SAMPLE ASSESSMENT TASKS

PHYSICAL EDUCATION STUDIESATAR YEAR 11

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Sample assessment taskPhysical Education Studies – ATAR Year 11Task 2 – Unit 1 and Unit 2

Assessment type: Practical assessment

ConditionsTime for the task: the assessment will be completed during weeks 9 and 10 of Term 1

Total marks: 36Task weighting: 5% of the school mark for this pair of units

__________________________________________________________________________________

What you need to doPerform the following skills from the School Curriculum and Standards Authority Volleyball support materials (support materials for practical examinations).

(a) overhead float serve(b) front set(c) forearm pass: free ball(d) forearm pass: serve reception(e) spike(f) block

All skills are assessed on a scale of 0–6, taking into consideration the observation points of each skill as outlined in the practical examination specifications.

Resources School Curriculum and Standards Authority Physical Education Studies Volleyball DVD (available

from the School Curriculum and Standards Authority) School Curriculum and Standards Authority Physical Education Studies Volleyball support booklet

– available from http://www.scsa.wa.edu.au/internet/Senior_Secondary/Courses/WACE_Courses/Physical_Education_Studies

NoteThis assessment is a sample only, and includes an assortment of basic Volleyball skills. Teachers are advised to select skills congruent with content that is taught.

Sample assessment tasks | Physical Education Studies | ATAR Year 11

2

Marking key for sample assessment task 2

Skill 1: Overhead float serve

A. SKILL – demonstration of skills in competitive situations will be assessed, taking into account the combination of four elements of an action i.e. consistency, precision, fluency and control.

B. CONTEXT – game pressure, pace, skill and intensity of opponent and team mates, playing area, environmental conditions etc. may affect performance and should be taken into account when marking.

C. KEY SKILL COMPONENTS

Preparation Server stands behind the baseline Straight arms point towards target with hitting hand behind the ball Weight on the back foot ready to be transferred onto front foot upon contact Step is towards the target with the opposite foot Hitting arm is drawn straight back behind the head with elbow flexion

Execution The ball is tossed up with the opposite hand in line with the serving hand, little spin and less

than 1m high Opposite foot forward when contact is made with the ball Contact with the ball is with an open hand, above the head in line with the serving arm

Completion Weight is transferred forward onto the court and move into a defensive position Arm follows through in the direction of the target; thumb brushing quadriceps on the same side

as serving arm Ball has a flat trajectory and no spin (floating) Ball clears the net no higher than the top of the antennae

Outcome Ball follows appropriate trajectory Ball hits intended target

D. MARK ALLOCATION

Mark Observable key skill components described in C:Preparation, Execution, Completion, and Outcome

6 Always demonstrates the observation points5 Almost always demonstrates the observation points4 Demonstrates reasonable skill level more than 50% of the time3 Demonstrates adequate skill level approximately 50% of the time2 Demonstrates adequate skill level less than 50% of the time1 Rarely demonstrates adequate skill level0 Does not demonstrate minimum skill level

Sample assessment tasks | Physical Education Studies | ATAR Year 11

3

Skill 2: Front set

A. SKILL – demonstration of skills in competitive situations will be assessed, taking into account the combination of four elements of an action i.e. consistency, precision, fluency and control. B. CONTEXT – game pressure, pace, skill and intensity of opponent and team mates, playing area, environmental conditions etc. may affect performance and should be taken into account when marking.

C. KEY SKILL COMPONENTS

Preparation Body is balanced with foot closest to the net slightly in front Knees and hips are flexed Hands are positioned slightly in front and above the head, forming a triangle Elbows are at 90° with thumbs pointing to the floor

Execution Hips and shoulders are facing the target Base is stable and knees flex on contact Ball is cushioned with all fingers and thumbs of both hands Elbows flex upon contact, followed by extension to 180 leading to release

Completion Arms point in direction of the target as are the thumbs and forefingers Ball is released into a parabolic flight with no spin Next movement is into defensive position Player controls the ball on impact

Outcome Ball follows appropriate trajectory Ball hits intended target

D. MARK ALLOCATION

Mark Observable key skill components described in C:Preparation, Execution, Completion, and Outcome

6 Always demonstrates the observation points5 Almost always demonstrates the observation points4 Demonstrates reasonable skill level more than 50% of the time3 Demonstrates adequate skill level approximately 50% of the time2 Demonstrates adequate skill level less than 50% of the time1 Rarely demonstrates adequate skill level0 Does not demonstrate minimum skill level

Sample assessment tasks | Physical Education Studies | ATAR Year 11

4

Skill 3: Forearm pass: free ball

A. SKILL – demonstration of skills in competitive situations will be assessed, taking into account the combination of four elements of an action i.e. consistency, precision, fluency and control. B. CONTEXT – game pressure, pace, skill and intensity of opponent and team mates, playing area, environmental conditions etc. may affect performance and should be taken into account when marking.

