Level+2+Physical+Education

=__PHYSICAL EDUCATION AT LEVEL 2__=

(2.4) || 1 || Physical Education || 2 || Perform a physical activity in an applied setting. || 4 || (2.5) || 1  ||  Physical Education  ||  2  || Examine the significance for self, others and society of a sporting event, a physical activity or a festival. || 4  || (2.6) ||  1  ||  Physical Education  ||  2  || Evaluate leadership strategies that contribute to the effective functioning of a group. || 4  || (2.9) ||  1  ||  Physical Education  ||  2  || Examine the implementation and outcome(s) of a physical activity event or opportunity. || 3  ||
 * This is the course outline for Level 2 P.E.**
 * Standard || Version || Subject || Level || Title of assessment || Credits ||
 * AS 91330
 * AS 91330
 * AS 91331
 * AS 91332
 * AS 91335
 * US 467 || 5  ||  Outdoor  Recreation ||  2  || Demonstrate personal and social development through participation in Adventure Based Learning. ||  3  ||
 * US 470 || 5  ||  Outdoor  Recreation ||  2  || Demonstrate personal and social development through participation in low ropes course programme. ||  3  ||
 * US 5479 || 3  ||  Outdoor  Recreation ||  2  || Complete white and yellow grade orienteering courses. ||  1  ||
 * US 431 || 6  ||  Outdoor Recreation  ||  2  || Navigate in good visibility on land. ||  3  ||
 * US 425 || 6  ||  Outdoor  Recreation ||  2  || Experience day tramps. ||  3  ||

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.

**4 Credits**
Students will be expected to demonstrate a variety of badminton skills and be ale to apply them to a game. These skills will be self, peer and teacher observed and assessed. Please look at the attached Achievement Standard to see what is involved.
 * This achievement standard focuses on students performing a physical activity in an applied setting demonstrating a consistent standard. The sport that will be focused upon in this unit will be Badminton.**



Here is the assessment below.



=**AS91331 (2.5)**= =**Examine the significance for self, others and society of a sporting event, a physical activity or festival.**=

This achievement standard focuses on students examining a specific sports event and its significance. This assessment looks at the inter relationship between various sociological factors and the assessment focuses on the 2011 Rugby World Cup.


 * __Objective__**

To investigate and examine critically the significance of the ** 2011 Rugby World Cup (RWC ****)** for yourself, others and society. Others could include friends, family and Whanau. Society could include community, hapu, iwi, region, nation, or global society. In order to complete the assessment tasks, you MUST complete **all background reading and research.** The texts and websites you will refer to specifically are:

NCEA Level 2 Physical Education Study Guide pg. 223+ VCE Physical Education Book 1 VCE Physical Education Book 2 [|www.rugbyworldcup.com] [|www.nz2011.govt.nz] [|www.tourismnewzealand.com]

Plus any other websites that **you** research.

Click below to see the Achievement Standard and the actual assessment 2.5B which you can print off so you have **ALL** information you need.



Now, complete the following tasks. Much of it will be reading. Photocopy where necessary and highlight what you think is relevant to the topic. These books are behind the teacher's desk on the book shelf.

Pg 223 NCEA book, complete Activity 15A, but you may want to alter the questions for your survey to make them relevant to the topic of the RWC. You will need to make the survey and get several people to complete it, then follow que 1-4.
 * __Task 1__**

Pg 225-226 NCEA book Pg 146-147 VCE Bk 1 Pg 302-306 VCE Bk 2
 * Spectatorship**

Pg 226-228 NCEA Pg 139-146 VCE Bk 1 Pg 323-337 VCE Bk 2 including Culture and Ethnicity
 * Participation**

Pg 230-233 NCEA
 * Social effects of spectatorship and anti-social behaviour**

Pg 235-240 NCEA. **Complete Question 1-4.** Pg144-145, 159-160 VCE Bk 1 Pg 308-320 VCE 2
 * Gender stereotyping and sport**

Pg 241-244 NCEA Pg 265-378 VCE Bk 2 **(including sponsorship)**
 * Minority Sports/ Media**

Pg 248-251 NCEA
 * National Identity**

Pg 253-269 NCEA Pg 161-163 VCE Bk1 Pg 400-407 VCE Bk2
 * Sponsorship/ Professional Sport**

NOW you have read, completed and collated lots of information on all the background to the sociological aspects of this topic, you need to complete the following tasks.

