CCEA GCSE Speci cation in Physical Education

CCEA GCSE Specification in

PhysicalEducation

For first teaching from September 2017For first assessment in Summer 2019For first award in Summer 2019Subject Code: 7210

Contents 1 Introduction 3 1.1 Aims 41.2 Keyfeatures 41.3 Priorattainment 41.4 Classificationcodesandsubjectcombinations

2 Specification at a Glance

3 Subject Content 8 3.1 Component1:FactorsUnderpinningHealthandPerformance 83.2 Component2:DevelopingPerformance 353.3 Component3:IndividualPerformancesinPhysicalActivities

andSports

4 Scheme of Assessment 48 4.1 Assessmentopportunities 484.2 Assessmentobjectives 484.3 Assessmentobjectiveweightings 494.4 Qualityofwrittencommunication 494.5 Reportingandgrading

5 Grade Descriptions

6 Guidance on Controlled Assessment 55 6.1 Controlledassessmentreview 556.2 Skillsassessedbycontrolledassessment 556.3 Levelofcontrol 566.4 Tasksetting 566.5 Tasktaking 566.6 Taskmarking 576.7 Internalstandardisation 586.8 Moderation

7 Curriculum Objectives 59 7.1 Cross-CurricularSkillsatKeyStage4 597.2 ThinkingSkillsandPersonalCapabilitiesatKeyStage4

8 Links and Support 63 8.1 Support 638.2 Examinationentries 638.3 Equalityandinclusion 638.4 Contactdetails 64

Appendix 1 GlossaryofTermsforControlledAssessmentRegulations

Appendix 2 AssessmentCriteriaforComponent3

SubjectCodeQAN

7210603/0738/9

Thisspecificationisavailableonlineatwww.ccea.org.uk

CCEAGCSEPhysicalEducationfromSeptember2017

1 Introduction ThisspecificationsetsoutthecontentandassessmentdetailsforourGCSEcourseinPhysicalEducation.Wehavedesignedthisspecificationtomeettherequirementsof:

• NorthernIrelandGCSEDesignPrinciples;and• NorthernIrelandGCEandGCSEQualificationsCriteria.

FirstteachingisfromSeptember2017.WewillmakethefirstawardbasedonthisspecificationinSummer2019.Thisspecificationisalinearcourse.Theguidedlearninghours,asforallourGCSEs,are120hours.ThespecificationsupportstheaimoftheNorthernIrelandCurriculumtoempoweryoungpeopletoachievetheirpotentialandtomakeinformedandresponsibledecisionsthroughouttheirlives,aswellasitsobjectives:

• todeveloptheyoungpersonasanindividual;• todeveloptheyoungpersonasacontributortosociety;and• todeveloptheyoungpersonasacontributortotheeconomyandenvironment.Ifthereareanymajorchangestothisspecification,wewillnotifycentresinwriting.Theonlineversionofthespecificationwillalwaysbethemostuptodate;toviewanddownloadthispleasegotowww.ccea.org.uk

1.1 Aims Thisspecificationaimstoencouragestudentsto:

• developanappreciationofphysicaleducationinawiderangeofcontexts;• developtheoreticalknowledgeandunderstandingofhealthandperformancetoevaluateandimprovetheseinphysicalactivitiesandsports;

• understandhowthephysiologicalandpsychologicalstateaffectshealthandperformanceinphysicalactivitiesandsports;

• performefficiently,effectivelyandconsistentlyindifferentphysicalactivitiesandsportsbydevelopingtheirphysicalfitness,skillsandtechniques;

• selectandusestrategies,tacticsand/orcompositionalideas;• developtheirabilitytoanalyse,evaluateandimplementsafe,appropriateandeffectiveplanstoimprovehealthandperformanceinphysicalactivitiesandsports;

• developknowledgeandunderstandingoftheactiveleisureindustryandhowitcontributestodevelopinggoodhealthandoutstandingphysicalperformance;and

• developknowledgeandunderstandingofsuccessfuleventmanagementandbeabletoplanactiveleisureevents.

1.2 Key features Thefollowingareimportantfeaturesofthisspecification.

• ItoffersopportunitiestobuildontheskillsandcapabilitiesdevelopedthroughthedeliveryoftheNorthernIrelandCurriculumatKeyStage3.

• Ithelpsstudentstodevelopawell-roundedskillsetforadultlifeandemployment.• Itencouragesstudentstobeinspired,motivatedandchallengedandenablesthemtomakeinformeddecisionsaboutfurtherlearningopportunitiesandcareerpathways.

• Studentsareintroducedtohealth,theactiveleisureindustry,physicalfitnessandperformingeffectivelyinphysicalactivitiesandsportsbycombiningvariousacademicandphysicalchallenges.

• Thethreecomponentsofthespecificationareintegrated,sowhatstudentslearnforthewrittenexaminationsisappliedinthepracticalcomponentandviceversa.

• Itprovidesagoodbaseforfurtherstudyatadvancedlevel,forexampleGCESportsScienceandtheActiveLeisureIndustry.

1.3 Prior attainment Studentsdonotneedtohavereachedaparticularlevelofattainmentbeforebeginningtostudythisspecification.

1.4 Classification codes and subject combinations Everyspecificationhasanationalclassificationcodethatindicatesitssubjectarea.Theclassificationcodeforthisqualificationis7210.Pleasenotethatifastudenttakestwoqualificationswiththesameclassificationcode,schools,collegesanduniversitiesthattheyapplytomaytaketheviewthattheyhaveachievedonlyoneofthetwoGCSEs.ThesamemayoccurwithanytwoGCSEqualificationsthathaveasignificantoverlapincontent,eveniftheclassificationcodesaredifferent.Becauseofthis,studentswhohaveanydoubtsabouttheirsubjectcombinationsshouldcheckwiththeschools,collegesanduniversitiesthattheywouldliketoattendbeforebeginningtheirstudies.

2 Specification at a Glance ThetablebelowsummarisesthestructureofthisGCSEcourse.

Content Assessment Weightings Availability

Component1:FactorsUnderpinningHealthandPerformance

Externalwrittenexamination1hour15minsStudentsanswershortresponsequestionsandquestionsthatrequireextendedwriting.100marks

25% Thisisalinearqualification.AssessmentisavailableeachSummerfrom2019.

Component2:DevelopingPerformance

Externalwrittenexamination1hour15minsStudentsanswershortresponsequestionsandquestionsthatrequireextendedwriting.100marks

Content Assessment Weightings Availability

Component3:IndividualPerformancesinPhysicalActivitiesandSports

Controlledassessment(a)Studentsareassessedontheconsistentquality,efficiencyandeffectivenessoftheirperformancesinphysicalactivitiesand/orsports.Studentsperformthreephysicalactivitiesand/orsportsfromthelistthatwesupply.Foronephysicalactivityorsport,theassessmentmaybebasedontheconsistentquality,efficiencyandeffectivenessofthestudent’sperformanceasaneventmanager.3×50=150marksand(b)Studentsareassessedontheconsistentqualityoftheiranalysisandevaluationoftheirownandothers’performances.50marks

Thisisalinearqualification.AssessmentisavailableeachSummerfrom2019.

3 Subject Content Wehavedividedthiscourseintothreecomponents.Thecontentofeachcomponentandtherespectivelearningoutcomesappearbelow.3.1 Component 1: Factors Underpinning Health and Performance Thiscomponentisorganisedintothefollowingthreesections:

3.1.1 TheBodyatWork;3.1.2 HealthandLifestyleDecisions;and3.1.3 TheActiveLeisureIndustry.Thiscomponentisworth25percentofthetotalmarksandisassessedina1hour15minutewrittenexaminationthatincludesshortresponsequestionsandquestionswhichrequireextendedwriting.3.1.1 The Body at Work Inthissection,studentsdevelopknowledgeandunderstandingofhowthebodyworks.Thisenhancestheirunderstandingofthechangesthattakeplaceinbodysystemsasaresultofexercise,trainingandskilldevelopment.Thiscanhelpthemunderstandtheeffectsthatthesechangeshaveontheirperformancesinphysicalactivitiesandsports.

Content LearningOutcomes

Skeletalsystem

Studentsshouldbeableto:

• demonstrateunderstandingofhowthefollowingfunctionsoftheskeletonaffectperformancesinphysicalactivitiesandsports:- shapeorsupport;- bloodcellproduction;- protection;- movement;and- mineralstorage.

Skeletalsystem(cont.)

• demonstrateunderstandingofhowthefollowingpartsofsynovialjointsfunctionduringperformancesinphysicalactivitiesandsports:- synovialcapsule;- synovialmembrane;- synovialfluid;- bursae;- cartilage;- ligaments;and- tendons;

• demonstrateunderstandingofthefollowingclassificationsofsynovialjointsandlocatewheretheycanbefoundinthebody:- hinge;- ballandsocket;- pivot;- saddle;- gliding;and- condyloid;

• demonstrateunderstandingofwhichofthefollowingmovementsarepossibleatthedifferentsynovialjointswhenperforminginphysicalactivitiesandsports:- flexion;- extension;- rotation;- circumduction;- plantar-flexion;- dorsi-flexion;- abduction;and- adduction;and

• demonstrateunderstandingofthefollowinglong-termeffectsofexerciseandoptimaltrainingontheskeletalsystem:- skeletaltissuesbecomestrongerbyreinforcingthecriss-crossmatrixstructureofthebones;

- cartilagethickens,whichhelpstocushionthejoints;and- tendonsthickenandcanwithstandgreatermuscleforce.

