OCR A Level Physical Education Specification H555

ocr.org.uk/alevelphysicaleducation

Oxford Cambridge and RSA

PHYSICAL EDUCATIONH555For first assessment in 2018

A LEVEL

Version 1.3 (July 2020)

Specification

QualificationAccredited

https://ocr.org.uk/alevelphysicaleducation

Registered office: The Triangle Building Shaftesbury RoadCambridge CB2 8EA

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© OCR 2021 A Level in Physical Education - Version 1.3 (July 2020) i

Contents

1 Why choose an OCR A Level in Physical Education? 11a. WhychooseanOCRqualification? 11b. WhychooseanOCRALevelinPhysicalEducation? 21c. Whatarethekeyfeaturesofthisspecification? 31d. HowdoIfindoutmoreinformation? 3

2 The specification overview 42a. OCR’sALevelinPhysicalEducation(H555) 42b. ContentofALevelinPhysicalEducation(H555) 52c. ContentofPhysiologicalfactorsaffectingperformance(H555/01) 72c. ContentofPsychologicalfactorsaffectingperformance(H555/02) 222c. ContentofSocio-culturalissuesinphysicalactivityandsport(H555/03) 282d. Contentofnon-examassessment:Performanceinphysicaleducation(H555/05) 332e. ContentofEvaluatingandAnalysingPerformanceforImprovement(NEA)(H555/06) 332f. Prior knowledge, learning and progression 33

3 Assessment of A Level in Physical Education 343a. Formsofassessment 343b. Assessmentobjectives(AO) 343c. Assessmentavailability 353d. Retakingthequalification 353e. Assessmentofextendedresponse 353f. Non-examassessment 363g. Synopticassessment 363h. Calculatingqualificationresults 36

4 Admin: what you need to know 374a. Entries 374b. Specialconsideration 394c. Externalassessmentarrangements 394d. Adminofnon-examassessment 394e. Resultsandcertificates 414f. Post-results services 414g. Malpractice 41

5 Appendices 425a. Overlapwithotherqualifications 425b. Accessibility 42

Summaryofupdates 43

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© OCR 2021 A Level in Physical Education - Version 1.3 (July 2020) 1

Choose OCR and you’ve got the reassurance that you’reworkingwithoneoftheUK’sleadingexamboards.OurALevelinPhysicalEducationqualificationhasbeendevelopedinconsultationwithteachers,employersandHigherEducationtoprovidelearnerswithaqualificationthat’srelevanttothemandmeetstheir needs.

We’repartoftheCambridgeAssessmentGroup,Europe’slargestassessmentagencyandadepartmentoftheUniversityofCambridge.CambridgeAssessmentplaysaleadingroleindevelopinganddeliveringassessmentsthroughouttheworld,operatinginover150countries.

Weworkwitharangeofeducationproviders,including schools, colleges, workplaces and other institutionsinboththepublicandprivatesectors.Over13,000centreschooseourALevels,GCSEsandvocationalqualificationsincludingCambridgeNationalsandCambridgeTechnicals.

Our Specifications

Webelieveindevelopingspecificationsthathelpyoubringthesubjecttolifeandinspireyourlearnerstoachievemore.

We’vecreatedteacher-friendlyspecificationsbasedonextensiveresearchandengagementwiththeteachingcommunity.They’redesignedtobestraightforwardandaccessiblesothatyoucantailorthe delivery of the course to suit your needs.

Our Support

We provide a range of support services designed to helpyouateverystage,frompreparationthroughtothedeliveryofourspecifications.Thisincludes:

• awiderangeofhigh-qualitycreativeresources

• atextbookavailablefromaleadingpublisher.Formoreinformationonourpublishingpartners and their resources visit www.ocr.org.uk/qualifications/gcse-and-a-level-reform/publishing-partners

• ProfessionalDevelopmentforteacherstofulfilarangeofneeds.Tojoinourtraining(eitherface-to-faceoronline)ortosearchfortrainingmaterials,youcanfindwhatyou’relookingforat www.ocr.org.uk/qualifications/professional-development

• ActiveResults–ourfreeresultsanalysisservicetohelpyoureviewtheperformanceofindividual learners or whole schools

• ExamBuilder–ouronlinepastpapersservicethat enables you to build your own test papers frompastOCRexamquestions.

Subject Advisors

OCRSubjectAdvisorsprovidespecialistadvice,guidance and support to centres related to our specification,aswellasupdatesonresourcesandprofessionaldevelopmentopportunities.OurSubjectAdvisorsworkwithsubjectcommunitiesthrougharange of networks to ensure the sharing of ideas and expertisetosupportteachers.

Keep up to date with OCR

Toreceivethelatestinformationaboutanyofourqualifications,pleaseregisterforemailupdatesat:www.ocr.org.uk/updates

AllALevelqualificationsofferedbyOCRareaccreditedbyOfqual,theRegulatorforqualificationsofferedinEngland.

TheaccreditationnumberforOCR’sALevelinPhysicalEducationisQN:601/8322/6.

1 Why choose an OCR A Level in Physical Education?

1a. Why choose an OCR qualification?

http://www.ocr.org.uk/qualifications/gcse-and-a-level-reform/publishing-partners



http://www.ocr.org.uk/qualifications/professional-development

http://www.ocr.org.uk/qualifications/professional-development

http://www.ocr.org.uk/exambuilder

http://www.ocr.org.uk/updates

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© OCR 2021 2 A Level in Physical Education - Version 1.3 (July 2020)

Thispracticalandengagingcoursehasbeendevelopedafterfeedbackfromteachersandotherkeystakeholders,ensuringaninclusivespecificationthatwillallowalllearnerstoachievetheirpotential.

ThecontenthasbeendesignedtoallowlearnerstostudyPhysicalEducation(PE)inanacademicsetting,enablingthemtocriticallyanalyseandevaluatetheirphysicalperformanceandapplytheirexperienceofpracticalactivityindevelopingtheirknowledgeandunderstandingofthesubject.

Theexaminedcomponentswillprovidetheknowledge and understanding which underpin the non-examassessment(NEA).TheNEAwithinthisspecificationallowslearnerstoexploreanactivity indetailasaperformerorcoach,chosenfroma widevarietyofsportingactivities.LearnerswillalsoanalyseandevaluateperformanceinachosenactivityaspartoftheirNEA.

Thiscoursewillpreparelearnersforthefurther study of PE or sports science courses as well as otherrelatedsubjectareassuchaspsychology,sociology and biology. Learners will also develop thetransferableskillsthatareindemandbyfurthereducation,HigherEducationandemployersinallsectors of industry.

Thisspecificationwillcreateconfident,independentthinkersandeffectivedecisionmakerswhocanoperateeffectivelyasindividualsoraspartofateam–allskillsthatwillenablethemtostandoutandeffectivelypromotethemselvesastheyprogressthrough life.

Withalltopicareasofthespecificationbeingcompulsory,OCRisawareoftheneedforcomprehensiveresourcescoveringallareas. Our resourcing provision will support you fully inyourteachingofthisqualification.

1b. Why choose an OCR A Level in Physical Education?

Aims and learning outcomes

OCR’sALevelinPhysicalEducationwillequip learners with both a depth and breadth of knowledge,understandingandskillsrelatingtoscientific,socio-culturalandpracticalaspectsofphysicaleducation.Thisrequiresthemto:

• developtheoreticalknowledgeandunderstanding of the factors that underpin physicalactivityandsportandusethisknowledgetoimproveperformance

• understand how physiological and psychologicalstatesaffectperformance

• understand the key socio-cultural factors that influencepeople’sinvolvementinphysicalactivityandsport

• understand the role of technology in physical activityandsport

• refinetheirabilitytoperformeffectivelyinphysicalactivityandsportbydevelopingskillsandtechniquesandselectingandusingtactics,strategiesand/orcompositionalideas

• develop their ability to analyse and evaluate to improveperformance

• understandthecontributionwhichphysicalactivitymakestohealthandfitness

• improveaseffectiveandindependentlearnersandascriticalandreflectivethinkerswithcuriousandenquiringminds.

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ThekeyfeaturesofOCR’sALevelinPhysicalEducationforyouandyourlearnersare:

• astraightforwardstructurewithclearfocussedcontent

• improvedsupport,resourcesandteacherguidance

• awidevarietyofpracticalactivitiestochoosefromintheNEAcomponent

• learners are introduced to a wide range of topicsenablingthemtofullyexperiencethesubject

• learnerswillsee‘wheretheyfitin’withphysicalactivityandsportandhowtoimprovetheirperformance

• asynopticelementoflearningmeaninglearners will gain a deeper understanding of howdifferentelementsofthespecificationareinterrelated

• aquantitativeskillselement,enablinglearnersto develop their knowledge and understanding ofsubjectspecificskills

• content which is fully co-teachable with OCRs ASLevelPhysicalEducationqualification.

1c. What are the key features of this specification?

1d. How do I find out more information?

WhetheryouareanexistingOCRcentre,ornewtoOCR and would like to start delivering this course, please visit www.ocr.org.uk. Or you can contact us directlybyemailorphone.

Contactdetails:

Email:[email protected]

Subjectwebpage:www.ocr.org.uk/sport

Twitter:@OCR_PhysEd

CustomerContactCentre:01223553998

http://www.ocr.org.uk/

mailto:PE%40ocr.org.uk?subject=

http://www.ocr.org.uk/sport

https://twitter.com/ocr_physed?lang=en

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LearnerstakeComponents01,02,03,05and06tobeawardedtheOCRALevelinPhysicalEducation.

