Physical Education Studies
Scope and sequence
For teaching and examination in 2013
2009/2765[v5]
Physical Education Studies: Scope and sequence
For teaching and examination in 2013
1
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© School Curriculum and Standards Authority, 2010
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2
Physical Education Studies: Scope and sequence
For teaching and examination in 2013
Physical Education Studies—Scope and sequence of content
UNIT PA
UNIT PB
UNIT 1A
UNIT 1B
UNIT 1C
UNIT 1D
Developing physical skills, strategies and tactics


develop fundamental
movement skills
 coordination in
individual activities
 skills to control an
object in simple
game situations
extend fundamental
movement skills in
relation to
 a range of
individual and
team games
 modified sports
 leisure and
recreational
activities
 techniques and
strategies in
simple game
situations.



basic rules and safety
concepts when moving
and interacting with
others in a variety of
activity settings
 structured play
 informal situations
the importance of
safety and being
spatially aware of
others in simple games
and physical activity
the role of rules in
simple games and
sports
 fairness
 game control
 injury prevention.

how to give verbal and
non-verbal feedback to
others on specific skills
active listening skills
 asking relevant
questions
 building on what
has been said
verbal and non-verbal
communication to
express thoughts and
feelings
ways to communicate
individual physical
activity decisions when
exposed to conflicting
peer influence.

develop and apply
basic movement skills,
patterns and
techniques.




definitions of strategy
and tactic
basic classifications of
physical activity
 invasion
 target
 net/wall
 athletics
 striking, fielding


develop and apply
movement skills and
techniques in games
and other competitive
situations
select and adapt
movement skills and
techniques in response
to simple tactical
problems.

develop and apply
simple team or
individual strategic
plans and tactics
related to
 scoring—
possession,
attack, create and
use space
 preventing
scoring—defence,
win the ball, deny
space
 restarting play
 creating 2 on 1
situations and
other simple
solutions
 formations
 use of width and
depth in attack.
role and responsibilities
of a coach
 organising
 building rapport
 providing
instruction and
explanation
 demonstrating
 observing
 analysing
 providing
feedback
 providing safe
learning
environments
definition of leadership
and the qualities of a
good leader
 trustworthy

coaching strategies to
consolidate and extend
skill development
 whole/part
 chaining/shaping
 specific/variable
 accuracy/speed
 mental/physical
types of feedback
 intrinsic (inherent)
 extrinsic
(augmented)—
terminal,
concurrent, verbal,
non-verbal
relationship between
feedback and skill
development
 two forms of
 aquatics
identify and develop
basic tactical concepts
identify and apply
solutions to selected
tactical problems
 prevent scoring
 restart play
 score.
Motor learning and coaching



basic ways of playing
games and activities
safely
 roles of offensive
and defensive
positions
 safe and correct
use of equipment
 accepting
decisions of
umpire, coach
and/or captain
the role of officials
 manage the game
 ensure safety
encourage others to
accept decisions of the
umpire, coach and/or
captain.





Fitts and Posner model
of the phases of
learning
 cognitive (early)
 associative
(intermediate)
 autonomous (final)
classification of motor
skills
 environmental
influences—open
and closed
 muscular
involvement—
gross and fine
 continuity—
discrete,
continuous and
serial



observe skills using
basic tools, schema
and rubrics
 checklists
 video
explain the relationship
between components
of performance related
fitness and skill
development in terms
of balance, speed,
strength, and flexibility
basic elements of a
training session
 warm-up
 fitness session
 skill development
 culmination
 cool down.
Physical Education Studies: Scope and sequence
For teaching and examination in 2013




3
UNIT PA
UNIT PB
UNIT 1A
UNIT 1B
UNIT 1C


difficulty—simple
and complex
basic processes of
coaching and/or
teaching a skill
 introduce
 demonstrate and
practise
provide feedback.

UNIT 1D
 enthusiastic
 confident
 listen to others
 honest
 responsible
 reliable
 patient
 decisive
 determined
 loyal
leadership styles and
their relationship to
coaching
 autocratic
 democratic
 laissez faire.


feedback—
knowledge of
result, knowledge
of performance
briefing/frontloading
debriefing skills.
Functional anatomy




physical growth and
developmental factors
that affect gross motor
skills
 strength
 size
combine a series of
skills during activities
 running
 jumping
 throwing
 catching
improvement in fitness
levels are achieved
through physical
activity
ways of testing fitness
levels.


the importance of
having correct
techniques to control
specific activity skills
 body position
 weight
transference
the importance of
regular involvement in
exercise and how this
contributes to
improvements in
performance.





