Assessment Type 1: Performance Improvement

For a 10‑credit subject, students undertake one performance improvement task.

For a 20‑credit subject, students undertake at least one performance improvement task.

Students participate in a variety of physical activities focusing on one or more movement concepts or strategies to consider ways to improve performance. The physical activities may include sports, theme‑based games, fitness, and/or recreational activities.

Students develop knowledge and understanding of focus area content through participating in physical activities and other integrated activities (e.g. laboratory activities such as fitness testing). They apply this knowledge to critically analyse their own and/or others’ performances.

Students explore and analyse evidence of physical activity to reflect on ways in which performance improvement can be achieved. The use of technology is encouraged in the collection of evidence. Evidence can include game data, video analysis, fitness data, and/or literature research.

Examples of activities that can support evidence of learning in this assessment type include, but are not limited to, the following:

• With a focus on the movement concept of body awareness, students undertake a range of fitness tests to measure their current fitness levels (e.g. aerobic capacity, power, speed). Using this evidence, they design a series of fitness training sessions to improve an identified fitness factor. Students implement the training sessions with a group.
• With a focus on the movement concept of movement quality, students conduct an analysis of a specific biomechanical movement to improve performance. Through participation in a sport (e.g. badminton), they identify a movement problem (e.g. inability to hit the shuttle to the back of the court) to analyse and improve. Students apply key ideas from focus areas to improve their performance.
• With a focus on the movement concept of body awareness, students conduct an analysis of a court invasion game (sport or minor game). They discuss physiological concepts that influence movement ability, such as the interplay of energy systems for two different positions, and compare the similarities and differences. Students consider their suitability for each position and provide suggestions for improvement based on their own biophysical profile.
• With a focus on the movement concepts of body awareness and relationships, students take a gamification approach. Using an electronic game or application as inspiration, they design and play a real-life game to improve an identified movement skill (e.g. throwing). Applying biomechanical principles and skill‑acquisition knowledge, students consider ways to improve performance of the identified movement skill by making modifications to the game. Students may choose to design a series of levels to increase movement competence and cognitive effort.

Students may present evidence of their learning in various formats, for example:

• blog or vlog
• video analysis
• screencast
• reflective journal
• collaborative investigation and presentation
• scientific journal article.

For a 10‑credit subject:

• the evidence for one performance improvement task should be a maximum of 9 minutes for an oral or multimodal presentation, or a maximum of 1500 words if written.

For a 20‑credit subject:

• the evidence for one performance improvement task should be a maximum of 9 minutes for oral or multimodal presentations, or a maximum of 1500 words if written
• the evidence for two performance improvement tasks should be a maximum of 18 minutes for oral or multimodal presentations, or a maximum of 3000 words if written
• the evidence for three performance improvement tasks should be a maximum of 27 minutes for oral or multimodal presentations, or a maximum of 4500 words if written.

Note: for multimodal evidence, one A4 page is equivalent to 2 minutes of oral evidence.

For this assessment type, students provide evidence of their learning in relation to the following assessment design criteria:

• application and communication
• exploration, analysis, and reflection.