Content Overview Assessment Overview

H555/01 Physiological factors affecting performance

Thiscomponentwillassess:• 1.1Appliedanatomyandphysiology• 1.2 Exercise physiology • 1.3Biomechanics

Written paper: 2 hours 30% of total A Level 90 marks

Thispaperconsistsofamixtureofobjectiveresponse,shortandmediumlengthanswers,andextendedresponseitems.Itmayalsoincludemultiplechoicequestions.

H555/02 Psychological factors affecting performance

Thiscomponentwillassess:• 2.1Skillacquisition• 2.2 Sports psychology

Written paper: 1 hour 20% of total A Level 60 marks


H555/03 Socio-cultural issues in physical activity and sport

Thiscomponentwillassess:• 3.1 Sport and society • 3.2Contemporaryissuesinphysicalactivity

and sport

Written paper: 1 hour 20% of total A Level 60 marks


H555/05 Practical Performances

Thiscomponentwillassesseither:• coreandadvancedskillsinperformingone

activityor• core and advanced skills in coaching one

activity.

Non-exam assessment (NEA) 15% of total A Level 30 marks, weighted up to 45 marks

ThisNEAwillconsistofoneactivitytakenfromtheapproved list. Learners can be assessed in the role ofperformerorcoach.

H555/06 Evaluating and Analysing Performance for Improvement

Thiscomponentdrawsupontheknowledge,understanding and skills a learner has learnt throughoutthecourseandenablesthemtoanalyseandevaluateapeer’sperformanceinoneactivity.

Non-exam assessment (NEA) 15% of total A Level 30 marks, weighted up to 45 marks

ThisNEAwillconsistofobservingaliveorrecordedperformancebyapeerandthenprovidinganoralresponseanalysingandcriticallyevaluatingtheperformance.

2a. OCR’s A Level in Physical Education (H555)

2 The specification overview

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ThecontentofOCR’sALevelinPhysicalEducationisdividedintofourcomponents.Eachexaminedcomponentis further sub divided into topic areas and the detailed content associated with those topics.

Component 01: Physiological factors affecting performance • 1.1Appliedanatomyandphysiology• 1.2 Exercise physiology • 1.3Biomechanics.

Component 02: Psychological factors affecting performance • 2.1Skillacquisition• 2.2 Sports psychology.

Component 03: Socio-cultural issues in physical activity and sport • 3.1 Sport and Society • 3.2Contemporaryissuesinphysicalactivityand

sport.

Component 05: Practical Performances (NEA)

Performanceorcoachingofoneactivitytakenfromthe approved list.

Theapprovedlistcanbefoundinsection2eofthe‘OCRASandGCEguidetoNEAinPhysicalEducation’.

Component 06: Evaluating and Analysing Performance for Improvement (EAPI) (NEA)

Thiscomponentrequireslearnerstodrawuponknowledge, understanding and skills learnt throughouttheircourseofstudy.Thiswillallowthemtoanalyseandevaluateapeer’sperformance.

Theactivitywhichisanalysedandevaluatedmustbetakenfromtheapprovedlist.Candidatesdonotneedtohaveperformedorcoachedinthisactivity.

Theapprovedlistcanbefoundinsection2eofthe‘OCRASandGCEguidetoNEAinPhysicalEducation’.

2b. Content of A Level in Physical Education (H555)

Carry Forward:Learnerswhoareretakingthequalificationmaycarryforwardtheirresult(s)forthenon-examassessmentcomponent(s).Seesection4afordetails.

i

Thisspecificationisfullyco-teachablewiththeASLevelqualification.AllcontentwhichisnotpartoftheASLevelqualificationismarkedwithan*,whichcanbefoundtotheleftofeachtopicheader.

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Quantitative skills requirement

In order to be able to develop their skills, knowledge andunderstandinginphysicaleducation,learnersneedtohaveacquiredquantitativeskillsthatarerelevanttothesubjectcontent,including:

Applied anatomy and exercise physiology • interpretationofdataandgraphsrelatingto:

o changeswithinmusculo-skeletal,cardio-respiratoryandneuro-muscularsystemsduringdifferenttypesofphysicalactivityand sport

o useofenergysystemsduringdifferenttypesofphysicalactivityandsportandthe recovery process

• quantitativemethodsforplanning,monitoringandevaluatingphysicaltrainingandperformance.

Biomechanics • knowledgeanduseofdefinitions,equations,

formulaeandunitsofmeasurement• ability to plot, label and interpret graphs and

diagrams.

Sport psychology and skill acquisition • understandingandinterpretationofgraphical

representationsassociatedwithsportpsychology theories.

Sport and society • interpretationandanalysisofdataandgraphs

relatingtoparticipationinphysicalactivityandsport.

Sport technology • understanding of types of and use of data

analysistooptimiseperformance.

Theassessmentofthesequantitativeskillswillrepresent5%oftheoverallALevelmarks.Theuseofquantitativeskillsisspreadacrossthecomponentsandareasofthespecificationwherethismaybeassessedaremarkedwiththefollowingsymbol:

Practical examples

Thecontentofthisspecificationallowsforpracticalexamplesfromphysicalactivitiesandsportstoshowhow theory can be applied and to reinforce understanding.

Areasofthespecificationwherethismaybeassessedaremarkedwiththefollowingsymbol:

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Component01,Physiologicalfactorsaffectingperformance,focusesondevelopingthelearner’sknowledgeofthesciencebehindphysicalactivity.Thisincludesthestructureandfunctionofkeysystemsinthehumanbody,theforcesthatactuponusandtheadaptationswemaketoourbodiesthroughdietandtrainingregimes.

Throughthestudyofthiscomponent,learnerswillgainadeeperunderstandingofkeysystemsinthebody and how they react to changes in diet and exercise.Theywillalsostudytheeffectsofforceandmotiononthebodyandhowtheseeffectscanbeusedinphysicalactivitiestoouradvantage.

Thistopicfocusesonkeysystemsofthehumanbodyinvolvedinmovementandphysicalactivity.

Learners will develop their knowledge and understanding of the changes within these body systemspriortoexercise,duringexerciseofdifferingintensitiesandduringrecovery.

Learnerswillknowandunderstandthedifferentenergysystemsandfactorsthataffecttheinterplayoftheenergysystemsduringphysicalactivity.

Applicationofthistheoreticalknowledgewillenablelearners to understand how changes in physiological statescaninfluenceperformanceinphysicalactivitiesand sport.

2c. Content of Physiological factors affecting performance (H555/01)

1.1.a. Skeletal and muscular systems

Learners will develop their knowledge and understanding of the roles of the skeletal and muscularsystemsintheperformanceofmovementskillsinphysicalactivitiesandsport.

Knowledgeandunderstandingoftheskeletalsystemis required and should include the structure and functionsofbones,jointsandconnectivetissues.

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Knowledge and understanding of planes of movement,therolesofmusclesandtypesofcontractionwillbedeveloped.Learnerswillalsobe

abletoanalysemovementinphysicalactivitiesandsportapplyingtheunderlyingknowledgeofmuscularcontraction.

Topic Area Content

Joints,movementsandmuscles

• shoulder:•• flexion,extension,abduction,adduction,horizontalflexion/

extension,medialandlateralrotation,circumduction•• deltoid,latissimusdorsi,pectoralismajor,trapezius,teresminor

• elbow:•• flexion,extension•• biceps brachii, triceps brachii

• wrist:•• flexion,extension•• wristflexors,wristextensors

• hip:•• flexion,extension,abduction,adduction,medialandlateral

rotation•• iliopsoas,gluteusmaximus,mediusandminimus,adductor

longus,brevisandmagnus• knee:

•• flexion,extension•• hamstringgroup:bicepsfemoris,semi-membranosus,

semi-tendinosus•• quadricepsgroup:rectusfemoris,vastuslateralis,vastus

intermediusandvastusmedialis• ankle:

•• dorsiflexion,plantarflexion•• tibialisanterior,soleus,gastrocnemius

• planesofmovement:•• frontal•• transverse•• sagittal.

Functionalrolesofmusclesandtypesofcontraction

• rolesofmuscles:•• agonist•• antagonist •• fixator

• typesofcontraction:•• isotonic •• concentric•• eccentric •• isometric.

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Topic Area Content

Analysisofmovement

• analysemovementwithreferenceto:•• jointtype•• movementproduced•• agonistandantagonistmusclesinvolved•• typeofmusclecontractiontakingplace.

Skeletalmusclecontraction • structureandroleofmotorunitsinskeletalmusclecontraction• nervousstimulationofthemotorunit:

•• motorneuron•• actionpotential•• neurotransmitter•• ‘all or none’ law.

Musclecontractionduringexerciseofdifferingintensitiesand during recovery

• musclefibretypes:•• slowoxidative•• fastoxidativeglycolytic•• fastglycolytic

• recruitmentofdifferentfibretypesduringexerciseofdifferingintensitiesandduringrecovery.

1.1.b. Cardiovascular and respiratory systems

Learnerswillknowkeytermsanddeveloptheirknowledge and understanding of the cardiovascular andrespiratorysystemsatrest,duringexerciseandduring recovery.

Knowledgeandunderstandingoftherecoverysystemand how the body returns to its pre-exercise state will also be developed.

Learners understanding of the cardiovascular, respiratoryandneuromuscularsystemswillalsobeappliedtoaltitudetrainingandexerciseintheheat toshowhowthesetypesoftrainingcanaffectthebodysystems.

Topic Area Content

Cardiovascularsystematrest • therelationshipbetween,andrestingvaluesfor:•• heart rate•• strokevolume•• cardiac output •• methodsofcalculatingtheabove

• cardiaccycle:•• diastole •• systole

• conductionsystemoftheheartlinkedtothecardiaccycle.