4
five major functions of
bones
 support
 protection
 movement
 storage
 blood cell
production
four bone
classifications
 long
 short
 flat
 irregular
major bones that assist
with skeletal movement
 femur
 tibia
 humerus
 fibula
 radius
 pelvis
 ulna
 vertebrae
sagittal, frontal, and
transverse anatomical
planes
basic structure and
function of the
respiratory system





basic structure and
function of the
circulatory system
 heart
 arteries
 veins
 capillaries
 blood
basic functions of the
muscles
 movement
 posture
 joint stability
types of muscles
 skeletal
 smooth
 cardiac
basic terminology used
to describe types of
movements
 extension
 flexion
 rotation
major skeletal muscles
that assist with
movement
 biceps
 triceps
 abdominals
Physical Education Studies: Scope and sequence
For teaching and examination in 2013


characteristics of
skeletal muscle tissue
 contractibility
 extendibility
 elasticity
origin and insertion
points of skeletal
muscles and how they
determine the action of
the muscle.




types of muscle
contractions
 eccentric
 concentric
 isometric
types of joints and their
associated movements
 hinge
 pivot
 gliding
 ball and socket
 saddle
 condylar
relationship between
joint movement and
antagonist pairs
 agonists (muscles)
 antagonists
(muscles)
types of movement
used in selected sports
 flexion
 extension
 rotation
 circumduction
 pronation
 supination
 dorsi flexion
 plantar flexion
 adduction
UNIT PA
UNIT PB
UNIT 1A



UNIT 1B
lungs
diaphragm
alveoli.


UNIT 1C
 gastrocnemius
 soleus
 quadriceps
 trapezius
 hamstrings
 deltoids
 pectoralis
 latissimus
 gluteus maximus
definitions of tendons
and ligaments
body types
(somatotypes) and
their suitability to
specific sports
 endomorph
 mesomorph
 ectomorph.
UNIT 1D

 abduction
relationship between
slow and fast twitch
muscle fibre types and
physical activity.
Biomechanics
(no calculations required)

role of biomechanics
 improve
performance
 prevent sports
injuries

phases of movement
(preparation, action and
follow through) and how
they can assist with
biomechanical analysis.
(no calculations required)

definitions of
biomechanical
principles relating to
motion
 linear motion—
movement in
straight line
 angular motion—
rotation
 general motion—
combination of
angular motion to
create linear
motion.
Physical Education Studies: Scope and sequence
For teaching and examination in 2013
(no calculations required)

simple understanding of
how force is produced
and how force is
absorbed by equipment
used, and by the body.
(no calculations required)

identify technical errors
in performance using
checklists or video
within the preparation,
action, and follow
through phases

steps to analyse a
specific skill to improve
performance during
preparation, action and
follow through phases
 identify what to
look at
 observation
 diagnosis—what is
different to your
preconceived
ideas?
 intervention—how
to change it
 re-observation—
was there
improvement?

simple result based
quantitative measures
such as measure
distance of kick or
throw.
5
UNIT PA
UNIT PB
UNIT 1A
UNIT 1B
UNIT 1C
UNIT 1D
Exercise physiology



food as a source of
energy for physical
activity
types of foods that
provide the best
sources of energy
 carbohydrates
 proteins
 fats
ways to improve
cardiorespiratory
capacity
 long distance
running
 continued
exercise for longer
than 30 minutes
 interval training.



food, when combined
with oxygen in the body
(cells), provides the
energy necessary for
physical activity
participate in tests to
measure
cardiorespiratory
capacity
 beep test
 12 minute run
 1.6km run
health benefits of
improving
cardiovascular capacity
 prevention of
illness
 prevention of
injury.




