As – A2 GCE Physical Education Power Point 19

Professional Development and Training

A Guide to the new specification

AS – A2 GCE Physical Education

(5??/???) Professional Development and Training from Edexcel - Issue 1 (Insert month) 2006 © copyright Edexcel Ltd

Introduction• This specification, written by practicing teachers

and examiners, offering a refreshing and innovative approach to the study of Physical Education (PE) and sport at advanced level.

• The new specification draws on well established areas of study but also acknowledges the contemporary view of PE and sport.

The on going development of PE and sport is a dynamic one and the challenge has been to ensure that this specification reflect this.


Review

Rationalise

Update

Innovate

Satisfy

Personalise

Process


Key focus of the new spec

The student is very much at the centre of study.

Students are encouraged to review their currentparticipation and performance in sport, to identifyopportunities local and nationally for them to advance thisparticipation and performance and to ultimately create alife plan linked to sport participation and health.

Students will take the lead role in assessing theircompetence in their practical roles

Personalise


QCA Directives

- reduction in modularity and assessment- meet workplace demands of C21st

- prepare students to succeed at H.E.- coursework that can’t be plagiarised

- no sports science- health agenda - PE should not just be about the performer- critical consumer



Unit overviewUnit Title Leve

lAssessment Method

Availability 1st Assessment

AS/A2 weighting

GCE weighting

1 Participation in Sport & Recreation

AS External June June 09 50% of AS

25% of GCE

2 The CriticalSportsPerformer

AS Internal June June 09 50% of AS

25% of GCE

3 Preparationfor OptimumSportsPerformance

A2 External June June 10 50% of A2

25% of GCE

4 TheDevelopingSportsPerformer

A2 Internal June June 10 50% of A2

25% of GCE

Our response


Changes to Unit delivery

6 becomes 4 + No January exams

Candidates can re-sit as many times as they want - best mark will

carry forward

Delivery

Could offer 1 year AS transfer to A2 in YEAR 13 OR

Two year course with all assessment at end of year 13

Or 2 year AS at level 2.5


GCE 2008 with EdexcelFirst teaching and awards

GCE 2008

First teaching new Advanced Subsidiary

First award of new Advanced Subsidiary

First teaching of new A2 specification

First award of new GCE A levels

September 2008

Summer 2009

September 2009

Summer 2010

Slide 9


•ResultsPlus | Analysis

•ResultsPlus | Skills

•ResultsPlus | Direct

•ResultsPlus | Progress

• - and all at the click of a button

GCE 2008 – ResultsPlus - a suite of services

Slide 10



ResultsPlus | Analysis helping teachers


ResultsPlus | Skills



ResultsPlus– what the student sees

ResultsPlus can help you meet the needs of your students on results day by having immediate visibility of their examination performance, at your fingertips


Epen Exam Papers

•Answers restricted to space provided

•Think about your answer

•Does tend to prevent repeating the same

point – help focus on marks available

•Still room to plan

•Importance of clear and legible writing






What has gone ?

• Skill acquisition • Pure ‘Biology’ aspects of training & fitness• Need to offer 2 sports• Desk study option • F.A.P.• Discrete unit/sports science strands • Teacher centred practical assessment• Essays


• The candidate is very much at the centre of the study – ASSESSMENT FOR LEARNING

• Candidates are encouraged to:• review their current participation and performance in

activities• identify opportunities to advance this participation locally

and nationally• create a plan linked to participation and health.

• Candidates take the lead role in assessing the practical components.

GCE PE 2008 - Personalisation

•


Psychology: Leadership, motivation • Skill Classifications - Analysis• Skill - Analysis• Ability - Analysis • Technique - Analysis • Teaching styles - Leader• Practice - Leader• Open/closed control - Leader • Transfer of learning - Leader• Phases of learning – Analysis / Leader • Information processing……interesting but what is it

really/• Schema theory…… Analysis• Reaction - Analysis• Response - Analysis • Movement time - Analysis


The new Specification at a glance

AS A2Unit 1Participation in Sport & RecreationExternally assessed – June exam

Old units 1 & 3

Unit 3Preparation for Optimum Sports PerformanceExternally assessed – June exam

Old units 4 & 6

Unit 2The Critical Sports PerformerInternally assessed – 4 x coursework tasks

Old Unit 2

Unit 4 The Developing Sports PerformerInternally assessed – 4 x coursework tasks

Old units 4 & 5


• Audit of candidate as they begin course in year 12

• What do you play/do?• What qualifications have you got?• What club links have you got?• Where do you participate?• Where are you on ‘the pathway’?• Where are you going?

