GCSE Theory Scheme of Work - Teaching & Learning Website



GCSE Physical Education

Full Course Scheme of Work

|Week |Lesson & Homework Outcomes |Suggested Content |

|1 |THE CIRCULATORY SYSTEM |decide upon 4 sports from minimum of 2 boxes, attend clubs on a regular basis during and out of |

| |Outcome 1 – Students should be able to review their first year’s progress and set new targets for the full |school, consider video evidence collation, review practical options sheet & unit test data |

| |course |Identify and label the hearts components and list their specific functions in the CV system & |

| |Outcome 2 – understand how the heart is made up of different components and their functions; atria, |exercise |

| |ventricles, septum, tri / bicuspid valves, semi-lunar valves, aorta, vena-cava, pulmonary artery / vein |Understand how the heart is affected by exercise during short term responses and long term |

| | |adaptations |

|2 |Outcome 1 – Students should understand how the heart acts as a pump in a double circulatory system, |Label and colour the bloods passage of travel through the heart, lungs and body to illustrate the |

| |specifically during stress of exercise & sport |figure of eight loop |

| |Outcome 2 – Explain the difference between heart rate, stroke volume, cardiac output and their adaptations |Review blood flow speeds before, during and exercise |

| |to training and exercise |Define and understand the related terms |

| | |How would stroke volume, heart rate and cardiac output change during immediate exercise and after |

| | |long term training |

|3 |Outcome 1 – Students should be able to compare the three types of vessels (veins, arteries and capillaries),|Review pictures of the three types of vessels and identify and compare characteristics such as |

| |their functions and unique characteristics |size, location, function, blood flow, thickness of vessel wall, internal lumen, presence of |

| |Outcome 2 – Explain the flow of blood through vessels and how they might be affected under pressure of |valves, blood pressure, direction of blood flow |

| |exercise & competition |Explain how the characteristics might change during exercise and after long term adaptation |

|4 |Outcome 1 – Students should be able to explain the function of blood cells, blood components and their |List the 4 components of blood and their relative proportions |

| |functions in maintaining health, exercise, and improving sports performance |Name the functions of each component in maintaining health and assisting with sporting activity |

| | |Discuss altitude training and the effect upon red blood cell production and performance |

| | |Discuss the process of blood doping by elite athletes and its effects and moral sporting issues of|

| | |cheating |

|5 |THE RESPIRATORY SYSTEM |Label a diagram of the respiratory system and explain the functions of each component labelled |

| |Outcome 1 – Students should be able to identify and locate the components of the respiratory system, explain|How and why might exercise change the capability of the respiratory organs |

| |their functions |Use a bell jar to illustrate the contracting diaphragm in action and the inhalation of the lungs |

| |Outcome 2 – Explain the affects of exercise and training upon them | |

|6 |Outcome 1 – Students should understand the functions of the nasal passages and the lungs with respect to |Label the thoracic region of the respiratory system to illustrate the air flow through the nasal |

| |sporting activity and explain the training effects on upon them |passages and mouth |

| |Outcome 2 – Describe the mechanisms of breathing (inspiration and expiration) at rest and explain with |Discuss the functions of the nasal passage in creating moisture, warming the incoming air, and |

| |reference to movements of the ribs & diaphragm, the adaptations to exercise |filtering the air before allowing it to proceed to the lungs |

| | |What happens to the ribs, diaphragm and intercostals muscles during (a) inspiration and (b) |

| | |expiration |

| | |How does respiration become more efficient after long term cardiovascular fitness training |

|7 |Outcome 1 – Students should be able to understand the biomechanical aspects of aerobic & anaerobic |Show how aerobic and anaerobic respiration takes place using chemical equations |

| |respiration, especially the need to support exercise, with particular reference to the use of glucose and |Compare the by-products of aerobic and anaerobic exercise and discuss why they are different |

| |oxygen |Review the ATP process and re-synthesis of PC to create energy when oxygen is, and is not present |

| |Outcome 2 – Describe the production of carbon dioxide, water and the release of energy in response to |– use energy systems video where necessary to illustrate this point |

| |activity, & compare normal conditions with activity | |

|8 |Outcome 1 – Students should be able to explain the relative composition of inhaled and exhaled air making |Using a table to compare proportionate gases for inspiration and expiration, list what the air |

| |comparisons between gaseous percentages |differences are between percentages of oxygen, carbon dioxide, nitrogen and explain why |

| |Outcome 2 – Understand the meaning of the terms; oxygen debt, vital capacity and tidal volume as brought |Explain the difference between the related terms and how they would change during immediate |

| |about by exercise |exercise and after adaptations |

| | |How might you measure your own tidal volume and vital capacity |

|9 |Outcome 1 – Students should be able to compare the terms of aerobic and anaerobic exercise and recognise |What is the difference between aerobic and anaerobic exercise and offer sporting examples for each|

| |their role in relation to different sports |At what point during an event might lactic acid build up, what are the effects on muscle |

| |Outcome 2 – Describe the process of lactic acid production in muscles, its effects on the body and |functioning, on optimal performance, and how can you remove lactic acid from the blood stream |

| |performance, and the removal process |What factors might cause lactic acid to build up |

| | |What measures can you take to delay the onset of lactic acid |

|10 |THE SKELETAL SYSTEM |What is ossification and what happens during this process |

| |Outcome 1 – Students should be able to describe the process of ossification and the process of growth and |How long does it take to complete the full process |

| |repair |What dietary requirements are important during your early developmental years and why |

| |Outcome 2 - Identify the composition of the long bone and the function of its components |What happens when you break your bones and how do they repair |

| | |Label a diagram of a long bone and list the specific functions of its components |