6
components of healthrelated fitness
 cardiorespiratory
endurance
 muscular strength
 muscular
endurance
 flexibility
 body composition
components of a
performance-related
fitness profile
 agility
 balance
 coordination
 reaction time
 speed
 power
simple tests to
measure fitness
components
 step test
 grip test
 chin up test
 sit and reach tests
 skin fold
measurements
characteristics of
warm-up and cool
down
 aerobic/continuou
s activity
 stretching (muscle
specific)
 specific to the
game
 safe techniques.



immediate responses
of the circulatory
system to physical
activity
 heart rate
 stroke volume
 blood pressure
 cardiac output
 max O2 uptake
(VO2max)
responses of the
respiratory system to
physical activity
 tidal volume
 respiratory rate
 vital capacity
 gas exchange
definitions and features
of the energy systems
 anaerobic—ATPCP (adenosine
triphosphate –
creatine
phosphate)
 lactic acid
 aerobic.
Physical Education Studies: Scope and sequence
For teaching and examination in 2013






contribution of energy
systems during a
specific physical
activity
 anaerobic—ATPCP (adenosine
triphosphate –
creatine
phosphate)
 lactic acid
 aerobic
categorise activities by
their energy demands
simple tests to
measure the capacities
of the aerobic and
anaerobic energy
systems
prevention of sports
injuries using protective
equipment, effective
warm-up and cool
down and ensuring a
safe environment
immediate care of
sporting injuries
including use of
TOTAPS (talk,
observe, touch, active
movement, passive
movement, skill test),
RICER (rest, ice,
compress, elevate,
refer) and HARM (heat,
alcohol, running,
massage) strategies
extended care and
rehabilitation of the
injured athlete
 support for
injury—strapping,
braces
 goals for
rehabilitation—
restore range of
motion, regain
muscular strength,
endurance and




relationship between
food intake and energy
expenditure within the
demands of physical
activity
principles of training
 specificity in
relation to the
nature of activity
 positions and roles
 intensity
 duration
 frequency
 progressive
overload
training methods
appropriate to selected
activities
purpose and features
of fitness profiles.
UNIT PA
UNIT PB
UNIT 1A
UNIT 1B
UNIT 1C

UNIT 1D
power, regain
postural stability
and balance,
maintain
cardiorespiratory
fitness
physical therapy
rehabilitation strategies
 ultrasound
 heat/cold
 massage
 exercise.
Sports psychology



mental skills in simple
or modified games
 concentration
 behaviours
 participation
mental health is
improved through
physical activities
ways to regulate
emotions
 managing
influences
 enhancing selfunderstanding
 concept of
personal space.



how positive and
negative mental
outlook influences
performance
different ways to
motivate self
 start small and
slow
 have fun
 reward yourself
 break it down
 work with
someone else
 move the goal
posts
 write down goals
and reasons for
working towards
them
setting realistic shortterm goals and
planning for physical
activity.


factors to consider
when preparing
mentally for physical
activity
 personal attitudes
 behaviours
 values
 participation
skills and strategies
required for team
building
 compromise
 commitment to
group goals
 respect for others’
values and trust.

role of mental skills in
creating a mind set to
improve performance
 know yourself
 use positive
mental talk
 believe in yourself
 use your mind’s
eye (mental
imagery)
 learn from
success and
failure.
Physical Education Studies: Scope and sequence
For teaching and examination in 2013

simple goal setting
techniques
 difference
between shortand long-term
goals
 SMART goals
(specific,
measurable,
achievable,
realistic, timely)
 performance
versus outcome
goals.


goal setting in coaching
programs
links between goal
setting and motivation
when coaching others.
7
UNIT 2A
UNIT 2B
UNIT 3A
UNIT 3B
Developing physical skills, strategies and tactics


develop a range of sport-specific
movement skills and techniques to
enhance performance
select and adapt skills and techniques
in games and other competitive
situations.

select and use strategies and tactics to
solve sport-specific tactical problems
 gaining and maintaining
possession and control
 starting and restarting play
 creating, using and defining space
 responding to opposition tactics.


develop and refine movement skills and
techniques to enhance performance
select and adapt skills and techniques
in dynamic and challenging
environments.


select and use sophisticated strategic
responses varying in complexity
 changing environmental factors
 strengths and weaknesses of
opposition
 responding to opposition tactics
 phases/stages of play
select and adapt strategies and tactics
in dynamic and challenging
environments.
Motor learning and coaching




