ESP2200: QCAA’s Physical Education - Research Assignment Help

Assignment Task:

The Word document should contain: 
Part A: 1000 word script, and a link to either a separate recording or a functional hot link). 
Please be sure that the recording is accessible by the marker.  This means NOTHING that needs a password or requires markers to set up an account (be careful using Google as if your settings are incorrect it requires the marker to set up an account and have a password).  
Failure to provide an accessible recording may result in a fail for this section.
Part B: Unit plan using the provided template (do not alter the format);
Part C: The Student Data Table of strategies developed using the Student Data Information Sheet from the activity in the Module booklet that has been posted to the Module 3 Activity 2 forum;
Part D: QCAA senior summative assessment submission using the template provided; and
References list (only one for the whole assignment).

Part A and the Student Data Table should contain suitable in-text referencing in an acceptable APA format.  

The word count INCLUDES in-text references.  
Part A: 1000 Word Script (ESP2200)
The following unit plan and assessment instrument has been developed around the QCAA’s Physical Education syllabus (QCAA, 2019). Physical Education is an authority subject and contains four units of work. The unit of work has been developed for Unit 4: Energy, Fitness and Training and Physical Education. Within this unit, students will explore concepts, principles and strategies relating to energy, fitness, training and physical performance. Using this knowledge, the students will devise a training program to address their weaknesses and improve performance in a selected physical activity. 
The pedagogical framework unpinning this unit is the stages of inquiry (QCAA, 2019). The unit plan has been developed in line with this framework. In the first stage, students will identify and explain energy, fitness and training principles through participation in Touch Football. Students will explore the necessary tactics and skills required to engage in this physical activity (Paavola & Hakkarainen, 2018). Through authentic and purposeful participation, students will self-assess their personal fitness levels and performance to guide their training program. 
Once students possess the required theoretical knowledge, they will begin the second stage of inquiry. Students will be required to apply learned concepts of Touch Football in authentic performance environments, to record information about their personalised fitness levels, implementing energy, fitness and training principles (Shannon, 2018). Students will analyse their performance in Touch Football and identify relationships between energy and fitness demands of the sport. With this information, students will devise a Touch Football specific training program to target weaknesses and optimise their own performance in gameplay. 
After implementation of their personalised training program, students will evaluate the improvement of their performance in Touch Football using a combination of primary and secondary data. They will then justify the effectiveness of their training program on addressing their weaknesses and optimising their performance in Touch Football (Shannon, 2018). 
During the unit, students will be assessed through both formative and summative assessment. All assessment aligns to the syllabus to ensure that students are meeting the required unit objectives. The first formative assessment is in the form of a lesson essential question (LEQ). According to Hattie (2005), explicitly framing a lesson with a learning intention or LEQ, and then referring back to that LEQ during the lesson and then again at the end of the lesson can have an impact on the effect size of student learning. Hattie (2005) explained that when students have an understanding of what they are learning and how they can be successful, they are more likely to engage with and retain that knowledge and transfer it across to unfamiliar situations. Throughout the unit, the students will need to answer the LEQ based on the learning intention for each lesson and submit to the teacher before they leave class. This enables the teacher to track their level of understanding throughout the course of the unit. For this formative assessment, unit objective

1: recognize and explain energy, fitness, and training, and body and movement concepts and principles about specialized movement sequences and movement strategies, will be assessed, as well as unit objective

3: Apply concepts to specialized movement sequences and movement strategies in authentic performance environments. 
The second formative assessment will involve weekly quizzes related to the content learned that week. Each quiz will be 10 questions long and include both multiple-choice and short answer questions where students will be required to analyze a table or graph of an athlete’s fitness levels and relate to performance in specialized physical activities. Research from Kamuche (2005) strongly suggests that students who partake in weekly quizzes performed higher on exams than students who do not complete weekly quizzes. Therefore, having the students participate in weekly quizzes will not only allow the teacher to track progress, but also provide an opportunity for students to be more successful in their project assessment. Unit objective

1: recognize and explain energy, fitness, and training, and body and movement concepts and principles about specialized movement sequences and movement strategies will be primarily assessed for this assessment task. 
The summative assessment for this unit of work is a project-folio. Students are required to devise a training program that will address their weaknesses in Touch Football and optimize their performance. They will need to present their project using multimedia, incorporating video, audio, slideshows, and primary and secondary data. As stated in the syllabus (QCAA, 2019), all the unit objectives for Unit 4 will be assessed in this assessment task. It will provide students with the opportunity to explain, demonstrate, analyze, evaluate, justify and communicate their understanding of energy, fitness and training principles and Touch Football. 
As per the syllabus requirements, the assessment instrument must be between 9-11 minutes in length, with supporting evidence taking 2-3 minutes for discussion. However, due to the nature of this project, the length of the unit is extended to 15 weeks. The first two weeks of the unit are focussed on building content knowledge and exploring energy, fitness and training concepts. The second block of ten weeks has been allocated to allow students time to progress through their training programs and see improvements in fitness and performance. Knudson (2013) explains that a minimum of three 30-minute training sessions per week will see significant improvements in cardiovascular fitness in 8-12 weeks. By giving the students 10 weeks for their training program, it provides them with enough time to gather evidence on their improvements, and therefore, they will be able to justify the effectiveness of their training program for the assessment. A further 3 weeks, post-training program, has been allocated for students to begin collating their projects. 
This unit plan was designed around Unit 4 of the Physical Education syllabus and clearly adheres to all syllabus requirements to ensure students are meeting the same unit objectives as their peers. The nature of the assessment instrument allows for unique student responses in authentic performance environments, as they will need to obtain evidence of their own performance in Touch Football and devise a training program that will target their specific weaknesses to improve their performance.

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