GCSE TEACHERS GUIDE New Specifications: for teaching from September 2009 Physical Education (Full Course)
GCSE Physical Education (Full Course) Teachers' Guide 1 Contents GCSE in Physical Education (Full Course) Teachers Guide Page 1. Introduction 2 1.1 - Rationale 3 1.2 - Overview of New Specification 4 1.3 - Similarities and Changes for Teaching from September 2009 5 2. Delivering the specification 6 3. Support for Teachers 6 3.1 - Resources 6 3.2 - General Websites 7 4. Unit Guides 8 4.1 - Unit 1 8 4.2 - Unit 2 19 5. Assessment Guidance 24 6. Contributors 25
GCSE Physical Education (Full Course) Teachers' Guide 2 1. INTRODUCTION The WJEC GCSE Physical Education specification has been modified and updated for delivery from September 2009. The first awards will be made in summer 2011. The specification can be delivered and assessed in centres throughout the UK. This guide is one of a number of ways in which WJEC provides assistance to teachers delivering the new specification. Also essential to its introduction are the Specimen Assessment Materials (question papers and marking schemes) and professional development (INSET) conferences. Other provision which you will find useful include; Examiners reports on each examinations series Free access to past question papers via the WJEC secure website Easy access to specification and other key documents on main website Regular INSET delivered by Chief Examiners Easy access to both the Subject Officer and to administrative sections An electronic interactive text. Contact points for GCSE Physical Education are as follows: Mike Neale, Subject Officer: michael.neale@wjec.co.uk tel. 029 2026 5315 Bob Harding, Administrative Support Officer: bob.harding@wjec.co.uk tel.029 2026 5097 Subject page INSET Section www.wjec.co.uk inset@wjec.co.uk www.wjec.co.uk/professionaldevelopment
GCSE Physical Education (Full Course) Teachers' Guide 3 1.1 Rationale This specification reflects the philosophy underpinning the National Curriculum orders in Physical Education and allows candidates to build on the experience gained in the previous key stages particularly in relation to the areas of experience in physical education, namely, Adventurous Activities, Creative Activities, Competitive Activities and Health, Fitness and well-being Activities. It is designed to: encourage the purposeful and enjoyable practice and study of physical education allow candidates the opportunity to participate in a broad and balanced course in physical education allow candidates to select practical activities that take account of previous achievement, personal interest, and individual levels of motivation enable candidates to acquire self esteem, respect for themselves and others and develop a commitment to an active lifestyle enable the teaching of the theory elements of the course to arise from and during the practical activities.
GCSE Physical Education (Full Course) Teachers' Guide 4 1.2 Overview of the Specification SUMMARY OF ASSESSMENT Unit 1: Factors affecting exercise, performance, health, well-being and lifestyle choices Written Paper: 1 hour 30 minutes 100 marks (80 UMS) Section A (20%) Compulsory questions to test knowledge and understanding of physical fitness, its assessment and factors affecting participation, provision and performance in sporting, health and well-being activities. This will be assessed through a series of short answer and extended writing questions. Section B (20%) Compulsory questions to test knowledge and understanding of physical, psychological and tactical/ technical factors that have an influence on performance, health and well-being. This will be assessed through a combination of short answer and extended writing questions. This examination will be available either as an electronic assessment or as a traditional written paper. Unit 2: Performance in Physical Education (60%) Practical Controlled Assessment 120 marks (120 UMS) Assessment of four practical activities
GCSE Physical Education (Full Course) Teachers' Guide 5 1.3 Similarities and Changes for Teaching from September 2009 Similarities Controlled Assessment (previously Practical/Coursework) remains 60% Theory remains 40% An opportunity for assessment in a health, fitness and well-being activity remains Many theoretical concepts are unchanged An emphasis on the integration of theory and practical. Changes Practical controlled assessment provides opportunities for assessment as a player, leader and/or an official Reduction from three to two units Opportunity for electronic assessment or through traditional written examination.
