Level+1+Physical+Education

=__**Level 1 PHYSICAL EDUCATION**__=

**These are the assessments offered at level 1 PE**
(1.1) || 1  ||  Physical Education  ||  1  || Participate actively in a variety of physical activities and explain factors that influence own participation. || 5  || (1.4) ||  1  ||  Physical Education  ||  1  || Demonstrate understanding of societal influences on physical activity and the implications for self and others. || 4  || (1.7)* ||  1  ||  Physical Education  ||  1  || Demonstrate, and show understanding of, responsible behaviour for safety during outdoor education activities ||  3  || (1.9) || 1  ||  Physical Education  ||  1  || Demonstrate self management strategies and describe the effects on participation in physical activity. || 3  ||  Education  ||  1  || Manage personal physical fitness with guidance ||  3  || Recreation ||  1  || Complete beginner orienteering courses. || 1  ||  Recreation  ||  1  || Experience a caving trip ||  1  ||
 * **Standard** ||  **Version**  ||  **Domain**  ||  **Level**  ||  **Title**  ||  **Credits**  ||
 * AS 90962
 * AS 90965
 * AS90968
 * AS90968 (1.8) || 1  ||  Physical Education  ||  1  || Take purposeful action to assist others to participate in physical activity. ||  2  ||
 * AS90969
 * US505 || 6  ||  Fitness
 * US20141 || 1  ||  Outdoor
 * US20210 || 2  ||  Rock Climbing  ||  1  || Experience rock climbing ||  1  ||
 * US20152 || 2  ||  Rock Climbing  ||  1  || Experience and complete abseiling sessions ||  1  ||
 * US448 || 6  ||  Outdoor

A combination of these units will be offered in 2012. A student’s course may be made up of any of the above units and will depend on prior learning in Physical Education.


 * The above achievement standards count towards **level 1 literacy** credits.

=// Course Resource //= = Please refer to the NCEA Level 1 Physical Education Learning Workbook by Mark Calverley for information for this course. = = =

PE Definitions
Click here to read about all the different words that will come up in assessments, and what they mean. Please ask your teacher for more clarification if needed.



=__ACHIEVEMENT STANDARDS ON THIS COURSE__= =AS90962 (1.1)=

**5 credits**
This achievement standard looks at what participation is and all the reasons why people participate in different activities. It also refers to the relationship of sports participation with hauora. Students will take part in a variey of activities and keep a record of their participation efforts and what factors encouraged them to participate. This will take place over several weeks/months and full effort and attendance will enable success. Click on this icon to see the achievement standard. Now click on the next icon to see what the actual assessment looks like.







=AS90965 (1.4)=

4 credits
This achievement standard looks at all the different societal influences that can impact our involvement and perception of physical activities. Different messages can be given via the media, marketing, sponsorship, sport clothing, differing opinions and beliefs, body typing, sexuality sterotyping, peer influences, youth culture, advertising and so on. It is important to be aware of all these different aspects and look into their relevance in the world of sport. Click on the link to see what the achievement standard involves.



=AS90968 (1.7)=

This achievement standard works in conjunction with the outdoor education activities. The student will demonstrate responsible behaviour including physical and emotional sefety in a variety of settings.

See the achievement standard details below.



=AS90969 (1.8)=

2 credits
This achievement standard works on planning a physical activity in which others can participate. It could involve working with peers or children from other schools and could be any activity you choose. You will be expected to give evidence of your planning and implementation via photos, videos, feedback from participants etc.

* Now download the following task sheet and ensure you complete each task below, dating and ticking it as you go along so you can keep a record of what you have done*


Have a look at the achievement standard below.




 * Definitions:**
 * 1) Take purposeful action means to have a defined aim and a plan of action that leads to others participating in physical activity with support/guidance from a teacher.
 * 2) Considered action means to have included 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.
 * 3) Independent action menas to achieve a desired outcome and has been 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.


