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    • Support Material GCE Physical Education OCR Advanced Subsidiary GCE in Physical Education: H154 Unit: G451 This Support Material booklet is designed to accompany the OCR Advanced Subsidiary GCE specification in Physical Education for teaching from September 2008.
    • Contents Contents 2 Introduction 3 Physical Education H154: G451 Anatomy and Physiology 5 Physical Education H154: G451 Anatomy and Physiology 7 Physical Education H154: G451 Anatomy and Physiology 8 Physical Education H154: G451 Anatomy and Physiology 9 Physical Education H154: G451 Anatomy and Physiology 10 Physical Education H154: G451 Acquiring Movement Skills 12 Physical Education H154: G451: Socio-Cultural Studies Relating to Participation In Physical Activity 27 Physical Education H154: G451: Socio-Cultural Studies Relating to Participation In Physical Activity 30 Physical Education H154: G451: Socio-Cultural Studies Relating to Participation In Physical Activity 33 Sample Lesson Plan Anatomy and Physiology 38 Sample Lesson Plan Socio-cultural studies relating to participation and performance in physical activity 40 Other forms of Support 42 2 of 43 GCE Physical Education
    • Introduction Background A new structure of assessment for A Level has been introduced, for first teaching from September 2008. Some of the changes include: • The introduction of stretch and challenge (including the new A* grade at A2) – to ensure that every young person has the opportunity to reach their full potential • The reduction or removal of coursework components for many qualifications – to lessen the volume of marking for teachers • A reduction in the number of units for many qualifications – to lessen the amount of assessment for learners • Amendments to the content of specifications – to ensure that content is up-to-date and relevant. OCR has produced an overview document, which summarises the changes to Physical Education. This can be found at www.ocr.org.uk, along with the new specification. In order to help you plan effectively for the implementation of the new specification we have produced this Scheme of Work and Sample Lesson Plans for Physical Education These Support Materials are designed for guidance only and play a secondary role to the Specification. Our Ethos All our Support Materials were produced ‘by teachers for teachers’ in order to capture real life current teaching practices and they are based around OCR’s revised specifications. The aim is for the support materials to inspire teachers and facilitate different ideas and teaching practices. Each Scheme of Work and set of sample Lesson Plans is provided in: • PDF format – for immediate use • Word format – so that you can use it as a foundation to build upon and amend the content to suit your teaching style and students’ needs. The Scheme of Work and sample Lesson plans provide examples of how to teach this unit and the teaching hours are suggestions only. Some or all of it may be applicable to your teaching. The Specification is the document on which assessment is based and specifies what content and skills need to be covered in delivering the course. At all times, therefore, this Support Material booklet should be read in conjunction with the Specification. If clarification on a particular point is sought then that clarification should be found in the Specification itself. GCE Physical Education 3 of 43
    • A Guided Tour through the Scheme of Work = Innovative Teaching Idea All the teaching idea contained in the SOW are innovative, but the icon is used to Highlight exceptionally innovative ideas. = Stretch & Challenge Activity This icon is added at the end of text when there is an explicit opportunity to offer Stretch and Challenge. = ICT Opportunity This icon is used to illustrate when an activity could be taught using ICT facilities. 4 of 43 GCE Physical Education
    • PHYSICAL EDUCATION H154: G451 ANATOMY AND PHYSIOLOGY SUGGESTED 8 HOURS TOPIC: JOINTS: MOVEMENTS, MUSCLES, MUSCLE CONTRACTION, MOVEMENT TEACHING TIME ANALYSIS AND FIBRE TYPE SUGGESTED TEACHING AND TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE HOMEWORK ACTIVITIES Joints, movement and • Review of the skeletal system. • http://www.bbc.co.uk/science/ • These texts can be used throughout the teaching muscles • Identify joint type and movement produced humanbody/body/interactives/3djigsaw of this unit through practical delivery. (skeletal-muscular system • Advanced PE for OCR AS Heinemann • Contrast type of movement and range of animations and interactive site). • Advanced PE and Sport A level Nelson Thornes movement related to stability/weight bearing • www.nln.co.uk (interactive site). • A variety of animations can be accessed at the function of joint. • Skeleton, individual bones, models medical animation library which can be used • Measure range of movement at selected of joints, x-ray films, 360 degree angle throughout the teaching of this unit at joints and compare results within group in measurer (goniometer). www.pennhealth.com terms of gender, training, activity, injury etc. • Throughout the unit relate structure to function • Practical assignment of making a joint to practical example. (hmwk). • Relate joint structure to physical demands of different sports activities. -Identify and locate agonist and antagonist for each movement through practical delivery. Continued • Exploration of different types of muscular • Use of multi-gym or free weights • Manual of Structural Kinesiology, Sixteenth contraction through practical activity e.g. • Camera and or video Edition by Clem W. Thompson and R.T. Floyd. Role of muscular multi-gym session. • Movement analysis ICT package e.g. • Video footage will be useful for revision. contraction and • Discuss issues regarding eccentric Dartfish, Kandle or Quintic movement analysis contraction related to training. • Undertake a range of analyses of several typical movements experienced by the students in their chosen activity. Muscle fibre type in • Compare the three different fibre types in • http://www.medicdirectsport.com/ relation to choice of relation to their structure and function. exercisetheory physical activity • Determine fibre type recruitment in relation to • www.pponline.co.uk a number of different practical activities. • www.sportdevelopment.org.uk/ = Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea GCE Physical Education 5 of 43
    • PHYSICAL EDUCATION H154: G451 ANATOMY AND PHYSIOLOGY SUGGESTED 8 HOURS TOPIC: JOINTS: MOVEMENTS, MUSCLES, MUSCLE CONTRACTION, MOVEMENT TEACHING TIME ANALYSIS AND FIBRE TYPE SUGGESTED TEACHING AND TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE HOMEWORK ACTIVITIES • Explore the genetic nature of fibre type in html/talentid relation to choice of activity (link to talent identification programmes). = Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea 6 of 43 GCE Physical Education
    • Physical Education H154: G451 Anatomy and Physiology Suggested 3 hours Topic: Warm-up and cool down and the impact of different types of physical activity on the skeletal and muscular teaching time systems Suggested teaching and homework Topic outline Suggested resources Points to note activities The effect of a warm-up • Perform a sit and reach test before and after a • Sit and reach box or equivalent. • Link topic of cardiovascular system to and cool-down on warm-up and analyse results. • www.pponline.co.uk (articles related to warm-up and cool-down later in the skeletal muscle tissue in • Use of an elastic band to demonstrate stretching). unit relation to the quality of the impact of temperature change on • Video footage of warn-up/cool-down activities degree of stretch. performed by elite athletes/performers. Use of performance. • Compare different warm-up techniques and consider exercise bikes on the sidelines of major sporting the contradictory findings with regard to stretching. events. • Discuss the impact on performers of a lack of cool- down e.g. substitutions in a game of basketball. • Provide brief overview of maturation of bone, the • www.pennhealth.com (animations of • Both positive and negative impact of Impact of different types development of bone density, role of the growth osteoporosis, osteoarthritis). participation in physical activity should plate, calcium and collagen. Relate to participation in • ‘Current Diagnosis and Treatment, Sports be considered. Students should be of physical activity on sport and lifelong participation. Medicine’ (McGraw Hill 2007) Information on aware of how best to ensure lifelong the skeletal and participation in activities. • Complete an analysis of joints in relation to joint growth plate injuries. muscular systems stability and the ability to withstand repetitive strain • http://www.sportsinjurybulletin.com/ and sudden impact. • In groups, research and then present possible reasons for poor alignment and posture e.g. muscle imbalance, poor technique. • Discuss implementation of Long term athlete development model by NGBs. = Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea GCE Physical Education 7 of 43
    • Physical Education H154: G451 Anatomy and Physiology Suggested 3 hours Topic: Motion and Movement teaching time Suggested teaching and homework Topic outline Suggested resources Points to note activities Motion and Movement • Practical investigation into Newton’s laws of motion, • A variety of different weighted balls for practical • Manual of Structural Kinesiology, Basic concepts of e.g. application of different forces to different objects. demonstration. Sixteenth Edition by Clem W. biomechanics • Application of Newton’s laws of motion to a variety of • Starting blocks. Thompson and R.T. Floyd provides different practical activities. • Use of snooker table. introduction to motion and movement. • Identification of the different types of motion • www.london2012.co.uk (educational materials produced (linear, angular and general). produced for Newton’s Laws). • Practical gymnastic investigation into changes in • Use of gymnastic area. • Information regarding types of training balance as a result of: changing the number of • Video footage of a variety of team games. and articles can be accessed from points of contact, area of base of support, the height • Incorporation of judo techniques in rugby most national governing body websites of the centre of mass, the position of the centre of training. e.g. the welsh rugby union. mass in relation to the base of support. • http://icwales.icnetwork.co.uk • Discuss the impact of dynamic balance in relation to • http://www.tigers.co.uk the quality of performance in team games.
