GCE Getting Started



GCE PE 2016 Physical Education Contents TOC \t " A head,1,B head,2,C head,3 " Introduction PAGEREF _Toc428873717 \h 1Which delivery model PAGEREF _Toc428873718 \h 1Course Planners PAGEREF _Toc428873719 \h 2One-year AS model PAGEREF _Toc428873720 \h 3A level co-teachable with AS standalone qualification PAGEREF _Toc428873721 \h 7A level Standalone qualification PAGEREF _Toc428873722 \h 16IntroductionFrom 2016, AS Physical Education will be a standalone qualification; it cannot contribute towards an A level. It equates to half the content of an A level, but the assessment will be at a similar standard to the current AS (and therefore a different standard from A level). Both qualifications will have linear assessment; with all examinations at the end of the course. This de-coupling of AS from A level and the move from modular to linear assessment have implications for planning and delivery which are considered in this course guide, but it will be for centres to decide which approach is the most suitable for their staff and students.Which delivery modelThe flowchart below outlines some of the key questions Physical Education departments will need to consider when planning for the new course. Each level links through to a delivery option underneath where more detail on the advantages and disadvantages is given, and to the relevant course planner models below.32385040005Do you want to offer an AS course as well as an A level course to students?Delivery option 3. Do you want to co-teach AS and A level students in the same class (es)?Delivery option 1. Will you require students to decide when they enrol whether they are AS or A level students?Delivery option 2. Do you want all students to sit the AS exams before they decide?Delivery option 4. Delivery option 5. YesNoYesNoYesNoYesNo00Do you want to offer an AS course as well as an A level course to students?Delivery option 3. Do you want to co-teach AS and A level students in the same class (es)?Delivery option 1. Will you require students to decide when they enrol whether they are AS or A level students?Delivery option 2. Do you want all students to sit the AS exams before they decide?Delivery option 4. Delivery option 5. YesNoYesNoYesNoYesNoDelivery optionsOption 1Option 2Option 3Option 4Option 5EnrolmentStudents opt for either an AS course or an A level course, with no option to switch laterOnly an A level is offered: all students must undertake the full two- year course.Students opt for either an AS course or an A level course, but can switch later on.TeachingAS and A level students are taught separately.AS and A level students are taught in the same class.Only A level is taught.AS and A level students are co-taught in same classes.End of year 1AS students sit AS exams.A level students sit an internal exam on year 1 topics, using A level-style question.Internal exam on year 1 topics, using A level-style questionsAll students sit an AS exam. Teaching finishes in time for revision for AS exams. Students decide whether to continue to A level once they have their AS results.Students to confirm by entry deadline whether they want to continue to A level. Only those not continuing to A level sit the AS exam.Others sit an internal exam but focusing on A level additional demands and then starts year 2 material.AdvantagesGreater flexibility in ordering of A level topics. Teacher can focus on AS only or A level only.Not running two separate AS/A courses may be easier for timetabling. Know from the start which students will do A level.Greater flexibility in structuring the course – can do papers in any order. More time within course, with all exams at the end.More flexible for students – can leave their decisions until they have AS results.More flexible for students – can leave their decisions until part- way through the course.Disadvantages May need greater timetabling and staffing flexibility and resources to run two separate courses.Need to prepare students in one class for different assessments.Less flexible for students – have to commit to two year course. AS Physical Education cannot be studied as a fourth subject for breadth.Less teaching time in year 1. Less flexibility in structuring course.Co-teaching more complicated. A level numbers not confirmed until AS results out.AS results doesn’t count to A level – students have to be examined on year 1 content twiceLess flexibility in structuring course – but can start A level content (year 2 material) at end of year 1.Co-teaching more complicated – preparing only some students for AS exams.Requires students to decide whether to continue without having AS results.Less flexible for students – requires early decision.Course PlannersThis document provides a sample course planners for A level Physical Education that can be adapted by centres to fit their timetabling and staffing arrangements. The planners are offered only as examples and are not intended to be prescriptive. This course planner gives examples of a co-teachable approach as well as an approach which assumes that the A level will not be co-taught with the AS level and broadly follows the order in which the content is set out in the specification. It shows how the topics can be spread over a one or two year course. The sequence of the topics in the planners reflects the preferences of the writer, and centres are encouraged to organise the topics to suit their centre and students. The planner assumes 30 teaching weeks for the AS course and 36 teaching weeks in each year for other options, including part of the summer term following the AS examinations. There is a separate scheme of work document that provides a range of examples for suggested activities and resources which follows the approach of this course planner.One-year AS modelContent outlined is that which will be examined at the end of the AS course, concluding after 30 weeks. Teacher A – responsible for topics 1, 2 and 4WeekContentWeekContentWeekContent 1Topic 1 Applied anatomy and physiologyKey muscles and bones; types of movementThe stretch-shortening cycle The concept of agonist, prime mover, antagonist, fixator, synergistMovements during physical activities and sporting movement11The role and use of supplementation Contemporary supplements for enhancing performanceStrategies for ensuring optimal food, fuel and fluid intake 21Anxiety and its effect on performance. Strategies to control anxiety: somatic and cognitive techniques.Relationship between arousal and anxiety2Levers and movement Newton’s Three Laws of Motion 12Fitness testing Plotting, calculating and interpreting fitness test results22Aggression v. AssertionKey theories3Principles related to the stability of the body in relation to the centre of mass and its implication in physical activitiesThe calculation of force and resultant forceAcute responses of the muscular and skeletal systems 13Determinants of movement/running Components of fitnessPrinciples of training23MotivationKey theories and their application of to optimise performance4The structure and function of the respiratory systemThe physiology of the respiratory system Respiratory values and capacities14Measuring and calculating intensity Target Heart Rate and Karvonen’s theoryContemporary technologies24Social facilitation The role of and effect of ‘others’Strategies to combat social inhibition5The anatomical components and structure of the cardiovascular systemThe physiology of the cardiovascular systemBradycardiaAcute responses of the cardio respiratory and cardio vascular systems Unhealthy lifestyles 15PeriodisationMethods of training and their appropriateness for different activities Advantages and disadvantages of different methods of training25Characteristics of a successful and cohesive group/teamTask and social cohesion6Characteristics and anatomical make-up of fibre typesStructure of fibre types16Preparation for performance at altitude, in heat and in humidityStrategies for speeding up recovery 26Key theories:Carron SteinerGroup dynamicsSocial loafingRinglemann Effect7Fibre recruitment patterns for endurance and power based events The anatomy of the neuro muscular system 17Recap and consolidation of topic 2Mock exam / test on topic 2 27SMART(ER) targets The importance and relevance of goal setting and the different types used to optimise performance 8The physiology of a muscular contractionAcute responses of the neuro muscular systemChronic adaptations of cardiorespiratory, cardiovascular, muscular-skeletal and neuro-muscular systems 18Topic 4Sports Psychology Personality theoriesInteractionist theory28Mock exam on all topics Return scripts; identify areas for improvement9Recap and consolidation of topic 1Mock exam / test on topic 1 19Wood’s Triadic ModelUnderstanding how attitudes are formed and shape behaviourChanging attitudes: negative to positive – ‘cognitive dissonance’29Recap and consolidation of topic 1, 2, 410Topic 2 Exercise physiology and applied movement analysisDietary manipulation for performance pre, during and post physical activityOptimal weight for performanceElectrolytes, hypotonic, hypertonic and isotonic solutions 20Arousal and its effect on performanceArousal and achieving optimal levels for performanceInverted-U hypothesis, Hull’s Drive Theory 30Recap and consolidation of topic 1, 2, 4 Teacher B – responsible for topics 