Dear teachers,

Today, we will continue our discussion on ePortfolios, focusing on criteria B, which involves planning for performance. Similar to our approach with criteria A, I will share with you how to enhance the Unit provided by IB by adding details and ensuring that learners confidently engage in the task. I will utilize previous ePortfolios as examples to demonstrate how to structure assignments, providing students with ample information to gain a clear understanding of the task at hand. Let’s delve into ePortfolio Criteria B! However, before we begin, don’t miss out on our eBooks designed to enhance your teaching. These invaluable resources can help you refine your teaching practices and become even more effective educators.

1. How to Create a Unit Plan, Summative Assessments, Clarify Task Specifics, and Introduce Them to Students
2. Empowering Student Learning in PHE: Insights from an IB MYP Teacher

Eportfolio Criteria B

Let’s begin by examining the details provided by the IB for the Criteria B assignment. Below, you’ll find information extracted from the 2023 ePortfolio pertaining to Criteria B.

Task 2 – Performance development plan (as coach):Develop, in consultation with the client, a structured plan that:

·       presents specific, measurable, achievable, relevant and timely goals relating to their client’s personal development

·       includes a focus for each session and provides a progression toward the enhancement of the stated physical and health goals

·       in each session, suggests strategies for continued improvement

·       includes, in consultation with the client, on-going reflection, re-assessment and adaptation of the initial plan, goals and strategies according to the progress made. 

The performance development plan will demonstrate the student’s ability to:

·       develop meaningful goals related towards improvement (Bi):

one physical goal that will enhance the performance with a focus on the application of the movement concepts 

one health goal that is the result of improved performance will target the health of the client and directly or indirectly improve the client’s performance

·       design, explain and justify the initial plan for development over the course of the unit, including personal, local or global influences on performance (Bii)

adapt the original plan appropriately based on their client’s feedback and their own observations (Aii and Bii).

So this is the information you have and you need to provide students with guidelines to help them proceed. To help you understand that I will use one of the previous units called THE JOY OF MOVEMENT and we will only look at criteria B, starting from the GRASP, lets go for it. 

GOAL: Through the Joy of Movement, ideas can be expressed, and messages conveyed

Role: Upcoming Sports Coach

Situation: Having gathered information about your client’s background and having done an analysis of their current performance in their chosen activity based on components of fitness tests ; skill and techniques, movement techniques and where they are in the Stages of learning through video analysis and their current levels of psychological fitness, you are now to develop an individualized Performance Development Plan program of 10 planned sessions.

Product: Performance Development Program

This task is now to create an Individualized Performance Development Plan that will help meet the client’s goals in the best way possible in 8 planned sessions.

Using the your client’s profile created in task 1 create a plan that has two meaningful goals: (specific, measurable, achievable, relevant and timely) Physical goal that will enhance the joy of the performance with a focus on the application of the movement concepts. Health Goal that will target the health of the client and directly or indirectly improve the client’s performance.

Shows a PDP OF 8 planned sessions for the SPECIFIED NEEDS of your client based on the established profile and goals from Task 1.

Make sure you include:

➢ How the plan is related to the health aspect chosen

➢ How will you develop the plan so that your client experiences more joy?

Physical fitness drills for the chosen sport or activity that meets the needs of your client. Make sure you include:

➢ Key coaching points for the skill chosen

➢ Diagrams of the drill/s so that they follow the instructions easily

➢ Time frame for the drill and the number of times they are repeated

➢ The intensity of the drill/s- does it need to be completed at speed?

➢ Consider S.P.O.R.T and F.I.T.T when developing your program.

You need to explain how you have taken into account how it affects their joy of movement and the sustainability of the drills.

Provide a journal entry after each session reflecting on the training programme. Be sure to include what went well, improvements needed, coach’s comments, client,’ comments, and future adaptations.

After 4-5 sessions, re-test your client using the original tests to identify if they have improved in performance.

Based on the results of the benchmarks/tests, you need to evaluate the effectiveness of the plan/drills in helping to develop the required health element and fitness component and adjust your SMART GOALS as necessary.

