Further guidance for MYP physical and

health education
 Middle Years Programme
Further guidance for MYP physical and health education

Published January 2018

Updated February 2018, February 2019

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Physical and health education in the MYP

As a result of the MYP: Next chapter programme review, the physical education subject group was
redeveloped as physical and health education (PHE). The review’s intent was to integrate the intimately
related areas of both physical education and health education. This supports student well-being and
implements an important principle of holistic education in the middle years. The aim of physical and health
education in the MYP is to empower students to understand and appreciate the value of being physically
active and develop the motivation for making healthy life choices.

Physical activity is essential to well-being and is deeply embedded in personal health. Physical education
and health are both vital to the development of healthy young people and healthy lives. Research is replete
with evidence to demonstrate that physical education can help students develop positive attitudes. Physical
movement and the personal health it supports have important impacts on academic performance.

Health education in performance-oriented courses

Physical education remains a focus of MYP physical and health education, including the programme
requirement that MYP schools must engage students in physical education activities for at least 50% of the
total teaching time allocated to all PHE courses. In the Physical and health education guide, notes in the
“Planning for performance” section state: “Criterion B can be assessed through units that require students to
inquire and plan. Examples include: composition of aesthetic movement routines (such as gymnastics,
dance, sport aerobics, martial arts), fitness training programmes, coaching programmes, game creation and
laboratory investigations (such as fitness, skill acquisition, energy systems)”. Similarly, criterion C focuses
on applying and performing through physical activity. The organization of balanced PHE courses includes a
wide range of sports and movement activities.

Balanced, closely coordinated, or fully integrated PHE courses should all address plans for both physical
education performance and health. For courses organized mainly around physical activity, teachers focus on
movement and skills for games and sports. However, since all physical activity impacts health and well-being,
teachers in activity-focused physical education courses also have many opportunities to address multiple
dimensions of personal and community health. Students can formulate health related goals that involve:
personal, social and emotional development; affective skills; psychological dimensions of performance.

Table 1 suggests some of the many dimensions of health education that teachers can develop in activity
oriented PHE courses.

Activity/physical performance Possible dimensions of health education

Table tennis • Develop perception (mental health)
• Improve reflexes and burn calories (physical health)
• Offer a social outlet (social health)
Gymnastics • Promote self-esteem (mental health)
• Prevent disease (physical health)
• Improve cardiovascular health (physical health)
• Develop flexibility (physical health)

Further guidance for MYP physical and health education 1

 Activity/physical performance Possible dimensions of health education
Football • Make new friends (social health)
• Cope with success and failure (emotional/mental health)
• Increase strength and endurance (physical health)
• Improve mood, relieve stress, accept responsibility and manage
risk (emotional/mental health)
• Celebrate teamwork and individual contributions to group goals
(social health)
• Appreciate the demands and benefits of teamwork (social health)
Dance • Reduce stress (emotional/mental health)
• Improve condition of heart and lungs, muscle tone and strength
(physical health)
• Manage weight (physical health)
• Build tolerance (social health)
Table 1
Possible aspects of health education associated with common physical education activities

Conceptual understanding and inquiry in performance-

oriented courses
Physical and health education is a multi-dimensional subject whose focus combines kinaesthetic knowledge
and skills with broader educational goals for personal and social development.

In a movement-based PHE course, teachers can help students develop understanding through many
physical and health oriented concepts. Related concepts in PHE provide a rich resource for helping students
structure their thinking and experience. Concepts are a vehicle for driving students’ inquiry into issues and
ideas of personal, local and global significance. They help students and teachers to think with increasing
complexity as they organize and relate facts and topics about physical and health education.

Table 2 outlines part of the inquiry section of an MYP unit plan that demonstrates conceptual development
in an activity-based PHE course.

Activity Martial arts

Key concept Relationships
Related concepts Energy, choice, movement
Global context Globalization and sustainability (commonality, diversity and interconnection)
Statement of inquiry Controlling energy through carefully planned and practiced movements
improves performance in martial arts.

