1. Loreto Normanhurst
Year 8 PDHPE Task 3 2014
Outcome to be addressed:
4.4 Demonstrate and refine movement skills in a range of contexts and environments
Date of issue: Term 2, Week 2
Topic: Aqua Fun – Modified Games
Total Marks: 25 Marks
Assessment Weighting: 15%
Task Outline:
Practical Demonstration of a Modified Game – Swimming and Diving/Submerging (21 marks)
 During this unit you will have the opportunity to participate in a variety of modified games that focus on
swimming and diving/submerging.
 You will be given one lesson in class prior to the task to work in groups and develop your own modified game
that focuses on swimming and diving/submerging.
 You will then guide other groups through the game you have designed and be assessed by your classroom
teacher on the basis of the criteria as seen below.
You will be assessed on your ability to:
1. Effectively design a modified game that focuses on swimming and diving/submerging. A hard copy of your game plan
and rules are to be submitted to class teacher on day of practical assessment
2. Demonstrate and refine movement skills relevant to aquatic environments
3. Work collaboratively with others
Self-Reflection (4 marks)
In addition, you are required to complete the self-reflection sheet, recalling and evaluating your practical performance
during this unit.
This sheet is attached and should be submitted with the marking criteria on the specified due date.
Due Date: To commence in class Week 7. Task will continue in class until complete
A: 13th
June Day 10 Period 4(JB) *
B: 12th
June Day 9 Period 5(JB)
C: 12th
June Day 9 Period 1(DM/SL)*
D: 10th
June Day 7 Period 1(KG)
E: 12th
June Day 9 Period 5(KC)
F: 12th
June Day 9 Period 2(KC)
*Theory/Prac swap

2. Year 8 Student Self Evaluation – Task 3 Aqua Fun
Complete the self-reflection sheet below, outlining your performance during the Aqua Fun unit.
Comment: In the space below, recall and evaluate your practical performance during this unit.
 Design of a modified game- e.g. How does your game demonstrate creativity? How is it relevant to swimming
and diving/submerging? Is the game realistic and achievable? Why will it be enjoyed by others?
 Movement skills relevant to aquatic environments - e.g. How effectively can you perform
freestyle/breaststroke/backstroke, dive, swim, underwater? Have you worked at your personal best when
participating in a variety of modified games? What strengths did you exhibit? In what ways have these games
challenged you?
 Work collaboratively – e.g. In what ways did you contribute to the design of your game? How did you
communicate with other group members? How did manage differing opinions/ideas?
I believe that in this unit of work I did well as I completed my Aqua Fun task in time and I have enjoyed
swimming. In my group for the game making task I was with Izzy and Stephanie, and together we worked
very well as Stephanie came up with the base idea and Izzy and I elaborated on it. In the lesson where we
had to teach our game to each other, we all worked together to explain it to the other groups. Our game is
creative as we put a twist on your classic under water tip. It is relevant to swimming as you have to swim
above and below water to try and not get tipped. The game is realistic as we played it once in class and it
worked successfully. It will be enjoyed by others as you have to try and not get tipped by the person in.
Swimming has always been a strong sport of mine, so I can swim well and I am a strong swimmer. While
swimming we didn’t really do a lot of actual swimming but when we did I tried my best but didn’t get my
personal best but I did have fun. I exhibited my swimming skills when preparing the beginning of the class.
Your name:
Level Demonstrated (tick) Very Good Good Ok Poor Not
demonstrated
Grade yourself according to the following:
(please tick)
1) Design and creativity of a modified
game
2) Swimming skills
3) Ability to dive and submerge
4) Communicate ideas to other group
members
5) Participation/Involvement

3. Marking Criteria: Year 8 PDHPE Task 3 – Aqua Fun
Student Name: ……………………………………………………………………. Teacher: …………………………………………………
1. Effectively design a modified game that focuses on swimming and diving/submerging. A hard copy plan of game submitted
to class teacher on day of Assessment Task
0 - 1 2 - 3 4 – 5 6 – 7
Demonstrates an awareness of
how and why people move.
The game has little or no
relevance to swimming and
diving/submerging.
The structure of the game has
not been thought through and it
purpose is difficult to
understand.
Demonstrates a basic
understanding of how and why
people move.
Designs a game that has some
relevance to swimming and
diving/submerging.
The structure of the game is
lacking AND/OR the rules are
overly complex making
participation for others difficult.
Demonstrates a sound
understanding of how and why
people move.
Designs an effective game that
develops skills in swimming and
diving/submerging.
The rules of the game are
straight forward and contribute
to the overall flow and
enjoyment of the game.
Demonstrates a thorough
understanding of how and why
people move.
Designs a creative game that is
highly appropriate for developing
skills in swimming and
diving/submerging.
The rules of the game are well-
developed, realistic and contribute
to the overall flow and enjoyment
of the game.
2. Demonstrate and refine movement skills relevant to aquatic environments
0 - 1 2 - 3 4 – 5 6 – 7
Demonstrates an elementary
level of movement skill relevant
to aquatic environments.
Limited involvement in student
developed modified games.
Demonstrates a satisfactory level
of movement skill relevant to
aquatic environments.
Attempts most student
developed modified games but
has difficulty with some tasks.
Demonstrates potential skills in
swimming, diving and/or
submerging but lack of
confidence hinder involvement.
Demonstrates substantial
movement skills relevant to
aquatic environments.
Participates effectively in most
student developed modified
games.
Demonstrates skills in
swimming, diving and
submerging.
Demonstrates an excellent level of
movement skill relevant to aquatic
environments.
Participates confidently in a variety
student developed modified
games.
Demonstrates a high degree of skill
in swimming, diving and
submerging.
3. Work collaboratively with others
0 - 1 2 - 3 4 – 5 6 – 7
Limited involvement in designing
the game.
Rarely communicates or provides
positive support to other group
members.
Sometimes involved, enthusiastic
and cooperative.
Provides some support to other
group members.
Listens to the ideas of others but
lacks confidence when
contributing their own ideas.
Regularly involved and
enthusiastic.
Always positive and encourages
group members.
Contributes ideas to the group.
Makes an effort to listen to the
ideas of others.
Constantly involved & enthusiastic.
Always positive and encourages
group members.
Communicates effectively to all
group members.
Listens to others and is inclusive of
all group members.
4. Self-Reflection
Mark Criteria
4
 Present remembered ideas, facts and/or experiences of their modified games performance
 Makes an accurate judgement of their own performance in modified games
 Presents ideas in a clear and logical manner
2 -3
 Sketches in general terms, the main features of their modified games performance
 Provides basic appraisal of their own performance in modified games
0 - 1  Limited appraisal of any modified games
 Minimal reference to their own performance in an modified game
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