Students were asked to demonstrate their ability to:
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 practise these skills in drills and a range of games.
Teaching in this unit also focused on the development of movement vocabulary, including describing the body’s response to and the feelings associated with participation in physical activity.
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.
If at Level 1, typically the student’s performance of the basic motor skill (the run) would demonstrate:
If at Level 1, typically the student’s performance of the basic motor skill (the hop) would demonstrate:
If at Level 1, typically the student’s performance of the basic motor skill (the skip) would demonstrate:
Teacher Question: Tell me about the activities that you just did.
Student Response: I was skipping, running, jumping and hopping. I can run very fast.
Teacher Question: When you were doing those activities what did you notice happening to your body?
Student Response: My body was getting sweaty, it was getting tired and I was getting puffed.
Teacher Question: How did you feel when doing the activities?
Student Response: I felt good, it was fun.
If at Level 1, typically the student’s oral response would demonstrate: