Term 3 Topic- Participation

This assessment required student to participate in a variety of physical activities and to explain what factors influenced their participation. They had to demonstrate consistency of effort and engagement when participating in activities. Immediately after the activity students reflected on these activities and explained from the list below how 2 of these factors influenced their participation and why.

• my well-being
• fun and enjoyment
• the challenge
• a sense of achievement
• social factors
• aesthetic appeal
• that the activity pushes me to my physical and/or mental limits
• that I can go at my own pace
• cost
• accessibility
• environmental appreciation
• use of technology
• access to necessary equipment

Check out some of their reflections back clicking on the students blogs to the right. 

Physical Education 1.2- Anatomy, Biomechanics and Physiology

The second unit of the year was in my opinion the toughest assessment students will do in L1 PED. Students had to apply knowledge of Anatomy, Biomechanics and Physiology to a practical task. In this case, they had to apply it to a Basketball free-throw shot. They had to break it down in to 3 sections and explain what movement was being applied to the shot in that particular phase. The 3 phases were Preparation, Execution and Follow-Through. As shown below:

In the classroom, students would compare their technique with a proper free-throw shot. Then, once in a practical environment students would try and apply this knowledge to their shot, ultimately trying to improve their overall technique. Students who were engaged during theory classes and learnt how to apply biomechanical knowledge to their free-throw shot ended up with a better overall technique by the end of the term. Check out some of the students work on the left hand side bar.   

Physical Education 1.5- Interpersonal Skills

The first unit of the year is demonstrating Interpersonal Skills in a practical environment. Interpersonal skills are essential to helping the functioning of a group. Examples of Interpersonal skills are: Effective Communication, Cooperation, Supporting and Encouraging Others, Negotiation, Giving and Receiving Feedback, Including Others, and Problem Solving.

In a practical environment students chose to demonstrate specific interpersonal skills depending on the demands of the activity. Different activities required different interpersonal skills which enable student to demonstrate a wide range of them. As a teacher I recorded what interpersonal skills were demonstrated by students. Students were assessed on how well they demonstrated specific interpersonal skills and how effective they were to the functioning of the group. 

In the classroom, students reflected on how they demonstrated certain interpersonal skills. They had to explain how they demonstrated the interpersonal skill and how it had a positive/negative impact on the functioning of their group. Examples of these reflections can be viewed by clicking on the side bar blogs.

Physical Education 1.5- Interpersonal Skills

In this unit students used a variety of different interpersonal skills in a range of activities. Completion of these activities required effective functioning as a group. The interpersonal skills students could use:

1. effective communication
2. cooperation
3. giving and receiving feedback, and feed-forward
4. supporting and encouraging others
5. inclusiveness
6. problem solving
7. negotiation
8. Conflict resolution

In a practical environment students chose to demonstrate specific interpersonal skills depending on the demands of the activity. Different activities required different interpersonal skills which enable student to demonstrate a wide range of them. As a teacher I recorded what interpersonal skills were demonstrated by students. Students were assessed on how well they demonstrated specific interpersonal skills and how effective they were to the functioning of the group. 

In the classroom, students reflected on how they demonstrated certain interpersonal skills. They had to explain how they demonstrated the interpersonal skill and how it had a positive/negative impact on the functioning of their group. Examples of these reflections can be viewed by clicking on the side bar blogs.

Update Term 3 Week 2

This week in L1 HASSA we focused on personal strategies for promoting positive sexuality. In particular we looked at the personal strategy of contraception. Gaining knowledge of safer sex practices allows young people to develop healthier attitudes, values and behaviours about their sexual self. Below is some student work, check it out!

Update Term 3 Week 1

Last week in L1 HASSA we looked at the broad term 'sexuality'. Students came to sense of the following key terms and how they differ from one another:- sexual orientation, sexual identity and sexual behaviour. Check out some of their work below:

Chromebooks

Papakura High School HASSA students embracing the use of digital tools.