PHYSICAL EDUCATION. Analysing and Evaluating Performance (AEP) Task GCSE (9 1) Exemplar Candidate Work. J587 For first teaching in 2016

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1 Qualification Accredited GCSE (9 1) PHYSICAL EDUCATION J587 For first teaching in 2016 Analysing and Evaluating Performance (AEP) Task Version 1

2 Contents Introduction 3 Movement analysis section 4 Action plan 10 Evaluation 28 Analysis 34 Overview 42 Assessment 45 2

3 Introduction OCR is open to a wide variety of approaches and all answers are considered on their merits. These exemplars, therefore, should not be seen as the only way to answer questions but do illustrate how the mark scheme has been applied. Please always refer to the specification ( org.uk/images/ specification-accredited-a-levelgce-history-a-h505.pdf ) for full details of the assessment for this qualification. These exemplar answers should also be read in conjunction with the sample assessment materials. It is important to note that approaches to question setting and marking will remain consistent. At the same time OCR reviews all its qualifications annually and may make small adjustments to improve the performance of its assessments. We will let you know of any substantive changes. 3

4 AEP Exemplar materials The materials below are taken from three assignments. One on Hockey and two on Netball. They represent different sections of the AEP. The level awarded to them is indicative of what the whole assignment would receive should the quality of the rest of the assignment match with this section. Movement analysis section 4

5 Movement analysis Level 4 Skill Classification Level 3 Overall Top Level 3 Although the two bits of theory are distinct they are combined together to formulate the level given for this section. Sometimes candidates will perform better at one part than the other, as this candidate has so if appropriate give a level for each part and then combine them to get the overall level for this section. So in this piece of work the analysis of the movement is good as it contains some good information on most of the joints covered and the required information - Joint, type of movement, muscle group(s) and muscle role/function for the chest pass from preparation through to execution of the skill. The Skill / Environmental continua are weaker as they need more detail in the explanation and could bring in more practical examples and thus apply the theory. i.e. The chest pass is more open as the defenders and attackers are constantly moving and thus affect when or how the pass is completed. How to improve As writing pros can lead to confusing and incorrect information then the use of pictures to support commentary would help or the information could be done in a table as long as it is all included. If any of the information is incorrect then candidates will still be credited for what they have got right and won t have marks deducted for it but clearly large amounts of incorrect information will limit the band they can achieve. It is only a requirement to place and justify one skill on the continua but to support your decision you could use other skills to help justify placement. i.e. not as many subroutines as.thus its more complex etc. Also this candidate could use more of the defining criteria for what is an open or closed/simple or complex skill whereas clearly they could also use more practical applications of the theory as already shown. 5

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8 Overall level 5 Movement analysis section is again slightly stronger than the skill classification section however both are level 5 and hence level 5 overall. They do preparation and execution phases of skill to make sure whole movement is covered and include pictures that can easily be checked that they have the correct information. They do have some practical applications of the theory to justify the placement they have decided. How to improve Some candidates may struggle to include all the information correctly when writing in prose. It is only a requirement to place and justify one skill on the continua but to support your decision you could use other skills to help justify placement. i.e. not as many subroutines as.thus it s more complex etc. Also this candidate could use more of the defining criteria for what is an open or closed/simple or complex skill whereas clearly they could also use more practical applications of the theory as already shown. 8

9 Low level 1 Of all the information labelled only very small amounts of it are relevant and on specification. Irrelevant information i.,e naming the calcaneus, will not cause marks to be deducted but will also not gain credit so when so much required information such as- joint, type of movement, muscle group(s) and muscle function/role isn t included time would ve been better spent remembering that rather than things not on the specification. There is only a brief statement on continuum placement with no justification. How to improve Only include muscles, joints and information included in the specification and arrange it so it is all together and not in a confusing layout. One line to the joint being analysed and then all bits of information linked to that line. Use the continuum line to place the skill on to make it clear and then use information and practical examples to justify the placement. 9

10 Action Plan 10

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16 Level 2 In general this section includes definitions of Training principles and SMART that aren t required as we are looking for how the candidate applies them and not the definition that everyone can just copy out of the book so isn t testing their understanding of them. It does start with a goal but not all of the SMART principles are applied even though they have been defined previously i.e. The goal has no time frame or measurable target. There is only one drill that will start to improve the skill in question shoulder pass and does have one progression but there is no further progression of the drill to competitive and pressured situations that would ultimately enable the performer to improve in the long run and to make sure they can they manage it effectively in a game situation. For the risk assessment they cover warm up and cool down and mention checking the space and wearing the correct clothing but it lacks details and needs to be definitive rather than suggestive. How to improve They should use the data from the Assessment section to justify their goal that they are trying to achieve. The goal should also have all the SMART targets applied practically for it to be higher band quality. Don t really need definitions of Principles of training and Smart targets but they have to be applied in the action plan. Drills need to show progression over the time period i.e. week 1. Week 2 +5mins on each activity etc. and require a time frame. They should an understanding of how they know the action plan will be successful e.g. they could use pre and post-tests to see if it s improved or will cause an improvement. It is also useful here to refer back to the legacy spec exemplars of the Analysing Performance task. These can be found on the CPD hub. 16

