GCE Getting Started · Web viewGCE PE 2016 Physical Education Contents Introduction1 Which delivery model1 Course Planners2 One-year AS model3 A level co-teachable with AS standalone

GCE PE 2016 Physical Education

ContentsIntroduction 1Which delivery model 1Course Planners 2

One-year AS model 3A level co-teachable with AS standalone qualification 7A level Standalone qualification 16

Physical Education course planner

Introduction

From 2016, AS Physical Education will be a standalone qualification; it cannot contribute towards an A level. It equates to half the content of an A level, but the assessment will be at a similar standard to the current AS (and therefore a different standard from A level). Both qualifications will have linear assessment; with all examinations at the end of the course. This de-coupling of AS from A level and the move from modular to linear assessment have implications for planning and delivery which are considered in this course guide, but it will be for centres to decide which approach is the most suitable for their staff and students.

Which delivery model

The flowchart below outlines some of the key questions Physical Education departments will need to consider when planning for the new course. Each level links through to a delivery option underneath where more detail on the advantages and disadvantages is given, and to the relevant course planner models below.

© Pearson Education Ltd 2015

NoYes

NoYes

NoYes

NoYes

Delivery option 5. Delivery option 4.

Do you want all students to sit the AS exams before they decide?

Delivery option 2.

Will you require students to decide when they enrol whether they are AS or A level students?

Delivery option 1.

Do you want to co-teach AS and A level students in the same class (es)?

Delivery option 3.

Do you want to offer an AS course as well as an A level course to students?

1


Delivery optionsOption 1 Option 2 Option 3 Option 4 Option 5

Enrolment Students opt for either an AS course or an A level course, with no option to switch later

Only an A level is offered: all students must undertake the full two- year course.

Students opt for either an AS course or an A level course, but can switch later on.

Teaching AS and A level students are taught separately.

AS and A level students are taught in the same class.

Only A level is taught. AS and A level students are co-taught in same classes.

End of year 1

AS students sit AS exams.

A level students sit an internal exam on year 1 topics, using A level-style question.

Internal exam on year 1 topics, using A level-style questions

All students sit an AS exam. Teaching finishes in time for revision for AS exams. Students decide whether to continue to A level once they have their AS results.

Students to confirm by entry deadline whether they want to continue to A level. Only those not continuing to A level sit the AS exam.Others sit an internal exam but focusing on A level additional demands and

Advantages Greater flexibility in ordering of A level topics. Teacher can focus on AS only or A level only.

Not running two separate AS/A courses may be easier for timetabling. Know from the start which

Greater flexibility in structuring the course – can do papers in any order. More time within course, with all exams at the end.

More flexible for students – can leave their decisions until they have AS results.

More flexible for students – can leave their decisions until part- way through the course.


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Disadvantages

May need greater timetabling and staffing flexibility and resources to run two separate courses.

Need to prepare students in one class for different assessments.

Less flexible for students – have to commit to two year course. AS Physical Education cannot be studied as a fourth subject for breadth.

Less teaching time in year 1. Less flexibility in structuring course.Co-teaching more complicated. A level numbers not confirmed until AS results out.AS results doesn’t count to A level – students have to be examined on year 1 content twice

Less flexibility in structuring course – but can start A level content (year 2 material) at end of year 1.Co-teaching more complicated – preparing only some students for AS exams.Requires students to decide whether to continue without having AS results.

Less flexible for students – requires early decision.



Course Planners

This document provides a sample course planners for A level Physical Education that can be adapted by centres to fit their timetabling and staffing arrangements. The planners are offered only as examples and are not intended to be prescriptive. This course planner gives examples of a co-teachable approach as well as an approach which assumes that the A level will not be co-taught with the AS level and broadly follows the order in which the content is set out in the specification. It shows how the topics can be spread over a one or two year course. The sequence of the topics in the planners reflects the preferences of the writer, and centres are encouraged to organise the topics to suit their centre and students. The planner assumes 30 teaching weeks for the AS course and 36 teaching weeks in each year for other options, including part of the summer term following the AS examinations. There is a separate scheme of work document that provides a range of examples for suggested activities and resources which follows the approach of this course planner.



One-year AS modelContent outlined is that which will be examined at the end of the AS course, concluding after 30 weeks.