C. KEY SKILL COMPONENTS

Preparation Move is to get the ball in line with the midline of the body and to face the target Balanced position with weight on the balls of the feet and outside foot forward Shoulders directed towards the target with arms forming a stable triangle As ball approaches, position is lowered with greater knee bend

Execution Arms should be straight and in the midline with a flat platform Body weight is moving up and forward as is all of body movement Body goes from a low position to a high position in a forward flowing movement All contact is on the forearm (above ‘watch strap’) with elbows fully extended

Completion Arms follow through no higher than parallel to the court Ball travels on a parabola between the contact point and the setter

Outcome Ball lands in the area of the setter that gives them the opportunity to execute a set to a spiker

D. MARK ALLOCATION

Mark Observable key skill components described in C:Preparation, Execution, Completion, and Outcome

6 Always demonstrates the observation points5 Almost always demonstrates the observation points4 Demonstrates reasonable skill level more than 50% of the time3 Demonstrates adequate skill level approximately 50% of the time2 Demonstrates adequate skill level less than 50% of the time1 Rarely demonstrates adequate skill level0 Does not demonstrate minimum skill level

Sample assessment tasks | Physical Education Studies | ATAR Year 11

5

Skill 4: Forearm pass: serve reception

A. SKILL – demonstration of skills in competitive situations will be assessed, taking into account the combination of four elements of an action i.e. consistency, precision, fluency and control. B. CONTEXT – game pressure, pace, skill and intensity of opponent and team mates, playing area, environmental conditions etc. may affect performance and should be taken into account when marking.

C. KEY SKILL COMPONENTS

Preparation Move is to get the ball in line with the midline of the body and to face the target or execute

lateral pass if receiving a jump serve Balanced position with weight on the balls of the feet and outside foot forward Shoulders are directed towards the target with arms forming a stable triangle As ball approaches body, position is lowered with greater knee bend

Execution Arms should be straight with a flat platform Body weight is moving up and forward, as is all of body movement Body goes from a low position to a high position in a forward flowing movement All contact is on forearm (above ‘watch strap’) with elbows fully extended.

Note: Jump serve is received with very little arm movement to cushion the ball on impact

Completion Arms follow through no higher than parallel to the court Ball travels on a parabola between the contact point and the setter Movement is into the team-attack position

Outcome Ball lands in the area of the setter that gives them the opportunity to execute a set to a spiker

D. MARK ALLOCATION

Mark Observable key skill components described in C:Preparation, Execution, Completion, and Outcome

6 Always demonstrates the observation points5 Almost always demonstrates the observation points4 Demonstrates reasonable skill level more than 50% of the time3 Demonstrates adequate skill level approximately 50% of the time2 Demonstrates adequate skill level less than 50% of the time1 Rarely demonstrates adequate skill level0 Does not demonstrate minimum skill level

Sample assessment tasks | Physical Education Studies | ATAR Year 11

6

Skill 5: Spike

A. SKILL – demonstration of skills in competitive situations will be assessed, taking into account the combination of four elements of an action i.e. consistency, precision, fluency and control. B. CONTEXT – game pressure, pace, skill and intensity of opponent and team mates, playing area, environmental conditions etc. may affect performance and should be taken into account when marking.

C. KEY SKILL COMPONENTS

Preparation Spike approach begins on or behind the attack line Spike approach footwork is R – L – together (opposite for left-hander) Knee bend is deep with arms swinging back parallel to the court Two-foot take-off is vertical and controlled Arms swing forwards and upwards to get maximum height in the jump Arms assume ‘bow and arrow’ position with hitting arm pulled back behind the body in a ‘bow’

position and non-hitting arm pointing to the ball

Execution Lead is with elbow first, then high contact with open hand on the ball, snapping the wrist on

contact Contact is made at maximum height, approximately 50cm in front of the body and in line with

the hitting shoulder

Completion Two-foot landing is controlled with flexion of knees to absorb impact Landing is in the same place as take-off Ball crosses the net in a downward path with speed and avoids the opposition block and

spike-defensive players Player balanced and ready for next play

Outcome Ball follows appropriate trajectory Ball hits intended target

D. MARK ALLOCATION

Mark Observable key skill components described in C:Preparation, Execution, Completion, and Outcome

6 Always demonstrates the observation points5 Almost always demonstrates the observation points4 Demonstrates reasonable skill level more than 50% of the time3 Demonstrates adequate skill level approximately 50% of the time2 Demonstrates adequate skill level less than 50% of the time1 Rarely demonstrates adequate skill level0 Does not demonstrate minimum skill level

Sample assessment tasks | Physical Education Studies | ATAR Year 11

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Skill 6: Block

A. SKILL – demonstration of skills in competitive situations will be assessed, taking into account the combination of four elements of an action i.e. consistency, precision, fluency and control. B. CONTEXT – game pressure, pace, skill and intensity of opponent and team mates, playing area, environmental conditions etc. may affect performance and should be taken into account when marking.

C. KEY SKILL COMPONENTS

Preparation Feet are shoulder-width apart and arm-length off the net Hands are in front of the body, at shoulder height and facing the opposition Fingers are spread Movement along the net is sideways and controlled

Execution Knees bend no more than 90º Knees are extended fully to jump vertically No gap is left between arms and net for maximum penetration Arms are kept straight and strong, reaching over the net Thumbs should be high, fingers spread and hands close together to avoid ball going through the

middle of both hands

Completion Two-foot landing is controlled, with flexion of the knees to absorb impact and without any net

touches Ready position is resumed

Outcome Ball is blocked back into opponent’s court or defensively back to their own team

D. MARK ALLOCATION

Mark Observable key skill components described in C:Preparation, Execution, Completion, and Outcome

6 Always demonstrates the observation points5 Almost always demonstrates the observation points4 Demonstrates reasonable skill level more than 50% of the time3 Demonstrates adequate skill level approximately 50% of the time2 Demonstrates adequate skill level less than 50% of the time1 Rarely demonstrates adequate skill level0 Does not demonstrate minimum skill level

Sample assessment tasks | Physical Education Studies | ATAR Year 11

8

Sample assessment taskPhysical Education Studies – ATAR Year 11Task 3 – Unit 1 and Unit 2

Assessment type: Investigation

ConditionsPeriod allowed for completion of the task: three weeks

Total marks: 20Task weighting: 7.5% of the school mark for this pair of units

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What you need to do

Volleyball front set biomechanical analysis Using the School Curriculum and Standards Authority Volleyball DVD, analyse an elite player’s performance by explaining which of the following biomechanical concepts have an influence on the performance of the front set during each of the three phases of preparation, action and follow through. Biomechanical concepts to consider in your analysis:

(a) Linear motion speed acceleration velocity

(b) Projectile motion optimal projection trajectory release of projectiles (angle, velocity and height)

(c) Angular motion angular velocity

(d) Principle of balance centre of gravity static balance dynamic balance

(e) Newton’s laws of motion

(f) Coordination of linear motion sequential versus simultaneous summation of velocity

Sample assessment tasks | Physical Education Studies | ATAR Year 11

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Marking key for sample assessment task 3Marks

Preparation phase1 mark for each correct identification of movement during this phase (maximum 4 marks)1 mark for each biomechanical explanation (maximum 4 marks)

Correct identification and biomechanical explanation of the movement involved during the preparation phase of the front set Body is balanced

principle of balance: centre of gravity is low and over the base of support Flexed hips and knees

linear motion: preparation for creation of force to allow for linear motion principle of balance: low centre of gravity with a wide base of support

Hands positioned slightly above and in front of the head preparing for optimal projection

Elbows are at 90° linear motion: preparation for creation of force to allow for linear motion

1–8

Execution phase1 mark for each correct identification of movement during this phase (maximum 4 marks)1 mark for each biomechanical explanation (maximum 4 marks)

Correct identification and biomechanical explanation of the movement involved during the action phase of the front set Hips and shoulders facing target

principle of balance: static balanced body, allowing all force to be centralised into the upward movement; low centre of gravity with a wide base of support

Base is stable and knees flex on contact, then extend principle of balance: low centre of gravity with a wide base of support summation of velocity: flexing the knees to build up force sequential movement, allowing for greater power transfer

Ball is cushioned with all fingers and thumbs of both hands Newton’s third law of motion to allow for absorption of force

Elbows flex on contact, then extend, leading to release of ball summation of velocity: flexing the knees to build up force sequential movement, allowing for greater power transfer

1–8

Completion phase1 mark for each correct identification of movement during this phase (maximum 2 marks)1 mark for each biomechanical explanation (maximum 2 marks)

Correct identification and biomechanical explanation of the movement involved during the follow through phase of the front set Arms and fingers point in direction of target

projectile motion: preparing for correct angle and height of release of ball Ball is released into a parabolic flight with no spin

projectile motion: trajectory of ball determines where the ball will be placed for opponents

