Student Name:

Assessment Task Sheet

Assessment Task Information
Faculty: PDHPE
Course: HSC PDHPE (Stage 6)
Unit: Core 2: Factors Affecting Performance
Task Title: Company Fun Run
Task marks: 30 marks
Weighting: 30% Task No: 2 of 4
Date issues: 28/02/2018 Date for submission: 29/03/2018

Assessment Task Details

Description of Activity:
This task is a research task which is to be completed at home. Some class time will be
allocated if throughout lessons. Hand task or present task to teacher in class on week 8
Thursday period 2.

A company consisting of 20 workers has asked you to assist them in prepare for a 5km fun
run. The company is looking to improve their performance from last year where only 5
workers finished the race.
The company has asked that you:
- Design a 4 week training program designed to improve performance, justifying
your choices
- Propose psychological strategies which can be used to help improve performance,
justifying your choices
- Critically analyse the role nutrition plays in improving performance and design a
pre, during and post-race nutritional plan, justifying your choices

The company has stated that they are happy for you to present the information in a way
you feel comfortable, be it as a report, a formal presentation, a Prezi presentation, a
video or a combination of any of these.

Stage 6 school-based assessment task - Year 12 (500 words) Evaluation (1500 words)
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Task instructions:
Section 1: Design a 6 week training program for 5km fun run (14 marks)

Part A: Outline the contribution of each energy system within a 5km race, providing
examples of where each energy system would be used within the race. (3 marks)

Part B: Design a 4 week training program (2 x 1 hour training sessions per week)
specifically focused on improving performance to complete a 5km run. (5 marks)

Part C: Analyse how the principles of training improve performance and justify how your
program has incorporated the principles of training in order to improve performance for a
5km run. (6 marks)

Section 2: Psychological and nutritional strategies (16 marks)

Part D: Propose a variety of psychological strategies which could be used by the company
workers before and during the 5km run in order to improve their performance. Justify
why you have suggested these strategies. (5 marks)

Part E: Explain the energy and nutritional requirements of a 5km run. Critically analyse
how a nutritional plan could improve performance of the company workers for the 5km
run. (7 marks)

Part F: Design a pre, during and post run nutritional plan for the company workers. Justify
how your nutritional plan addresses the energy and nutritional requirements identified in
the previous part. (4 marks)

Referencing
Students must reference using APA referencing style.

Stage 6 school-based assessment task - Year 12 (500 words) Evaluation (1500 words)
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Context
Contextual statement:
The students within this class have a wide range of different abilities and skills when it
comes to displaying knowledge and presenting information. Therefore this assessment
task has been designed to allow each student to select how they wish to present their
work, addressing their strengths whilst still completing the task provided.
The students within this class possess a wide range of knowledge and understanding of
the concept therefore high and low verbs have been incorporated, along with a scaffold
which further breaks down each task.

Task rationale
Contextual statement:
The assessment task has been designed in order to address not only the content
knowledge syllabus outcomes but also the designing and implementing skill syllabus
outcomes. This has been achieved through not only assessing students on their
knowledge of the outcomes, but to also assess students on their ability to practically
understand and apply this knowledge to the required task.

Declaration of own work

Student declaration
By submitting this assessment task the students is certifying that the work submitted is
their own and any information copied from a secondary source is clearly identified and
acknowledged.

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Outcomes to be assessed
Outcome Description
H7 explains the relationship between physiology and movement
potential
H8 explains how a variety of training approaches and other
interventions enhance performance and safety in physical activity
H10 designs and implements training plans to improve performance
H11 designs psychological strategies and nutritional plans in response
to individual performance needs
H16 devises methods of gathering, interpreting and communicating
information about health and physical activity concepts
H17 selects appropriate options and formulates strategies based on a
critical analysis of the factors that affect performance and safe
participation.

Criteria for assessing learning

Section 1 (14 marks)

Part A: (3 marks)
Outline the contribution of each energy system within a 5km race, providing examples of
where each energy system would be used within the race.

