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Understanding Practical Performance
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Today, we're diving into Criterion C: Applying and Performing in Physical and Health Education. This criterion requires you to showcase your practical skills. What do you think those skills might include?
Maybe things like running or playing a team sport?
Exactly! You can choose skills like team facilitation or parkour. Why do you think itβs important to demonstrate these skills practically?
So we can show we really understand what we have been learning?
Great insight! Demonstrating skills helps us link theory to practice. Let's remember the acronym 'PERFECT': Practical, Engaging, Realistic, Focused, Effective, Creative, and Timely.
How do we capture our performance?
Good question! You'll record yourself, and then annotate the video to highlight strengths and weaknesses. Any thoughts on why that might be useful?
It helps us see what we need to improve!
Exactly! Now, letβs summarize: Criterion C focuses on practical performance through demonstration of skills, recorded evidence, and self-evaluation.
Criteria for Evaluation
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Now let's look at how your performances will be assessed. We have a mark scheme with four levels. Can anyone guess what the highest level requires?
I think itβs about doing things perfectly or very well!
Correct! A 7β8 mark means an exceptionally fluent performance. Who can tell me what a 3β4 mark means?
Itβs satisfactory but with several mistakes?
Right! Always aim for accuracy. To remember the marks, think of '7 is stellar, 5 is good, 3 is okay, and 1 is struggling.' Letβs use the mnemonic 'A B C D' - A for Accurate, B for Basic, C for Challenging, D for Dismal. How about that?
Thatβs easy to remember!
Perfect! Remember to leverage your recordings to improve performance and self-assess before submission.
Video Analysis and Self-Evaluation
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Who remembers the purpose of recording your performances?
To evaluate ourselves!
Exactly! After recording, you analyze it. What should you look for?
Strengths and weaknesses in my technique!
Yes! Youβll want to highlight the best moments and areas for improvement. Letβs use the acronym 'S.W.O.T.' - Strengths, Weaknesses, Opportunities for growth, and Threats to maintaining those skills.
How do we provide evidence for improvement?
'Evidence-based reflection' is key. Once you annotate your videos, you can create a summary report pointing out what you did well and what needs work. Letβs summarize today: Recording performances aids in self-assessment and reveals areas for improvement.
Introduction & Overview
Read a summary of the section's main ideas. Choose from Basic, Medium, or Detailed.
Quick Overview
Standard
Criterion C emphasizes the importance of demonstrating selected practical skills through performance assessments. This includes providing recorded evidence of performance, identifying areas of strength and improvement, and using evaluations to enhance future training and development.
Detailed
Criterion C: Applying and Performing
In the realm of Physical and Health Education, Criterion C is pivotal as it concentrates on the application and performance of selected skills. Within this framework, students must undertake practical performance tasks to showcase their proficiency in executing chosen skills effectively.
Key Aspects of Criterion C
- Task Design:
Students are expected to demonstrate three selected skills, such as: - Orienteering route execution
- Parkour vault sequence
- Team-building facilitation
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Recorded Evidence:
Each student's performance should be documented through video recordings, wherein students annotate the videos to highlight their effectiveness, pinpointing both strengths and areas for improvement. This not only aids in self-evaluation but also serves as a critical element for feedback analysis. -
Markscheme Rubric:
Performance is assessed based on the following levels: - 7β8 Marks: Exceptionally fluent and accurate performance with robust technique demonstration.
- 5β6 Marks: Good performance with minor technical flaws.
- 3β4 Marks: Satisfactory but with numerous mistakes and inconsistent effort.
- 1β2 Marks: Poor technique and insufficient performance.
By mastering these elements of Criterion C, students not only display their practical skills but also leverage their learning experiences to foster personal growth in Physical and Health Education.
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Task Design Overview
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β Practical performance: Demonstrate three selected skills (e.g., orienteering route execution, parkour vault sequence, team-building facilitation).
Detailed Explanation
This section outlines the task design for Criterion C, focusing on practical performance. Students are required to demonstrate three specific skills related to Physical and Health Education. These skills could involve activities such as executing an orienteering route, completing a parkour vault sequence, or facilitating a team-building exercise. The objective here is to show proficiency in selected physical tasks, which reflect the ability to apply learned skills in practical scenarios.
Examples & Analogies
Think of this as a sports showcase where athletes demonstrate their best moves. Just like in a gymnastics competition where performers showcase their routines, students must execute their chosen skills effectively, demonstrating what theyβve practiced.
