NAME
DATE
Purpose of the Audit
Your indications of subject knowledge strengths and weaknesses will be used as a basis for discussion during your individual interview and will inform target-setting afterwards. When the course begins, the audit will also be used to inform planning for the development of key areas of individual trainee subject knowledge.
Please complete the enclosed audit as accurately and completely as possible using the following ‘codes’ where applicable.
Knowledge Grade 0
1
No secure knowledge
Basic knowledge can be applied to the solution of problems
2 Secure knowledge that can be used to explain to others
GCSE Qualification or below Source of Knowledge A
B
C
D
AS or A Level Study
Degree or Post Graduate academic study
Other (e.g. Employment, Professional Training)
1. Social and Contempory Issues
Play, PE, leisure, recreation, sport – characteristics, relationships, benefits
Provision for active leisure – Public, private and voluntary sectors. Advantages and disadvantages.
PE – historical developments to current National
Curriculum
PE
– it’s role in increasing participation, extra-curricular provision
Barriers to participation, overcoming barriers for target groups.
School sport – aims, provision, community links, recent and current initiatives, NGBs, other agencies and organisations supporting sports development
World games
– characteristics, impact, commercialisation, sponsorship, media and technological influences.
Knowledge grade
Source of
Knowledge
1

Talent identification and performance pathways
Socio-cultural factors
– historical developments influencing sport and recreational development and participation.
Deviance in sport
Supplements, ergogenic aids
2. Anatomy and Physiology
Health, exercise and fitness – definitions, characteristics and objectives
Components of fitness – health and skill related.
Pulmonary function

Lung volume and capacity, measurements

Gas exchange
Transport of blood gases

Transport of oxygen

Pulmonary and systemic circulation
Cardiac function

Cardiac cycle, output, stroke volume

Response to exercise
Energy systems

Aerobic
– VO2max, ATP, Krebs cycle, oxygen deficit, EPOC

Anaerobic – lactate threshold, OBLA. ATP-PC
Muscular system

Structure and function

Fibre types

Sliding filament hypothesis

Motor units
Skeletal system

Structure and function

Joints and joint actions
Biomechanics

Planes and axis

Levers
– classes, mechanical advantage/disadvantage

Movement analysis

Vectors and scalars – velocity, acceleration, momentum
 Newton’s laws – in relation to sporting actions

Projectile motion

Angular motion
– inertia, angular velocity
Sports Nutrition

Food types and their exercise-related function

Hydration and electrolyte balance
Knowledge grade
Source of knowledge
2


Obesity, BMI, optimal weight, body composition
Training

Principles of training and training methods

Fitness testing – maximal and submaximal test protocol.

Specialised training methods eg. Altitude training, glycogen loading, periodization.

Sports injuries –prevention and rehabilitation.
3. Information processing and skill acquisition
Definitions and characteristics – skill, ability
Types and classification of skill
– continua
Information processing

Sensory input and perception

Decision making, factors affecting reaction time and output

Motor programmes

Memory
– function and characteristics, strategies for improvement

Information processing models
Learning

Stages

Learning curves

Learning theories

Transfer of learning

Guidance and feedback – methods and type

Motivation – types and application

Teaching and learning styles

Practice, types, method of presenting
Knowledge grade
Source of knowledge
4. Sports psychology Knowledge grade
Source of knowledge
Personality