Using the aforementioned websites and any others you wish, you must research the historical and cultural background of the RWC. You will need to gather a range of different perspectives so you have other ideas apart from your own which you will be able to critically examine. You will need to explore how the RWC could impact businesses (some may prosper, some may not), how media coverage will be impacted-locally, nationally and inter-nationally). You will need to explore the benefits/disadvantages of hosting a major sporting event in NZ including assumptions, who is advantaged and how, who is dis-advantaged and why and the pros and cons of NZ hosting the RWC. Then you will look at the opportunities and disadvantages for rugby fans in NZ and in the world, during and after the RWC; the opportunities for rugby in NZ to benefit from the RWC and the importance of the All Blacks winning the 2011 RWC for NZ (refer to **BEFORE** they actually won it). You will need to follow a critical thinking model such **as SPEECH (Social, Political, Economic, Environmental, Ethical, Cultural, Historical)** to discuss the significance for self, others and society. See below.
 * TASKS (preparing for assessment)**

Who is advantaged/ disadvantaged? ||
 * S || * Society
 * Social || What factors/groups in our society are impacted by this? ||
 * P || * Political || What are the political implications of this? ||
 * E || * Economic || What role does economics play?
 * E || * Environmental || What other factors are important? E.g. Gender, Race etc ||
 * C || * Cultural || What cultural factors might be affected by this? ||
 * H || * Historical || Is this event a recent phenomenon or is it embedded in history? ||

The objective behind this assessment is to provide a wide range of views and challenged ideas/ assumptions about the significance of the RWC or NZ hosting the RWC for you, others, and for society with **evidence** to back up your research.
 * In Summary**

=**AS91332 (2.6)**= =**Evaluate leadership strategies that contribute to the effective functioning of a group.**=

This achievement standard looks at how different strategies impact how different groups function. Various leadership strategies will be observed as well as the role of specific responsibilities. This could work really well if you are a coach of a sports team.

See the achievement standard below.



Here is the assessment below.

=**AS91335 (2.9)**=

**3 credits**
This achievement standard involves planning, implementing and evaluating a physical activity or event. You get to plan a fun activity for others to participate in, and deliver it after thorough planning. You will record all planning procedures, collect evidence and evaluate the success of your outcomes. See the achievement standard below for more details.




 * The physical activity event or opportunity could include:**
 * a physical activity adapted to meet the specific needs of the participants (eg Special Olympics)
 * outdoor education opportunities
 * lunchtime activities
 * competitive or a recreational event
 * festival or fun event
 * a demonstration, display or performance event
 * school wide physical activity or event eg swimming sports, cross country
 * "have a go" opportunities


 * Here are some specific examples of events or opportunities that may work:**
 * a mini tournament
 * a one-off activity/event held at lunchtime such as a zumba class, turbo touch game, ultimate frisbee etc
 * staff versus students game/activity or an activity specifically for staff (eg Te Ora Ho/Pulse staff)
 * inter school tug of war
 * a quiz on the benefits of physical activity held at a specific time
 * a guest speaker to talk to the students about their particular sport

Brainstorm some ideas and create a mind map of all the areas that need to be covered and how you will organise them, e.g in terms of priority- most important tasks done first, tasks that will take longer etc. Decide on the sort of people you want to work with e.g school children, He Kakano children, staff, He Matariki students etc. You will need permission for this before you can plan. You will need to work out what sort of equipment you will need, where you can borrow it from and how you will access it. Will you have a budget or will you need sponsorship to get prizes or pay for any bills? Where will you hold the event/activity? Does this place need to be booked? How will you advertise the event/tell people it is happening or get people to sign up? Do you need to provide a first aid kit and what safety issues need to be catered for? How about the draw or timetable of events? Are there permission letters that need to be written, posters to be made, registration sheets etc?
 * Where do I start?**


 * What next?**

Who in the group will be responsible for doing certain tasks and justify why these tasks are important. What sort of barriers/obstacles could occur and how could they be overcome? Compile a list of all tasks and develop a timeframe for each stage of these tasks.


 * Evidence**

You will need to write a report with thorough explanantions so make sure you plan everything in a detailed log. Keep minutes of all meetings to verify the inclusion of all group members. You will also need photos to support some of your explanations. You will need a purpose or an aim for your activity/event and how you allocated responsibilities within the group. Make a note of what went well and did not go so well when planning. You will need to explain what actually happened in the final event. Did everyone turn up and participate? Did it run smoothly? Were there any unexpected problems and if so, how did you deal with them? What was the feedback, did people enjoy it? //Evaluation`// Did the actual outcomes (what happened) match the intended outcomes (what you wanted to happen)? If not, was this due to loss of focus or unrealistic expectations, poor planning, poor communication, unforseeable circumstances or any other reason? How did your actions contribute to the success or otherwise of the event/opportunity/activity? Did you complete all areas of responsibilty and were there things that did not go as well as planned. Then reflect on what you learned. We can only do things better by reflecting on what we have done and making changes to how we would deliver it if we were to do it again. What would you change next time? How could you ensure the aim or purpose of the activity was more fully met if you did it again?

Run your event and ensure all details have been documented up until now. Make sure you are clear about how every task actually contributes to your overall aim/purpose. Keep a note of the participant/spectator responses that you could use as evidence. The log book will need to be handed in.
 * Running the activity or event**

Now have a look at the assessment to see how to get started and get involved planning your fun event.