KS5 - A2 PE (Y13)

 KS5 - A2 PE


Assessment Summary:

AS Units G451 becomes 30% of the total Advanced GCE marks and Unit G452 becomes 20% of the Advanced GCE marks. The A2 Units G453 will contribute 35% of the total Advanced GCE marks with Unit G454 making up the final 15% of the total marks.

The A2 Units Explained:

Unit G453: Principles and Concepts across different areas of Physical Education

 

The G453 unit is the theoretical aspect of the A2 PE course, which is examined with an external written examination lasting 2 hours and 30 minutes (105 marks).

This unit has two sections; Section A: Socio-Cultural options and Section B: Scientific options. Candidates study three of the five possible options, at least one option, from Section A.  Here at Arthur Terry our A2 PE students study the following options:

Section A: Socio-Cultural options:

Option A1 Historical Studies

Section B: Scientific options:

Option B1 Sports Psychology

Option B3 Exercise and Sport Physiology

The theoretical content and programme of study for each option is outlined below, showing the topic areas that will be covered during lessons and relevant learning objectives.

 

Section A – A1 Historical Studies

Popular recreation in pre-industrial Britain and its impact on contemporary participation and performance
Popular recreation	Candidates should be able to: • describe characteristics (simple/natural; occasional; local; wagering; violence/cruelty; simple unwritten rules; courtly/popular; rural; occupational); • explain social and cultural factors that influenced the nature and development of popular recreations; • explain how popular recreation affected the physical competence and health of participants; • describe the varying opportunities for participation; • explain the impact of popular recreation on contemporary participation and performance; • make reference to case study activities
Rational recreation in post-industrial Britain and its impact on contemporary participation and performance
Candidates should be able to contrast the post-industrial social and cultural factors relating to rational recreation with pre-industrial social and cultural factors relating to popular recreation.
Rationalised sports and pastimes	Candidates should be able to: • describe the characteristics of rational recreation (including respectability, regularity, regionalisation, codification, more controlled wagering) and an understanding of how these differed from the characteristics of popular recreation; • explain how social and cultural factors influenced the nature and development of rationalised sports and pastimes with reference to: o the industrial revolution and associated urban and agrarian revolutions; o the emergence of an urban middle class; o changes in work conditions that improved health and affected participation; o increases in free time (Saturday half day and early closing movement) for industrial working class (a move towards more balanced, active and healthy lifestyles); o the transport revolution and the impact of the railways (increased opportunity for participation and the development and spread of sport); o changing views of the Church towards sport and recreation; o amateurism and professionalism; o the place and status of women in Victorian Britain; increased participation by middle-class women by the end of the 19th century. • explain how rational recreation had an impact on the physical competence and health of participants; • describe the varying opportunities for participation; • explain the impact of rational recreation on contemporary participation and performance and compare participation then and now; • make reference to case study activities.

Nineteenth-century public schools and their impact on the development of physical activities and young people both then and now
19th-century public schools	Candidates should be able to: • describe the characteristics (fee-paying; endowed; boys; boarding; gentry; non-local; controlled by trustees; spartan); • explain the impact of 19th-century public schools on the development of case study activities with particular reference to participation and healthy lifestyles both then and now; • demonstrate knowledge and understanding of the Clarendon Report.
The developmental stages of athleticism in 19th-century public schools
The three developmental stages of athleticism	Candidates should be able to: • demonstrate knowledge and understanding of the three developmental stages of athleticism as a reflection of societal change and the civilising process; • explain the evolving nature, status, organisation, technical development, social relationships and values of the schools and their sports and games through the stages; • evaluate the influence of the three developmental stages of athleticism on the development of physical activities and young people both then and now; • critically evaluate the impact of Public School Athleticism on participation both then and now.
Stage one (boy culture; bullying; brutality)	Candidates should be able to: • explain the emergence of a sporting culture in individual schools as a result of activities brought in to schools by boys (melting pot) and the natural facilities available.
Stage two (Dr Arnold; social control)	Candidates should be able to: • Explain the impact of Dr Thomas Arnold of Rugby School (1795–1842) as a reforming Headmaster (his aims, strategies, influence and impact); • demonstrate knowledge and understanding of Muscular Christianity (definition and values).

