas, place a tick in the square that best indicates the performance in the game. Note there are four opportunities to assess yourself.
SELF-ASSESSMENT SHEET FOR FOOTBALL
RESOURCE A (adapted from the TKINCEA resources website)
Physical Education Level 1 NCEA Achievement Standards
The Student Assessment Activity for ASPE 90964 (1.3)
5
Overall
performance
Team play
Offensive skills
Defensive skills
SKILL/STRATEGY
Self
Teacher
Does not
demonstrate
Self
Teacher
Does not
demonstrate
Self
Teacher
Does not
demonstrate
Self
Teacher
Does not
demonstrate
• Demonstrates quality
movement in the performance
of the game.
• Demonstrates a contribution
to team play
• Consistently demonstrates
quality movement in the
performance of the game.
• Consistently demonstrates
contribution to team play
• Can shoot and hit a target
• Can beat a player and then
pass or shoot
• Consistently tackles effectively
and frequently wins the ball
• Consistently shows awareness
of the position of opposition
players and moves to limit their
options
• Looks to slow the attacker and
gets between the player and
the goal
• Attempts to take the ball from
the attacker
• Passes with power and
accuracy
Merit
Achieved
EVIDENCE
• Consistently demonstrates
high quality movement in the
performance of the game.
• Consistently demonstrates a
high level of contribution to
team play
• Uses a range of passes
• Can find a player in a strong
position and pass the ball to them
• Consistently passes accurately
and rarely loses possession
• Quick to move the ball into a
strong position
• Consistently tackles effectively
and wins the ball
• Is strong on defence and
consistently prevents an
attacker from passing or
shooting
Excellence
6
Date:
Date:
Physical Education Level 1 - NCEA Achievement Standards
The student consistently demonstrates high
quality movement in the performance of a
physical skill.
For each strategy/skill, the student has
consistently demonstrated a high level of
quality movement for most of the established
criteria.
For each strategy/skill, the student has
consistently demonstrated a sufficient level of
quality movement for most of the established
criteria.
Evidence/Judgements for
Achievement with Excellence
The student consistently demonstrates
quality movement in the performance of a
physical skill.
Evidence/Judgements for
Achievement with Merit
Excellence
Merit
Achieved
Not achieved
Overall Judgement:
Final grades will be decided using professional judgement based on a holistic examination of the evidence provided against the criteria in the Achievement Standard.
For each strategy/skill, the student has
demonstrated a sufficient level of quality
movement for most of the established
criteria.
The student demonstrates quality movement
in the performance of a physical skill.
Evidence/Judgements for
Achievement
Assessment schedule: Physical Education 90964 Football/Futsal in action
Teacher: (Sign)
Student: (Sign)
Physical Education Level 1 NCEA Achievement Standards
The Student Assessment Activity for ASPE 90964 (1.3)
Physical Education Level 1 NCEA Achievement Standards
Teacher Resource for Assessment Activity ASPE 90964 (1.3)
Credits: 3
Teacher Resource for Assessment Activity
ASPE 90964 (1.3)
Demonstrate quality movement in the performance of a
physical activity
Credits: 3
Context/setting
This assessment activity requires students to demonstrate quality movement when participating in at least four games of
football/futsal.
Conditions
Where possible, structure the teams and competition to allow every player to demonstrate their ability in the context of a
game. At prescribed intervals, give feedback to students in terms of the skills they currently possess and identify areas
for improvement. The four student self-assessments could be organised with one at the start of the teaching and learning
programme, two during the programme, and one as the programme ends.
The 4 games could be full football/futsal games or modified games
These games could be observed in:
• A physical education class
• A coaching session
• A school and or club game
• A combination of the above
A teacher may choose to work in collaboration with a coach or other football/futsal official however the teacher has the
ultimate responsibility for the assessment and needs to ensure that assessment is reliable, valid and fair to all participants.
Resource requirements
Football equipment and access to the playing fields.
Additional information
7
Physical Education Level 1 NCEA Achievement Standards
Assessment resource for use with the coaching or teaching
football in schools
PHYSICAL EDUCATION LEVEL 1
Assessment activity for Achievement Standard 90966 (1.5)
4 credits
Demonstrate interpersonal skills in a group and explain how
these skills impact on others
Using interpersonal skills to coach a Football or
Futsal group or team
This assessment activity has been written to assess students who are working
with young people in a football or futsal context.
This resource has NOT been quality assured by NZQA and should be subjected
to the schools internal moderation procedures before use.
It may also need to be modified to meet the learning needs of the school’s
students and to ensure authenticity.
8
Physical Education Level 1 - NCEA Achievement Standards
The Student Assessment Activity for ASPE 90966 (1.5)
Credits: 4
Student Assessment Activity for
ASPE 90966 (1.5)
Demonstrate interpersonal skills in a group and explain how these skills
impact on others
Credits: 4
Introduction
The assessment criteria for this standard
Achievement
Demonstrate interpersonal
skills in a group and explain
how these skills impact on
others.
Achievement with Merit
Achievement with Excellence
Consistently demonstrate
interpersonal skills in a group
and explain how these skills
impact on others.
Effectively demonstrate
interpersonal skills in a group
and explain how these skills
impact on others.
This assessment activity requires you to demonstrate interpersonal skills as you work with your Football/Futsal group or team.
You will do this as you work to improve their performance. You will be assessed on:
1. Your ability to effectively demonstrate (use) interpersonal skills
2. Your explanation of how these interpersonal skills impact on others. Your explanation could be part of your coaching journal/
log/blog/video diary etc.
Task 1. Demonstrate your interpersonal skills
1. Choose at least 2 interpersonal skills that you think are best to use with your athlete or team and that you would like your
teacher to assess you on.
2. Let your teacher/assessor know what your chosen interpersonal skills are
3. Demonstrate your use of the interpersonal skills (at least 2) as you work with or coach your football/futsal group or team
Your teacher will observe you, at least 4 times (possibly more), as you take your sessions.
4. The teacher will record their observation using a coding system. ND for not demonstrated, D for demonstrated and ED for
effectively demonstrated. They will use this information to decide whether you are working at an achieved level, merit level
or excellence level.
Task 2. Explaining the impact of the use of the interpersonal skills on others
You will explain how the use of the interpersonal skills impacted on the group or team.
1. Set up a template (See the template below as an example) for your coaches journal/log or blog.
2. Complete a reflective entry in your coaches journal/log or blog once a week (or at times that mean you will complete at least
4 entries) as you coach your athlete or team. AND/OR your teacher could ask you these questions in an oral assessment
3. In each entry, think about how your use of interpersonal skills is impacting on your athlete or team. How is it affecting them
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Physical Education Level 1 NCEA Achievement Standards
The Student Assessment Activity for ASPE 90966 (1.5)
4. Consider what you are hoping to achieve by using the interpersonal skills and decide whether or not it has worked. Use
specific situations and examples of how you used your chosen interpersonal skills as you think about what affect your use
of the interpersonal skills had.