Marking criteria
Mark range Criteria
3  Outlines the contribution of the energy systems within a 5km
run
 Provides relevant examples for the use of these energy systems
2  Outlines the contribution of some of the energy systems within
a 5km run
 Provides some examples for the use of these energy system
1  Outlines the contribution of at least 1 energy system within a
5km run

Stage 6 school-based assessment task - Year 12 (500 words) Evaluation (1500 words)
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Part B: (5 marks)
Design a 4 week training program (2 x 1 hour training sessions per week) specifically focused
on improving performance to complete a 5km run.
Marking criteria
Mark range Criteria
4-5  Training program incorporates the principles of training
extensively throughout the 4 weeks
 Extensive understanding of how to apply the principles of
training to the specific scenario
 Program is clear and easy to follow
2-3  Training program addresses the principles of training
occasionally within the training program
 Sound understanding of how to apply the principles of training
to the specific scenario
 Program is mostly clear and easy to follow
1  Training program includes the principles of training at least
once within the training program
 Basic understanding of how to apply the principles of training
to the specific scenario
 Program is somewhat clear and easy to follow

Stage 6 school-based assessment task - Year 12 (500 words) Evaluation (1500 words)
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Part C: (6 marks)
Analyse how the principles of training improve performance and justify how your program
has incorporated the principles of training in order to improve performance for a 5km run.
Marking criteria
Mark range Criteria
5-6  Extensive analysis of the principles of training and how they
improve performance
 Extensive justification supporting program design
 Detailed examples to support response
 Response is clear and logical
3-4  Sound analysis of the principles of training and how they
improve performance
 Sound justification supporting program design
 Example to support response
 Response is mostly clear and logical
1-2  Basic analysis of the principles of training and how they
improve performance
 Basic justification supporting program design
 Limited examples to support response
 Response is somewhat clear and logical

Stage 6 school-based assessment task - Year 12 (500 words) Evaluation (1500 words)
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Section 2 (16 marks)

Part D: (5 marks)
Propose a variety of psychological strategies which could be used by the company workers
before and during the 5km run in order to improve their performance. Justify why you have
suggested these strategies.

Marking criteria
Mark range Criteria
4-5  Proposes a variety of extensively detailed psychological
strategies that are specific to the scenario
 Extensive justification supporting the inclusion of these
strategies
 Detailed example of how/when strategies could be used by
company workers before/during the 5km run
 Response is clear and logical
2-3  Proposes psychological strategies that are specific to the
scenario
 Sound justification supporting the inclusion of these strategies
 Examples of how/when strategies could be used to by company
workers before/during the 5km run
 Response is mostly clear and logical
1  Proposes psychological strategies with minimal detail that are
specific to the scenario
 Basic justification providing limited support toward the
inclusion of these strategies
 Limited examples of how/when strategies could be used by
company workers before/during the 5km run
 Response is somewhat clear and logical

Stage 6 school-based assessment task - Year 12 (500 words) Evaluation (1500 words)
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Part E: (7 marks)
Explain the energy and nutritional requirements of a 5km run. Critically analyse how a
nutritional plan could improve performance of the company workers for the 5km run.
Marking criteria
Mark range Criteria
6-7  Explains the energy and nutritional requirements for a 5km run
 Critically analyses the relationship between physiological
energy requirements and movement potential
 Critically analyses how a nutritional plan addresses the
physiological energy requirements of a 5km run
 Response is clear and logical
3-5  Describes the energy and nutritional requirements for a 5km
run
 Analyses the relationship between physiological energy
requirements and movement potential
 Analyses how a nutritional plan addresses the physiological
energy requirements of a 5km run
 Response is mostly clear and logical
1-2  Identifies the energy and nutritional requirements for a 5 km
run
 Outlines the relationship between physiological energy
requirements and movement potential
 Outlines how a nutritional plan addresses the physiological
energy requirements of a 5km run
 Response is somewhat clear and logical

Stage 6 school-based assessment task - Year 12 (500 words) Evaluation (1500 words)
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Part F: (4 marks)
Design a pre, during and post run nutritional plan for the company workers. Justify how
your nutritional plan addresses the energy and nutritional requirements identified in the
previous part.