Further guidance for MYP physical and health education 2

 Activity Martial arts
Inquiry questions:
Factual What is grappling? What are some classic systems of martial arts? What form
of energy is needed to deflect an attack?
Conceptual How does movement express different types of energy? What is the
relationship between potential and kinetic energy in a punching movement?
What are similarities and differences in the way various cultural traditions of
martial arts manage energy through movement?
Debatable What is the best way to manage your energy level (mentally and physically)
when you are defending yourself over an extended period, like a sparring
match? Should middle-level students learn Krav Maga?
Table 2
Example of conceptual development in an activity-based PHE course

Clarifying assessment criteria for PHE

Unfamiliar situations in physical performance
To reach higher levels of achievement, students must be able to apply their physical and health education
knowledge to analyse issues and solve problems in unfamiliar situations. These might provide students with
opportunities to make new connections, create new movements/combinations of
movements/activities/routines, perform more complex skills, and resolve tactical and strategic situations that
they have not previously encountered.

Unfamiliar contexts in which students can demonstrate their achievement for assessment purposes might
include:

• communicating physical and health knowledge for different purposes and to diverse audiences

• applying biomechanical fundamentals to a novel activity

• using a known way of learning/training design to develop a new skill

• using data to determine new measures of nutrition, fitness, movement or performance

• using skills learned in individual play for doubles or team play

• transferring a movement skill to a new sport or activity

• competing against-the-clock versus competing against other participants in a race

• playing in different environments, such as indoor versus outdoor surfaces

• practicing or playing friendly games versus competing in a single-elimination tournament

• introducing new rules or playing conditions in a game/sport.

Distinguishing analysis, synthesis and evaluation

To reach the highest level of achievement in PHE, MYP year 5 students must be able to analyse, synthesize,
and evaluate plans and performances.

Analysis involves breaking down the subject into its component parts. When students analyse issues, plans
and performances, they examine the significance and inter-relationships of essential elements in order to re-
assemble or synthesize these component parts into a meaningful whole.

Further guidance for MYP physical and health education 3

Evaluation involves making a judgment, an appraisal or proving a point. When students evaluate, they
interpret information and ideas, considering their strengths and limitations for solving a particular problem.
Evaluation often represents higher cognitive demand. It involves making informed judgments about the value,
validity and reliability of facts and opinions. Knowledge and understanding are involved in all three processes.
However, evaluation requires students to go beyond describing, summarizing or explaining and they must
use evidence to draw a conclusion.

Command term Definition

Analyse Break down in order to bring out the essential elements or structure (to identify
parts and relationships, and to interpret information to reach conclusions).
Synthesize Combine different ideas in order to create new understanding.
Evaluate Make an appraisal by weighing up the strengths and limitations.

Developing ePortfolios for external moderation in PHE

Models for implementing coach-client working relationships for
assessments that integrate physical and health education
The coach-client model in physical and health education is a peer-facilitated strategy in which students are
assessed both as a coach and as a client (coached player or performer). This model is relevant to DP topics
in sports, exercise and health science, including movement analysis, skill in sport, and the measurement and
evaluation of human performance.

For MYP ePortfolio tasks in PHE, students must work in pairs. By working closely with another student in this
way, students can demonstrate their achievement against all PHE criteria—including strategies that enhance
interpersonal skills.

All MYP PHE ePortfolios comprise tasks that require students to produce evidence/work products as both
coach and client.

Table 3 shows the close relationship between PHE assessment tasks, roles, ePortfolio evidence, and PHE
assessment criteria, using an example student (“student X”).

Assessment Role ePortfolio evidence Focus criterion

task
1 coach for student Y client interview, video analysis, benchmark A: Knowing and
testing understanding*
2 coach for student Y training plan and interim analysis of results B: Planning for
performance
3 client (personal demonstration of skills, techniques, strategies C: Applying and
performance) performing
4 coach for student Y evaluation of evaluation of interpersonal D: Reflecting and
coaching plan skills (as coach) improving
performance
client (personal analysis of evaluation of the client
performance) performance performance (as client)
client (personal evaluation of evaluation of interpersonal
performance) performance skills (as client)
*Applying physical and health terminology effectively to communicate understanding will be assessed
throughout the ePortfolio.

Table 3
MYP ePortfolio tasks, roles, evidence and criteria

Further guidance for MYP physical and health education 4

Teachers can choose designated partners or allow two students to create their own coach-client partnerships.
A good coach-client relationship might consider:

• individual learning needs, learning support requirements or inclusive assessment arrangements of

students

• competence in approaches to learning skills (especially communication, social and self-management

skills)

• physical and health education knowledge, understanding, skills and attitudes.

Coach-client pairs can pursue the same activity, performance or sport as both coach and client, or they can
perform as a client in one activity and serve a coach for a partner who is performing as a client in a different
activity, as illustrated in table 4.

In the left three columns, students work in a direct pairing, each acting as coach to the other, who is the
client. The three columns on the right demonstrate the subject of the work to be submitted according to the
task. The highlighted text indicates when the student is acting as coach and should submit evidence in that
role.

Student As coach As client Submits evidence in relation to:

performs
X for student Y: basketball tasks 1 and 2: task 3: task 4:
swimming swimming basketball swimming (as
coach) and
basketball
(self/client)
Y for student X: swimming tasks 1 and 2: task 3: task 4:
basketball basketball swimming basketball (as
coach) and
swimming
(self/client)
Table 4
Possible ePortfolio submission summary for coach-client pairs in which
students are coaching and performing in different activities
All students must have an opportunity to be both a coach and a client. However, coach-client pairs do not
have to be mutually exclusive; that is, a student serving as coach in one pair does not have to be the client
in that pair.

Table 5 shows one way that teachers could organize this. The highlighted text indicates when the student is
acting as coach and should submit evidence in that role.

Student As coach As client Submits evidence in relation to:

performs
A for student B: gymnastics tasks 1 and 2: task 3: task 4: handball
handball handball gymnastics (coach) and
gymnastics
(self/client)
B for student C: handball tasks 1 and 2: task 3: handball task 4: hockey
hockey hockey; (coach) and
handball
(self/client)

Further guidance for MYP physical and health education 5

 Student As coach As client Submits evidence in relation to:
performs
C for student A: hockey tasks 1 and 2: task 3: hockey task 4:
gymnastics gymnastics gymnastics
(coach) and
hockey
(self/client)
Table 5
Possible ePortfolio submission summary for coach-client
relationships in which students are not exclusively paired
Teachers can develop a variety of models for implementing coach-client scenarios for MYP eAssessment,
including:

• all students in the class pursue the same activity as both coaches and clients

• students choose from a menu of two or more activities based on personal interest

• teachers assign students to an activity based on personal ability or the availability of facilities and
equipment

• students develop personal inquiries, forming coach-client relationships that offer both partners
opportunities to learn new skills or improve performance.

Local resources may limit teachers’ ability to implement some models. Each model offers advantages and
disadvantages. When all students work together on the same activity, they can take advantage of
opportunities to learn and practice together, and they can develop shared knowledge and understanding. It
should be noted that there may be classroom management challenges as students compare themselves with
others. When coaches and clients are pursuing different activities, students may be able to pursue individual
inquiries that they find very engaging. However, managing multiple performances and the improvement of
highly diverse skill development can present logistical challenges for teaching, learning and managing
assessment.

Establishing goals for physical and health education

For MYP eAssessment in PHE, students produce an ePortfolio providing evidence that they have
successfully completed a performance improvement task that includes aspects of both physical and health
education. Although the number of goals in planning for performance within the coach-client assessment
model could vary according to the need, the student coach must develop and present realistic goals that
include at least one goal aimed at improving physical performance, and one aimed at enhancing health and
well-being. Detailed information (including possible structures and formats) about PHE ePortfolios is
available in the MYP Physical and health education guide.

Further guidance for MYP physical and health education 6

Task-specific clarification for PHE ePortfolios

These clarifications provide additional support for establishing a common standard of marking by teachers and examiners. Their primary frame of reference is MYP
eAssessment, in which ePortfolios of student work are submitted for moderation. However, such task-specific clarifications can also be useful in other contexts to support
effective teaching and learning.

Task-specific clarifications can be helpful in bringing a greater level of precision to levels of achievement. They also include definitions of key terms, as well as notes
that can be helpful to examiners, teachers and students.

The following shows the evidence a student is expected to demonstrate by criterion strand as a client and as a coach.

Criterion A—Knowing and understanding

Strand i: Explain factual, procedural and conceptual knowledge of physical and health education
Factual knowledge: Knowing what—background information (facts about the physical activity or health element) of the selected activity and how it relates to the partially
completed unit planner.

Procedural knowledge: Knowing how—subject-specific skills, techniques and methods of the steps needed to complete the task or accomplish the goal.

Conceptual knowledge: Understanding that—connecting the task with big ideas in physical and health education; relating the selected activity to key concept, related
concept(s), and global context.

Examiners look for evidence of assessment strand A(i) primarily in task 1 of the ePortfolio. However, students must also demonstrate knowing and understanding
throughout their work.

Further guidance for MYP physical and health education 7

Level Strand descriptor Coach Client
1–2 States physical and health education factual, From their client’s initial physical performance, the
procedural and conceptual knowledge student submits a list that includes:
• current ability in desired skill, and/or
• strengths and weaknesses, and/or
• features of correct skill execution.
From their client’s initial health assessment, the
student states through a list:
• aspects of well-being, and/or
• strengths and weaknesses, and/or
• relationship to physical performance.
3–4 Outlines physical and health education factual, From their client’s initial physical performance, the
procedural and conceptual knowledge student submits a brief account of:
• current ability in desired skill, and/or
• strengths and weaknesses, and/or
• features of correct skill execution.
From their client’s initial health assessment, the
student submits a brief account of:
• basic aspects of well-being, and/or
• basic strengths and weaknesses, and/or
• basic relationship to physical performance.

Further guidance for MYP physical and health education 8

Level Strand descriptor Coach Client
5–6 Identifies physical and health education factual, From their client’s initial physical performance, the
procedural and conceptual knowledge student submits a brief account of distinguishing
features of:
• current ability in desired skill
• strengths and weaknesses
• features of correct skill execution.
From their client’s initial health assessment, the
student submits a brief account of distinguishing
features of:
• aspects of well-being
• strengths and weaknesses
• relationship to physical performance.
7–8 Explains physical and health education factual, From their client’s initial physical performance, the
procedural and conceptual knowledge student submits a detailed account that justifies
their determination of:
• current ability in desired skill
• strengths and weaknesses
• features of correct skill execution.
From their client’s initial health assessment, the
student submits a detailed account that justifies
their determination of:
• current well-being
• strengths and weaknesses
• relationship to physical performance.

Further guidance for MYP physical and health education 9

Strand ii: Apply physical and health education knowledge to analyse issues and solve problems set in familiar and
unfamiliar situations
Students apply physical and health education by developing a performance development plan (PDP) that encompasses both familiar (aspects that are known and
planned for) and in its ongoing development, unfamiliar (aspects that are unexpected, emergent, complex) situations. Higher levels of achievement are accessible for
students who work as coaches to adapt the PDPs they develop in response to their clients’ changing needs and performance.

Examiners look for evidence of assessment strand A(ii) primarily in tasks 1 and 2 of the ePortfolio. However, students must also demonstrate knowing and understanding
throughout their work, including procedural knowledge in tasks 3 and 4.

Level Strand descriptor Coach Client

1–2 Applies physical and health education knowledge Task 1 (initial observation and analysis): The
to investigate issues and suggest solutions to student suggests inappropriate, brief and/or
problems set in familiar situations basic solutions to the client’s selected areas for
improvement.
Task 2 (PDP): The student presents a simple
plan that lacks detail and may not lead towards
physical and/or health goals.
3-4 Applies physical and health education knowledge Task 1 (initial observation and analysis): The
to analyse issues and to solve problems set in student partially investigates the issues
familiar situations highlighted by their client and presents solutions
that may be superficial, inappropriate, or
incomplete.
Task 2 (PDP): The student partially breaks down
the issues highlighted in task 1 to create their
PDP comments on the client’s progress toward
the physical and health goals, but rarely (if at all)
adjusts the plan.
5–6 Applies physical and health education knowledge Task 1 (initial observation and analysis): The
to analyse issues and to solve problems set in student uses their knowledge (from strand A(i))
familiar and unfamiliar situations to investigate the issues highlighted by the client
and presents solutions that are mostly relevant.
Task 2 (PDP): The student breaks down the
issues highlighted in task 1 to create their PDP
and adapts the plan based on the client’s
progress towards the physical and health goals

Further guidance for MYP physical and health education 10

 Level Strand descriptor Coach Client
7-8 Applies physical and health education knowledge Task 1 (initial observation and analysis): The
to analyse complex issues and to solve complex student uses knowledge from strand A(i) to
problems set in familiar and unfamiliar situations investigate in depth the issues highlighted by the
client and develops relevant solutions.
Task 2 (PDP): The student breaks down the
issues highlighted in task 1 to create their PDP
and regularly adapts and justifies changes to the
PDP based on the client’s progress towards the
physical and health goals in each training
session.

Strand iii: Apply physical and health terminology effectively to communicate understanding
Physical and health education terminology: Students accurately use appropriate technical vocabulary to communicate their understanding of relevant ideas (for example,
biomechanics, physics and geometry, exercise science, movement, rules and playing spaces, strategies, physiology).

Examiners look for evidence of assessment strand A(iii) throughout the ePortfolio.