5. You might want to consider the following questions as you think about the impact of your use of the interpersonal skills
• What were the positive impacts on the team of your applying your interpersonal skills and how do you know they were
positive? Why do you think this happened? What did you do that made it work?
• Were there any negative or unintended impacts on the team of your applying your skills and how did you know? Why do you
think this happened?
• What could you do to improve your use of interpersonal skills to ensure that these have a positive impact on the team in
future?
Sentence starters that could be used to explain how the use of interpersonal skills impact on others.
• The interpersonal skill I used was …..
• This is how I used the interpersonal skill ..
• I used this interpersonal skill because I hoped it would help my athlete/the team to….
• It worked OK/well/Really well or It did not work that well
• I know this because…..
• I will keep using this interpersonal skill because….
• OR
• I will change how I am using this skill in the following way………… because ….
• OR
• I will use another interpersonal skill because…
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Physical Education Level 1 - NCEA Achievement Standards
11
The student consistently demonstrates at least 2
interpersonal skills at least 4 times that impact on
others. Consistency will be assessed across the
activities. These may include:
• effective communication
• cooperation
• giving and receiving feedback, and feed-forward
• acceptance of diversity
• supporting and encouraging others
• inclusiveness
• problem solving
• negotiation
• conflict resolution.
Evidence should be collected over time.
See Resource A in the Teacher Resource section
The student makes ongoing reflections that explain
how interpersonal skills impacted on others (see
examples from Achieved that are at the correct level to
contribute to Merit).
Over the unit of work, the student demonstrates at
least 2 interpersonal skills at least 4 times that impact
on others. These may include:
• effective communication
• cooperation
• giving and receiving feedback, and feed-forward
• acceptance of diversity
• supporting and encouraging others
• inclusiveness
• problem solving
• negotiation
• conflict resolution.
The student makes ongoing reflections that explain
how interpersonal skills impacted on others.
Evidence is provided in the student’s diary entries.
It seemed to work a lot better as the team got into the
activity more quickly and did not ask me a whole lot of
questions before we started. The one thing I did have to
be clearer on was the words “defined space” so I changed
that by showing them the cones and how they made the
boundary as I told them to spread out
I knew it had worked because they were doing the activity
as I had imagined I, they were not mucking around and
they were quickly into doing something and ont sitting for
too long.
I used the “How to play” instructions from the Football
in schools book and wrote them on my session planner
and practised saying them trying not to add any more
information.
Example: Today I worked on clarity of communication
when giving instructions. Last week the team had seemed
a bit confused when I explained the activity I wanted them
to do and we spent too much time sitting around while I
explained the activity.
Evidence should be collected over time.
See Resource A in the Teacher Resource section
EVIDENCE/JUDGEMENTS FOR
ACHIEVEMENT WITH MERIT
EVIDENCE/JUDGEMENTS FOR
ACHIEVEMENT
The student makes ongoing reflections that explain
how interpersonal skills impacted on others (see
examples from Achieved that are at the correct level to
contribute to Excellence).
The student effectively demonstrates at least 2
interpersonal skills, at least 4 times that impact on
others, i.e. the student uses interpersonal skills in a
perceptive manner and does not rely on the teacher for
direction. These will be consistently demonstrated (as
for Merit). These may include:
• effective communication
• cooperation
• giving and receiving feedback, and feed-forward
• acceptance of diversity
• supporting and encouraging others
• inclusiveness
• problem solving
• negotiation
• conflict resolution.
Evidence should be collected over time.
See Resource A in the Teacher Resource section
EVIDENCE/JUDGEMENTS FOR
ACHIEVEMENT WITH EXCELLENCE
Assessment schedule: Physical Education 90966 (1.5) Using interpersonal skills to coach a Football or Futsal group or team
Physical Education Level 1 NCEA Achievement Standards
Student Resource to Support the Assessment Activity for ASPE 90966 (1.5)
Credits: 4
Student Resource to Support the Assessment Activity for
ASPE 90966 (1.5)
Demonstrate interpersonal skills in a group and explain how these skills
impact on others
Credits: 4
What do you need to do for the standard?
Read the requirements of the standard. This can be found at
http://www.nzqa.govt.nz/ncea/assessment/search.do?query=Physical+Education&view=achievements&level=01
Scroll down to 90966 (also known as ASPE1.5) Demonstrate interpersonal skills in a group and explain how these skills
impact on others
The assessment criteria for this standard
Achievement
Demonstrate interpersonal
skills in a group and explain
how these skills impact on
others.
Achievement with Merit
Achievement with Excellence
Consistently demonstrate
interpersonal skills in a group
and explain how these skills
impact on others.
Effectively demonstrate
interpersonal skills in a group
and explain how these skills
impact on others.
The information below has been adapted from the explanatory notes from the standard (AS 90966 EN2)
The difference between achieved, merit and excellence is in how well AND how consistently you demonstrate/use
the interpersonal skills.
You will also need to explain HOW and WHY the skills impact on others
As you use these interpersonal skills you will need to think about how well you are using the skills. You will need to do this
over a period of time and to think about how your interpersonal skills are impacting on others
Demonstrate means that you will need to
• Use AT LEAST 2 interpersonal skills over a period of time. Your teacher will need to observe you use the interpersonal
skills AT LEAST 4 times.
Consistently demonstrate means
• Maintaining a high standard in the demonstration of these skills that varies little throughout the unit(s) of work.
(This means that you are using the interpersonal skill at the same level over the 4 different times. You have not had one
sessions where you have used them really well and then the next couple of sessions you have not used them that well.)
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Physical Education Level 1 - NCEA Achievement Standards
What is a high standard?
A high standard will be dependent on the interpersonal skill and the context in which it is being used. This is a discussion
that could be had between teacher/assessor and student as they develop a common understanding of interpersonal skills,
how and why they are used AND what it might look like or sound like when they are being used and what that might mean
for the students in the group or team.
E.g A high standard of effective communication could include how clear your instructions are,, checking that the message
received was the intended message by asking a student to tell you what you have asked them to do and /or that the athlete
or team can follow the instruction you gave.
EFFECTIVELY DEMONSTRATE means
• You will use your identified interpersonal skills in a perceptive manner and not be reliant on the teacher for direction.
