Physical Education (PE)

Key Concepts

Communication

Related Concepts

Adaptation and choice

Link to assessment

A & C

ATLs

Thinking and communication

Core declarative knowledge: What should students know?

• What are rules?
• What is Sporting Etiquette?
• What is Sportsmanship?
• What is Gamesmanship?

Core procedural knowledge: What should students be able to do?

• Be able to provide various examples of both sportsmanship and gamesmanship within the world of sport.
• Be able to explain why rules govern a sport of their choosing.
• Be able to expand on why it is necessary for all athletes and sports people to abide by the rules, demonstrate sporting etiquette, and uphold the values of sportsmanship

Key Concepts

Change

Related Concepts

Movement and environment

Link to assessment

A & D

ATLs

Research and thinking

Core declarative knowledge: What should students know?

• What is the definition of Health and Fitness?
• What are the six, skill-related components of fitness and their definitions?
• What are the four, health-related components of fitness and their definitions?
• What are some examples of the components of fitness within sport?

Core procedural knowledge: What should students be able to do?

• Be able to categorise, explain and provide examples of the components of fitness within different sporting contexts.
• To recognise that not all athletes require the same components of fitness and understand why.

Key Concepts

Development

Related Concepts

Refinement and systems

Link to assessment

A & B

ATLs

Social and self management skills

Core declarative knowledge: What should students know?

• What are the macro and micro nutrient food groups?
• What proportions of each food group does an individual require?
• What does a healthy, balanced lifestyle look like?

Core procedural knowledge: What should students be able to do?

• Be able to plan healthy meals that factor in macro/micronutrient proportions for themselves.
• Be able to understand and explain why each food group is important and the role of them.

Key Concepts

Relationships

Related Concepts

Balance and systems

Link to assessment

A & D

ATLs

Social and self management skills

Core declarative knowledge: What should students know?

• What is nutrition?
• How does nutrition in sport differ from an everyday healthy diet?
• How nutrition impacts athletes performance.

Core procedural knowledge: What should students be able to do?

• Be able to differentiate how macro/micronutrient groups differ in proportions for athletes.
• Be able to plan healthy meals which allow athletes to train and perform successfully.

Key Concepts

Identity

Related Concepts

Balance and adaptation

Link to assessment

A & B

ATLs

Research and thinking

Core declarative knowledge: What should students know?

• What is a lifestyle choice?
• What is a sedentary lifestyle?
• Explain how physical inactivity can affect our lifestyle and why being physically active will support a lifestyle free from illness.

Core procedural knowledge: What should students be able to do?

• Be able to understand the importance of leading a physically active lifestyle and the consequences of being sedentary can do to our health both mentally and physically.
• Being able to be physically active by planning and carrying out various forms of exercise.

Key Concepts

Systems

Related Concepts

Adaptation & systems

Link to assessment

A & C

ATLs

Thinking and communication

Core declarative knowledge: What should students know?

• What are cuts and the treatment required from a minor cut to a large cut.
• The danger of leaving a cut untreated/dirty and the effects that this can have on our overall health.

Core procedural knowledge: What should students be able to do?

• Being able to recognise when self or others have injured themselves through a cut, actively being able to treat cuts or make judgement calls if further help is necessary.

Core declarative knowledge: What should students know?

• The major bones within the skeletal system.
  
• The major muscles within the muscular system.
  
• The functions of the skeletal system.
  
• What sporting examples can be applied to each function?
  
• The structure of a synovial joint.
  
• The role of the synovial joint.
  
• The roles of ligaments and tendons.
  
• The different types of joint in the body.
  
• What are the joint movements associated with specific sporting movements?
  
• Antagonistic muscle pairs.
  
• Which muscle is the agonist, and which is the antagonist, in a specific sporting movement?

Core procedural knowledge: What should students be able to do?

