CCEA GCSE Speci cation in Physical Education
Transcript of CCEA GCSE Speci cation in Physical Education
GCSE
CCEA GCSE Specification in
PhysicalEducation
For first teaching from September 2017For first assessment in Summer 2019For first award in Summer 2019Subject Code: 7210
Contents 1 Introduction 3 1.1 Aims 41.2 Keyfeatures 41.3 Priorattainment 41.4 Classificationcodesandsubjectcombinations
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2 Specification at a Glance
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3 Subject Content 8 3.1 Component1:FactorsUnderpinningHealthandPerformance 83.2 Component2:DevelopingPerformance 353.3 Component3:IndividualPerformancesinPhysicalActivities
andSports
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4 Scheme of Assessment 48 4.1 Assessmentopportunities 484.2 Assessmentobjectives 484.3 Assessmentobjectiveweightings 494.4 Qualityofwrittencommunication 494.5 Reportingandgrading
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5 Grade Descriptions
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6 Guidance on Controlled Assessment 55 6.1 Controlledassessmentreview 556.2 Skillsassessedbycontrolledassessment 556.3 Levelofcontrol 566.4 Tasksetting 566.5 Tasktaking 566.6 Taskmarking 576.7 Internalstandardisation 586.8 Moderation
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7 Curriculum Objectives 59 7.1 Cross-CurricularSkillsatKeyStage4 597.2 ThinkingSkillsandPersonalCapabilitiesatKeyStage4
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8 Links and Support 63 8.1 Support 638.2 Examinationentries 638.3 Equalityandinclusion 638.4 Contactdetails 64
Appendix 1 GlossaryofTermsforControlledAssessmentRegulations
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Appendix 2 AssessmentCriteriaforComponent3
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SubjectCodeQAN
7210603/0738/9
ACCEAPublication©2016
Thisspecificationisavailableonlineatwww.ccea.org.uk
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1 Introduction ThisspecificationsetsoutthecontentandassessmentdetailsforourGCSEcourseinPhysicalEducation.Wehavedesignedthisspecificationtomeettherequirementsof:
• NorthernIrelandGCSEDesignPrinciples;and• NorthernIrelandGCEandGCSEQualificationsCriteria.
FirstteachingisfromSeptember2017.WewillmakethefirstawardbasedonthisspecificationinSummer2019.Thisspecificationisalinearcourse.Theguidedlearninghours,asforallourGCSEs,are120hours.ThespecificationsupportstheaimoftheNorthernIrelandCurriculumtoempoweryoungpeopletoachievetheirpotentialandtomakeinformedandresponsibledecisionsthroughouttheirlives,aswellasitsobjectives:
• todeveloptheyoungpersonasanindividual;• todeveloptheyoungpersonasacontributortosociety;and• todeveloptheyoungpersonasacontributortotheeconomyandenvironment.Ifthereareanymajorchangestothisspecification,wewillnotifycentresinwriting.Theonlineversionofthespecificationwillalwaysbethemostuptodate;toviewanddownloadthispleasegotowww.ccea.org.uk
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1.1 Aims Thisspecificationaimstoencouragestudentsto:
• developanappreciationofphysicaleducationinawiderangeofcontexts;• developtheoreticalknowledgeandunderstandingofhealthandperformancetoevaluateandimprovetheseinphysicalactivitiesandsports;
• understandhowthephysiologicalandpsychologicalstateaffectshealthandperformanceinphysicalactivitiesandsports;
• performefficiently,effectivelyandconsistentlyindifferentphysicalactivitiesandsportsbydevelopingtheirphysicalfitness,skillsandtechniques;
• selectandusestrategies,tacticsand/orcompositionalideas;• developtheirabilitytoanalyse,evaluateandimplementsafe,appropriateandeffectiveplanstoimprovehealthandperformanceinphysicalactivitiesandsports;
• developknowledgeandunderstandingoftheactiveleisureindustryandhowitcontributestodevelopinggoodhealthandoutstandingphysicalperformance;and
• developknowledgeandunderstandingofsuccessfuleventmanagementandbeabletoplanactiveleisureevents.
1.2 Key features Thefollowingareimportantfeaturesofthisspecification.
• ItoffersopportunitiestobuildontheskillsandcapabilitiesdevelopedthroughthedeliveryoftheNorthernIrelandCurriculumatKeyStage3.
• Ithelpsstudentstodevelopawell-roundedskillsetforadultlifeandemployment.• Itencouragesstudentstobeinspired,motivatedandchallengedandenablesthemtomakeinformeddecisionsaboutfurtherlearningopportunitiesandcareerpathways.
• Studentsareintroducedtohealth,theactiveleisureindustry,physicalfitnessandperformingeffectivelyinphysicalactivitiesandsportsbycombiningvariousacademicandphysicalchallenges.
• Thethreecomponentsofthespecificationareintegrated,sowhatstudentslearnforthewrittenexaminationsisappliedinthepracticalcomponentandviceversa.
• Itprovidesagoodbaseforfurtherstudyatadvancedlevel,forexampleGCESportsScienceandtheActiveLeisureIndustry.
1.3 Prior attainment Studentsdonotneedtohavereachedaparticularlevelofattainmentbeforebeginningtostudythisspecification.
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1.4 Classification codes and subject combinations Everyspecificationhasanationalclassificationcodethatindicatesitssubjectarea.Theclassificationcodeforthisqualificationis7210.Pleasenotethatifastudenttakestwoqualificationswiththesameclassificationcode,schools,collegesanduniversitiesthattheyapplytomaytaketheviewthattheyhaveachievedonlyoneofthetwoGCSEs.ThesamemayoccurwithanytwoGCSEqualificationsthathaveasignificantoverlapincontent,eveniftheclassificationcodesaredifferent.Becauseofthis,studentswhohaveanydoubtsabouttheirsubjectcombinationsshouldcheckwiththeschools,collegesanduniversitiesthattheywouldliketoattendbeforebeginningtheirstudies.
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2 Specification at a Glance ThetablebelowsummarisesthestructureofthisGCSEcourse.
Content Assessment Weightings Availability
Component1:FactorsUnderpinningHealthandPerformance
Externalwrittenexamination1hour15minsStudentsanswershortresponsequestionsandquestionsthatrequireextendedwriting.100marks
25% Thisisalinearqualification.AssessmentisavailableeachSummerfrom2019.
Component2:DevelopingPerformance
Externalwrittenexamination1hour15minsStudentsanswershortresponsequestionsandquestionsthatrequireextendedwriting.100marks
25%
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Content Assessment Weightings Availability
Component3:IndividualPerformancesinPhysicalActivitiesandSports
Controlledassessment(a)Studentsareassessedontheconsistentquality,efficiencyandeffectivenessoftheirperformancesinphysicalactivitiesand/orsports.Studentsperformthreephysicalactivitiesand/orsportsfromthelistthatwesupply.Foronephysicalactivityorsport,theassessmentmaybebasedontheconsistentquality,efficiencyandeffectivenessofthestudent’sperformanceasaneventmanager.3×50=150marksand(b)Studentsareassessedontheconsistentqualityoftheiranalysisandevaluationoftheirownandothers’performances.50marks
50%
Thisisalinearqualification.AssessmentisavailableeachSummerfrom2019.
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3 Subject Content Wehavedividedthiscourseintothreecomponents.Thecontentofeachcomponentandtherespectivelearningoutcomesappearbelow.3.1 Component 1: Factors Underpinning Health and Performance Thiscomponentisorganisedintothefollowingthreesections:
3.1.1 TheBodyatWork;3.1.2 HealthandLifestyleDecisions;and3.1.3 TheActiveLeisureIndustry.Thiscomponentisworth25percentofthetotalmarksandisassessedina1hour15minutewrittenexaminationthatincludesshortresponsequestionsandquestionswhichrequireextendedwriting.3.1.1 The Body at Work Inthissection,studentsdevelopknowledgeandunderstandingofhowthebodyworks.Thisenhancestheirunderstandingofthechangesthattakeplaceinbodysystemsasaresultofexercise,trainingandskilldevelopment.Thiscanhelpthemunderstandtheeffectsthatthesechangeshaveontheirperformancesinphysicalactivitiesandsports.
Content LearningOutcomes
Skeletalsystem
Studentsshouldbeableto:
• demonstrateunderstandingofhowthefollowingfunctionsoftheskeletonaffectperformancesinphysicalactivitiesandsports:- shapeorsupport;- bloodcellproduction;- protection;- movement;and- mineralstorage.
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Content LearningOutcomes
Skeletalsystem(cont.)
Studentsshouldbeableto:
• demonstrateunderstandingofhowthefollowingpartsofsynovialjointsfunctionduringperformancesinphysicalactivitiesandsports:- synovialcapsule;- synovialmembrane;- synovialfluid;- bursae;- cartilage;- ligaments;and- tendons;
• demonstrateunderstandingofthefollowingclassificationsofsynovialjointsandlocatewheretheycanbefoundinthebody:- hinge;- ballandsocket;- pivot;- saddle;- gliding;and- condyloid;
• demonstrateunderstandingofwhichofthefollowingmovementsarepossibleatthedifferentsynovialjointswhenperforminginphysicalactivitiesandsports:- flexion;- extension;- rotation;- circumduction;- plantar-flexion;- dorsi-flexion;- abduction;and- adduction;and
• demonstrateunderstandingofthefollowinglong-termeffectsofexerciseandoptimaltrainingontheskeletalsystem:- skeletaltissuesbecomestrongerbyreinforcingthecriss-crossmatrixstructureofthebones;
- cartilagethickens,whichhelpstocushionthejoints;and- tendonsthickenandcanwithstandgreatermuscleforce.
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Content LearningOutcomes
Muscularsystem Studentsshouldbeableto:
• demonstrateunderstandingofhowthefollowingfunctionsofthemuscularsystemaffectperformancesinphysicalactivitiesandsports:- movement(voluntaryandinvoluntary);- supportingandmaintaininggoodposture;and- producingheattokeepthebodywarmbycontraction;
• demonstrateunderstandingofthefollowingaspectsofhowskeletalmusclesworktocontrolactionsduringphysicalactivitiesandsports:- theactionofprimemovers(agonistorantagonist);- thedifferencebetweenconcentricandeccentric
contractions;- thedifferencebetweenisometricandisotoniccontractions;and
- therecruitmentofmusclefibrestoproduceforce;
• demonstrateunderstandingofthecharacteristicsofthefollowingmusclefibretypesandhowtheyworkduringphysicalactivitiesandsports:- typeI(slowtwitch)musclefibresthataredesignedfor
enduranceandcanproducealargeamountofenergyoveralongperiodoftimeassumingthatoxygenispresent;and
- typeII(fasttwitch)musclefibresthataredesignedforveryhighintensityactivityandcancontractrapidlybuttireveryquickly;and
• demonstrateunderstandingofthefollowingshort-termorimmediateeffectsofexerciseontheskeletalmuscles:- musclescontractmoreoften;- bloodflowtomusclesincreases;- muscletemperaturerises;- aerobiceffect;and- anaerobiceffect.
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Content LearningOutcomes
Muscularsystem(cont.)
Studentsshouldbeableto:
• demonstrateunderstandingofthefollowinglong-termeffectsofoptimaltrainingontheskeletalmuscles:- musclesincreaseinsize(hypertrophy);- muscles,tendonsandligamentsaroundjointsbecomestronger;
- anincreaseinthenumberofmitochondriaallowsforanincreaseintherateofenergyproduction;and
- anincreaseinthenumberofmyoglobinwithinskeletalmuscleallowsforgreaterstoresofoxygenwithinthemuscle;
Cardiovascularsystem
• demonstrateunderstandingofhowthefollowingfunctionsofthecardiovascularsystemaffectperformancesinphysicalactivitiesandsports:- transportingoxygenandnutrients;- removingwasteproducts,carbondioxideandlacticacid;- clottingofcutsandopenwounds;and- regulatingbodytemperature(heat);and
• demonstrateunderstandingofhowthefollowingpartsofthecardiovascularsystemfunctionduringperformancesinphysicalactivitiesandsports:- thedoublecirculatorysystem(systemicandpulmonary);- atria,ventriclesandseptum;and- aorta,venacava,pulmonaryarteryandpulmonaryvein.
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Content LearningOutcomes
Cardiovascularsystem(cont.)
