GCSE Physical Education Handbook

GCSE PHYSICAL EDUCATION (2012-13)

HANDBOOK

CONTENTS

Introduction: Student Guide

Expectations of pupils.

Assessment overview

Practical Assessment-content overview.

List of practical sports.

Theory Content

6.1 Specification at a glance

7. Year 10 Programme of study.

8. Year 11 Programme of study.

INTRODUCTION

Student guide

Is this the right subject for me?

The GCSE Physical Education course will appeal to you if you:

have a keen interest in sport and recreation and always look forward to your PE lessons
take part in sport/recreation outside of class time
want to follow a course that develops knowledge and understanding through practical
involvement
want to know more about the benefits of sport and exercise
want to improve your own performance in a range of sports roles
want to study a course that is active and that you will enjoy
are considering a sports-related career or an A Level/higher education course.

What do I need to know, or be able to do, before taking this course?

The course builds on the knowledge, understanding and skills established in Key Stage 3 Physical Education. It will give you exciting opportunities to be involved in a number of different physical activities, promoting an active and healthy lifestyle.

You can perform in one or all of the following

roles: player/participant, leader or official. You should have an interest in PE and sport, enjoy being active and appreciate the benefits of keeping fit and healthy.

What will I learn?

You will:

develop your knowledge and practical skills in a range of physical activities
examine the effects of exercise and how training can improve performance
find ways to improve your own performances in a variety of roles
identify ways to develop and maintain a healthy and active lifestyle through participation in physical activity
appreciate the benefits of promoting ‘sport for all’.

How will I be assessed?

The GCSE course is assessed over two units.

Unit 1 is externally assessed through a written examination paper of 1 hour and 30 minutes. This

will contribute a maximum of 40 per cent towards your total marks.

Unit 2 is assessed in two sections.

Section 1

four practical performances in the role of either player/participant, leader or official.
You can achieve 48 per cent of the marks from your four performances, two of which may be in the role of a leader or official.

Section 2

Analysis of performance in one of the chosen activities. This will be worth 12 per cent of the marks and should include planning, performing and evaluating a Personal Exercise Programme.

2. EXPECTATIONS

ATTENDANCE:-

Students are expected to attend all lessons. Students will also be expected to arrive to the lessons on time and with the correct equipment for that particular lesson.

EQUIPMENT:-

Students will need to bring the correct equipment to each lesson, whether that be a theory lesson or practical lesson.

THEORY LESSONS:-

The following equipment will be required for the sports science lessons:-

A folder, with dividers for each unit

A collection of plastic wallets

Writing equipment

Textbook

Homework diary

PRACTICAL LESSONS:-

For the practical lessons, all students will need the correct John Warner PE kit; therefore it is advised to purchase an extra polo shirt to cope with the added practical lessons during the week. If pupils are unable to take part in the practical lessons, they must have a note and be prepared to take part in the lesson, as the role of a coach/umpire etc (this will help them for their analysis of performance module).

HOMEWORK / INDEPENDENT LEARNING:-

Students will be set regular, challenging homework, and are expected to hand these in to the deadline set by the teacher. This work is set to challenge the students’ understanding of the topic and also to aid the teacher’s awareness of their progress, so is an essential aspect of the course. There may be a variety of forms of homework, which all students must complete to the best of their ability.

Any students not adhering to these guidelines will then follow the school’s procedure.

3. ASSESSMENT OVERVIEW

UNIT / WEIGHTING / ASSESSMENT

Unit 2.1

Practical Activities / 48% / Exam day
4 to be offered
At least 2 must be as a
player/participant
Activities from TWO areas
May select Leader/Official as an activity

Unit 2.2

Analysis of performance / 12% / Coursework
2.2.1 Rules, regulations & terminology
2.2.2 Observe & analyse performance
2.2.3 Evaluate performance
2.2.4 Plan strategies, tactics and practices
2.2.5 Plan 6 week PEP

Unit 1

Theory
The Theory of Physical Education / 40% / 1 ¾ hour exam
10 multiple choice questions
short answer questions
3 scenario questions

Students will be assessed throughout the 2 years in a wide variety of sports. At the beginning of Year 11, students will then focus on their 4 strongest sports, which will be chosen in discussion with their teacher.

The practical exam day, is usually just before the Easter break and involves the pupils completing assessments in their 4 activities and completing their analysis of performance in one sport.

If you participate in any sports outside of school, please inform your teacher as soon as possible, as these can be videoed and sent off to the examiner.

4. PRACTICAL ASSESSMENT

Content overview

This unit has two sections:

Section 2.1:Practical performance

Section 2.2: Analysis of performance

All students need to offer performances, in practical contexts, in the role of either player/participant, official or leader.
Performances must be taken from a minimum of TWO different activity groups.

2.2.1 Player/participant

Students must:

know about the rules/regulations of selected physical activities, and

how these relate to, and affect, participation

demonstrate effective and suitable skills, in isolation and/or

competitive situations, as appropriate.

2.2.2 Official

Students must:

understand the role(s) of officials in selected physical activities

know, and be able to apply, the rules/regulations of selected physical

activities

understand, and be able to apply, principles relating to fair play in

selected physical activities

demonstrate effective, and suitable, officiating skills in selected

physical activities (under supervision of a qualified/suitable individual

where appropriate), including controlling a competitive situation or

managing an event.

2.2.3 Leader

Students must:

understand the role(s) of leaders in selected physical activities

understand, and be able to apply, principles relating to fair play in

selected physical activities

demonstrate effective leadership skills in selected physical activities

(under supervision of a qualified/appropriate individual where

appropriate), including:

taking responsibility for the training and preparation, of an

individual/team, for competitive situations in a selected physical

activity

supporting players/participants in the performance of a physical

activity with due consideration to health and safety issues.

5. PRACTICAL ACTIVITIES

Group A: Outwitting opponents (for example in games activities)
Amateur boxing
American football
Association football
Badminton
Baseball*
Basketball
Cricket
Fencing
Field hockey
Gaelic football
* English or Welsh baseball / Handball
Hurling
Ice hockey
Judo
Ju-jitsu
Karate
Korfball
Lacrosse
Lawn tennis
Netball / Polo
Roller/in-line hockey
Rugby league
Rugby union
Rounders
Softball
Squash
Table tennis
Tae kwon do
Volleyball
Water polo
Group B: Accurate replication of actions, phrases and sequences
(for example in gymnastic activities)
Synchronised swimming
Trampolining
Gymnastics*
* For gymnastics, students must offer agilities (floor work) and vaulting, plus one other
sequence of their choice. See the assessment criteria for gymnastics for further guidance.
Group C: Exploring and communicating ideas, concepts and emotions
(for example in dance activities)
Dance*
Ice dance
* Although a wide range of dance styles is acceptable (students may choose from any
recognised style of dance, for example ballet, jazz, modern, tap) dance may be offered as only one practical activity. See the assessment criteria for dance for further guidance.
Group D: Performing at maximum levels in relation to speed, height, distance, strength or accuracy (for example in athletic activities)
Archery
Athletics*
Clay pigeon shooting
Competitive swimming / Cross-country running
Cycling
Golf / Lawn bowls
Rowing
Weightlifting
* For athletics, students must offer three events taken from at least two groups (running events, jumping events or throwing events). See the assessment criteria for athletics for further guidance.
Group E: Identifying and solving problems to overcome challenges of an adventurous nature (for example in outdoor and adventure activities)
Canoeing
Climbing
Horse riding
Kayaking
Lifesaving
Mountain biking / Orienteering
Personal survival
Sailing
Skiing
Snowboarding / Surfing
Trekking
Wakeboarding
Water skiing
Windsurfng
Group F: Exercising safely and effectively to improve health and wellbeing (for example in fitness and health activities)
Fitness training
For fitness training, students must offer at least two of the following activities in combination:
aerobics
body pump
circuit training
continuous training
interval training
pilates
weight training
yoga.

Students will be assessed in four activities, which cannot ALL be from the same group. Students complete their Analysis of Performance on ONE sport.

Any students being assessed in sports we do not offer at school (eg sailing), MUST be videoed before the end of the Autumn Term in Year 11.

6. THEORY CONTENT

In Year 10 and 11 teaching will link practical and theory lessons through an integrated approach. This dependent on mock exams and practical exams. During this time, students will learn cover;

Healthy, Active Lifestyle (Section 1.1) and Your Healthy Active Body (Section 1.2) and how this relates to practical work.

Towards the end of Year 10, students will sit an end of year exam.

At the end of the Autumn Term, Year 11 students will sit a PE mock exam, based on previous exam papers.

The students will additionally complete an end of unit test for each topic, to assess their progress and for students to be familiar with the style of questioning.

6.1 SPECIFICATION AT A GLANCE

Unit 1: The Theory of Physical Education

Externally assessed-40% of the total GCSE

Overview of content

Section 1.1: Healthy, active lifestyles

Section 1.2: Your healthy, active body

Overview of assessment

This unit is assessed through an externally set examination.

The examination is 1 hour and 30 minutes, and includes multiple-choice, short-answer, and longer-answer questions.

Unit 2: Performance in Physical Education

Internally assessed-60% of the total GCSE

Overview of content

Section 2.1: Practical performance

Section 2.2: Analysis of performance

Overview of assessment

This unit is assessed under controlled conditions.

This unit is externally moderated.

Unit 1 content

Section 1.1: Healthy, active lifestyles

Topic 1.1.1:

Healthy, active lifestyles and how they could benefit you

Students should be able to:

Explain what constitutes a healthy, active lifestyle
classify the benefits of a healthy, active lifestyle as social, physical or mental.
Describe how physical activity can: increase individual wellbeing, help the individual to feel good (serotonin levels), help relieve stress, and prevent stress-related illness, increase self-esteem and confidence, contribute to good health, contribute to enjoyment of life.
Explain how participation in physical activity can stimulate:

co-operation, competition, physical challenge, aesthetic appreciation the development of friendships and social mixing.

Topic 1.1.2: Influences on your healthy, active lifestyle

Students should be able to:

Identify key influences that have an impact on them, and others,
Achieving sustained involvement in physical activity, including: people: family, peers, role models, image: fashion, media coverage, cultural: age, disability, gender, race.
Resources: access, availability, location, time, health and wellbeing: illness, health problems.
Socio-economic: cost, perceived status of the activity
Explain the opportunities available to become, or remain, involved in physical activity in a range of roles (including leadership, officiating and volunteering) and the qualities needed to participate in physical activity in this way.
Explain the sports participation pyramid with regard to the foundation, participation, performance and elite stages
Describe the following initiatives developed to provide opportunities for becoming, or remaining, involved in physical activity: latest policies relating to minimum involvement in PE and sport, PE School Sport and Club Links (PESSCL), School Sport Partnerships, Sport England’s Start, Stay, Succeed initiative:
Start – increase participation in sport in order to improve the health of the nation, with a focus on priority groups.
Stay – retain people in sport through an effective network of clubs, sports facilities, coaches, volunteers and competitive opportunities.
Succeed – create opportunities for talented performers to achieve success.
The Youth Sport Trust’s TOP and Active Kids programmes and their contribution to the development of healthy lifestyles.

Topic 1.1.3: Exercise and fitness as part of your healthy, active lifestyle

Students should be able to:
explain the terms:
health
fitness
exercise
and know how they relate to a balanced, healthy lifestyle and
performance in physical activities
know about the components of health-related exercise:
cardiovascular fitness
muscular strength
muscular endurance
flexibility
body composition
and relate each to physical activity, identifying the relative importance
of each to different physical activities
know about the components of skill-related fitness:
agility
balance
coordination
power
reaction time
speed
and relate each one to physical activity, identifying the relative
importance of each one to different physical activities.

Topic 1.1.4: Physical activity as part of your healthy, active lifestyle
Students should be able to: assess personal readiness (PAR-Q), assess fitness levels for use in an exercise programme (tests for health-related exercise: Cooper’s 12-minute run test, hand grip strength test, sit and reach flexibility test, Harvard Step Test, treadmill test; tests for skill-related fitness: Illinois Agility Run test, standing, stork test, Sergeant Jump test, standing broad jump, ruler drop test, 30-metre sprint, three ball juggle).
Describe, explain and apply the principles of training: progressive overload, specificity, individual differences/needs, rest and recovery.
Explain the components of the FITT principle (Frequency, Intensity, Time and Type), noting overlap with other principles of training, and how application of this principle can lead to improved competence and performance.
Explain the term ‘reversibility’, why it might occur and its impact on performance explain the value of goal setting in terms of planning, developing and maintaining regular involvement in healthy, physical activity.
Describe, explain and apply the principles of setting SMART (Specific, Measurable, Achievable, Realistic and Time-bound) targets.
Describe the following methods of training: interval, continuous, Fartlek, circuit, weight, cross and explain how they can improve health and fitness, by helping to develop physical and mental capacity, and their relationships with the components of fitness.
Link methods of training to specific physical activities based on the associated health-related exercise and skill-related fitness requirements.
Plan and present examples from ‘typical’ exercise sessions to match the fitness requirements of selected physical activities or individuals.
Understand the exercise session and the purpose of each component (warm-up, main activity, cool-down).
Explain the use of the principles of training within an exercise programme, showing how they may be applied in planning to improve health-related exercise and skill-related fitness as part of a healthy lifestyle.
Link methods of training to aerobic and anaerobic activity
Understand what is meant by resting heart rate, working heart rate and recovery rates, plot examples on a graph and evaluate results.
Use graphs to demonstrate and explain the use of target zones and training thresholds.

Topic 1.1.5: Your personal health and wellbeing

Students should be able to:

Understand the link between exercise, diet, work and rest, and their influence on personal health and wellbeing.
Explain the requirements of a balanced diet.
Explain the importance, and use, of macro nutrients (carbohydrates, fats and protein), micro nutrients (minerals and vitamins), water and fibre for personal health and wellbeing, and maintaining a healthy, active lifestyle.
Explain the need to consider the timing of dietary intake when performing due to the redistribution of blood flow (blood shunting) during exercise.

Section 1.2: Your healthy, active body

This section focuses on the ways in which body systems inter-relate during physical activity and how a healthy, active lifestyle contributes to the growth and development of body systems, structures and general wellbeing.

Topic 1.2.1: Physical activity and your healthy mind and body

Students must be able to:

describe the different body types (somatypes): endomorph, mesmomorph and ectomorph and explain the effect each can have on participation and performance, including identifying activities where different body types are an advantage.
Outline why, and how, expected and optimum weight varies according to height, gender, bone structure and muscle girth, and explain how this may affect participation, and performance, in physical activity.
Explain the terms: anorexic, obese, overfat, overweight and underweight and explain how they may impact on achieving a sustained involvement in physical activity.
Explain the effects of smoking and alcohol on general health and on physical activity
Know about different categories of drugs: performance enhancing (anabolic steroids, beta blockers, diuretics, narcotic analgesics, stimulants, peptide hormones – including erythropoietin/EPO) recreational (alcohol, nicotine/smoking).
The effects they may have on health, wellbeing and physical performance and why some performers might risk using them.
Identify risks associated with participation in physical activities, and explain how to reduce these risks to better maintain wellbeing (warming-up/cooling-down, checking equipment and facilities, personal readiness/PAR-Q, balanced competition, adherence to rules, correct clothing).

Topic 1.2.2: A healthy, active lifestyle and your cardiovascular system