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NATIONAL QUALIFICATIONS CURRICULUM SUPPORT

Physical EducationUnit 1:Performance Skills

Unit 2: Factors Impacting on Performance

Advice and Guidance

[NATIONAL 4;NATIONAL 5]

SUGGESTED LEARNING AND TEACHING ACTIVITIES

2 PERFORMANCE SKILLS AND FACTORS IMPACTING ON PERFORMANCE (NAT 4, 5, PE)

© Crown copyright 2012

The Scottish Qualifications Authority regularly reviews the arrangements for National Qualifications. Users of all NQ support materials, whether published by Education Scotland or others, are reminded that it is their responsibility to check that the support materials correspond to the requirements of the current arrangements.

List & Describe SQA Units for 4 and 5

Acknowledgements© Crown copyright 2012. You may re-use this information (excluding logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit http://www.nationalarchives.gov.uk/doc/open-government-licence/ or e-mail: [email protected] . Where we have identified any third party copyright information you will need to obtain permission from the copyright holders concerned. Any enquiries regarding this document/publication should be sent to us at [email protected] .This document is also available from our website at www.educationscotland.gov.uk .

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Contents

Introduction 4

Approaches to learning, teaching and assessment 6

Exemplification 11

Suggested learning and teaching activities 21



INTRODUCTION

Introduction

The National 4 and National 5 Physical Education programme of learning builds on principles and practice developed in the broad general education. The programme of learning uses experiential learning to develop related knowledge, understanding and attributes through practical activities.

The practical learning activities in this programme of learning encourages learners to develop problem-solving techniques, make informed choices and take responsibility for their development from identification to programme design and then impact review.

The main purpose of the programme of learning is to develop the skills and knowledge that will support leaners in a variety of physical activities. The knowledge and skills acquired in this programme of learning will be valuable for learning, life and work.

Aim of materials

The content in this document is intended to support staff of Physical Education deliver the Outcomes and Assessment standards of National 4/5 in an experiential manner. The approaches to learning and teaching will help staff to meet the assessment outcomes, but to do it in such a way that learners will be supported to develop higher order thinking.

Use of materials

The materials are a support for staff and are not intended to be prescriptive in any way. It is expected that staff will be able to take this material and manipulate it in such a way that will help learners to achieve the best possible outcome. Staff are well placed to identify the best use for this material and they should continue to do so.

PERFORMANCE SKILLS AND FACTORS IMPACTING ON PERFORMANCE (NAT 4, 5, PE) 5


INTRODUCTION

Key Knowledge, understanding and skills

In physical education learners will be supported to:

identify issues related to improving their performance engage in practical problem-solving activities critically evaluate the validity of the possible solutions proposed make use of a variety of sources to enhance the development of critical

literacy skills.

Also, throughout the process, learners will be engaged in activities that necessitate higher-order thinking. This will require learners to:

gather and process information from a variety of sources and contexts organise and reorganise information analyse and evaluate evidence devise, improvise and justify decision making pose questions that can have multiple answers or possibilities come to a mutual agreement with other learners and the practitioner in

relation to the development of a programme of work use and evaluate information in new or unfamiliar contexts and to some

extent ‘predict’ or be proactive in anticipating potential problems in a performance environment

use effective decision-making processes, including justification, prioritisation and evaluation

In this way learners are encouraged to think creatively and use advice and guidance effectively to examine the variety of factors that impact on performance.

Prior learning and progression

It is expected that learners will enter the programme of learning having achieved the appropriate experiences and outcomes within the broad general education. Exposure to the national 3 programme of learning or participation in activities outside of the school environment may also be suitable. Learners will be able to progress to National 5 or Higher programmes of learning upon completion of the Outcomes and Assessment standards at National 4 or National 5 level.



APPROACHES TO LEARNING, TEACHING AND ASSESSMENT

Approaches to learning, teaching and assessment

4MAT (http://www.aboutlearning.com/what-is-4mat) is a model that can help learners develop a deeper understanding about factors impacting on performance.