Studentsshouldbeableto:
• demonstrateunderstandingofthefollowingwaysinwhichbloodvesselsfunctionduringphysicalactivitiesandsportsintermsofbloodpressure,oxygenatedblood,deoxygenatedbloodandchangesduetophysicalexercise:- arterieshavethick,smooth,elasticwallsandsmall
lumen;- arteriestransport:
bloodunderhigherpressure(thanveins);bloodawayfromtheheart;andoxygenatedbloodonly(exceptthepulmonaryartery);
- capillariesaresmall,narrowbloodvesselsandarethesitefordiffusionofoxygenandcarbondioxide;
- veinshavethinner,lesselasticwallsthanarteries,largerlumenandnon-returnvalvesthathelptoreturnbloodtotheheartbypreventingbackflowofblood;and
- veinstransport:bloodunderlowerpressure(thanarteries);bloodtowardstheheart;anddeoxygenatedbloodonly(exceptthepulmonaryvein);and
• demonstrateunderstandingofthefollowingaspectsoftheprocessofbloodflowaroundthebodyandthechangesthatoccurafterstartingexercise:- bloodhashighpressureandvelocityasitleavestheheart(aorta),pressurereducesasitmovesthroughthebloodvessels,bloodvelocityreducesdramaticallyasitreachesthecapillarybeds,bloodflowisre-divertedtoskeletalmusclebyvasoconstrictionandvasodilation(redistributionofblood),andprecapillarysphinctermusclescontrolbloodenteringthecapillarynetwork;and
- bloodreturningtotheheartenterstheveins(venacava),bloodvelocityincreases,rhythmicmovementofsmoothmuscleandtheactionoftheskeletalmuscleasthebodymoveshelpstheflowofblood,one-wayvalvespreventbloodfromflowingbackwards.
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Content LearningOutcomes
Cardiovascularsystem(cont.)
Studentsshouldbeableto:
• demonstrateunderstandingofheartrate,strokevolumeandcardiacoutput,therelationshipamongthem,andhoweachrespondstoexerciseasfollows:- heartrate(thenumberofcardiaccyclesperminute);- strokevolume(thevolumeofbloodejectedfromtheheartperbeat);
- cardiacoutput(thevolumeofbloodejectedfromtheheartinoneminute);
- cardiacoutput=strokevolume×heartrate;- heartraterisesindirectproportiontoexerciseintensity;and
- strokevolumeincreasesduetoanincreasedvenousreturn(musclepump),thereforecardiacoutputincreases;
• demonstrateunderstandingofthefollowingshort-termorimmediateeffectsofexerciseonthecardiovascularsystem:- releaseofadrenalinecausesheartratetorise;- cardiacoutputincreases;- venousreturnofbloodincreases;- carbondioxideproductionincreases;- bodytemperatureincreases;- bloodpressureincreases,thereforeincreasingbloodflow;and
- vasoconstrictionandvasodilationensurebloodisredirectedtoareasthatneedit;and
• demonstrateunderstandingofthefollowinglong-termeffectsofoptimaltrainingonthecardiovascularsystem:- heartwallsbecomethickerandstronger,whichincreasesstrokevolume;
- redbloodcellcountincreases,whichimprovesthebody’sabilitytotransportoxygentothemuscles;
- increasedcapillarisationallowsformoreefficientgaseousexchangeofoxygenandcarbondioxide;
- restingheartratedecreases;and- build-upoflacticacidismuchlowerduringhighintensityactivity.
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Content LearningOutcomes
Respiratorysystem
Studentsshouldbeableto:
• demonstrateunderstandingofhowthefollowingfunctionsoftherespiratorysystemaffectperformancesinphysicalactivitiesandsports:- transportingairintothelungs;- diffusionofoxygenintothebloodstream;and- removingcarbondioxideandothergasesfromtheblood;and
• demonstrateunderstandingofhowthefollowingpartsoftherespiratorysystemfunctionduringperformancesinphysicalactivitiesandsports:- mouth,noseandnasalcavitywarms,filtersandmoistenstheincomingair;
- tracheacarriesairfromthethroatintothelungsandhastinyhairscalledcilia,whichcatchparticlesofdustthatareremovedthroughcoughing;
- bronchibranchoffintotheleftandrightlungs;- bronchiolesaresmallerindiameterandleadtothealveolarsacs;
- alveoliareindividual,hollowcavitiescontainedwithinalveolarsacswheregasesareexchanged;and
- thediaphragmisabroadbandofmusclethatsitsunderneaththelungs,attachedtothelowerribsandsternumandformsthebaseofthethoraciccavity.
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Content LearningOutcomes
Respiratorysystem(cont.)
Studentsshouldbeableto:
• demonstrateunderstandingofthefollowingrespiratoryprocessesduringperformancesinphysicalactivitiesandsports:- inspirationduringrest(externalintercostalmusclesanddiaphragmcontracttoexpandthechestcavity);
- expirationduringrest(externalintercostalmusclesanddiaphragmrelax);
- inspirationduringexercise(externalintercostalmuscles,diaphragm,sternocleidomastoid,scalenesandpectoralminorallcontract);
- expirationduringexercise(internalintercostalmusclesandabdominalscontract);and
- diffusion(gasesdiffusedownaconcentrationgradientfromanareaofhighconcentrationtoanareaoflowconcentration);
• demonstrateunderstandingofhowvitalcapacityandminuteventilationaffectperformancesinphysicalactivitiesandsports:- vitalcapacity(maximumamountofairexhaledafteramaximalinspiration),thisvariesbetweenindividuals,exercisecanimprovevitalcapacitybyexpandingthelungsfurthertotakeinextraoxygen;and
- minuteventilation=tidalvolume×respiratoryrate,thisincreasesduringexercise,whenthebreathingratequickensandeachbreathbecomesdeeper;and
• demonstrateunderstandingofthefollowingshort-termorimmediateeffectsofexerciseontherespiratorysystem:- changesaredetectedintheconcentrationofcarbondioxideandoxygen,thistriggersanincreaseinbreathingrate;and
- intercostalmusclesanddiaphragmworkhardertoexpandthethoraciccavitytodrawinmoreair.
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Content LearningOutcomes
Respiratorysystem(cont.)
Studentsshouldbeableto:
• demonstrateunderstandingofthefollowinglong-termeffectsofoptimaltrainingontherespiratorysystem:- respiratorymuscles(diaphragmandintercostalmuscles)increaseinstrength;
- anincreaseinvitalcapacityallowsforgreaterintakeofair;and
- anincreaseinthenumberanddiameterofcapillariessurroundingthealveoliallowsformoreefficientgaseousexchange;
Digestivesystem
• demonstrateunderstandingofthefollowingfunctionsofthedigestivesystem:- breakingdownfoodintosmallerandsmallermolecules;and
- collectingwasteproductsfordisposal;
• demonstrateunderstandingoftheroleofthefollowingpartsofthedigestivesystem:- mouth:ingestionanddigestion,mechanical(chewing)andchemical(saliva);
- stomach:digestion,mechanical(stomachmuscles)andchemical(acids,enzymes,hormones,insulinandbile);
- smallintestine:absorptionandtransferofmoleculestotheblood;and
- largeintestine:absorptionandexcretion,absorbssodiumandexcreteswasteproducts;and
• demonstrateunderstandingofthefollowingshort-termorimmediateeffectsofexerciseonthedigestivesystem:- blooddivertstotheheart,lungsandworkingmusclesawayfrompartsofthedigestivesystem;
- improvesdigestionprocessbystrengtheningmuscles,whichinturnmakesiteasiertopassfoodaroundthebody;and
- canslowdowndigestivesystemtoconserveenergyforexercise.
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Content LearningOutcomes
Nervoussystem Studentsshouldbeableto:
• demonstrateunderstandingofhowthefollowingfunctionsofthenervoussystemaffectskilledperformancesinphysicalactivitiesandsports:- sensoryfunction;- interpretativefunction;and- motorfunction;
• demonstrateunderstandingofhowthefollowingpartsofthenervoussystemfunctionduringskilledperformancesinphysicalactivitiesandsports:- thecentralnervoussystem:
thebrain(cerebrumandcerebellum);andthespinalcord;and
- theperipheralnervoussystem:thesomaticnervoussystem;theautonomicnervoussystem(sympatheticandparasympatheticnervoussystems);thesensorynerves(includingexteroceptors,proprioceptorsandinteroceptors);andthemotornerves(includingcontrollingmuscleactions);and
• demonstrateunderstandingofthefollowingwaysinwhichthenervoussystemprocessesinformationwhenlearningandperformingtheskillsfromphysicalactivitiesandsports:- inputfromexteroceptors,proprioceptorsandinteroceptors;
- decisionmakinginthebrain(short-termsensorystorage,short-termmemoryandlong-termmemory);and
- output(responsegeneratorandeffectors).
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3.1.2 Health and Lifestyle Decisions Inthissection,studentslearnabouthowthebodyandmindneedtobeusedpositivelyandlookedaftertofunctionwellandmaintaingoodhealth.Theyalsolearnabouthowlifestyledecisionscanhelporhinderhealth.Studentsdevelopknowledgeandunderstandingofthepositiveandnegativeconsequencesoflifestyledecisionsandlearnhowtoplanahealthylifestyle.
Content LearningOutcomes
Health
Studentsshouldbeableto:
• demonstrateunderstandingofthefollowingaspectsofhealth:- theconceptofhealth;- physicalhealth;- mentalhealth;and- socialhealth;
Mentalhealth
• demonstrateunderstandingofandapplytheadviceandrecommendationsformentalwell-beingfromthePublicHealthAgency(PHA);
• demonstrateunderstandingofthefollowingpositivebenefitsofmaintainingmentalwell-being:- abilitytocopewithchallenge;- resilience;- abilitytofunctionwellwithothers;- copingskillsforlife;- effectivelymanagingemotions;- anhonestself-regardandself-esteem;and- theabilitytoviewtheworldhonestly,accuratelyandrealistically;and
• demonstrateunderstandingofthefollowingnegativeconsequencesofneglectingmentalwell-being:- poorphysicalhealth;- sedentarylifestyle;- decreasedmotivation;- lossofappetiteleadingtopoornutritionalintake;- difficultydealingwithtrauma;and- highamountsofstress(excessstresscanleadtocardiacproblems).
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Content LearningOutcomes
Mentalhealth(cont.)
Studentsshouldbeableto:
• demonstrateunderstandingofthefollowingnegativecopingskillsthatresultfromneglectingmentalwell-being:- usingdrugs,includingstimulantsandsedatives;- excessivealcoholuse;- denial;- self-harm;- ignoringordenyingfeelings;- avoidingproblems;and- excessiveworking;
• analyse,interpretandevaluateinformationand/ordataaboutmentalhealth;
Socialhealth
• demonstrateunderstandingofandapplytheadviceandrecommendationsforsocialwell-beingfromthePHA;
• demonstrateunderstandingofthefollowingbenefitsofmaintainingsocialwell-being:- confidenceinmeetingpeopleandmakingfriends;- self-beliefinco-operatingandworkingwithothers;and- motivationtoparticipateandcompeteinlife;
• demonstrateunderstandingofthefollowingconsequencesofneglectingsocialwell-being:- adverseeffectonmentalhealth;- lossofself-beliefandself-esteem;- lossofconfidencetoembracechallenges;- deterioratingphysicalhealth;and- increasedstress;
• analyse,interpretandevaluateinformationand/ordataaboutsocialhealth;and
Physicalhealth:exercise
• demonstrateunderstandingofandapplytheadviceandrecommendationsonexerciseandphysicalactivityfromthePHA.
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Content LearningOutcomes
Physicalhealth:exercise(cont.)
