Internal assessment resource Physical Education 3.7B for Achievement Standard 91504
PAGE FOR TEACHER USE
NZQA
Approved
Internal Assessment Resource
Physical Education Level 3
This resource supports assessment against:
Achievement Standard 91504
Analyse issues in safety management for outdoor activity to
devise safety management strategies
Resource title: What Went Wrong?
3 credits
This resource:

Clarifies the requirements of the standard

Supports good assessment practice

Should be subjected to the school’s usual assessment quality assurance
process

Should be modified to make the context relevant to students in their school
environment and ensure that submitted evidence is authentic
Date version published by
Ministry of Education
December 2012
Quality assurance status
These materials have been quality assured by NZQA.
To support internal assessment from 2013
NZQA Approved number A-A-12-2012-91504-01-6241
Authenticity of evidence
Teachers must manage authenticity for any assessment
from a public source, because students may have
access to the assessment schedule or student exemplar
material.
Using this assessment resource without modification
may mean that students’ work is not authentic. The
teacher may need to change figures, measurements or
data sources or set a different context or topic to be
investigated or a different text to read or perform.
This resource is copyright © Crown 2012
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Internal assessment resource Physical Education 3.7B for Achievement Standard 91504
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Internal Assessment Resource
Achievement Standard Physical Education 91504: Analyse
issues in safety management for outdoor activity to devise safety
management strategies
Resource reference: Physical Education 3.7B
Resource title: Ready for anything
Credits: 3
Teacher guidelines
The following guidelines are supplied to enable teachers to carry out valid and
consistent assessment using this internal assessment resource.
Teachers need to be very familiar with the outcome being assessed by Achievement
Standard Physical Education 91504. The achievement criteria and the explanatory
notes contain information, definitions, and requirements that are crucial when
interpreting the Standard and assessing students against it.
Context/setting
In completing this assessment activity, students will draw on knowledge from safety
management systems, the New Zealand Environmental Care Code, environmental
sustainability principles, and personal experiences in outdoor activities.
It would be an advantage for students to take part in outdoor experiences in order to
be able to analyse issues in safety management for an outdoor scenario.
For the purposes of this assessment issues in safety management for the tragedy
scenario should consider a range of issues including physical and emotional safety,
and sociocultural, environmental, philosophical, ethical, perceived risk etc.
The example used in the assessment schedule was based upon a scenario about
two young men in the Tararuas whose experience ended in tragedy. It is suggested
that teachers use a different scenario for this assessment activity with their students,
for example, the Mangatepopo event or the incident at Paritutu Rock in New
Plymouth.
Conditions
You will need to decide a time period and set a due date for students to complete the
assessment work by.
Resource requirements

Haddock, C. (1993). Outdoor Safety: Risk Management for Outdoor Leaders.
Wellington: New Zealand Mountain Safety Council.

Hunt, J.S. (1990). Ethical Issues in Experiential Education (2nd ed.). Boulder,
CO: The Association for Experiential Education.

Ministry of Education. (2009). EOTC Guidelines: Bringing the Curriculum Alive.
Wellington: Learning Media.
This resource is copyright © Crown 2012
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Internal assessment resource Physical Education 3.7B for Achievement Standard 91504
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
Ministry of Education. (2005). Outdoor Activities: Guidelines for Leaders. Sport
and Recreation New Zealand (SPARC).

