GCSE
Fallibroome
Academy
GCSE
GCSE Physical Education
Student Guide
Name:
1 Before we start
GCSE
Why did you choose this subject?
What are your expectations of the subject?
What s your target Grade?
For Practical & Theory? Is it realistic? What do you need to get to achieve it (refer to UMS boundaries)? How do you learn best? What will you do to achieve your potential?
2 How do you plan to gain extra knowledge, skills and experience to supplement what
you will learn in lessons?
?
3 GCSE
Study Guide - Contents Page
The Bigger Picture
5
Course Outline
6
GCSE Grading System
11
Monitoring Your Progress
14
Directive Terms
20
Websites
11
Glossary
23
Revision Tips
29
4 GCSE
GCSE PE ‒ The Bigger Picture
The content of this GCSE Physical Education
specification is designed to enable students to enjoy and
understand the benefits of living a healthy and active
lifestyle; to provide a route to further study in Further
Education awards, such as A-levels and/or the new
Diplomas, and to Higher Education in PE as well as to
related career opportunities.
At GCSE level you will complete two units:
Theory: Knowledge and Understanding for the
Practical: The Active Participant
Active Participant
The Active
Participant takes as its focus the
securing of the knowledge and understanding
needed
for the candidate to take responsibility
for his/her own physical growth and
development
as part of a personal healthy active
lifestyle.
This aspect of the course encourages students
to make
informed choices about getting involved
in healthy physical activities that meet their
needs,
and develop knowledge and
understanding of the roles that the active
participant
can adopt and what constitute
effective performance in these different roles.
Students can choose to participate as
player/performer, organiser, leader/coach,
choreographer or official.
Four assessments of which at least 2
assessments must be as player/performer, and
they must include activities from at least 2
groups/ways of thinking.
Theory Assessment
Practical Assessment
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Written Paper – 1 hour 30 mins
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Controlled Assessment ---
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80 marks – 40%
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90 marks --- 60%
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4 assessments from at least 2
groups/ways of thinking: at least 2 as
player/performer.
Scenario issued to centres in advance of
the examination.
5 GCSE PE ‒ Course Outline
GCSE
YEAR 10 - Autumn Term
Health, fitness and a healthy active lifestyle
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Aims
General Health
Healthy active lifestyle
The role of the skeletal and muscular system in movement.
Components of fitness
Skill-related factors of fitness
Summary Questions
EUA ‒ Health, fitness and a healthy active lifestyle
Physical and mental demands on performance
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Aims
Fatigue and stress
Injury
First Aid and emergency arrangements
The respiratory system: aerobic
The respiratory system: anaerobic
Summary questions
EUA - Physical and mental demands on performance
Year 10 - Spring Term
The Participant as an Individual
 Aims
 Age
6 
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Disability
Gender
Physique
Environment
Risk and challenge
Activity levels and needs
Training
Summary questions
EUA – The participant as an individual
Training
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Aims
Principles of training: specificity and progression
Principles of training: overload and reversibility
Aspects of training
Circuit training
Weight training
Further training methods
Summary questions
EUA – Training
Year 10 - Summer Term
Opportunities for Further Involvement
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Aims
Physical activity roles
Vocational opportunities
Further qualifications
Cross-curricular links
Summary questions
EUA ‒ Opportunities for further involvement
7 Leisure and Recreation
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Aims
Leisure
Recreation
Summary questions
Diet
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Aims
Maintaining a balanced diet
Specific diets
Summary questions
EUA - Leisure and recreation & Diet
YEAR 11 - Autumn Term
Cultural and Social Factors
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Aims
Social aspects
Social groupings
Summary questions
EUA – Cultural and social factors
Social Factors
8 
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Aims
The role of the media
The influence of the media
The role of sponsors
The influence of sponsorship
Role models
Health and safety
Sport and equipment rules
Science in sport
ICT in sport
Summary questions
