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Physical Education

GCSE Workbook

Edexcel

St James School Physical Education and Sport - Recognising Achievement

Introduction

What is the purpose of this book?

This workbook is designed to help you plan and prepare for the controlled assessment part of your GCSE Physical Education course, whether you are following the Full Course or the Short Course.

It will take you step by step through the stages of:

choosing your activities setting goals in each activity planning for improvement producing your best performance in your controlled assessment.

It contains:

advice and guidance on what to expect in the controlled assessment activities to help you prepare for the assessment

details and advice on the mark scheme − how to understand it and interpret it to get better grade.

It will help you with all the planning you need to do for the controlled assessment. There are practical tasks to guide you, many of which you can complete in the book.

Activity: My strengths and weaknesses

As a starting point, look at the following strengths and weaknesses relating to Physical Education and think about what your own strengths and weaknesses are. Circle the ones which apply to you.

My strengths

I am good at most sports.

I like watching as well as playing.

I like coaching and teaching others.

I play a lot of sport outside school.

I like taking charge of my team.

I have a good knowledge of the rules in sport.

I enjoy umpiring and refereeing.

My weaknesses

I like playing but not practising.

I am not good at listening to advice.

I am not good at being in charge.

I am not very sporty outside school.

I don’t understand many rules in PE.

I am not sure how I can get better at sport.

What is controlled assessment?

Your Physical Education course is broken down into two units, which are examined as follows:

Unit Section Method of assessment

% of marks Structure of assessment

Unit 1 The theory of Physical Education

Section 1.1 Healthy, active lifestyles

These two sections are externally marked. Therefore they are therefore not part of the controlled assessment.

40% Written examination, marked by Edexcel

Section 1.2 Your healthy, active body

Unit 2 Performance in Physical Education

Section 2.1 Practical Performance

Controlled Assessment 48%

Practical performances that will be marked by your teacher using the mark scheme set by Edexcel

Section 2.2 Analysis of performance

Controlled Assessment 12%

An analysis of performance that will be marked by your teacher using the mark scheme set by Edexcel

Unit 2 is the practical part of the course and is the controlled assessment. It is worth 60% of your total marks, so it is important to do as well as you can in it. There are two parts to it:

In Section 2.1 you will be doing practical performances in activities that you choose, such as football or netball. Your performances will be marked by your teacher according to how well you do when measured against the mark scheme provided by Edexcel.

In Section 2.2 you will be analysing a performance, whether you’re own or – more likely – a performance by one or more other people. Again, you will be marked by your teacher and measured against the criteria from Edexcel.

Controlled assessment is a great opportunity to show what you can do, and many students find they perform better in this sort of practical activity, rather than in a written exam.

Group A:

Outwitting opponents

Amateur boxing American football Association football Badminton Baseball (English or Welsh) Basketball Cricket Fencing Field hockey Gaelic football Handball Hurling/camogie Ice hockey Inline hockey Judo Ju-jitsu Karate Korfball Lacrosse Lawn tennis Netball Polo Rounders Rugby league Rugby union Softball Squash Table tennis Tae kwon do Volleyball Water polo

Group C:

Exploring and communicating ideas, concepts and emotions

Dance Ice dance

Group D:

Performing at maximum levels in relation to speed, height, distance, strength or accuracy

Archery Athletics Clay pigeon shooting Competitive swimming Cross-country running Cycling Golf Lawn bowls Rowing Weightlifting

Group E:

Identifying and solving problems to overcome challenges of an adventurous nature

Canoeing Climbing Horse riding Kayaking Life-saving Mountain biking Orienteering Personal survival Sailing Skiing Snowboarding Surfing Trekking Wakeboarding Water skiing Windsurfing

Group F:

Exercising safely and effectively to improve health and wellbeing

Fitness training − you need to do at least two of the following activities in combination: Aerobics Body pump Circuit training Continuous training Interval training Pilates Weight training Yoga

Group B:

Accurate replication of actions, phrases and sequences

Gymnastics Synchronised swimming Trampolining

The activity groups

Practical performance

You will offer performances in either two (short course) or four (full course) practical activities. You can choose your role from the following:

player official (referee, linesman, etc) leader

Short course Full course

Two practical activities, including at least one as a player/participant.

