physical education supplementary materials

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Physical Education supplementary materials External assessment trial — Semester 1, 2017 February 2017

© The State of Queensland (Queensland Curriculum and Assessment Authority) 2017

Queensland Curriculum and Assessment Authority PO Box 307 Spring Hill QLD 4004 Australia Level 7, 154 Melbourne Street, South Brisbane Phone: +61 7 3864 0299 Email: [email protected] Website: www.qcaa.qld.edu.au

mailto:[email protected]

Contents

Purpose _____________________________________________ 1

Administrative details __________________________________ 1 Authenticity of individual responses .................................................................... 1 Special provisions procedures ............................................................................ 1 Student absence ................................................................................................. 1

Guidelines for teaching and learning _____________________ 1 Subject matter .................................................................................................... 1

Assessment instrument ________________________________ 2 Information about the assessment ...................................................................... 2 Annotated question book cover page ................................................................. 3 Annotated response book cover page ................................................................ 4 Instrument-specific standards ............................................................................. 5

Sample instrument ____________________________________ 6

Sample response book ________________________________ 16

Sample responses ____________________________________ 30 Section A .......................................................................................................... 32 Section B .......................................................................................................... 33

Assessment glossary _________________________________ 41

Physical Education External assessment trial — Semester 1, 2017

Queensland Curriculum & Assessment Authority February 2017

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Purpose These supplementary materials assist and support teachers to prepare students for the 2017 Physical Education external assessment trial.

Administrative details

Authenticity of individual responses Schools must consider the physical layout of the examination room when preparing for the assessment to ensure students are unable to view the work of others. A Queensland Curriculum and Assessment Authority (QCAA) invigilator will monitor school administration of the assessment.

Special provisions procedures The External assessment trial: Special provisions handbook will be provided to schools in March 2017.

Student absence If students do not complete the external assessment trial due to absence, schools should apply their school-based special provisions or late and non-submission procedures. In these cases, folios for monitoring may include evidence of achievement and course coverage other than a response to the external assessment. Students who are absent may require an alternative assessment.

For more information about late submission or non-submission responsibilities and principles, see the A–Z of Senior Moderation, Section 1.1, available at www.qcaa.qld.edu.au/senior/moderation-hub/special-provisions.

Guidelines for teaching and learning Schools should use this supplementary material in conjunction with advice in the Information statement for schools: External assessment trial — Physical Education 2017, available at www.qcaa.qld.edu.au/memos/16/072-16.pdf.

Teaching and learning experiences provide students with opportunities to engage with the subject matter.

Subject matter Students must engage in integrated learning experiences in, about and through a direct interceptive physical activity across the assessable dimensions of Acquiring, Applying and Evaluating. Where possible, student learning should be authentic, that is based in real contexts and applicable to the student’s personal experience (syllabus, Section 3.2.1).

http://www.qcaa.qld.edu.au/senior/moderation-hub/special-provisions

http://www.qcaa.qld.edu.au/senior/moderation-hub/special-provisions

http://www.qcaa.qld.edu.au/memos/16/072-16.pdf



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Assessment instrument

Information about the assessment The Physical Education external assessment trial has two sections. Section A has multiple-choice questions. Section B has short-response questions and an extended written response question.

The sample assessment demonstrates how instructions are provided. The cover page specifies the time allowed for the whole assessment, and the structure of the examination. Schools should familiarise students with the layout of the cover page and draw their attention to key features. Each section begins with instructions on how to complete the questions.

Time management It is important that students are familiar with the design of the assessment and are given advice about how to manage their time, including how best to make use of their ten minutes perusal time.

Multiple choice Students should be given the opportunity to become familiar with the multiple-choice answer format. Ensure that students understand how to fill in the answer bubbles in the response book. Responses in the multiple-choice question book will not be marked.

Short responses and extended written response Students respond in the spaces provided in the response book. If students need more space to complete, rewrite or redraft a written response, they may use the additional pages at the back of the response book.

Ensure students understand that if they use the additional pages located at the end of the response book, they must:

• cancel their incorrect response by ruling a single, diagonal line through their work: if they fail to do this, their original response will be marked

• note the page number of their additional response, i.e. See page …

• label the additional page with the question number that they are responding to.



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Annotated question book cover page

Perusal time allows students to read the assessment. Students will not be able to write during this time.

Working time is the time provided to complete the assessment.

Students must use appropriate writing implements.

