Learning area: Health and Physical Education
Level: Years 9 and 10
Teamwork
1 Nature of assessment task
Students will design and implement a strategy aimed at promoting effective teamwork in a selected or nominated sport.
The completed assessment task is expected to demonstrate the following qualities:
- the ability to contribute effectively to a group activity
- the ability to describe a strategy suitable for promoting teamwork in a selected or nominated team sport
- an understanding of the way in which the chosen strategy can lead to the development of teamwork
- appropriate use of language features.
2 Links with State and Territory curriculum
3 Prior teaching and learning
For this task students should have an understanding of:
- the meaning of teamwork in sport
- the characteristics of effective teamwork
- strategies to develop effective teamwork
- simplified motor skills appropriate for the selected or nominated sport.
In addition, students should be able to:
- work cooperatively as a group
- record observations on a record sheet.
4 Teacher preparation
Download resource material for this task.
Student resources
Teacher resources
5 Scaffolding: Preparing students for the task
This scaffolding activity will provide students with an opportunity to observe a simple teamwork activity based on modified volleyball skills. Teachers could, if they wished, adapt this activity to be used with another team sport.
After watching the activity students will engage in a class or group discussion to identify:
(a) a characteristic of teamwork
(b) a strategy that was used to promote effective teamwork.
See Teacher guidelines 1
and Teacher guidelines 2
for further details.
6 The task
Students are to design and demonstrate a strategy to develop teamwork.
The task consists of both a practical and a written component. Students are to work in groups of four or five for the design and demonstration aspect of the task and complete the written component individually. Students should be introduced to the Student rubric for teamwork task so that they understand how the task will be assessed.
Practical component: Group design and demonstration of a strategy
Students are to design a strategy to promote teamwork in a sport nominated by the teacher or selected by the group. Students could select a strategy from those listed on the Teamwork information sheet.
Teachers will need to decide whether to nominate a sport for the task or to allow student groups to select their own sport. This decision will usually take account of space and equipment available. Possible sports include basketball, netball, soccer, hockey, football and lacrosse.
- Students demonstrate the teamwork strategy to the rest of the class or another group.
- Teachers could have the rest of the class evaluate the effectiveness of the demonstrated strategy according to established criteria.
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Written component: Individual report
Section 1
Each student provides a written outline of the strategy devised by the group for the selected/nominated sport.
Section 2
Where appropriate, students draw a diagram to show the court or field layout of their demonstrated strategy.
Section 3
Students explain how this strategy would assist in the development of effective teamwork.
7 Professional advice
The following diagnostic grid could be used by teachers to record students' performance on each of the expected qualities to obtain a snapshot of those areas in which students will need further instruction. The teaching and learning activities that follow the grid are also related to each of the expected qualities and suggest some ways in which teachers could consolidate or extend student performance. Click here to view how the grid might be completed.
Teaching and learning activities linked to the expected qualities listed in the rubrics, and in the diagnostic grid, can be found at the following links:
Teaching and learning activities
Ability to contribute effectively to a group activity in designing and demonstrating a strategy to promote teamwork
- If students performed at a low level on this aspect of the task, make students responsible for peer coaching to help a partner learn or improve on a specific sport skill (or other suitable skill). This should be a skill in which the student feels competent. The class teacher could suggest the appropriate teaching method, eg demonstrate skill, skill practice, positive feedback. They could then observe and provide feedback to the student coaches.
- If students performed at a high level on this aspect of the task, ask them (individually or in pairs) to coach a junior sport team in the school. They could be responsible for conducting one or two training sessions under the guidance of the sport teacher involved. The emphasis in this activity would be on improving their leadership skills, in this case in the role of team coach.
Teaching and learning activities
Ability to describe a strategy suitable for promoting teamwork
- If students performed at a low level on this aspect of the task, ask students to watch a video of part of a game in a sport they are interested in (eg one quarter of AFL football, one period of a basketball game).
- The teacher nominates two characteristics of an effective team.
- Students describe at least one strategy used in the video to improve the effectiveness of the two nominated characteristics.
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- If students performed at a high level on this aspect of the task, ask students to select a sport they play and describe a training session in which they participate, commenting on:
- what teamwork characteristics are evident in this team
- what strategies the coach used to improve teamwork.
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Teaching and learning activities
Understanding of the manner in which a chosen strategy can lead to the development of teamwork
- If students performed at a low level on this aspect of the task, give students the opportunity to observe a team game played by part of the class. At the conclusion of the game, students are to ask the players to answer the following questions:
- What actions were used to improve teamwork in the game?
- How did the players think these actions would improve teamwork?
- What other action could the team have used to improve team effectiveness?
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- If students performed at a high level on this aspect of the task, provide them with a teamwork problem (eg some players in the team have a tendency to dwell on their immediate past mistake, causing a run of errors after that mistake) and ask them to devise a training activity to help remedy the situation.
Teaching and learning activities
Appropriate use of language features, including use of terminology related to health and physical activity concepts
- For students who performed at a low level on this aspect of the task, encourage the drafting of written work and the compilation of a checklist of aspects to review in the draft. Teachers might consider displaying a poster that reminds students of editorial checks to be undertaken when they review their drafts, such as 'Have you used the correct terminology? Have you checked the spelling of words with which you are unfamiliar?' The concept of peer coaching could be extended to this exercise by pairing students with a mentor whose skills in this respect are well developed.
- For students who performed at a high level on this aspect of the task, consider providing further opportunities to use writing as a medium of responding to tasks or assisting in raising the profile of the learning area. For instance students could be encouraged to write school newsletter articles which focus on aspects of health or provide information about team sport activities.
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