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CCEA Planning Framework for GCSE Physical Education


IntroductionThe purpose of this Planning Framework is to support the teaching and learning of GCSE Physical Education. The Planning Framework is based on specification content but should not be used as a replacement for the specification. It provides suggestions for a range of teaching and learning activities which provide opportunities for students to develop their: Knowledge and understanding Subject specific skills The Cross-Curricular Skills Thinking Skills and Personal Capabilities

The Planning Framework is not mandatory, prescriptive or exhaustive, however, teachers are encouraged to adapt and develop it to best meet the needs of their students.

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Subject Skills Assessed through Physical Education:The following skills are assessed in GCSE Physical Education:The application of:– sound strategies, tactical principles or compositional ideas and

principles;– the range of skills and techniques used;– optimum physical and mental fitness;– the rules, health and safety requirements and etiquette;– event management skills; and– time management.

Students must also:– analyse and evaluate the quality of the observed or experienced

performances;– communicate orally their observations as they happen;– provide ongoing analysis and evaluation of performances; and– provide and communicate orally, summary evaluations after

performances.

Supporting the Development of Statutory Key Stage 4 Cross-Curricular Skills and Thinking Skills and Personal CapabilitiesThis specification builds on the learning experiences from Key Stage 3 as required for the statutory Northern Ireland Curriculum. It also offers opportunities for students to contribute to the aim and objectives of the Curriculum at Key Stage 4, and to continue to develop the Cross-Curricular Skills and the Thinking Skills and Personal Capabilities. The extent of the development of these skills and capabilities will be dependent on the teaching and learning methodology used.

Cross-Curricular Skills at Key Stage 4CommunicationStudents should be able to:

communicate meaning, feelings and viewpoints in a logical and coherent manner, for example analysing and evaluating their own performances and the performances of others in selected physical activities or sports;

make oral and written summaries, reports and presentations, taking account of audience and purpose, for example practising answering questions for the written examination papers;

participate in discussions, debates and interviews, for example analysing and evaluating their own performances and the performances of others;

interpret, analyse and present information in oral, written and ICT formats, for example practising answering questions that use tables, graphs and spreadsheets in the written examination papers; and

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explore and respond, both imaginatively and critically, to a variety of texts, for example practising answering questions that use scenarios in the terminal examination papers.

Using MathematicsStudents should be able to:

use mathematical language and notation with confidence, for example collecting, presenting, analysing and evaluating data on the working of the body systems;

use mental computation to calculate, estimate and make predictions in a range of simulated and real-life contexts, for example collecting, presenting, calculating, analysing or evaluating data from physical fitness test results;

select and apply mathematical concepts and problem-solving strategies in a range of simulated and real-life contexts, for example collecting, presenting, analysing and evaluating data on the performance of skills or data on the active leisure industry;

interpret and analyse a wide range of mathematical data, for example analysing and evaluating data on health and physical fitness; and

present mathematical data in a variety of formats that take account of audience and purpose, for example presenting data on the active leisure industry.

Using ICTStudents should be able to make effective use of information and communications technology in a wide range of contexts to access, manage, select and present information, including mathematical information, for example accessing online information and data on subject content.

Thinking Skills and Personal Capabilities at Key Stage 4Self-ManagementStudents should be able to:

plan work, for example auditing, analysing and evaluating personal health and physical fitness levels;

set personal learning goals and targets to meet deadlines, for example action plans for the improvement of personal health;

monitor, review and evaluate their progress and improve their learning, for example using SMART objectives and targets to improve; and

effectively manage their time, for example in completing a series of action plans.

Working with OthersStudents should be able to:

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learn with and from others through co-operation, for example training, practising and competing as part of a team;

participate in effective teams and accept responsibility for achieving collective goals, for example know, understand and implement what their agreed role is within teams and in particular within team sports; and

listen actively to others and influence group thinking and decision-making taking account of others’ opinions, for example students will have opportunities to listen to a team’s collective goals, the strategies and tactics to achieve those goals and the roles team members will play in achieving the collective goals.

Problem SolvingStudents should be able to:

identify and analyse relationships and patterns, for example patterns of play in sports performances;

propose justified explanations, for example explain why a person’s nutritional intake (diet) is good or should be changed;

reason, form opinions and justify their views, for example discuss and decide on the strategies and tactics to be used to defeat a known team in a competition;

analyse critically and assess evidence to understand how information or evidence can be used to serve different purposes or agendas, for example how the media, commentators, supporters and other students judge performances in sports;

analyse and evaluate multiple perspectives, for example analyse and evaluate a person’s lifestyle decisions from the person’s perspective and the family’s perspective;

explore unfamiliar views without prejudice, for example explore unfamiliar healthy foods from other cultures;

evaluate options and justify decisions, for example considering different nutritional plans and deciding on the best for health; and

apply and evaluate a range of approaches to solve problems in familiar and novel contexts, for example trying out and then evaluating different approaches to decide which one will be best to improve personal health.

Although not statutory at Key Stage 4 this specification also allows opportunities for further development of the Thinking Skills and Personal Capabilities of Managing Information and Creativity.

Key Stage 4 Statutory Skills and Personal Capabilities

Communication Skills Comm - T&L (Talking & Listening) W (Writing) R (Reading) Using Mathematics UMUsing ICT UICTProblem solving PSWorking with Others WO

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Self-Management SM

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Key FeaturesThe Planning Framework: Includes suggestions for a range of teaching and learning activities

which are aligned to the GCSE Physical Education specification content.

Highlights opportunities for inquiry-based learning. Indicates opportunities to develop subject knowledge and

understanding and specific skills. Indicates opportunities to develop the Cross-Curricular Skills and

Thinking Skills and Personal Capabilities. Provides relevant, interesting, motivating and enjoyable teaching and

learning activities which will enhance the student’s learning experience.

Makes reference to supporting resources.

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Planning Framework for GCSE Physical Education

Unit/Option content

Learning Outcomes or Elaboration of Content

Suggestions for Teaching and Learning Activities

Supporting Cross Curricular Skills, Thinking Skills and Personal Capabilities

3.1.1The Body at Work

COMPONENT 1 FACTORS UNDERPINNING HEALTH AND PERFORMANCE

Skeletal system

Students should be able to: demonstrate understanding of how

the following functions of the skeleton relate to performances in physical activities and sports:– shape or support;– blood cell production;– protection;– movement; and– mineral storage;

‘Formula one – pole position!’One of the five functions of the skeleton is allocated to each pair or group of students. They are instructed to research their allocated function and report back to the class from ‘pole position’ or ‘the hot seat’. The remainder of the class questions the group further in an attempt to discredit their information to remove them from pole position. Each group presents and is challenged in turn. The most accurate presentation will be awarded pole position!

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demonstrate understanding of how the following parts of synovial joints function during performances in physical activities and sports:

Students should label the parts on a diagram of e.g. a knee joint. This exercise would work well on an iPad in a drag and place exercise. Students

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– synovial capsule;– synovial membrane;– synovial fluid;– bursae;– cartilage;– ligaments; and– tendons;

should research the function of each component and, as extension work, the type of damage an athlete can do at a joint and how it is “cured”. A visit from an athlete to talk about joint injury/maintenance would add interest.

(Students could collate knowledge and understanding gained in an interactive resource e.g. book creator or Explain Everything).

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Skeletal system (cont.)

demonstrate understanding of the following classifications of synovial joints and locate where they can be found in the body:– hinge;– ball and socket;– pivot;– saddle;– gliding; and– condyloid;

Students work in pairs to investigate and discuss movement at joints. They manipulate joints and then, on the outline of a skeleton, they label as many joints as possible as; e.g.: ‘hinge’, ‘ball and socket’.

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demonstrate understanding of which of the following movements are possible at the different synovial joints when performing in physical activities and sports:

As a further extension of the above activity the students progress to label the movements possible at each joint using abbreviations e.g.: ‘ab’ (abduction), ‘df’ (dorsi-flexion).

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– flexion;– extension;– rotation;– circumduction;– plantar-flexion;– dorsi-flexion;– abduction; and– adduction; and

Skeletal system (cont.)

demonstrate understanding of the following long‐term effects of exercise and optimal training on the skeletal system:– skeletal tissues become stronger

by reinforcing the criss-cross matrix structure of the bones;

– cartilage thickens, which aids the cushioning of the joints; and

– tendons thicken and can withstand greater muscle force.

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Muscular system

Muscular system

Students should be able to:

demonstrate understanding of how the following functions of the muscular system relate to performances in physical activities and sports:– movement (voluntary and

involuntary);– support and maintenance of good

posture; and– production of heat to keep body

warm via contraction;

Muscular system – ‘K.W.L.’Students, (individual or in groups), create a three column table. Column one is titled ‘K’ or ‘what I already know’. Column two is titled ‘W’ or ‘what I need to find out’. Column three is titled ‘L’ or ‘what I have learned’ (column three is a summary of learning completed at the end of the topic. This ‘KWL’ exercise can stimulate interest and discussion in the introduction of any topic.

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demonstrate understanding of how skeletal muscles work to control actions during physical activities and sports: the action of prime movers (agonist or antagonist):– the difference between

concentric and eccentric contractions;

– the difference between isometric and isotonic contractions; and

– the recruitment of muscle fibres

‘Just a minute’Pupils learn about the functions of the muscular system, (either wholly teacher-directed or through individual research). Individual pupils or pairs are selected to be in the ‘hot seat’. They must talk for a full minute on a chosen function without notes. The remaining students must listen carefully for hesitation, deviation or repetition to challenge the student’s knowledge.

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Muscular system (cont.)

to produce force; demonstrate understanding of the

characteristics of the following muscle fibre types and how they work when performing in physical activities and sports:

– type I (slow twitch) muscle fibres that are designed for endurance and are able to produce a large amount of energy over a long period of time assuming that oxygen is present; and

– type II (fast twitch) muscle fibres designed for very high intensity and are able to contract rapidly but tire very quickly;

(Where speakers work in pairs they can prompt each other).

Teacher could introduce the concept using e.g. video footage from the Olympics showing sprinters, gymnasts, shot putter, marathon runner. The footage would stimulate discussion about energy requirements of each athlete and the muscle fibres that are most effective for the event.

Students could list other sports and write about the proportion of muscle fibres within them.

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demonstrate understanding of the following short‐term or immediate effects of exercise on the skeletal muscles:– muscles contract more often;– blood flow to muscles increases;– muscle temperature rises;– aerobic effect; and– anaerobic effect; and

‘Don’t sit on the bench/fence’(This is an active teaching and learning activity in a gym’ setting – the teacher can use this to enforce learning on any topic.)Whole class stand on benches down the centre of the gym’. The teacher indicates which side of the gym’ is the ‘true statement side’ and which is the

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‘false statement side’. The teacher then makes either a true or false statement and students must move to what they think is the appropriate side,e.g. ‘A short term effect of exercise on the skeletal system is that muscles increase in size’.(The teacher may allow discussion with a partner or not to assist less able pupils).

Muscular system (cont.)

demonstrate understanding of the following long‐term effects of optimal training on the skeletal muscles:– muscles increase in size

(hypertrophy);– muscles, tendons and ligaments

around joints get stronger.– increases in the number of

mitochondria allow for an increase in the rate of energy production; and

– increases in the number of myoglobin within skeletal muscle allows for greater stores of oxygen within the muscle.

A visit from a fitness enthusiast to give a talk on his training programme. The students should plan beforehand what knowledge they hope to gain from this exercise (i.e. A KWL). The teacher should provide key words e.g. hypertrophy. At the end of the session the students lead a question and answer session.

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Cardiovascular system

demonstrate understanding of how the following functions of the cardiovascular system relate to performances in physical activities and sports: – transport of oxygen and

nutrients;– removal of waste products,

carbon dioxide and lactic acid;– clotting of cuts and open wounds;

and– regulation of body temperature

(heat);

As an introduction to the topic the students are given a table of functions within the body. They work with a partner to discuss which functions are part of the cardiovascular system e.g.,

Functions of the CV system

Yes or No

Transport of oxygenProtection for organs

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demonstrate understanding of how the following parts that make up the cardiovascular system function during:– performances in physical

activities and sports;– the double circulatory system

(systemic andpulmonary);

– atria, ventricles, septum; and– aorta, vena cava, pulmonary

artery, pulmonary vein;

Create a cardiovascular ‘minimalist’ dictionary. Students use notes or research to create a revision/learning table of the parts of the cardiovascular system giving short but accurate descriptions e.g.: Part of the CV system

Description

Aorta Largest artery, originates in the left ventricle, carries oxygenated blood

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around the bodyarteries ?capillaries

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veins ?Add new rows as required.

Cardiovascular system (cont.)

demonstrate understanding of how the following blood vessels function during physical activities and sports in terms of blood pressure, oxygenated blood, deoxygenated blood and changes due to physical exercise:– arteries have thick, smooth,

elastic walls, small lumen, transport blood under higher pressure (than veins), transport blood away from the heart, transport oxygenated blood only (except in the case of the pulmonary artery);

– capillaries are small, narrow blood vessels, site for diffusion of oxygen and carbon dioxide; and

– veins have thinner, less elastic

Research – Students research key words, i.e. arteries, capillaries, veins and create a PowerPoint or information leaflet to demonstrate understanding of their function. The PowerPoint is presented to the class and question time provided.

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walls than arteries, larger lumen, non-return valves that aid the return of blood to heart by preventing backflow of blood, transport blood under lower pressure (than arteries), transport blood towards the heart, transport deoxygenated blood (except in the case of the pulmonary vein);


demonstrate understanding of the process of blood flow around the body and the changes that occur following the start of exercise:– high pressure and velocity of

blood as it leaves heart (aorta), pressure reduces as it moves through the blood vessels, velocity of blood reduces dramatically as it reaches the capillary beds, blood flow is re-diverted to skeletal muscle via vasoconstriction and

– vasodilation (redistribution of blood), precapillary sphincter muscles control blood entering

Blood flow around the body – practical activity.

- The teacher sets up a large scale representation of the cardiovascular system in the school gym;

- students run the circulation pathway of the blood around the heart. The lesson can be used as a warm-up and at the same time tests and reinforces learning.

(Detail of the lesson and resources in Appendix A).

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capillary network; and– blood returning to heart enters

the veins (vena cava), velocity of blood increases, rhythmic movement of smooth muscle and the action of the skeletal muscle as the body moves helps the flow of blood, one-way valves prevent blood from flowing backwards;

demonstrate understanding of the relationship between heart rate, stroke volume and cardiac output and how each responds to exercise:– cardiac output = stroke volume x

heart rate;– stroke volume (the volume of

blood ejected from the heart per beat);

– cardiac output (the volume of blood ejected from the heart in one minute);

– heart rate (the number of cardiac cycles per minute);

– heart rate rises in direct proportion to exercise intensity; and

Each one teach one: Class work in pairs. Each pair takes a topic to research e.g. cardiac output. There should be an opposing pair researching the same topic. The pairs relay their information to the class and may even try to discredit information given if they think it is not accurate.

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– stroke volume increases due to an increased venous return (muscle pump) therefore cardiac output increases;


demonstrate understanding of the following short-term or immediate effects of exercise on the cardiovascular system:– release of adrenaline causes

heart rate to rise;– cardiac output increases;– venous return of blood increases;– production of carbon dioxide

increases;– body temperature increases;– blood pressure increases thus

increasing blood flow; and– vasoconstriction and vasodilation

ensure blood is redirected to areas that need it; and

Teacher creates a quiz on www.create.kahoot.it

- Students sign in and answer whether the effects of exercise on the cardiovascular system are long term or short term. The results are used for further discussion and note-taking.

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demonstrate understanding of the following long-term effects of optimal training on the cardiovascular system:– walls of heart become thicker

and stronger, which increases

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stroke volume;– red blood cell count increases,

which improves the body’s ability to transport oxygen to the muscles;

– increased capillarisation allows for more efficient gaseous exchange of oxygen and carbon dioxide;

– resting heart rate decreases; and– build-up of lactic acid is much

lower during high intensity activity.