Muscularsystem Studentsshouldbeableto:

• demonstrateunderstandingofhowthefollowingfunctionsofthemuscularsystemaffectperformancesinphysicalactivitiesandsports:- movement(voluntaryandinvoluntary);- supportingandmaintaininggoodposture;and- producingheattokeepthebodywarmbycontraction;

• demonstrateunderstandingofthefollowingaspectsofhowskeletalmusclesworktocontrolactionsduringphysicalactivitiesandsports:- theactionofprimemovers(agonistorantagonist);- thedifferencebetweenconcentricandeccentric

contractions;- thedifferencebetweenisometricandisotoniccontractions;and

- therecruitmentofmusclefibrestoproduceforce;

• demonstrateunderstandingofthecharacteristicsofthefollowingmusclefibretypesandhowtheyworkduringphysicalactivitiesandsports:- typeI(slowtwitch)musclefibresthataredesignedfor

enduranceandcanproducealargeamountofenergyoveralongperiodoftimeassumingthatoxygenispresent;and

- typeII(fasttwitch)musclefibresthataredesignedforveryhighintensityactivityandcancontractrapidlybuttireveryquickly;and

• demonstrateunderstandingofthefollowingshort-termorimmediateeffectsofexerciseontheskeletalmuscles:- musclescontractmoreoften;- bloodflowtomusclesincreases;- muscletemperaturerises;- aerobiceffect;and- anaerobiceffect.

Muscularsystem(cont.)

• demonstrateunderstandingofthefollowinglong-termeffectsofoptimaltrainingontheskeletalmuscles:- musclesincreaseinsize(hypertrophy);- muscles,tendonsandligamentsaroundjointsbecomestronger;

- anincreaseinthenumberofmitochondriaallowsforanincreaseintherateofenergyproduction;and

- anincreaseinthenumberofmyoglobinwithinskeletalmuscleallowsforgreaterstoresofoxygenwithinthemuscle;

Cardiovascularsystem

• demonstrateunderstandingofhowthefollowingfunctionsofthecardiovascularsystemaffectperformancesinphysicalactivitiesandsports:- transportingoxygenandnutrients;- removingwasteproducts,carbondioxideandlacticacid;- clottingofcutsandopenwounds;and- regulatingbodytemperature(heat);and

• demonstrateunderstandingofhowthefollowingpartsofthecardiovascularsystemfunctionduringperformancesinphysicalactivitiesandsports:- thedoublecirculatorysystem(systemicandpulmonary);- atria,ventriclesandseptum;and- aorta,venacava,pulmonaryarteryandpulmonaryvein.

Cardiovascularsystem(cont.)

• demonstrateunderstandingofthefollowingwaysinwhichbloodvesselsfunctionduringphysicalactivitiesandsportsintermsofbloodpressure,oxygenatedblood,deoxygenatedbloodandchangesduetophysicalexercise:- arterieshavethick,smooth,elasticwallsandsmall

lumen;- arteriestransport:

bloodunderhigherpressure(thanveins);bloodawayfromtheheart;andoxygenatedbloodonly(exceptthepulmonaryartery);

- capillariesaresmall,narrowbloodvesselsandarethesitefordiffusionofoxygenandcarbondioxide;

- veinshavethinner,lesselasticwallsthanarteries,largerlumenandnon-returnvalvesthathelptoreturnbloodtotheheartbypreventingbackflowofblood;and

- veinstransport:bloodunderlowerpressure(thanarteries);bloodtowardstheheart;anddeoxygenatedbloodonly(exceptthepulmonaryvein);and

• demonstrateunderstandingofthefollowingaspectsoftheprocessofbloodflowaroundthebodyandthechangesthatoccurafterstartingexercise:- bloodhashighpressureandvelocityasitleavestheheart(aorta),pressurereducesasitmovesthroughthebloodvessels,bloodvelocityreducesdramaticallyasitreachesthecapillarybeds,bloodflowisre-divertedtoskeletalmusclebyvasoconstrictionandvasodilation(redistributionofblood),andprecapillarysphinctermusclescontrolbloodenteringthecapillarynetwork;and

- bloodreturningtotheheartenterstheveins(venacava),bloodvelocityincreases,rhythmicmovementofsmoothmuscleandtheactionoftheskeletalmuscleasthebodymoveshelpstheflowofblood,one-wayvalvespreventbloodfromflowingbackwards.

Cardiovascularsystem(cont.)

• demonstrateunderstandingofheartrate,strokevolumeandcardiacoutput,therelationshipamongthem,andhoweachrespondstoexerciseasfollows:- heartrate(thenumberofcardiaccyclesperminute);- strokevolume(thevolumeofbloodejectedfromtheheartperbeat);

- cardiacoutput(thevolumeofbloodejectedfromtheheartinoneminute);

- cardiacoutput=strokevolume×heartrate;- heartraterisesindirectproportiontoexerciseintensity;and

- strokevolumeincreasesduetoanincreasedvenousreturn(musclepump),thereforecardiacoutputincreases;

• demonstrateunderstandingofthefollowingshort-termorimmediateeffectsofexerciseonthecardiovascularsystem:- releaseofadrenalinecausesheartratetorise;- cardiacoutputincreases;- venousreturnofbloodincreases;- carbondioxideproductionincreases;- bodytemperatureincreases;- bloodpressureincreases,thereforeincreasingbloodflow;and

- vasoconstrictionandvasodilationensurebloodisredirectedtoareasthatneedit;and

• demonstrateunderstandingofthefollowinglong-termeffectsofoptimaltrainingonthecardiovascularsystem:- heartwallsbecomethickerandstronger,whichincreasesstrokevolume;

- redbloodcellcountincreases,whichimprovesthebody’sabilitytotransportoxygentothemuscles;

- increasedcapillarisationallowsformoreefficientgaseousexchangeofoxygenandcarbondioxide;

- restingheartratedecreases;and- build-upoflacticacidismuchlowerduringhighintensityactivity.

Respiratorysystem

• demonstrateunderstandingofhowthefollowingfunctionsoftherespiratorysystemaffectperformancesinphysicalactivitiesandsports:- transportingairintothelungs;- diffusionofoxygenintothebloodstream;and- removingcarbondioxideandothergasesfromtheblood;and

• demonstrateunderstandingofhowthefollowingpartsoftherespiratorysystemfunctionduringperformancesinphysicalactivitiesandsports:- mouth,noseandnasalcavitywarms,filtersandmoistenstheincomingair;

- tracheacarriesairfromthethroatintothelungsandhastinyhairscalledcilia,whichcatchparticlesofdustthatareremovedthroughcoughing;

- bronchibranchoffintotheleftandrightlungs;- bronchiolesaresmallerindiameterandleadtothealveolarsacs;

- alveoliareindividual,hollowcavitiescontainedwithinalveolarsacswheregasesareexchanged;and

- thediaphragmisabroadbandofmusclethatsitsunderneaththelungs,attachedtothelowerribsandsternumandformsthebaseofthethoraciccavity.

Respiratorysystem(cont.)

• demonstrateunderstandingofthefollowingrespiratoryprocessesduringperformancesinphysicalactivitiesandsports:- inspirationduringrest(externalintercostalmusclesanddiaphragmcontracttoexpandthechestcavity);

- expirationduringrest(externalintercostalmusclesanddiaphragmrelax);

- inspirationduringexercise(externalintercostalmuscles,diaphragm,sternocleidomastoid,scalenesandpectoralminorallcontract);

- expirationduringexercise(internalintercostalmusclesandabdominalscontract);and

- diffusion(gasesdiffusedownaconcentrationgradientfromanareaofhighconcentrationtoanareaoflowconcentration);

• demonstrateunderstandingofhowvitalcapacityandminuteventilationaffectperformancesinphysicalactivitiesandsports:- vitalcapacity(maximumamountofairexhaledafteramaximalinspiration),thisvariesbetweenindividuals,exercisecanimprovevitalcapacitybyexpandingthelungsfurthertotakeinextraoxygen;and

- minuteventilation=tidalvolume×respiratoryrate,thisincreasesduringexercise,whenthebreathingratequickensandeachbreathbecomesdeeper;and

• demonstrateunderstandingofthefollowingshort-termorimmediateeffectsofexerciseontherespiratorysystem:- changesaredetectedintheconcentrationofcarbondioxideandoxygen,thistriggersanincreaseinbreathingrate;and

- intercostalmusclesanddiaphragmworkhardertoexpandthethoraciccavitytodrawinmoreair.

Respiratorysystem(cont.)

• demonstrateunderstandingofthefollowinglong-termeffectsofoptimaltrainingontherespiratorysystem:- respiratorymuscles(diaphragmandintercostalmuscles)increaseinstrength;

- anincreaseinvitalcapacityallowsforgreaterintakeofair;and

- anincreaseinthenumberanddiameterofcapillariessurroundingthealveoliallowsformoreefficientgaseousexchange;

Digestivesystem

• demonstrateunderstandingofthefollowingfunctionsofthedigestivesystem:- breakingdownfoodintosmallerandsmallermolecules;and

- collectingwasteproductsfordisposal;

• demonstrateunderstandingoftheroleofthefollowingpartsofthedigestivesystem:- mouth:ingestionanddigestion,mechanical(chewing)andchemical(saliva);

- stomach:digestion,mechanical(stomachmuscles)andchemical(acids,enzymes,hormones,insulinandbile);

- smallintestine:absorptionandtransferofmoleculestotheblood;and

- largeintestine:absorptionandexcretion,absorbssodiumandexcreteswasteproducts;and

• demonstrateunderstandingofthefollowingshort-termorimmediateeffectsofexerciseonthedigestivesystem:- blooddivertstotheheart,lungsandworkingmusclesawayfrompartsofthedigestivesystem;

- improvesdigestionprocessbystrengtheningmuscles,whichinturnmakesiteasiertopassfoodaroundthebody;and

- canslowdowndigestivesystemtoconserveenergyforexercise.

Nervoussystem Studentsshouldbeableto:

• demonstrateunderstandingofhowthefollowingfunctionsofthenervoussystemaffectskilledperformancesinphysicalactivitiesandsports:- sensoryfunction;- interpretativefunction;and- motorfunction;

• demonstrateunderstandingofhowthefollowingpartsofthenervoussystemfunctionduringskilledperformancesinphysicalactivitiesandsports:- thecentralnervoussystem:

thebrain(cerebrumandcerebellum);andthespinalcord;and

- theperipheralnervoussystem:thesomaticnervoussystem;theautonomicnervoussystem(sympatheticandparasympatheticnervoussystems);thesensorynerves(includingexteroceptors,proprioceptorsandinteroceptors);andthemotornerves(includingcontrollingmuscleactions);and

• demonstrateunderstandingofthefollowingwaysinwhichthenervoussystemprocessesinformationwhenlearningandperformingtheskillsfromphysicalactivitiesandsports:- inputfromexteroceptors,proprioceptorsandinteroceptors;

- decisionmakinginthebrain(short-termsensorystorage,short-termmemoryandlong-termmemory);and

- output(responsegeneratorandeffectors).

3.1.2 Health and Lifestyle Decisions Inthissection,studentslearnabouthowthebodyandmindneedtobeusedpositivelyandlookedaftertofunctionwellandmaintaingoodhealth.Theyalsolearnabouthowlifestyledecisionscanhelporhinderhealth.Studentsdevelopknowledgeandunderstandingofthepositiveandnegativeconsequencesoflifestyledecisionsandlearnhowtoplanahealthylifestyle.

Health

• demonstrateunderstandingofthefollowingaspectsofhealth:- theconceptofhealth;- physicalhealth;- mentalhealth;and- socialhealth;

Mentalhealth

• demonstrateunderstandingofandapplytheadviceandrecommendationsformentalwell-beingfromthePublicHealthAgency(PHA);

• demonstrateunderstandingofthefollowingpositivebenefitsofmaintainingmentalwell-being:- abilitytocopewithchallenge;- resilience;- abilitytofunctionwellwithothers;- copingskillsforlife;- effectivelymanagingemotions;- anhonestself-regardandself-esteem;and- theabilitytoviewtheworldhonestly,accuratelyandrealistically;and

• demonstrateunderstandingofthefollowingnegativeconsequencesofneglectingmentalwell-being:- poorphysicalhealth;- sedentarylifestyle;- decreasedmotivation;- lossofappetiteleadingtopoornutritionalintake;- difficultydealingwithtrauma;and- highamountsofstress(excessstresscanleadtocardiacproblems).

Mentalhealth(cont.)

• demonstrateunderstandingofthefollowingnegativecopingskillsthatresultfromneglectingmentalwell-being:- usingdrugs,includingstimulantsandsedatives;- excessivealcoholuse;- denial;- self-harm;- ignoringordenyingfeelings;- avoidingproblems;and- excessiveworking;

• analyse,interpretandevaluateinformationand/ordataaboutmentalhealth;

Socialhealth

• demonstrateunderstandingofandapplytheadviceandrecommendationsforsocialwell-beingfromthePHA;

• demonstrateunderstandingofthefollowingbenefitsofmaintainingsocialwell-being:- confidenceinmeetingpeopleandmakingfriends;- self-beliefinco-operatingandworkingwithothers;and- motivationtoparticipateandcompeteinlife;

• demonstrateunderstandingofthefollowingconsequencesofneglectingsocialwell-being:- adverseeffectonmentalhealth;- lossofself-beliefandself-esteem;- lossofconfidencetoembracechallenges;- deterioratingphysicalhealth;and- increasedstress;

• analyse,interpretandevaluateinformationand/ordataaboutsocialhealth;and

Physicalhealth:exercise

• demonstrateunderstandingofandapplytheadviceandrecommendationsonexerciseandphysicalactivityfromthePHA.

Physicalhealth:exercise(cont.)

• demonstrateunderstandingofthefollowingbenefitsofmaintainingphysicalwell-being:- howincreasingphysicalactivitythroughimprovingcomponentsofphysicalfitnesscanleadtoahealthylifestyle;

- howexerciseimproveslevelsofphysicalfitnessandmusclehypertrophy;

- howexercisecontrolsweight;- howexercisecombatshealthconditionsanddiseases;- howexerciseimprovesmentalhealth,socialcompetenceandsleepquality;

• demonstrateunderstandingofthefollowingconsequencesofasedentarylifestyle:- increasedriskofchronicdisease,forexamplecoronaryheartdisease,diabetes,bowelcancerandosteoporosis;

- increasedriskofcognitivedecline,forexampledementia;

- lossofleanmuscletissue(atrophy);- increasedriskofdepression;and- lessefficientimmunesystem;

• analyse,interpretandevaluateinformationand/ordataaboutdevelopingandmaintainingphysicalwell-beingandtheconsequencesofasedentarylifestyle;and

• demonstrateunderstandingofthedifferencebetween‘physicalfitnessforhealth’and‘physicalfitnessforperformance’:- physicalfitnessforhealth:abaselineofappropriateandsufficientexerciseoractivitytokeepthebodyinreasonableworkingorder;and

- physicalfitnessforperformancesinphysicalactivitiesandsports:ahigherbaselineofregularandappropriateexercisesothatthebodyisinthebestshapepossibletoperformthephysicalrequirementsofthephysicalactivitiesandsportsasefficientlyandeffectivelyaspossible.

• demonstrateunderstandingofthefollowingcomponentsofphysicalfitnessandselectappropriatetypesandmethodsofexercisetodevelophealth-relatedfitnessinthesecomponents:- aerobicenergyproduction;- muscularendurance;- muscularstrength;- flexibility;and- bodycomposition;

• demonstrateunderstandingofthefollowingprinciplesoftrainingandapplytheprinciplestoplansafe,appropriateandeffectiveweeklyhealth-relatedexerciseprogrammesforarangeofindividualsandtheircircumstances:- FITT(frequency,intensity,timeandtypeofexercise);and- SPORRT(specificity,progression,overload,recovery,reversibility,andtedium);

• analyse,interpretandevaluateinformationand/ordataabout:- thecomponentsofphysicalfitness;- theappropriatenessofdifferenttypesofexercises;- themethodsoftraining;and- applyingtheprincipleoftrainingtodevelopandmaintainhealth-relatedphysicalfitness;and

• demonstrateunderstandingofhowtocarryoutfitnesstestingforthefollowingcomponentssothattheresultsarevalid,reliableandallowprogresstobemonitoredorresultstobecompared:- aerobicfitness;- muscularendurance;- muscularstrength;- flexibility;and- bodycomposition.

• present,analyse,interpretandevaluateinformationand/ordatafromhealth-relatedfitnesstestresultsinthefollowingcomponentsand,basedoninformedevaluations,drawconclusionsandmakesoundrecommendations:- aerobicfitness;- muscularendurance;- muscularstrength;- flexibility;and- bodycomposition;

• demonstrateunderstandingofthebenefitsofcarryingoutappropriateriskassessmentsbeforetakingpartinphysicalactivitiesandsports;

• demonstrateunderstandingofhowtocarryoutriskassessments(forexamplethePhysicalActivityReadinessQuestionnaire)andanalyse,interpretandevaluatethefindings;

• demonstrateunderstandingofwhatactionstotaketominimisetherisksfrompotentialhazardsinphysicalactivitiesandsportsandthepossibleconsequencesifthehazardsareignored;and

• analyse,interpretandevaluateinformationand/ordataaboutriskassessmentsandtheactionstakentominimisetherisksfrompotentialhazards.