Level Strand descriptor Coach Client

1–2 Applies physical and health terminology to Rarely uses subject-specific terminology Rarely uses subject-specific terminology
communicate understanding with limited success
3–4 Applies physical and health terminology to Uses some appropriate subject-specific Uses some appropriate subject-specific
communicate understanding terminology terminology
5–6 Applies physical and health terminology Frequently uses appropriate subject-specific Frequently uses appropriate subject-specific
consistently to communicate understanding terminology terminology
7–8 Applies physical and health terminology Consistently uses most or all of the relevant Consistently uses most or all of the relevant
consistently and effectively to communicate subject-specific terminology subject-specific terminology
understanding

Further guidance for MYP physical and health education 11

Criterion B—Planning for performance
Strand i: Develop goals to enhance performance
Level Strand descriptor Coach Client
1–2 Identifies goals to enhance performance The student briefly states physical and/or health
goals that are not specific and that may not be
achievable.
3–4 Outlines goals to enhance performance The student briefly summarizes physical and
health goals that may be meaningful, achievable,
relevant or timely.
5–6 Explains goals to enhance performance The student explains detailed physical and health
goals that are specific, meaningful, achievable
and timely.
7–8 Develops goals to enhance performance The student justifies detailed physical and health
goals that are specific, meaningful, achievable,
relevant and timely.

Strand ii: Design, explain and justify a plan to improve physical performance and health
Performance development plan (PDP): Working with their clients, student coaches plan a series of interventions and/or training activities that will help clients meet their
goals. The PDP should be succinct and action-oriented, serving as a dynamic record of the coach-client relationship. The PDP need not take the form of a formal,
extended writing assignment; it can be presented easily and effectively as a chart that contains brief, descriptive observations and comments.

There is no required number of training sessions. Depending on timetables, facilities and student goals, there may be considerable variety in the number of training
sessions planned. However, there must be enough sessions to document improvement over time.

Appendix 1 contains a sample template for the PDP, demonstrating one way students may record progress.

The PDP should include both physical and health goals, but it can treat them in combination rather than separate them as session-specific or activity-specific outcomes.
For example, the same training activities can help clients achieve both physical movement goals (developing balance and flexibility) and health goals (increasing muscle
strength). Please note that coaches and clients must be able to develop and reflect on both physical movement and health goals.

Further guidance for MYP physical and health education 12

Level Strand descriptor Coach Client
1–2 Constructs a plan to improve physical The student designs a performance development
performance and health plan that is:
• incomplete
• illogical or unreasonable in its activities
• not flexible or responsive to the client’s
development.

3–4 Constructs and describes a plan to improve The student presents a performance
physical performance and health development plan that includes detailed
information that:
• is logical
• refers to drills and skill technique(s)
• connects health and physical goals
• reflects some response to the client’s
development.
5–6 Designs and explains a plan to improve physical The student presents a detailed performance
performance and health development plan that:
• is clear
• demonstrates logical progression towards
achieving goals
• includes drills that practice appropriate skill
techniques
• develops a health element that connects
with physical (movement) goal(s)
• provides opportunity to reflect on progress
and adapt the plan based on client’s
development
• references supporting research (may
include images, videos, data).

Further guidance for MYP physical and health education 13

Level Strand descriptor Coach Client
7–8 Designs, explains and justifies a plan to improve The student presents a detailed performance
physical performance and health development plan that:
• is specific, clear and concise
• demonstrates logical progression towards
achieving goals
• includes drills that practice appropriate skill
techniques
• develops a health element that connects
with physical (movement) goals
• dynamically adapts the plan in response to
performance
• includes valid reasons for design choices
• references supporting research (may
include images, videos, data).

Further guidance for MYP physical and health education 14

Criterion C—Applying and performing
Strand i: Demonstrate and apply a range of skills and techniques
Skill: Basic and complex abilities acquired or developed through training or experience. The following table illustrates some typical basic and complex skills.

Activity Skills

Basic Complex

Swimming: breaststroke in race situation simple dive dive with pull-out

Footwork side stepping crossover step

Invasion games performance in game situation chest pass overhead kick

Net games in game situation forehand drive backhand drop

Fitness sequence (floor or cardio) sit-up with bent knees jack knife sit-ups

Aesthetic activity (in movement sequence basic cartwheel, log roll, cat leap, spin one arm cartwheel, headstand, walkover, split leap
performance such as yoga, dance, martial arts or with turn
gymnastics)

Range: In MYP physical and health education, range is assessed by making judgments about the client’s ability to perform a series of distinct but related skills in a
meaningful (real-world) sequence. For example, swimming in a competitive context involves a range of skills: dive, glide, stroke, breathe, turn, and finish.