Respiratory system


demonstrate understanding of how the following functions of the respiratory system relate to performances in physical activities and sports:– transport of air into the lungs;– diffusion of oxygen into the blood

stream; and– removal of carbon dioxide and

other gases from the blood;

Timeline:Make a timeline detailing how the respiratory system works during exercise as compared to at rest.

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demonstrate understanding of how ‘What am I?’:

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Respiratory system (cont.)

the following parts that make up the respiratory system function during performances in physical activities and sports:– mouth, nose and nasal cavity

warms, filters and moistens the incoming air;

– trachea carries air from the throat into the lungs and has tiny hairs called cilia, which catch particles of dust that are removed through coughing;

– bronchi branch off into the left and right lungs;

– bronchioles are smaller in diameter and lead to the alveolar sacs;

– alveoli are individual, hollow cavities contained within alveolar sacs where the exchange of gases takes place; and

– the diaphragm is a broad band of muscle that sits underneath the lungs, attaching to the lower ribs and sternum and forming the base of the thoracic cavity;

Students research the parts that make up the respiratory system. The teacher selects students at random to describe a function and the class identify which part is being highlighted.

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demonstrate understanding of how the following respiratory processes function during performances in physical activities and sports:– inspiration during rest (external

intercostal muscles and diaphragm contract to expand the chest cavity);

– expiration during rest (relaxation of external

– intercostal muscles and diaphragm);

– inspiration during exercise (external intercostal muscles, diaphragm, sternocleidomastoid, scalenes and pectoral minor all contract);

– expiration during exercise (contraction of internal intercostal muscles and abdominals); and

– diffusion (gases diffuse down a concentration gradient from an area of high concentration to an area of low concentration);

The teacher uses a practical lesson to allow students to feel the respiratory processes first at rest (start of warm-up) and then during exercise.

The follow-up classroom lesson should draw on this experience to allow students to write detailed notes.

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Respiratory demonstrate understanding of how Create a practical session where WO

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system (cont.)

vital capacity and ventilation affect performances in physical activities and sports:– vital capacity (maximum amount

of air exhaled after a maximal inspiration), this varies between individuals, exercise can improve vital capacity by expanding further to take in extra oxygen; and

– minute ventilation = tidal volume Å~ respiratory rate, this increases during exercise, breathing rate quickens and each breath becomes deeper;

students measure vital capacity using a spirometer (this can also be done using basic household equipment (ref. Hooplakidz lab).

Create a graph of class results and discuss.

demonstrate understanding of the following short-term or immediate effects of exercise on the respiratory system:– changes in the concentration of

carbon dioxide and oxygen detected, this triggers an increase in breathing rate; and

– intercostal muscles and diaphragm work harder to expand the thoracic cavity to

Investigation: What factors affect lung capacity?

Students use each other as subjects. Research this topic. (www.biologycorner.com)

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draw in more air; and

Respiratory system (cont.)

demonstrate understanding of the following long-term effects of optimal training on the respiratory system:– respiratory muscles (diaphragm

and intercostal muscles) increase in strength;

– increase in vital capacity allows for greater intake of air; and

– increases in the number and diameter of capillaries surrounding the alveoli allow for more efficient gaseous exchange.

Note making: With the use of teacher PowerPoint students make notes on the long-term effects of optimal training on the respiratory system.

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Digestive system

Students should be able to: demonstrate understanding of the

following functions of the digestive system:– the breakdown of foods into

smaller and smaller molecules; and

– the collection of waste products for disposal;

Students conduct a K.W.L exercise – i.e.What you know?What you want to know?What to learn?

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demonstrate understanding of the role of the following parts that make up the digestive system:– mouth: ingestion and digestion,

mechanical (chewing) and chemical (saliva);

– stomach: digestion, mechanical (stomach muscles) and chemical (acids, enzymes, hormones, insulin, bile);

– small intestine: absorption and transfer of molecules to the blood; and

– large intestine: absorption and excretion, absorption of sodium and excretion of waste products; and

The body systems – short term effects of exercise(In groups or as individuals)Students are given an outline of the human body. They use simple drawings to show the positioning of the main parts of the circulatory system, the muscular system and the digestive system. Label each diagram to show the short term or immediate effects of exercise on each system

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Digestive system (cont.)

demonstrate understanding of the following short‐term or immediate effects of exercise on the digestive system:– blood is diverted to the heart,

lungs and working muscles away from parts of the digestive system;

– improves digestion process by strengthening muscles, which in turn makes it easier to pass food around the body; and

– can slow down digestive system in order to conserve energy for exercise.

The body systems – long term effects of exercise(In groups or as individuals)Repeat the exercise above to show the long term effects of exercise on each body system

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Nervous system

Nervous system


demonstrate understanding of how the following functions of the nervous system relate to skilled performances in physical activities and sports:– sensory function;– interpretive function; and– motor function;

Students should research the function of the nervous system and create a PowerPoint explaining the three functions. They should try to include a practical demonstration.

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demonstrate understanding of how the following parts that make up the nervous system function during skilled performances in physical activities and sports:– the central nervous system;– the brain (cerebrum and

cerebellum); – the spinal cord; – the peripheral nervous system;– somatic nervous system;– autonomic nervous system

(sympathetic and parasympathetic nervous

Snapshot:Use a bank of photographs of athletes in action (both able-bodied and disabled). Students discuss how the various parts of the nervous system are playing their part in performing a skille.g. a tennis servicee.g. blind athlete sprinting with a guide

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systems);– sensory nerves (including

exteroceptors, proprioceptors and interoceptors); and

– motor nerves (including control of muscle actions); and

Nervous system (cont.)

demonstrate understanding of how the nervous system processes information when learning and performing the skills from physical activities and sports:– input from exteroceptors,

proprioceptors and interoceptors;

– decision making in brain (short-term sensory storage, short-term memory and long-term memory); and

– output (response generator and effectors).

Teacher should use the practical situation to demonstrate how the nervous system processes information. Ask the students to select a movement from a list and work in pairs – 1 student performs the movement while the other describes the process using the key words.

Movements could include:- A service in tennis- A sprint start- A high jump

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3.1.2Health and Lifestyle Decisions

Health


demonstrate understanding of the following aspects of health:– the concept of health;– physical health;– mental health; and– social health; and

The Health Triangle:Students, (as individuals or in groups) are given a diagram of the Health Triangle and asked to elaborate on and give examples of each aspect. This discussion leads to the debate…DEBATE e.g. Are Olympic gymnasts healthy? e.g. Are paralympians healthy?

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demonstrate understanding of and apply the advice and recommendations for mental well‐being from the Public Health Agency (PHA).

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Mental Health


following positive benefits from maintaining mental well-being:– ability to cope with challenge;– resilience;– ability to function well with

others;– coping skills for life;– effective management of

emotions;– an honest self-regard and self-

esteem; and– the ability to view the world

honestly, accurately and realistically;

Students define mental health. The definition leads on to small group discussion of

1. How can we deal with stress?2. What can make stress worse?

Personal reflection (in pairs)

3. How do you relax or enjoy yourself

4. How could you improve this aspect of your health

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demonstrate understanding of the following negative consequences of neglecting mental well‐being:– poor physical health;– sedentary lifestyle;– decreased motivation;– loss of appetite leading to poor

nutritional intake;– difficulty dealing with trauma;

and

Mind Map:Students create a mind map with “Neglecting mental health” at its centre and use it to explain the consequences.

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– high amounts of stress (excess stress can lead to cardiac problems); and

Mental Health (cont.)

demonstrate understanding of the following negative coping skills as a consequence of neglecting mental wellbeing:– using drugs, including stimulants

and sedatives;– excessive alcohol use;– denial;– self‐harm;– ignoring or denying feelings;– avoidance of problems; – excessive working; and– analyse, interpret and evaluate

information or data about mental health.

‘Addiction and illness is high among ex-sportsmen’ (Sky News 12.09.2014)Students discuss why this might happen and how it might be avoided

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Social Health Students should be able to: demonstrate understanding of and

apply the advice and recommendations for social well-being from the PHA;

Students carry out research through the P.H.A and create a leaflet or PowerPoint to demonstrate understanding of what “social well-being” is and its benefits.

UICT

demonstrate understanding of the following benefits from maintaining social well-being:– confidence in meeting people and

making friends;– self-belief in co-operating and

working with others; and– motivated to participate and

compete in life; demonstrate understanding of the

following consequences of neglecting social well-being:– adverse effect on mental health;– loss of self-belief and self-esteem;– loss of confidence to embrace

challenge;– deterioration in physical health; – increased stress; and– analyse, interpret and evaluate

information or data about social

Students discuss the list of consequences of neglecting social well-being. They write a short essay showing how participation in sport can help.

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health; and demonstrate understanding of and

apply the advice and recommendations on exercise and physical activity from the PHA.

Poster/Leaflet:Research the recommendations on exercise and create a poster or leaflet to encourage participation.

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Physical Health: Exercise


following benefits from maintaining physical well-being:– how increasing physical activity

through improving components of fitness can lead to a healthy lifestyle;

– how exercise improves levels of fitness and muscle hypertrophy;

– how exercise controls weight;– how exercise combats health

conditions and diseases; and– how exercise improves mental

health, social competence and quality of sleep;

HSC Public Health Agency states that‘Walking is a near-perfect exercise for a healthy lifestyle’Discuss

Northern Ireland Health Minister announced: ‘I am delighted to launch this new campaign which encourages us all to reduce the amount of time we spend being sedentary and to move more. It may seem like a simple message but overweight and obesity is a growing public health issue, and has a real impact on individuals and on our health system.Discuss.

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demonstrate understanding of the following consequences of a sedentary lifestyle:– increased risk of chronic disease,

for example coronary heart disease, diabetes, bowel cancer, osteoporosis;

– increased risk of cognitive decline, for example dementia;

– loss of lean muscle tissue

Exercise is addictiveConsistent exercise causes the body to produce endorphins, which are hormones secreted by your pituitary gland to block pain, decrease anxiety and create feelings of euphoric happiness. But endorphins are chemically similar to the drug morphine, and so for many people, compulsive exercise can be

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Physical Health: Exercise (cont.)

(atrophy);– increased risk of depression; and

less efficient immune system;

psychologically addictive. For regular exercisers, and especially for bodybuilders, triathletes, cyclists or marathoners, reducing or stopping exercise suddenly – or even missing one single workout – can result in depression, stress and anxiety

This ‘mouse on a wheel’ attraction to exercise can result in overtraining, missing family obligations and social gatherings because of an intense ‘need’ to exercise, and a worry that fitness will be lost or weight will gain with a day of missed exercise. The pursuit of exercise turns from a way to experience the beauty of nature or spend time with friends to a feeling of going to work or being stuck in a rut.

Read more:https://bengreenfieldfitness.com/2011/07/top-10-reasons-exercise-is-bad-for-you/

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https://bengreenfieldfitness.com/2011/07/top-10-reasons-exercise-is-bad-for-you/




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Discuss analyse, interpret and evaluate

information or data about developing and maintaining physical well-being and the consequences of a sedentary lifestyle;

Teacher uses a resource eg. British Heart Foundation Physical Activity Statistics 2015, to stimulate discussion and interpretation of the data.

Students write an overall evaluation.

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demonstrate understanding of the difference between ‘physical fitness for health’ and ‘physical fitness for performance’:– physical fitness for health, a

baseline of appropriate and sufficient exercise or activity to keep the body in reasonable working order; and

– physical fitness for performances in physical activities and sports, a higher baseline of regular and appropriate exercise so that the body is in the best shape possible to perform the physical requirements of the physical

Students create a detailed imaginary profile of two students. One student is a committed athlete while the other enjoys activity for all round well-being. They should describe forever more: their lifestyle, activity profile, diet and nutrition habits and motivation.

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activities and sports as efficiently and effectively as possible;

demonstrate understanding of the following components of physical fitness and select appropriate types of exercise and methods of exercising to develop health-related fitness in these components:– aerobic energy production;– muscular endurance;– muscular strength;– flexibility; and– body composition;

Components of physical fitness

Students divide into five groups to research a component of physical fitness and the method of training to improve that component. They produce their work on a flip chart and after a set time exchange their work with another group. This group adopts a ‘teacher’ role and marks the work annotating any shortcomings. The aim is to be the most accurate team

WO

Comm – R, W

W

demonstrate understanding of the following principles of training and apply the principles to plan safe, appropriate and effective weekly health-related exercise programmes for a range of individuals and their circumstances: FITT (frequency, intensity, time, type of exercise); and SPORRT (specificity, progression, overload, recovery, reversibility, tedium and variety);

Principles of training- Teacher provides a scenario of a student who wishes to be on a school sports team. He provides the training programme and students work in pairs to discuss and check if the programme meets the principles. They write a concluding review and make suggestions for improvements.

PS

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analyse, interpret and evaluate information or data about:– the components of physical

fitness;– the appropriateness of different

types of exercises;– the methods of training; and– the application of the principle of

training to develop and maintain health-related physical fitness;

Students review the NHS Choices ‘Couch to 5K running’ plan (www.nhs.co.uk) or similar training plan for health-related fitness. Students should demonstrate how the programme meets the principles of F.I.T.T or S.P.O.R.T.

UICT

Comm – W, R

PS

demonstrate understanding of how to carry out fitness testing for the following components so that the results are valid, reliable and allow progress to be monitored or results to be compared:– aerobic fitness;– muscular endurance;– muscular strength;– flexibility; and– body composition;

Students use the CCEA Fitness Testing battery to test each other’s level of fitness. They use the results to award the appropriate mark range.

WOUM

present, analyse, interpret and evaluate information and data from health-related fitness test results in the following components and, based on informed evaluations,

Students work in pairs to carry out fitness tests in a gym/sportshall. Results are collated in the classroom for the whole group.Students should present the test results

WO

UM

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http://www.nhs.co.uk/


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draw conclusions and make sound recommendations:– aerobic fitness;– muscular endurance;– muscular strength;– flexibility; and– body composition;

in graph form and write conclusions about what the graph shows about themselves and others.e.g. It was expected that Karen’s flexibility score would be higher than the average because she is a gymnast.e.g. My score in aerobic fitness is well below average.

PS

demonstrate understanding of the benefits from carrying out appropriate risk assessments before taking part in physical activities and sports;

Risk Assessment:Students conduct the Physical Activity Readiness Questionnaire (Par-Q) on three willing people in their immediate family. (Submit questionnaires anonymously). Give an overall summary of each person’s suitability to take part in exercise

Students select a sport they are familiar with and create a mind map of possible risks under the headings Environment Hazards within the sport/game The equipment Travel to and from matches The facility

WO

PS

SM

demonstrate understanding of what Teacher creates a scenario e.g. the

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actions to take to minimise the risks from potential hazards in physical activities and sports and the possible consequences if the hazards are ignored; and

school plans to hold a mini sports day for local feeder primary schools.The teacher gives a programme for the day.


analyse, interpret and evaluate information or data about risk assessments and the actions taken to minimise the risks from potential hazards.

Students evaluate the programme and outline what actions need to be taken to minimise if the actions are ignored. This could be presented in table form e.g.

PS,Comm - W

39

Primary Sports DayProgramme Risk

Identified

Action Needed

9.00am

Buses arrive with children

9.30 am

Spectators arrive.

Event 1etc


Unit/Option content




Physical Health: Nutrition

Students should be able to: demonstrate understanding of and

apply the advice and recommendations on nutrition from the PHA;

demonstrate understanding of the following benefits from having a balanced, healthy nutritional plan (diet):– balanced energy input and

output;– controls weight;– prevention of disease and

infection (improved function of the immune system);

– reduced risk of chronic diseases like cancer, high blood pressure, diabetes and heart disease;

– helps in the promotion of good mental function and enhances memory;

– boosts energy and helps beat the effects of tiredness and fatigue; and

– enhances the ability to concentrate and alter mood;

Having looked at their diet, ask students to consider their energy needs How would they change or improve

their diet? Discuss the results, applying

recommended percentages.

Students create a powerpoint either individually or in pairs entitled “Why do we need a healthy diet?”

The teacher provides the key words from this section.

SMComm – T&L

UICTPSComm – T&LWO

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Physical Health: Nutrition (cont.)

Students research the effects of overeating and under eating and present a case for which effect they think is worse. (Individually or in group work)

demonstrate understanding of the following consequences of unbalanced nutritional plans or erratic eating patterns on the health of the body and mind (for example overeating, not eating enough, eating the wrong balance of foods and taking insufficient or inappropriate fluids):– risk of chronic diseases (heart

disease, bowel cancer, diabetes, stroke);

– unused energy stored as fat and resulting in obesity; and

– vitamin and mineral deficiency (for example a vitamin A deficiency can cause blindness, while a vitamin C deficiency is responsible for a condition called scurvy, which results in dental problems);

PS

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analyse, interpret and evaluate information or data about advice and recommendations on the benefits of maintaining a balanced, healthy nutritional plan (diet) and on the consequences of having unbalanced diets or erratic eating patterns;

Teacher presents data from internet e.g. nutritiondata.self.com to stimulate discussion around healthy eating. Students write up their evaluation.

Comm – T&L, W

Physical Health: Nutrition (cont.)

Students review three different food labels and compare and contrast their suitability for healthy eating. (Individually or in group work) demonstrate understanding of the

following components of food:– carbohydrates;– fats;– proteins;– vitamins;– minerals;– dietary fibre; and– water;

demonstrate understanding of how the following factors that can affect energy needs:– metabolism;

“A teenager aged 15-18 years requires 2110 calories per day” (DOH 1991)

Students discuss how this is just a guide Comm – T&L

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– age;– body size;– body composition;– gender;– physical activity levels; and– climate; and

and other factors can affect energy needs.

present, analyse, interpret and evaluate information or data about the following nutritional information provided on food and drink for healthy eating: – general labeling;– ingredients;– Food Standards Agency traffic

light system;– nutritional information; and– allergen information.

Students are asked to research, e.g. “Food labelling regulations 2014” and investigate why food labelling is a legal requirement. Report back to the teacher.

Comm – R, W

Unit/Option content




Physical Health: Sleep

Students should be able to: demonstrate understanding of and

apply the advice and

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recommendations on sleep from the PHA;

analyse, interpret and evaluate information or data about the advice and recommendations on sleep for physical well-being;

Students research the topic ‘Why do we need sleep’ and then present a case either orally or written to support the view, ‘It should be compulsory for all students to be in bed by 10.00pm on week days, and all mobile devices should be switched off and left outside the bedroom during sleeping hours’.

PS, Comm – W, R

demonstrate understanding of the following benefits from maintaining quality sleep:– growth and repair;– improved concentration, learning

and memory;– boosts mental well-being;– boosts the immune system; and– improved physical performance;

Balloon debate:Divide students into five groups and give each group one of the benefits of sleep.

After researching the benefits, each group presents the case for their benefit being the most important one.

Comm – W&R

UICT

WO

demonstrate understanding of the following consequences of sleep deprivation:– severe fatigue resulting in poor

concentration and fatigue in carrying out everyday tasks;

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Physical Health: Sleep (cont.)

– sleep deficiency is linked to disease (for example an increased risk of heart disease, kidney disease, high blood pressure, diabetes and stroke); and

– poor mood; and present, analyse, interpret and

evaluate information or data about:– advice and recommendations on

sleep;– the benefits from maintaining

quality sleep; and– the consequences of sleep

deprivation.

“It is estimated that the cost to US employers in lost productivity due to sleep loss issues is $18 billion.”(www.statisticbrain.com) Discuss.

Comm – T&L

46

http://www.statisticbrain.com/


Unit/Option content




Physical Health:

Tobacco and Illegal Drugs


demonstrate understanding of why some people smoke tobacco or take other illegal substances and what help is available to assist them to stop and the benefits of stopping;

Research two different websites that offer advice on stopping smoking e.g. www.ash.org.uk/files/documents/ASH_116.pdfWrite about the different information the websites give and say which site delivers the best advice and why.

Comm - W

PS

demonstrate understanding of the following effects and negative consequences that smoking tobacco or taking illegal substances may have on the body, mind and health:– the effect on physical

performance, mental health, circulation, the brain, the lungs, the heart and appetite, associated diseases;

– addiction; and– anti-social aspects; and

“Smokers have greater risk of injury and slower healing times.”

- Students are asked to research the facts and give a short presentation explaining why this statement is true or not?

PS

present, analyse, interpret and evaluate information or data about the effects and consequences of smoking tobacco, taking illegal substances and the benefits of stopping.

47

http://www.ash.org.uk/files/documents/ASH_116.pdf

http://www.ash.org.uk/files/documents/ASH_116.pdf


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Physical Health: Alcohol

Students should be able to: demonstrate understanding of why

some people become addicted to alcohol and what help is available to assist them to stop;

Research two different websites that offer advice on alcohol addiction e.g. www.drinkaware.co.uk Write about the different information the websites give and say which site delivers the best advice about how to get help and why.

UICT

Comm - W

demonstrate understanding of the following effects and negative consequences that alcohol abuse may have on the body, mind and health:– addiction;– the legal aspects of alcohol

consumption;– the effect of long-term alcohol

abuse on the brain, the liver, the heart, the pancreas and the immune system;

– the increased risk of cancer in the mouth, esophagus, throat and breast; and

– the short-term and long-term effects of alcohol abuse on physical performances; and

Students are divided into two groups. Group one creates a powerpoint presenting long and short term effects of alcohol abuse on health and presents a case for ‘total abstinence’ to group two. Group two create a similar powerpoint but argue the case for ‘moderation’.

UICT

Comm - T&L

49

http://www.drinkaware.co.uk/


Unit/Option content




present, analyse, interpret and evaluate information or data about the effects and consequences of the use and abuse of alcohol.

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Planning for Physical: Health


to carry out effective, detailed lifestyle audits for the following:– exercise, physical activities and

sports (process and information);– nutrition (process and

information); and– sleep (process and information);

Students conduct an audit of their lifestyle over a two week period in table form. They highlight in green what are sound or good practice and highlight in red poor practice.

(The audit could focus solely on exercise patterns or diet or sleep or include all three aspects of lifestyle). The student writes a conclusion about aspects they could realistically change.

(This task could also be done where the student composes a questionnaire on ‘How healthy are you’ and conducts the questionnaire on a third party. Students then write the overall conclusion and make recommendations for change).

SM

Comm - W

present, analyse, interpret and evaluate information or data about audits and, based on sound evaluations, explain the possible effects or consequences of the findings;

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identify and explain strengths, areas for improvement and make sound recommendations to improve;– exercise, physical activities or

sports patterns;– nutritional patterns; and– sleep patterns;

Planning for Physical: Health (cont.)

demonstrate understanding of how to use the SMART principle (specific, measurable, attainable, realistic and time-bound) to plan safe, appropriate and effective action plans for a range of individuals and their circumstances in the following ways:– plan appropriate health-related

exercise or physical activity programmes to achieve the objectives and targets;

– plan appropriate breakfasts, lunches, dinners and snacks to achieve the objectives and targets; and

– plan appropriate processes and times to achieve the objectives

Following on from the task above, the student could plan a detailed, SMART exercise/nutritional plan for either himself or the third party

SM, PS

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and targets; analyse, interpret and evaluate the

safety, appropriateness and effectiveness of action plans for a range of individuals and their circumstances and, based on sound evaluations, make appropriate recommendations to improve:– exercise action plans;– nutritional action plans; and– sleep action plans;

The teacher presents an action plan for an individual e.g. 25 year old who is overweight and has an extremely sedentary lifestyle.

The students evaluate the plan identifying its strengths and weaknesses.

PS


demonstrate understanding of how the following factors, or combinations of factors, impact on lifestyle decisions for sustaining involvement in physical activities and sports:– personal characteristics, for

example individual differences and the nature of physical activities, for example individual or team, competitive or non-competitive, contact or non-contact;

– motivation, arousal and success;– parents, siblings and peers;

Students divide into pairs and compete with the rest of the class group to list as many factors as they can that impact on lifestyle decisions for sustaining involvement in sport.