Description of sections.

If students need more space to complete, rewrite or redraft a written response, they may use the additional pages at the back of the response book.

Date the assessment will be administered.



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Annotated response book cover page

The test venue code will be your school code unless otherwise advised.

Students need to write their LUI in this section.

Date the assessment will be administered.

Barcodes will be provided for students to affix.



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Instrument-specific standards The instrument-specific standards identify the objectives that are to be assessed in the Physical Education external assessment trial.

A B C D E

The student work has the following characteristics:

Acq

uirin

g

• in-depth comprehension of a wide range of terminologies, principles and concepts relevant to energy systems, exercise physiology and direct interceptive physical activity

• sustained and accurate use of appropriate textual features

• comprehension of a range of terminologies, principles and concepts relevant to energy systems, exercise physiology and direct interceptive physical activity

• accurate use of appropriate textual features

• comprehension of fundamental terminologies, principles and facts relevant to energy systems, exercise physiology and direct interceptive physical activity

• use of appropriate textual features

• recollection and recognition of simple terminologies, principles or facts relevant to energy systems, exercise physiology and direct interceptive physical activity

• use of textual features

• recognition of some information associated with energy systems, exercise physiology and direct interceptive physical activity

• use of texts

App

lyin

g

• insightful, independent and appropriate analysis and application of information relating to energy systems, exercise physiology and direct interceptive physical activity

• purposeful and effective selection, sequencing and organisation of relevant and substantial subject matter

• independent and appropriate analysis and application of information relating to energy systems, exercise physiology and direct interceptive physical activity

• purposeful selection, sequencing and organisation of relevant and substantial subject matter

• appropriate analysis and application of information relating to energy systems, exercise physiology and direct interceptive physical activity

• suitable selection, sequencing and organisation of relevant subject matter

• comparison and categorisation of information relating to energy systems, exercise physiology and direct interceptive physical activity

• selection and sequencing of subject matter

• comparison or categorisation of information with assistance

• selection of basic subject matter

Eval

uatin

g

• discerning, convincingly justified and independent evaluations, solutions and recommendations concerning energy systems, exercise physiology and direct interceptive physical activity

• discerning and effective choice of communication strategies to enhance meaning and impact.

• justified and independent evaluations, solutions and recommendations concerning energy systems, exercise physiology and direct interceptive physical activity

• effective choice of communication strategies that enhance meaning and impact.

• defended evaluations and solutions concerning energy systems, exercise physiology and direct interceptive physical activity

• effective choice of communicative strategies that convey meaning.

• superficial evaluations or solutions concerning energy systems, exercise physiology and direct interceptive physical activity

• communication strategies that convey meaning.

• directed responses to problems concerning energy systems, exercise physiology and direct interceptive physical activity

• communication of some meaning.



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Sample instrument The sample instrument is designed for use during the course of study of the unit. It provides a sample of questions in a similar layout to the final external assessment. The number of questions in the final external assessment may vary from the sample instrument. Schools could use this sample as a practice instrument.



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Question book

Physical Education

Time allowed

• Perusal time — 10 minutes

• Working time — 120 minutes

General instructions

• Fill in the multiple-choice answer bubbles using 2B pencil.

• Write Section B responses using black or blue pen.

• Answer all questions in the response book.

Section A

Eight multiple-choice questions

Section B

• Two short-response questions

• One extended written response question

THIS PAGE IS INTENTIONALLY BLANK

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Section A Instructions • Do not circle your answers in this book.

• Answer all questions in the response book.

QUESTION 1

The training principle of specificity is addressed when a training session includes appropriate

(A) duration and intensity.

(B) frequency and flexibility.

(C) warm-ups and cool-downs.

(D) motivation and repetition.

QUESTION 2

Adenosine triphosphate (ATP) molecules are resynthesised in the muscles

(A) only by the aerobic system.

(B) by all three energy systems.

(C) only by the anaerobic systems.

(D) only by the creatine phosphate (ATP-PC) system.

QUESTION 3

Continuous training can help an athlete

(A) reduce their maximum heart rate.

(B) increase carbohydrate loading in the body.

(C) increase the supply of creatine phosphate stored in the muscles.

(D) reduce their recovery time between periods of high-intensity work.

QUESTION 4

Which of the following is a group of health-related fitness components?