Integrating Factors Impacting on Performance

The technocratic approach to performance development produces limited results. Research is showing that an integrated approach to performance development is supporting the holistic development of and creating motivated and versatile performers.

Providing learners ownership of an integrated approach is important. This will help to develop learning – driven motivation, including:

Learning independently; Taking responsibility for learning; Active learning; Collaborative learning; and Applying learning and skills development

Learning in National 4/5 will help young people continue to develop the skills and attributes of the four capacities and prepare them for lifelong learning, further study and employment. Young people will have become accustomed in the BGE to learning which drives their sense of purpose and motivation to learn. This focus on learning which drives motivation should be apparent when supporting learners to implement the ‘How’ phase.

Young people participating in National 4/5 need to continue to experience active learning which engages and challenges their thinking. This can drive their motivation and enthusiasm and unleash their natural curiosity to find out things for themselves. It helps learners to sustain their efforts until they are content that they have mastered or completed their intentions. Such resilience, when self-driven, is a powerful attribute for success in the senior phase and beyond into their future lives.

Through National Qualifications, young people will increasingly apply their learning and skills development. They will do this by drawing together aspects of their learning and applying what they have learned to different contexts. Varied and imaginative opportunities to apply skills, including higher-order thinking skills, are more likely to ensure the kind of motivation and self-confidence that is essential for sustained learning.




Reference will be made to a number of different methods that staff can use to support learners. Whilst this list is not exhaustive, it provides staff with resources that can be used to support the development of skills for learning, life and work. The material outlined in this section can also be used to gather evidence that will help learners achieve the assessment outcomes required by the SQA.

The material demonstrates how an integrated approach can be applied in a practical context.

Examples include;

1. Cause and Effect2. Graphic Organisers3. Q Chart4. Model Performance5. Exit Pass6. Co-operative learning7. Reflective Journal8. Reflective Questioning9. Know, Want, Learn, How10. Self and Peer Reflection11. Target Setting

Qualifications

The information outlined below will take you to the relevant information and guidelines set out by the SQA.

National 4

Direct Link to the N4 Physical Education SQA site:http://www.sqa.org.uk/sqa/45742.htmlOrGoogle: national 4 physical education; this search will let you select the first option from the list and take you directly to the National 4 site for Physical Education



http://www.sqa.org.uk/sqa/45742.html


National 5

Direct Link to the N5 Physical Education SQA site:http://www.sqa.org.uk/sqa/47399.htmlOrGoogle: national 5 physical education; this search will let you select the first option from the list and take you directly to the National 5 site for Physical Education

These links will allow you to access the following materials provided by the SQA:

Programme of learning Support Notes Programme of learning Specification Unit Specification

(i) Performance Skills(ii) Factors Impacting on Performance(iii) Added Value Unit (30th April 2012)(iv) Portfolio (30th April 2012)

Unit by Unit Assessment (31st October 2012) Combined Assessment (28th February 2012)



http://www.sqa.org.uk/sqa/47399.html

EXEMPLIFICATION

Exemplification

National QualificationsPhysical Education: Support for Staff

ContextNet Games: An Integrated approach to performance skills and factors impacting performance. LevelNational 4National 5

Assessment Outcomes focusDemonstrate a (comprehensive) range of movement and performance skills in physical activities

Prior Learning Relevant Experiences and Outcomes at third and fourth Level National 3 Physical Education programme of learning or relevant

component units Prior interest/participation in physical activitiesNational 4 National 5Performance Skills

N4 (1.1): Selecting and safely applying a range of movement and performance skills, with some control and fluency

N4 (1.2): Demonstrating body and spatial awareness with some identifiable patterns and rhythms

Factors Impacting on Performance

1.1 Describe a method used to identify factors impacting on performance

1.2 Describe the impact of two factors on your performance

Performance Skills

N5 (1.1): Selecting and applying straightforward movement and performance skills, with some complex actions, displaying consistency in control and fluency

N5 (1.2): Demonstrating body and spatial awareness with clear patterns and rhythms


1.1 Explain in detail two methods used to identify factors impacting on performance.

1.2 Explaining in detail the impact of one positive and one negative factor on performance.



EXEMPLIFICATION

Learning Intention(s)1. Pupils will develop an understanding of their own capabilities in net

games (Physical Factor) and the effect those capabilities will have on others (Social Factor).