Each pair in turn feeds back and explains one factor. The teacher continues to get a suggestion from each pair in turn in carousel fashion until they eventually have exhausted their lists.

WO

WO

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– disability;– mental health;– facilities, for example availability,

location, access, public or private sector;

– experiences in physical activities, for example at school, club, coaching;

– affluence;– work–leisure balance, for

example at school and in a range of jobs and occupations;

– cultural heritage;– alternative passive leisure

activities, for example cinema, electronic games, television;

– the media (including social media);

– age; and– gender; and


present, analyse, interpret and evaluate information or data about the impact of the above factors or any combination of factors on people’s involvement in physical activity.

In discussion, the teacher compiles a list of activities students do in their spare time, they might also ask teaching staff to add their leisure time activities to an anonymous list in the staff room to give an adult perspective. The class

Comm – T&L

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discuss the activities and say whether they are active or passive or healthy/unhealthy etc.

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3.1.3The Active Leisure Industry

The Concept of Leisure


following aspects of leisure:– the concept of leisure;– active leisure activities, such as

walking or playing a sport; and– passive leisure activities, such as

reading or being a spectator at a sporting event; and

demonstrate understanding of the following factors that contribute to increased leisure time:– shorter working careers;– greater opportunity to job share

and work part-time;– unemployment;– increased life expectancy;– people retiring earlier;– longer holidays;– housework less time consuming

due to more efficient appliances; and

– developments in technology.

Students research life for children in Victorian times e.g. www.victorianchildren.org/victorian-child-labor/ They then draw a comparison of lifestyles today and how we spend our leisure time

UICT, PS

56

http://www.victorianchildren.org/victorian-child-labor/

http://www.victorianchildren.org/victorian-child-labor/


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Structure of the Leisure Industry


following types of organisations and how they operate to meet their own and customers’ needs as evidenced in policy statements, goals and objectives and financial set-up:– public sector:

leisure organisations funded and controlled by the government; non-profit making; and they provide services for public use, for example local and borough council leisure centres, parks, swimming pools, outdoor pitches and playgrounds;

– private sector:leisure organisations run by individuals and companies for profit; they are privately owned and funded; and private sector leisure organisations are not owned or controlled by the government, for example private gyms; and

– voluntary:

In pairs, conduct a survey of local leisure facilities and investigate how they are funded, the service they provide, how they make profit or not, who owns them, what is their policy, do they have membership?

Use the information to compile a report on the local area and comment on areas of leisure that are lacking or that could be developed e.g. Does your town have a theatre?

Invite speakers from e.g. Local council leisure department to talk about their policy on leisure

Follow up with a fact-finding question time e.g. future planning?

UM

Comm - W

Comm – W

Comm – T&L

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Structure of the Leisure Industry (cont.)

non-profit making leisure organisations that rely on fundraising and membership; they are not controlled by the government or owned by a business; voluntary leisure organisations, often charities, are focused on helping people to participate and achieve in certain sports or leisure activities; and normally operated and managed by volunteers, for example community clubs or groups;

demonstrate understanding of how the leisure industry can be classified and explain the range of products, services and facilities that each provides:– arts and entertainment (for

example museums, galleries, theatre, cinema, nightclubs and concert venues);

– catering (for example pubs and bars, restaurants, cafés and fast-food outlets);

– home-based leisure (for example libraries, computer gaming and

Students conduct a field study of a local town or village and draw up a report of the leisure products, service and facilities it provides using the headings opposite. They should identify both strengths and short comings.

WO

Comm – T&L

SM

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DVD rental shops);– sports and physical recreation

(for example sports and recreation centres, sports clubs, health clubs and spas, countryside recreation centres and country parks); and

– hospitality (for example hotels, bed and breakfast, hostels, camping and caravan sites);

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analyse, interpret and evaluate information or data about the characteristics of organisations and classify them by sector and by category;

demonstrate understanding of the functions and work of the following organisations in Northern Ireland:– Sport Northern Ireland;– city and borough councils; and– Disability Sport NI; and

analyse, interpret and evaluate information and data from scenarios relating to the functions and work of the listed leisure organisations in Northern Ireland and explain which of the organisations would best manage the situations in the scenarios;

demonstrate understanding of and apply the following factors that the active leisure industry and sport organisations consider important when catering for their customers:– accessibility;

Conduct an audit of a local private facility looking at:- accessibility;- quality of facility;- cost to join or participate;- opening hours;

WO

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– quality of facility;– cost to join or participate;– opening hours;– range of activities offered;– timetable of activities;– quality of coaching;– opportunities to improve and

compete; and– provision for disability and

special needs;

- range of activities offered;- timetable of activities;- quality of coaching;- opportunities to improve and compete;

and- provision for disability and special

needs

Compare this facility with one in the public sector. Discuss the advantages and disadvantages of each.

Comm – T&L

analyse, interpret and evaluate information or data about the factors that the active leisure industry and sport organisations consider important when catering for their customers; and

demonstrate understanding of the following career opportunities that exist in the active leisure industry:– leisure centre assistants;– leisure centre managers;– lifeguard;– health and fitness instructor;

Invite a speaker from e.g. your local leisure centre or a past pupil who is working in the leisure industry to talk to your group about career opportunities in the active leisure industry.

Comm – T&L

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– professional sportsperson;– sports coach;– sport and exercise scientist;– sports psychologist;– sports physiotherapist;– activity leader;– play worker;– administration or management

roles; and– sports development officer.

Event Management


to apply the following principles and actions to ensure the successful organisation of an active leisure event:– carry out valid research to

establish the feasibility of the event;

– calculate the cost of the event, finalise and agree a budget;

– carry out an effective risk assessment to ensure health and safety at the event;

– produce a timeline of work for the event, outlining targets and

Select a major event in your locality and invite one of the organisers to talk to your group about the problem solving necessary in order to make the event successful e.g. The Belfast marathon or Belfast Rose week.

Have a prepared questionnaire that will enable the student to access all the information they need.

Comm – T&L, PS

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deadlines;– secure what facilities and

resources are required for the event, for example venue and equipment;

– appoint appropriately qualified staff;

– organise advertising and marketing to promote the event; and

– organise hospitality;

Event Management (cont.)

demonstrate understanding of the following skills and qualities required to be a successful event manager and apply them effectively when organising successful active leisure events:– skills:

communication;problem solving;organisational;customer service;interpersonal;leadership;negotiation;financial;

In order to be a successful event manager, a wide range of skills and qualities are required.

Students state and explain what these might be justifying their decisions.

Comm – W, RSM

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Unit/Option content




sales and marketing; andtime management; and

– qualities:team work;motivation;initiative;creativity;inspiration;enthusiasm; andpositive attitude;

demonstrate understanding of how to plan effectively for the successful running of the following competitions for a specific number of entries within a school or club context: – knockout competitions;– league competitions; and– ladder competitions; and

Students are given a competition scenario e.g.- a badminton tournament- 17 singles competitors- 40 doubles competitors- 2 days for completion- 3 courts- knockout competitionStudents should plan the competition finishing with a doubles and singles final.

PS, UM

Event Management (cont.)

demonstrate understanding of how to apply effectively the following methods to analyse and evaluate the degree of success of active

Students should attend a school event e.g. the school Christmas production

They should

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leisure events:– SWOT (strengths, weaknesses,

opportunities and threats) analysis;

– use of the SMART principle;– use of questionnaires;– verbal feedback;– analysis of financial situation;

and– statistical analysis.

- plan a questionnaire for the audience; and participants;

- conduct a SWOT analysis;- review the costs; and- give an overall evaluation and

suggestions for improvement.

