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									NATIONAL CURRICULUM STATEMENT
     GRADES 10-12 (GENERAL)




 SUBJECT ASSESSMENT GUIDELINES


  SPORT AND EXERCISE SCIENCE




           JULY 2006
                       CONTENTS




SECTION   PURPOSE OF THE SUBJECT ASSESSMENT GUIDELINES
1:


SECTION   ASSESSMENT   IN   THE   NATIONAL   CURRICULUM
2:        STATEMENT


SECTION   ASSESSMENT OF SPORT AND EXERCISE SCIENCE IN
3:        GRADES 10 – 12


          APPENDICES




                            2
                          SPORT AND EXERCISE SCIENCE


1. PURPOSE OF THE SUBJECT ASSESSMENT GUIDELINES

This document provides guidelines for assessment in the National Curriculum Statement
Grades 10 - 12 (General). The guidelines must be read in conjunction with The National
Senior Certificate: A Qualification at Level 4 on the National Qualifications Framework
(NQF) and the relevant Subject Statements. The Subject Assessment Guidelines will be
used for Grades 10 – 12 from 2006 to 2010.

Section 2 of this document provides guidelines on assessment in the National Curriculum
Statement. Section 3 provides assessment guidelines that are particular to each subject.

The Department of Education will regularly publish examples of good assessment tasks
and examinations. The first examples will be published on the Department of Education
website in October 2005.

Together, these documents assist teachers in their teaching of the National Curriculum
Statement. The Department of Education encourages teachers to use these guidelines as
they prepare to teach the National Curriculum Statement. Teachers should also use every
available opportunity to hone their assessment skills. These skills relate both to the
setting and marking of assessment tasks.

2. ASSESSMENT IN THE NATIONAL CURRICULUM STATEMENT

2.1 Introduction

Assessment in the National Curriculum Statement is an integral part of teaching and
learning. For this reason, assessment should be part of every lesson and teachers should
plan assessment activities to complement learning activities. In addition, teachers should
plan a formal yearlong Programme of Assessment. Together the informal daily
assessment and the formal Programme of Assessment should be used to monitor learner
progress through the school year.

Continuous assessment through informal daily assessment and the formal Programme of
Assessment should be used to:

• develop learners’ knowledge, skills and values;
• assess learners’ strengths and weaknesses;
• provide additional support to learners;
• revisit or revise certain sections of the curriculum; and
• motivate and encourage learners.




                                              3
In Grades 10 and 11 all assessment of the National Curriculum Statement is internal. In
Grade 12 the formal Programme of Assessment which counts 25% is internally set and
marked and externally moderated. The remaining 75% of the final mark for certification
in Grade 12 is externally set, marked and moderated. In Life Orientation, however, all
assessment is internal and makes up 100% of the final mark for promotion and
certification.

2.2 Continuous assessment

Continuous assessment involves assessment activities that are undertaken throughout the
year, using various kinds of assessment forms, methods and tools. In Grades 10-12
continuous assessment comprises two different but related activities: informal daily
assessment and a formal Programme of Assessment.

2.2.1 Daily assessment

Learner progress should be monitored during learning activities. This informal daily
monitoring of progress can be done through question and answer sessions; short
assessment tasks completed during the lesson by individuals, pairs or groups or
homework exercises. Teachers’ lesson planning should consider which assessment tasks
will be used to informally assess learner progress.

Individual learners, groups of learners or teachers can mark these assessment tasks. Self-
assessment, peer assessment and group assessment actively involves learners in
assessment. This is important as it allows learners to learn from and reflect on their own
performance.

The results of the informal daily assessment tasks are not formally recorded unless the
teacher wishes to do so. In such instances, a simple checklist may be used to record this
assessment. However, teachers may use the learners’ performance in these assessment
tasks to provide verbal or written feedback to learners, the School Management Team and
parents. This is particularly important if barriers to learning or poor levels of participation
are encountered.

The results of these assessment tasks are not taken into account for promotion and
certification purposes.

2.2.2 Programme of Assessment

In addition to daily assessment, teachers should develop a yearlong formal Programme of
Assessment for each subject and grade. In Grades 10 and 11 the Programme of
Assessment consists of tasks undertaken during the school year and an end-of-year
examination. The marks allocated to assessment tasks completed during the school year
will be 25%, and the end-of-year examination mark will be 75% of the total mark.




                                              4
In Grade 12, the Programme of Assessment consists of tasks undertaken during the
school year and counts 25% of the final Grade 12 mark. The other 75% is made up of
externally set assessment tasks.

The marks achieved in each assessment task in the formal Programme of Assessment
must be recorded and included in formal reports to parents and School Management
Teams. These marks will determine if the learners in Grades 10 and 11 are promoted. In
Grade 12, these marks will be submitted as the internal continuous assessment mark.
Section 3 of this document provides details on the weighting of the tasks for promotion
purposes.

a)     Number and forms of assessment required for Programmes of Assessment in
       Grades 10 and 11

The requirements for the formal Programme of Assessment for Grades 10 and 11 are
summarised in Table 2.1. If a teacher wishes to add to the number of assessment tasks, he
or she must motivate the changes to the head of department and the principal of the
school. The teacher must provide the Programme of Assessment to the subject head and
School Management Team before the start of the school year. This will be used to draw
up a school assessment plan for each of the subjects in each grade. The proposed school
assessment plan should be provided to learners and parents in the first week of the first
term.

