AQA qualification training GCSE PE: Preparing students for their first assessment in Resources Booklet. Published date: Summer 2017 version v1.

Transcription

1 AQA qualification training GCSE PE: Preparing students for their first assessment in 2018 Resources Booklet Published date: Summer 2017 version v1.0

2 Permission to reproduce all copyright materials have been applied for. In some cases, efforts to contact copyright holders have been unsuccessful and AQA will be happy to rectify any omissions of acknowledgements in future documents if required.

3 Contents Page Encourage the appropriate amount of thought / creation / suggestion / justification 4 GCSE planning boxes for extended questions 5 Answers to mark 6 Specification extract : AQA GCSE Physical Education suggested layout points to remember: Analysis and evaluation 26 Marked answers 27 3

4 Encourage the appropriate amount of thought / creation / suggestion / justification What would... Why does... Where would How can How would What impact would... 4

5 GCSE PE Planning boxes for extended questions Points Knowledge Application Analysis/ Evaluation/ Discussion 5

6 Answers to mark John is extremely tall and thin. His father is encouraging him to join a local basketball club. Evaluate whether or not basketball is a suitable activity for John to take part in. [6 marks] 1. John is tall and therefore can play basketball as it is needed to play basketball. He is definitely an ectomorph. It is what tall and thin people are called. He can play basketball easily. 2. John is an ectomorph body type and is likely to be very lean with a low fat content. The other somatotypes are called mesomorph, which has muscular shoulders and a triangle shape and endomorph which is round and fat. Being tall can help John reach the ring in basketball which is several feet high. Maybe he could even dunk the ball which is putting it in without jumping. The advantages of being tall are that he can catch high balls which may make basketball good choice as he could catch the ball before the opponents get it if he is higher than them. 3. John should probably do what his dad wants but may not like basketball as a sport- he may prefer football or rugby. As a tall guy, he should be able to jump high as well, being an ectomorph. This is tall and skinny and with very little fat. If John does say yes, most basketball players are tall so he will fit right in. He can maybe reach the basketball hoop so might be able to dunk as he is so close to it. John might be able to block others shots as he is so tall, so could possibly work as a more defensive player guarding his team s hoop. I would play basketball if I was John as he is tall. 4. John is definitely an ectomorph as being tall and thin, with a low fat amount, he shows all the descriptions of one. If he had more muscle he could develop mesomorph characteristics. Being tall can help in basketball as the ball is thrown high and he could jump above other players and score easier as he is closer to the basketball ring. He might win a tip-off at the start if he uses his height. When the ball is shot by someone in his team he could rebound it as he is tall. I would say that basketball might be right for him. He could use his height and gain advantages over others in all aspects of the game. Being tall might simply mean he can reach the ball when others cant. However, being tall does not mean he will definitely be any good at the game. He will need to learn skills and to have the correct motivation. If he is too thin he can be pushed off the ball when jumping so he may need to bulk up a bit. This would involve heavy weights and low reps (70 % or more intensity). It is worth having a go at basketball as being tall usually helps. 6

7 AO1 Knowledge of somatotypes, e.g. Knowledge of somatotype, ie ectomorph Likely to have a low fat content AO2 Application to a performer in basketball, e.g. Ectomorphs are often seen playing basketball In basketball, height is a key component as you are closer to the height of the basket Less likely to have shots blocked if tall Need to be able to reach to catch the ball/rebound AO3 Analysis/evaluation of John s suitability to playing basketball, e.g. It does provide a distinctive advantage so would be a good sport to try Being tall is not enough on its own to be good at basketball You also need specific skills, eg dribbling Not all players are tall that have been elite Argument that mesomorph body type is equally important to have the muscular strength to play basketball John may be better combining some muscle bulk to his naturally ectomorph frame to increase his chances of success John may simply not like the sport so his body type is irrelevant NB. Accept any other relevant point e.g. certain components of fitness would be needed irrespective of body type Level Marks Description Knowledge of somatotypes is accurate and generally well detailed. Application to a performer in basketball is mostly clear and effective. Discussion is thorough, reaching valid and well-reasoned links to John s suitability to playing basketball. The answer is generally clear, coherent and focused, with appropriate use of terminology throughout. Knowledge of somatotypes is evident but is more detailed for some than others. There is some appropriate and effective application to a performer in basketball, although not always presented with clarity. Any discussion is clear but reaches valid and well-reasoned links to John s suitability to playing basketball. The answer lacks coherence in places, although terminology is used appropriately on occasions. Knowledge of the stages of somatotypes is limited. Application to a performer in basketball is either absent or inappropriate. Discussion is poorly focused or absent, with few or no reasoned links to John s suitability to playing basketball. The answer as a whole lacks clarity and has inaccuracies. Terminology is either absent or inappropriately used. 0 No relevant content. 7

