Scheme of Work Physical Education - CCEA

Scheme of WorkPhysical Education

REVISED GCSE

This is an exemplar scheme of work which supports the teaching and learning of the Physical Education specification

GCSE Physical Education Contents Page

Scheme of Work 3

Component 1: Developing Knowledge, Understanding and Skills for Balanced, Healthy Lifestyles and Participation in Physical Activities

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1.1 Concepts of Health, Physical Fitness and Skilled Performance 8

1.2 Key Influences That Impact on Balanced, Healthy Lifestyles and Participation in Physical Activities

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1.3 The Impact of Exercise and Training on Balanced, Healthy Lifestyles and Physical Fitness

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1.4 Types of Exercise and Methods of Training 21

1.5 Principles for Developing Physical Well-Being and Physical Fitness 25

1.6 Assessing and Monitoring the Development of Physical Health/Well-Being and Peak Physical Performance

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1.7 The Effects of Exercise and Training and Physical Activity on the Body 32

1.8 Health and Safety Issues 34

1.9 Exercise and Training Sessions 35

1.10 Exercise and Training Programmes 37

Component 2: Developing and Maintaining a Balanced, Healthy Lifestyle 39

Resources 44

CCEA Exemplar Scheme of Work: GCSE Physical Education

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Introduction CCEA has developed new GCSE specifications for first teaching from September 2009. This scheme of work has been designed to support you in introducing the new specification. The scheme of work provides suggestions for organising and supporting students’ learning activities. It is intended to assist you in developing your own scheme of work and should not be considered as being prescriptive or exhaustive. Please remember that assessment is based on the specification which details the knowledge, understanding and skills that students need to acquire during the course. The scheme of work should therefore be used in conjunction with the specification. Published resources and web references included in the scheme of work have been checked and were correct at the time of writing. You should check with publishers and websites for the latest versions and updates. CCEA accepts no responsibility for the content of third party publications or websites referred to within this scheme of work. A Microsoft Word version of this scheme of work is available on the subject microsite on the CCEA website (www.ccea.org.uk/microsites). You will be able to use it as a foundation for developing your own scheme of work which will be matched to your teaching and learning environment and the needs of your students. I hope you find this support useful in your teaching. Best wishes

Margaret McMullan Subject Officer Physical Education E-mail [email protected] Telephone 028 9026 1200 (ext: 2285)


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GCSE Physical Education

Scheme of Work

The subject content is divided into three compulsory components: Component 1: Developing Knowledge, Understanding and Skills for Balanced, Healthy Lifestyles and Participation in Physical Activities Component 2: Developing and Maintaining a Balanced, Healthy Lifestyle Component 3: Individual Performance in Physical Activities. This scheme of work covers components 1 and 2. Teachers do not have to teach the components in the order presented in this scheme of work. They are free to organise the teaching of the content as they think appropriate. They should, however, emphasise the interrelationships between the different components. Component 1: Developing Knowledge, Understanding and Skills for Balanced, Healthy Lifestyles and Participation in Physical Activities (40%) 1.1 Concepts of Health, Physical Fitness and Skilled Performance 1.2 Influences That Impact on Balanced, Healthy Lifestyles and Participation in Physical Activities 1.3 The Impact of Exercise and Training on Balanced, Healthy Lifestyles and Physical Fitness 1.4 Types of Exercise and Methods of Training 1.5 Principles for Developing Physical Well-Being and Physical Fitness 1.6 Assessing and Monitoring the Development of Physical Health/Well-Being and Peak Physical

Performance 1.7 The Effects of Exercise and Training and Physical Activity on the Body 1.8 Health and Safety Issues 1.9 Exercise and Training Sessions 1.10 Exercise and Training Programmes


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Component 2: Developing and Maintaining a Balanced, Healthy Lifestyle (20%) This component introduces students to the concept of a balanced, healthy lifestyle. Society is increasingly concerned about rising levels of obesity and low levels of exercise, particularly amongst young people. This component enables students to gain knowledge and skills that will help them develop and maintain balanced, healthy lifestyles. Component 3: Individual Performance in Physical Activities (40%) This component carries an overall weighting of 40% of the total marks. Teachers assess the students performance, and we moderate the assessment. The study of this component enables students to develop useful life skills through participating in a range of physical activities. For this component students must complete: (a) Analysing, evaluating, planning, implementing and monitoring actions to improve skilled

performance in selected physical activities; and (b) Improving the quality, efficiency and effectiveness of individual performances in physical

activities.