    • Physical Education H154: G451 Anatomy and Physiology Suggested 6 hours Topic: Response of the cardiovascular system to physical activity teaching time Suggested teaching and homework Topic outline Suggested resources Points to note activities Response of the • Recording of heart rate response of students to • http://library.med.utah.edu/kw/pharm/hyper_hear • Link back to the effects of a warm-up cardiovascular system different activity intensities. Plot information on t1.html cardiac cycle animation. and cool-down on muscle tissue. to physical activity graphs and analyse response. • http://health.howstuffworks.com/adam heart • Suggest that cardiac cycle and • Relate the control mechanisms to HR response e.g. animation. conduction system are taught in same anticipatory rise due to effect of adrenaline on SA • ‘Anatomy and Physiology’ by Seeley Stephens lesson with links made between the node. and Tate. Mc Graw Hill. two. • Identify relationship between SV, HR and Q and • Marieb Interactive Physiology CDROM. show similar response pattern to exercise. -Show • Interface heart rate monitors. impact of blood pressure/response of baroreceptors • Blood pressure monitor (as on heart rate by measuring HR of performer during a demonstration). headstand and from seated to standing position. • www.bhf.org.uk British Heart Foundation website • Discuss the structure of each blood vessel in relation for information about coronary heart disease and to the function that it performs e.g. when size is impact of physical activity on the heart. considered arterioles have comparatively more smooth muscle in vessel walls making them efficient in terms of vasoconstriction and vasodilation. • Students to produce persuasive material (e.g. poster, leaflet, press release, page for website, powerpoint) to promote the benefits of exercise to the cardiovascular system. • Research and discuss what might cause cardiovascular drift. = Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea GCE Physical Education 9 of 43
    • Physical Education H154: G451 Anatomy and Physiology Suggested 6 hours Topic: Response of the respiratory system to physical activity teaching time Suggested teaching and homework Topic outline Suggested resources Points to note activities Response of the • Provide a practical demonstration to show the • http://www.mhhe.com/biosci/esp/2001_saladin/f • Make the distinction between respiratory system to relationship between volume and pressure. The older_structure/ab/m1/s3/index.htm mechanics ventilation (of air) and gaseous greater the change in volume the greater the change of breathing animation. exchange at the lungs and at the physical activity. in pressure and the greater the change in diffusion • www.brianmac.demon.co.uk/environ.htm muscle cell (of oxygen and carbon gradient. information on altitude. dioxide) and cellular respiration in the • Discuss why at rest the diffusion gradient is relatively • Spirometer. mitochondria. small (for ventilation and gaseous exchange) and • Peak flow meter. • Link the neural control of the why during exercise the diffusion gradient gets respiratory system with the cardiac • http://www.powerbreathe.com bigger. control centre and the vasomotor • Where possible measure the vital capacity of each control centre. student and their forced expiratory volume. Analyse the results and give possible reasons for individual differences (size, sex, asthma, smoking, training, choice of activity). • Use role play to show the different affinity that haemoglobin has for oxygen, carbon dioxide and carbon monoxide. Discuss the impact that smoking has on aerobic performance. • Discuss the relative benefits of altitude training in contrast to training high and living low. • Research and discuss the use of the power breathe training aid. = Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea 10 of 43 GCE Physical Education
    • = Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea GCE Physical Education 11 of 43
    • PHYSICAL EDUCATION H154: G451 ACQUIRING MOVEMENT SKILLS SUGGESTED 30 TOPIC: ACQUIRING MOVEMENT SKILLS (SECTION B) TEACHING TIME HOU RS LEARNING SUGGESTED TEACHING AND TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE OUTCOMES HOMEWORK ACTIVITIES 2 hours Candidates should be able to • Explore the notion of a continuum for Texts : • Students must be Classification of position and justify examples classification. • Advanced PE and Sport - Honeybourne, Hill and able to relate the of movement skills on the • Use practical activities for students to Moors. classification with motor skills. following continua: assess classification of different skills. practical skill • Acquiring Skill in Sport An Introduction – Honeybourne. • Muscular involvement • Use videos of skills to carry out class activities. • OCR Advanced PE AS – various. (gross – fine). analysis. • Videos of sports skills being performed. • Environmental influence • Identify and critically evaluate the (open – closed);Continuity characteristics of each continuum – (discrete – serial – relate to students’ own chosen continuous). practical activity. • Pacing (externally paced • Students to answer an examination- – self paced). style question related to skill • Difficulty (simple – classification. complex). • Organisation (low – high). 1 hour Learning outcomes: • Define and describe the methods. Texts : • Students may well • Methods of manipulating • Explain these methods applying to • Advanced PE and Sport - Honeybourne, Hill and have opportunities The application of skills (part and whole practical skill-learning situations. Moors to put theory into classification to the practice if following practice; progressive part • Students to construct a practice of a • Acquiring Skill in Sport An Introduction - Honeybourne organisation and and whole-part-whole) to enrichment courses motor skill justifying their choice of • OCR Advanced PE AS – various determination facilitate learning and practice by relating the task to its such as sports of practice. improve performance; classification. leadership or if they • Evaluate critically these help out with lower • Identification of the strengths and methods and their school PE. In this weaknesses of these types of practice. effectiveness in the way students can • Students to answer an examination- discover the most learning of movement = Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea 12 of 43 GCE Physical Education
    • PHYSICAL EDUCATION H154: G451 ACQUIRING MOVEMENT SKILLS SUGGESTED 30 TOPIC: ACQUIRING MOVEMENT SKILLS (SECTION B) TEACHING TIME HOU RS LEARNING SUGGESTED TEACHING AND TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE OUTCOMES HOMEWORK ACTIVITIES skills. style question related to methods of effective practice practice. methods and give reasons why. 1 hour • Characteristics of ability • Identification of different types of ability • Texts : • Students should (innate, underlying and as an innate potential for skill learning. • Advanced PE and Sport - Honeybourne, Hill and have an Classification of enduring traits). • Students to recognise different specific Moors. understanding of abilities relating to several different • Gross motor abilities with abilities for the performance of different • Acquiring Skill in Sport An Introduction – Honeybourne. movement skills. examples. motor skills. types of abilities • OCR Advanced PE AS – various. • Psychomotor abilities with • Definitions of gross motor skills and using Fleishman’s • www.teachpe.com taxonomy of examples. psychomotor skills. abilities as a guide. • An analysis of different motor skills and their underlying abilities. • Students to create a ‘map’ of a motor skill to show specific underlying abilities leading to named sub routines that make up the motor skill. 2 hours • Identify characteristics of • Students to teach other a motor skill • Advanced PE and Sport - Honeybourne, Hill and Moors The development the phases of learning that is new to the learner and identify • Acquiring Skill in Sport An Introduction - Honeybourne (Fitts and Posner) the characteristics of the cognitive • OCR Advanced PE AS – various of motor skills and Cognitive. phase. the use of different • www.brianmac. • Associative. • Identification of practice methods to be practice methods demon.co.uk • Autonomous. used in this phase. to ensure effective • www.thesportselite.com/ • Apply these phases of • The characteristics of the associative involvement in articles/learning.html learning to practical phase linking this to importance of physical activity. activities. feedback and trial and error learning. = Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea GCE Physical Education 13 of 43