Choose from: a) 2 as player/participant b) 1 as a player/participant and 1 as a leader c) 1 as a player/participant and 1 as an official

The player/participant activity must come from a different activity area as the official or leader activity.

Four practical activities, including at least two as player/participant Choose from: a) 4 as player/participant b) 3 as a player/participant and 1 as a leaderc) 3 as a player/participant and 1 as an official d) 2 as a player/participant and 2 as a leadere) 2 as a player/participant and 2 and an officialf) 2 as a player/participant, 1 as a leader and 1 as an official

When choosing the role you will take in each activity, you will need to consider which one you will select for your Analysis of Performance – but note that you cannot do your analysis in the role of an official or leader.

You must select your practical activities from at least two different activity groups.

Course Plan

Term 1

Course introduction — requirements.Outline the aims of the unit.Set standards and (SMART) goals.

Investigate the reasons why people take part in sport and physical activity.Why do they (the students) take part in sport?

Initiatives, influences and opportunities that get and keep people involved in sport and physical activity for health and competitive reasons.

Health-related exercise — fitness — performance — role models in terms of the fitness requirements that students’ role models need for the activities in which they perform, eg Andy Murray for tennis.

Skill-related fitness and further development of the role models, but this time in terms of the skill requirements that their role models need for the activities in which they perform, eg Andy Murray for tennis.

Test on Topics Above

Term 2

Personal Exercise Programme — planning, performing and monitoring.

Assessing readiness for exercise — PAR-QTesting — assessing fitness levels via a series of tests for example Cooper’s 12-minute run; Illinois Agility Run; Sergeant Jump; Standing Broad Jump; hand grip test etc.

Principles of training; Setting SMART goals for the Personal Exercise Programme (PEP).

Methods of training — students experience each method or a selection of methods of training.Linking methods of training with health-related exercise and skill-related fitness.

Term 3

Experiencing exercise sessions to match fitness requirements to individuals and activities.Experiencing and understanding the training session warm-up; main activity and cool down.Explaining the principles of training within an exercise programme.

Aerobic and anaerobic training.Heart rates — plotting examples and evaluating results from practical experience.

Graphical explanations of target zones and thresholds of training from practical experience.

Diet — much of this work could be incorporated into the practical lessons above, during which students are doing their 6-week PEP. Then bring it all together in one final lesson, for example why did you take on water and need carbohydrates?Exercise, diet, work and rest.Explain the requirements of a balanced diet.The factors of a balanced diet.

Diet in relation to exercise timing of dietary intake and reasons.

Evaluate and complete the Personal Exercise Programme (PEP).

End of Short Course 3PE01

Term 4

Somatotypes.Endomorph — mesomorph — ectomorph.

Understanding and explaining with examples the terms: anorexia, obesity, overfat, overweight, underweight, and how they relate to sports performance.

Gender, height, weight, bone structure, muscle girth, optimum weight and their influence in sport.

Smoking, alcohol and sport.Drugs in sport.

Rules and risk assessment in sport.

Revision.

Mock examination.

Term 5

Exercise and physical activity — the effects on the CV system.Immediate and short-term effects.The effects of regular and long-term participation.The importance of rest for adaptation and recovery — diet for cholesterol (HDL and LDL).Recreational drugs and the CV system.

Exercise and physical activity — the effects on the CV system.Immediate and short-term effects.The effects of regular and long-term participation.The importance of rest for adaptation and recovery. Recreational drugs and the respiratory system.

Exercise and physical activity and the effects on the muscular system, and main muscle groups.Immediate and short-term effects.Isometric and isotonic contractions.The effects of regular and long-term participation.Exercise and potential muscle injuries, muscle strains, muscle atrophy, treatment (RICE).The importance of rest for adaptation and recovery.Diet — protein.Performance-enhancing drugs.

Exercise and physical activity and the effects on the skeletal system. Role of skeletal system during physical activity, including ranges of movement at hinge and socket joints.The effects of regular and long-term participation.The importance of weight-bearing exercise.

