GCE TEACHERS’ GUIDE
New Specifications:
for teaching from September 2008
Physical Education
GCE AS and A PHYSICAL EDUCATION Teachers' Guide 1
Contents
GCE AS and A Level Physical Education Teachers' Guide
Page
1.
Introduction
1.1 - Rationale
1.2 - Overview of New Specification
3
4
4
2.
Delivering the specification
2.1 - Pathways through the Specification
6
6
3.
Support for Teachers
3.1 - Resources
3.2 - Websites
7
8
9
4.
Unit Guides AS and A2
4.1 - Unit 1
4.2 - Unit 2
4.3 - Unit 3
4.4 - Unit 4
9
9
20
27
28
5.
Assessment Guidance
38
6.
Contributors to the Teachers' Guide
40
Issued December 2011
GCE AS and A PHYSICAL EDUCATION Teachers' Guide 3
1.
INTRODUCTION
The WJEC AS and A2 Physical education specification has been modified and
updated for delivery from September 2008. The first AS awards will be made in
Summer 2009 and the first A level awards in summer 2010. For the first availability of
units, see page 2 of the specification. The specification can be delivered and
assessed in centres throughout the UK.
The revised subject criteria for GCE Physical Education issued by the regulators has
necessitated a change in the course structure from the current 3 plus 3 modules to a
2 plus 2 structure with one AS and one A Level module being externally assessed
and one AS and one A Level module being internally assessed and externally
moderated.
This Guide is one of a number of ways in which the WJEC provides assistance to
teachers delivering the new specification. Also essential to its introduction are the
Specimen Assessment Materials (question papers and marking schemes) and
professional development (INSET) conferences.
Other provision which you will find useful include;
•
•
•
•
•
Examiners' reports on each examinations series
Free access to past question papers via the WJEC secure website
Easy access to specification and other key documents on main website
Regular INSET delivered by Chief Examiners
Easy access to both the Subject Officer and to administrative sections
Contact Points for GCE Physical Education are as follows:
Mike Neale, michael.neale@wjec.co.uk tel. 02920 265315
(Subject Officer)
Bob Harding, bob.harding@wjec.co.uk tel.02920 265097
(Administrative Support Officer)
Subject page
www.wjec.co.uk/physicaleducation
INSET Section
inset@wjec.co.uk
www.wjec.co.uk/professionaldevelopment
GCE AS and A PHYSICAL EDUCATION Teachers' Guide 4
1.1 Rationale
This specification integrates theory and practice in Physical education and is
concerned with developing and refining students` physical competence in different
contexts within physical activity and in different roles such as those of performer,
leader and official.
It enables students to maintain and develop their involvement and effectiveness in
lifelong physical activity as part of a balanced lifestyle. They will have opportunities to
identify and understand the factors that influence and determine their immediate and
lifelong involvement in physical activity. They will plan ways to be active and achieve
a work-life balance amidst conflicting pressures and demands.
Students will be encouraged to develop and refine knowledge, understanding and
skills that make the most of innovative approaches to developing and refining
performance in physical activity. As well as experiencing physical activity as
thoughtful and reflective participants students will also learn about physical activity
through disciplined enquiry. Integration and synthesis of knowledge are important
themes in this specification.
This specification enables students to develop the knowledge, skills and
understanding that underpin and enhance performance. They will be able to analyse,
apply and reason in context using the techniques, language and vocabulary that
characterise physical education. It will help to ensure that they develop the skills and
methods with which to evaluate critically contemporary key influences that have a
significant impact on their own and other participation in physical activity.
In addition Physical Education is concerned with helping students to become
informed and discerning decision makers and challenges them to become reflective
practitioners. In summary the specification draws together the key elements of the
subject and contributes to the provision of Physical education at national level.
1.2
Overview of the Specification
This specification is divided into a total of four units, two at AS and two at A2.
Weightings noted below, in brackets, are expressed in terms of the full A level
qualification.
Marks are given as raw and uniform marks (UMS)
GCE AS and A PHYSICAL EDUCATION Teachers' Guide 5
AS (2 Units)
PE1 50% (25%) Internal Assessment 50 marks (UMS 100)
Improving Performance in Physical Education
Internal Assessment - Physical Performance (30% of AS)
Personal Performance Profile (10% of AS)
Coaching or Officiating (10% of AS)
PE2 50% (25%) External Assessment 50 marks (UMS 100)
Active Lifestyles in Physical education
External Assessment - Compulsory structured questions
requiring extended writing
plus
one
question
A2 (2 further units)
PE3 (25%) Internal Assessment 50 marks (UMS 100)
Refining Performance in Physical education
Internal Assessment - Practical Performance (17.5%)
Investigative research (7.5%)
PE4 (25%) External Assessment 50 marks (UMS100)
Performance, provision and participation in Physical education
External Assessment Section A - compulsory structured questions (15%)
Section B - One question requiring extended writing from a
choice of two (10%)
GCE AS and A PHYSICAL EDUCATION Teachers' Guide 6
2.
DELIVERING THE SPECIFICATION
The emphasis in delivering the specification should be on the integration of theory
and practice. Wherever possible, every effort should be made to apply the
theoretical aspects in a practical manner.
Candidates should be encouraged to read serious newspapers and to keep abreast
of current issues and policies. They should be encouraged to read a variety of texts,
it is suggested that no one source will contain the breadth and depth necessary for
success at this level.
The focus of the course should be on considering issues relevant to contemporary
Physical Education, such as concerns over health as well as, for example,
preparation for an elite athlete.
2.1
Pathways through the specification
The specification is divided into four units and the usual route would be:
AS (year one of the course)
PE1 Improving Performance in Physical Education (internally assessed)
PE2 Active Lifestyles and Physical Education (externally assessed)
A2 (year two of the course)
PE3 Refining Performance in Physical Education (internally assessed)
PE4 Performance, Provision and Participation in Physical Education (externally
assessed)
In order to improve candidates' performance in synoptic aspects it is essential that a
holistic approach is adopted whereby units are not taught in isolation. There should
be consistent links made between different theoretical components and also their
application to practical performance.
GCE AS and A PHYSICAL EDUCATION Teachers' Guide 7
3.
SUPPORT FOR TEACHERS
There are a number of generic textbooks that largely meet the needs for delivering
this specification. However, students should be encouraged to read from a wide
variety of texts and current journals and should avoid being over reliant on one
specific source.
The Physical Education landing site at www.wjec.co.uk has many support materials
including specimen papers and mark schemes. This will be added to as more
materials are developed.
We would be pleased to receive further suggestions and ideas so that the support
material can be updated on a regular basis.
For other enquiries or information, visit
www.wjec.co.uk
3.1
Resources
Suggested resources include:
New – WJEC Electronic Revision Guide – written by WJEC Principal Examiners.