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Topic Area Content

Cardiovascularsystemduringexerciseofdifferingintensitiesand during recovery

• effectsofdifferentexerciseintensistiesandrecoveryon:•• heart rate•• strokevolume•• cardiac output •• methodsofcalculatingtheabove

• redistributionofcardiacoutputduringexerciseofdifferingintensitiesandduringrecovery:•• vascularshuntmechanism•• roleofthevasomotorcentre•• role of arterioles•• role of pre-capillary sphincters

• mechanismsofvenousreturnduringexerciseofdifferingintensitiesand during recovery

• regulationofheartrateduringexercise:•• neural factors•• hormonalfactors•• intrinsic factors.

Respiratorysystematrest • relationshipbetweenrestingvaluesfor:•• breathing frequency•• tidalvolume•• minuteventilation•• methodsofcalculatingtheabove

• mechanicsofbreathingatrestandthemusclesinvolved:•• diaphragm•• external intercostals•• at the alveoli •• atthemuscles.

Respiratorysystemduringexerciseofdifferingintensitiesand during recovery

• effectsofdifferingintensitiesofexerciseandrecoveryon:•• breathing frequency•• tidalvolume•• minuteventilation

• mechanicsofbreathingduringexerciseofdifferingintensitiesandduringrecovery,includingadditionalmusclesinvolved:•• inspiration–sternocleidomastoid,pectoralisminor•• expiration–internalintercostals,rectusabdominis.

• regulationofbreathingduringexerciseofdifferentintensitiesandduring recovery•• neural control•• chemicalcontrol

• effectofdifferingintensitiesofexerciseandrecoveryongasexchangeatthealveoliandatthemuscles•• changes in pressure gradient•• changesindissociationofoxyhaemoglobin.

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Learners will develop their knowledge and understandingofAdenosineTriphosphate(ATP)asenergy currency, along with the principle of the coupledreactionsandresynthesisofATP.Thedetailofthedifferentenergysystemswillbeknownandlearnerswillunderstandtheenergycontinuumandfactorsthataffecttheinterplayoftheenergysystems.

Learnerswillbeabletointerpretfiguresrelatingtothecontributionofthethreeenergysystemstoexerciseofdifferentintensitiesanddurations.

Therecoveryprocesswillbeknown,alongwithanunderstandingofinterpretationoffiguresrelatingtothecontributionofthethreeenergysystemstoexerciseofdifferentintensitiesanddurations.

Learners will develop their knowledge and understandingoftheeffectofexerciseintensityonexcesspostexerciseoxygenconsumption(EPOC) andimplicationsoftherecoveryprocessforplanningexercise or training sessions related to physical activitiesandsports.

1.1.c. Energy for exercise

Topic Area Content

*AdenosineTriphosphate(ATP)andenergytransfer

• ATPas‘energycurrency’• principleofenergeticallycoupledreactions:

•• breakdownofATPtoADP(AdensosineDiphosphate)+P(phosphate)

•• resynthesisofATPfromADP+P.

*EnergysystemsandATPresynthesis

• energysystems:•• ATP-PC(Phosphocreatine)system•• glycolyticsystem•• aerobicsystem

• foreachsystem:•• typeofreaction(aerobicoranaerobic)•• chemicalorfoodfuelused•• specificsiteofthereaction•• controllingenzyme•• ATPyield•• specificstageswithinthesystem•• by-products.

*ATPresynthesisduringexerciseofdifferingintensitiesanddurations

• theenergycontinuum• predominantenergysystemusedduringexercise:

•• howintensityanddurationofexerciseinfluencewhichenergysystemispredominantlyusedtoresynthesiseATP

•• interpretationoffiguresrelatingtothecontributionofthe threeenergysystemstoexerciseofdifferentintensitiesanddurations

• interplayofenergysystemsduringintermittentexerciseandfactorsthataffectthisinterplay•• intensity of exercise•• durationofexercise•• recovery periods•• fitnesslevels.

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Topic Area Content

*Therecoveryprocess

• howthebodyreturnstoitspre-exercisestate:•• ExcessPostexerciseOxygenConsumption(EPOC)

• fastcomponentsofEPOC,theprocessesthatoccurandtheduration:•• replenishmentofbloodandmuscleoxygenstores•• re-synthesisofATPandPC

• slowcomponentsofEPOC,theprocessesthatoccurandtheduration:•• elevatedcirculation•• elevatedventilation•• elevatedbodytemperature•• lactateremovalandconversiontoglycogen

• effectofexerciseintensityonEPOCandimplicationsoftherecoveryprocess for planning exercise or training sessions.

1.1.d. Environmental effects on body systems

Learners will develop their knowledge and understandingoftheeffectofaltitudeonthecardiovascularandrespiratorysystemsandtheperformanceofexerciseatdifferentintensities ataltitude.Knowledgeofacclimitisationwillalso be developed.

Learners will develop their knowledge and understanding of exercise in the heat and recognise theeffectofheatonthecardiovascularandrespiratorysystems.Theunderstandingoftheperformanceofexerciseofdifferentintensities in the heat will also be developed in this topic.

Topic Area Content

*Exerciseataltitude

• effectofaltitudeonthecardiovascularandrespiratorysystems:•• reduced arterial PO2(partialpressureofoxygen)leadingto

impairedmuscleO2 delivery•• elevatedheartrateandventilation

• acclimatisation,includingtheimportanceoftimingarrival,ataltitude(above2400m).

*Exerciseintheheat • effectofheatonthecardiovascularandrespiratorysystems:•• temperatureregulation•• cardiovasculardrift.

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Thistopicwillfocusonhowkeyfactorscanaffectthebody’sabilitytoperformduringphysicalactivityandsport.

Learners will develop their knowledge and understandingofdiet,nutritionandergogenicaidsandtheireffectsonphysicalactivityandperformance.

Learnerswillknowaboutphysicalpreparationanddifferenttrainingmethodsinrelationtoimprovingandmaintainingphysicalactivityandperformance.Knowledge and understanding will also be developed

oftheimpactoftrainingonpreventinglifestyle-related diseases.

Learners will develop their knowledge and understandingofhowphysiologicaladaptationsresultingfromtrainingandlifestyleaffecttheefficiencyofthesebodysystems.

Learners will be able to understand how to prevent injuryinphysicalactivitiesandsportandtherehabilitationofinjuryincludingthetreatmentofcommonsportinginjuries.

1.2 Exercise physiology

1.2.a. Diet and nutrition and their effect on physical activity and performance

Learners will develop their knowledge and understandingofthecomponentsandfunctions of a balanced diet, as well as being able to relate diet, hydrationanddietarysupplementstoperformance inphysicalactivitiesandsports.

Knowledge and understanding will also be developed ofergogenicaidsandhowtheyareusedtoimprovesportsperformance.

Topic Area Content

Dietandnutrition • functionandimportanceofthecomponentsofahealthy,balanceddiet:•• carbohydrates•• proteins •• fats•• minerals•• vitamins•• fibre•• water

• energy intake and expenditure and energy balance in physical activityandperformance.

Ergogenic aids • useofergogenicaids;potentialbenefitsandrisks:•• pharmacologicalaids: – anabolicsteroids – erythropoietin(EPO) – humangrowthhormone(HGH)•• physiologicalaids: – blooddoping, – intermittenthypoxictraining(IHT) – coolingaids

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Topic Area Content

Ergogenic aids cont. •• nutritionalaids: – amountoffood – compositionofmeals – timingofmeals – hydration – glycogen/carbohydrateloading – creatine – caffeine – bicarbonate – nitrate.

1.2.b. Preparation and training methods in relation to improving and maintaining physical activity and performance

Learners will develop their knowledge and understandingofaerobictraining,methodsofevaluatingaerobiccapacityandfactorsaffecting VO2max,aswellasapplyingtheimportanceof thistrainingtophysicalactivitiesandsports.

Strengthandflexibilitytrainingwillalsobecovered,including knowledge and understanding of the typesofstrengthandflexibilitytraining,factors thataffectstrengthandflexibilityandmethodsofevaluatingstrengthandflexibility.Learnerswillalsobe able to understand how training can be used to

developstrengthandflexibilitythroughdifferenttrainingactivitiesandhowthebodyadaptsto such training.

Learners will also develop their knowledge and understandingoftheperiodisationoftrainingandhowtoplanpersonalhealthandfitnessprogrammes.

Learners will also develop their knowledge and understandingoftheimpactoftrainingonlifestyle-relateddiseasesthataffectthecardiovascularandrespiratorysystems.

Topic Area Content

Aerobic training • aerobiccapacityandmaximaloxygenuptake(VO2max)• how VO2maxisaffectedby:

•• individualphysiologicalmake-up•• training•• age•• gender

• methodsofevaluatingaerobiccapacity:•• laboratory test of VO2maxusingdirectgasanalysis•• NCFmulti-stagefitnesstest•• Queen’sCollegesteptest•• Cooper12minuterun

• intensityanddurationoftrainingusedtodevelopaerobiccapacity:•• continuoustraining•• highintensityintervaltraining(HIIT)

• the use of target heart rates as an intensity guide

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Topic Area Content

Aerobic training cont.

• physiologicaladaptationsfromaerobictraining:•• cardiovascular •• respiratory•• muscular•• metabolic

• activitiesandsportsinwhichaerobiccapacityisakeyfitnesscomponent.