Studentsshouldbeableto:
• demonstrateunderstandingofthefollowingbenefitsofmaintainingphysicalwell-being:- howincreasingphysicalactivitythroughimprovingcomponentsofphysicalfitnesscanleadtoahealthylifestyle;
- howexerciseimproveslevelsofphysicalfitnessandmusclehypertrophy;
- howexercisecontrolsweight;- howexercisecombatshealthconditionsanddiseases;- howexerciseimprovesmentalhealth,socialcompetenceandsleepquality;
• demonstrateunderstandingofthefollowingconsequencesofasedentarylifestyle:- increasedriskofchronicdisease,forexamplecoronaryheartdisease,diabetes,bowelcancerandosteoporosis;
- increasedriskofcognitivedecline,forexampledementia;
- lossofleanmuscletissue(atrophy);- increasedriskofdepression;and- lessefficientimmunesystem;
• analyse,interpretandevaluateinformationand/ordataaboutdevelopingandmaintainingphysicalwell-beingandtheconsequencesofasedentarylifestyle;and
• demonstrateunderstandingofthedifferencebetween‘physicalfitnessforhealth’and‘physicalfitnessforperformance’:- physicalfitnessforhealth:abaselineofappropriateandsufficientexerciseoractivitytokeepthebodyinreasonableworkingorder;and
- physicalfitnessforperformancesinphysicalactivitiesandsports:ahigherbaselineofregularandappropriateexercisesothatthebodyisinthebestshapepossibletoperformthephysicalrequirementsofthephysicalactivitiesandsportsasefficientlyandeffectivelyaspossible.
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Content LearningOutcomes
Physicalhealth:exercise(cont.)
Studentsshouldbeableto:
• demonstrateunderstandingofthefollowingcomponentsofphysicalfitnessandselectappropriatetypesandmethodsofexercisetodevelophealth-relatedfitnessinthesecomponents:- aerobicenergyproduction;- muscularendurance;- muscularstrength;- flexibility;and- bodycomposition;
• demonstrateunderstandingofthefollowingprinciplesoftrainingandapplytheprinciplestoplansafe,appropriateandeffectiveweeklyhealth-relatedexerciseprogrammesforarangeofindividualsandtheircircumstances:- FITT(frequency,intensity,timeandtypeofexercise);and- SPORRT(specificity,progression,overload,recovery,reversibility,andtedium);
• analyse,interpretandevaluateinformationand/ordataabout:- thecomponentsofphysicalfitness;- theappropriatenessofdifferenttypesofexercises;- themethodsoftraining;and- applyingtheprincipleoftrainingtodevelopandmaintainhealth-relatedphysicalfitness;and
• demonstrateunderstandingofhowtocarryoutfitnesstestingforthefollowingcomponentssothattheresultsarevalid,reliableandallowprogresstobemonitoredorresultstobecompared:- aerobicfitness;- muscularendurance;- muscularstrength;- flexibility;and- bodycomposition.
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Content LearningOutcomes
Physicalhealth:exercise(cont.)
Studentsshouldbeableto:
• present,analyse,interpretandevaluateinformationand/ordatafromhealth-relatedfitnesstestresultsinthefollowingcomponentsand,basedoninformedevaluations,drawconclusionsandmakesoundrecommendations:- aerobicfitness;- muscularendurance;- muscularstrength;- flexibility;and- bodycomposition;
• demonstrateunderstandingofthebenefitsofcarryingoutappropriateriskassessmentsbeforetakingpartinphysicalactivitiesandsports;
• demonstrateunderstandingofhowtocarryoutriskassessments(forexamplethePhysicalActivityReadinessQuestionnaire)andanalyse,interpretandevaluatethefindings;
• demonstrateunderstandingofwhatactionstotaketominimisetherisksfrompotentialhazardsinphysicalactivitiesandsportsandthepossibleconsequencesifthehazardsareignored;and
• analyse,interpretandevaluateinformationand/ordataaboutriskassessmentsandtheactionstakentominimisetherisksfrompotentialhazards.
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Content LearningOutcomes
Physicalhealth:nutrition
Studentsshouldbeableto:
• demonstrateunderstandingofandapplytheadviceandrecommendationsonnutritionfromthePHA;
• demonstrateunderstandingofthefollowingbenefitsofhavingabalanced,healthynutritionalplan(diet):- balancedenergyinputandoutput;- controlsweight;- preventsdiseaseandinfection(improvedfunctionoftheimmunesystem);
- reducedriskofchronicdiseasessuchascancer,highbloodpressure,diabetesandheartdisease;
- helpsinpromotinggoodmentalfunctionandenhancesmemory;
- boostsenergyandhelpsbeattheeffectsoftirednessandfatigue;and
- enhancestheabilitytoconcentrateandaltermood;
• demonstrateunderstandingofthefollowingconsequencesofunbalancednutritionalplansorerraticeatingpatternsonthehealthofthebodyandmind(forexampleovereating,noteatingenough,eatingthewrongbalanceoffoodsandtakinginsufficientorinappropriatefluids):- riskofchronicdiseases(heartdisease,bowelcancer,diabetesandstroke);
- unusedenergystoredasfatandresultinginobesity;and- vitaminandmineraldeficiency(forexampleavitaminAdeficiencycancauseblindness,whileavitaminCdeficiencycancausescurvy,whichresultsindentalproblems);and
• analyse,interpretandevaluateinformationand/ordataaboutadviceandrecommendationsonthebenefitsofmaintainingabalanced,healthynutritionalplan(diet)andontheconsequencesofhavinganunbalanceddietorerraticeatingpattern.
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Content LearningOutcomes
Physicalhealth:nutrition(cont.)
Studentsshouldbeableto:
• demonstrateunderstandingofthefollowingcomponentsoffood:- carbohydrates;- fats;- proteins;- vitamins;- minerals;- dietaryfibre;and- water;
• demonstrateunderstandingofhowthefollowingfactorsaffectenergyneeds:- metabolism;- age;- bodysize;- bodycomposition;- gender;- physicalactivitylevels;and- climate;
• present,analyse,interpretandevaluateinformationand/ordataaboutthefollowingnutritionalinformationprovidedonfoodanddrinkforhealthyeating:- generallabelling;- ingredients;- FoodStandardsAgencytrafficlightsystem;- nutritionalinformation;and- allergeninformation;
Physicalhealth:sleep
• demonstrateunderstandingofandapplytheadviceandrecommendationsonsleepfromthePHA;
• analyse,interpretandevaluateinformationand/ordataabouttheadviceandrecommendationsonsleepforphysicalwell-being;and
• demonstrateunderstandingofthefollowingbenefitsofmaintainingqualitysleep:- helpsgrowthandrepair;- improvesconcentration,learningandmemory;- boostsmentalwell-being;- booststheimmunesystem;and- improvesphysicalperformance.
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Content LearningOutcomes
Physicalhealth:sleep(cont.)
Studentsshouldbeableto:
• demonstrateunderstandingofthefollowingconsequencesofsleepdeprivation:- severefatigueresultinginpoorconcentrationandfatigueincarryingouteverydaytasks;
- sleepdeficiencyislinkedtodisease(forexampleanincreasedriskofheartdisease,kidneydisease,highbloodpressure,diabetesandstroke);and
- poormood;
• present,analyse,interpretandevaluateinformationand/ordataabout:- adviceandrecommendationsonsleep;- thebenefitsofmaintainingqualitysleep;and- theconsequencesofsleepdeprivation;
•
Physicalhealth:tobaccoandillegaldrugs
• demonstrateunderstandingofwhysomepeoplesmoketobaccoand/ortakeillegalsubstancesandwhathelpisavailabletoassistthemtostopandthebenefitsofstopping;
• demonstrateunderstandingofthefollowingeffectsandnegativeconsequencesthatsmokingtobaccoand/ortakingillegalsubstancesmayhaveonthebody,mindandhealth:- theeffectonphysicalperformance,mentalhealth,circulation,thebrain,thelungs,theheartandappetite;
- associateddiseases;- addiction;and- antisocialaspects;and
• present,analyse,interpretandevaluateinformationand/ordataabouttheeffectsandconsequencesofsmokingtobaccoand/ortakingillegalsubstances,andthebenefitsofstopping.
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Content LearningOutcomes
Physicalhealth:alcohol
Studentsshouldbeableto:
• demonstrateunderstandingofwhysomepeoplebecomeaddictedtoalcoholandwhathelpisavailabletoassistthemtostop;
• demonstrateunderstandingofthelawsonalcoholconsumption;
• demonstrateunderstandingofthefollowingalcoholabuserelatedissues,consequencesandtheireffectsonthebody,mindandhealth:- addiction;- long-termeffectonthebrain,theliver,theheart,thepancreasandtheimmunesystem;
- theincreasedriskofcancerinthemouth,esophagus,throatandbreast;and
- theshort-termandlong-termeffectsonphysicalperformance;
• present,analyse,interpretandevaluateinformationand/ordataabouttheeffectsandconsequencesofusingand/orabusingalcohol;
Planningforphysicalhealth
• demonstrateunderstandingofhowtocarryouteffective,detailedlifestyleauditsforthefollowing:- exercise,physicalactivitiesandsports(processandinformation);
- nutrition(processandinformation);and- sleep(processandinformation);
• present,analyse,interpretandevaluateinformationand/ordataaboutauditsand,basedonsoundevaluations,explainthepossibleeffectsorconsequencesofthefindings;and
• identifyandexplainstrengthsandareasforimprovementin,andmakesoundrecommendationstoimprove:- exercise,physicalactivitiesorsportspatterns;- nutritionalpatterns;and- sleeppatterns.
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Content LearningOutcomes
Planningforphysicalhealth(cont.)
Studentsshouldbeableto:
• demonstrateunderstandingofhowtousetheSMARTprinciple(specific,measurable,attainable,realisticandtime-bound)toplansafe,appropriateandeffectiveactionplansforarangeofindividualsandtheircircumstancesinthefollowingways:- planappropriatehealth-relatedexerciseorphysicalactivityprogrammestoachievetheobjectivesandtargets;
- planappropriatebreakfasts,lunches,dinnersandsnackstoachievetheobjectivesandtargets;and
- planappropriateprocessesandtimestoachievetheobjectivesandtargets;and
• analyse,interpretandevaluatethesafety,appropriatenessandeffectivenessofthefollowingactionplansforarangeofindividualsandtheircircumstancesand,basedonsoundevaluations,makeappropriaterecommendationstoimprove:- exerciseactionplans;- nutritionalactionplans;and- sleepactionplans.
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Content LearningOutcomes
Planningforphysicalhealth(cont.)
Studentsshouldbeableto:
• demonstrateunderstandingofhowthefollowingfactors,orcombinationsoffactors,affectlifestyledecisionsaboutsustaininginvolvementinphysicalactivitiesandsports:- personalcharacteristics,forexampleindividualdifferences,andthenatureofphysicalactivities,suchasindividualorteam,competitiveornon-competitive,orcontactornon-contact;
- motivation,arousalandsuccess;- parents,siblingsandpeers;- disability;- mentalhealth;- facilities,forexampleavailability,location,access,publicorprivatesector;
- experiencesinphysicalactivities,forexampleatschool,inacluborduringcoaching;
- affluence;- work–leisurebalance,forexampleatschoolorinarangeofjobsandoccupations;
- culturalheritage;- alternativepassiveleisureactivities,forexamplecinema,electronicgamesortelevision;
- themedia(includingsocialmedia);- age;and- gender;and
• present,analyse,interpretandevaluateinformationand/ordataabouttheimpactoftheabovefactorsoranycombinationoffactorsonaperson’sinvolvementinphysicalactivity.
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3.1.3 The Active Leisure Industry Inthissection,studentsdevelopknowledgeandunderstandingoftheactiveleisureindustryanditsroleandcontributionindevelopinggoodhealth.Theyalsolearnaboutitsroleandcontributioninprovidingopportunitiesfordevelopingeliteperformersintheirphysicalactivitiesandsports.Studentsdevelopknowledgeandunderstandingofthecareeropportunitiesthatareavailableforthemintheactiveleisureindustry.Thereisalsotheopportunitytoapplyeffectivelytheworkskillsandpersonalqualitiesinvolvedintheroleofaneventmanager.
Content LearningOutcomes
Theconceptofleisure
Studentsshouldbeableto:
• demonstrateunderstandingofthefollowingaspectsofleisure:- theconceptofleisure;- activeleisureactivities,suchaswalkingorplayingasport;and
- passiveleisureactivities,suchasreadingorbeingaspectatoratasportingevent;and
• demonstrateunderstandingofthefollowingfactorsthatcontributetoincreasedleisuretime:- shorterworkinghours;- greateropportunitytojobshareandworkpart-time;- unemployment;- increasedlifeexpectancy;- peopleretiringearlier;- longerholidays;- houseworkislesstimeconsumingduetomoreefficientappliances;and
- technologicaldevelopments.
