and depth of our A Level PE EPIP talks? By Penny Pugh The whole - - PowerPoint PPT Presentation

Research Question: How can we improve the quality and depth of our A Level PE EPIP talks?

By Penny Pugh

“The whole principle came from the idea that if you broke down everything you could think of what goes into riding a bike, and then improved it by 1%, you will get a significant increase when you put them all together.” (Sir Dave Brailsford) This principle could work with the A Level PE students. This course requires learners to be assessed in three different ways;

• Examination of theoretical understanding
• Assessment of two sports
• Evaluating and Planning for the

improvement of performance (EPIP- Talk) The most obvious aspect of the criteria to achieve marginal gains is in the EPIP (Talk). As you will know PE students aren't normally shy in sharing their

• pinions. This section is worth I0% of their
• verall AS grade.

Time for the trial One session every two weeks (Oct- March Week 2 – Period 3) Impact measures I will be able to measure the success by using: *OCR G452 AS PE EPIP mark sheets / criteria *Internal moderation with JC *External peer moderation by KCI *OCR External Moderator Potential restrictions Attendance Illness Anxiety Group dynamics Individual characteristics Support required Peer moderation for PP (KCI & JC) Students to ‘buy in & believe’ Exemplar talks Practical performance footage

The research model for my project

How the information was gathered and collated to demonstrate effective marginal gains philosophy

Stage I

I) Provide learners with evidence of what good looks like (Exam board exemplar) 2). Learners identified the structure of the

• bserved talk

3). Issue AS EPIP mark sheet 4). Issued individual sports performance skills / tactics criteria

Stage 2

I). Learners research project launched, learners analysed their individual sports to identify the skills, tactics and fitness

• components. (key 9)

2). Research perfect model for each skill (magic 8) 3). Observed footage to analyse strengths and weaknesses. Prioritised key weaknesses 4). Created progressive practices for each skill / tactic (min. 6) 5). Linking theory to practical performance.

Stage 3

I). Introduced watching recorded performances & learners began to analyse them using the EPIP mark sheets (independently recording findings). 2). Analysing performance and delivering findings to a peer (peer feedback provided) 3). Peers assessed EPIP talks using mark sheets – learners now receiving feedback back on all or some of their talks every lesson, grade not provided. 4). Teacher assessed EPIP (feedback provided) – no grade) 5). Replicated assessment model (no notes allowed, blank sheet). Peer assessed, then Teacher assessed by awarding a grade & issuing feedback. 6). Mock assessment with PP – Recorded, graded & feedback provided. (footage offered to learners) 7). Externally peer moderated (Dinner date with KCI) 8). Actual EPIP exam – internally moderated 9). Moderation process, checked PP & JC accuracy & confirmed sample EPIP grade was accurate.

EPIP Talk Results:

Names Sports Practice EPIP Mock EPIP Final Grade Gains Mark Band Alex Swimming I0/20

(band 3) (D)

I4/20

(band 2)

I7/20

(band I) (A)

7 2 Sarah Football 9/20

(band 3) (D)

II/20

(band 2)

I4/20

(band 2 (B)

5 I Roni Cricket I2/20

(band 2) (C)

I5/20

(band 2)

I7/20

(band I) (A)

5 I Robyn Football 8/20

(band 3) (E)

II/20

(band 2)

I3/20

(band 2) (C)

5 I Amelia Swimming 6/20

(band 3) (U)

7/20

(band 3)

I0/20

(band 3) (D)

4

What have I learned from this trial?

1.

If you break down each aspect of the EPIP you can really achieve the marginal gains in every area, which has a significant impact on the overall grade.

2.

If learners can see what outstanding looks like, they have a greater chance of achieving the criteria themselves. A greater appreciation of the necessary skills are formulated.

3.

By introducing the EPIP mark scheme at the beginning of the process enables learners the opportunity to model the structure. Therefore, supporting them in accessing higher grades and avoiding omissions.

4.

It’s essential to create exam like experiences when conducting practice / mock

• assessments. This way learners know exactly what to expect.

5.

By expecting all students to achieve A’s, many often surprise themselves of what they are capable of.

6.

Confirmed my belief that learners really do learn from listening to each other. As long as the appropriate support has been provided by the teacher.

7.

We are accurate in our assessment and this has been confirmed by OCR’s external moderator.

8.

We have a successful formula that now needs to be built on to secure more A grade EPIP’s over the coming years.

We will build on our findings in the ......

Short Term by:

• Continue to allocate one

lesson a fortnight

• Continue to provide learners

with a clear appreciation of the skills and knowledge required for the EPIP, by sharing resources and materials available from OCR.

• Continue to use IL projects to

support classroom lessons & encourage research skills.

• Get learners to watch back

their footage and identify what they need to refine in preparation for next years EPIP.

Medium Term

• Get learners to build a bank
• f progressive practices for

each sport.

• Develop research skills to

support learners in recognising which websites are credible by issuing suggested website lists.

• Work with GCSE PE

colleagues to share effective practice when it comes to Analysing Performance units.

• Use more ‘live performances’

to re-create external moderation day experience.

Long term

• Actively expect learners to

link theoretical knowledge when analysing practical performance.

• Get all students to achieve

a mark band one response.

• Develop female students

confidence when talking in front of male peers / subject teachers.

• Develop close working

relationships with neighbouring schools to share best practice and conduct internal moderation.