Technique: The manner in which skills are performed, for example: with accuracy, efficiency, control, coordination, timing, fluency, speed and power.

Note: This strand must be assessed from the video evidence that will be submitted to the IB for moderation.

Further guidance for MYP physical and health education 15

Level Strand descriptor Coach Client

1–2 Demonstrates and applies skills and techniques The video evidence for the student
with limited success demonstrates:
• few and/or incorrect skills
• few and/or incorrect techniques.

3–4 Demonstrates and applies skills and techniques The video evidence for the student
demonstrates:
• basic skills
• basic technique.

5–6 Demonstrates and applies a range of skills and The video evidence for the student
techniques demonstrates:
• a simple combination of basic skills
• intermediate technique.

7–8 Demonstrates and applies a range of skills and The video evidence for the student
techniques effectively demonstrates:
• combination of complex skills
• sophisticated technique.

Further guidance for MYP physical and health education 16

Strand ii: Demonstrate and apply a range of strategies and movement concepts
Range: In MYP physical and health education, range is assessed by making judgments about the client’s ability to combine strategies in complex, meaningful (real-
world) situations. For example, defending a goal in a team ball game involves a range of strategies and movement concepts, such as formation/line-up, transitions,
timing, field position, pace, plays, tackling, stealing, ball control and conversion.

Strategy: A plan of action directed toward the achievement of a specific goal.

Movement concepts: Patterns of movement (what, where, how and with whom) that represent an understanding of force, weight, space/place/time; flow of movement
and adaptation to various situations; awareness of the complex interrelationship of space, body, location and effort.

The following table illustrates some simple and complex strategies/movement concepts.

Type of activity Strategies/Movement concepts

Simple Complex

Team ball games in game situation pass and move into pass combination passing to create space as a team

Net games in game situation returning shots to the backhand side of opponent combination shots: drop to right then clear to left of
opponent

Fitness sequence (resistance or cardio) using concept of space through changing levels in a application of space through corkscrew sit up with
resistance routine medium transition into wide mountain climbers

Athletic performance application of time in release of standing shot put application of time in take-off of triple jump

Aesthetic activity (in movement sequence combination moves that utilize the concept of force combination moves that use force through
performance such as yoga, dance, martial arts or (for example: slide, slow punch, slide, fast turn and combination and multiple body parts/forces/degrees
gymnastics) stiff kick) of effort (for example: slow turn with strong shoulder
shrug and heavy head drop when performing fast
kick in martial arts)

This strand must be assessed from the video evidence that will be submitted to the IB for moderation.

Further guidance for MYP physical and health education 17

Level Strand descriptor Coach Client

1–2 Demonstrates and applies strategies and The video evidence for the student demonstrates:
movement concepts with limited success
• strategies and patterns of movement that
demonstrate limited understanding of
strategic use of space, time, force and flow
of movement.

3–4 Demonstrates and applies strategies and The video evidence for the student demonstrates:
movement concepts
• basic strategies
• basic patterns of movement.

5–6 Demonstrates and applies a range of strategies The video evidence for the student demonstrates:
and movement concepts
• a combination of basic strategies
• patterns of movement that show some
strategic use of space, time, force and flow
of movement.

7–8 Demonstrates and applies a range of strategies The video evidence for the student demonstrates:
and movement concepts effectively
• a combination of complex strategies
• patterns of movement that show skilled
strategic use of space, time, force and flow
of movement.

Further guidance for MYP physical and health education 18

Strand iii: Analyse and apply information to perform effectively
This strand is not assessed as part of the MYP PHE ePortfolio.

As an aspect of physical performance, analysis and application of information occur within the client’s subjective experience and cannot be assessed by video evidence
submitted for moderation. Aspects of this important skill can be the subject of meaningful conversations between coaches and clients as they reflect on how information
can be (or was) applied to improve performance. Information applied to perform effectively can come from both prior study and, perhaps more importantly, from real-
time processing of a wide range of new information from a variety of systems during the performance.

In school-based contexts, teachers can assess this strand through informal conversation, interviews or other student self-reporting strategies.