Stage three (the ‘cult’ of athleticism)

Candidates should be able to demonstrate knowledge and understanding of: • athleticism (definition and values); • ‘melting pot’ influence of universities; • the standardisation of rules; • the role and impact of games-playing Oxbridge graduates returning to their schools; • the influence of ex-public school boys on the spread of team games/rational recreations; • reasons for the slower development of athleticism and regular participation in sports and games in girls’ public schools (as compared with boys’ public schools).

Case studies
For each case study activity candidates should be able to, with reference to the content specific to each activity: • analyse the activity as popular recreation; • assess the influence of 19th-century public schools on the development of the activity; • demonstrate knowledge and understanding of the activity as rational recreation; • demonstrate knowledge and understanding of both participation and barriers to participation in the activity today.
Bathing and swimming	• Recreation; survival; health; initial development of competitive swimming. • Swimming in the public schools: values and status. • Bathing in urban industrial towns (Wash and Bath House Acts; hygiene and prevailing social conditions); the organisation of amateur swimming and formation of the Amateur Swimming Association (ASA). • Factors that have helped develop bathing and swimming in the UK and the impact of these factors on contemporary participation and performance.
Athletics	• Types and nature of activities associated with community events, rural sports, festivals, commercial fairs and wakes; view of the church; pedestrianism (its nature, development and status); the emergence of athletics. • Athletics in public schools: hare and hounds; steeplechase; athletic sports days; values and status; influence of Exeter College, Oxford. • The emergence of amateur athletics and opportunities for working class participation; amateurism, professionalism and the exclusion clause. • Factors that have helped develop athletics in the UK and the impact of these factors on contemporary participation and performance.

 

Football	• Mob games. • Football and rugby in public schools: values and status. • Amateurism and professionalism; broken time payments; the split between association football and rugby football; spectatorism vs. participation and the importance of the game in urban communities. • Factors that have helped develop football in the UK and the impact of these factors on contemporary participation and performance.
Cricket	• Significance of class on participation. • Cricket in public schools: values, status and organisation. • William Clarke XI; amateurism and professionalism. • Factors that have helped develop cricket in the UK and the impact of these factors on contemporary participation and performance.
Tennis	• Real tennis as an exclusive, elitist pre-industrial activity. • Tennis and other striking games in public schools: (fives, racquets, squash) their status and organisation. • Lawn tennis as a middle class invention; tennis as a social occasion and as a vehicle for the emancipation of women and their participation in sport. • Factors that have helped develop tennis in the UK and the impact of these factors on contemporary participation and performance.

 

Drill, physical training and Physical Education in state schools with particular reference to its impact on participation and the promotion of healthy lifestyles both then and now
Candidates should be able to consider both the reasons for the change from one approach to the next and the effects of each change both then and now.
The 1902 Model Course	Candidates should be able to: • describe objectives; content and methodology; • explain reasons for implementation of the 1902 Model Course and the role of Colonel Malcolm Fox; • explain reasons for its rapid replacement (the need for improved health among urban, working class young people).
The 1933 Syllabus	Candidates should be able to: • describe objectives; content; methodology; reputation; • explain reasons for the replacement of the 1933 Syllabus.
The 1950s – Moving and Growing and Planning the Programme	Candidates should be able to: • describe objectives; content and methodology (young people as independent decision-makers who should be encouraged to solve problems); • explain the influence of World War II on the use of apparatus and the building of gymnasia, leading to increased involvement in, and effectiveness of, physical activity for young people.

1970s and 1980s

Candidates should be able to: • explain the impact of industrial action on opportunity and provision for young people to participate in physical activity in state schools as part of a lifelong involvement in a balanced, active and healthy lifestyle; impact on extra curricular activities; • describe the aims of the National Curriculum for Physical Education; • evaluate critically the impact of the National Curriculum on Physical Education in state schools.