2. Pupils will be able to demonstrate an understanding of Balance, Rhythm and Timing within net games (Physical Factor) and describe (explain in detail) the impact these factors will have on their performance (Mental Factor).

3. Pupils will be able to demonstrate cue recognition and positive decision making (Mental Factor) that will have an effect on the net game.

Success CriteriaN4: I can identify the cue or trigger point eg. Peak of the shuttle or when

shuttle leaves the racquet. I can select an appropriate movement pattern eg . Side step in rhythm with

shuttle I can move in balance and at the same speed as the object eg. Co-ordinated

movement backwards at right time, at right speed as the shuttle. I can make a decision that will have an impact on the game/ situation eg.

Where is your opponent on the court?. I can identify and select a method that helps me to gather information

about my performance eg. I am aware of different ways of collecting information and select one that is appropriate to my needs.

N5: I can move fluently in relation to a variety of trigger points eg. Reading

opponents body movements to determine your next play. I can make and execute decisions that will have a tactical impact on my

opponent I can modify my performance to protect/ minimise the impact of my

weakness on the game/ situation. I can identify and select a method that helps me to gather information

about my performance. I can use this information to suggest next steps. eg. I am aware of different ways of collecting information and select one that is appropriate to my needs. I can analyse the information gathered to draw conclusions

Learning and Teaching StrategiesPupils should be encouraged and supported to use the following approaches; Cause/ Effect charts (Pages 23) Graphic Organisers (Pages 21) Model Performance comparisons (Pages 24 & 25) Reflective Questions (Page 22)



EXEMPLIFICATION

Assessment Strategies/ Evidence Staff should use their own professional judgements about the ability and understanding of National 4/5 learners from their practical performance.

Cause/ Effect charts are an excellent way to support learners in building the understanding of their performance and the effect that it has on them. They should be used as a reflective task in a homework situation or directly after a performance.

Graphic Organisers enable learners to not only identify issues but also to look at the impact that specific outcomes can have on their performance. This method, supported by appropriate questions, will support the development of stronger and more appropriate knowledge that can be utilised in a performance situation.

Model performance analysis is appropriate when the focus of the analysis is on the identification of cues, moving in balance with rhythm and timing and then decision making. Employing such a model comparison will enable learners to progress quicker in the game, by highlighting the decision making and physical capabilities, and then build programmes of work that support their ability to move and think, before layering technical performance on top.

All of the above will allow learners to meet the assessment criteria outlined in this document and as established by the SQA.



EXEMPLIFICATION


ContextNet Games: An Integrated approach to performance skills and factors impacting performance.LevelNational 4National 5

Unit Performance Skills


Prior Learning Relevant Experiences and Outcomes at third and fourth level National 3 Physical Education programme of learning or relevant

component units Prior interest/participation in physical activitiesNational 4 National 5Performance Skills

(1.3): Working co-operatively with others.


2.1 Identifying strengths and areas for development in performance

3.1 Seeking feedback from others3.3 Reflecting on performance

progress based on all information gathered.

Performance Skills

(1.3): Working Co-operatively with others.


2.1 Describing strengths and areas for development in performance

3.1 Seeking feedback from others3.3 Evaluating progress based on all

information gathered.

Learning Intention(s)4. Pupils will develop an understanding of their own abilities and how

these can be improved (Mental Factor).5. Pupils will be able to identify a peer or peers who have similar goals

and work together to achieve those. (Social Factor)6. Pupils will be able to consider, discuss and apply the information

provided by peers to improve the quality of performance. (Social and Emotional Factors)

7. Pupils will be able to accept and use feedback from others to evaluate the development process. (Mental, Emotional and Social Factors)

Success Criteria



EXEMPLIFICATION

N4: I can identify strengths and weakness in my performance eg: I can identify

and describe where my body is in time and space (kinaesthetic awareness), my characteristics as a person, my ability to concentrate and apply information

I can work with my peers eg. Ensure the practice runs successfully, agree the level of difficulty in feeding to provide challenge and set appropriate rules.