(Adapted from 90966 EN2)
(This means that you are able to self-monitor how your use of the interpersonal skill is going and make changes as you go
(if necessary) and not be reliant on someone else to tell you that you need to change or do it differently)
What INTERPERSONAL SKILLS can I use?
The following are examples of interpersonal skills that you could use. (you can also use others if they are not in this list but
discuss them with your teacher before using to see if they fit the criteria)
• effective communication
• cooperation
• giving and receiving feedback, and feed-forward
• acceptance of diversity
• supporting and encouraging others
• inclusiveness
• problem solving
• negotiation
• conflict resolution
How do I explain the impact that the use of the interpersonal skills had on others
• You will need to explain how the interpersonal skills are or have impacted on your group or team. What effect did they
have? Did the use of the interpersonal skills make it easier for your group or team, harder, bit of both AND why?
• It would be useful to explain how you might have changed how you used the interpersonal skills as you were working with
the group or team as well as thinking about what happened at the end of your session.
EXPLAIN means to
• give reasons of how and why the interpersonal skills impacted on others. To do this, you must first demonstrate them, use
ongoing reflection and make appropriate adaptations to them
IMPACT ON OTHERS could include
(you can also use others if they are not in this list)
•
improved group or team performance
•
more cohesiveness i.e. the groups works better together
•
shared understanding of what the goal is and the plan to reach it
•
improved success
•
increased enjoyment
•
better communication
•
quality of teamwork
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Physical Education Level 1 NCEA Achievement Standards
Teacher Resource to Support the Assessment Activity for ASPE 90966 (1.5)
Credits: 4
Teacher Resource to Support the Assessment Activity for
ASPE 90966 (1.5)
Demonstrate interpersonal skills in a group and explain how these skills
impact on others
Credits: 4
Teachers need to be very familiar with the outcome being assessed by Achievement Standard Physical Education 90966
(1.5). The achievement criteria and the explanatory notes contain information, definitions, and requirements that are crucial
when interpreting the standard and assessing students against it. The standard can be found at
http://www.nzqa.govt.nz/ncea/assessment/search.do?query=Physical+Education&view=achievements&level=01
Context/setting
This activity requires students to demonstrate interpersonal skills when coaching/teaching Football and or Futsal sessions to
a group or team. The students are expected to reflect on how their use of interpersonal skills affected (impacted on others)
the athlete (s) or team members and how they (the student) adapts and changes how they use their interpersonal skills if
and when necessary.
Students must demonstrate at least 2 interpersonal skills, at least 4 times AND use ongoing reflection to explain how the
use of the interpersonal skills impacted on others. The purpose for ongoing reflection is to get students to consider what is
working and what might need adapting before they finish their coaching.
Conditions
You will need to provide opportunities for students to develop interpersonal skills in a coaching/teaching setting and to see
how their use of interpersonal skills impact on others.
Students will need multiple opportunities to demonstrate their interpersonal skills. They will need to identify at least 2
interpersonal skills they will be using.
Teachers will collect evidence of student use of interpersonal skills by observation. There should be at least 4 recorded
observations (See Resource A for an example of an evidence collection sheet or teachers/assessors can develop their own.)
Students will need to use ongoing reflection to explain how the use of the interpersonal skills impact on others. Examples
of how they can do this are as follows
• Coaching diaries/journals
• Blogs
• Video diaries
Resource requirements
New Zealand Football (2012) ASB Football in School
New Zealand Football (2012) ASB Futsal in School
SportNZ (2012)Growing Coaches
http://www.sportnz.org.nz/en-nz/young-people/Growing-Coaches/Growing-Coaches-Resources/
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Physical Education Level 1 - NCEA Achievement Standards
Growing coaches programme guide
• Developing effective sessions page 29
• Skill Learning 30 – 32
• Games approach Pages 33 – 34
Growing coaches Journal
• Activity 7 Pages 20 – 21
• Activity 8 Page 22
• Delivering great coaching sessions Pages 28 - 40
Additional information
This assessment activity could be linked to assessment of Physical Education Achievement Standard 90967 (1.6)
Demonstrate strategies to improve the performance of a physical activity and describe outcomes. The assessment activity
written for this achievement standard is Improving football/futsal for groups or teams
If both standards are being assessed the evidence could be captured from the same coaching journal/log/blog as long as
they both include requirements for both standards, i.e. 1.5 and 1.6
15
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Physical Education Level 1 - NCEA Achievement Standards
3
2
1
3
2
1
3 e.g. Problem solving
2 e.g. Cooperation
1 e.g. Communication
Interpersonal skills
for observation
ND
Use a • (date)
D
ED
ND: Not demonstrated; . D: Demonstrated; CD: Consistently Demonstrated
ED: Effectively demonstrated
Teacher to make judgement on student’s level of performance on a continuum.
Overall
level
NA/A/M/E
Final grades will be decided using professional judgement based on a holistic examination of the evidence provided against the criteria in the Achievement Standard.
Students must have demonstrated the 2 interpersonal skills at LEAST 4 times for each of the interpersonal skill
This continuum should be filled in over time. A one off mark is not appropriate. The final judgement is made after collecting all practical evidence, to show whether
interpersonal skills have been demonstrated, consistently demonstrated, or effectively demonstrated.
Name
Resource A: Sample teacher recording sheet for demonstration of student use of interpersonal skills
Physical Education Level 1 NCEA Achievement Standards
Teacher Resource to Support the Assessment Activity for ASPE 90966 (1.5)
17
Physical Education Level 1 NCEA Achievement Standards
Assessment resource for use with the coaching or teaching
football in schools
PHYSICAL EDUCATION LEVEL 1
Assessment activity for Achievement Standard 90967 (1.6)
3 credits
Demonstrate strategies to improve the performance of a
physical activity and describe the outcomes
“Improving football/futsal for groups or teams”
This assessment activity has been written to assess students who are working
with young people in a football or futsal context.
This resource has NOT been quality assured by NZQA and should be subjected
to the schools internal moderation procedures before use.
It may also need to be modified to meet the learning needs of the school’s
students and to ensure authenticity.
18
Physical Education Level 1 - NCEA Achievement Standards
The Student Assessment Activity for ASPE 90967 (1.6)
Credits: 3
The Student Assessment Activity for
ASPE 90967 (1.6)
Demonstrate strategies to improve the performance of a physical activity
and describe the outcomes
Credits: 3
Introduction
Assessment criteria. Demonstrate strategies to improve performance of a physical activity and describe the outcomes
Achievement
Demonstrate strategies to
improve the performance of a
physical activity and describe
the outcomes.
Achievement with Merit
Achievement with Excellence
Demonstrate strategies to
improve the performance of a
physical activity and describe,
in depth, the outcomes.
