Teignmouth
Community
School
AS Physical
Education
Student Handbook
2015 -2016
Contents
Modules and allocation of marks
Expectations & Staff contacts
Unit content
Coursework information
Lesson by lesson breakdown
Opportunities for independent learning
Useful websites
WELCOME TO AS PHYSICAL EDUCATION
Your course is split into two units:
2 Units
Unit 1 Participation in Sport and Recreation
Unit 2 The Critical Sports Performer
Mark
50%
50%
Content Summary
Participation in Sport and Recreation:
This unit is split into 2 sections. The first section is designed to develop the
student’s knowledge and understanding of what constitutes a healthy and active
lifestyle. Students will investigate how the body responds and adapts to exercise,
the components of health and skill related fitness and different methods of
fitness training. The rationale behind carrying out fitness assessments and the
protocols associated with recognised fitness tests will also be considered. The
second section encourages the student to develop their knowledge and
understanding of how competitive sport has developed over time. They will learn
how a lifelong involvement in sport is encouraged. The assessment of this unit is
through a 1 ½ hour examination paper. The paper will consist of short-answer
and extended-writing type questions, all of which are compulsory. The total
marks for the paper are 90.
The Critical Sports Performer:
The fundamental aim of this unit is to engage students in four tasks. These tasks
will offer a framework of opportunities to develop practical experiences and
conduct independent research into the structure, provision and analysis of sport
and physical activity. Students will have the chance to develop their own
performance in two chosen roles from a choice of three (performer, leader,
official) and record their performance over a period of time.
STUDENTS WILL BE EXPECTED TO BE ACTIVELY ENGAGED IN BOTH OF
THEIR CHOSEN ROLES THROUGHOUT THE DURATION OF THE COURSE
AND TO COLLECT EVIDENCE AND KEEP WEEKLY RECORDS OF THIS
INVOLVEMENT.
Students will also undertake a study into the provision of sport for all three
roles at a local level, followed by a study of the provision of one role at the
National level. Lastly students will produce an analysis of their performances in
the first task.
Expectations of the Physical Education
AS Course
This booklet provides students with information about the course content, a
thorough breakdown of the course requirements and important dates. This
section explains what is expected of you and it is vital that you have read and
understood the following points:








Attend all lessons. The content and design of the course means that in
each lesson we build on previous knowledge.
If you are not able to attend a lesson please contact your teacher in
advance to let them know – they will then email you any relevant work or
reading that will need to be completed.
Students are expected to maintain their own notes and keep them in good
order. So we can review work from the previous lesson it is important that
you bring your notes and the text book to every lesson.
Students have full ownership of their notes and are encouraged to extend
those taken in class with further reading from the various resources
available.
Homework tasks will include extending notes, research, keyword lists,
presentations, past exam questions, and extended writing activities.
It is expected that students will meet the deadlines that are set for
homework and coursework. To allow for immediate feedback and peermentoring homework is sometimes marked in lessons. If you have not
done the work you may be asked to go away and complete it.
Students are expected to keep a regular training / coaching / officiating
log from the start of the course. This will form part of your coursework
and is difficult to complete at the end of the course if a regular record is
not kept.
It is vital that deadlines are met for coursework to allow sufficient
time for marking and processing before it is submitted to the moderator.

STAFF CONTACTS
Mr M Lewis – martin.lewis@teignmouth.devon.sch.uk
Mr M Douglas – malcolm.douglas@teignmouth.devon.sch.uk
Unit 1 Content
Module 1: Healthy and Active Lifestyles
Students will study about the impact of exercise on the body, the chronic
illnesses that can be caused and treated by physical activity and the
processes by which an individual can maintain a healthy lifestyle.
1.1a - The Development of Active Lifestyles and Recreation.
Taught Revised Assessable learning outcomes
Describe and explain the requirements for participation in
physical activity.
Define active leisure, health, fitness and recreation.
Explain the philosophy of mass participation.
