BSE258 Teaching Physical Education And Sports End-Of-Course Assessment (ECA) | SUSS

INSTRUCTIONS TO STUDENTS:

• This End-of-Course Assessment paper comprises SEVEN (7) pages (including the cover page).
• You are to include the following particulars in your submission: Course Code, Title of the ECA, SUSS PI No., Your Name, and Submission Date.
• The Declaration of Academic Integrity form must be completed and appended to the assignment to be submitted for assessment. Assignments submitted without this declaration will not be marked.
• Late submission will be subjected to the marks deduction scheme. Please refer to the Student Handbook for details.

IMPORTANT NOTE

ECA Submission Deadline: 9 November 2025, 11.55pm

BSE258 ECA Submission Guidelines

Please follow the submission instructions stated below:

A. What Must Be Submitted 

The ECA requires each student to submit a report and video for marking and grading. 

The Declaration of Academic Integrity Form must be completed and appended to the assignment to be submitted for assessment. Assignments submitted without this declaration will not be marked.

Please verify your submission after you have submitted the report. 

B. Submission Deadline and Mode of Submission 

Deadline for report: Please submit online to Canvas via Turnitin (for plagiarism detection) by 9 November 2025, 11.55pm.

As the ECA is in-lieu-of an examination, late submission will be subjected to auto-mark deduction.

C. Student Support Centre operating hours:

Monday to Friday – 8:30am to 5:30pm 

D. Please Read This Information before You Start Working on your ECA

This ECA carries 50% of the course marks and is a compulsory component. It is to be done individually and not collaboratively with other students.  You must submit it on time.

Submission

As the ECA is in lieu of an examination, late submission will be subjected to auto-mark deduction.

Any extra files, missing appendices or corrections received after the cut-off date will NOT be considered in the grading of your ECA.

You are reminded that electronic transmission is not immediate. Hence, you are advised to submit your work no later than the day before the cut-off date in order to ensure that the submission is accepted and in good time. It is possible that the network traffic may be particularly heavy on the cut-off date and connections to the system cannot be guaranteed.   You should not jeopardise your course result by submitting your ECA at the last minute. 

Once you have submitted your ECA, the status will be displayed on the computer screen.  You will receive a successful submission message.        

Plagiarism And Collusion

Plagiarism and collusion are forms of cheating and not acceptable in any form of a student’s work, including this ECA. You are in effect taking work done by others or work done together with others and passing it off as your own. You can avoid plagiarism by giving appropriate references when you use some other people’s ideas, words or pictures (including diagrams).  Refer to the APA Manual if you need reminding about quoting and referencing.  You can avoid collusion by ensuring that your submission is based on your own individual effort.  

The electronic submission of your ECA will be screened by a plagiarism detecting software.  For more information about plagiarism and cheating, you should refer to the Student Handbook (Section 7.3.2). You are reminded that SUSS takes a tough stance against plagiarism or collusion.  Serious cases will normally result in the student being referred to SUSS’s Student Disciplinary Group.  For other cases, significant marking penalties or expulsion from the course will be imposed.

BSE258 End-Of-Course Assessment (50%)

This assignment requires you to demonstrate your planning and teaching skills and strategies, with emphasis on task designs, enactment and teacher functions for maximum participation (student engagement), inclusivity (different ability levels) and quality learning. You are required to examine and reflect critically on your teaching practices. The assignment also requires you to apply student-centered approach(es) and principles to design tasks/activities to meet different objectives/needs.

Please note the following:

This assignment comprises Questions 1 (Part 1 and 2), 2 and 3.
Your TMA01 and TMA02 materials may be used for this assignment.

Question 1

Part 1 – Adapted Lesson Plan (10 Marks)

Plan a 1-hour lesson for 6-7 students/learners (your peers will be role-playing as Secondary 3 or 4 students, aged 15-16 years old) to be conducted within the allocated space of approximately a single badminton court; you may adapt the detailed lesson plan you developed for TMA02. You should ensure that:

• All the basic information such as the objective, activities/progression of tasks, organisational arrangements, and teaching cues/safety are included.
• The 45-minute lesson should also have a sequential flow of beginning, tasks/games development and closure.
• The development section should include a progression of tasks (i.e., extension, refinement, and application/assessment tasks).