EUA – Social factors
Year 11 - Spring Term
PRE-RELEASED EXAMINATION SCENARIO QUESTION
(Due to be released January 2011)
School and PE
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Aims
National Curriculum requirements
The impact of the PESSCL strategy
PESSYP
National Healthy Schools Programme
Extra-curricular provisions
Summary questions
EUA ‒ School and PE
9 International Factors
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Aims
International sporting events
The Olympic Games
Competitions
Summary questions
EUA ‒ International factors
Summer Term - Revision
Note: EUA ‒ End of Unit Assessment Test
10 GCSE PE - Grading System
GCSE
GCSE UMS Grade Boundaries ‒ This will give you an understanding of how your final mark is calculated
Exam UMS Boundaries
Practical UMS Boundaries
Overall UMS Boundaries
As a Percentage
A*
108-120
A*
162-180
270-300
90%
A
96-107
A
144-161
240-269
80%
B
84-95
B
126-143
210-239
70%
C
72-83
C
108-125
180-209
60%
D
60-71
D
90-107
150-179
50%
E
48-59
E
72-89
120-149
40%
11 Practical Assessment
Assessment of Practical Work
All practical work is assessed for Key Processes A and B, and Key Process C is assessed for one activity in each practical unit
Key Process A ‒ Developing skills in
Key Process B ‒ Being creative and
Key Process C ‒ Evaluating and Improving
physical activity (10 marks)
making decisions (10 marks)
(10 marks)
Candidates need to demonstrate their
ability to develop and apply
skills/techniques in increasingly demanding
situations, such as semi opposed or
opposed situations/structured practices in
competition/authentic context.
In game/physical activities, candidates
increasingly demonstrate their ability to
anticipate the responses of others, and to
use this information to select and apply
skills, tactics and compositional ideas to
adapt their own performance.
This is assessed according to its
consistency and effectiveness in the full,
recognised version of the game/event.
.
Candidates are expected to evaluate and
take action to improve performance for one
activity. So, for one of the activities in Units
2, and 4 the following assessment is also
made. It will be marked out of ten but this
mark will be divided by two for the Short
Course.
Candidates are assessed on their ability to
analyse performance accurately, to make
judgements using relevant technical terms
to determine its strengths and weaknesses
so as to take action to improve its quality
and effectiveness.
12 13 14 GCSE
Monitoring Your Progress
GCSE Physical Education Assessments
Specification Area
Assessment
Mark
%
Grade
Comment
15 GCSE Physical Education Assessments
Specification Area
Assessment
Mark
%
Grade
Comment
16 GCSE Physical Education Assessments
Specification Area
Assessment
Mark
%
Grade
Comment
17 GCSE Physical Education Assessments
Specification Area
Assessment
Mark
%
Grade
Comment
18 GCSE Physical Education Assessments
Specification Area
Assessment
Mark
%
Grade
Comment
19 Directive Terms
GCSE
Directive Term
Name/ What is the name
of....?
List
Define/
What do you understand
by the term....?
Describe
Explain
Identify.... and
explain
Suggest
Discuss
Give the evidence for ..../
Using examples from...
Draw
Sketch
State
Advantage
Characteristics
Differences
Principle
Meaning/Requirement
This usually requires you to use a technical term. Answers to this
type of question normally involve no more than one or two words.
A number of features or points, each often no more than a
single word, with no further elaboration or detail required.
“Define” requires a statement giving the meaning of a
particular term. “What do you understand by the term....?” is
used more frequently as it emphasises that a formal definition
as such is not required.
Use of detailed information to show understanding of a
statement, or of a relationship between factors.
This creates major difficulties for many students. A reason,
justification, or interpretation must be given, not a description.
The term “Describe” answers the question “What?”; the term
“Explain” answers the question “Why”. Thus, “Explain a curve
on a graph” requires reasons for any change of direction, or
pattern that is evident.
Linking of cause/problem and effect/solution. Marks awarded
only if linkage is made.
The answer should be based on the general understanding
rather than on recall of learnt material. It also indicates that
there may be a number of correct alternatives.
Presentation of both sides of an argument, seeking an opinion
based on knowledge and analysis with a justified conclusion.
Answers to questions involving these phrases must follow the
instructions. Marks are always awarded for appropriate
references to the information provided. General answers,
however comprehensive, will not gain maximum credit.
A properly labelled drawing is required.
