Grade 12 - Legislative Assembly of Ontario · The Ontario Curriculum – Exemplars, Grade 12:...

Ministry of Education

Printed on recycled paper

ISBN 0-7794-7687-5

04-063

© Queen’s Printer for Ontario, 2005

Grade 12

Health andPhysical Education

2 0 0 5

Contents

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Purpose of This Document . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Features of This Document . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

The Task . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

The Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Use of the Student Samples . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Teachers and Administrators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Parents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Healthy Active Living Education, Open (PPL4O) . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

A Sports Camp Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8The Task . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Expectations Addressed in the Exemplar Task . . . . . . . . . . . . . . . . . . . . . . . . . 8Task Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Student Samples . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Teacher Package . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79

This publication is available on the Ministry of Education’s website athttp://www.edu.gov.on.ca.

3

In 1999–2000, the Ministry of Education published a new curriculum for Ontariosecondary school students. The new curriculum is more specific than previouscurricula with respect to both the knowledge and the skills that students are expectedto develop and demonstrate in each grade. In the curriculum policy document foreach discipline, teachers are provided with the curriculum expectations for eachcourse within the discipline and an achievement chart that describes four levels ofstudent achievement to be used in assessing and evaluating student work. Assessmentand evaluation are based on the provincial curriculum expectations and the achieve-ment levels outlined in the curriculum policy documents.

The ministry provides a variety of materials to assist teachers in improving theirassessment methods and strategies and, hence, their assessment of student achieve-ment. The present document is one of the resources intended to provide assistance toteachers in their assessment of student achievement. It presents samples (“exem-plars”) of student work that was done in response to a specific task in a Grade 12health and physical education course. The samples represent work at each of the fourlevels of achievement.

Teams of subject specialists from across the province developed the assessment materials for the Grade 12 exemplar project. They designed the tasks and scoringscales (“rubrics”) on the basis of selected Ontario curriculum expectations, and devel-oped the teacher instructions. They field-tested the tasks in classrooms across theprovince. They then revised the tasks, rubrics, and instructions, using informationgathered from the field-tests as well as suggestions for improvement from subject vali-dation sessions. A team of teachers for each subject subsequently scored the studentwork, and chose samples of work that exemplified three degrees of achievementwithin each of the four levels of achievement.

The selection of student samples that appears in this document reflects the professionaljudgement of teachers who participated in the exemplar project. No students, teachers,or schools have been identified.

The tasks, rubrics, and teacher’s notes and comments developed for this exemplardocument can serve as a model for boards, schools, and teachers in designing assessment tasks within the context of regular classroom work, developing rubrics,assessing the achievement of their own students, and planning for the improvementof students’ learning.

Introduction

4 The Ontar io Curr iculum – Exemplars , Grade 12: Health and Phys ical Educat ion

The samples in this document will provide parents1 with examples of student work tohelp them monitor their children’s progress. They also can provide a basis for discus-sions regarding student achievement and progress between teachers and parents andbetween teachers and students.

It should be noted that staff members of the Ministry of Education, with the assistanceof teachers across the province, have endeavoured to ensure that the samples of studentwork in this document are original pieces and are not plagiarized from any source.However, the ministry and its staff assume no liability should any piece of work inthis document be shown not to be original either as a whole or in part.

Purpose of This Document

This document was developed to:

• show the characteristics of student work at each of the four levels of achievementfor Grade 12;

• promote greater consistency in the assessment of student work across the province;

• provide an approach to improving student learning by demonstrating the use of clearcriteria applied to student work in response to a clearly defined assessment task;

• show the connections between what students are expected to learn (the curriculumexpectations) and how their work can be assessed using the levels of achievementdescribed in the curriculum policy document for the subject.

The samples in this document represent examples of student achievement obtainedusing only one method of assessment, called performance assessment. Teachers willalso make use of a variety of other assessment strategies – such as tests, portfolios, andconferences – in evaluating student achievement in a course over a term or school year.

Features of This Document

This document contains the following for the Grade 12 health and physical educationcourse dealt with in this document:

• a description of the performance task and the final product

• the curriculum expectations related to the task

• the task-specific assessment chart, or rubric

• three samples of student work for each of the four levels of achievement (e.g., forlevel 3, samples illustrating a “low” level-3, a “solid” level-3, and a “high” level-3performance)

• Teacher’s Notes for each sample, which indicate why the sample is assessed at aparticular level for each criterion outlined in the four categories of knowledge andskills (i.e., Knowledge/Understanding, Thinking/Inquiry, Communication, andApplication)

• Comments, which provide overall statements about the student’s work

• Next Steps, which offer suggestions for improving performance

• the Teacher Package that was used by teachers in administering the task

1. In this document, parent(s) refers to parent(s) and guardian(s).

5Introduct ion

This document does not include any student samples that were assessed using therubric and judged to be below level 1. However, a list of characteristics of studentwork assessed at “below level 1” is provided, and precedes the student samples. Thecharacteristics of these students’ work should be reviewed in relation to the criteriaoutlined in the rubric. Teachers are expected to work with students whose achieve-ment is below level 1, as well as with their parents, to help the students improve theirperformance.

The Task

The performance task for Grade 12 health and physical education was based directlyon curriculum expectations selected from the course entitled Healthy Active LivingEducation (Open) outlined in the curriculum policy document entitled The OntarioCurriculum, Grades 11 and 12: Health and Physical Education, 2000. The task encom-passed the four categories of knowledge and skills (i.e., Knowledge/ Understanding,Thinking/Inquiry, Communication, and Application), requiring students to integratetheir knowledge and skills in meaningful learning experiences. The task also gave stu-dents an opportunity to demonstrate how well they could apply the knowledge andskills they had acquired in the course in a new context.

The Rubric

In this document, the term rubric refers to a scoring scale used to assess student workthat is done in response to a specific task. Task rubrics are developed in relation to theachievement chart in the curriculum policy document.

The task rubric consists of a set of achievement criteria related to the four categoriesof knowledge and skills, as well as descriptions of the levels of achievement for eachof the criteria. The rubric contains the following components:

• an identification (by number) of the expectations on which student achievement inthe task was assessed

• the four categories of knowledge and skills

• the relevant criteria for evaluating performance of the task

• descriptions of student performance at the four levels of achievement (level 3 onthe achievement chart in the curriculum policy document is considered to be theprovincial standard)

The teachers who administered the task for this exemplar project were required toexplain the scoring criteria and descriptions of the levels of achievement (i.e., theinformation in the task rubric) to the students before they began the task.


Use of the Student Samples

Teachers and Administrators

The samples of student work included in this document will assist teachers andadministrators by:

• providing student samples and criteria for assessment that will assist them in help-ing students improve their achievement;

• providing a basis for conversations among teachers, parents, and students about thecriteria used for assessment and evaluation of student achievement;

• facilitating discussions regarding the curriculum expectations, levels of achievementfor the course, and the criteria and standards for high-quality performance;

• promoting fair and consistent assessment within subjects and courses.

Teachers may choose to:

• use the task, rubric, and teaching/learning activities in this document with theirclasses;

• use the samples of student work at each level as reference points when assessingstudent work;

• use the task and rubric provided as models for other tasks and rubrics, to be devel-oped independently or in collaboration with colleagues in the same school and/orin other schools.