Note for in-school use only: Although this strand is not subject to moderation, higher levels of achievement are only available to students whose video evidence
demonstrates their ability to read situations and make decisions in response to information (internal and external feedback) that emerges in the course of the
performance. Criterion C is not appropriate for assessing rote performances of movement routines designed and originally performed by others.

Further guidance for MYP physical and health education 19

Criterion D—Reflecting and improving performance
Strand i: Explain and demonstrate strategies to enhance interpersonal skills
Interpersonal skills relate to the coach-client relationship, in which students use communication and collaboration skills as they work together as coach and as client to
improve performance. For examples of these essential approaches to learning skills, see MYP: From principles into practice (2014, updated September 2017),
Appendix 1.

Coaches and clients need to collaborate and communicate effectively throughout the unit, but reflection typically focuses on interactions, work products and experiences
that occur with respect to tasks 1 (negotiation of goals) and 2 (ongoing feedback loops created by implementation of the PDP).

Students must submit evidence as both client and coach.

Level Strand descriptor Coach Client

1–2 Identifies and demonstrates strategies to As coach the student briefly states: As client the student briefly states:
enhance interpersonal skills
• feedback to client and/or… • response to feedback from the coach
• negotiation with client towards • negotiation with coach towards
development of the PDP. development of the PDP.

3–4 Outlines and demonstrates strategies to As coach the student submits a brief account of: As client the student submits a brief account of:
enhance interpersonal skills
• feedback to client that could lead to • response to feedback from the coach that
changes in the PDP could lead to changes in the PDP
• negotiation with client towards ongoing • negotiation with coach towards ongoing
development of the PDP. development of the PDP.

5–6 Describes and demonstrates strategies to As coach the student submits a detailed account As client the student submits a detailed account
enhance interpersonal skills of: of:
• feedback to client that could lead to • feedback to coach that leads to adaptation
changes in the PDP of the PDP
• negotiation with client towards mutual • negotiation with coach towards mutual
agreement of the ongoing development of agreement of the ongoing development of
the PDP. the PDP.

Further guidance for MYP physical and health education 20

Level Strand descriptor Coach Client

7–8 Explains and demonstrates strategies to As coach the student submits a detailed account As client the student submits a detailed account
enhance interpersonal skills that includes reasons for the strategies used to that includes reasons for the strategies used to
enhance interpersonal skills through: enhance interpersonal skills through:
• feedback to client that leads to changes in • consistent feedback to coach that leads to
the PDP adaptation of the PDP
• strategies for collaboration with the client • strategies for collaboration with the coach
that leads to ongoing development of an that leads to ongoing development of an
effective PDP. effective PDP.

Further guidance for MYP physical and health education 21

Strand ii: Analyse and evaluate the effectiveness of a plan based on the outcome
This strand relates to the coach’s reflection on the PDP after the final performance.

Level Strand descriptor Coach Client

1–2 Outlines the effectiveness of a plan based on the The student submits evidence of the outcome of
outcome the PDP that may include:
• how the goals were met, and/or
• successes and challenges throughout.

3–4 Explains the effectiveness of a plan based on the The student submits detailed evidence of the
outcome outcome of the PDP, including:
• how the goals were met
• successes and challenges throughout.

5–6 Analyses the effectiveness of a plan based on The student submits detailed evidence that
the outcome analyses the outcome of the PDP, including:
• how the goals were met
• what they might do differently next time
• successes and challenges throughout.

7–8 Analyses and evaluates the effectiveness of a The student submits detailed evidence that
plan based on the outcome analyses and explains the outcome of the PDP,
including:
• how the goals were met
• what they might do differently next time
• successes and challenges throughout.

Further guidance for MYP physical and health education 22

Strand iii: Analyse and evaluate performance
This strand relates to the client’s reflection at the end of the development and performance process. Examiners also use this to provide additional context about the
client’s performance, which can inform and support judgments about criterion C.

Level Strand descriptor Coach Client

1–2 Outlines and summarizes performance The student submits a brief summary of skills and
techniques developed through the unit, based on
a general description of the performance.

3–4 Describes and summarizes performance The student submits a detailed account of skills
and techniques developed through the unit,
based on a general description of the
performance.

5–6 Explains and evaluates performance The student:

• submits a detailed account of skills and
techniques developed through the unit
based on an evaluation of the performance
• weighs the strengths and limitations of the
performance.

7–8 Analyses and evaluates performance The student:

• breaks down the performance with respect
to the skills and techniques that it
demonstrated, including the steps that led
to it from the initial recording, through the
PDP, to the final performance
• weighs the strengths and limitations of the
performance
• critically reviews the performance with
respect to personal goals as well as the
aims of physical and health education.

