GCSE B451
MR COSTELLOE
REVISION SESSIONS
4 KEY CONCEPTS
 What are the four key concepts?
The Four Key Concepts
• Competence
• Performance
You need to have
learned the
appropriate skills for
the sport. You need
to be ready both
physically and
mentally to play the
particular sport.
• Creativity
The concept of
creativity in PE is
concerned with
using your
imagination and
trying things out
before deciding the
best course of
action.
How well a task
related to physical
activity is completed.
If your physical skills
and knowledge and
understanding of the
game are good then
you are likely to
perform well and
achieve success.
The link between
healthy lifestyles and
physical activity.
Does the performer
follow a wellbalanced diet,
suitable level of
exercise/work-rest
ratio.
• Healthy and
Active
Lifestyles
Mind Mapping
Skills
P/M
Creativity
Competence
Key
Concepts
Performance
Skills &
Knowledge =
SUCCESS
FAILURE
Healthy and
Active
Lifestyles
Exam question/s
 One of the key concepts in physical education is
creativity. Which one of the following is an
example of creativity in physical education.
a). Participating in different physical activities
b). Thinking of new movements in gymnastic
sequence.
c). Being tested on physical fitness
d) Learning fundamental motor skills
 To show competence in physical education, which
one of the following would be most applicable.
a). To select the right skill at the right time
b). To maintain physical health
c). To regularly participate
d). To understand the aims of physical activity.
 Which one of the following best describes
performance in physical education.
a). To be physically fit
b). To follow a healthy lifestyle
c). To play well
d). To be creative when officiating
ANSWERS
 1. B
 2. A
 3C
The following are aspects of creativity as a
physical education concept:
Expressing ideas; solving problems;
exploring tactics; being effective.
Describe, using practical examples, how
each of the above can be achieved.
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Four marks max. One each for each correct response.
Expressing ideas
1 Helping a team mate with skills/giving opinion during
coaching/telling the exercise trainer about your own idea
for exercise/a dancer showing ideas through their
movement
Solving problems
2 Deciding on the equipment to be used during icy weather/
choosing rehabilitation exercise for a damaged knee/
constructing a gymnastic routine within the confines of the
mat area
Exploring tactics
3 Using different defence strategies for different teams/as an
official talking to the players and explaining decisions
Being effective
4 Choosing creative moves that score high points in diving/
the free kick routine devised results in a goal
The Five Key Processes
Making &
Applying
Decisions
Making
Informed
choices about
Healthy
,Active
lifestyles.
Evaluating
and
Improving
Developing
Skills and
techniques
Physical and
Mental
Capacity
Mix and Match Descriptors
• Developing physical strength, stamina, speed and flexibility to cope with demands of different activities
• Developing mental determination to succeed.
Developing Skills
Making and Applying
Decisions
Developing Physical
and Mental capacity
Evaluating and
improving
Making Informed
Choices about Healthy
Active Lifestyles
• Identify the types of activity that are best suited to you and the type of role you would like to take on
• Making choices about involvement in physical activity to improve aspect of health
• Select and use tactics, strategies and compositional ideas in different creative, competitive and challenge type contexts
• Refine and adapt ideas and plans in response to changing circumstances
• Plan and implement improvements
• Recognising hazards
• Refine and adapt skills into techniques
• Develop range of skills
• Develop precision, control and fluency in skills
• Being able to analyse performance and identify strengths and weaknesses
• Making decisions about how to improve your own and others performances and acting on these.
Mix and Match Descriptors
• Developing physical strength, stamina, speed and flexibility to cope with demands of different activities
• Developing mental determination to succeed.
Developing Skills
Making and Applying
Decisions
Developing Physical
and Mental capacity
Evaluating and
improving
Making Informed
Choices about Healthy
Active Lifestyles
• Identify the types of activity that are best suited to you and the type of role you would like to take on
• Making choices about involvement in physical activity to improve aspect of health
• Select and use tactics, strategies and compositional ideas in different creative, competitive and challenge type contexts
• Refine and adapt ideas and plans in response to changing circumstances
• Plan and implement improvements
• Recognising hazards
• Refine and adapt skills into techniques
• Develop range of skills
• Develop precision, control and fluency in skills
• Being able to analyse performance and identify strengths and weaknesses
• Making decisions about how to improve your own and others performances and acting on these.
MESHD
Mental Evaluate Skill Health Decisions
 Which one of the following is a key process in
physical education.
a). Effort
b). Competence
c). Developing skills and techniques
d). Performance
 One of the key processes in physical
education is physical and mental capacity.
Which one of the following best describes the
physical aspect of this key process?
A) Developing determination
B) Developing a positive attitude
C) Developing decision making
D) Developing stamina
C
D
 Decision making is an important key process in
physical education.
