Assessment Task Sheet

Assessment Task Information3

Faculty: PDHPE
Course: HSC PDHPE (Stage 6)
Unit: HSC Core 2: Factors Affecting Performance
Task Title: Preparing Mentally For Performance
Task marks: 45
Weighting: 30% Task No: 1 Of 1
Date issues: 1/5/18 Date for submission: 15/6/18

Assessment Task Details

Description of Activity:
This assessment requires students to research a sporting moment where psychology may
play a roll in the performance of the athlete. They are asked to analyse the energy
systems required for this sport and to create an in depth psychological steps/plan for the
athlete to improve their performance, taking into consideration a range of psychological
requirements and skills for that given sport.

Task instructions:
Part 1 (10 marks) - Find a case study in the form of an article or YouTube clip of
where an Elite athlete’s performance has been negatively affected by psychological
factors.
- Identify and explicitly explain the types of anxiety and / or arousal needed for the
sport of this chosen athlete.
- Critically analyse the forms of motivation apparent in your chosen case study and
explain how they effect the athlete (negatively or positively)

Part 2 (10 marks) - Define energy systems. Describe the sport in which this case
study is from and analyse the energy systems involved / required in a key part of the
sport or of the main movement patterns.

Part 3. (25 marks) - Create an individual “mind training” program for your chosen
athlete. This should include psychological strategies to enhance their performance for
next time they compete.

You are encouraged to use digital technology to present your program this can include
a YouTube video, a poster, infographic, a recording, an app or a combination or
either.

Stage 6 school-based assessment task - Year 12 (500 words) Evaluation (1500 words)
Context
Contextual statement:
Class of 25 students of mixed ability, all with access to digital technology

Task rationale
Contextual statement:
This Assessment requires the students to critically analyse the psychological factors that
affect performance, as well as an understanding of the energy systems needed in the chosen
sport. Students explore and analyse the physiological and psychological bases of
performance. This assessment builds skills such as, collecting, analysing and organising
information, problem solving, communicating ideas and information as well as a strong
push to incorporate information communication technologies.
As a bigger picture, this assessment enables students to have a deeper understanding of
psychology, how it can affect you and gives them knowledge so they are able to adopt such
strategies to their own goals in their future and strive for excellence.

Outcomes to be assessed
Outcome Description
H7 Explains the relationship between physiology and movement potential.
Explains how a variety of training approaches and other interventions
H8 enhance performance and safety in physical activity.
Designs psychological strategies and nutritional plans in response to
H11 individual performance needs
Devises methods of gathering, interpreting and communicating
H16 information about health and physical activity concepts
Selects appropriate options and formulates strategies based on a critical
H17 analysis of the factors that affect performance and safe participation.

Criteria for assessing learning

Stage 6 school-based assessment task - Year 12 (500 words) Evaluation (1500 words)
Stage 6 school-based assessment task - Year 12 (500 words) Evaluation (1500 words)
Scaffold
Sample Scaffold

EXAMPLES OF PSYCHOLOGY GONE WRONG IN SPORT

The 2008 UEFA Champions League final featured

Manchester United and Chelsea in an all-English final.
After regulation ended in a 1-1 tie, the teams went to penalty kicks when captain John Terry had a
chance to seal the victory and the championship for Chelsea. He stared down Manchester United
goalie Edwin van der Sar, approached the ball and as he went right, he slipped and slammed the
ball off the post, giving Man U new life.