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Component 1: Developing Knowledge, Understanding

and Skills for Balanced, Healthy Lifestyles and Participation in

Physical Activities


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Specification: GCSE Physical Education Component 1: Developing Knowledge, Understanding and Skills for Balanced, Healthy Lifestyles and Participation in Physical Activities (40%) Component 1.1: Concepts of Health, Physical Fitness and Skilled Performance

Specification Content Learning Outcomes Teaching and Learning Activities Resources

Health

Students should be able to: define the term health, for example: ‘a

state of complete physical, social and mental well-being and not merely the absence of disease or infirmity’ (World Health Organisation);

explain how to maintain physical well-

being and the possible consequences of not maintaining it;

explain how to maintain social well-being and the possible consequences of not maintaining it; and

explain how to maintain mental well-being and the possible consequences of not maintaining it.

Group discussion: ‘How do you know if you are healthy?’ Note: Physical health may be easier to assess than the other two. Students note a definition of health. Debate: ‘Are paralympians healthy?’ Students list 5 life-style choices which could affect their physical well-being, e.g. diet, alcohol, smoking, exercise, drugs. What is socialising? What impact might it have on health? Consider friendship/peer groups/teams. Students define mental health. Group discussion: How can we deal with stress? Personal reflection: How do you relax or enjoy yourself?

Prentice (2006) Section 1, (pp 6–7) Gallagher et al. (1997) (pp 4)


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Specification Content

Learning Outcomes Teaching and Learning Activities Resources

Physical Fitness Students should be able to: define physical fitness, for example: ‘the

ability to perform physical tasks efficiently and effectively’;

Students define ‘physical fitness’. Discussion points: Is it only about being strong, the right weight, being able to keep going for a long time? Consider other definitions, e.g. the ability to carry out our daily tasks without undue fatigue.

Prentice (2006) Section 1, (pp 7–8) www.brianmac.co.uk www.netfit.co.uk

explain that physical fitness is a relative concept; you can be fit for one task but not fit for another;

explain the difference between physical

health and physical fitness; and explain the meaning of the terms exercise

and training.

Group discussion: ‘Is a 2 metre tall shot putter weighing 120kg fit?’ ‘Is a 1 metre 50 cms tall gymnast weighing 40kg fit?’ Fitness is made up of many elements. ‘Physical fitness means the capability of the individual to meet the varied physical and psychological demands made by a sporting activity, without reducing the person to an excessively fatigued state.’ Consider the differences between being physically healthy and physically fit. Having defined the terms exercise and training allow students to debate either: ‘Is it possible to exercise without training?’ or ‘Is it possible to train without exercising?’

Prentice (2006) Section 1, (pp 8) Beashel and Taylor (2001) Chapter 3 Gallagher et al. (1997) (pp 4)


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Skilled Performance

Students should be able to: define the term skill or skilled performance,

for example ‘the ability to economically coordinate and control the movement to achieve the task goal’; and

analyse, interpret and evaluate

information on the concepts of health, physical fitness or skilled performance.

Research other definitions using a variety of sources: ‘The ability to select and carry out the most appropriate physical actions often with the minimum of time and effort.’ ‘Skill is the learned ability to bring about predetermined results with maximum certainty, often with the minimum outlay of time or energy, or both.’ (Knapp). Skill must involve economics and efficient movement to bring about a desired result. ‘If I throw a dart and hit the bull’s-eye, is that skill?’

Prentice (2006) Section 1, (pp 8) Prentice (2006) Section 10 Beashel and Taylor (2001) Chapter 4 Gallagher et al. (1997) (pp 40)


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Specification: GCSE Physical Education Component 1.2: Key Influences That Impact on Balanced, Healthy Lifestyles and Participation in Physical Activities


Key Influences that Impact on Participation in Physical Activity

Students should be able to: know and understand how the following

key influences, or combinations of key influences, impact on their own and others’ ability to sustain involvement in physical activity:

– personal characteristics and the nature

of physical activities, such as introvert or extrovert, motivation, arousal and competition;

– parents, siblings and peers;

Students draw up a list of twenty physical activities then classify the activities under the following headings: team activities; and individual activities. Using their lists (above), students discuss the different personal qualities required for these physical activities. How different/similar are the qualities required for team activities compared with individual activities? Also consider physical aspect, e.g. rugby, gaelic football. Students carry out a short survey to establish the main physical activity undertaken by: parents; siblings (brothers and sisters); and peers. What factors might influence the activities chosen by each group?

Prentice (2006) Section 11, (pp 111–123) Beashel and Taylor (2001) Chapter 14


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Key Influences that Impact on Participation in Physical Activity (cont.)

