Scholarship Physical Education 2013

Introductory Workshop

23 May 2013

Auckland PENZ would like to introduce the Teaching Team for today....

Adam Wilson - Green Bay High School

Ali Schofield – Team Solutions, University of Auckland

We also acknowledge Chris Williams, Anne McKay, Natasha Hemara, Sally Hart

Introductory Workshop Overview

☺ What is Physical Education Scholarship all about?☺ What is in for it for me and my school?

☺ The difference between outstanding schol and schol☺ Who gets scholarship?

☺ What does the scholarship exam look like and how is it marked?

☺ What is the difference between Level 3 and Scholarship?

☺ What are the specs for 2013?

☺ Helpful tips for scholarship

☺ What critical thinking tools and strategies will help

Award 2011 Awardees attained No of

Students Premier Awards

$10,000 each year for three years (for the very top 5-10 students) as long as they maintain at least a "B" grade average in tertiary studies

At least four Scholarships at "Outstanding" level.

10

Outstanding Scholar Awards

$5,000 each year for three years (for the top 40-60 students) as long as they maintain a "B" grade average in tertiary studies

Either:

at least two Scholarships at "Outstanding" level plus at least one at "Scholarship" level; or

one Scholarship at "Outstanding" level plus at least four Scholarships.

51

Top Subject Scholarship Awards

$2,000 each year for three years as long as students maintain a "B" grade in tertiary studies

Top of Subject 27 *

Scholarship Award

$2,000 each year for three years as long as students maintain a "B" grade average in tertiary studies

3 or more Scholarships 204

Single Subject Awards

A "one-off" award of $500 per subject (maximum payment is $1,000)

1 or 2 Scholarships 2,023

2011 Scholarship Monetary Awards

Scholarship Physical Education Standard 2013

The student will use knowledge of physical education to critically evaluate information related to physical activity through the application of bio-physical principles and socio-cultural factors drawn from learning experiences in, through and about, human body movement. 

Scholarship Performance DescriptorThe student will demonstrate aspects of high level:• analysis and critical thinking• integration, synthesis, and application of highly developed knowledge, skills, and understanding to complex

situations• logical development, precision and clarity of ideas.Outstanding Performance DescriptorIn addition to the requirements for Scholarship, the student will also demonstrate, in a sustained manner, aspects of: • perception and insight • sophisticated integration and abstraction • independent reflection and extrapolation • convincing communication.

UNDERSTANDING THE KEY TERMS

“Critical Evaluation” means to challenge assumptions and taken-for-granted points of view, through reflecting, examining pros and cons, bias and different perspectives to make informed, valid judgements supported with evidence.

Biophysical principles refer to the principles of anatomy, biomechanics, exercise physiology, sports psychology, and nutrition as they relate to human body movement.

Socio cultural factors relate to the social and cultural environments and contexts in which human body movement takes place.

Examples drawn from learning experiences in, through and about human body movement

What is the difference between Level 3 and Scholarship?

2013 Physical Education Assessment Specifications

Questions will draw on candidates’ knowledge and understanding in the following areas:

•Involvement in physical activity and its impact on current / future well-being

•Planning, strategies, implementation and / or evaluation of physical activity programmes / experiences

•Events / trends and / or issues in physical education that impact on New Zealand society. This year, the topic will involve drugs in sport.

•Performance improvement of self and / or others

•Health promotion and leadership principles as applied to taking action in physical activity contexts.

The Scholarship Examination

The 2013 Physical Education Scholarship exam will be on Wednesday 13 November 9.30am.

Candidates will be required to answer three questions from a choice of five questions during the three hour examination.

Debates looking at both sides of the argument.

ATTENDING THE PENZ WORKSHOPS ARE VERY HELPFUL

Think about how each topic applies to not only school, but different groups of people within society, the country etc.

 JEREMY’S

Writing practice essays is the most helpful

Group discussionsRead as much as you can

THINK OUTSIDE THE SQUARE

KNOW LEVEL 3 content really well

KNOW THE SPECS REALLY WELL

Have a folder to put all articles in during the year

In exam having a factual evidence to back up your points

Outline of 2013 Workshops Tuesday 4 June• Involvement in physical activity and its impact on current / future well being

Wednesday 19 June • Planning, strategies, implementation and/or evaluation of a phyiscal actiivty

programmes/ experiences

Thursday 1 August• Performance improvement of self and / or others

Tuesday 6 August• Health promotion and leadership principles as applied to taking action in

physical activity

Wednesday 21 August• Events/trends and /or issues in physical education that impact on New Zealand

society, such as drugs in sport 

Scholarship – resources

http://aucklandpenz.wikispaces.com

This is where you will find:

Auckland PENZ Scholarship workshop series of resources for 2013 and links to previous years work.

Critical thinking/ evaluating

Tools & Strategies

Debono’sCritical

Thinking Hats

(add bias after white)

Compare And

Contrast

PMIS(Plus, Minus

Issues, Suggestions

)

SPEEECHOr

SPEECHE

Court room battles

3 Storey Intellect Model

CAMPER

Fact vs opinion chart

3 level Guide

KPQWhat I know already

What could be a possibilityQuestions I would like

answers to

PCDPossibility

ConsequencesDecisions

Mind maps

Task: Critical Thinking Models

• The purpose of these is to order your thoughts in a logical manner, to make sure you are thinking your answer through, and looking at the issue from a range of perspectives.

• We will use a few of these today: P.M.I.S., Mind Map, K.P.Q. and P.C.D.

On your table you will now find a question…• Discuss this in your group. What is your

opinion? • Why do you think this? • What Bio-physical or Socio-cultural knowledge

do you have to validate your answer?

Should performance enhancing drugs be allowed in sport?

Using the opinions you just discussed, arrange your arguments into the following P.M.I.S. categories:

POSITIVES MINUSES ISSUES SUGGESTIONS

What makes something a sport rather than a pastime?

Using the opinions you just discussed, arrange your arguments onto a Mind Map, using knowledge and terminology to back your answers up:

Can women ever compete with men in sport?

Using the opinions you just discussed, arrange your arguments into the following K.P.Q. Chart:

What we already know What we think is a possibility

Questions we would like the answers to

Which sport has the fittest participants?Using the opinions you just discussed, arrange your arguments into the following P.C.D.:

Which sport has the fittest participants?

POSSIBILITY POSSIBILITY POSSIBILITY

CONSEQUENCES/REASONING CONSEQUENCES/REASONING CONSEQUENCES/REASONING

DECISION

Changing our points of view

• After reading the article has your opinion changed?

• Add in any new arguments or information under the headings

• Cross out any points you would no longer use

Debrief

• In your groups discuss the helpfulness of the Critical Thinking templates you used today. – Do you think they make it easier/harder to answer

the question?– How do you see these templates working with the

topics you have done in PE this year?– How do you see these templates working in your

other subjects?