Research and explain the work of campaigns such as
‘sport for all’.
Define the term ‘hypokinetic disorder’.
Define and explain how an increased sedentary lifestyle
may result in the following: obesity, coronary heart
disease, diabetes, high blood pressure, high cholesterol
and metabolic syndrome.
Define and explain the above illnesses in terms of their
symptoms, causes and treatment.
Explain the impact of lifestyle, an ageing population,
access and stress on physical activity and health.
1.1b - Healthy Lifestyles.
Taught Revised Assessable learning outcomes
Explain the impact of a healthy lifestyle on health and
fitness.
Explore and define how energy intake, food groups,
hydration and a balanced diet may impact on cholesterol,
and weight management. Explore the dietary
requirements for different types of exercise.
Compare the current health trends in the UK, USA, Japan
and Finland and describe the initiatives being used to
promote / reverse these trends.
Explain the need for ‘balance’ in a person’s life in terms of
maintaining their health. (Energy balance, work-life
balance, stress).
Explain how increased physical maturation (ageing) can
result in a decline in physical capability (make specific
reference to cardiovascular fitness, muscular strength,
lung function, resting metabolic rate, osteoporosis and
flexibility).
1.2 - Effects of Exercise – Responses and Adaptations of the Body
Systems.
Taught Revised Assessable learning outcomes
Describe and explain the muscular-skeletal adaptations
to exercise (fibre hypertrophy, increased force
production, increased metabolic energy supply)
Describe and explain the muscular-skeletal responses
to exercise (fibre recruitment, force production and
metabolism)
Describe and explain the cardiovascular adaptations to
exercise (cardiac hypertrophy, stroke volume, cardiac
output, capillary recruitment, capillary number)
Describe and explain the cardiovascular responses to
exercise (increased stroke volume, heart rate, cardiac
output, vascular shunt, blood flow redistribution)
Describe and explain the respiratory adaptations to
exercise (respiratory muscle performance)
Describe and explain the respiratory responses to
exercise (rate and depth of breathing, gaseous exchange)
Describe and explain the neuro-muscular adaptations
to exercise (co-ordination, size and rate of force
production, speed)
Describe and explain the neuro-muscular responses to
exercise (muscle fibre recruitment, rate of fibre
recruitment)
1.3 - Fitness and Training
Taught Revised Assessable learning outcomes
State and define the components of health and skills
related fitness and explain their relation to different
sporting events.
Describe and explain how each of the following types of
training may be used to enhance athlete performance
(aerobic, anaerobic, continuous, interval, power, circuit,
weight, resistance, speed, fartlek, cross training, core
stability, SAQ and plyometrics).
Explain a typical training session for each of the above.
Explain the process and rationale behind different
stretching methods (static, ballistic, dynamic, PNF)
Define the principles of training and explain their
application to training. Explain what is meant by the term
overtraining.
Explore and explain the appropriateness of different
training types to different client groups – the young, old,
trained, untrained, active, sedentary, healthy and
unhealthy.
Explain the rationale, use and protocol for the different
fitness tests. Make reference to the limitations, validity
and reliability of these assessments.
Module 2: Opportunities and Pathways within Sport
Sport is an ancient and ever popular pastime. In this unit students will explore
the history of sport and its development since ancient times. They will explore
current performance pathways and national frameworks for sport which exist
to identify and encourage sporting talent within their own and other
countries.
2.1 - The Development of Competitive Sport
Taught Revised Assessable learning outcomes
Describe different sporting festivals which have existed to
celebrate sporting success (ancient festivals, modern
festivals, popular recreations, the Olympic Games and
international sports festivals).
Explain how the emergence of ‘rationale sport’ was a
product of the public schools and the industrial revolution
and describe its impact on rule codification and the
export of the games ethic.
Explore 20th century sporting phenomenons such as
professional sport, ‘spectatorism’, sports business and the
rise of the ‘sports star’. Describe Sports ‘Golden Triangle’
– event, TV, sponsors and how they are all inter-linked
Explore and explain how the globalisation of sport, the
media, sponsorship, advertisement, commercialisation
and Americanisation have impacted on the growth of
sport in the 21st century.