GCSE Physical Education (Full Course) Teachers' Guide 6 2. DELIVERING THE SPECIFICATION The emphasis in delivering the specification should be on the integration of theory and practice. Wherever possible, every effort should be made to apply the theoretical aspects in a practical manner. Candidates should be encouraged to read newspapers, magazines, internet articles and to keep abreast of current issues. They should be encouraged to read a variety of texts. The focus of the course should be on considering issues relevant to contemporary physical education, such as concerns about health and obesity as well as, for example, preparation for performing. The dual focus of health/well-being as well as performing, should be stressed throughout the course and when discussing theoretical aspects.
GCSE Physical Education (Full Course) Teachers' Guide 7 3. SUPPORT FOR TEACHERS There are a number of generic textbooks that largely meet the needs for delivering this specification. However, students should be encouraged to read from a wide variety of texts and current journals and should avoid being over reliant on one specific source. The Physical Education landing site at www.wjec.co.uk has many support materials including specimen papers and mark schemes. This will be added to as more materials are developed. We would be pleased to receive further suggestions and ideas so that the support material can be updated on a regular basis. 3.1 Resources E-Book For Autumn 2009 an electronic resource is being developed by senior examiners specifically to support WJEC's specification. The E-Book will comprise a series of worksheets summarising the key points of all the topics. Where applicable, the worksheets will suggest a practical application and/or extension tasks. The worksheets can be used as handouts or as a PowerPoint presentation. Suggested textbooks include: Walmsley, GCSE P.E. For WJEC, Folens (2009) The revised edition for the new specification builds on the strengths of the previous edition. It has been designed to closely follow the WJEC specification to help a wide range of abilities. Gordon and Hackman, Longman Study Guides, Longman (1999) Longman Study Guide is an accessible text which is of use to both pupils and teachers. It includes advice about revision and examination, an introduction to each topic, summary boxes and a comprehensive index. Revise GCSE Physical Education, Letts (2008) This revision guide includes key facts, progress check questions, ordered GCSE answers and exam questions for essential exam practice. Beeshel and Taylor, Sport Examined, Nelson (2008) An excellent general text that covers many topics in WJEC's specification. Fountain and Goodwin, P.E. to 16 Teacher's Handbook, Oxford Education (2009) An accessible book that has been updated and revised to meet the demands of the new specifications. Gallagher, Fountain and Gee, Physical Education Through Diagrams, Oxford Education (2009) The visual approach clarifies key concepts through presenting them in diagrammatic form.
GCSE Physical Education (Full Course) Teachers' Guide 8 3.2 General Websites www.wjec.org.uk www.peworld.org www.teachpe.com www.bbc/sport.co.uk www.guardian.co.uk www.geocites.com/sjb_physed/alevelpe.html www.pe4u.co.uk www.uksport.gov.uk
GCSE Physical Education (Full Course) Teachers' Guide 9 4. UNIT GUIDES 4.1 UNIT 1: Factors affecting exercise, performance, health, well-being and lifestyle choices Section A: Factors affecting performance, participation and provision in sporting and health activities. The material that follows is indicative of the areas of study that need to be taught to support the candidates understanding of this section. The examination consists of a series of multiple choice, short answer and extended writing questions. Section A may use video footage as a stimulus for some questions, but the use of video will not be as prescriptive as it was in the previous specification. Section A is centred on lifestyle and performance in contemporary society. This section can be split into two areas: 1. PERFORMANCE 2. PARTICIPATION AND PROVISION 1. PERFORMANCE This area of study has three objectives: Develop an understanding of concepts of health and physical/skill fitness and how they affect lifestyle, well-being, health and performance. Understand the principles of programme development, methods of training and fitness testing. Apply knowledge to plan for both the improvement of performance and to the development of health and wellbeing.