Outline of the main features
“State” falls short of describing and amounts to no more than
making bullet points.
Clear statement of why one condition is better than another.
Would normally need justification and/or qualification relevant
to question.
Common agreed factors for a situation, structure or process.
A comparison between two states given in the question.
Students should be precise and not be tempted to wander
here.
Theoretical concept underpinning a practical example.
20 Further
Research - Websites
GCSE
Sports Organisations Web Site Addresses
British Council http://www.britishcouncil.org
British Olympic Association http://www.olympics.org.uk/
English Institute of Sport http://www.eis2win.org.uk
International Olympic Committee http://www.olympic.org/
International Paralympic Committee http://www.paralympic.org/
Sports Coach UK http://www.sportscoachuk.org.uk
Sport England http://www.sportengland.org
UK Sport http://uksport.gov.uk
Women’s Sport Foundation http://www.wsf.org.uk/
Youth Sports Trust http://www.youthsporttrust.org
Information Organisations
1st4Sport http://www.1st4sport.com/
Governing Bodies http://www.sportsearch.org.uk/governing_bodies/ngbs/index.html
Inner Body http://www.innerbody.com
Lucozade Sports Academy www.thelssa.com/lssa/main.asp
Schoolzone http://www.schoolzone.co.uk/
Training Programmes/Principles http://www.brianmac.demon.co.uk/
UK Sport http://www.uksport.gov.uk
Specialist websites for individual sections
Nutrition www.nutrition.org.uk
Healthy living www.bbc.co.uk/health/healthy_living/nutrition
Food www.netdoctor.co.uk/focus/nutrition
Fitness testing and training www.netfit.co.uk
21 Fitness www.fitness-training.net/introduction
Fitness testing and training www.topendsports.com
Lung function www.estrellamountain.edu/faculty/farabee/biobk/BioBookRESPSYS.html
Lung function www.breath2000.org/physiology.html
Transport of blood gases www.chemsoc.org/networks/learnnet/cfb/transport.htm
Transport of blood gases cal.man.ac.uk/student_projects/2001/MNQC7NDS/index.html
Circulation www.ivy-rose.co.uk/Topics/Systemic_Circulation.php
Heart structure www.nucleusinc.com/animation2.php
Heart structure www.ivy-rose.co.uk/Topics/Heart_Structure.htm
22 GCSE
Glossary
Topic Area: Health, fitness and a healthy active lifestyle
Key Word
Definition
Topic Area: Physical and mental demands on performance
Key Word
Definition
23 Topic Area: The Participant as an Individual
Key Word
Definition
Topic Area: Training
Key Word
Definition
Topic Area: Opportunities for further involvement
Key Word
Definition
24 Topic Area: Leisure and recreation
Key Word
Definition
Topic Area: Diet
Key Word
Definition
25 Topic Area: Cultural and social factors
Key Word
Definition
Topic Area: Social factors
Key Word
Definition
Topic Area: School and PE
Key Word
Definition
26 Topic Area: International factors
Key Word
Definition
27 GCSE
Revision Tips
80% learned material is lost after 24 hours so make sure you review content:
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After 10 mins
At the end of the day
After 48 hrs
Weekly
Monthly
Know your learning style and present your material in the way you learn best.
Auditory
Visual
Record and display information visually
using:
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Colour
Highlighting,
Tables
Images/drawings
Mind maps/link lines
When learning/revising use:
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Discussion
Testing
Tapes
Music, chants, rhyme , mnemonics,
songs
 Self questioning/role play
Kinesthetic
Try and be expressive as possible and
use strategies involving movement by:
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Highlighting
Post it notes/index cards
Moving around the house
Brain gym
Cutting stuff out
Standing up
When revising:
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Start from what you already know about a topic. What can you already recall?
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Try and understand the big picture of a topic and see where individual parts fit in.
Make links between topics-in your head and physically using link lines in notes.
28 
Identify the steps you need to go through to understand a topic.
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Get someone to test you/teach someone the topic.
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Use exam style questions/past papers.
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‘RAG’ rate the course outline in this book (p.6) to check your knowledge and
understanding and highlight areas to prioritise for your revision.
29