Further guidance for MYP physical and health education 23

Frequently asked questions

Does the requirement to have a health goal mean that I would, for example, need to incorporate
cardiovascular fitness into my PHE unit on dance?
For MYP eAssessment, the summative assessment tasks that comprise the ePortfolio must include health-
related and performance-related goals. Cardiovascular fitness can be a natural aspect of many dance units
since dance frequently builds aerobic capacity. Other fitness-related goals that fit with teaching and learning
about dance might include balance, flexibility, muscular endurance, and strength. Dance, for example, can
improve muscle tone, correct poor muscular-skeletal habits, build core strength, and help students maintain
a healthy weight.
Could social and emotional health be a focus for improvement in an MYP PHE unit that focuses on
both physical and health education?
Participation in individual and group activities can improve physical, social and psychological well-being.
Health-related goals might include improvement in social skills, collaboration, communication, self-
management and inclusion.
If an MYP year 5 student designs a plan that focuses 95% on performance and 5% on health, does
that address Objective B (strand ii)?
Summative assessment tasks for MYP should work toward a meaningful balance between physical and
health-related goals, but there is no required percentage. Quality (including the natural relationship between
physical and health-related goals in students’ plans) is more important than a pre-defined number.
Does every PHE unit taught in year 5 have to assess physical and health-related goals?
For MYP eAssessment, each student’s summative ePortfolio must have at least one goal for improving
physical performance and one goal aimed at enhancing health and well-being. In order to prepare for this
assessment, which will validate students’ MYP grades in the subject group, it is good teaching practice to
allow students other opportunities to develop goals that have related physical and health-related dimensions.
For all other assessment, however, the MYP’s “best fit” assessment philosophy provides teachers a great
deal of flexibility in meeting the requirement to assess all strands of all criteria at least twice in each year of
the programme. Teachers in MYP year 5 can continue to plan and teach individual units that focus on either
physical or fitness-related knowledge and understanding—as long as they have planned assessment tasks
that together, over the duration of the course, allow two judgments to be made against each kinds of goal.
Since all levels descriptors for criterion B(ii) in MYP year 5 refer to a plan for improving physical
performance and health, does that mean that students who do not include at least one health-related
goal in their plan cannot reach the highest levels of achievement?
For MYP eAssessment, students’ ePortfolios must provide evidence about the extent to which they have
effectively planned, coached and achieved improvement in health. In classroom practice, teachers can use
“best fit” assessment practice to award the most appropriate level of achievement for criterion B.
For schools that separate physical education and health into distinct courses, teachers in both courses can
consider ways to coordinate and enrich the curriculum in ways that can help students develop deep
understanding of the complex interactions and close relationships between physical activity, movement,
body, mind, relationships, emotions, health and well-being.
How can I create pairs if my class has an odd number of students?
Students can be assigned or form coach-client relationships in a “round robin” arrangement that pairs three
(or more) students in a relationship like this:
Student Student Student
Coach A B C
Client B C A

Further guidance for MYP physical and health education 24

What happens if one of the members of a coach-client pair develops a problem that prevents him or
her from completing required ePortfolio task(s)?
Teachers should use their professional judgment to decide at what point a student might be disadvantaged
by developing an alternative coach-client relationship. If an injury or other condition prevents the client from
performing as planned, in some circumstances coaches may be able to help the affected student modify
goals and work to a new standard of performance that accommodates the client’s needs and abilities. Using
best fit judgment, teachers may be able to use available evidence to make an assessment of the coach’s
achievement against the relevant criteria.
Unusual circumstances can be noted in the teacher’s assessment comments. This means if the work of one
of the affected students selected for moderation represents an atypical ePortfolio, it will be clear why the
marks were awarded and this will be used by the examiner (moderator) in verifying the teacher marks.
Students who are unable to complete their performance can also be registered for moderation of PHE in a
subsequent assessment session.

Further guidance for MYP physical and health education 25

Appendix 1

This sample template relates to criterion B (strand ii) and demonstrates one way students may record progress for a performance development plan (PDP).

(completed prior to the training session) (completed following the training session)
Training Activity sequence (for Justification for training Client/coach feedback on training Changes needed to next training
session example: warm up, skills session activities session session
date/time drills, fitness, strategic
play, cool down activities)
1

Further guidance for MYP physical and health education 26