SACE STAGE 2 PHYSICAL EDUCATION - 2PHE20

BIRDWOOD HIGH SCHOOL

FOLIO ASSESSMENT TASK 1

ENERGY

DRAFT DUE

FINAL DUE

ASSESSMENT CHECKLIST

PERFORMANCE STANDARDS CONSIDERED

REFERENCED APPROPRIATELY

SELF-CHECKED

STUDENT SACE NO.

STUDENT NAME

FINAL
GRADE
 *Attach this page to your final submission*STAGE 2 PHYSICAL EDUCATION
2PHE20
BIRDWOOD HIGH SCHOOL

FOLIO ASSESSMENT TASK 1

ENERGY

SACE TASK INFORMATION:

LEARNING REQUIREMENTS KEY CONCEPTS ASSESSMENT DESIGN CRITERIA

Demonstrate knowledge and Exercise Physiology and Physical Activity Knowledge and understanding.
understanding of concepts of exercise
Key Concept 1: The Sources of Energy Practical skills application
physiology and communicate using
appropriate terminology Affecting Physical Performance
Critical analysis and evaluation.
Demonstrate knowledge and Sources of nutrients: fats,
understanding of physical education carbohydrates, protein
concepts relevant to physical activities Chemical breakdown of nutrients:
Apply and reflect on principles related glucose, glycogen, free fatty acids
to physical performance and activity. Aerobic and anaerobic energy: ATPCP
system, lactic acid system, oxygen
system
Contribution of energy systems in
specific activities
Key Concept 2: The Effects of Training and
Evaluation on Physical Performance
Analysis of energy demands of sport

ASSESSMENT WEIGHTING

School Assessment (70%)

Assessment Type 1: Practical (50%)
Assessment Type 2: Folio (20%)
External Assessment (30%)
Assessment Type 3: Examination (30%)

ASSESSMENT CONDITIONS

Task should be a maximum of 1000 words if written or 6 minutes for an oral presentation or equivalent multi-modal.

Appropriate referencing must be used. Examples at:

http://www.adelaide.edu.au/writingcentre/referencing_guides/harvardStyleGuide.pdf
 STAGE 2 PHYSICAL EDUCATION 2PHE20
BIRDWOOD HIGH SCHOOL

FOLIO ASSESSMENT TASK 1

ENERGY

Watch the 3rd set of the following Youtube clip

(https://youtu.be/ouoOV_2Laus) featuring Lin Dan playing Chen Long in
an intense badminton match. The 3rd set begins at the 53-minute mark of
the game. Take note of the movement patterns, intensity, duration, work-
to-rest ratio and other relevant information during the set.

1. After watching the third set, discuss the interplay of energy

systems utilized by the players at various stages during the set.
Refer to specific situations in the match and extract useful data from
the game to suggest the contributions of the various energy
systems during specific actions in the match, to support your
response

2. Explain the fuel source demands of elite badminton players

immediately before, during and after a match during a tournament.
Give examples of foods that could be consumed to assist in meeting
the requirements of an intense match and how glycogen depletion
can be delayed.