3 and 5 and NEA WeekContentWeekContentWeekContent 1Topic 3 Skill acquisitionCoaching stylesTactics and strategies in agame/competition/performance 11Recap and consolidation of topic 321Colonial diffusion across the British Empire The creation, development and impact of national and international governing bodies 2Analysis of skills How to compare to higher level performer12Mock exam / test on topic 3 22The ideals, context and impact of the modern Olympic Games and other international sporting competitions 3Classification continuums of skillsThe uses of transfer of skills13Introduction to NEA work, Performance AnalysisBegin independent study23Centre assessments of practical performance4The associative theories Reinforcement - and its application to learning skills 14Independent study24Barriers to participation, the benefits of mass participation on the health of the nation and the impact of wearable technology on participation5Thorndike's three laws in relation to learningFitts and Posner's three stages of learning and the role of feedback at each stage15Independent study25Mass participation and initiatives/programmes Participation trends in the UK in the 21st century6Practice methods Practice structure Measuring effectiveness 16Review progress and arrangements of practical performance26Recap and consolidation of topic 57The types, purpose and effectiveness of guidance methods17Topic 5Sport in SocietyFactors leading to the emergence and development of modern day sportHistorical and social context of mob activities and popular recreation 27Mock exam / test on topics 3 and 58Uses of technology to underpin guidance methods18The effect of the Industrial Revolution on British society and the impact on recreational activitiesThe socio-cultural factors that influenced the rationalisation of sport 28Independent study9Types, purpose and effectiveness of feedbackUse of technology to support feedback19The emergence of competing for corporations ParaSport movement and improved opportunities for women in global sportMigration patterns of sporting labour 29Recap, consolidation and revision of topics 3 and 510Open and closed loop control modelsApplication of each loop control model20Independent studyInitial centre assessments of practical performance30Recap, consolidation and revision of topics 3 and 5A level co-teachable with AS standalone qualification This sets out a two year programme illustrating how to deliver the course with an AS cohort. For the purposes of this scheme of work, it has been assumed that the centre is delivering 36 teaching weeks in year one including part of the summer term after mock examinations, and 30 teaching weeks in year two. The delivery of the course allows AS examinable work to be completed in preparation for examinations, followed by the start of A Level work following the examination period.Year 1: Teacher A – responsible for topics 1, 2 and 4WeekContentWeekContentWeekContent 1Topic 1 Applied anatomy and physiologyKey muscles and bones; types of movementThe stretch-shortening cycle The concept of agonist, prime mover, antagonist, fixator, synergistMovements during physical activities and sporting movement13Determinants of movement/running Components of fitnessPrinciples of training25Characteristics of a successful and cohesive group/teamTask and social cohesion2Levers and movement Newton’s Three Laws of Motion 14Measuring and calculating intensity Target Heart Rate and Karvonen’s theoryContemporary technologies26Key theories:Carron SteinerGroup dynamicsSocial loafingRinglemann Effect3Principles related to the stability of the body in relation to the centre of mass and its implication in physical activitiesThe calculation of force and resultant forceAcute responses of the muscular and skeletal systems 15PeriodisationMethods of training and their appropriateness for different activities Advantages and disadvantages of different methods of training27SMART(ER) targets The importance and relevance of goal setting and the different types used to optimise performance 4The structure and function of the respiratory systemThe physiology of the respiratory system Respiratory values and capacities16Preparation for performance at altitude, in heat and in humidityStrategies for speeding up recovery 28Mock exam on all topics Return scripts; identify areas for improvement5The anatomical components and structure of the cardiovascular systemThe physiology of the cardiovascular systemBradycardiaAcute responses of the cardio respiratory and cardio vascular systems Unhealthy lifestyles 17Recap and consolidation of topic 2Mock exam / test on topic 2 29Recap and consolidation of topic 1, 2, 46Characteristics and anatomical make-up of fibre typesStructure of fibre types18Topic 4Sports Psychology Personality theoriesInteractionist theory30Recap and consolidation of topic 1, 2, 4 7Fibre recruitment patterns for endurance and power based events The anatomy of the neuro muscular system 19Wood’s Triadic ModelUnderstanding how attitudes are formed and shape behaviourChanging attitudes: negative to positive – ‘cognitive dissonance’31Sports Psychology – A LevelSelf-confidence and the self-concept (Humanist)8The physiology of a muscular contractionAcute responses of the neuro muscular systemChronic adaptations of cardiorespiratory, cardiovascular, muscular-skeletal and neuro-muscular systems 20Arousal and its effect on performanceArousal and achieving optimal levels for performanceInverted-U hypothesis, Hull’s Drive Theory 32Vealey’s model of sport specific confidence including relevant sporting examples9Recap and consolidation of topic 1Mock exam / test on topic 1 21Anxiety and its effect on performance. Strategies to control anxiety: somatic and cognitive techniques.Relationship between arousal and anxiety33Bandura’s Self-Efficacy Theory 10Topic 2 Exercise physiology and applied movement analysisDietary manipulation for performance pre, during and post physical activityOptimal weight for performanceElectrolytes, hypotonic, hypertonic and isotonic solutions 22Aggression v. AssertionKey theories34Learned helplessness and its impact on performance11The role and use of supplementation Contemporary supplements for enhancing performanceStrategies for ensuring optimal food, fuel and fluid intake 23MotivationKey theories and their application of to optimise performance35Review progress and arrangements of practical performance12Fitness testing Plotting, calculating and interpreting fitness test results24Social facilitation The role of and effect of ‘others’Strategies to combat social inhibition36Review progress and arrangements of practical performance (continued)Year 1: Teacher B – responsible for topics 3 and 5 and NEA WeekContentWeekContentWeekContent 1Topic 3 Skill acquisitionCoaching stylesTactics and strategies in agame/competition/performance 13Introduction to NEA work, Performance AnalysisBegin independent study25Mass participation and initiatives/programmes Participation trends in the UK in the 21st century2Analysis of skills How to compare to higher level performer14Independent study26Recap and consolidation of topic 53Classification continuums of skillsThe uses of transfer of skills15Independent study27Mock exam / test on topics 3 and 54The associative theories Reinforcement - and its application to learning skills 16Review progress and arrangements of practical performance28Independent study5Thorndike's three laws in relation to learningFitts and Posner's three stages of learning and the role of feedback at each stage17Topic 5Sport in SocietyFactors leading to the emergence and development of modern day sportHistorical and social context of mob activities and popular recreation 29Recap, consolidation and revision of topics 3 and 56Practice methods Practice structure Measuring effectiveness 18The effect of the Industrial Revolution on British society and the impact on recreational activitiesThe socio-cultural factors that influenced the rationalisation of sport 30Recap, consolidation and revision of topics 3 and 57The types, purpose and effectiveness of guidance methods19The emergence of competing for corporations ParaSport movement and improved opportunities for women in global sportMigration patterns of sporting labour 31Sport in Society (A Level)Ethics and deviance in sportThe impact of commercialisation on thesportsmanship ethic and the growth of gamesmanship in the UK8Uses of technology to underpin guidance methods20Independent studyInitial centre assessments of practical performance32Types of deviance in sportDifferent responses of governing bodies, governments and the law 9Types, purpose and effectiveness of feedbackUse of technology to support feedback21Colonial diffusion across the British Empire The creation, development and impact of national and international governing bodies 33Establishment of the World Anti-DopingAgency (WADA) and its effectiveness in combating drug use10Open and closed loop control modelsApplication of each loop control model22The ideals, context and impact of the modern Olympic Games and other international sporting competitions 34Sport and the media. The impact of technology on the viewing experience11Recap and consolidation of topic 323Centre assessments of practical performance35Understanding of development routesfrom talent identification through to elite performance 