Teacher A – responsible for topics 1, 2 and 4Week Content Week Content Week Content 1 Topic 1

Applied anatomy and physiology

Key muscles and bones; types of movementThe stretch-shortening cycle The concept of agonist, prime mover, antagonist, fixator, synergistMovements during physical activities and sporting movement

11 The role and use of supplementation Contemporary supplements for enhancing performanceStrategies for ensuring optimal food, fuel and fluid intake

21 Anxiety and its effect on performance. Strategies to control anxiety: somatic and cognitive techniques.Relationship between arousal and anxiety

2 Levers and movement Newton’s Three Laws of Motion

12 Fitness testing Plotting, calculating and interpreting fitness test results

22 Aggression v. AssertionKey theories

3 Principles related to the stability of the body in relation to the centre of mass and its implication in physical activitiesThe calculation of force and resultant forceAcute responses of the muscular and skeletal systems

13 Determinants of movement/running Components of fitnessPrinciples of training

23 MotivationKey theories and their application of to optimise performance

4 The structure and function of the respiratory systemThe physiology of the respiratory system Respiratory values and capacities

14 Measuring and calculating intensity Target Heart Rate and Karvonen’s theoryContemporary technologies

24 Social facilitation The role of and effect of ‘others’Strategies to combat social inhibition



5 The anatomical components and structure of the cardiovascular systemThe physiology of the cardiovascular systemBradycardiaAcute responses of the cardio respiratory and cardio vascular systems Unhealthy lifestyles

15 PeriodisationMethods of training and their appropriateness for different activities Advantages and disadvantages of different methods of training

25 Characteristics of a successful and cohesive group/teamTask and social cohesion

6 Characteristics and anatomical make-up of fibre typesStructure of fibre types

16 Preparation for performance at altitude, in heat and in humidityStrategies for speeding up recovery

26 Key theories:Carron SteinerGroup dynamicsSocial loafingRinglemann Effect

7 Fibre recruitment patterns for endurance and power based events The anatomy of the neuro muscular system

17 Recap and consolidation of topic 2Mock exam / test on topic 2

27 SMART(ER) targets The importance and relevance of goal setting and the different types used to optimise performance

8 The physiology of a muscular contractionAcute responses of the neuro muscular systemChronic adaptations of cardiorespiratory, cardiovascular, muscular-skeletal and neuro-muscular systems

18 Topic 4Sports Psychology Personality theoriesInteractionist theory

28 Mock exam on all topics Return scripts; identify areas for improvement


19 Wood’s Triadic ModelUnderstanding how attitudes are formed and shape behaviourChanging attitudes: negative to

29 Recap and consolidation of topic 1, 2, 4



positive – ‘cognitive dissonance’10 Topic 2

Exercise physiology and applied movement analysisDietary manipulation for performance pre, during and post physical activityOptimal weight for performanceElectrolytes, hypotonic, hypertonic and isotonic solutions

20 Arousal and its effect on performanceArousal and achieving optimal levels for performanceInverted-U hypothesis, Hull’s Drive Theory


Teacher B – responsible for topics 3 and 5 and NEA

Week Content Week Content Week Content

1 Topic 3 Skill acquisition

Coaching stylesTactics and strategies in agame/competition/performance

11 Recap and consolidation of topic 3 21 Colonial diffusion across the British Empire The creation, development and impact of national and international governing bodies

2 Analysis of skills How to compare to higher level performer

12 Mock exam / test on topic 3 22 The ideals, context and impact of the modern Olympic Games and other international sporting competitions

3 Classification continuums of skillsThe uses of transfer of skills

13 Introduction to NEA work, Performance AnalysisBegin independent study

23 Centre assessments of practical performance

4 The associative theories Reinforcement - and its application to learning skills

14 Independent study 24 Barriers to participation, the benefits of mass participation on the health of the nation and the impact of wearable technology on



participation5 Thorndike's three laws in

relation to learningFitts and Posner's three stages of learning and the role of feedback at each stage

15 Independent study 25 Mass participation and initiatives/programmes Participation trends in the UK in the 21st century

6 Practice methods Practice structure Measuring effectiveness

16 Review progress and arrangements of practical performance

26 Recap and consolidation of topic 5

7 The types, purpose and effectiveness of guidance methods

17 Topic 5Sport in SocietyFactors leading to the emergence and development of modern day sportHistorical and social context of mob activities and popular recreation