Students should be able to:

– facilities, such as availability, location, access, public or private sector;

– experiences in physical activities, for example, school, club, coaching, excitement and success;

– affluence;

– work-leisure balance, for example, occupation or type of work;

– cultural heritage;

– alternative leisure activities, for example, cinema, electronic games, internet and shopping; and

Visit one public and one private sports facility in your area. Identify the sports/activities that take place at these facilities. Personal reflection: How have individual experiences influenced involvement in physical activity? Students might consider the influence of, for example, PE staff/school success/coaching, enjoyment. Does the cost of an activity stop people participating? Consider length of working week/weekend, working/shift work. Consider different types of job, are they physically/mentally demanding – how might this affect participation? What sports do your family/school/area support or value? Carry out a survey to find the % of pupils with electronic games and how long is spent playing these as opposed to how long they spend on physical activity.


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Key Influences that Impact on Participation in Physical Activity (cont.) Key Lifestyle Choices that Impact on Balanced, Healthy Lifestyles and Peak Physical Fitness: Diet

Students should be able to: analyse, interpret and evaluate

information given on the key influences listed above or combinations of these influences.

define the term diet and explain why we need to eat food;

know and understand the components of food: carbohydrates, fats, proteins, vitamins, minerals, dietary fibre and water;

explain the factors that can affect energy

needs, for example metabolism, age, body size, body composition, gender, physical activity levels and climate;

Students consider some differing activities, e.g. golf and soccer, squash and basketball. What influences people to take part or not take part in these? Ask students to list the food they have eaten over the past two days. Discuss the equation: Food + Oxygen Energy + CO2 + H2O Look at the list above and categorise the food into the different components. (Foodstuffs may be in more than one group). Discuss why we need to eat each of the components and why we need to control the amount we eat. Draw a comparison with a sports car, a city run around and a truck. They burn fuel at different rates, why? Truck may be more powerful than sports car, why? (Metabolism could be equated with idle speed!)

Prentice (2006) Section 2, (pp 10–18) Beashel and Taylor (2001) Chapter 2 Gallagher et al. (1997) (pp 38)


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Diet (cont.)

Students should be able to: know and understand the characteristics

of balanced, healthy meals or snacks such as breakfasts, lunches, dinners or snacks;

compare and contrast diets for health

and diets for peak physical fitness; understand the characteristics and effects

of unbalanced, healthy diets; and

Discuss off-season dietary changes/requirements and different dietary needs for different sports, e.g. runner/shot putter. Having looked at their diet, ask students to consider their energy needs. How would they change/improve their diet? Discuss the results, applying recommended

percentages. Consider ‘energy’ foods/drinks that are advertised. Split class into groups to do a poster on balanced, healthy diets. Ask students to list 10 athletic events/sports and decide if their carbohydrate/protein/fat etc intakes should be high/medium/low. Discuss differing needs and apply to being ready for competition. Discuss weight-reducing diets and weight increasing diets. Having introduced the term obesity, discuss the current concern about the levels of obesity among children. Why do they think this is happening? How might changes to their diet be made?

Prentice (2006) Section 2, (pp 16–17) Davis et al. Chapter 5 www.healthpromotionagency.org.uk www.healthpromotionagency.org.uk/work/publications www.thefitmap.co.uk


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Diet (cont.) Tobacco


analyse, interpret and evaluate information on diet.

explain the effects of nicotine, tar and carbon monoxide on physical performance;

explain the long-term effects of smoking

on health; and analyse, interpret and evaluate

information given on smoking tobacco.

Give students examples of diets for two or more sports, people or individuals with contrasting needs, e.g. a female gymnast and a male shot putter, or secretary and builder. Discuss their dietary needs. Discuss how and why smoking can have a detrimental effect on performance. With students discuss the long term accumulation of tar in lungs and the reduction of oxygen intake. Discuss respiratory related diseases, lung cancer, emphysema, bronchitis, mouth and throat cancer. Make posters showing the possible cost in health and monetary terms.

Prentice (2006) Section 2, (pp 22–24) Beashel and Taylor (2001) Chapter 6 www.dhsspsni.gov.uk/ smoking Gallagher et al. (1997) (pp 49)


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Alcohol

Students should be able to: explain the effects of alcohol on physical

performance; explain the long-term effects of alcohol

on health; and analyse, interpret and evaluate

information on alcohol.

Students list the effects of alcohol on the body. Consider how these effects would affect an athlete’s performance. Define a unit of alcohol. Discuss ‘measures’ of alcohol, e.g. pints, spirits, bottles and their unit value. Study statistics for underage drinking. Discuss problems related to long term consumption of alcohol. Discuss gender differences. Give students a series of scenarios relating to the recommended units of alcohol.

Prentice (2006) Section 2, (pp 25–26) Beashel and Taylor (2001) Chapter 6 www.healthpromotionagency .org.uk Gallagher et al. (1997) (pp 49)


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Rest and Sleep Students should be able to: distinguish between rest and sleep;

explain how the lifestyle choices of diet, smoking tobacco, alcohol, drugs and exercise can affect the quality of sleep;

explain the effects of rest and sleep on

physical performance and health; and analyse, interpret and evaluate

information given on rest and sleep.