Potential injuries and conditions.Diet. This completes the Full Course (2PE01).

Revision programmeStarting with the topics students have just completed, ie Section 1.2, before moving on to the topics they covered early in the course, so it is fresh in their minds just before the examination.

Section 2.1

Practical performance as a player/participant

Understanding the mark scheme criteria

Your practical performance as a player/participant will be marked against a set of criteria known as a mark scheme.

Activity: Using the mark scheme to set my goals Look through the mark scheme for your chosen sport/s and complete the tables on the next two pages. An example has been completed below for you.

Sport 1: Hockey Mark I think I am on now: 7 Mark I think I

should achieve: 8

Strengths:

Using a variety of different dribbling techniquesHitting consistencyAbility to beat an opponent

How I plan to improve:

Take on a more leadership role within lessons and become more vocal on the pitch

Practice passing through a set of cones both static and on the move

Learn all of the rules of the game

Practice using my reverse stick skills in skills based activities so that they will improve when applied into a game.

Weaknesses:

CommunicationPassing accuracyKnowledge of the gameReverse stick skills

Mark awarded:

Practical Participation – Using the mark scheme to set my goals.

Sport: Mark I think I am on now:

Mark I think I should achieve:

Strengths: How I plan to improve:

Weaknesses:

Mark awarded:




Weaknesses:

Mark awarded:




Weaknesses:

Mark awarded:

Sport Mark I think I am on now:



Weaknesses:

Mark awarded:




Weaknesses:

Mark awarded:




Weaknesses:

Mark awarded:




Weaknesses:

Mark awarded:




Weaknesses:

Mark awarded:

Practical logs as an official / leader

Understanding the mark scheme criteria

Your practical performance as an official / leader will be marked against a set of criteria known as a mark scheme.

Activity: Using the mark scheme to identify how I can improve Look through the mark scheme for your chosen sport/s and complete the logs as you go.

Complete one of these logs each time you take on the role of an official or leader

Sport: Mark I think I am now:


Date Completed: Please circle: Official / Leader

Role undertaken:

Account of what you did (Include any relevant diagrams or pictures):

What qualities did you gain from this?

How can you improve?




Role undertaken:







Role undertaken:







Role undertaken:







Role undertaken:







Role undertaken:







Role undertaken:







Role undertaken:







Role undertaken:







Role undertaken:




Section 2.2

Analysis of Performance o Choice of presentation format can be used PowerPoint, written, interview o You will use Fitness Training (Your PEP) for this conversation and be asked

questions on the 5 components:o You will have the chance to watch a video of the sport to use for analysis

purposes.o You must have your completed PEP with you and refer to it when you answer

questions.

Section 2.2: Analysis of performance requires all students to undertakean analysis of performance, which is made up of five separate components:

2.2.1: Rules, regulations and terminology2.2.2: Observe and analyse performance2.2.3: Evaluate performance2.2.4: Plan strategies, tactics and practices2.2.5: Plan a Personal Exercise Programme (PEP).

The analysis of performance must be based on one of the physical activities undertaken in the role of player/participant in Section 2.1: Practical performance.The analysis of performance cannot be based on the roles of official or leader.Component 2.2.5 (the Personal Exercise Programme) can be based on a different physical activity to the other sections of the analysis of performance, but must be based on an activity undertaken in the role of player/participant in Section 2.1: Practical performance.

Students must be able to: show their knowledge and understanding of the rules, regulations and terminology of a selected physical activity observe and analyse performance in physical activity evaluate performance in physical activity and recognise strengths and areas for improvement plan strategies, tactics and practices to improve skills and performance plan a Personal Exercise Programme to improve their fitness and performance.

Component 2.2.1: Rules, regulations and terminology

0 Performance not worthy of credit.

1 Mark: Students demonstrate some knowledge of the basic rules and regulations and their roles in physical activity and make use of simple terminology appropriate to the activity.