(A) Balance, body composition, coordination, flexibility, muscular endurance

(B) Aerobic capacity, flexibility, muscular endurance, muscular power, speed

(C) Agility, anaerobic capacity, body composition, flexibility, muscular strength

(D) Aerobic capacity, body composition, flexibility, muscular endurance, muscular strength

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QUESTIONS 5–7

The table below outlines three training methods included in a program.

Training method 1 Training method 2 Training method 3

5-kilometre road run • 75% intensity

6 sets of 3 repetitions: • leg press • bench press • calf raises • squats • barbell curls - 75% of the maximum weight

that can be lifted in a single effort

- 3-minute rest between each set

4 × 400-metre run • 85% intensity • 3-minute rest between

each repetition

6 × 300-metre run • 90% intensity • 1:3 work–rest ratio

QUESTION 5

The training methods are

(A) continuous training, circuit training, short interval training.

(B) continuous training, circuit training, resistance training.

(C) continuous training, resistance training, long interval training.

(D) long interval training, resistance training, short interval training.

QUESTION 6

Training method 3 specifically targets the

(A) aerobic system.

(B) endocrine system.

(C) creatine phosphate (ATP-PC) system.

(D) lactic acid (anaerobic glycolysis) system.

QUESTION 7

Which fitness components are specifically targeted by Training method 2?

(A) Muscular power and aerobic capacity

(B) Muscular strength and aerobic capacity

(C) Muscular power and anaerobic capacity

(D) Muscular endurance and body composition

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QUESTION 8

Which one of the following statements is correct?

(A) After 50 seconds of exercise, the aerobic system does not contribute to the production of adenosine triphosphate (ATP).

(B) After 120 seconds of exercise, the anaerobic systems do not contribute to the production of adenosine triphosphate (ATP).

(C) After 180 seconds of exercise, the aerobic system contributes more towards the production of adenosine triphosphate (ATP) than the lactic acid (anaerobic glycolysis) system or the creatine phosphate (ATP-PC) system.

(D) After 180 seconds of exercise, the aerobic system contributes more towards the production of adenosine triphosphate (ATP) than the creatine phosphate (ATP-PC) system, and the lactic acid (anaerobic glycolysis) system does not contribute at all.

PLEASE TURN OVER

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Section B Instructions Any planning required to complete the questions in Section B may be completed on the planning paper supplied. This planning paper will not be marked.

QUESTION 9 (150 words)

An athlete completes a 30-second run at high intensity. After fully recovering, the same athlete completes a 120-second run at high intensity.

Compare and contrast the energy system contributions during the 30-second run with the energy system contributions during the 120-second run.


Recommend a training method to improve an athlete’s energy requirements for a 120-second run at high intensity. Justify your recommendation by referring to the training principle of specificity.


The table below shows an athlete’s training session.

Warm-up

• 5 minutes of continuous work (60–70% intensity)

• flexibility circuit

• 5 minutes of a modified game

Training

• 6 × 90-second efforts (75% intensity) with 3 minutes (180 seconds) rest between each repetition


• 10 × 30-second efforts (1:1 work–rest ratio)

Cool-down

• 3 minutes of slow, low-intensity work

• flexibility exercises

Refer to the training principles of intensity and duration to:

• evaluate the effectiveness of the training session in improving fitness for the physical activity that has been the focus of your study in Term 2

• recommend two changes to improve the specificity of the training session

• justify your decisions.

END OF PAPER

THIS PAGE IS INTENTIONALLY BLANK



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Sample response book The sample response book provides the multiple-choice answer sheet in a similar layout to the final external assessment to aid familiarisation with the trial.



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Response book

Physical Education

DO NOT WRITE ON THIS PAGE

THIS PAGE WILL NOT BE MARKED

of 10

Section A Instructions

Choose the best answer for Questions 1–8. Use a 2B pencil to fill in the A, B, C, or D answer bubble completely.

If you change your mind or make a mistake, use an eraser to remove your response and fill in the new answer bubble completely.

Example:

____________________________________________________________________________

1. A B C D

2. A B C D

3. A B C D

4. A B C D

5. A B C D

6. A B C D

7. A B C D

8. A B C D

A B C D

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Section B Instructions

Write your responses using black or blue pen. If you need more space, use the additional pages at the back of the book.

• To cancel your incorrect response, rule a single, diagonal line through your work. If you fail to do this, your original response will be marked.

• Note the page number of your additional response, i.e. See page …


Do not write outside this box.