Administrators may choose to:

• encourage and facilitate teacher collaboration regarding standards and assessment;

• provide training to ensure that teachers understand the role of the exemplars inassessment, evaluation, and reporting;

• establish an external reference point for schools in planning student programs andfor school improvement.

Parents

Parents may wish to use the samples of student work as a source of information tohelp their children monitor their achievement and improve their performance. Theymay also use the exemplars as a basis for discussing their children’s progress withtheir teachers.

Students

Students can use the document to:

• develop their understanding of the relationship between curriculum expectationsand specific tasks;

• learn how a rubric can be used to improve their performance on a task;

• develop the ability to discuss their achievement with their teachers and parentsmore effectively, and to ask more focused questions about their progress;

• learn how to better assess their own performance and identify the steps needed toimprove their performance.

Healthy Active LivingEducationOpen (PPL4O)


A Sports Camp Program

The Task

Students were presented with the following scenario:

Congratulations! You have just been hired as an instructorat the Sports-for-Life Camp. You will be responsible forinstructing a group of 15 to 20 co-ed campers, ages 15 to17. The philosophy of the camp is to provide individualsof varying abilities with rewarding activities that promotelifelong learning and participation in recreation. Thiscamp operates year-round, offering a wide range of facili-ties enabling you to teach the activity of your choice (e.g., cross-country skiing, rock-climbing, water polo).You will demonstrate your leadership skills by developingthree progressive lessons for one physical or one recre-ational activity. You are also responsible for preparing awelcoming letter that will be sent to your campers priorto their arrival, outlining the lifelong benefits of participa-tion in your program.

Final ProductEach student was to submit the following:

• three progressive 75-minute lesson plans that include:– equipment required; – a warm-up; – highlights from the lesson of the previous day (applies to

second and third lessons only); – safety considerations; – rules and guidelines; – a new lesson (including the role of the instructor); – application (skills/drills); – a cool-down;– a time frame for each component of the lesson;

• a one-page welcome letter to the campers that provides information about the lifelong benefits of participation in the chosen activity.

Expectations Addressed in the Exemplar Task

This task gave students the opportunity to demonstrate achieve-ment of all or part of each of the following expectations selectedfrom the Physical Activity and Active Living strands.

Students will:

1. apply the specific rules and guidelines for participation inrecreational and sports activities, including team, group, dual,and individual activities;

2. analyse the benefits of lifelong participation in different physi-cal activities (e.g., social interaction, enjoyment, relaxation,self-esteem);

3. explain factors (e.g., the equipment used, specific preparationssuch as warm-up or cool-down activities, specific safety issues,features peculiar to specific activities) that affect performanceand participation in recreational and sports activities;

4. demonstrate leadership in creating a positive climate that pro-motes participation and safety (e.g., by officiating, mentoring,organizing, coaching, convening);

5. apply appropriate guidelines and procedures for safe participa-tion in physical activity (e.g., using appropriate equipment andfacilities, wearing appropriate attire, meeting expectationsregarding supervision, understanding the importance ofproper posture in minimizing injury).

For information on the process used to prepare students for the taskand on the materials and resources required, see the Teacher Pack-age reproduced on pages 79–82 of this document.

9 Healthy Act ive L iv ing Educat ion, Open

Task Rubric – A Sports Camp Program

Expectations*

1

2

3

Criteria

– demonstrates knowledge

of the rules and guidelines

applicable to the selected

activity

– effectively promotes the

benefits of lifelong partici-

pation in physical activity

(e.g., social interaction,

enjoyment, relaxation,

self-esteem)

– clearly communicates

instructions to the

campers (e.g., indicates

progressive skills;

provides detailed and well-

organized information on

various age-appropriate

activities)

Level 1

– demonstrates limited

knowledge of the rules

and guidelines applicable

to the selected activity

– promotes the benefits of

lifelong participation in

physical activity with

limited effectiveness

– communicates instruc-

tions to the campers with

limited clarity

Level 2

– demonstrates some






physical activity with some

effectiveness



some clarity

Level 3

– demonstrates consider-

able knowledge of the

rules and guidelines

applicable to the selected

activity



physical activity with con-

siderable effectiveness



considerable clarity

Level 4

– demonstrates thorough






physical activity with

a high degree of

effectiveness



a high degree of clarity

Knowledge/Understanding

The student:

Thinking/Inquiry

The student:

Communication

The student:


Expectations*

1, 4

5

Criteria

– demonstrates effective

leadership skills in the

three-day program

(e.g., organizes groups,

models skills, encourages

participation)

– effectively promotes a safe

environment for partici-

pants (e.g., emphasizes

proper use of equipment,

appropriate warm-up and

cool-down activities)

Level 1

– demonstrates leadership

skills in the three-day pro-

gram that are of limited

effectiveness

– promotes a safe environ-

ment for participants with

limited effectiveness

Level 2

– demonstrates somewhat

effective leadership skills

in the three-day program



some effectiveness

Level 3

– demonstrates effective

leadership skills in the

three-day program



considerable effectiveness

Level 4

– demonstrates highly effec-

tive leadership skills in

the three-day program


ment for participants

with a high degree of

effectiveness

Application

The student:

*The expectations that correspond to the numbers given in this chart are listed on page 8.

Note: A student whose overall achievement at the end of a course is below level 1 (that is, below 50%) will not obtain a credit for the course.


Communication

The student:

– fails to provide an appropriate three-day program;

– provides poorly organized lesson plans;

– provides lesson plans that do not offer a progression of skills;

– communicates instructions with little or no clarity;

– omits details needed for the campers to follow instructions;

– fails to provide variety in the day-to-day camp activities;

– suggests activities that are not age-appropriate;

– fails to provide skill cues;

– provides unrealistic timelines for the activities.

Application

The student:

– does not include, in the lesson plans, demonstrations of specific skills being

taught;

– does not provide evidence of group and team organization in skills and

games;

– does not indicate efforts to encourage camper participation;

– fails to demonstrate safe use of equipment in the three-day program;

– fails to provide a list of safety guidelines for activities and use of equipment;

– implements drills or activities in an unsafe manner;

– omits warm-ups and cool-downs;

– provides inappropriate warm-ups and cool-downs;

– does not provide a variety of warm-up and cool-down activities.

Teacher’s Notes

The following is a list of characteristics found in student work that was submit-

ted for this task and assessed at “below level 1”. (Samples of student work are

not included.)

Degree of achievement can vary widely in student performance that falls below

level 1. Consequently, the following list includes characteristics of achievement

at various degrees below level 1. Taken together, some or all of the character-

istics outlined below may justify assessment at “below level 1”. Most of the

characteristics noted relate to the criteria specified in the task rubric, but

some are more broadly defined.


The student:

– does not identify specific rules applicable to the chosen sport or activity;

– does not provide guidelines that are specific to the skills and drills being

taught;

– provides guidelines that are too simplistic, irrelevant, or inaccurate;

– fails to incorporate rules and guidelines into the lesson plans.