1–4

Total /20

Sample assessment tasks | Physical Education Studies | ATAR Year 11

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Sample assessment taskPhysical Education Studies – ATAR Year 11Task 7 – Topic test – Unit 1 and Unit 2Assessment type: Response

ConditionsTime for the task: 40 minutes in class

Total marks: 40Task weighting: 7.5% of the school mark for this pair of units

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Structure of this paper

SectionNumber of questions available

Number of questions to be

attempted

Suggested working time

(minutes)Marks available

One:Multiple-choice 5 5 5 5

Two:Short answer 3 3 15 15

Three:Extended answer 1 1 20 20

Total marks 40

Instructions to candidates

1. Section One: Answer all questions on the separate multiple-choice answer sheet.

2. Section Two: Answer all questions on the lines provided on this paper.

3. Use a blue or black pen.

4. Spare pages are provided at the back of this question/answer booklet.

Sample assessment tasks | Physical Education Studies | ATAR Year 11

11Physical Education Studies

Task 7: Topic test: Exercise physiology; Motor learning and coaching

NAME: _____________________________________

Section One: Multiple-choice (5 marks)Attempt all questions in this section. Record your answers on the separate multiple-choice answer sheet using a blue or black pen. Each question is worth one mark.Suggested working time for this section is 5 minutes.

1. An athlete has undergone an eight-week aerobic training program after a long sedentary period. Which of the following physiological adaptations to training best represents this athlete at rest?

(a) increased lung capacity/decreased oxygen level(b) increased cardiac output/decreased haemoglobin level(c) increased stroke volume/decreased blood pressure(d) increased ventilation rate/decreased lactate level

2. How does a football player initially receive intrinsic feedback after a shot at goal?

(a) watching the performance after the game(b) the umpire signalling that the kick was a goal(c) his team mates cheering loudly when the goal was kicked(d) proprioception that tells him the kick was good

3. The primary food fuel for energy production during maximal physical activity would be

(a) phosphate creatine(b) protein(c) fats(d) carbohydrates

4. Which of the following correctly shows the chemical breakdown of ATP to produce energy?

(a) ADP + PC = ATP(b) ATP = ADP + Pi + energy(c) ATP = CO2 + H2O + energy(d) ATP + lactic acid = energy

5. The following fitness program was designed for a volleyball player: jog slowly for two minutes; 200m run at 80% max; 100m jog. This is repeated alternating up and down hills with variations.

Which type of training best describes the program being used above?

(a) interval(b) fartlek(c) continuous(d) circuit

Sample assessment tasks | Physical Education Studies | ATAR Year 11

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Section Two: Short answer (15 marks)Attempt all questions in this section. Record your answers in the space provided using a blue or black pen. Suggested working time for this section is 15 minutes.

Question 6 (5 marks)

The table below represents the resistance training intensities of athletes performing in various sports.

Athlete Reps Sets Resistance Recovery

A. 800-metre swimmer 2–10 2–3 light 2–4 minutes

B. Spring-board diver 15+ 3–5 light 30–90 seconds

C. Long-jumper 3–6 3–5 heavy 2–4 minutes

D. Weight lifter 10–15 2–3 heavy 30–90 seconds

(a) Which best represents specificity in strength training? (1 mark)

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(b) Justify your answer by identifying and describing two strength training factors, taking into consideration the repetitions, sets, resistance and recovery used by the chosen athlete.

(4 marks)

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Question 7 (5 marks)

A 15-year-old student decides to start participating more actively in a Physical Education class. The class gets started with a warm up activity. The student quickly starts to feel exhausted and can’t keep up. Identify five immediate responses to physical activity that the student’s body is starting to experience.

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Sample assessment tasks | Physical Education Studies | ATAR Year 11

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Sample assessment tasks | Physical Education Studies | ATAR Year 11

14Question 8 (5 marks)

An elite triathlete competed at the recent Olympics. His coach suggested that he should eat some bananas in the hour before the event to provide him with extra energy during the race.

(a) Identify three likely effects of eating bananas at this time and how it may affect his performance.

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(3 marks)

(b) Identify one nutritional requirement of the triathlete in pre-competition and during competition.

(i) Pre-competition __________________________________________________________________________________

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(1 mark)(ii) During competition

__________________________________________________________________________________

__________________________________________________________________________________

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(1 mark)

Sample assessment tasks | Physical Education Studies | ATAR Year 11

15Section Three: Extended answer (20 marks)Attempt all questions in this section. Record your answers in the space provided using a blue or black pen. Suggested working time for this section is 20 minutes.