       Table 2.1:     Number of assessment tasks that make up the Programme of
                      Assessment by subject in Grades 10 and 11

        SUBJECTS                   TERM 1       TERM 2    TERM 3     TERM 4      TOTAL
        Language 1: Home           5            5*        5          4*          19
        Language
        Language 2:       HL        5           5*        5          4*          19
        Choice of HL or
        FAL               FAL      4            4*        4          3*          15
        Life Orientation           1            1         1          2           5
        Mathematics or Maths       2            2*        2          2*          8
        Literacy
        Subject choice 1**         2            2*        2          1*          7
        Subject choice 2**         2            2*        2          1*          7
        Subject choice 3           2            2*        2          1*          7

       * One of these tasks must be an examination.
       ** NOTE: If one or two of the subjects chosen for subject choices 1, 2 or 3
       include(s) a language, the number of tasks indicated for Languages 1 and 2 at
       Home Language (HL) and First Additional Language (FAL) are still applicable.
       Learners who opt for a Second Additional Language are required to complete the
       same number of tasks as FAL candidates.




                                            5
Two of the assessment tasks for each subject except Life Orientation must be
examinations. In Grades 10 and 11 these examinations should be administered in midyear
and November. These examinations should take account of the requirements set out in
Section 3 of this document. They should be carefully designed and weighted to cover all
the Learning Outcomes of the subject.

Two of the assessment tasks for all subjects should be tests written under controlled
conditions at a specified time. These tests may form one of a series of teaching and
learning activities. They may require learners to use a variety of written and other
resources during the assessment task. The tests should be written in the first and third
terms of the year.

The remainder of the assessment tasks should not be tests or examinations. They should
be carefully designed tasks, which give learners opportunities to research and explore the
subject in exciting and varied ways. Examples of assessment forms are debates,
presentations, projects, simulations, and literary essays, written reports, practical tasks,
performances, exhibitions and research projects. The most appropriate forms of
assessment for each subject are set out in Section 3. Care should be taken to ensure that
learners cover a variety of assessment forms in the three grades. The weighting of the
tasks for each subject is set out in Section 3.

b)     Number and forms of assessment required for Programme of Assessment in
       Grade 12

In Grade 12 all subjects include an internal assessment component, which contributes
25% to the final assessment mark. The requirements of the internal Programme of
Assessment for Grades 12 are summarised in Table 2.2. If a teacher wishes to add to the
number of assessment tasks, she or he must motivate the changes to the head of
department and the principal of the school. Permission for this change should be obtained
from the district office.
The teacher must provide the Programme of Assessment to the subject head and School
Management Team before the start of the school year. This will be used to draw up a
school assessment plan for each of the subjects in each grade. The proposed school
assessment plan should be provided to learners and parents in the first week of the first
term.




                                             6
       Table 2.2: Number of assessment tasks, which make up the Programme of
       Assessment by subject in Grade 12

                                        TERM       TERM       TERM       TERM
      SUBJECTS                                                                      TOTAL
                                        1          2          3          4
      Language 1: Home Language         6          6*         5*                    17
      Language 2: Choice   HL           6          6*         5*                    17
      of HL or FAL
                           FAL          5          5*         4*                    14
      Life Orientation                  1          2          2                     5
      Mathematics or Maths              3          2*         2*                    7
      Literacy
                                                                                       #
      Subject choice 1**                2          2*         (2*) 3*               (6 ) 7
                                                                                       #
      Subject choice 2**                2          2*         (2*) 3*               (6 ) 7
                                                                                       #
      Subject choice 3                  2          2*         (2*) 3*               (6 ) 7

       * One of these tasks must be an examination
       ** NOTE: If one or two of the subjects chosen for subject choices 1, 2 or 3
       include(s) a language, the number of tasks indicated for Languages 1 and 2 at
       Home Language (HL) and First Additional Language (FAL) are still applicable.
       Learners who opt for a Second Additional Language are required to complete the
       same number of tasks as FAL candidates.
       #
        The number of internal tasks per subject varies from 6 to 7, as specified in
       Section 3 of this document.

Two of the assessment tasks for each subject except Life Orientation must be
examinations. In Grade 12 these examinations should be administered in midyear and
September. These examinations should conform to the requirements set out in Section 3
of this document. They should be carefully designed and weighted to cover all the
Learning Outcomes of the subject.

Two of the assessment tasks for all subjects should be tests written under controlled
conditions at a specified time. These tests may form one of a series of teaching and
learning activities. They may require learners to use a variety of written and other
resources during the assessment task. The tests should be written in the first and third
terms of the year.

The remainder of the assessment tasks should not be tests or examinations. They should
be carefully designed tasks, which give learners opportunities to research and explore the
subject in exciting and focused ways. Examples of assessment forms are debates,
presentations, projects, simulations, assignments, case studies, essays, practical tasks,
performances, exhibitions and research projects. The most appropriate forms of
assessment for each subject are set out in Section 3.




                                             7
2.3 External assessment in Grade 12

External assessment is only applicable to Grade 12, where the final end-of-year
examination is externally set and moderated. This makes up 75% of the final mark for
Grade 12.

In some subjects the external assessment includes practical or performance tasks that are
externally set, internally assessed and externally moderated. These performance tasks
account for one third of the end-of-year external examination mark in Grade 12 (that is
25% of the final mark). Details of these tasks are provided in Section 3.
The external examinations are set externally, administered at schools under conditions
specified in the national policy on the conduct, administration and management of the
assessment of the National Senior Certificate: A qualification at Level 4 on the National
Qualifications Framework (NQF), and marked externally.

Guidelines for the external examinations are provided in Section 3.

2.4 Recording and reporting on the Programme of Assessment

The Programme of Assessment should be recorded in the teacher’s portfolio of
assessment. The following should be included in the teacher’s portfolio:

• a contents page;
• the formal Programme of Assessment;
• the requirements of each of the assessment tasks;
• the tools used for assessment for each task; and
• recording sheets for each class.

The learners should also maintain a portfolio of the assessment tasks that make up the
Programme of Assessment. The learner’s portfolio must consist of:

• a contents page;
• all of the assessment tasks that make up the Programme of Assessment for each grade
  (including tests and examinations);
• the tools used for assessment for each task; and
• a record of marks achieved for each of the tasks.

However, if the products of the tasks are objects, which do not fit into the portfolio or are
in learners’ exercise books, then they should not be placed in the portfolio but be kept for
moderation purposes.