Comm - W

SMUM

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Unit/Option content




3.2.1Developing Physical Fitness for Performance

Physical Fitness


following aspects of physical fitness:– definition, the ability to perform

physical tasks efficiently and effectively;

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

– physical fitness for health, a baseline of appropriate and sufficient exercise or activity to keep the body in reasonable working order; and

– physical fitness for performances in physical activities and sports, a higher baseline of regular and appropriate exercise so that the body is in the best shape possible to perform the physical requirements of the physical activities and sports as efficiently and effectively as possible;

Give the students a range of examples and discuss the differing exercise requirements under the title ‘How fit are they?’, e.g.An office secretaryA professional footballerA professional snooker playerA pregnant womanA postmanA builderA ninety year old womanA child minder

PS, Comm – T&L

demonstrate understanding of the following components of physical

List 10 sporting activities and ask the class to decide on the most important

PS

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Physical Fitness (cont.)

fitness and for each what determines a person’s potential in the component:– aerobic energy production;– anaerobic energy production;– muscular power;– muscular strength;– muscular speed;– muscular endurance; and– flexibility;

component related to that activity giving their reason for this e.g.- Climbing- Swimming- Shot putt

- aerobic energy production;- anaerobic energy production;- muscular power;- muscular strength;- muscular speed;- muscular endurance; and- flexibilityhttps://plickers.com/library This will lead to discussion about the need for more than one component in a sporting activity

Comm – T&L

select suitable physical activities, exercise or exercises for a range of individuals and their circumstances to develop physical fitness in each of the components;

explain the physical fitness

68

https://plickers.com/library


Unit/Option content




requirements for the following range of physical activities and sports and, based on these requirements, explain the relative importance of the components of physical fitness for inclusion in effective training programmes:– events in athletics;– individual sports; and– team sports.

Physical Fitness (cont.)

analyse, interpret and evaluate information or data about the physical fitness requirements from the following range of physical activities and sports and how this information matches up with the relative importance given to the components of fitness in training programmes:– events in athletics;– individual sports; and– team sports.

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Principles of Training


following principles of training and apply them effectively to develop physical fitness in any of the components of physical fitness: – FITT (frequency, intensity, time,

type of exercise); – SPORRT (specificity, progression,

overload, recovery, reversibility, tedium and variety);

– peaking; and– periodization; and

analyse, interpret and evaluate the appropriateness and effectiveness of applying the following principles of raining to develop physical fitness in any of the components of physical fitness:– FITT (frequency, intensity, time,

type of exercise);– SPORRT (specificity, progression,

overload, recovery, reversibility, tedium and variety);

– peaking; and– periodisation; and

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Unit/Option content




– dynamic flexibility training.

Methods of Training

Students should be able to: demonstrate understanding of what

is involved in using the following methods of training and apply the methods effectively to develop physical fitness in the relevant components of physical fitness:– continuous steady pace training

(CSP);– fartlek training;– interval training (variations and

adaptations);– circuit training;– isotonic weight training;– isometric training;– static flexibility training

(performed actively or passively); and

– dynamic flexibility training; and

Students compile a table that shows: - the methods of training;- the component of fitness they improve;

and- a sport that would use it regularly.

PS, SM

analyse, interpret and evaluate the safety, appropriateness and effectiveness of applying the following methods of training to

Divide the class into eight groups. Give each group a method of training. They make a powerpoint evaluating the method and then, in a practical session,

WOUICTComm – T&L

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Methods of Training (cont.)

develop physical fitness in any of the components of physical fitness:– CSP;– fartlek training;– interval training (variations and

adaptations);– circuit training;– isotonic weight training;– isometric training;– static flexibility training

(performed actively or passively); and

– dynamic flexibility training.

lead the class in a sample of how it looks in practice.

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Assessment of Physical Fitness


reasons for assessing levels of physical fitness:– provides a baseline or starting

point;– identifies strengths and

weaknesses;– provides incentives;– helps set goals and targets;– helps motivate;– monitors progress; and– identifies talent;

In pairs students conduct a set of fitness tests (best practice would be to use the battery of tests from Component 3).Scores are recorded.The student then writes a report on the tests commenting on:

Comm - W

Assessment of Physical Fitness (cont.)

demonstrate understanding of the following factors that underpin fair assessments and apply them when devising, selecting or using fitness tests in any of the components of physical fitness:– specificity;– validity;– reliability;– conditions and environment;– protocol;– accuracy of measurement;– athlete’s emotions, motivation

- the baseline or starting point;- strengths and weaknesses;- any goals and targets;- how it can monitor progress;- how it identifies talent;- specificity;- validity;- reliability;- conditions and environment;- protocol;- accuracy of measurement;- athlete’s emotions, motivation and

state of readiness; and

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and state of readiness; and– athlete’s state of hydration and

health;

- athlete’s state of hydration and health. UM, PS

analyse, interpret and evaluate if the factors underpinning fair assessments have been applied appropriately when using fitness tests for any components of physical fitness; and

present, analyse, interpret and evaluate data and information gathered on physical fitness tests and, based on sound evaluations, be able to draw conclusions and make sound recommendations.

Using the fitness test results students should identify two areas for improvement and design an appropriate performance related training programme to meet the needs of the individual

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Planning and Evaluating Training Programmes For Physical Fitness


plan, using the following guidance, safe, appropriate and effective performance-related training programmes to develop optimal physical fitness in any one or any combination of the components of fitness (as required for performances in physical activities, events in athletics, sports or positions in sports and for a range of individuals and their circumstances):– match the physical fitness

requirements appropriately to the components of physical fitness;

– identify areas for improvement using valid fitness tests in the relevant components;

– set SMART objectives and targets;

– consider individual’s circumstances, for example age, injury history, current fitness levels, activities they like or

Teacher gives a scenario e.g., an athlete runs the 10km in 40 minutes. He sets a target of 38 minutes for the next 10km race in six weeks’ time.

Plan a training programme.PS

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dislike, time available, access to facilities, disposableincome;

– apply the principles of FITT (frequency, intensity, time, type of exercise) and SPORRT (specificity, progression, overload, recovery, reversibility, tedium and variety) to develop a training programme that is safe, appropriate and effective; and

– monitor and review progress; and

Planning and Evaluating Training Programmes For Physical Fitness (cont.)

analyse, interpret and evaluate the safety, appropriateness and effectiveness of performance-related training programmes to develop optimal physical fitness in any one or any combination of the components of fitness (as required for performances in physical activities, events in athletics, sports or positions in sports and for a range of individuals and their circumstances).

Teacher gives a sample training programme for students to evaluate. The example might be of an effective programme or one that is seriously flawed.

UM

Comm – W, R

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Planning and Evaluating training sessions

Students should be able to: plan, using the following guidance,

safe, appropriate and effective warm-ups and cool-downs for performance-related sessions for any one or any combination of the components of physical fitness and for a range of individuals and their circumstances:– appropriate low intensity pulse

raiser;– appropriate stretching activity

(active, dynamic stretching);– appropriate skill-related

practices;– appropriate pulse lowering

activity; and– appropriate flexibility activities

(active, passive, static, dynamic stretching);

analyse, interpret and evaluate the safety, appropriateness and effectiveness of warm-ups and cooldowns for performance-related sessions for any one or any combination of the components of

‘Lollipop sticks in a jar’The teacher asks all students to label a lollipop stick or piece of card with their name. At every practical class a stick is chosen and that student should conduct the warm up. The rest of the group

SMPS

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physical fitness and for a range of individuals and their circumstances;

evaluate the warm up and offer suggestions for improvement. (The same can be done for the cool down at the end of the session).

Planning and Evaluating training sessions (cont.)

plan, using the following guidance, safe, appropriate and effective workouts for performance-related sessions to develop physical fitness in any one or any combination of the components of physical fitness and for a range of individuals and their circumstances:

– decide appropriate type of exercise for components;

– decide appropriate method/s of training;

– decide appropriate order of exercises;

– decide appropriate training intensity; and

– decide appropriate time or number of reps and sets; and

This work is best delivered in a practical session. A group can be given a scenario beforehand to deliver in a practical class. The reminder of the class give feedback and evaluations of the session.

SM

Comm – T&L, R, W

analyse, interpret and evaluate the safety, appropriateness and effectiveness of workouts for

Students summarise the key findings under the headings- safety, appropriateness and effectiveness.

Comm - W

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Unit/Option content




performance-related sessions to develop physical fitness in any one or any combination of the components of physical fitness and for a range of individuals and their circumstances.