Marking criteria
Mark range Criteria
4  Provides a thorough pre, during and post-race nutritional plan
 Nutritional plan displays an extensive understanding of the
specific nutritional requirements needed for a 5km run
 Extensive justification detailing how nutritional plan addresses
energy and nutritional requirements
 Response is clear and logical
2-3  Provides a pre, during and post-race nutritional plan
 Nutritional plan displays an understanding of the specific
nutritional requirements needed for a 5km run
 Sound justification detailing how nutritional plan addresses
energy and nutritional requirements
 Response is mostly clear and logical
1  Provides a basic pre, during and post-race nutritional plan
 Nutritional plan displays limited understanding of specific
nutritional requirements needed for a 5km run
 Basic justification providing limited detail regarding how
nutritional plan addresses energy and nutritional requirements
 Response is somewhat clear and logical

FINAL MARK = /30

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

Students will be required to bring their draft training program and nutritional plan to class
on the Tuesday 05/06/2018 in order to have it peer reviewed by two other class members.
Class members will provided feedback on strengths and areas for improvement for each
program and plan they review.

Peer Reviewed Feedback

Name of reviewer
Strengths Areas for improvement
Training program

Nutritional plan

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

Name of reviewer
Strengths Areas for improvement
Training program

Nutritional plan

Stage 6 school-based assessment task - Year 12 (500 words) Evaluation (1500 words)
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Students will be provided with feedback from the teacher relating to their overall
performance of the assessment task. Feedback will provide students information regarding
areas that they performed well in or have improved in, areas that could be improved upon
and a guide relating to how they can improve on these areas.

Teacher Feedback
Strengths Areas for improvement Where to next

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

Sample Scaffold
Section 1: Design a 6 week training program for 5km fun run (14 marks)

Part A: Outline the contribution of each energy system within a 5km race, providing
examples of where each energy system would be used within the race. (3 marks)

Outline: Sketch in general terms; indicate the main features

Questions that may help

What are the energy systems?

When are the energy systems used?
How often is each energy systems used within a 5km race?
Provide an example of when each energy system would be used in a 5km race

Part B: Design a 4 week training program (2 x 1 hour training sessions per week)
specifically focused on improving performance to complete a 5km run. (5 marks)

Design: To create or plan a structure or sequence of events

Training program should address the principles of training:

- progressive overload – how is their training program going to progress in order to

improve their performance?
- specificity – what types of training methods address the needed energy system/s?
- reversibility – how often will they train?
- variety – how are you going to vary their training?
- training thresholds – what training thresholds must they work at in order to
address the specific energy system being trained?
- warm up and cool down – have you included appropriate warm up and cool
down?

Stage 6 school-based assessment task - Year 12 (500 words) Evaluation (1500 words)
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Part C: Analyse how the principles of training improve performance and justify how your
program has incorporated the principles of training in order to improve performance for a
5km run. (6 marks)

Analyse: Identify components and the relationship between them; draw out and relate
implications
Justify: Support an argument or conclusion

Questions that may help

What are the 6 principles of training?

Explain each principle
How do the principles of training improve performance?
How have you included the principles of training within your training program? Explain?
Provide examples of where you have included the principles of training within your
training program

Section 2: Psychological and nutritional strategies (16 marks)

Part D: Propose a variety of psychological strategies which could be used by the company
workers before and during the 5km run in order to improve their performance. Justify
why you have suggested these strategies. (5 marks)

Propose: Put forward (for example a point of view, idea, argument, suggestion) for
consideration or action
Justify: Support an argument or conclusion

Questions that may help

What psychological problems may the workers face before and during the race?
Why affect will these psychological problems have on performance?
What strategies can be incorporated in order to address these psychological problems?
What section of the race could the workers incorporate these strategies? Provide
examples

Stage 6 school-based assessment task - Year 12 (500 words) Evaluation (1500 words)
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Part E: Explain the energy and nutritional requirements of a 5km run. Critically analyse
how a nutritional plan could improve performance of the company workers for the 5km
run. (7 marks)

Explain: Relate cause and effect; make the relationships between things evident; provide
why and/or how
Critically analyse/evaluate: Add a degree or level of accuracy depth knowledge and
understanding, logic, questioning, reflection and quality (analyse/evaluate)

Questions that may help

What are the energy requirements of the major energy systems used within a 5km run?
Where does this energy come from (nutrition)? How is it stored? How long can your body
store this energy for?
How are the energy stores and requirements effected during a 5km run?
How do energy requirements affect performance? Eg. low energy stores vs high energy
stores
How can a nutrition plan keep energy stores high?
What energy is required pre-race? How can you get this energy?
What energy is required during the race? How can you get this energy?
What energy is required post-race? How can you get this energy?
How will this improve performance?