Hunt, J. S. (1990). Ethical issues in experiential education (2nd ed.). Boulder,
CO: The Association for Experiential Education.
Additional information
Presentation formats should be adapted to reflect the needs of your students, the
nature/context of your teaching and learning programme, and the
facilities/environment you work in. It may be possible for you to select a more
appropriate presentation format without influencing the intent or validity of this task.
Sources of evidence may include self-assessments, peer assessments, and teacher
professional judgements.
Presentation formats may include written reports, electronic portfolios, blogs/wikis,
and audio/visual portfolios.
This resource is copyright © Crown 2012
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Internal assessment resource Physical Education 3.7B for Achievement Standard 91504
PAGE FOR STUDENT USE
Internal Assessment Resource
Achievement Standard Physical Education 91504: Analyse
issues in safety management for outdoor activity to devise safety
management strategies
Resource reference: Physical Education 3.7B
Resource title: Ready for anything
Credits: 3
Achievement
Analyse issues in safety
management for outdoor
activity to devise safety
management strategies.
Achievement with Merit
Analyse, in depth, issues in
safety management for
outdoor activity to devise
safety management
strategies.
Achievement with
Excellence
Critically analyse issues in
safety management for
outdoor activity to devise
safety management
strategies.
Student instructions
Introduction
In this assessment activity you are required to write an article for an outdoor
magazine in which you analyse the issues in safety management, in a scenario,
either fictional or based upon actual events, as suggested by your teacher. You will
then devise safety management strategies that are informed by your analysis.
You will
be assessed on the extent to which you undertake a critical analysis of the safety
management issues and devise strategies to address them.
This is an individual assessment activity.
The due date for your article is Friday 30th August.
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Internal assessment resource Physical Education 3.7B for Achievement Standard 91504
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Task
Read the article an article “Snowboarder ran for help after fatal fall” and respond
to it by writing your own article suitable for publishing in an outdoors magazine.
In your article, comprehensively examine the issues in safety management that
contributed to this death.
Examine the wider implications or impacts of the factors that influence the issues,
and the inter-relationship between the factors. Note that relevant and wider
implications may include physical and emotional safety, and sociocultural,
environmental, philosophical, ethical, perceived risk, and so on.
You also need to evaluate the issues raised in your article in terms of their relative
importance, and question and challenge the practices used in the scenario relating to
outdoor safety in the outdoors.
Use the knowledge you gained from experiencing snow sports at Mt Ruapehu to help
evaluate the issues in safety management that you have identified in terms of their
relative importance. For example, what issues do you consider to be the most/least
important to this scenario?
Question and challenge assumptions and practices relating to safety management in
outdoor situations. How and why does thinking need to change?
Devise strategies that would have addressed (eliminated or minimised) the safety
management issues that you have identified.
Justify the strategies, giving reasons for your suggested use of them.
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Internal assessment resource Physical Education 3.7B for Achievement Standard 91504
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Snowboarder ran for help after fatal
fall
An Australian snowboarder ran for more than an hour in snow after his friend plunged down a slope on
the Mt Cheeseman skifield.
Tim Stone, 29, died after he slipped about 100 metres down an icy slope and into a stony riverbed in the
Tarn Basin on August 5 last year. Coroner Richard McElrea said the death highlighted the need to
promote awareness of how dangerous back-country boarding could be. He said in his report, released
today, that Stone died because of ''high-energy impact injuries to head, chest, neck and limbs''.
The Sydney security technician was with friends on holiday at Mt Cheeseman. On the day he died,
Stone and two friends, Tod Mason and Nathanael Jamieson, went snowboarding on an unpatrolled
section at the top of the skifield. The group had to traverse out of the basin to get back to the road.
He and a group of 11 other Australians headed to the slopes on August 7, 2011, but after one run
most of the group decided to try to get a refund because the snow was too icy.
None of the group had knowledge on how to traverse the basin, so Mason asked advice from a Mt
Cheeseman ski instructor. ''From the way it was explained, it sounded like a simple hike and we didn't
really expect to be walking for long,'' he said. However, the group soon ran into trouble. Stone, who was
at the front, took off his board and attempted to walk across a slope when he slipped down a 45-degree
slope and into the stream.
Mason earlier told The Press how Stone slipped down a steep slope and took off ''unbelievably quickly'',
landing in a creek. Mason and Jamieson rushed down the slope to lift Stone from the river. ''Tim was still
breathing, but it was a disturbing, gurgling sound. His face around the eyes was massively swollen and
his skull was smashed in on the right side,''' Mason said. Stone had suffered severe head injuries, as
well as a fractured arm, rib and legs, lung contusions and a laceration to the liver. He had not been
wearing a helmet, which the coroner said would have ''substantially reduced'' the head injuries. Mason
quickly went for assistance, running for over 90 minutes to raise the alarm, while Jamieson stayed with