Strength training • typesofstrength:•• strength endurance •• maximumstrength•• explosive/elasticstrength•• staticanddynamicstrength

• factorsthataffectstrength:•• fibretype•• crosssectionalareaofthemuscle

• methodsofevaluatingeachtypeofstrength:•• gripstrengthdynamometer•• 1RepetitionMaximum(1RM)•• press up or sit-up test•• verticaljumptest

• trainingtodevelopstrength:•• repetitions•• sets•• resistanceguidelinesusedtoimproveeachtypeofstrength•• useofmulti-gym•• weights•• plyometrics•• circuit/intervaltraining: – workintensity – workduration – reliefinterval – numberofwork/reliefintervals

• physiologicaladaptationsfromstrengthtraining:•• muscleandconnectivetissues•• neural•• metabolic

• activitiesandsportsinwhichstrengthisakeyfitnesscomponent.

Flexibility training • typesofflexibility:•• staticflexibility(activeandpassive)•• dynamicflexibility

• factorsthataffectflexibility:•• typeofjoint•• lengthofsurroundingconnectivetissue•• age •• gender

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Topic Area Content

Flexibility training cont. • methodsofevaluatingflexibility:•• sit and reach test•• goniometer

• trainingusedtodevelopflexibility:•• passive stretching•• proprioceptiveneuromuscularfacilitation(PNF)•• staticstretching•• dynamicstretching•• ballisticstretching•• isometricstretching

• physiologicaladaptationsfromflexibilitytraining:•• muscleandconnectivetissues

• activitiesandsportsinwhichflexibilityisakeyfitnesscomponent.

Periodisationoftraining • periodisationcycles:•• macrocycle•• mesocycle•• microcycle

• phasesoftraining:•• preparatory•• competitive•• transition

• taperingtooptimiseperformance• howtoplanpersonalhealthandfitnessprogrammesforaerobic,

strengthandflexibilitytraining.

Impactoftrainingonlifestylediseases

• theeffectoftrainingonlifestylediseases:•• cardiovascularsystem: – coronaryheartdisease(CHD) – stroke – atherosclerosis – heartattack•• respiratorysystem – asthma – chronicobstructivepulmonarydisease(COPD).

1.2.c. Injury prevention and the rehabilitation of injury

Learners will develop their knowledge and understandingofacuteandchronicinjuriesrelatedtophysicalactivitiesandsports.Thepreventionofinjurywill also be known by understanding the risk factors andtherelativevalueofwarmupandcooldownroutinesusedinphysicalactivitiesandsports.

Learners will develop their knowledge and understandingofhowwemightrespondtoinjuriesandmedicalconditionsinasportingcontext.Rehabilitationofinjurywillbeunderstoodby knowingaboutcommonsportsinjuriesandcommontreatments.

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Topic Area Content

*Acuteandchronicinjuries • acuteinjuriesresultingfromasuddenstresstothebody:•• hardtissueinjuries•• softtissueinjuries•• concussion

• chronicinjuriesresultingfromcontinuousstresstothebody:•• softtissueinjuries•• hardtissueinjuries.

*Injuryprevention • intrinsicriskfactors:•• individual variables•• trainingeffects

• extrinsicriskfactors:•• poortechnique/training•• incorrectequipment/clothing•• inappropriateintensity,durationorfrequencyofactivity

• debatesurroundingeffectivewarmupandcooldown.

*Respondingtoinjuriesandmedicalconditionsinasportingcontext

• assessingsportinginjuriesusing‘SALTAPS’•• See•• Ask•• Look•• Touch•• Active•• Passive•• Strength

• acutemanagementofsofttissueinjuriesusing‘PRICE’•• Protection•• Rest•• Ice•• Compression•• Elevation

• recognisingconcussion:IRB’s‘RecogniseandRemove’6R’s•• Recognise •• Remove•• Refer •• Rest•• Recover •• Return.

*Rehabilitationofinjury • treatmentofcommonsportinginjuries:•• injuries: – fractures–simple,stress – jointinjuries–dislocation,sprain,torncartilage – exercise-inducedmuscledamage•• treatments: – stretching – massage – heat,coldandcontrasttherapies – anti-inflammatorydrugs – physiotherapy – surgery.

2


Thistopicwillfocusonthebiomechanicsofmovement.Itinvolvesthestudyofforceanditseffectonhumanmovementinphysicalactivitiesandsports.

Theultimategoalofbiomechanicsistoimproveperformanceandthepreventionandtreatmentinjurybyoptimisingtechnique,trainingandequipmentinphysicalactivityandsport.

Thestudyofbiomechanicalmovementwill allow learners to develop their knowledge and understandingofthemoretechnicalaspectsofperformanceandparticipationinphysicalactivity and sport and evaluate their own and others’ effectivenessandefficiency.

Thistopicwilldeveloplearners’knowledgeandunderstandingofbiomechanicalprinciples,includingdefiningandapplyingNewton’sLaws.Theconceptofforce will be understood along with being able to drawandunderstandfreebodydiagrams.

Learners will develop their knowledge and understandingofleversandthemechanical advantage of the second class lever, as well as theuseoftechnologytoanalysemovementandimproveperformance.

Thedefinitionsandcreationoflinearmotionandangularmotionwillbeknownandlearnerswillbeabletomakecalculationsforquantitiesoflinearandangularmotion.

Learners will develop their knowledge and understandingoffluidmechanics,including factorsthatimpactthemagnitudeofairresistance(onland)ordrag(inwater)onabodyorobject.

Learners will also develop their knowledge and understandingofprojectilemotion,includingtheapplicationofBernoulli’sprinciple.

1.3 Biomechanics

2


Learners will be able to develop their knowledge and understandingoftheunderlyingbiomechanicalprinciplesrelatedtoNewton’sLawsandforce,includingthefactorsaffectingairresistanceandhowthisknowledgeisappliedtosportsperformance.

Learnerswillbeabletocalculateforce,momentum,accelerationandweight.

Thecomponentsofaleversystemwillbeknownfor1st, 2nd and 3rd class levers.

Learners will also develop their knowledge and understanding of the use of technology to analyse movementandimproveperformance.

1.3.a. Biomechanical principles, levers and the use of technology

Topic Area Content

Biomechanicalprinciples • DefineandapplyNewton’slawsofmotion:•• Newton’sfirstlaw:inertia•• Newton’ssecondlaw:acceleration•• Newton’sthirdlaw:reaction

• Force:•• net force•• balanced and unbalanced force•• weight•• reaction•• friction•• air resistance•• factorsaffectingfrictionandairresistanceandtheir

manipulationinsportingperformance•• freebodydiagramsshowingverticalandhorizontalforces

actingonabodyataninstantintimeandtheresultingmotion•• calculationsofforce,momentum,accelerationandweight•• definitionofcentreofmass•• factorsaffectingthepositionofthecentreofmass•• therelationshipbetweencentreofmassandstability.

Levers • componentsofaleversystem:•• load•• effort•• fulcrum•• effortarm•• loadarm

• 1st class lever• 2nd class lever• 3rd class lever• mechanicaladvantageofa2ndclasslever.

Analysingmovementthroughthe use of technology

• definitionsandusesof:•• limbkinematics•• force plates•• wind tunnels

• howeachtypeoftechnologymaybeusedtooptimiseperformancein sport.

2


Learners will develop their knowledge and understandingoflinearmotionbybeingabletodefinelinearmotionandbeabletoapplyitaswellasbeingabletocalculatequantitiesoflinearmotion.

Theywillalsobeabletodefineangularmotionandknowaboutthecreationofangularmotionthroughtheapplicationofaneccentricforceaboutone(ormore)ofthethreeaxesofrotation.Again,learnerswillalsobeabletocalculateangularmotionandinterpretgraphsofangularvelocity,momentofinertiaandangularmomentum.

Learners will develop their knowledge and understandingoffluidmechanicsandthefactorsthatimpactthemagnitudeofairresistance(onland)ordrag(inwater)onabodyorobject.Projectilemotionwillalsobeunderstoodwithfactorsaffectingthehorizontaldistancetravelledbyaprojectile,aswell aspatternsofflightpathsasaconsequenceof therelativesizeofairresistanceandweight.Bernoulli’sprinciplewillbeunderstoodalongwith theapplicationofprojectilemotiononthedesignofequipmentandtheuseofspininsport.

1.3.b. Linear motion, angular motion, fluid mechanics and projectile motion

Topic Area Content

*Linearmotion • definitionoflinearmotion.• creationoflinearmotionbytheapplicationofadirectforcethrough

thecentreofmass• definitions,calculationsandunitsofmeasurementforeachofthe

followingquantitiesoflinearmotion:•• distance•• displacement•• speed•• velocity •• acceleration/deceleration

• plotandinterpretgraphsoflinearmotion:•• distance/timegraphs•• speed/timegraphs•• velocity/timegraphs.

*Angularmotion • definitionofangularmotion• creationofangularmotionthroughtheapplicationofaneccentric

forceaboutone(ormore)ofthethreeaxesofrotation:•• longitudinal•• frontal•• transverse

• definitions,calculationsandunitsofmeasurementforeachquantityofangularmotion:•• momentofinertia•• angular velocity•• angularmomentum

• factorsaffectingthesizeofthemomentofinertiaofarotatingbody:•• massofthebody(orbodypart)•• distributionofthemassfromtheaxisofrotation

• therelationshipbetweenmomentofinertiaandangularvelocity

2


Topic Area Content

*Angularmotioncont.

• theconservationofangularmomentumduringflightinrelationtotheangularanalogueofNewton’sfirstlawofmotion

• interpretgraphsofangularvelocity,momentofinertiaandangularmomentum.

