1. PDHPE HSC ENRICHMENT DAY CORE 2 – Factors Affecting Performance
2016
CORE 2 – Factors Affecting Performance
This presentation is about ‘enriching’ student’s knowledge of some of Core 2 content and giving students the opportunity for practical application of content. Try to maximise student engagement throughout the presentation through participation in the mind-mapping activity on the board, questioning, asking students to share their responses, give examples etc. By the end of this presentation, students should be able to confidently answer the exam question given on ‘ The Learning Environment.’
You may need to reinsert the videos into the power-point once you have put the mp4 files on your computer or USB. I have also attached the URL in the powerpoint.

2. HSC QUESTION
Evaluate the influence of the learning environment on the acquisition of skill
(Q.27, 2012 Trial HSC Exam, 8 marks)
The focus of this presentation is on understanding how to answer this question and developing a deeper understanding of the syllabus content needed to answer the question.

3. Syllabus Mind-map Activity 1 – Student challenge
Ask students to write the syllabus dot & dash points to be included in the answer under the question. You can remind students that this is important for planning their response, but also gaining marks. Writing something that is relevant to the question will score a minimum of 1 mark. Also, don’t cross anything out. If it is crossed out, it wont be marked.
Students complete Activity 1 in workbook.
Activity 1 –If you have a smaller group (i.e students) Ask 4 students to come out and complete one dot point for the Focus Question – How does the Acquisition of Skill affect performance? You might want to make it a school challenge, with one representative per school. One dot point to complete per person. You will need 4 whiteboard markers.
If you have a large group of students, ask students to complete the activity in their workbook, then real the answers on the next slide.
Expand The Learning Environment to include all of the following:
The learning environment
- nature of the skill (open, closed, gross, fine, discrete, serial, continuous, self-
paced, externally paced) 􏰀 - the performance elements (decision- making, strategic and tactical
development) 􏰀 - practice method (massed, distributed, whole, part) 􏰀- feedback (internal, external, concurrent, delayed, knowledge of results, knowledge of performance)
Give some feedback to students – this can used as an example. E.g. Yes, you’re on the mark (external, concurrent, Knowledge of results).

4. Activity 1 – Syllabus Mind-map
How does the acquisition of skill affect performance?

5. SYLLABUS – CORE 2 FOCUS QUESTION 4
It is important that students know the syllabus. Use it to format their work, study notes and plan responses. The fourth focus question in Core 2 is – How does the acquisition of skill affect performance? The learning environment is one of four Learn abouts (dot points).

6. Deconstructing the Question
Evaluate the influence of the learning environment on the acquisition of skill.
Activity 2– Students use the syllabus content and Step-it-up model to deconstruct the HSC question in the space provided. Remind students that their examples must link to the acquisition of a specific skill to show complete understanding by providing concrete examples.

7. - Gross-motor or fine-motor - Discrete, serial or continuous
Nature of the Skill
- Open or closed
- Gross-motor or fine-motor
- Discrete, serial or continuous
Self-paced or externally-paced
Activity 3 – students complete activity 3 in workbook. Match the definition to the correct term by colour coding, numbering or using lines.
Watch video – Classification of Motor Skills: Skill Acquisition
Complete the example column of the table during the video. Discuss the answers after the video. See next slide.

8. Nature of the Skill
Discuss answers with students.

9. The Performance Elements
Decision making - The thinking side of the game is taught in tandum with the skills of the game, so that athletes become skilled in the broader sense of understanding the game and are more capable of making decisions about their play under game conditions (under time pressures, with opponents)
Strategic and tactical development - The ability to read the game. It involves developing an understanding of concepts such as time, space, risk (which option) and execution (how).
The structure of the learning environment will influence the opportunities an athlete has to develop the key elements of their skill performance – their decision-making, strategic and tactical abilities.
Athletes at the cognitive or associate stages of skill acquisition are only concentrating on the execution of their own skills. For an athlete to be able to execute strategies and tactics, they must be at the autonomous stage of skill acquisition.
The performance elements also influence skill acquisition and are part of the environment in which skills are learnt. These performance elements are essentially skills themselves, but are more skills of the mind then of the physical sense. (Pdhpe.net).

10. Performance Elements - Game-centred Approach
Watch video – Game-centred approach. Video has been clipped – 4.02.Insert MP4 into power-point or play from desktop. It compares a traditional approach to teaching skills as opposed to a Game-centred of Game-sense approach. Discuss the difference with students at the completion of the video. What was different about the two approaches? Give examples.
Activity 4 – Critical thinking question. Complete, then discuss with the person next to them.
Activity 5 – complete the table. Discuss some examples. These could also be written on the whiteboard.

11. - Whole or part, Whole-part-whole Massed or distributed
Practice Methods
- Whole or part, Whole-part-whole
Massed or distributed
Watch video on ‘Types of practice.’ Students are only listening for whole, part, massed and distributed.
Activity 6 – complete table of advantages and disadvantages. ‘Think, pair, share’ or discuss responses with one other student.
Activity 7 – Critical thinking question (this can be completed as a take home activity if running out of time)
‘How does the nature of the skill impact the practice method?
Discuss with students how to answer this question – deconstruct the verb and the syllabus content. See presenter’s book.

12. Activity 7 – Critical Thinking
How does the nature of the skill impact the practice method?
Nature of the skill – open, closed, discrete, continuous, serial, internally-paced, externally-paced.
Practice Methods – massed, distributed, whole, part
Example:
Massed practice is characterised by continuous periods of practice with limited rest intervals. This is effective when practising a self-paced skill such as serving in tennis as it allows the autonomous performer to achieve a lot in one session. In contrast, practising an externally-paced skill such as receiving the serve may be more beneficial for the athlete to practise with rest periods (distributed) to enable high concentration levels and reaction timing.
Activity 7 – Students should deconstruct the question first and map their response. ‘How’ is the same as an ‘Explain’ question. What is it? What does it do? Characteristics, how does it do it? Use step-it-up model and syllabus as the front of the book. Go through slide 12, then students can write an answer in the space provided in booklet.

13. Knowledge of results or knowledge of performance
Feedback
Internal or external,
Concurrent, or delayed,
Knowledge of results or knowledge of performance
Watch the video ‘Types of Feedback’.
Activity 8 – Complete the table. Mention to students that they should have a tick or cross in more than one box per example. Go through the first one together as a group. Go through the answers when students complete.
Activity 9 – Complete the critical thinking questions in pairs. Write response in own booklet. Complete as a take home activity if you run out of time.

14. Writing your response – HSC Question
Use your plan and the content and examples gathered throughout the presentation to write a response to the HSC Question.
2. Peer mark, using the marking criteria and the suggested answer notes on Page 12 of the workbook.
Students should now go home or back to class and write their response to the HSC question. They can even peer mark using the notes from the marking centre.

15. What next?
Complete the take-home activities on pages
Inquiry learning – useful media sites on page 13. What else can you find to help deepen your understanding?
Good luck!
Refer students to the take home questions on P14 and the Quizlet questions on ‘The Learning Environment’ on P Encourage students to take the time to check out the media sites listed on page 13. Inquiry learning is a great way to deepen and broaden their understanding of the content and how to use it in their answers.