3. Compare and discuss the players oxygen consumption during

and in recovery from the match. Create graph(s) to illustrate your
response.
 PERFORMANCE STANDARDS:
Knowledge and Understanding
In-depth knowledge, informed understanding,
and accurate application of physical education
concepts relevant to specific physical activities.
In-depth knowledge and understanding of
exercise physiology, the biomechanics of
human movement, and skills acquisition.
Clear and accurate knowledge and
understanding of appropriate terminology.
Well-considered knowledge, informed
understanding, and thoughtful application of
physical education concepts relevant to specific
physical activities.
Well-considered knowledge and
understanding of exercise physiology, the
biomechanics of human movement, and skills
acquisition.
Mostly clear knowledge and understanding of
appropriate terminology.
Considered knowledge, informed understanding,
and competent application of physical education
concepts relevant to specific physical activities.
Considered knowledge and understanding of
exercise physiology, the biomechanics of
human movement, and skills acquisition.
Competent knowledge and understanding of
appropriate terminology.
Recognition and some understanding and
application of physical education concepts
relevant to one or more specific physical
activities.
Recognition and some understanding of
aspects of exercise physiology, the
biomechanics of human movement, and/or skills
acquisition.
Recognition and some understanding of basic
terminology that may be appropriate.
Practical Skills Application
A high level of proficiency in the performance
of physical activities, with reference to
specific skills criteria.
Accurate interpretation and proactive
application of skills, specific concepts,
ideas, strategies, and techniques, in a
practical context.
Proficiency in the performance of physical
activities, with reference to specific skills
criteria.
Capable interpretation and active
application of skills, specific concepts,
ideas, strategies, and techniques, in a
practical context.
Competent performance in physical activities,
with reference to specific skills criteria.
Competent interpretation and application
of skills, specific concepts, ideas,
strategies, and techniques, in a practical
context.
Some competence in aspects of the
performance of physical activities, with
reference to specific skills criteria.
Inconsistent interpretation and
application of skills, specific concepts, or
ideas, in a practical context.
Initiative and Collaboration
A proactive approach to demonstrating
initiative, self-reliance, and leadership in
practical activities.
Constructive and confident interpersonal and
collaborative skills in team situations.
An active approach to demonstrating initiative,
self-reliance, and leadership in practical
activities.
Confident interpersonal and collaborative skills
in team situations.
Generally effective demonstration of initiative
and self-reliance, and some contribution to
leadership in practical activities.
Appropriate interpersonal and collaborative
skills in team situations.
Occasional demonstration of initiative and self-
reliance in practical activities, with support.
Occasional demonstration of collaborative skills
in team situations, with some use of
interpersonal skills.
Critical Analysis and
Evaluation
Thorough and insightful critical analysis
practical techniques and performance.
Highly discerning evaluation of the relev
of principles and concepts to a given
situation.
Perceptive and critical analysis and
evaluation of an issue related to physica
activity and clearly relevant to local, reg
national, or global communities.
Thorough and focused use of informatio
from different sources, with appropriate
acknowledgment.
Detailed critical analysis of practical
techniques and performance.
Logical evaluation of the relevance of
principles and concepts to a given situa
Critical analysis and evaluation of an iss
related to physical activity and relevant
local, regional, national, or global
communities.
Mostly focused use of information from
different sources, with appropriate
acknowledgment.
Some critical analysis of practical techn
and performance, with a tendency to re
description.
Generally clear evaluation of the releva
principles and concepts to a given situa
Some critical analysis and evaluation of
issue related to physical activity that ha
some relevance to local, regional, natio
global communities.
Competent use of information from diffe
sources, with appropriate acknowledgm
Some consideration and basic descripti
a narrow range of practical techniques a
performance.
Some consideration of the relevance of
principles and concepts to a given situa
Basic description of some aspects of an
issue related to physical activity but with
limited relevance to local, regional, natio
or global communities.
Some use of information from more tha
source, with attempted acknowledgmen
Knowledge and Understanding
Limited awareness and application of one or
more physical education concepts.
Limited awareness of aspects of exercise
physiology, the biomechanics of human
movement, or skills acquisition.
Limited awareness of basic terminology that may
be appropriate.
STUDENT SACE NO.
STUDENT NAME
Practical Skills Application
Limited performance in one or more physical
activities, with reference to specific skills
criteria.
Emerging ability to interpret or apply skills,
specific concepts, or ideas, in a practical
context.
Initiative and Collaboration
Some recognition of the need for initiative, self-
reliance, or leadership in practical activities.
Emerging collaborative skills in team situations,
with limited use of interpersonal skills.
GRADE
Critical Analysis and
Evaluation
Identification and some limited descripti
one or more practical techniques or
performance.
Recognition of the need to consider the
relevance of principles and concepts for
given situation.
Disconnected description of an issue re
to physical activity.
Attempted use of information from a sou
with limited acknowledgment.