Thinking/Inquiry

The student:

– does not identify, in the welcome letter, the links between lifelong participa-

tion in physical activity and the chosen sport or activity at the camp;

– omits mention of any health benefits derived from participation in the

selected sport or activity;

– does not address any additional benefits from participation in physical

activity (e.g., mental, social, physical, emotional).

A Sports Camp Program B E L O W L E V E L 1


Comments

The student demonstrates little or no understanding of the requirements of the

task. He or she does not make the connection between participation in physical

activities and lifelong wellness. The student is unable to develop a set of pro-

gressive lesson plans.

Next Steps

In order to improve his or her performance, the student needs to:

• provide evidence of sound knowledge of the rules and guidelines that apply to

the selected sport or activity;

• appropriately incorporate the rules and guidelines into the lesson plans;

• enhance the rules and guidelines with sufficient and appropriate detail;

• encourage participation in the camp program through an enthusiastic and

welcoming tone in the letter to would-be campers;

• use the welcome letter as an opportunity to promote lifelong participation in

physical activity;

• highlight the benefits provided by the camp program;

• clearly communicate instructions to the campers;

• provide a progressive series of skills in the camp program;

• provide enjoyable, varied, and age-appropriate activities;

• demonstrate leadership skills by planning a well-organized series of lessons;

• include modelling of all skills to be taught;

• identify and emphasize safety procedures to be followed throughout the

camp;

• edit and proofread all written work.

B E L O W L E V E L 1


A Sports Camp Program L O W L E V E L 1

A B


L O W L E V E L 1

C D


L O W L E V E L 1

ETeacher’s Notes


– The student demonstrates limited knowledge of the rules and guidelines

applicable to tae kwon do. He or she includes in the lesson plans a brief list

of some of the teaching points used in this sport, and on day 3 provides

some of the guidelines specific to the skill of sparring. However, all guide-

lines and teaching points are limited in detail and scope (e.g., “Where to

receive points in a tournament”).

Thinking/Inquiry

– The student promotes the benefits of lifelong participation in physical

activity with limited effectiveness. The student briefly mentions the mental

benefits of participation in the welcome letter (e.g., “to clear things out from

your mind because this is a mind sport”), and the potential for self-defence

patterns to “help you in a life and death situation.” The letter also has a

positive and welcoming tone (e.g., “kids and adults are encouraged to come

out”). However, the student addresses neither the actual improvement in

physical fitness nor the longer-term social and emotional benefits derived

from participation.

Communication

– The student communicates instructions to the campers with very limited

clarity. He or she gives in the lesson plans some evidence of progression in

movement patterns (e.g., balance to movement patterns to combination to

sparring). The student’s work also contains some implication of progression

from one-on-one sparring to more complicated combinations (e.g., “Spar-

ring your opponent . . . Reacting to different situations”). The student lists

drills and progressions by name but does not provide steps for their imple-

mentation. The lessons are also devoid of skill cues, and specific lesson

organization does not pertain to the learning outcomes. Time frames given

for each activity do not adhere to the criteria outlined in the task (e.g., les-

son 1 timelines indicate use of 115 minutes as opposed to the prescribed

75 minutes).


L O W L E V E L 1

Application

– The student demonstrates leadership skills in the three-day program that

are of limited effectiveness. He or she briefly mentions initial group organi-

zation (e.g., “2 rows, Students lined up”). The inclusion of positive “teaching

points” indicates the potential for encouragement of participation

(e.g., “Perseverance”, “Self Control”, “Integrity”). The student does not

provide evidence of skill modelling and does not explain how active

participation will be promoted.

– The student promotes a safe environment for participants with limited

effectiveness. He or she provides a list of safety equipment relevant to each

day’s activities. The student also includes warm-up activities that are some-

what appropriate in nature. However, he or she does not provide sufficient

explanation of what is involved in each activity (e.g., “Running drills” –

clarification is needed; “Stretching” – description is needed of what muscle

groups are being stretched and how). The student does not include cool-

down activities and fails to address safety considerations for all drills and

competitive activities.

Comments

This work is representative of a low level-1 performance. The student demon-

strates a limited degree of achievement of the expectations in the Knowledge/

Understanding, Thinking/Inquiry, and Application categories of knowledge and

skills. However, in the Communication category, the student demonstrates a

very limited degree of achievement.

Next Steps


• provide more specific and detailed guidelines for skill instruction, drill

implementation, and tournament competition;

• clearly and concisely address the lifelong benefits of participation in tae

kwon do;

• include specific skill cues and direction for their proper use and execution;

• include activities that are linked to the specific outcomes given at the begin-

ning of each lesson;

• adhere to the prescribed timelines as outlined in the task criteria;

• demonstrate all skills being taught;

• provide evidence of efforts to actively motivate campers to participate;

• provide warm-up and cool-down activities;

• include a comprehensive list of safety guidelines and rules for activities

such as sparring;

• edit and proofread work to correct errors in language usage, spelling, and

grammar.


A Sports Camp Program L E V E L 1

A B


L E V E L 1

C D


Teacher’s Notes



applicable to the game of baseball. He or she mentions two important gen-

eral guidelines for play in the lesson plans (e.g., “don’t wear metal cleats”,

“don’t throw ball at players”). The student’s work also contains some evi-

dence of guidelines for specific drills (e.g., “players will choose a position

and each batter will get 3 pitches to hit the ball into play”). However, the stu-

dent repeats the overall rules and guidelines each day, and they do not

reflect the skills or drills being taught.

Thinking/Inquiry

– The student promotes the benefits of lifelong participation in physical activ-

ity with limited effectiveness. The student makes a brief link in the welcome

letter between participation in baseball and the benefits of participation

(e.g., “You will benefit from participating in these activities by becoming

more active which will result in being more healthy.”). The student uses a

welcoming and positive tone in the letter (e.g., “I’m excited to see you

there!”). However, he or she does not address the social, mental, and emo-

tional benefits of participation. Also, the student provides no detail or expla-

nation as to how participation specifically enhances physical fitness or

overall health.

Communication

– The student communicates instructions to the campers with limited clarity.

Each lesson begins with objectives and skills that are progressive in nature,

and the activities provide some variety for the campers. However, the expla-

nations for drills and activities lack significant detail, and the time frames

for these are unrealistic (e.g., 40 minutes allotted for two minor batting

drills). While the student gives some attention to initial positioning for skills,

he or she does not mention how to execute the skill (e.g., batting instruction

on day 2).

L E V E L 1

Application

– The student demonstrates leadership skills in the three-day program that

are of limited effectiveness. He or she provides a specific, daily focus for

activities that encourages campers to stay on task and participate

(e.g., day 1: focus on throwing and catching the ball, and related activities).

However, the student does not give evidence of skill modelling. Also, he or

she provides limited detail for group organization (e.g., “players will go to

a position”).

– The student promotes a safe environment for participants with limited effec-

tiveness. He or she includes a small list of general safety guidelines that are

repeated each day (e.g., “bases secured”, “CSA approved helmets”, “helmets

with earflaps”). The student also includes warm-up and cool-down activities

that are somewhat appropriate in nature. However, they are limited in scope

and significantly lack explanation (e.g., “arm and leg stretches”, “play

catch”). In addition, safety considerations are limited and lack the guidelines

specific to each day’s activities.

