PDHPE
Moving and appraising performance
Activity overview
Students compose and perform complex, creative and challenging movement sequences as part of
a dance routine. Students develop a deep understanding of the ways in which complex movement
sequences are appraised and construct marking criteria using an Excel spreadsheet to accurately
and effectively assess dance performance. Students analyse the elements of composition, then
compose and perform a dance routine that utilises all of the elements. Students record and then
annotate their groups’ performance using the webcam function on Premiere Elements,
demonstrating their understanding and use of the elements of composition. Each dance
performance is saved in a OneNote Notebook to enable fellow students to review the performance
and provide constructive feedback.
Syllabus links:
5.4 A student adapts, transfers and improvises movement skills and concepts to improve performance
5.5 A student composes, performs and appraises movement in a variety of challenging contexts
5.11 A student adapts and evaluates communication skills and strategies to justify opinions, ideas and
feelings in increasingly complex situations
5.12 A student adapts and applies decision making processes and justifies their choices in increasingly
demanding contexts
5.13 A student adopts roles and responsibilities that enhance group cohesion and the achievement of
personal and group objectives
5.14 A student confidently uses movement to satisfy personal needs and interests
Students learn about:
Students learn to:
 aspects of movement skill development
 demonstrate movement skills in increasingly
complex and challenging activities from a
 body control and awareness
selection of the following contexts:
 object manipulation and control
 dance
 anticipation and timing

technique
 features of movement composition
 purpose
 responding to stimuli
 improvising
 planning
 sequencing
 performing
 elements of composition
 space
 dynamics
 rhythm and timing
 relationships
 appreciating movement composition and
performance
 aesthetic appreciation
 qualities of performance
© Commonwealth of Australia 2009
 participate in a range of increasingly complex and
challenging movement activities to further develop
their ability to use the features of movement
composition
 compose and perform increasingly complex and
challenging movement sequences using the
elements of composition
 design and implement criteria to analyse the
performance of self and others in a range of
movement activities
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
analytical techniques
 use performance feedback to improve quality of
movement in a variety of contexts
 gather information about a performance using
objective and subjective methods
 enter performance data into a prepared
spreadsheet template, format and analyse with
consideration of ethical issues, eg use,
interpretation and publication of data
Learning activity description
Teacher note: Introduce students to the concept of judging a performance. Explain the ways in
which performances are appraised can have a significant influence on individual and group
performances. For some performers, it may be the difference between winning a gold and silver
medal, whilst for others it may influence their future participation in the specific activity. In order to
produce quality movement performances, it is essential that performers explicitly know and
understand the criteria by which they are being judged.
Introduce the terms, subjective and objective to students as used in the context of appraising a
performance.
1. Question students how these terms may apply to appraising or measuring performance.
2. Using the Thesaurus in Word, students collect adjectives that describe the terms, subjective
and objective.
3. In pairs, students use the adjectives found in the Thesaurus to develop a definition that
accurately defines the terms, subjective and objective. Students initially use the Thesaurus in
Word and then copy the relevant adjectives to their OneNote notebook.
4. In pairs, students use a PMI chart to evaluate the advantages and disadvantages of judging or
appraising performance.
5. In pairs, students analyse the ways in which various sports performances are currently judged.
Using Smart Notebook software, each group discusses the methods by which each sport is
appraised and then rates the sports along a subjectivity-objectivity continuum.
Teacher note: Explain to students that appraisal of performance lies on a continuum. Some sports
may use a variety of appraisal methods, e.g. a cricket umpire may refer decisions to a third umpire.
Students should be discussing what factors affect the subjectivity or objectivity of the appraisal
(e.g. prescribed marking criteria, prior experience and video analysis).
As a competitor, how would you prefer to be assessed whilst performing an activity? Why?
As a judge, how would you prefer to assess a performance? Why?
Teacher note: Internet connectivity is required for the completion of this activity. The video clips are
best viewed through YouTube. Other types of video broadcasting websites include TeacherTube or
Google Video. These can also be used.
6. As a class, students watch and analyse various types of dance.
After watching each dance performance, students individually answer the following questions
for the dance performance they enjoyed watching the most.
Which dance did you perceive to be the best and why?
What was involved in the dance? How many performers were there?
Why did you like or dislike the performance?
What aspects of the performance were difficult?
What aspects of the performance were appealing or entertaining?
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What features of each performance were evident?
Teacher note: This activity focuses specifically on appraising dance performance. Teachers could
use other sports such as gymnastics or diving where essentially subjective appraisal is utilised.
7. Individually, students analyse the various elements of movement composition. Within their
OneNote notebook, students are provided with a list of the elements and definitions. The list of
elements and the respective definitions have been jumbled. Students need to match the
elements and the definitions by moving them on the page (space, timing and rhythm,
dynamics, and relationships).
Once students have completed this task, they compare their responses with the person sitting
next to them.
8. Divide the class into pairs. Allocate an element to each pair (e.g. tempo, level, direction).
As a class, view a dance performance from a website with video content (YouTube,
TeacherTube or Google Video). In pairs, students analyse the dance performance. Each pair
describes how their element was demonstrated in the performance.
Students then save their work onto the OneNote notebook using a ‘Live Sharing Session’.
Each student in the class will then be able to access the information that has been developed.
9. In pairs, students use the webcam on their laptops (or an alternate digital camera that will
upload files to their laptop) to film themselves demonstrating each element of movement
composition. Students save their performance in their OneNote notebook.
Teacher note: When producing videos on the webcam, students need to be standing between 5-7
metres from laptop.
10. In groups of five, students create and establish a set of reliable and valid marking criteria that
will enable students to accurately appraise each dance performance. Reinforce to students the
need to develop explicit quality criteria to ensure each performance is measured objectively
and accurately.
Key question: What does a quality dance performance look like?
Teacher note: Explain to students what the terms valid and reliable mean.
11. Individually, students develop a spreadsheet using Excel to record marks for each of the dance
performances they will be watching.
Teacher note: A prepared Excel spreadsheet has been provided.
12. In groups of up to five, students select the type of performance that they will be composing,
performing and analysing. The duration of the dance should be approximately two minutes.
Allow students to select their type of performance from a variety of dance contexts, e.g.
aerobics, hip hop, creative dance, cultural dance, indigenous dance. In order to effectively
design, perform and analyse the dance, groups will need to complete the following:
research, analyse and identify specific movement steps specifically related to that style of
dance (students to search and view other dance performances on internet)
develop a dance that demonstrates each of the elements of composition
select specific dance steps they will be using in their performance
select an appropriate form of music (duration, dynamics, pitch)
compose a sequence of movements to form the dance.
13. In their work groups, students practice and refine their dance performance. Encourage
students to record their routines in order to gain feedback on their performance using the
webcam function in OneNote.
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14. In their respective groups, students record their performance using either a digital camera
(if available) or the webcam on their laptops.
Teacher note: Students can use their webcam. Advise students they need to be standing between
5-7 metres from the webcam.
15. In their respective groups, students analyse their own performance. Students will need to
create a video of their performance using Premiere Elements and then annotate aspects of
their dance performance to demonstrate their understanding of each of the elements of
composition.
Students produce and upload their video to the OneNote notebook where it can be viewed by
fellow students in the class.
© Commonwealth of Australia 2009
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