Demonstrate strategies to
improve the performance of a
physical activity and describe,
comprehensively, the outcomes.
This assessment activity requires you to coach/teach a group or team with the aim of them improving their performance in
football/futsal. You will need to demonstrate and describe, comprehensively, the outcome of the strategies you used to
improve performance.
You will need to find out what the athlete/s or team can already do and what they would like to work on, (This can be decided
as a group following observation and discussion with you and them) then choose strategies that will best help.
The assessment will take place over _____ weeks.
Your teacher will specify a due date for completion of your assessment work.
You will be assessed on how well you demonstrate strategies to improve the performance of a physical activity, and your
comprehensive description (evaluation) of how well the application of the strategies did or did not result in performance
improvement.
Task 1
1. Following observation and discussion with your group or team select relevant strategies that you will use with the aim of
improving performance in your selected context.
One strategy that you will use has to be technique. For football or futsal this could include; dribbling, turning, passing,
shooting.
Remember
For purposes of this assessment, technique is a requirement however remember that both football and futsal techniques “are
progressively introduced and developed in motivational games based environments.” ( ASB Football in Schools resource
p.22 and ASB Futsal in Schools resource p.22)
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Physical Education Level 1 NCEA Achievement Standards
The Student Assessment Activity for ASPE 90967 (1.6)
Other strategies could be but are not limited to any of:
• quality of practice
• type of practice
• amount of practice
• knowledge of tactics and strategies
• levels of related fitness
• level of motivation
• goal setting
• Other strategies that are agreed upon between you and your teacher
2. Let your teacher/assessor know which other strategy (ies) you will be using to improve performance.
3. Your teacher will observe you using (demonstrating) the strategies you have chosen to improve your performance and
may ask you questions about why you are using the strategies, how you are using them and how well they are working or
not working as the case may be)
4. Your teacher may record your answers or ask you to record them in your coaching journal/log/blog or both.
5. During your programme, you will have at least 3 opportunities to do this so that you can modify or change your strategies
if needed.
Evaluating (Describing comprehensively) the outcomes.
Along with your own observations and reflection, talk with your group or team and ask them what is working for them and
what is not.
There are three ways that you could provide evidence for the second part of the standard when you will need to describe
comprehensively (evaluate) the outcomes.
1. Your teacher could ask you questions as you are taking your sessions about what you are doing, why you are doing it and
how well it is working. Your teacher will record your replies by either writing down your answers or recording them.
2. You could use your coach journal/diary/blog to record your thinking about what you are doing, why you are doing it and
how well it is working.
3. Or a combination of both
Below are some questions your teacher may ask you as you use your selected strategies. Be prepared to answer them in
detail using examples from your practical application to support your explanation and judgements. You could also use
these questions in your coach journal/log/blog.
• What strategy are you applying? How are you using it?
• Why are you applying this and how do you think it will help improve your overall performance?
• Is it working as you expected at the moment? How do you know?
• What is working well, how is it helping your group or team to improve? How do you know? If it is working well, how well is
it working, is there any change you could make to make it work even better? How could you do this?
• What will you do next and why?
• What is not working well? How do you know this?
• What will/could you change to make it work better?
• Was this a good strategy to use in relation to performance improvement? Would you use this strategy again in the future
or are there more appropriate ones you could use?
• Do you think you have to explicitly work to improve performance or do you think performance will improve anyway?
Your teacher may provide some other specific questions for you to prepare answers for, before your interview(s).
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Physical Education Level 1 - NCEA Achievement Standards
21
The student their group or team in action and
decides on what they need/want to practice and
improve, and selects at least two strategies to
improve their performance.
The student demonstrates the strategies used to
improve their performance, and uses at least one
strategy derived from knowledge of technique(s)
and at least one other strategy.
Other strategies the student uses might include, for
example: quality, type and/or amount of practice;
knowledge of tactics and strategies; levels of
related fitness; level of motivation, or goal setting
The student their group or team in action and
decides on what they need/want to practice and
improve, and selects at least two strategies to
improve their performance.
The student demonstrates the strategies used to
improve their performance, and uses at least one
strategy derived from knowledge of technique(s)
and at least one other strategy.
Other strategies the student uses might include, for
example: quality, type and/or amount of practice;
knowledge of tactics and strategies; levels of
related fitness; level of motivation, or goal setting.
My aim was for team members to work on passing
and shooting and so I used goal setting as a
strategy to motivate them.
For example
Students must describe at least 2 strategies
The student supports their response with
demonstrations and/or other evidence.
My aim was for team members to work on passing
and shooting and so I used goal setting as a
strategy to motivate them.
For example
The student supports their response with
demonstrations and/or other evidence.
2. As for achieved and the student explains how and
why the strategies they chose to use influenced
the performance of their group or team, and
why the strategies were applied for performance
improvement.
1. The student demonstrates strategies to improve the
performance of a football/futsal and describes the
outcomes.
1. The student demonstrates strategies to improve the
performance of a football/futsal and describes the
outcomes.
2. The student gives details of characteristics of the
strategies they selected to improve performance
and of how they were applied for performance
improvement.
EVIDENCE/JUDGEMENTS FOR
ACHIEVEMENT WITH MERIT
EVIDENCE/JUDGEMENTS FOR
ACHIEVEMENT
was that they could see what their own
performance looked like and that they could
see what they needed to keep doing and or do
differently and they were also able to discuss their
performances with each other which then made it
easier for them to give feedback to each other.
The student supports their response with
demonstrations and/or other evidence.
2. As for merit and the student evaluates how well the
application of the strategies did or did not result in
performance improvement.
Other strategies the student uses might include, for
example: quality, type and/or amount of practice;
knowledge of tactics and strategies; levels of
related fitness; level of motivation, or goal setting
The student demonstrates the strategies used to
improve their performance, and uses at least one
strategy derived from knowledge of technique(s)
and at least one other strategy.
The student their group or team in action and decides
on what they need/want to practice and improve,
and selects at least two strategies to improve their
performance.
1. The student demonstrates strategies to improve the
performance of a football/futsal and describes the
outcomes.
EVIDENCE/JUDGEMENTS FOR
ACHIEVEMENT WITH EXCELLENCE
Assessment schedule: Physical Education 90967 (1.6) “Improving football/futsal for groups or teams”
22
The aim of this activity is to shoot the ball into any of
the 4 goals. As there are players on the outside to
retrieve the balls with another player feeding balls in
the players who are shooting didn’t have to chase any
balls and could concentrate on accuracy.
There were two reasons I used this activity to help
improve performance. The first being that it was more
game like in that they were under pressure from
defenders and other players so they needed to think
quickly about what they were going to do and why
they were going to do it.