Comments

This work is representative of a solid level-1 performance. The student demon-

strates achievement of the expectations to a limited degree in all four cate-

gories of knowledge and skills.

Next Steps


• include specific rules of the game of baseball;

• provide guidelines and rules for play that are specific to the skills and drills

being taught;

• identify and explain the various benefits of participation;

• provide greater detail as to how to implement drills and activities, while pro-

viding appropriate time frames;

• deliver skill cues that complete all phases of the skill;


• demonstrate the specific skills being taught;

• be specific in outlining how campers will be organized in drill and game

situations;

• provide variety and detail to warm-up and cool-down activities;

• include safety considerations relevant to the equipment being used and the

drills being taught;

• edit and proofread work to correct misspelling/misuse of key words and

errors in grammar.

L E V E L 1

Healthy Act ive L iv ing Educat ion, Open21

A Sports Camp Program H I G H L E V E L 1

A B


C D

H I G H L E V E L 1


H I G H L E V E L 1

Teacher’s Notes



applicable to the sport of hockey. He or she briefly addresses rules or

guidelines applicable to individual drills or activities in the lesson plans

(e.g., “5 on 5 Without keeping score.”). However, the student does not

incorporate the specific rules of the game of hockey, and does not provide

sufficient guidelines to enable successful drill or game implementation

(e.g., “The Kids will play Ice hockey tag to Keep them energetic.”).

Thinking/Inquiry


ity with limited effectiveness. He or she indirectly addresses the potential

for lifelong benefits in the welcome letter (e.g., “teach your kid(s) how to

play and get them to love the game just as I did.”). The student also begins

to identify the possible benefits of social interaction derived from participa-

tion (e.g., mentions teamwork), and identifies the enjoyment derived from

participation in the camp (e.g., “fun filled events”, “guaranteed fun for the

kids. If not so I would like to be informed.”). The student uses a welcoming

and positive tone throughout the letter. However, the benefits of lifelong par-

ticipation that the student mentions are limited in scope and lack significant

detail.

Communication

– The student communicates instructions to the campers with limited clarity.

He or she has developed three progressive lesson plans that incorporate

realistic time frames and age-appropriate, varied activities (e.g., skating to

puck-handling to passing to shooting). However, the detail provided in drill

and game descriptions is significantly insufficient (e.g., “Set up pylons along

the ice”). The student also fails to mention the specific skill cues required

for appropriate skill development (e.g., “Using cross-overs and skating with

their heads Up.”).

Application

– The student demonstrates somewhat effective leadership skills in the three-

day program. Beginning in the welcoming letter and continuing throughout

the lessons, the student creates a positive environment that encourages

participation (e.g., “hard working drills”, “Keep them energetic.”, “Learn how

to play the game and just have fun.”). The student also provides brief evi-

dence of skill modelling (e.g., “Show the kids how to stop at the line on the

ice with a puck.”). However, evidence of group organization is minimal

(e.g., “Kids will be split into two groups.”).

– The student promotes a safe environment for participants with limited

effectiveness. He or she includes a comprehensive list of safety equipment

(e.g., all padding, neck guard, mouth guard). The student also addresses the

need for campers to bring their own water bottles. However, the warm-up

activities are brief and repetitive and do not fulfil their purpose (e.g., ice

hockey tag is the only activity mentioned over the three days), and the

student does not include cool-down activities. Also, he or she fails to include

stretching exercises in any part of the lessons, and does not mention

specific safety rules for the game of hockey or the specific activities of

the camp.

Comments

This work is representative of a high level-1 performance. The student demon-

strates a limited degree of achievement of the expectations in the Knowledge/

Understanding, Thinking/Inquiry, and Communication categories of knowledge

and skills, as well as in one criterion in the Application category. However, in

the other criterion in the Application category, the student demonstrates some

degree of achievement – i.e., achievement that is more characteristic of level 2.


Next Steps


• introduce and incorporate at least some of the rules fundamental to the

game of hockey;

• provide guidelines for drill implementation and game play that are specific

and detailed;

• identify the specific benefits of lifelong participation in physical activity;

• provide diagrams or a detailed explanation for drill set-up and

implementation;

• clearly communicate the skill cues necessary for proper skill execution;

• provide a clearer description of group organization that complements each

individual activity;

• include warm-up activities that gradually increase the heart rate with move-

ment and are followed by sport-specific stretching;

• include appropriate cool-down activities at the end of each lesson;

• address the safety rules pertinent to the game of hockey in general, and

also to the particular drills and activities;

• edit and proofread work to eliminate errors in grammar and capitalization.

H I G H L E V E L 1



A B


C D

L O W L E V E L 2


L O W L E V E L 2

E F


L O W L E V E L 2

G H


L O W L E V E L 2

ITeacher’s Notes


– The student demonstrates some knowledge of the rules and guidelines

applicable to the sport of soccer. He or she provides a clear outline of the

basic rules of play in the lesson plans (e.g., “No touching the ball with your

hands, unless you’re the goalie.”, “When the ball goes out of bounds on the

line at the end of the field, there will be a corner kick by the team that did

not touch it last.”). However, the guidelines required to implement drills or

game situations are significantly lacking in detail (e.g., “I hope you all have

learned a lot from the various skills and drills taught to you today now we

will set up a mini 3 on 3 games to see how you utilize the skills”). In addition,

on day 1, the student introduces the skill of heading to a partner without

providing instructional guidelines as to how this will be taught.

Thinking/Inquiry


ity with limited effectiveness. He or she provides a broad overview of the

benefits of participation in soccer in the welcome letter (e.g., “It provides

students with such skills like communication skills, social skills, and lastly

leadership skills. It also teaches them ways to lead a healthy lifestyle.”). The

student also makes reference to the social benefits of meeting “all different

types of people from the various communities.” However, the benefits men-

tioned are too general and do not specifically address the physical advan-

tages of participation.

Communication

– The student communicates instructions to the campers with some clarity.

The skills outlined in each individual lesson show some progression

(e.g., shooting to stationary targets, shooting on a goalie, lead passing to

shooter with goal finish). The student uses diagrams to illustrate position-

ing and movement during drills, and communicates with campers using a

positive, encouraging tone (e.g., “I hope you all learned something useful

that you could go back and use in your everyday lives.”). However, the


progression from day to day is not logical (e.g., heading is followed by shoot-

ing, which is followed by dribbling), and the variety and number of activities

are insufficient to successfully cover the allotted lesson time.

Application


day program. He or she provides some evidence of group organization

(e.g., “Drill: three people per ball! One person throws the ball, while he/she

throws the ball another person will run down field, and the third person will

try to pass the ball by ‘heading it’.”, posting of team lists and division by skill

levels). The student also encourages participation with a positive attitude

throughout the three days (e.g., “Play gentle and not to rough don’t touch

the ball with your hands and try your best to learn the skills we learned on

both days.”). However, the student does not provide evidence of skill

modelling.

– The student promotes a safe environment for participants with some effec-

tiveness. He or she provides an overview of safety considerations that are

relevant to lesson implementation (e.g., “If someone gets hurt, or knows

someone is hurt . . . inform the coach right away.”). The student also includes

warm-up activities that are somewhat appropriate. However, warm-up activi-

ties do not achieve their necessary purpose, and the student does not

include cool-down activities on any of the three days.