2 Marks: Students demonstrate a sound knowledge but may falter on the more complex rules and/or regulations of the activity. They have an understanding of the basic terminology but falter on the more technical aspects.Where students present work in a written format it may show weaknesses in grammar, spelling and punctuation. Technical language will be used, but not always accurately.

3 Marks: Students demonstrate a clear understanding of the rules and regulations of competition. They will, on the whole, use correct terminology. Where students present work in a written format it will, on the whole, be grammatically sound andspelling and punctuation will be accurate. Technical language will be largely accurate.

4 Marks: Students demonstrate a clear understanding of the rules and/or regulations of competition and the ability to apply them. They show a clear understanding of the technical terms appropriate for the activity at this level.Where students present work in a written format grammar, spelling and punctuation will be accurate. Appropriate technical language will be correctly used.

Component 2.2.2: Observe and analyse performance0 Performance not worthy of credit.

1 Mark: Students may describe what they have seen but not analyse the performance.

2 Marks: Students will make a sound observation and are able to analyse simple, but not technical, aspects of techniques, movements, tactics or strategies.Where students present work in a written format it may show weaknesses in grammar, spelling and punctuation. Technical language will be used, but not always accurately.

3 Marks: Students will make a detailed observation and analyse performance making use of a variety of recognised techniques applicable to the activity.Where students present work in a written format it, on the whole, be grammatically sound and spelling and punctuation will be accurate. Technical language will be largely accurate.

4 Marks: Students will observe and analyse performance and make and use a variety of recognised techniques. They link detailed analysis of all aspects into comprehensive feedback. Where students present work in a written format grammar, spelling and punctuation will be accurate. Appropriate technical language will be correctly used.

Component 2.2.3: Evaluate performance0 Performance not worthy of credit.

1 Mark: Students will identify and evaluate only the very basic strengths and areas for improvement in performance.

2 Marks: Students will evaluate performances and compare one with another, indicating strengths and areas for improvement. They will refer to the perfect model, but sometimes inaccurately. Where students present work in a written format it may show weaknesses in grammar, spelling and punctuation. Technical language will be used, but not always accurately.

3 Marks: Students will make a good assessment of the strengths and areas for improvement in performances. They can evaluate and give a good explanation against the perfect model. Where students present work in a written format it will, on the whole, be grammatically sound and spelling and punctuation will be accurate. Technical language will be largely accurate.

4 Marks: Students will evaluate, the strengths and limitations of performances, accurately against the perfect model. They provide a detailed evaluation that will link all aspects of the analysis into comprehensive and detailed feedback.Where students present work in a written format grammar, spelling and punctuation will be accurate. Appropriate technical language will be correctly used.

Component 2.2.4: Plan strategies, tactics and practices0 Performance not worthy of credit.

1 Mark: Students will suggest simple strategies and practices to improve skills and/or performance.

2 Marks: Students will suggest simple practices to improve basic skills in order to improve performance. They can plan simple strategies and explain basic tactics.Where students present work in a written format it may show weaknesses in grammar, spelling and punctuation. Technical language will be used, but not always accurately.

3 Marks: Students will make sound suggestions to improve skills and/or performance. They will suggest and discuss tactics to take performance to a higher level. They will have sound evidence of a structured quantitative analysis for some aspect of their physical activity. Where students present work in a written format it will, on the whole, be grammatically sound and spelling and punctuation will be accurate. Technical language will be largely accurate.

4 Marks: Students demonstrate a very good knowledge of and ideas for practices to improve performance.They plan more complex strategies and explain advanced tactics to improve performance. They have very good and clear documentation for the analysis. They will evaluate the evidence and suggest ways to improve performance on the basis of this evidence. Where students present work in a written format grammar, spelling and punctuation will be accurate. Appropriate technical language will be correctly used.

My Personal Exercise Programme

A Personal Exercise Programme (PEP) is a training plan designed to improve a Persons’ health, fitness and performance and is made to suite their individual needs.

For example, a footballer may feel that he needs to develop his strength as he frequently gets pushed / knocked off the ball. He may begin to introduce resistance training (weights) into his training programme so that he is able to keep the ball during challenges and compete more strongly when opponents have the ball. His performance should improve as a result of this training.