The aim of this activity is to shoot the ball into any of
the 4 goals. As there are players on the outside to
retrieve the balls with another player feeding balls in
the players who are shooting didn’t have to chase any
balls and could concentrate on accuracy.
As they got used to the activity they started to get
the ball into the goal more often and I started to set
different goals for them to make it a bit harder.
They seemed to enjoy the change of goal as I tried to
do this when I saw them losing interest.
• They had to pass to another player and receive a
pass before they could shoot.
• They could not shoot in the same goal twice in a
row
Physical Education Level 1 - NCEA Achievement Standards
Being able to set different goals also meant that I
could observe the activity and when I saw the energy
levels, or motivation levels drop – I could change the
goal and it re energised them.
They had to pass to another player and receive a pass
before they could shoot.
They could not shoot in the same goal twice in a row
They could only shoot after they received a pass
As they got used to the activity they started to get
the ball into the goal more often and I started to set
different goals for them to make it a bit harder.
The second reason I used this activity was that it was
easy to create different goals from one activity. The
aim of this was to keep them thinking and to keep
them motivated
I used the activity Shooting gallery (pg 91 ASB
Football)
I used the activity Shooting gallery (pg 91 ASB
Football)
• They could only shoot after they received a pass
EVIDENCE/JUDGEMENTS FOR
ACHIEVEMENT WITH MERIT
EVIDENCE/JUDGEMENTS FOR
ACHIEVEMENT
The second reason I used this activity was that it was
easy to create different goals from one activity. The
aim of this was to keep them thinking and to keep
them motivated
There were two reasons I used this activity to help
improve performance. The first being that it was more
game like in that they were under pressure from
defenders and other players so they needed to think
quickly about what they were going to do and why
they were going to do it.
They seemed to enjoy the change of goal as I tried to
do this when I saw them losing interest.
They had to pass to another player and receive a pass
before they could shoot.
They could not shoot in the same goal twice in a row
They could only shoot after they received a pass
As they got used to the activity they started to get
the ball into the goal more often and I started to set
different goals for them to make it a bit harder.
The aim of this activity is to shoot the ball into any of
the 4 goals. As there are players on the outside to
retrieve the balls with another player feeding balls in
the players who are shooting didn’t have to chase any
balls and could concentrate on accuracy.
I used the activity Shooting gallery (pg 91 ASB
Football)
My aim was for team members to work on passing
and shooting and so I used goal setting as a strategy
to motivate them.
EVIDENCE/JUDGEMENTS FOR
ACHIEVEMENT WITH EXCELLENCE
Physical Education Level 1 NCEA Achievement Standards
The Student Assessment Activity for ASPE 90967 (1.6)
23
EVIDENCE/JUDGEMENTS FOR
ACHIEVEMENT WITH MERIT
What I need to think about next time was how to cater
for range of abilities. There were a couple of players
who seemed to be able to focus as each goal was
introduced and could do it really easily while others
needed a bit more time. I think next time I might try
making the really good ones the retrievers so that the
others have more time to develop the skills.
Changing the goal gave them more energy and
purpose and they seemed to enjoy the different
challenges.
This activity worked really well for most players. They
were initially able to get the hang of the activity without
too many things to think about, as they got better I
could see that they started to go through the motions
rather than think about what they were doing and why
they were doing it.
Being able to set different goals also meant that I
could observe the activity and when I saw the energy
levels, or motivation levels drop – I could change the
goal and it re energised them.
They had to pass to another player and receive a pass
before they could shoot.
They could not shoot in the same goal twice in a row
They could only shoot after they received a pass
As they got used to the activity they started to get
the ball into the goal more often and I started to set
different goals for them to make it a bit harder.
EVIDENCE/JUDGEMENTS FOR
ACHIEVEMENT WITH EXCELLENCE
Final grades will be decided using professional judgement based on a holistic examination of the evidence provided against the criteria in the Achievement Standard.
EVIDENCE/JUDGEMENTS FOR
ACHIEVEMENT
Physical Education Level 1 NCEA Achievement Standards
Student Resource to support the Assessment Activity for ASPE 90967 (1.6)
Credits: 3
Student Resource to support the Assessment Activity
for ASPE 90967 (1.6)
Demonstrate strategies to improve the performance of a physical
activity and describe the outcomes
Credits: 3
Context/setting
Read the requirements of the standard. This can be found at
http://www.nzqa.govt.nz/ncea/assessment/search.do?query=Physical+Education&view=achievements&level=01
Scroll down to 90967 (also known as ASPE1.6) Demonstrate strategies to improve performance of a physical activity
and describe the outcomes
Achievement
Demonstrate strategies to
improve the performance of a
physical activity and describe
the outcomes.
Achievement with Merit
Achievement with Excellence
Demonstrate strategies to
improve the performance of a
physical activity and describe,
in depth, the outcomes.
Demonstrate strategies to
improve the performance of a
physical activity and describe,
comprehensively, the outcomes.
You will need to demonstrate (use) the strategies you have selected to improve performance. One of these strategies must
be knowledge of technique(s).
The difference between achieved, merit and excellence is the quality of your description of the outcomes, whether you
describe (achieved), describe in depth (merit) or describe comprehensively (excellence)
Strategies to improve the performance of a physical activity should be developed from knowledge of technique(s) and one
of the following:
Remember
For purposes of this assessment, technique is a requirement however remember that both football and futsal techniques
“are progressively introduced and developed in motivational games based environments.” (ASB Football in School resource
p.22 and ASB Futsal in School resource p 22)
• quality of practice
• type of practice
• amount of practice
• knowledge of tactics and strategies
• levels of related fitness
• level of motivation
• goal setting
24
Physical Education Level 1 - NCEA Achievement Standards
Describe means to
• Give details of characteristics of the strategies that influence performance in football or futsal and how you used them
for performance improvement.
• You need to use the strategies so you can then give details about how you used them and what happened when you did
use them.
Describe, in depth, (explain) means to
• Explain how and why the strategies you used influenced the group or team or an individual’s performance in football or
futsal and why the strategies were used for performance improvement.
• You need to use the strategies so you can then give details about how and why you used them and what happened.
Describe, comprehensively (evaluate) means to
• Consider how well the use of the strategies did or did not result in performance improvement. These judgments are
supported with explanation and examples or evidence.
• You need to use the strategies so you can then evaluate what worked and why, what didn’t work and why and what you
might do differently next time and why.
