aldridge state high school

HEALTH & PHYSICAL EDUCATION DEPARTMENT

SENIOR PHYSICAL EDUCATION

Year 11
Term 4
Formative / ASSESSMENT TASK 4.2
RESEARCH ASSESSMENT – Reflective essay
ANALYTICAL EXPOSITION
Conditions / Physical Performance: Triathlon, (IndividualPerformance)
Focus area: C : Equity and access to exercise, sport and physical activity
in Australian society
Length: 800-1000 words
Drafting: Teacher consultation and maximum of two drafts allowed
Task context / Throughout the recentTriathlon unit, you have participated in a variety of authentic environments that were instrumental in determining your enjoyment and achievementin an individual endurance performance activity.
You also investigated how your opportunity to participate and achieve in physical activity and in particular Triathlon is affected by your access to the physical activity.Even though it may appear that all class members have an equal opportunity to participate and improve in Triathlon an appreciation of the different societal influences as explained in Dr. Peter Figueroa’s Framework clarifies that in reality inequities do exist. These inequities may be reflected in an individual’s attitude towards Triathlon which in turn affects their opportunity to participate and achieve in Triathlon
Task / Prepare an 800- 1000 word analytical exposition in the genre of a reflective essay, explaining and justifying how your participation, enjoyment and achievement in Triathlon has been compromised or enhanced by sociocultural factors.
Task Guidelines / This independent reflection requires you to examine the levels of Figueroa’s framework in order to explain and justify societal influences that have had the most significant impact on your participation and achievement in Triathlon. To complete this, follow these steps
  1. Establish a clear understanding of equity. That is even though it may appear that you have equal opportunity compared to other people (even within your class) your access to participate and therefore your opportunity to achieve is less (or more in some cases)
  1. Select a level from Figueroa’s framework that you feel you can best use to argue that your opportunity to participate and achieve in Triathlon is in fact compromised/enhanced.
  1. Generate and collect primary and secondary information to support your argument This information is used as evidence to: support your selection of the societal level and explain how your opportunity has been affected
a. Primary evidence varies depending upon the level you are focusing on. It may include:
  • Institutional level: An analysis of Policy and Reports related to equity and
access in Triathlon or sports and physical activity in general.
  • Individual level: Journal responses related to your participation, enjoyment
and performance during the Triathlon unit.
  • Individual level: Glasser’s needs hierarchy and Meyers-Briggs personality types.
  • Cultural level: Further reading on cultural influences on body image in sport;social construction of ideal body shape; how sport is a microcosm of society; social construction of gender; the influence of dominant culture in Australia (Anglo-Saxon male); and the influence of the media on the evolution of culture.
  • Interpersonal level: Anecdotal information and observations of effects of the different socialization agents in society.
  • Structural level: List of Human, Physical and Financial resources available for Triathlon and your opportunity to access them.
c. Use of secondary evidence should be used to further justify your evaluation
3. Sort and analyse the information:
a. When using research, remember to analyse (breakdown each level of Figueroa’s framework and establish the interrelationships) and evaluate (check for reliability and accuracy of) your researched evidence.
b. Record your researched material in a clear and logical fashion, keeping an
accurate record of all sources referred to, primary and secondary, print
and digital. A separate set of papers should be used for this purpose and
constantly updated. SeeSchool diary re. reference and bibliography
policy.
4. Develop research outcomes – use your research to support your response, that
is to provide justification to decisions about what societal factor most influenced your participation and hence your achievement in Badminton
Textual features / Preparing your analytical exposition in the genre of a reflective essay.
The construction of any text involves entering into a relationship with your reader. In this essay you need to focus on convincing the reader to accept your viewpoint based on detailed and credible evidence. In order for an argument to be taken seriously, it needs to be tightly organised, detailed and to the point.
For this genre and to complete this task you need to develop your viewpoint by reflecting on the issue/s without taking a personal stance on wether it is a good or bad thing. Reflection enables you to explore the possibilities of the topic as you think and write about it. It clarifies your thinking and develops your understanding without having to make any final decision about it.
In looking at socialisation issues relevant to your participation and achievement in Triathlon, you might reflect on your effort or motivation and the different societal factors that have influenced it. You may then do more reading, make observations, discuss with peers, consider other opinions to help you put your thinking into a wider context and to understand the complexity of the issues.
Using this essay form should help you to determine what you think about an issue.

CRITERIA: Assessment item 3.2 Focus Area C:Equity and access to Sport and Physical activity in Australian society. Physical response: Badminton (indirect interceptive)

Standard A / Standard B / Standard C / Standard D / Standard E
Acquiring / The student work has the following characteristics:
  • in-depth comprehension of a wide range of terminologies, principles and concepts relevant to Figueroa’s framework and Triathlon
  • sustained and accurate use of appropriate textual features in an essay
/ The student work has the following characteristics:
  • comprehension of a wide range of terminologies, principles and concepts relevant to Figueroa’s frameworkand Triathlon
  • accurate use of appropriate textual features in an essay
/ The student work has the following characteristics:
  • comprehension of fundamental terminologies, principles and facts relevant to Figueroa’s framework and Triathlon
  • use of appropriate textual features in an essay
/ The student work has the following characteristics:
  • recollection and recognition of simple terminologies, principles and facts relevant to Figueroa’s framework and Triathlon
  • use of textual features in an essay
/ The student work has the following characteristics:
  • recognition of some information associated with access or equity or participation in Triathlon .
  • use of texts

Applying / The student work has the following characteristics:
  • insightful, independent and appropriate analysis and application of the levels of Figueroa’s framework and the impact on access, equity and participation in Triathlon
  • purposeful and effective selection, sequencing and organisation of relevant and substantial aspects of Figueroa’s framework and how they may impact on access and equity.
/ The student work has the following characteristics:
  • independent and appropriate analysis and application of the levels of Figueroa’s framework and the impact on access, equity and participation in Triathlon
  • purposeful selection, sequencing and organisation of relevant and substantial aspects of Figueroa’s framework and how they may impact on access and equity.
/ The student work has the following characteristics:
  • appropriate analysis and application of the levels of Figueroa’s framework and the impact on access, equity and participation in Triathlon
  • suitable selection, sequencing and organisation of some aspects of Figueroa’s framework and how they may impact on access and equity.
/ The student work has the following characteristics:
  • comparison and categorisation of information relating toaccess, equity and participation in Triathlon
  • selection and sequencing of information related to access or equity or participation in Triathlon
/ The student work has the following characteristics:
  • comparison and categorisation of access or equity information relating to with assistance
  • selection of basic factors related to access or equity or participation in Triathlon

Evaluating / The student work has the following characteristics:
  • discerning, convincingly justified and independent evaluations, solutions and recommendations concerning the access and participation in Triathlon, based on the different levels of Figueroa’s framework
  • discerning and effective choice of communication strategies to enhance meaning and impact of the unseen essay
/ The student work has the following characteristics:
  • justified and independent evaluations concerning the access and participation in Triathlon, based on the different levels of Figueroa’s framework
  • effective choice of communication strategies to enhance meaning and impact of the unseen essay
/ The student work has the following characteristics:
  • defended evaluations concerning the access and participation in badminton, based on the different l Triathlonevels of Figueroa’s framework
  • effective choice of communication strategies that convey meaning through the
unseen essay / The student work has the following characteristics:
  • superficial evaluations concerning the access and participation in Triathlonbased on the different levels of Figueroa’s framework
  • communication strategies that convey meaning through the
unseen essay / The student work has the following characteristics:
  • directed responses to problems concerning access and participation in badminton.
  • communication of some meaning

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