Design further drills or adjust your plan so that you can continue to develop the chosen goals that demonstrate the physical development and generation of joyous experience when addressing the goals. Explain and justify your reasons for including these drills and make sure you refer to a performance checklist and fitness tests when choosing the next drills.

At the end of the program implementation, retest your client using the original tests to identify if they have improved in performance.

Standards: Criterion B: Planning for Performance Level 7-8

The student: i. Develops goals to enhance performance and joyous experiences ii. designs, explains and justifies a plan to improve physical performance and health

The Student: The Performance Development plan will demonstrate the student’s ability to: ❖ Develop meaningful goals related towards improvement (Bi):• One physical goal that will enhance the joy of the performance with a focus on the application of the movement concepts.• One health that will target the health of the client and directly or indirectly improve the client’s performance.❖ Design, explain and justify the initial plan for the client’s development over the course of the coaching sessions (Bii) ❖ Adapts the original plan appropriately based on the client’s feedback and your own observation (Aiii and Bii). (Justify modifications made)You will be expected to consistently use (most) relevant subject-specific terminology.

Now, let’s break down the task and explain to the students what they should explore within each Criteria B strand. The following details will guide the learners to ensure they produce a great outcome. It’s important, as a teacher, for you to refer to our previous article where we discussed criteria A and establish a connection with criteria B. Even though we are using different units, the core idea remains the same. Additionally, don’t forget to check the updated information on the ePortfolio; since this data is from previous years, there might have been changes.

Task 2 check list (page limit – maximum 6 pages) 10 sessions

1. Develop meaningful goals towards improving performance that extend beyond your client’s physical and social development and include enhance in the areas of their joy and happiness of movement (Bi)

One Physical Goal that will enhance the joy of the performance with a focus on the application of the movement concepts.

One Health goal that will target the health of the client and directly or indirectly improve the client’s performance (Criterion B i)

2. Justification of each goal based on your client’s ability- relate how you will use surroundings

Presents specific, measurable, achievable, relevant and timely goals relating to their client’s personal development and enhancement of their joy of movement. (SMARTER) (Criterion B i)

3. Design, explain and justify the initial plan for the Performance development plan over the course of the coaching sessions (Bii) ➢ Produce a Performance Development Plan in consultation with client, -that includes sessions that progressively focus on the achievement of the identified personal goal (show understanding of principles of training- (overload has FITT, methods of training, -write up before the table. ➢ Suggest strategies for working with your client- interpersonal skills: ❖ Communication and feedback; Negotiation; Problem solving; Decision making; Understanding individual traits ➢ Principles of Coaching ➢ Risk assessment (Minimizing injuries) (Criterion Bii)

4. Adapt the original plan appropriately based on client’s feedback (Aii) and Bii. (Justify modifications made) (Criterion Bii) ➢ Analyse progress based on feedback and adapt the plan in agreement with the client as necessary ❖ ❖ Types of feedback (Knowledge of performance and Results) and (Intrinsic and extrinsic feedback ❖ Ways of guidance-Visual, verbal, manual (supported guide) and mechanical (use of physical aids) ❖ Learning, refining and adapting skills: copying, trial and error. Role models and refining and adapting learned skills ❖ Analysis of a competitive individual performance: analysis of technique and skills; decision making ability, Knowledge of strategies and tactics and levels of fitness. (use of ICT)

5. Use of appropriate terminology consistently and effectively. (Criterion Aiii) Put it in Italics –assessed all through the 4 tasks
6. ➢ Bibliography

Distinguishing analysis, synthesis and evaluation

Command term

Definition

Analyse

Break down in order to bring out the essential elements or structure. (To identify parts and relationships, and to interpret information to reach conclusions.)

Evaluate

Make an appraisal by weighing up the strengths and limitations.

Synthesize

Combine different ideas in order to create new understanding.

NOTE- To analyse issues, plans and performances involves examining the significance and interrelationships of essential elements in order to reassemble or synthesize these component parts into a meaningful whole. Evaluation involves making a judgment, an appraisal or proving a point. When students evaluate, they interpret information and ideas, considering their strengths and limitations for solving a particular problem.

CLICK HERE FOR: E-portfolio – Criteria A Examples

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