    • PHYSICAL EDUCATION H154: G451 ACQUIRING MOVEMENT SKILLS SUGGESTED 30 TOPIC: ACQUIRING MOVEMENT SKILLS (SECTION B) TEACHING TIME HOU RS LEARNING SUGGESTED TEACHING AND TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE OUTCOMES HOMEWORK ACTIVITIES Some initial links with S- R bond. • Identification of practice methods to be Phases/stages of used in this phase. movement skill learning that affect participation and performance in • The characteristics of the autonomous physical activity. phase of learning. Initial introduction to motor programmes and open loop control. • Students to construct a task for teaching or revising a motor skill for learners of motor skills in each phase of learning. 1 hour • Describe types of • Students to experience using and • Advanced PE and Sport - Honeybourne, Hill and Moors guidance used in different being subjects for the use of guidance • Acquiring Skill in Sport An Introduction - Honeybourne The development phases of learning to methods. • OCR Advanced PE AS – various of motor skills and improve performance: • Identification of practical examples • www.brianmac. the use of different (visual – early phase; for each and their associated practice methods verbal – later phases; demon.co.uk strengths and weaknesses thus to ensure effective manual and mechanical – leading to a critical analysis. developing kinaesthetic involvement in • Students to answer an awareness and physical activity. knowledge of safety examination-style question related Types of guidance issues). to guidance. = Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea 14 of 43 GCE Physical Education
    • PHYSICAL EDUCATION H154: G451 ACQUIRING MOVEMENT SKILLS SUGGESTED 30 TOPIC: ACQUIRING MOVEMENT SKILLS (SECTION B) TEACHING TIME HOU RS LEARNING SUGGESTED TEACHING AND TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE OUTCOMES HOMEWORK ACTIVITIES and their impact • Evaluate critically these • Link types of guidance to phases of upon effective different types of learning – identifying which type of guidance. guidance to use for each phase of any performance and given motor skill. participation in a balanced, active and healthy lifestyle. 2 hours • Describe methods of • Explore the different methods of • Advanced PE and Sport - Honeybourne, Hill and Moors physical practice physical practice. Identify suitable • Acquiring Skill in Sport An Introduction – Honeybourne The development (massed; distributed; examples from sport. • OCR Advanced PE AS – various of motor skills and fixed; varied). • Critically evaluate these types by the use of different • www.sportscoachuk.org • Explain the role of mental showing strengths and weaknesses of practice methods practice and rehearsal vs. each. to ensure effective physical practice • Make links with skill classification from involvement in rehearsal. previous lessons. physical activity. • Explain the appropriate • Give examples of elite performers use of practice methods using mental practice to clarify to maximise effectiveness movement requirements and to control Practice methods (for different ability levels arousal. and their impact and for different activities; • Explore different methods of mental upon effective and classification of skills; practice. schema theory). efficient • Make links between mental and • Evaluate critically different performance of physical practice and their relative types of practice methods strengths. movement skills. and their application to = Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea GCE Physical Education 15 of 43
    • PHYSICAL EDUCATION H154: G451 ACQUIRING MOVEMENT SKILLS SUGGESTED 30 TOPIC: ACQUIRING MOVEMENT SKILLS (SECTION B) TEACHING TIME HOU RS LEARNING SUGGESTED TEACHING AND TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE OUTCOMES HOMEWORK ACTIVITIES the performance of • Experiment with a novel motor skill movement skills. such as juggling with one group using mental practice, one physical and one group a combination. Compare results with possible explanations. • Students to make a written critical analysis of the use different types of practice of a motor skill in their assessed activity. • Students to answer an examination- style question related to mental practice. 3 hours • Welford’s model (display; • Students to draw Welford’s and • Advanced PE and Sport - Honeybourne, Hill and Information sensory information; Whiting’s models of information Moors. processing during sense organs; perceptual processing. • Acquiring Skill in Sport An Introduction – Honeybourne. the performance of mechanism; effector • To role-play an aspect of each model • Motor Learning and Performance – Schmidt. skills in physical mechanism; response or to ‘hot seat’ an element of the • OCR Advanced PE AS – various. activity. and feedback). model. • www.brianmac.demon.co.uk Models of • Describe Whiting’s model • Students to relate each aspect of the information (display; receptor model to a simple motor skill e.g. processing and systems; perceptual catching a ball. mechanism; translatory • effectiveness in To explore the concept of perception mechanisms; output, and its importance in judging and the learning and feedback). performance of interpreting stimuli available when • Apply these models to the performing a motor skill. movement skills. learning and performance • To identify different types of feedback = Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea 16 of 43 GCE Physical Education
    • PHYSICAL EDUCATION H154: G451 ACQUIRING MOVEMENT SKILLS SUGGESTED 30 TOPIC: ACQUIRING MOVEMENT SKILLS (SECTION B) TEACHING TIME HOU RS LEARNING SUGGESTED TEACHING AND TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE OUTCOMES HOMEWORK ACTIVITIES of physical activities. and their importance in different phases of learning. • To make initial links with open loop and closed lop control. 2 hours • Describe the Multi-store • Memory ‘games’ to identify aspects • Advanced PE and Sport - Honeybourne, Hill and model of the memory and capacity of different memory Moors. Information process; interaction of stores. • Acquiring Skill in Sport An Introduction – Honeybourne. processing during memory with the • Students to draw the multi-store model the performance of perceptual process of memory and to apply to the learning skills in physical (selective attention). and performance of motor skills. activity. • Describe short term • The importance of interaction between Memory and its sensory store (STSS); memory and the perceptual process. role in developing short term memory (STM) • Using a reaction to a stimulus in sport and long-term memory movement skills. – identify how selective attention (LTM). operates and its links to the short-term • Describe strategies to store. improve both short term • Characteristics and capacities of short memory storage term and long-term stores. (chunking) and long-term • Practice chunking methods of memory storage. increasing capacity of short-term • Apply the memory memory and its importance in the process to the learning learning and performance of motor and performance of skills. physical activities. • Students to answer an examination- style question related to memory and = Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea GCE Physical Education 17 of 43