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Content LearningOutcomes
Structureoftheactiveleisureindustry
Studentsshouldbeableto:
• demonstrateunderstandingofthefollowingtypesoforganisationsandhowtheyoperatetomeettheirownandcustomers’needsasevidencedinpolicystatements,goalsandobjectives,andfinancialset-up:- publicsector:
leisureorganisationsfundedandcontrolledbythegovernment;theyarenon-profitmaking;andtheyprovideservicesforpublicuse,forexamplelocalcouncilleisurecentres,parks,swimmingpools,outdoorpitchesandplaygrounds;
- privatesector:leisureorganisationsrunbyindividualsandcompaniesforprofit;theyareprivatelyownedandfunded;andthegovernmentdoesnotownorcontrolprivatesectorleisureorganisations,forexampleprivategyms;and
- voluntarysector:non-profitmakingleisureorganisationsthatrelyonfundraisingandmembership;thegovernmentdoesnotcontrolthemandtheyarenotownedbyabusiness;voluntaryleisureorganisations,oftencharities,arefocusedonhelpingpeopletoparticipateandachieveincertainsportsorleisureactivities;andvolunteersnormallyoperateandmanagethem,forexamplecommunityclubsorgroups.
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Content LearningOutcomes
Structureoftheactiveleisureindustry(cont.)
Studentsshouldbeableto:
• demonstrateunderstandingofhowtheactiveleisureindustrycanbecategorisedandexplaintherangeofproducts,servicesandfacilitiesthateachcategoryprovides:- artsandentertainment(forexamplemuseums,galleries,theatres,cinemas,nightclubsandconcertvenues);
- catering(forexamplepubsandbars,restaurants,cafésandfast-foodoutlets);
- home-basedleisure(forexamplelibraries,computergamingandDVDrentalshops);
- sportsandphysicalrecreation(forexamplesportsandrecreationcentres,sportsclubs,healthclubsandspas,countrysiderecreationcentresandcountryparks);and
- hospitality(forexamplehotels,bedandbreakfasts,hostels,campsitesandcaravansites);
• analyse,interpretandevaluateinformationand/ordataaboutthecharacteristicsoforganisationsandclassifythembysectorandbycategory;
• demonstrateunderstandingofthefunctionsandworkofthefollowingorganisationsinNorthernIreland:- SportNorthernIreland;- localcouncils;and- DisabilitySportNI;and
• analyse,interpretandevaluateinformationand/ordatafromscenariosaboutthefunctionsandworkoftheleisureorganisationsinNorthernIrelandlistedaboveandexplainwhichoftheorganisationswouldbestmanagethescenarios.
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Content LearningOutcomes
Structureoftheactiveleisureindustry(cont.)
Studentsshouldbeableto:
• demonstrateunderstandingofandapplythefollowingfactorsthattheactiveleisureindustryandsportorganisationsconsiderimportantwhencateringfortheircustomers:- accessibility;- facilityquality;- costtojoinorparticipate;- openinghours;- rangeofactivitiesoffered;- activitiestimetable;- coachingquality;- opportunitiestoimproveandcompete;and- disabilityandspecialneedsprovision;
• analyse,interpretandevaluateinformationand/ordataaboutthefactorsthattheactiveleisureindustryandsportorganisationsconsiderimportantwhencateringfortheircustomers;and
• demonstrateunderstandingofthefollowingcareeropportunitiesthatexistintheactiveleisureindustry:- leisurecentreassistant;- leisurecentremanager;- lifeguard;- healthandfitnessinstructor;- professionalsportsperson;- sportscoach;- sportandexercisescientist;- sportspsychologist;- sportsphysiotherapist;- activityleader;- playworker;- administrationormanagementroles;and- sportsdevelopmentofficer.
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Content LearningOutcomes
Eventmanagement
Studentsshouldbeableto:
• demonstrateunderstandingofhowtoapplythefollowingprinciplesandactionstoensureanactiveleisureeventissuccessfullyorganised:- carryoutresearchtoestablishthefeasibility;- calculatethecost,finaliseandagreeabudget;- carryoutaneffectiveriskassessmenttoensurehealthandsafety;
- produceatimelineofwork,outliningtargetsanddeadlines;
- securethenecessaryfacilitiesandresources,forexamplevenueandequipment;
- appointappropriatelyqualifiedstaff;- organiseadvertisingandmarketingforpromotion;and- organisehospitality;and
• demonstrateunderstandingofthefollowingskillsandqualitiesrequiredtobeasuccessfuleventmanagerandapplythemeffectivelywhenorganisingsuccessfulactiveleisureevents:- skills:
communication;problemsolving;organisational;customerservice;interpersonal;leadership;negotiation;financial;salesandmarketing;timemanagement;andteamwork;and
- qualities:motivation;initiative;creativity;inspiration;enthusiasm;andpositiveattitude.
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Content LearningOutcomes
Eventmanagement(cont.)
Studentsshouldbeableto:
• demonstrateunderstandingofhowtoplaneffectivelyforsuccessfullyrunningthefollowingcompetitionsforaspecificnumberofentrieswithinaschoolorclubcontext:- knockoutcompetitions;- leaguecompetitions;and- laddercompetitions;and
• demonstrateunderstandingofhowtoapplyeffectivelythefollowingmethodstoanalyseandevaluatethedegreeofsuccessofactiveleisureevents:- SWOT(strengths,weaknesses,opportunitiesandthreats)analysis;
- theSMARTprinciple;- questionnaires;- verbalfeedback;- financialanalysis;and- statisticalanalysis.
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3.2 Component 2: Developing Performance Thiscomponentisorganisedintothefollowingtwosections:
3.2.1 DevelopingPhysicalFitnessforPerformance;and3.2.2 DevelopingSkilledPerformance.Thiscomponentisworth25percentofthetotalmarksandisassessedina1hour15minutewrittenexaminationthatincludesshortresponsequestionsandquestionswhichrequireextendedwriting.3.2.1 Developing Physical Fitness for Performance Inthissection,studentsdevelopknowledgeandunderstandingoftheconceptofphysicalfitness.Theylearnabouttheimportanceofphysicalfitnessforhealthandforefficientandeffectiveperformancesinphysicalactivitiesandsports.Studentsdevelopunderstandingofhowthebodyworksandthelong-termeffectsoftrainingonthebodyandmind.Theythenlearnhowtoplaneffectivetrainingprogrammesandsessionstodevelopphysicalfitnessandbringabouttheselong-termeffectsforarangeofindividualsandtheircircumstances,includingtrackandfieldeventsinathletics,teamsportsandpositionswithinteamsports.
Content LearningOutcomes
Physicalfitness
Studentsshouldbeableto:
• demonstrateunderstandingofthefollowingaspectsofphysicalfitness:- definition:theabilitytoperformphysicaltasksefficientlyandeffectively;
- physicalfitnessisarelativeconcept:youcanbefitforonetaskbutnotfitforanother;
- physicalfitnessforhealth:abaselineofappropriateandsufficientexerciseorphysicalactivitytokeepthebodyinreasonableworkingorder;and
- physicalfitnessforperformancesinphysicalactivitiesandsports:ahigherbaselineofregularandappropriateexercisesothatthebodyisinthebestshapepossibletoperformthephysicalrequirementsofthephysicalactivitiesandsportsasefficientlyandeffectivelyaspossible.
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Content LearningOutcomes
Physicalfitness(cont.)
Studentsshouldbeableto:
• demonstrateunderstandingofthefollowingcomponentsofphysicalfitnessandwhatdeterminesaperson’spotentialineachcomponent:- aerobicenergyproduction;- anaerobicenergyproduction;- muscularpower;- muscularstrength;- muscularspeed;- muscularendurance;and- flexibility;
• selectsuitablephysicalactivities,exerciseorexercisesforarangeofindividualsandtheircircumstancestodevelopphysicalfitnessineachcomponent;
• explainthephysicalfitnessrequirementsforthefollowingrangeofphysicalactivitiesandsportsand,basedontheserequirements,explaintherelativeimportanceofthecomponentsofphysicalfitnessforinclusionineffectivetrainingprogrammes:- athleticsevents;- individualsports;and- teamsports;and
• analyse,interpretandevaluateinformationand/ordataaboutthephysicalfitnessrequirementsfromthefollowingrangeofphysicalactivitiesandsportsandhowthisinformationmatchesupwiththerelativeimportancegiventothecomponentsofphysicalfitnessintrainingprogrammes:- eventsinathletics;- individualsports;and- teamsports.
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Content LearningOutcomes
Principlesoftraining
Studentsshouldbeableto:
• demonstrateunderstandingofthefollowingprinciplesoftrainingandapplythemeffectivelytodevelopphysicalfitnessinanyofthecomponentsofphysicalfitness:- FITT(frequency,intensity,timeandtypeofexercise);- SPORRT(specificity,progression,overload,recovery,reversibility,andtedium);
- peaking;and- periodisation;
• analyse,interpretandevaluatetheappropriatenessandeffectivenessofapplyingthefollowingprinciplesoftrainingtodevelopphysicalfitnessinanyofthecomponentsofphysicalfitness:- FITT(frequency,intensity,timeandtypeofexercise);- SPORRT(specificity,progression,overload,recovery,reversibility,andtedium);
- peaking;and- periodisation;and
Methodsoftraining
• demonstrateunderstandingofwhatisinvolvedinusingthefollowingmethodsoftrainingandapplythemethodseffectivelytodevelopphysicalfitnessintherelevantcomponentsofphysicalfitness:- continuoussteadypacetraining(CSP);- fartlektraining;- intervaltraining(variationsandadaptations);- circuittraining;- isotonicweighttraining;- isometrictraining;- staticflexibilitytraining(performedactivelyorpassively);and
- dynamicflexibilitytraining.
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Content LearningOutcomes
Methodsoftraining(cont.)
Studentsshouldbeableto:
• analyse,interpretandevaluatethesafety,appropriatenessandeffectivenessofapplyingthefollowingmethodsoftrainingtodevelopphysicalfitnessinanyofthecomponentsofphysicalfitness:- CSP;- fartlektraining;- intervaltraining(variationsandadaptations);- circuittraining;- isotonicweighttraining;- isometrictraining;- staticflexibilitytraining(performedactivelyorpassively);and
- dynamicflexibilitytraining;
Assessmentofphysicalfitness
• demonstrateunderstandingofthefollowingreasonsforassessinglevelsofphysicalfitness:- providesabaselineorstartingpoint;- identifiesstrengthsandweaknesses;- providesincentives;- helpssetgoalsandtargets;- helpsmotivate;- monitorsprogress;and- identifiestalent;
• demonstrateunderstandingofthefollowingfactorsthatunderpinfairassessmentsandapplythemwhendevising,selectingorusingfitnesstestsinanyofthecomponentsofphysicalfitness:- specificity;- validity;- reliability;- conditionsandenvironment;- protocol;- accuracyofmeasurement;- athlete’semotions,motivationandstateofreadiness;and- athlete’sstateofhydrationandhealth;and
• analyse,interpretandevaluateifthefactorsunderpinningfairassessmentshavebeenappliedappropriatelytofitnesstestsforanyofthecomponentsofphysicalfitness.
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Content LearningOutcomes
Assessmentofphysicalfitness(cont.)
Studentsshouldbeableto:
• present,analyse,interpretandevaluateinformationand/ordataaboutphysicalfitnesstestsand,basedonsoundevaluations,drawconclusionsandmakesoundrecommendations;
Planningandevaluatingtrainingprogrammes
• plan,usingthefollowingguidance,safe,appropriateandeffectiveperformance-relatedtrainingprogrammestodevelopoptimalphysicalfitnessinanyoneoranycombinationofthecomponentsoffitness(asrequiredforperformancesinphysicalactivities,eventsinathletics,sportsorpositionsinsportsandforarangeofindividualsandtheircircumstances):- matchthephysicalfitnessrequirementsappropriatelytothecomponentsofphysicalfitness;
- identifyareasforimprovementusingvalidfitnesstestsintherelevantcomponents;
- setSMARTobjectivesandtargets;- considertheindividual’scircumstances,forexampleage,injuryhistory,currentfitnesslevels,activitiestheylikeordislike,timeavailable,accesstofacilitiesordisposableincome;
- applytheprinciplesofFITTandSPORRTtodevelopatrainingprogrammethatissafe,appropriateandeffective;and
- monitorandreviewprogress;and• analyse,interpretandevaluatethesafety,appropriatenessandeffectivenessofperformance-relatedtrainingprogrammestodevelopoptimalphysicalfitnessinanyoneoranycombinationofthecomponentsofphysicalfitness(asrequiredforperformancesinphysicalactivities,eventsinathletics,sportsorpositionsinsportsandforarangeofindividualsandtheircircumstances).
