: Introduction
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Poi example
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The assessments included 25 tasks in which students were asked to display their personal movement skills, appropriate to a range of situations and environments. These activities often involved the use of equipment, such as balls, bats and skipping ropes, in addition to physical coordination.

Twenty-two tasks were identical for year 4 and year 8 students, one was administered to both years but with some components deleted for year 4 students and one was administered only to year 8 students. Twelve are trend tasks (fully described with data for both 2002 and 2006), two are released tasks (fully described with data for 2006 only) and eleven are link tasks (to be used again in 2010, so only partially described here).

The tasks are presented in the three sections: trend tasks, then released tasks and finally link tasks. Within each section, tasks administered to both year 4 and year 8 students are presented first, followed by tasks administered only to year 4 students and then tasks administered only to year 8 students.

Averaged across 124 task components administered to both year 4 and year 8 students, 14 percent more year 8 than year 4 students succeeded with these components. Year 8 students performed better on 90 percent of the components. The smallest differences generally occurred on task components that focused on technique, with the largest differences on task components that emphasised speed and precision.

Trend analyses showed no meaningful change since 2002 for year 4 or year 8 students. Averaged across 39 task components attempted by year 4 students in both years, two percent more students succeeded in 2006 than in 2002. Gains occurred on 23 components and losses on 14 components, with no change on two components. At year 8 level, with 47 task components included in the analysis, two percent more students on average succeeded with the task components in 2006 than in 2002. Gains occurred on 31 components, with losses on 13 components and no change on three components.


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