New – Roscoe et al, AS PE for WJEC Classroom Powerpoint Presentations CDROM Single User (9781901424768)
Roscoe et al, AS PE for WJEC Classroom Powerpoint Presentations CD-ROM Multi
User (9781901424775)
Roscoe et al, A2 PE for WJEC Classroom Powerpoint Presentations CD-ROM Single
User (9781901424782)
Roscoe et al, A2 PE for WJEC Classroom Powerpoint Presentations CD-ROM Multi
User (9781901424799)
Davis, Bob et al, Physical Education and the study of sport. Mosby.
Beashel and Taylor, Advanced studies in PE and Sport. Nelson.
Honeybourne, Advanced PE and Sport. 3rd Edition. Nelson Thornes.
Wesson, Kevin et al, Sport and PE. 3rd Edition. Hodder and Stoughton
Webster, AS/A2 Sport Psychology Guide. Jan Roscoe Publications.
Clegg, Exercise Physiology. Feltham Press.
Cashmore, Sport Psychology – Key Concepts. Routledge Key Guides
Farrally, Structure of the body 2e, Jan Roscoe Publications
James, Complete A-Z PE Handbook, Jan Roscoe Publications
Manore, Sport Nutrition for Health and Performance, Amazon
GCE AS and A PHYSICAL EDUCATION Teachers' Guide 8
3.2
Websites
www.wjec.co.uk
www.peworld.org
www.teachpe.com
www.alevelpeonline.co.uk
www.bbc/sport.co.uk
www.guardian.co.uk
www.geocites.com/sjb_physed/AlevelPE.html
www.pe4u.co.uk
www.uksport.gov.uk
3.3
PowerPoint Presentation
Jan Roscoe Publications
A2 PE for WJEC Classroom PowerPoint Presentation CD-ROM Single User 9781901424782
A2 PE for WJEC Classroom PowerPoint Presentation CD-ROM Multi User 9781901424799
AS PE for WJEC Classroom PowerPoint Presentation CD-ROM Single User 9781901424768
AS PE for WJEC Classroom PowerPoint Presentation CD-ROM Multi User 9781901424775
GCE AS and A PHYSICAL EDUCATION Teachers' Guide 9
4.
UNIT GUIDES
4.1
UNIT 1
PE 1 – IMPROVING PERFORMANCE IN PHYSICAL EDUCATION
COMPONENT 2 - THE PERSONAL PERFORMANCE PROFILE (PPP)
This component carries 10% of the AS and 5% of the A level marks.
The purpose of the Personal Performance Profile is to provide a focus for the
students in the process of improving their performance.
The development of the PPP should be ongoing; it should guide the candidate
through the process of improving their performance.
It begins with the students reviewing their past performance, providing information as
to their previous experiences in their chosen activity. This leads to the student
collecting evidence as to their current level of performance i.e. self-evaluation/fitness
testing/feedback from coaches or teachers etc. Using this information the candidate
should set targets for improvement. These targets should be monitored at regular
intervals. Candidates will then be able to evaluate progress. The final step is to
identify what they need to do next to ensure continued development.
GCE AS and A PHYSICAL EDUCATION Teachers' Guide 10
This is a cyclical process:
Where am I now?
Self-assessment / fitness
testing/feedback from
teacher or coach
What have I
achieved?
What do I need to
improve?
Evaluation of progress
Leading to 'Where next?'
Targets for
improvement
How do I know that I am
improving?
Monitoring of targets / review
An exemplar of what a PPP might look like follows. Although it is important to note that it should be personal to the candidate and therefore
individual differences in format will occur.
GCE AS and A PHYSICAL EDUCATION Teachers' Guide 11
PERSONAL PERFORMANCE PORTFOLIO
NAME OF ACTIVITY:
Netball
Position: GA/GS
INTRODUCTION TO THE PERFORMER:
I began playing netball at the age of 8 while in primary school. I was very fortunate in that my
teacher had been a member of the Wales Under 16 Squad when she was younger and
therefore had plenty of knowledge and enthusiasm for the game. As a result I joined the
local junior netball club. Again I was very lucky as the club had an excellent coach. My first
success was gaining selection for the county borough's Under 12 Development Centre. As
part of the Development Centre I received more specialised coaching and was able to play
with, and against better players. In Year 8 I was selected for the county under 14 squad. I
was selected for the 12 to play in the Inter-area Championships where there were Welsh
selectors and was invited to trial for Tier 4. I was unsuccessful in gaining a place but it gave
me the motivation to improve. I was told that I needed to play at a higher level more often so
I moved from my junior club to an adult club playing in the premier division of the Cardiff and
District League. The following year I was selected for Tier 4 and achieved my target for the
season of making the 12 to represent the Welsh Under 17's in the FENA tournament that
season. I really enjoyed the experience, even losing against England – as I knew that there
were many ways in which I could improve my performance. The following year I was
selected for Tier 3 (Under 19's). As I was still only 15 I was very nervous and part of me
wanted to be with my friends in Tier 4. The other squad members and the coaches made
sure I felt part of the group. Again I made the 12 for the FENA tournament – this time it was
being played in Cardiff, playing in front of a home audience was very exciting.
This season I am part of the Wales World Youth Championship Squad. Our coach is English
and when she took over the squad she didn't know any of the players. I'm enjoying this as it
is making me work even harder to prove myself, and has boosted my motivation to succeed,
as I really want to represent Wales in the World Youth Championships in the Cook Islands in
2009. I have also been invited to train with the Welsh Netball Academy based in UWIC. I
train with the Academy three mornings a week before school.
I have also represented my county in hockey and athletics. I find that these activities help
with both transfer of skills and fitness, and also they add variety – stopping me from
becoming stale.
SELF-ASSESSMENT:
This is my self-assessment breaking my performance down into the Physical, Technical,
Tactical and Behavioural aspects.