Edexcel’s GCE Physical Education – Identifying Pathways


• AS Compulsory Unit – Externally assessed

• Unit has two sections:

Healthy and Active Lifestyles – considers what constitutes a healthy lifestyle.

Opportunities and Pathways - considers how competitive sport has developed over time.

Unit 1: Participation in Sport and Recreation - Content

•


AS Compulsory Unit – Externally Assessed

• Assessment through 1 hour and 30 minute exam paper, that is set and marked by Edexcel.

• Format will be Question and Answer booklet.• All questions are compulsory.• Paper consists of short answer and extended writing

type questions.• First examination in 2009.• Available in the summer of each examination series.

Unit 1: Participation in Sport and Recreation - Assessment

•


• Developing the candidate's knowledge and understanding of what constitutes a healthy and active lifestyle.

• Candidates will investigate how the body responds and adapts to exercise, the components of physical and skill fitness and different methods of fitness training.

• The rationale behind carrying out fitness assessments and the protocols associated with recognised fitness tests.

Unit 1: Participation in Sport and Recreation – in more depth

•


The first section will develop the student’s knowledge and understanding of what constitutes a healthy and active lifestyle.

Students will investigate how the body responds and adapts to exercise, the components of physical and skillfitness and different methods of fitness training. The rationale behind carrying out fitness assessments and the protocols associated with recognised fitnesstests will also be considered.

Unit 1 Participation in Sport and Recreation

Externally assessed


Unit 1 – A – Healthy & Active lifestyles

Key concepts1. Development of active leisure & recreation

2. Healthy lifestyles

3. Effects of exercise - responses and adaptations of the body systems

4. Fitness and training

5. Fitness assessment


Unit 1a In detail

Topic Area 1 Content T & L guidance Requirements for participation:Fitness, ability, resources, timeConcepts of recreation and active leisure:Philosophy of mass participation, sport for allContemporary concerns:Obesity, coronary heart disease,diabetes, high blood pressure, highcholesterol, metabolic syndrome, sedentary lifestyles, activity patterns, ageing population, access, stress

Suggested 1-2 lessons to cover

Part of induction

Link to family and peers Press review and presentation Detail in area 2


Unit 1a In detail

Topic Area 2

Content T & L guidance

Health, fitness and exercise:

Differences, links, positive health benefits (physical and psychological).Physical – (energy expenditure) reduction in body fat; increased resting metabolic rate and/or increased proportion of muscle mass; reduced rates of mortality, CHD, obesity, reduce risk of osteoporosis, and help type II diabetes managementCurrent trends Comparative cultures, eg USA, Finland, Japan FINLAND?????

Suggested 2 lessons to cover

Work on key terms – develop glossary

Link to Active people survey – local stats

Project work


Unit 1a In detail

Topic Area 3 Content T & L guidance

Nutrition and weight management:

Energy intake, food groups, hydration, balance diet, food pyramid, cholesterol, dietary requirements for exerciseBalanced lifestyle:Energy balance (energy intake vs energy expenditure), work–life balance, dealing with stress

2 lessons

Food diary

Comparison of different athletes diets – BBC Sports Academy


Unit 1a In detail


Effects of ageing:

Physical maturation, decline in physical capability (cardiovascular fitness muscular strength, lung function, resting metabolic rate, osteoporosis, flexibility)

Suggested 1 lesson to cover

Produce graph – visual time line Link to health Lifestyles – reformative

Help the Aged = Ageing well


Unit 1a In detail


Effects of exercise -responses andadaptations of thebody systemsPART 1

Muscular-skeletal system:Responses (fibre recruitment, force production,metabolism)Adaptations (increase fibre size, increase force production Increase metabolic energy supply)Cardiovascular:Responses (> SV, HR, Q, redistribution of blood flow to working muscle)Adaptations (increase in size of heart, SV, Q and capillaries)