                                              8
Teachers must report regularly and timeously to learners and parents on the progress of
learners. Schools will determine the reporting mechanism but it could include written
reports, parent-teacher interviews and parents’ days. Schools are required to give
feedback to parents on the Programme of Assessment using a formal reporting tool. This
reporting must use the following seven-point scale:

        RATING              RATING                  MARKS
       CODE                                         %
       7                    Outstanding achievement 80 – 100
       6                    Meritorious achievement 70 –79
       5                    Substantial achievement 60 – 69
       4                    Adequate achievement    50 – 59
       3                    Moderate achievement    40 – 49
       2                    Elementary achievement 30 – 39
       1                    Not achieved            0 – 29


2.5 Moderation of the assessment tasks in the Programme of Assessment

       Moderation of the assessment tasks should take place at three levels:

      LEVEL              MODERATION REQUIREMENTS
      School             The Programme of Assessment should be submitted to the subject
                         head and School Management Team before the start of the
                         academic year for moderation purposes.
                         Each task, which is to be used as part of the Programme of
                         Assessment, should be submitted to the subject head for
                         moderation before learners attempt the task.
                         The teacher and learner portfolios should be moderated twice a
                         year by the head of the subject or her/his delegate.
      Cluster/           Teacher portfolios and a sample of learner portfolios must be
      district/ region   moderated twice during the first three terms.

      Provincial/        Teacher portfolios and a sample of learner portfolios must be
      national           moderated once a year.




                                             9
3. ASSESSMENT OF SPORT AND EXERCISE SCIENCE IN GRADES 10-12

3.1 Introduction

The purpose of assessment in Sport and Exercise Science is to determine the
competencies of learners in scientific inquiry, problem solving, critical thinking and
application of knowledge relevant to Sport and Exercise Science. The four Learning
Outcomes through the relevant Assessment Standards drive assessment in the subject
Sport and Exercise Science. When the Assessment Standards are achieved, then the
relevant Learning Outcomes will be considered achieved. The Assessment Standards can
be attained through a variety of assessment tasks.

The four Sport and Exercise Science Learning Outcomes are equally weighted and each
Learning outcome includes three to four Assessment Standards. The knowledge, skills,
Values and Attitudes (SKVAs) are listed in the National Curriculum Statement.

3.2 Daily assessment in Sport and Exercise Science
Daily assessment in Sport and Exercise Science provide learners with multiple
opportunities to improve and master their scientific inquiry, problem solving, critical
thinking and application of knowledge competencies before being assessed in these
competencies in the Programme of Assessment. Therefore, daily assessment is
developmental in nature and a variety of assessment tasks can be used to develop
learners’ Sport and Exercise Science competencies.

Daily assessment must not retard the learning process and need not be marks-based, but
should enhance learners’ understanding of various concepts in Sport and Exercise
Science. Practical experiments ground learners in scientific processes. As it is not
necessary to record daily assessment for the formal Programme of Assessment or
promotion mark, check/performance lists, qualitative rubrics and rating scales can be
used to monitor learner progress.

3.3.1 Programme of Assessment in Grades 10 and 11
The Programme of Assessment for Sport and Exercise Science in Grades 10 and 11
consists of seven tasks, which are internally assessed. Of the seven tasks, the six tasks,
which are completed during the school year, make up 25% of the total mark for Sport and
Exercise Science, while the end-of-year examination is the seventh task and makes up the
remaining 75%.

Two of the tasks should be tests and two examinations in the Grade 10 and 11
Programmes of Assessment. In addition, Sport and Exercise Science learners should be
assessed in three other tasks such as practicals, research projects or assignments. See
Appendix 1 for examples of Grade 10 practical and research assessment tasks.

Table 3.1 indicates the suggested tasks for the Programme of Assessment in Grades 10
and 11.



                                           10
       Table 3.1:        Suggested tasks for the Programme of Assessment in
                         Grades 10 and 11

                                     PROGRAMME OF ASSESSMENT
                                                                               End-of-year
                                      Assessment tasks
 FORMS OF                                                                       assessment
ASSESSMENT                                   25%                                   75%
                    Practical     Research     Controlled       Midyear         November
                      tasks        project       tests          exams              exam
Number of                                                                            1
                         2           1             2               1
pieces                                                                          (2 Papers)
Marks               25       25     20        10       10          10          150      150
Sub-totals                                   100                                    300
Grand total                                            400


Practical tasks

Practical tasks can take the form of hands-on activities and/or hypothesis testing. In
practical activities Sport and Exercise Science learners will be assessed on their ability to:

   • follow instructions.
   • make accurate observations.
     - Formulate a question and/or hypothesis
     - Identify variables
     - Gather data
     - Analyse data using descriptive statistics (mean, mode, range, etc.)
   • work safely.
   • manipulate and use apparatus/equipment effectively.
   • measure accurately.
   • handle materials appropriately.
   • gather data
   • record data appropriately – drawings, graphs, etc.

Research project

When designing a research task, Sport and Exercise Science teachers must ensure that:

   • it is an investigative task;
   • it addresses Learning Outcome 1 and/or Learning Outcome 2 and/or Learning
      Outcome 3 and/or Learning Outcome 4;
   • the written and oral presentation meets specified criteria;
   • it is a ongoing task guided by formative feedback;
   • detailed guidelines are provided and where appropriate relevant resources should be
      made known and/or provided to learners; and
   • it focuses on the accessing of knowledge through literature research and primary
      sources such as people, texts, etc.

                                             11
Controlled tests and the mid-year examination

When designing a controlled test and the midyear examination the Sport and Exercise
Science teacher must ensure that:

   • the controlled test in the first term covers all the work dealt with in this term.
   • the midyear examination assesses work done in the first and second terms.
   • the controlled test set in the third term covers work done in the third term.
   • all Learning Outcomes are assessed that were covered in the particular term or
      terms.
   • tests and examinations are balanced in terms of the use of cognitive levels (e.g.
      Bloom’s taxonomy) and Learning Outcomes and Assessment Standards.
   • tests and examinations are analysed diagnostically and appropriate remedial or
      intervention strategies are instituted.