Part F: Design a pre, during and post run nutritional plan for the company workers. Justify
how your nutritional plan addresses the energy and nutritional requirements identified in
the previous part.
(4 marks)

Design: To create or plan a structure or sequence of events

Justify: Support an argument or conclusion

Stage 6 school-based assessment task - Year 12 (500 words) Evaluation (1500 words)
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Questions that may help

Based on findings from previous question what pre, during and post-race nutritional
requirements are needed
Identify foods and drinks which can address these nutritional requirements?
How does your nutritional plan address the nutritional requirements previously identified?
Explain?

Referencing

Referencing must be in APA format

Information regarding how to correctly reference in APA format can be found at the
following link
http://library.westernsydney.edu.au/main/sites/default/files/cite_APA.pdf

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Evaluation
Evaluate the importance of assessment and approaches to feedback and assessment design that
will inform your practice in your teaching area. 1500 words

“NSW schools are taking more responsibility for their own performance, are subject to

closer public scrutiny and are finding new ways of improving student outcomes in a world

of evermore demanding standards” (Smith, 2005, p. 42). Two such ways that are being

utilised in order to improve students learning and outcomes are assessments and feedback.

This paper will evaluate the importance of assessment and feedback within the education

system specifically linking them to the Stage 6 PDHPE HSC course. The paper will first

address the different types of assessments followed by the role they play in informing

teaching and learning in order to improve student outcomes. After that the paper will

evaluate the role feedback plays within assisting assessments to further improve the

learning benefits of students, along with identify the most effective approaches to applying

feedback. The paper will finish off by addressing the importance of assessment design in

order to ensure that effective assessment tasks are created.

The Board of Studies (2009), Assessment and Reporting in Personal Development, Health

and Physical Education (PDHPE) in Stage 6, refers to assessments as a process involving

the collection of information regarding students, in order to create judgment towards the

students successes in learning. There are two categories of assessments which can be

incorporated by teachers; both equally important in the monitoring and success of stage 6

learners, these categories are formative assessments and summative assessments.

Formative assessments are activities undertaken by students within the classroom, which

display the students current knowledge and understanding of the content, however are

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generally not counted toward the student’s final grades (Dixson & Worrell, 2016). There

are two types of formative assessments, assessment for learning and assessment as

learning. Assessments for learning aims to provide students with a low pressure activity,

that allow the teacher to gain an understanding towards how effectively the students grasp

the content being taught within the classroom (Find reference). This information gathered

during assessments for learning is an important tool which can be utilised by teacher in

order to inform their teaching, regarding how to proceed with the students learning, along

with how effective the learning activities achieved the goal of providing the students with

adequate knowledge and understanding of the content being taught NESA (find date)

Assessment for, as and of learning, PLUS ONE MORE REFERENCE.

Assessment as learning aims to provide students with the chance to assess their own tasks

and learning or that of peers. This type of assessment is an important tool in informing

students learning as it allows them to reflect on the required learning goals of the content,

along with their current position in terms of achieving those goals (Dann, 2014).Students

can then use this information to become more involved within their own learning,

identifying for themselves, area which they need to improve, whilst also providing them

with a goal or scaffold to work towards. Dann (2014) supports the use of assessments as

learning, stating that in order for students to have the greatest chance of success they must

first understand what is required of them and also be given the chance to manage and

address their own progress in regards to achieving their learning goals.

Summative assessment also referred to as assessment of learning, consists of formal

assessment tasks being performed, designed to measure and record students’ progress

against a set marking criteria or standards (Dixson & Worrell, 2016). This type of

assessment provide teachers with a way of assessing each student on their knowledge and

understanding of a large number of areas, allowing for a specific mark or result to be

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judged. Assessment of learning is specifically important with the PDHPE stage 6 HSC

course due to the NESA requirements regarding teachers provide in school assessment

results and rankings for every student within the school undertaking the PDHPE HSC

course. Although the majority of focus relating to summative assessments revolves around

results and ranking, (REFERENCE) states that when utilised correctly the results of

summative assessments can also play a role in informing teaching and learning similar to

assessment for learning and assessment as learning, however focusing on a greater area of

content.