27 Mock exam / test on topics 3 and 5

8 Uses of technology to underpin guidance methods

18 The effect of the Industrial Revolution on British society and the impact on recreational activitiesThe socio-cultural factors that influenced the rationalisation of sport

28 Independent study

9 Types, purpose and effectiveness of feedback

Use of technology to support feedback

19 The emergence of competing for corporations ParaSport movement and improved opportunities for women in global sportMigration patterns of sporting labour

29 Recap, consolidation and revision of topics 3 and 5

10 Open and closed loop control modelsApplication of each loop control model

20 Independent studyInitial centre assessments of practical performance




A level co-teachable with AS standalone qualification This sets out a two year programme illustrating how to deliver the course with an AS cohort. For the purposes of this scheme of work, it has been assumed that the centre is delivering 36 teaching weeks in year one including part of the summer term after mock examinations, and 30 teaching weeks in year two. The delivery of the course allows AS examinable work to be completed in preparation for examinations, followed by the start of A Level work following the examination period.

Year 1: Teacher A – responsible for topics 1, 2 and 4Week Content Week Content Week Content 1 Topic 1


Key muscles and bones; types of movementThe stretch-shortening cycle The concept of agonist, prime mover, antagonist, fixator, synergistMovements during physical activities and sporting movement






3 Principles related to the stability of the body in relation to the centre of mass and its implication in physical activitiesThe calculation of force and resultant forceAcute responses of the muscular



© Pearson Education Ltd 2014. Copying permitted for purchasing institution only. This material is not copyright free.8


and skeletal systems 4 The structure and function of the

respiratory systemThe physiology of the respiratory system Respiratory values and capacities






6 Characteristics and anatomical make-up of fibre typesStructure of fibre types

18 Topic 4Sports Psychology Personality theoriesInteractionist theory



19 Wood’s Triadic ModelUnderstanding how attitudes are formed and shape behaviourChanging attitudes: negative to positive – ‘cognitive dissonance’

31 Sports Psychology – A LevelSelf-confidence and the self-concept (Humanist)

8 The physiology of a muscular contractionAcute responses of the neuro muscular systemChronic adaptations of cardiorespiratory, cardiovascular, muscular-skeletal and neuro-


32 Vealey’s model of sport specific confidence including relevant sporting examples



muscular systems 9 Recap and consolidation of topic 1

Mock exam / test on topic 1 21 Anxiety and its effect on performance.

Strategies to control anxiety: somatic and cognitive techniques.Relationship between arousal and anxiety

33 Bandura’s Self-Efficacy Theory

10 Topic 2 Exercise physiology and applied movement analysisDietary manipulation for performance pre, during and post physical activityOptimal weight for performanceElectrolytes, hypotonic, hypertonic and isotonic solutions


34 Learned helplessness and its impact on performance

11 The role and use of supplementation Contemporary supplements for enhancing performanceStrategies for ensuring optimal food, fuel and fluid intake

23 MotivationKey theories and their application of to optimise performance




36 Review progress and arrangements of practical performance (continued)

Year 1: Teacher B – responsible for topics 3 and 5 and NEA Week Content Week Content Week Content






25 Mass participation and initiatives/programmes Participation trends in the UK in the 21st century


14 Independent study 26 Recap and consolidation of topic 5


15 Independent study 27 Mock exam / test on topics 3 and 5




5 Thorndike's three laws in relation to learningFitts and Posner's three stages of learning and the role of feedback at each stage








31 Sport in Society (A Level)Ethics and deviance in sportThe impact of commercialisation on thesportsmanship ethic and the growth of gamesmanship in the UK





32 Types of deviance in sportDifferent responses of governing bodies, governments

and the law



21 Colonial diffusion across the British Empire The creation, development and impact of national and international governing bodies

33 Establishment of the World Anti-Doping

Agency (WADA) and its effectiveness in

combating drug use


22 The ideals, context and impact of the modern Olympic Games and other international sporting competitions

34 Sport and the media. The impact of technology on the viewing experience

11 Recap and consolidation of topic 3 23 Centre assessments of practical performance

35 Understanding of development routes

from talent identification through to elite

performance

12 Mock exam / test on topic 3 24 Barriers to participation, the benefits of mass participation on the health of the nation and the impact of wearable technology on participation

36 Systems of the identification and development of talent in the UK with specific reference to the approaches of former East Germany and Australia

For the purposes of this scheme of work, it has been assumed that the centre is delivering 30 teaching weeks in year two.