Subsequently, Chelsea went on to lose the match due to Terry’s choke.

https://youtu.be/MmQBt4YMhP8

Golf mistakes and chokes

https://youtu.be/0uJ-1wGNK7g

Duran v Leonard II “no mas”

Stage 6 school-based assessment task - Year 12 (500 words) Evaluation (1500 words)
https://youtu.be/U_gmZn9YlXs

Oliver McCall vs Lennox Lewis

https://youtu.be/fXAOTIg11mo

Hingis vs Graf 99 french open final

https://www.nytimes.com/1999/06/06/sports/tennis-hingis-is-undone-by-graf-and-
hooting.html

https://youtu.be/p5BdQSckYp0

Ben Hunt drops ball for broncos to allow cowboys to score and
Stage 6 school-based assessment task - Year 12 (500 words) Evaluation (1500 words)
win the 2015s NRL Grand Final
https://www.smh.com.au/sport/nrl/2015-nrl-grand-final-ben-hunts-three-minutes-of-horror-
20151005-gk14p2.html

https://youtu.be/AMKYq_WQXRQ

QUESTONS TO THINK ABOUT

What factors could have caused these bad performances?
Were they controllable by the individual or not?
What kind of motivation is apparent?
How does this motivation affect the athlete?
What psychological strategies can be used to improve their performance? Pre
performance and during performance. How and why?
What energy systems are predominant in this part of the sport?

INFORMATION AND SUPPORT FOR FURTHER UNDERSTANDING

https://youtu.be/yG7v4y_xwzQ

EXAMPLE INFOGRAPHIC

Stage 6 school-based assessment task - Year 12 (500 words) Evaluation (1500 words)
 Evaluation

Stage 6 school-based assessment task - Year 12 (500 words) Evaluation (1500 words)
Evaluate the importance of assessment and approaches to feedback and assessment design that
will inform your practice in your teaching area. 1500 words
Many countries have adopted the concept of using assessment as a strategy to support student’s
learning across the globe. This paper will discuss the importance of assessment, feedback, how they are
linked and effective assessment design for a range of students to meet specific outcomes.
Assessment is undeniably an important component within the educational setting that is imperative
for teachers and educators to gain a better understanding of their learners (Wilson, 2018). With a
range of methods and strategies assessment is used to collect and evaluate evidence of students
learning. Innovative assessment can be used to enhance students learning and engagement in learning.
Carefully selected assessment can motivate students to adopt an attitude that creates more willingness
to learn and improve (Wilson, 2018).

There are two main types of assessment summative assessment and formative assessment. Summative
assessment is usually conducted towards the end of a unit of work. The main goal is to collect, interpret
and report evidence of learning by summarising and highlighting what the learner has learnt up to that
particular point in time (Dolin, Black, Harlen & Tiberghien, 2018). Evidence of learning can be
collected in various forms. The most popular forms are examinations and administrating tests as well
as a final project design or portfolio of work. This approach of assessment invites students to display
their knowledge and understanding of the content that has been taught and grades and gauges where a
students ability lies in regards to specific outcomes (Harrison et al., 2014). Summative assessment is
used as a performance indicator for both students and teachers. Teachers are able to construct tangible
feedback of whether their teaching methods are effective and if there is need for change to improve for
future teaching and learning (Dolin et al., 2018).
Formative assessment involves an assessment process that can be formal or informal, such as asking
questions to the students to probe their understanding, observing students while they work,
embedding in class activities designed to inspire particular competences and ideas within their work
and peer assessment (Dolin et al., 2018). It is important to adopt these methods of assessment to
encourage students to have an active involvement in their own learning, as this can increase
motivation and engagement (Dolin et al., 2018; NESA, 2018). Furthermore a key attribute to formative
assessment is that helps students learn how to build powerful ideas by eliciting critical thinking such
as higher order thinking and problem solving. One of the keys to successful formative assessment is
effective feedback. Dolin, Black, Harlen & Tiberghien, (2018) p.59 states “the constructive use of
formative assessment hinges on the ability of the teacher to actually give recommendations that are
relevant and effective for improvement”.