8 GCSE Physical Education (8582). For exams 2018 onwards. Version Physical training Students should develop knowledge and understanding of the principles of training and different training methods in order to plan, carry out, monitor and evaluate personal exercise and training programmes The relationship between health and fitness and the role that exercise plays in both Content Health and fitness The relationship between health and fitness Additional information Definitions of health and fitness. The relationship between health and fitness. Decreased fitness because of ill health, ie poor health can result in an inability to train, lowers fitness. Increased fitness despite ill health, ie unhealthy but able to train, increases fitness The components of fitness, benefits for sport and how fitness is measured and improved Content The components of fitness Linking sports and physical activity to the required components of fitness Additional information Definitions of the following components of fitness: agility balance cardiovascular endurance (aerobic power) coordination flexibility muscular endurance power/explosive strength (anaerobic power) reaction time strength (maximal, static, dynamic and explosive) speed. Understand and justify why the components of fitness (as stated above) may or may not be needed when performing certain physical activities and sports. Visit aqa.org.uk/8582 for the most up-to-date specification, resources, support and administration 8 19

9 Content Reasons for and limitations of fitness testing Additional information Reasons for fitness testing: to identify strengths and/or weaknesses in a performance/the success of a training programme to monitor improvement to show a starting level of fitness to inform training requirements to compare against norms of the group/ national averages to motivate/sets goals to provide variety to a training programme. Limitations of fitness testing: tests are often not sport specific/too general they do not replicate movements of activity they do not replicate competitive conditions required in sports many do not use direct measuring/submaximal therefore inaccurate/some need motivation/some have questionable reliability they must be carried out with the correct procedures to increase validity. 20 Visit aqa.org.uk/8582 for the most up-to-date specification, resources, support and administration 9

10 GCSE Physical Education (8582). For exams 2018 onwards. Version 1.1 Content Measuring the components of fitness Additional information Knowledge of the main procedures of the tests used to measure the following components of fitness: agility Illinois Agility Test balance Stork Balance cardiovascular endurance (aerobic power) Multi Stage Fitness Test coordination Wall Toss Test flexibility Sit and Reach Test muscular endurance Sit-Up Bleep Test power/explosive strength (anaerobic power) Vertical Jump Test reaction time Ruler Drop Test maximal strength One Rep Max Test speed 30 Metre Sprint Test strength Handgrip Dynamometer Test. Testing procedures refers to how each test is carried out and includes reference to how the test is organised (when applicable) in relation to the following: the facilities and the equipment needed to set it up the procedures that have to be followed the tasks and the rules the measurements that are used to score the performance the way conclusions are drawn from the scores/results. Demonstration of how data are collected for fitness testing Evaluate whether or not these tests are relevant to performers in different sporting activities. Understanding of how test scores are measured/ recorded (eg in seconds, levels, centimetres, numbers). Definitions of the terms qualitative and quantitative, in relation to the collection of fitness testing data. Understanding that the quantitative data collected during fitness testing can be compared to national averages. Visit aqa.org.uk/8582 for the most up-to-date specification, resources, support and administration 10 21

11 The principles of training and their application to personal exercise/training programmes Content The principles of training and overload Additional information Key principles of training. SPORT to include: specificity progressive overload reversibility tedium. Key principles of overload. FITT to include: frequency intensity time type. Application of the principles of training Students should be taught the terms and what they mean. How the principles of training can be applied to bring about improvements in fitness. Application of the principles to sporting examples. 22 Visit aqa.org.uk/8582 for the most up-to-date specification, resources, support and administration 11