Physicalhealth:nutrition

• demonstrateunderstandingofandapplytheadviceandrecommendationsonnutritionfromthePHA;

• demonstrateunderstandingofthefollowingbenefitsofhavingabalanced,healthynutritionalplan(diet):- balancedenergyinputandoutput;- controlsweight;- preventsdiseaseandinfection(improvedfunctionoftheimmunesystem);

- reducedriskofchronicdiseasessuchascancer,highbloodpressure,diabetesandheartdisease;

- helpsinpromotinggoodmentalfunctionandenhancesmemory;

- boostsenergyandhelpsbeattheeffectsoftirednessandfatigue;and

- enhancestheabilitytoconcentrateandaltermood;

• demonstrateunderstandingofthefollowingconsequencesofunbalancednutritionalplansorerraticeatingpatternsonthehealthofthebodyandmind(forexampleovereating,noteatingenough,eatingthewrongbalanceoffoodsandtakinginsufficientorinappropriatefluids):- riskofchronicdiseases(heartdisease,bowelcancer,diabetesandstroke);

- unusedenergystoredasfatandresultinginobesity;and- vitaminandmineraldeficiency(forexampleavitaminAdeficiencycancauseblindness,whileavitaminCdeficiencycancausescurvy,whichresultsindentalproblems);and

• analyse,interpretandevaluateinformationand/ordataaboutadviceandrecommendationsonthebenefitsofmaintainingabalanced,healthynutritionalplan(diet)andontheconsequencesofhavinganunbalanceddietorerraticeatingpattern.

Physicalhealth:nutrition(cont.)

• demonstrateunderstandingofthefollowingcomponentsoffood:- carbohydrates;- fats;- proteins;- vitamins;- minerals;- dietaryfibre;and- water;

• demonstrateunderstandingofhowthefollowingfactorsaffectenergyneeds:- metabolism;- age;- bodysize;- bodycomposition;- gender;- physicalactivitylevels;and- climate;

• present,analyse,interpretandevaluateinformationand/ordataaboutthefollowingnutritionalinformationprovidedonfoodanddrinkforhealthyeating:- generallabelling;- ingredients;- FoodStandardsAgencytrafficlightsystem;- nutritionalinformation;and- allergeninformation;

Physicalhealth:sleep

• demonstrateunderstandingofandapplytheadviceandrecommendationsonsleepfromthePHA;

• analyse,interpretandevaluateinformationand/ordataabouttheadviceandrecommendationsonsleepforphysicalwell-being;and

• demonstrateunderstandingofthefollowingbenefitsofmaintainingqualitysleep:- helpsgrowthandrepair;- improvesconcentration,learningandmemory;- boostsmentalwell-being;- booststheimmunesystem;and- improvesphysicalperformance.

Physicalhealth:sleep(cont.)

• demonstrateunderstandingofthefollowingconsequencesofsleepdeprivation:- severefatigueresultinginpoorconcentrationandfatigueincarryingouteverydaytasks;

- sleepdeficiencyislinkedtodisease(forexampleanincreasedriskofheartdisease,kidneydisease,highbloodpressure,diabetesandstroke);and

- poormood;

• present,analyse,interpretandevaluateinformationand/ordataabout:- adviceandrecommendationsonsleep;- thebenefitsofmaintainingqualitysleep;and- theconsequencesofsleepdeprivation;

Physicalhealth:tobaccoandillegaldrugs

• demonstrateunderstandingofwhysomepeoplesmoketobaccoand/ortakeillegalsubstancesandwhathelpisavailabletoassistthemtostopandthebenefitsofstopping;

• demonstrateunderstandingofthefollowingeffectsandnegativeconsequencesthatsmokingtobaccoand/ortakingillegalsubstancesmayhaveonthebody,mindandhealth:- theeffectonphysicalperformance,mentalhealth,circulation,thebrain,thelungs,theheartandappetite;

- associateddiseases;- addiction;and- antisocialaspects;and

• present,analyse,interpretandevaluateinformationand/ordataabouttheeffectsandconsequencesofsmokingtobaccoand/ortakingillegalsubstances,andthebenefitsofstopping.

Physicalhealth:alcohol

• demonstrateunderstandingofwhysomepeoplebecomeaddictedtoalcoholandwhathelpisavailabletoassistthemtostop;

• demonstrateunderstandingofthelawsonalcoholconsumption;

• demonstrateunderstandingofthefollowingalcoholabuserelatedissues,consequencesandtheireffectsonthebody,mindandhealth:- addiction;- long-termeffectonthebrain,theliver,theheart,thepancreasandtheimmunesystem;

- theincreasedriskofcancerinthemouth,esophagus,throatandbreast;and

- theshort-termandlong-termeffectsonphysicalperformance;

• present,analyse,interpretandevaluateinformationand/ordataabouttheeffectsandconsequencesofusingand/orabusingalcohol;

Planningforphysicalhealth

• demonstrateunderstandingofhowtocarryouteffective,detailedlifestyleauditsforthefollowing:- exercise,physicalactivitiesandsports(processandinformation);

- nutrition(processandinformation);and- sleep(processandinformation);

• present,analyse,interpretandevaluateinformationand/ordataaboutauditsand,basedonsoundevaluations,explainthepossibleeffectsorconsequencesofthefindings;and

• identifyandexplainstrengthsandareasforimprovementin,andmakesoundrecommendationstoimprove:- exercise,physicalactivitiesorsportspatterns;- nutritionalpatterns;and- sleeppatterns.

Planningforphysicalhealth(cont.)

• demonstrateunderstandingofhowtousetheSMARTprinciple(specific,measurable,attainable,realisticandtime-bound)toplansafe,appropriateandeffectiveactionplansforarangeofindividualsandtheircircumstancesinthefollowingways:- planappropriatehealth-relatedexerciseorphysicalactivityprogrammestoachievetheobjectivesandtargets;

- planappropriatebreakfasts,lunches,dinnersandsnackstoachievetheobjectivesandtargets;and

- planappropriateprocessesandtimestoachievetheobjectivesandtargets;and

• analyse,interpretandevaluatethesafety,appropriatenessandeffectivenessofthefollowingactionplansforarangeofindividualsandtheircircumstancesand,basedonsoundevaluations,makeappropriaterecommendationstoimprove:- exerciseactionplans;- nutritionalactionplans;and- sleepactionplans.

Planningforphysicalhealth(cont.)

• demonstrateunderstandingofhowthefollowingfactors,orcombinationsoffactors,affectlifestyledecisionsaboutsustaininginvolvementinphysicalactivitiesandsports:- personalcharacteristics,forexampleindividualdifferences,andthenatureofphysicalactivities,suchasindividualorteam,competitiveornon-competitive,orcontactornon-contact;

- motivation,arousalandsuccess;- parents,siblingsandpeers;- disability;- mentalhealth;- facilities,forexampleavailability,location,access,publicorprivatesector;

- experiencesinphysicalactivities,forexampleatschool,inacluborduringcoaching;

- affluence;- work–leisurebalance,forexampleatschoolorinarangeofjobsandoccupations;

- culturalheritage;- alternativepassiveleisureactivities,forexamplecinema,electronicgamesortelevision;

- themedia(includingsocialmedia);- age;and- gender;and

• present,analyse,interpretandevaluateinformationand/ordataabouttheimpactoftheabovefactorsoranycombinationoffactorsonaperson’sinvolvementinphysicalactivity.

3.1.3 The Active Leisure Industry Inthissection,studentsdevelopknowledgeandunderstandingoftheactiveleisureindustryanditsroleandcontributionindevelopinggoodhealth.Theyalsolearnaboutitsroleandcontributioninprovidingopportunitiesfordevelopingeliteperformersintheirphysicalactivitiesandsports.Studentsdevelopknowledgeandunderstandingofthecareeropportunitiesthatareavailableforthemintheactiveleisureindustry.Thereisalsotheopportunitytoapplyeffectivelytheworkskillsandpersonalqualitiesinvolvedintheroleofaneventmanager.

Theconceptofleisure

• demonstrateunderstandingofthefollowingaspectsofleisure:- theconceptofleisure;- activeleisureactivities,suchaswalkingorplayingasport;and

- passiveleisureactivities,suchasreadingorbeingaspectatoratasportingevent;and

• demonstrateunderstandingofthefollowingfactorsthatcontributetoincreasedleisuretime:- shorterworkinghours;- greateropportunitytojobshareandworkpart-time;- unemployment;- increasedlifeexpectancy;- peopleretiringearlier;- longerholidays;- houseworkislesstimeconsumingduetomoreefficientappliances;and

- technologicaldevelopments.

Structureoftheactiveleisureindustry

• demonstrateunderstandingofthefollowingtypesoforganisationsandhowtheyoperatetomeettheirownandcustomers’needsasevidencedinpolicystatements,goalsandobjectives,andfinancialset-up:- publicsector:

leisureorganisationsfundedandcontrolledbythegovernment;theyarenon-profitmaking;andtheyprovideservicesforpublicuse,forexamplelocalcouncilleisurecentres,parks,swimmingpools,outdoorpitchesandplaygrounds;

- privatesector:leisureorganisationsrunbyindividualsandcompaniesforprofit;theyareprivatelyownedandfunded;andthegovernmentdoesnotownorcontrolprivatesectorleisureorganisations,forexampleprivategyms;and

- voluntarysector:non-profitmakingleisureorganisationsthatrelyonfundraisingandmembership;thegovernmentdoesnotcontrolthemandtheyarenotownedbyabusiness;voluntaryleisureorganisations,oftencharities,arefocusedonhelpingpeopletoparticipateandachieveincertainsportsorleisureactivities;andvolunteersnormallyoperateandmanagethem,forexamplecommunityclubsorgroups.