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Unit/Option content




3.2.2 Developing Skilled Performance

Skilled Performance


following features of skilled performance:– learned;– goal directed or end result;– consistent, efficient, fluent;– recognisable or linked to a

technical model; and– aesthetic;

Teacher presents a table of skills with their classification and students complete the reasons why the skill is in that classification e.g.

Skill Example Why?Open VolleyballClosed Long jumpSimple Flick serve

in badminton

Complex Smash in badminton

Discrete Tennis service

Serial High jumpContinuous

Cycling

(This could be a discussion or written task)

PS

demonstrate understanding of how skills can be classified: – basic to complex continuum;– closed to open continuum; and– discrete, continuous or serial;

Miniversity Challenge:Students research the classification of skill and types of skills. The class divides into teams they create sets of questions to challenge other teams knowledge in a “knockout” tournament.

WOUICT

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Unit/Option content




demonstrate understanding of the different types of skills:– cognitive;– perceptual;– motor; and– perceptual motor;

Skilled Performance (cont.)

demonstrate understanding of the following factors that underpin skilled performances:– co-ordination;– balance;– reaction time; and– agility;

Students complete the table showing how each performer might demonstrate the factors that underpin skilled performance.

Comm – W, R

demonstrate understanding of the following principles that underpin fair assessments and apply them when devising, selecting or using tests for assessing co-ordination, balance, reaction time and agility:– specificity;– validity;– reliability;– conditions and environment;– protocol;– accuracy of measurement;– athlete’s emotions, motivation

SportsPerson

Coordination

Balance

ReactionTime

agility

Badminton playerNetball playerGymnast

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Unit/Option content




and state of readiness; and– athlete’s state of hydration and

health;

(See task page 59 in assessment of fitness).

analyse, interpret and evaluate the appropriateness and effectiveness of applying the principles that underpin fair assessments when progress is to be measured or results are to be compared; and

Students are asked to select a sport and identify what each stage of skill learning would look like in that sport, e.g. ice skating

PS

Skilled Performance (cont.)

present, analyse, interpret and evaluate data and information gathered from assessments on co-ordination, balance, reaction time and agility and draw conclusions and make sound recommendations based on the evidence from the data.

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Unit/Option content




Factors underpinning the Learning of skills for Physical Activities and Sports

Student should be able to: demonstrate understanding of the

following stages of learning:– cognitive;– associative; and– autonomous;

demonstrate understanding of and apply effectively the following types of guidance to aid learning:– visual;– verbal; and– physical or manual;

This component of the specification is best taught in the practical situation where every aspect can be applied and active learning can take place. The application of previous theoretical content is a crucial part of the learning.

demonstrate understanding of and apply effectively the following types of practices to aid learning:– whole;– part;– whole-part-whole;– mental;– fixed or drill;– variable;– problem solving;– conditioned games; and– timing of practice.

Students create a table giving clear examples of each type of practice e.g.

Practice type

Example

Whole A vault in gymnasticsPart Only the run up in the

vault

PS

Factors Students, should be able to

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Unit/Option content




underpinning the Learning of skills for Physical Activities and Sports (cont.)

demonstrate understanding of and apply effectively the following types of feedback to aid learning:– intrinsic;– extrinsic;– concurrent; and– terminal;

demonstrate understanding of how performance is affected by the level of arousal;

Teachers should use every opportunity in the practical situation to draw attention to these various aspects of skill acquisition, learning and feedback. It is the perfect situation to assess skill and show how skill is improved

apply the following factors to plan safe, appropriate and effective workouts to develop skills at each stage of learning:– assessment;– SMART objective;– guidance for learning technique;– feedback; – practices;– analyse and evaluate the safety,

appropriateness and effectiveness of planned workouts to develop skills at

Students could discuss the factors listed and create a mindmap or flow diagram with notes explaining how each element could be applied to plan a safe appropriate and effective workout.

Comm – T&L, WWOPS

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Unit/Option content




each stage of learning; andFactors underpinning the Learning of skills for Physical Activities and Sports (cont.)

present, analyse, interpret and evaluate data and information on the development of skills from physical activities and sports for a range of individuals at the different stages of learning and be able to draw conclusions and make sound recommendations based on the evidence from the data and information.

Using their knowledge and understandings of the content from this section, students work in groups of three to gather data for one sport on each other. (three sports in total).

Analyse interpret and evaluate findings and present their findings to the class.

WOPSComm – T&L, W

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Unit/Option content




Component 3(a): The quality, efficiency and effectiveness of performances in physical activities and sports

Students should be able to: use a wide range of strategies,

tactics or compositional principles in their physical activities and sports to consistently outwit opponents, control situations or be creative;

Teacher should use a range of generic activities and techniques to enable students to develop strategies, skills, fitness, positive attitudes. An understanding of rules/laws/etiquette and health and safety requirements.

apply a wide range of the skills from their physical activities and sports consistently, efficiently, effectively and with sound technique;

For example: Badminton Developing tactical play- determine

where your apparent strengths are and play to their weaknesses. Practise moving your opponents around the court.

PS, WO

maintain the fitness levels needed to perform the physical activities and sports consistently, efficiently and effectively;

Developing skills – develop a drill incorporating a range of shots and perform with a partner.

PS, WO

maintain consistently the desirable attitudes and behaviours that are positively competitive, aim to improve performance and

Developing fitness – identify the components of fitness required in badminton and develop a circuit to address each one.

PS, WO

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Unit/Option content




demonstrate good sportsmanship;The quality, efficiency and effectiveness of performances in physical activities and sports (cont.)

demonstrate knowledge and understanding of and maintain the rules and etiquette of their physical activities and sports; and

To develop an understanding of rules and etiquette students should observe (live or on TV) a top level badminton match and note the etiquette displayed and the rules applied.

Comm – L, W

demonstrate knowledge and understanding of and maintain the health and safety requirements of their physical activities and sports.

Students should research the health and safety issues relevant to badminton and explain their understanding during a warm-up and a match.

Comm - W

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Unit/Option content




As the event manager

Students should be able to: use a wide range of event

management strategies, tactics and compositional principles to be creative and deliver successful events in physical activities and sports;

apply a wide range of event management skills and actions consistently, efficiently, effectively and with sound judgement;

meet consistently the time management demands and deadlines required for successful event management of physical activities and sports;

Teacher outlines the preparation and planning process for a regular school event e.g. sports day or house competitions.

In small groups students should prepare and plan an ‘event’ for members of their class which can be completed in a lesson (ideally 45 mins – 60 mins).

WO, PS

Comm – T&L

maintain consistently the personal qualities, desirable attitudes and behaviours that underpin successful event management of physical

(see also page 51 and 52).

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Unit/Option content




activities and sports;

demonstrate knowledge and understanding of the role of an event manager and the roles within an event management team and apply them when performing event management of physical activities or sports; and

As the event manager (cont.)

demonstrate consistently a high awareness of health and safety.

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Unit/Option content




Component 3(b):

The quality of analysis and evaluation of performances


communicate what they observe or experience;

analyse and evaluate the quality of the observed or experienced performances;

Students should, on a regular basis be given the opportunity to observe and evaluate practical performances. They should practice communicating orally what they see as it happens and then summarise a performance at the end.

Video performances may also be used in a classroom situation to develop skills in evaluating performances.

Comm - T&L

PS

WO

communicate orally their observations as they happen and provide ongoing analysis and evaluations;

provide and communicate orally summary evaluations; and

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Unit/Option content




work with others to improve their own or others’ performances.

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Resources

Appendix A

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Resources

GCSE PE Text Book: D Prentice; available December 2017

Useful websites

http://ccea.org.uk/

http://www.sportni.net/

http://www.sportireland.ie/

http://publichealth.hscni.net/

http://www.bbc.co.uk/education/subjects/znyb4wx

http://www.afpe.org.uk/

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http://www.afpe.org.uk/

http://www.bbc.co.uk/education/subjects/znyb4wx

http://publichealth.hscni.net/

http://www.sportireland.ie/

http://www.sportni.net/

http://ccea.org.uk/


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Documents

Introduction - ccea.org.uk€¦ · Web viewplan, using the following guidance, safe, appropriate and effective performance-related training programmes to develop optimal physical