12Mock exam / test on topic 3 24Barriers to participation, the benefits of mass participation on the health of the nation and the impact of wearable technology on participation36Systems of the identification and development of talent in the UK with specific reference to the approaches of former East Germany and AustraliaFor the purposes of this scheme of work, it has been assumed that the centre is delivering 30 teaching weeks in year two.Year 2: Teacher A – responsible for topics 1, 2 and 4WeekContentWeekContentWeekContent 1Topic 1: Applied anatomy and physiologyForms of energy to include: mechanical, electrical, potential, chemical and kinetic. Review of aerobic and anaerobic energy production11RICE – Rest, Ice, Compression, Elevation.Advantages and disadvantages of rehabilitation strategies.21Reasons for success and failure in sportWeiner’s attribution theory and the four attributions2The role of energy as adenosinetriphosphate (ATP)The characteristics and physiology of the three energy pathways 12Factors associated with linear motion22The three main dimensions of attribution Strategies to allow for attribution retraining.3The characteristics of the three pathways (continued)13Factors associated with angular momentumFactors affecting moment of inertia23Effective leadership and its impact on performance 4The energy continuum when based around athletic running events. Positioning of athletic running events on the energy continuum14Application and understanding of how angular motion is applied in a sporting contextEffects of increasing or decreasingthe moment of inertia when rotatingabout an axes 24The different types of leadership styles The advantages and disadvantages of each leadership style Theories of how leaders are created5Factors that contribute to fatigue: EPOC and the stages of recovery.15Forces acting duringflight that affect projectile motionKnowledge of the factors that determine the horizontal displacement of a projectile Application of projectile motion inrefining technique in different sportingcontexts Technique modification through theapplication of technology 25Recap and consolidation of topic 46The fast component - re-phosphorylisation; the speed and rate of phosphogen replenishment. The slow component of recovery 16Factors affecting fluid friction and air resistance and theapplication of these in sporting contextsInteraction of lift forces with objects26Recap and consolidation of topic 4 from Year 1 Term 37Energy systems and how they respond acutely to the demands of warming up/priming exercise.17Types of spin Magnus effect Technology: how fluid mechanics hasinfluenced technological advancementsin technique modification, clothing/suits, equipment/apparatus.27Recap and consolidation of topic 1,2,4 8Recap and consolidation of topic 118Recap and consolidation of topic 228Mock Exam on all topics Return scripts; identify areas for improvement9Topic 2: Exercise Physiology and Applied Movement AnalysisClassifying two types of injuries:Acute injuriesOveruse injuries Strategies to prevent injuries19Topic 4 Sport PsychologyStress and stressors leading to anxiety – symptoms of physiological, psychological, and behavioural anxiety29Needs analysis on basis of Mock ExamRecap and consolidation of topic 1,2,410Contemporary recovery methods and timescales for return to play for the acute and overuse injuries POLICE – Protection, Optimal Loading, Ice, Compression, Elevation. 20Cognitive/Somatic Stress management techniques to optimise performance30Recap and consolidation of topic 1,2,4Year 2: Teacher B – responsible for topics 3 and 5 and NEA WeekContentWeekContentWeekContent 1Topic 3 Skill AcquisitionAn overview of the components of information processing 11Recap and consolidation of topic 321Mock Exam on all topics 2Welford and Whiting models, to include:input, stimulus identificationperception and selective attentionresponse selection response programming, and output12Mock Exam on topic 3 22Final assessments of practical performance3The role of detection, comparison and recognition (DCR) phases when processing information13Introduction to NEA work, Performance Development ProgrammeBegin independent studyReview progress of practical performance23Independent study4The characteristics and functions ofthe three memory systems14Independent study24Independent study5Understand the link between STSS, STM and LTM15Independent study25Recap and consolidation of topic 5 from Year 1 Term 36Processing information in terms of retrieval and rehearsal and how this affects output16Topic 5 Sport and SocietyCommercialisation of sport and its impact on societyCommercialisation and commodities26Recap and consolidation of topic 5 from Year 1 Term 37Different types of Reaction time 17The historical and social context of commercialisation: broken time payments; spectatorism; developments in the media27Recap and consolidation of topic 38Factors affecting reaction time and ways a coach and performer can improve reaction time so as to optimise performance18The events of the 1968, 1972 and the 1976 Olympics and their impact on the 1984 gamesCommercialisation of future sport created by Peter Ueberroth at the 1984 Olympic Games 28Recap and consolidation of topic 59Measuring reaction, movement and response time using appropriate technology.Using data to understand reaction times and Hick’s Law Plotting, interpreting and analysing relevantdata 19Franchises in sport (USA and UK), the power shift from the governing bodies to the media, the concept of the golden triangle Sports stars as global stars. The concept of competitive sports fixtures and events being played on other continents29Recap and consolidation of topic 310Schema theory as an organised package of information stored in LTM that updates and modifies motor programmes using four sources of information20Recap and consolidation of topic 530Recap and consolidation of topic 5A level Standalone qualification This sets out a two year programme illustrating how to deliver this without an AS cohort. For the purposes of this scheme of work, it has been assumed that the centre is delivering to 36 teaching weeks in each year one including part of the summer term after mock examinations, and 30 teaching weeks in year two.Year 1: Teacher A – responsible for topics 1, 2 and 4WeekContentWeekContentWeekContent 1Topic 1 Applied anatomy and physiologyKey muscles and bones; types of movementThe stretch-shortening cycle The concept of agonist, prime mover, antagonist, fixator, synergistMovements during physical activities and sporting movement13Determinants of movement/running Components of fitnessPrinciples of training25Characteristics of a successful and cohesive group/teamTask and social cohesion2Levers and movement Newton’s Three Laws of Motion 14Measuring and calculating intensity Target Heart Rate and Karvonen’s theoryContemporary technologies26Key theories:Carron SteinerGroup dynamicsSocial loafingRinglemann Effect3Principles related to the stability of the body in relation to the centre of mass and its implication in physical activitiesThe calculation of force and resultant forceAcute responses of the muscular and skeletal systems 15PeriodisationMethods of training and their appropriateness for different activities Advantages and disadvantages of different methods of training27SMART(ER) targets The importance and relevance of goal setting and the different types used to optimise performance 4The structure and function of the respiratory systemThe physiology of the respiratory system Respiratory values and capacities16Preparation for performance at altitude, in heat and in humidityStrategies for speeding up recovery 28Mock exam on all topics Return scripts; identify areas for improvement5The anatomical components and structure of the cardiovascular systemThe physiology of the cardiovascular systemBradycardiaAcute responses of the cardio respiratory and cardio vascular systems Unhealthy lifestyles 17Recap and consolidation of topic 2Mock exam / test on topic 2 29Recap and consolidation of topic 1, 2, 46Characteristics and anatomical make-up of fibre typesStructure of fibre types18Topic 4Sports Psychology Personality theoriesInteractionist theory30Recap and consolidation of topic 1, 2, 4 7Fibre recruitment patterns for endurance and power based events The anatomy of the neuro muscular system 19Wood’s Triadic ModelUnderstanding how attitudes are formed and shape behaviourChanging attitudes: negative to positive – ‘cognitive dissonance’31Sports Psychology – A LevelSelf-confidence and the self-concept (Humanist)8The physiology of a muscular contractionAcute responses of the neuro muscular systemChronic adaptations of cardiorespiratory, cardiovascular, muscular-skeletal and neuro-muscular systems 20Arousal and its effect on performanceArousal and achieving optimal levels for performanceInverted-U hypothesis, Hull’s Drive Theory 32Vealey’s model of sport specific confidence including relevant sporting examples9Recap and consolidation of topic 1Mock exam / test on topic 1 21Anxiety and its effect on performance. Strategies to control anxiety: somatic and cognitive techniques.Relationship between arousal and anxiety33Bandura’s Self-Efficacy Theory 10Topic 2 Exercise physiology and applied movement analysisDietary manipulation for performance pre, during and post physical activityOptimal