 Section B – B1 Sport Psychology

Individual aspects of performance that influence young people’s participation and aspirations
Personality and its importance in effective performance and to following a balanced, active and healthy lifestyle	Candidates should be able to: • demonstrate knowledge and understanding of the theories of personality: trait perspectives (the characteristics of extroversion/introversion, neuroticism/stability, Type A/Type B); social learning perspectives; interactionist approaches; • explain the effects of personality profiling on the adoption of balanced, active and healthy lifestyles; • evaluate critically personality profiling in sport.
Attitudes and their influence on performance and lifestyles	Candidates should be able to: • describe and explain the nature of attitudes, inconsistencies and prejudice in sporting situations; • explain the origins of attitudes, and their influence on performance and lifestyles (including the effects of socialisation); • describe the components of attitudes (cognitive, affective, behavioural); • evaluate critically attitudes (and behaviour) in sport and lifestyle choice; • describe methods of changing attitudes from negative to positive to promote participation in physical activity and a balanced, active and healthy lifestyle; • demonstrate knowledge and understanding of the concept of cognitive dissonance to change attitudes.

Achievement motivation and its effect on performance and on following an active and healthy lifestyle	Candidates should be able to explain: • Atkinson and McClelland’s theory of achievement motivation (need to achieve and need to avoid failure); • sport-specific achievement motivation (eg competitiveness).
Attribution theory and the impact of attribution on performance and sustaining a balanced, active and healthy lifestyle	Candidates should be able to: • discuss reasons for success and failure in physical activity; • explain Weiner's model (locus of causality and stability dimensions); • justify the use of attributional retraining; • demonstrate knowledge and understanding of strategies for the promotion of mastery-orientation and the avoidance of learned helplessness; to raise self-esteem and to develop positive behaviours towards lifetime involvement in physical activity; • Evaluate critically the effects of attribution theory on performance and on sustaining a balanced, active and healthy lifestyle.
Aggression and its impact upon performance and behaviour	Candidates should be able to: • describe the nature of aggression and assertion; • define channelled aggression; • explain the causes of aggressive behaviour; • evaluate critically theories of aggression (instinct theories; frustration-aggression hypothesis; aggressive-cue hypothesis (Berkowitz); social learning theories); • describe methods of eliminating aggressive tendencies of performers and explain the effects of these methods on the adoption of active and healthy lifestyles.

Group dynamics of performance and audience effects that influence young people’s participation, aspirations and lifestyles

Groups and teams – their impact upon performance and the pursuit of balanced, active and healthy lifestyles

Candidates should be able to: • describe the nature of a group/team (mutual awareness, interaction, common goal); • demonstrate knowledge and understanding of Steiner’s model of group performance (awareness of problems associated with productivity of a group/team); • demonstrate knowledge and understanding of motivational factors (social loafing); coordination/co-operation factors (Ringlemann effect) and explain the negative influences on behaviour that cause dysfunctional behaviour and avoidance of an active and healthy lifestyle; • explain the factors affecting the formation and development of a cohesive group/team; • explain the factors affecting participation in a group/team; • explain group and team effects on behaviour (related to balanced, active and healthy lifestyles).

Leadership and the role of a leader in physical activities

Candidates should be able to: • demonstrate knowledge and understanding of effective leadership and explain its effects on lifestyle behaviour; • describe the characteristics of leaders (autocratic/task-oriented; democratic/social-oriented; laissez-faire); • demonstrate knowledge and understanding of emergent and prescribed leaders; • evaluate critically leadership theories (trait; social learning; interactionist theories); • demonstrate knowledge and understanding of Chelladurai’s multi-dimensional model of leadership and explain the effect of leadership expectations on performance and the adoption of a balanced, active and healthy lifestyle.

Social facilitation and inhibition – the effects of an audience and other participants on performance and lifestyle behaviours

Candidates should be able to: • demonstrate knowledge and understanding of the positive (facilitation) and negative (inhibition) effects (audience and co-actors) on performance, participation and lifestyle; • demonstrate knowledge and understanding of links with levels of arousal, and the heightening of the dominant response (Zajonc); • explain causes and effects of evaluation apprehension; • demonstrate knowledge and understanding of strategies to combat the effects of social inhibition in practical activities (the use of selective attention and mental rehearsal) and in following a balanced, active and healthy lifestyle.