Explain how deviance in sport has become an increasing
prevalent issue in modern times with particular reference
to sportsmanship, gamesmanship and genetic
engineering.
Explain the role of WADA and describe the impact of
performance enhancing drugs on modern sport.
2.2 - Performance Pathways
Taught Revised Assessable learning outcomes
Understand and describe the concept of the sporting
pyramid and how the base and peak of the pyramid are
interlinked.
Understand and explain the different levels of the
pyramid from grass roots foundation level to the elite
level at the peak. Explain how the training and
support needs of performers at different levels on the
pyramid may vary.
Describe the roles of key UK agencies (YST, UK Sport,
Sport England, Sport Scotland, Sports Council for Wales
and Sports Council Northern Ireland) in managing the
sporting pyramid in the UK.
Explore the traditional pathways from performance
progression in the UK and explain the role(s) played by
schools, universities, clubs and Sports
College’s in this process.
Describe and explain the current aims and models of
initiatives such as the National Framework for Sport,
Game Plan, A Sporting Future for All, the UKSI network
and various sport search programmes.
Describe the concept of talent identification and compare
the history of talent I.D. in East Germany and Australia.
Describe how the UKSI and NGB talent I.D. schemes in
the UK currently function to identify potential sporting
talent in this country.
Research and explain how the Schools Games, World
Class Programme, Talented Athlete Scholarship Scheme
(TASS) and the Advanced Apprenticeship in Sporting
Excellence are being used to develop talent already
identified in the UK.
2.2 – Lifelong Involvement
Taught Revised Assessable learning outcomes
Describe campaigns and concepts designed to promote
lifetime participation in sport such as Sport for All, mass
participation, leadership programmes and the work of
Sport England.
Describe and explain how provision, esteem, cost, time,
resources and geographical pressures may place
constraints on participation.
Describe the factors which may impact on the lifelong
involvement of the following target groups in sport –
gender groups, race, age & socioeconomic.
Explain the role of sports councils in developing
reformative policies such as Making England Active and
multi sport hubs.
Describe the work of specialist agencies such as the
Women’s Sports Foundation (WSF) and the Federation of
English Disability Sport in developing target group
participation and development.
Explain how the use of concessions and programming
may encourage certain target groups to access physical
activity and explore local and school schemes that have
been developed to increase the participation of the
population in physical activity.
Explore and describe the impact of private gyms and
health clubs, fashion, the media, technology and the
impact of the 2012 Olympic Games on lifelong
involvement in sport.
2.2 – The Long-Term Athlete
Taught Revised Assessable learning outcomes
Describe the philosophy of Long Term Athlete
Development (LTAD) and describe the different models
which it may follow.
Describe and explain the purposes of the following LTAD
programme stages – ‘FUNdamentals’, Learning to train,
training to train, training to compete, training to win,
retirement and retainment.
Unit 2 - The Critical Sports Performer
The fundamental aim of this unit is to engage students in tasks which will offer a
framework of opportunities for them to develop their own performance in two
roles and conduct independent research into the structure, provision and analysis
of sport which is relevant to them.
Pupils will be expected to submit all evidence for this unit on a USB
memory stick, as an e-portfolio. Therefore all evidence gathered will need
to be electronically translated (scans, jpegs, emails, word documents,
video clips etc.) if it is to be submitted as evidence.