Structureoftheactiveleisureindustry(cont.)

• demonstrateunderstandingofhowtheactiveleisureindustrycanbecategorisedandexplaintherangeofproducts,servicesandfacilitiesthateachcategoryprovides:- artsandentertainment(forexamplemuseums,galleries,theatres,cinemas,nightclubsandconcertvenues);

- catering(forexamplepubsandbars,restaurants,cafésandfast-foodoutlets);

- home-basedleisure(forexamplelibraries,computergamingandDVDrentalshops);

- sportsandphysicalrecreation(forexamplesportsandrecreationcentres,sportsclubs,healthclubsandspas,countrysiderecreationcentresandcountryparks);and

- hospitality(forexamplehotels,bedandbreakfasts,hostels,campsitesandcaravansites);

• analyse,interpretandevaluateinformationand/ordataaboutthecharacteristicsoforganisationsandclassifythembysectorandbycategory;

• demonstrateunderstandingofthefunctionsandworkofthefollowingorganisationsinNorthernIreland:- SportNorthernIreland;- localcouncils;and- DisabilitySportNI;and

• analyse,interpretandevaluateinformationand/ordatafromscenariosaboutthefunctionsandworkoftheleisureorganisationsinNorthernIrelandlistedaboveandexplainwhichoftheorganisationswouldbestmanagethescenarios.

Structureoftheactiveleisureindustry(cont.)

• demonstrateunderstandingofandapplythefollowingfactorsthattheactiveleisureindustryandsportorganisationsconsiderimportantwhencateringfortheircustomers:- accessibility;- facilityquality;- costtojoinorparticipate;- openinghours;- rangeofactivitiesoffered;- activitiestimetable;- coachingquality;- opportunitiestoimproveandcompete;and- disabilityandspecialneedsprovision;

• analyse,interpretandevaluateinformationand/ordataaboutthefactorsthattheactiveleisureindustryandsportorganisationsconsiderimportantwhencateringfortheircustomers;and

• demonstrateunderstandingofthefollowingcareeropportunitiesthatexistintheactiveleisureindustry:- leisurecentreassistant;- leisurecentremanager;- lifeguard;- healthandfitnessinstructor;- professionalsportsperson;- sportscoach;- sportandexercisescientist;- sportspsychologist;- sportsphysiotherapist;- activityleader;- playworker;- administrationormanagementroles;and- sportsdevelopmentofficer.

Eventmanagement

• demonstrateunderstandingofhowtoapplythefollowingprinciplesandactionstoensureanactiveleisureeventissuccessfullyorganised:- carryoutresearchtoestablishthefeasibility;- calculatethecost,finaliseandagreeabudget;- carryoutaneffectiveriskassessmenttoensurehealthandsafety;

- produceatimelineofwork,outliningtargetsanddeadlines;

- securethenecessaryfacilitiesandresources,forexamplevenueandequipment;

- appointappropriatelyqualifiedstaff;- organiseadvertisingandmarketingforpromotion;and- organisehospitality;and

• demonstrateunderstandingofthefollowingskillsandqualitiesrequiredtobeasuccessfuleventmanagerandapplythemeffectivelywhenorganisingsuccessfulactiveleisureevents:- skills:

communication;problemsolving;organisational;customerservice;interpersonal;leadership;negotiation;financial;salesandmarketing;timemanagement;andteamwork;and

- qualities:motivation;initiative;creativity;inspiration;enthusiasm;andpositiveattitude.

Eventmanagement(cont.)

• demonstrateunderstandingofhowtoplaneffectivelyforsuccessfullyrunningthefollowingcompetitionsforaspecificnumberofentrieswithinaschoolorclubcontext:- knockoutcompetitions;- leaguecompetitions;and- laddercompetitions;and

• demonstrateunderstandingofhowtoapplyeffectivelythefollowingmethodstoanalyseandevaluatethedegreeofsuccessofactiveleisureevents:- SWOT(strengths,weaknesses,opportunitiesandthreats)analysis;

- theSMARTprinciple;- questionnaires;- verbalfeedback;- financialanalysis;and- statisticalanalysis.

3.2 Component 2: Developing Performance Thiscomponentisorganisedintothefollowingtwosections:

3.2.1 DevelopingPhysicalFitnessforPerformance;and3.2.2 DevelopingSkilledPerformance.Thiscomponentisworth25percentofthetotalmarksandisassessedina1hour15minutewrittenexaminationthatincludesshortresponsequestionsandquestionswhichrequireextendedwriting.3.2.1 Developing Physical Fitness for Performance Inthissection,studentsdevelopknowledgeandunderstandingoftheconceptofphysicalfitness.Theylearnabouttheimportanceofphysicalfitnessforhealthandforefficientandeffectiveperformancesinphysicalactivitiesandsports.Studentsdevelopunderstandingofhowthebodyworksandthelong-termeffectsoftrainingonthebodyandmind.Theythenlearnhowtoplaneffectivetrainingprogrammesandsessionstodevelopphysicalfitnessandbringabouttheselong-termeffectsforarangeofindividualsandtheircircumstances,includingtrackandfieldeventsinathletics,teamsportsandpositionswithinteamsports.

Physicalfitness

• demonstrateunderstandingofthefollowingaspectsofphysicalfitness:- definition:theabilitytoperformphysicaltasksefficientlyandeffectively;

- physicalfitnessisarelativeconcept:youcanbefitforonetaskbutnotfitforanother;

- physicalfitnessforhealth:abaselineofappropriateandsufficientexerciseorphysicalactivitytokeepthebodyinreasonableworkingorder;and

- physicalfitnessforperformancesinphysicalactivitiesandsports:ahigherbaselineofregularandappropriateexercisesothatthebodyisinthebestshapepossibletoperformthephysicalrequirementsofthephysicalactivitiesandsportsasefficientlyandeffectivelyaspossible.

Physicalfitness(cont.)

• demonstrateunderstandingofthefollowingcomponentsofphysicalfitnessandwhatdeterminesaperson’spotentialineachcomponent:- aerobicenergyproduction;- anaerobicenergyproduction;- muscularpower;- muscularstrength;- muscularspeed;- muscularendurance;and- flexibility;

• selectsuitablephysicalactivities,exerciseorexercisesforarangeofindividualsandtheircircumstancestodevelopphysicalfitnessineachcomponent;

• explainthephysicalfitnessrequirementsforthefollowingrangeofphysicalactivitiesandsportsand,basedontheserequirements,explaintherelativeimportanceofthecomponentsofphysicalfitnessforinclusionineffectivetrainingprogrammes:- athleticsevents;- individualsports;and- teamsports;and

• analyse,interpretandevaluateinformationand/ordataaboutthephysicalfitnessrequirementsfromthefollowingrangeofphysicalactivitiesandsportsandhowthisinformationmatchesupwiththerelativeimportancegiventothecomponentsofphysicalfitnessintrainingprogrammes:- eventsinathletics;- individualsports;and- teamsports.

Principlesoftraining

• demonstrateunderstandingofthefollowingprinciplesoftrainingandapplythemeffectivelytodevelopphysicalfitnessinanyofthecomponentsofphysicalfitness:- FITT(frequency,intensity,timeandtypeofexercise);- SPORRT(specificity,progression,overload,recovery,reversibility,andtedium);

- peaking;and- periodisation;

• analyse,interpretandevaluatetheappropriatenessandeffectivenessofapplyingthefollowingprinciplesoftrainingtodevelopphysicalfitnessinanyofthecomponentsofphysicalfitness:- FITT(frequency,intensity,timeandtypeofexercise);- SPORRT(specificity,progression,overload,recovery,reversibility,andtedium);

- peaking;and- periodisation;and

Methodsoftraining

• demonstrateunderstandingofwhatisinvolvedinusingthefollowingmethodsoftrainingandapplythemethodseffectivelytodevelopphysicalfitnessintherelevantcomponentsofphysicalfitness:- continuoussteadypacetraining(CSP);- fartlektraining;- intervaltraining(variationsandadaptations);- circuittraining;- isotonicweighttraining;- isometrictraining;- staticflexibilitytraining(performedactivelyorpassively);and

- dynamicflexibilitytraining.

Methodsoftraining(cont.)

• analyse,interpretandevaluatethesafety,appropriatenessandeffectivenessofapplyingthefollowingmethodsoftrainingtodevelopphysicalfitnessinanyofthecomponentsofphysicalfitness:- CSP;- fartlektraining;- intervaltraining(variationsandadaptations);- circuittraining;- isotonicweighttraining;- isometrictraining;- staticflexibilitytraining(performedactivelyorpassively);and

- dynamicflexibilitytraining;

Assessmentofphysicalfitness

• demonstrateunderstandingofthefollowingreasonsforassessinglevelsofphysicalfitness:- providesabaselineorstartingpoint;- identifiesstrengthsandweaknesses;- providesincentives;- helpssetgoalsandtargets;- helpsmotivate;- monitorsprogress;and- identifiestalent;

• demonstrateunderstandingofthefollowingfactorsthatunderpinfairassessmentsandapplythemwhendevising,selectingorusingfitnesstestsinanyofthecomponentsofphysicalfitness:- specificity;- validity;- reliability;- conditionsandenvironment;- protocol;- accuracyofmeasurement;- athlete’semotions,motivationandstateofreadiness;and- athlete’sstateofhydrationandhealth;and

• analyse,interpretandevaluateifthefactorsunderpinningfairassessmentshavebeenappliedappropriatelytofitnesstestsforanyofthecomponentsofphysicalfitness.