his friend. When Mason found help after 3.5 kilometres, Stone was airlifted to Christchurch Hospital.
He had ''a non-survivable head injury'' but life support was continued until his parents arrived from
Australia to be by his side. Stone had been snowboarding for over 12 years but was not experienced in
back-country terrain and had limited knowledge of Mt Cheeseman. In his report, the coroner said the
death highlighted the need to further promote the dangers of back-country riding.
''I recommend the New Zealand Ski Instructors Alliance promotes awareness of snowboard limitations in
back-country use and in steep terrain with firm snow conditions as highlighted by this fatality,'' he said.
New Zealand Mountain Safety Council Andrew Hobman said snowboarders could go on much less
favourable snow conditions than skiers so ''tend to push the boundaries a little bit more''. ''Snowboarding
in general allows people to get a lot further from the ski area at an earlier stage in their snowboarding
career than skiers would venture, and thus we tend to find people less experienced in the back country
on snowboards are getting themselves into trouble,'' he said.
The coroner recommended Mt Cheeseman provide more information about the status of the Tarn Basin
and provide markers to assist skiers and snowboarders in exiting the basin. He commended the actions
of Mason in going for help and Jamieson in staying with Stone and ''offering him such warmth, comfort
and support as he could in such dire circumstances''.
- © Fairfax NZ News
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Internal assessment resource Physical Education 3.7B for Achievement Standard 91504
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WIDER IMPLICATIONS
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WIDER IMPLICATIONS
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Internal assessment resource Physical Education 3.7B for Achievement Standard 91504
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Assessment schedule: Physical Education 91504 Ready for anything
Evidence/Judgements for Achievement
The student analyses issues in safety management
for outdoor activity to devise safety management
strategies. They have done this by:
 examining issues in safety management
inherent in the proposed scenario,
considered factors that influence the issues,
and devised safety management strategies
to address the identified issues.
For example:
The hikers described in the scenario did not carry
water during their tramp and had only food bars to
eat. This lack of water and food contributed to
Peter’s hypothermia and eventual death. He could
have eliminated dehydration by carrying water and
drinking it at regular intervals. He could have kept his
energy levels up by bringing and eating food with
adequate fats, proteins, and carbohydrates.
Bevan did not stop walking and tried to get Peter
warm. If Bevan had first aid knowledge, he would
have identified that Peter was showing signs of
hypothermia and could have stopped and tried to
warm him up.
The tramper who went past Peter should have
stopped and asked how he was, rather than going
past him. He had more knowledge than both of the
guys and should have had an ethical consideration
to stop and help both Peter and Bevan. He even told
Bevan that Peter was not doing so well. He must
have recognised the symptoms of hypothermia and
should have stopped to help him. In leaving Peter
behind, he helped in his death. Bevan should have
asked for help from this tramper, who was probably
This resource is copyright © Crown 2012
Evidence/Judgements for Achievement with
Merit
The student analyses, in depth, issues in safety
management for outdoor activity to devise safety
management strategies. They have done this by.
 examining the wider implications and/or
impacts of factors influencing safety
management (such as sociocultural,
environmental, philosophical, and ethical
factors),
 devising safety management strategies to
address the identified issues.
For example:
Peter had never tramped before, so he would not
have had an understanding of what he needed to be
prepared for. He had inadequate food and water,
and had bare legs and wore clothes made of cotton,
which does not adequately maintain body heat. As
he was not an experienced tramper, he had no idea
of what to bring. He lacked the necessary
knowledge about tramping in the winter, and which
equipment to take.
To minimise this risk, he could have talked to
someone else who had been tramping there before
in the winter and asked what the conditions would
be like. There may have been family members or
schoolmates who could have given him the
necessary knowledge required to tramp in that part
of the country. They could have also given him
knowledge about what clothing to wear.
Safety management strategies that would have
minimised Peter’s risk of hypothermia include his
participating in a bushcraft course before
undertaking the tramp. From that, he would have
learned what clothing is appropriate for tramping, for
Evidence/Judgements for Achievement with
Excellence
The student critically analyses issues in safety
management for outdoor activity to devise safety
management strategies. They have done this by:
 critically analysing the issues in safety
management inherent in the proposed
scenario, considered factors (sociocultural,
environmental, philosophical, ethical) that
influence the issues, and evaluated these
issues in terms of their relative importance.
 devising safety management strategies to
address the identified issues.
 questioning and challenging taken-for-granted
assumptions and practices relating to safety
management and outdoor activities. The
evidence they have provided with their own
article demonstrates a clear, coherent
relationship between their analysis of the
issues and the safety management strategies
that they devised.
For example:
The trampers described in the article lacked first aid
skills and the knowledge and skills to undertake their
tramp safely.