8
classification of motor skills
 gross
 fine
 open
 closed
 discrete
 serial
 continuous
Fitts and Posner phases of motor
learning and how they can be used to
develop/improve specific physical skills
types of cues used to improve
performance
 visual
 verbal
 proprioceptive
phases of information processing
during skill performance
 identification of stimuli/input
 response identification/decisionmaking
 response/output
 feedback.



types of feedback
 intrinsic (inherent)
 extrinsic (augmented)—terminal,
concurrent, verbal, non-verbal
purpose of feedback
 reinforcement
 motivation
relationship between skill learning
processes and individual differences
related to age, skill and fitness level,
injury, level of competition and type of
activity.







definition of transfer of learning
categories of transfer of learning
 skill to skill
 theory to practice
 training to competition
effects of transfer of learning
 positive
 negative
 zero effects
impact of positive, negative and zero
effects of transfer of learning on skill
execution and movement efficiency
analyse movement skills of self and
others to identify errors, provide
feedback, and suggest corrections to
improve performance
design coaching/training activities to
improve performance in selected skills
including shaping, chaining, staticdynamic, simple-complex
use of different leadership styles to suit
audience needs.
Physical Education Studies: Scope and sequence
For teaching and examination in 2013


use checklists and video to analyse
and reflect on self and others’
performance in physical activity
learning and skill development in
relation to correction and improvement
of self and others
 use of video analysis
 reflective journals
 peer/mentor/coach feedback
 questionnaires.
UNIT 2A
UNIT 2B
UNIT 3A
UNIT 3B
Functional anatomy



use of musculoskeletal structures in the
production of movement
 bones
 humerus
 radius
 ulna
 femur
 patella
 carpals
 metacarpals
 phalanges
 tibia
 fibula
 pelvis
 sternum
 ribs
 tarsals
 metatarsals
 muscles
 biceps
 triceps
 gastrocnemius
 trapezius
 deltoid
 quadriceps
 hamstrings
 tibialis anterior
 adductor group
 latissimus dorsi
 soleus
 abdominal
 gluteus maximus
 pectorals
structure and function of the circulatory
system
 heart
 arteries
 veins
 capillaries
 blood
structure and function of the respiratory
system
 lungs, diaphragm, alveoli
 mechanics of breathing.



characteristics of skeletal muscle tissue
and their relationship to the production
of movement for physical activity
 fibre types (slow and fast twitch)
 excitability
 contractibility
 extendibility
 elasticity
relationship between the
musculoskeletal system and joint
movement in the creation of movement
 antagonist pairs
 origin and insertion points of
muscles
movement types created by muscle
action and joint movement
 flexion
 circumduction
 extension
 supination
 rotation
 dorsi flexion
 pronation
 abduction
 plantar flexion
 adduction.



structure of skeletal muscle
 epimysium
 fascicle
 perimysium
 muscle fibre
 myofibril
the role of myosin, actin and the
sarcomere in sliding filament theory
relationship between the velocity and
duration of muscle contraction to the
amount of force exerted by the
contraction
 force–velocity
 force–length.
Physical Education Studies: Scope and sequence
For teaching and examination in 2013



function of the nerves, spinal cord,
motor unit (dendrite, axon, neuron)
relationship between muscle
contraction and nerve function
characteristics of fast and slow twitch
fibres and their relationship to physical
performance types (sprint, endurance)
 Type I
 Type IIa
 Type IIb.
9
UNIT 2A
UNIT 2B
UNIT 3A
UNIT 3B
Biomechanics




definition of linear motion and how it
applies to a selected sport in relation to
speed, velocity, acceleration,
instantaneous measure/mean measure
definition of projectile motion and how it
applies to a selected sport in relation to
the principle of optimal projection,
parabolic trajectory, release of
projectiles—angle, velocity and height
definition of angular motion and how it
applies to a selected sport in relation to
angular velocity
definition of general motion and how it
applies to a selected sport.
(no calculations required)

definition of the principle of balance
and how it applies to a selected sport in
relation to
 the centre/line of gravity, width of
base of support, height of centre
of gravity
 static balance
 dynamic balance

definition of Newton’s 1st, 2nd and 3rd
laws of motion and how they apply to
sporting contexts

the coordination of linear motion
 sequential versus simultaneous
movement—accuracy and power
 summation of velocity.
(no calculations required)

