Stage 2 English Pathways
Assessment Type 3: Language Study
Student Response 7
Context: Basketball
Focus: The language used on the court and off the court throughout a basketball game.
Language is the way people communicate, be it in writing or spoken. This can be under taken by
the use of words, expression even it symbols, or gestures.
For my language study the place that I have chosen in this study is the basketball club I belong to.
I am very involved with the club. I started playing basketball at the age of 5. I joined the North
Adelaide Basketball Club six or seven years ago. My aim in this study is to look at the different
uses of language on and off the basketball court, during games and training sessions.
The North Adelaide Rockets Basketball Club is a District Basketball Club. This means basketball
clubs from around Adelaide are organised to play against each other based on age group and skill
level, also known as "Division". The District Competition is a very serious type of basketball where
everyone takes the game very seriously and wants to win. I have noticed a great deal of variety in
the types of language used on and off the court, throughout my years of playing basketball at this
club. When I was younger and just starting out, to playing in social teams, school teams and the
more competitive district teams, I have been aware the communication used by these different
coaches and players. I have noticed that throughout my basketball career it has been very
different, depending on the situation.
I play for North Adelaide Rockets "under 23's" on Tuesday nights. My team also trains every
Sunday and we join in with some older teams which is good for developing our experience. At
these training sessions the coaches from the other teams and all the players of these teams
attend. The language used at training sessions is different to the language used at a game. I have
noticed that if we have lost a game on the Tuesday night the training session the following Sunday
can be very hard, intense, and aggressive training. On the other hand if we happened to win a
Tuesday night game then the training session on the following Sunday has been much more
relaxed, fun and relatively easygoing. Whilst I have highlighted the different types of training
sessions we can have, as part of this, there is also a big language difference between the two
types of training sessions used by both the players and coaches. At the more aggressive training
sessions the coaches speak in a raised aggressive tone, using downgrading comments. Their
stance and nonverbal communication appears stressed, anxious and angry. This situation makes
our usual training drills feel like a punishment. Fellow players also feel disappointed, displeased
with themselves, and can be aggressive to team mates if they feel they are to blame for the loss. In
the main I have noticed that the players usually talk to each other with a great deal of team spirit at
these training sessions as they do support each other and we all take the game very seriously. We
also understand that coaches can use many different techniques of language to get us to perform
come game time.
After we win a game by a lot or play very well our trainings are very easy going. The drills that we
run are more fun and not as intense on our bodies. The language used is completely different to
our bad performance games trainings. At the easy going trainings the coaches joke around a lot
more and appear a great deal more relaxed and enjoying the time spent with us.
I understand the methods used by both players and coaches for the situations presented and on a
personal level, do not mind which form of training session I attend as they are designed to stem
performance in the individual player and develop the team spirit.
The training sessions involve a large group of young men of all different ages, different
backgrounds and different skills levels and I have noticed the type of humour used in this instance
is very different to what I expected. It appeared that the interaction between the coaches and the
players was a form of harassment as they would all pick on each other. I felt it was very odd and
weird at first, but I have got use to this and now consider it funny. The players and coaches may
well appear to harass each other, but when you consider the team spirit, the desire to win, and the
overall respect we all have for each other this 'harassment' is merely humour.
My position on the court is point guard. It is my role to bring the ball up the court towards our sides
scoring ring. I have to choose the plays we run in our set offences, being our form of attack so we
Page 1 of 6
Stage 2 English Pathways student response
Ref: A203992 (August 2012)
© SACE Board of South Australia 2012
can score the points. The language I use towards the players on my team has to be very loud,
clear and direct. Also in this position the coach needs to convey to me the importance of my game
plan as I am responsible for what happens when we have the chance to shoot for points. The
coach, to convey what I need to do will specifically direct me, in a very clear and loud manner as it
is important that I follow his instructions. The tone used is almost abusive as he screams out to me
even whilst I am out on the court.
My fellow team mates and I can use a lot of different language towards each other through out the
game depending on how the game is going. When my team is losing or playing bad and making
some terrible mistakes we often express our negative feeling towards each other with put downs. I
will always try not to do this as it destroys the positive team spirit and makes the players feel bad.