Unit 1a In detailTopic Area 6 Content T & L guidance

Effects of exercise -responses andadaptations of thebody systemsPART 2

Respiratory:Responses (Increased rate and depth of breathing, increased gas exchange)Adaptations (improvs in respiratory muscle perfor.)Neuro-muscular:Responses (increased number ofmuscle fibres recruited,increase in rate of fibre recruitment)Adaptations (improved co-ordination, increases in force production and rate of force production, increase in speed)



Unit 1a In detail

Topic Area 7

Content T & L guidance

Fitness and training

PART 1

Components of physical fitness:Speed, strength, endurance (aerobic, muscular), flexibility,compositionComponents of skill fitness:Coordination, balance, agility, reaction time, power,endurance (local muscle, cardiovascular, strength)



Link to Unit 2 fitness types


Unit 1a In detailTopic Area

8 Content T & L guidance

Fitness and trainingPART 2

Methods of fitness training:Aerobic/anaerobic training, continuous, interval, power,circuit/weight/resistance training, speed, fartlek, cross training, corestability, plyometrics, SAQ (speed, agility, quickness), stretching (static, ballistic, dynamic, proprioceptive neuromuscular facilitation - PNF)Principles of training:FITT, duration, recovery Application of fitness and training/overtrainingAppropriateness of programmes to differing clients:Young and old, trained and untrained, active and sedentary, healthy and unhealthy



Project work


Unit 1a In detailTopic Area

9Content T & L guidance

Fitness assessment

Rationale of assessment:Maximal v sub-maximal tests, reasons for testing/use of tests for assessment of fitness, limitations, validity and reliability, using Technology to assess fitnessProtocols of recognised fitness tests:Application, understanding, Physical Activity Readiness Questionnaire(PARQ), tests for different components of fitness, eg strength, power,speed, flexibility, endurance, body composition



Healthy school week Staff MOT’s


The second section encourages the student to develop their knowledge and understanding of how competitive sport has developed over time

They will learn how a lifelong involvement in sport is encouraged.

Key concepts

B, Opportunities & pathways

Sporting pyramid

Traditional pathways

World Class Programme

Talent ID

Lifetime Sport

Constraints on performance

Target groups & reforms

LTAD


Unit 1 – B Opportunities & Pathways

Key Concepts1. The development of competitive sport

2. Performance pathways

3. Lifelong involvement

4. Long Term Athlete Development (LTAD)


Survey – cost £5.5 million

Results

• Only 20% of Pop do 3x30 a week

• Only 6.3% do daily exercise

• 50.6% adults do no exercise

Surveyed 360,0000 people

Survey


Unit 1b In detailTopic Area


Thedevelopment ofcompetitive sport

Festivals of sport:Ancient, modern, popular recreations, the modern Olympic games,international sports festivalsEmergence of ‘rational sport’ as a product of the Industrial Revolution:Codification (reason, need, process), development of national governingbodies, role of Oxbridge, export of the games ethic20th century:Development of professional and international sport, ‘Spectatorism’,sport(s) as a business, rise of the ‘sports star’



Time line

Sports study

Local examples




Thedevelopment ofcompetitive sport

Issues

21st century:Globalisation of sport, Olympic case study, increase in commercialism andmedia influence, sponsorship, advertisement and endorsement (egproblems of Montreal games followed by ‘Hamburger games’ of 1984),‘Americanisation’, TV (influence of/on sport, impact of non-terrestrialnetworks)Deviance in sport:Sportsmanship, gamesmanship, performance enhancing drugs, role ofWADA future developments,


Mini Olympics review

News reporting

Examples




Performance pathways

Sporting pyramid:Concept, how the base and peak interlink, difference betweenparticipation and performanceLevels (foundation, participation, competition, elite), link to learning and development of skills as well as increasing training and support needs

The roles of key UK agencies (Youth Sports Trust, UK Sport, SportEngland, inmanaging the pyramid in the UK


Link to local & national Study

Application to own sports pyramid


Current Situation

2004 - 80% of medal winners come from Private Schools = only 7% of population

50% over time

Matthew Pinsent Old Etonian


Current situation

100,000 full time sports scholarships per year

700 full time scholarships per year

Average yearly commitment to elite sport Great Britain £ 63 million

Italy £100 million

France £136million




Performance pathways

Traditional pathways:Role of schools, universities, clubs, sports collegesCurrent models:National Framework for Sport, Game Plan, A sports future for all, UKSInetwork, sports search programmesTalent Identification:Concept, history of talent development in East Germany and Australia,UKSI and NGB talent identification schemes in the UKTalent Development:Schools Games, World Class Programme TASS,AASE