The potential power of feedback is what makes it so important. It is well established that feedback is
one of the key attributes to improving student learning and understanding (Boud, 2015). Feedback
allows students to clarify areas in which they need to improve and sets up opportunities to reflect on
their learning and level of attainment (Harrison et al., 2014). Coming in many forms, the context of the

Stage 6 school-based assessment task - Year 12 (500 words) Evaluation (1500 words)
learning or the nature of the assessment activity influences the type of feedback the students will
receive. Akin to assessment, it may be formal or informal and should be a two-way dialogue between
teacher and student as this motivates students’ learning (Harrison et al., 2014; NESA, 2018). Examples
of feedback include; written or digital feedback that is generally based on criteria and provided after an
assessment, oral feedback which can come from peers as well as the teacher and the student
themselves. Teachers can integrate feedback into every day teaching and learning such as using whole
class discussions to clarify a task. It can also be as simple as reinforcements or prompts to redirect
learning in class and questioning students learning throughout and activity (NESA, 2018). Encouraging
students to do peer, self-assessment and reflections is a great way to inspire critical thinking from the
students (Boud, 2015). With assessments being graded the use of checklists, criteria sheets and
comments on grades are also useful tools to improve understanding of requirements and the standards
expected (NESA, 2018). It is important when giving feed back to students that you also offer them a
way to improve the way they learn and enhance their performance (Boud, 2015; Dolin et al., 2018).
However Studies have shown that feedback can be under utilised and misunderstood. To maximise the
use of feedback teachers and students both must adopt certain responsibilities (Harrison, 2015). These
responsibilities include the importance of teachers to prompt students to engage with feedback and to
reiterate that feedback is for enhancing learning. Teachers must communicate feedback in a clear and
concise manner, specific and related to the intention of the task or activity. Vagueness and uncertainty
can lead to unnecessary higher cognitive load for students (Harrison, 2015). Feedback should be
provided within an appropriate time, it should be constructive and provide information that is
meaningful to students. Moreover for feedback to be effective teachers should not only point out weak
points and areas for improvement but also identify and affirm students’ strengths. This will encourage
a positive learning environment and can help with the students’ confidence and belief. However, there
are arguments that in some cases feedback is overlooked depending on the task or assessment or of
the type of feedback given. Harrison’s et al., (2014) study suggests that students often make limited use
of feedback, in particular of a summative assessment. The study highlights that some students tend to
focus on making sure they pass rather than being motivated to excel. Harrison et al., (2014 p238)
states a particular summative assessment culture is evident that influences emotions, behaviours and
cognitions in relation to feedback, encouraging a reductionist approach to assessment, resulting in
students adopting a main goal of simply avoiding failure. Dolin et al., (2018) highlights similar ideas in
his study stating that students seem to be looking for judgements as opposed to help with further
learning, therefore focusing on the score/marks rather than any accompanying feedback. Harrison’s et
al., (2014) study outlines a reason behind this view on feedback of summative assessment is due to
students believing that the feedback provided is not as important to them seeing as they have finished
the topic being assessed and will not need it.

Assessment design achieved correctly can be a complex yet effective process (Bearman et al., 2016).
There are fundamental guidelines to take into account when designing an assessment including
meeting key syllabus outcomes in concurrence with being effective for learners. It is important to have

Stage 6 school-based assessment task - Year 12 (500 words) Evaluation (1500 words)
a clear goal of the purpose of the assessment you are designing. There are three main styles of
assessment - assessment for learning, assessment as learning and assessment of learning.
Assessment for learning comes under formative assessment and requires teachers to gather evidence
and incorporate understandings of students’ knowledge and abilities. This informs teachers on what
gets assessed, how it will get assessed and how the marking of the students is decided.
Assessment as learning is also a formative style assessment, it is a learning approach in which students
monitor and direct their own learning. This is achieved by asking questions, self-reflection of their
knowledge and abilities and further understanding how to apply this to gain new learning.
Assessment of learning is almost always related to summative assessment, which as discussed
previously is usually a summary of what the learner has learnt up until that point in time (Harrison et
al., 2014).

