Level 3 Physical Education internal assessment resource



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Internal Assessment Resource

Physical Education Level 3

|This resource supports assessment against: |

|Achievement Standard 91502 |

|Examine a current physical activity event, trend, or issue and its impact on New Zealand society |

|Resource title: Behind Closed Doors |

|4 credits |

|This resource: |

|Clarifies the requirements of the standard |

|Supports good assessment practice |

|Should be subjected to the school’s usual assessment quality assurance process |

|Should be modified to make the context relevant to students in their school environment and ensure that submitted |

|evidence is authentic |

|Date version published by Ministry of |December 2012 |

|Education |To support internal assessment from 2013 |

|Quality assurance status |These materials have been quality assured by NZQA. |

| |NZQA Approved number A-A-12-2012-91502-01-6236 |

|Authenticity of evidence |Teachers must manage authenticity for any assessment from a public source, because |

| |students may have access to the assessment schedule or student exemplar material. |

| |Using this assessment resource without modification may mean that students’ work is |

| |not authentic. The teacher may need to change figures, measurements or data sources |

| |or set a different context or topic to be investigated or a different text to read or|

| |perform. |

Internal Assessment Resource

Achievement Standard Physical Education 91502: Examine a current physical activity event, trend, or issue and its impact on New Zealand society

Resource reference: Physical Education 3.5A

Resource title: Behind Closed Doors

Credits: 4

Teacher guidelines

The following guidelines are supplied to enable teachers to carry out valid and consistent assessment using this internal assessment resource.

Teachers need to be very familiar with the outcome being assessed by Achievement Standard Physical Education 91502. The achievement criteria and the explanatory notes contain information, definitions, and requirements that are crucial when interpreting the Standard and assessing students against it.

Context/setting

It is expected that this activity will be given to students at the beginning of the unit of work (of about four weeks). Students should have been involved in a teaching and learning programme that has included collegial investigation and critical examination of the issues relating to money in sport.

Conditions

It is suggested that this assessment task take place over four to six weeks of in-class and out-of-class time. However, you may need to adjust this timing to suit your students’ needs.

Student work should be accurately referenced and accompanied by a comprehensive bibliography.

Resource requirements

Students will need access to the Internet and library resources of newspapers, magazines, journals etc to research the topic.

Access to and consideration of information on sociocultural factors associated with the chosen current physical activity event, trend, or issue will also be required. Sociocultural factors may include aspects such as:

• gender – masculinity, femininity, stereotypes, social construction

• commodification – of the body, sport, athletes, sexuality

• technocentricity – the body as a machine

• healthism

• scientism

• the body as a project

• identity.

Additional information

Presentation formats should be adapted to reflect the needs of your students, the nature/context of your teaching and learning programme, and the facilities/environment you work in. It may be possible for you to select a more appropriate presentation format without influencing the intent or validity of this task.

Sources of evidence may include self-assessments, peer assessments, and teacher professional judgements.

Presentation formats may include written reports, electronic portfolios, blogs/wikis, and audio/visual portfolios.

Internal Assessment Resource

Achievement Standard Physical Education 91502: Examine a current physical activity event, trend, or issue and its impact on New Zealand society

Resource reference: Physical Education 3.5A

Resource title: Behind Closed Doors

Credits: 4

|Achievement |Achievement with Merit |Achievement with Excellence |

|Examine a current physical activity |Examine, in depth, a current physical |Critically examine a current physical |

|event, trend, or issue and its impact on |activity event, trend, or issue and its |activity event, trend, or issue and its |

|New Zealand society. |impact on New Zealand society. |impact on New Zealand society. |

Student instructions

Introduction

This assessment activity requires you to produce a report for a sports journal, examining an issue of interest in New Zealand sport.

You will be assessed on the depth of your examination, how critically you question and challenge assumptions about the issue, and your ability to draw coherent and insightful conclusions about the impact or potential impact of this issue on New Zealand society.

This is an individual assessment activity, and while you may discuss ideas and research your topic with classmates and your teacher, you will work on your report individually and the work you present must be your own.

You will research and complete this activity over 4-6 weeks of in-class and out-of-class time.

Task

Choose an issue and create a headline as the basis for your article. Below are some examples relating to the issue of money in sport:

• ‘Dan Carter, the New “Six Million Dollar Man”: Is He or Anyone Worth It?’

• ‘Show Me the Money, Sonny (Bill Williams)’

• ‘Should Sport New Zealand Funding Be Allocated Based on Performance?’

• ‘What Is the True Cost of an Olympic Medal?’

Produce a report for a sports journal, based on your chosen issue and headline, and in it examine the role that the issue plays in New Zealand sport and the resulting impact on New Zealand society.

