Physical Education

Curriculum Allocation

Physical Education is taught for 2x 100 minute lessons per fortnight.

Curriculum Period 1:

Curriculum content

Practical participation in 5 activities in total from:

Fitness, Netball, Football, Handball, Rugby Basketball, Orienteering and Badminton.

Theoretical component/s: Principles of Training

Specificity - Progression - Overload - Reversibility

Frequency - Intensity - Time - Type

Skeletal and Muscular System

Names and locations of all major bones and muscles in the body.

Antagonistic Muscle Pairs

Assessment - HEAD/HEART/HANDS

• Pupils will be assessed across the three strands of Physical Education in a number of activities throughout the curriculum period.
• HEAD - Assessed in a short written assessment (Accounts for 33.33%)
• HEART - Assessed in their effort, attitude, communication, resilience and leadership. (Accounts for 33.33%)
• HANDS - Assessed in their skills, techniques and tactical understanding of each activity(5 total) in curriculum period. These are then averaged. (Accounts for 33.33%)

Curriculum Period 2:

Curriculum content

Practical participation in 5 activities in total from:

Fitness, Rugby, Basketball, Orienteering, Football, Trampolining or Tennis.

Theoretical component/s: Skeletal and Muscular System

Names and locations of all major bones and muscles in the body.

Antagonistic Muscle Pairs

Skilful movement and Guidance/Feedback

Skilful Movement

Fluent - Pre-determined - Aesthetic - Co-ordinated - Efficient

Guidance and Feedback

Manual - Mechanical - Verbal - Visual - Intrinsic - Extrinsic

Positive - Negative

Knowledge of Performance - Knowledge of Results

Assessment

• Pupils will be assessed across the three strands of Physical Education in a number of activities throughout the curriculum period.
• HEAD - Assessed in a short written assessment - Topic - Skeletal and Muscular System (Accounts for 33.33%)
• HEART - Assessed in their effort, attitude, communication, resilience and leadership. (Accounts for 33.33%)
• HANDS - Assessed in their skills, techniques and tactical understanding of each activity(4 total) in curriculum period. These are then averaged. (Accounts for 33.33%)

Curriculum Period 3:

Curriculum content

Practical participation in 1 activities in total from:

Tennis, Athletics, Trampolining, Rounders or Cricket.

Theoretical component/s: 

Assessment

• Pupils will be assessed across two strands of Physical Education in a number of activities throughout the curriculum period.
• HEART - Assessed in their effort, attitude, communication, resilience and leadership. (Accounts for 50%)
• HANDS - Assessed in their skills, techniques and tactical understanding of each activity(2 total) in curriculum period. These are then averaged. (Accounts for 50%)

Subject advice and guidance

If you need any further guidance then please contact your child’s teacher via email:

Mr M Dodd - DTL for PE - m.dodd@endon.shaw-education.org.uk

Miss E Stubbs - Assistant DTL for PE - e.stubbs@endon.shaw-education.org.uk

Mr K Jones - Teacher of PE - k.jones@endon.shaw-education.org.uk

Curriculum Allocation

Physical Education is taught for 2x 100 minute lessons per fortnight.

Curriculum Period 1:

Curriculum content

Practical participation in 5 activities in total from:

Netball, Football, Handball, Basketball, Rugby,  Table Tennis, Trampolining and Badminton.

Theoretical component/s: Short and Long Term effects of exercise

Short term effects of exercise

Increase in: Heart Rate - Blood Pressure - Stroke Volume - Cardiac Output - Breathing rate - Tidal Volume - Minute Ventilation - Muscular contraction - Body temperature

Long Term effects of exercise

Increase in: Heart size - Stroke volume - Muscular size and Strength - Endurance Lung volumes

Decrease in: Resting Heart rate

Aerobic and Anaerobic Respiration

Respiration - With oxygen - Without oxygen

High intensity - Low –Medium Intensity

Lactic Acid and effects.

Assessment - HEAD/HEART/HANDS

Pupils will be assessed across the three strands of Physical Education in a number of activities throughout the curriculum period.

HEAD - Assessed in a short written assessment - Topic - Effects of Exercise  (Accounts for 33.33%)

HEART - Assessed in their effort, attitude, communication, resilience and leadership. (Accounts for 33.33%)

HANDS - Assessed in their skills, techniques and tactical understanding of each activity(5 total) in curriculum period. These are then averaged. (Accounts for 33.33%)

Curriculum Period 2:

Curriculum content

Practical participation in 3 activities in total from:

Football, Trampolining, Basketball, Handball, Table Tennis or Badminton.

Theoretical component/s: Aerobic and Anaerobic Respiration

Respiration - With oxygen - Without oxygen

High intensity - Low –Medium Intensity

Lactic Acid and effects.

Use of data in PE

Trends - Patterns - Interpret- Evidence - Give reasons - Explain

Assessment

Pupils will be assessed across the three strands of Physical Education in a number of activities throughout the curriculum period.

HEAD - Assessed in a short written assessment - Topic - Aerobic and Anaerobic Respiration (Accounts for 33.33%)

HEART - Assessed in their effort, attitude, communication, resilience and leadership. (Accounts for 33.33%)

HANDS - Assessed in their skills, techniques and tactical understanding of each activity(4 total) in curriculum period. These are then averaged. (Accounts for 33.33%)

Curriculum Period 3:

Curriculum content

Practical participation in 3 activities in total from:

Tennis, Rounders or Cricket.

Assessment

Pupils will be assessed across the three strands of Physical Education in a number of activities throughout the curriculum period.

HEART - Assessed in their effort, attitude, communication, resilience and leadership. (Accounts for 50%)

HANDS - Assessed in their skills, techniques and tactical understanding of each activity(1 total) in curriculum period. These are then averaged. (Accounts for 50%)

Subject advice and guidance

If you need any further guidance then please contact your child’s teacher via email:

Mr M Dodd - DTL for PE - m.dodd@endon.shaw-education.org.uk

Miss E Stubbs - Assistant DTL for PE - e.stubbs@endon.shaw-education.org.uk

Mr K Jones - Teacher of PE - k.jones@endon.shaw-education.org.uk

Mr M Keates - Teacher of PE/Deputy Headteacher - m.keates@endon.shaw-education.org.uk 

Curriculum Allocation

Core PE is taught for 1 x 100 minute lesson per fortnight.

During the options process in Year 9. Pupils are given a choice of pathway they wish to follow in Core PE. The aim of this is to peek their interest and retain engagement. Pupils can choose between:

Games

Sports’ leaders

Health and Aesthetics.

Curriculum Period 1:

Curriculum content

Games: Football and Handball

Sports Leaders: Warm ups and Cool downs

Health and Aesthetics: Netball and Yoga/Pilates

Assessment

Pupils are assessed in their attitude to learning within Core PE - Bronze/Silver/Gold

• Bronze: Most lessons the pupil needs intervention to get them to play their part in the lesson or to learn effectively.
• Silver: A mixed attitude where sometimes they are on track but at times they need reminders to engage promptly and effectively. 
• Gold: A positive attitude and ready to learn consistently. 

Curriculum Period 2:

Curriculum content

Games: Basketball and Football

Sports Leaders: Leading warm ups to small groups.

Health and Aesthetics: Dance and fitness

Assessment

Pupils are assessed in their attitude to learning within Core PE - Bronze/Silver/Gold

• Bronze: Most lessons the pupil needs intervention to get them to play their part in the lesson or to learn effectively.
• Silver: A mixed attitude where sometimes they are on track but at times they need reminders to engage promptly and effectively.
• Gold: A positive attitude and ready to learn consistently.

Curriculum Period 3:

Curriculum content

Games: Table Tennis, Cricket and Rounders

Sports Leaders: Leading individual sessions to others.

Health and Aesthetics: Trampolining and Rounders

Assessment

Pupils are assessed in their attitude to learning within Core PE - Bronze/Silver/Gold

• Bronze: Most lessons the pupil needs intervention to get them to play their part in the lesson or to learn effectively.
• Silver: A mixed attitude where sometimes they are on track but at times they need reminders to engage promptly and effectively.
• Gold: A positive attitude and ready to learn consistently.

