Learner Feedback Tool (PDF, 504 Kb) - Sport New Zealand
Learner Feedback Tool (PDF, 504 Kb) - Sport New Zealand
Learner Feedback Tool (PDF, 504 Kb) - Sport New Zealand
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Developing competent and confident young people through sport<br />
and recreation contexts<br />
Background<br />
The <strong>New</strong> <strong>Zealand</strong> Curriculum (NZC) begins with a vision for young people who will become<br />
“confident, connected, actively involved and lifelong learners”.<br />
In the education setting there are many opportunities to develop competencies both inside<br />
and outside the classroom.<br />
The <strong>Sport</strong> and Recreation <strong>Learner</strong> <strong>Feedback</strong> Grid<br />
The <strong>Learner</strong> <strong>Feedback</strong> grid has been developed for use in sport and recreation contexts.<br />
The grid suggests a range of components that contribute to competent and confident young<br />
people. The learner is encouraged to:<br />
understand the component<br />
reflect on the component<br />
have conversations with coaches, managers, peers, teachers about where they are at<br />
on the continuum and how to further develop in this component.<br />
The role of the coach, leader, teacher, or instructor is to facilitate this process through<br />
conversations and questioning. The selection of component(s) for giving feedback is best<br />
made by both the learner and the facilitator.<br />
While the grid is divided into three ‘marker posts’ each component is viewed as a<br />
continuum for ongoing development. Therefore, reaching the descriptor in the third box<br />
does not mean development should cease, rather it’s a place for the learner to reflect on<br />
‘what next’.
Using the <strong>Sport</strong> and Recreation <strong>Learner</strong> <strong>Feedback</strong> Grid<br />
The feedback grid can be used in many ways, for example:<br />
a. By a coach with a complete team to:<br />
set team goals and direction for the season<br />
agree on and develop a team culture<br />
set the expectations and goals going into a tournament<br />
highlight to team members the opportunities for learning within their participation<br />
in sport and recreation.<br />
b. By a coach with individual players/athletes to:<br />
set goals<br />
discuss progress<br />
give feedback and feed-forward to individuals to assist their development and<br />
progress<br />
assist a player/athlete to determine ‘what next’<br />
highlight how individual development could bring further potential to the team.<br />
c. By a player/athlete to:<br />
set goals<br />
self reflect and self monitor progress and development against own goals.
Participating and contributing<br />
Potential key<br />
competency from<br />
NZC<br />
Components<br />
for<br />
developing<br />
young people<br />
<strong>Sport</strong> and Recreation <strong>Learner</strong> <strong>Feedback</strong><br />
Improved levels of confidence and competence<br />
Sample questions for conversations<br />
Active<br />
involvement<br />
Leadership<br />
‘Followship’<br />
Undertakes<br />
roles<br />
Performing<br />
physical skills<br />
Applying<br />
tactics/strategy<br />
Willing to be involved.<br />
Is willing to take the lead<br />
when asked in some<br />
situations.<br />
Willing to follow the lead of<br />
others and be guided by<br />
others.<br />
Willing to undertake some<br />
roles within games/practice/<br />
participation.<br />
Able to perform a range of<br />
fundamental movement<br />
skills.<br />
Recognises different tactics<br />
/strategies and when they are<br />
applied.<br />
Actively involved in most<br />
situations within<br />
games/practice/participation.<br />
Takes the lead when asked and<br />
positively influences the<br />
games/practice/participation for<br />
others.<br />
Follows the lead of others and<br />
their instructions in most<br />
situations within<br />
games/practice/participation<br />
Undertakes a range of roles<br />
within<br />
games/practice/participation.<br />
Demonstrates the basic activity<br />
specific skills in<br />
games/practice/participation.<br />
Demonstrates basic<br />
tactics/strategies in most<br />
situations within<br />
Consistent active involvement and<br />
contribution in all situations within<br />
games/practice/participation. Displays<br />
appropriate levels of energy,<br />
enthusiasm and engagement.<br />
Empowers others to lead and supports<br />
others to positively influence the<br />
games /practice/participation for all.<br />
Makes appropriate use of own<br />
constructive and inclusive leadership<br />
skills.<br />
Consistently supports the leadership of<br />
others in all situations within<br />
games/practice/participation.<br />
Consistently ‘steps up’ to undertake<br />
appropriate roles at the ‘right’ time in<br />
all situations. Contributes through<br />
these roles for the benefit of all.<br />
Consistently demonstrates<br />
comprehensive activity specific skills in<br />
games/practice/participation.<br />
Consistently demonstrates the ‘right’<br />
tactics/strategies at the ‘right’ time in<br />
games/practice/participation.<br />
Why is it good to get involved in sport and<br />
recreation?<br />
How involved do you want to get?<br />
What things stop you getting involved?<br />