The weighting grid provided below should be used to set these tests and examinations:

       Table 3.2 Weighting grid: Sport and Exercise Science

    Learning Outcome 1   Learning Outcome 2    Learning Outcome 3   Learning Outcome 4
         20- 30%              20-30 %                20-30%               20-30%



3.3.2 End-of-year examinations for Grades 10 and 11
All end-of-year examinations for Grades 10 and 11 should consist of TWO papers,
namely Paper 1 and Paper 2:

   • Paper 1: Comprises Learning Outcomes 1 and 3
   • Paper 2: Comprises Learning Outcomes 2 and 4

While the outcomes focussed on in each of the two papers will differ, the format of
Papers 1 and 2 are similar:

   • Duration – two hours
   • Mark allocation – 150 marks




                                              12
Suggested outline for each paper:

        SECTION                                DESCRIPTION                             MARKS

                              • Consists of a variety of question types, such as
                                multiple-choice questions, terminology, matching
             A                                                                           50
                                items, diagrams, etc.
                              • All questions are compulsory.


                              • Consists of two to three questions which assess a
                                variety of skills and competencies.
             B                • Questions may have sub-questions.                        60
                              • Questions may be based on data in various forms,
                                paragraphs, drawings, graphs, figures etc.


                              • The first part to this section consists of one
                                question based on data provided (case study,
             C                  tables, etc)                                             40
                              • The second part consists of an essay.



3.4 Assessment in Grade 12
In Grade 12, assessment consists of two components: a Programme of Assessment which
makes up 25% of the total mark for Sport and Exercise Science and external assessment
which makes up the remaining 75%. The Programme of Assessment tasks are all
internally assessed. The external assessment component is the end-of-year examination,
which makes up the remaining 75%.

Table 3.3:       Suggested assessment tasks for Grade 12

                                                                                EXTERNAL
                             PROGRAMME OF ASSESSMENT
                                                                               ASSESSMENT
                                                                                 End-of-year
                                      Assessment tasks
 FORMS OF                                                                        assessment
ASSESSMENT                                     25%                                  75%
                                                                 Midyear
                    Practical                    Controlled                       November
                                  Assignment                     and trial
                      tasks                        tests                            exam
                                                                  exams
Number of                                                                              1
                         2            1                2              2
pieces                                                                            (2 Papers)
Marks               20       20      20           10        10   10       10     150      150
Sub-totals                                     100                                    300
Grand total                                                400

                                               13
3.4.1 Programme of Assessment in Grade 12

The Programme of Assessment for Sport and Exercise Science in Grade 12 consists of 7
tasks. Of the 7 tasks, two are examinations and two are tests. The remaining three tasks
should consist of different forms of assessment, such as practicals and an assignment.

Assessment tasks

An assignment is a short task of 1 to 1½ hours and includes activities such as translation
activities, analysis and interpretations of data, and drawing and justifying of conclusions.

Controlled tests and internal exams

When designing a controlled test and the midyear and September examinations, the Sport
and Exercise Science teacher must ensure that:

      the controlled test in the first term assesses all work covered in this term. Up to a
       third of the marks could include Grade 11 work.
      mid-year examination assesses work done in the first and second terms.
      third term examinations (trial or preparatory) assess all work done up until that
       point.
      all Learning Outcomes are covered, using the knowledge, skills, values and
       attitudes that were covered in the particular term or terms.
      tests and examinations are balanced in terms of the use of cognitive levels (e.g.
       Bloom’s taxonomy) and Learning Outcomes and Assessment Standards.
      tests and exams are internally and externally moderated.
      the tests and exams are analysed diagnostically and appropriate remedial or
       intervention strategies are instituted.

3.4.2 External assessment in Grade 12

The Grade 12 external examination for Life Sciences consists of two papers.

      Paper 1: Comprises Learning Outcomes 1 and 3
      Paper 2: Comprises Learning Outcomes 2 and 4

The format of Papers 1 and 2 are similar to those for Grades 10 and 11 as indicated in
section 3.3.2.




                                            14
3.5 Promotion and certification
Promotion is based on learner performance in tasks completed in the Programme of
Assessment in Grades 10 and 11. Therefore, all the results of the various components of
the Programme of Assessment must be converted into a numerical score. The final score
must then be converted into a code as indicated on the national rating scale in section
2.3.3. An achievement of a rating code 2 (Elementary achievement: 30%-39%) is the
minimum code required for a learner to progress to the next grade in Sport and Exercise
Science. However, this is subject to the requirement that a learner must achieve at least a
rating code of 3 (Moderate achievement: 40-49%) in one of the three choice subjects.

3.6 Monitoring and moderation of internal assessment
The assessment tasks and tools designed by a Sport and Exercise Science teacher should
be moderated by a senior Sport and Exercise Science teacher and/or the head of Sport and
Exercise Science at the school. Alternately, a senior teacher from a neighbouring school
can be asked to assist with the moderation of tasks. The head of the department or a
senior subject teacher for Sport and Exercise Science is responsible for the internal
moderation of the Sport and Exercise Science portfolios of learners within a school.




                                            15
APPENDIX 1:           EXAMPLES OF DAILY ASSESSMENT TESTS, TASKS
                      AND TOOLS

Example 1:     Teacher checklist

                          CLASS: 10A TERM: 1 OF 2007
    Name of         25 January    1 February   Etc                       Etc
    learner         Homework        Plan of
                                  assignment
Abraham, PJ       Flow chart    Shows progress
                  needs more
                  detail
Bokwe, Carol      Very neat     Not submitted
Carelse Joan                    Reported ill
Dumas John
Etc


Example 2: Short task assessed by peers (baseline assessment)

Required: By drawing arrows, match the acronyms with the correct answer (5 minutes)

ACRONYM                                       MEANING
1    AIDS                                     A   Human Immunodeficiency Virus
2    CBO                                      B   Sexually Transmitted Disease
3    STI                                      C   Community Based Organisation
4    HIV                                      D   Acquired Immune Deficiency
                                                  Syndrome
5       Etc.
6       Etc.
7       Etc.
8       Etc.