Designing a Standard referenced assessment that is linked to the syllabus outcomes and content is
imperative. The syllabus outcomes are what drive the teachers decisions on what they should teach,
what should be learnt and assessed (NESA, 2018). It is important when designing an assessment that
the teacher is able to gather evidence of student learning in reference to the syllabus outcomes for that
KLA and how they gather it. The assessment should indicate the knowledge, understanding and skills
attained by students during and after the assessment is complete. These should be derived from the
syllabus objectives. Furthermore assessments should be designed in a way that all learners of all
abilities are able to showcase what they understand or can do. However giving all students the same
task does not necessarily give equal opportunities to show their understandings and capabilities (Dolin
et al., 2018). Some examples of differentiation can be seen in the sports psychology assessment task
where it allows students choice of how they present their assessment/findings (through presentation,
digitally, as an essay etc) encouraging students to use their strengths.
Having different levels of learning is necessary to give all students the ability to complete the task,
adopting Blooms Taxonomy or Solo Taxonomy can help layer assignments for different levels of
learning. These taxonomies can further guide your marking criteria and rubrics that is part of the
feedback process, and is a critical part of assessment and assessment design (Boles, Goncher &
Jayalath, 2015). When feedback is provided and received optimally student learning is further
enhanced.

After critical reflection on literature it is clear that all assessments should drive and enhance student
learning and capabilities. It is also important to note that formative and summative assessment is not
about the style of task or type of work that is being assessed rather how the assessment is being used
in regards to recording student learning, ‘for,’ ‘as’ or ‘of’ learning. Furthermore it is evident that it is
important that students are willing to accept and utilise feedback provided this can be influenced by
the teachers affirmation of the importance of taking on board all feedback.

References:

Stage 6 school-based assessment task - Year 12 (500 words) Evaluation (1500 words)
Bearman, M., Dawson, P., Boud, D., Bennett, S., Hall, M., & Molloy, E. (2016). Support for assessment
practice: developing the Assessment Design Decisions Framework. Teaching In Higher
Education, 21(5), 545-556. doi: 10.1080/13562517.2016.1160217

Boles, W. W., Goncher, A., & Jayalath, D. (2015). Categorising conceptual assessments under the
framework of bloom’s taxonomy.

Boud, D. (2015). Feedback: ensuring that it leads to enhanced learning. The Clinical Teacher,12(1), 3-7.
doi: 10.1111/tct.12345

Dolin, J., Black, P., Harlen, W., & Tiberghien, A. (2018). Exploring Relations Between Formative and
Summative Assessment. In J. Dolin & R. Evans, Transforming Assessment(1st ed., pp. 54-80). Cham,
Switzerland: Springer International Publishing. Retrieved from https://doi.org/10.1007/978-3-319-
63248-3

Harrison, C., Könings, K., Schuwirth, L., Wass, V., & van der Vleuten, C. (2014). Barriers to the uptake and
use of feedback in the context of summative assessment. Advances In Health Sciences
Education, 20(1), 229-245. doi: 10.1007/s10459-014-9524-6

Jonsson, A., Lundahl, C., & Holmgren, A. (2014). Evaluating a large-scale implementation of Assessment
for Learning in Sweden. Assessment In Education: Principles, Policy & Practice, 22(1), 104-121. doi:
10.1080/0969594x.2014.970612

NESA. (2018). Using Syllabus Outcomes in Standards Referenced Assessment. Retrieved from
https://syllabus.nesa.nsw.edu.au/support-materials/standards-referenced-assessment/

NESA. (2018) Effective Feedback. Retrieved from

http://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/understanding-the-
curriculum/assessment/effective-feedback

Wilson, M. (2018). Making Measurement Important for Education: The Crucial Role of Classroom
Assessment. Educational Measurement: Issues And Practice, 37(1), 5-20. doi: 10.1111/emip.12188

Stage 6 school-based assessment task - Year 12 (500 words) Evaluation (1500 words)