Visit to ‘local’ UKSI




Lifelong involvement

Concepts (sport for all, mass participation, lifetime sports, leadership and volunteering programmes), SportEngland’s participation segmentsbenefits of increased participation Constraints on participation:Opportunity, provision, esteem, cost, time, resources, geographical,pressure Target groups:Definition, groups (gender, race, age, socio-economic background)



Develop marketing campaign for a target group




Reformative policies

Role of sports councils, eg Making England Active, multi-sport hubs, active places initiative, public service agreements

Work of specialist agencies, eg Women’s Sports foundation, Federation of English Disability Sport, Kick It Out

Concessions, programming, local schemes, school and county sportspartnerships



Disabled sport activity

Local examples


Unit 1b In detailTopic Area 7 Content T & L guidance

TechnicalDevelopemnts and cultural trends:

Private gyms and health clubs, fashion and activity, role of media,

technology linked to access, adrenaline and adventure sports,

impact of 2012 Olympic Games



Local examples


Unit 1b In detailTopic Area 8 Content T & L guidance

LTAD Philosophy, models (eg elite, retention), reasons for LTAD review of current models, link to current sports models in the UKEarly and Late Specialisation (‘FUNdamentals’, learning to train, trainingto train, training to compete, training to win, retirement and retainment



Personal sports examples


Impact ?

Sport England invested £2billion on raising participation 1994-2004

Led to a 0.3% rise in participation

Conclusion a need to change attitudes not money

In 1957 the Wolfenden Report identified that 60% of young people dropped out of sport at 16

- the figure in 2007 was 75%!!!


Is there any hope?

School Sport up by 60%


Learn from others

• Finland – 70% participation – Government campaign + Employee incentive paid more if you don’t smoke and are physically active

• Australia – 60 % - Daily PE at primary schools


Unit 2 – The Critical Sports PerformerThe fundamental ethos for this unit is to engage

participants in four tasks.

This establishes a framework of opportunities to develop practical experiences and conduct independent research into the structure, provision and analysis of sport and physical activity.

1 sport – 2 rolesPerformer/leader/official

Internally assessed


Evidence of performance

• Video evidence• Testimonials• NGB accreditation/Ranking • Participation Log – Log book Record of

achievement • Staff Assessment • Audio file – interview

Needs evidence of a minimum of 8 weeks of active involvement


Links

• Step into Sport• Sports leaders UK • County Sport Partnerships • School Sports Partnerships• TOP Link Festivals • NGB Development Programmes


The four tasks:1. Assess own performance of 1 role in 1 sport

2. Assess own performance of one other role in 1 sport

3. Local review of sport (3 roles) national review of sport (1 role)

4. Observational analysis of 1 role (5 tasks)

Unit 2 – The Critical Sports Performer

Internally assessed


Unit 2 – the tasks

Task 2.1 (Personal Performance) requires students toparticipate in two personal roles from a choice of

three(player, leader and official). This task is designed to

develop their own practical performances as players, leaders or officials. This task is marked out of 30.

Students will present (with teacher aid) evidence to justify a performance mark – this will be presented on a CD Rom and moderated remotely


Task 2.2 (Local Study) requires students to undertake independent research into the provision (access, opportunities, funding, resources), locally, for one sport is at least one of their chosen roles. This task is marked out of15.

Task 2.3 (National Study) builds on Task 2.2 by extending a student’s opportunities to research the national provision, at elite levels, in at least one of their chosen roles. This task is marked out of 15.

Unit 2 – the tasksLocal and National Assignment


Unit 2 – the tasks

Task 2.4 (Performance Analysis) draws heavily on Task 2.1,requiring students to research the methodology and

appliedprocesses intrinsic to the completion of an analysis ofperformance.

This analysis can be in either of the student’stwo selected practical performances. While reflective innature it is envisaged that the skills and understandinglearned will provide for further student development. Thistask is marked out of 30.