    • PHYSICAL EDUCATION H154: G451 ACQUIRING MOVEMENT SKILLS SUGGESTED 30 TOPIC: ACQUIRING MOVEMENT SKILLS (SECTION B) TEACHING TIME HOU RS LEARNING SUGGESTED TEACHING AND TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE OUTCOMES HOMEWORK ACTIVITIES its effects on acquiring motor skills. 1 hour • Define reaction time, • Students to perform reaction time • Advanced PE and Sport - Honeybourne, Hill and movement time, response activities / expts using computers. Moors. Information time. • Students identify sports situations that • Acquiring Skill in Sport An Introduction – Honeybourne. processing during • Describe the impact of demand quick reaction times. • Motor Learning and Performance – Schmidt. the performance of reaction time on • Identification of the differences • OCR Advanced PE AS – various. skills in physical performance; Explain between reaction time, movement time activity. • www.brianmac.demon.co.uk factors affecting response and response time using the sprint time in practical activities. • On – line reaction tests: start as a case study. • Demonstrate knowledge • http://getyourwebsitehere.com/jswb/rttest01.html Reaction time and • Students describe factors that affect and understanding and response time in their assessed • www.fetchfido.co.uk/games/reaction/reaction_test.htm developing - 9k the application of theories activities. effective relating to reaction time • Article about reaction times of athletes. • Students to construct guidelines on performance in (the psychological how to speed up reactions using • condellpark.com/kd/reactiontime.htm - 31k. physical activity. refractory period; single strategies such as mental rehearsal channel hypothesis; and anticipation. choice reaction time • Identification and description of the use (Hick’s Law) and the role of the psychological refractory period in of anticipation). outwitting opponents. This to be related to the single channel hypothesis or ‘bottle neck theory’. • Students to draw a graph showing the relationships between reaction time and number of alternative responses to illustrate Hick’s Law. = Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea 18 of 43 GCE Physical Education
    • PHYSICAL EDUCATION H154: G451 ACQUIRING MOVEMENT SKILLS SUGGESTED 30 TOPIC: ACQUIRING MOVEMENT SKILLS (SECTION B) TEACHING TIME HOU RS LEARNING SUGGESTED TEACHING AND TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE OUTCOMES HOMEWORK ACTIVITIES 1 hour • Describe the nature of, • Students to make a list of motor • Advanced PE and Sport - Honeybourne, Hill and and give examples of, programmes that they have in a Moors. Motor control of programmes stored in the chosen activity. Identification of the • Acquiring Skill in Sport An Introduction – Honeybourne. skills and its long-term memory. sub routines that make up these • Motor Learning and Performance – Schmidt. • Explain the links to open programmes. impact upon • OCR Advanced PE AS – various. loop control and the • Descriptions of how these programmes developing autonomous phase of have been formed. effectiveness in learning. • Students to refer back to the physical activity. autonomous phase of learning and to their ability/ sub routine maps for more Motor and details of their possible motor executive programmes. programmes and • Give examples of open loop control their impact on the movements such as a slip catch in learning of fielding to show spontaneous and well learned movements without conscious movement skills. control and without reference to feedback. • Students to answer an examination- style question related to open loop control. Motor control of • Describe open loop • Descriptions along with practical • Advanced PE and Sport - Honeybourne, Hill and skills and its control; closed loop examples of open and closed loop Moors. impact upon control. control. • Acquiring Skill in Sport An Introduction – Honeybourne. developing • Explain the role of open • Link to the role of feedback. • OCR Advanced PE AS – various. effectiveness in loop and closed loop • Experiment to show different types of = Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea GCE Physical Education 19 of 43
    • PHYSICAL EDUCATION H154: G451 ACQUIRING MOVEMENT SKILLS SUGGESTED 30 TOPIC: ACQUIRING MOVEMENT SKILLS (SECTION B) TEACHING TIME HOU RS LEARNING SUGGESTED TEACHING AND TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE OUTCOMES HOMEWORK ACTIVITIES physical activity. control in the performance feedback leading to different of motor skills. performance outcomes e.g. with limited Types of motor • Evaluate critically different feedback; with negative feedback; with control and their types of feedback to full and positive feedback. Explanation detect and correct errors. of the outcomes. impact on • Students to write a series of guidelines movement skill for coaches/teachers to show the acquisition and correct use of feedback in learning competence in motor skills. physical activity. 2 hours • Explain relationships with • Novel throwing activities to be • Advanced PE and Sport - Honeybourne, Hill and Motor control of the motor programme. practiced e.g. ‘welly wanging’ and Moors. skills and its • Demonstrate knowledge results observed to identify • Acquiring Skill in Sport An Introduction – Honeybourne. impact upon and understanding of modifications to previously learned • Motor Learning and Performance – Schmidt (esp sources of information: motor programmes (eg discuss or developing hammer throw actions). chapter on schema theory). recall schema (knowledge • effectiveness in OCR Advanced PE AS – various. of initial conditions; • Students to identify next to each physical activity. knowledge of response schema component a practical specification); recognition activity to demonstrate the theory. Schema theory schema (knowledge of • Examination-style question on linking and its role in sensory consequences; schema theory to the type of practice developing knowledge of movement for a motor skill. movement skills outcomes). and strategies. • Demonstrate knowledge • A written justification of the use of and understanding of practices making links to skill = Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea 20 of 43 GCE Physical Education
    • PHYSICAL EDUCATION H154: G451 ACQUIRING MOVEMENT SKILLS SUGGESTED 30 TOPIC: ACQUIRING MOVEMENT SKILLS (SECTION B) TEACHING TIME HOU RS LEARNING SUGGESTED TEACHING AND TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE OUTCOMES HOMEWORK ACTIVITIES motor programmes classification, motor programmes and (relevant sub routines and schema. possible schema identified from the candidate’s physical activity experiences). 3 hours • Explain Drive reduction • Short survey of fellow 6th formers / and • Advanced PE and Sport - Honeybourne, Hill and Learning skills in theory and its impact on a or family members about their Moors. physical activity. lifelong, balanced, active motivations to participate in sports • Acquiring Skill in Sport An Introduction – Honeybourne Motivation and and healthy lifestyle. activities. (catastrophe theory). arousal and their • Demonstrate knowledge • Draw from this the different types of • OCR Advanced PE AS – various. and understanding of motivation for participation. • impact upon young Motivation in Sport and Exercise – Roberts. arousal as a drive • Identify what is meant by drive people’s • Stress and Performance in Sport – Jones and Hardy affecting levels of reduction and its influence on task participation, (for details on catastrophe theory. motivation. persistence. performance and • www.uksport.gov.uk • Explain motivation and • Students to write a short explanation of aspirations in arousal theories (Drive how drive reduction can impact on • For case studies related to motivation and sport: physical activity. theory; Inverted U theory; lifelong, balanced, active and healthy • http://news.bbc.co.uk/sport1/hi/academy/default.st Catastrophe theory lifestyles. m (Jones and Hardy)) and • Students to prepare presentations on their application to the arousal theories. learning and performance • Identify links between arousal and of movement skills. performance. • Demonstrate knowledge • Students to write an evaluative critique and understanding of of all arousal theories. motivational strategies • Students to draw graphs to illustrate = Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea GCE Physical Education 21 of 43
