Asynchronous Academy

Interview

Department
PHYS-ED

Physical activity isn't just about physical performance. Sport and training environments are social spaces where communication, leadership, ethics, and conflict management matter just as much as strength or skill. Learning how to interact positively with others, respond to challenges, and keep people safe is a key part of lifelong participation in physical activity.

For this assignment, you will reflect on the following questions. Your responses should show how social skills, ethical decision-making, and awareness of harm or conflict play a role in physical activity settings.

Guiding Questions

  1. Relationships, Teamwork, and Leadership

    • How do you define good sportsmanship and fair play in physical activity or sport?
    • Describe a situation this unit where communication, leadership, or teamwork affected how well a group functioned
    • Identify a behaviour you saw this unit that helped create a positive and inclusive activity environment, and one that damaged it

  2. Conflict, Ethics, and Social Challenges

    • Describe an internal conflict (e.g., frustration, fear, pressure to perform) or external conflict (e.g., disagreement, unfair treatment, poor communication) you experienced in a physical activity setting.
    • How was the conflict handled, or how could it have been handled more productively?
    • What skills (communication, coping, conflict resolution) help reduce problems and keep groups working effectively?

  3. Harassment, Safety, and Responsibility

    • Identify a situations involving harassment, unsafe behaviour, or abuse (physical, verbal, social, or online) in sport or physical activity that you observed or discussed
    • What are the effects and potential legal or ethical consequences for those involved (targets, bystanders, and those responsible)?
    • What actions can individuals and groups take to prevent harm and promote safety?

  4. Support Systems and Real-World Context

    • What sources of support are available if someone experiences harassment, violence, or abuse in physical activity settings (e.g., trusted adults, coaches, organizations, help lines)?
    • How do these issues appear in your community or globally, and what actions or resources exist to address them?
    • How does developing confidence, competence, and social awareness encourage lifelong participation in physical activity?

Your responses should demonstrate thoughtful reflection, clear connections to real experiences, and an understanding of how social skills, ethical behaviour, and safety awareness contribute to healthy, active living.

Make sure you have something to say about all of the topics above

Assessment

Pre-Submission

Before you submit, please complete the Pre-Submission Self-Assessment.

What to Turn In

  • 📤
    Pre-Submission Self-Assessment Google Doc
  • 📤

    3–5 minute video

Learning Goals

We are learning to:

  • 🎯

    Apply relationship and social skills to interact positively and work effectively with others in physical activity settings

  • 🎯

    Demonstrate ethical behaviour, fair play, and leadership in physical activities

  • 🎯

    Understand the effects of harassment, violence, and abuse and ways to respond to and prevent harm

  • 🎯

    Use communication, coping, and conflict-resolution strategies to support personal well-being and lifelong participation in physical activity

Success Criteria

I can:

  • ✅

    Clearly explain the behaviors that help me build positive relationships, teamwork, and leadership during physical activities

    Expectations Covered: 1.4, A1.3
  • ✅

    Demonstrate ethical behavior, fair play, and personal responsibility in all physical activity environments

    Expectations Covered: A1.3
  • ✅

    Explain the serious effects and implications that harassment, unsafe behavior, or abuse have on everyone involved

    Expectations Covered: C1.1, C3.2
  • ✅

    Identify the best communication strategies, coping skills, and support systems to handle conflict or harm

    Expectations Covered: C2.3, C3.2
  • ✅

    Connect my personal reflections to my confidence, healthy decision-making, and lifelong participation in physical activity

    Expectations Covered: A1, C3

Rubric

Category Level 4 Level 3 Level 2 Level 1
Social Skills & Leadership (Application)
How effectively does the student demonstrate understanding of teamwork, communication, leadership, and fair play?
 Consistently demonstrates clear insight into positive social behaviours and leadership in physical activity settings Usually demonstrates appropriate understanding of social behaviours and leadership Demonstrates some understanding of social behaviours and leadership, with inconsistencies Demonstrates limited understanding of social behaviours and leadership
Ethical Awareness & Safety (Thinking)
How effectively does the student analyse ethical issues, harassment, and safety in physical activity contexts?
 Provides a thorough and thoughtful analysis of ethical issues, harm, and prevention strategies Provides a clear analysis of ethical issues and safety considerations Provides a partial or surface-level analysis of ethical issues and safety Provides a limited or unclear analysis of ethical issues and safety
Reflection & Communication (Communication)
How clearly does the student communicate reflections and connections to healthy, active living?
 Communicates reflections clearly and insightfully, making strong connections to lifelong well-being Communicates reflections clearly with appropriate connections to well-being Communicates reflections with some clarity; connections are limited Communicates reflections unclearly or with minimal connection to well-being
Social Skills & Leadership (Application)
Criteria: How effectively does the student demonstrate understanding of teamwork, communication, leadership, and fair play?
Level 4

Consistently demonstrates clear insight into positive social behaviours and leadership in physical activity settings

Level 3

Usually demonstrates appropriate understanding of social behaviours and leadership

Level 2

Demonstrates some understanding of social behaviours and leadership, with inconsistencies

Level 1

Demonstrates limited understanding of social behaviours and leadership

Ethical Awareness & Safety (Thinking)
Criteria: How effectively does the student analyse ethical issues, harassment, and safety in physical activity contexts?
Level 4

Provides a thorough and thoughtful analysis of ethical issues, harm, and prevention strategies

Level 3

Provides a clear analysis of ethical issues and safety considerations

Level 2

Provides a partial or surface-level analysis of ethical issues and safety

Level 1

Provides a limited or unclear analysis of ethical issues and safety

Reflection & Communication (Communication)
Criteria: How clearly does the student communicate reflections and connections to healthy, active living?
Level 4

Communicates reflections clearly and insightfully, making strong connections to lifelong well-being

Level 3

Communicates reflections clearly with appropriate connections to well-being

Level 2

Communicates reflections with some clarity; connections are limited

Level 1

Communicates reflections unclearly or with minimal connection to well-being