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24 Top Level 4 Valid points are made throughout and coaching drills would improve the skill in question. Good use and application of the principles in the explanation and risk assessment Definitions of SMART and Training principles included whereas the time would ve been better spent making sure the practical examples and applications are to the candidate and this skill rather than generally giving applications. How to improve Show progressions over the time period not just how they can make it more difficult. i.e. week 1 eat 1 banana a day week 2 eat 2 bananas a day etc Drills do go up to a pressured scenario but there still needs to be a progression into a small sided game to make sure the skill can be practiced in a competitive situation. Only have to do 1 risk assessments to cover all sessions rather than repeating the information as this will save time and enable them to write more relevant information. They should an understanding of how they know the action plan will be successful e.g. they could use pre and post-tests to see if it s improved or will cause an improvement. It is also useful here to refer back to the legacy spec exemplars of the Analysing Performance task. These can be found on the CPD hub. 24

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27 Level 1 This candidate has chosen to complete more than the one action plan that is required, which is fine, but then the 3 plans lack detail and are more superficial/limited whereas if they had focused on doing one with more detail they could ve scored higher. Each action plan does state what they are intending to improve and do give basic justification as to why they have chosen to improve it. i.e. muscular endurance to help passing. Also gives a target and time frame which applies some of the SMART principle but then just lists exercises with no coaching points, risk assessment or progression over the weeks just increase intensity or increase every week but not how. How to improve It is about quality (what you write) rather than quantity (how much you write) so make sure what you are writing is detailed and fulfils the criteria in the assessment grid. One detailed action plan containing all the assessment criteria is enough. It is also useful here to refer back to the legacy spec exemplars of the Analysing Performance task. These can be found on the CPD hub. Also some of the tests won t actually inform them if they improved at the skill or not so you can devise your own skills test to inform you if need be. 27

28 Evaluation Level 3 The candidate has completed appropriate fitness testing methods in the main although the Cardiovascular endurance result is for cooper run not Multi stage fitness test. They have also used appropriate normative tables to assess the strengths and weaknesses but they then don t evaluate those and apply it so it tells them what that would mean for the subject in the sport. How to improve Use subject specific terminology so the test for Cardiovascular Endurance is the Multi stage fitness test and not the Bleep test as per the specification. So they need to discuss, evaluate and apply the strengths and weaknesses in the components and saying why and what this means to them in a game. For example a simple example is - 1. Here s my results 1700m in 12min cooper run 2. Use data against normative tables to assess this makes me below average 3. Apply where they know this in sport I do struggle to last the whole 80mins in my rugby match which shows my cardiovascular endurance isn t as good as it could be. To get higher bands it s about using the fitness test results to tell us about them rather than just stating the results and justify the results. 28

29 Level 3 The candidate has completed appropriate fitness testing methods in the main although the Cardiovascular endurance result is for cooper run not Multi stage fitness test. They have also used appropriate normative tables to assess the strengths and weaknesses but they then don t evaluate those and apply it so it tells them what that would mean for the subject in the sport. The results don t include the correct units and some tests results are wrongly assessed i.e flexibility 16.5cm is excellent not average according to the table they use. This made it similar to the hockey player but not quite as good. How to improve Use subject specific terminology so the test for Cardiovascular Endurance is the Multi stage fitness test and not the Bleep test as per the specification. Use correct units for all results and double check you have assessed it using the correct gender and level boxes. To get higher bands it s about using the fitness test results to tell us about them rather than just stating the results and justify the results. So they need to discuss, evaluate and apply the strengths and weaknesses in the components and saying why and what this means to them in a game. For example a simple example is - 1. Heres my results 1700m in 12min cooper run 2. Use data against normative tables to assess this makes me below average 3. Apply where they know this in sport I do struggle to last the whole 80mins in my rugby match which shows my cardiovascular endurance isn t as good as it could be. 29

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33 Level 1 This candidate just produces a table of results, most of which don t have correct or any units, and doesn t evaluate them. They have spent time describing the tests which isn t a requirement however if they want to include them they could just put them in the appendices. There is also just a list of strengths and weaknesses. No evaluation or justification and the tables of results they have used are not the ones relevant to their age so have had to extrapolate what they think they might be rather than locate the correct normative tables that would assess them correctly. They do start to mention what the results would mean to them but its way to general and not really skill specific. How to improve Locate and use correct normative tables for each fitness test to be able to assess results effectively. Use correct units for the tests. Evaluate all fitness test results saying how their strengths and weaknesses in each impact on their performance in the sport. 33

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36 Top Level 4 This candidate does relate to all the components of fitness and justifies them within the game of hockey. Gives a description of the fitness component but then mentions their importance in other sports which is not required but does not lose any marks. Could discuss a range of skills they would benefit i.e. do all types of passing need the same components? How to improve Look at rank ordering the importance of each component of fitness to the sport and/or different positions within the sport. Say why they couldn t do without that fitness or why it is so important to that sport. 36