GCSE Physical Education (Full Course) Teachers' Guide 10 Health and Physical Fitness These concepts are related to Section B of Unit 1. Definitions health and fitness the relationships and differences between them. Definitions health related programmes/fitness related programmes intensity/ duration and types of exercise. The health reasons and benefits that can be attained from following an exercise programme. Physical fitness components definitions, tests and how performance is developed in a variety of physical activities. Skill related fitness components definitions, tests and how performance is developed in a variety of physical activities. Components of Health Related Fitness CV Endurance Def: body - sustain exercise Test: MSFT Body Composition Def: body make up, bone, muscle fat Test: skinfold Health Related Fitness Component Flexibility Def: range of movement Test: Sit and Reach LME Def :specific muscle sustain exercise Test: Sit Up Bleep test Strength Def: maximum contraction Test:1 rep max
GCSE Physical Education (Full Course) Teachers' Guide 11 Components of Skill Related Fitness Balance Def: maintain stability Test: Stroke balance Speed Def: Fastest time to complete task Test: 30/50m sprint Reaction Time Def: Time to respond to stimulus Test: Ruler drop Skill Related Fitness Co-ordination Def: use two or more body parts Test: Alternative hand throw Power Def: Speed x Strength Test: Vertical Jump Agility Def: Change direction at speed Test: Illinois Agility Candidates need to: Define components Describe tests to measure/monitor components Know how these components are developed and are used to lead to an improved lifestyle and/or performance Understand why these components are important for health and performance. Evaluation of Health and Fitness Candidates should: Know how to assess the performer's health and fitness Be familiar with simple forms of monitoring exercise e.g. diary keeping, pedometers, calories used and increases in heart rates demonstrating an increase in stress on the heart Have knowledge of the different means of assessment. These will differ depending on the different types of participant and desired outcome. Candidates should also have a knowledge and understanding of: Health questionnaires and screening e.g. blood pressure Protocols, reliability and validity for all tests should be taught
GCSE Physical Education (Full Course) Teachers' Guide 12 Candidates should know: Why we assess for health and fitness Why assessment of health and fitness can help an individual plan How to develop and maintain a regular involvement in healthy physical activity. motivate strengths Baseline TESTING weaknesses Current state compare WHY WE TEST improvement Health and Fitness Exercise Programmes Candidates should know how to: Develop, monitor and maintain a (a) health related and (b) fitness related programme. Understand and apply the following principles: Specificity Progression Overload (frequency, intensity, type, time - FITT) Reversibility Tedium. When developing a health or fitness programme candidates should try to meet the needs of the performer. Intensity Duration Type of exercise These concepts will be adjusted depending on the type of training programme being developed. Candidates will need to apply the principles of training indicated.
GCSE Physical Education (Full Course) Teachers' Guide 13 Methods of Training Candidates should: Be familiar with popular forms of training and exercising. Understand how different methods can be used to develop and improve both health and performance Be aware of the suitability of various types of exercise e.g. walking for fat loss, swimming rather than running as the water supports the body and there is less stress on the joints. Candidates should have knowledge of the following methods of exercising and training: Continuous Interval training Mobility training Fartlek Circuit Static Continuous weight Dynamic interval active Plyometrics Candidates should be aware of: How methods of training develop components of fitness What the method looks like What exercises are involved The benefits of training, including understanding why athletes would train at altitude. Application of Training Candidates should understand the importance of: Applying the methods of training to different sports/activities and lifestyles Exercise and training routines Planning activity. Candidates should have knowledge of the correct stages of a training session and how to peak for sport and physical activity. Warm up skills small sided game fitness cool down. Training cycle - periodisation, pre-season, peak season, out of season (closed). Candidates should understand the different demands on the performer depending upon goals and activity: Health Physical fitness Skill related fitness Duration and intensity of activity Health and safety.
GCSE Physical Education (Full Course) Teachers' Guide 14 2. PARTICIPATION AND PROVISION Participation Candidates will be expected to show knowledge and understanding of the factors why people participate in physical activity in contemporary society. This section is related to the individual and their own personal experiences Factors that affect my participation in sport/physical activity positive or negative: PESS Family Friends Social School Race ME Coaching Age Facilities Gender Transport Finance Other influences might include: Physical education programme National curriculum Extra curricular sport e.g. initiative 5x60 Risks associated with sedentary lifestyle heart attack, diabetes Access - disabled Media coverage X games, development of interest, or lack of coverage Deviance e.g. drug taking to improve performance.