Part 2 – Recorded Lesson Delivery (40 Marks) 

In a group of 6-8, conduct/execute selected portions of the One (1) hour lesson for 6-7 students (your peers will be role-playing as Secondary 3 or 4 students) within the allocated space of approximately a single badminton court, in a given 30-minute timeslot. For your respective 30-minute teaching session, you should focus on the development section (i.e., progression of extension, refinement and application/assessment tasks) and demonstrate effective task presentation and teacher functions appropriate and relevant for this context. You are required to video-record the entire 30-minute proceedings with the help of a peer. The recorded video will be the basis for assessment. Thus, please ensure quality recording to reflect the following:

Effective task presentation:

a. Arouse the interest/curiosity of the students
b. Sequence rationally the content and organisational aspects of the task
c. Effective communication between teacher and students
d. Select teaching cues at appropriate situation and content

Effective teacher functions that contribute to student learning during student activity:

a. Maintain a safe environment for learning.
b. Clarify and reinforce tasks for students.
c. Maintain a conducive environment for teaching and learning.
d. Observe and analyse student responses.
e. Provide feedback to students/learners.
f. Questioning and/or
g. Change or modify tasks for individuals and small groups.

Practical tips to get started:

• Familiarise yourself with your selected portions of the one (1) hour lesson plan.
• Prepare the necessary logistics, lesson materials, or equipment for the lesson, including a video recorder (i.e. mobile phone with sufficient battery and memory space).
• In your given 30 minutes, execute only selected portions of the one (1) hour lesson plan.
• The 30-minute recorded video should be taken in one take (no stitching of footage), capturing the interaction between you (teacher) and 6-7 peers as your students.
• From the 30-minute recorded video, you are required to produce and submit a 20minute (maximum) video, which should focus on effective task presentation and teacher functions during student activity. Hence the activity time of the 30-minute lesson can be fast-forwarded (no stitching of footage) to produce the 20-minute video for your submission.
• Ensure the video captured your voice/instruction and demonstration clearly, i.e., the environment should be well-lit, and voices captured.
• Submit the 20-minute video in MP4 format and upload it on YouTube as an unlisted video. Name your video as “BSE258_ECA1_<Full name>_<Student ID>”. Refer to the attached document on instruction to upload video into YouTube.
  Embed the YouTube link in your assignment.

Question 2

Professional Reflection (30 marks)

Write a 1500-word (limit) reflection on your teaching practices of the 30-minute lesson you conducted in Question 1 Part 2 of this assignment. You should:

• Reflect and examine your task presentation and teacher functions in the lesson delivery by reviewing your video with the lesson plan to identify your areas of strengths and areas for improvement.
• Reflect and examine the appropriateness of the planned tasks/activities versus implementation (enactment) – appropriateness of the progression of tasks in meeting the lesson objectives within the given context.
• Discuss what went well, what did not, and what could be done better.
• In your reflection, do make reference to the video clip (i.e., by stating where the evidence can be found) to substantiate your reflection.
• Provide specific suggestions and recommendations to improve your teaching practices.

Reminder:

Be sure to include a word count at the end of your writing. Any words beyond the 1500-word limit will not be assessed.
Ensure that the writing is in Arial font, size 12, with 1.5 line spacing between lines. 

Question 3

Design tasks/activities by applying TGfU (game centred approaches) and/or NLP (Nonlinear Pedagogy)

Based on your lesson plan in Question 1 Part 1 of this assignment, design TWO (2) activities using the pedagogical principles of the student-centered approaches (i.e., TGfU and/or NLP) to enhance student learning.

Practical tips to get started:

• Ensure the TWO (2) designed activities have different objectives (e.g., game concepts/teaching focus). You may refer to
• Mosston and Ashworth (2008), Hopper, Butler and Storey (2009) Mandigo et al. (2009), and Chow et al. (2016) for game concepts/teaching focus examples.
• Chow et al. (2016) (Chapter 11) may be used as a reference material to guide your work in this assignment.
• Refer to the guidelines for each of the columns: