Physical Education
GCSE Workbook
Edexcel
St James School Physical Education and Sport - Recognising Achievement
Introduction
What is the purpose of this book?
This workbook is designed to help you plan and prepare for the controlled assessment part of your
GCSE Physical Education course, whether you are following the Full Course or the Short Course.
It will take you step by step through the stages of:
choosing your activities
setting goals in each activity
planning for improvement producing your best performance in your controlled assessment.
It contains:
advice and guidance on what to expect in the controlled assessment
activities to help you prepare for the assessment
details and advice on the mark scheme − how to understand it and interpret it to get better
grade.
It will help you with all the planning you need to do for the controlled assessment. There are
practical tasks to guide you, many of which you can complete in the book.
Activity: My strengths and weaknesses
As a starting point, look at the following strengths and weaknesses relating to Physical Education
and think about what your own strengths and weaknesses are. Circle the ones which apply to you.
My strengths
My weaknesses
I am good at most sports.
I like playing but not practising.
I like watching as well as playing.
I am not good at listening to advice.
I like coaching and teaching others.
I am not good at being in charge.
I play a lot of sport outside school.
I am not very sporty outside school.
I like taking charge of my team.
I don’t understand many rules in PE.
I have a good knowledge of the rules in sport.
I am not sure how I can get better at
sport.
I enjoy umpiring and refereeing.
What is controlled assessment?
Your Physical Education course is broken down into two units, which are examined as follows:
Unit
Unit 1
The theory of Physical
Education
Unit 2
Performance in Physical
Education
Section
Section 1.1
Healthy,
active
lifestyles
Section 1.2
Your healthy,
active body
Method of
assessment
These two
sections are
externally marked.
Therefore they are
therefore not part
of the controlled
assessment.
% of
marks
40%
Section 2.1
Practical
Performance
Controlled
Assessment
48%
Section 2.2
Analysis of
performance
Controlled
Assessment
12%
Structure of assessment
Written examination, marked
by Edexcel
Practical performances that
will be marked by your
teacher using the mark
scheme set by Edexcel
An analysis of performance
that will be marked by your
teacher using the mark
scheme set by Edexcel
Unit 2 is the practical part of the course and is the controlled assessment. It is worth 60% of your
total marks, so it is important to do as well as you can in it. There are two parts to it:
In Section 2.1 you will be doing practical performances in activities that you choose, such as
football or netball. Your performances will be marked by your teacher according to how well you
do when measured against the mark scheme provided by Edexcel.
In Section 2.2 you will be analysing a performance, whether you’re own or – more likely – a
performance by one or more other people. Again, you will be marked by your teacher and
measured against the criteria from Edexcel.
Controlled assessment is a great opportunity to show what you can do, and many students find
they perform better in this sort of practical activity, rather than in a written exam.
The activity groups
Group A:
Group C:
Outwitting opponents
Exploring and communicating ideas, concepts
and emotions
Amateur boxing
American football
Association football
Badminton
Baseball (English or Welsh)
Basketball
Cricket
Fencing
Field hockey
Gaelic football
Handball
Hurling/camogie
Ice hockey
Inline hockey
Judo
Ju-jitsu
Karate
Korfball
Lacrosse
Lawn tennis
Netball
Polo
Rounders
Rugby league
Rugby union
Softball
Squash
Table tennis
Tae kwon do
Volleyball
Water polo
Dance Ice dance
Group B:
Accurate replication of actions, phrases and
sequences
Gymnastics
Synchronised swimming
Trampolining
Group D:
Performing at maximum levels in relation to
speed, height, distance, strength or accuracy
Archery Athletics Clay pigeon shooting
Competitive swimming Cross-country running
Cycling
Golf Lawn bowls Rowing
Weightlifting
Group E:
Identifying and solving problems to overcome
challenges of an adventurous nature
Canoeing Climbing Horse riding
Kayaking Life-saving Mountain biking
Orienteering Personal survival Sailing
Skiing Snowboarding Surfing
Trekking Wakeboarding Water skiing
Windsurfing
Group F:
Exercising safely and effectively to improve
health and wellbeing
Fitness training − you need to do at least two of
the following activities in combination:
Aerobics
Body pump
Circuit training
Continuous training
Interval training
Pilates
Weight training
Yoga
Practical performance
You will offer performances in either two (short course) or four (full course) practical activities. You
can choose your role from the following:
 player
 official (referee, linesman, etc)
 leader
Short course
Full course
Two practical activities, including at least one as
a player/participant.
Four practical activities, including at least two as
player/participant
Choose from:
a) 2 as player/participant
b) 1 as a player/participant and 1 as a leader
c) 1 as a player/participant and 1 as an official
Choose from:
a) 4 as player/participant
b) 3 as a player/participant and 1 as a leader
c) 3 as a player/participant and 1 as an official d) 2 as
a player/participant and 2 as a leader
e) 2 as a player/participant and 2 and an official
f) 2 as a player/participant, 1 as a leader and 1 as an
official
The player/participant activity must come from a
different activity area as the official or leader
activity.


When choosing the role you will take in each activity, you will need to consider which one you
will select for your Analysis of Performance – but note that you cannot do your analysis in the
role of an official or leader.
You must select your practical activities from at least two different activity groups.
Course Plan
Term 1
Course introduction — requirements.
Outline the aims of the unit.
Set standards and (SMART) goals.
Investigate the reasons why people take part in sport and physical activity.
Why do they (the students) take part in sport?
Initiatives, influences and opportunities that get and keep people involved in sport and
physical activity for health and competitive reasons.
Health-related exercise — fitness — performance — role models in terms of the fitness
requirements that students’ role models need for the activities in which they perform, eg Andy
Murray for tennis.
Skill-related fitness and further development of the role models, but this time in terms of the
skill requirements that their role models need for the activities in which they perform, eg Andy
Murray for tennis.
Test on Topics Above
Term 2
Personal Exercise Programme — planning, performing and monitoring.
Assessing readiness for exercise — PAR-Q
Testing — assessing fitness levels via a series of tests for example Cooper’s 12-minute run;
Illinois Agility Run; Sergeant Jump; Standing Broad Jump; hand grip test etc.
Principles of training; Setting SMART goals for the Personal Exercise Programme (PEP).
Methods of training — students experience each method or a selection of methods of training.
Linking methods of training with health-related exercise and skill-related fitness.
Term 3
Experiencing exercise sessions to match fitness requirements to individuals and activities.
Experiencing and understanding the training session warm-up; main activity and cool down.
Explaining the principles of training within an exercise programme.
Aerobic and anaerobic training.
Heart rates — plotting examples and evaluating results from practical experience.
Graphical explanations of target zones and thresholds of training from practical experience.
Diet — much of this work could be incorporated into the practical lessons above, during which
students are doing their 6-week PEP. Then bring it all together in one final lesson, for example
why did you take on water and need carbohydrates?
Exercise, diet, work and rest.
Explain the requirements of a balanced diet.
The factors of a balanced diet.
Diet in relation to exercise timing of dietary intake and reasons.
Evaluate and complete the Personal Exercise Programme (PEP).
End of Short Course 3PE01
Term 4
Somatotypes.
Endomorph — mesomorph — ectomorph.
Understanding and explaining with examples the terms:
anorexia, obesity, overfat, overweight, underweight, and how they relate to sports
performance.
Gender, height, weight, bone structure, muscle girth, optimum weight and their influence in
sport.
Smoking, alcohol and sport.
Drugs in sport.
Rules and risk assessment in sport.
Revision.
Mock examination.
Term 5
Exercise and physical activity — the effects on the CV system.
Immediate and short-term effects.
The effects of regular and long-term participation.
The importance of rest for adaptation and recovery — diet for cholesterol (HDL and LDL).
Recreational drugs and the CV system.
Exercise and physical activity — the effects on the CV system.
Immediate and short-term effects.
The effects of regular and long-term participation.
The importance of rest for adaptation and recovery.
Recreational drugs and the respiratory system.
Exercise and physical activity and the effects on the muscular system, and main muscle groups.
Immediate and short-term effects.
Isometric and isotonic contractions.
The effects of regular and long-term participation.
Exercise and potential muscle injuries, muscle strains, muscle atrophy, treatment (RICE).
The importance of rest for adaptation and recovery.
Diet — protein.
Performance-enhancing drugs.
Exercise and physical activity and the effects on the skeletal system. Role of skeletal system
during physical activity, including ranges of movement at hinge and socket joints.
The effects of regular and long-term participation.
The importance of weight-bearing exercise.
Potential injuries and conditions.
Diet.
This completes the Full Course (2PE01).
Revision programme
Starting with the topics students have just completed, ie Section 1.2, before moving on to the
topics they covered early in the course, so it is fresh in their minds just before the
examination.
Section 2.1
Practical performance as a player/participant
Understanding the mark scheme criteria
Your practical performance as a player/participant will be marked against a set of criteria known as
a mark scheme.
Activity: Using the mark scheme to set my goals
Look through the mark scheme for your chosen sport/s and complete the tables on the next two
pages. An example has been completed below for you.
Sport 1:
Hockey
Mark I think I
am on now:
Strengths:
Using a variety of different dribbling techniques
Hitting consistency
Ability to beat an opponent
Mark I think I
should achieve:
How I plan to improve:
7
8
Take on a more leadership role within lessons
and become more vocal on the pitch
Practice passing through a set of cones both
static and on the move
Learn all of the rules of the game
Weaknesses:
Communication
Passing accuracy
Knowledge of the game
Reverse stick skills
Practice using my reverse stick skills in skills
based activities so that they will improve
when applied into a game.
Mark
awarded:
Practical Participation – Using the mark scheme to set my goals.
Sport:
Mark I think I
am on now:
Strengths:
Mark I think I
should achieve:
How I plan to improve:
Weaknesses:
Mark
awarded:
Sport:
Strengths:
Mark I think I
am on now:
Mark I think I
should achieve:
How I plan to improve:
Weaknesses:
Mark
awarded:
Sport:
Mark I think I
am on now:
Strengths:
Mark I think I
should achieve:
How I plan to improve:
Weaknesses:
Mark
awarded:
Sport
Strengths:
Mark I think I
am on now:
Mark I think I
should achieve:
How I plan to improve:
Weaknesses:
Mark
awarded:
Sport:
Mark I think I
am on now:
Strengths:
Mark I think I
should achieve:
How I plan to improve:
Weaknesses:
Mark
awarded:
Sport:
Strengths:
Mark I think I
am on now:
Mark I think I
should achieve:
How I plan to improve:
Weaknesses:
Mark
awarded:
Sport:
Mark I think I
am on now:
Strengths:
Mark I think I
should achieve:
How I plan to improve:
Weaknesses:
Mark
awarded:
Sport:
Strengths:
Mark I think I
am on now:
Mark I think I
should achieve:
How I plan to improve:
Weaknesses:
Mark
awarded:
Practical logs as an official / leader
Understanding the mark scheme criteria
Your practical performance as an official / leader will be marked against a set of criteria known as a
mark scheme.
Activity: Using the mark scheme to identify how I can improve
Look through the mark scheme for your chosen sport/s and complete the logs as you go.
Complete one of these logs each time you take on the role of an official or leader
Sport:
Date Completed:
Mark I think
I am now:
Please circle:
Role undertaken:
Account of what you did (Include any relevant diagrams or pictures):
What qualities did you gain from this?
How can you improve?
Mark I think I
should achieve:
Official / Leader
Sport:
Date Completed:
Mark I think
I am now:
Please circle:
Role undertaken:
Account of what you did (Include any relevant diagrams or pictures):
What qualities did you gain from this?
How can you improve?
Mark I think I
should achieve:
Official / Leader
Sport:
Date Completed:
Mark I think
I am now:
Please circle:
Role undertaken:
Account of what you did (Include any relevant diagrams or pictures):
What qualities did you gain from this?
How can you improve?
Mark I think I
should achieve:
Official / Leader
Sport:
Date Completed:
Mark I think
I am now:
Please circle:
Role undertaken:
Account of what you did (Include any relevant diagrams or pictures):
What qualities did you gain from this?
How can you improve?
Mark I think I
should achieve:
Official / Leader
Sport:
Date Completed:
Mark I think
I am now:
Please circle:
Role undertaken:
Account of what you did (Include any relevant diagrams or pictures):
What qualities did you gain from this?
How can you improve?
Mark I think I
should achieve:
Official / Leader
Sport:
Date Completed:
Mark I think
I am now:
Please circle:
Role undertaken:
Account of what you did (Include any relevant diagrams or pictures):
What qualities did you gain from this?
How can you improve?
Mark I think I
should achieve:
Official / Leader
Sport:
Date Completed:
Mark I think
I am now:
Please circle:
Role undertaken:
Account of what you did (Include any relevant diagrams or pictures):
What qualities did you gain from this?
How can you improve?
Mark I think I
should achieve:
Official / Leader
Sport:
Date Completed:
Mark I think
I am now:
Please circle:
Role undertaken:
Account of what you did (Include any relevant diagrams or pictures):
What qualities did you gain from this?
How can you improve?
Mark I think I
should achieve:
Official / Leader
Sport:
Date Completed:
Mark I think
I am now:
Please circle:
Role undertaken:
Account of what you did (Include any relevant diagrams or pictures):
What qualities did you gain from this?
How can you improve?
Mark I think I
should achieve:
Official / Leader
Sport:
Date Completed:
Mark I think
I am now:
Please circle:
Role undertaken:
Account of what you did (Include any relevant diagrams or pictures):
What qualities did you gain from this?
How can you improve?
Mark I think I
should achieve:
Official / Leader
Section 2.2
Analysis of Performance
o Choice of presentation format can be used PowerPoint, written, interview
o You will use Fitness Training (Your PEP) for this conversation and be asked
questions on the 5 components:
o You will have the chance to watch a video of the sport to use for analysis
purposes.
o You must have your completed PEP with you and refer to it when you answer
questions.
Section 2.2: Analysis of performance requires all students to undertake
an analysis of performance, which is made up of five separate components:
2.2.1: Rules, regulations and terminology
2.2.2: Observe and analyse performance
2.2.3: Evaluate performance
2.2.4: Plan strategies, tactics and practices
2.2.5: Plan a Personal Exercise Programme (PEP).
The analysis of performance must be based on one of the physical activities
undertaken in the role of player/participant in Section 2.1: Practical performance.
The analysis of performance cannot be based on the roles of official or leader.
Component 2.2.5 (the Personal Exercise Programme) can be based on a different
physical activity to the other sections of the analysis of performance, but must be
based on an activity undertaken in the role of player/participant in Section 2.1:
Practical performance.
Students must be able to: show their knowledge and understanding of the rules,
regulations and terminology of a selected physical activity observe and analyse
performance in physical activity evaluate performance in physical activity and
recognise strengths and areas for improvement plan strategies, tactics and practices
to improve skills and performance plan a Personal Exercise Programme to improve
their fitness and performance.
Component 2.2.1: Rules, regulations and terminology
0 Performance not worthy of credit.
1 Mark: Students demonstrate some knowledge of the basic rules and regulations
and their roles in physical activity and make use of simple terminology appropriate to
the activity.
2 Marks: Students demonstrate a sound knowledge but may falter on the more
complex rules and/or regulations of the activity. They have an understanding of the
basic terminology but falter on the more technical aspects.
Where students present work in a written format it may show weaknesses in
grammar, spelling and punctuation. Technical language will be used, but not always
accurately.
3 Marks: Students demonstrate a clear understanding of the rules and regulations of
competition. They will, on the whole, use correct terminology. Where students
present work in a written format it will, on the whole, be grammatically sound and
spelling and punctuation will be accurate. Technical language will be largely accurate.
4 Marks: Students demonstrate a clear understanding of the rules and/or regulations
of competition and the ability to apply them. They show a clear understanding of the
technical terms appropriate for the activity at this level.
Where students present work in a written format grammar, spelling and punctuation
will be accurate. Appropriate technical language will be correctly used.
Component 2.2.2: Observe and analyse performance
0 Performance not worthy of credit.
1 Mark: Students may describe what they have seen but not analyse the
performance.
2 Marks: Students will make a sound observation and are able to analyse simple, but
not technical, aspects of techniques, movements, tactics or strategies.
Where students present work in a written format it may show weaknesses in
grammar, spelling and punctuation. Technical language will be used, but not always
accurately.
3 Marks: Students will make a detailed observation and analyse performance making
use of a variety of recognised techniques applicable to the activity.
Where students present work in a written format it, on the whole, be grammatically
sound and spelling and punctuation will be accurate. Technical language will be
largely accurate.
4 Marks: Students will observe and analyse performance and make and use a variety
of recognised techniques. They link detailed analysis of all aspects into
comprehensive feedback. Where students present work in a written format
grammar, spelling and punctuation will be accurate. Appropriate technical language
will be correctly used.
Component 2.2.3: Evaluate performance
0 Performance not worthy of credit.
1 Mark: Students will identify and evaluate only the very basic strengths and areas
for improvement in performance.
2 Marks: Students will evaluate performances and compare one with another,
indicating strengths and areas for improvement. They will refer to the perfect model,
but sometimes inaccurately. Where students present work in a written format it may
show weaknesses in grammar, spelling and punctuation. Technical language will be
used, but not always accurately.
3 Marks: Students will make a good assessment of the strengths and areas for
improvement in performances. They can evaluate and give a good explanation
against the perfect model. Where students present work in a written format it will,
on the whole, be grammatically sound and spelling and punctuation will be accurate.
Technical language will be largely accurate.
4 Marks: Students will evaluate, the strengths and limitations of performances,
accurately against the perfect model. They provide a detailed evaluation that will link
all aspects of the analysis into comprehensive and detailed feedback.
Where students present work in a written format grammar, spelling and punctuation
will be accurate. Appropriate technical language will be correctly used.
Component 2.2.4: Plan strategies, tactics and practices
0 Performance not worthy of credit.
1 Mark: Students will suggest simple strategies and practices to improve skills
and/or performance.
2 Marks: Students will suggest simple practices to improve basic skills in order to
improve performance. They can plan simple strategies and explain basic tactics.
Where students present work in a written format it may show weaknesses in
grammar, spelling and punctuation. Technical language will be used, but not always
accurately.
3 Marks: Students will make sound suggestions to improve skills and/or
performance. They will suggest and discuss tactics to take performance to a higher
level. They will have sound evidence of a structured quantitative analysis for some
aspect of their physical activity. Where students present work in a written format it
will, on the whole, be grammatically sound and spelling and punctuation will be
accurate. Technical language will be largely accurate.
4 Marks: Students demonstrate a very good knowledge of and ideas for practices to
improve performance.
They plan more complex strategies and explain advanced tactics to improve
performance. They have very good and clear documentation for the analysis. They
will evaluate the evidence and suggest ways to improve performance on the basis of
this evidence. Where students present work in a written format grammar, spelling
and punctuation will be accurate. Appropriate technical language will be correctly
used.
My Personal Exercise Programme
A Personal Exercise Programme (PEP) is a training plan designed to improve a Persons’ health,
fitness and performance and is made to suite their individual needs.
For example, a footballer may feel that he needs to develop his strength as he frequently gets
pushed / knocked off the ball. He may begin to introduce resistance training (weights) into his
training programme so that he is able to keep the ball during challenges and compete more
strongly when opponents have the ball. His performance should improve as a result of this training.
The PEP involves you designing then completing an exercise programme related to improving
Fitness.
The PEP needs to be in the following format:
1) Personal Information Page.
This page needs to include your name, age, current level of health, current level of fitness,
and a list of the sporting activities you regularly take part in.
2) Project Brief.
This is an account stating briefly what you are planning to do.
3) Background Research.
At this point you are required to do some background research on the sport of your choice.
You are required to make a list of all the sporting actions that take place in a typical game of the
sport of your choice e.g. rugby – pushing in the scrum – try to get as many as you can…! For each
sporting action, you are then required to identify all the muscles that are used during that action.
Remember, muscles work in pairs.
4) Type of Activity.
You need to identify whether the activity is aerobic, anaerobic or a mixture of both.
www.brainmac.demon.co.uk
5) Principles of Training.
You need to show your knowledge and understanding of the Principles of Training – F.I.T.T.
and S.P.O.R.T. need to be mentioned.
6) Training Methods.
You are now required to identify and describe the training methods you are going to use
during your training to improve your sport specific fitness e.g. Fartlek, Interval, Circuit, Weight etc…
7) Designing the Programme.
It is easiest to make initial notes using a simple table (below). This can be as simple as
showing when and what type of training you are going to do. E.g.
Week
1
2
3
4
5
6
Mon
Fartlek
Tue
Rest
Wed
Interval
Thur
Rest
Fri
Circuit
Sat
Rest
Sun
Rest
Once you have completed this draft programme, you need to write it out in full. You should have a
minimum of 3 sessions per week for a minimum of 4 weeks.
Working within your Target Training Zone. 60 – 80% of your Maximum Heart rate.
Max H/R = 220 – (years of age) 16 = 204bpm. Training zone – 123bpm – 164bpm.
8) Remember…
You are now expected to complete the programme for 6 weeks. To gain more marks, you
must make sure you write a brief diary for each training session. We will complete the fitness tests
again in the last week of the project to see how much you have improved.
9) Evaluation
The final section involves you evaluating your programme, saying what went well and why,
and what you would change if you did it again? Did you improve as much as you hoped?
Personal Stats and Fitness Test Data
Weight
Height
BMI
Body Composition
Main Sport
Test/Fitness Component
Cardiovascular
Fitness
Muscular
Endurance
Multi Stage
Fitness Test
12 Minute
Cooper Run
Press Up Test
Sit Up Test
Flexibility
Sit and Reach
Test
Speed
30m Sprint
Reaction Time
Ruler Drop
Sergeant Jump
Power
Balance
Standing Broad
Jump
Standing Stork
Illinois
Agility
T-test
Date/ Result
Before
Date / Result
After
Improvement
Exercise Programme Brief
I am going to perform PEP for six weeks and my primary aim is to improve areas of weakness as
highlighted from my fitness test results.
_________________________________________________________________________________
The Methods of training I am going to use are;
1)
2)
3)
4)
5)
______________________________
______________________________
______________________________
______________________________
______________________________
I am going to apply principles of F.I.T.T. to my training programme by;
F
___________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
I
___________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
T
___________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
T
___________________________________________________________________________
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I am going to apply principles S.P.O.R.T. to my training programme by;
S
___________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
P
___________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
O
___________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
R
___________________________________________________________________________
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T
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The next section Focuses on your 6 week PEP and asks you to design your daily plan. Once you have
designed your plan, you must check it with your teacher before writing it up neatly in your final PEP
sheet.
Following completion of your PEP, you are expected to undertake your training over a 6 week
period. Use the diary sheets to record down what you did in each session evidencing training
principles.
My PEP –
Wk
Mon
1
H.R. During training –
_______ - _______
2
H.R. During training –
_______ - _______
3
H.R. During training –
_______ - _______
Tue
Wed
Thur
Fri
Sat
Sun
Wk
Mon
4
H.R. During training –
_______ - _______
5
H.R. During training –
_______ - _______
6
H.R. During training –
_______ - _______
Tue
Wed
Thur
Fri
Sat
Sun
PEP Evaluation - Answer the Following Questions
Did you make any
improvement on your
fitness test results? If so,
explain…
Did you enjoy the
structure of the
programme?
What would you change
if you were going to do
the programme again?
Were there any things
that could have affected
your overall results of
the programme? If yes,
explain – e.g. injury or
illness.
How effective was the
application of FITT and
SPORT? Explain
Do you have a clear idea
now of working within
your target training
zone?