I can reflect on my progress based on all information gathered eg. I can take peer and practitioner advice and can use it to suggest next steps.

N5: I can identify strengths and weaknesses in my performance and the impact

that they have. Eg: Idenitfy one mental, emotional or social aspect and discuss whether it has a positive or negative impact on performance

I can work with peers and support their needs. eg: I can adjust the speed or intensity of my feed and explain to my partner why I did it. I can accept their advice and use it to improve my own performance. I can provide support and encouragement to help my peer build resilience.

I can discuss, consider and offer conclusions on all the information gathered. Eg. I can evaluate and adapt tactics based on peer advice, I can reflect on my training programme and its effectiveness, I can evaluate the impact on opponents and myself.

Learning and Teaching StrategiesPupils should be encouraged and supported to use the following approaches; Co-operative Learning Strategies KWLH (Pages 29 & 30) Self and Peer Reflection (Pages 22, 26 & 28) Q Chart (Pages 31 & 32)Assessment Strategies/ Evidence Staff should use their own professional judgements about the ability and understanding of learners from their practical performance.

Co-operative learning is an excellent approach to use with pupils. Co-operative learning supports learners in understanding their self and the role they play in social situations. This method will enable learners to build a framework that allows for all views to heard, discussed and considered.

KWLH and Q Charts are an excellent way for pupils to identify what they know about themselves and how it can impact on performance. These approaches can be adapted to reflect the Mental, Emotional, Social, Physical (MESP) capacities.




EXEMPLIFICATION





Prior Learning Relevant Experiences and Outcomes at third and fourth level National 3/4 Physical Education programme of learning or relevant

component units Prior interest/ participation in physical activitiesNational 4 National 5Performance Skills

1.4 Demonstrating techniques, composition or tactics safely

1.5 Making appropriate decisions and adaptations in response to variables


2.2 Preparing and implementing, with some support, a simple development plan to impact positively on a performance

2.3 Monitoring and recording performance development sessions

3.1 Seeking feedback from others

Performance Skills

1.4 Using and applying straightforward techniques and composition or tactics safely and effectively

1.5 Making appropriate decisions and straightforward adaptations in response to a range of variables


2.2 Preparing and implementing a personal development plan containing clearly identified development targets

2.3 Selecting and applying two approaches to impact positively on a performance

2.4 Monitoring and recording performance development sessions

3.1 Seeking feedback from othersLearning Intention(s) Pupils will develop an understanding of how to plan and implement an



EXEMPLIFICATION

integrated (2 factors impacting on performance) development programme and the benefits of target setting. (Mental and Physical)

Pupils will develop an understanding of how to monitor their programme and use the information to improve their performance. (Mental and Physical)

Success CriteriaN4: I can describe the principles of effective practice / training when following

the plan I can use a reflective journal to track my progress in net games I can show how feedback has improved my performance I can adjust my performance to suit the demands of the game

N5: I can apply the principles of effective practice / training I can set SMART targets and adapt them as my performance improves. I can use a reflective journal to track my progress and my understanding of

net games I can show how feedback has improved my performance and recognise the

improvements it has made to my performance in net games.Learning and Teaching StrategiesPupils should be encouraged and supported to use the following approaches;

Independent learning is an opportunity for young people to take decisions; initiate and organise tasks; ask questions and find information; demonstrate self-reliance; be clear about own learning needs; show effective self-management; and have opportunities to reflect on and understand what has been learned.

Giving young people greater responsibility for learning includes: taking personal control of learning; influencing and contributing to planning own learning; seeking out learning opportunities linked to own interests and aspirations; willingness to take on challenges; making informed choices and decisions; and monitoring own progress and, as appropriate, modifying strategies.