    • PHYSICAL EDUCATION H154: G451 ACQUIRING MOVEMENT SKILLS SUGGESTED 30 TOPIC: ACQUIRING MOVEMENT SKILLS (SECTION B) TEACHING TIME HOU RS LEARNING SUGGESTED TEACHING AND TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE OUTCOMES HOMEWORK ACTIVITIES and their application arousal theories for different types of (different ability levels; task and ability levels. disaffected young people; • Each student to be given a ‘client’ – all encouraging participation clients to be different sports performers in a balanced, active and at different levels. Motivational healthy lifestyle). strategies to be identified and • Evaluate critically explained by each student to motivate motivation and arousal their ‘client’. theories and the application of motivational strategies. 3 weeks • The Learning skills in associationist/connectioni physical activity st theory of operant conditioning (Skinner). Theories relating • The cognitive theory related to the work of to the learning of Gestaltists (insight movement skills learning and ways of and the thinking to optimise development of learning). positive • Social/observational behaviours learning theory; the associated with a importance of significant balanced, active others in the adoption of a balanced, active and and healthy = Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea 22 of 43 GCE Physical Education
    • PHYSICAL EDUCATION H154: G451 ACQUIRING MOVEMENT SKILLS SUGGESTED 30 TOPIC: ACQUIRING MOVEMENT SKILLS (SECTION B) TEACHING TIME HOU RS LEARNING SUGGESTED TEACHING AND TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE OUTCOMES HOMEWORK ACTIVITIES lifestyle. healthy lifestyle. • Bandura’s model (demonstration, attention, retention, motor reproduction, matching performance), and the factors that affect modeling (nature and perceived importance of model). 3 weeks • The • Στυδεντσ το ρεαδ τηε βαχκγρουνδ οφ • Advanced PE and Sport - Honeybourne, Hill and Learning skills in associationist/connectioni αλλ τηε τηεοριεσ ιν τεξτσ το πρεπαρε. Moors. physical activity st theory of operant • Οβσερϖινγ ψουνγερ λεαρνερσ ιν α ΠΕ • Acquiring Skill in Sport An Introduction – Honeybourne conditioning (Skinner). λεσσον το ιδεντιφψ ηοω τηεψ λεαρν. (catastrophe theory). Theories relating • The cognitive theory Αλσο οβσερϖε ψουνγερ φαµιλψ • OCR Advanced PE AS – various. related to the work of µεµβερσ. Ιδεντιφψ τηε νεεδ φορ to the learning of Gestaltists (insight ρεωαρδ φορ αν ασσοχιατιον το βε movement skills learning and ways of µαδε βετωεεν α στιµυλυσ ανδ α and the thinking to optimise ρεσπονσε. development of learning). • Εξαµινατιον−στψλε θυεστιον ον positive • Social/observational οπεραντ χονδιτιονινγ. behaviours learning theory; the • Οβσερϖινγ α λεαρνερ ρεαλ ορ ον associated with a importance of significant ϖιδεο το ιδεντιφψ χογνιτιϖε / ινσιγητ balanced, active others in the adoption of a ελεµεντσ οφ σκιλλ λεαρνινγ. balanced, active and and healthy • Στυδεντσ το χονστρυχτ α σκιλλ healthy lifestyle. lifestyle. λεαρνινγ σεσσιον το µαξιµιζε = Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea GCE Physical Education 23 of 43
    • PHYSICAL EDUCATION H154: G451 ACQUIRING MOVEMENT SKILLS SUGGESTED 30 TOPIC: ACQUIRING MOVEMENT SKILLS (SECTION B) TEACHING TIME HOU RS LEARNING SUGGESTED TEACHING AND TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE OUTCOMES HOMEWORK ACTIVITIES • Bandura’s model υνδερστανδινγ οφ τηε σκιλλ σ Learning (demonstration, attention, χογνιτιϖε ρεθυιρεµεντσ. Outcomes: retention, motor • ∆ραωινγ ον τηε οβσερϖατιον, reproduction, matching στυδεντσ ιδεντιφψ τηε performance), and the χηαραχτεριστιχσ οφ αν εφφεχτιϖε factors that affect modeling δεµονστρατιον µοδελ. (nature and perceived • ∆ραω ουτ Βανδυρα σ µοδελ οφ importance of model). οβσερϖατιοναλ λεαρνινγ ανδ στυδεντσ το εξπλαιν υσινγ α πραχτιχαλ εξαµπλε. 2 ηουρσ • Discuss positive • Πραχτιχαλ εξαµπλεσ το βε ιδεντιφιεδ • Advanced PE and Sport - Honeybourne, Hill and Learning skills in reinforcement, negative βψ στυδεντσ (υσινγ ασσεσσεδ Moors. physical activity. reinforcement and αχτιϖιτιεσ) οφ ποσιτιϖε • Acquiring Skill in Sport An Introduction – Honeybourne punishment (with ρεινφορχεµεντ, νεγατιϖε (catastrophe theory). Reinforcement of examples from ρεινφορχεµεντ ανδ πυνισηµεντ ιν τηε • OCR Advanced PE AS – various. movement skill candidate’s practical λεαρνινγ οφ µοτορ σκιλλσ. • For promoting sport for disabled: learning and activities). • Αππλιχατιον οφ Τηορνδικε σ Λαωσ www.youthinformation.com behaviours • Discuss Thorndike’s βψ στυδεντσ ωριτινγ α δεσχριπτιον οφ Laws: knowledge of α τεαχηινγ αχτιϖιτψ ρελατεδ το µοτορ • For promoting women’s sport: www.wsf.org.uk associated with a balanced, active and methods of strengthening σκιλλ λεαρνινγ ανδ ιδεντιφψινγ ηοω • www.uksport.gov.uk healthy lifestyle. the stimulus response (S- τηεψ ωουλδ υσε ρεινφορχεµεντ το R) bond through repetition µαξιµιζε λεαρνινγ. (Law of exercise); • Στυδεντσ το δεσιγν αν ιντροδυχτιον το Learning satisfaction/annoyance/e σπορτσ σεσσιον φορ τηοσε ωηο ωιση motional intensity (Law of το αδοπτ α ποσιτιϖε, ηεαλτηψ Outcomes = Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea 24 of 43 GCE Physical Education
    • PHYSICAL EDUCATION H154: G451 ACQUIRING MOVEMENT SKILLS SUGGESTED 30 TOPIC: ACQUIRING MOVEMENT SKILLS (SECTION B) TEACHING TIME HOU RS LEARNING SUGGESTED TEACHING AND TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE OUTCOMES HOMEWORK ACTIVITIES effect); through physical λιφεστψλε. and mental preparedness (Law of readiness). • Discuss appropriate use of reinforcement in skill learning and in promoting positive, healthy lifestyle behaviour. Topic Outline • Describe types of transfer • Suggested Activities • Advanced PE and Sport - Honeybourne, Hill and 2 hours that occur in practical • Students to identify skills in their own Moors. performance: positive assessed activities that can be • Acquiring Skill in Sport An Introduction – Honeybourne Learning skills in transfer; negative transferred to facilitate skill learning. (catastrophe theory). physical activity. transfer; proactive • OCR Advanced PE AS – various. transfer; retroactive Transfer of learning transfer; bilateral transfer. • Student presentations on different • Coaching manuals specific to students’ assessed to develop • Demonstrate knowledge types of transfer in their assessed activities. effectiveness in and understanding of sports. • For case studies in practising specific skills: physical activity. ways of optimising the • A full skills teaching sessions to be effect of positive transfer. http://news.bbc.co.uk/sport1/hi/academy constructed to use the concept of • Demonstrate knowledge • www.brianmac.demon.co.uk transfer. Others to observe to identify Learning Outcomes and understanding of transfer examples. ways of limiting the effect • Students write guidelines for a coach in of negative transfer. their sport to maximize the effects of • Evaluate critically different transfer. Students to understand the types of transfer and their links between variable practice – impact on the schema and positive transfer. = Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea GCE Physical Education 25 of 43
    • PHYSICAL EDUCATION H154: G451 ACQUIRING MOVEMENT SKILLS SUGGESTED 30 TOPIC: ACQUIRING MOVEMENT SKILLS (SECTION B) TEACHING TIME HOU RS LEARNING SUGGESTED TEACHING AND TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE OUTCOMES HOMEWORK ACTIVITIES development of • Observe others performing skills to movement skills. identify possible negative influences of • Explain the effects of learned skills on the learning and transfer of learning on performance of other skills. schema development and • Write an exam – style answer to the importance of variable critically analyse different types of practice. transfer. = Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea 26 of 43 GCE Physical Education