Other examples include True or False, multiple choice and ranking in the correct order.




                                           16
Example 3:     Self-assessment checklist

NAME OF LEARNER:                       YES    NO     FURTHER ACTION
                                                     REQUIRED
I know the difference between
exercise and training.
I know the meaning of the acronym
FITT.
Anatomy is the study of…
Physiology is the study of…
I can identify the 3 types of muscle
tissue and their specific functions
I can determine my RHR.


Example 4:     Co-operative learning group skills observation sheet

DATE:                     GROUP-WORK ACTIVITY            GROUP B
                                       Abraham Bokwe Carelse Dumas
TASKS’ SKILLS
Gives ideas
Asks appropriate questions
Stays focused
Follows instructions
Checks understanding
Gets group to stay focused
SOCIAL SKILLS
Encourages others
Explains ideas
Listens well
Discusses competently
Praises others

Use the code range 1-4 when peers assess learners.
It is recommended that teachers use descriptors when assessing learners.




                                             17
Example 5:     Practical Activity

With your next sport and/or training programme, first determine your heart rate. Measure
it again after you have completed your training session (within 1 minute) and repeat it
again after 3 minutes. Enter this into the table. Repeat this process after every 2 weeks
and draw a graph to show any changes.

TIME               Resting heart-        Heart-rate         Heart-rate         Heart-rate 3
FRAMES                  rate            immediately       during exercise     minutes after
                      (before          after training      (bests.min-1)         exercise
                     exercise)         (beats.min-1)                          (beats.min-1)
                   (beats.min-1)
Start
Week 2
Week 4
Week 6
Week 8
Week 10
Week 12
Week14

Questions:

    1. Name 2 important conclusions that can be determined from the resting heart rate
       that is important for participation in sport. (Think about fitness and health.)
    2. How can the heart rate during interval training be used to determine the resting
       period between intervals?
    3. How does the heart rate respond at rest, after 3 minutes exercise, and after
       training?

Suggested Checklist

           DESCRIPTION OF CRITERIA                      YES       NO      COMMENTS
      A. Ability to collect, organise and analyse
        relevant data
1     Makes accurate measurement
2     Makes accurate calculations
3     Records data appropriately in table and graph

      B. Ability to draw and apply reasonable
         conclusions
4     Evaluates the relevance of data
5     Draws conclusions of actual results
6     Transfers and applies conclusions to new
      situations
      TOTAL

                                           18
APPENDIX 2:           FORMAL ASSESSMENT TASKS – EXAMPLES AND
                      TOOLS

1. RESEARCH PROJECT TASK

Do research and write a report of at least 200 words on the following topic:

      Research and report on the environmental factors that impact on physical growth
       and motor development (including socio-economic status and nutrition).

Tips on doing research:

The following steps are vital elements of the research process:

       • Find the key word or main idea in the question. Consult the dictionary if the
         meaning is not known.
       • Identify key words appropriate to the topic in order to access relevant literature
         (search engines and indexes).
       • Do some inspectional reading. Inspectional reading is the art of skimming
         systematically through a passage. You must skim through the article to get the
         main idea. You can then return to relevant passages.
       • Make notes. To assemble these notes more easily, they should be written on
         separate sheets of paper with a heading so that they can later be arranged under
         different topics.
       • The key to success in making notes is to write down only the main ideas and not
         to copy the article word for word. In order to avoid plagiarism, acknowledge all
         references used in work produced.
       • Content ideas are now compared and combined together. It is important to avoid
         repetition.
       • Arrange the information in essay form using your own words wherever possible.
       • A list of all reference books and their authors should be kept.

Writing the report:

       • The introduction will define the subject and purpose of the report.
       • The body of the project should also be planned so that the information is
         arranged logically. Each paragraph should deal with a single thought or
         principle.
       • The conclusion should be a general summary of the contents.
       • The list of references used should be added as a bibliography.

The framework:

       • A title page
       • Table of contents
       • Introduction and body of the research
       • Bibliography


                                            19
Suggested rubric for the research project (Grade10)

NAME OF LEARNER: __________________________
                 SKILLS                    MARKS (linked to competency levels)
                                                                       Requires
                                         Outstanding Good Satisfactory
                                                                       attention
1. CONTENT
(Facts, concepts, theories, scientific        4       3         2          1
language)
2.PRESENTATION (LOGICAL
SEQUENCE)
(Correct structure: introduction,
                                              4       3         2          1
content, identification of problem,
deductions, recommendations,
conclusion)
3. PRIOR KNOWLEDGE AND
INSIGHT
(Background knowledge, knowledge              4       3         2          1
and understanding of topic, application,
analysis, synthesis)
4. QUALITY OF SKETCHES AND
DIAGRAMS
                                              4       3         2          1
(Drawings, sketches, diagrams, graphs,
etc.)
5. ORGANISATION OF DATA
(Collect, interpret and analyse data in       4       3         2          1
tables and graphs)
6. CREATIVITY                                 4       3         2          1
7. LAYOUT, FORMAT AND
                                              4       3         2          1
NEATNESS
8. ABILITY TO WORK
                                              4       3         2          1
INDEPENDENTLY
9. TIME MANAGEMENT                            4       3         2          1
10. RELEVANCE, USEFULNESS
                                              4       3         2          1
AND BENEFIT
                                                             TOTAL

   The Sport and Exercise Science teacher needs to apply his or her professional
   judgement when assigning a mark to a learner for a skill achieved. For example, a
   teacher does not merely assign a mark of 80% to a learner who has achieved the skill
   with distinction. The mark that is allocated to the learner is based on pre-determined
   criteria that were presented to learners with the research task.