 * This achievement standard will include the following actions:**
 * You will identify an activity and why there is a need for it.
 * Plan what you aim to achieve and why
 * Conduct the training, work, coaching etc, collecting evidence as you go
 * Review, evaluate and modify goals as you are working and making improvements, changes and modifications as necessary to help achieve goals
 * Evaluate and present your plan and findings
 * Evaluate the plan and work done after the event or activity. Assess the pros and cons of what you did and how successful the activity you ran was. Identify and suggest changes and improvements that could/should be set in place in future.
 * Present your plans and findings either in the form of a talk and/or a Powerpoint presentation.

Now click on this icon to read the actual assessment so you know what to do. Remember to refer to the NCEA L1 Workbook for support.



**Planning the Physical Activity**
A well planned activity can provide you, as the leader, with greater confidence as you have thought it through and prepared specifically for the needs of the participants. Have a look at this chart to see what you need to plan for. Activity: //(e.g. tennis)// My aim of this session: //(to enable all participants to have ago at a new activity whilst having fun in a safe environment)//

(e.g Short Tennis) || Full (e.g. Singles Tennis) || (e.g two bounces before ball returned over the net) || Simplified (e.g First to win seven points, underarm serving) || Tournament (e.g. Singles tournament) || (e.g. short bats and oversized balls) || Light weight and Oversized (e.g. oversized tennis balls and light weight rackets) || Adult (e.g. Adult rackets and high compression balls) || (e.g. 4mx12m with 1m net) || Medium (e.g. service boxes of normal tennis court) || Large (e.g. Full sixe tennis court) || (e.g. players rotate after each point) || Social (e.g. swap partners after each game) || Competitive (e.g. best of three sets) ||
 * **Planning Considerations** || **Unskilled Children** || **Unskilled Teenagers** || **Skilled Teenagers** ||
 * **Participants age** || e.g. 4-8 || e.g. 13-18 || e.g. 15-19 ||
 * **Needs and priorities of participants** || Engaged and active || Social interaction with peers || Physical and mental challenge ||
 * **Type of Activity** || Miniature(e.g an easier version of tennis they could play) || Shortened/Reduced
 * **Rules** || Modified
 * **Type of equipment** || Modified
 * **Amount of space** || Small
 * **Structure of competition** || Inclusive
 * You will also need to look at any other specific things you will need to achieve your goal and any** **barriers/obstacles that may prevent you from carrying out your actions.**

Now download the notes attached so you know the format you need to follow to prepare for the assessment task.



See your teacher for some activity ideas.
You can download and use the following sheet to plan your physical activity.



**Organising Equipment**
Equipment must be checked to ensure it is safe to use, that it works and is appropriate for the skill level of the participants. You must also organise where you will access the equipment from. Now draw a plan of the playing area which you will use and where and what type of equipment is needed. You will need to prepare for the number of participants and the type of activities you will be running. Remember, ALL equipment must be planned for including cones, bibs, whistles etc.

Effective physical activity maximises participation and includes all participants. This can be done in a number of ways including a **round robin competition** in which all participants have the same number of games and the overall accumulated points decide the winner. Click on these links to see how these different systems work. [|www.teamopolis.com/tools/**round**-**robin**-generator.aspx]

[|www.all**tournament**pro.com/bracket-**formats**.asp]

IF you decide to run an activity with a few teams, you will need to collect the results accordingly. See the next attachment for a draw card and the importance of learning outcomes, so your participants have a reason for doing what they are doing.



Now complete the following attachment on learning outcomes and activities for your particular activity.



**Planning a Skill Practice Session**
Look at the following attachment to see how to properly plan a session.



Now download the following template so you can plan your session accordingly.



**Communication**
Your session planning will involve a great deal of communication. It is a vital component of everyway life, but especially when trying to teach young people new skills. Please read the following information.



====**Interpersonal skills are a huge part of this assessment. Therefore you must read the following information about leadership, co-operation and goal setting and learn to apply these skills to your planned event/activity.**====

Now download and READ the attachments on communication, personal and social responsibilty including Hellison's model of social responsibility. Have a go at Activity 1.5E.