A couple players in the team will nag each other after a bad play saying things like 'What was
that?' or 'Are you serious?' I feel that these put downs can be detrimental to a game. I always keep
away from saying things like that no matter what has happened. It is important to keep the team
strong, support everyone in the team. I feel the more positive you feel about yourself the better you
can perform.
Any positive, supporting forms of language used on the basketball court helps to keep the team
focused and playing well. It is a good feeling when you are out on the court, trying your best and
the spectators and coach offer many varied forms of encouragement from the sidelines, such as
'well done'; 'good work'; 'nice shot'; 'great defence', 'great pass'; and the list can go on. I know this
makes my team feel better and more positive and this feeling transfers to how we play the game,
making us play better.
During the game on the court our team will high five each other or pat each other on the back after
something good is done on the court or even if the player did not do so well but they tried as we
aim for awarding encouragement the whole time throughout the game.
Some games can get extremely loud, especially when it is a very close game, as the spectators
will become very involved in encouraging the players on the court. Generally when a side scores
their supporters use body language and cheer for them by clapping and sometimes screaming out
things. On the other hand this can also work in the reverse by upsetting the team that is not doing
as well. For example if my team was to lose the ball or get the shot blocked, the opposition teams
supporters would cheer from the sidelines and this is very negative language that can work
indirectly against us. Often the spectators can get very fired up, becoming abusive and yelling
using bad terms and language. This mainly happens when there is something not called by the
referees or if the players on the court start to play rough.
In games there is always strong rivalry with your opponents. Before the game commences
everyone is friendly to each other and will shake hands before ball up, but once the ball is in play
that is all forgotten. Sometimes the opposition will get angry and in an effort to win anyway they
can they will start to play dirty, secretly hitting or tripping you, or 'trash talk', such as 'Don't miss!'
when a player is about to shoot, to try put the other teams players off their game. The secret is not
to fight back, ignore the body language and verbal comments from the opposition and carry on
playing because any form of retaliation on our part gets us nowhere in the game.
Throughout the game the opposition is your enemy as you want your team to win. A lot of bad
language and fiery tempers can be used on the court. After certain incidents or bad decisions, the
players that chose to fight back verbally or physically, get sent off the court with a poor
sportsmanship foul or a technical foul. Once the siren sounds and the game is over the opposition
are no longer your enemy and we all line up to shake hands and carry on as if nothing had
happened.
The referees and officials play a major part in our game. They decide everything that is called and
run the game. Sometimes you can come across very one sided referees that decide to favour a
team. The language used with the referee has to be very formal and polite as they tend to turn
against you if you appear to treat them with disrespect. In my team there are two players that have
the need to answer back to the referees after a decision has been made. This then turns the
officials against our team and we end up with some very unreasonable and unfair calls which can
result in us losing the game.
When you consider the variety of language that can be used in the game of basketball it is a very
unique situation. The overall outcome from the use of negative, abusive or bad language styles
can result in your team losing. Overall, and even though it is hard to maintain, I prefer to choose to
play it cool and calm and be a good sportsman.
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Stage 2 English Pathways student response
Ref: A203992 (August 2012)
© SACE Board of South Australia 2012
Student Response 7
This Language Study is a C grade.
KU1: Knowledge and understanding of some ideas, values, or beliefs in familiar texts.
Response displays understanding of mostly verbal communication and some non-verbal communication which
occurred on the court in basketball training and games. Could have been improved by exploring the other forms of
communication used in the local basketball context.
KU3: Knowledge of the ways in which familiar texts are composed for personally relevant purposes and
familiar audiences.
Response established the context in terms of its personal relevance however, the study lacked the broader connection
to a variety of forms and contexts.
Made connections between the language used and their own values and beliefs “I feel that these put downs can be
detrimental to the game” but did not do this in terms of the impact of the language use on the game and the image of
basketball in a wider context.
An2: Descriptive analysis of a number of ways in which authors use language techniques to influence
opinions and decisions in familiar texts
Response often recounted the context in which a form of communication occurred “The language used towards the
players on the team has to be loud, clear and direct.” However, the response did not provide analysis of the actual
language used.