12 GCSE Physical Education (8582). For exams 2018 onwards. Version 1.1 Content Types of training Additional information Understand the distinctions between different types of training. Circuit training consider space available, equipment available, number of circuit stations, work:rest ratio, the content/demand of the circuit can be altered in order to improve different components of fitness. Continuous training sustained exercise at a constant rate (steady state) without rests, involving aerobic demand for a minimum of 20 minutes, eg running, swimming, rowing, cycling. Fartlek training varying speed, terrain and work:rest ratios. Interval training/high intensity interval training periods of exercising hard, interspersed with periods of rest or low intensity exercise. Static stretching a way to stretch to increase flexibility, held (isometric) for up to 30 seconds, using correct technique, advisable to avoid over stretching. Weight training choice of weight/exercise depends on fitness aim, eg strength/power training or muscular endurance, the importance of safe practice/lifting technique, the need for spotters. Plyometric training use of plyometric exercises, eg bounding, depth jumping, to increase power. Basic physiological understanding (eccentric contraction followed by larger concentric contraction). Identification of the advantages and disadvantages (the effects on the body) of training types linked to specific aims Any training (and practice) method must take account of the following: the training purpose(s), training thresholds/ training targets/training zones (see calculating intensities below) rest/recovery. The advantages and disadvantages (the effects on the body) of each type of training method stated above. Students should be taught to select and evaluate appropriate training methods for various (aerobic and anaerobic) fitness needs and make links to sporting activity, eg continuous training is fully appropriate to marathon runners. Visit aqa.org.uk/8582 for the most up-to-date specification, resources, support and administration 12 23

13 How to optimise training and prevent injury Content Calculating intensities to optimise training effectiveness Additional information Definition of training threshold. Calculate the aerobic/anaerobic training zone: calculate maximum heart rate (220 minus age) calculate aerobic training zone (60 80% of maximal heart rate) calculate anaerobic training zone (80 90% of maximal heart rate). For circuit training, altering the time/rest/content of the circuit will determine the fitness aim. Considerations to prevent injury How to calculate one repetition maximum (one rep max) as part of weight training and how to make use of one rep max, with reference to: strength/power training (high weight/low reps above 70% of one rep max, approximately three sets of 4 8 reps) muscular endurance (low weight/high reps below 70% of one rep max, approximately three sets of reps). The training type/intensity should match the training purpose (eg aerobic or anaerobic). Where applicable, the following factors should be taken into account in order to prevent injury: a warm up should be completed over training should be avoided, eg appropriate weight appropriate clothing and footwear should be worn taping/bracing should be used as necessary hydration should be maintained stretches should not be overstretched or bounce technique used should be correct, eg lifting technique appropriate rest in between sessions to allow for recovery. 24 Visit aqa.org.uk/8582 for the most up-to-date specification, resources, support and administration 13

14 GCSE Physical Education (8582). For exams 2018 onwards. Version 1.1 Content Specific training techniques high altitude training as a form of aerobic training Additional information How high altitude training is carried out: train at high altitude there is less oxygen in the air and oxygen carrying capacity is reduced the body compensates by making more red blood cells to carry oxygen. Students should be taught to evaluate the benefits and the limitations of altitude training for different sports performers. Seasonal aspects Students do not need to be taught how to calculate intensities for altitude training. Names of the three training seasons: pre-season/preparation competition/peak/playing season post-season/transition. An understanding of what each of the seasons entails (aims): pre-season/preparation general/aerobic fitness, specific fitness needs competition/peak/playing season maintain fitness levels, work on specific skills post-season/transition rest and light aerobic training to maintain a level of general fitness. An understanding of the benefits of each season to the performer. Students should be taught to apply and justify the characteristics of the seasonal aspects to different sporting activities. Visit aqa.org.uk/8582 for the most up-to-date specification, resources, support and administration 14 25