Recorded Evidence Requirement
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β Recorded evidence: Video recordings, annotated by student, identifying technique strengths and improvement areas.
Detailed Explanation
In addition to the practical performance, students must provide recorded evidence of their skills. This involves creating video recordings of their performance, which the student will annotate with comments on their strengths in technique as well as areas needing improvement. The process of reviewing oneβs performance through video not only enhances self-assessment skills but also helps in setting actionable goals for future improvement.
Examples & Analogies
Consider this like a sports team reviewing game footage. Just as players study video replays to understand where they did well and what they need to work on, students use their recorded performances to gain insights into their skills and make improvements.
Markscheme Rubric Overview
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1.3.2 Markscheme Rubric
Level Descriptor Marks
7β8 Exceptionally fluent and accurate performance; clear demonstration of technique.
5β6 Good performance; minor technical flaws; appropriate effort.
3β4 Satisfactory; several mistakes; inconsistent effort.
1β2 Poor; incorrect technique; insufficient performance.
Detailed Explanation
The markscheme rubric provides a framework for evaluating the practical performances of students in Criterion C. It categorizes performances into four levels based on proficiencyβfrom 'exceptionally fluent and accurate' at the highest mark (7-8) to 'poor' with significant flaws at the lowest mark (1-2). This rubric helps students understand the expectations for their performance, encourages them to strive for excellence, and identifies the key attributes that distinguish higher scoring performances from lower ones.
Examples & Analogies
Imagine a cooking competition where dishes are judged based on taste, presentation, and technique. Just as chefs receive scores that help them understand their strengths and areas for improvement, the markscheme rubric offers students clear guidance on what constitutes successful performance in their practical tasks.
Task C Template Components
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Task C Template: Skill checklist, performance date, video timestamps, self-evaluation notes.
Detailed Explanation
The Task C Template provides a structured format for students to organize their work related to the performance assessment. It includes elements like a skill checklist to ensure all required skills are demonstrated, the date of the performance for reference, video timestamps to highlight specific moments in the recording, and self-evaluation notes where students reflect on their performance. This template benefits students by guiding them through a comprehensive self-assessment process and ensuring all necessary documentation is included.
Examples & Analogies
This template is akin to a pilot's pre-flight checklist. Just as pilots follow a checklist to confirm that everything is in order before takeoff, students use this template to ensure they address all aspects of their performance and evaluation, leading to a clearer path for improvement.
Definitions & Key Concepts
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Key Concepts
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Practical Performance: The ability to demonstrate skills in selected activities effectively.
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Recorded Evidence: Video recordings that allow self-reflection and assessment.
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Self-Evaluation: The process of reviewing one's skills and performance to foster improvement.
Examples & Real-Life Applications
See how the concepts apply in real-world scenarios to understand their practical implications.
Examples
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For a parkour vault sequence, you may showcase your fluidity in executing the move, emphasizing key technical points.
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During an orienteering route execution, GPS data or maps can be used to analyze your decision-making and execution accuracy.
Memory Aids
Use mnemonics, acronyms, or visual cues to help remember key information more easily.
π΅ Rhymes Time
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For skills that are practical, take it to heart, record and reflect for a smart start.
π Fascinating Stories
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Imagine a runner documenting their race. They review the video, making notes on their pace. With each marker, they improve their flow, learning from each run; this is how growth shows.
π§ Other Memory Gems
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Remember S.W.O.T - Strengths, Weaknesses, Opportunities, Threats - as a guide for self-reflection.
π― Super Acronyms
Use 'PERFECT' to remember
- Practical
- Engaging
- Realistic
- Focused
- Effective
- Creative
- Timely.
Flash Cards
Review key concepts with flashcards.
Glossary of Terms
Review the Definitions for terms.
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Term: Practical Performance
Definition:
The demonstration of skills in real-time scenarios to showcase proficiency.
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Term: Recorded Evidence
Definition:
Video documentation of a student's performance for evaluation and feedback.
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Term: Annotation
Definition:
Adding notes or marks to clarify strengths and weaknesses in a recorded performance.
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Term: Markscheme Rubric
Definition:
A structured scoring guide that outlines performance levels and criteria for assessment.
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Term: SelfEvaluation
Definition:
The process of reviewing one's performance to identify areas of strength and areas needing improvement.