Clarification details
Updated December 2018. This document has been updated to address issues that have arisen from moderation.
Analysis of a physical skill
When students are explaining biomechanical principles, it is expected that anatomical knowledge is inherent in their explanation rather than a separate anatomical analysis.
When explaining the component parts (for example, preparation, execution, follow through), the biomechanical principles must be beyond level 7 of the curriculum.
Focusing on the most relevant biomechanical principles for the selected physical skill will allow for more depth in the student analysis.
Interrelationship of biomechanical principles
Student responses must provide a detailed discussion about how the selected biomechanical principles from the analysis inter-relate to improve the performance of the physical skill. For example, levers and force summation.
Critically analyse
When drawing conclusions from the performance analysis, students must clearly identify the component parts of the skill that have the greatest impact (or not) on performance improvement using biomechanical principles. These conclusions should be justified and supported with specific examples from the analysis.
Factors
The factors that influence the person’s ability to improve performance could be socio-cultural or other biophysical principles. Drawing conclusions from the performance analysis of these factors is required. These conclusions should be justified and supported with specific examples from the analysis.