Comments


strates some degree of achievement of the expectations in the Knowledge/

Understanding, Communication, and Application categories of knowledge and

skills. However, in the Thinking/Inquiry category, the student demonstrates only

a limited degree of achievement – i.e., achievement that is more characteristic

of level 1.

Next Steps


• provide clear guidelines and structure to game activities;

• provide specific guidelines as to how skills will be taught and drills

implemented;

• identify and describe more thoroughly the physical and mental benefits of

participation in soccer;

• realign the order of skill instruction to build more progressively the funda-

mental skills of soccer;

• include demonstration of skills and drills;

• include warm-up activities and specific cool-down activities, and eliminate

the competitive design of such activities;

• edit and proofread work to correct errors in grammar and spelling.

L O W L E V E L 2



A B


C D

L E V E L 2


L E V E L 2

E F


G H

L E V E L 2


I J

L E V E L 2


L E V E L 2

Teacher’s Notes


– The student demonstrates some knowledge of the rules and guidelines

applicable to the sport of tackle football. He or she provides general guide-

lines to regulate and ensure safety and appropriate behaviour in the lesson

plans (e.g., “No hitting from behind”, “When the whistle blows play stops”),

and includes general guidelines for the chosen drills and activities

(e.g., “Line your head up to whatever side the ball is on.”). However, the

student does not address the specific rules of tackle football.

Thinking/Inquiry


ity with some effectiveness. He or she identifies the immediate benefits of

participation in football in the welcome letter (e.g., “rewarding”, “being

more fit”, “reaching their goals”, “enhance the youngster’s interest and

performance in football”). However, the benefits mentioned do not specifi-

cally address the lifelong advantages of participation in organized physical

activity.

Communication


Each of the three lessons demonstrates progression in skill (e.g., explosion

from three-point stance: “dominant hand forward and on the ground . . .

most of your weight should be on the balls of your feet for explosion.”),

while providing a variety of activities. However, the explanations for drills

and activities lack detail and are sometimes unclear (e.g., “Drive sleds

10 yards non-stop and return to the end of line.”, “The W drill”).

Application


day program. He or she provides some evidence of group organization (e.g.,

“1st person in every line, line up in front of the sled”). The student encour-

ages participation by providing a variety of activities and ensuring sufficient

repetition of each skill being taught (e.g., “Do this with every student at least

10 times.”), while promoting an attitude of respect and discipline (e.g., “No

mouthing off”, “no cheap shots”). However, the student does not provide evi-

dence of skill modelling.


tiveness. He or she includes safety considerations in each lesson that

address the particular safety concerns of a contact football camp (e.g., “No

cut-blocking”, “Clean hits”, “No high tackling”). The student also includes

warm-up and cool-down activities. However, the cool-down activities chosen

do not logically follow the day’s drills and fulfil the specific purpose of a

cool-down (e.g., “Catch the rabbit” is the cool-down activity to blocking).

The student does not mention stretching as part of the cool-down activities,

and does not address the need for water breaks as an important safety

measure.

Comments


strates some degree of achievement of the expectations in all four categories

of knowledge and skills.

Next Steps


• specifically outline, in detail, the rules of tackle football;

• identify the lifelong benefits of participating in physical activity;

• more specifically outline the equipment used in, and guidelines for, each of

the drills;

• choose more carefully the terms and cues used during skill instruction, and

combine these with specific demonstrations;

• include effective cool-down activities after heavy contact drills;

• proofread work to eliminate errors in spelling and grammar.



A B


H I G H L E V E L 2

C D


E

H I G H L E V E L 2

F


H I G H L E V E L 2

Teacher’s Notes


– The student demonstrates considerable knowledge of the rules and guide-

lines applicable to the sport of soccer. Each of the lessons shows a good

understanding of the skill guidelines applicable to the game of soccer (e.g.,

“receive pass with inside of foot for more control”, “to dribble a soccer ball,

kick it gently back and forth between the insides of both feet”). However, the

student does not address specific rules of the game of soccer (e.g., corner

kick, free kick, penalty shots). He or she does mention participation guide-

lines briefly, but they are limited in scope and not specific to each day’s

activities.

Thinking/Inquiry

– The student promotes the benefits of lifelong participation in physical activity

with some effectiveness. He or she briefly describes a variety of the physical

benefits of playing soccer in the welcome letter (e.g., “Staying fit and active

helps to have fewer stress symptoms, improved quality of life, less sore mus-

cles, less chance of getting an illness, and you look better physically.”). The let-

ter has a positive, welcoming tone. However, the student does not mention the

social or emotional benefits of participation, and the links between participa-

tion and its benefits are not clearly explained.

Communication


The three lesson plans show logical progression and are varied in content

(e.g., passing to stationary target, passing to moving target, dribbling and

passing combined). Diagrams are included to assist in the transfer of

knowledge (e.g., diagram of correct throw-in technique). The student gives

evidence of organization in each lesson by reviewing highlights from the

previous day’s lesson. However, the student provides minimal detail and

structure for drills and games (e.g., “try alternating to confuse opponent”,

“a game focusing on dribbling and passing (25 min.)”).

G


Application


day program. The outline for each lesson suggests a reasonable degree of

camper participation (e.g., diagram of “line passing drill”). However, the

student provides no evidence of skill modelling, and game or group play is

significantly lacking.

– The student promotes a safe environment for participants with some

effectiveness. The lessons are set up with group safety in mind (e.g., “proper

protective clothing must be worn (eg, shin pads)”, “any medication . . . must

be left with instructor”). The student also includes appropriate, sport-

specific warm-ups and cool-downs. However, the warm-up and cool-down

activities lack detail and variety, and the order of these activities is some-

times inappropriate.

Comments


strates some degree of achievement of the expectations in the Thinking/

Inquiry, Communication, and Application categories of knowledge and skills.

However, in the Knowledge/Understanding category, the student demonstrates

a considerable degree of achievement – i.e., achievement that is more charac-

teristic of level 3.

Next Steps


• incorporate and explain the key rules of soccer at relevant points within

each lesson;

• include guidelines for participation that reflect the specific needs of each

day’s drills and activities;

• provide clearer, more precise details regarding the structure and organiza-

tion of drills and games;

• provide more detailed links between participation in soccer and the social,

emotional, and mental benefits derived;

• incorporate demonstration of skills into drill delivery;

• provide opportunity for maximal participation by incorporating modified

games into each day’s lesson;

• include more detail and variety for warm-up and cool-down activities, and

ensure that the order of these activities is appropriate to their purpose;

• proofread work to correct errors in grammar.

H I G H L E V E L 2



A B


L O W L E V E L 3

C D


L O W L E V E L 3

E F


players will adapt and bring their game to the next level.”, “end this camp on

a positive note and try to have a little fun with a tournament and see how

the players react to fast paced competition.”). However, detail pertaining to

the organization of groups is often unclear or lacking.


tiveness. On the first day, the student addresses important safety concerns

(e.g., wearing proper footwear, keeping an eye on the ball, stopping at the

whistle); however, he or she omits more specific safety considerations on

days 2 and 3 when they are most relevant. The student includes no specific

activities for warm-up or cool-down.