Collaborative learning is an opportunity for young people to: work in partnership and teams; take on roles and responsibilities; demonstrate awareness and respect for others; and discuss learning and provide explanations to others.

Integrated performance programme to focus on two factors that impact on performance

Reflective Journal (Page 27) Reflective Questions (Page 22)



EXEMPLIFICATION

Target Setting (Page 26)Assessment Strategies/ Evidence Do – Observe the pupils working through the improvement programmeWrite / Say – Reflective Journal Completed



EXEMPLIFICATION





Prior Learning Relevant Experiences and Outcomes at third and fourth level National 3 Physical Education programme of learning or relevant component

units Prior interest/ participation in physical activitiesPerformance Skills

(1.6): Demonstrating some consistency of movement and performance skills in straightforward contexts


3.2: Reviewing the effectiveness of the development plan in supporting performance development.3.3: Reflecting on performance progress based on all information gathered.3.4: Identifying future development needs

Performance Skills

(1.6): Demonstrating consistency of movement and performance skills in a range of performance contexts


3.2 Evaluating the effectiveness of the personal development plan in supporting performance development3.3 Evaluating progress based on all information gathered.3.4 Identifying and Explaining future development needs.

Learning Intention(s)1. Learners will be able to describe improvements in their performance and

offer suggestions for the next steps. (Mental, Emotional, Social and Physical)

2. Learners will be able to draw conclusions and justify those conclusions based on the information collated throughout the development programme. (Mental, Emotional , Social and Physical)

Success CriteriaN4:



EXEMPLIFICATION

I can perform consistently in an activity and describe how my performance has improved. Eg. They can look at data collected at the start and end and discuss what that information says about performance.

I can look at my performance and describe the impact the changes have had. Eg. Do they score more points? Are rallies lasting longer? Are they competing more effectively? Can they identify the key cues and make appropriate decisions based on that information?

N5: I can perform with fluency and consistency, explain how my performance has

improved and make suggestions for next steps. I can analyse all the information I have collected, draw appropriate

conclusions and can present my findings to my peers and practitioner. Eg. I can demonstrate my understanding through presentations, question and answer, a practical demonstration.

Learning and Teaching StrategiesLearners should be encouraged and supported to use the following approaches; Co-operative Learning Strategies KWLH (Page 29 & 30) Self and Peer Reflection (Page 22 & 28) Q Chart (Page 31 & 32) Graphic Organiser () Cause and Effect (Page 23) Model Performance (Page 24 & 25)Assessment Strategies/ Evidence Staff should use their own professional judgements about the ability and understanding of N4 learners from their practical performance.

Co-operative learning is an excellent approach to use with Learners. Co-operative learning supports learners in understanding their self and the role they play in social situations. This method will enable learners to build a framework that allows for all views to heard, discussed and considered.

KWLH and Q Charts are an excellent way for learners to identify what they know about themselves and how it can impact on performance. These approaches can be adapted to reflect the Mental, Emotional, Social, Physical (MESP) capacities. The original analysis should be used to help learners reflect about the process they have just gone through.

Cause/ Effect charts are an excellent way to support learners in building the understanding of their performance and the effect that it has on them. They should be used as a reflective task in a homework situation or directly after a performance.

Graphic Organisers enable learners to not only identify issues but also to look at the impact that specific outcomes can have on their performance. This method, supported by appropriate questions, will support the



EXEMPLIFICATION

development of stronger and more appropriate knowledge that can be utilised in a performance situation. These should be used at this stage to help learners begin the review process all over again. It can be used alongside the original organiser to help learners see the progress that they have made in understanding their performance.

Model performance analysis is appropriate when the focus of the analysis is on the identification of cues, moving in balance with rhythm and timing and then decision making. Employing such a model comparison will enable learners to progress quicker in the game, by highlighting their decision making and physical capabilities, then building programmes of work that support their ability to move and think, before layering technical performance on top.