*Fluidmechanics • factorsthatimpactthemagnitudeofairresistance(onland)ordrag(inwater)onabodyorobject:•• velocity •• mass•• frontalcross-sectionalarea•• streamliningandshape•• surfacecharacteristics.

*Projectilemotion • factorsaffectingthehorizontaldistancetravelledbyaprojectile:•• height of release•• speed of release•• angle of release

• freebodydiagramsshowingtheforcesactingonaprojectileonceinflight:•• weight •• air resistance

• resolutionofforcesactingonaprojectileinflightusingtheparallelogramofforces

• patternsofflightpathsasaconsequenceoftherelativesizeofairresistance and weight•• parabolic(symmetrical)flightpath – shotput•• non-parabolic(asymmetric)flightpath – badmintonshuttle

• TheadditionoflifttoaprojectilethroughtheapplicationofBernoulli’sprinciple:•• angleofattacktocreateanupwardsliftforceonaprojectile: – discus – javelin – skijumper

• designofequipmenttocreateadownwardsliftforce:•• F1 racing cars•• track cycling

• useofspininsporttocreateaMagnusforce,causingdeviationstoexpectedflightpaths:•• impartingspintoaprojectilethroughtheapplicationofan

eccentric force•• typesofspin: – topspin,sidespinandbackspinintennisandtabletennis – sidespininfootball – hookandslice in golf.

2


Thiscomponentfocusesonthepsychologicalfactorsaffectingphysicalactivitiesandsports.Thisincludesmodelsandtheoriesthataffectlearningandperformanceinphysicalactivities,howdifferentmethodsoftrainingandfeedbackworkandwhy theireffectivenessdiffersfrompersontoperson. Italsoincludespsychologicalfactorsaffectinggroupdynamicsandtheeffectsofleadershipandstress onperformers.

Throughthestudyofthiscomponent,learnerswillgain a deeper understanding of the underlying psychologicalfactorsthatinfluenceourperformanceinphysicalactivityandsport.Theywilllearnhowtoapplythetheoriestopracticalexamples,givingguidanceandfeedbackinconstructivewaysthat are suited to that individual’s personality; therefore assistingindevelopingpracticalperformanceinphysicalactivitiesandsports.

2c. Content of Psychological factors affecting performance (H555/02)

2.1 Skill Acquisition

Thistopicwilldeveloplearners’knowledgeandunderstandingoftheroleofskillacquisitioninperformanceofphysicalactivitiesandsports.Itaimsto develop knowledge and understanding of the principlesrequiredinordertooptimisethelearningofnew,andthedevelopmentofexisting,skills.

Learners will develop an understanding of the importanceofbeingabletoclassifyskillsinordertoselectthemostsuitableapproachtothelearningofmotorskills.

Thistopiclooksattheunderlyingfactorsrequired foreffectiveandefficientperformance.Learnerswillalsogainadetailedunderstandingoftheimpactof

theenvironmentandconditionsinwhichnewskillsarelearnedonthesuccessofacquiringthesemotorskills.

Knowledge and understanding will also be developed inthedifferentapproachesandtheoriestoteachingnew skills as well as the guidance and feedback used to support this. Focus will also be placed on enhancingexistingskillsandtheopportunitiestotransfer between the two.

Throughapplicationofknowledgegainedfromthistopic, learners will be able to develop their skills in othersportingrolessuchascoachorleader,aswellasdirectlyrelatingittotheirownperformance.

2


Topic Area Content

Classificationofskills • justificationofplacementofskillsoncontinua:•• difficulty(simple/complex)•• environmentalinfluence(open/closed)•• pacing(self-paced/externallypaced)•• muscularinvolvement(gross/fine)•• continuity(discrete/serial/continuous)•• organisation(low/high).

Typesandmethodsofpractice

• characteristicsandusesofeach:•• partpractice•• wholepractice•• whole/part-wholepractice•• progressive/partpractice•• massedpractice•• distributedpractice•• fixedpractice•• variedpractice.

Transferofskills • typesoftransfer:•• positive•• negative•• proactive•• retroactive•• bilateral

• knowandunderstandthewaysofoptimisingtheeffectofpositivetransfer• knowandunderstandthewaysoflimitingtheeffectofnegativetransfer.

Principles and theories oflearningmovementskills

• theoriesoflearning:•• operantconditioning•• cognitivetheoryoflearning•• Bandura’stheoryofsocial/observationallearning.

Stages of learning • characteristicsofthestagesoflearning:•• cognitive•• associative•• autonomous.

Guidance • typesandusesofguidance:•• verbal guidance•• visual guidance•• manualguidance•• mechanicalguidance

• advantages and disadvantages of using each type of guidance.

2


Topic Area Content

Feedback • typesandusesoffeedback:•• intrinsic•• extrinsic•• positive•• negative•• knowledgeofperformance•• knowledge of results

• advantages and disadvantages of using each type of feedback.

*Memorymodels • AtkinsonandShiffren’smulti-storememorymodel•• useofselectiveattention

• CraikandLockhart’slevelsofprocessingmodel• relatebothmodelstolearningandperformingphysicalactivityskills.

2.2 Sports psychology

In this topic, learners will develop their knowledge and understanding of the psychological factors thatcanaffectperformersinphysicalactivity and sport.

Learners knowledge and understanding will be developedontheindividualdifferencesaffecting

performersinphysicalactivityandsport;group andteamdynamicsinsport;theimportanceof goalsettinginsportsperformance;theroleofattributioninmotivatingperformers;confidence andself-efficacyinsport;leadershipinsportandstressmanagementinphysicalactivitiesandsports tooptimiseperformance.

Topic Area Content

Individualdifferences • personality•• definitionofpersonality•• theoriesofpersonality: – trait–extroversion/introversion,stable/unstable,

typea/typeb – sociallearning – interactionist

• attitudes•• definitionofattitude•• factorsaffectingattitudeformation•• componentsofattitude: – cognitive – affective – behavioural

2


Topic Area Content

Individualdifferencescont. •• methodsofattitudechange: – persuasivecommunication – cognitivedissonance

• motivation•• defintionsof: – intrinsicmotivation – extrinsicmotivation•• usesandeffectsof: – intrinsicmotivation – extrinsicmotivation

• arousal•• definitionofarousal•• effectsofarousal: – drivetheory – invertedUtheory – catastrophetheory

• anxiety•• definitionofanxiety•• typesofanxiety: – stateandtrait•• responsetoanxiety: – somaticandcognitive – zoneofoptimalfunctioning.

• aggression•• definitionofaggression•• theoriesofaggression: – instinct – sociallearning – frustration-aggressionhypothesis – aggressivecuehypothesis

• socialfacilitation•• definitionofsocialfacilitationandsocialinhibition•• theeffectofanaudienceon: – introverts/extroverts – beginners/experts – simple/complexskills – gross/fineskills•• evaluativeapprehension•• strategiestominimisesocialinhibition.

Groupandteamdynamicsinsport

• definitionofagroup• theformationofgroupsandsportsteamsusingstagesofgroup

development•• forming•• storming•• norming•• performing

2


Topic Area Content

Groupandteamdynamicsinsport cont.

• Steiner’smodelofgroupeffectiveness• Ringelmanneffectandsocialloafing.

Goalsettinginsportsperformance

• importanceandeffectivenessofgoalsetting•• forattentionalfocus•• persistence on tasks•• raisingconfidenceandself-efficacy•• control of arousal and anxiety•• tomonitorperformance•• theSMARTprinciple(Specific,Measurable,Achievable,

Recorded,Timephased).

*Attribution • Weiner’smodelofattribution•• stabilitydimension(unstableandstable)•• locusofcausalitydimension(internalandexternal)•• controllabilitydimension

• learnedhelplessnessasabarriertosportsperformance• masteryorientationtooptimisesportsperformance

*Confidenceandself-efficacyinsportsperformance.

• definitionsofsportsconfidenceandself-efficacy• theimpactofsportsconfidenceon:

•• performance•• participation•• self-esteem

• Vealey’smodelofsportsconfidence:•• traitsportsconfidence•• competitiveorientation•• statesportsconfidence•• subjectiveperceptionsofoutcome

• Bandura’stheoryofselfefficacy:•• performanceaccomplishments•• vicarious experiences•• verbal persuasion•• emotionalarousal.

*Leadershipinsport • characteristicsofeffectiveleaders• emergentorprescribedleaders• leadership styles

•• autocratic•• democratic•• laissez-faire

• theories of leadership•• traitperspective•• social learning•• interactionist

• Chelladurai’smulti-dimensionalmodelofsportsleadership.

2


Topic Area Content

*Stressmanagementtooptimiseperformance

• definitionandcausesofstress• useofcognitivestressmanagementtechniques:

•• positivethinking/self-talk•• negativethoughtstopping•• rationalthinking•• mentalrehearsal•• imagery•• goalsetting•• mindfulness

• useofsomaticstressmanagementtechniques:•• progressivemuscularrelaxation•• biofeedback•• centring technique•• breathing control.

2


Thiscomponentfocusesonthesociologicalandcontemporaryissuesthatinfluenceandaffectphysicalactivityandsportforboththeaudienceandtheperformerandhowsportaffectssociety.

Itincludestheemergenceandevolutionofmodernsport and how social and cultural factors shaped the characteristicsofsportsandpastimesinpre-industrialandpost-industrialBritain.

TheimpactofthemodernOlympicGameswillbeunderstoodaswellastheimpactonsocietyofhostingglobalsportingevents.Theever-evolvingmoderntechnologyanditsinfluenceonsportperformersandspectatorswillbeunderstoodandpracticalexampleswillbeusedbylearnerstoshowtheeffectofmoderntechnology.