Comments


strates a considerable degree of achievement of the expectations in the

Knowledge/Understanding, Thinking/Inquiry, and Communication categories of

knowledge and skills. He or she also demonstrates a considerable degree of

achievement with respect to one of the criteria in the Application category.

However, for the other criterion in the Application category, the student

demonstrates only some degree of achievement – i.e., achievement that is

more characteristic of level 2.

Next Steps


• specifically explain and model the standard rules of basketball;

• be realistic in linking participation to its lifelong benefits;

• provide daily lesson objectives that would help to keep drill progressions

and lesson sequences logical;

• include specific detail as to how groups and teams will be organized in drill

and game situations;

• include safety considerations that reflect the increased intensity and pace

of activity;

• include movement and stretching specifically designed as warm-up or cool-

down activities;

• proofread work to correct errors in grammar and spelling.

Teacher’s Notes



lines applicable to the sport of basketball. He or she outlines rules for the

camp in the lesson plans (e.g., “When the whistle is blown the play stops.”,

“Boundaries . . . and other standard basketball rules apply.”), and provides

guidelines for lesson implementation (e.g., includes an appendix containing

thorough descriptions of guidelines for each drill). However, the student

does not include explanations of the main rules of basketball (e.g., explana-

tion of travelling, violations, fouls).

Thinking/Inquiry


ity with considerable effectiveness. He or she links personal health to play-

ing basketball in the welcome letter (e.g., mentions fun, confidence,

self-motivation, muscular/physical endurance). The letter has a positive

tone. However, the student tends to exaggerate the potential benefits (e.g.,

“you will be forever healthy”).

Communication

– The student communicates instructions to the campers with considerable

clarity. Each lesson is well-organized and provides a wide variety of age-

appropriate activities and drills (e.g., “Zig-Zag Defence” drill, “Machine Gun”

drill, “Touch Drill”). Each day’s lesson gives clear timelines for all drills and

activities. However, the student does not present the drills in a logical pro-

gression (e.g., on the first day, lay-up drills are followed by defence drills,

which then lead directly to a five-on-five scrimmage).

Application

– The student demonstrates leadership skills in the three-day program with

considerable effectiveness. He or she incorporates visual aids (e.g., dia-

grams of drills on a board) to assist in drill implementation. The student

also encourages participation by setting high expectations and by promot-

ing competition appropriate to the age and skill level of the campers

(e.g., “We will look to push the drills a little harder today and hope that the

L O W L E V E L 3



A B


L E V E L 3

C D


L E V E L 3

E F


Teacher’s Notes



lines applicable to the sport of hockey. He or she gives in the lesson plans

specific attention to the rules relevant to each day’s drills and activities

(e.g., day 1: explanation of offside and icing; day 2: explanation of goalie

interference and offside passing; day 3: enforcement of rules during game

play). The student clearly outlines the necessary guidelines for drill imple-

mentation. However, he or she does not provide sufficient detail as to the

rules and guidelines necessary for scrimmages or games at the end of each

lesson.

Thinking/Inquiry


ity with considerable effectiveness. He or she addresses the physical and

social benefits of playing hockey in the welcome letter (e.g., “good way to

maintain cardiovascular and physical fitness”, “It will provide for you a way

to keep mentally and emotionally fit as you will meet new friends”). The stu-

dent uses an enthusiastic, welcoming tone in the letter. However, he or she

tends to exaggerate the benefits of playing hockey (e.g., “It will also stop you

from getting injured which will prevent you from becoming emotionally

unstable from not working or seeing your friends.”).

Communication


clarity. Each of the lessons is progressive in nature, offering a variety of

organized drills and activities that build from skating to passing to shooting

to game play (e.g., shooting drill: “line up on each blue line facing the net

with 2-3 pucks . . . take a variety of different shots such as wrist shots, snap

shots, slap shots and backhand shots.”; horseshoe drill: “The person who

passes the puck should then repeat this while going to the other end of the

ice, receiving a pass and going back to his side to take a shot on the net.”).

However, the student does not specifically address the skill cues required

for drill execution.

L E V E L 3

Application

– The student demonstrates effective leadership skills in the three-day pro-

gram. He or she gives considerable evidence of group organization to maxi-

mize participation (e.g., “Make sure to have the more skilled players play

with each other . . . and . . . the un-skilled players to play with each other.”).

However, the student does not provide evidence of skill modelling.

– The student promotes a safe environment for participants with considerable

effectiveness. He or she includes safety considerations each day and gives

attention to the varying skill levels of the participants (e.g., during backward

crossovers drill [i.e., “Circles”]: “For safety reasons get the inexperienced

players to go at the back, so the faster skaters will not be going around

them throwing off their concentration and balance.”). The warm-up and cool-

down activities appear to be appropriate but are not clearly explained.

Comments


strates a considerable degree of achievement of the expectations in all four

categories of knowledge and skills.

Next Steps


• provide more specific detail as to how scrimmages and games will be

organized and implemented;

• include skill performance cues;

• demonstrate skills as they are being taught;

• modify the order of activities in the warm-ups and cool-downs, and give

more details as to the types of stretches being done;

• proofread work to correct minor errors in grammar and spelling.



BA


H I G H L E V E L 3

C D


H I G H L E V E L 3

E F


H I G H L E V E L 3

G H


I J

H I G H L E V E L 3


K L

H I G H L E V E L 3

Teacher’s Notes



lines applicable to the sport of hockey. He or she shows in the lesson plans

a clear understanding of the fundamentals of the sport of hockey and their

importance to the game (e.g., “Passing is a great part of the sport to watch

because it speeds up the game of hockey. As well it makes it more enjoyable

for players because everyone loves getting the puck.”). The student also pro-

vides suitable guidelines and skill cues for drill execution. However, he or

she does not provide instruction or explanation as to the rules of the game

(e.g., makes no mention of rules such as offside, icing, body contact, high-

sticking).

Thinking/Inquiry


ity with considerable effectiveness. He or she uses in the welcome letter a

variety of approaches to outline the benefits of participation in the game of

hockey (e.g., importance of teamwork, proper nutrition, and weight-training,

as well as social benefits). The student also points out how participation in

hockey addresses some of the components of physical fitness (e.g., “focus-

ing on increasing cardiovascular endurance, speed/acceleration, agility and

overall awareness of the game.”). However, the connection between hockey

and the benefits of lifelong activity is rather vague.

Communication

– The student communicates instructions to the campers with a high degree

of clarity. He or she highlights the purpose of the skill and the rationale

behind drill selection in the lesson plans (e.g., “Stick handling [is important]

because this lets you get the upper hand on the opponent.”). The student

also provides clear and concise instruction for drill implementation (e.g.,

“I blow the whistle you will skate as hard as you can until I blow the whistle

then you will return to the calm pace.”), including diagrams for every drill.


M

H I G H L E V E L 3


Application

– The student demonstrates effective leadership skills in the three-day pro-

gram. He or she gives good evidence of group organization and variety in

drill selection that encourages camper participation. Diagrams depict excel-

lent use of the ice surface to ensure maximum activity and movement. How-

ever, the student does not give specific evidence of skill modelling.