Often did not explore the difference in language use but rather examined how the different roles on court should be
perceived, such as the referees and officials.
An3: Reference to some simple aspects of familiar cultural, social, or technical roles of language that support
effective interactions in one or more contexts.
The response referenced how the language changed in different contexts, such as training but then did not provide
examples of, or discuss how, the language changed beyond the fact that it was “Completely different to our bad
performance games.”
Ap2: Skills in reproducing some of the structural, conventional, and textual features of some text types for
familiar contexts, audiences, and purposes.
Response used the structure of a report but did not always make clear connections between ideas in the introduction,
body and conclusion.
Ap3: Location and recording of factual knowledge relevant to a familiar context.
Recounted language use which was personally relevant but did not demonstrate the analysis and synthesis required to
achieve at a higher level.
C1: Generally clear and accurate writing and speaking, using an appropriate style and structure for familiar
audiences and contexts.
Response demonstrated the ability to recount on a personal level but was less successful in the use of language to
analyse.
C2: Appropriate use of language to convey simple meaning in a narrow range of familiar and unfamiliar
contexts.
Response made use of informal language to recount situations: ‘at the easy going trainings’. Errors in spelling and
punctuation are controlled, and occur infrequently. Repetition of expression occurs.
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Stage 2 English Pathways student response
Ref: A203992 (August 2012)
© SACE Board of South Australia 2012
STUDENT RESPONSE 7
Performance Standards for Stage 2 English Pathways
A
Knowledge and
Understanding
Analysis
Application
Communication
Detailed knowledge and
understanding of the ideas,
values, and beliefs in
familiar and unfamiliar
texts.
Detailed analysis of complex
connections between personal
experiences, ideas, values, and
beliefs, and those explored in
familiar and unfamiliar texts.
Use of a comprehensive range
of language skills to interact
effectively in different contexts,
and to analyse and solve simple
and complex problems.
Knowledge and
understanding of the ways
in which the creators and
readers of familiar and
unfamiliar texts use a
range of language
techniques to make
meaning.
Perceptive analysis of a range
of ways in which authors use
language techniques to
influence opinions and
decisions in familiar and
unfamiliar texts.
Location, recording, analysis,
and synthesis of knowledge
relevant to familiar and
unfamiliar contexts.
Fluent and precise writing and
speaking, using an
appropriate style and structure
for a range of mainly
unfamiliar audiences and
contexts.
Comprehensive knowledge
and understanding of the
ways in which familiar and
unfamiliar texts are
composed for a range of
purposes and audiences.
B
Sound knowledge and
understanding of some
ideas, values, and beliefs
in familiar, and some
unfamiliar, texts.
Knowledge and
understanding of the ways
in which the creators and
readers of mainly familiar
texts use some language
techniques to make
meaning.
C
Perceptive analysis of aspects
of familiar and unfamiliar
cultural, social, and technical
roles of language that support
effective interactions in
different contexts.
Analysis of some complex
connections between personal
experiences, ideas, values, and
beliefs, and those explored in
familiar, and some unfamiliar,
texts.
Well-considered analysis of a
range of ways in which authors
use language techniques to
influence opinions and
decisions in familiar, and some
unfamiliar, texts.
Sophisticated skills in
reproducing the structural,
conventional, and textual
features of text types for a range
of familiar and unfamiliar
contexts, audiences, and
purposes.
Appropriate use of language
to convey mostly complex
meaning in a range of familiar
and unfamiliar contexts.
Use of a sound range of
language skills to interact
effectively in different contexts,
and to solve simple and
complex problems.
Mostly fluent and precise
writing and speaking, using an
appropriate style and structure
for a range of mostly familiar
audiences and contexts.
Location, recording, analysis,
and occasional synthesis of
knowledge relevant to mostly
familiar contexts.
Appropriate use of language
to convey complex and simple
meaning in a range of familiar,
and some unfamiliar, contexts.
Sound skills in reproducing
some of the structural,
conventional, and textual
features of text types for a range
of mainly familiar, and some
unfamiliar, contexts, audiences,
and purposes.
