Assessment task 1: Debate  

As a PDHPE teacher, you will be expected to have opinions on controversial topics and to be able to back your opinions with scientific evidence and reason. As a way of developing these skills you will participate in a debate as part of your assessment. 

Students will be allocated to a topic and to either the affirmative or negative side. There will be three students per side (6 students per topic). Each team member will speak for 3 minutes on their topic starting with the first speaker from the affirmative side. 

• The first speaker will introduce the topic and outline the arguments to be used by their team. They will begin to explain these arguments. The second speaker will continue to explain and rationalize the arguments of their team, building on the arguments and presenting evidence to support these. The third speaker will further the arguments of their team plus summarise and conclude the overall argument. 

Where possible, all speakers should try to provide supporting evidence from the scientific literature for their arguments. 

At the completion of each team's arguments, both teams will be given time to prepare and ask the opposition 2 questions. The responding team will have 1 - 2 minutes to answer each question. These questions should probe the opposition's arguments in an attempt to rebut their position.  

To accompany the debate: 

• Each team must upload a summary paper (500 words) that outlines their arguments (with supporting references and examples) by 8am of the day of the debate i.e. one summary per team). 

• Students must then upload an individual 500 word reflection that reflects on the overall value of debates as a learning tool as well as their experiences within the debate. This should be uploaded one week after the debate.  

Assessment task 2: ICT Teaching Resource and Presentation  

This task is in two parts: 

Part A – ICT based teaching resource (15%)  

Students are required to develop an informative, engaging and student centred learning activity for an allocated area of the stage 6 PDHPE and/or PASS syllabus. In developing the activity, the student must create an original ICT teaching and learning resource that is the focus of the learning activity. Resources could include videos, podcasts, websites etc. 

The resource MUST be original, but you can make use of other resources to make an original resource is permitted. Please ensure that external resources are referenced as per APA guidelines.  

Part B - Presentation (15 minutes) (15%) 

Students will select one or two activities from part A and teach these to their peers.

In this task students are required to design and develop an original ICT resource that could be implemented into a stage 5 PASS and/or stage 6 PDHPE classroom. In doing so, students are explicitly demonstrating the ability to develop and implement ICT based teaching strategies to enhance student learning.

Part A: Case Study & Questions (700 - 800 words) 

In the stage 6 syllabus one of the suggested teaching strategies involves students examining two athlete case studies to analyse differing training methods. This task is designed to develop your ability to write authentic case studies whilst at the same time allowing you to demonstrate your knowledge and understanding of the content addressed across the unit. 

In this task, you will develop a case study of an athlete detailing a range of issues relating to the athlete. The case study should detail background information about the athlete such as their sport/event, level of competition, current training program, goals etc. The case study should then highlight at least two concerns the athlete is facing. These concerns could include anxiety, motivation, training factors such as overtraining or recovery, physiological adaptations, measurement and evaluation of fitness, supplement use etc. 

The case study should be well developed and authentic. 

From the case study you should then develop four questions relating to the athlete. These questions would be questions the athlete could ask an expert in order to improve their performance. The questions should be logical extensions from the case study detail and must address at least 2 different areas of the unit content. 

The content areas are as follows: 
• Training factors (types of training, principles of training, overtraining) 
• Planning of training 
• Physiological adaptations 
• Recovery principles 
• Psychological asepcts (motivation, anxiety and arousal) 
• Ergogenic aids 

Part B: Evidence Based Responses (1400 - 1600 words) 

You will also have to provide your answers to the questions using literature to support your responses. In providing these evidence based responses you will be required to demonstrate your depth of knowledge and understanding of the unit content. 

Full task instructions, criteria and rubrics are available on canvas.