In your report explain your own feelings on the matter and consider a range of perspectives and factors. These may include (but are not limited to) sociocultural factors such as gender, commodification, technocentricity, healthism, scientism, the body as a project, and identity. Other relevant social, political, ethical, environmental, economic, cultural, and historical (SPEEECH) may also be considered.

For example, you might include:

• An introduction that outlines what you will be examining – it may include historical or background information such as:

- How / Why did the issue come about?

- What sociocultural factors (as above) are present?

- Who is impacted, and to what extent, by the issue being in sport? Who is in control/power? Who is influential? Who has a vested interest?)

• Look at 3 key ideas relating to the issue.

o Ensure you look at both sides of the argument from research and your own perspective

o While doing this identify what assumptions are made about the issue in sport? Question and challenge these assumptions: are they accurate or not? (Consider a wide range of perspectives.) What are the consequences of these assumptions? Who benefits/who does not? (Draw on your own experiences to support these or challenge these)

• Draw conclusions as to what stance should be taken on the issue and what solutions or strategies could be used to improve / further develop this in NZ sport?

• What is the impact on New Zealand society of the issue currently and what might be the potential impact based on the solutions you have thought of? (consider a range of SPEEECH factors)

- What are the positives and negatives of the issue in sport – who is advantaged or disadvantaged in NZ society? How and why?

Base your judgements on evidence, class discussions, and your own experiences.

Students may wish to present their examination in a different format, for example, as a PowerPoint presentation, a seminar-type presentation, a documentary, or a blog/wiki, or using a combination of styles.

It is not the style of the presentation, but the research and discussion, that will be assessed. They should negotiate the style of presentation with you to ensure that they deliver their report in an appropriate format.

Assessment schedule: Physical Education 91502 Behind Closed Doors

|Evidence/Judgements for Achievement |Evidence/Judgements for Achievement with Merit |Evidence/Judgements for Achievement with Excellence |

|The student has examined a a current physical activity event, trend, |The student has examined, in depth, a current physical activity event,|The student has critically examined a current physical activity event,|

|or issue and its impact on New Zealand society. |trend, or issue and its impact on New Zealand society. |trend, or issue and its impact on New Zealand society. |

|The student has written a report for a sports journal in which they |The student has written a report for a sports journal in which they |The student has written a report for a sports journal in which they |

|have examined the role of money in New Zealand sport and its impact on|have examined, in depth, the role of money in New Zealand sport and |have critically examined the role of money in New Zealand sport and |

|New Zealand society. |its impact on New Zealand society. |its impact on New Zealand society. |

|The student has researched and explained the issue and drawn |They have: |They have: |

|conclusions about its impact on New Zealand society. |researched and explained the issue in detail |researched and explained the issue in detail |

|Their viewpoint is clearly outlined, and they have used SPEEECH and/or|discussed the values or reasons that frame different perspectives |discussed the values or reasons that frame different perspectives |

|other relevant sociocultural factors to examine how and why the event |used their findings to draw coherent conclusions about its impact or |questioned and challenged assumptions relating to the issue |

|has impacted on New Zealand society. |potential impact on New Zealand society. |used their findings to draw coherent and insightful conclusions about |

|They have supported their points with evidence. |Their viewpoint is clearly outlined, and they have used SPEEECH and/or|its impact or potential impact on New Zealand society. |

|For example: |other relevant sociocultural factors to examine how and why the event |Their viewpoint is clearly outlined, and they have used SPEEECH and/or|

|My report, which follows, looks at the issue of money in sport and the|has impacted on New Zealand society. |other relevant sociocultural factors to examine how and why the event |

|impact this has on New Zealand society. |They have supported the points they make with evidence. |has impacted on New Zealand society. |

|‘Dan Carter, the New “Six Million Dollar Man”: Is He or Anyone Worth |For example: |They have supported the points they make with evidence. |

|It?’ |My report, which follows, looks at the issue of money in sport and the|For example: |

|Dan Carter, who many consider to be one of the top rugby players in |impact this has on New Zealand society. |My report, which follows, looks at the issue of money in sport and the|

|the world, has been offered in excess of $6 million to join an |‘Dan Carter, the New “Six Million Dollar Man”: Is He or Anyone Worth |impact this has on New Zealand society. |

|overseas club. “Top French club Racing Metro is the latest club to |It?’ |‘Dan Carter, the New “Six Million Dollar Man”: Is He or Anyone Worth |

|enter the bidding – and have upped the ante considerably with a |Dan Carter, who many consider to be one of the top rugby players in |It?’ |

|three-year offer reportedly worth $6.6m” (stuff.co.nz). This |the world, has been offered in excess of $6 million to join an |Dan Carter, who many consider to be one of the top rugby players in |