Year 2: Teacher A – responsible for topics 1, 2 and 4Week Content Week Content Week Content



1 Topic 1: Applied anatomy and physiologyForms of energy to include: mechanical, electrical, potential, chemical and kinetic. Review of aerobic and anaerobic energy production

11 RICE – Rest, Ice, Compression, Elevation.Advantages and disadvantages of rehabilitation strategies.

21 Reasons for success and failure in sport

Weiner’s attribution theory and the four attributions

2 The role of energy as adenosinetriphosphate (ATP)The characteristics and physiology of the three energy pathways

12 Factors associated with linear motion

22 The three main dimensions of attribution Strategies to allow for attribution retraining.

3 The characteristics of the three pathways (continued)

13 Factors associated with angular momentumFactors affecting moment of inertia

23 Effective leadership and its impact on performance

4 The energy continuum when based around athletic running events. Positioning of athletic running events on the energy continuum

14 Application and understanding of how angular

motion is applied in a sporting contextEffects of increasing or decreasingthe moment of inertia when rotatingabout an axes

24 The different types of leadership styles The advantages and disadvantages of each leadership style Theories of how leaders are created

5 Factors that contribute to fatigue: EPOC and the stages of recovery.

15 Forces acting duringflight that affect projectile motionKnowledge of the factors that determine the horizontal displacement of a projectile Application of projectile motion inrefining technique in different sportingcontexts Technique modification through theapplication of technology


6 The fast component - re-phosphorylisation; the speed and rate of phosphogen replenishment.

16 Factors affecting fluid friction and air resistance and theapplication of these in sporting

26 Recap and consolidation of topic 4 from Year 1 Term 3



The slow component of recovery contextsInteraction of lift forces with objects

7 Energy systems and how they respond acutely to the demands of warming up/priming exercise.

17 Types of spin Magnus effect Technology: how fluid mechanics hasinfluenced technological advancementsin technique modification, clothing/suits, equipment/apparatus.

27 Recap and consolidation of topic 1,2,4

8 Recap and consolidation of topic 1 18 Recap and consolidation of topic 2 28 Mock Exam on all topics Return scripts; identify areas for improvement

9 Topic 2: Exercise Physiology and Applied Movement AnalysisClassifying two types of injuries:Acute injuriesOveruse injuries Strategies to prevent injuries

19 Topic 4 Sport PsychologyStress and stressors leading to anxiety – symptoms of physiological, psychological, and behavioural anxiety

29 Needs analysis on basis of Mock ExamRecap and consolidation of topic 1,2,4

10 Contemporary recovery methods and timescales for return to play for the acute and overuse injuries POLICE – Protection, Optimal Loading, Ice, Compression, Elevation.

20 Cognitive/Somatic Stress management techniques to optimise performance



1 Topic 3 Skill AcquisitionAn overview of the components of information processing

11 Recap and consolidation of topic 3 21 Mock Exam on all topics



2 Welford and Whiting models, to include:

input, stimulus identification perception and selective

attention response selection

response programming, and output

12 Mock Exam on topic 3 22 Final assessments of practical performance

3 The role of detection, comparison and recognition (DCR) phases when processing information

13 Introduction to NEA work, Performance Development ProgrammeBegin independent studyReview progress of practical performance


4 The characteristics and functions ofthe three memory systems

14 Independent study 24 Independent study

5 Understand the link between STSS, STM and LTM

15 Independent study 25 Recap and consolidation of topic 5 from Year 1 Term 3

6 Processing information in terms of retrieval and rehearsal and how this affects output

16 Topic 5 Sport and SocietyCommercialisation of sport and its impact on societyCommercialisation and commodities


7 Different types of Reaction time 17 The historical and social context of commercialisation: broken time payments; spectatorism; developments in the media


8 Factors affecting reaction time and ways a coach and performer can improve reaction time so as to optimise performance

18 The events of the 1968, 1972 and the 1976 Olympics and their impact on the 1984 games

Commercialisation of future sport




created by Peter Ueberroth at the 1984 Olympic Games

9 Measuring reaction, movement and response time using appropriate technology.Using data to understand reaction times and Hick’s Law Plotting, interpreting and analysing relevantdata

19 Franchises in sport (USA and UK), the power shift from the governing bodies to the media, the concept of the golden triangle Sports stars as global stars.