Physical Education Level 1 NCEA Achievement Standards
Teacher Resource to support the Assessment Activity for ASPE 90967 (1.6)
Credits: 3
Teacher Resource to support the Assessment Activity for
ASPE 90967 (1.6)
Demonstrate strategies to improve the performance of a physical
activity and describe the outcomes
Credits: 3
Teachers need to be very familiar with the outcome being assessed by Achievement Standard Physical Education 90967.
The achievement criteria and the explanatory notes contain information, definitions, and requirements that are crucial when
interpreting the standard and assessing students against it. The level 1 achievement standards can be found at
http://www.nzqa.govt.nz/ncea/assessment/search.do?query=Physical+Education&view=achievements&level=01
Context/setting
This assessment requires students to use appropriate strategies to work towards improving their group or team performance
in football or futsal and to describe, comprehensively, the outcomes.
Students will draw on knowledge from achievement objectives 6B1, 6B3 and 6C3, and will need to build and develop
knowledge about:
• The technique/s of football or futsal
• Tactics and strategies of football or futsal
• Observing performance and being able to identify key aspects
• Using principles of motor skill learning to acquire, apply and refine practice
• The role and place of practice in improving performance
• Providing constructive feedback, feed forward and/or comment on performance, and being able to discuss with others
(such as peers, teachers, coaches or parents) possible ways of improving
• Consideration of other factors that may or may not affect the improvement of performance
• Experimentation with, and reflection on what works and what doesn’t when working to improve performance.
Students will plan for performance improvement by:
• Observing their group or team and identifying what is going well and what needs development
• Talking with group or team members to find out what they would like to work on
• Selecting specific factors they would like their group or team to improve. Technique MUST be one of these factors.
Remind the students that both football and futsal techniques “are progressively introduced and developed in motivational
games based environments.” ( ASB Futsal in School resource p.22 and ASB Futsal in School resource p.22)
• Identifying and being able to explain reasons for their choices
• Planning for improvement by selecting strategies that will be most appropriate and effective in helping them to improve in
the three weeks allocated.
• Evaluating what worked and what didn’t work
Student reflection is expected to be ongoing. However, teachers are advised to set specific times each week for students to
reflect on what is working and therefore should continue, and what is not working and might need to be modified.
Strategies to improve could include at least one technique and at least one other, from: (Students are able to add to this list)
26
Physical Education Level 1 - NCEA Achievement Standards
• Quality of practice
• Type of practice
• Amount of practice
• Knowledge of tactics and strategies
• Levels of related fitness
• Level of motivation
• Goal setting
Conditions
This assessment activity will take place through ongoing assessment opportunities. You will need to decide a time period
and set a due date for completion of the assessment work.
Students will demonstrate chosen strategies, and describe the outcomes of the application of the strategies in a log, blog
or journal, and/or a multimedia presentation that shows the students demonstrating their use of strategies and the effect of
the strategies on performance.
Evidence of demonstration of strategies will come from self-reporting and ongoing teacher observation. (See resource A for
an example of a gathering evidence tool)
Evidence of the outcome of the use of the strategies will come from student logs, blogs, journals and/or a multimedia
presentation, as well as discussions with the teacher.
Resource requirements
ASB Football in Schools
ASB Futsal in Schools
Both these resources provide a range of learning activities that can be used to develop Football and Futsal literacy and
game play.
Links to the Growing Coaches resources that may be useful for students as they develop sessions for their group or team.
These are more generic activities that could be used in conjunction with the two resources above to provide football and
futsal contextualised sessions.
Growing coaches programme guide
• Developing effective sessions page 29
• Modifying Your Activities for Your Athletes page 32
• Skill Learning 30 – 32
• Games approach Pages 33 – 34
Growing coaches Journal
• Activity 7 Pages 20 – 21
• Activity 8 Page 22
• Delivering great coaching sessions Pages 28 - 40
Additional information
This assessment activity could be linked to assessment of Physical Education Achievement Standard 90966 (1.5) and the
assessment activity “Using interpersonal skills to coach a Football or Futsal group or team”
28
Physical Education Level 1 - NCEA Achievement Standards
3
2
1
3
2
1
3 e.g. Problem solving
2 e.g. Cooperation
1 e.g. Communication
Interpersonal skills
for observation
ND
Use a • (date)
D
ED
ND: Not demonstrated; . D: Demonstrated; CD: Consistently Demonstrated
ED: Effectively demonstrated
Teacher to make judgement on student’s level of performance on a continuum.
Overall
level
NA/A/M/E
Final grades will be decided using professional judgement based on a holistic examination of the evidence provided against the criteria in the Achievement Standard.
Students must have demonstrated the 2 interpersonal skills at LEAST 4 times for each of the interpersonal skill
This continuum should be filled in over time. A one off mark is not appropriate. The final judgement is made after collecting all practical evidence, to show whether
interpersonal skills have been demonstrated, consistently demonstrated, or effectively demonstrated.
Name
Resource A: Sample teacher recording sheet for demonstration of student use of interpersonal skills
Physical Education Level 1 NCEA Achievement Standards
Teacher Resource to support the Assessment Activity for ASPE 90967 (1.6)
Physical Education Level 1 NCEA Achievement Standards
Assessment resource for use with the coaching or teaching
football in schools
PHYSICAL EDUCATION LEVEL 1
Achievement Standard 90967 (1.8)
2 credits
Take purposeful action to assist others to participate in
physical activity
“The Football/Futsal Festival”
This assessment activity has been written to assess students who are working
with young people in a Football or Futsal context.
This resource has NOT been quality assured by NZQA and should be subjected
to the schools internal moderation procedures before use.
It may also need to be modified to meet the learning needs of the school’s
students and to ensure authenticity.
30
Physical Education Level 1 - NCEA Achievement Standards
The Student Assessment Activity for ASPE 90967 (1.8)
Credits: 2
The Student Assessment Activity for
ASPE 90967 (1.8)
Take purposeful action to assist others to participate in physical activity
“The Football/Futsal Festival”
Credits: 2
You have been asked to organise a school festival for Football/Futsal in the school that you have been working in. You can
do this individually or as a group. If you are working as a group you will need to develop a group action plan that clearly
identifies your role and aim.
The Football/Futsal school festival comprises of:
• Fun and exciting games designed to either introduce players to football or Futsal or help to improve football skills whilst
encouraging social interaction and fair play
• An opportunity to implement activities from NZF Football in School – Football/Futsal literacy © resource, allowing players
to practice their skills in a non-competitive environment. (ASB Football in schools. p.112 and or appendix attached)
You will need to develop an action plan (See ASB Football in schools. p.113 and or appendix attached) that includes the
following. (See Resource A as a template for this process. You can modify and adapt the template to suit your need)
If you are working in a group to organise the festival you will need to clearly identify what your role is on the day so
your teacher is able to observe you working towards an individual aim.