                                           20
   2. TESTS

Grade 10

Term 1: Test – Anatomical and Biomechanical Principles (200 marks 90 minutes)

                                       DETAILS OF TEST
Date:
        LEARNING OUTCOMES AND ASSESSMENT STANDARDS ADDRESSED
10.1         Describe and explain the anatomical structures, muscular and skeletal systems of
             the human body
10.2         Investigate the influence and function of kinetics and kinematics on sport and
             movement participation
                            SUGGESTED DESIGN OF TEST

Individual work:

       Present learners with question paper and answer books.
       Test is divided into 3 sections.
       Section A includes a series of multiple choice and short questions.
       Section B includes interpretation and application of illustrations.
       Section C includes an essay question.
       Assessment tools: marking memorandum and rubric.


                                       SUGGESTED TEST


SECTION A:
   1.      Briefly define what is studied in sports mechanics.                   (2)
   2.      Name 2 actions in which Newton’s 3rd law is explained.                (2)
   3.      Biomechanics can effectively be applied to perform 4 functions in sport.
           Name these 4 functions.                                               (4)
   4.      Answer the following:
           a) Is the application of biomechanics only applicable to the
               movement of man? Motivate your answer.                            (3)
           b) Give 2 practical examples to support your answer.                  (4)
   5.      In sports mechanics, what is described as movement?                   (2)
   6.      Name the 4 different types of movement that occur in sport participation and
           give a practical example of each type of movement.                    (8)



                                            21
7.    Answer the following:
      a) What is another name for straight-line movement?                      (1)
      b) What are 2 of the basic characteristics of straight-line movement? (2)
      c) If the cricket player bowls the ball for a run-out, the ball must be thrown in
         an arc. Explain whether this is correct or incorrect.                 (1)
      d) If a participant moves in a straight line, there are three things that are
         important in this movement. Name these three things.                  (3)
8.    Answer the following:
      a) Give 2 other descriptive names for rotation movement.                 (2)
      b) What is the basic characteristic of rotation movement?                (1)
      c) What is the part called around which is turned?                       (1)
      d) Give 2 examples of where rotation movements are used in sport.        (2)
9.    Complete the following:
      a) If I want the distance, the _(i)_____________ part must be larger and if I
         want height, the _(ii)___________ part must be larger.
      b) In the up and under in rugby the __(i)______________ is important, while
         the fast follow through of the ball in netball/hockey places more emphasis
         on the ___(ii)____________.
      c) For the long jumper __(i)___________ is important, because it helps to
         reach greater ____(ii)_____________ distance.
      d) To hit a 6, the ball must get enough (i)___________ and height
         (ii)_________ distance to fall over the line.                         (4)
10.   Why must the discus thrower keep the discus as far as possible away from the
      body?                                                                    (2)
11.   What must I do to rotate faster?                                         (2)
12.   What role does the length of my arms and legs (limbs) play in rotation
      movement?                                                                (2)
13.   When talking about stability in sport, what other 2 names can also be used to
      describe it?                                                             (2)


                                                                       TOTAL 50




                                         22
SECTION B
 14.   Study the photographs (a –e) on actions in sport and describe the execution in
       reference to the following biomechanical principles:
       i) Centre of gravity             ii) Type of movement
       iii) Stability                   iv) Newton’s laws of movement         (20)


 15.   With reference to the article describing the techniques applied to athletics,
       discuss how the biomechanical principles were applied to
            a) Long jump                                                     (20)
            b) Shot put                                                      (20)


                                                                      TOTAL: 60




                                       23
SECTION C

      16.          Table 1: Split times for Xolile Yawa in a 1600m race.

        Distance                Split Time             Total Time           Average Speed
          (m)                     (sec)                   (sec)                (m/sec)
           0                       0.00                   0.00                  0.00
          200                     29.23
          400                     29.87
          600                     30.09
          800                     30.25
         1000                     29.88
         1200                     29.90
         1400                     29.38
         1600                     29.38

With reference to Table 1, answer the following questions:

      a) Calculate the total time for each 200m distance throughout the 1600m race.         (4)
      b) Use the total times to calculate Xolile’s average speed for 200m during the 1600m
         race.                                                                          (4)
      c) Use Xolile’s split times to identify the distance interval (i.e., 0-200 m, 200-400 m,
         400-600 m, etc.) when he had (i) the fastest speed over 200m, and (ii) the slowest
         speed over 200m.                                                               (2)
      d) Explain how Xolile’s average speed changed from start to finish during the race.
                                                                                            (3)
      e) Using the data about Xolile’s performance, what advice can you give to middle
         distance athletes from your school on how to run such a race?                      (3)
      f) Plot a distance versus total time graph for the data.                              (4)

17.         Write an essay in which the application of the biomechanical principles identified
            during a rugby/netball/hockey match is outlined                               (20)

                                                                                 TOTAL: 40




                                                24
Grade 10


Term 3: Psychosocial aspects                                (55 marks: 55 minutes)


                                   DETAILS OF TEST
Date         Term 3
   LEARNING OUTCOMES AND ASSESSMENT STANDARDS ADDRESSED
        Explore the various components of sport psychology that influence
10.4.1
        performance


10.4.2       Explain mental skills and strategies as they apply to sport performance and
             exercise
                        SUGGESTED DESIGN OF THE TEST
Individual work:
        Present learners with question paper and answer booklet.
        Test covers work done in Outcome 4.
        Assessment tools: marking memorandum and/or rubric
        Assessment by teacher (although learners can mark certain aspects)
                                  SUGGESTED TEST