 Describe two examples of decisions that might
be made in each of the following roles:
- Performer
Decision 1
Decision 2
- Coach or leader
Decision 1
Decision 2
- Official
Decision 1
Decision 2
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i) Performer
Two marks for two from:
Max of 2 marks for 2 separate decisions for a performer
1st example of a decision made by a performer, eg to pass the ball in rugby
2nd example of a decision made by a performer, eg to shoot the ball in netball
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(ii) Coach or leader
Two marks for two from:
Max of 2 marks 2 separate decisions for a leader/coach
1st example of a decision made by a coach/leader, eg Deciding to have a time out in basketball
2nd example of a decision made by an coach/leader, eg substituting a player in a hockey match
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(iii) Official
Two marks for two from:
Max of 2 marks for 2 separate decisions for an official
1st example of a decision made by an official, eg indicating that a player is offside in football
2nd example of a decision made by an official, eg indicating the time as a table official in
basketball
D/S-Fundamental Motor Skills
Running
Throwing
Jumping
Catching
Kicking
Hitting
Which Motor Skills are
Predominant in the following:-
 Which one of the following is the best
example of a fundamental motor skill?
a) Simple pass of a football
b) Simple shot in basketball
(c) Simple run up the pitch in football
d) Simple save by a goalkeeper in football
C
 Identify four different fundamental motor
skills and describe why each one is important
in physical activities.
 Four marks for four from:
 (Sub max one for 4 i/d’s only)
 Running – eg need to run well to throw further in the
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javelin
Throwing – need to throw well to score highly in javelin
Jumping – need to jump as a follow through in javelin
Kicking – need to kick to pass the ball in football
Catching – need to catch as wicket keeper to get batsman
out
Hitting – need to hit to strike the ball in rounders to
score
D/M – Tactics and Strategies
Tactics
- how you achieve the overall goal
within the demand of the game.
For example attacking and
defensive play.
Strategies
- the overall aims and objectives of
a game.
Defensive
Tactics
Set-Piece
Tactics
Overall
Strategy
Positional
Tactics
Attacking
tactics
M/A – Decision-Makers & Roles
Question
Stem – Decision making is an important key process in physical education.
Command Word – Describe two examples of decisions that might be made in each of the following roles (i) Performer (ii)
Coach/Leader (iii) Official (6marks)
P/M Components of fitness
CV
Endurance
Speed
• TEST-Cooper Test, Multi-Stage Fitness Test
• Required – Aerobic Activity, Jogging, Cycling, Rowing
• TEST- 30m sprint test
• Required - Approach for Long Jump, Chasing the ball, Scoring a try
Flexibility
• TEST- sit and reach test
• Required – Gymnastics, High Jump, Goal Keeping
Muscular
Endurance
• TEST- Sit-up test
• Required – Boxing, 400m, Weight Training
Strength
• TEST-Grip dynamometer test, 1 Rep max
• Required – Scrum in rugby, Weightlifting holding off an opponent
M.E.S.S.F.C
P/M Components of fitness
Strength, Speed &
Muscular
Endurance?
Speed, Flexibility
P/M Performing a Warm-up is essential WHY?
Reduces the chance of injury
Increases the body temperature
Increases the range of movement
Gradually increases effort to full pace
For psychological preparation (Increases awareness and
alertness).
 Practise movement skills through the whole range of
movements
 Increases heart rate
 Increases breathing rate
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P/M Stages of the Warm-up...
 STAGE 1- Pulse Raiser
 STAGE 2- JOINT MOBILITY
 STAGE 3- Stretching
 Also- movement activities or skills activities
 Also- mental Preparation
P/M Performing a Cool-Down is essential…WHY?
 A cool down allows the body to recover by removing waste
products from the body.
 Lactic Acid, and Carbon Dioxide.
 If we don’t cool down and allow Lactic Acid to build up then we are
more likely to feel stiffness in the joints and soreness in the
muscles.
 When cooling down we are returning our body to its pre-exercise
state.
 Stopping exercise quickly and abruptly can also cause blood to ‘pool’ in
the veins which leads to stiffness and soreness.
P/M Stages of the Warm-up...
Cooling-down should consists of :
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Low intensity movement exercises.
Basic mobility movements.
Stretching exercises.
Warm shower followed by a short,
cold shower.
Eventually a massage.
• Predetermined
• Co-ordinated
• Aesthetic
• Fluent
• Efficiency
Novice (Unskilled)
Elite (Skilled)
E/I – Skilled/Unskilled Performer
• Hit ‘n’ Miss
• Inconsistent
• Ungainly
• Awkward
• High effort
• Long Time
E/I PERFORMANCE AND OUTCOME GOALS
Goal setting: By setting goals you can
- Take up an activity
- Achieve more
- Improve your performance
- Improve your training
- Increase your motivation
- Increase your pride and satisfaction
E/I PERFORMANCE AND OUTCOME GOALS
 Write your own practical example of an outcome and
a performance goal.
