Leadership Strategies Impact

Level 2 Coaching a team Evaluate leadership strategies that contribute to the effective functioning of a group

Achievement Standard 91332 (2.6)

Credits: 4

Achievement

Achievement with Merit Achievement with Excellence Evaluate leadership strategies that contribute to the effective functioning of a group.

Evaluate, in-depth, leadership strategies that contribute to the effective functioning of a group.

Evaluate comprehensively leadership strategies that contribute to the effective functioning of a group.

Student name:

Teacher use only Grade awarded

Not Achieved

Achieved

Merit

Excellence

Authenticity statement: The work I have handed in for this assessment is my own. I have not copied information straight from books or websites, and I have not copied from or handed in the work of another student. Student signature: _____________________________ Date: _________________ Teacher signature: ______________________________ Date: _________________

Internal Assessment Resource Achievement Standard Physical Education 91332: Evaluate leadership strategies that contribute to the effective functioning of a group Resource reference: Physical Education 2.6B Resource title: Coaching a team Credits: 4 Teacher guidelines The following guidelines are designed to ensure that teachers can carry out valid and consistent assessment using this internal assessment resource. Teachers need to be very familiar with the outcome being assessed by Achievement Standard Physical Education 91332. The achievement criteria and the explanatory notes contain information, definitions, and requirements that are crucial when interpreting the standard and assessing students against it. Context/setting This activity requires students to select, use, and evaluate leadership strategies that contribute to the effective functioning of a team. Strategies for effective group functioning may relate to: communication skills group management self-management developing partnerships developing or providing motivation goal setting action planning planning of fallback or back-up strategies. In order to complete this assessment, students will draw on knowledge from achievement objectives 7B2, 7B4 and 7C3 and need to build knowledge about: What leadership is or is not? Who has access to leadership? Where, why and how leadership is used, encouraged or developed? Is leadership needed? What influences our understanding of leadership? How might understandings of leadership change or stay the same between different settings or contexts? What strategies can be used to develop and or enhance leadership? What is the relationship between leadership and coaching? What is an effective group, what does it look like, feel like and sound like? Is it similar or different to team? What strategies are most likely to help a team become effective? Conditions Students are required to complete a preparatory activity and then the task. While the preparatory activity is not specifically assessed it is needed for students to develop an understanding about what strategies to use when coaching their team. This assessment activity will take place over sports season. Observation of the application of strategies is ongoing throughout the coaching time frame. The students will need to negotiate coaching times with their teacher or sports coordinator. You will maintain a brief record of your observations. Resource requirements http://www.sparc.org.nz/en-nz/young-people/Guidelines--Resources/ Scroll down to the last pdf under handouts titled Learner Feedback tool. This resource connects key competencies with sport and provides a good angle of reflective questions for coaches. Additional information None.

Internal Assessment Resource Achievement Standard Physical Education 91332: Evaluate leadership strategies that contribute to the effective functioning of a group Resource reference: Physical Education 2.6B Resource title: Coaching a team Credits: 4 Achievement Achievement with Merit Achievement with Excellence Evaluate leadership strategies that contribute to the effective functioning of a group. Evaluate, in-depth, leadership strategies that contribute to the effective functioning of a group. Evaluate comprehensively leadership strategies that contribute to the effective functioning of a group.

Student instructions Introduction This assessment activity requires you to select, apply, and evaluate leadership strategies that contribute to the effective functioning of a group. In this case, the group is a team that you will coach for a season. Your teacher or sports coordinator (if a teacher) will observe your implementation of the leadership strategies and you will reflect on an ongoing basis on how well your selected leadership strategies are contributing / have contributed to the effective functioning of the team. Let your teacher (or sports coordinator) know when your team is practising or playing so that they can arrange to observe your coaching and use of the selected leadership strategies. They will need to observe you at least twice and will record comments on the effectiveness of your strategies. Task When you have been allocated your team and before the season begins, get to know the members, their skills, how they work together, and what kind of team they want to be. Plan what leadership strategies you will use to try and help them achieve their aims in terms of an effectively functioning team. For guidance, see Resource A. Throughout the season, keep an evaluative journal in which you keep a record of, and reflect on, your coaching. Record your practice sessions, activities, and purpose. Analyse your games, making a record of what you need to focus on at the next practice. Record your reflections on the leadership strategies you have used, why you used them and how well they worked in terms of supporting the team to be an effectively functioning team as described in the team statement. You may find these questions useful prompts when writing entries in your journal: What leadership strategy are you using? What example can you give to show how you have applied it? Why did you select this strategy? How should this strategy contribute to the functioning of the team? Is it working? (i.e. Is it contributing to the effective functioning of the team?) How do you know? What evidence can you point to? What will you do next, and why? What other leadership strategies have you used? How effective were they compared with this strategy? If a strategy is not proving effective, why not? How have you tried to adapt it? What could you do differently next time? Maintain your journal so that it will clearly communicate your reflections to your teacher or an external assessor. They will be looking for evidence that you have: selected strategies for a reason explained how they worked in terms of contributing to contributing to effective team functioning provided well-supported explanations for the success or otherwise of the strategies adapted strategies, if necessary. At the end of the season, you will have the opportunity to do a summative evaluation of the strategies and their effectiveness in the context: Did the team function effectively (i.e. did they achieve what they wanted to achieve)? Which of the leadership strategies has/have been most effective and why? For those that were not effective, why not, and what could you do differently next time? Hand in your journal by the specified date and time. Resource A Getting to know your team; determining strategies You will be allocated a team to coach for a season. Find out: what they can do in terms of the sport (consider both what the individual students can do and what the students can do as a team). how the group works together in a team situation (consider how they encourage each other, support each other, talk to each other, listen to each other, give feedback, and suggest tactics or ideas). Watch them play and observe how they work together: Are they able to combine their individual abilities for the good of the team or do they play as individuals? Do they support and encourage each other? Do they communicate with each other? Does each of the students know what it is they have to do in their positions, on attack, on defence etc., (or whatever the selected sport needs from its participants)? Once you have observed the group and formed ideas about how they work together, get input from them about how they view their team and how it could function more effectively. Get the team to develop a statement in which they outline the sort of team they want to be, and what “effective” means for them. Now consider what leadership strategies (at least two) you could use to help the team become what they have described in their team statement. Effective functioning Effective functioning of a group may include, but is not limited to: working towards a common goal achieving goals group members knowing their role in the team or group group support and/or encouragement groups or teams enjoying their challenge overcoming challenges problem solving negotiating.