– The student promotes a safe environment for participants with consider-

able effectiveness. He or she includes a detailed list of necessary equipment

(e.g., mouth and neck guards) and regularly addresses the safety concern

of dehydration. The student also provides game-specific warm-up activities

and stretches. However, he or she does not include cool-down activities.

Comments


strates a considerable degree of achievement of the expectations in the

Knowledge/Understanding, Thinking/Inquiry, and Application categories of

knowledge and skills. However, in the Communication category, the student

demonstrates a high degree of achievement – i.e., achievement that is more

characteristic of level 4.

Next Steps


• incorporate skill explanation and modelling;

• clarify the link between participation in hockey and the lifelong benefits

derived from this participation;

• include specific body-contact guidelines and cool-down routines for safety

purposes;

• proofread work to correct occasional errors in grammar, syntax, and

spelling.

H I G H L E V E L 3



BA


C D

L O W L E V E L 4


E F

L O W L E V E L 4


G

L O W L E V E L 4

Teacher’s Notes


– The student demonstrates thorough knowledge of the rules and guidelines

applicable to the sport of swimming. He or she gives in the lesson plans due

consideration to the potential dangers of this sport by providing daily safety

guidelines for participation, along with requirements for supervision

(e.g., “Clear the water of dangerous articles”, “Obey lifeguard.”, “You must

have your NLS and Instructors Certifications to teach this class.”). The stu-

dent also provides good explanations of the skill cues and related activities

(e.g., “Flutter Kick”, “Front Pull”, “Sculling”, “Making waves”, “Broken

leg/arm”, “Clothing in the water”, “PFD’s”).

Thinking/Inquiry


ity with a high degree of effectiveness. He or she clearly establishes in the

welcome letter the link between participation in swimming and the physical,

mental, and social benefits of staying fit (e.g., “Swimming strengthens your

heart muscles and improves the delivery of oxygen to the rest of your mus-

cles.”, “You will feel good about yourself”, “You can also make friends that

will support you and create everlasting friendships.”).

Communication


clarity. He or she communicates in a well-organized, age-appropriate man-

ner in the lesson plans, and delivers progressive skill cues using a good

variety of interesting activities (e.g., fundamental skill development pro-

gresses to, and combines with, safety-related challenges). The student also

focuses on the previous day’s highlights as a progression to the current

day’s activities. However, he or she omits some important skill progression

details (e.g., the skills necessary to successfully participate in the “Making

waves” drill).


Application

– The student demonstrates highly effective leadership skills in the three-day

program. He or she encourages participation through creative, entertaining

activities (e.g., “Diving for Pucks”, “Sponge Relay”, “Water Baseball”, going

down the slide at the beginning of a drill). The student also demonstrates

excellent group organization (e.g., “Separate class into 4 teams, 5 people on

each team”).

– The student promotes a safe environment for participants with a high

degree of effectiveness. He or she gives specific attention to safe execution

of drills and games (e.g., “Remind the campers to make sure the water is

clear before jumping in.”), in addition to safety guidelines. The student also

provides appropriate, varied, and progressive warm-up and cool-down

activities.

Comments


strates a high degree of achievement of the expectations in the Knowledge/

Understanding, Thinking/Inquiry, and Application categories of knowledge and

skills. However, in the Communication category, the student demonstrates only

a considerable degree of achievement – i.e., achievement that is more charac-

teristic of level 3.

Next Steps


• include more detail and safety considerations;

• review timelines for activities to create a better balance between drills and

games.

L O W L E V E L 4



A B


C D

L E V E L 4


L E V E L 4

E F


L E V E L 4

G H


I

L E V E L 4

Teacher’s Notes


– The student demonstrates thorough knowledge of the rules and guidelines

applicable to running. He or she shows understanding of cross-country run-

ning by outlining in the lesson plans the advantages and disadvantages of

running form (e.g., “the importance of good form . . . Takes valuable seconds

off race time . . . Decreases physical exertion . . . Diminishes oxygen require-

ment, etc.”, “pronating . . . supinating . . . Slows runner down . . . Changes

stride and balance . . . Destroys rhythm”), and by giving a clear description

of the six stages of running.

Thinking/Inquiry

– The student promotes the benefits of lifelong participation in physical

activity with a high degree of effectiveness. He or she establishes in the

welcome letter a strong connection between involvement in cross-country

running and the physical, social, and mental benefits derived from its

practice (e.g., “keep [runners] in shape and healthy for the rest of their

lives.”, “Teams becomes fraternities, and lasting connections and friend-

ships between runners are immediately formed.”, “more than 50% of suc-

cessful running is mental the will to train, the will to work hard, and the

will to succeed.”).

Communication

– The student communicates instructions to the campers with a high degree

of clarity. He or she develops skills in the lesson plans in a progressive and

logical sequence. Running techniques are followed by speed change meth-

ods, which are followed by advanced techniques (e.g., “fartlek builds speed,

intervals build endurance and lung-capacity, and hills build up strength.”).

The student provides a variety of well-organized activities that culminate in

two- and three-kilometre races (e.g., “Hills”, “Intervals”, “Fartlek”, “Wind-

Breaking”, “Shifting”, “Racing Strategies”).


L E V E L 4

Application


program. He or she encourages participation and skill improvement by

modelling the six stages of running and by incorporating video tracking for

skill analysis and improvement (e.g., “Have each athlete run 200 m on the

track, while recording their running form. . . . another athlete can be with

one of the coaches watching their video and learning where they can

improve.”). The student also provides a variety of interesting warm-up

games that are entertaining and promote participation and team spirit

(e.g., “Octopus Tag”, “‘Blob’ Tag”).

– The student promotes a safe environment for participants with a high

degree of effectiveness. He or she gives important safety guidelines

(e.g., “Athletes running off-site must notify instructors, run on outlined route

plans”, “Distance and intensity must be varied for different skill levels”,

“Temperature and humidity must be taken into account before starting

activities.”). The student also provides appropriate warm-up and cool-down

activities that include thorough stretching.

Comments


strates a high degree of achievement of the expectations in all four categories

of knowledge and skills.

Next Steps

In order to improve his or her performance, the student could provide more

direction or explanation for use of video tracking.



A B


H I G H L E V E L 4

C D


H I G H L E V E L 4

E F


G H

H I G H L E V E L 4


I J

H I G H L E V E L 4


K L

H I G H L E V E L 4


M N

H I G H L E V E L 4


O P

H I G H L E V E L 4


Q R

H I G H L E V E L 4


Teacher’s Notes


– The student demonstrates very thorough knowledge of the rules and guide-

lines applicable to the game of tennis. He or she gives a complete glossary

of terms and reviews points of etiquette specific to the game of tennis

(e.g., “Use honest judgment when calling the lines in a match with no ref-

eree”). The student also gives thorough explanations of the skill cues and

guidelines appropriate to the drills and mini-games incorporated into each

lesson (e.g., “The basic forehand volley consists of a ‘hammer’ grip. Hold

the racquet as if you were going to hammer in a nail with the side of your

racquet.”).