Ask students to write a definition for each, and discuss the difference in these two terms. Group work: Divide the class into five groups, discuss how each factor might influence your quality of sleep. Ask class to suggest why we need to have periods of rest and periods of sleep. How would lack of these affect performance/health? Different jobs may demand more working hours and/or effort. Discuss problems with night shift working or changing shift patterns. Discuss jet lag and its possible effects on performance.

Prentice (2006) Section 2, (pp 26–28) www.thefitmap.co.uk


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Specification: GCSE Physical Education Component 1.3: The Impact of Exercise and Training on Balanced, Healthy Lifestyles and Physical Fitness

Specification Content Learning Outcomes Teaching and Learning Activities

Resources

Exercise and Physical Activity

Students should be able to: explain why we need to plan sufficient

and appropriate physical activity to keep our bodies healthy and in good working order;

explain the benefits that regular and appropriate exercise can have on: – the body systems; – weight control; – posture; – self-confidence; – controlling negative habits; – rest and sleep; – reducing the risk of some illnesses

and disease; – relieving stress; – extending a healthy, active life; and

Discussion: In our industrialised society, where many jobs do not involve a lot of physical exertion, why do we need exercise? Group work: Divide the class into nine groups. Using flip chart sheets and pens, ask students to suggest positive effects that regular and appropriate exercise has on each of the following: the body systems; weight control; posture; self-confidence; controlling negative habits; rest and sleep; reducing the risk of some illnesses and disease; relieving stress; and extending a healthy, active life. Each group feeds back to the class.

News.bbc.co.uk/2/hi/healthhcd2.bupa.co.uk/health www.thefitmap.co.uk/ exercise


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Resources

Exercise and Physical Activity (cont.) Components of Exercise and Physical Fitness

Students should be able to: analyse, interpret and evaluate

information on the benefits of exercise. know and understand the components

of exercise and physical fitness (aerobic energy production, anaerobic energy production, muscular power, muscular strength, muscular speed, muscular endurance and flexibility) and be able to give examples of activities that demonstrate each of them;

explain what determines potential in

each of the exercise and physical fitness components;

explain the relative importance of the

exercise and physical fitness components for health-related exercise programmes based on the physical demands of balanced, healthy lifestyles;

Take two extremes, e.g. an office secretary and a postal delivery worker, and discuss the differing exercise requirements and the benefits of regular and appropriate exercise. List 10 activities and ask the class to decide on one important fitness component related to that activity, for example: Gymnastics – flexibility Shot putt – power Marathon – aerobic endurance 100m sprint – anaerobic energy production. This will lead to discussion about the need for more than just one component for an activity.

Take each component and discuss what is happening in the body and how this can limit performance. Consider a health-related exercise programme. What should be included? How can we make it appropriate to our needs and lifestyle?

Prentice (2006) Section 3, (pp 31–34) www.brianmac.co.uk www.netfit.co.uk Prentice (2006) Section 3


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Resources

Components of Exercise and Physical Fitness (cont.)

Students should be able to: explain the relative importance of the

exercise and physical fitness components for training programmes for tasks, events, sports or positions within sports, based on their physical demands; and


information on the exercise and physical fitness components or the relative importance that has been given to them for health-related exercise programmes or training programmes for tasks, events, sports or positions within sports.

How would you adjust your programme to suit your sporting needs? What are the main components in your activity and how would you focus on these? Consider different requirements for different positions in a sport, e.g. a back or a prop in rugby, or a goalkeeper and a forward in soccer/hockey. Using the 10 listed activities from earlier, create a spreadsheet showing the components of physical fitness. Ask students to give a score of 1 (lowest) to 5 (highest) for the importance of each component to each sporting activity.

www.brianmac.co.uk


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Specification: GCSE Physical Education Component 1.4: Types of Exercise and Methods of Training


Types of Exercise

Students should be able to: know and understand that there are

different types of exercise that provide resistance for muscles or stretch the muscles, for example, walking, running, cycling, swimming and other appropriate exercises; and

select appropriate types of exercise for

balanced, healthy lifestyles and understand how these are used effectively to develop physical well-being.

Role play: Create a number of scenarios, e.g. a 25 year old female office worker who is overweight and has not exercised in some time. Students should decide what questions they would ask and what advice they would give to someone who wanted to get ‘fit’ before conducting the role play. Consider alternative suggestions and discuss pros and cons for each. Consider what type of exercise is appropriate for different individuals and their needs. Should they go weight training or running or both?