The impact of mental preparation for physical activities on the effectiveness and efficiency of performance
Goal setting – impact on performance and the development and sustaining of a balanced, active and healthy lifestyle	Candidates should be able to: • demonstrate knowledge and understanding of the importance and relevance of goal setting to sport (including participation, persistence and performance); • explain factors affecting the setting of goals (‘SMARTER’ principle); • evaluate critically the use of short/intermediate/long-term goals and process/performance/product goals to improve performance and participation in physical activity.
Self-confidence and its impact on performance, participation in physical activity and in raising self-esteem	Candidates should be able to: • demonstrate knowledge and understanding of sports confidence (Vealey), and the concepts of trait sports confidence, competitiveness orientation, and state sports confidence; • demonstrate knowledge and understanding of self-efficacy (Bandura) explaining the influence of performance accomplishments, vicarious experiences, verbal persuasion, and emotional arousal; • explain the effects self-efficacy on performance and in sustaining a balanced, active and healthy lifestyle.
Attentional control and its impact on effective performance	Candidates should be able to: • demonstrate knowledge and understanding of cue utilisation (Easterbrook) and explain the links with arousal; • Demonstrate knowledge and understanding of attentional styles (broad/narrow, internal/external - Nideffer).
Emotional control and its impact upon performance and in sustaining a balanced, active and healthy lifestyle	Candidates should be able to: • Demonstrate knowledge and understanding of activation and arousal and explain their relationship with personality, ability level and complexity of task; • Demonstrate knowledge and understanding of peak flow experience and the zone of optimum functioning theory (Hanin); • Describe the nature, and explain influences of, anxiety; state/trait distinction; • Demonstrate knowledge and understanding of anxiety management techniques: cognitive techniques (mental rehearsal/imagery, positive self talk, thought stopping, rational/positive thinking) and somatic techniques (progressive muscular relaxation, biofeedback relaxation); • Evaluate critically anxiety management techniques in improving performance, participation in physical activity and in sustaining a balanced, active and healthy lifestyle.

 Section B - B3 Exercise and Sport Physiology

Energy
The following concepts should be applied to the implementation of a physical activity programme designed to achieve, and sustain, a balanced, active and healthy lifestyle:
Concepts	Candidates should be able to: • define energy (to include chemical, kinetic and potential), work and power and identify the units they are expressed in.
Adenosine triphosphate (ATP)	Candidates should be able to: • explain the role of ATP; the breakdown and resynthesis of ATP; the principle of coupled reactions and exothermic and endothermic reactions.
ATP re-synthesis	Candidates should be able to: • explain the three energy systems: adenosine triphosphate phosphocreatine (ATP/PC) (alactic); the lactic acid system; the aerobic system; (to include the type of reaction (aerobic or anaerobic), the chemical or food fuel used, the specific site of the reaction, the controlling enzyme, energy yield, specific stages within a system, and the by-products produced); • explain the contribution made by each energy system in relation to the duration and intensity of exercise.
Energy continuum	Candidates should be able to: • identify the predominant energy system used related to the type of exercise (duration and intensity); • explain the inter-changing between thresholds during an activity (eg the onset of blood lactate accumulation (OBLA)); the effect of level of fitness, availability of oxygen and food fuels, and enzyme control on energy system used.

The recovery process

Candidates should be able to: • explain how the body returns to its pre-exercise state: the oxygen debt/excess post exercise oxygen consumption (EPOC); the alactacid and lactacid debt components (to include the processes that occur and the duration of each component); replenishment of myoglobin stores and fuel stores and the removal of carbon dioxide; • explain the implications of the recovery process for planning physical activity sessions (eg training intensities, work/relief ratios).

Strength

Candidates should be able to: • define types of strength (to include strength endurance, maximum strength, explosive/elastic strength, static and dynamic strength); • demonstrate knowledge and understanding of factors that affect strength (fibre type and cross sectional area of the muscle); • describe and apply methods of evaluating each type of strength (eg grip strength dynamometer); • describe and evaluate different types of training used to develop strength (the repetition, sets and resistance guidelines used to improve each type of strength); use of multigym, weights, plyometrics and circuit/interval training (with reference to work intensity; work duration; relief interval; number of work/relief intervals); • describe the energy system and the food/chemical fuels used during each type of strength training; • explain the physiological adaptations that take place after prolonged periods of physical activity (to include neural and physiological changes to skeletal muscle); • plan a programme of strength training based on their own assessment of their strength and the strength requirements of their activity.