GCSE Physical Education (Full Course) Teachers' Guide 15 Provision Candidates will focus on: 1. Government policies - Sports Council, mass participation, elite, health, education, etc 2. Funding - different forms of grants, TV rights, sponsorship, subs, etc 3. Target groups - women, OAP, socio-economic, young, disabled. Candidates should understand how the above provision affects lifestyle choices and performance.
GCSE Physical Education (Full Course) Teachers' Guide 16 UNIT 1: Section B: The physical, psychological, tactical and technical influences on health, fitness and well-being, lifestyle choices and performance The material which follows is indicative of the areas of study needed to be taught for a full understanding of each topic/concept. Section B is concerned with the performer in terms of the performance itself and the health focus of the performance. Candidates should develop the knowledge and understanding of the factors that need to be applied/considered to increase the physical competence and effectiveness in performance and the maintenance of a balanced healthy lifestyle. The Individual Physical Influence PERFORMANCE FOCUS HEALTHY LIFESTYLE FOCUS Psychological Influences Technical/Tactical Influences Section B of Unit I is assessed by compulsory questions which test the knowledge and understanding of the physical, psychological and technical/tactical factors that have an influence on performance, health and well-being. The assessment material will be a combination of short answer and extended writing questions. PHYSICAL INFLUENCES ON HEALTH, LIFESTYLE AND PERFORMANCE Health fitness exercise continuum. - Their relationship and differences - The links between physical, mental and social well-being - The importance of an active, healthy lifestyle - What are the lifestyle choices open to individuals? - What strategies can be used to ensure adherence to a healthy lifestyle? The influence of the intensity and duration of exercise. - On health - On a balanced, active lifestyle - On performance in physical activity. Energy Systems ATP CP, Lactic and Aerobic systems, Energy continuum. - Links with Aerobic/anaerobic activities demands of the activity - Implications for coaches/teachers as well as participants - Links with aerobic/anaerobic training methods - Training zones / thresholds/mhr/vo 2 Max/lactate production - O 2 debt/ occurrence/ recovery rates.
GCSE Physical Education (Full Course) Teachers' Guide 17 The muscular, skeletal, respiratory and cardio-vascular systems. - How they relate to and affect health, lifestyle and performance - The function of the skeletal system in facilitating and improving movement - The different types of joint action that allow movement - The location of the joints all types - The types of synovial joints that allow different movements - The range of movements allowed at specific joints - Basic functions of ligaments, tendons and cartilage in movement analysis - The function of the muscular system in facilitating and improving movement - The types of muscular contraction Isotonic (concentric and eccentric) and Isometric and their use in physical activity - Antagonistic muscle action especially by the biceps and triceps in the flexion and extension of the arm at the elbow and the hamstrings and quadriceps at the knee 3 rd order lever action - Muscle attachment to bone origin/insertion - Hypertrophy and atrophy. Muscle type fact/slow twitch muscle fibre - The function of the cardio-vascular system is facilitating and improving movement - Cardiac output/stroke volume/heart rate/blood pressure/vascular shunt/cooling down system sweating evaporation - Production of red blood cells/haemoglobin - Increased capilliarisation - The function of the cardio-respiratory system in facilitating and improving movement - Respiratory rate/tidal volume/vital capacity/residual volume/total lung capacity/maximum aerobic capacity VO s max. The short-term effects of exercise, the long-term benefits of exercise on the Skeletal, Muscular, Cardio-Vascular and Respiratory systems as well as the benefits to a sense of well-being. - How these effects and benefits impact on performance, health and lifestyle. Minimising risk to create a safe environment for adopting an active, healthy lifestyle. - Appropriate and specific warm up/cool down routines - Specific rules, laws, codes of conduct, safety procedures - Appropriate levels of ability/participation - Current skills/techniques/ - specific to identified physical activity - Using equipment correctly - Using appropriate and specific equipment to use/wear - How to gather, use and respond to information about the environment - Good health and physical fitness - Generic risk procedures are important, but the emphasis should be on specific procedures relating to identified physical activities.