15 8582: AQA GCSE PHYSICAL EDUCATION- Suggested layout that could be edited Student name: School: Candidate number: Analysis of:. Analysis (15 marks) Fitness strength- fully justified with reference to recent performances 15

16 Fitness weakness- fully justified with reference to recent performances 16

17 Skill/ tactical strength- fully justified with reference to recent performances 17

18 Sill/ tactical weakness- fully justified with reference to recent performances 18

19 Evaluation (10 marks) Chosen training type- justified 19

20 Outline of training session 20

21 Chosen optional element of the specification and how knowledge and implementation could improve performance 21

22 Analysis Level (15 marks) Demands of the activity/ sport specific terminology L5: Excellent knowledge and appreciation of the demands of the activity Fully conversant with movements & terminology. L4: Good knowledge and appreciation of the demands of the activity Fully conversant with most movements & terminology. L3: 7-9 Shows some knowledge and appreciation of the demands, conversant with many moves/ terminology, but is occasionally unclear. Strengths and weaknesses (fitness components) Clear, detailed, indepth self analysis for all strengths and weaknesses. In-depth self analysis although some strengths or weaknesses are clearer than others. Appreciates many of the strengths and weaknesses, some are considerably clearer than others. Justification, including impact on activity All fully justified with reference to recent performances. Strong justification regarding the impact Most are fully justified with reference to recent performances, although some are clearer than others with regards to the impact Most of the strengths and weaknesses are justified (some fully) though elements of the justification may not be wholly convincing. There is some impact given, but often to a single performance. Strengths and weaknesses (skill/ tactics) Clear detailed indepth analysis for all strengths and weaknesses In-depth self analysis although some are clearer than others Appreciates many of the strengths and weaknesses, some are considerably clearer than others. Justification, including impact on activity All fully justified with reference to recent performances. Strong justification regarding the impact Most are fully justified with reference to recent performances, although some are clearer than others Most of the strengths and weaknesses are justified (some fully) though elements of the justification may not be wholly convincing, or only applied to a single performance 22

23 L2: 4-6 Some knowledge and appreciation of the demands but frequently lacks depth and may show confusion within some terms. L1: 1-3 Limited knowledge and appreciation. A few movements and aspects of terminology are used. Some of the strengths and weaknesses are appreciated, with some obvious inconsistencies in the clarity of response. Few strengths and/ or weaknesses provide clarity and/ or depth. Some of the strengths and weaknesses are justified, often generically rather than specifically to the impact on performance/s Justification may be appropriate on occasion, but seldom relevant to the impact on performance. Some of the strengths and weaknesses are appreciated, with some obvious inconsistencies in the clarity of response Few strengths and/ or weaknesses provide clarity and/ or depth Some of the strengths and weaknesses are justified, often generically rather than specifically to the impact on performances Justification may be appropriate on occasion, but seldom relevant to the impact on 23

24 Evaluation Level (10 marks) Suitable training type Personal needs Intensities calculated L5: 9-10 Appropriate type chosen & fully understood. Fully evaluated and justified with reference to how it will remedy the fitness weakness. L4: 7-8 Appropriate type chosen with a good level of understanding. Some justification and evidence of evaluative thinking. L3: 5-6 Appropriate type chosen with some understanding. Justification has been provided although evaluation may be limited. Training session and justification of training type makes particular & detailed reference to the personal needs/ safety considerations of the performer- not generic. The session is detailed throughout. Training session and justification of training is mostly detailed, and personal to the needs/ safety considerations of the performer. The session contains some detail, although this is not always consistent in its detail. The training session is rather general and not fully applied to the needs/ safety considerations of the performer. Lacks detail. Calculated, fully justified and linked to the needs of the performer Calculated with some basic justification to the needs of the performer Calculated with limited justification to the needs of the performer Theoretical area Fully relevant (from the specification) and explained in detail. Relevant (from the specification) with some detail given. Relevant but only partially explained. Application of theoretical area Fully explained and justified as to its relevance and how improvement will take place. Justification is given although this may be less than that of the training type (with reference to improvement) Justification is attempted but limited. No element of detail to the impact upon performance 24