TASK ONE ‘Personal Performance’: This task requires students to participate
in two personal roles from a choice of three (performer, leader and official). You
may choose 2 performer roles in 2 different activities if you wish. This task is
designed to help to develop their personal performance in these roles. Over the
course of the year students will be expected to participate actively in their
chosen roles, collect evidence of their involvement and keep regular
training/participation diaries to evidence their level of performance. Other types
of suitable evidence may include – jpeg photos, video clips, certificates, letters
from teachers and coaches, witness statements, league tables etc. (This task is
marked out of 30)
TASK TWO: ‘Local Study’: Requires students to undertake an independent
research task into the provision, access, funding and resources available locally
in one physical activity for all of the activity roles. (This task is marked out
of 15)
TASK THREE ‘National Study’: Builds on task two by extending students
understanding to a national context. Students will be required to research the
national provision at elite levels, in at least one of their chosen roles and in the
same sport as their local study and personal performance. (This task is
marked out of 15).
TASK FOUR ‘Performance Analysis’: Students will be required to submit
evidence of their ability to undertake a performance analysis in at least on of
their chosen roles. This is designed to allow students to reflect on their strengths
and weaknesses, to understand the need for short and long term development
and to plan for their future improvement. Students will, as a minimum, be
required to complete the following five tasks to meet the analysis criteria:





A technical analysis of four core skills in a chosen activity.
A tactical analysis including game plans and pathways for competitive
success in a variety of competition contexts.
Three notational exercises on teams, individuals or techniques.
A training analysis on the specific demands and the competitive
requirements for individuals and/or teams.
An analysis of their own and others’ strengths and weaknesses.
(This task is marked out of 30).
Course Plan
Below is a lesson by lesson overview of your course, these timings are, however
subject to change and alteration. You will be notified if the order of teaching
changes. When a session is missed students will be expected to read around the
topic, make study notes and contact the relevant member of teaching staff for
home learning and additional study opportunities. These lessons will take place
as of September 2011 and will run for the duration of the AS year.
Mr Douglas will deliver all aspects of Module 1 in two 50 minute lessons a
week.
Mr Lewis will deliver all aspects of Module 2 in three 50 minute lessons a
week. He will also be responsible for delivering and assessing all
coursework components (Practical x 2, Local Study, National Study and
Performance Analysis)
Module 1 Mr Douglas – HEALTHY & ACTIVE LIFESTYLES –
The development of active leisure and recreation, Healthy & active
lifestyles, Effects of exercise — responses and adaptations of the
body systems, Fitness and training, Fitness assessment.
Week
Number
1
Topic / Content to be delivered
Home Learning /
Personal Study
The local study.
2
Introduction – Active leisure & recreation
concepts of leisure and active recreation.
Healthy & active lifestyles
Contemporary concerns, health, fitness and
exercise.
3
Nutrition and weight management.
The local study.
4
Current trends in health.
5
Balanced lifestyles.
6
Effects of ageing.
7
Effects of exercise — responses and
adaptations of the body systems
Short term effects and long term adaptations.
The local study – first draft
submission
The local study - hand back
for improvement
The local study – second
draft submission
The local study – hand back
for improvement 2
8
The key body systems in sport – an overview.
9
Short term effects of exercise on the skeletal
system.
Long term adaptations of the skeletal system.
10
11
12
13
Short term effects of exercise on the muscular
system.
Long term adaptations of the muscular system.
Short term effects of exercise on the
cardiovascular system.
The local study.
The local study – final
submission
The national study
The national study
The national study
The national study - first
draft submission
The national study - hand
back for improvement
Long term adaptations of the cardiovascular
system.
Short term effects of exercise on the respiratory
system.
Long term adaptations of the respiratory
system.
Fitness and training
Components of physical fitness.
The national study - second
draft submission
The national study - hand
back for improvement 2
The national study – final
submission
The national study – hand
back for improvement
18
Components of skill fitness.
Performance analysis
19
Methods of training.
Performance analysis
20
Methods of training.
Performance analysis
21
Principles of training.
22
Appropriateness of programmes to different
clients.
Fitness assessment
Fitness assessment – the process.
Performance analysis – first
draft submission
Performance analysis – hand
back for improvement
Performance analysis
14
15
16
17
23
24
Fitness assessment – the issues.
Performance analysis
25
Fitness test protocols.
Performance analysis
26
Fitness test protocols.