Question 9 (20 marks)

During a typical game of volleyball the players would be on the court for three 25-point sets. During this time an attacking player would be expected to spike, block and return serves or spikes. (a) Identify the three energy systems. Outline one response of each energy system used by a

typical attacking player in a 3-set match. To assist with your answer, use a specific example of a skill movement or game play in which each energy system would be used. (9 marks)

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(b) Each energy system needs to be fuelled in some way. Describe one fuel source for each system used in your answer to (a). (3 marks)

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Sample assessment tasks | Physical Education Studies | ATAR Year 11

16(c) Identify and describe the four phases of information processing used by an athlete during the

skill of serve reception. (8 marks)

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Sample assessment tasks | Physical Education Studies | ATAR Year 11

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Marking key for sample assessment task 7 – Topic testMultiple-choice section

1 mark for each correct answer

1 – C2 – D3 – D4 – A5 – B

1–5

Total /5

Short answer section

6. (a) Which best represents specificity in strength training?

1 mark for the correct identification of workout C. 1

Total /1

6. (b) Justify your answer by identifying and describing two strength training factors, taking into consideration the repetitions, sets, resistance and recovery used by the chosen athlete.

1 mark for correct identification; 1 mark for appropriate description of any two (2) of:

low repetitions to increase intensity when using heavy weights heavy weights to achieve greater leg power for jump low number of sets to achieve hypertrophy greater rest period to allow muscles to recover in between sets

1–4

Total /4

7. A 15-year-old student decides to start participating more actively in a Physical Education class. The class gets started with a warm up activity. The student quickly starts to feel exhausted and can’t keep up. Identify five immediate responses to physical activity that the student’s body is starting to experience.

1 mark each for correct identification of any of the following:

increased cardiac output increased heart rate increased stroke volume increased blood pressure increased ventilation decreased arteriovenous oxygen difference temperature regulation increased gaseous exchange in the lungs

1–5

Total /5

Sample assessment tasks | Physical Education Studies | ATAR Year 11

188. An elite triathlete competed at the recent Olympics. His coach suggested that he should eat some

bananas in the hour before the event to provide him with extra energy during the race.

(a) Identify three likely effects of eating bananas at this time and how it may affect his performance.

1 mark each for correct identification of the following:

increase the glycogen stores to assist with energy levels assist with liver glycogen stores, which help athletes to last during endurance

events delay fatigue and improve endurance

or any other appropriate response

1–3

Total /3

(b) Identify one nutritional requirement of the triathlete in pre-competition and during competition.

(i) pre-competition: 1 mark for correct identification of one the following:

drink as much fluid as feels comfortable 200g or more of carbohydrates and low-fat meals

or any other appropriate response

1

(ii) during competition: 1 mark for correct identification of one the following:

fluid at regular intervals during the competition – approximately every 15 minutes to replace what your body has lost

carbohydrates such as sports drinks or high glycaemic index foods e.g. banana, cereal bars, carbohydrate shots, sports drink

or any other appropriate response

1

Total /2

Sample assessment tasks | Physical Education Studies | ATAR Year 11

19Extended answer section

9. During a typical game of volleyball the players would be on the court for three 25-point sets. During this time an attacking player would be expected to spike, block, and return serves or spikes.

(a) Identify the three energy systems. Outline one response of each energy system used by a typical attacking player in a 3-set match. To assist with your answer, use a specific example of a skill movement or game play in which each energy system would be used.

1 mark for correct identification of each of the three energy systems1 mark for each response outlined for each energy system

ATP-PC system – immediate energy source for high intensity and short duration activities

Lactic acid system – system used for activities continuing longer than 10 seconds and less than 2 minutes

Aerobic system – utilised for activities that are longer than 2 to 3 minutes

or other appropriate responses

1–31–3

1 mark for each example supplied for each energy system

preparing and executing a spike completed spike and returning to defensive/attacking position, depending on

outcome extended rally

or other appropriate responses

1–3

Total /9

(b) Each energy system needs to be fuelled in some way. Describe one fuel source for each system used in your answer to (a).

1 mark for each fuel source for each energy system

ATP-PC system – creatine phosphate Lactic acid system – carbohydrates (glucose) Aerobic system – glucose, fats and proteins

1–3

Total /3

(c) Identify and describe the four phases of information processing used by an athlete during the skill of serve reception.

1 mark for each phase identified1 mark for each appropriate description

input/stimuli e.g. reading the direction of serve response/identification/decision making e.g. move body into position behind the

ball response/output e.g. ball contacts body and is directed to desired location feedback e.g. ball is delivered to desired location

or other appropriate responses

1–41–4

Total /8

Sample assessment tasks | Physical Education Studies | ATAR Year 11