Players occupy space critical to their opponent. Body contact does not generally occur. Players cannot block an opponent’s movement or passage. In some of activities, players are separated by a net. Positioning, use of skills and strategies, rules and tactics are different from those of direct interceptive activities. 3. Performance activities Characteristics: Participants perform in isolation against an existing standard on a movement task. The activities provide specific challenges that are intrinsically motivating. Standards of performance are commonly stated in an objective, measurable manner, thus making them accessible to spectators who are therefore able to judge the performance. The performers have some of competing against others but it is the standard attained by the other competitors that they strive to better. Team activities generally rely on combining the separate performances of individuals. Some events require individuals to produce a concerted effort to challenge a standard. When planning some physical activities it may be useful to consult existing guidelines; for example, refer to the Duke of Edinburgh Award Scheme for orienteering guidelines. 4. Aesthetic activities Characteristics: The emphasis is on creating a performance within the allowable constraints of the activity and the performance of the particular skills. It is essential that performers know the criteria by which they are to be judged. The aesthetic form of the performance is an integral part of the criteria and standards by which the performance is judged. The emphasis is on the quality of performance (e.g. accuracy and correctness) as an end in itself. Team aesthetic activities may involve the concerted, synchronised performance of a number of people, e.g. ballroom dance, in the pursuit of an overall aesthetic display, or may involve the aggregation of the separate performances of the members of the team. 3.3.4 Subject matter The following considerations for choosing subject matter should be applied when schools are constructing courses of time and emphasis is given to each focus area (see Section 3.3.5 Focus areas) across the course of study. Substantial emphasis in Year 12 is to each focus area prior to verification, enabling the generation of assessment instruments from each area. Subject matter is developed through, and contextualised in, physical activities selected by the school. All core subject matter must be covered by verification.
Players occupy space critical to their opponent. Body contact does not generally occur. Players cannot block an opponent’s movement or passage. In some of activities, players are separated by a net. Positioning, use of skills and strategies, rules and tactics are different from those of direct interceptive activities. 3. Performance activities Characteristics: Participants perform in isolation against an existing standard on a movement task. The activities provide specific challenges that are intrinsically motivating. Standards of performance are commonly stated in an objective, measurable manner, thus making them accessible to spectators who are therefore able to judge the performance. The performers have some of competing against others but it is the standard attained by the other competitors that they strive to better. Team activities generally rely on combining the separate performances of individuals. Some events require individuals to produce a concerted effort to challenge a standard. When planning some physical activities it may be useful to consult existing guidelines; for example, refer to the Duke of Edinburgh Award Scheme for orienteering guidelines. 4. Aesthetic activities Characteristics: The emphasis is on creating a performance within the allowable constraints of the activity and the performance of the particular skills. It is essential that performers know the criteria by which they are to be judged. The aesthetic form of the performance is an integral part of the criteria and standards by which the performance is judged. The emphasis is on the quality of performance (e.g. accuracy and correctness) as an end in itself. Team aesthetic activities may involve the concerted, synchronised performance of a number of people, e.g. ballroom dance, in the pursuit of an overall aesthetic display, or may involve the aggregation of the separate performances of the members of the team. 3.3.4 Subject matter The following considerations for choosing subject matter should be applied when schools are constructing courses of time and emphasis is given to each focus area (see Section 3.3.5 Focus areas) across the course of study. Substantial emphasis in Year 12 is to each focus area prior to verification, enabling the generation of assessment instruments from each area. Subject matter is developed through, and contextualised in, physical activities selected by the school. All core subject matter must be covered by verification.
snr_physical_ed_10_syll.docx