    • Physical Education H154: G451: Socio-Cultural Studies Relating to Participation In Physical Activity Suggested 4 Hours Topic: Physical Activity teaching time Topic outline Learning outcome Suggested teaching & Resources Points to note homework activities Participation in Candidates should be able to demonstrate • Overview of the course. • Throughout the course a • Setting the scene physical activity knowledge and understanding of: • Survey of young people in the variety of texts/resources • Candidates will be asked to • Physical activity as an umbrella term school re participation in their should be made available if critically analyse aspects of work which might include physical and outdoor families and peer group. possible including: in the examination. recreation, physical and outdoor • Frequency/intensity/time/type. • Advanced PE for OCR • Investigation of education and/or sport; • Reasons for participation or lack (Heinemann) government • The meaning of the terms: exercise; or participation. • Key word game activities guidelines for health. healthy/balanced lifestyles; lifetime • Placement of activities into • Key terms opportunity, provision sport/life-long physical activity; suggested categories – reasons and esteem can be introduced • The benefits of regular participation in for decision. here – will be covered in detail physical activity; • Candidates to answer later course. • Factors contributing to increasingly examination-style question sedentary lifestyles; related to this topic. • Recommendations in terms of frequency, intensity and type of physical activity so as to develop, and sustain, a balanced, active and healthy lifestyle; • Possible barriers to regular participation in physical activity by young people. Physical Candidates should be able to demonstrate • Candidates to answer • Outward Bound or other recreation and knowledge and understanding of: examination-style question suitable video clip/s. • Physical recreation (definitions; related to this topic. • Specimen assessment outdoor characteristics; benefits); materials and (gradually) past recreation • Outdoor recreation as an aspect of papers physical recreation in the natural environment (characteristics; benefits). = Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea GCE Physical Education 27 of 43
    • Physical Education H154: G451: Socio-Cultural Studies Relating to Participation In Physical Activity Suggested 4 Hours Topic: Physical Activity teaching time Topic outline Learning outcome Suggested teaching & Resources Points to note homework activities Physical Candidates should be able to demonstrate • Analysis of own school • National curriculum for PE education and knowledge and understanding of: experience of PE. outdoor • Physical Education (definitions; • In role as Head of department, characteristics; benefits); write letter to parents outlining education • Outdoor Education as part of Physical forthcoming Outdoor Ed trip. Education in the natural (or semi-natural) Include location, benefits, environment (definitions; characteristics; qualifications of staff, safety benefits; adventure; risk (real vs. procedures etc. perceived) and safety; constraints on • Candidates to answer widespread regular participation by examination-style question young people). related to this topic. = Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea 28 of 43 GCE Physical Education
    • Physical Education H154: G451: Socio-Cultural Studies Relating to Participation In Physical Activity Suggested 4 Hours Topic: Physical Activity teaching time Topic outline Learning outcome Suggested teaching & Resources Points to note homework activities Sport Candidates should be able to demonstrate • Newspaper work: Annotate key • Laminated pictures of each knowledge and understanding of: words and phrases in articles that concept. • Sport (definitions; characteristics; confirm the status of the activity • Video analysis – any key benefits); as a sport. What makes a sport a sporting occasion • The terms: physical prowess, physical sport? endeavour, sportsmanship, • Picture analysis: gather pictures gamesmanship, deviance. of sport, physical/outdoor recreation, physical/outdoor education. • Annotate with key words and phrases. Identify similarities and differences and overlaps. • Start file glossary of key words/terms. • Candidates to answer examination-style question related to this topic. = Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea GCE Physical Education 29 of 43
    • Physical Education H154: G451: Socio-Cultural Studies Relating to Participation In Physical Activity Suggested 7 Hours Topic: Sport and Culture – sport and physical activity as a reflection of the culture in which it exists teaching time Topic outline Learning outcome Suggested teaching & homework activities Resources Points to note The UK Candidates should be able to • th Pictorial comparison of own school v a 19 century elite public • Video of surviving ethnic • Depending on demonstrate knowledge and school. What did those schools have that helped develop sports sports in UK: location of school – a understanding of: and games? Mention of opportunity, provision and esteem. Gloucestershire cheese visit to a festival could • Surviving ethnic sports and • Archive video material of high level ‘amateur sport’ – discuss rolling, Haxey Hood be considered. games in the UK (e.g. reasons for participation/how and why have things changed/ Game, Ashbourne • Groups investigation Highland Games); nalysis of contemporary benefits and drawbacks. football. and presentation/s of • Describe characteristics of • Candidates to answer examination-style question related to this • Pictures of 19th century different festivals in surviving ethnic sports and topic. public boarding schools. UK – do they ‘fit’ the reasons for continued characteristics? existence and popularity • Research task - date (including festival; local; of formation of list of traditional; isolation; social; National governing tourism; annual/occasional; Bodies - useful retention of ethnic identity); context/link for • Explain the role of nineteenth centres opting for historical studies at century public schools in A2. promoting and organising sports and games; • Explain the relatively recent move from the traditional amateur approach to a more professional approach (with reference to mass participation; sporting excellence; organisation and administration; government support) in sport. The USA Candidates should be able to: • Production of picture montage using travel brochures, maps, Video clips: e.g.: • Useful introduction for those centres opting = Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea 30 of 43 GCE Physical Education
    • Physical Education H154: G451: Socio-Cultural Studies Relating to Participation In Physical Activity Suggested 7 Hours Topic: Sport and Culture – sport and physical activity as a reflection of the culture in which it exists teaching time Topic outline Learning outcome Suggested teaching & homework activities Resources Points to note • Describe characteristics of Sports Illustrated etc. • Home of the Brave. for comparative the USA (young, capitalist • Super Bowl. studies at A2 nation; relatively large • Coach Carter. population); • Any Given Sunday • Explain the nature of sport in • Remember the Titans the USA (win ethic; commercialism; vehicle for • Varsity Blues etc achieving ‘the American Dream’); • Analyse the game of American football (origins, nature of game including violence, commercialism). = Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea GCE Physical Education 31 of 43
    • Physical Education H154: G451: Socio-Cultural Studies Relating to Participation In Physical Activity Suggested 7 Hours Topic: Sport and Culture – sport and physical activity as a reflection of the culture in which it exists teaching time Topic outline Learning outcome Suggested teaching & homework activities Resources Points to note Australia Candidates should be able to: • Candidates to answer examination-style question related to this • Video clip of Australian • describe the characteristics of topic. Rules football to analyse. Australia (young nation; • Specimen assessment sparsely populated; colonial materials and (gradually) influence and immigration); past papers • Explain the nature of sport in Australia (social and cultural reasons for sport being a high status national pre- occupation; • Analyse the game of Australian rules football (origins; factors which shaped its development including commercialism and impact of media). = Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea 32 of 43 GCE Physical Education