   1. What is meant by the “two apples and an onion” approach when giving criticism?
                                                                                     (1)
   2. What is meant by secondary reinforcement?                                  (1)
   3. Pep talks generally concentrate on ______________ ____________, the
      characteristics of the opponents and the importance of a ___________
      ____________.                                                              (2)
   4. What are the steps involved for practising centering?                      (4)
   5. A good exercise leader promotes ________ and __________ motivation. (2)
   6. Discuss the guidelines for practising imagery.                             (15)
   7. Discuss the following criteria for effective goal setting in sport:
                   i. Goals must belong to the athlete.
                  ii. Goals should be in writing.
                 iii. Long term as well as short term goals should be set.
                 iv. Goals should be flexible.
                  v. Team goals should be supplemented with individual goals.
                                                                                 (20)
   8. Plot on a graph what the Iceberg profile will look like (POMS – Profile of Mood
      States).                                                                   (10)
                                                                           TOTAL: 55


                                            25
Grade 11

Example:        Possible test questions addressing Physical Growth and Motor
                Development

                                   DETAILS OF TEST
Date         Term 3
    LEARNING OUTCOMES AND ASSESSMENT STANDARDS ADDRESSED
10.3.1       Understand the major variables of physical growth that influence
             participation in sport and exercise.
10.3.2       Describe the patterns of physical growth that influence the development of
             sport skills at different stages and ages in athlete development.
                        SUGGESTED DESIGN OF THE TEST
Individual work:
        Present learners with question paper and answer booklet.
        Test covers work done in Outcome 3.
        Assessment tools: marking memorandum and/or rubric.
        Assessment by teacher (although learners can mark certain aspects).



Physical Growth: Regarding height, weight and body composition

   Describe the normal pattern of physical growth for boys and girls between the ages of
    6-18, in terms of height, weight and body composition.
   Define “early maturation” and “late maturation” patterns, and then describe their
    impact on talent identification and development for sport.

Physical Growth: Regarding the development of strength

   Explain why children should not be allowed to follow weight training programme in
    a gym.
   Describe the kind of strength-building activities that are recommended for children
    between the ages of 8-12.
   At what age is it safe for boys and girls to begin a weight-training programme in a
    gym?
   Describe the exercises that would be included in a typical gymnasium-based
    strength-training programme during the fundamental phase of the training year.




                                             26
Physical Growth: Regarding gender and disability considerations

   Describe the differences between boys and girls in terms of the development of
    strength and flexibility between the ages of 6 – 12.
   What kinds of special challenges would an athlete with cerebral palsy have in terms
    of training to improve his/her strength, flexibility and aerobic endurance?

Motor Development: Regarding skill development

   Describe the relationship between fundamental motor skills and specialised sport
    skills as they relate to a total sport development programme.
   Describe the stages of motor skill learning, providing practical examples from three
    different sports.
   Develop a progression of eight practice activities that would help a learner become
    more skilful in a selected sport.

Motor Development: Regarding agility, balance, co-ordination and timing

   Analyse two different sports in terms of the demands for agility, balance and co-
    ordination.
   Provide four different examples of how an athlete can improve his/her timing in four
    different sports.

Integration of physical growth and motor development

       What are the effects of poverty on patterns of physical growth and motor
        development?
       Create a performance profile of your current capabilities (including strengths and
        weaknesses) in your sport, based on the results of recent physical and motor
        fitness tests.
       Justify the concept of “long term athlete development” in terms of normal patterns
        of physical growth and motor development.
       What social factors can have either a positive or a negative effect on the physical
        growth and motor development of sportspersons?
       Describe how patterns of social and economic discrimination can have a negative
        influence on the development of sporting ability.




                                            27
APPENDIX 3:            SUGGESTED OUTLINE FOR THE GRADE 10 END-OF-
                       YEAR EXAMINATION PAPERS

       DETAILS OF GRADE 10 END-OF-YEAR EXAMINATION PAPER 1
Date:        Term 4
   LEARNING OUTCOMES AND ASSESSMENT STANDARDS ADDRESSED
10.1.1       Understand the difference between exercise, training and fitness
10.1.2       Describe and explain the body systems and the physiological factors
             associated with them
10.1.3       Explain the role and function of the heart, lungs and oxygen during sport and
             exercise
10.1.41      Evaluate nutritional principles in order to optimise health and performance
10.3.1       Understand the major variables of physical growth that influence
             participation in sport and exercise.
10.3.2       Describe the patterns of physical growth that influence the development of
             sport skills at different stages and ages in athlete development.
10.3.3       Explore the influence of gender (and disability) on physical growth and their
             impact on capabilities for sport training and performance.
                 SUGGESTED DESIGN OF THE EXAMINATIONS
SECTION A (50 Marks)
Questions:                                       The learning outcomes covered are:
       • Consist of a variety of question        L.O. 1: Sport and Exercise Physiology
         types, such as multiple-choice          The learner is able to understand the nature
         questions, terminology, matching of and apply the principles of exercise
         items and diagrams, dealing with physiology as they relate to fitness, health
         exercise, training and fitness,         and nutrition.
         body systems and physical               AS 1: Understand the difference between
         growth.                                 exercise, training and fitness
       • All questions are compulsory.           AS 2: Describe and explain the body
                                                 systems and the physiological factors
                                                 associated with them
                                                 L.O.3 Physical Growth and Motor
                                                 Development
                                                 The learner is able to understand the
                                                 patterns of physical growth and motor
                                                 development as they relate to changes in
                                                 the performance capabilities of individuals
                                                 of different ages, gender and disabilities.
                                                 AS1: Understand the major variables of
                                                 physical growth that influence participation
                                                 in sport and exercise.