|offer, combined with Dan Carter’s NZRU contract rumoured to be over |overseas club. “Top French club Racing Metro is the latest club to |the world, has been offered in excess of $6 million to join an |

|$750,000, makes him the highest-paid rugby player in the world. |enter the bidding – and have upped the ante considerably with a |overseas club. “Top French club Racing Metro is the latest club to |

|Why is Dan Carter, a rugby player, worth significantly more than a |three-year offer reportedly worth $6.6m” (stuff.co.nz). This |enter the bidding – and have upped the ante considerably with a |

|doctor, for example? Surely a doctor who saves lives would have to be |offer, combined with Dan Carter’s NZRU contract rumoured to be over |three-year offer reportedly worth $6.6m” (stuff.co.nz). This |

|worth more than someone who kicks a rugby ball around. |$750,000, makes him the highest-paid rugby player in the world. |offer, combined with Dan Carter’s NZRU contract rumoured to be over |

|Having superstar players as role models for young players and fans to |Why is Dan Carter, a rugby player, worth significantly more than a |$750,000, makes him the highest-paid rugby player in the world. |

|look up to could positively impact on the development of the game, |doctor, for example? Surely a doctor who saves lives would have to be |Why is Dan Carter, a rugby player, worth significantly more than a |

|leading some people to think that rugby players are worth their |worth more than someone who kicks a rugby ball around. |doctor, for example? Surely a doctor who saves lives would have to be |

|salaries because they attract fans and young players to the game. But |It can be argued that Dan Carter is worth that much to the NZRU due to|worth more than someone who kicks a rugby ball around. |

|this only impacts on people who like rugby or sport, whereas a doctor |the revenue that he generates. His high profile, his superstar status,|There is, however, a general acceptance within New Zealand of the |

|can help anyone. |ensures higher revenue through game attendance. People will come to |salaries earned by high-profile rugby players. When the All Blacks won|

|I think the money associated with New Zealand sport is fantastic as it|see Dan Carter play; he draws in the crowds, and with this will come |the Rugby World Cup, players who had been in the squad for the |

|gives students like me another possible career path. Teenage boys all |the money. |duration of the tournament, including Dan Carter, were given a |

|over the country dream of being Dan Carter. Players in our school |Children want to get his autograph and adults want to go and watch a |$100,000 bonus, and the public response was to throw ticker tape |

|First XV take rugby as a very serious career option. Many of us put |quality player play rugby. This is what draws the crowds in through |parades and to turn out in thousands to congratulate them. |

|more time and effort into rugby than into any other subject. What used|the turnstile. Look at when Dan Carter played club rugby for |Christchurch residents recently turned out in their thousands to |

|to be a sport can now be a career! |Southbridge – which has a population of 900 – there was a crowd of |protest over the $68,000 pay rise of Tony Marryatt, CEO of |

|The examples above relate to only part of what is required, and are |over 3,000 people who turned up for a club game when usually there may|Christchurch City Council, and a man who is charged with rebuilding a |

|just indicative. |only be a crowd of about 200. |city. His salary, even after the proposed pay rise, was significantly |

| |The sausages were sizzling and the gold coin programme and donations |less than Dan Carter is rumoured to be paid to play rugby. Public |

| |were flying in. ‘Hornby Champagne’ –premixed bourbon and cola drunk |sentiment was so strongly opposed to the pay rise offer to Tony |

| |from cans – was being quaffed by the dozen. This is the type of |Marryatt that he eventually felt that he was unable to accept it. |

| |pulling power that the NZRU wants: it wants to put bums on seats and |It can be argued that Dan Carter is worth that much to the NZRU due to|

| |generate money to keep high-profile players here in New Zealand, and |the revenue that he generates. His high profile, his superstar status,|

| |to do this it needs money to pay these players. |ensures higher revenue through game attendance, sponsorship, and |

| |The doctor may get paid less than Dan Carter, but what type of revenue|television rights. For example. Steve Tew, in regard to recent |

| |is he bringing into a clinic in terms of people? This is where the |contract negotiations with Dan Carter and Richie McCaw, said, “the |

| |money paid to rugby players and those in other high-paying jobs |upside of retaining the All Blacks’ two most accomplished players |

| |differs. |outweighs any negatives around the amount of cash the pair will hoover|

| |Having superstar players as role models for young players and fans to |up” (stuff.co.nz). |

| |look up to could positively impact on the development of the game, |Having superstar players as role models for young players and fans to |

| |leading some people to think that rugby players are worth their |look up to could positively impact on the development of the game, |

| |salaries because they attract fans and young players to the game. It |leading some people to think that rugby players are worth their |

| |is essential for the ongoing economic sustainability of rugby that |salaries because they attract fans and young players to the game. It |