Performance analysis
27
Designing fitness programmes.
28
29
Overview – what is meant by healthy and active
lifestyles?
Unit Overview – Question and Answer.
Performance analysis – final
submission
Revision
30
Exam Paper question & answer practice
Revision
31
Exam Paper question & answer practice
Revision
32
Exam Paper question & answer practice
Revision
33
Exam Paper question & answer practice
Revision
Revision
Module 2 – Mr Lewis – OPPORTUNITIES & PATHWAYS –
The development of competitive sport, Performance pathways,
Lifelong involvement, The long-term athlete.
Week
Number
1
Topic / Content to be delivered
Home Learning /
Personal Study
Introduction – to the coursework – set
coursework piece 1. Finalise performance
roles – begin to collect evidence for these roles.
Introduction – The development
of competitive sport
Concepts of recreation and sport.
The local study.
3
The development of competitive sport - an
overview.
The local study.
4
Origins of sport.
5
Festivals of sport.
6
The emergence of rationale sport.
7
The impact of the industrial revolution.
8
Development of professional and international
sport.
The local study – first draft
submission
The local study - hand back
for improvement
The local study – second
draft submission
The local study – hand back
for improvement 2
The local study – final
submission
9
The national study
10
20th century sport – the rise of spectatorism.
Introduce and set coursework piece 2.
21st century sport – globalisation.
11
Olympic games – an overview.
The national study
12
Olympic games – Issues.
13
Commercialisation and Americanisation of sport.
14
Deviance in sport.
15
The key issues of drugs in sport.
16
Performance pathways
The organisation of sport and recreation in the
UK.
The national study - first
draft submission
The national study - hand
back for improvement
The national study - second
draft submission
The national study - hand
back for improvement 2
The national study – final
submission
17
Performance pathways and the participation
pyramid.
The national study – hand
back for improvement
18
Traditional pathways.
Introduce and set coursework piece 3.
Performance analysis
19
Current pathways.
Performance analysis
20
Work of specialist agencies.
Performance analysis
21
Talent ID and development.
22
Lifelong involvement
Performance analysis – first
draft submission
Performance analysis – hand
2
The local study.
The national study
Mass participation and sport for all.
back for improvement
23
Constraints on participation.
Performance analysis
24
Target group case studies.
Performance analysis
25
Reformative policies in sport for all.
Performance analysis
26
Impact of the 2012 Olympic Games
Performance analysis
27
Technical and cultural trends
28
The long-term athlete
Long term athlete development
Performance analysis – final
submission
Revision
29
Overview – What are the opportunities and
pathways open to the people of the UK?
Revision
30
Unit Overview – Question and Answer.
Revision
31
Exam Paper question & answer practice
Revision
32
Exam Paper question & answer practice
Revision
33
Exam Paper question & answer practice
Revision
EXAM PAPER USUALLY SAT DURING FIRST 2
WEEKS OF JUNE
Useful Websites.
For PE Revision - www.teachpe.com/a_level.php
Instant anatomy on line – www.instantanatomy.net/
Online anatomy - www.innerbody.com/htm/body.html
British Olympic Association - www.olympics.org.uk/home2.aspx
Department for culture, media and sport www.culture.gov.uk/about_us/sport/default.aspx
UKSport - www.uksport.gov.uk/
Sports Leaders - www.sportsleaders.org/
Youth Sports Trust www.youthsporttrust.org/subpage/dreamteam/index.html
Talent development www.sportdevelopment.org.uk/html/talentid.html
Talented Athlete Scholarship Scheme - www.tass.gov.uk/
Fitness testing - www.topendsports.com/testing/tests/
 Brian Mac - www.brianmac.co.uk
 Edexcel PE - ‘Community’
http://community.edexcel.com/forums/24.aspx
 pe4u - www.pe4u.co.uk
 Peak Performance - www.pponline.co.uk
 SportIQ - www.sport-iq.com
 TeachPE.com - www.Teachpe.com