How could you overcome these things?<br />
What does leadership look like?<br />
When do you show leadership?<br />
What things stop you leading?<br />
How could you overcome these things?<br />
How do you show you are willing to follow?<br />
How well do you follow the leadership of others?<br />
What gets in the way of you ability to listen or act<br />
co-operatively?<br />
What roles are there in your sport./recreation?<br />
What roles to you take on and why?<br />
What roles do you avoid taking on – and why?<br />
What would help you to take on different roles?<br />
What are the skills to play this game activity?<br />
How well do you perform the skills?<br />
What are the skills you need to develop next?<br />
How will you develop them?<br />
What are the different strategies and tactics used<br />
in this sport/recreation activity?<br />
How well do you apply them - accurately and at
Managing self<br />
Initiative<br />
Establishing<br />
personal goal/s<br />
Self<br />
responsibility<br />
Resilience<br />
Seeks<br />
knowledge and<br />
feedback<br />
Reliable<br />
Fair play<br />
Willing to try to make things<br />
happen.<br />
Understands that setting<br />
personal goals within sport<br />
and recreation has positive<br />
benefits.<br />
Acknowledges self<br />
responsible for their own<br />
learning and actions.<br />
Approaches each opportunity<br />
to participate positively.<br />
Willing to ask for feedback<br />
and further knowledge in<br />
some situations.<br />
Knows when to be at the<br />
games/practice/participation.<br />
Aware of what Fair Play<br />
consists of ‘in action’ and<br />
agrees to attempt to uphold<br />
principles of fair play.<br />
games/practice/participation.<br />
Sees opportunities and tries to<br />
make things happen from time to<br />
time.<br />
Sets personal goal/s that relate to<br />
sporting/recreational or personal<br />
development and achievement<br />
within a sport/recreation context.<br />
Tries to achieve goals.<br />
Tries to take self responsibility for<br />
own learning and actions in<br />
game/practice/participation.<br />
Maintains composure throughout<br />
the games/practice/participation<br />
and especially in times of<br />
adversity or disappointment.<br />
Tries to gather knowledge and<br />
seeks feedback in most<br />
situations. Acts on feedback.<br />
Is punctual to most activities with<br />
appropriate equipment and is<br />
ready for action.<br />
Plays fair, is respectful of others,<br />
of rules/ officials/environment in<br />
most situations within<br />
game/practice/participation.<br />
Consistently reads situations within<br />
games/practice/participation and<br />
makes thing happen.<br />
Sets realistic personal goal/s that<br />
relate to sporting/recreational or<br />
personal development and<br />
achievement. Uses range of key<br />
competency capabilities to work<br />
towards achieving goals.<br />
Consistently takes self responsibility<br />
for own learning and actions. Selfresponsibility<br />
enables the leaner to be<br />
independent and self directed in own<br />
learning.<br />
Through role-modeling encourages<br />
others to remain positive, composed<br />
and focused during the activities.<br />
Consistently bounces back from<br />
disappointment.<br />
Pro-active in seeking knowledge and<br />
feedback that will enable<br />
development, or improve their<br />
experience. Always acts on feedback.<br />
Is always on time, organised, with<br />
appropriate equipment. Always makes<br />
timely contact if not able to attend.<br />
Consistently upholds the principles of<br />
fair play and encourages others to do<br />
so. Shows exemplary respect for the<br />
rules, opponents, officials, decision<br />
and environment. Displays integrity.<br />
the right time?<br />
What strategies and tactics do you need to<br />
develop?<br />
How will you develop them?<br />
How well do you make things happen?<br />
How often do you make things happen?<br />
What things can you do to make things happen?<br />
How well do you set goals – short and long term?<br />
What are your goals about e.g. personal<br />
development, achievement, results?<br />
How well do you check progress on your goals?<br />
What would help you to set and achieve higher<br />
goals?<br />
What does taking self responsibility look like?<br />
How well do you take responsibility for your<br />
learning?<br />
How well do you take responsibility for your<br />
actions during games/practices/activities?<br />
How positively do you approach your<br />
games/practices/participation?<br />
How well do you stay composed under pressure or<br />
when disappointed?<br />
What do you to get over disappointments?<br />
How often do you look for/ask for feedback?<br />
How well do you take new knowledge on board?<br />
How well do you act on feedback?<br />
How do you show that you value feedback?<br />
How well can others expect you to be:<br />
where you are meant to be,<br />
when you are meant to be there,<br />
with everything you need to play?<br />
What can you do to meet these expectations?<br />
How fair are you as a player?<br />
What are the times when you find it is easier or<br />
harder to fair play?<br />
How well do others see you as a person who<br />
upholds Fair Play?<br />
What are the best things you can do to play fair?