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39 Top Level 3 Gives a description of the fitness component but then mentions their importance in other sports which is not required but does not lose any marks. They use some initial analysis and starts to break their importance down into positions too. Uses appropriate examples within the game of netball - no real mention of what would happen if the component was not present. How to improve Look at rank ordering the importance of each component of fitness to the sport and/or different positions within the sport. Say why they couldn t do without that fitness or why it is so important to that sport. Spend more time using practical examples from the sport being looked at rather than using so many examples from other sports. 39

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41 Level 1 Firstly this candidate only analyses 4 of the 9 components. Then they use non-specific practical examples and only vaguely says why they are important i.e. power for defending. There is little justification or how they know what the impact on the performer during the game would be if they did or didn t possess a good level of fitness in each component. There is more theory than analysis which doesn t show understanding as they have just copied it out of a book. How to improve The more components you analyse and fully justify their importance in the sport the higher the band you have the opportunity to achieve. Practical examples need to mention specific skills or elements of the game and their importance to different positions and then to the actual performer themselves. If they didn t have these components of fitness how would this affect them? Is a question they could ask themselves. 41

42 Overview Level 4 Accurate overview of the skills covered using the correct terminology. Does break some the skills down into how important they are for different positions. There is sometimes more description of the skill rather than why it s important for the performer to be able to undertake or what might happen if they cant. Some of the key components are covered however they could have been broken down further such as passing you could have had a number of passes being discussed. How to improve To gain higher level for overview must overview all of the key skills involved in the sport on the specification both core, advanced and decision making. Tactical/compositional ideas relevant of the activity should be included Give pupils a copy of the sport page from the specification. It is also useful here to refer back to the legacy spec exemplars of the Analysing Performance task. These can be found on the CPD hub. 42

43 Low Level 3 What this candidate has covered is of a good standard but they are missing some skills from the game. If they had written about more skills then the level would be higher but they have missed a large proportion of the skills that are required for a performer to perform effectively in this sport. How to improve To gain a higher level for overview candidates must overview a larger proportion of the key skills involved in the sport which can be taken from the Guide to NEA. They do mention the 3 types of passing but each could ve been overviewed in more depth as to which positions need to use which pass more often and effectively and what would happen if they weren t able to. i.e. if someone only had a good chest pass and couldn t bounce or shoulder pass then they are more likely to be intercepted as although the chest pass can be the quickest pass its only effective when there is no defender in the way. It is also useful here to refer back to the legacy spec exemplars of the Analysing Performance task. These can be found on the CPD hub. 43

44 Level 1 Just a list of Key skills. Each should ve been analysed and stated why they are important for participants being able to perform them effectively in a game or what it would mean if they couldn t perform them. How to improve As in the analysis section the more key skills a candidate gives an accurate overview of the higher band they are likely to achieve. Candidates don t have to invent the names of the skills they need to overview as they are allowed a copy of the sport criteria from the Guide to NEA and use the ones already named in the core and advanced skills and decision making sections. It is also useful here to refer back to the legacy spec exemplars of the Analysing Performance task. These can be found on the CPD hub. 44

45 Assessment Bottom level 5 What is covered is valid and justified with accurate practical examples given. States both strengths and weaknesses but there is no real quantitative data to justify their explanation just qualitative. How to improve Look at rank ordering the skills to help justify which one you will be selecting for the action plan to improve. How did they come to the conclusion that they were strengths and weaknesses? Where s the research data to give the evidence to support the statements? It is also useful here to refer back to the legacy spec exemplars of the Analysing Performance task. These can be found on the CPD hub. 45

46 Low level 3 What is covered is valid and justified with accurate practical examples given but only one key skill is analysed which clearly limits the band that can be achieved. The skill covered has been broken down into its different types otherwise it would be in a lower band. States both strengths and weaknesses but there is no real quantitative data to justify their explanation just qualitative. How to improve To obtain higher levels include more of the key skills you have just overviewed even to the extent that you could say whether most/all key skill is a strength or weakness. Look at rank ordering the skills to help justify which one you will be selecting for the action plan to improve. How did they come to the conclusion that they were strengths and weaknesses? Where s the research data to give the evidence to support the statements? It is also useful here to refer back to the legacy spec exemplars of the Analysing Performance task. These can be found on the CPD hub. 46

47 Level 1 This candidate only uses basic practical examples for a minimal amount of skills. Only states one strength and one weakness. They don t say how do they know they were their strength or weakness as there is no real evidence or data collected which would provide this possibly made from observing the performer in a competitive situation. How to improve Need to say their strengths and weaknesses in the key skills mentioned in the Overview section. The more relevant key skills to the position/of the subject you cover the higher band you are likely to achieve. Collect data to provide evidence to discuss which skills are strengths and weaknesses and why. It is also useful here to refer back to the legacy spec exemplars of the Analysing Performance task. These can be found on the CPD hub. 47

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