GCSE Physical Education (Full Course) Teachers' Guide 18 Fuel for Exercise: The relationship between exercise and weight levels and effects on health and performance. - Health and performance balanced diets nutrients/water/fibre - BMR energy balance/equation - Dietary needs carbohydrate loading, high protein, water - Diet and hydration before, during and after exercise - Relationship between exercise and weight levels performance implications health implications - Obesity/anorexia - The effect of body type endomorph/mesomorph/ectomorph on participation, performance and health. The range of physical activities and the various roles that can contribute to a balanced, healthy lifestyle. - Reinforcement of the meaning of the term, 'Healthy Lifestyle' - Physical, social, mental connotations - Reinforcement of the term, 'Intensity and duration of exercise' - What opportunities are available for becoming involved in physical activities in a range of roles opportunities and self-choice - Competitive activity performance orientated - Active exercise in recreational and leisure terms. PSYCHOLOGICAL INFLUENCES ON HEALTH, LIFESTYLE AND PERFORMANCE Motivation as a means of achieving sustained involvement in physical activity and to follow an active, healthy lifestyle. - Definition of motivation - The importance of motivation - Intrinsic/extrinsic motives - Personal input. Adherence as a means of achieving sustained involvement in physical activity and to follow an active, healthy lifestyle. - Adherence strategies, e.g. place of exercise programme should be fun and convenient (in time terms) increase duration and intensity gradually work with partner of equal ability environment suitable to needs set realistic goals (outcome and performance) commit to goals share goals establish a routine variety in programme good planning utilise social support monitor progress (if applicable). Goal setting, especially in relation to lifestyle choices leading to healthy, active participation in a wide range of physical activities and roles: - Why set goals? - Short-term/long-term goals - Outcome/performance goals - Why goals need to be smarter - Practical application of exercise linked goals - Links with motivation - Links with adherence.
GCSE Physical Education (Full Course) Teachers' Guide 19 TECHNICAL AND TACTICAL INFLUENCES ON HEALTH, LIFESTYLE AND PERFORMANCE. Types and tactical influences on health, lifestyle and performance. - Definitions and differences of: skill/ability/technique/performance - Examples of ability - Types of skill basic/complex open/closed - Skill continuum. How do coaches improve different types of skill? - Links with stages of learning:- cognitive, associative and autonomous. - Characteristics of a skilled performer/performance - Applied in real terms what does a skilful/unskilful performer/performance look like? The learning process in terms of Feedback, Guidance, Leadership and Practice. - Feedback is essential for learning to take place - Part of Information Processing System which dictates how skills are performed - Input selective attention - Decision Making perception, memory (STM and LTM) - Output - Feedback (Internal, External) KR and KP - Presentation Mode of Feedback What?, How?, When? - Application of practical situations to the system and thus give a real meaning to how skills are performed/health is promoted. - Guidance affects the learning process - Visual, verbal, manual - When is each type best used? These should be linked with feedback - How does the type of skill and type of learner affect the guidance given? - Practice of skills is important for learning to take place - Types of practice whole part fixed variable - Links with types of skill and type of learner and guidance. Technological developments. - Identify the role that specific 'technological' development has played in the health and performance fields of physical exercise activity - Materials/equipment - Facilities/surfaces/materials - Personal clothing - Performance enhancement training methods analysis of fitness and performance - Applied knowledge from a personal perspective or knowledge of a particular physical activity.