Relating to others<br />
Thinking<br />
Listening<br />
Working with<br />
others<br />
Aware of the need to listen,<br />
and is willing to do so, but<br />
can be distracted.<br />
Willing to co-operate with<br />
others. Agrees that good<br />
social and co-operative skills<br />
are important and tries to use<br />
them within<br />
game/practice/participation.<br />
Listens actively in most situations<br />
within game<br />
/practice/participation.<br />
Participates co-operatively with<br />
others. Uses a range of good<br />
social and interpersonal skills in<br />
most situations within<br />
game/practice/participation.<br />
Active listener in all situations within<br />
game/practice /participation. Body<br />
language and responses shows they<br />
are listening actively.<br />
Consistently participates cooperatively<br />
and constructively with<br />
others. Support others through the use<br />
of positive and well-developed social<br />
and interpersonal skills in all<br />
situations.<br />
What does an active listener look like?<br />
What is the advantage of being a good listener<br />
How good a listener are you?<br />
What can you do to be a better listener?<br />
How well do you ask good questions?<br />
Why is it good to work well with others?<br />
How positive are your actions and words during<br />
games/practices?<br />
How co-operative are you in all situations during<br />
games/practices?<br />
When you are negative how can make these<br />
words and action positive?<br />
Empathy<br />
Negotiating<br />
Supporting<br />
others<br />
Cultural respect<br />
Understanding<br />
the<br />
game/practice/<br />
participation<br />
Building<br />
knowledge<br />
Aware of and identifies with<br />
another's feelings.<br />
Acknowledges different<br />
opinions and attempts to<br />
negotiate with one or more<br />
people to reach a satisfactory<br />
resolution.<br />
Acknowledges the benefits of<br />
and ways to be supportive of<br />
others.<br />
Acknowledges the different<br />
cultures of other participants<br />
within<br />
games/practice/participation.<br />
Has knowledge of goal of<br />
games/practice/participation<br />
and basic rules of the<br />
games/practice/participation.<br />
Aware of why they need new<br />
knowledge and recognises<br />
new knowledge (technical<br />
Identifies with and responds to<br />
the feelings of others in most<br />
situations within game /practice<br />
/participation.<br />
Successfully negotiates with one<br />
or more people to reach a<br />
satisfactory resolution in most<br />
situations within<br />
game/practice/participation.<br />
Positively supports others in most<br />
situations within<br />
games/practice/participation.<br />
Respects the different cultures of<br />
other participants in most<br />
situations within<br />
games/practice/participation.<br />
Has knowledge of goal,<br />
comprehensive rules and basic<br />
tactics and strategies of the<br />
game/practice/participation.<br />
Tries to adopt new technical and<br />
tactical knowledge. Can show or<br />
explain this improved<br />
Consistently able to show empathy to<br />
others. Able to put self in the place of<br />
the other person. Seeks to<br />
appropriately influence the sport or<br />
recreation environment in response to<br />
the feelings of others.<br />
Consistently recognises when and how<br />
to negotiate so that all parties reach a<br />
satisfactory resolution. Demonstrates<br />
understanding that compromise may<br />
be necessary in negotiations.<br />
Consistently displays attitudes and<br />
values that support others during all<br />
situations within<br />
games/practice/participation. Selfless.<br />
Consistently acts in a respectful way<br />
toward the different cultures of other<br />
participants in all situations within<br />
games/practice/participation.<br />
Has knowledge of goal, comprehensive<br />
rules, and effective tactics and<br />
strategies of the game/<br />
practice/participation.<br />
Consistently strives to seek and display<br />
new technical and tactical knowledge.<br />
Engages in the process of in the<br />
What happens when you are considerate and<br />
inconsiderate?<br />
How well do you consider the feelings of other<br />
people?<br />
What can you do to make sport and recreation<br />
better for others?<br />
What does a win-win solution look like during<br />
games/practice?<br />
What is the advantage of win –win situations?<br />
What can you do to achieve win-win situations?<br />
Why is it good to support your team mates?<br />
Which actions show you contribute to a positive<br />
atmosphere in the group?<br />
What stops you or helps you show these actions?<br />
What happens when you are negative to someone<br />
else’s culture?<br />
Is difference in terms of culture is a good thing?<br />
How do your words and actions show what you<br />
think about different cultures?<br />
What ways show you respect people’s culture?<br />
How well do you know:<br />
the goals of the activity?<br />
the rules of the activity?<br />
the strategies and tactics to use?<br />
How well do you build knowledge about being an<br />
effective player/participant through:<br />
technique?