2c. Content of Socio-cultural issues in physical activity and sport (H555/03)

3.1 Sport and society

In this topic, learners will develop their knowledge andunderstandingofhowphysicalactivityandsporthavedevelopedthroughtimeandthefactorsthatshapecontemporarysport.

Forthe‘Emergenceandevolutionofmodernsport’topicarea,itwillbebeneficialtoincludetheuseof

casestudiesinparticularsports(forexamplefootball,tennis,athleticsorcricket)whichcanbechartedthroughthedifferenttimeperiodscovered.

Learners will also understand the nature of global sportingeventsandhowtheyreflectandareimpacteduponbysocialissues.

Topic Area Content

Emergenceandevolutionofmodernsport

• howsocialandculturalfactorsshapedthecharacteristicsof,andparticipationin,sportsandpastimesinpre-industrialBritain:•• social class•• gender•• law and order•• education/literacy•• availabilityoftime•• availabilityofmoney•• type and availability of transport

• howsocialandculturalfactorsshapedthecharacteristicsof,andparticipationin,sportinpost1850industrialBritain:•• social class – amateurismandprofessionalism

2


Topic Area Content

Emergenceandevolutionofmodernsportcont.

•• gender/changingstatusofwomen•• law and order•• education/literacy•• availabilityoftime/changingworkconditions•• availabilityofmoney•• transport notably the railways•• influenceofpublicschools: – onthepromotionandorganisationofsportsandgames – onthepromotionofethicsthroughsportsandgames – the‘cult’ofathleticism–meaning,natureandimpact – onthespreadandexportofgamesandthegamesethic

• howsocialfactorsshapedthecharacteristicsof,andparticipationin,sportin20thcenturyBritain:•• class – amateurismandprofessionalism•• gender/changingroleandstatusofwomen•• law and order•• education•• availabilityoftime•• availabilityofmoney•• transport

• howcontemporaryfactorsareshapingthecharacteristicsof,andparticipationin,sportinthe21stcentury:•• class – amateurismandprofessionalism•• gender/changingroleandstatusofwomen•• law and order•• education•• availabilityoftime•• availabilityofmoney•• transport•• globalisationofsport – mediacoverage – freedomofmovementforperformers – greaterexposureofpeopletosport.

Globalsportingevents • themodernOlympicGames•• backgroundandaims(1896)•• politicalexploitationoftheOlympicGames – Berlin1936,ThirdReichIdeology – MexicoCity1968‘BlackPower’demonstration – Munich1972Palestinianterrorism – Moscow1980boycottleadbyUSA – LosAngeles1984boycottbySovietUnion

2


Topic Area Content

Globalsportingeventscont. • hostingglobalsportingevents•• positiveandnegativeimpactsonthehostcountry/cityof

hostingaglobalsportingevent(suchastheOlympicGamesorFIFAWorldCup)

– sporting – social – economic – political.

3.2 Contemporary issues in physical activity and sport

Theethicsinvolvedinsportanddeviancethataffectssportandsportingbehaviourwillbeunderstoodandappliedusingpracticalexamples.

Learners will develop their knowledge and understandingofthepositiveandnegativeimpacts ofcommercialisationandthemediaonphysicalactivityandsport.Theroutestosportingexcellence

in the UK will be known and the roles of key organisationstodevelopexcellencewillalso be understood.

Theimportantanddevelopinginfluencesofmoderntechnologyinphysicalactivitiesandsportwillbeunderstoodaswellasitsimpactonparticipation, fairoutcomesandentertainment.

Topic Area Content

*Ethicsanddevianceinsport

• drugs and doping in sport•• legalsupplementsversusillegaldrugsanddoping•• reasonswhyeliteperformersuseillegaldrugs/doping•• consequences/implicationsto: – society – sport – performers•• strategies to stop the use of illegal drugs and doping

• violence in sport •• causesinrelationtoplayersandspectators•• implicationsto: – society – sport – performers•• strategiestopreventviolenceinrelationtoplayersandspectators

• gamblinginsport•• matchfixing/bribery•• illegalsportsbetting.

2


Topic Area Content

*Commercialisationandmedia

• factorsleadingtothecommercialisationofcontemporaryphysicalactivityandsport:•• growing public interest and spectatorship•• moremediainterest•• professionalism•• advertising•• sponsorship

• positiveandnegativeimpactsofthecommercialisationofphysicalactivityandsporton•• society•• individual sports •• performers•• spectators

• coverageofsportbythemediatodayandreasonsforchangessincethe1980s•• television – terrestrial–free-to-air – satellite–subscription – pay-per-view•• radio – dedicatedsportsstations – localandnationalradio•• writtenpress – newspapers – magazines•• internet

• positiveandnegativeeffectsofthemediaonsport•• individual sports •• performers•• spectators

• relationshipbetweensportandthemedia•• sportasacommodity•• linkswithadvertisingandsponsorship(‘goldentriangle’).

*Routestosportingexcellence in the UK

• developmentroutesfromtalentidentificationthroughtoeliteperformance

• theroleofschool,clubs,universitiesincontributingtoelitesportingsuccess

• theroleofUKSportandNationalInstitutesindevelopingsportingexcellence/highperformancesport

• strategiestoaddressdrop-out/failureratesfromelitedevelopmentprogrammes/atelitelevel.

2


Topic Area Content

*ModerntechnologyinSport–itsimpactonElitelevelsport,participation,fairoutcomesandentertainment

Eliteperformance:•• theextenttowhichmoderntechnologyhasaffectedelitelevel

sportincludingincreased/improved: – access – facilities – equipment – monitoringofexercise – safety

Generalparticipation:•• theextenttowhichmoderntechnologyhasincreased

participationincludingincreased/improved: – access – facilities – equipment – monitoringofexercise – safety•• theextenttowhichmoderntechnologyhaslimitedorreduced

participationincluding: – cost – therangeofalternativestophysicalactivityandsport

Fairoutcomes:•• theextenttowhichmoderntechnologyhasincreasedfair

outcomesincluding: – bettertimingdevices – increasedaccountabilityofofficials – moreaccuratedecisionmaking – improveddetectionoffoulplay – improveddetectionofdoping•• theextenttowhichmoderntechnologyhaslimitedordecreased

fairoutcomesincluding: – accesstomoderntechnologycanbelimited – performanceenhancingdrugtestingtechnologycannotkeep

upwithnewdrugdevelopment – pressureonofficialsduetotheexposureandscrutinyoftheir

decisionsEntertainment:

•• theextenttowhichmoderntechnologyhasincreasedentertainmentincluding:

– actionreplays – multiplecameraangles – slowmotiontechnology – improvedanalysis – punditry•• theextenttowhichmoderntechnologyhasreducedorlimited

entertainmentincluding: – interruptionanddelay – reducedliveattendances.

2


LearnersareinternallyassessedthroughtheNEAinonepracticalactivityfromtheapprovedlist.Learnerscanbeassessedintheroleofperformerorcoach.

Forthepracticalperformancesapprovedactivitieslistseesection2eoftheOCRAdvancedSubsidiaryandAdvancedGCEinPhysicalEducationGuidetonon-examassessment.

Learnersarerequiredtodemonstrateeffectiveperformance,theuseoftacticsortechniquesandtheabilitytoobservetherulesandconventionsunderappliedconditions.

Thiscomponentisinternallymarkedusingtheassessmentcriteriafoundinsection2b.3(performance)andsection2c.1(coaching)oftheOCRAdvancedSubsidiaryandAdvancedGCEinPhysicalEducationGuidetonon-examassessment.

TeachersmustrefertoandfollowtheOCRAdvancedSubsidiaryandAdvancedGCEinPhysicalEducationGuidetonon-examassessmentforfurtherdetailonthisareaofassessment.

2d. Content of non-exam assessment: Performance in physical education (H555/05)

2f. Prior knowledge, learning and progression

• Nopriorknowledge,skills,understandingorlearningofthesubjectisrequired.

• Thespecificationbuildson,butdoesnotdepend on, the knowledge, understanding and skillsfromGCSE(9–1)inPhysicalEducation.

• Throughoutthecourseofstudylearnersareencouraged to develop an awareness of the roleofphysicaleducationinsocietyanditsapplicationtomanysituations.

• Thisqualificationissuitableforlearnersintending to pursue any career for which an understandingofthehumanbodyorhumanbehaviourisdesirable.Thisqualificationisalsosuitable for any further study in social sciences, oraspartofacourseofgeneraleducation.

• Other avenues of progression for candidates wouldincludecareersin:sportandphysicalactivity,PEteaching,Physiotherapy,PersonalTrainerandSportscoach.

2e. Content of Evaluating and Analysing Performance for Improvement (NEA) (H555/06)

LearnersareinternallyassessedthroughtheNEAinEvaluatingandAnalysingPerformanceforImprovement(EAPI).

Fortheapprovedactivitieslistseesection2eoftheOCRAdvancedSubsidiaryandAdvancedGCEinPhysicalEducationGuidetonon-examassessment.

Learnerswillobservealiveorrecordedperformancebyapeerineithertheirownassessedperformance

activityoranotheractivityfromtheapprovedlist.Throughobservation,learnerswillprovideanoralresponseanalysingandcriticallyevaluatingtheirpeers’performance.

TeachersmustrefertoandfollowtheOCRAdvancedSubsidiaryandAdvancedGCEinPhysicalEducationGuidetonon-examassessmentforfurtherdetailonthisareaofassessment.