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Content LearningOutcomes
Planningandevaluatingtrainingsessions
Studentsshouldbeableto:
• plan,usingthefollowingguidance,safe,appropriateandeffectivewarm-upsandcool-downsforperformance-relatedsessionsforanyoneoranycombinationofthecomponentsofphysicalfitnessandforarangeofindividualsandtheircircumstances:- decideonappropriatelowintensitypulseraiser;- decideonappropriatestretchingactivity(activeanddynamicstretching);
- decideonappropriateskill-relatedpractices;- decideonappropriatepulseloweringactivity;and- decideonappropriateflexibilityactivities(active,passive,staticanddynamicstretching);
• analyse,interpretandevaluatethesafety,appropriatenessandeffectivenessofwarm-upsandcool-downsforperformance-relatedsessionsforanyoneoranycombinationofthecomponentsofphysicalfitnessandforarangeofindividualsandtheircircumstances;
• plan,usingthefollowingguidance,safe,appropriateandeffectiveworkoutsforperformance-relatedsessionstodevelopphysicalfitnessinanyoneoranycombinationofthecomponentsofphysicalfitnessandforarangeofindividualsandtheircircumstances:- decideonappropriatetypeofexerciseforthecomponents;
- decideonappropriatemethod/softraining;- decideonappropriateorderofexercises;- decideonappropriatetrainingintensity;and- decideonappropriatetimeornumberofrepsandsets;and
• analyse,interpretandevaluatethesafety,appropriatenessandeffectivenessofworkoutsforperformance-relatedsessionstodevelopphysicalfitnessinanyoneoranycombinationofthecomponentsofphysicalfitnessandforarangeofindividualsandtheircircumstances.
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3.2.2 Developing Skilled Performance Inthissection,studentsdevelopknowledgeandunderstandingoftheconceptofskill.Theyapplyfactorsthatunderpineffectivelearningandmasteringofskillstoimproveperformance.Studentslearnthatefficient,effectiveandsoundtechniqueisessentialforsuccessfulperformance.
Content LearningOutcomes
Skilledperformance
Studentsshouldbeableto:
• demonstrateunderstandingofthefollowingfeaturesofskilledperformance:- learned;- goaldirectedorendresult;- consistent,efficientandfluent;- recognisableorlinkedtoatechnicalmodel;and- howaestheticallypleasingitis;
• demonstrateunderstandingofhowskillscanbeclassifiedinthefollowingways:- basictocomplexcontinuum;- closedtoopencontinuum;and- discrete,continuousorserial;
• demonstrateunderstandingofthefollowingdifferenttypesofskills:- cognitive;- perceptual;- motor;and- perceptualmotor;and
• demonstrateunderstandingofthefollowingfactorsthatunderpinskilledperformances:- co-ordination;- balance;- reactiontime;and- agility.
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Content LearningOutcomes
Skilledperformance(cont.)
Studentsshouldbeableto:
• demonstrateunderstandingofthefollowingprinciplesthatunderpinfairassessmentsandapplythemwhendevising,selectingorusingtestsforassessingco-ordination,balance,reactiontimeandagility:- specificity;- validity;- reliability;- conditionsandenvironment;- protocol;- accuracyofmeasurement;- athlete’semotions,motivationandstateofreadiness;and
- athlete’sstateofhydrationandhealth;
• analyse,interpretandevaluatetheappropriatenessandeffectivenessofapplyingtheprinciplesthatunderpinfairassessmentswhenmeasuringprogressorcomparingresults;
• present,analyse,interpretandevaluateinformationand/ordatagatheredfromassessmentsonco-ordination,balance,reactiontimeandagility,anddrawconclusionsandmakesoundrecommendationsbasedontheevidencefromtheinformationand/ordata;
Factorsunderpinningthelearningofskillsforphysicalactivitiesandsports
• demonstrateunderstandingofthefollowingstagesoflearning:- cognitive;- associative;and- autonomous;and
• demonstrateunderstandingofandapplyeffectivelythefollowingtypesofguidancetohelplearning:- visual;- verbal;and- physicalormanual.
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Content LearningOutcomes
Factorsunderpinningthelearningofskillsforphysicalactivitiesandsports(cont.)
Studentsshouldbeableto:
• demonstrateunderstandingofandapplyeffectivelythefollowingtypesofpracticestohelplearning:- whole;- part;- whole-part-whole;- mental;- fixedordrill;- variable;- problemsolving;- conditionedgames;and- timingofpractice;
• demonstrateunderstandingofandapplyeffectivelythefollowingtypesoffeedbacktohelplearning:- intrinsic;- extrinsic;- concurrent;and- terminal;
• demonstrateunderstandingofhowthelevelofarousalaffectsperformance;
• applythefollowingfactorstoplansafe,appropriateandeffectiveworkoutstodevelopskillsateachstageoflearning:- assessment;- SMARTobjectives;- guidanceonlearningtechniques;- feedback;and- practices;
• analyseandevaluatethesafety,appropriatenessandeffectivenessofplannedworkoutstodevelopskillsateachstageoflearning;and
• present,analyse,interpretandevaluateinformationand/ordataaboutdevelopingskillsfromphysicalactivitiesandsportsforarangeofindividualsatthedifferentstagesoflearninganddrawconclusionsandmakesoundrecommendationsbasedontheevidencefromtheinformationand/ordata.
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3.3 Component 3: Individual Performances in Physical Activities and Sports Thiscomponentisworth50percentofthetotalmarks.Teachersassessstudents’performancesandwemoderatetheassessment.Inthiscomponent,studentsareprovidedwithmanyopportunitiestoworkindividuallyandwithotherstolearnandmasterskillsandtodevelopdesirablepersonalqualities,attitudesandbehaviours.Theyparticipate,competeanddevelopperformanceintheirphysicalactivitiesand/orsports.Inthiscomponent,studentsapplyandconsolidatewhattheylearninComponents1and2.Inthiscomponent,studentsareassessedon:
(a) thequality,efficiencyandeffectivenessofperformancesinphysicalactivitiesandsports;and
(b) thequalityofanalysisandevaluationofperformances.SeeAppendix2fordetailsoftheassessmentcriteria.Component 3(a) Studentsareassessedontheirabilitytoperformefficiently,effectivelyandconsistentlytheskills,strategies,tacticalorcompositionalprinciplesusedinphysicalactivitiesorsports.Theyarealsoassessedontheirabilitytoconsistentlymaintainappropriatefitnesslevels,desirableattitudesandbehavioursandcomplywiththerulesoftheirphysicalactivitiesand/orsports.Studentsmustperformthreephysicalactivitiesorsportsfromthelistthatwesupply.Atleasttwooftheactivitiesorsportsmustbecentrecontrolledandcarriedoutunderteachers’directsupervision.Studentsmaybeassessedinonlyoneactivityorsportwithnodirectteachersupervision.Ifcentresintendtoassessstudentsinanactivityorsporttakenoutsidetheteacher’sdirectsupervision,thenthecentresmustnotifyususingtheNon-CentreControlledActivityformavailabletodownloadfromourPhysicalEducationmicrositeatwww.ccea.org.ukTheformmustbesubmittedbeforestudentsstarttheactivityorsportand,inallcases,notlaterthantheendoftheAutumnterminYear12.Activitiesorsportscompletedoutsideschoolmustbecarriedoutundertheguidanceoftherelevantgoverningbodies.Theymustbetakenbythegoverningbodies’suitablyqualifiedcoaches,workingwiththecentre.Theteachermustalsomakesurethattheassessmentisfair,usingtherelevantassessmentcriteria.
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Content LearningOutcomes
Component3(a):Thequality,efficiencyandeffectivenessofperformancesinphysicalactivitiesandsports
Studentsshouldbeableto:
• useawiderangeofstrategies,tacticsorcompositionalprinciplesintheirphysicalactivitiesand/orsportstoconsistentlyoutwitopponents,controlsituationsorbecreative;
• applyawiderangeoftheskillsfromtheirphysicalactivitiesand/orsportsconsistently,efficiently,effectivelyandwithsoundtechnique;
• maintainthefitnesslevelsneededtoperformthephysicalactivitiesand/orsportsconsistently,efficientlyandeffectively;
• maintainconsistentlythedesirableattitudesandbehavioursthatarepositivelycompetitive,aimtoimproveperformanceanddemonstratefairplay;
• demonstrateknowledgeandunderstandingofandmaintaintherulesandetiquetteoftheirphysicalactivitiesand/orsports;and
• demonstrateknowledgeandunderstandingofandmaintainthehealthandsafetyrequirementsoftheirphysicalactivitiesand/orsports.
Atmoderation,studentsshould:
• perform,inappropriatepracticesituations,arangeofskillsfromtheirphysicalactivitiesorsports;
• demonstratetheirabilitytoapplyeffectivelystrategies,tacticsorcompositionalprinciplestooutwitopponents,controlsituationsorbecreative;
• performcompetitivelyintheirphysicalactivitiesorsportstodemonstratethequality,efficiencyandeffectivenessoftheirrangeofskills;
• meetthephysicalfitnessdemandsoftheirphysicalactivitiesorsports;• demonstratedesirableattitudes,behavioursandfairplay;and• demonstrateknowledgeandunderstandingoftherules,healthandsafetyrequirementsandetiquetteoftheirphysicalactivitiesorsportsandapplythemwhenperforming.
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Inplaceofonephysicalactivityorsport,theassessmentmaybebasedontheconsistentquality,efficiencyandeffectivenessofthestudent’sperformanceasaneventmanager.
Content LearningOutcomes
Astheeventmanager
Studentsshouldbeableto:
• useconsistentlyawiderangeofeventmanagementstrategies,tacticsandcompositionalprinciplestobecreativeandmanagesuccessfuleventsinphysicalactivitiesand/orsports;
• applyawiderangeofeventmanagementskillsandactionsconsistently,efficiently,effectivelyandwithsoundjudgement;
• meetconsistentlythetimemanagementdemandsanddeadlinesrequiredforsuccessfuleventmanagementofphysicalactivitiesand/orsports;
• maintainconsistentlythepersonalqualitiesanddesirableattitudesandbehavioursthatunderpinsuccessfuleventmanagementofphysicalactivitiesand/orsports;
• demonstrateknowledgeandunderstandingoftheroleofaneventmanagerandtheroleswithinaneventmanagementteamandapplythemwhenorganisingeventmanagementofphysicalactivitiesand/orsports;and
• demonstrateconsistentlyahighawarenessofhealthandsafety.
Atmoderation,studentsshould:
• explaintherangeofskillsandactionsrequiredforsuccessfuleventmanagementandexplainhowtheyappliedtheseskillsandactionswhenorganisingphysicalactivitiesorsportsevents;
• explainthestrategiesandcompositionalprinciplestheyusedinplanningphysicalactivitiesorsportsevents;
• explainhowtheymettimemanagementdemandsanddeadlineswhenorganisingphysicalactivitiesorsportsevents;
• explainthepersonalqualities,attitudesandbehavioursthattheyappliedwhenorganisingphysicalactivitiesorsportsevents;and
• explaintheirroleaseventmanagerandtherolesofothersinvolvedwhenorganisingphysicalactivitiesorsportsevents.
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Component 3(b) Studentsareassessedontheirabilitytoanalyseandevaluatethequalityofperformancesoftheskills,strategies,tacticalorcompositionalprinciplesusedinphysicalactivitiesorsports,alongwithfitnesslevels,attitudes,behavioursandcompliancewiththerulesoftheirphysicalactivitiesorsports.Teachersshouldcontinuallyassessstudentswhentheyanalyseandevaluatetheirownandothers’performancesandcommunicatetheirfindings.
