Scholarship Physical Education
2012
Introductory Workshop
Auckland PENZ would like to introduce the Teaching
Team for today....
• Tasha Hemara- Lynfield College
• Ali Schofield – Diocesan School for Girls
Assisted by Tracey Cusdin – Diocesan School
for Girls
We also acknowledge Michelle Selak, Chris Williams and
Anne Mckay
Introductory Workshop Overview
☺What is Physical Education Scholarship all about?
☺The difference between outstanding schol and schol
☺Whats in for it for me and my school?
☺Who gets scholarship?
☺What does the scholarship exam look like?
☺Helpful tips for scholarship
☺What are the specs for 2012 ?
☺What is the difference between Level 3 and
Scholarship?
☺What critical thinking tools and strategies will help
☺Using the PMI and SPEECH critical thinking tools to
critically evaluate
Scholarship
Types
Outstanding Scholarship
Scholarship
School Success
What is in it for me?
Challenging myself
Monetary Awards
2011 Scholarship Monetary Awards
Award
2011 Awardees attained
No of Students
Premier Awards
$10,000 each year for three years (for the very top 5- At least four Scholarships at
10 students) as long as they maintain at least a "B" "Outstanding" level.
grade average in tertiary studies
Either:
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
Top Subject Scholarship Awards

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.
Top of Subject
$2,000 each year for three years as long as students
maintain a "B" grade in tertiary studies
Scholarship Award
3 or more Scholarships
10
51
27 *
204
$2,000 each year for three years as long as students
maintain a "B" grade average in tertiary studies
Single Subject Awards
A "one-off" award of $500 per subject (maximum
payment is $1,000)
1 or 2 Scholarships
2,023
Scholarship Physical Education
Ability to critically
evaluate to show
breadth of
knowledge & depth
of understanding
Comprehensive
knowledge of Bio
physical
principles and
socio-cultural
factors
Practical
Application
Detailed
examples of own
experiences in,
through & about
movement
(evidence).
UNDERSTANDING THE KEY TERMS
“Critical
Evaluation” is the process of making informed and valid
judgements or conclusions supported by comprehensive knowledge
and evidence. Throughout the process we challenge assumptions and
taken for granted points of view through reflecting and examining pros
and cons, bias and different perspectives”
 Biophysical knowledge (skill learning; functional anatomy;
biomechanics; principals and methods of training etc)
 Socio cultural knowledge (interpersonal skills – self, others, society;
sociological issues (obesity, body image); lifestyle; SPEECH).
 Examples drawn from your own experience in and throughout
movement.
 Examples drawn from your own readings and research – quotes
from a range of sources
Examiner’s Report
Who got Outstanding Schol?
 ability to critically evaluate by providing a
range of perspectives with relevant research
and/or own experience
 ability to provide evidence of wider
reading/research/personal experiences
 Wrote fluently with a high level of
sophistication
 Developed a logical and coherent essay that
concluded with a justified position
 Challenged assumptions clearly
Examiner’s Report
Who got Schol but not Outstanding?
Critically evaluated some questions
 Considered a range of perspectives and
supported these with research and/or effective
use of their own experiences
 Planned their answers in relation to the question
and where applicable answered both parts of the
question
 Provided a logical essay that flowed ie one
paragraph progressed into another rather than
being a series of disjointed statements
Examiners Report
Why people did not get scholarship?
 Provided subject knowledge but very little evidence of critical
evaluation
 Discussed rather than evaluated
 Used prepared answers and attempted to make then fit the question
 Answered only part of the question and /or less than 3 questions.
 Made assumptions throughout the essay
 Provided information or irrelevant subject knowledge to the question
 Retold stories of experiences without critically evalauting or using it
to support a point made
 Provided a series of paragraphs or points that did not connect into a
logical essay
The Scholarship Examination
The 2012 Physical Education Scholarship exam will be on Tuesday 13
Candidates will be required to answer three
questions from a choice of four questions during the three
hour examination.
November 9.30am.
Debates looking at both sides of the
Writing
argument.
ATTENDING THE
PENZ WORKSHOPS
ARE VERY HELPFUL
KNOW
LEVEL 3
content
really
well
JEREMY’S
Group
discussion
s
Read as
much as you
can
practice
essays is
the most
helpful
THINK
OUTSIDE
THE
SQUARE
Think about how each topic
applies to not only school,
but different groups of
people within society, the
country etc.