3


OCR’sALevelinPhysicalEducationconsistsofthreecomponentsthatareexternallyassessedandtwocomponentsthatareinternallyassessedbythecentreandexternallymoderatedbyOCR.

Components01(Physiologicalfactorsaffectingperformance),02(Psychologicalfactorsaffectingperformance)and03(Socio-culturalissuesinphysicalactivityandsport)willbeassessedusingamixtureofobjectiveresponse,shortandmediumlength

answersandextendedresponseitems.Itmayalsoincludetheuseofmultiplechoiceanswerquestions.ThesecomponentsassessAO1,AO2andAO3.

Components05(PracticalPerformances)and06(EvaluatingandAnalysingPerformanceforImprovement)willbothbeassessedviaNEA.ThesecomponentsassessAO4andarebothworth15%ofthe total A Level.

3a. Forms of assessment

3 Assessment of A Level in Physical Education

3b. Assessment objectives (AO)

TherearefourassessmentobjectivesinOCR‘sALevelinPhysicalEducation.Thesearedetailedinthetablebelow.

Learnersareexpectedtodemonstratetheirabilityto:

Assessment Objectives

AO1 Demonstrateknowledgeandunderstandingofthefactorsthatunderpinperformanceandinvolvementinphysicalactivityandsport.

AO2 Applyknowledgeandunderstandingofthefactorsthatunderpinperformanceandinvolvementinphysicalactivityandsport.

AO3 Analyseandevaluatethefactorsthatunderpinperformanceandinvolvementinphysicalactivityandsport.

AO4 • Demonstrateandapplyrelevantskillsandtechniquesinphysicalactivityandsport.• Analyseandevaluateperformance.

3


Therelationshipbetweentheassessmentobjectivesandthecomponentsareshowninthefollowingtable:

AO weightings in A Level in Physical Education

Component% of overall A level in Physical Education (H555)

AO1 AO2 AO3 AO4

01:Physiologicalfactorsaffectingperformance 11.66 11.66 6.66 0

02:Psychologicalfactorsaffectingperformance 6.66 6.66 6.66 0

03:Socio-culturalissuesinphysicalactivityandsport 6.66 6.66 6.66 0

05:PracticalPerformances 0 0 0 15

06:EvaluatingandAnalysingPerformanceforImprovement

0 0 0 15

Total 25% 25% 20% 30%

3c. Assessment availability

Therewillbe

• oneexaminationseriesavailableeachyearinMay/Junetoall learners.

Allcomponentsmustbetakeninthesameexaminationseriesattheendofthecourse.

Thisspecificationwillbecertificatedfromthe June2021examinationseriesonwards.

3d. Retaking the qualification

Learnerscanretakethequalificationasmanytimesastheywish.Learnersmustretakeallexaminedcomponents.Theycanchoosetoeitherretakethenon-examassessment(NEA)orcarryforward(re-use)theirmostrecentresult(s).

LearnerswhotooktheirNEAin2018,2019and2020canonlycarryforwardtheirresultfortheNEAwhichincludesboththeperformanceandtheEAPI.

LearnerswhohavetakentheirNEAin2021onwardscan choose whether to carry forward their result for thePracticalPerformancescomponent,theAnalysisandEvaluatingandAnalysingPerformanceforImprovementcomponent,orbothcomponents.

Section4adetailsthecarryforwardentryoptionsavailable.

3e. Assessment of extended response

Theassessmentmaterialsforthisqualificationprovidelearnerswiththeopportunitytodemonstratetheir ability to construct and develop a sustained and

coherentlineofreasoningandmarksforextendedresponsesareintegratedintothemarkingcriteria.

3


FulldetailsforthecompletionoftheNEAforOCR’s ALevelinPhysicalEducationcanbefoundinthe

accompanying‘OCRASandGCEguidetoNEAinPhysicalEducation’.

3f. Non-exam assessment

3g. Synoptic assessment

• Synopticassessmentisthelearnersunderstandingoftheconnectionsbetweendifferentelementsofthesubject.Itinvolvesthe explicit drawing together of knowledge, skillsandunderstandingwithindifferentpartsof the A Level course.

• Theemphasisofsynopticassessmentistoencourage the understanding of physical educationasadiscipline.

• Learnersareencouragedtothinkholisticallyand develop their skills of thinking as a practitionerofPhysicalEducation.

• SynopticassessmentisincludedwithinComponents01,02,03and06.

• WithinexaminedComponents01,02and03,eachassessmentwillcontainanextendedresponsequestionwhichrequireslearnerstodrawtogetherknowledgefrommorethanonetopicwithinthecomponentanddemonstratetheir understanding of how the topics interrelate.

• InComponent06,Evaluating and Analysing Performance for Improvement, learners will need to draw upon knowledge and understandingfromacrossthecourseofstudyin their response.

3h. Calculating qualification results

Alearner’soverallqualificationgradeforOCR’s ALevelinPhysicalEducationwillbecalculatedbyaddingtogethertheirmarksforComponents01, 02and03.Thelearner’smarksforComponent05andComponent06willbemultipliedby1.5andaddedtothistogivetheirtotalweightedmark.

Thistotalweightedmarkwillthenbecompared tothequalificationlevelgradeboundariesfortheentryoptiontakenbythelearnerandforthe relevantexamseriestodeterminethelearner’soverallqualificationgrade.

4


Theinformationinthissectionisdesignedtogiveanoverviewoftheprocessesinvolvedinadministeringthisqualificationsothatyoucanspeaktoyourexamsofficer.AllofthefollowingprocessesrequireyoutosubmitsomethingtoOCRbyaspecificdeadline.

MoreinformationabouttheprocessesanddeadlinesinvolvedateachstageoftheassessmentcyclecanbefoundintheAdministrationareaoftheOCRwebsite.

OCR’s Admin overview is available on the OCR website at http://www.ocr.org.uk/administration.

4 Admin: what you need to know

4a. Entries

EntriesprovideOCRwithdetaileddataforeachlearner,showingeachassessmenttobetaken.Itisessentialthat you use the correct entry code, considering the relevant entry rules and ensuring that you choose the entry optionforthemoderationyouintendtouse.EntriesmustbesubmittedtoOCRbythepublisheddeadlinesorlateentryfeeswillapply.AlllearnerstakinganALevelinPhysicalEducationmustbeenteredforoneofthefollowingentryoptions:

Entry option Components

Entry code Title Code Title Assessment type

H555A Physical Education 01 Physiologicalfactorsaffecting

performance Externalassessment

02 Psychologicalfactorsaffectingperformance Externalassessment

03 Socio-cultural issues in physical activityandsport Externalassessment

05 PracticalPerformances Non-examassessment(Visitingmoderation)

06 EvaluatingandAnalysingPerformanceforImprovement

Non-examassessment(Externalmoderation)

Carrying Forward NEA from 2018, 2019 and 2020

EntryoptionH555CAshouldonlybeselectedforlearnerswhoareretakingthequalificationwhotooktheirNEAin2018,2019or2020andwanttocarryforwardtheirmarkfortheirentirenon-examassessment.


Entry code Title Code Title Assessment type

H555CA Physical Education(CarryForward NEAfrom2018,2019and2020seriesonly)

01 Physiologicalfactorsaffectingperformance Externalassessment

02 Psychologicalfactorsaffectingperformance Externalassessment

03 Socio-cultural issues in physical activityandsport Externalassessment

80 PerformanceinPhysicalEducation

Non-examassessment(CarryForward)

http://www.ocr.org.uk/administration

4


Carrying Forward NEA from 2021 series onwards


Entry code Title Code Component title Assessment type

H555CB Physical Education(CarryForward ‘PracticalPerformances‘)

01Physiologicalfactorsaffectingperformance

Externalassessment

02Psychologicalfactorsaffectingperformance

Externalassessment

03Socio-cultural issues in physical activityandsport

Externalassessment

81 PracticalPerformancesNon-examassessment(CarryForward)

06EvaluatingandAnalysingPerformanceforImprovement

Non-examassessment(Externalmoderation)

H555CC Physical Education(CarryForward‘EAPI’)


Externalassessment


Externalassessment


Externalassessment

05 PracticalPerformancesNon-examassessment(Visitingmoderation)



H555CD Physical Education(CarryForward‘PracticalPerformances‘and‘EAPI’)


Externalassessment


Externalassessment


Externalassessment

81 PracticalPerformancesNon-examassessment(CarryForward)



EntryoptionH555CB,CCandCDshouldonlybeselectedforlearnerswhoareretakingthequalificationandwhotooktheirNEAin2021onwards.Theselearnerscandecidewhethertocarryforwardtheirmark(s)forthePractical Performancescomponent,the Evaluating and Analysing Performance for Improvementcomponentorbothcomponents.

4


Specialconsiderationisapost-assessmentadjustmenttomarksorgradestoreflecttemporaryinjury,illnessorotherindispositionatthetimetheassessmentwastaken.

DetailedinformationabouteligibilityforspecialconsiderationcanbefoundintheJCQpublication A guide to the special consideration process.

4c. External assessment arrangements

RegulationsgoverningexaminationarrangementsarecontainedintheJCQInstructions for conducting examinations.Calculatorsaresubjecttotherulesin

thedocumentInstructionsforConductingExaminationspublishedannuallybyLCQ (www.jcq.co.uk).

4d. Admin of non-exam assessmentRegulationsgoverningarrangementsforinternalassessmentsarecontainedintheJCQInstructions for conducting non-examination assessments.

Authentication of learner’s work

Centresmustdeclarethattheworksubmittedforassessmentisthelearner’sownbycompletingacentreauthenticationform(CCS160).Thisinformationmustbe retained at the centre and be available on request toeitherOCRortheJCQcentreinspectionservice.