The Plan (See Student Resource A for a template that can be modified, adapted or you can create your own)
1. The purpose of the action plan
2. The background of the participants and what they would like to achieve.
3. How you will organize the festival and what you need to organise
(Read The checklist on page 113 and Schedule on page 114 ASB Football in schools and or appendix attached)
4. Your individual role and aim (if you are working in a group)
5. What actions you will take to achieve your aim. (Decide when you will need to complete each action.)
Read the overview on page 115 ASB Football in schools and or appendix attached)
6. How your actions will meet the participants’ needs
7. How you could overcome any potential obstacles that you identify during your plan of action and your selected activity.
8. How you could overcome any potential obstacles that you identify during your plan of action and your selected activity
31
Physical Education Level 1 NCEA Achievement Standards
The Student Assessment Activity for ASPE 90967 (1.8)
Take action – The running of the Festival
1. Your teacher will observe you on the day as you carry out your specific role and contribute to the running of the festival.
(teachers will record this information on Teacher Resource A)
They will be looking for
• how well you carry out your role and how it contributes to others participating in physical activity
• how well you can carry out your role without relying on teacher input
• how responsive you are to what happens on the day, are you able to solve any issue that arise, can you adapt to a
situation if something changes etc.
2. You will need to gather evidence from the day to show that the action taken was purposeful.
• You could take photos of the day in action (check with the school policy regarding the taking of student photos),
• Have a video booth where participants could give you there ideas on how the festival is for them
• You can ask students for feedback either verbally or by having a feedback sheet they can fill in
Questions might include:
• Did you enjoy the activity? Why/why not?
• Did you get the help that you needed?
• Was I able to help when you need it?
• What could I have done differently to help you?
Your own notes should include:
• the date of the physical activity session(s) and the number of participants
• a description of what you did to assist them.
Submit both your plan and your collected evidence to your teacher.
32
Physical Education Level 1 - NCEA Achievement Standards
STUDENT RESOURCE
What is the purpose of the
festival?
Group response
Who will be involved?
Age/School year, how many? How
much experience have they had
with Football/Futsal
Group response
What do they want to get out of the
day?
Group response
What is your individual aim for
the day? What do you want to
achieve?
Individual response
This needs to be communicated to
your teacher so they know what to look
for when observing the festival
Organisational Plan (Refer to ASB Football in schools page 113 for other ideas)
The following is a guide and can be adapted, changed or a new one developed
WHAT
WHO
HOW
WHEN
Deciding what needs to be
done
Allocating responsibilities
Promoting
Draw
Field organisation
Equipment
On the day
Collating results
Trouble shooter
Good play/Fair play observer
Reporting
What happens if……..
This section is really important
to ensure you are ready and
prepared for all eventualities
33
34
Physical Education Level 1 - NCEA Achievement Standards
• Making sure players and officials knew what field
they were on. Fields to be numbered and a plan
was visible at the organising area.
• Working with the caretaker to get the fields marked
out
My individual aim for the day was to ensure that the
fields were set up and organised for the day. This
included
Example: Football/Futsal festival
My individual aim for the day was to ensure that the
fields were set up and organised for the day. This
included
• Workning with the caretaker to get the fields
marked out
The student may occasionally consult the teacher for
support or guidance.
Evidence is provided by the teacher’s observations/
external verification (Teacher Resource A) and the
student’s written explanation of how they performed
their role and how their actions contributed to others
taking part in the physical activity.
• Working with the caretaker to get the fields marked
out
Example: Football/Futsal. My individual aim for the
day was to ensure that the fields were set up and
organised for the day. This included:
The student rarely consults the teacher for support or
guidance.
Evidence is provided by the teacher’s observations/
external verification (Teacher Resource A) and the
student’s written explanation of how they performed
their role and how their actions contributed to others
taking part in the physical activity.
• provides evidence (such as rolls of participation,
photos, video) of others participating in the physical
activity.
• provides feedback from the participants about the
quality of the participation
• caters for individual needs within the team
• considers things that could prevent carrying out the
predetermined actions, and possible solutions
• considers things that could prevent carrying out the
predetermined actions, and possible solutions.
Example: Football/Futsal festival
The student may regularly consult the teacher for
support or guidance.
Evidence is provided by the teacher’s observations/
external verification (Teacher Resource A) and the
student’s written explanation of how they performed
their role and how their actions contributed to others
taking part in the physical activity.
• makes a plan of predetermined actions that
contribute to others participating in physical activity
• defines an aim that is responsive to the needs of
the participants
The student takes purposeful action independently to
assist, or provide opportunities for, others to take part
in physical activity. Working with the class and in an
assigned role, the student:
EVIDENCE/JUDGEMENTS FOR
ACHIEVEMENT WITH EXCELLENCE
• makes a plan of predetermined actions that
contribute to others participating in physical activity
• defines an aim that meets the needs of the
participants
• defines an aim
• makes a plan of predetermined actions that
contribute to others participating in physical activity.
The student takes purposeful action with consideration
to assist, or provides opportunities for, others to take
part in physical activity. Working with the class and in
an assigned role, the student:
EVIDENCE/JUDGEMENTS FOR
ACHIEVEMENT WITH MERIT
The student takes purposeful action to assist, or
provides opportunities for, others to take part in
physical activity. Working with the class and in an
assigned role, the student:
EVIDENCE/JUDGEMENTS FOR
ACHIEVEMENT
Assessment schedule: Physical Education 90969 (1.8) “The Football/Futsal Festival”
Physical Education Level 1 NCEA Achievement Standards
The Student Assessment Activity for ASPE 90967 (1.8)
35
• Checking the fields on the day to make sure there
was no rubbish or anything that might be a safety
issue
• Checking the fields on the day to make sure there
was no rubbish or anything that might be a safety
issue
2. If the weather meant we could not play outside we
were going to change to a futsal competition in the
gym and hall. We would not be able to get all teams
through on one day – so we had a plan B that mean
we would use some lunch time in the following
week.
1. If the field were closed I had spoken with the PE
department and we could use the court area. It
would mean fewer fields but all we needed to do
was cut the game times down and go into the lunch
hour a bit – we could fit it in. This had meant we
needed to talk to the “draw” group as well to make
sure they had a plan B.
I had two contingency plans
The biggest issue I had to consider was weather.
If the weather had been really wet there was a
possibility that the fields might be closed or if the
weather was too bad on the day would be cancel or
re think.
• Setting the small goals up on each field
• Setting the small goals up on each field
At our team debrief everyone commented on how well
organised the fields had been and how easy it was to
find where they were supposed to be. I have attached
evaluation forms from players, refs and spectators
about what they thought of the field organisation.