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Term 2 physical activity:


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ADDITIONAL PAGE FOR STUDENT RESPONSES

Note the question number that you are responding to on this page.




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Sample responses Sample responses provide teachers with a sample of how to answer the questions. There are other possible responses.

The sample response annotations that follow show how the sample written responses demonstrate performance against the criteria.



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Section A

Instructions

Choose the best answer for Questions 1–8. Use a 2B pencil to fill in the A, B, C, or D answer bubble completely.

If you change your mind or make a mistake, use an eraser to remove your response and fill in the new answer bubble completely.

Example:

____________________________________________________________________________

1. A B C D

2. A B C D

3. A B C D

4. A B C D

5. A B C D

6. A B C D

7. A B C D

8. A B C D

A B C D



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Section B



Compare and contrast the energy system contributions during the 30-second run with the energy system contributions during the 120-second run.

During 30 seconds of high-intensity effort, the dominant energy system contributing to ATP

production is the lactic acid or anaerobic glycolysis energy system. While the lactic acid system

contributes the most, it only provides about half of the energy required for this duration.

The ATP-PC system provides a small percentage of energy as it is quickly depleted. The aerobic

system provides about a third of the energy used. In contrast, the aerobic system is the

dominant energy system for a duration of effort of 120 seconds. During this high-intensity

effort, the aerobic system provides about 60% of the energy required to produce ATP. Once

again, the ATP-PC system provides very little energy as it is quickly depleted. The lactic acid

system provides much of the energy needed for a 30-second duration, but by 120 seconds, it is

only providing a small part of the energy required.



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Fartlek training would improve the energy systems required for a 120-second, high-intensity effort.

Fartlek training is a form of continuous training that includes intervals of high-intensity effort,

separated by intervals of lower intensity effort of approximately 70% maximum heart rate.

This training method is ideal because the continuous training element of fartlek training targets the

aerobic energy system. The athlete can then work at a high intensity with a heart rate at

approximately 70% maximum heart rate. The aerobic energy system is important to develop for a

performance of 120 seconds because it provides a majority of the energy used over that duration.

Fartlek training also incorporates intervals of high-intensity sprints which will help develop the lactic

acid energy system. The lactic acid energy system accounts for about 30% of the energy

requirements for a 120-second effort.



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Warm-up




Training




Cool-down








Soccer (example only)

The physical activity I have participated in during this term is soccer. The majority of my time

spent playing is sub-maximal. However, there are periods of high-intensity work throughout my

performance that require me to move quickly into position, into space, or evade opposition

players. These efforts typically last for a short duration of 10–15 seconds. Sometimes my

performance requires me to repeat this high-intensity effort with little rest but most of the time,

I get enough rest to recover before I need to work hard again.



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The training session uses interval training to improve my fitness; however, the duration and

intensity of the training is not appropriate for the requirements of my performance.

The session begins with durations of 90 seconds with 180 seconds rest between efforts. While

this form of long interval training would help me develop a good lactic acid energy system,

90-second durations are not specific to my performance, as the majority of my high-intensity work

is done over a much shorter duration of 10–15 seconds. The intensity of the 90-second efforts in

the interval session are also not specific to my performance as the intensity is only moderate at

75%. An intensity of above 85% is best for improving lactic acid energy systems.

The third set in the training session contains shorter intervals, lasting only 30 seconds, with

30 seconds rest between efforts. This set of intervals is far more appropriate for the needs of my

performance; however, there is no intensity listed for this set of intervals.

In order to improve the training session and make it more specific to my needs, I would change

both the intensity and duration of the intervals to more closely align with my performance requirements.

I would suggest sets of short intervals ranging in duration from 10–30 seconds of work. This

more closely mirrors the efforts in a game of soccer. I would ensure that the level of intensity is closer to

90% or higher. This will ensure that I am training to improve anaerobic energy systems such as the

lactic acid system. I would aim for rest periods between each repetition that are similar in duration

to that of my performance and make them active rest periods since this will facilitate

recovery of lactic acid and be more specific to the sub-maximal periods of work in my

performance in soccer.



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Section B QUESTION 9 (150 words)


Compare and contrast the energy system contributions during the 30 second-run with the energy system contributions during the 120-second run.

During 30 seconds of high-intensity effort, the dominant energy system contributing to ATP

production is the lactic acid or anaerobic glycolysis energy system. While the lactic acid system

contributes the most, it only provides about half of the energy required for this duration.

