ALDRIDGE STATE HIGH SCHOOL
HEALTH & PHYSICAL EDUCATION DEPARTMENT
SENIOR PHYSICAL EDUCATION
Year 11
ASSESSMENT TASK 4.2
Term 4
RESEARCH ASSESSMENT – Reflective essay
Formative
ANALYTICAL EXPOSITION
Conditions
Physical Performance:
Triathlon, (Individual Performance)
Focus area:
C : Equity and access to exercise, sport and physical activity
in Australian society
Length:
800-1000 words
Drafting:
Task context
Teacher consultation and maximum of two drafts allowed
Throughout the recent Triathlon unit, you have participated in a variety of authentic
environments that were instrumental in determining your enjoyment and achievement in an
individual endurance performance activity.
You also investigated how your opportunity to participate and achieve in physical activity and
in particular Triathlon is affected by your access to the physical activity. Even though it may
appear that all class members have an equal opportunity to participate and improve in
Triathlon an appreciation of the different societal influences as explained in Dr. Peter
Figueroa’s Framework clarifies that in reality inequities do exist. These inequities may be
reflected in an individual’s attitude towards Triathlon which in turn affects their opportunity to
participate and achieve in Triathlon
Task
Prepare an 800- 1000 word analytical exposition in the genre of a reflective essay, explaining
and justifying how your participation, enjoyment and achievement in Triathlon has been
compromised or enhanced by sociocultural factors.
Task Guidelines
This independent reflection requires you to examine the levels of Figueroa’s framework in
order to explain and justify societal influences that have had the most significant impact on
your participation and achievement in Triathlon. To complete this, follow these steps
1. Establish a clear understanding of equity. That is even though it may appear that you
have equal opportunity compared to other people (even within your class) your access
to participate and therefore your opportunity to achieve is less (or more in some cases)
2. Select a level from Figueroa’s framework that you feel you can best use to argue that
your opportunity to participate and achieve in Triathlon is in fact
compromised/enhanced.
3. Generate and collect primary and secondary information to support your argument This
information is used as evidence to: support your selection of the societal level and
explain how your opportunity has been affected
a. Primary evidence varies depending upon the level you are focusing on. It may
include:

Institutional level: An analysis of Policy and Reports related to equity and
access in Triathlon or sports and physical activity in general.

Individual level: Journal responses related to your participation, enjoyment
and performance during the Triathlon unit.

Individual level: Glasser’s needs hierarchy and Meyers-Briggs personality
types.

Cultural level: Further reading on cultural influences on body image in sport;
social construction of ideal body shape; how sport is a microcosm of society;
social construction of gender; the influence of dominant culture in Australia
(Anglo-Saxon male); and the influence of the media on the evolution of
culture.
Interpersonal level: Anecdotal information and observations of effects of the
different socialization agents in society.
Structural level: List of Human, Physical and Financial resources available
for Triathlon and your opportunity to access them.


c.
3.
4.
Textual features
Use of secondary evidence should be used to further justify your evaluation
Sort and analyse the information:
a.
When using research, remember to analyse (breakdown each level of
Figueroa’s framework and establish the interrelationships) and evaluate
(check for reliability and accuracy of) your researched evidence.
b.
Record your researched material in a clear and logical fashion, keeping an
accurate record of all sources referred to, primary and secondary, print
and digital. A separate set of papers should be used for this purpose and
constantly updated. See School diary re. reference and bibliography
policy.
Develop research outcomes – use your research to support your response, that
is to provide justification to decisions about what societal factor most influenced your
participation and hence your achievement in Badminton
Preparing your analytical exposition in the genre of a reflective essay.
The construction of any text involves entering into a relationship with your reader. In this
essay you need to focus on convincing the reader to accept your viewpoint based on detailed
and credible evidence. In order for an argument to be taken seriously, it needs to be tightly
organised, detailed and to the point.
For this genre and to complete this task you need to develop your viewpoint by reflecting on
the issue/s without taking a personal stance on wether it is a good or bad thing. Reflection
enables you to explore the possibilities of the topic as you think and write about it. It clarifies
your thinking and develops your understanding without having to make any final decision
about it.
In looking at socialisation issues relevant to your participation and achievement in Triathlon,
you might reflect on your effort or motivation and the different societal factors that have
influenced it. You may then do more reading, make observations, discuss with peers,
consider other opinions to help you put your thinking into a wider context and to understand
the complexity of the issues.
Using this essay form should help you to determine what you think about an issue.
Assessment item 3.2
Focus Area C: Equity and access to Sport and Physical activity in Australian society.
Physical response: Badminton (indirect interceptive)
Standard A
The student work has the following
characteristics:
Standard B
The student work has the following
characteristics:
Standard C
The student work has the following
characteristics:
Standard D
The student work has the following
characteristics:
Standard E
The student work has the following
characteristics:






in-depth comprehension of a
wide range of terminologies,
principles and concepts
relevant to Figueroa’s
framework and Triathlon
sustained and accurate use of
appropriate textual features in
an essay

comprehension of a wide
range of terminologies,
principles and concepts
relevant to Figueroa’s
framework and Triathlon
accurate use of appropriate
textual features in an essay

comprehension of
fundamental terminologies,
principles and facts relevant
to Figueroa’s framework and
Triathlon
use of appropriate textual
features in an essay

recollection and recognition of
simple terminologies,
principles and facts relevant
to Figueroa’s framework and
Triathlon
use of textual features in an
essay

recognition of some
information associated with
access or equity or
participation in Triathlon .
use of texts
The student work has the following
characteristics:
The student work has the following
characteristics:
The student work has the following
characteristics:
The student work has the following
characteristics:
The student work has the following
characteristics:






insightful, independent and
appropriate analysis and
application of the levels of
Figueroa’s framework and the
impact on access, equity and
participation in Triathlon
purposeful and effective
selection, sequencing and
organisation of relevant and
substantial aspects of
Figueroa’s framework and
how they may impact on
access and equity.

independent and appropriate
analysis and application of the
levels of Figueroa’s
framework and the impact on
access, equity and
participation in Triathlon
purposeful selection,
sequencing and organisation
of relevant and substantial
aspects of Figueroa’s
framework and how they may
impact on access and equity.

appropriate analysis and
application of the levels of
Figueroa’s framework and the
impact on access, equity and
participation in Triathlon
suitable selection, sequencing
and organisation of some
aspects of Figueroa’s
framework and how they may
impact on access and equity.

comparison and
categorisation of information
relating to access, equity and
participation in Triathlon
selection and sequencing of
information related to access
or equity or participation in
Triathlon

comparison and
categorisation of access or
equity information relating to
with assistance
selection of basic factors
related to access or equity or
participation in Triathlon
The student work has the following
characteristics:
The student work has the following
characteristics:
The student work has the following
characteristics:
The student work has the following
characteristics:
The student work has the following
characteristics:





Evaluating
Applying
Acquiring
CRITERIA:

discerning, convincingly
justified and independent
evaluations, solutions and
recommendations concerning
the access and participation
in Triathlon , based on the
different levels of Figueroa’s
framework
discerning and effective
choice of communication
strategies to enhance
meaning and impact of the
unseen essay

justified and independent
evaluations concerning the
access and participation in
Triathlon , based on the
different levels of Figueroa’s
framework
effective choice of
communication strategies to
enhance meaning and impact
of the unseen essay
NAME: -----------------------------------------------------------.

defended evaluations
concerning the access and
participation in badminton,
based on the different l
Triathlon evels of Figueroa’s
framework
effective choice of
communication strategies that
convey meaning through the
unseen essay

superficial evaluations
concerning the access and
participation in Triathlon
based on the different levels
of Figueroa’s framework
communication strategies that
convey meaning through the
unseen essay

directed responses to
problems concerning access
and participation in
badminton.
communication of some
meaning