GCE AS and A PHYSICAL EDUCATION Teachers' Guide 12
PHYSICAL
Subject selfassessment (SSA)
ISA SSA
Discrepancy (D)
(ISA – SSA)x I
strength
Ideal selfassessment
(ISA)
8
7
1
6
10
cardio-vascular fitness
10
9
1
10
7
muscular endurance
9
7
2
14
5
Flexibility
8
4
4
20
9
Co-ordination
10
9
1
9
9
Agility
10
7
3
27
8
Speed
10
7
3
24
9
Reaction Time
10
9
1
9
9
Balance
10
8
2
18
8
Power
10
8
2
16
Importance (I)
Aspect
6
GCE AS and A PHYSICAL EDUCATION Teachers' Guide 13
TECHNICAL
ISA - SSA
Discrepancy (D)
(ISA – SSA)x I
10
Subject selfassessment
(SSA)
9
1
9
9
10
9
1
9
Dodging
9
10
8
2
18
Footwork
10
10
10
0
0
Marking
7
9
7
2
14
Shooting
10
10
7
3
30
Rebounding
8
10
6
4
32
Aspect
Importance (I)
Ideal selfassessment (ISA)
Throwing
9
Catching
GCE AS and A PHYSICAL EDUCATION Teachers' Guide 14
TACTICAL
ISA - SSA
Discrepancy (D)
(ISA – SSA)x I
10
Subject selfassessment
(SSA)
6
4
28
7
9
6
3
21
One on one defence
8
9
6
3
24
Zone defence
4
5
4
1
4
Screening
9
10
9
1
9
Holding space in shooting
circle
9
10
8
2
18
Creating space in shooting
circle
9
10
9
1
9
Pivoting to gain ground in
shooting circle
7
9
10
-1
-7
Attacking backline passes
7
9
9
0
0
Aspect
Importance (I)
Ideal selfassessment (ISA)
Centre passes
7
Defending back line passes
GCE AS and A PHYSICAL EDUCATION Teachers' Guide 15
BEHAVIOURAL
Cydran/Aspect
Importance (I)
Ideal selfassessment (ISA)
Subject selfassessment
(SSA)
ISA - SSA
Concentration
7
9
8
1
Discrepancy
(D)
(ISA – SSA)x I
7
Attitude
9
10
8
2
18
Motivation
10
10
8
2
20
Assertiveness
8
9
10
-1
-8
Coping with anxiety
5
8
8
0
0
Self-confidence
8
10
9
1
8
GCE AS and A PHYSICAL EDUCATION Teachers' Guide 16
WALES U21 SQUAD
FEEDBACK
STRENGTHS
•
•
•
Strong in circle – can use body to shield ball from defenders.
Can get free from an opponent
Appropriate reading of the game around the circle with attack and use of triangles
AREAS THAT NEED TO BE WORKED ON
•
•
•
•
•
•
•
Fitness needs to be improved to ensure working at full intensity, as this affects decision-making and shooting under pressure in key parts of
the game!
Add variety to moves to get free – has a tendency to rely on the same moves. These may not work against a better defence.
Needs to work on changing the pace and variety of the attack, especially on entering the circle. Look to vary position of circle entry and take
on defenders.
Feeding, on occasion need to be 'placed' away from the defences hands when passing in and out/around circle edge.
Work on defending back - Work harder to deny the GD / GK the opportunity to dictate in attack. Remember as GS you are the first line of
defence.
Shooting accuracy needs to be in 80% range.
Greater work ethic marking the opponent from the backline throws in.
ATTITUDE
•
Needs to balance training, matches and school work
Attending Academy and enjoying it which is great!
•
•
•
•
•
Seeing long and short options
Providing long and short option into space
Knowing when to come into play
Using right and left side of the body –passing off with either hand
Accuracy of long pass
•
SQUAD GENERIC WORK
MATCH PLAY / COURT CRAFT
•
•
Awareness of body angle when holding space in the circle –can the feeders see the space?
When going to receive ball outside of circle – go at a tighter angle to stop the def. getting a touch of the ball. Turn fully when receiving
the ball to face the whole court – will help with decision making
I received the feedback from my coach after I had completed my self-assessment. This is the most specific feedback I have ever received and I
think that it will help me to set appropriate targets for improvement. From my own self-assessment I had identified many similar areas to
develop. I was very pleased with this as it means that my self analysis of performance is accurate.
GCE AS and A PHYSICAL EDUCATION Teachers' Guide 17
TARGETS FOR IMPROVEMENT:
TARGET
To improve defending of opposition's
back-line passes/marking back in centre
third
HOW MONITORED
Feedback from coaches and self analysis
Difficult to monitor through statistics gained
through notational analysis as too many
variables e.g. quality of opposition and also
contribution of team mates.
HOW DEVELOPED
Specific work on defending in squad
weekends and in club training.
Improved CV fitness enabling me to
maintain high work rate during game.
•
To improve cardio-vascular fitness to
reach level 10 based on each shuttle
equating to 2 thirds of the netball court
(Welsh Netball use two thirds as opposed
to 20m)
Test/re-test of multi-stage fitness test.
(Improved CV fitness should also affect target 1)
Academy training sessions – especially
speed endurance sessions.
Personal training – continuous training in
school fitness suite
•
Improve shooting statistics – to average
over 80% each time I play.
Shooting statistics – notational analysis
Shooting practice – especially shooting
when fatigued. 200 shots a day.
•
To improve throwing with left hand
Construct test throwing ball against wall from
2m count passes in 1 minute. Repeat from 3
and 5m. Test/re-test.
Build in work throwing with left arm into
every training session e.g. in warm up
playing left-handed in training matchplay
•
To improve speed over short distances
Sprint tests over 5,10 and 20m.
Anaerobic interval training in Academy
sessions
•
To vary court play especially around
circle
Feedback from coaches
Video evidence on squad weekends
Emphasis/concentrating on this area during
matchplay
•
GCE AS and A PHYSICAL EDUCATION Teachers' Guide 18
BASELINE FITNESS TESTING
TEST
Multi-stage Fitness Test
5m sprint
10m sprint
20m sprint
Throwing ball against wall using left hand - 2m
- 3m
- 5m
Static Shooting test from various points in circle – score /50
level x
X secs
Y secs
Z secs
X
Y
Z
X/50
Shooting statistics in match play – taken each quarter
Y%
INITIAL RESULT
RE-TEST
GCE AS and A PHYSICAL EDUCATION Teachers' Guide 19
EVALUATION OF PROGRESS:
For results in tests/re-tests see the table above.
The past four months have seen me train more often and at a higher intensity than ever
before. On occasions I have been very tired especially in the evenings. I have had to be very
disciplined to find time for my schoolwork, and also to find time to go out with my friends.
Some mornings I have had to drag myself out of bed – but I am very intrinsically motivated
and know that sacrifices have to be made if I am to achieve my long-term goal of
representing Wales in the WYNC.
I have found the feedback from my national coach very helpful. I have to e-mail her each
week outlining my training raising any concerns or problems that I may have. She always
responds quickly – giving very specific advice and feedback. Evidence has shown that
feedback is more beneficial when it is given regularly and when it provides information as to
how performance can be improved. I definitely agree with this as it has helped me to keep
focussed. The areas in which I feel that I have made most progress are:
•
In improving my CV fitness. This has had an enormous effect on my court play. My
defending back has improved. It is not just in the knowledge that I have made more
interceptions on court, it is the fact that I know that I have pressurised my opponents
into making mistakes, and through marking more tightly have also forced poor
passes from the opposing team. My coach has praised my improvements in this
area. I achieved my target of reaching level 10 in the Multistage Fitness Test.
Improved CV fitness has also improved my overall performance as I no longer fatigue
so easily in matches. I know that from my shooting statistics in the past my shooting
average would tend to drop in the last quarter – not just in terms of success but also
in the number of shots taken. This would suggest that in the past I used to fade out of
the game in the last quarter. Now I have a more even profile.