• Be able to identify (on the body) the location of the major bones and muscles;
  
• Be able to identify the major muscles and bones responsible for specific sporting actions, identifying the agonist (and antagonist) muscle within said action;
  
• Be able to recognise when the functions of the skeletal system are used within different sporting scenarios;
  
• Be able to clearly identify the components (and therefore structure) of a synovial joint, and its role within the body;
  
• Be able to identify sporting movements which require movement at a specific joint in order for successful execution;
  
• Be able to explain how a muscle group works isometrically or isotonically (concentric and eccentric) in order to perform a specific sporting action.

Core declarative knowledge: What should students know?

• The pathway of air.
  
• What are the characteristics and features of the alveoli?
  
• Gaseous exchange.
  
• What are structural features of arteries, capillaries, and veins? (Blood Vessels)
  
• What are the functions of each blood vessel and how do their structural features support this?
  
• The structure of the heart.
  
• What is the cardiac cycle/the pathway of blood through the heart?
  
• What is heart rate, stroke volume, and cardiac output?
  
• The mechanics of breathing – the interaction of the intercostal muscles, ribs and diaphragm in breathing.
  
• The types of lung volume.

Core procedural knowledge: What should students be able to do?

• Understand the role of haemoglobin in the transport of oxygen and carbon dioxide.
  
• Explain how the features/characteristics of the alveoli assist with gaseous exchange.
  
• Assess each vessels relative importance.
  
• Further apply the learning to the vessels entering/exiting the heart.
  
• Understand the relationship to calculate cardiac output.
  
• Be able to analyse data and spot changes in heart rate.
  
• Plot graphs to demonstrate heart rate data that can be explained/analysed.
  
• Name the anatomical parts involved and explain how these work together during inhalation.
  
• Explain how these work together during exhalation (including the role of other muscles).
  
• Explain what each volume is.
  
• Be able to identify each on a spirometer trace.
  
• Be able to interpret/analyse each on a spirometer trace.

Core declarative knowledge: What should students know?

• Health and Fitness;
  
• Linking participation in physical activity, exercise and sport to health, well-being and fitness, and how exercise can suit the varying needs of different people;
  
• The consequences of a sedentary lifestyle;
  
• Obesity;
  
• Somatotypes;
  
• Energy use and Nutrition.
  
• The Components of Fitness;
  
• Reasons why we fitness test;
  
• Measuring the components of fitness.
  
• Understanding the terms aerobic exercise (in the presence of oxygen) and anaerobic exercise (in the absence of enough oxygen).
  
• Excess post-exercise oxygen consumption (EPOC)/oxygen debt as the result of muscles respiring anaerobically during vigorous exercise and producing lactic acid.
  
• The recovery process from vigorous exercise: cool down; manipulation of diet; ice baths/massage.
  
• The immediate effects of exercise (during exercise);
  
• The short-term effects of exercise (24-36 hours after exercise);
  
• The long-term effects of exercise (months and years of exercising).
  
• Levers, Planes and Axes:
  
  • First, Second and Third class lever systems within sporting examples;
    
  • Mechanical advantage in relation to the three lever systems;
    
  • Identification of the relevant planes (frontal, transverse, sagittal) and axes (longitudinal, transverse, sagittal) of movement used whilst performing sporting actions.

Core procedural knowledge: What should students be able to do?

• Simple recall of definitions (health; fitness; components of fitness);
  
• Develop the ability to explain the 3 concepts of health (physical, mental, social);
  
• Link exercise to the effects on each.
  
• Link obesity to the effects on performance/health;
  
• Application of each body type to a variety of sporting examples, and their appropriateness;
  
• Understand the constituents of a balanced diet;
  
• Evaluation of why a balanced diet is needed;
  
• Evaluate why water intake is required, making reasoned conclusions.
  
• Evaluate and justify the importance of the components to varying sporting examples (use of reasoned conclusions);
  
• Recall reasons and limitations of fitness testing;
  
• Explain the basic protocol of each fitness test.
  
• Summary of aerobic exercise: glucose + oxygen → energy + carbon dioxide + water.
• Summary of anaerobic exercise: glucose → energy + lactic acid.
  
• Link practical examples of sporting situations to aerobic or anaerobic exercise.
  