    • Physical Education H154: G451: Socio-Cultural Studies Relating to Participation In Physical Activity Suggested 12 Hours Topic: Contemporary sporting issues impacting upon young people’s aspirations and teaching time their regular participation in physical activity in the UK Topic outline Learning outcome Suggested teaching & Resources Points homework activities to note Funding of physical activity Candidates should be able to demonstrate • Research activity to critically • Investigation of lottery knowledge and understanding of: analyse own community. What is funding: how much / to • public funding; private funding; voluntary available? How is each facility whom / how decided? funding (including the National Lottery). funded? • www.national-lottery.co.uk • Ref: opportunity/provision/esteem • http://www.uksport.gov.uk/ Bodies influencing and Candidates should be able to demonstrate • Research task with clear guidelines • http://www.uksport.gov.uk/ promoting participation in knowledge and understanding of: : eg to include: • http://www.sportengland.org/ physical activity as part of a • UK Sport • logo • http://www.sports-council- balanced, active and healthy • United Kingdom Sports Institute (UKSI) • mission statement wales.org.uk/ and devolved National Institutes of Sport; • funding • http://www.sportscotland.org.uk/ lifestyle; the promotion of • Home country organisations (Sport • strategies for excellence strategies • http://www.sportni.net/ health, fitness and wellbeing England, Sports Council Northern Ireland, for increasing participation • The challenge is staying up to date and/or sporting excellence sportscotland, Sports Council for Wales); • current initiatives. in this area of work. • Candidates should be able to evaluate • creation of ‘model’ to show critically Initiatives that impact upon young relationships between different people’s aspirations and regular organisations. participation in physical activity in UK • candidates to answer examination- style question related to this topic. = Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea GCE Physical Education 33 of 43
    • Physical Education H154: G451: Socio-Cultural Studies Relating to Participation In Physical Activity Suggested 12 Hours Topic: Contemporary sporting issues impacting upon young people’s aspirations and teaching time their regular participation in physical activity in the UK Topic outline Learning outcome Suggested teaching & Resources Points homework activities to note Excellence and participation in Candidates should be able to: • Placement of selves on sports the UK • Explain sports development (the sports development pyramid. development pyramid; continuum from mass participation to sporting excellence); • Explain opportunity, provision and esteem (with reference to both participation in physical activity and the achievement of sporting excellence); • Evaluate critically social and cultural factors impacting upon participation in physical activity and the achievement of sporting excellence by young people, the elderly, people with disabilities, women and ethnic minority groups; • Describe possible measures to increase participation in physical activity and achievement of sporting excellence. = Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea 34 of 43 GCE Physical Education
    • Physical Education H154: G451: Socio-Cultural Studies Relating to Participation In Physical Activity Suggested 12 Hours Topic: Contemporary sporting issues impacting upon young people’s aspirations and teaching time their regular participation in physical activity in the UK Topic outline Learning outcome Suggested teaching & Resources Points homework activities to note Performance enhancing Candidates should be able to: • Groups work then sharing of 3 key products • Explain reasons for the use of drugs in issues relating to drugs in sport. sport; • Candidates to answer examination- • Describe consequences of the use of style question related to this topic. drugs in sport (with particular reference to health, wellbeing and role modelling for young people). • Describe possible solutions to the problem of the use of drugs in sport; • Explain the impact on performance of modern technological products and sport (with reference to particular products and activities). Sport, sponsorship and the Candidates should be able to: • Analysis of column inches to media • Explain the roles of the media (informing; different sports ref sport and educating; entertaining; advertising); gender. • Evaluate critically the mpact of the media • Analysis of variety of programmes on sport (with particular reference to its linking with four key roles. role in promoting balanced, active and • Candidates to answer examination- healthy lifestyles and lifelong involvement style question related to this topic. in physical activity); • Explain the relationship between sport, sponsorship and the media (‘golden triangle’). = Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea GCE Physical Education 35 of 43
    • Physical Education H154: G451: Socio-Cultural Studies Relating to Participation In Physical Activity Suggested 12 Hours Topic: Contemporary sporting issues impacting upon young people’s aspirations and teaching time their regular participation in physical activity in the UK Topic outline Learning outcome Suggested teaching & Resources Points homework activities to note Violence in sport Candidates should be able to demonstrate • Candidates to answer examination- knowledge and understanding of: style question related to this topic. • Violence in sport (players and spectators); • and describe possible causes and solutions. = Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea 36 of 43 GCE Physical Education
    • Physical Education H154: G451: Socio-Cultural Studies Relating to Participation In Physical Activity Suggested 12 Hours Topic: Contemporary sporting issues impacting upon young people’s aspirations and teaching time their regular participation in physical activity in the UK Topic outline Learning outcome Suggested teaching & Resources Points homework activities to note The Olympic Games Candidates should be able to: • Candidates to answer examination- • Specimen assessment materials and • demonstrate knowledge and understanding style question related to this topic. (gradually) past papers of background (vision of De Coubertin); • http://www.london2012.com/ principles; aims and philosophy of the • http://www.olympics. modern Olympic movement; summer and org.uk/home2.aspx winter format; International Olympic Committee (IOC) and British Olympic Association (BOA); • explain the commercialisation of the Olympics: pre- and post- 1984 (Los Angeles); • describe the opportunities and implications for sport and society in the UK arising from 2012; (impact of being a host nation on sport and society; benefits and drawbacks including potential for increasing participation and promoting healthy lifestyles particularly among young people); • explain how the Olympic Games as a vehicle for nation building e.g. China; the ‘Shop Window’ effect; government control and funding of sport; sport as a political tool. = Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea GCE Physical Education 37 of 43