E/I PERFORMANCE AND OUTCOME GOALS
 Performance goal: Directly related to the
performance or technique of the activity
e.g. Improve passing in netball
• Outcome goal: Goals concerned with the end result –
whether you win or lose
e.g. To win an individual game
PERFORMANCE AND OUTCOME GOALS
Q. Which one of the following is an example of
a performance goal?
 (a) To win the competition
 (b) To improve your technique
 (c) To beat your personal best
 (d) To please your coach
E/I PERFORMANCE AND OUTCOME GOALS
b
E/I Which one of the following is an
example of an outcome goal?
 A) A tennis player trying to improve his serve
 B) Trying to win a netball match against a local
school
 C) A footballer trying to improve her shooting
technique
 D) Trying to outwit an opponent when passing the
ball in basketball
Answer
(b) Trying to win a
netball match
against a local
school
E/I PERFORMANCE AND OUTCOME GOALS
Describe, using practical examples,
performance and outcome goal
setting when trying to improve
performance
in a physical activity.
Describe, using practical examples, performance and
outcome goal setting when trying to improve performance
in a physical activity.
Six marks max. One mark for each correct response
Performance:
1 Performance relates to techniques/skills/how well you carry out skills
2 Suitable practical example, eg set a goal to improve my forehand in tennis
3 Performance also relates to strategies/making the right decision at the right time
4 Eg set a goal to work on when to use the dummy pass in rugby
Outcome:
5 Outcome relates to the result of an activity
6 Eg goal is to win all the remaining home games in netball
7 Outcome also relates to how others rate your performance/judged
8 Eg to score a high mark for the gymnastic floor routine
Other factors:
1 Both can be motivating
2 Eg setting a goal to improve your personal best in Athletics
3 Make your goals relevant/achievable
4 Eg In Netball scoring 9 out of 10 shots/goals
E/I - Assessing body’s readiness for exercise and
training through Health Screening
 This is an essential part of fitness testing, for sport but
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also for general exercise
The most common health screening measurements
are:
Body mass index (BMI)
Blood pressure
Cholesterol
Glucose
Resting Heart Rate
Hydration
Flexibility
MAKING INFORMED CHOICES ABOUT
ACTIVE, HEALTHY LIFESTYLES
 What is ACTIVE, HEALTHY LIFESTYLES?
MAKING INFORMED CHOICES ABOUT ACTIVE, HEALTHY
LIFESTYLES
HEALTHY BALANCED DIET (7 COMPONENTS)
Carbohydrates
Proteins
Fats
Vitamins
Minerals
Fibre
Water
Contributers to a healthy, balanced lifestyle
Minimising stress
Ideally 5 X 30mins Adults/ Young People 1hr per day
Not smoking
Eating a healthy and balanced diet
Regular exercise
Sensible alcohol consumption
Factors Affecting Participation
Advantages
Disadvantages
Social
Mental
Physical
Factors Affecting
Participation
Methods of Exercise for HAL
Aerobics/Aquarobics
Circuit Training
Body Pump
Spin
Yoga
Pilates
Dance Exercise
Reasons for Participation (POSITIVE)
Friendship/Social
Image
Vocation/Profession
Enjoyment/Hobby
Role Model/Parents
Reasons for Lack of Participation (NEGATIVE)
 Cultural
 Other pressures/interests
 Lack of confidence/self esteem
 Discrimination
 Peer pressure
 Injury
 Lack of role model/parental support
 Lack of opportunity
 Sedentary lifestyle
Specific Social, Cultural and Location
Reasons affecting participation
Possible positive and negative affects of the following on participation:
 Religion
 Environment
 Disability
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Family
Age
Climate
Ethnicity
 Education
 Gender
School Influences on Participation
Making &
Applying
Decisions
Making
Informed
choices about
Healthy
,Active
lifestyles.
Evaluating
and
Improving
Developing
Skills and
techniques
Physical and
Mental
Capacity
Identification and Description of
pathways for involvement in Physical
Activity
PE
• Regularly getting involved in Physical Education, sport, dance and healthy physical activity- this
involves active participation and regular attendance at PE classes.
Sport
• Taking part in school and community sport and dance opportunities- taking up the
opportunities either in your school, college or community.
Roles
• Deciding to become a performer, leader, coach or official and working towards
accreditation- coaching badges and awards for participation. This can really motivate people to
want to participate. Eg Sports Leader Award.
Beyond
• Being involved in increasingly complex and challenging tasks and activities- to go further
and gain more experience. This can often be very motivating and rewarding as you are
challenging your self. Make sure the goals are not too over ambitious!
• Pursuing routes into sport and physical activity through volunteering- there are many roles
you can play, especially in helping to organise and lead.
Voluntary
Other School Influences
 Sports Colleges- Sports Coordinators
 Health Awareness Programmes
 Extra Curricular Activities
 Examination Courses
 Related Qualifications