• Provide justified answers with reasoned conclusion as to why an activity is likely to be aerobic or anaerobic.
  
• An understanding that EPOC (oxygen debt) is caused by anaerobic exercise (producing lactic acid) and requires the performer to maintain increased breathing rate after exercise to repay the debt.
  
• To justify why each recovery method would be used and the benefits each provide to the sportsperson.
  
• Name the effects of exercise; Explain the effects of exercise.
  
• Identification of first, second and third class lever systems;
  
• Interpretation of sporting movements or actions which involve flexion or extension of the elbow, hip and/or knee, and plantar or dorsi-flexion at the ankle.
  
• Label the effort arm and load/resistance arm on the three classes of lever.
  Mechanical advantage = effort arm ÷ weight (resistance) arm.
  
• Justify why one lever has a bigger mechanical advantage than another.
  
• Planes (frontal, transverse, sagittal) and axes (longitudinal, transverse, sagittal) should be related to varying sporting actions.

Core declarative knowledge: What should students know?

• SPORT to include:
  
  • specificity;
    
  • progressive overload;
    
  • reversibility;
    
  • tedium.
• Key principles of overload.
  
• FITT to include:
  
  • frequency;
    
  • intensity;
    
  • time;
    
  • type.
    
• Types/Methods of training.
  
• Calculating inensities to optimise training effectiveness;
• Considerations for injury prevention;
  
• Specific training techniques;
  
• Seasonal aspects;
  
• Warming up and Cooling down.

Core procedural knowledge: What should students be able to do?

• How the principles of training can be applied to bring about improvements in fitness;
  
• Application of the principles to varying sporting examples;
  
• Evaluate how certain principles hold particular importance when training for certain sports;
  
• Make explicit links to the training types below.
  
• Understand the distinctions between the different types of training;
  
• The advantages and disadvantages (the effects on the body) of each type of training method stated above.
  
• Students will be taught to select and evaluate appropriate training methods for various (aerobic and anaerobic) fitness needs and make links to sporting activity.
  
• Evaluation and justification (with reasoned conclusions) as to why some training types are particularly useful for specified sports.
  
• Basic recall of the specified intensities;
  
• Applications of each to specific training types;
  
• Linking the principles of training to sporting activities and training types, justifying the choice and the calculated intensity to be used.
  
• Basic recall of the potential ways to prevent injury;
  
• Evaluation of which ways are appropriate to which training types and sporting activities.
  
• Understanding altitude training and the benefits when returning to sea level;
  
• Evaluation of who would use altitude training with reasoned conclusions.
  
• The names of the three seasons and their application to varying sports;
  
• Evaluating the importance of each season.
  
• What ‘parts’ a warm up and cool down should entail;
  
• Applied examples to varying sports;
  
• Evaluation of the benefits to be achieved.

Link to prior learning

Paper 2, and more specifically Sports Psychology, will draw on pupils’ knowledge of goal setting and guidance and feedback. This will be developed through an introduction to SMART targets and the types of motivation.

Core declarative knowledge: What should students know?

• Skill and ability;
  
• Skill classifications;
  
• The use and evaluation of setting performance and outcome goals in sporting examples;
  
• The use of SMART targets to improve and/or optimise performance.
  
• Basic information processing model;
• The types of guidance and feedback.
  
• Arousal;
  
• Aggression;
  
• Personality Types;
  
• Motivation.

Link to prior learning

Sociocultural influences have yet to be introduced to pupils, and therefore this module will expose them to this content for the first time, whilst drawing opinions from personal experiences when participating in, or spectating, physical activity and/or sport.

Core declarative knowledge: What should students know?

• Engagement patterns of different social groups and the factors affecting participation.
  
• Commercialisation (Sponsorship, Media, and Technology)
  
• Conduct of performers.
  
• Prohibited substances (PEDs and Blood Doping);
  
• Advantages/Disadvantages to performer;
  
• Advantages/Disadvantages to sport.
  
• Spectator behaviour (hooliganism);
  
• Strategies employed to combat hooliganism/spectator behaviour.