weight for performanceElectrolytes, hypotonic, hypertonic and isotonic solutions 22Aggression v. AssertionKey theories34Learned helplessness and its impact on performance11The role and use of supplementation Contemporary supplements for enhancing performanceStrategies for ensuring optimal food, fuel and fluid intake 23MotivationKey theories and their application of to optimise performance35Review progress and arrangements of practical performance12Fitness testing Plotting, calculating and interpreting fitness test results24Social facilitation The role of and effect of ‘others’Strategies to combat social inhibition36Review progress and arrangements of practical performance (continued)Year 1: Teacher B – responsible for topics 3 and 5 and NEA WeekContentWeekContentWeekContent 1Topic 3 Skill acquisitionCoaching stylesTactics and strategies in agame/competition/performance 13Introduction to NEA work, Performance AnalysisBegin independent study25Mass participation and initiatives/programmes Participation trends in the UK in the 21st century2Analysis of skills How to compare to higher level performer14Independent study26Recap and consolidation of topic 53Classification continuums of skillsThe uses of transfer of skills15Independent study27Mock exam / test on topics 3 and 54The associative theories Reinforcement - and its application to learning skills 16Review progress and arrangements of practical performance28Independent study5Thorndike's three laws in relation to learningFitts and Posner's three stages of learning and the role of feedback at each stage17Topic 5Sport in SocietyFactors leading to the emergence and development of modern day sportHistorical and social context of mob activities and popular recreation 29Recap, consolidation and revision of topics 3 and 56Practice methods Practice structure Measuring effectiveness 18The effect of the Industrial Revolution on British society and the impact on recreational activitiesThe socio-cultural factors that influenced the rationalisation of sport 30Recap, consolidation and revision of topics 3 and 57The types, purpose and effectiveness of guidance methods19The emergence of competing for corporations ParaSport movement and improved opportunities for women in global sportMigration patterns of sporting labour 31Sport in Society (A Level)Ethics and deviance in sportThe impact of commercialisation on thesportsmanship ethic and the growth of gamesmanship in the UK8Uses of technology to underpin guidance methods20Independent studyInitial centre assessments of practical performance32Types of deviance in sportDifferent responses of governing bodies, governmentsand the law 9Types, purpose and effectiveness of feedbackUse of technology to support feedback21Colonial diffusion across the British Empire The creation, development and impact of national and international governing bodies 33Establishment of the World Anti-Doping Agency (WADA) and its effectiveness in combating druguse10Open and closed loop control modelsApplication of each loop control model22The ideals, context and impact of the modern Olympic Games and other international sporting competitions 34Sport and the media. The impact of technology on the viewing experience11Recap and consolidation of topic 323Centre assessments of practical performance35Understanding of development routes from talent identificationthrough to elite performance 12Mock exam / test on topic 3 24Barriers to participation, the benefits of mass participation on the health of the nation and the impact of wearable technology on participation36Systems of the identification and development of talent in the UKwith specific reference to theapproaches of former East Germany and AustraliaFor the purposes of this scheme of work, it has been assumed that the centre is delivering 30 teaching weeks in year two.Year 2: Teacher A – responsible for topics 1, 2 and 4WeekContentWeekContentWeekContent 1Topic 1: Applied anatomy and physiologyForms of energy to include: mechanical, electrical, potential, chemical and kinetic. Review of aerobic and anaerobic energy production11RICE – Rest, Ice, Compression, Elevation.Advantages and disadvantages of rehabilitation strategies.21Reasons for success and failure in sportWeiner’s attribution theory and the four attributions2The role of energy as adenosinetriphosphate (ATP) The characteristics and physiology of the three energy pathways 12Factors associated with linear Motion22The three main dimensions of attribution Strategies to allow for attribution retraining.3The characteristics of the three pathways (continued)13Factors associated with Angular MomentumFactors affecting moment of inertia23Effective leadership