    • Sample Lesson Plan Anatomy and Physiology Stability v Movement and Physical Activity OCR recognises that the teaching of this qualification will vary greatly from school to school and from teacher to teacher. With that in mind, this lesson plan is offered as a possible approach but will be subject to modifications by the individual teacher. Lesson length is assumed to be one hour, Learning Objectives for the lesson Objective 1 Students to have knowledge of the type and structure of named joints of the body. Objective 2 Students to understand how the structure of a joint directly impacts on stability and range of movement. Objective 3 Students to critically evaluate the impact of different types of physical activity on joints of the body. Insert Recap of previous experience and prior knowledge • Students to be reminded that the skeletal system was covered in GCSE PE and that they should know the bones of the skeleton. Joint types and articulating bones and joint movements was covered in previous lesson. Content Time Content 5 minutes Warm up activity and recap on previous knowledge. Hand out diagram of the skeleton. Students to work in pairs. Ask students to identify the joint type and colour code, i.e. use a red pen to circle the hinge joints of the knee, ankle and elbow. Identify the movement possible at each joint type. Students exchange papers and mark the work of another pair. Show correct image on interactive whiteboard. 10 minutes Show image of the hip joint and shoulder joint. Students work in groups of three or four. Ask students to compare the structure of each joint and to identify the features that impact directly on the stability of the joint. Ask each group to present their findings to the rest of the class and to identify which of the two joints is more stable and why. 38 of 43 GCE Physical Education
    • Time Content 15 minutes Hand out a 360 degree measurer to each group and ask them to measure the degree of flexion and abduction for each student at both the hip and shoulder joint (nb. Make sure that students orientate the measurer correctly). Students to discuss within their group whether there any significant differences between male and female subjects? Discuss whether the different sports that people take part in and/or train for, makes any significant difference in the range of movement possible. 5 minutes Each group reports back their findings to the class. 10 minutes Ask each group to identify a physical activity that they are interested in e.g. rugby, cricket, gymnastics. Students discuss how a particular activity impacts on the joint structure e.g. rugby; impact of tackling on shoulder joint, dance or gymnastic; intense training on the hip joint, cricket; repetitive strain on shoulder joint. Students highlight issues directly onto a diagram of the relevant ball and socket joint (one diagram per student not per group). Consolidation Time Content 5 minutes Draw mind map for both ball and socket joints making links to stability, movement and physical activity. Homework task. Hand out diagram of the knee joint. Students to analyse the joint in terms of movement and stability. Medial ligament damage and anterior cruciate ligament damage is a common sporting injury. Identify activities and specific movement patterns that can lead to ligament damage. Differentiation. Why are females more prone to anterior cruciate ligament damage than males? # ysical Education 7832 GCE Physical Education 39 of 43
    • Sample Lesson Plan Socio-cultural studies relating to participation and performance in physical activity Title: Performance enhancing products. Lesson length is assumed to be one hour Learning Objectives for the lesson Objective Students to understand various aspects of the issues relating to the use of performance enhancing products. Objective Groups of students to come up with: reasons for the use of drugs in sport; consequences of their use; possible solutions to the problem of their use. Objective Students to be confident with examination-style questions on this topic. Recap of previous experience and prior knowledge Content: Set a quick review of key words: Time Content 5 minutes Warm up activity to assess prior knowledge and understanding of particular key terms with examples of each: sportsmanship, gamesmanship, deviance; modern technological products. 10 minutes Teacher: contextualise the issue with quotations / suitable survey findings / data / examples of high profile performers who have been ‘involved’ in the issue of drugs and sport. 5 minutes Development: Show ‘typical’ exam questions. Review of exam technique for different types of questions. 20 minutes • Organise into groups of 3: (number off 1,2,3). • Change groupings so all 1s together, all 2s and all 3s together. Work on following: • Group 1: why do some performers take performance enhancing drugs? • Group 2: why shouldn’t they? • Group 3: what can be done to solve the issue? • Return to original groups of 3 and share specialist ‘knowledge’. 12 minutes Review / debrief as whole group. As individual: Write up of notes from all 3 parts of the issue in chosen style (mind map/spider diagram/list/model). Reference suitable text books as necessary. 40 of 43 GCE Physical Education
    • Consolidation Time Content 8 minutes Return to ‘typical’ exam questions. Plan or complete as required. GCE Physical Education 41 of 43
    • Other forms of Support In order to help you implement the new Physical Education specification effectively, OCR offers a comprehensive package of support. This includes: OCR Training Get Ready…introducing the new specifications A series of FREE half-day training events are being run during Autumn 2007, to give you an overview of the new specifications. Get Started…towards successful delivery of the new specifications These full-day events will run from Spring 2008 and will look at the new specifications in more depth, with emphasis on first delivery. Visit www.ocr.org.uk for more details. Mill Wharf Training Additional events are also available through our partner, Mill Wharf Training. It offers a range of courses on innovative teaching practice and whole-school issues - www.mill-wharf-training.co.uk. e-Communities Over 70 e-Communities offer you a fast, dynamic communication channel to make contact with other subject specialists. Our online mailing list covers a wide range of subjects and enables you to share knowledge and views via email. Visit https://community.ocr.org.uk, choose your community and join the discussion! Interchange OCR Interchange has been developed to help you to carry out day to day administration functions online, quickly and easily. The site allows you to register and enter candidates online. In addition, you can gain immediate a free access to candidate information at you convenience. Sign up at https://interchange.ocr.org.uk 42 of 43 GCE Physical Education
    • Published Resources OCR offers centres a wealth of quality published support with a fantastic choice of ‘Official Publisher Partner’ and ‘Approved Publication’ resources, all endorsed by OCR for use with OCR specifications. Publisher partners OCR works in close collaboration with three Publisher Partners; Hodder, Heinemann and Oxford University Press (OUP) to ensure centres have access to: • Better published support, available when you need it, tailored to OCR specifications • Quality resources produced in consultation with OCR subject teams, which are linked to OCR’s teacher support materials • More resources for specifications with lower candidate entries • Materials that are subject to a thorough quality assurance process to achieve endorsement Hodder is the publisher partner for OCR GCE Physical Education. Hodder is producing the following resources for OCR GCE Physical Education for first teaching in September 2008: Graham Thompson, Nesta Wiggins-James, Rob James OCR PE for AS (2008) ISBN:9780340958681 Graham Thompson, Nesta Wiggins-James, Rob James OCR PE for AS Dynamic Learning Network Edition CD-ROM (2008) ISBN:9780340958698 Also OCR PE for A2 and OCR PE for A2 Dynamic Learning edn CD ROM Approved publications OCR still endorses other publisher materials, which undergo a thorough quality assurance process to achieve endorsement. By offering a choice of endorsed materials, centres can be assured of quality support for all OCR qualifications. Endorsement OCR endorses a range of publisher materials to provide quality support for centres delivering its qualifications. You can be confident that materials branded with OCR’s “Official Publishing Partner” or “Approved publication” logos have undergone a thorough quality assurance process to achieve endorsement. All responsibility for the content of the publisher’s materials rests with the publisher. These endorsements do not mean that the materials are the only suitable resources available or necessary to achieve an OCR qualification. Any resource lists which are produced by OCR shall include a range of appropriate texts. GCE Physical Education 43 of 43