Using language, symbols, and texts<br />
Decision-making<br />
Creative and<br />
enterprising<br />
solutions<br />
Reflection inaction<br />
and onaction<br />
Understanding<br />
information<br />
Using<br />
information<br />
(technical and<br />
tactical)<br />
Using<br />
information<br />
(language, signs,<br />
signals)<br />
‘Reading’<br />
movement<br />
and tactical). understanding. building of knowledge for self and<br />
others.<br />
Identifies different technical<br />
and/or tactical options.<br />
Awareness that there may be<br />
more than one solution/idea.<br />
Understands solutions when<br />
generated by others.<br />
Reflects on some aspects of<br />
games/practice/participation<br />
and suggest possible changes<br />
for self.<br />
Attempts to understand and<br />
engage with information.<br />
Recognises different technical<br />
and tactical information and<br />
attempts to use it.<br />
Attempts to use the<br />
language, signs and signals<br />
that are part of the<br />
games/practice/participation.<br />
Aware of the language of<br />
sport and recreation.<br />
Tries different technical and/or<br />
tactical options and can give<br />
reasons for decisions.<br />
Can see new solutions/ideas and<br />
more effective ways in some<br />
contexts.<br />
Reflects during and after<br />
games/practice/participation and<br />
tries to make necessary changes.<br />
Understands technical and<br />
tactical information and can act<br />
on this within the context of the<br />
game/practice/ participation.<br />
Understand technical and<br />
tactical/ strategic aspects and<br />
knows when to translate these<br />
into actions.<br />
Use of the language, signs and<br />
signals that are part of the games<br />
/practice/participation is<br />
appropriate<br />
Tries to ‘read’ situations within<br />
the game/ practice/participation<br />
and can respond to this<br />
information.<br />
Technical and/or tactical options<br />
selected have most likelihood of<br />
success and can justify why/how that<br />
is the case.<br />
Consistently sees and actively seeks<br />
new ideas or more effective ways - for<br />
practice, tactics, strategies and plays,<br />
improving focus and involvement.<br />
Consistently and accurately selfreflects<br />
on all aspects during and after<br />
games/practice/participation and<br />
makes appropriate changes.<br />
Consistently understands and applies<br />
technical and tactical information<br />
appropriately in relation to game/<br />
practice/participation.<br />
Displays a quick, clear and<br />
comprehensive understanding of<br />
technical and tactical/strategic aspects<br />
and can translate this into appropriate<br />
actions.<br />
Consistently and effectively uses the<br />
language, signs and signals that are<br />
part of the games/practice/<br />
participation.<br />
Consistently able to ‘read’ information<br />
available within movement and body<br />
language and responds quickly and<br />
appropriately.<br />
tactics, strategy?<br />
respecting and getting on with others?<br />
How well do you make good technical / tactical<br />
decisions?<br />
How much do you rely on others to tell me?<br />
How do you know your decisions are good or not?<br />
Describe why you chose that move/pass/strategy?<br />
How well do you seek better or different ways of<br />
doing things?<br />
When others give solutions, how well do you<br />
understand them?<br />
What do you think is going to happen next?<br />
How much do you rely on others to tell you?<br />
How often do you reflect on your<br />
play/participation and make good changes?<br />
How well do you understand:<br />
the techniques?<br />
Strategies?<br />
how to be motivated, focused?<br />
How often do your actions show you understand?<br />
What are the best strategies to use at different<br />
times?<br />
How well do you use techniques/ strategies?<br />
How well do know:<br />
the “language” of the game / activity? E.g.<br />
rules, umpire signals.<br />
when to use the right ones at the right time?<br />
How often do you use the right ones?<br />
How well do you see what is going on around you?<br />
How well do you respond to what is going on<br />
around you?
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