Prentice (2006) Section 4, (pp 38–53)


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Specification Content Learning Outcomes

Teaching and Learning Activities Resources

Methods of Training Students should be able to: know and understand what is involved

in: – continuous steady-pace training; – fartlek training; – interval training; – circuit training; – isotonic weight training; – assault course-type training; – isometric training; – static flexibility training (performed

actively or passively); – ballistic/dynamic flexibility training;

Students complete a table showing each method of training and stating which fitness components they would develop.

Prentice (2006) Section 4, (pp 38–46) Gallagher et al. (1997) (pp 26)

explain how continuous steady-pace training, fartlek training, interval training and circuit training are used effectively to develop aerobic or anaerobic fitness;

Discuss how each of these training methods uses time and intensity to develop either aerobic or anaerobic fitness. Give examples of training sessions for aerobic and anaerobic fitness, circuit training, fartlek and continuous steady pace training. Discuss similarities and differences.



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Methods of Training (cont.)

Students should be able to: explain how isotonic weight training,

circuit training, assault course-type training and isometric training are used effectively to develop muscular power, muscular strength, muscular speed or muscular endurance;

Explain the difference between isotonic and isometric contractions. Give examples of isotonic and isometric training. Develop the concept of isotonic weight training and relate it to muscular power, strength, speed or endurance. Relate to local fitness centres using free weights, fixed weights or machines. Practical activity: Set up an assault type course in the gym using, for example, beams, benches, ropes, medicine balls. Time pupils in completing course. Discuss weaknesses and how to improve. Ask class to design a circuit: how it would be administered, e.g. time per

station or reps to complete; apply principle of recovery to the circuit; discuss positive and negative aspects of the

circuit; set up a circuit and complete it; take pulse rates at start and finish and discuss

results; and discuss changes/problems.


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Methods of Training (cont.)

Students should be able to: explain how static flexibility training

(performed actively or passively), and ballistic/dynamic flexibility training are used effectively to develop flexibility; and


information on: – the use of exercise to develop

physical well-being; or

– the use of training methods to develop aerobic or anaerobic fitness, muscular power, muscular strength, muscular speed, muscular endurance or flexibility.

Introduce students to different types of flexibility training. Discuss how these are used effectively to develop flexibility. How long should each stretch be held and how long should the sessions last? When is the best time to develop flexibility? Give class examples of training methods for specific fitness components and ask them to evaluate the appropriateness of the training.

www.brianmac.co.uk


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Specification: GCSE Physical Education Component 1.5: Principles for Developing Physical Well-Being and Physical Fitness


Principles for Developing Physical Fitness: FITT principle Specificity Overload Progressive overload Rest/Recovery Variety Peaking Reversibility and Maintenance

Students should be able to: know and understand:

– the Frequency, Intensity, Type and Time (FITT) principle;

– the principle of specificity;

– the principle of overload;

– the principle of progressive overload;

– the principle of rest and recovery;

Discuss the FITT principle, discussing each element. Explain the minimum requirement for a training programme to be effective. Consider how a training programme for a marathon runner would differ from that of a long distance swimmer. If we don’t place the body under stress then adaptation will not occur. How do we achieve the right level of stress? When the body adapts to that level, how do we continue to stress our body? Discuss different ways of changing the programme to bring about progressive overload. The body is being asked to work harder and adapt. How can we help the process of change? Discuss the saying: ‘No pain, no gain’. Consider muscular soreness and fatigue.

Prentice (2006) Section 5, (pp 54–60) Prentice (2008) Section 5, Workbook 1, (pp 35–43) Beashel and Taylor (2001) Chapter 3


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FITT principle Specificity Overload Progressive overload Rest/Recovery Variety Peaking Reversibility and Maintenance (cont.)


– the principle of variety;

– the principle of peaking; – the principle of reversibility and

maintenance; explain how the principles of training are

applied safely and effectively to workouts or training programmes to develop fitness in the components of exercise and physical fitness; and

analyse, interpret and evaluate the safety, appropriateness and effectiveness of the application of the principles of training to workouts or training programmes to develop fitness in the components of exercise and physical fitness.

Consider how a swimmer would feel if the only physical activity in their training programme was swimming. How could they add variety but still maintain the training effect? Discuss how an athlete might best prepare himself for competition. Does he train hard right up to the event? Ask students: ‘What effect would stopping training have?’ Consider effect on muscle (it doesn’t turn to fat!), aerobic fitness (cardio-vascular system).

Students develop a programme for themselves with a view to completing a 10k run in 6 weeks time. Discuss with them how they have applied the principles appropriately (e.g. is there progression and is it realistic? is there variety, e.g. fartlek?).