GCSE Physical Education (Full Course) Teachers' Guide 20 4.2 UNIT 2: Performance in Physical Education Practical work will be assessed using Rich Tasks (see pages 19 to 36 of the specification). The following offers guidance on how to develop certain activities to enable candidates to access the full mark range. AREA OF EXPERIENCE - COMPETITIVE GAMES In order to perform effectively under applied conditions candidates will be expected to: demonstrate how to effectively prepare participate and compete in small sided and full sided games under competition conditions use appropriate strategies and tactics observe the role of rules, conventions and etiquette of their chosen game. Basketball 4 v 3, 3 v 2 or 5 v 5, semi-opposed or with full opposition, with the emphasis on creating space in order to score. In a conditioned game, players must use a variety of passes appropriately according to the positioning of the opposition, the pace of pass required, etc. (e.g. chest, bounce or javelin) to manoeuvre opponents around the court and create space in order to score. Players should be seen to be playing to the rules, be able to administer or receive penalties as appropriate and recount these accurately when required. Tennis In semi-opposed or against full opposition, players identify the range of strokes they require to play the game well using, for example, variations of speed, spin, slice height, etc. Play in game situations which help them to refine strategies and tactics to show increasing precision control and fluency, e.g. control of flight and distance during a rally whilst under pressure. These game situations could be used to adapt techniques, strategies and tactics and bring about desired outcomes. Players should be seen to be playing to the rules, be able to administer or receive penalties as appropriate and recount these accurately when required.
GCSE Physical Education (Full Course) Teachers' Guide 21 SWIMMING/ATHLETICS In order to perform effectively under applied conditions candidates will be expected to: demonstrate how to effectively prepare under competitive conditions in one specific event use appropriate strategies and tactics observe the role of rules, conventions and etiquette. In a relevant distance 50m candidates should swim competitively using appropriate techniques, e.g. Front Crawl body position arms, legs, breathing co-ordination. Candidates should be seen performing to the appropriate rules and conventions. AREA OF EXPERIENCE - CREATIVE GYMNASTICS In order to perform effectively under applied conditions candidates will be expected to: prepare effectively for their activity perform a sequence demonstrating skills and techniques use appropriate compositional techniques observe the role of rules, conventions and etiquette. In an appropriate sequence, of between one and two minutes, on floor and on apparatus, candidates should identify a range of specific techniques and agility and use these effectively in the performance. In the sequence, candidates should refine planning strategies to show increasing variations in dynamics, level and direction in order to produce better quality and control of their movement, e.g. planning based on basic compositional principles of linking/flow, and usage of appropriate themes, e.g. symmetry/asymmetry, travelling, balance/flight, etc. Candidates should be able to perform in relation to time, dress and other relevant conditions.
GCSE Physical Education (Full Course) Teachers' Guide 22 DANCE In order to perform effectively under applied conditions candidates will be expected to: demonstrate how to effectively prepare select and use appropriate choreographic principles to compose and perform a dance use appropriate compositional techniques observe the role of rules, conventions and etiquette. Perform a solo and either a duo or small group dance with the emphasis on the use of a variety of actions, dynamics and spatial qualities to communicate their intentions. Improvise fully where appropriate to a variety of stimuli. Each dance should be of two minutes in length. Show appropriate selection of material that reflects their knowledge of choreographic and compositional principles. Reproduce set patterns and steps where appropriate. Present work in appropriate manner, e.g. traditional costume, etc. AREA OF EXPERIENCE - ADVENTUROUS In order to perform effectively under applied conditions, candidates will be expected to: demonstrate how to specifically prepare focus on developing the selection and application of their skills in demanding and unfamiliar environments and settings use appropriate strategies and tactics, skills and techniques observe the role of rules, conventions and etiquette. Ski-ing Ski-ing downhill on a variety of terrain showing a full range of skills, etc. traversing, parallel ski-ing. Ski-ing downhill on a variety of terrain, adapting skills to overcome problematic slopes and different slopes, e.g. icy conditions, balance of skils, weighting on skis, speed of skis. Candidates should be seen following the Skiers Code of Conduct.
