Can a concept from Language and Literature transform how we assess learning in Physical and Health Education?

A few weeks ago, I observed my colleague teaching Grade 8 as part of something we call SNAPSHOT at our school. He was teaching textual analysis, and I was particularly impressed with all aspects of the lesson, especially the concept of the perfect paragraph.

During the observation, I asked myself: How can I apply this in Physical and Health Education (PHE)?

In case you’re wondering what SNAPSHOT is, here’s a quick explanation: A Snapshot Observation is an opportunity to reflect on teaching and learning practices. It is not an assessment, evaluation, or appraisal of a lesson or the teacher. Instead, it is a learning experience primarily for the observers, with discussions held immediately afterward. Through these observations, teachers reflect on their own practices and effectiveness in the classroom.

A few days later, I found myself diving deeper into language and literature with my colleague, Antoney Luvinzu. He shared a student’s sample of textual analysis, and my interest grew even more. This made me eager to explore how I could integrate a similar approach into PHE.

Before even developing my own ideas, I went back to Antoney and asked, Do you think the concept of the perfect paragraph can be applied to real-life situations?

He responded with a question: What do you have in mind?

I explained that in my upcoming Sports Education unit, one of the assessments would focus on knowledge. Instead of using last year’s approach, I wanted students to document their understanding through structured writing. In this unit, students would take on roles such as coaches, fitness instructors, psychologists, video analysts, or team captains. They would research their roles and use their knowledge to contribute to their team’s success.

Antoney agreed that the approach was possible but suggested a shift in terminology. Instead of calling it textual analysis, since no text was being analyzed, he recommended focusing on a Research Question.

Hearing this, I was excited, not only for my students but also for myself, as I was about to implement something new in my teaching. I sat down with Antoney, asked all my questions, and refined my unit plan and summative assessment.

Below is the unit I developed, along with the summative assessment created in collaboration with the Language and Literature department.

Unit Title: Go with the flow (Football)

Statement of Inquiry: 

In a diverse team, relationships can influence the choice and effectiveness of specific functions.

Inquiry Questions: 

Factual —  What is function? When do we consider that we have a diverse team? Why is diversity important? 

Conceptual — How relationships can influence functions? How do teams function? How can diversity help in making choices?

Debatable — Does diversity only impact positively on team relationships? 

ATL

Collaboration –  Manage and resolve conflict, and work collaboratively in teams, listen actively to other perspectives and ideas, Give and receive meaningful feedback.

Assessment Task

GOAL: Showing an understanding of how Cooperation and interaction may impact our choices and relationships in a diverse team. 

ROLE: You are a responsible member of a team. 

AUDIENCE: School Community 

SITUATION: The football season started in school and the students chose to prepare themselves throughout all practice and competition. So each student in your class chose a responsibility that will help the team during the season. In this diverse team you have to use your knowledge/skills/attitudes to build relationships through cooperation. 

PRODUCT: Through your investigation and teamwork, you will show how you improved relationships in a diverse team by making good choices. You will help your team reach the learning goals by working together and finding solutions to challenges. 
STANDARDS: Your work will be judged by Criterion A and C all strands

ASSESSMENT TASK

In this unit, we will focus on sports education. You will take on a specific role, learn about it, and use what you know to help your team succeed. Look at your role in the team, find a related problem, and Investigate to find a solution.

Formulate a research question, to help you carry out the investigation. 

Example: Mr. Pep is a football coach (Role), and he realized that most of his players can’t play the game because they did not have a prior exposure to the game (problem) and he wants to investigate (Reason) how best to adapt his players to the game 

“How best can players without prior experience be adapted into the sport?” (Research question)

What is your problem? 

Reason? Why is this problem important to be investigated? 

Your research question

“ …………………………………………………………………………………………………..”

Now, I’d love to hear your thoughts! How do you think this approach can enhance learning in PHE? Let me know in the comments.