•
Improving my speed– especially over short distances – this has allowed me to
achieve greater variety in the methods I employ to get free. This was an area that I
have wanted to improve for a long time. In every Academy training session some
time is devoted to speed and agility, resulting in a marked improvement. I now have
better acceleration. As a GA/GS I need to be able to get free in a confined space i.e.
the shooting circle. I find that I am now able to put in a short burst of speed to get
free. In the past I used to rely on my height and my ability to stand strong in the circle
holding my space. This improved variety in ways of getting free makes me more
unpredictable as a player and therefore harder to mark.
Most of my other targets have been achieved. I am regularly exceeding shooting
averages of 80% in match play. The one area that I need to put more effort into is
passing the ball off both hands – I still tend to use my dominant hand all the time.
Although improving the strength in my left arm has helped me when receiving the ball
on the left, and in making interceptions using my left hand.
WHERE NEXT:
I hope to trial for the Senior Celtic Dragon Squad next summer – as I feel that I am
now ready to be challenged at a higher level and for me this will involve playing
against senior internationals on a regular basis. I will continue to work on the areas I
have highlighted as I feel that they hold the key to improving my performance.
GCE AS and A PHYSICAL EDUCATION Teachers' Guide 20
4.2
UNIT 2
PE2 - ACTIVE LIFESTYLES IN PHYSICAL EDUCATION
LIFESTYLE CHOICES
a.
What are the active lifestyle choices?
•
The lifestyle choices centre around how diet and exercise can have a positive
and or negative impact on health and performance. Also, the candidates must
consider the negative impact of smoking, alcohol and drugs on health and
performance.
•
Negative effects of poor diet, lack of exercise, smoking, drugs and excessive
consumption of alcohol. E.g Obesity and other associated diseases being linked
to poor diet and lack of exercise while cancers, kidney and liver damage are often
associated with alcohol and smoking.
Develop and understanding of how obesity can cause further associated problems
and how these further problems develop e.g. atherosclerosis leads to hypertension
etc.
Other associated diseases and how they develop to include
•
•
•
•
•
•
•
•
Increased LDL cholesterol
Atherosclerosis
Hypertension
Heart attack
Stroke
Diabetes
Kidney, lungs and liver disorders associated with alcohol and smoking and drugs.
Psychological problems associated with drugs
Candidates must understand how exercise and a balanced diet can reduce the
potential impact of such diseases. (See examples below)
Positive physical effects of balanced diet and regular exercise on the following: •
•
•
•
•
b.
Energy balance e.g. Exercise burn calories
Calorific expenditure related to exercise intensity, duration and the types of foods
consumed
High Density Lipoprotein (H.D.L) production to reduce Low Density Lipoproteins
(L.D.L’s) cholesterol
Effects of exercise on metabolism in terms of basal metabolic rate and elevated
metabolic rate post exercise
How exercise improves cardiovascular, respiratory and muscular function and
how these can help prevent diseases associated with obesity. E.g. Increased
elasticity of arteries can reduce potential for high blood pressure. Cardiac
hypertrophy can help reduce the potential of heart attack.
Why are lifestyle choices important?
•
•
Health and well-being – understand the definitions of health, fitness, exercise and
well being and how the interact and impact on each other.
How exercise can develop physical, social and psychological aspects of an
individual
GCE AS and A PHYSICAL EDUCATION Teachers' Guide 21
•
Understand the different components of fitness and how they are developed from
a general fitness and sport specific perspective. The Health related components
include: Cardiovascular endurance
Muscular endurance
Strength
Muscular endurance
Flexibility
And how all of the above can have a positive effect on Body composition.
Components of skill related fitness that could be developed to include: AgilitBalance
Speed
Power
Reaction time
Co-ordination
•
•
•
•
c.
What is available in terms of activity?
•
•
•
•
d.
How these components of fitness are tested through both lab and field-testing.
Students need to have knowledge of the following lab tests and their basic
procedures; V02 max treadmill or cycle ergometer test, 30sec Wingate power
tests and hydrostatic weighing for % body fat measurement.
Benefits of fitness testing e.g. Identify strength and weaknesses, monitor
progress etc
How the results can be interpreted e.g. Normative tables, athletes previous test
results.
How sport specific tests may differ form those carried out on sedentary
individuals e.g. More use of maximal sport specific testing.
Competitive sport (performance). E.g. What competitive sports are found in local
area that is available to the student?
Overview of competitive sport at grass roots level through to elite level and how
the nature of the competition changes as individuals move towards elite level e.g.
Competition becomes far more structured, often representative situations –
district/county/regional
The provision that is available to the individual and basic pathways towards elite
level e.g. Trials and basic talent I.D. within schools and clubs to district to county
etc.
Active recreation/leisure/physical activity – Defining recreation, leisure and
physical activity and develop an understanding of these concepts. How and why
leisure, recreation and physical activity patterns have developed in the last 15
years.
Why do people make particular choices?
•
How various factors effect individual lifestyle choices, these factors should
include: Individual differences
Family/friends
Education
Tradition
Age
Provision
Media
Finance
Body image
Disability
GCE AS and A PHYSICAL EDUCATION Teachers' Guide 22
PARTICIPATION IN PHYSICAL ACTIVITY
Focus on both health and performance needs of the individual.
Physical Development.
a.
Fitness Testing
• Understand the different components of fitness and how they are developed from
a general fitness and sport specific perspective.
•
The Health related components include: Cardiovascular endurance
Muscular endurance
Strength
Muscular endurance
Flexibility
And how all of the above can have a positive effect on Body composition.
•
Components of skill related fitness that could be developed to include: Agility
Balance
Speed
Power
Reaction time
Co-ordination
•
•
•
•
•
•
b.
How these components of fitness are tested through both lab and field-testing.
Students need to have knowledge of the following lab tests and their basic
procedures; V02 max treadmill or cycle ergometer test, 30sec Wingate power
tests and hydrostatic weighing for % body fat measurement.
Understanding of reliability and validity of testing, and how it differs between
laboratory and field testing
How to carry out standardised testing protocol e.g. Understanding importance of
exact measurement – 20m for the multi-stage fitness test, or measurements for
the Illinois Agility run etc
Benefits of fitness testing e.g. Identify strength and weaknesses, monitor
progress etc
How the results can be interpreted e.g. Normative tables, athletes previous test
results.
How sport specific tests may differ form those carried out on sedentary
individuals e.g. More use of maximal sport specific testing.
Development of the energy systems: What is energy and what are the energy systems? – Basic role of A.T.P. and how
it is restored through
• Anaerobic systems – Creatine phosphate and Anaerobic Glycolisis (Lactic Acid
system).
• Aerobic system (Understanding of VO2 max as a measure of aerobic fitness and
the benefits of a high VO2 max
*Energy equations or knowledge of enzyme actions are not required, however
candidates will be expected to be able to apply the use of the energy systems to
specific sporting and exercise situations understanding the impact of intensity and
duration on the predominant energy systems being used.
•
GCE AS and A PHYSICAL EDUCATION Teachers' Guide 23
•
•
•
•
•
•
•
•
•
•
c.
Basic understanding of the Energy Continuum. E.G continual interaction of the 3
energy systems to provide ATP.
How intensity and duration of exercise and an individual’s fitness level can affect
relative proportions of the energy systems being used during exercise.
Understanding of the anaerobic threshold and its implication for training(OBLA)
Development of both aerobic and anaerobic energy systems for health and sport
specific performance, using the various methods of training below. Candidates
must be able to apply the principles of training to both health related and sport
specific exercise situations.
Variety in the application of the principles of training and F.I.T. principles for
health and sport specific performance.
Health related exercise programmes would generally develop the health related
components of fitness and apply the principles of training in a different manner to
sports specific programmes. E.G. How the use of overload may not be applied as
quickly during a health related exercise programme. (Actual knowledge of % of
max heart rate etc would be expected when applying knowledge)
For sports specific exercise programmes, candidates must be specific in their
application of the principles of training using % of maximum effort, use of precise
times for exercise and recovery. E.G. For strength training an athlete would use 3
sets of 5 repetitions of 85% of their 1 rep maximum with 4 minutes of recovery.
To overload they would increase the weight to 90% of their max. (To answer
‘increase the intensity if training is not sufficient at A/S level)
Impact of warm up and cool down on performance. Candidates must be aware of
the physiological benefits e.g Warm up - Increased muscle temperature which
increases elasticity of fibres and speed of nerve impulses helping speed of
contraction of muscles. Dilation of blood vessels to increase blood flow. Cool
Down – Removal of waste products such as Lactic acid. Re-saturation of
myoglobin with oxygen.
Training methods with specific descriptions relevant to the candidates activity to
include: Weight. Understanding of weights to develop strength/power/muscular endurance
and relative recovery times
Continuous. Understanding of % maximum heart rate.
Fartlek
Interval. Specific application of interval training depending on the activity. E.G
speed training will be maximal over a short distance (30m) with long recovery (1
minute to allow cp restoration
Specific speed and agility training
Plyometrics
Use of heart rate monitors to determine training intensities/zones and thresholds
for individual needs. How this information is used by coaches and athletes to
monitor training in actual sessions and over periods of time e.g. Help develop and
adapt training, have accurate measurement of maximum heart rate
Understanding long term adaptations resulting from the type of training carried
out and how they can impact on health and sport specific performance: •
•
Aerobic adaptations - Cardiac hypertrophy, gaseous exchange, development of
respiratory muscles, vasomotor control and increased elasticity of arteries and
arterioles, increased capillaries, mitochondria and more myoglobin at muscles
Anaerobic Adaptations – Muscular hypertrophy, increases in creatine phosphate and
glycogen stores. Increased tolerance to lactic acid.
GCE AS and A PHYSICAL EDUCATION Teachers' Guide 24
d.
Understanding fatigue and recovery processes: •
•
•
•
•
•
Fatigue – Depletion of energy sources and increase in lactic acid and its
impairment on muscle function. De-hydration and the loss of electrolytes.
Oxygen Debt Alactic/Lactacid (Also referred to as EPOC – Exercise Post Oxygen
Consumption)
Alactic recovery – restoration of PC, how this occurs and the time taken for
replenishment e.g. approx 3 minutes for 95%+ CP stores. How such knowledge
is beneficial when training for speed/strength/power.
Lactacid recovery- restoration of muscle glycogen stores and re-saturation of
oxygen into the muscle myoglobin
Removal of lactic acid through oxygen
Specific methods to speed up recovery process
o Benefits of cool down
o Correct nutrition within 30 minutes of finishing activity with knowledge of
glycaemic index of carbohydrate and the use of protein and various
supplements
o Basic understanding of the potential benefits of compression clothing, ice
baths and massage.
GCE AS and A PHYSICAL EDUCATION Teachers' Guide 25
Psychological Development
a.
Understanding
performance: -
the
role
individual
factors
play
in
participation
and
Personality
•
•
•
•
Personality theories to include - biological theories (Sheldon), trait theories
(Eysenck), Social learning theories (Bandura). Candidates must be able to apply
these theories to sport. E.G. Social learning theory – individuals may modify their
personality and become more aggressive if they see significant others doing the
same
Personality types, extrovert, introvert and neurotic and how they can potentially
impact on sporting performance
Personality profiling - A basic understanding through the use of
o Observation,
o Questionnaire such as Cattell’s 16PF (Personality Factor), SCAT – Martents
Sports Competition Anxiety
o Interview
The benefits and limitations of personality profiling E.G. Benefit - gains an
understanding of the individual’s limiting and strengthening behaviours and the
types of environment the perform best in and aids the communication process.
Limitations – Often unreliable in predicting performance and personality is only
one aspect that can affect performance.
Attitudes
•
•
•
•
•
b.
Nature of attitudes, inconsistencies and prejudices in sporting situations
Origins of attitudes. E.G previous experiences and what we have learnt from
others
The components of attitudes – Triadic model (cognitive, affective and
behavioural)
Methods of changing attitudes from negative to positive towards physical activity.
Use of cognitive dissonance, persuasion.
Factors that can affect the effectiveness of cognitive dissonance and persuasion
e.g. person persuading and the quality of the message.
Understand the role motives play in continuing participation in physical
activity
•
•
•
•
Motives for the students involvement in exercise and sport and reasons for adult
participation in physical activity
Intrinsic and extrinsic motivation. Intrinsic motivation – How this can be
developed in an individual by coaches and teachers e.g. by making the activity
fun, setting challenging situations etc. Extrinsic motivation and the use of tangible
and intangible rewards benefits and drawbacks to such practice.
Achievement motivation. Understanding the traits of a Need to Achieve (NACH)
and a Need to Avoid Failure (NAF) individual with relevant sport specific
examples necessary.
Understanding of how Self Esteem can affect learning e.g progress not made
because of fear of failure or unwilling to try new practices. The strategies that can
be used to improve an individual’s self esteem. E.G. Avoid humiliation or
comparison with others in group and always be positive.
GCE AS and A PHYSICAL EDUCATION Teachers' Guide 26
c.
Follow SMART target principle for individual intentions
•
•
•
d.
Develop group dynamics and cohesion within different roles
•
•
•
•
•
e.
Understand the importance of goal setting for both health and sport specific
reasons.
Understand the factors affecting the setting of goals SMART and applying these
to their own sporting activities
Evaluate the use of short/medium and long-term goals to improve performance in
physical activity. Goals can be related to Outcome e.g. end result of a game,
Performance e.g. comparing with previous performances or Process orientated
e.g. concentrating on development of technique
Understand the nature of a group/team in terms of mutual awareness, common
goal and interaction. E.G. A cohesive team is one where all members have a
collective identity and who are motivated to work together. Team motives can
vary – members can be socially motivated or task motivated.
The development of cohesion within a group e.g. common goals, social
interaction
Understand of motivational factors within a team e.g. giving individuals credit for
their actions (number of tackles made), praise from significant others, positive
feedback etc.
The effects of social loafing, co-operation factors and negative influences and
how that cause dysfunctional group behaviour. E.G one player not giving 100%
effort can affect immediate performance and lead to group disharmony.
How social loafing can be overcome e.g. Peer pressure, social support etc
Develop leadership skills/styles within different roles
•
•
•
Understand the skills necessary to be an effective leader e.g. effective
communication with players, fellow coaches etc, and detailed knowledge of the
sport or activity etc
Understand different leadership styles e.g. Autocratic/authoritarian, democratic
and laissez-faire and the benefits and weaknesses of each
Understanding of how leadership style can vary depending on a) The situation
e.g. large groups, complex tasks b) The member characteristics e.g. age and
experience of the groups well as c) The personality of the leader.
GCE AS and A PHYSICAL EDUCATION Teachers' Guide 27
Technical Development
a.
Understand the role skill acquisition plays in participating in physical activity
b.
Definitions of skill, ability, learning and performance and their interrelationship
•
•
•
c.
Information Processing
•
•
•
•
d.
Models of information processing (sensory input, perception, decision making,
memory, output and feedback
Selective attention and memory e.g. short term memory store, short-term
memory, and long-term memory.
Reaction time, response time, psychological refractory period, Hick's law. Factors
that affect response time e.g. simple/choice reaction time, previous experience,
anticipation etc.
Feedback - intrinsic, extrinsic, timing of information, knowledge of results,
knowledge of performance, positive and negative reinforcement. Knowledge of
performance and results and various other types of feedback Benefits of
feedback to the performer and how feedback can be used to Motivate, Reinforce
and Inform
Learning Processes
•
•
•
•
•
e.
Characteristics of skill and ability
Learning/performance curves e.g. positive, negative, linear and plateau. Possible
causes for a plateau how a coach may overcome such an occurrence
Principles of learning, including
o Reinforcement
o Feedback
o Transfer
o Guidance - Verbal, visual and mechanical.
Observe, interpret, and evaluate information. E.g. how coaches provide
observational cues to aid interpretation of information
Understand the stages of learning (cognitive, associative and autonomous) and
how information through guidance and feedback could be presented differently
depending on the stage of learning. E.g. Concurrent feedback provided to the
performer in the cognitive phase of learning
Types of transfer - types of transfer including positive, negative transfer. Practice
to performance and bi-lateral transfer. How such transfer has affected
performance when learning new skills
Observational learning and demonstration (linked to guidance and feedback)
Feedback (see information processing).
Learning Variables
•
•
•
•
Classification of skill – (continua) simple/complex, open/closed,
discrete/continuous, and internally/externally paced. Must be able to provide
sporting examples and how such information can be used to develop practices
e.g. Complex skills may use whole and part learning while closed skills would use
fixed practices etc.
Task complexity e.g. Simple and complex.
Task organisation e.g. High organisation and low organisation. The type of
practices that would be used with these. E.g. Tennis serves = low organisation
and the whole and part method could be used for practice.
Individual differences.
GCE AS and A PHYSICAL EDUCATION Teachers' Guide 28
f.
Types of practice
Presentation of skills (Linked to task complexity and organisation and types of skill)
• Fixed and variable
• Massed and distributed for different tasks and different abilities
• Presentation of skills – whole and part (see previous)
• Use of basic mental rehearsal techniques. Use of fine detail when rehearsing
potential movements in the sporting situation.
• Benefits of mental rehearsal e.g. improve confidence and control arousal levels of
the performer and it can prepare the performer for different situational outcomes
during competition.
g.
Methods of guidance
• Visual, verbal, manual and mechanical and their use in different activities and
with various levels of performers.
• The advantages and disadvantages of each of the types of guidance.
• How and when these types of guidance are used e.g. Visual and mechanical
guidance would be used when a performer is in the cognitive phase of learning.
GCE AS and A PHYSICAL EDUCATION Teachers' Guide 29
NUTRITION FOR PERFORMANCE AND HEALTH
a.
Balanced diet and hydration depending on individual intention
•
•
•
•
•
•
•
•
•
•
•
b.
% Constituents of a balanced diet. E.g. relative proportions of carbohydrate, fat
and protein
Calorie intake and energy balance for health and performance purposes. E.g.
Endurance athletes will require higher levels of carbohydrates due to energy
demands of their sports
Basic functions of carbohydrates, fats and proteins in relation to health and sport
specific performance. E.g. carbohydrate are the primary source of energy during
high intensity activity, proteins used for growth and repair of muscle after exercise
Glycaemic index – knowledge of high/medium and low GI foods and how
knowledge could be beneficial when developing nutrition programmes for health
and sporting performance
Types of carbohydrate and fats and their effects on health. Simple/complex
carbohydrate and their effects on health. E.g. high levels if simple carbohydrates
can lead to diabetes.
Types of fats - Saturated/unsaturated/polysaturated/trans fats and their impact on
health. E.g. High levels of saturated fats increase Low Density Lipoprotein
(LDL’s) levels in the blood.
Variety in diets for different activities and sports and types of training. E.g. Sports,
which require high volumes of weight training, would have increased protein
intake.
Correct hydration techniques. Hydration before, during and after exercise. Must
have an understanding of volumes, times etc. E.g Consume 1.5 – 2 litres of water
steadily prior to and endurance event with 100-150ml consumed every 15
minutes during the event.
De-hydration and the negative physiological effects. E.g. reduced plasma volume
impairing the transportation of energy substrates and enzymes to working
muscles
Food fuel usage in terms of intensity and duration of exercise. E.g. High intensity
activity will predominantly use carbohydrate in the form of glycogen to supply
energy
How levels of aerobic fitness can affect food fuel usage. E.g. Higher levels of
aerobic fitness will mean the oxidisation of fats for longer periods thus reducing
the usage of carbohydrate and glycogen
What to consume before during and after exercise
•
•
•
•
•
Carbo-loading (Sherman and Astrand methods).
Understanding of the methods to deplete glycogen stores e.g. training, tapering
of training and loading phases. (Use of appropriate GI foods in these processes)
Understanding pre-competition meals and the use of isotonic and electrolyte
drinks prior to and during competition. E.g. Low GI food 3-4 hours previous to a
competition with high GI during competition of ten consumed through isotonic
drinks.
Understanding correct methods of refuelling the body after exercise. The types of
food to be consumed and how long after exercise. E.g. Mixture of all GI foods
and protein within 30 minutes of finishing competition/exercise.
The use of supplements and ergogenic aids to training (protein, creatine and
caffeine usage, positive and negative aspects)
GCE AS and A PHYSICAL EDUCATION Teachers' Guide 30
c.
Benefits for Health
•
•
Balanced diet, providing all the necessary vitamins minerals etc. (see previous
information)
Low saturated fat diet reducing the risk of obesity and how saturated fats can
increase LDL levels and can lead to heart disease, stroke and other associated
illnesses. (See lifestyle choices)
GCE AS and A PHYSICAL EDUCATION Teachers' Guide 31
LIFESTYLE BENEFITS
This is a synoptic element summarizing the content that has been previously covered. The
candidates should have an holistic approach to the variety of factors impacting on lifestyles.
Suggested resources
www.brianmac.demon.co.uk
www.thesportselite.com
www.sportscoachuk.org
www.uksport.gov.uk
www.bbc.co.uk/sportacademy
Roberts, Motivation in Sport and Exercise
Honeybourne et al, Advanced PE and Sport
Schmidt, Motor Learning and Performance
Sharp, Acquiring skill in Sport
GCE AS and A PHYSICAL EDUCATION Teachers' Guide 32
4.3
UNIT 3
PE3 – REFINING PERFORMANCE IN PHYSICAL EDUCATION
There are two elements to this component:
•
•
A.
Refining performance
Investigative research
Refiining Performance
Candidates will be assessed in practical performance in one of the following :
•
•
•
Performer
Coach/leader
Official
This aspect is concerned with refining the candidate's performance in a specific
activity. This will be supported by a piece of research.
B.
Investigative research
The work will be synoptic in nature and must relate to their chosen practical
activity. The emphasis should be on researching an aspect that contributes to
refining and improving performance. It should integrate theory with practice in the
candidates chosen activity. Work should demonstrate critical analysis and reflection.
The work will have a word equivalence of 3000 words.
In addition to the examples of possible investigations on pages 19 and 20 of the
specification, the following might also be worth considering as areas of research on
aspects of coaching and officiating. Any investigation should reflect the activities,
roles, levels of performance and interests of the candidates.
Examples of Topics for Investigative research:
An investigation into the effect that different styles of leadership have on
learners.
In this investigation the candidate could look at the different styles adopted by
different coaches looking at such factors as success, athlete satisfaction, group
cohesion etc.
An investigation into levels of fitness of match officials and its effect on quality
of officiating.
In this investigation the candidate could look at officials` training regimes, factors
affecting quality of performance in officiating etc.
GCE AS and A PHYSICAL EDUCATION Teachers' Guide 33
4.4
UNIT 4
PE4 – PERFORMANCE, PROVISION AND PARTICIPATION IN PHYSICAL
EDUCATION
1.
REFINING SPORTING PERFORMANCE AND ENHANCING HEALTH
a.
Performance analysis and evaluation of health status
•
•
•
•
•
•
•
•
•
•
b.
Health of the nation
•
•
•
•
c.
Why do coaches observe and analyse performance?
What do coaches observe and analyse? – physical, technical, tactical and
behavioural aspects of performance
How do coaches observe and analyse performance? – the importance of
choosing the correct method
Biomechanical – analysis of movement in selected sporting activities. To
include knowledge of planes of movement and axes of rotation; three
classes of levers and their application; the use of Newton’s Laws;
impulse; fluid mechanics (air resistance; projectiles; lift forces (Bernoulli
principle) and spin (Magnus effect); stability; linear and angular motion
and moment of inertia). Note that mathematical calculations will not be
required
Video/Real time: provides permanent record; gives immediate feedback;
can be stored; reviewing and replay facilities; source of evidence.
Notational analysis: record information about patterns of play; technical
errors; work/rest intervals
Testing (Types and Protocols): to gain information about physical
conditioning; technical efficiency; tactical effectiveness. Field testing and
laboratory testing – advantages and disadvantages. Skill testing for
technical components of performance
Questionnaires: information through response rather than observation.
Health screening: Safety procedures; pre training tests (Physical Activity
Readiness Questionnaire (PAR-Q))
Monitoring exercise programmes and physiological testing.
Current concerns and trends in relation to physical fitness, obesity and
cardiac problems
Influences on health – notion of personal autonomy and external factors
influencing lifestyle choices, body image and self image, role of the
media.
Health promotion and regulation. Exercise adherence.
Policies and initiatives
The management of stress/anxiety
•
•
•
Definition of anxiety and different types of anxiety: trait and state anxiety.
Measuring anxiety: through observation and questionnaires. Use of the
Sport Competition Anxiety Test (SCAT) and the Competitive State Anxiety
Inventory (CSAI-2)
Definition of stress and different forms of stress: Eustress; distress;
hyperstress and hypostress (Selye, 1983)
GCE AS and A PHYSICAL EDUCATION Teachers' Guide 34
•
•
•
•
d.
Factors inducing stress and anxiety: situational factors (such as event
importance and expectations) and individual factors (such as personality,
self-esteem and self-efficacy)
Zones of optimal functioning (Hanin, 1986)
Stress management techniques: relaxation (progressive muscle relaxation
and biofeedback) and cognitive-behavioural techniques (goal setting;
attentional control and cue utilisation; self-talk; imagery and mental
rehearsal)
The relationship between stress, arousal and anxiety.
Motivation
Definitions of motivation
Intrinsic and extrinsic motivation – cognitive evaluation theory (Deci, 1975).
•
Achievement motivation.
Achievement motivation is defined as “an individual’s motivation to strive
for success, which enables the individual to persist even when he or she
meets obstacles and perhaps failure” (Woods, 1998, p.2).
•
•
•
•
•
Achievement motivation and links with personality and situation
(Atkinson, 1964) – the motive to achieve success and the motive to
avoid failure
Development of achievement motivation (Veroff, 1969) and its
implications for the coaching of young children
Competitiveness (Martens, 1976) - links with competitive trait anxiety,
which is defined as the motive to avoid failure within sporting
competition, which is covered in section C.
Link between achievement motivation, self confidence and self
efficacy (Bandura, 1977).
Management of arousal
•
•
•
•
•
•
Definitions of arousal
Theories of arousal (Drive theory (Hull, 1956); Inverted-U hypothesis
(Yerkes-Dodson); Catastrophe theory (Fazey & Hardy, 1988) and the
relationship between arousal and performance
Relationship between levels of arousal and performance in different
skills and different levels of expertise
Arousal and personality – the effect of the audience and social
facilitation (Zajonc, 1965)
Measurement of arousal – physiological measures (monitoring heart
rate, breathing rate, muscle response, sweating and hormonal level)
and participant observation
Methods of controlling arousal – somatic techniques (for example,
biofeedback, breathing and relaxation) and cognitive techniques (goal
setting, use of imagery and self talk).
GCE AS and A PHYSICAL EDUCATION Teachers' Guide 35
•
Attribution theory
•
•
•
•
•
Attribution theory (Weiner, 1972) – internal/external and
stable/unstable reasons given for outcomes and strategies for
changing attributions (attributional retraining)
Errors in attribution – the self-serving bias; the actor-observer effect
and gender differences
Reasons given for outcomes by team, members/individuals/within
different roles
Learned helplessness (Seligman, 1975; Dweck, 1975) and its effect
on performance in sport and disaffection with sport in young people
Attributional retraining.
SUGGESTED RESOURCES
Bray, K. (2006). How to Score: Science and the Beautiful Game. Great Britain: Granta
Books.
For biomechanics: Chapter 3: All in a spin – the unstoppable free kick and Chapter 6: Back
to basics – kicks, headers and throws.
For sports psychology: Chapter 5: Motivation or mind games – the psychological
dimension.
Cashmore, E. (2002) Sport Psychology: The Key Concepts. London: Routledge.
Jarvis, M. (1999) Sport Psychology. London: Routledge.
Woods, B. (1998) Applying Psychology to Sport. Great Britain: Hodder & Stoughton
Educational.
GCE AS and A PHYSICAL EDUCATION Teachers' Guide 36
2.
CONTEMPORARY
INFLUENCES
AFFECTING
PROVISION,
PARTICIPATION AND PERFORMANCE IN PHYSICAL ACTIVITY
a.
Opportunities and pathways
•
•
•
•
•
b.
CHOICE,
Models for understanding progression in physical activity. The Sports
Development Pyramid and Sport England’s Sports Development
Continuum and sociocultural factors influencing movement between the
different levels
Mass participation v Excellence / Elitism
Talent identification processes and development initiatives. The concept
of talent in sport and links with methods of identifying talent from other
countries (for example, SportsSearch in Australia and state-sponsored
identification programmes of the former East Germany). The structure of
the World Class Performance Pathway
Sporting Structures within the United Kingdom: the role of UK Sport in
striving for excellence (to include an understanding of the purpose of the
United Kingdom Sports Institute); the role of Sport England in the
promotion of Sport for All; the role of the Government in the development
of physical education and sport in schools; and the role of the National
Governing Bodies (NGBs) in both grassroots and elite sport
Recreational pathways – lifelong involvement – local and national
government initiatives – involvement of health agencies.
Social differentiation
With any disadvantaged minority, there are three main constraints to their
access to participation, namely OPPORTUNITY, PROVISION and ESTEEM.
•
•
•
•
•
c.
Class
Gender – historical perspective that sport has always been for men –
sport reproducing the ideology of male supremacy – myths about
women’s participation in sport - definitions of sex and gender and the
subsequent assigning of gender roles – gender ‘tagging’ of certain sports
(e.g. rugby for men, netball for women) – portrayal of women in the media
and the problems of sexploitation – poor media coverage of women’s
sport and the subsequent lack of sponsorship - role models in women’s
sport – reasons for the rise of women’s football (esp. in the United States
of America)
Race – prejudice, discrimination and stereotyping – self fulfilling prophecy
– sociological theory of centrality and the issues of racial stacking.
Age
Disability.
Socio-cultural and economic factors that affect opportunity,
participation, provision, participation, attitudes and values.
These should include the following:
•
•
Finance/income, leisure time, time management, education, physical
education, resources, family, peer pressure, role models, facilities,
transport
Deviance in sport – pressures causing drug taking (e.g. doping within the
Tour de France and the Olympics Games) - ethical viewpoint –
gamesmanship/sportsmanship.
GCE AS and A PHYSICAL EDUCATION Teachers' Guide 37
d.
Commercialisation of sport:
•
•
•
•
e.
Media influences and sponsorship; notion of sport as a commodity
Consumerism – market forces/sport industry influences
Globalisation of sport
Role models as a commodity.
Scientific and technological developments:
•
Scientific and technological development as they affect sport and physical
activity in terms of the participant, coach, official and spectator e.g.
changes to equipment, and clothing, improved nutrition and advances in
media technology.
SUGGESTED RESOURCES
Cashmore, E. (2000) Making Sense of Sports, London: Routledge.
Chandler, T., Cronin, M., and Vamplew, W. (2002) Sport and Physical Education: The Key
Concepts, London: RoutLedge.
Coakley, J.(2007) Sport in Society: Issues and Controversies (Ninth Edition), New York:
McGraw-Hill.
Foer, F. (2005) How Football Explains the World, London: Arrow Books.
Humphreys, J. (2008) Foul Play: What’s Wrong with Sport, Cambridge: Icon Books Ltd.
GCE AS and A PHYSICAL EDUCATION Teachers' Guide 38
5.
ASSESSMENT GUIDANCE
What are examiners looking for?
•
Coherent well written work
•
•
•
Knowledge of current issues in Physical Education
The ability to apply, analyse and evaluate knowledge and understanding
Consistent reference to the terms of the question
Supporting your candidates:
•
Explaining the importance of grammar
•
•
•
•
Ensuring an understanding of differences between describe, explain, discuss etc.
Training in reading the question
Encouraging discussion and debate
Supplying current data
Ensure candidates avoid:
•
Repeating myths as facts
•
Using bullet points, particularly in extended writing
•
Personal commentary, "I think………"
•
Descriptive answers that lack analysis and/or evaluation
GCE AS and A PHYSICAL EDUCATION Teachers' Guide 39
Some key terms used in examination questions
Account for
Explain the process or reason for something being the way it is.
Analyse
Explore the main ideas of the subject; show why they are important
and how they are related.
Assess
To judge or decide the amount, value, quality or
importance of something.
Comment on
Discuss the subject, explain it give an opinion on it.
Compare
Show similarities and /or differences.
Conclude
Decide after reasoning.
Contrast
Show the differences.
Define
Give the meaning of.
Describe
Give a detailed account of.
Discuss
Explore the subject by looking at its advantages and disadvantages
and arrive at a conclusion.
Evaluate
Give an opinion after assessed different points of view.
Explain
Describe giving reasons and causes.
Give reasons for
Explain how and why something is that way.
Identify
Recognise something.
Illustrate
Show by explaining and giving examples.
Indicate
Point out, make something known.
Justify
Give good reasons for offering a conclusion.
List
An item by item record.
Outline
Concentrate on the main bits of the topic.
Summarise
Give the main points of an idea or argument.
GCE AS and A PHYSICAL EDUCATION Teachers' Guide 40
6.
CONTRIBUTORS TO THE TEACHERS' GUIDE
Anne Rawlins, head of PE, St Cenydd, Cardiff and Principal Moderator
Ian Gardner, St Cenydd, Cardiff and Principal Examiner
Janice Bergiers, Bro Myrddin
Wayne Williams, Head of Physical Education, Westcliff High School
GCE Physical Education - Teachers' Guide/ED
5 January 2012
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