GCSE Physical Education (Full Course) Teachers' Guide 23 Hill-Walking Candidates should show the appropriate skills/techniques, e.g. navigation skills, route choice. Candidates should be able to select and adapt skills/techniques for varying environmental conditions, e.g. choice of camping site, considering heavy rain and high winds, or to assess situations where injury has occurred three team walking group when one member is injured. Candidates should be seen performing to the rules, e.g. (Country Code) and conventions and recount these accurately when required. Life-Saving Candidates can react to and execute the full correct procedures for 'whole skill' rescue scenarios, e.g. execute life-support skills such as simulated Expired Air Ventilation and Cardiopulmonary Resuscitation (CPR). In a rescue scenario candidates can adapt and execute basic water and land based skills and strategies to save life, e.g. distance of casualty from lifesaver will influence choice of method of land based or water based rescue method. Candidates should be seen following the correct procedures in an order of elimination of worth, e.g. reaching, throwing, wading. AREA OF EXPERIENCE HEALTH, FITNESS AND WELL-BEING In order to perform effectively under applied conditions candidates will be expected to: plan an exercise programme that lasts at least 12 weeks perform effectively and consistently demonstrate appropriate principles for improving efficiency in their chosen activity monitor and evaluate their performance. Sport-related Candidates should follow an exercise activity in full in relation to the needs of a specific sport, e.g. weight-lifting for strength for a prop in a scrummaging necessary to keep the scrum 'up' and support the hooker. Candidates should refine strategies in accordance with the principles of the selected exercise activity and his/her needs, e.g. - plyometrics for 'jumpers' in athletics - circuit training stations should vary for different body parts. Candidates should also be able to adapt the principles of training to individual needs, e.g. knowledge of the principles of training and F.I.T.T. Candidates should be seen performing to the conventions of the activity and recount these accurately when required.
GCSE Physical Education (Full Course) Teachers' Guide 24 LEADERSHIP The specification allows candidates to be assessed in leadership in one activity. The level of leadership skills expected should be appropriate to a sixteen-year-old. Candidates would be expected to: demonstrate how to specifically prepare for their activity plan an appropriate session deliver an appropriate session of no more than 20 minutes. Candidates will be assessed on their: planning organisation communication analysing and evaluating OFFICIATING The specification allows candidates to be assessed officiating in one activity. The level of officiating skills expected should be appropriate to a sixteen-year-old. WJEC considers that all games, activities, athletics and swimming are most appropriate for assessment as an official. However, specific requests will be considered as appropriate. As an official candidates will be expected to: demonstrate how to prepare for their activity officiate within selected activities apply major rules and conventions analyse and evaluate their own and others' performance. Candidates will be assessed on their: knowledge of rules/laws/regulations application of rules/laws/regulations communication skills decision making analysis and evaluation.
GCSE Physical Education (Full Course) Teachers' Guide 25 5. ASSESSMENT GUIDANCE What are examiners looking for? Coherent well written work Knowledge of current issues in Physical Education The ability to apply, analyse and evaluate knowledge and understanding Consistent reference to the terms of the question Supporting your candidates: Explaining the importance of grammar Ensuring an understanding of differences between describe, explain, discuss etc. Training in reading the question Encouraging discussion and debate Use past papers and mark schemes Ensure candidates avoid: Using bullet points, particularly in extended writing Descriptive answers that lack analysis and/or evaluation
GCSE Physical Education (Full Course) Teachers' Guide 26 Some key terms used in examination questions Account for Analyse Assess Comment on Compare Conclude Contrast Define Describe Discuss Evaluate Explain Give reasons for Identify Illustrate Indicate Justify List Outline Summarise Explain the process or reason for something being the way it is. Explore the main ideas of the subject; show why they are important and how they are related. To judge or decide the amount, value, quality or importance of something. Discuss the subject, explain it, give an opinion on it. Show similarities and/or differences. Decide after reasoning. Show the differences. Give the meaning of. Give a detailed account of. Explore the subject by looking at is advantages and disadvantages and arrive at a conclusion. Give an opinion after assessed different points of view. Describe giving reasons and causes. Explain how and why something is that way. Recognise something. Show by explaining and given examples. Point out, make something known Give good reasons for offering a conclusion. An item-by-item record. Concentrate on the main bits of the topic. Give the main points of an idea or argument. Contributors to the Teachers Guide With thanks to: John Phillips, Chief Examiner and Principal Moderator. Sean Williams, Head of Physical Education, Monmouth, and Principal Examiner. GCE Physical Education (Full Course) Teachers' Guide /MLJ 19 March 2009
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