                                             28
SECTION B (60marks)
Questions:                                      The learning outcomes covered are:
       • Consist of two to three questions      L.O 1: Sport and Exercise Physiology
         which assess a variety of skills
         and competencies.                      The learner is able to understand the nature
       • Questions may have sub-                of and apply the principles of exercise
         questions.                             physiology as they relate to fitness, health
       • Questions may be based on data in      and nutrition.
         various forms, paragraphs,             AS 3 Explain the role and function of the
         drawings, etc.                         heart, lungs and oxygen during sport and
       Questions will cover the areas of        exercise
       the heart, lungs and oxygen as they      L.O.3: Physical Growth and Motor
       relate to sport and exercise, as well    Development
       as the physical growth patterns that     The learner is able to understand the
       influence the development of sport       patterns of physical growth and motor
       skills.                                  development as they relate to changes in
                                                the performance capabilities of individuals
                                                of different ages, gender and disabilities.

                                                AS 2 Describe the patterns of physical
                                                growth that influence the development of
                                                sport skills at different stages and ages in
                                                athlete development.

SECTION C (40 marks)
Questions:                                      The learning outcomes covered are:
       • The first part to this section         L.O. 1: Sport and Exercise Physiology
         consists of one question based on      The learner is able to understand the nature
         a case study.                          of and apply the principles of exercise
       • The second part consists of an         physiology as they relate to fitness, health
         essay.                                 and nutrition.
       The questions will be linked to          AS 4 Evaluate nutritional principles in
       physical growth and its impact on        order to optimise health and performance
       capabilities, and nutritional            L.O. 3: Physical Growth and Motor
       principles for optimal health and        Development
       performance                              The learner is able to understand the
                                                patterns of physical growth and motor
                                                development as they relate to changes in
                                                the performance capabilities of individuals
                                                of different ages, gender and disabilities.
                                                AS 3 Explore the influence of gender (and
                                                disability) on physical growth and their
                                                impact on capabilities for sport training and
                                                performance.




                                               29
       DETAILS OF GRADE 10 END-OF-YEAR EXAMINATION PAPER 2
Date:     Term 4
   LEARNING OUTCOMES AND ASSESSMENT STANDARDS ADDRESSED
10.2.1    Describe and explain the anatomical structures, muscular and skeletal
          systems of the human body
10.2.2    Investigate the influence and function of kinetics and kinematics on sport
          and movement participation

10.2.3      Investigate the aetiology and incidence of specific sport injuries
10.4.1      Explore the various components of sport psychology that influence
            performance
10.4.2      Explain mental skills and strategies as they apply to sport performance and
            exercise

10.4.3      Research the psychological and environmental factors related to health
            issues (sport injuries, HIV and AIDS, chronic diseases of lifestyle, etc.)
10.3.4      Reflect on the meaning of ethics, values and attitudes in sport and exercise
                SUGGESTED DESIGN OF THE EXAMINATIONS

SECTION A (50 marks)
Questions:                                    The learning outcomes covered are:
       • Consist of a variety of question     L.O 2: Anatomical and Biomechanical
         types, such as multiple-choice       Principles
         questions, terminology, matching     The learner is able to construct and apply
         items and diagrams dealing with      knowledge of sport and exercise science in
         muscular and skeletal systems, as    the areas of anatomical and biomechanical
         well as sport injuries and sport     principles and sport injuries.
         psychology that influence            AS 1 Describe and explain the anatomical
         performance.                         structures, muscular and skeletal systems
       • All questions are compulsory.        of the human body
                                               AS 3 Investigate the aetiology and
                                              incidence of specific sport injury
                                              L.O 4: Psychosocial and Ethical
                                              Considerations
                                              The learner is able to understand the effects
                                              of the psychosocial aspects on performance
                                              and exercise and the influence of ethics in
                                              sport, including the challenges of the
                                              environment.
                                              AS 1 Explore the various components of
                                              sport psychology that influence
                                              performance.




                                             30
SECTION B (60 marks)
Questions:                                    The learning outcomes covered are:
       • Consist of two to three questions    L.O 2: Anatomical and Biomechanical
         which assess a variety of skills     Principles
         and competencies.                    The learner is able to construct and apply
       • Questions may have sub-              knowledge of sport and exercise science in
         questions.                           the areas of anatomical and biomechanical
       • Questions may be based on data in    principles and sport injuries.
         various forms, paragraphs,           AS 2 Understand the influence and
         drawings, etc.                       function of Newton’s laws and the body’s
       Questions will cover the areas of      centre of gravity on sport and movement
       balance, levers and movement,          participation
       bones and joints.                      AS 3 Describe and explain the anatomical
       Questions will also cover the area     structures, muscular and skeletal systems
       of mental skill development and        of the human body
       strategies.                            L.O 4: Psychosocial and Ethical
                                              considerations
                                              The learner is able to understand the effects
                                              of the psychosocial aspects on performance
                                              and exercise and the influence of ethics in
                                              sport, including the challenges of the
                                              environment.
                                              AS 2 Identify mental skills and strategies
                                              as they apply to sport performance and
                                              exercise.




                                             31
SECTION C (40 marks )
Questions:                                        The learning outcomes covered are:
     • The first part to this section consists    L.O. 2: Anatomical and Biomechanical
       of one question based on a case            Principles
       study.                                     The learner is able to construct and apply
     • The second part consists of an             knowledge of sport and exercise science in
       essay.                                     the areas of anatomical and biomechanical
     The questions will be linked to the          principles and sport injuries.
     incidence of sport specific injuries         AS 3 Investigate the aetiology and
     and how psychological and                    incidence of specific sport injury
     environmental factors impact on              L.O 4: Psychosocial and Ethical
     performance.                                 Considerations
                                                  The learner is able to understand the effects
                                                  of the psychosocial aspects on performance
                                                  and exercise and the influence of ethics in
                                                  sport, including the challenges of the
                                                  environment.
                                                  AS 3 Research the psychological and
                                                  environmental factors related to health
                                                  issues (sport injuries, HIV and AIDS,
                                                  chronic diseases of lifestyle, etc.)
                                                  AS 4 Reflect and report on the meaning of
                                                  ethics, values and attitudes in sport and
                                                  exercise




                                                 32

								
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