Prentice (2008) Workbook 1, (pp 59, 36)


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Principles for Developing Physical Well-being


know and understand how physical activity can be built into the working day, for example using the stairs instead of the lift; walking to and from school and/or work, walking at lunchtime; lifting or carrying objects; and bending, stretching and twisting;

identify how 30–60 minutes of moderate

exercise or physical activity can be incorporated each day into people’s lifestyles, for example by gardening, cleaning, walking, cycling or swimming and how this can reduce the time spent on sedentary activities such as watching television or playing video games; and

Practical activity: Students keep an activity diary for one week. Discuss with them what should be included in the list, e.g. activity – walking, time – 10 mins, intensity – ‘normal’, or activity – basketball, time – 30 mins, intensity – ‘high’, flexibility – high. Discuss how a range of individuals could increase the amount of physical activity, e.g. walk or cycle to school or shops, use stairs instead of lift, join an after school activity.


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Principles for Developing Physical Well-being (cont.)

Students should be able to: analyse, interpret and evaluate lifestyle

patterns with regard to balanced, healthy lifestyles and be able to make recommendations for improvement.

Group activity: Students consider a range of pre-determined examples such as: full time student aged 19 with a part-time job; male aged 45 working full time in an office;

and retired female. Students recommend how each could incorporate up to one hour of moderate physical activity each day into their lifestyle. Using the scenarios above, students evaluate the benefits of introducing up to 60 minutes of moderate physical activity into the lifestyle. What issues or problems might arise in each case?


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Specification: GCSE Physical Education Component 1.6: Assessing and Monitoring the Development of Physical Health/Well-Being and Peak Physical Performance



Purpose of Monitoring and Assessing Levels of Physical Fitness Methods used to Assess Levels of Fitness in the Components of Physical Fitness

Students should be able to: evaluate the benefits of assessing and

monitoring progress when following exercise or training programmes.

select or devise appropriate and effective methods of assessment to measure progress in each of the components of physical fitness; and

Ask students: ‘Do you consider yourself fit?’ On what criteria do they base their answer? How do you know if you are getting fitter? Does feeling fitter, mean you are fitter? If student A can do 20 press-ups and student B can do 30 press-ups, is student B fitter than student A. Can we use this information in any way?’ Ask students how they would set up a test for each component. Discuss ease of administration. Discuss ways in which progress can be measured in each component of physical fitness.

Prentice (2006) Section 6, (pp 61–65) Prentice (2008) Workbook 1, (pp 44–51) Beashel and Taylor (2001) Chapter 4


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Methods used to Assess Levels of Fitness in the Components of Physical Fitness (cont.) Principles Underpinning Fair Assessment

Students should be able to: analyse, interpret and evaluate the

appropriateness and effectiveness of given methods of assessment to measure progress in the components of physical fitness.

explain the principles underpinning fair

assessments;

Either ask the class to devise a test for a component of fitness, or give them examples of a test, e.g. 5 min press-up test, or 100m sprint test, and ask them to evaluate the test. Consider and discuss recognised tests, e.g. Cooper 12 min run, Queen’s Fitness Tests, Harvard Step Test. How can an athlete determine if his/her programme is effective? Practical activity: Apply one or more of the recognised tests before/after a period of training. Consider the retest results and discuss these with a partner or in a group discussion. Discuss with students how to ensure fair assessment, e.g. what is a ‘good’ sit-up or press-up? Discuss test protocols for a recognised test. If a run is timed inside and retested outside, are the results valid?


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Resources

Principles Underpinning Fair Assessment (cont.)

Students should be able to: explain how the principles underpinning

fair assessment are applied to assess and monitor progress; and

analyse, interpret and evaluate the

appropriateness and the effectiveness of the application of the principles when assessing progress in the components of physical fitness.

Give students two scores from a valid test and ask them to comment on the results, e.g. is there improvement? Does this show the training programme was effective? Using the results of the practical activity above: discuss the results of their test/retest; evaluate the effectiveness of the training

programme; and would they change their programme in any

way? Write an evaluation of the effectiveness of the programme and present their findings to the teacher or group.


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Specification: GCSE Physical Education Component 1.7: The Effects of Exercise and Training and Physical Activity on the Body


Immediate or Short-term Effects of Exercise and/or Training on Body Systems Long-term Effects of Effective Exercise and/or Training on Body Systems


explain the short-term or immediate effects of exercise on the respiratory system, the circulatory system, the muscular system, the skeletal system and the digestive system.

explain the physical changes that occur in the respiratory system, the circulatory system, the muscular system and the skeletal system as a result of long-term, effective training and how these changes affect health and physical fitness performances; and

Practical activity: Ask a student to complete a simple activity, e.g. 10 star jumps. Discuss the immediate effects on heart rate and breathing. Discuss how the respiratory and circulatory systems respond to the need for oxygen and the removal of carbon dioxide. Discuss the muscular, digestive and skeletal systems short term responses to exercise/training. Discuss how the different body systems adapt to effective exercise and/or training. Ask how the body could adapt to supply more oxygen to the working muscles, and remove waste products. Ask students how the muscles could adapt to ensure they can function more efficiently. Consider changes to the skeletal system because of effective training.