Bevan left Peter behind, and they were separated for a
period of time. If Bevan had a basic knowledge of
tramping he would have known the importance of
staying together. He didn’t recognise the early
symptoms of hypothermia. These include slurred
speech, loss of coordination, and lethargy. If Bevan
had been trained in first aid, he would have stopped
and ensured Peter had warm, dry clothes. These
strategies could have resulted in the tragedy being
avoided.
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Internal assessment resource Physical Education 3.7B for Achievement Standard 91504
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example, a polypropylene layer, a wool or polar
better prepared than he and Peter were.
fleece layer, and a waterproof layer. He would have
The examples above relate to only part of what is
learned the importance of drinking water and taking
required, and are just indicative.
adequate food in order to meet increased nutritional
needs when tramping.
The person who walked on past Peter, and told
Bevan that his friend did not look good, had a moral
obligation to stop and try to help the pair out. Instead
he just walked on by, even though he knew that
Peter was in trouble. He could probably guess that
from the clothing that Peter was wearing. The
culture of our society is such that people are maybe
too afraid to help each other out because of the
implications of what might happen.
For example, if there was a fight in the street would
you step in and help? Morally, it is the right thing to
do, but there is the thought in the back of your mind
that you might get hurt or even killed. This may have
been the thinking behind the actions of the tramper
who passed Bevan and Peter. He may have thought
that he needed to hurry and that his own safety was
more important than that of this pair.
The examples above relate to only part of what is
required, and are just indicative.
The article does not say if Peter had any experience in
tramping at all. We must suppose that he had very
little experience in the outdoors due to the clothes he
was wearing and how he had not prepared appropriate
food and drink. Bevan must have had some
experience to organise this trip and therefore had an
ethical obligation to make sure that they were both
prepared. This could have been a strategy that was
implemented before leaving. Checking equipment and
considering what a trip into the Tararua Ranges would
require would probably have helped to prevent this
occurring.
The ethics of the person who walked past Peter are
also questionable. Is it morally correct for this person
to not help when he knew there was a problem with
Peter? The response indicated by him suggests that
he knew Peter was struggling and may have had
hypothermia, but he just walked on by.
This may be a result of our modern society in which
we are reluctant to help strangers because it is not in
our nature. Maybe it is due to our desensitisation to
death and indifference to helping others. Take, for
example, the homeless man in New York who tried to
stop an assailant stabbing a woman. He in turn was
stabbed, then 20 people walked past him, one taking a
photo and not ringing for help. Similarly, this man may
be part of a culture where you don’t stop to help.
Ethically, you could argue that he should have helped
the pair.
How do you plan for this ethical issue? It is a sad
society that we find ourselves in, where people are
interested only in themselves. I think that this is where
our society is heading with Generation Z wanting to
know, “What do I get out of this? If the answer is
nothing, then I am not going to help.”
Avoiding this type of incident or listening to the
weather forecast may have been strategies to help
with this problem. The management strategy of being
prepared and taking a course that would have helped
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Internal assessment resource Physical Education 3.7B for Achievement Standard 91504
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with the preparation of the tramp may have reduced
some of the ethical issues involved. However, if the
two had been prepared and there had been an
emergency, would the response of the other tramper
have been any different?
The trampers should have also considered preparing a
RAMs form of some kind before setting off. This is
common practice in most outdoor activities and helps
to minimise risks by identifying them before they occur
and planning strategies to deal with them if they do.
Even if this was some sort of informal checklist the two
trampers may have been more prepared for the
situations that they found themselves in.
The biggest issue to consider I think was the fact that
they got lost and did not have a GPS or any other form
of navigation. I think that the perceived risk by them
was much less than the real risk posed. Even a
compass may have prevented them from getting lost
and then they would not have been in the situation that
they found themselves in. I think RAMs forms should
be done in terms of relative importance.
When we did our RAMs forms for kayaking we just put
down risks we thought might happen. Some people
put down flash flood, but the reality of this actually
happening would be fairly low. The weather would
have to be really bad and the river would be up so
there would be no chance of us going anyway. I think
for this trip the biggest risk was capsizing and not
being able to get up, and then drowning. If this was the
biggest risk then perhaps we should have managed
our risk analysis around this like correct teaching and
learning, for example. I think some people thought it
was a bit of a joke and wrote stupid things on their
forms. Death in the outdoors is no joke.
The examples above relate to only part of what is
required, and are just indicative.
Final grades will be decided using professional judgement based on a holistic examination of the evidence provided against the criteria in the
Achievement Standard.
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