Assessmentofphysicalfitness(cont.)

• present,analyse,interpretandevaluateinformationand/ordataaboutphysicalfitnesstestsand,basedonsoundevaluations,drawconclusionsandmakesoundrecommendations;

Planningandevaluatingtrainingprogrammes

• plan,usingthefollowingguidance,safe,appropriateandeffectiveperformance-relatedtrainingprogrammestodevelopoptimalphysicalfitnessinanyoneoranycombinationofthecomponentsoffitness(asrequiredforperformancesinphysicalactivities,eventsinathletics,sportsorpositionsinsportsandforarangeofindividualsandtheircircumstances):- matchthephysicalfitnessrequirementsappropriatelytothecomponentsofphysicalfitness;

- identifyareasforimprovementusingvalidfitnesstestsintherelevantcomponents;

- setSMARTobjectivesandtargets;- considertheindividual’scircumstances,forexampleage,injuryhistory,currentfitnesslevels,activitiestheylikeordislike,timeavailable,accesstofacilitiesordisposableincome;

- applytheprinciplesofFITTandSPORRTtodevelopatrainingprogrammethatissafe,appropriateandeffective;and

- monitorandreviewprogress;and• analyse,interpretandevaluatethesafety,appropriatenessandeffectivenessofperformance-relatedtrainingprogrammestodevelopoptimalphysicalfitnessinanyoneoranycombinationofthecomponentsofphysicalfitness(asrequiredforperformancesinphysicalactivities,eventsinathletics,sportsorpositionsinsportsandforarangeofindividualsandtheircircumstances).

Planningandevaluatingtrainingsessions

• plan,usingthefollowingguidance,safe,appropriateandeffectivewarm-upsandcool-downsforperformance-relatedsessionsforanyoneoranycombinationofthecomponentsofphysicalfitnessandforarangeofindividualsandtheircircumstances:- decideonappropriatelowintensitypulseraiser;- decideonappropriatestretchingactivity(activeanddynamicstretching);

- decideonappropriateskill-relatedpractices;- decideonappropriatepulseloweringactivity;and- decideonappropriateflexibilityactivities(active,passive,staticanddynamicstretching);

• analyse,interpretandevaluatethesafety,appropriatenessandeffectivenessofwarm-upsandcool-downsforperformance-relatedsessionsforanyoneoranycombinationofthecomponentsofphysicalfitnessandforarangeofindividualsandtheircircumstances;

• plan,usingthefollowingguidance,safe,appropriateandeffectiveworkoutsforperformance-relatedsessionstodevelopphysicalfitnessinanyoneoranycombinationofthecomponentsofphysicalfitnessandforarangeofindividualsandtheircircumstances:- decideonappropriatetypeofexerciseforthecomponents;

- decideonappropriatemethod/softraining;- decideonappropriateorderofexercises;- decideonappropriatetrainingintensity;and- decideonappropriatetimeornumberofrepsandsets;and

• analyse,interpretandevaluatethesafety,appropriatenessandeffectivenessofworkoutsforperformance-relatedsessionstodevelopphysicalfitnessinanyoneoranycombinationofthecomponentsofphysicalfitnessandforarangeofindividualsandtheircircumstances.

3.2.2 Developing Skilled Performance Inthissection,studentsdevelopknowledgeandunderstandingoftheconceptofskill.Theyapplyfactorsthatunderpineffectivelearningandmasteringofskillstoimproveperformance.Studentslearnthatefficient,effectiveandsoundtechniqueisessentialforsuccessfulperformance.

Skilledperformance

• demonstrateunderstandingofthefollowingfeaturesofskilledperformance:- learned;- goaldirectedorendresult;- consistent,efficientandfluent;- recognisableorlinkedtoatechnicalmodel;and- howaestheticallypleasingitis;

• demonstrateunderstandingofhowskillscanbeclassifiedinthefollowingways:- basictocomplexcontinuum;- closedtoopencontinuum;and- discrete,continuousorserial;

• demonstrateunderstandingofthefollowingdifferenttypesofskills:- cognitive;- perceptual;- motor;and- perceptualmotor;and

• demonstrateunderstandingofthefollowingfactorsthatunderpinskilledperformances:- co-ordination;- balance;- reactiontime;and- agility.

Skilledperformance(cont.)

• demonstrateunderstandingofthefollowingprinciplesthatunderpinfairassessmentsandapplythemwhendevising,selectingorusingtestsforassessingco-ordination,balance,reactiontimeandagility:- specificity;- validity;- reliability;- conditionsandenvironment;- protocol;- accuracyofmeasurement;- athlete’semotions,motivationandstateofreadiness;and

- athlete’sstateofhydrationandhealth;

• analyse,interpretandevaluatetheappropriatenessandeffectivenessofapplyingtheprinciplesthatunderpinfairassessmentswhenmeasuringprogressorcomparingresults;

• present,analyse,interpretandevaluateinformationand/ordatagatheredfromassessmentsonco-ordination,balance,reactiontimeandagility,anddrawconclusionsandmakesoundrecommendationsbasedontheevidencefromtheinformationand/ordata;

Factorsunderpinningthelearningofskillsforphysicalactivitiesandsports

• demonstrateunderstandingofthefollowingstagesoflearning:- cognitive;- associative;and- autonomous;and

• demonstrateunderstandingofandapplyeffectivelythefollowingtypesofguidancetohelplearning:- visual;- verbal;and- physicalormanual.

Factorsunderpinningthelearningofskillsforphysicalactivitiesandsports(cont.)

• demonstrateunderstandingofandapplyeffectivelythefollowingtypesofpracticestohelplearning:- whole;- part;- whole-part-whole;- mental;- fixedordrill;- variable;- problemsolving;- conditionedgames;and- timingofpractice;

• demonstrateunderstandingofandapplyeffectivelythefollowingtypesoffeedbacktohelplearning:- intrinsic;- extrinsic;- concurrent;and- terminal;

• demonstrateunderstandingofhowthelevelofarousalaffectsperformance;

• applythefollowingfactorstoplansafe,appropriateandeffectiveworkoutstodevelopskillsateachstageoflearning:- assessment;- SMARTobjectives;- guidanceonlearningtechniques;- feedback;and- practices;

• analyseandevaluatethesafety,appropriatenessandeffectivenessofplannedworkoutstodevelopskillsateachstageoflearning;and

• present,analyse,interpretandevaluateinformationand/ordataaboutdevelopingskillsfromphysicalactivitiesandsportsforarangeofindividualsatthedifferentstagesoflearninganddrawconclusionsandmakesoundrecommendationsbasedontheevidencefromtheinformationand/ordata.

3.3 Component 3: Individual Performances in Physical Activities and Sports Thiscomponentisworth50percentofthetotalmarks.Teachersassessstudents’performancesandwemoderatetheassessment.Inthiscomponent,studentsareprovidedwithmanyopportunitiestoworkindividuallyandwithotherstolearnandmasterskillsandtodevelopdesirablepersonalqualities,attitudesandbehaviours.Theyparticipate,competeanddevelopperformanceintheirphysicalactivitiesand/orsports.Inthiscomponent,studentsapplyandconsolidatewhattheylearninComponents1and2.Inthiscomponent,studentsareassessedon:

(a) thequality,efficiencyandeffectivenessofperformancesinphysicalactivitiesandsports;and

(b) thequalityofanalysisandevaluationofperformances.SeeAppendix2fordetailsoftheassessmentcriteria.Component 3(a) Studentsareassessedontheirabilitytoperformefficiently,effectivelyandconsistentlytheskills,strategies,tacticalorcompositionalprinciplesusedinphysicalactivitiesorsports.Theyarealsoassessedontheirabilitytoconsistentlymaintainappropriatefitnesslevels,desirableattitudesandbehavioursandcomplywiththerulesoftheirphysicalactivitiesand/orsports.Studentsmustperformthreephysicalactivitiesorsportsfromthelistthatwesupply.Atleasttwooftheactivitiesorsportsmustbecentrecontrolledandcarriedoutunderteachers’directsupervision.Studentsmaybeassessedinonlyoneactivityorsportwithnodirectteachersupervision.Ifcentresintendtoassessstudentsinanactivityorsporttakenoutsidetheteacher’sdirectsupervision,thenthecentresmustnotifyususingtheNon-CentreControlledActivityformavailabletodownloadfromourPhysicalEducationmicrositeatwww.ccea.org.ukTheformmustbesubmittedbeforestudentsstarttheactivityorsportand,inallcases,notlaterthantheendoftheAutumnterminYear12.Activitiesorsportscompletedoutsideschoolmustbecarriedoutundertheguidanceoftherelevantgoverningbodies.Theymustbetakenbythegoverningbodies’suitablyqualifiedcoaches,workingwiththecentre.Theteachermustalsomakesurethattheassessmentisfair,usingtherelevantassessmentcriteria.