Have a folder to put all
In exam having a
KNOW THE
factual evidence to
articles in during the
SPECS REALLY
back up your points
year
THE SPECS-Candidates
will be required to
answer three questions from a choice of four
questions.
 Planning, implementation and / or evaluation of physical activity
programmes / experiences, drawing upon knowledge underpinning
achievement standards 90739 and 90740.
 Trends and / or issues impacting on New Zealand society, such
as the globalisation of sport, drawing upon knowledge
underpinning achievement standard 90743.
 Programmes for performance improvement drawing upon
knowledge underpinning achievement standards 90741 and
90742.
 Physical activity, health promotion and taking action drawing
upon knowledge underpinning achievement standards 90739,
90740, 90743, and 90744.
Link to L3 Standards
SCHOLARSHIP
LEVEL 3 PE
Excellence
•
•
•
Outcome description
The student will critically
evaluate information
related to physical activity
through the application of
knowledge of biophysical
principles and sociocultural factors drawn
from learning experiences
in, through, and about
movement.
90739 (3.1) - Apply comprehensive
knowledge to produce a plan for a physical
activity programme or experience.
EN 5: Comprehensive knowledge could involve
full understanding of a wide range of
contributing issues or factors (hauora,
biophysical, sociocultural), establishing
priorities in balancing risk and challenge,
justifying a plan from a range of alternatives,
recognising if there is only one viable plan
and showing an in-depth understanding of
this.
Link to L3 Standards
SCHOLARSHIP
LEVEL 3 PE
Excellence
•
•
•
Outcome description
The student will critically
evaluate information
related to physical activity
through the application of
knowledge of biophysical
principles and sociocultural factors drawn
from learning experiences
in, through, and about
movement.
90740 (3.2 )- Critically evaluate, with supporting
evidence, a physical activity programme and its
influence on personal hauora/well-being.
EN 6: For achievement with excellence, the critical
evaluation must, with supporting evidence, examine,
question, evaluate, and challenge taken for granted
assumptions about issues and practices (p. 56 of
H&PEiNZC); eg effectiveness of the programme, the
process, the outcomes, and the related bio-physical
principles and/or socio-cultural factors; before
drawing conclusions about the effectiveness of their
own physical activity programme and its influence on
personal hauora/wellbeing.
Link to L3 Standards
LEVEL 3 PE
Excellence
SCHOLARSHIP
•
•
Outcome description
The student will critically
evaluate information
related to physical activity
through the application of
knowledge of biophysical
principles and sociocultural factors drawn
from learning experiences
in, through, and about
movement.
•
90741 (3.3 )- Comprehensively and accurately
appraise performance in a chosen physical activity
before and after a performance improvement
programme.
• Critically evaluate the programme to improve
performance.
EN 9: Critically evaluate is the ability to make a valid
judgement clearly supported by evidence gained
through the process of critical thinking –
examining, questioning, evaluating and
challenging taken-for-granted assumptions about
issues and practices (p. 56 of H&PEiNZC), eg
judgements are made in regard to the application
of biophysical knowledge and the success or
otherwise of the performance improvement
programme.
Link to L3 Standards
SCHOLARSHIP
LEVEL 3 PE
Excellence
•
•
•
Outcome description
The student will critically
evaluate information
related to physical activity
through the application of
knowledge of biophysical
principles and sociocultural factors drawn
from learning experiences
in, through, and about
movement.
90743 (3.5) - Critically examine a current physical
activity event or trend or issue and explain in
detail its impact on New Zealand society.
EN 5 Critically examine involves critical analysis,
evaluation and reflection, all of which are based
on the process of critical thinking – examining,
questioning, evaluating and challenging taken-forgranted assumptions about issues and practices
(p. 56 of H&PEiNZC), eg relevant socio-cultural
factors and/or biophysical principles and their
relationship to the event/trend/issue are
considered in depth.
Link to L3 Standards
LEVEL 3 PE
Excellence
SCHOLARSHIP
•
•
Outcome description
The student will critically
evaluate information
related to physical activity
through the application of
knowledge of biophysical
principles and sociocultural factors drawn
from learning experiences
in, through, and about
movement.
•
90744 (3.6) –- Collect evidence of, and critically
analyse factors that influence, participation in
physical activity in the community. Critically evaluate
the action taken to promote physical activity in the
community.
EN 5: Critically means with personal, considered opinions
that examine the evidence.