The concept of competitive sports fixtures and events being played on other continents


10 Schema theory as an organised package of information stored in LTM that updates and modifies motor programmes using four sources of information

20 Recap and consolidation of topic 5 30 Recap and consolidation of topic 5

A level Standalone qualification This sets out a two year programme illustrating how to deliver this without an AS cohort. For the purposes of this scheme of work, it has been assumed that the centre is delivering to 36 teaching weeks in each year one including part of the summer term after mock examinations, and 30 teaching weeks in year two.

Year 1: Teacher A – responsible for topics 1, 2 and 4Week Content Week Content Week Content 1 Topic 1


Key muscles and bones; types of movementThe stretch-shortening cycle The concept of agonist, prime mover, antagonist, fixator,





synergistMovements during physical activities and sporting movement




3 Principles related to the stability of the body in relation to the centre of mass and its implication in physical activitiesThe calculation of force and resultant forceAcute responses of the muscular and skeletal systems



4 The structure and function of the respiratory systemThe physiology of the respiratory system Respiratory values and capacities






6 Characteristics and anatomical 18 Topic 4 30 Recap and consolidation of topic



make-up of fibre typesStructure of fibre types

Sports Psychology Personality theoriesInteractionist theory

1, 2, 4


19 Wood’s Triadic ModelUnderstanding how attitudes are formed and shape behaviourChanging attitudes: negative to positive – ‘cognitive dissonance’

31 Sports Psychology – A LevelSelf-confidence and the self-concept (Humanist)

8 The physiology of a muscular contractionAcute responses of the neuro muscular systemChronic adaptations of cardiorespiratory, cardiovascular, muscular-skeletal and neuro-muscular systems


32 Vealey’s model of sport specific confidence including relevant sporting examples


21 Anxiety and its effect on performance. Strategies to control anxiety: somatic and cognitive techniques.Relationship between arousal and anxiety

33 Bandura’s Self-Efficacy Theory

10 Topic 2 Exercise physiology and applied movement analysisDietary manipulation for performance pre, during and post physical activityOptimal weight for performanceElectrolytes, hypotonic, hypertonic and isotonic solutions


34 Learned helplessness and its impact on performance

11 The role and use of 23 MotivationKey theories and their application of to

35 Review progress and arrangements of practical



supplementation Contemporary supplements for enhancing performanceStrategies for ensuring optimal food, fuel and fluid intake

optimise performance performance



36 Review progress and arrangements of practical performance (continued)





25 Mass participation and initiatives/programmes Participation trends in the UK in the 21st century


14 Independent study 26 Recap and consolidation of topic 5


15 Independent study 27 Mock exam / test on topics 3 and 5




5 Thorndike's three laws in relation to learningFitts and Posner's three stages of learning and the role of feedback at each stage










31 Sport in Society (A Level)Ethics and deviance in sportThe impact of commercialisation on thesportsmanship ethic and the growth of gamesmanship in the UK



32 Types of deviance in sportDifferent responses of governing bodies, governmentsand the law



21 Colonial diffusion across the British Empire The creation, development and impact of national and international governing bodies

33 Establishment of the World Anti-Doping Agency (WADA) and its effectiveness in combating druguse


22 The ideals, context and impact of the modern Olympic Games and other international sporting competitions

34 Sport and the media. The impact of technology on the viewing experience

11 Recap and consolidation of topic 3 23 Centre assessments of practical performance

35 Understanding of development routes from talent identificationthrough to elite performance



12 Mock exam / test on topic 3 24 Barriers to participation, the benefits of mass participation on the health of the nation and the impact of wearable technology on participation

36 Systems of the identification and development of talent in the UKwith specific reference to theapproaches of former East Germany and Australia

For the purposes of this scheme of work, it has been assumed that the centre is delivering 30 teaching weeks in year two.