Suggested learning and teaching activities

Graphic Organiser: Template

Use the following graphic organiser to inform your thinking as you consider the range of performance possibilities resulting from your options. The following tool has been adapted from a model known as POOCH (© State of Victoria (Department of Education and Early Childhood Development). Exemplars have been filled in for you after this blank template.

PROBLEM (factor impacting

performance)

OPTIONConsider the possible solution.You may wish to discuss with others to create numerous options.

OUTCOMESConsider the positive and negative outcomes of this option.How might your opponents react?

CHOICE




Reflective questions to support the organiser

The following is an example of how you could use a graphic organiser to help learners deepen their understanding of their own performance for those learners who require further challenge. It will help them to plan performance development.

How did the graphic organiser assist you?

Why is moving earlier so important?

Which tactics and strategies were you able to put in place effectively during the performance as a result?

Can you suggest other sporting situations where the tactics and strategies may apply?

Identify the thinking tools (eg Cause/ Effect) that you used during the performance unit.

How did the use of these tools change your thinking?

How did they assist you in making decisions about which strategies and tactics to implement?



CAUSE

Effect Effect Effect


Cause and Effect Chart

A cause and effect graphic organiser can be used to identify potential development needs within the performance and discuss the potential effects on the performance. (Evaluating/explain the impact of factors, positive or negative, on a performance)




Model Performance

Badminton (approx. 10 min game)

Performer’s name: ______________________________________________

Observer’s name: _______________________________________________

Performance Skill Criteria X Comments

Cue Recognition

Moved Before the shuttle crosses the netMoved as it crosses the netMoves once the shuttle is above head

Decision Making

Selects an appropriate movement patternExecutes decision Decision has an impact on opponent

Physical Competence

Move in rhythm with and track objectAble to change direction quickly whilst in balance

Moves in balance

Do we link with diag 1 or put in reflection box




Complete the technique-based badminton analysis sheet below.

Area of analysis: Skills

Activity: Badminton (approx. 10 min game)

Performer’s name:_______________________________________________

Observer’s name: _______________________________________________

Type of stroke/movement

Total performed

Successful Unsuccessful Percentage successful

Percentage unsuccessful

Skill repertoire

Overhead clear

20 10 10 50% 50%

Backhand clearHigh serveLow serveFlick serveDrop shotSmashNet shotDrivesLiftsBlocks

Movement Recover to base shots

Fluent footworkAgile

Analyse and evaluate your data. What does it suggest (ie identify the specific strengths and areas for improvement of your whole game performance in relation to the information you have gathered above)?




SMART Goals WorksheetWhere am I now?

(Specific, Measurable, Achievable, Realistic, Timely)

Where do I want to be?

Obstacles: Solutions:

Goal Statement:




Reflective Journal

What happened/what did I experience?

What did I learn from this?

What was a positive outcome and why?

What will I do differently next time?

What further support or resources do I need next time?

What is my next step in this area of learning?



Learning intention:


Exit Pass

Learning Goal:

We are learning to;

Indicate where you are in terms of the learning goal:

Got It Nearly Got It Not Got It

Give an example/ proof that shows how you have met the learning goal:




KWLH Organiser

This task allows learners to use previous knowledge to consider how to adapt and change their method of analysis. (Analysing/explaining methods used to identify factors impacting on a performance)

This support could then be used to promote active learning where the learners have to design and complete a method of identifying strengths and developmental targets for their own selected activity.

The K–W–L–H technique is an established method of gathering information.

K helps learners recall what they know about the subjectW helps learners determine what they want to learnL helps learners identify and reflect upon what they have learned at the end

of a topic or activityH identifies how learners learn and aids metacognition by assisting learners to

reflect upon what they have learnt and how they have learnt it.

To carry this out successfully, you will be required to:

negotiate roles for carrying out this analysis (perhaps each player in your group/team could be responsible for gathering information)

record the information accurately.

You may wish to digitally record the performance so that you can watch it over again.