Theories

Testing

Profiling
– mood and emotional state
Anxiety and Arousal

Theories

Impact on performance

Types
– state/trait, cognitive/somatic

Measures

Controlling techniques
– cognitive, somatic, goal setting
3

Attitudes and Emotion

Definitions and components

Formation

Influence on behaviour

Controlling emotion

Changing attitudes – cognitive dissonance
Aggression

Definitions and types

Theories

Strategies to control
Confidence

Self-confidence, self-efficacy

Social facilitation

Evaluation apprehension

Strategies to improve confidence
Attribution

Theory

Task persistence

Attribution retraining

Self-serving bias, Learned helplessness
Groups

Formation and dynamics

Factors affecting cohesion, cooperation and coordination

Productivity

Social loafing
Leadership

Theories

effectiveness
Motivation

Achievement goal theory

Self-determination theory

Motivational climate
Mental Toughness

Theories

Coping strategies

Emotional intelligence
4

0 = own experience as a pupil through involvement in PE lessons
1= knowledge based on experience of specific teaching/coaching as a participant in extra- curricular/club environment.
2 = detailed knowledge gained through specialist study/delivery as a coach.
1. Games Subject knowledge
(0 or 1 or
2)
Any school experience – delivery to
KS2/3/4/5pupils, please state
Any
CPD/NGB awards
Invasion

Football

Rugby (league or union)

Basketball

Netball

Hockey
Net and Wall

Badminton

Squash

Racketball

Table tennis

Tennis

Volleyball
Striking and fielding

Cricket

Rounders

Softball/baseball
Others - please state
2. Gymnastic Activities Subject knowledge
(0 or 1 or
2)
Any school experience – delivery to
KS2/3/4/5pupils, please state
Any
CPD/NGB awards
Individual skills

Travel and locomotion

Rolls and rotation

Balance

Flight

Vaulting
Apparatus work

small apparatus (benches, boxtops)

large apparatus (vaulting equipment, bars, beam,)
5

Sequence development

individually

pairs

group
Trampolining
3. Dance Subject knowledge
(0 or 1 or
2)
Any school experience – delivery to
KS2/3/4/5pupils, please state
Any
CPD/NGB awards
Dance actions

5 basic actions
Choreographic principles
Motif development

Individually

Pairs

Group
4. Athletics
Running

sprint events

endurance events

pacing

team activities
Jumping

5 basic jumps
Events

high jump

pole vault

long jump

triple jump
Throwing activities

Push action - as in shot putt

Sling action/rotation
– as in discus, hammer

Pull action
– as in javelin
5. Swimming
Subject knowledge
(0 or 1 or 2)
Any school experience
– delivery to
KS2/3/4/5pupils, please state
Any
CPD/NGB awards
Subject knowledge
(0 or 1 or 2)
Any school experience
– delivery to
KS2/3/4/5pupils,
Any
CPD/NGB awards
6

Water confidence activities
Stroke Development

Back crawl

Front crawl

Breast stroke

Butterfly
Diving
Personal survival techniques
Lifesaving techniques
Water polo
6. Outdoor and
Adventurous
Activities
Subject knowledge
(0 or 1 or 2)
Orienteering activities
Climbing activities
Team-work and
Problem solving activities
Water based activities

Kayaking

Canoeing

Sailing

Raft building
Skiing/Snowboarding
Other (please state)
7. Health and
Fitness Activities
Subject knowledge
(0 or 1 or 2)
Exercise to music
Circuit training
Weight training
Other (please state) please state
Any school experience – delivery to
KS2/3/4/5pupils, please state
Any school experience delivery to
–
KS2/3/4/5pupils, please state
Any CPD/NGB awards
Any CPD/NGB awards
Teaching Physical Education Audit
Knowledge grade
7

1 = none or recalled from own experience as a pupil
2 = Outline knowledge based on general reading or hearsay
3 = Detailed knowledge based on specialist reading and/or recent experience in schools
Knowledge grade
National curriculum orders for physical education Key stages 1- 4.
(0 or 1 or 2 )
Health and Safety issues in PE
Child protection issues in PE
GCSE /level 2 equivalent specifications
AS/A level specifications
Level 3 BTEC specifications
Curriculum models in PE
Assessment for Learning in PE
The use of ICT in PE
Provision for gifted and Talented students in PE
Inclusive PE
Developing physical literacy and fundamental movement skills
Leadership development in PE
Risk assessment
Supporting resources and teaching aids developing learning in PE
Developing numeracy and literacy through PE
Exploring cross-curricular links
Assessing pupil progress in PE
High quality PE outcomes
Awareness and understanding of historical developments relating to schools sports partnerships, PESSYP, the 5 hour offer.
Outside agencies and bodies supporting PE and school sport
8