Health and Physical Education Assessment Map - Sample at 0.5
Basic motor skills
Context
Students were asked to demonstrate their ability to perform basic motor skills such as the run, the hop and the skip and identify their body’s response to physical activity and their feelings about participation in physical activity.
Prior to undertaking this assessment task, students participated in a unit which concentrated on the development of basic motor skills. Students were provided with direct instruction focusing on the development of key components of the basic motor skills, such as running, jumping, hopping and skipping. Students were given opportunity to practice these skills in drills and a range of games.
The elements of the Movement and physical activity standard addressed by this task are:
(Students) perform basic motor skills and movement patterns, with or without equipment, in a range of environments.
(Students) use simple vocabulary to describe movement, the physical responses of their bodies to activity and their feelings about participation in physical activity.
Samples
The following work samples, and the related 0.5 Health and Physical Education progression point examples, illustrate the kinds of responses that students produce as they progress towards the Level 1 standard.
Part 1: The run
Annotation
Movement and physical activity – 0.5
- Performs the basic motor skill of running.
- Focuses eyes in the direction of travel.
- Attempts to contact the ground using the balls of the feet however the student does not display a bent arm action.
Part 2: The hop
Annotation
Movement and physical activity – 0.5
- Attempts to perform the hop, a basic motor skill.
- Focuses eyes forward in the direction of travel however she has difficulty in maintaining progression of movement using the same supporting leg.
Part 3: Interview
Video
View video transcript
Note: These videos require Windows Media Player 9 and above or Quicktime 6 and above to open.
Annotation
Movement and physical activity – 0.5
- Provides an appropriate response to the teachers question to describe his body’s responses to physical activity, such as hot, however the range of vocabulary is limited.
- Identifies his feelings, such as ’good’, about participation in physical activity.
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