Content LearningOutcomes
Component3(b):Thequalityofanalysisandevaluationofperformances
Studentsshouldbeableto:
• communicatewhattheyobserveorexperience;
• analyseandevaluatethequalityoftheobservedorexperiencedperformances;
• communicateorallytheirobservationsastheyhappenandprovideongoinganalysisandevaluations;
• provideandcommunicateorallytheirsummaryevaluations;and
• workwithotherstoimprovetheirownorothers’performances.
Atmoderation,studentsshould:
• observeanindividual’sperformanceinoneoftheirselectedphysicalactivitiesorsportsandcommunicateorallywhattheyobserveorexperience;
• analyse,evaluateandcommunicateorallythequalityoftheobservedorexperiencedperformancesoftheskills,strategies,tacticalorcompositionalprinciplesusedinthephysicalactivitiesorsports;
• analyse,evaluateandcommunicateorallyonfitnesslevels,attitudes,behavioursandcompliancewiththerulesandhealthandsafetyrequirementsoftheirphysicalactivitiesorsports;and
• demonstratethequalityoftheiranalysis,evaluationandcommunicationskills.
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4 Scheme of Assessment 4.1 Assessment opportunities Fortheavailabilityofexaminationsandcontrolledassessment,seeSection2.Thisisalinearspecification;candidatesmusttakealltheassessmentsattheendofthecourse.Candidateswhowishtoimprovetheiroverallgrademustretakethequalification.Theymustretakeallexternallyassessedcomponents,andtheycaneitherretakethecontrolledassessmentcomponentsorreuse(carryforward)thecontrolledassessmentmarkstheyhavealreadybeenawarded.Ifcandidatesretakeacontrolledassessmentcomponent,theymustcompletethetask(s)setfortheseriesinwhichtheyareseekinganewgrade.Forup-to-datedetailsontasks,seeyoursubjectmicrositeatwww.ccea.org.uk 4.2 Assessment objectives Therearefourassessmentobjectivesforthisspecification.Candidatesmust:
AO1 recallknowledgeanddemonstrateunderstandingoftherelevantconcepts, facts,terminology,principlesandmethods;
AO2 applyeffectivelytherelevantconcepts,facts,terminology,principlesand methods;
AO3 analyse,interpretandevaluateinformationand/ordataaboutthesubject content;
AO4(i) performsafely,efficiently,effectivelyandconsistentlytheskills,strategies, tacticalorcompositionalprinciplesusedinphysicalactivitiesandsportsto consistentlymaintainappropriatefitnesslevels,desirableattitudesand behavioursandcomplywiththerulesandhealthandsafetyrequirementsof theirphysicalactivitiesandsports;and
AO4(ii)analyseandevaluatethequalityofperformancesoftheskills,strategies, tacticalorcompositionalprinciplesusedinphysicalactivitiesandsports, alongwithfitnesslevels,desirableattitudesandbehavioursandcompliance withtherulesandhealthandsafetyrequirementsoftheirphysicalactivities andsports.
AssessmentObjectives1,2and3areassessedinComponents1and2.AssessmentObjective4isassessedinComponent3.
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4.3 Assessment objective weightings ThetablebelowsetsouttheassessmentobjectiveweightingsforeachassessmentcomponentandtheoverallGCSEqualification.
AssessmentObjective
ComponentWeighting(%) OverallWeighting(%)
ExternalAssessment
ControlledAssessment
Component1 Component2 Component3
AO1 12 8 20
AO2 7 8 15
AO3 6 9 15
AO4 50 50
TotalWeighting 25 25 50 100
4.4 Quality of written communication InGCSEPhysicalEducationcandidatesmustdemonstratetheirqualityofwrittencommunication.Theyneedto:
• ensurethattextislegibleandthatspelling,punctuationandgrammarareaccuratesothatmeaningisclear;
• selectanduseaformandstyleofwritingthatsuitstheirpurposeandanycomplexsubjectmatter;and
• organiseinformationclearlyandcoherently,usingspecialistvocabularywhereappropriate.
Qualityofwrittencommunicationisassessedinresponsestoquestionsandtasksthatrequireextendedwriting.4.5 Reporting and grading WeawardGCSEqualificationsonagradescalefromA*toG,withA*beingthehighest.Theninegradesavailableareasfollows:
Grade A* A B C* C D E F GIfcandidatesfailtoattainagradeGorabove,wereporttheirresultasunclassified(U).
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5 Grade Descriptions Gradedescriptionsareprovidedtogiveageneralindicationofthestandardsofachievementlikelytohavebeenshownbycandidatesawardedparticulargrades.Thedescriptionsmustbeinterpretedinrelationtothecontentinthespecification;theyarenotdesignedtodefinethatcontent.Thegradeawardeddependsinpracticeupontheextenttowhichthecandidatehasmettheassessmentobjectivesoverall.Shortcomingsinsomeaspectsofcandidates’performanceintheassessmentmaybebalancedbybetterperformancesinothers.
Grade Description
A Inthewrittenexaminations,thecandidateconsistentlyshowsexcellentcompetencyinrecallingknowledgeanddemonstratingunderstandingoftherelevantconcepts,facts,terminology,principlesandmethods.
Thecandidateconsistentlyshowsexcellentcompetencyinapplyingeffectivelytherelevantconcepts,facts,terminology,principlesandmethods.
Thecandidateconsistentlyshowsexcellentcompetencyinanalysing,interpretingandevaluatinginformationand/ordataaboutthesubjectcontent.Inthephysicalactivitiesand/orsports,thecandidateconsistentlyshowsexcellentcompetencyinpracticeandcompetitiveconditionswhen:
• applyingsoundstrategiesandtacticalprinciples,orcompositionalideasandcompositionalprinciplesintheirselectedphysicalactivitiesorsports;
• performingtherangeofskillsintheirselectedphysicalactivitiesorsports;
• performingphysicallyandmentallyintheirselectedphysicalactivitiesorsports;
• showingdesirableattitudesandbehavioursthatsupportsuccessandfairplay;and
• complyingwithhealthandsafetyrequirements,therulesandetiquetteoftheirselectedphysicalactivitiesorsports.
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Grade Description
A Ifthecandidatechooseseventmanagementofphysicalactivitiesorsportsthenthefollowingdescriptionwillapply.Thecandidateconsistentlyshowsexcellentcompetencywhen:
• applyingtherangeofeventmanagementskillsandactions;• usingeventmanagementstrategies,tacticsandcompositionalprinciples;
• meetingtimemanagementdemandsanddeadlines;• applyingpersonalqualities,desirableattitudesandbehaviours;and
• explainingandapplyingtheroleofaneventmanager.
Thecandidateconsistentlyshowsexcellentcompetencywhenanalysing,evaluatingandcommunicatingthequalityoftheirownorothers’performancesin:
• applyingthestrategies,tacticsorcompositionalideasandprinciplesusedintheirphysicalactivitiesand/orsports;
• applyingtherangeofskillsusedintheirphysicalactivitiesand/orsports;
• meetingthephysicalfitnessdemandsoftheirphysicalactivitiesand/orsports;
• showingdesirableattitudesandbehavioursthatsupportsuccessandfairplay;and
• demonstratingknowledgeofandapplyingtherulesandhealthandsafetyrequirementsoftheirphysicalactivitiesand/orsports.
C Inthewrittenexaminations,thecandidateconsistentlyshowsmoderatetogoodcompetencyinrecallingknowledgeanddemonstratingunderstandingoftherelevantconcepts,facts,terminology,principlesandmethods.Thecandidateconsistentlyshowsmoderatetogoodcompetencyinapplyingeffectivelytherelevantconcepts,facts,terminology,principlesandmethods.Thecandidateconsistentlyshowsmoderatetogoodcompetencyinanalysing,interpretingandevaluatinginformationand/ordataaboutthesubjectcontent.
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Grade Description
C Inthephysicalactivitiesand/orsports,thecandidateconsistentlyshowsmoderatetogoodcompetencyinpracticeandcompetitiveconditionswhen:
• applyingsoundstrategiesandtacticalprinciples,orcompositionalideasandcompositionalprinciplesintheirselectedphysicalactivitiesorsports;
• performingtherangeofskillsintheirselectedphysicalactivitiesorsports;
• performingphysicallyandmentallyintheirselectedphysicalactivitiesorsports;
• showingdesirableattitudesandbehavioursthatsupportsuccessandfairplay;and
• complyingwithhealthandsafetyrequirements,therulesandetiquetteoftheirselectedphysicalactivitiesorsports.
Ifthecandidatechooseseventmanagementofphysicalactivitiesorsportsthenthefollowingdescriptionwillapply.Thecandidateconsistentlyshowsmoderatetogoodcompetencywhen:
• applyingtherangeofeventmanagementskillsandactions;• usingeventmanagementstrategies,tacticsandcompositionalprinciples;
• meetingtimemanagementdemandsanddeadlines;• applyingpersonalqualities,desirableattitudesandbehaviours;and
• explainingandapplyingtheroleofaneventmanager.Thecandidateconsistentlyshowsmoderatetogoodcompetencywhenanalysing,evaluatingandcommunicatingthequalityoftheirownorothers’performancesin:
• applyingthestrategies,tacticsorcompositionalideasandprinciplesusedintheirphysicalactivitiesand/orsports;
• applyingtherangeofskillsusedintheirphysicalactivitiesand/orsports;
• meetingthephysicalfitnessdemandsoftheirphysicalactivitiesand/orsports;
• showingdesirableattitudesandbehavioursthatsupportsuccessandfairplay;and
• demonstratingknowledgeofandapplyingtherulesandhealthandsafetyrequirementsoftheirphysicalactivitiesand/orsports.
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Grade Description
F Inthewrittenexaminations,thecandidateconsistentlyshowsbasiccompetencyinrecallingknowledgeanddemonstratingunderstandingoftherelevantconcepts,facts,terminology,principlesandmethods.
Thecandidateconsistentlyshowsbasiccompetencyinapplyingeffectivelytherelevantconcepts,facts,terminology,principlesandmethods.
Thecandidateconsistentlyshowsbasiccompetencyinanalysing,interpretingandevaluatinginformationand/ordataaboutthesubjectcontent.Inthephysicalactivitiesand/orsports,thecandidateconsistentlyshowsbasiccompetencyinpracticeandcompetitiveconditionswhen:
• applyingsoundstrategiesandtacticalprinciples,orcompositionalideasandcompositionalprinciplesintheirselectedphysicalactivitiesorsports;
• performingtherangeofskillsintheirselectedphysicalactivitiesorsports;
• performingphysicallyandmentallyintheirselectedphysicalactivitiesorsports;
• showingdesirableattitudesandbehavioursthatsupportsuccessandfairplay;and
• complyingwithhealthandsafetyrequirements,therulesandetiquetteoftheirselectedphysicalactivitiesorsports.
Ifthecandidatechooseseventmanagementofphysicalactivitiesorsportsthenthefollowingdescriptionwillapply.Thecandidateconsistentlyshowsbasiccompetencywhen:
• applyingtherangeofeventmanagementskillsandactions;• usingeventmanagementstrategies,tacticsandcompositionalprinciples;
• meetingtimemanagementdemandsanddeadlines;• applyingpersonalqualities,desirableattitudesandbehaviours;and
• explainingandapplyingtheroleofaneventmanager.
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Grade Description
F Thecandidateconsistentlyshowsbasiccompetencywhenanalysing,evaluatingandcommunicatingthequalityoftheirownorothers’performancesin:
• applyingthestrategies,tacticsorcompositionalideasandprinciplesusedintheirphysicalactivitiesand/orsports;
• applyingtherangeofskillsusedintheirphysicalactivitiesand/orsports;
• meetingthephysicalfitnessdemandsoftheirphysicalactivitiesand/orsports;
• showingdesirableattitudesandbehavioursthatsupportsuccessandfairplay;and
• demonstratingknowledgeofandapplyingtherulesandhealthandsafetyrequirementsoftheirphysicalactivitiesand/orsports.
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6 Guidance on Controlled Assessment 6.1 Controlled assessment review Wewillreviewourcontrolledassessmenttaskseverytwoyearstoensurethattheycontinuetosetanappropriatechallengeandremainvalid,reliableandstimulating. 6.2 Skills assessed by controlled assessment Component 3(a)Teachersmustassessthefollowingskillsthroughcontrolledassessment:
• applyingsoundstrategies,tacticalprinciplesorcompositionalideasandprinciplesintheirselectedphysicalactivitiesand/orsports;
• applyingtherangeofskillsandtechniquesusedintheirselectedphysicalactivitiesand/orsports;
• applyingoptimumphysicalandmentalfitnessintheirselectedphysicalactivitiesand/orsports;
• complyingwiththerules,healthandsafetyrequirementsandetiquetteoftheirselectedphysicalactivitiesand/orsports;
• applyingstrategiesandcompositionalprincipleswhenorganisingphysicalactivitiesand/orsportsevents;
• applyingeventmanagementskillswhenorganisingphysicalactivitiesand/orsportsevents;and
• applyingtimemanagementtomeetdeadlineswhenorganisingphysicalactivitiesand/orsportsevents.
Component 3(b) Teachersmustassessthefollowingskillsthroughcontrolledassessment:
• communicatingorallywhattheyobserveinothercandidates’performancesinselectedphysicalactivitiesand/orsportsorwhattheyexperienceintheirownperformances;
• analysingandevaluatingthequalityoftheobservedorexperiencedperformances,including:- thestrategies,tacticalorcompositionalprinciplesused;- therangeofskillsused;- fitnesslevels;- attitudesandbehavioursthatsupportsuccessandfairplay;and- compliancewiththerules,healthandsafetyrequirementsandetiquetteofthephysicalactivityorsport;
• communicatingorallytheirobservationsastheyhappenandprovidingongoinganalysisandevaluations;and
• providingandcommunicatingorallysummaryevaluationsafterperformances.
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6.3 Level of control RulesforcontrolledassessmentinGCSEPhysicalEducationaredefinedforthethreestagesoftheassessment:
• tasksetting;• tasktaking;and• taskmarking. 6.4 Task setting Inbothtasks,thelevelofcontrolfortasksettingismedium.Thismeansthatthecentrechoosestasks(physicalactivitiesorsports)fromthelistthatwesupply.Thecontrolledassessmentgivescentrestheopportunitytochoosethephysicalactivitiesand/orsportsthatbestsuittheirspecificcircumstances.Thisincludestheavailabilityofandaccesstoresources.Wewillprovidecentreswithdetailsofcontrolledassessmenttasksandguidanceonhowtocompletethem.6.5 Task taking Inbothtasks,thelevelofcontrolfortasktakingismedium.
AreasofControl DetailofControl
Authenticity • Candidatesmustchoosethreephysicalactivitiesorsportsfromthelistthatwesupply.Twooftheactivitiesmustbecentrecontrolledanddirectlysupervisedandmarkedbytheteacher.
• Ifthecentredoesnotdirectlysuperviseaphysicalactivityorsport,aqualifiedcoachofthegoverningbodymustsuperviseandassessit,underthecentre’sdirection.
Feedback • Teachersmustguideandsupervisecandidateson:- monitoringprogress;- preventingplagiarism;- ensuringcompliancewithhealthandsafetyrequirements;
- ensuringworkiscompletedinaccordancewiththespecificationrequirements;and
- ensuringworkcanbeassessedinaccordancewiththeproceduresandmarkingcriteria.
Candidatesshouldreachtheirownconclusions.
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AreasofControl DetailofControl
TimeLimit • Withinthetimethatthecentreallocatesforthecourse,departmentsmustallocatesufficienttimeaccordingtothecandidates’abilitytoallow:- optimumdevelopmentofthecandidates’competenceinperformingtheirselectedphysicalactivitiesorsports;and
- optimumdevelopmentofthecandidates’competenceinobserving,analysingandevaluatingperformances.
• Bothareasaredevelopedatthesametimeandmaybeallocatedbetween60and90hours.
Collaboration • Candidatescanworkingroupsorteamsbutitisessentialthattheteachercanidentifyindividualcontributions.
Resources • Candidates’accesstoresourcesisdeterminedbythoseavailabletothecentre.
• Centresshouldlimitcandidates’accesstotheresourcestheyneedforthetasks.
6.6 Task marking Inbothtasks,thelevelofcontrolfortaskmarkingismedium.Teachersmarkthecontrolledassessmenttasksusingassessmentcriteriathatweprovide(seeAppendix2AssessmentCriteriaforComponent3).Theyshoulduseprofessionaljudgementtoselectandapplythecriteriaineachsuccessivemarkbandappropriatelyandfairlytocandidates’work.Theyshouldfollowa‘bestfit’approachwhenselectingacandidate’smark,makingallowanceforbalancingstrengthsandweaknessesineachresponse.Forup-to-dateadviceonplagiarism,oranykindofcandidatemalpractice,seeSuspectedMalpracticeinExaminationsandAssessments:PoliciesandProceduresontheJointCouncilforQualificationswebsiteatwww.jcq.org.uk
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6.7 Internal standardisation Centreswithmorethanoneteachinggroupmustcarryoutinternalstandardisationofcontrolledassessmenttasksbeforesubmittingtheirmarkstous.Thisistoensure,asfaraspossible,thateachteacherhasappliedtheassessmentcriteriaconsistentlywhenmarkingassessments.Centresmayneedtoadjustanindividualteacher’smarking:
• tobringassessmentsintolinewiththeassessmentcriteria;and• tomatchthestandardsestablishedattheagreementtrial.Ifmarksdochange,centresmustamendthetotal/finalmarkontheirCandidateRecordSheet.6.8 Moderation CentresmustsubmittheirmarkstousbyMarchorAprilinanyyear.Wemayadjustcentres’markingtobringtheassessmentofthecandidates’workintolinewithouragreedstandards.Weissuefullinstructionseachyearon:
• ourmoderationprocedures;and• thedeadlinesforsubmittingmarkstous.
Teachersandcentrestaffmaycontactusatanystageiftheyrequireadvice,assistanceorsupportrelatingtoanyaspectofcontrolledassessment.SeeAppendix1foraglossaryofcontrolledassessmentterms.Formoredetails,seetheJointCouncilforQualificationsdocumentInstructionsforConductingControlledAssessments,availableatwww.jcq.org.uk
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7 Curriculum Objectives ThisspecificationbuildsonthelearningexperiencesfromKeyStage3asrequiredforthestatutoryNorthernIrelandCurriculum.ItalsooffersopportunitiesforstudentstocontributetotheaimandobjectivesoftheCurriculumatKeyStage4,andtocontinuetodeveloptheCross-CurricularSkillsandtheThinkingSkillsandPersonalCapabilities.Theextentofthedevelopmentoftheseskillsandcapabilitieswillbedependentontheteachingandlearningmethodologyused. 7.1 Cross-Curricular Skills at Key Stage 4 Communication
Studentsshouldbeableto:
• communicatemeaning,feelingsandviewpointsinalogicalandcoherentmanner,forexampleanalysingandevaluatingtheirownandothers’performancesinselectedphysicalactivitiesorsports,discussingtheeffectsandconsequencesonthebodyoftakingillegalsubstances;
• makeoralandwrittensummaries,reportsandpresentations,takingaccountofaudienceandpurpose,forexampleapresentationonhowthepartsofthecardiovascularsystemfunctionduringphysicalandsportsactivities;
• participateindiscussions,debatesandinterviews,forexamplediscussingtheeffectivenessofarangeoftrainingmethodstodevelopphysicalfitness;
• interpret,analyseandpresentinformationinoral,writtenandICTformats,forexampleinformationordataaboutphysicalfitnesstests;and
• exploreandrespond,bothimaginativelyandcritically,toavarietyoftexts.
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UsingMathematics
Studentsshouldbeableto:
• usemathematicallanguageandnotationwithconfidence,forexamplecollecting,presenting,analysingandevaluatingdataabouthowbodysystemswork;
• usementalcomputationtocalculate,estimateandmakepredictionsinarangeofsimulatedandreal-lifecontexts,forexamplecollecting,presenting,calculating,analysingorevaluatingdatafromphysicalfitnesstestresults,calculatecostsforanactiveleisureevent;
• selectandapplymathematicalconceptsandproblem-solvingstrategiesinarangeofsimulatedandreal-lifecontexts,forexamplecollecting,presenting,analysingandevaluatingdataabouttheperformanceofskills;
• interpretandanalyseawiderangeofmathematicaldata,forexampleanalysingandevaluatingdataabouthealthandphysicalfitness;and
• presentmathematicaldatainavarietyofformatswhichtakeaccountofaudienceandpurpose,forexamplepresentingdataabouttheactiveleisureindustry.
UsingICT
Studentsshouldbeabletomakeeffectiveuseofinformationandcommunicationstechnologyinawiderangeofcontextstoaccess,manage,selectandpresentinformation,includingmathematicalinformation,forexampleaccessingonlineinformationanddataaboutsubjectcontent.
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7.2 Thinking Skills and Personal Capabilities at Key Stage 4 Self-Management
Studentsshouldbeableto:
• planwork,forexampleauditing,analysingandevaluatingpersonalhealthandphysicalfitnesslevels;
• setpersonallearninggoalsandtargetstomeetdeadlines,forexampleactionplansforimprovingpersonalhealth;
• monitor,reviewandevaluatetheirprogressandimprovetheirlearning,forexampleusingSMARTobjectivesandtargetstoimprove;and
• effectivelymanagetheirtime,forexamplecompletingaseriesofactionplans.
WorkingwithOthers
Studentsshouldbeableto:
• learnwithandfromothersthroughco-operation,forexampletraining,practisingandcompetingaspartofateam;
• participateineffectiveteamsandacceptresponsibilityforachievingcollectivegoals,forexampleknow,understandandimplementwhattheiragreedroleiswithinteamsandinparticularwithinteamsports;and
• listenactivelytoothersandinfluencegroupthinkinganddecision-making,takingaccountofothers’opinions,forexamplelisteningtoateam’scollectivegoals,thestrategiesandtacticstoachievethosegoalsandtherolesteammemberswillplayinachievingthecollectivegoals.
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ProblemSolving
Studentsshouldbeableto:
• identifyandanalyserelationshipsandpatterns,forexamplepatternsofplayinsportsperformances;
• proposejustifiedexplanations,forexampleexplainwhyaperson’snutritionalintake(diet)isgoodorshouldbechanged;
• reason,formopinionsandjustifytheirviews,forexamplediscussanddecideonthestrategiesandtacticstobeusedtodefeataknownteaminacompetition;
• analysecriticallyandassessevidencetounderstandhowinformationorevidencecanbeusedtoservedifferentpurposesoragendas,forexamplehowthemedia,commentators,supportersandotherstudentsjudgeperformancesinsports;
• analyseandevaluatemultipleperspectives,forexampleanalyseandevaluateaperson’slifestyledecisionsfromtheperson’sperspectiveandthefamily’sperspective;
• exploreunfamiliarviewswithoutprejudice,forexampleexploreunfamiliarpracticesfromothercultures;
• weighupoptionsandjustifydecisions,forexampleconsideringdifferentnutritionalplansanddecidingonthebestforhealth;and
• applyandevaluatearangeofapproachestosolveproblemsinfamiliarandnovelcontexts,forexampletryingoutandthenevaluatingdifferentapproachestodecidewhichonewillbebesttoimprovepersonalhealth.
AlthoughnotreferredtoseparatelyasastatutoryrequirementatKeyStage4intheNorthernIrelandCurriculum,ManagingInformationandBeingCreativemayalsoremainrelevanttolearning.
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8 Links and Support 8.1 Support Thefollowingresourcesareavailabletosupportthisspecification:
• ourPhysicalEducationmicrositeatwww.ccea.org.ukand• specimenassessmentmaterials.Wealsointendtoprovide:
• pastpapers;• markschemes;• ChiefExaminer’sreports;• PrincipalModerator’sreports;• guidanceonprogressionfromKeyStage3;• planningframeworks;• centresupportvisits;• supportdaysforteachers;• agreementtrials;• controlledassessmentguidanceforteachers;• controlledassessmentguidanceforcandidates;• aresourcelist;and• exemplificationofexaminationperformance.