Unit 3:Preparation for Optimum Sports PerformanceStudents will develop a knowledge and

understanding of the short and long term physiological and psychological preparations made by elite athletes.

They will consider the short and long term technical preparations required eg selection of appropriate kit and equipment, the use of training camps, different types of ergonomic aids.

Externally assessed


Unit 3 part A - Short Term preparationPhysiological

- warm up- energy sources- acclimatisation

Psychological- motivation & stress control- Strategies- External influences

Technical- Kit & equipment

- Ergogenic aids- Use of holding camps & pre game ritual

Fatigue & Recovery- fatigue

- recovery

Preparation for Optimum Sports Performance

Externally assessed


Physiological- long term adaptations linked to training method

Psychological- goal setting and mental training - motivation- skill development and tactics

Technical - mechanical

Managing elite performance- - Centres of excellence- - Technical support

Unit 3 – section A – Long Term preparation

Preparation for Optimum Sports Performance

Global study

CA.D

Externally assessed


England v. Holland the penalty shoot out• England 17% success in penalty shootouts…..1-6• Holland 20% success in penalty shootouts……1-5• Germans best with 83% success rate…………..5-6

• Holland – all teams from the age of 6 upwards regardless of the result have to finish every game with a penalty shootout……

• Denmark all teams play the same formation school to national sides….

• WHY?


Unit 3 – Section C Managing elite performance Centres of excellence

- History and development of elite support:Overview of different systems (East German, Australian, USA, UK)

- Support roles and finance, Lottery funding/academies/training camps, training for an Olympic Games:

- Needs of elite athletes, benefits of academy model

Technical support - The role of technology in training analysis, enhancement and

evaluation for sporting performance - The concept of sports science and support - The role of national agencies, both sporting and political, in athlete

preparation

Externally assessed


Unit 4 - The Developing Sports Performer• Task 1 - Development Plan

requires students to plan, research, perform, record, review and evaluate a development plan, for one of the roles taken for unit 2.1

/45 marks• Task 2 – International study expanding on Task 2.2: Local Study and Task 2.3: National Study, a knowledge

and understanding of the opportunities and provisions for mass participation and elite development in another nation. /15 marks

• Task 3 - Progressive Participation continued participation in one chosen role and through progressive practices

and competition refine this performance. /20 marks

• Task 4 - Life plan write a ‘Life Plan’, the development of which requires independent research

into their own opportunities for participation. / 10 marks


Development plan

Development plan become an extention of the current PEPStudents will be required to plan, research, perform,record, review and evaluate a sports related developmentplan. ( at least 8 weeks)

Students are encouraged to include testimonial evidence, video and photographic evidence and log details in order to validate the plan.

Performer/leader/official


Life plan -

• Students will be required in their own chosen role to detail a life plan that traces their own development from the outset of the AS course to the potential opportunities and performance structure open to them, thereby outlining a ‘time line’,

- through school, college, university, club, veterans and future roles.

• Students may wish to consider a change of roles to accommodate injury, ageing and life style developments.

• Students will be able to detail their aspirations and the opportunities and barriers to long term performer involvement.

Performer/leader/official


Resources

• E Spec- complete specification- Unit overviews for teachers- Student overview- Delivery suggestions and schemes- Sample Assessment Material including

exemplars- Glossary-


Resources

A level Book and teachers Guide -electronic Text book - including powerpoint overviews for all unit topics - exam style questions with mark schemes and

examiner commentary - Suggested tasks and workshops- Web based support


Challenges

• Teaching and assessing old and new spec for 1 year

• Supporting students to prepare for assessment

• Planning delivery of units/topics


AS delivery3 strands T & F 1. Healthy lifestyles2. Effects of exercise - responses and

adaptations of the body systems3. Fitness and training4. Fitness assessment

SOCIAL 1. The development of competitive sport2. Performance pathways3. Lifelong involvement4. Long Term Athlete Development (LTAD)

Practical & Coursework


A2 Delivery

Short term delivery

Long term Delivery

Elite athlete Support

Development & life plans

International study

Practical

New Spec

Physiology Short & Long Term prepDevelopment Plan

Psychology Short & Long Term prepLife plan

Global Elite sport supportInternational support

Practical Mechanical prep Progressive Participation

Traditional