25 L2: 3-4 Training type may be appropriate but lacks justification/ evaluation in any detail to the fitness weakness. L1:1-2 Training type may be limited but appropriate or even inappropriate. If appropriate, there is little to no justification or evaluation. The session is appropriate but considerably lacking in detail, with few personal needs considered. Explanation of the session may be irrelevant or general and not personalised. Intensity calculation attempted- perhaps not wholly. Little to no justification to the needs of the performer Intensity calculations are absent or incorrect and not justified. Relevant (from the specification) with little or no explanation. Might be irrelevant (outwith the specification) or has no explanation. Attempt at justification but the impact on performance is limited or absent altogether. No application to how improvement will take place. 25

26 10 points to remember: Analysis and evaluation 1. DO NOT provide individual feedback on content. Generic process feedback can be given 2. Students can be told about the process 3. The work can be written or verbal 4. It is possible to do the analysis verbally and evaluation written (or vice versa) 5. Candidates chosen for moderation will also have to provide their A&E 6. Any verbal interviews must be recorded 7. For verbal interviews, it is ok for students to bring in brief notes to assist 8. Students can do their analysis and evaluation on any activity- including those within the specification outwith the three assessed activities 9. Students can do their analysis and evaluation on another student 10. Teachers should avoid leading questions. Open-ended questions should be used. Quick tip: Sagittal plane- divides you into sides Transverse plane- top and bottom Frontal plane- divides you into front and back Sagittal axis- through the stomach Longitudinal axis- large kebab being cooked Transverse axis- table footballer 26

27 Marked answers John is extremely tall and thin. His father is encouraging him to join a local basketball club.evaluate whether or not basketball is a suitable activity for John to take part in. [6] 1. John is tall and therefore can play basketball as it is needed to play basketball. He is definitely an ectomorph. It is what tall and thin people are called. He can play basketball easily. Some knowledge shown 1 mark. 2. John is an ectomorph body type and is likely to be very lean with a low fat content. The other somatotypes are called mesomorph, which has muscular shoulders and a triangle shape and endomorph which is round and fat. Being tall can help John reach the ring in basketball which is several feet high. Maybe he could even dunk the ball which is putting it in without jumping. The advantages of being tall are that he can catch high balls which may make basketball good choice as he could catch the ball before the opponents get it if he is higher than them. Some obvious knowledge has been shown. Application is appropriate although not completely clear. Some conclusive evaluation is reached, albeit lacking in coherence. 3 marks awarded. 3. John should probably do what his dad wants but may not like basketball as a sport- he may prefer football or rugby. As a tall guy, he should be able to jump high as well, being an ectomorph. This is tall and skinny and with very little fat. If John does say yes, most basketball players are tall so he will fit right in. He can maybe reach the basketball hoop so might be able to dunk as he is so close to it. John might be able to block others shots as he is so tall, so could possibly work as a more defensive player guarding his team s hoop. I would play basketball if I was John as he is tall. Knowledge is shown. Application is given and some evaluative points are reached, albeit some clearer than others. Discussion is not thorough and therefore does not reach Level 3. 4 marks awarded. 27

28 4. John is definitely an ectomorph as being tall and thin, with a low fat amount, he shows all the descriptions of one. If he had more muscle he could develop mesomorph characteristics. Being tall can help in basketball as the ball is thrown high and he could jump above other players and score easier as he is closer to the basketball ring. He might win a tip-off at the start if he uses his height. When the ball is shot by someone in his team he could rebound it as he is tall. I would say that basketball might be right for him. He could use his height and gain advantages over others in all aspects of the game. Being tall might simply mean he can reach the ball when others cant. However, being tall does not mean he will definitely be any good at the game. He will need to learn skills and to have the correct motivation. If he is too thin he can be pushed off the ball when jumping so he may need to bulk up a bit. This would involve heavy weights and low reps (70 % or more intensity). It is worth having a go at basketball as being tall usually helps. Some aspects of correct terminology and a definitive development through knowledge, application and evaluation. The evaluation is generally clear, developed and focused 6 marks awarded. 28