The ATP-PC system provides a small percentage of energy as it is quickly depleted. The aerobic

system provides about a third of the energy used. In contrast, the aerobic system is the

dominant energy system for a duration of effort of 120 seconds. During this high-intensity

effort, the aerobic system provides about 60% of the energy required to produce ATP. Once

again, the ATP-PC system provides very little energy as it is quickly depleted. The lactic acid

system provides much of the energy needed for a 30-second duration, but by 120 seconds, it is

only providing a small part of the energy required.

Key: Acquiring: identify, describe, recall and comprehend facts, definitions, terminology and principles Applying: select, interpret, analyse and manipulate information

Evaluating: evaluate, predict and justify probable and possible outcomes of actions, plans and decisions

Note: Question 9 in the sample instrument does not assess the Evaluating dimension.



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Fartlek training would improve the energy systems required for a 120-second, high-intensity effort.

Fartlek training is a form of continuous training that includes intervals of high-intensity effort,

separated by intervals of lower intensity effort of approximately 70% maximum heart rate.

This training method is ideal because the continuous training element of fartlek training targets the

aerobic energy system. The athlete can then work at a high intensity with a heart rate at

approximately 70% maximum heart rate. The aerobic energy system is important to develop for a

performance of 120 seconds because it provides a majority of the energy used over that duration.

Fartlek training also incorporates intervals of high-intensity sprints which will help develop the lactic

acid energy system. The lactic acid energy system accounts for about 30% of the energy

requirements for a 120-second effort.





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Warm-up




Training




Cool-down








Soccer (example only)

The physical activity I have participated in during this term is soccer. The majority of my time

spent playing is sub-maximal. However, there are periods of high-intensity work throughout my

performance that require me to move quickly into position, into space, or evade opposition

players. These efforts typically last for a short duration of 10–15 seconds. Sometimes my

performance requires me to repeat this high-intensity effort with little rest but most of the time,

I get enough rest to recover before I need to work hard again.



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The training session uses interval training to improve my fitness; however, the duration and

intensity of the training is not appropriate for the requirements of my performance.

The session begins with durations of 90 seconds with 180 seconds rest between efforts. While

this form of long interval training would help me develop a good lactic acid energy system,

90-second durations are not specific to my performance, as the majority of my high-intensity work

is done over a much shorter duration of 10–15 seconds. The intensity of the 90-second efforts in

the interval session are also not specific to my performance as the intensity is only moderate at

75%. An intensity of above 85% is best for improving lactic acid energy systems.

The third set in the training session contains shorter intervals, lasting only 30 seconds, with

30 seconds rest between efforts. This set of intervals is far more appropriate for the needs of my

performance; however, there is no intensity listed for this set of intervals.

In order to improve the training session and make it more specific to my needs, I would change

both the intensity and duration of the intervals to more closely align with my performance requirements.

I would suggest sets of short intervals ranging in duration from 10–30 seconds of work. This

more closely mirrors the efforts in a game of soccer. I would ensure that the level of intensity is closer to

90% or higher. This will ensure that I am training to improve anaerobic energy systems such as the

lactic acid system. I would aim for rest periods between each repetition that are similar in duration

to that of my performance and make them active rest periods since this will facilitate

recovery of lactic acid and be more specific to the sub-maximal periods of work in my

performance in soccer.





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Assessment glossary These terms may be used in the Physical Education external assessment instrument.

Term Definition

acquiring the dimension of acquiring involves the retrieval and comprehension of information and the reproduction of learned physical responses

aesthetic activities any physical activity with characteristics that place an emphasis on creating a performance and the visual appeal of the performance. Performances are usually judged against criteria

analyse dissect to ascertain and examine constituent parts and/or their relationships; break down or examine in order to identify the essential elements, features, components or structure; determine the logic and reasonableness of information; examine or consider something in order to explain and interpret it, for the purpose of finding meaning or relationships and identifying patterns, similarities and differences

apply use knowledge and understanding in response to a given situation or circumstance; carry out or use a procedure in a given or particular situation

applying the dimension of applying involves the application of acquired information and learned physical responses

comprehend understand the meaning or nature of; grasp mentally

consider think deliberately or carefully about something, typically before making a decision; take something into account when making a judgment; view attentively or scrutinise; reflect on

context the circumstances which surround a particular situation or event

decide reach a resolution as a result of consideration; make a choice from a number of alternatives