I had planned for an extra field to be marked out so
all we did was transfer the next game to the extra field
and we still ran to time.
The only issue on the day was a game that ran over
time due to an injury to one of the players.
Players, officials and spectators easily found the field
they were supposed to be on.
The fields looked great with the small goals and I had
set up numbers on cricket wickets so everyone knew
what number field they were on.
The day went really well. Thankfully it did not rain
so we were able to get outside and use all the field
space. (see attached photos of the day)
• Communicating with the local football club to be
able to use their smaller goals
• Making sure players and officials knew what field
they were on. Fields to be numbered and a plan
was visible at the organising area.
EVIDENCE/JUDGEMENTS FOR
ACHIEVEMENT WITH EXCELLENCE
• Communicating with the local football club to be
able to use their smaller goals
• Making sure players and officials knew what field
they were on. Fields to be numbered and a plan
was visible at the organising area.
EVIDENCE/JUDGEMENTS FOR
ACHIEVEMENT WITH MERIT
Final grades will be decided using professional judgement based on a holistic examination of the evidence provided against the criteria in the Achievement Standard.
• Checking the fields on the day to make sure there
was no rubbish or anything that might be a safety
issue
• Setting the small goals up on each field
• Communicating with the local football club to be
able to use their smaller goals
EVIDENCE/JUDGEMENTS FOR
ACHIEVEMENT
Physical Education Level 1 NCEA Achievement Standards
Student Assessment Resource for ASPE 90967 (1.8)
Credits: 2
Student Assessment Resource for
ASPE 90967 (1.8)
Take purposeful action to assist others to participate in physical activity
“The Football/Futsal Festival”
Credits: 2
What do you need to do for the standard?
Read the requirements of the standard. This can be found at
http://www.nzqa.govt.nz/ncea/assessment/search.do?query=Physical+Education&view=achievements&level=01
Scroll down to 90967 (also known as ASPE1.6) Demonstrate strategies to improve performance of a physical activity
and describe the outcomes
Achievement
Take purposeful action to
assist others to participate in
physical activity.
Achievement with Merit
Achievement with Excellence
Take purposeful action with
consideration to assist others
to participate in physical
activity.
Take purposeful action
independently to assist others to
participate in physical activity.
Take purposeful action involves
• Having a defined aim and a plan of action that leads to others participating in physical activity with support/guidance from
a teacher.
Take purposeful action with consideration involves
• Including an aim that meets the needs of the identified group, and a plan of action that reflects forward thinking (e.g. what
will I do if it rains?) and leads to others participating in physical activity.
• This may include some support/guidance from a teacher.
Take purposeful action independently involves
• Achieving a desired outcome and being responsive to the needs of the group. This should include evidence (e.g. rolls of
participation, photos, video) of others participating in physical activity and feedback from participants about the quality of
the participation.
• Little teacher support/guidance is required.
36
Physical Education Level 1 - NCEA Achievement Standards
Physical Education Level 1 NCEA Achievement Standards
Teacher Resource to support the Assessment Activity ASPE 90967 (1.8)
Credits: 2
Teacher Resource to support the Assessment Activity
ASPE 90967 (1.8)
Take purposeful action to assist others to participate in physical activity
“The Football/Futsal Festival”
Credits: 2
Teachers need to be very familiar with the outcome being assessed by Achievement Standard Physical Education 90967.
The achievement criteria and the explanatory notes contain information, definitions, and requirements that are crucial when
interpreting the standard and assessing students against it. The level 1 achievement standards can be found at
http://www.nzqa.govt.nz/ncea/assessment/search.do?query=Physical+Education&view=achievements&level=01
Context/setting
This assessment activity requires students to take purposeful action to assist others to participate in a physical activity,
for this assessment activity coaching an athlete or team. This could be coaching a team for Sport Education, coaching an
athlete or team from a primary school or for their own school or for a club.
Conditions
It is important that the student has an individual aim and action plan for their chosen activity. At the conclusion of the
coaching experience, each student will write a description of what they did on the day, explaining how this assisted the
participants to take part in the chosen activity.
Ideally, you will observe the student in action. If the student chooses to coach in a setting where you are not able to be
present, ensure that the required evidence can be collected from another verified source, for example, a parent, a manager,
or an official.
Depending on the availability of cameras or camcorders, ipads, tablets, or phones the student could either photograph or
film the physical activity, or organise another person to help with this, providing additional evidence of how successfully
they took purposeful action to assist others to participate. Evidence of these actions must be gathered to support the
teacher’s final judgement on whether the student’s action was purposeful, considered, and independent. The student’s
written descriptions of what they did on the day will also help to determine whether the student’s action was purposeful,
considered, or independent. Refer to Resource A: Teacher recording sheet.
Resource requirements
Equipment and settings appropriate to the selected physical activities.
Access to a camera or camcorder/ tablet or ipad
37
Physical Education Level 1 NCEA Achievement Standards
Teacher Resource to support the Assessment Activity ASPE 90967 (1.8)
TEACHER RESOURCE A
TEACHER RECORDING SHEET
Student name: ____________________________
Individual aim
Plan of action
Did the student take purposeful action to assist others to participate in physical activity?
Yes/No
Evidence of this action
For example, questionnaires,
safety forms, promotional material,
permission letters, maps of the
course/area, activity instructions/
coaching lesson plans, equipment
lists, and so on.
Guidance required
• Achieved– support/guidance
from a teacher
• Merit – some support/guidance
from a teacher
• Excellence – little teacher
support/guidance is required
Overall grade
Not achieved
Achieved
(final judgement)
Teacher’s comments
38
Physical Education Level 1 - NCEA Achievement Standards
Merit
Excellence
39
3
2
1
3
2
1
3 e.g. Problem solving
2 e.g. Cooperation
1 e.g. Communication
Interpersonal skills
for observation
ND
Use a • (date)
D
ED
ND: Not demonstrated; . D: Demonstrated; CD: Consistently Demonstrated
ED: Effectively demonstrated
Teacher to make judgement on student’s level of performance on a continuum.
Overall
level
NA/A/M/E
Final grades will be decided using professional judgement based on a holistic examination of the evidence provided against the criteria in the Achievement Standard.
Students must have demonstrated the 2 interpersonal skills at LEAST 4 times for each of the interpersonal skill
This continuum should be filled in over time. A one off mark is not appropriate. The final judgement is made after collecting all practical evidence, to show whether
interpersonal skills have been demonstrated, consistently demonstrated, or effectively demonstrated.
Name
Resource A: Sample teacher recording sheet for demonstration of student use of interpersonal skills
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