|11 |Outcome 1 – Identify the different bones of the skeletal system and the 5 regions of the vertebral column, |Label a diagram of the skeleton using the correct terms for each bone (place slang terms in |

| |explaining their importance in body movement with reference to sporting examples |brackets) |

| | |Label a diagram of the vertebrae and its 5 regions |

| | |Give sporting examples to show where movement would take place at specific joint location |

|12 |Outcome 1 – Students should be able to classify each bone in accordance with the 4 types of bone; short, |Using a table with four columns, place every bone of the body into its correct category to show |

| |long, flat & irregular and their specific functions |its function |

| |Outcome 2 – Understand that the skeletal system has 5 main functions in sporting performance; shape, |What are the function of long, short, flat and irregular bones |

| |protection, movement, support, blood production |Discuss the importance of the skeleton and list how many reasons for its functional value |

| | |Define and explain the 5 functions |

|13 |Outcome 1 – Students should be able to understand the importance of diet, and exercise in maintaining bone |Discuss how diet (dairy products and calcium) and certain types of exercise (impact and weight |

| |strength throughout life |training) can benefit bone strength and longevity and also how some types of exercise and training|

| |Outcome 2 – Explain the importance of bones in terms of body shape (bone disorders), size, their effect on |too young can be damaging to bones and joints |

| |weight, optimum weight and sports performance |Review vertebrae and bone disorders (rickets, scurvy, scoliosis) |

| | |How might your skeleton affect your weight and success in certain sporting events, give examples |

|14 |JOINTS |Define what is meant by the term joint |

| |Outcome 1 – Students should understand the functions of joints and their importance in movement and |What facilitates movement at the joint |

| |different sporting actions |Label a diagram of a knee or elbow synovial joint and its components, list their functions |

| |Outcome 2 – Understand the structure of the synovial joint, its functional components and the dangers of |What dangers are present to athletes at specific joints, how can they be prevented and treated |

| |potential injuries from sport and exercise | |

|15 |Outcome 1 – Students should be able to describe the use of cartilage, its location, function and importance |Using the joint sculptures, review movement possibilities and locate where the cartilage would be |

| |in sport and movement |found |

| |Outcome 2 – Recognise and describe the difference between tendons and ligaments, when and how they operate, |What is cartilage, where can it be found on the bone and what is its specific function in movement|

| |their different characteristics and attachments, how they can be affected in sport |and sport |

| | |List the differences between tendons and ligaments in their function, characteristics and |

| | |attachment to bones |

|16 |Outcome 1 – Students should be able to recognise and describe with examples from sport, the classifications |Investigate various joints that exist in the body; immovable, slightly moveable and freely |

| |of freely moveable joints such as hinge, pivot & ball & socket with their movements |moveable joints, with joint examples and sporting actions |

| |Outcome 2 – Describe the range of movement at specific joints; flexion, extension, adduction, abduction & |List the locations of freely moveable joints (synovial) and describe their movement planes |

| |rotation with sporting examples |Define the terms relating to joint movement and offer sporting examples for each one |

| | |Which contracting muscles are responsible for each of the many joint movements available at the |

| | |knee, shoulder, hip and neck |

|17 |C5 – THE MUSCULAR SYSTEM |Compare 3 types of muscle tissue and explain the inherent differences in their contracting |

| |Outcome 1 – Students should be able to classify muscles as either voluntary, involuntary or cardiac and |capability |

| |understand their functions |Give examples of each muscle type and state when they are important in sporting activity |

| |Outcome 2 – Explain the functions of each skeletal muscle with specific reference to actions in particular |Complete a table the states the functions and movements of each skeletal muscle group (bicep = |

| |sports |flexion at the arm) |

|18 |Outcome 1 – Students should be able to explain the functioning of antagonistic muscle groups (biceps/triceps|Investigate the contractions of muscles through weight lifting |

| |& hamstrings/quadriceps), name the prime mover (agonist) and antagonsist, and explain their importance in |What takes place in order for movement to facilitate |

| |specific sporting movements |Which muscles relax and which one contracts |

| | |Do muscles pull or push |

| | |What do you call a contraction that results in visible limb movement, and no visible limb movement|

|19 |Outcome 1 – Students should understand what is meant by fast and slow twitch muscle fibres and explain their|Watch a video on twitch muscle fibres |

| |relevance to particular sporting activity |What percentage of fast – slow fibres are present in average people, sprinters, marathon runners, |

| |Outcome 2 – Understand their characteristics, genetic inheritance, and potential use in activity |football players etc |

| | |What decides how many fast and slow fibres we have, can we change the percentage through training |

| | |What are the characteristics, colour, affiliation to oxygen, endurance, contraction speed of each |

| | |type |

|20 |Outcome 1 – Students should understand about muscle tone, with reference to posture, and its significance to|What is the definition of muscle tone, why is important in health and sporting performance |

| |fitness |How can we develop muscle tone |

| |Outcome 2 – Describe posture and explain the importance of maintaining good posture to enhance body shape |What is known as correct and bad posture and what can result from bad posture or poor muscle tone |

| |and develop self-esteem |Are muscle tone and posture closely linked and how |

| | |How can body shape / muscle tone affect a persons confidence |

|21 |Outcome 1 – Students should understand how muscle strength, endurance, size and action can be enhanced by |How might a person achieve muscle (a) strength and (b) endurance, list the things s/he may do in |

| |fitness and training for; sporting activity, daily tasks, and rehabilitation |their lifestyle to achieve this result |

| | |What is known by muscular hypertrophy and muscular atrophy and how can they be achieved |

| | |Revise the current module in preparation for a unit test |

|Cont. |Revision for exam |Revision sessions covering the specification, including Short Course material in preparation for |

| | |the exam. Model exam questions and answers to be utilised throughout. |

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