Clarification details
March 2025: This document addresses issues that have arisen from moderation.
Movement strategies and characteristics
A movement strategy is an approach or tactic used to achieve a movement outcome or goal. For example, creating an attacking opportunity. The characteristics are the quality indicators of how each movement strategy is demonstrated. For example, anticipating and responding to external cues, the fluidity, or coordination.
An example of a movement strategy including characteristics could be “anticipating and responding to the opposition by quickly and accurately passing into space for a team member to run onto, to create an attacking opportunity”.
Demonstration of a range of movement strategies
Students need to identify and demonstrate a range of movement strategies, rather than providing a written description of how they have demonstrated these.
Consultation with the teacher prior to the demonstration will allow students to identify movement strategies that are appropriate for the movement context and curriculum level.
Students should be assessed when they are ready.
Applied Setting
The applied setting provides an authentic environment that allows students to purposely demonstrate movement strategies. For example, this could be a class tournament (including officials, scoring, and evident game rules), a modified game (such as 3-on-3 basketball), an outdoor experience, or an event or festival.
Collecting evidence
The assessor is required to assess the range of movement strategies in a live performance, in an applied setting, for each student. These should match the movement strategies identified by each student. The characteristics should be included in the movement strategy on the live observation sheet, assessment schedule, or ongoing assessor commentary. This will provide evidence of the quality of the execution and the curriculum level.
The assessor’s live observation sheet could include dates and/or games to indicate when the demonstration took place. Evidence of the demonstration could include notes, symbols, video/voice recorded ongoing commentary, or a combination of these.
The final grade should be based on the assessor’s live observations of student identified movement strategies in the applied setting. Assessor commentary and student evidence is beneficial to support the grade awarded.
Consistent and effective demonstration evidence of movement strategies should be observed across multiple occasions within one game/outdoor experience, or across a series of games (a tournament) or outdoor experiences. This should also be recorded on the live observation sheet and could be supported in student video evidence or ongoing assessor commentary.