EN 11:Critically evaluate is the ability to make a valid
judgement based on personal experience, readings,
and gathered information clearly supported by
evidence gained through the process of critical
thinking – examining, questioning, evaluating and
challenging taken-for-granted assumptions about
issues and practices (p. 56 of H&PEiNZC). It requires
a synthesis of information and extrapolation to
consider possible solutions or outcomes.
Help there is so much to learn… where
should I start??? A recipe for success
Term 2 - Breadth
Read articles related to each
spec throughout the L3
teaching and learning
programme and discuss with
your school schol group or
Level 3 class
Prepare a PMIS with the
notes
Visit Auckland PENZ wiki
(http://peandhealth.wikispa
ces.com/Scholarship+Page)
http://aucklandpenz.wikispa
ces.com/Scholarship+Works
hops
Term 3 - Depth
Prepare sample essays for
each of the specs… ‘using’
quotes and examples
Read through the exemplars
on
http://www.nzqa.govt.nz/qu
alificationsstandards/awards/scholarshi
p/scholarshipsubjects/scholarshipphysical-education/
Attend PENZ/ Team Solution
Workshops meetings
Term 4 – Structure & time
Practice tests – look at
structure of essay and time
(http://www.nzqa.govt.nz –
Scholarship – Resources)
3 level
Guide
3 Storey
Intellect
Model
PMIS
(Plus, Minus
Issues,
Suggestions)
Debono’s
Critical
Thinking
Hats
(add bias
after white)
Reasonable/
Inspiration
Compare
And
Contrast
Critical thinking/
evaluating
Tools & Strategies
SPEECH
Fact vs
opinion chart
DATT tools
Court room
battles
CAMPER
TIPS ON HOW TO STRUCTURE A SCHOL
ANSWER
INTRO
Positives
Minuses
Issues/ Bias
Suggestions
CONCLUSION
INTRODUCTION
Don’t just reword the
introductory paragraph –
say something different!
Use the information/
statistics given to you in
the introductory
paragraph.
State in this paragraph
what you know; what
would you like to know and
what is missing.
EXAMINE ALL SIDES OF THE ISSUE
POSITIVES
 Presents the positive
view points; i.e. what do
you agree with in the
statement put forward.
Back up with quotes,
research and your own
experiences to show
depth of understanding.
(May include SPEECH
influences, and use
Others Point of View).
MINUSES
 Examines a negative view point.
What do you disagree with in the
statement? Looks at weaknesses
and who is to benefit from such a
statement. Points out errors of
logic or show that the conclusion
does not necessarily follow.
When disagreeing with
something start, “I can think of
another way of looking at it /
alternative explanation” or “that
may fit some peoples values,
however….”
Let’s get critical & creative…
Issues/ Bias & suggestions
ISSUES
SUGGESTIONS
Examines any bias that may
What are some initiatives,
exist. Challenges validity of
new ideas, alternatives,
figures, backed up with
you or others have about
quotes.
helping this issue move
CHALLENGE ASSUMPTIONS:
forward or be improved.
Are there any blanket terms
used in the paragraph or
question? Start by defining
these terms and challenging
there use in the statement.
Are extraploitations used at
all i.e. statements that take a
trend forward and assume
the trend will continue.
Innovation?
CONCLUSION
 Begin…” I am now going
to conclude by
reflecting on the major
points I have discussed”.
…. Reach a valid
judgment…. In my
opinion after examining
a range of points I….
 If data is used in the
question, use this data
to back up your answer.
Finally….For all points raised use
S.E.DE.C
Make sure you are not just listing facts or ideas, that you link
your ideas, data, interpretations into a coherent paragraph!
 (S) make a valid statement, or say in my opinion… (E)
Explain what you mean by this statement (how and why).
(DE) Give a detailed example backed up with evidence.
 (C) Conclude how this evidence relates to your statement.
 Use quotes, don’t just regurgitate them. If using a direct
quote follow with “I would choose to take this quote
literally….”
 Make sure you put course work knowledge into your
answers where necessary. It is important that you are
familiar with what you did this year!
PERL
• Associate Professor Alison Jones, University of
Auckland
• P – make your point
• E – elaborate that point, provide an example, use
personal experience
• R – what is the relevance of the point to your
argument – RELATE to the question
• L – link to the next point
• A common thread will appear through your essay
S P E E (E) C H
S – societal
P – political
E – economical
E–
environmental
+ ves
(E ethical)
- ves
C- cultural issues
•
http://www.youtube.com/watch?v=Jpdg5XOZZD
Y