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Long-term Effects of Effective Exercise and/or Training on Body Systems (cont.)

Students should be able to: analyse, interpret and evaluate the

immediate or long-term effects that specific exercise or training would have on the respiratory system, the circulatory system, the muscular system, the skeletal system and the digestive system.

Ask students how these changes will affect health, e.g. larger stroke volume, lower resting pulse, better circulation. Create a spreadsheet. List different training methods, e.g. fartlek, interval training, weight training, isometric training, continuous running. and the body systems across the rows. Ask students to suggest what effect/change each training method would have on the body systems.


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Specification: GCSE Physical Education Component 1.8: Health and Safety Issues


Factors Influencing Health and Safety

Students should be able to: explain how a person’s state of health,

involvement in drugs, exercise programme, eating and drinking habits, clothing and footwear, environment, equipment, warm-up and cool-down techniques and lack of respect for rules could be a potential hazard;

explain how to devise steps that, when

applied, reduce the risk of potential harm from the factors listed above; and


information given on potential hazards or on steps to reduce risks.

Group activity: Consider how each of the following factors could be a potential hazard: a person’s state of health; involvement in drugs; exercise programme; eating and drinking habits; clothing and footwear; environment; equipment; warm-up and cool-down techniques; and lack of respect for rules. Discuss how to overcome the problems listed. Are there any problems that cannot be overcome? Ask students to consider different activities/sports, make a list of possible risks/dangers and what steps they would take to reduce the risk.



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Specification: GCSE Physical Education Component 1.9: Exercise and Training Sessions


Exercise and Training Sessions: Warms-ups

Students should be able to: understand the purpose of warm-ups,

workouts and cool-downs;

plan and conduct safe, appropriate and effective warm-ups before a variety of workouts; and

analyse, interpret and evaluate the safety, appropriateness and effectiveness of warm-ups conducted before a variety of workouts.

Discuss with students why the body cannot just switch on and off instantly. Practical activity: Ask students to lead or share a warm-up session. Discuss the warm-up at the end of the session. Discuss different warm-up activities and their appropriateness for the impending activity.

Prentice (2006) Section 12, (pp 124–138) Prentice (2006) Section 12, (pp 125–128)


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Workouts for any one or any combination of the components physical fitness

Students should be able to: plan and conduct safe, appropriate and

effective workouts for one or any combination of the components of physical fitness: – aerobic; – anaerobic; – muscular power; – muscular strength; – muscular speed; – muscular endurance; and/or – flexibility; and

analyse, interpret and evaluate the safety,

appropriateness and effectiveness of workouts for one or any combination of the components of physical fitness.

Ask students to devise an appropriate warm-up activity and workout for each of the components. Discuss their choice of activity. Using the warm up and workout (see above), ask students to evaluate the appropriateness and effectiveness of their warm-up and workout for the different components.


Cool-downs plan and conduct safe, appropriate and effective cool-downs to follow a variety of workouts; and


appropriateness and effectiveness of cool-downs that follow a variety of workouts.

Practical activity: Ask students to lead a cool-down session after the workout. Discuss how safe, appropriate and effective the activities used in the cool-down were.



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Specification: GCSE Physical Education Component 1.10: Exercise and Training Programmes


Exercise and Training Programmes

Weekly Health-Related Exercise Programmes

Students should be able to: distinguish between an exercise

programme and a training programme. plan and monitor a safe, appropriate and

effective weekly health-related exercise programme for a range of individuals and their circumstances; and


appropriateness and effectiveness of weekly health-related exercise programmes for a range of individuals and their circumstances.

Discuss with students the differences between an exercise programme and a training programme.

Discuss with the class how programmes would differ with individual requirements, e.g. a pensioner, a housewife, a teenager. Ask students to plan a health-related exercise programme for a specific individual. Discuss and evaluate the programme.



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Training Programmes for Specific Tasks, Events and Physical Activities

Students should be able to: plan and monitor safe, appropriate and

effective training programmes to develop peak physical fitness for events, sports or positions within sports for a range of individuals and their circumstances; and


appropriateness and effectiveness of training programmes to develop peak physical fitness for events, sports or positions within sports for a range of individuals and their circumstances.