ItmustbekeptuntilthedeadlinehaspassedforcentrestosubmitaReviewofResults(RoR). Once this deadline has passed and centres have not requested a RoR, this evidence can be destroyed.

TheHeadofCentreisrequiredtoprovideadeclarationtotheJCQaspartoftheannualNCNupdate,conductedintheautumnterm,toconfirmthatthecentreismeetingalloftherequirementsdetailedinthespecification.

Any failure by a centre to provide the Head of Centre AnnualDeclarationwillresultinyourcentrestatusbeing suspended and could lead to the withdrawal of our approval for you to operate as a centre.

Private candidates

PrivatecandidatesmayenterforOCRassessments.

Aprivatecandidateissomeonewhopursuesacourseofstudyindependentlybuttakesanexaminationorassessmentatanapprovedexaminationcentre.Aprivatecandidatemaybeapart-timestudent,someonetakingadistancelearningcourse,orsomeonebeingtutoredprivately.Theymustbebasedin the UK.

OCR’sALevelinPhysicalEducationrequireslearnerstocompletenon-examinedassessment.Thisisanessentialpartofthecourseandwillallowlearnerstodevelopskillsforfurtherstudyoremployment.

Private candidates need to contact OCR approved centres to establish whether they are prepared to hostthemasaprivatecandidate.ThecentremaychargeforthisfacilityandOCRrecommendsthatthearrangementismadeearlyinthecourse.

FurtherguidanceforprivatecandidatesmaybefoundontheOCRwebsite:http://www.ocr.org.uk.

Head of Centre Annual Declaration

4b. Special consideration

http://www.ocr.org.uk/administration

http://www.ocr.org.uk

4


Learnerswhoareretakingthequalificationcanchoosetoeitherretakethenon-examassessmentorcarryforwardtheirmostrecentresult(s).

LearnerswhotooktheirNEAin2018,2019and2020can onlycarryforwardtheirentireresultfortheNEAwhichincludesboththeperformanceandtheEAPI.

LearnerswhohavetakentheirNEAin2021onwardscan choose whether to carry forward their result for the Practical Performancescomponent,theEvaluating and Analysing Performance for Improvementcomponent,orbothcomponents.

Section4adetailsthecarryforwardentryoptionsavailable.

LearnersmustdecideatthepointofentrywhethertheyaregoingtocarryforwardtheNEAresult(s)ornot.

TheresultfortheNEAcomponent(s)maybecarriedforwardforthelifetimeofthespecificationandthereisnorestrictiononthenumberoftimestheresultmaybecarriedforward.However,onlythemostrecentnon-absentresult(s)maybecarriedforward.

When the result is carried forward, the grade boundariesfromthepreviousyearofentrywillbeusedtocalculateanewweightedmarkforthecarriedforwardcomponent,sothevalueoftheoriginalmarkis preserved.

Carrying forward non-exam assessment (NEA)

Moderation

Thepurposeofmoderationistobringthemarkingofinternallyassessedcomponentsinallparticipatingcentrestoanagreedstandard.Thisisachievedbycheckingasampleofeachcentre’smarkingoflearners’ work.

ThemoderationofComponent05,Practical Performances,willbeconductedviavisitingmoderation.

ThemoderationforComponent06, Evaluating and Analysing Performance for Improvement, will be conductedviapostalmoderation,whereyoupostthesampleofworktothemoderator.

CentreswillreceivetheoutcomeofmoderationforeachNEAcomponentwhentheprovisionalresultsareissued.Thiswillinclude:

Moderation Adjustments Report –Listinganyscalingthat has been applied to internally assessed components.

Moderator Report to Centres–Abriefreportbythemoderatorontheinternalassessmentoflearners’work.

FulldetailsofthevisitingmoderationprocesscanbefoundintheOCR’sASandALevelPhysicalEducationguidetonon-examassessment(NEA).

Centresmustcarryoutinternalstandardisationtoensurethatmarksawardedbydifferentteachersare

accurate and consistent across all learners entered for thecomponentfromthatcentre.

Internal standardisation

4


4f. Post-results services

Anumberofpost-resultsservicesareavailable:

• Review of Results–Ifyouarenothappywiththeoutcomeofalearner’sresults,centresmaysubmitareviewofresults.

• Missing and incomplete results–Thisserviceshouldbeusedifanindividualsubjectresultforalearnerismissing,orthelearnerhasbeenomittedentirelyfromtheresultssupplied.

• Access to scripts–Centrescanrequestaccesstomarkedscripts.

4g. Malpractice

Anybreachoftheregulationsfortheconduct ofexaminationsandnon-examassessment mayconstitutemalpractice(whichincludesmaladministration)andmustbereportedto OCR as soon as it is detected.

Detailedinformationonmalpracticecanbefound intheJCQpublicationSuspected Malpractice in Examinations and Assessments: Policies and Procedures.

Results

Results are released to centres and learners for informationandtoallowanyqueriestoberesolvedbeforecertificatesareissued.

Centres will have access to the following results informationforeachlearner:

• thegradeforthequalification

• therawmarkforeachcomponent

• thetotalmarkforthequalification.

Thefollowingsupportinginformationwillbeavailable:

• rawmarkgradeboundariesforeachcomponent

• markgradeboundariesforeachentryoption.

Untilcertificatesareissued,resultsaredeemedtobeprovisionalandmaybesubjecttoamendment.

Alearner’sfinalresultswillberecordedonanOCRcertificate.Thequalificationtitlewillbeshownonthecertificateas‘OCRLevel3AdvancedGCEinPhysicalEducation’.

ALevelqualificationsaregradedonthescale:A*, A,B,C,D,E,whereA*isthehighest.LearnerswhofailtoreachtheminimumstandardforEwillbeUnclassified(U).

OnlysubjectsinwhichgradesA*toEareattainedwillberecordedoncertificates.

4e. Results and certificates

Grade Scale

5


5 Appendices

5a. Overlap with other qualifications

ThereisnosignificantoverlapbetweenthecontentofthisspecificationandthoseforotherALevelqualifications.

5b. Accessibility

Reasonableadjustmentsandaccessarrangementsallowlearnerswithspecialeducationalneeds,disabilitiesortemporaryinjuriestoaccesstheassessmentandshowwhattheyknowandcando,withoutchangingthedemandsoftheassessment.Applicationsfortheseshouldbemadebeforetheexaminationseries.Detailedinformationabouteligibilityforaccessarrangementscanbefoundin

theJCQAccess Arrangements and Reasonable Adjustments.

TheAdvancedLevelqualificationandsubjectcriteriahavebeenreviewedinordertoidentifyanyfeaturewhich could disadvantage learners who share a protectedCharacteristicasdefinedbytheEqualityAct2010.Allreasonablestepshavebeentakentominimiseanysuchdisadvantage.


Summary of updates

Date Version Section Title of section ChangeJune2018 1.1 Front cover Disclaimer AdditionofDisclaimerAugust2018 1.2 3d

4dRetakingthequalificationAdminofnon-examassessment

Update to the wording for carry forward rules

January2020 1.3 2c Content of psychological factorsaffectingperformance(02)

locusofcontroldimension(internalandexternal)changedtolocusofcausalitydimension.

July2020 1.3 2a OCR’s A Level in Physical Education(H555)

ChangesrelatedtosplittingtheNEAintotwoseparatecomponents2b Content of A Level in

PhysicalEducation(H555)2d Contentofnon-exam

assessment:PracticalPerformances(05)

2e Contentofnon-examassessment:EvaluatingandAnalysingPerformanceforImprovement(06)

3a Formsofassessment3b Assessmentobjectives(AO)3g Synopticassessment3h Calculatingqualification

results4d Adminofnon-exam

assessment1a Why choose an OCR

qualification?Update to the wording toimproveclarity

1d HowdoIfindoutmoreinformation?

2f Prior knowledge, learning and progression

Renumberedfrom2e

3c Assessmentavailability ThisversionofthespecificationwillbeforfirstassessmentinJune2021.

3d Retakingthequalification Changingrelatingtothecarryforward rules4a Entries

4d Adminofnon-examassessment

4f Post-results services ChangingoftermsusedUpdatetospecificationcoverstomeetdigitalaccessibilitystandards

Our aim is to provide you with all the information and support you need to deliver our specifications.

o Bookmark OCR website for all the latestresources, information and news on AS Level PE

o Be among the first to hear about support materials and resources as they become available – register for PE updates

o Find out about our professional development

o View our range of skills guides for use across subjects and qualifications

o Discover our new online past paper service

o Learn more about Active Results

o Visit our Online Support Centre

YOUR CHECKLIST


https://ocr.org.uk/updates

https://www.ocr.org.uk/qualifications/professional-development/

https://www.ocr.org.uk/qualifications/skills-guides/

https://ocr.org.uk/qualifications/past-paper-finder/exambuilder/

https://ocr.org.uk/administration/support-and-tools/active-results/

https://support.ocr.org.uk

Download high-quality, exciting and innovative A Level Physical Education resources from ocr.org.uk/alevelphysicaleducationResources and support for our A Level PE qualification, developed through collaboration between our PE Subject Advisor, teachers and other subject experts, are available from our website. You can also contact our PE Subject Advisor who can give you specialist advice, guidance and support.

Contact the team at:

01223 553998

[email protected]

@OCR_PhysEd

To stay up to date with all the relevant news about our qualifications, register for email updates at ocr.org.uk/updates

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OCR A Level Physical Education Specification H555

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Transcript of OCR A Level Physical Education Specification H555