Subject advice and guidance

If you need any further guidance then please contact your child’s teacher via email:

m.dodd@endon.shaw-education.org.uk

e.stubbs@endon.shaw-education.org.uk

k.jones@endon.shaw-education.org.uk

m.keates@endon.shaw-education.org.uk

OCR GCSE PHYSICAL EDUCATION - J587 (9-1)

Paper 01 – Physical Factors Affecting Performance (30%)

1.1a – Skeletal System 1.1b – Muscular System 1.1c – Movement Analysis 1.1d – Cardio-Respiratory System 1.1e – Effects of Exercise 1.2a – Components of Fitness 1.2b – Applying the Principles of Training 1.2c – Preventing Injury in physical activity

Paper 02 – Socio-Cultural Issues and Sports Psychology (30%)

2.1a – Engagement Patterns of different Social Groups, 2.1b – Commercialisation in Sport and Physical Activity, 2.1c – Ethical and Socio-cultural issues in Sport and Physical Activity, 2.2 – Sports Psychology, 2.3 – Health, Fitness and Well-being

03- Practical activity assessment - Analysing and Evaluating Performance (40%)

Learners are assessed in their ability to select and perform appropriate skills consistently, precisely and with control and fluency in conditioned, competitive environments, adapting their performance to suit a variety of situations.

Learners complete logs of competitive participation in their activities/sports to show their frequency and level of participation. These may be called upon as supporting evidence, for example to support a special consideration application for injury.

In addition to the above, learners are required to demonstrate their ability to analyse and evaluate their own performance in order to:

• analyse aspects of personal performance in a practical activity
• evaluate the strengths and weaknesses of the performance
• produce an action plan which aims to improve the quality and effectiveness of performance.

One sporting activity = 10% x3 = 30% of overall mark

Analysing and Evaluating Performance Task is 10% of overall mark

Curriculum Allocation

GCSE PE is taught for 3x 100 minute lessons per fortnight

Curriculum Period 1:

Curriculum content

1.2a Components of Fitness

• Know the following components of fitness:
• CV Endurance, Muscular Endurance, Power, Strength, Speed, Balance, Flexibility, Agility, Reaction Time, Coordination.
• define each component and be able to apply using a range of practical examples from physical activities and sports. 
• develop knowledge of suitable tests for each component.

1.1a Skeletal System

• know the name and location of the major bones in the human body.
• understand and be able to apply examples of how the skeleton provides or allows:
• support • posture • protection • movement • blood cell production • storage of minerals.
• know the definition of a synovial joint
• know the following hinge joints:
• knee – articulating bones – femur, tibia
• elbow – articulating bones – humerus, radius, ulna
• know the following ball and socket joints:
• shoulder – articulating bones – humerus, scapula
• hip – articulating bones – pelvis, femur.
• know the types of movement at hinge joints and be able to apply them to examples from physical activity/sport
• know the types of movement at ball and socket joints and be able to apply them to examples from physical activity/sport
• know the roles of: ligament, cartilage and tendons.

1.1b Muscular System

• know the name and location of the muscle groups in the human body and be able to apply their use to examples from physical activity/sport:
• The roles of muscle in movement
• know the definitions and roles of the following and be able to apply them to examples from physical activity/sport: • agonist • antagonist • fixator

1.1d Cardio-respiratory System

• Structure and function of the cardiovascular system
• know the double-circulatory system (systemic and pulmonary)
• know the different types of blood vessels
• understand the pathway of blood through the heart
• know the definitions of: • heart rate • stroke volume • cardiac output
• know the role of red blood cells.
• understand the pathway of air through the respiratory system
• know the role of respiratory muscles in breathing
• know the definitions of: • breathing rate • tidal volume • minute ventilation
• understand about alveoli as the site of gas exchange

1.1e Effects of Exercise

• understand the short-term effects of exercise on body systems.
• be able to apply the effects to examples from physical activity/sport
• be able to collect and use data relating to short-term effects of exercise.
• understand the long-term effects of exercise on body systems.
• be able to apply the effects to examples from physical activity/sport
• be able to collect and use data relating to long-term effects of exercise.

Assessment

10% Practical score of 1 sports/activities.

90% 1.1a,b,d,e

Curriculum Period 2:

Curriculum content

1.1c Movement Analysis

Lever systems

• Know the three classes of lever and their use in physical activity and sport
• Know the definition of mechanical advantage.

Planes of movement and axes of rotation

• Know the location of the planes of movement in the body and their application to physical activity and sport
• Know the location of the axes of rotation in the body and their

1.2b Principles and Methods of Training

• know the definitions of principles of training and be able to apply them to personal exercise/training programmes: specificity, overload, progression and reversibility.
• know the definition of the elements of FITT (Frequency, Intensity,
• Time, Type) and be able to apply these elements to personal
• exercise/training programmes
• know different types of training, definitions and examples of:
• continuous, fartlek, interval, circuit training, weight training, plyometrics, HIIT
• understand the key components of a warm up and be able to apply examples.
• know the physical benefits of a warm up.
• understand the key components of a cool down and be able to apply examples.

• 1.2c Preventing Injury in Physical activity
• understand how the risk of injury in physical activity and sport can be minimised and be able to apply examples,
• including:
• personal protective equipment, correct clothing/footwear, appropriate level of competition, lifting and carrying equipment safely and use of warm up and cool down
• know potential hazards in a range of physical activity and sport settings and be able to apply examples, including:
• sports hall, fitness centre, playing field, artificial outdoor areas and swimming pool.

AEP Coursework Task

- Evaluation , Assessment, Overview, Analysis

Assessment

20% Practical score of 2 sports/activities.

5% AEP coursework task

55% 1.1c, 1.2a, 1.2b, 1.2c

20 % Previous units/learning

Curriculum Period 3:

Curriculum content

AEP Coursework Tasks - Evaluation , Assessment, Overview, Analysis

Revision resources

We provide knowledge organisers for all the units covered through Year 10. Pupils should use these to revise for recall tests throughout the year and for the three formal assessments.

There are three revision guides which have been published for this course by GCSE Simplified, Hodder and CGP. Whichever publisher, it is important that pupils use a revision guide specifically for OCR GCSE Physical Education (9-1). Periodically we do make a school order for revision guides.

Subject advice and guidance

If you need any further guidance then please contact your child’s teacher via email:

michael.dodd@endon.set.org

emma.stubbs@endon.set.org

kieran.jones@endon.set.org

 

OCR Cambridge Nationals

Sport Science Level 1/2 – J828

Curriculum Allocation

CAMNAT Sports Science is taught for 3x 100 minute lessons per fortnight

Curriculum Period 1:

Curriculum content

Unit R181: Applying Principles of Training: Fitness and how it affects skill performance

Topic Area 1: Components of fitness applied in sport

• 1.1.1 The definition of, and suitable fitness tests used, to measure each component of fitness
• 1.1.2 Fitness component requirements of sports
• 1.1.3 Justification of most important components of fitness
• 1.2.1 Fitness tests for components of fitness
• 1.2.2 Collect and interpret the results of fitness tests
• 1.2.3 Strengths and areas of improvement of each fitness component
• 1.3.1 Devising skill based fitness tests
• 1.3.2 Conduct the tests devised
• 1.3.3 How to record results of skill based fitness tests

Assessment

50% Coursework task production - R181

50% Exam score - Related exam

Curriculum Period 2:

Curriculum content

Unit R181: Applying Principles of Training: Fitness and how it affects skill performance

Topic Area 2: Principles of training in sport

• 2.1.1 The definition and application of each principle of training and goal setting
• 2.2.1 Advantages and disadvantages of the structure of each training method
• 2.2.2 Aerobic exercise
• 2.2.3 Anaerobic exercise

Topic Area 3: Organising and planning a fitness training programme

• 3.1.1 Considerations to inform planning
• 3.1.2 Applying principles of training
• 3.2.1 Elements of training programmes
• 3.2.2 How to monitor progress and adapt a programme
• 3.3.1 Post programme tests
• 3.3.2 Achievement recognised

Assessment

20% Previous learning - R181

80 % R181 - New coursework production

Curriculum Period 3:

Curriculum content

Unit R181: Applying Principles of Training: Fitness and how it affects skill performance

Topic Area 4: Evaluate own performance in planning and delivery of a fitness training programme

• 4.1.1 Reflections on the fitness training programme
• 4.1.2 Strengths and areas for improvement of the fitness training programme
• 4.1.3 Further development suggestions for improvements to the fitness training programme

Assessment

100% - R181 - Whole unit coursework production - Submitted to exam board

Revision resources

We provide knowledge organisers for all the units covered through Year 10 for the R081 unit as this is assessed through an exam. Pupils should use these to revise for recall tests throughout the year and for the three formal assessments.

There are revision guides which have been published for this course by GCSE Simplified, Hodder and CGP. Whichever publisher, it is important that pupils use a revision guide specifically for OCR Cambridge National Sports Science qualification (Sept 22 First teaching). Periodically we do make a school order for revision guides.

Subject advice and guidance

If you need any further guidance then please contact your child’s teacher via email:

m.dodd@endon.shaw-education.org.uk

e.stubbs@endon.shaw-education.org.uk

k.jones@endon.shaw-education.org.uk

Curriculum Allocation

Core PE is taught for 1 x 100 minute lesson per fortnight.

During the options process in Year 9. Pupils are given a choice of pathway they wish to follow in Core PE. The aim of this is to peek their interest and retain engagement. Pupils can choose between:

Games

Sports’ leaders

Health and Aesthetics.

Curriculum Period 1:

Curriculum content

Games: Football and Handball

Sports Leaders: Warm ups and Cool downs

Health and Aesthetics: Netball and Yoga/Pilates

Assessment

Pupils are assessed in their attitude to learning within Core PE - Bronze/Silver/Gold

• Bronze: Most lessons the pupil needs intervention to get them to play their part in the lesson or to learn effectively.
• Silver: A mixed attitude where sometimes they are on track but at times they need reminders to engage promptly and effectively.
• Gold: A positive attitude and ready to learn consistently.

Curriculum Period 2:

Curriculum content

Games: Basketball and Football

Sports Leaders: Leading warm ups to small groups.

Health and Aesthetics: Dance and fitness

Assessment

Pupils are assessed in their attitude to learning within Core PE - Bronze/Silver/Gold

• Bronze: Most lessons the pupil needs intervention to get them to play their part in the lesson or to learn effectively.
• Silver: A mixed attitude where sometimes they are on track but at times they need reminders to engage promptly and effectively.
• Gold: A positive attitude and ready to learn consistently.

Curriculum Period 3:

Curriculum content

Games: Table Tennis, Cricket and Rounders

Sports Leaders: Leading individual sessions to others.

Health and Aesthetics: Trampolining and Rounders

Assessment

Pupils are assessed in their attitude to learning within Core PE - Bronze/Silver/Gold

• Bronze: Most lessons the pupil needs intervention to get them to play their part in the lesson or to learn effectively.
• Silver: A mixed attitude where sometimes they are on track but at times they need reminders to engage promptly and effectively.
• Gold: A positive attitude and ready to learn consistently.

Subject advice and guidance

If you need any further guidance then please contact your child’s teacher via email:

m.dodd@endon.shaw-education.org.uk

e.stubbs@endon.shaw-education.org.uk

k.jones@endon.shaw-education.org.uk

m.keates@endon.shaw-education.org.uk

OCR GCSE PHYSICAL EDUCATION - J587 (9-1)

Paper 01 – Physical Factors Affecting Performance (30%)

1.1a – Skeletal System 1.1b – Muscular System 1.1c – Movement Analysis 1.1d – Cardio-Respiratory System 1.1e – Effects of Exercise 1.2a – Components of Fitness 1.2b – Applying the Principles of Training 1.2c – Preventing Injury in physical activity

Paper 02 – Socio-Cultural Issues and Sports Psychology (30%)

2.1a – Engagement Patterns of different Social Groups, 2.1b – Commercialisation in Sport and Physical Activity, 2.1c – Ethical and Socio-cultural issues in Sport and Physical Activity, 2.2 – Sports Psychology, 2.3 – Health, Fitness and Well-being

03- Practical activity assessment - Analysing and Evaluating Performance (40%)

Learners are assessed in their ability to select and perform appropriate skills consistently, precisely and with control and fluency in conditioned, competitive environments, adapting their performance to suit a variety of situations.

Learners complete logs of competitive participation in their activities/sports to show their frequency and level of participation. These may be called upon as supporting evidence, for example to support a special consideration application for injury.

In addition to the above, learners are required to demonstrate their ability to analyse and evaluate their own performance in order to:

• analyse aspects of personal performance in a practical activity
• evaluate the strengths and weaknesses of the performance
• produce an action plan which aims to improve the quality and effectiveness of performance.

One sporting activity = 10% x3 = 30% of overall mark

Analysing and Evaluating Performance Task is 10% of overall mark

Curriculum Allocation

GCSE PE is taught for 3x 100 minute lessons per fortnight

Curriculum Period 1:

Curriculum content

2.1a Engagement Patterns

Physical activity and sport in the UK

• Be familiar with current trends in participation in physical activity and sport

Participation in physical activity and sport

• Understand how different factors can affect participation
• Understand strategies which can be used to improve participation
• Be able to apply examples from physical activity/sport to participation issues.

2.1b Commercialisation of Sport

• understand the influence of the media on the commercialisation of physical activity and sport
• know the meaning of commercialisation, including sport, sponsorship and the media (the golden triangle)
• understand the influence of sponsorship on the commercialisation of physical activity and sport

Assessment

30% - Practical score of 3 activities.

10% - AEP production

30% - Paper 1 - Physical Factors affecting performance

30% - Paper 2 - Socio-cultural issues

Curriculum Period 2:

Curriculum content

2.1c Ethical and socio-cultural issues in physical activity and sport

• know and understand:
• the value of sportsmanship
• the reasons for gamesmanship and deviance in sport.
• be able to apply practical examples to these concepts.
• know and understand the reasons why sports performers use drugs
• know the types of drugs and their effect on performance: • anabolic steroids • beta blockers • stimulants
• give practical examples of the use of these drugs in sport.
• know and understand the impact of drug use in sport: • on performers • on sport itself.
• know and understand the reasons for player violence
• give practical examples of violence in sport.

2.2 Sports Psychology

• know the definition of motor skills
• understand and be able to apply examples of the characteristics of skilful movement: • efficiency • pre-determined • co-ordinated • fluent • aesthetic.
• know continua used in the classification of skills, including: • simple to complex skills (difficulty continuum) • open to closed skills (environmental continuum)
• be able to apply practical examples of skills for each continuum along with justification of their placement on both continua.
• understand and be able to apply examples of the use of goal setting: • for exercise/training adherence • to motivate performers • to improve and/or optimise performance
• understand the SMART principle of goal setting with practical examples (Specific, Measurable, Achievable, Recorded, Timed)
• be able to apply the SMART principle to improve and/or optimise performance.
• know mental preparation techniques and be able to apply practical examples to their use
• understand types of guidance, their advantages and disadvantages, and be able to apply practical examples to their use
• understand types of feedback and be able to apply practical examples to their use

2.3 Health, Fitness and Wellbeing

• know what is meant by health, fitness and well-being
• understand the different health benefits of physical activity and consequences of a sedentary lifestyle
• be able to apply the above to different age groups
• be able to respond to data about health, fitness and well-being
• know the definition of a balanced diet
• know the components of a balanced diet • carbohydrates • proteins • fats • minerals • vitamins • fibre • water and hydration
• understand the effect of diet and hydration on energy use in physical activity
• be able to apply practical examples from physical activity and sport to diet and hydration.

Assessment

30% - Practical score of 3 activities.

10% - AEP production

30% - Paper 1 - Physical Factors affecting performance

30% - Paper 2 - Socio-cultural issues

Revision resources

CP3 GCSE PE Knowledge Organisers

We provide knowledge organisers for all the units covered. Pupils should use these to revise for recall tests throughout the year and for the three formal assessments.

There are three revision guides which have been published for this course by GCSE Simplified, Hodder and CGP. Whichever publisher, it is important that pupils use a revision guide specifically for OCR GCSE Physical Education (9-1). Periodically we do make a school order for revision guides.

We also provide parent/carers with a pack of revision materials that can be used to aid pupils revision at home. 

Subject advice and guidance

If you need any further guidance then please contact your child’s teacher via email:

michael.dodd@endon.set.org

emma.stubbs@endon.set.org

kieran.jones@endon.set.org

OCR GCSE PHYSICAL EDUCATION - J587 (9-1)

Paper 01 – Physical Factors Affecting Performance (30%)

1.1a – Skeletal System 1.1b – Muscular System 1.1c – Movement Analysis 1.1d – Cardio-Respiratory System 1.1e – Effects of Exercise 1.2a – Components of Fitness 1.2b – Applying the Principles of Training 1.2c – Preventing Injury in physical activity

Paper 02 – Socio-Cultural Issues and Sports Psychology (30%)

2.1a – Engagement Patterns of different Social Groups, 2.1b – Commercialisation in Sport and Physical Activity, 2.1c – Ethical and Socio-cultural issues in Sport and Physical Activity, 2.2 – Sports Psychology, 2.3 – Health, Fitness and Well-being

03- Practical activity assessment - Analysing and Evaluating Performance (40%)

Learners are assessed in their ability to select and perform appropriate skills consistently, precisely and with control and fluency in conditioned, competitive environments, adapting their performance to suit a variety of situations.

Learners complete logs of competitive participation in their activities/sports to show their frequency and level of participation. These may be called upon as supporting evidence, for example to support a special consideration application for injury.

In addition to the above, learners are required to demonstrate their ability to analyse and evaluate their own performance in order to:

• analyse aspects of personal performance in a practical activity

• evaluate the strengths and weaknesses of the performance

• produce an action plan which aims to improve the quality and effectiveness of performance.

One sporting activity = 10% x3 = 30% of overall mark

Analysing and Evaluating Performance Task is 10% of overall mark

Curriculum Allocation

GCSE PE is taught for 3x 100 minute lessons per fortnight

Curriculum Period 1:

Curriculum content

• analyse the importance of the different components of fitness for the activity 
• give an overview of the key skills in the activity 
• assess the strengths/weaknesses of the performer being analysed in the activity. 
• For a specific skill or technique in the chosen activity: 
• analyse a movement involved – joint, type of movement, muscle group(s), muscle function/role 
• classify the skill on the difficulty and environmental continua. 
• Produce an action plan (not to be implemented) to improve an aspect of the performance of the performer being analysed in the chosen activity 
• The plan must include: 
• which skill or component of fitness you are improving 
• justifications for the skill or component of fitness you have chosen to improve 
• drills and practices to show how you intend to improve the skill or component of fitness chosen, including: risk assessment, coaching points, principles of training and SMART goal setting 
• relevant understanding of the element chosen to improve.

Assessment

30% - Practical score of 2 activities.

10% - AEP production

30% - Paper 1 - Physical Factors affecting performance

30% - Paper 2 - Socio-cultural issues

Curriculum Period 2:

Curriculum content

2.2 Sports Psychology

• know the definition of motor skills
• understand and be able to apply examples of the characteristics of skilful movement: • efficiency • pre-determined • co-ordinated • fluent • aesthetic.
• know continua used in the classification of skills, including: • simple to complex skills (difficulty continuum) • open to closed skills (environmental continuum)
• be able to apply practical examples of skills for each continuum along with justification of their placement on both continua.
• understand and be able to apply examples of the use of goal setting: • for exercise/training adherence • to motivate performers • to improve and/or optimise performance 
• understand the SMART principle of goal setting with practical examples (Specific, Measurable, Achievable, Recorded, Timed)
• be able to apply the SMART principle to improve and/or optimise performance.
• know mental preparation techniques and be able to apply practical examples to their use
• understand types of guidance, their advantages and disadvantages, and be able to apply practical examples to their use
• understand types of feedback and be able to apply practical examples to their use

2.3 Health, Fitness and Well-being

• know what is meant by health, fitness and well-being 
• understand the different health benefits of physical activity and consequences of a sedentary lifestyle
• be able to apply the above to different age groups 
• be able to respond to data about health, fitness and well-being
• know the definition of a balanced diet
• know the components of a balanced diet • carbohydrates • proteins • fats • minerals • vitamins • fibre • water and hydration 
• understand the effect of diet and hydration on energy use in physical activity 
• be able to apply practical examples from physical activity and sport to diet and hydration.

Assessment

30% - Practical score of 2 activities.

10% - AEP production

30% - Paper 1 - Physical Factors affecting performance

30% - Paper 2 - Socio-cultural issues

Curriculum Period 3:

Curriculum content

The specification has been covered and no new curriculum content will be introduced. Analysis of previous assessments will point to curriculum gaps in knowledge that pupils have which will be returned to.

Assessment

The external GCSE exams occur at this point.

Revision resources

We provide knowledge organisers for all the units covered through Year 10 and 11. Pupils should use these to revise for recall tests throughout the year and for the three formal assessments.

There are three revision guides which have been published for this course by GCSE Simplified, Hodder and CGP. Whichever publisher, it is important that pupils use a revision guide specifically for OCR GCSE Physical Education (9-1). Periodically we do make a school order for revision guides.

Subject advice and guidance

If you need any further guidance then please contact your child’s teacher via email:

m.dodd@endon.shaw-education.org.uk

e.stubbs@endon.shaw-education.org.uk

Exam Board

OCR Cambridge Nationals Sport Science Level 1/2 – J828

Curriculum Allocation

CAMNAT Sports Science is taught for 3x 100 minute lessons per fortnight

Curriculum Period 1:

Curriculum content

Unit R180: Reducing the risk of sports injuries and dealing with common medical conditions

Topic Area 1: Different factors which influence the risk and severity of injury

1.1 Extrinsic factors

• 1.1.1 Types of sports activity
• 1.1.2 Coaching/Instructing/Leading
• 1.1.3 Environment
• 1.1.4 Equipment

1.2 Intrinsic Factors

• 1.2.1 Individual variables
• 1.2.2 Psychological factors
• 1.2.3 Reasons for aggression
• 1.2.4 Mental strategies

Topic Area 2: Warm up and cool down routines

• 2.1.1 Key components of a warm up
• 2.2.1 Physiological benefits
• 2.2.2 Psychological benefits
• 2.3.1 Cool down - Pulse lowering
• 2.3.2 Stretching
• 2.4.1 Physiological benefits

Topic Area 3: Different types and causes of sports injuries

• 3.1.1 Overview of acute injuries
• 3.1.2 Soft tissue and hard tissue injuries
• 3.1.3 Strains
• 3.1.4 Sprains
• 3.1.5 Skin damage
• 3.1.6 Fractures
• 3.1.7 Dislocations
• 3.1.8 Head injuries
• 3.2.1 Overview of chronic injuries
• 3.2.2 Tendonitis
• 3.2.3 Epicondylitis
• 3.2.4 Shin splints
• 3.2.5 Stress fractures
• Topic Area 4: Reducing risk, treatment and rehabilitation of sports injuries and medical conditions
• 4.1 Measures that can be taken before and during participation in sport or physical activity to reduce risk and severity of injury/medical conditions
• 4.1.1 Safety checks
• 4.1.2 Strategies to help reduce the risk of sports injuries and medical conditions
• 4.1.3 Emergency Action Plans (EAP)
• 4.2 Responses and treatment to injuries and medical conditions in a sporting context
• 4.2.1 SALTAPS on-field assessment routine
• 4.2.2 DRABC is an acronym for (Danger, Response, Airway, Breathing, Circulation)
• 4.2.4 PRICE therapy is an acronym for (Protection, Rest, Ice, Compress, Elevate)
• 4.2.5 Use of X-rays to detect injury
• 4.2.6 Overview of treatments/therapies
• Topic Area 5: Causes, symptoms and treatment of medical conditions
• 5.1.1 Overview of asthma and asthma attacks
• 5.2.1 Overview of Type 1 and Type 2 diabetes
• 5.3.1 Overview of epilepsy
• 5.4.1 Overview of SCA(Sudden Cardiac Arrest)
• 5.5.1 Overview of hypothermia
• 5.5.5 Overview of Heat exhaustion
• 5.5.9 Overview of dehydration.

Assessment

70% R081 - Exam

30% R182 - Topic Area 1 and 2 Coursework production

Curriculum Period 2:

Curriculum content

Unit R182: The body's response to physical activity and how technology informs this

Topic Area 1: The cardio-respiratory system and how the use of technology supports different types of sports and their intensities

• 1.1 Components, function and role of cardio-respiratory system during exercise
• 1.2 Cardio-respiratory sports technology

Topic Area 2: The musculo-skeletal system and how the use of technology supports different types of sports and their movements

• 2.1 The components and role of the musculo-skeletal system in producing movement
• 2.1.2 The role of the components in producing the types of movement
• 2.2 Musculo-skeletal sports technology

Assessment

70% Exam of R081

30% R182 - Topic Area 3 and 4 Coursework production

Curriculum Period 3:

Curriculum content

Unit R182: The body's response to physical activity and how technology informs this

Topic Area 3: Short-term effects of exercise on the cardio-respiratory and musculoskeletal systems

3.1 The different short-term effects of exercise on the cardio-respiratory and musculo-skeletal systems

Topic Area 4: Long-term effects of exercise on the cardio-respiratory and musculoskeletal systems

4.1 The long-term effects of exercise on the cardio-respiratory and musculo-skeletal systems

There will also be opportunity to make adjustments to coursework components of the course.

Assessment

Completion of TA 3 and 4 Controlled assessment.

The external exam for R180 unit occurs at this point.

Revision resources

We provide knowledge organisers for all the units covered through Year 10 for the R081 unit as this is assessed through an exam. Pupils should use these to revise for recall tests throughout the year and for the three formal assessments.

There are revision guides which have been published for this course by GCSE Simplified, Hodder and CGP. Whichever publisher, it is important that pupils use a revision guide specifically for OCR Cambridge National Sports Science qualification (Sept 22 First teaching). Periodically we do make a school order for revision guides.

Subject advice and guidance

If you need any further guidance then please contact your child’s teacher via email:

m.dodd@endon.shaw-education.org.uk

e.stubbs@endon.shaw-education.org.uk

k.jones@endon.shaw-education.org.uk