Assessment Type 2: Self‑improvement Portfolio (40%)

Students undertake one self‑improvement portfolio task.

Students undertake a personal journey of improvement with a focus on a school, community‑based or individual physical activity. They reflect on their participation and/or performance to identify an aspect of physical activity for improvement. This may include a focus on physiological, biomechanical, and/or skill‑development areas related to one or more movement concepts and/or movement strategies.

Students design and implement strategies, such as plans, programs, approaches, and/or tactics, to improve the identified aspect of physical activity.

They collect evidence and/or feedback to monitor improvement and the effectiveness of the implemented strategies at regular intervals over a period of time. Students use this evidence and/or feedback to make modifications to the implemented strategies.

The self-improvement portfolio should include:

• outline of the context through a brief introduction, which identifies the physical activity and focus area/s for improvement
• evidence of the ongoing cycles of improvement undertaken by the student, including:
  • analysis and evaluation of evidence collected prior to and throughout the duration of the improvement process
  • application of evidence to inform the implementation of and any modifications to the strategies
  • evaluation of the implemented strategies
  • evaluation of the improvement of the identified aspect of physical activity
• demonstrated contextual application of knowledge and understanding relevant to their focus area/s of improvement

It is recommended that the personal journey of improvement should include at least two cycles of implementation and evaluation of, strategies, collection of evidence and reflection on changes to the identified aspect for improvement.

The self‑improvement portfolio should be a maximum of 24 minutes for oral or multimodal presentations, or a maximum of 4000 words.

For this assessment type, students provide evidence of their learning in relation to the following assessment design criteria:

• application
• analysis and evaluation.