Year 2: Teacher A – responsible for topics 1, 2 and 4Week Content Week Content Week Content 1 Topic 1:

Applied anatomy and physiologyForms of energy to include: mechanical, electrical, potential, chemical and kinetic. Review of aerobic and anaerobic energy production

11 RICE – Rest, Ice, Compression, Elevation.Advantages and disadvantages of rehabilitation strategies.

21 Reasons for success and failure in sport

Weiner’s attribution theory and the four attributions

2 The role of energy as adenosinetriphosphate (ATP) The characteristics and physiology of the three energy pathways

12 Factors associated with linear Motion

22 The three main dimensions of attribution Strategies to allow for attribution retraining.

3 The characteristics of the three pathways (continued)

13 Factors associated with Angular MomentumFactors affecting moment of inertia

23 Effective leadership and its impact on performance

4 The energy continuum when based around athletic running events. Positioning of athletic running events on the energy continuum

14 Application and understanding of how angular

motion is applied in a sporting contextEffects of increasing or decreasingthe moment of inertia when rotating about an axes

24 The different types of leadership styles The advantages and disadvantages of each leadership style Theories of how leaders are created

5 Factors that contribute to fatigue: EPOC and the stages of recovery.

15 Forces acting duringflight that affect projectile motionKnowledge of the factors that determine the horizontal displacement




of a projectile Application of projectile motion in refining technique in different sporting contexts Technique modification through the application of technology

6 The fast component - re-phosphorylisation; the speed and rate of phosphogen replenishment. The slow component of recovery

16 Factors affecting fluid friction and air resistance and theapplication of these in sporting contextsInteraction of lift forces with objects


7 Energy systems and how they respond acutely to the demands of warming up/priming exercise.

17 Types of spin Magnus effect Technology: how fluid mechanics has influenced technological advancements in technique modification, clothing/suits, equipment/apparatus.


8 Recap and consolidation of topic 1 18 Recap and consolidation of topic 2 28 Mock Exam on all topics Return scripts; identify areas for improvement

9 Topic 2: Exercise Physiology and

Applied Movement AnalysisClassifying two types of injuries:Acute injuriesOveruse injuries Strategies to prevent injuries

19 Topic 4 Sport PsychologyStress and stressors leading to anxiety – symptoms of physiological, psychological, and behavioural anxiety

29 Needs analysis on basis of Mock ExamRecap and consolidation of topic 1,2,4

10 Contemporary recovery methods and timescales for return to play for the acute and overuse injuries POLICE – Protection, Optimal Loading, Ice, Compression, Elevation.

20 Cognitive/Somatic Stress management techniques to optimise performance




Year 2: Teacher B – responsible for topics 3 and 5 and NEA

Week Content Week Content Week Content

1 Topic 3 Skill AcquisitionAn overview of the components of information processing

11 Recap and consolidation of topic 3 21 Mock Exam on all topics

2 Welford and Whiting models, to include:

input, stimulus identification perception and selective

attention response selection

response programming, and output

12 Mock Exam on topic 3 22 Final assessments of practical performance

3 The role of detection, comparison and recognition (DCR) phases when processing information

13 Introduction to NEA work, Performance Development ProgrammeBegin independent studyReview progress of practical performance


4 The characteristics and functions ofthe three memory systems

14 Independent study 24 Independent study

5 The link between STSS, STM and LTM

15 Independent study 25 Recap and consolidation of topic 5 from Year 1 Term 3

6 Processing information in terms ofretrieval and rehearsal and how this affects output

16 Topic 5 Sport and SocietyCommercialisation of sport and its impact on societyCommercialisation and commodities




7 Different types of Reaction time 17 The historical and social context of commercialisation: broken time payments; spectatorism; developments in the media


8 Factors affecting reaction time and ways a coach and performer can improve reaction time so as to optimise performance

18 The events of the 1968, 1972 and the 1976 Olympics and their impact on the 1984 games

Commercialisation of future sport created by Peter Ueberroth at the 1984 Olympic Games


9 Measuring reaction, movement and response time using appropriate technology.Using data to understand reaction times and Hick’s Law Plotting, interpreting and analysing relevant data

19 Franchises in sport (USA and UK), the power shift from the governing bodies to the media, the concept of the golden triangle

Sports stars as global stars.

The concept of competitive sports fixtures and events being played on other continents


10 Schema theory as an organised package of information stored in LTM that updates and modifies motor programmes using four sources of information

20 Recap and consolidation of topic 5 30 Recap and consolidation of topic 5


Documents

GCE Getting Started · Web viewGCE PE 2016 Physical Education Contents Introduction1 Which delivery model1 Course Planners2 One-year AS model3 A level co-teachable with AS standalone