Question 1

What is NCEA AS 91505 about?

Accepted Answer

In this internal standard, you research and write about modern leadership ideas and how they apply to physical activity settings — like sport teams, PE classes, or community recreation programmes. You look at what makes a good leader in these contexts, how different leadership styles work in practice, and how well they suit physical activity environments. This is done as an internal assessment (so your school marks it, not an external exam).

Question 2

What do students need to do for AS 91505?

Accepted Answer

1. Research modern leadership principles — for example, collaborative leadership, distributed leadership, giving people a voice, and empowering others. 2. Explain what these leadership principles actually mean and how they show up in real physical activity contexts (e.g. a sports team, a PE class, a recreation club). 3. Draw conclusions about how relevant and suitable these leadership approaches are for physical activity settings. 4. For higher grades, go deeper by questioning assumptions and offering insightful judgements about whether these leadership principles actually work well or have limitations.

Question 3

What's the difference between Achieved, Merit, and Excellence for AS 91505?

Accepted Answer

Achieved: You can explain what contemporary leadership principles are and show how they are applied in physical activity contexts. You draw some basic conclusions about whether they are relevant or suitable. Merit: You go into more detail — your explanations are thorough and your conclusions are coherent (well-reasoned and logically connected), not just surface-level observations. Excellence: You question and challenge assumptions about these leadership principles. You don't just accept that a principle is good — you critically evaluate it, consider limitations or contradictions, and draw conclusions that are both well-reasoned and genuinely insightful.

Question 4

What mistakes do students typically make in AS 91505?

Accepted Answer

1. Describing leadership theories without clearly linking them to a physical activity context — you must show how the principle actually applies in sport or PE settings, not just define it in general terms. 2. Drawing weak or superficial conclusions — stating the obvious rather than making a judgement about relevance or suitability based on evidence. 3. For excellence, simply describing or explaining rather than genuinely questioning and challenging assumptions — students often summarise well but don't critically evaluate or identify limitations of the leadership principles. 4. Mixing up 'coherent conclusions' with just listing points — conclusions need to flow logically from the evidence and analysis presented.

Physical activity leadership

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