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Secondary School TGG
29th Jun 2017

NCEA Information

The Tough Guy and Gal Challenge can be used to assess against standards 91330 and 91501 in 2017.
The process for developing the criteria has been changed due to the ongoing issues with the courses and course conditions.  This will now occur AFTER the Tough Guy and Gal Challenges have been completed. Click here for more information.

The criteria will be initially developed by the TGTG event management with a lead group of teachers in each region supported by Physical Education New Zealand, PENZ, who will pick this up for members to ensure the criteria is valid and fair for all students between courses and regions.

The criteria times for standards 91330 and 91501 will be published on the website AFTER ALL events have taken place in the regions (Auckland, Hawkes Bay, Wellington and Rotorua) are completed.

Also the Tough Guy and Gal Challenge could be used as a context in units of work that assess the following standards:

Level 3
91502 Examine a current physical activity event, trend, or issue and its impact on New Zealand society
Students would have the opportunity to experience a current physical activity event. This would provide a more relevant and meaningful context for students to research and explain from different perspectives (spectators, event management, other competitors) to draw conclusions about the event’s impact or potential impact on New Zealand society.

91789 Devise strategies for a physical activity outcome
Students could develop their own physical activity outcome for the Tough Guy/ Gal Challenge. This involves devising strategies, trialling and adjusting them as a result of ongoing reflection to achieve the physical activity outcome. Devising strategies is the process by which knowledge is applied to meet the purpose of the physical activity outcome for self and others.

91500 Evaluate the effectiveness of a performance improvement programme
Students could examine their actual performance improvement programme by using biophysical principles and socio-cultural factors to evaluate and make judgements about the effectiveness of the programme. Students could develop their own goals to measure the effectiveness of the performance improvement programme.

91498 Evaluate physical activity experiences to devise strategies for lifelong well-being
The Tough Guy/ Gal Challenge could be examined as one of the physical activities students have experienced to date.

Level 2
91327 Examine the role and significance of physical activity in the lives of young people in New Zealand
Students could experience the Tough Guy/ Gal Challenge and explore the role and significance of the event for themselves and other young people in New Zealand. For example, for the role of physical activity the student could explore fun and enjoyment, challenge, social contact, development of team work.  For significance of physical activity, students could explore who/ what influences them when making decisions to enter a community based challenge like Tough Guy/ Gal or how young people view the relationship between physical activity and entertainment.

91329 Demonstrate understanding of the application of biophysical principles to training for physical activity
Students could develop biophysical knowledge through applying relevant biophysical principles (principles and methods of training, exercise physiology and sports psychology) to training for the Tough Guy/ Gal Challenge.

91331 Examine the significance for self, others and society of a sporting event, a physical activity, or festival
Students could examine the significance of Tough Guy/ Gal Challenge for self, others and society. By experiencing the event, it becomes more relevant to students and they have a better understanding of the significance for self, others and society.

91335 Examine the implementation and outcome(s) of a physical activity event or opportunity
Students could specify an intended aim/ purpose for the Tough Guy/ Gal Challenge for a group of participants, for example, their class or another group of young people. They would then develop and implement a plan to meet these aims/ purpose. The actual outcomes are then examined in relation to how they relate to the intended aim/ purpose for the Tough Guy/ Gal Challenge.

Suggested NCEA Standards to link with the Tough Guy and Gal Challenge

NCEA Level 1:

Ref.  No.  Achievement Standards  Credits   Level  Assessment Mode
90964  1.3 Demonstrate quality movement in the performance of a physical activity. 3 1 Internal
90965  1.4 Demonstrate understanding of societal influences on physical activity and the implications for self and others. 4 1 Internal

NCEA Level 2:

Ref.  No.  Achievement Standards  Credits   Level  Assessment Mode
91333  2.7 Demonstrate understanding of the application of risk management strategies to a challenging outdoor activity. 4 2 Internal
91335  2.9 Demonstrate understanding of the implementation and outcomes of a physical activity event or opportunity. 3 2 Internal
91329  2.3 Demonstrate understanding of the application of biophysical principles to training for physical activity. 4  2 Internal

 

NCEA Level 3:

Ref.  No.  Achievement Standards  Credits   Level  Assessment Mode
91501  3.4 Perform a physical activity to nationally developed performance standards, in an applied setting 4 3 Internal
91500  3.3 Evaluate the effectiveness of a performance improvement programme. 4 3 Internal
91502  3.5 Examine a current physical activity event, trend or issue and its impact on New Zealand society. 4 3 Internal

 

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