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Using Solo Taxonomy for Analysis of Performance in PE

This is a bit of an experimental post; it is a work in progress that will develop and evolve as this teaching strategy develops.  I am interested in finding out what impact the use of solo taxonomy will have on the ability of Year 9 boys to perform effective analysis of performance.

I think that by presenting the activity using solo taxonomy with the most challenging activities at the top of the page and therefore encountered first by students the level of challenge accepted by the students will increase. By that I mean that the students will attempt the more complex activity first rather than working through the less challenging activities in a list style.

The list of activities will be presented to them highest challenge first reducing to lowest challenge:

Very High Challenge:

Task: Formulate an action plan to support your chosen performer to try to improve their game.

  • What skill development activities might they undertake?
  • How might they benefit from these?

High Challenge:

Task: Explain the causes of your chosen performer’s strongest and weakest shots.

  • What advice could you give to your chosen performer to help them maximize their strengths and minimize their weaknesses during a match?

Medium Challenge:

Task: Describe in detail the outcome of your chosen performer’s strongest and weakest shots.

  • What advice would you give them to improve further?

Low Challenge:

Task: Identify your chosen performer’s strongest and weakest shots.

  • What can they do to improve?

The students will be asked to first create an analysis code that they can use on a diagram of a tennis court to record winning / losing forehand and backhand shots.

Screen Shot 2015-09-06 at 19.31.47

Once this is complete they will asked to use this code to analyse the second set tie break from the Men’s Wimbledon Final 2015 between Roger Federer and Novak Djokovic.

Once this is done students will have the opportunity to undertake their chosen task.

Once the lesson is complete I will:

  • Analyse how many students undertook activities at each different challenge level.
  • Compare the challenge level with the end of year attainment grade to work out there is a link between attainment and levels of challenge attempted.

Next steps:

Assess the impact of RAG marking upon improving the final quality of work produced.



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