and its impact on performance 4The energy continuum when based around athletic running events. Positioning of athletic running events on the energy continuum14Application and understanding of how angular motion is applied in a sporting contextEffects of increasing or decreasingthe moment of inertia when rotating about an axes 24The different types of leadership styles The advantages and disadvantages of each leadership style Theories of how leaders are created5Factors that contribute to fatigue: EPOC and the stages of recovery.15Forces acting duringflight that affect projectile motionKnowledge of the factors that determine the horizontal displacement of a projectile Application of projectile motion in refining technique in different sporting contexts Technique modification through the application of technology 25Recap and consolidation of topic 46The fast component - re-phosphorylisation; the speed and rate of phosphogen replenishment. The slow component of recovery 16Factors affecting fluid friction and air resistance and theapplication of these in sporting contextsInteraction of lift forces with objects26Recap and consolidation of topic 4 from Year 1 Term 37Energy systems and how they respond acutely to the demands of warming up/priming exercise.17Types of spin Magnus effect Technology: how fluid mechanics has influenced technological advancements in technique modification, clothing/suits, equipment/apparatus.27Recap and consolidation of topic 1,2,4 8Recap and consolidation of topic 118Recap and consolidation of topic 228Mock Exam on all topics Return scripts; identify areas for improvement9Topic 2: Exercise Physiology and Applied Movement AnalysisClassifying two types of injuries:Acute injuriesOveruse injuries Strategies to prevent injuries19Topic 4 Sport PsychologyStress and stressors leading to anxiety – symptoms of physiological, psychological, and behavioural anxiety29Needs analysis on basis of Mock ExamRecap and consolidation of topic 1,2,410Contemporary recovery methods and timescales for return to play for the acute and overuse injuries POLICE – Protection, Optimal Loading, Ice, Compression, Elevation. 20Cognitive/Somatic Stress management techniques to optimise performance30Recap and consolidation of topic 1,2,4Year 2: Teacher B – responsible for topics 3 and 5 and NEA WeekContentWeekContentWeekContent 1Topic 3 Skill AcquisitionAn overview of the components of information processing11Recap and consolidation of topic 321Mock Exam on all topics 2Welford and Whiting models, to include:input, stimulus identificationperception and selective attentionresponse selection response programming, and output12Mock Exam on topic 3 22Final assessments of practical performance3The role of detection, comparison and recognition (DCR) phases when processing information13Introduction to NEA work, Performance Development ProgrammeBegin independent studyReview progress of practical performance23Independent study4The characteristics and functions ofthe three memory systems14Independent study24Independent study5The link between STSS, STM and LTM 15Independent study25Recap and consolidation of topic 5 from Year 1 Term 36Processing information in terms ofretrieval and rehearsal and how this affects output16Topic 5 Sport and SocietyCommercialisation of sport and its impact on societyCommercialisation and commodities26Recap and consolidation of topic 5 from Year 1 Term 37Different types of Reaction time 17The historical and social context of commercialisation: broken time payments; spectatorism; developments in the media27Recap and consolidation of topic 38Factors affecting reaction time and ways a coach and performer can improve reaction time so as to optimise performance18The events of the 1968, 1972 and the 1976 Olympics and their impact on the 1984 gamesCommercialisation of future sport created by Peter Ueberroth at the 1984 Olympic Games 28Recap and consolidation of topic 59Measuring reaction, movement and response time using appropriate technology.Using data to understand reaction times and Hick’s Law Plotting, interpreting and analysing relevant data 19Franchises in sport (USA and UK), the power shift from the governing bodies to the media, the concept of the golden triangleSports stars as global stars. The concept of competitive sports fixtures and events being played on other continents29Recap and consolidation of topic 310Schema theory as an organised package of information stored in LTM that updates and modifies motor programmes using four sources of information20Recap and consolidation of topic 530Recap and consolidation of topic 5 ................
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