Sound knowledge and
understanding of the ways
in which mainly familiar
texts are composed for
some purposes and
audiences.
Well-considered analysis of
aspects of mainly familiar, and
some unfamiliar, cultural,
social, or technical roles of
language that support effective
interactions in different
contexts.
Knowledge and
understanding of some
ideas, values, or beliefs in
familiar texts.
Competent analysis of simple
connections between personal
experiences, ideas, values, or
beliefs, and those explored in
familiar texts.
Use of competent language
skills to interact effectively in
different contexts, and to solve
routine problems in familiar
contexts.
Generally clear and accurate
writing and speaking, using an
appropriate style and structure
for familiar audiences and
contexts.
Descriptive analysis of a
number of ways in which
authors use language
techniques to influence
opinions and decisions in
familiar texts.
Location, recording, and
occasional analysis of
knowledge relevant to a familiar
context.
Appropriate use of language
to convey simple meaning in a
narrow range of familiar and
unfamiliar contexts.
Knowledge and
understanding of the ways
in which the creators and
readers of a narrow range
of familiar texts use some
language techniques to
make meaning.
Knowledge and
understanding of the ways
in which familiar texts are
composed for familiar
purposes and audiences.
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Competent analysis of some
aspects of mainly familiar
cultural, social, or technical
roles of language that support
effective interactions in
different contexts.
Skills in reproducing some of
the structural, conventional, and
textual features of some text
types for familiar contexts,
audiences, and purposes.
Stage 2 English Pathways student response
Ref: A203992 (August 2012)
© SACE Board of South Australia 2012
D
Knowledge and
Understanding
Analysis
Application
Communication
Identification of some
simple ideas, values, or
beliefs in some familiar
texts.
Reference to simple
connections between
uncomplicated personal
experiences, ideas, values, or
beliefs, and those explored in
familiar texts.
Use of a restricted range of
language skills to interact in
familiar contexts, and to solve
simple problems.
A level of fluency in writing
and speaking in personally
relevant situations, using an
appropriate style and structure
for a narrow range of familiar
audiences and contexts.
Knowledge and
understanding of the ways
in which the creators and
readers of a narrow range
of familiar texts use a
restricted range of
language techniques to
make simple or factual
meaning.
Knowledge of the ways in
which familiar texts are
composed for personally
relevant purposes and
familiar audiences.
E
Identification of a simple
idea, value, or belief in a
familiar text.
Some knowledge and
emerging understanding of
the way in which a creator
or reader of a highly
familiar text uses a
language technique to
make factual meaning.
Some knowledge of the
ways in which highly
familiar texts are composed
for personally relevant
purposes and highly
familiar audiences.
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Reference to some ways in
which authors use language
techniques to influence
opinions and decisions in
familiar texts.
Reference to some simple
aspects of familiar cultural,
social, or technical roles of
language that support effective
interactions in one or more
contexts.
Recognition of a simple
connection between a
straightforward personal
experience, idea, value, or
belief, and that explored in a
highly familiar text.
Reference to the way in which
an author uses language
techniques to influence
opinions and decisions in a
highly familiar text.
Recognition of some simple
aspects of highly familiar
cultural, social, or technical
roles of language that support
effective interactions in one or
more contexts.
Location and recording of
factual knowledge relevant to a
familiar context.
Limited skills in reproducing
some of the structural,
conventional, or textual features
of a text type for a familiar
context, audience, or purpose.
Use of a restricted range of
language skills to interact in
highly familiar contexts, and to
solve simple problems.
Location or recording of factual
knowledge relevant to a highly
familiar context.
Restricted skills in reproducing a
limited number of structural,
conventional, or textual features
of a text type for a highly familiar
context, audience, or purpose.
Occasionally appropriate use
of language to convey simple
meaning in familiar contexts.
Emerging development of
fluency in writing and speaking
in personally relevant
situations, using an
appropriate style and structure
for a narrow range of highly
familiar audiences and
contexts.
Occasionally appropriate use
of language to convey literal
meaning in highly familiar
contexts.
Stage 2 English Pathways student response
Ref: A203992 (August 2012)
© SACE Board of South Australia 2012