| |there is a large fan and player base. |is essential for the ongoing economic sustainability of rugby that |

| |The impact on society could be limited to just those who play the |there is a large fan and player base. |

| |game. However, the greater player base also generates positive |Having high-profile players like Dan Carter gives young people a role |

| |economic impacts for those not directly involved in the playing of the|model to look up to, which in turn is more likely to encourage young |

| |game, such as medical staff and sports apparel makers. While it may |people to watch and play the game. The impact on society could be |

| |seem that rugby players are being overpaid, the wider impact of their |limited to just those who play the game. However, the greater player |

| |status does suggest that their value could be justified. |base also generates positive economic impacts for those not directly |

| |The examples above relate to only part of what is required, and are |involved in the playing of the game such as medical staff, sports |

| |just indicative. |apparel makers, and associated advertising. |

| | |Dan Carter, as well as earning money as a rugby player, is sponsored |

| | |by Jockey, a company that clearly values his celebrity status and |

| | |therefore considers it a worthwhile investment for their business to |

| | |pay him to model their underwear. His value is clearly more than that |

| | |of just a sportsperson. |

| | |In New Zealand we have come to see our professional athletes as more |

| | |than sportspeople – they have become commodities that can be exploited|

| | |for the commercial gain of others. While it may seem that rugby |

| | |players are being overpaid, the wider impact of their status does |

| | |suggest that their value could be justified. |

| | |A negative impact of this that has surfaced recently is the fact that |

| | |the Otago Rugby Football Union has gone into receivership and has a |

| | |debt of $2.3 million. This is largely to do with the fact that players|

| | |are being paid too much and the ORFU cannot raise enough money from |

| | |gate sales and sponsors to recoup the losses. The ORFU was facing |

| | |liquidation and had to come up with $1 million immediately or it may |

| | |not have been able to field a team in the ITM provincial competition |

| | |(nzherald.co.nz). The entire squad of players who had signed to |

| | |play for the team faced an uncertain future, wondering whether the |

| | |team would even exist. |

| | |I think that the top players are going the way of the British football|

| | |league, where players are getting an obscene amount of money to play. |

| | |I do not think that New Zealand has the economic power to keep top |

| | |players here as long as the European and Japanese leagues entice |

| | |players away for more money. The drawcard for these top players is the|

| | |black jersey. |

| | |Dan Carter’s value is more than simply how he performs on the field. |

| | |His value to the NZRU is determined by more than how many points he |

| | |scores. While this is obviously very important when deciding how they |

| | |allocate or spend their budget on players, they would also consider |

| | |how much money players are going to make for them |

| | |There is no denying that Dan Carter is popular in New Zealand. The |

| | |injury to his groin during the Rugby World Cup was headline news. |

| | |Children idolise him, and people want to see him play. A game with him|

| | |playing will surely have higher ticket sales than one without. His |

| | |value to the NZRU comes from more than his playing abilities – he is a|

| | |marketable commodity. He is internationally recognised as one of the |

| | |best rugby players in the world. |

| | |There can be negative consequences for those young people who follow |

| | |the dream of being a professional sportsperson and fail. Many teenage |

| | |rugby players want to pursue a professional career. They see the money|

| | |that players are paid, the lifestyle that some of them have, and the |

| | |advertising and sponsorship deals they are offered, and they also see |

| | |sportspeople idolised and treated as celebrities in New Zealand. |

| | |Unfortunately, the dream cannot be realised for all who want it. While|

| | |students could be pursuing alternative careers, they are playing |

| | |rugby. If they do not make it into the professional ranks, they are |

| | |likely left with few options if they have not kept up their studies |

| | |and ensured they have an alternative path. |

| | |Pursuing sport as a potential career option can also be viewed |

| | |positively, and it has had positive impacts on New Zealand society. |

| | |Many schools throughout the country offer sporting academies: |

| | |alternative programmes conducted within the school focusing on certain|

| | |sports. Students receive additional coaching and training but are also|

| | |required to remain in school, study, and gain credits. For students |

| | |who might historically have dropped out of school with little or few |

| | |career options, sporting academies have provided a reason to stay in |

| | |school and a reason to study. Even if they do not make it into the |

| | |world of professional sport, they still have better options due to the|

| | |study completed. |

| | |Professional sport also has an entire industry that supports it and |

| | |those involved: managers, physiotherapists, nutritionists, trainers, |

| | |agents, sportswear suppliers etc. They all make a living or are able |

| | |to operate their business due to the world of professional sport. |

| | |The examples above relate to only part of what is required, and are |

| | |just indicative. |

Final grades will be decided using professional judgement based on a holistic examination of the evidence provided against the criteria in the

Achievement Standard.

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NZQA Approved

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