Although assessment task alone have been shown to provide benefits towards improving

teaching and learning, Hattie and Timperley (2007) state, that in order to achieve the

greatest benefits to student learning, effective feedback must be incorporated within an

assessment task. Scruton and Ferguson (2014) take this further, declaring that assessment

tasks which fail to provide students with feedback are pointless, and provide no assistance

to student learning. When defining feedback, Li and De Luca (2014) refer to it as

comments, assistance or grades that a teacher, students or parent, provide following an

activity or assessment task. Where assessment tasks are generally used to provide teacher

with an overview of students learning, feedback allows these assessment tasks to provide

students with an understanding of their own learning. Effective feedback allows students to

gauge where they have successfully achieved learning outcomes within the assessment

task, whilst also informing them of areas that require extra development in order to

successfully achieve the required learning outcomes (Li & De Luca, 2014). However just

as feedback play an important role in assisting assessment tasks, assessment tasks also play

an important role in assisting feedback, with Hattie and Timperley (2007) stating, that in

order for feedback to be effective it must have a learning context with which it can address.

Therefore in order for feedback to be useful and appropriate it must originally have

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information to provide feedback towards, as of which can be obtained through assessments.

There are a variety of different approaches to providing feedback, with some that are more

effective in improving student learning then others (Hattie, 1999). In order for feedback to

be effective within an assessment it must incorporate three different notions, feed up,

feedback and feed forward (Hattie & Timperley, 2007). Feed up looks to establish students

with an understanding of what the required outcomes and objectives are for a specific

assessment task, with effective feed up further breaking down the required criteria students

must address in order to successfully achieve the learning outcomes of the assessment task

(Hattie & Timperley, 2007). Providing a marking criteria or assessment rubric to

assessment tasks are two strategies that can be incorporated by teachers in order to

effectively apply feed up to students. Feedback involves information being provided to the

student concerning how they performed in regards to achieving the learning goals or

criteria of an assessment. Feedback needs to be beneficial to students learning and should

focus on addressing the learning outcomes and criteria of the particular task or assessment.

Positive and negative feedback should be included, highlighting areas of strength as well as

areas that the student could improve upon (Scruton & Ferguson, 2014). Feed forward looks

to provide students with information regarding what they should do next in order to

improve. Hattie & Timperley (2007) supports the effectiveness of feed forward, stating,

that feedback is of little assistance if it simply highlights areas that have not been achieved

and fails to address how a student could improve on these areas.

As highlighted above, the importance of assessment and feedback are of great value to a

teacher and student within the education system, however if the assessment task has been

designed poorly, the benefits experienced will be limited. When designing an assessment

task for PDHPE stage 6 HSC, NESA (2017) Assessment and Reporting in Personal

Development, Health and Physical Education (PDHPE) Stage 6 outlines a number of

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requirements which teachers must adhere to in order to ensure reliable and effective

assessments. One requirement that must be met in order to ensure reliability is that the

assessment tasks only assess the student on the outcomes and criteria outlined within the

PDHPE stage 6 syllabus. This plays an important role in ensuring that results are a

representation of a student’s knowledge and understanding of the course content outlined

within the syllabus, not related to other potential strengths or weaknesses that are

experienced within the classroom environment. Another factor which is important to

ensure effective assessment tasks are produced is by allowing for differentiation of students

levels of ability and learning style. NESA ( ) differentiating assessment report highlights

that all students within a classroom have different strengths and weaknesses in terms of

learning and presenting knowledge therefore teachers should consider all students abilities

when designing assessment tasks. The NSW Department of Education and Communities

(2015) state that teachers can allow for all different styles of learning by providing students

with a range of different option from which they may choose from in order to present their

knowledge and understanding. Once again this ensures that the student’s results are based

of their knowledge of the content as opposed to their ability to present data in a specific

format.

In conclusion, when evaluating the importance of assessment, feedback and assessment

design, it has been found that when performed correctly with all aspects working together,

great improvements to students learning and outcomes can be achieved. It is therefore

important that all teachers and schools understand the most effective ways of using these

approaches as to not waste the great teaching and learning potential that they possess.

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