Students plan training programmes for a range of athletes preparing for events. Look at internet sites for specific training programmes. Discuss the suggested training programmes.

www.brianmac.co.uk www.netfit.co.uk


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Component 2: Developing and Maintaining a

Balanced, Healthy Lifestyle


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Specification: GCSE Physical Education Component 2: Developing and Maintaining a Balanced, Healthy Lifestyle


A Balanced, Healthy Lifestyle

Students should be able to: know and understand what constitutes a

balanced, healthy lifestyle with regard to the combination of the following: – physical activity and/or exercise; – diet; – rest and sleep; – work;

carry out a detailed lifestyle audit at the

start of this component to produce a lifestyle profile that includes:

– detailed information on all the exercise, training or physical activity they undertake on a regular basis, both inside and outside of school;

Students keep a diary for one week. Alternatively, give them a scenario to comment on. Assess to what extent this represents a balanced, healthy lifestyle. Which areas could be improved? Discuss needs for specific types of individual, e.g. housewife, athlete, adolescent. Students develop a lifestyle profile. Discuss what activities are included and what activities need to be included.



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A Balanced, Healthy Lifestyle (cont.)


– results from appropriate tests to gauge their level of aerobic fitness and muscular fitness, and their degree of flexibility;

– information relating to their diet;

– information relating to their rest and sleep patterns;

– information relating to their work, including study commitments and part-time work as appropriateness;

identify other relevant factors impacting

their lifestyle profile, for example peer pressure, culture and the media;

Test students using a recognised fitness test, e.g. Queen’s Fitness Test or Eurofit tests. Discuss results. Ask students to keep a diary of what they eat in a normal week. Discuss dietary needs, e.g. carbohydrate, protein. Ask students to note in their lifestyle profile how long they spend sleeping, watching TV or doing homework. Again this can be noted in their lifestyle profile and totalled. What activities are listed and with whom does the student participate? Has their participation been influenced by their peers or the media?

Beashel and Taylor (2001) Appendix Gallagher et al. (1997) (pp 24)


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A Balanced, Healthy Lifestyle (cont.)

Students should be able to: form an action plan that covers a

minimum of 12 weeks, focuses on developing and maintaining a balanced, healthy lifestyle and includes: – an analysis of their lifestyle profile; – a brief outline of the strengths in

their current lifestyle and a commitment for this good practice to continue;

– a brief outline of any issues or areas for improvement identified in their lifestyle profile;

– a specific objective, or objectives, for

a set period of time (students must state the timescale for their action plan, which must be at least 12 weeks);

– an explanation of the actions they propose to undertake to achieve their objective(s) based on the opportunities and pathways available to them;

– an outline of their intended outcomes, or the targets they set;

Using their lifestyle profile, students total the amount of time spent in activity and rest/sleep. Students assess their diet as part of a healthy lifestyle. Students identify how they might change/improve their lifestyle: which areas they consider they need to

improve; and what actions they are going to take to address

the problem. Students identify how they will monitor their actions and assess the outcome.


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A Balanced Healthy Lifestyle (cont.)


– an outline of the resources and support they will need;

– information on how they will monitor the action plan;

– information on how frequently they will monitor the action plan;

implement the action plan for the period

of time selected; monitor and evaluate the effectiveness

of the implementation of their action plan; and

use the findings from the evaluation of

their action plan to prepare and present a further action plan for a second period of time.

Ask students to keep a diary and highlight those specific changes they have made. Discuss with students how the programme is going. Have they been realistic in the changes they have made? Are there areas that could/should be changed? Using their test results before, during and after the programme, draw conclusions regarding the effectiveness of the programme. Discuss with the student how they would prepare or alter a plan for a second period of time.


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Resources There is a range of resource materials available which is suitable for use with this specification. Beashel, P and Taylor, J (2001) (2nd edition) The World of Sport Examined, Nelson World of Sport Examined Teacher Resource and Student Workbook World of Sport Examined CD-ROM Fountain, S and Goodwin, L (2009) (3rd edition) PE to 16 Students’ Book, Oxford Gallagher, R; Fountain, S and Gee, L (1997) GCSE PE Through Diagrams, Oxford Prentice, D (2006) Physical Education for CCEA GCSE, Colourpoint, Newtownards Prentice, D (2008) Physical Education for CCEA GCSE Workbook 1, Colourpoint, Newtownards Prentice, D (2008) Physical Education for CCEA GCSE Workbook 2, Colourpoint, Newtownards Prentice, D (2008) Physical Education for CCEA GCSE Answer CD for Workbook 1 & 2, Colourpoint, Newtownards

All website addresses are correct at the time and date of issue. CCEA can not be held responsible for any change in domain name and content.

CCEA accepts no responsibility or liability for any material supplied by or contained in any of the linked websites and does not necessarily endorse the views expressed within them. We cannot guarantee that these links will work all of the time and we have no control over availability of the linked pages

Scheme of Work Physical Education - CCEA

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