Thinking/Inquiry


ity with a high degree of effectiveness. He or she clearly explains in a posi-

tive tone in the welcome letter the many lifelong benefits of participation in

tennis (e.g., “Your child will leave this camp with more confidence and self-

esteem”, “We believe that encouraging children to have fun, work hard and

meet new people at a young age will teach them the importance of work

ethic, good physical fitness, and effective communication skills needed

throughout their lives.”).

Communication

– The student communicates instructions to the campers with a very high

degree of clarity. He or she delivers specific skill cues and drills in a well-

organized manner in the lesson plans (e.g., “Keeping your eye on the ball

take the racquet back parallel to the ground keeping the racquet head up . . .

Drop the racquet head slightly and swing up and through the ball generat-

ing top spin on the ball [watch the ball hit the strings on your racquet]”).

The result is the development of a highly effective, progressive three-day

tennis camp that provides an entertaining, safe, varied, well-organized pro-

gram for all participants.

Application


program. He or she encourages participation by offering well-organized

activities that are preceded by explanation and demonstration of skills

(e.g., “The instructors will help correct the students, encourage them, and to

help them keep score during their matches. Every 3 games the doubles

teams will play a different team.”).

– The student promotes a safe environment for participants with a very high

degree of effectiveness. He or she gives diligent attention to warm-up and

cool-down activities by modelling activities that are progressive and appro-

priate for tennis (e.g., including detailed stretching diagrams and explana-

tions). The student also addresses proper use of equipment, and individual

and group safety considerations (e.g., “Sufficient warm-up followed by qual-

ity stretching”, “Make sure students are well spaced out while doing drills”,

“Proper clothing to reflect the sun, sun block if necessary, hats [white cloth-

ing is good to reflect the suns rays]”).

Comments


strates a high degree of achievement of the expectations in the Thinking/

Inquiry category and in one of the criteria in the Application category. However,

in the Knowledge/Understanding and Communication categories and in the

other criterion in the Application category, the student demonstrates outstand-

ing achievement.

Next Steps

In order to improve his or her performance, the student could explain in more

detail the serving rules and guidelines.

H I G H L E V E L 4

Healthy Act ive L iv ing Educat ion, Open 79

Teacher Package

1

Health and Physical Education Exemplar TaskHealthy Active Living Education,

Grade 12, Open (PPL4O)

Teacher Package

Title: A Sports Camp Program

Time Requirement: 5 periods of 75 minutes each

Expectations Addressed in the Exemplar TaskThis task gives students the opportunity to demonstrate achievement of all or part of eachof the following expectations selected from the Physical Activity and Active Livingstrands.

Students will:

1. apply the specific rules and guidelines for participation in recreational and sports activ-ities, including team, group, dual, and individual activities;

2. analyse the benefits of lifelong participation in different physical activities (e.g., socialinteraction, enjoyment, relaxation, self-esteem);

3. explain factors (e.g., the equipment used, specific preparations such as warm-up orcool-down activities, specific safety issues, features peculiar to specific activities) thataffect performance and participation in recreational and sports activities;

4. demonstrate leadership in creating a positive climate that promotes participation andsafety (e.g., by officiating, mentoring, organizing, coaching, convening);

5. apply appropriate guidelines and procedures for safe participation in physical activity(e.g., using appropriate equipment and facilities, wearing appropriate attire, meetingexpectations regarding supervision, understanding the importance of proper posture inminimizing injury).


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Final ProductEach student will submit a written proposal of approximately 600 words that includes:

• three progressive 75-minute lesson plans that include:

– equipment required;

– a warm-up;

– highlights from the lesson of the previous day (applies to second and third lessons only);

– safety considerations;

– rules and guidelines;

– a new lesson (including the role of the instructor);

– application (skills/drills);

– a cool-down;

– a time frame for each component of the lesson;

• a one-page welcome letter to the campers that provides information about the lifelong benefits of participation in the chosen activity.

Assessment and EvaluationThe final draft of “A Sports Camp Program” will be assessed and evaluated using the task-specific rubric provided.* Introduce the rubric to the students when you introduce the task.Review the rubric with the students and ensure that each student understands the criteria andthe descriptions for achievement at each level. Allow ample time for a thorough reading anddiscussion of the assessment criteria outlined in the rubric.

Some students may perform below level 1. Although the rubric does not include descriptionsof achievement below level 1, the characteristics of these students’ work should be reviewed inrelation to the criteria outlined in the rubric.

*The rubric is reproduced on pages 9–10 of this document.

Description of the TaskPresent the following scenario and instructions to the students:

Congratulations! You have just been hired as an instructor at the Sports-for-Life Camp. You

will be responsible for instructing a group of 15 to 20 co-ed campers, ages 15 to 17. The phi-

losophy of the camp is to provide individuals of varying abilities with rewarding activities that

promote lifelong learning and participation in recreation. This camp operates year-round,

offering a wide range of facilities enabling you to teach the activity of your choice (e.g., cross-

country skiing, rock-climbing, water polo). You will demonstrate your leadership skills by

developing three progressive lessons for one physical or one recreational activity. You are

also responsible for preparing a welcoming letter that will be sent to your campers prior to

their arrival, outlining the lifelong benefits of participation in your program.

Healthy Act ive L iv ing Educat ion, Open 81

Teacher Instructions

Prior Knowledge and SkillsTo complete this task, students are expected to have some experience with, or some knowl-edge or skills related to, the following:

• the chosen activity

• appropriate guidelines and procedures for safe participation in physical activity

• rules and guidelines of the chosen activity

• elements of fitness (cardiorespiratory fitness, muscular strength, muscular endurance, flexibility and body composition)

• ability to lead others through the organization of an activity (e.g., effective lesson planning)

• understanding of the benefits of lifelong participation in physical activity

• letter-writing skills

AccommodationsAccommodations that are normally provided in the regular classroom for students with specialneeds should be provided in the administration of this performance task.

Materials and Resources• resource materials obtained from libraries or physical education departments, if required

• access to word processing, if computers are available

• Ontario Physical and Health Education Association (OPHEA) safety guidelines

Task Instructions

Day 1• Introduce the task to the students, breaking the task into its components and indicating the

time that will be allotted for each component. Review the expectations and the rubric withthe students.

• Lead the class in a discussion to review the students’ understanding of the benefits of fitness and lifelong physical activity.

• Brainstorm with the class activities that students could select for their own camp program.

• Have each student select a favourite activity that you must approve.

Day 2• Conduct a class discussion on the components of an effective lesson plan.

• Have students begin work independently on their three lesson plans, incorporating thecomponents listed under “Final Product”.

• Have students research safety guidelines and rules/regulations that apply to their particularactivity, if necessary.

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Day 3• Have students continue to work on their three lesson plans.

Day 4• Review appropriate letter-writing skills and letter requirements with the students.

• Conduct a class brainstorming session on the information to include in the welcome letter.

• Have students work individually on their welcome letters.

Day 5• Have students revise and submit a final copy of their work, using the rubric as a guide for

quality.

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The Ministry of Education wishes to acknowledge thecontributions of the many individuals, groups, andorganizations that participated in the developmentand refinement of this resource document.

Ministry of Education

Printed on recycled paper

ISBN 0-7794-7688-3

04-063

© Queen’s Printer for Ontario, 2005

Grade 12

Health andPhysical Education

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