Flexibility

Candidates should be able to: • define flexibility (to include static and dynamic flexibility); • demonstrate knowledge and understanding of factors that affect flexibility (type of joint; length of surrounding connective tissue); • describe and apply methods of evaluating flexibility (eg sit and reach test; goniometer (angle measure)); • describe different types of training used to develop flexibility (including static (active and passive), dynamic, ballistic and proproceptive neuromuscular facilitation (PNF)); • explain the physiological adaptations that take place after prolonged periods of physical activity (to include physiological changes to skeletal muscle and connective tissue); • plan a programme of flexibility training based on their own assessment of their flexibility and the flexibility requirements of their activity.

Body composition	Candidates should be able to: • explain what is meant by body composition; • describe different methods of assessing body composition; • calculate the body mass index (BMI) of an individual; • demonstrate knowledge and understanding of basal metabolic rate (BMR) and the different energy requirements of different physical activities (use of metabolic equivalent/MET values); • estimate their daily calorific requirements (dietary/nutritional intake) based on their BMR and average additional energy consumption; • evaluate critically their own diet and calorie consumption; • demonstrate knowledge and understanding of the health implications of being overweight or obese and how this affects involvement in physical activity.
Application of the principles of training
Candidates should build on their knowledge of training principles (overload, progression, specificity, reversibility, moderation and variance) acquired in GCSE Physical Education by applying their knowledge to periodisation.
Periodisation	Candidates should be able to: • define periodisation; macro, meso and micro cycles; • plan a personal health and fitness programme that will promote sustained involvement in a balanced, active and healthy lifestyle; the plan should include the principles of training.

Performance enhancement

Ergogenic aids

Candidates should be able to: • explain the positive and negative effects of each type of aid together with the type of performer who would benefit from its use; • identify the legal status of each type of aid; • evaluate critically the use of ergogenic aids in order to be able to make informed decisions about their use. • Aids considered should include: • use of dietary manipulation, pre-/post-competition meals/supplements and food/fluid intake during exercise; • use of creatine supplements and human growth hormone; • gene doping; • blood doping and recombinant erythropoietin (Rh EPO); • use of cooling aids to reduce core temperature and aid recovery; • use of training aids to increase resistance, eg pulleys; parachutes; • other aids can be considered and candidates should already have prior knowledge of the effects of alcohol, caffeine and anabolic steroids.

Unit G454: The improvement of effective performance and the critical evaluation of practical activities in Physical Education

The G454 unit is the practical aspect of the A2 PE course.  Candidates are assessed in one chosen activity. This must be one of the activities that they were assessed in at AS Level in Unit G452 Acquiring, developing and evaluating practical skills in Physical Education.

ASSESSMENT.

Candidates will be assessed in:

1. Performing one chosen activity from one of the activity profiles and the Evaluation, Appreciation and Improvement of Performance.

OR

2. Coaching/Leading one chosen activity from one of the activity profiles and the Evaluation, Appreciation and Improvement of Performance.

OR

3. Officiating one chosen activity from one of the activity profiles and the Evaluation, Appreciation and Improvement of Performance.

This unit also includes the evaluation, appreciation and improvement of performance coursework. For this aspect candidates should observe a live performance and give a response with a view to:

• making evaluative and appreciative comments so as to judge the quality of performance using appropriate technical language;

• prioritising the areas for improvement;

• describing in detail an appropriate strategy to improve the performance;

• supporting their evaluative and appreciative comments and their strategy with the application of relevant principles and concepts from the disciplines they have studied using appropriate technical language.

Candidates should be able to give a structured response using appropriate technical language that:

• accurately identifies and describes in detail the strengths of the performance in relation to skills, tactics and strategies/compositional ideas and fitness;

• accurately identifies and describes in detail the major weaknesses of the performance in relation to skills, tactics and strategies/compositional ideas and fitness;

• identifies the areas of the performance they would prioritise for improvement

• formulates a detailed, viable action plan for one of the major faults identified. This action plan should have detailed coaching points, detailed progressive practices together with a timescale for the plan;

• justifies both their evaluative comments and their action plan with the appropriate application of relevant knowledge and concepts from the physiological, psychological and socio-cultural areas they have studied.