The PEP involves you designing then completing an exercise programme related to improving Fitness.

The PEP needs to be in the following format:

1) Personal Information Page.

This page needs to include your name, age, current level of health, current level of fitness, and a list of the sporting activities you regularly take part in.

2) Project Brief.

This is an account stating briefly what you are planning to do.

3) Background Research.

At this point you are required to do some background research on the sport of your choice. You are required to make a list of all the sporting actions that take place in a typical game of the sport of your choice e.g. rugby – pushing in the scrum – try to get as many as you can…! For each sporting action, you are then required to identify all the muscles that are used during that action. Remember, muscles work in pairs.

4) Type of Activity.

You need to identify whether the activity is aerobic, anaerobic or a mixture of both. www.brainmac.demon.co.uk

5) Principles of Training.

You need to show your knowledge and understanding of the Principles of Training – F.I.T.T. and S.P.O.R.T. need to be mentioned.

6) Training Methods.

http://www.brainmac.demon.co.uk/

You are now required to identify and describe the training methods you are going to use during your training to improve your sport specific fitness e.g. Fartlek, Interval, Circuit, Weight etc…

7) Designing the Programme.

It is easiest to make initial notes using a simple table (below). This can be as simple as showing when and what type of training you are going to do. E.g.

Week Mon Tue Wed Thur Fri Sat Sun1 Fartlek Rest Interval Rest Circuit Rest Rest23456

Once you have completed this draft programme, you need to write it out in full. You should have a minimum of 3 sessions per week for a minimum of 4 weeks.

Working within your Target Training Zone. 60 – 80% of your Maximum Heart rate.

Max H/R = 220 – (years of age) 16 = 204bpm. Training zone – 123bpm – 164bpm.

8) Remember…

You are now expected to complete the programme for 6 weeks. To gain more marks, you must make sure you write a brief diary for each training session. We will complete the fitness tests again in the last week of the project to see how much you have improved.

9) Evaluation

The final section involves you evaluating your programme, saying what went well and why, and what you would change if you did it again? Did you improve as much as you hoped?

Personal Stats and Fitness Test Data

Weight

Height

BMI

Body Composition

Main Sport

Test/Fitness Component Date/ Result Before

Date / Result After Improvement

Cardiovascular Fitness

Multi Stage Fitness Test12 Minute

Cooper Run

Muscular Endurance

Press Up Test

Sit Up Test

Flexibility Sit and Reach Test

Speed 30m Sprint

Reaction Time Ruler Drop

PowerSergeant Jump

Standing Broad Jump

Balance Standing Stork

AgilityIllinois

T-test

Exercise Programme Brief

I am going to perform PEP for six weeks and my primary aim is to improve areas of weakness as highlighted from my fitness test results._________________________________________________________________________________

The Methods of training I am going to use are;

1) ______________________________2) ______________________________3) ______________________________4) ______________________________5) ______________________________

I am going to apply principles of F.I.T.T. to my training programme by;

F ___________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

I ___________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

T ___________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

T ___________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

I am going to apply principles S.P.O.R.T. to my training programme by;

S ___________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

P ___________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

O ___________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

R ___________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

T ___________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

The next section Focuses on your 6 week PEP and asks you to design your daily plan. Once you have designed your plan, you must check it with your teacher before writing it up neatly in your final PEP sheet.

Following completion of your PEP, you are expected to undertake your training over a 6 week period. Use the diary sheets to record down what you did in each session evidencing training principles.

My PEP –

Wk Mon Tue Wed Thur Fri Sat Sun

1

H.R. During training – _______ - _______

2


3


Wk Mon Tue Wed Thur Fri Sat Sun

4


5


6


PEP Evaluation - Answer the Following Questions

Did you make any improvement on your fitness test results? If so, explain…

Did you enjoy the structure of the programme?

What would you change if you were going to do the programme again?

Were there any things that could have affected your overall results of the programme? If yes, explain – e.g. injury or illness.

How effective was the application of FITT and SPORT? Explain

Do you have a clear idea now of working within your target training zone?

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