1. Planning for Attainment in Physical Education Activity: Long Distance
Range and Content: 3d Performing to Maximum Levels Focus: Breathing/Pace
LEVEL DESCRIPTIONS.
PROMPTS FOR CONTEXT AND LEARNING
KS3 KEY PROCESSES
ACTIVITY CONTENT OBJECTIVES
FOCUS AND CRITERIA
FOR ASSESSMENT
2.3 Developing physical CONTEXT/PREVIOUS EXPERIENCE: KNOW: 2.3 Developing physical and
and mental capacity Pupils have experienced running activities such as middle mental capacity
distance running, distance relays and orienteering activities. ..the physiological effects of
EXPLORE: distance running upon the body
Pupils should be able to: Level 4 - They work with others to
..the effects of a sustained run upon the body;
a) develop their physical
A CAN DO: plan and lead simple practices and
..the need to set an appropriate pace;
strength, stamina, speed and activities for themselves and
..the most effective leg action to sustain a continuous run;
flexibility to cope with the ..can sustain a run over a longer others.
EXPERIENCE:
T demands of different
activities;
..a relaxed, economical running action:
- relaxed breathing technique;
distance
Level 5 - They plan, organise and
b) develop their mental UNDERSTAND: lead practices and activities safely,
H determination to succeed.
- low arm carriage;
- economical stride length;
..fun/enjoyable/appropriate running distances and times set
..the different somatotypes and
helping others’ to improve their
performance.
how this will influence
L KEY CONCEPTS
according to the ability of the athlete;
..setting increasingly more challenging tasks;
performances in the different
events
They can take on the role of leader
..increasingly challenging targets set by the pupil; and organise activities that will
E 1.3 Creativity
..an appropriate warm up and cool down to improve their
flexibility and range of movement;
HEALTH RELATED: help others to improve their
performance in a competitive
T
DEVELOP (PERFORMING AT MAXIMUM LEVELS): ..understand the need for situation.
a) Using imaginative ways to ..increasingly longer runs or improved times; inhalers to be used 20 mins
express and communicate ..a steady breathing pattern; before a run if required and to Level 6 - When leading practices
I ideas, solve problems and
overcome challenges.
b) Exploring and experimenting
..the ability to set a realistic pace according to the ability of the
athlete;
CONSIDER:
be available in the case of an
emergency
and activities, they apply basic
rules, conventions and/or
C
compositional ideas consistently.
with techniques, tactics and ..the various personal and external influences upon a CURRICULUM
compositional ideas to produce performance during a timed run;
efficient and effective
OPPORTUNITIES Level 7 - They take on different
S
..the running surface and the use of appropriate footwear;
roles within an activity, showing an
outcomes. ..body temperature and the need for suitable clothing;
The curriculum should provide ability to organise and communicate
..the effects of dehydration upon the body and the need to
opportunities for pupils to: effectively, and applying rules
replace fluids;
..the difference between aerobic and anaerobic activities; f) use ICT as an aid to fairly and consistently or adhering
..wearing a pulse monitor and tracking the increase in the pulse improving performance and to the conventions and codes of
rate and the recovery period. tracking progress. conduct for activities.