8.2 Examination entries EntrycodesforthissubjectanddetailsonhowtomakeentriesareavailableonourQualificationsAdministrationHandbookmicrosite,whichyoucanaccessatwww.ccea.org.ukAlternatively,youcantelephoneourExaminationEntries,ResultsandCertificationteamusingthecontactdetailsprovided.8.3 Equality and inclusion Wehaveconsideredtherequirementsofequalitylegislationindevelopingthisspecificationanddesignedittobeasfreeaspossiblefromethnic,gender,religious,politicalandotherformsofbias.GCSEqualificationsoftenrequiretheassessmentofabroadrangeofcompetences.Thisisbecausetheyaregeneralqualificationsthatpreparestudentsforawiderangeofoccupationsandhigherlevelcourses.Duringthedevelopmentprocess,anexternalequalitypanelreviewedthespecificationtoidentifyanypotentialbarrierstoequalityandinclusion.Whereappropriate,wehaveconsideredmeasurestosupportaccessandmitigatebarriers.
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Wecanmakereasonableadjustmentsforstudentswithdisabilitiestoreducebarrierstoaccessingassessments.Forthisreason,veryfewstudentswillhaveacompletebarriertoanypartoftheassessment.Itisimportanttonotethatwhereaccessarrangementsarepermitted,theymustnotbeusedinanywaythatunderminestheintegrityoftheassessment.YoucanfindinformationonreasonableadjustmentsintheJointCouncilforQualificationsdocumentAccessArrangementsandReasonableAdjustments,availableatwww.jcq.org.uk8.4 Contact details Ifyouhaveanyqueriesaboutthisspecification,pleasecontacttherelevantCCEAstaffmemberordepartment:
• SpecificationSupportOfficer:ArleneAshfield(telephone:(028)90261200,extension2291,email:[email protected])
• SubjectOfficer:PeterDavidson(telephone:(028)90261200,extension2993,email:[email protected])
• ExaminationEntries,ResultsandCertification(telephone:(028)90261262,email:[email protected])
• ExaminerRecruitment(telephone:(028)90261243,email:[email protected])
• Distribution(telephone:(028)90261242,email:[email protected])
• SupportEventsAdministration(telephone:(028)90261401,email:[email protected])
• Moderation(telephone:(028)90261200,extension2236,email:[email protected])
• BusinessAssurance(ComplaintsandAppeals)(telephone:(028)90261244,email:[email protected]@ccea.org.uk).
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Appendix 1 Glossary of Terms for Controlled Assessment Regulations Term Definition
Component
Adiscrete,assessableelementwithinacontrolledassessment/qualificationthatisnotitselfformallyreportedandforwhichtheawardingorganisationrecordsthemarksMaycontainoneormoretasks
Controlledassessment
Aformofinternalassessmentwherethecontrollevelsaresetforeachstageoftheassessmentprocess:tasksetting,tasktaking,andtaskmarking
Externalassessment
Aformofindependentassessmentinwhichquestionpapers,assignmentsandtasksaresetbytheawardingorganisation,takenunderspecifiedconditions(includingdetailedsupervisionandduration)andmarkedbytheawardingorganisation
Formalsupervision(Highlevelofcontrol)
Thecandidatemustbeindirectsightofthesupervisoratalltimes.Useofresourcesandinteractionwithothercandidatesistightlyprescribed.
Informalsupervision(Mediumlevelofcontrol)
Questions/Tasksareoutlined,theuseofresourcesisnottightlyprescribedandassessableoutcomesmaybeinformedbygroupwork.Supervisionisconfinedto:
• ensuringthatthecontributionsofindividualcandidatesarerecordedaccurately;and
• ensuringthatplagiarismdoesnottakeplace.Thesupervisormayprovidelimitedguidancetocandidates.
Limitedsupervision(Limitedlevelofcontrol)
Requirementsareclearlyspecified,butsomeworkmaybecompletedwithoutdirectsupervisionandwillnotcontributedirectlytoassessableoutcomes.
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Term Definition
Markscheme
Aschemedetailinghowcreditistobeawardedinrelationtoaparticularunit,componentortaskNormallycharacterisesacceptableanswersorlevelsofresponsetoquestions/tasksorpartsofquestions/tasksandidentifiestheamountofcrediteachattractsMayalsoincludeinformationaboutunacceptableanswers
Task
Adiscreteelementofexternalorcontrolledassessmentthatmayincludeexaminations,assignments,practicalactivitiesandprojects
Taskmarking
Specifiesthewayinwhichcreditisawardedforcandidates’outcomesInvolvestheuseofmarkschemesand/ormarkingcriteriaproducedbytheawardingorganisation
Tasksetting
ThespecificationoftheassessmentrequirementsTasksmaybesetbyawardingorganisationsand/orteachers.Teacher-settasksmustbedevelopedinlinewithawardingorganisationspecifiedrequirements.
Tasktaking
Theconditionsforcandidatesupportandsupervision,andtheauthenticationofcandidates’workTasktakingmayinvolvedifferentparametersfromthoseusedintraditionalwrittenexaminations.Forexample,candidatesmaybeallowedsupervisedaccesstosourcessuchastheinternet.
Unit
ThesmallestpartofaqualificationthatisformallyreportedMaycompriseseparatelyassessedcomponents
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Appendix 2 Assessment Criteria for Component 3: Individual Performances in Physical Activities and Sports (200 marks) Furtherguidanceontheapplicationoftheassessmentcriteriaisavailable.SeeGCSETeacherGuidancePhysicalEducationControlledAssessmentonthePEwebsiteatwww.ccea.org.uk Component 3(a) (3 × 50 marks) The quality, efficiency and effectiveness of performances in physical activities and sports Thecandidateconsistently:
• showsthattheycanapplyeffectivelyarangeofthestrategiesandtacticalprinciples,orthecompositionalideasandcompositionalprinciplesused,intheirselectedphysicalactivityorsportwith:- limitedtobasiccompetency(1–3marks);- basictomoderatecompetency(4–6marks);- moderatetogoodcompetency(7–9marks);- goodtoexcellentcompetency(10–12marks);or- excellenttooutstandingcompetency(13–15marks).
Thecandidateconsistently:
• performsefficientlyandeffectivelytherangeofskillsfromtheirselectedphysicalactivityorsport,inpracticeandcompetitiveconditionswith:- limitedtobasiccompetency(1–3marks);- basictomoderatecompetency(4–6marks);- moderatetogoodcompetency(7–9marks);- goodtoexcellentcompetency(10–12marks);or- excellenttooutstandingcompetency(13–15marks).
Thecandidateconsistently:
• meetsthephysicalfitnessdemandsoftheirselectedphysicalactivityorsportwith:- limitedtobasiccompetency(1–2marks);- basictomoderatecompetency(3–4marks);- moderatetogoodcompetency(5–6marks);- goodtoexcellentcompetency(7–8marks);or- excellenttooutstandingcompetency(9–10marks).
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Thecandidateconsistently:
• showsattitudesandbehavioursthatsupportsuccessandfairplayintheirselectedphysicalactivityorsportwith:- basiccompetency(1mark);- moderatecompetency(2marks);- goodcompetency(3marks);- excellentcompetency(4marks);or- outstandingcompetency(5marks).
Thecandidateconsistently:
• showsaclearknowledgeandunderstandingoftherulesandhealthandsafetyrequirements,applyingthemwhenperformingintheirselectedphysicalactivityorsportwith:- basiccompetency(1mark);- moderatecompetency(2marks);- goodcompetency(3marks);- excellentcompetency(4marks);or- outstandingcompetency(5marks).
Inplaceofonephysicalactivityorsport,theassessmentmaybebasedontheconsistentquality,efficiencyandeffectivenessofthecandidate’sperformanceasaneventmanager.Thecandidateconsistently:
• showsthattheycanplanandapplyeffectivelysoundstrategiesappropriateforsuccessfuleventmanagementwith:- limitedtobasiccompetency(1–3marks);- basictomoderatecompetency(4–6marks);- moderatetogoodcompetency(7–9marks);- goodtoexcellentcompetency(10–12marks);or- excellenttooutstandingcompetency(13–15marks).
Thecandidateconsistently:
• performsefficientlyandeffectivelytherangeofskillsandactionsrequiredforsuccessfuleventmanagementwith:- limitedtobasiccompetency(1–3marks);- basictomoderatecompetency(4–6marks);- moderatetogoodcompetency(7–9marks);- goodtoexcellentcompetency(10–12marks);or- excellenttooutstandingcompetency(13–15marks).
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Thecandidateconsistently:
• meetstimemanagementdemandsanddeadlinesrequiredbyplansforsuccessfuleventmanagementwith:- limitedtobasiccompetency(1–2marks);- basictomoderatecompetency(3–4marks);- moderatetogoodcompetency(5–6marks);- goodtoexcellentcompetency(7–8marks);or- excellenttooutstandingcompetency(9–10marks).
Thecandidateconsistently:
• showsthepersonalqualities,desirableattitudesandbehavioursthatunderpinsuccessfuleventmanagementwith:- basiccompetency(1mark);- moderatecompetency(2marks);- goodcompetency(3marks);- excellentcompetency(4marks);or- outstandingcompetency(5marks).
Thecandidateconsistently:
• showsaclearknowledgeandunderstandingoftheroleofaneventmanagerandtheroleswithinaneventmanagementteamandappliesthemwhenorganisingeventmanagementwith:- basiccompetency(1mark);- moderatecompetency(2marks);- goodcompetency(3marks);- excellentcompetency(4marks);or- outstandingcompetency(5marks).
Component 3(b) (50 marks) The quality of analysis and evaluation of performances Thecandidateconsistently:
• demonstratesknowledgeandunderstandingoftherangeofthestrategiesandtacticalprinciples,orthecompositionalideasandcompositionalprinciplesappliedintheirselectedphysicalactivityorsportandcriticallyobservesperformancesofthestrategiesandtacticalprinciples,orthecompositionalideasandcompositionalprinciplesappliedinpracticeandcompetitiveconditionsand,throughanalysisandevaluation,identifiesandexplainsthequalityoftheperformanceswith:- limitedtobasiccompetency(1–3marks);- basictomoderatecompetency(4–6marks);- moderatetogoodcompetency(7–9marks);- goodtoexcellentcompetency(10–12marks);or- excellenttooutstandingcompetency(13–15marks).
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Thecandidateconsistently:
• demonstratesknowledgeandunderstandingofsoundtechniquesforperformingefficientlyandeffectivelytherangeofskillsfortheirselectedphysicalactivityorsportandcriticallyobservesperformancesoftheskillsappliedinpracticeandcompetitiveconditionsand,throughanalysisandevaluation,identifiesandexplainsthequalityoftheperformanceswith:- limitedtobasiccompetency(1–3marks);- basictomoderatecompetency(4–6marks);- moderatetogoodcompetency(7–9marks);- goodtoexcellentcompetency(10–12marks);or- excellenttooutstandingcompetency(13–15marks).
Thecandidateconsistently:
• demonstratesknowledgeandunderstandingofthephysicalfitnessrequirementsfortheirselectedphysicalactivityorsportandcriticallyobservesperformancesinpracticeandcompetitiveconditionsand,throughanalysisandevaluation,identifiesandexplainsthequalityoftheperformanceswith:- limitedtobasiccompetency(1–2marks);- basictomoderatecompetency(3–4marks);- moderatetogoodcompetency(5–6marks);- goodtoexcellentcompetency(7–8marks);or- excellenttooutstandingcompetency(9–10marks).
Thecandidateconsistently:
• demonstratesknowledgeandunderstandingoftheattitudesandbehavioursthatsupportsuccessandfairplayintheirselectedphysicalactivityorsportandcriticallyobservesperformancesinpracticeandcompetitiveconditionsand,throughanalysisandevaluation,identifiesandexplainshowthedesirableattitudesandbehavioursareappliedwith:- basiccompetency(1mark);- moderatecompetency(2marks);- goodcompetency(3marks);- excellentcompetency(4marks);or- outstandingcompetency(5marks).
Thecandidateconsistently:
• demonstratesknowledgeandunderstandingoftherulesandhealthandsafetyrequirementsfortheirselectedphysicalactivityorsportandcriticallyobserveshowtheyareappliedinpracticeandcompetitiveconditionsand,throughanalysisandevaluation,identifiesandexplainscompliancewith:- basiccompetency(1mark);- moderatecompetency(2marks);- goodcompetency(3marks);- excellentcompetency(4marks);or- outstandingcompetency(5marks).
CCEAGCSEPhysicalEducationfromSeptember2017
71
TotalComponentMarks
Component3(a)50marks×3selectedactivities 150marks
Component3(b)50marks×1analysisofperformance 50marks
Totalcomponentmarks 200marks
© CCEA 2016