define give the meaning of a word, phrase, concept or physical quantity; state meaning and identify or describe qualities

demonstrate prove or make clear by argument, reasoning or evidence, illustrating with practical example; show by example; give a practical exhibition

design produce, e.g. a plan, simulation, model, project; plan or fashion; form or conceive in the mind

determine establish, conclude or ascertain after consideration, observation, investigation or calculation; obtain the only possible answer; decide or come to a resolution

develop elaborate, expand or enlarge in detail; add detail and fullness to; cause to become more complex or intricate

devise think out; plan; contrive; invent

direct interceptive activities any physical activity that requires opponents to occupy and compete for the same space through body contact, blocking, avoiding opponents and controlling implements

discuss examine by argument; sift the considerations for and against; debate; talk or write about a topic, including a range of arguments,



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factors or hypotheses; consider, taking into account different issues and ideas, points for and/or against, and supporting opinions or conclusions with evidence

document support (e.g. an assertion, claim, statement) with evidence (e.g. decisive information, written references, citations)

evaluating the dimension of evaluating uses information, understandings and skills previously gained in acquiring and applying to make decisions, reach conclusions, solve problems and justify solutions and actions

Focus Area A Learning physical skills

Focus Area B Processes and effects of training and exercise

Focus Area C Equity and access to exercise, sport and physical activity in Australian society

generate produce; create; bring into existence; produce by a chemical process

identify distinguish; locate, recognise and name; establish or indicate who or what someone or something is; provide an answer from a number of possibilities; recognise and state a distinguishing factor or feature

indirect interceptive activities any physical activity where players occupying space critical to their opponents and little to no body contact occurs. Players or teams are often separated by a net.

integration the subject matter selected for study is derived from the focus areas and must be integrated with the selected physical activities being relevant to and contextualised within those physical activities (syllabus, p. 6)

interpret use knowledge and understanding to recognise trends and draw conclusions from given information; make clear or explicit; elucidate or understand in a particular way; bring out the meaning of, e.g. a dramatic or music work, by performance or execution; bring out the meaning of an artwork by artistic representation or performance; give one's own interpretation of; identify or draw meaning from, or give meaning to, information presented in various forms, such as words, symbols, pictures or graphs

investigate carry out an examination or formal inquiry in order to establish or obtain facts and reach new conclusions; plan, collect, search, inquire into, interpret and draw conclusions about data and information

justify give reasons or evidence to support an answer, response or conclusion; show or prove how an argument, statement or conclusion is right or reasonable

learning the modification of behaviour through interaction with the environment; knowledge acquired by systematic study; a relatively permanent change in performance, brought about by experience, excluding changes due to maturation and degeneration

make decisions select from available options; weigh up positives and negatives of each option and consider all the alternatives to arrive at a position

modify change the form or qualities of; make partial or minor changes to something



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performance activities any physical activity performed in isolation. Performances in this physical activity category are usually measured against a set of standards

personalisation learning experiences and assessment opportunities, where possible, should relate to students’ personal experience, enabling students to make meaning of complex understandings through connections with their real-life contexts (syllabus, p.6)

physical activity body movement that is produced by a contraction of skeletal muscle and that increases energy expenditure; broad term that includes playing games and sport; includes activities such as dance, yoga and tai chi; and many other forms of active recreation

physical activity learning context

involves a team, individual and/or lifestyle focus, selected from categories of physical activity; includes classroom-based activities, participation in physical activity, laboratories, field studies, excursions, community events, technology-enhanced learning tasks and outside-school experiences, involving self and others

predict give an expected result of an upcoming action or event; suggest what may happen based on available information

propose put forward (e.g. a point of view, idea, argument, suggestion) for consideration or action

recognise identify or recall particular features of information from knowledge; identify that an item, characteristic or quality exists; perceive as existing or true; be aware of or acknowledge

specific clearly defined or identified; precise and clear in making statements or issuing instructions; having a special application or reference; explicit, or definite; peculiar or proper to something, as qualities, characteristics, effects, etc.

sport a human activity that has physical exertion, skills, tactics and strategies as a primary focus, with elements of competition, and for which rules and patterns of behaviour governing an activity exist formally through organisations

summarise give a brief statement of a general theme or major point/s; present ideas and information in fewer words and in sequence

team a number of people associated in some joint action

physical education supplementary materials

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