The results can be collated to present a group/team profile of performance strengths and weaknesses that examine and explore:

roles and responsibilities the achievement of personal/group objectives the ability to ‘predict’ or proactively anticipate potential performance

problems the ability to make decisions and the decision-making process, including

justification of performance development priorities for successful outcomes the critical evaluation of solutions.

The following sets of matrices are examples of a process that may be followed by staff and learners to enhance learning and understanding. They have been written with the intention of the learning taking place in a performance situation.




K–W–L–H grid

Factors impacting on performance

What do you know about the activity?

What do you want to learn about?

Complete this section after the unit. When reflecting on the activity what have you learned?(Pupils and staff)

Complete this section after the unit. How did you learn during this unit? What tools, activities and processes assisted you in learning during this unit?

Compare and contrast your decisions from K–W–L–H with that of one of your classmates.

Did you and your partner come to an agreement as to whether you had given an appropriate response to the task?

Discuss further what the opposition may attempt to do to force you to alter your response.




The Q chart (McLellan J., Read it.Understand it. Communicate it . Jemcon Publishing, 2000)

This tool guides learners through the more factual questions towards those which develop synthesis and application of acquired knowledge.

The process begins by asking learners a question with a word from the first column and a verb from the list along the top row. For example, ‘What is involved in the method of practice?’ This will obviously involve a description of the method. When learners are asked questions involving the verbs at the far right of the chart, higher-order thinking begins to be developed. For example, ‘Why would this method be inappropriate for a performer at the cognitive stage of learning?’ This demands some analysis and application of acquired knowledge.




Q Chart continuedIs Did Can Would Will Might

What Factual: Predict:

Where

When

Who

Why Analyse: Synthesise and apply:




Use of ICT to support Learning

There are multiple options available for the use of ICT in the games hall. It is also important for staff to have agreed its use with learners and the areas of assessment that it will be used to support. Staff do not need to be trained in its use, only aware of the implications for learning and its impact on other pupils.

Software and Apps

Software Platform Cost Ease of UseDartfish PC Significant Will require some inservicePinnacle Studio PC Significant Will require some inserviceDigital Tec Solutions

PC Significant Will require some inservice

Imovie MacBundled with Mac OS

Will require some inservice

Game Breaker Mac Yes Will require some inservice

E Portfolioipad/ iphone

£1.25Will require practice but is self-explanatory

Easy Assessmentipad/ iphone


Coaches Eyeipad/ iphone


Dartfish easy tagipad/ iphone/ Android

FreeWill require practice but is self-explanatory

Clesh Video editor Android FreeWill require practice but is self-explanatory

Kinovea PC FreeWill require practice but is self-explanatory

Real Player PC/Mac FreeDownload from Youtube – some support

Handbrake PC/ Mac FreeRecodes Youtube video for use in analyse software – some support

Wiki All Free No in-service requiredGlow All Free No in-service required

The list above was compiled in December 2012 and is neither exhaustive nor prescriptive.




Hardware

Traditional cameras are becoming less common in performance analysis. This method is inflexible, time consuming and limited.

It is important that staff at least understand the capabilities of the equipment and its uses. Learners are digitally literate and should be given the freedom to operate the technology through an appropriate and negotiated set of assessment criteria that clearly establishes the use for the learner.

Hardware Cost Flexibility

Laptops SignificantLimited – due to size and battery use

Tablets SignificantVery – with the right app it can be used anytime, anywhere

All in One Camera/ Projector ModerateVery – Just needs a flat surface to project onto

Smartphones NoneVery – App used is important. Other issues must be addressed.

Pre-existing materials

N5 and Beyondhttp://www.educationscotland.gov.uk/resources/nq/p/nqresource_tcm4719509.asp?strReferringChannel=nationalqualifications&strReferringPageID=tcm:4-716508-64



http://www.educationscotland.gov.uk/resources/nq/p/nqresource_tcm4719509.asp?strReferringChannel=nationalqualifications&strReferringPageID=tcm:4-716508-64



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