Your session or event may include you doing some officiating. Click on this link to see what skills a good official needs to possess.



=AS90970 (1.9)=

3 credits
This achievement standard looks at the application of different self management strategies and their affect on participation. You will need to understand about these different strategies and the importance of their application. You will be expected to give evidence of how you incorporated them into the physical activities.

See the achievement standard below.



Here are **definitions** of the Achievement criteria so you understand what is expected of you when completing this achievement standard.


 * Describe** means giving an account of and/ or providing details of the effects of self- management strategies had on participation in physical activity. In order to describe the self- management strategies the student first needs to demonstrate them. There is interdependence between the demonstration and the description.


 * Explain** means to give reasons how and why self- management strategies effected participation in physical activity. In order to explain the self- management strategies the student first needs to demonstrate them. There is interdependence between the demonstration and the explanation.


 * Evaluate** means to consider how the self- management strategies did/ did not result in changes to participation in physical activity. These judgements are supported with explanation, and examples or evidence. In order to evaluate the self management strategies the student first needs to demonstrate them. There is interdependence between the demonstration and reviewing.


 * Self- management strategies** may include strategies for being a successful learner, seeking knowledge, seeking feedback and/or feed-forward, strategies for meeting challenge, resourceful, reliable, goal setting, time management, stress management, adaptability, self control, risk management, resiliency, motivation, perserverance dealing with success and disappointment.

Here is a list of some of the most common **self- management strategies** that you may or will come across.
 * seeking knowledge
 * seeking feedback
 * seeking feed-forward *
 * meeting challenges/ goal setting
 * being resourceful and/ or adaptable
 * working with others
 * time management
 * stress management
 * showing self-control
 * risk management and safety
 * mental toughness/ showing resilience
 * seeking motivation
 * dealing with success and/ or failure
 * Feed-forward refers to giving pre-feedback to someone who will then give you feedback once they observe you ; e.g., in volleyball, the pre-feedback "I'm not very confident when i serve and i can't control where the ball goes," would result in feedback being given on serving.

Now click on this icon to understand a bit more about Self-Management.



Good time management allows a person to perform daily tasks properly. Not having to rush or do 'half jobs' allows people to enjoy what they are doing because they ahve time to get things done. Strategies that could be used to help a person use their time more effectively
 * Time management **
 * keepin a personal diary and writing down key tasks that need to be completed
 * developing set routines where tasks are timetables into the day
 * prioritising the most important tasks first
 * removing distractions (mobile phone/internet)
 * Completing tasks straight away as opposed to putting them off

It is important to recognise success and failure as its is an inevitable part of life. Click on these icons to read more about this and to participate in a sport and complete the questions under the different conditions.
 * Competition **



When we give compliments it acknowledges their efforts and can really encourage them and recieving compliments certainly boosts self-esteem. Now complete the next sheets on giving and receiving compliments as well as completing the peer assessment form.
 * Giving and Receiving Compliments **



Self talk can be a really positive tool to enable us to overcome negative thoughts and feeling about what we have done. Click below to have a go at an activity and complete the positive self talk statements and their impact on performance.
 * Self Talk **

Now click on the next icon to see how once these self- management strategies are used, how they can actually help e.g. what they will enable a person to then do.



Using this same format, choose **FOUR** of the different self-management strategies above and complete this template for each one. Click on this icon to replicate the template.



Here are example questions and answers for how self-management strategies can be used effectively. Click here to see these examples.



In this activity you are to complete the two examples and choose a further four examples of how you actually rate your different levels of self-management. Make sure you 'tick' somewhere from 1-5 and explain your evaluation.
 * Rating your level of self-management **



Once you have completed this, complete the overall self-rating box in the next attachment. You also need to read about the collection and evaluation of evidence attached.



So now you have all the information you need, download the next attachment and complete TWO self-management strategies that you plan to work on in different sports or activities. Just use the same format.



Now click on this icon to see the actual assesssment.