Component3(a):Thequality,efficiencyandeffectivenessofperformancesinphysicalactivitiesandsports

• useawiderangeofstrategies,tacticsorcompositionalprinciplesintheirphysicalactivitiesand/orsportstoconsistentlyoutwitopponents,controlsituationsorbecreative;

• applyawiderangeoftheskillsfromtheirphysicalactivitiesand/orsportsconsistently,efficiently,effectivelyandwithsoundtechnique;

• maintainthefitnesslevelsneededtoperformthephysicalactivitiesand/orsportsconsistently,efficientlyandeffectively;

• maintainconsistentlythedesirableattitudesandbehavioursthatarepositivelycompetitive,aimtoimproveperformanceanddemonstratefairplay;

• demonstrateknowledgeandunderstandingofandmaintaintherulesandetiquetteoftheirphysicalactivitiesand/orsports;and

• demonstrateknowledgeandunderstandingofandmaintainthehealthandsafetyrequirementsoftheirphysicalactivitiesand/orsports.

Atmoderation,studentsshould:

• perform,inappropriatepracticesituations,arangeofskillsfromtheirphysicalactivitiesorsports;

• demonstratetheirabilitytoapplyeffectivelystrategies,tacticsorcompositionalprinciplestooutwitopponents,controlsituationsorbecreative;

• performcompetitivelyintheirphysicalactivitiesorsportstodemonstratethequality,efficiencyandeffectivenessoftheirrangeofskills;

• meetthephysicalfitnessdemandsoftheirphysicalactivitiesorsports;• demonstratedesirableattitudes,behavioursandfairplay;and• demonstrateknowledgeandunderstandingoftherules,healthandsafetyrequirementsandetiquetteoftheirphysicalactivitiesorsportsandapplythemwhenperforming.

Inplaceofonephysicalactivityorsport,theassessmentmaybebasedontheconsistentquality,efficiencyandeffectivenessofthestudent’sperformanceasaneventmanager.

Astheeventmanager

• useconsistentlyawiderangeofeventmanagementstrategies,tacticsandcompositionalprinciplestobecreativeandmanagesuccessfuleventsinphysicalactivitiesand/orsports;

• applyawiderangeofeventmanagementskillsandactionsconsistently,efficiently,effectivelyandwithsoundjudgement;

• meetconsistentlythetimemanagementdemandsanddeadlinesrequiredforsuccessfuleventmanagementofphysicalactivitiesand/orsports;

• maintainconsistentlythepersonalqualitiesanddesirableattitudesandbehavioursthatunderpinsuccessfuleventmanagementofphysicalactivitiesand/orsports;

• demonstrateknowledgeandunderstandingoftheroleofaneventmanagerandtheroleswithinaneventmanagementteamandapplythemwhenorganisingeventmanagementofphysicalactivitiesand/orsports;and

• demonstrateconsistentlyahighawarenessofhealthandsafety.

• explaintherangeofskillsandactionsrequiredforsuccessfuleventmanagementandexplainhowtheyappliedtheseskillsandactionswhenorganisingphysicalactivitiesorsportsevents;

• explainthestrategiesandcompositionalprinciplestheyusedinplanningphysicalactivitiesorsportsevents;

• explainhowtheymettimemanagementdemandsanddeadlineswhenorganisingphysicalactivitiesorsportsevents;

• explainthepersonalqualities,attitudesandbehavioursthattheyappliedwhenorganisingphysicalactivitiesorsportsevents;and

• explaintheirroleaseventmanagerandtherolesofothersinvolvedwhenorganisingphysicalactivitiesorsportsevents.

Component 3(b) Studentsareassessedontheirabilitytoanalyseandevaluatethequalityofperformancesoftheskills,strategies,tacticalorcompositionalprinciplesusedinphysicalactivitiesorsports,alongwithfitnesslevels,attitudes,behavioursandcompliancewiththerulesoftheirphysicalactivitiesorsports.Teachersshouldcontinuallyassessstudentswhentheyanalyseandevaluatetheirownandothers’performancesandcommunicatetheirfindings.

Component3(b):Thequalityofanalysisandevaluationofperformances

• communicatewhattheyobserveorexperience;

• analyseandevaluatethequalityoftheobservedorexperiencedperformances;

• communicateorallytheirobservationsastheyhappenandprovideongoinganalysisandevaluations;

• provideandcommunicateorallytheirsummaryevaluations;and

• workwithotherstoimprovetheirownorothers’performances.

• observeanindividual’sperformanceinoneoftheirselectedphysicalactivitiesorsportsandcommunicateorallywhattheyobserveorexperience;

• analyse,evaluateandcommunicateorallythequalityoftheobservedorexperiencedperformancesoftheskills,strategies,tacticalorcompositionalprinciplesusedinthephysicalactivitiesorsports;

• analyse,evaluateandcommunicateorallyonfitnesslevels,attitudes,behavioursandcompliancewiththerulesandhealthandsafetyrequirementsoftheirphysicalactivitiesorsports;and

• demonstratethequalityoftheiranalysis,evaluationandcommunicationskills.

4 Scheme of Assessment 4.1 Assessment opportunities Fortheavailabilityofexaminationsandcontrolledassessment,seeSection2.Thisisalinearspecification;candidatesmusttakealltheassessmentsattheendofthecourse.Candidateswhowishtoimprovetheiroverallgrademustretakethequalification.Theymustretakeallexternallyassessedcomponents,andtheycaneitherretakethecontrolledassessmentcomponentsorreuse(carryforward)thecontrolledassessmentmarkstheyhavealreadybeenawarded.Ifcandidatesretakeacontrolledassessmentcomponent,theymustcompletethetask(s)setfortheseriesinwhichtheyareseekinganewgrade.Forup-to-datedetailsontasks,seeyoursubjectmicrositeatwww.ccea.org.uk 4.2 Assessment objectives Therearefourassessmentobjectivesforthisspecification.Candidatesmust:

AO1 recallknowledgeanddemonstrateunderstandingoftherelevantconcepts, facts,terminology,principlesandmethods;

AO2 applyeffectivelytherelevantconcepts,facts,terminology,principlesand methods;

AO3 analyse,interpretandevaluateinformationand/ordataaboutthesubject content;

AO4(i) performsafely,efficiently,effectivelyandconsistentlytheskills,strategies, tacticalorcompositionalprinciplesusedinphysicalactivitiesandsportsto consistentlymaintainappropriatefitnesslevels,desirableattitudesand behavioursandcomplywiththerulesandhealthandsafetyrequirementsof theirphysicalactivitiesandsports;and

AO4(ii)analyseandevaluatethequalityofperformancesoftheskills,strategies, tacticalorcompositionalprinciplesusedinphysicalactivitiesandsports, alongwithfitnesslevels,desirableattitudesandbehavioursandcompliance withtherulesandhealthandsafetyrequirementsoftheirphysicalactivities andsports.

AssessmentObjectives1,2and3areassessedinComponents1and2.AssessmentObjective4isassessedinComponent3.

4.3 Assessment objective weightings ThetablebelowsetsouttheassessmentobjectiveweightingsforeachassessmentcomponentandtheoverallGCSEqualification.

AssessmentObjective

ComponentWeighting(%) OverallWeighting(%)

ExternalAssessment

ControlledAssessment

Component1 Component2 Component3

AO1 12 8 20

AO2 7 8 15

AO3 6 9 15

AO4 50 50

TotalWeighting 25 25 50 100

4.4 Quality of written communication InGCSEPhysicalEducationcandidatesmustdemonstratetheirqualityofwrittencommunication.Theyneedto:

• ensurethattextislegibleandthatspelling,punctuationandgrammarareaccuratesothatmeaningisclear;

• selectanduseaformandstyleofwritingthatsuitstheirpurposeandanycomplexsubjectmatter;and

• organiseinformationclearlyandcoherently,usingspecialistvocabularywhereappropriate.

Qualityofwrittencommunicationisassessedinresponsestoquestionsandtasksthatrequireextendedwriting.4.5 Reporting and grading WeawardGCSEqualificationsonagradescalefromA*toG,withA*beingthehighest.Theninegradesavailableareasfollows:

Grade A* A B C* C D E F GIfcandidatesfailtoattainagradeGorabove,wereporttheirresultasunclassified(U).

5 Grade Descriptions Gradedescriptionsareprovidedtogiveageneralindicationofthestandardsofachievementlikelytohavebeenshownbycandidatesawardedparticulargrades.Thedescriptionsmustbeinterpretedinrelationtothecontentinthespecification;theyarenotdesignedtodefinethatcontent.Thegradeawardeddependsinpracticeupontheextenttowhichthecandidatehasmettheassessmentobjectivesoverall.Shortcomingsinsomeaspectsofcandidates’performanceintheassessmentmaybebalancedbybetterperformancesinothers.

Grade Description

A Inthewrittenexaminations,thecandidateconsistentlyshowsexcellentcompetencyinrecallingknowledgeanddemonstratingunderstandingoftherelevantconcepts,facts,terminology,principlesandmethods.