definition of momentum and how it
applies to a selected sport
 conservation of momentum
(Newton’s 2nd law)
 impulse–momentum relationship
 coefficient of restitution

definitions of the following and how
they apply to a selected sport
 moment of inertia
 angular momentum
 levers
 three classes of levers

relationship between torque and the
use of levers in sport: torque = force x
perpendicular distance of lever arm

application of biomechanical principles
to analyse physical skills
 balance
 coordination continuum
 force-motion
 force-time
 inertia
 optimal projection
 range of motion
 segmental interaction
 spin.
(no calculations required)

definitions of fluid, laminar and
turbulent flow

definitions of pressure drag (form drag),
surface drag (skin friction) and wave
drag and how they apply to sporting
contexts

Bernoulli’s principle—effect of shape
and pressure differential

changes in flight paths in projectiles (lift
force in spinning balls)—the Magnus
effect in relation to
 top spin
 back spin
 side spin
 no spin.



Exercise physiology


10
immediate responses to physical
activity
 heart rate (HR)
 stroke volume
 blood pressure (BP)
 cardiac output
 tidal volume
 respiratory rate
 max O2 uptake (VO2 max)
 gas exchange
 arteriovenous O2 difference
 blood redistribution
long-term adaptations to training
 cardiac output
 heart rate (HR)
 blood pressure (BP)

definition of training types
 resistance training—isometric,
isotonic, isokinetic
 interval training
 continuous training
 circuit training
 fartlek
 flexibility
 plyometrics
principles of training
 specificity in relation to the nature
of activity, positions and roles
 intensity
 duration
 frequency
 progressive overload

relationship between energy demands
and nutritional requirements during
physical activity
 phases of activity—precompetition, during exercise,
recovery
 nutritional considerations—
balanced diet, glycemic index,
fats, proteins, carbohydrates, fluid
replacement
implications of preparing and
performing in varying environmental
conditions
 heat/humidity
 altitude
 cold
Physical Education Studies: Scope and sequence
For teaching and examination in 2013
training programs designed to improve
performance in relation to
 periodisation: micro cycle, macro
cycle, pre-season, in-season, offseason
 specific energy system
requirements
 peaking
 overtraining
 injured athletes
 tapering
 recovery
 maintenance.
UNIT 2A
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blood volume/haemoglobin
stroke volume
capillarisation
ventilation
O2 exchange
muscle hypertrophy
increased flexibility
increased aerobic and anaerobic
capacity
utilisation of carbohydrates, fats and
proteins as energy sources for physical
activity and their role in the onset of
fatigue
response of energy systems to physical
activity
 anaerobic—ATP-CP (adenosine
triphosphate –creatine phosphate)
 lactic acid
 aerobic
relationship between energy systems
and types of physical activity
 the energy system continuum.
UNIT 2B
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UNIT 3A
 reversibility
components of fitness
 cardiorespiratory endurance
 muscular strength
 muscular endurance
 flexibility
 body composition
 agility
 balance
 coordination
 reaction time
 speed
 power
interrelationship between training
types, principles of training and fitness
components.

physiological changes brought on by
the use of performance enhancers
 protein powders
 anabolic steroids
 stimulants.
influence of age, skill level, and type of
activity on mental skills in relation to
motivation, arousal regulation (inverted
U hypothesis), concentration
evaluation and reassessment of
personal goals according to changing
situations
 age
 skill level
 type of activity.

mental skills strategies used pre, during
and post performance to manage
stress, motivation, concentration, selfconfidence and arousal levels
 self-talk
 relaxation
 performance routines
 goal-setting
 imagery.
UNIT 3B
Sports psychology
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mental skills required for improving
performance and achieving the ideal
performance state (‘the zone’)
 intrinsic motivation
 self-confidence
 stress management
 concentration or attentional
control— Nideffer’s model
 arousal regulation related to
individual performance
 inverted U hypothesis
mental skills and strategies used to
manage stress, motivation,
concentration and arousal levels
 self-talk
 self-imagery
 relaxation.
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
Physical Education Studies: Scope and sequence
For teaching and examination in 2013

Carron’s model of group cohesion
 the relationship between social
loafing and group cohesion
 the influence of social loafing on
individual and group performance
 strategies to improve group
cohesion.
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