Thecandidateconsistentlyshowsexcellentcompetencyinapplyingeffectivelytherelevantconcepts,facts,terminology,principlesandmethods.

Thecandidateconsistentlyshowsexcellentcompetencyinanalysing,interpretingandevaluatinginformationand/ordataaboutthesubjectcontent.Inthephysicalactivitiesand/orsports,thecandidateconsistentlyshowsexcellentcompetencyinpracticeandcompetitiveconditionswhen:

• applyingsoundstrategiesandtacticalprinciples,orcompositionalideasandcompositionalprinciplesintheirselectedphysicalactivitiesorsports;

• performingtherangeofskillsintheirselectedphysicalactivitiesorsports;

• performingphysicallyandmentallyintheirselectedphysicalactivitiesorsports;

• showingdesirableattitudesandbehavioursthatsupportsuccessandfairplay;and

• complyingwithhealthandsafetyrequirements,therulesandetiquetteoftheirselectedphysicalactivitiesorsports.

Grade Description

A Ifthecandidatechooseseventmanagementofphysicalactivitiesorsportsthenthefollowingdescriptionwillapply.Thecandidateconsistentlyshowsexcellentcompetencywhen:

• applyingtherangeofeventmanagementskillsandactions;• usingeventmanagementstrategies,tacticsandcompositionalprinciples;

• meetingtimemanagementdemandsanddeadlines;• applyingpersonalqualities,desirableattitudesandbehaviours;and

• explainingandapplyingtheroleofaneventmanager.

Thecandidateconsistentlyshowsexcellentcompetencywhenanalysing,evaluatingandcommunicatingthequalityoftheirownorothers’performancesin:

• applyingthestrategies,tacticsorcompositionalideasandprinciplesusedintheirphysicalactivitiesand/orsports;

• applyingtherangeofskillsusedintheirphysicalactivitiesand/orsports;

• meetingthephysicalfitnessdemandsoftheirphysicalactivitiesand/orsports;

• demonstratingknowledgeofandapplyingtherulesandhealthandsafetyrequirementsoftheirphysicalactivitiesand/orsports.

C Inthewrittenexaminations,thecandidateconsistentlyshowsmoderatetogoodcompetencyinrecallingknowledgeanddemonstratingunderstandingoftherelevantconcepts,facts,terminology,principlesandmethods.Thecandidateconsistentlyshowsmoderatetogoodcompetencyinapplyingeffectivelytherelevantconcepts,facts,terminology,principlesandmethods.Thecandidateconsistentlyshowsmoderatetogoodcompetencyinanalysing,interpretingandevaluatinginformationand/ordataaboutthesubjectcontent.

Grade Description

C Inthephysicalactivitiesand/orsports,thecandidateconsistentlyshowsmoderatetogoodcompetencyinpracticeandcompetitiveconditionswhen:

Ifthecandidatechooseseventmanagementofphysicalactivitiesorsportsthenthefollowingdescriptionwillapply.Thecandidateconsistentlyshowsmoderatetogoodcompetencywhen:

• explainingandapplyingtheroleofaneventmanager.Thecandidateconsistentlyshowsmoderatetogoodcompetencywhenanalysing,evaluatingandcommunicatingthequalityoftheirownorothers’performancesin:

Grade Description

F Inthewrittenexaminations,thecandidateconsistentlyshowsbasiccompetencyinrecallingknowledgeanddemonstratingunderstandingoftherelevantconcepts,facts,terminology,principlesandmethods.

Thecandidateconsistentlyshowsbasiccompetencyinapplyingeffectivelytherelevantconcepts,facts,terminology,principlesandmethods.

Thecandidateconsistentlyshowsbasiccompetencyinanalysing,interpretingandevaluatinginformationand/ordataaboutthesubjectcontent.Inthephysicalactivitiesand/orsports,thecandidateconsistentlyshowsbasiccompetencyinpracticeandcompetitiveconditionswhen:

Ifthecandidatechooseseventmanagementofphysicalactivitiesorsportsthenthefollowingdescriptionwillapply.Thecandidateconsistentlyshowsbasiccompetencywhen:

• explainingandapplyingtheroleofaneventmanager.

Grade Description

F Thecandidateconsistentlyshowsbasiccompetencywhenanalysing,evaluatingandcommunicatingthequalityoftheirownorothers’performancesin:

6 Guidance on Controlled Assessment 6.1 Controlled assessment review Wewillreviewourcontrolledassessmenttaskseverytwoyearstoensurethattheycontinuetosetanappropriatechallengeandremainvalid,reliableandstimulating. 6.2 Skills assessed by controlled assessment Component 3(a)Teachersmustassessthefollowingskillsthroughcontrolledassessment:

• applyingsoundstrategies,tacticalprinciplesorcompositionalideasandprinciplesintheirselectedphysicalactivitiesand/orsports;

• applyingtherangeofskillsandtechniquesusedintheirselectedphysicalactivitiesand/orsports;

• applyingoptimumphysicalandmentalfitnessintheirselectedphysicalactivitiesand/orsports;

• complyingwiththerules,healthandsafetyrequirementsandetiquetteoftheirselectedphysicalactivitiesand/orsports;

• applyingstrategiesandcompositionalprincipleswhenorganisingphysicalactivitiesand/orsportsevents;

• applyingeventmanagementskillswhenorganisingphysicalactivitiesand/orsportsevents;and

• applyingtimemanagementtomeetdeadlineswhenorganisingphysicalactivitiesand/orsportsevents.

Component 3(b) Teachersmustassessthefollowingskillsthroughcontrolledassessment:

• communicatingorallywhattheyobserveinothercandidates’performancesinselectedphysicalactivitiesand/orsportsorwhattheyexperienceintheirownperformances;

• analysingandevaluatingthequalityoftheobservedorexperiencedperformances,including:- thestrategies,tacticalorcompositionalprinciplesused;- therangeofskillsused;- fitnesslevels;- attitudesandbehavioursthatsupportsuccessandfairplay;and- compliancewiththerules,healthandsafetyrequirementsandetiquetteofthephysicalactivityorsport;

• communicatingorallytheirobservationsastheyhappenandprovidingongoinganalysisandevaluations;and

• providingandcommunicatingorallysummaryevaluationsafterperformances.

6.3 Level of control RulesforcontrolledassessmentinGCSEPhysicalEducationaredefinedforthethreestagesoftheassessment:

• tasksetting;• tasktaking;and• taskmarking. 6.4 Task setting Inbothtasks,thelevelofcontrolfortasksettingismedium.Thismeansthatthecentrechoosestasks(physicalactivitiesorsports)fromthelistthatwesupply.Thecontrolledassessmentgivescentrestheopportunitytochoosethephysicalactivitiesand/orsportsthatbestsuittheirspecificcircumstances.Thisincludestheavailabilityofandaccesstoresources.Wewillprovidecentreswithdetailsofcontrolledassessmenttasksandguidanceonhowtocompletethem.6.5 Task taking Inbothtasks,thelevelofcontrolfortasktakingismedium.

AreasofControl DetailofControl

Authenticity • Candidatesmustchoosethreephysicalactivitiesorsportsfromthelistthatwesupply.Twooftheactivitiesmustbecentrecontrolledanddirectlysupervisedandmarkedbytheteacher.

• Ifthecentredoesnotdirectlysuperviseaphysicalactivityorsport,aqualifiedcoachofthegoverningbodymustsuperviseandassessit,underthecentre’sdirection.

Feedback • Teachersmustguideandsupervisecandidateson:- monitoringprogress;- preventingplagiarism;- ensuringcompliancewithhealthandsafetyrequirements;

- ensuringworkiscompletedinaccordancewiththespecificationrequirements;and

- ensuringworkcanbeassessedinaccordancewiththeproceduresandmarkingcriteria.

Candidatesshouldreachtheirownconclusions.

AreasofControl DetailofControl

TimeLimit • Withinthetimethatthecentreallocatesforthecourse,departmentsmustallocatesufficienttimeaccordingtothecandidates’abilitytoallow:- optimumdevelopmentofthecandidates’competenceinperformingtheirselectedphysicalactivitiesorsports;and

- optimumdevelopmentofthecandidates’competenceinobserving,analysingandevaluatingperformances.

• Bothareasaredevelopedatthesametimeandmaybeallocatedbetween60and90hours.

Collaboration • Candidatescanworkingroupsorteamsbutitisessentialthattheteachercanidentifyindividualcontributions.

Resources • Candidates’accesstoresourcesisdeterminedbythoseavailabletothecentre.

• Centresshouldlimitcandidates’accesstotheresourcestheyneedforthetasks.

6.6 Task marking Inbothtasks,thelevelofcontrolfortaskmarkingismedium.Teachersmarkthecontrolledassessmenttasksusingassessmentcriteriathatweprovide(seeAppendix2AssessmentCriteriaforComponent3).Theyshoulduseprofessionaljudgementtoselectandapplythecriteriaineachsuccessivemarkbandappropriatelyandfairlytocandidates’work.Theyshouldfollowa‘bestfit’approachwhenselectingacandidate’smark,makingallowanceforbalancingstrengthsandweaknessesineachresponse.Forup-to-dateadviceonplagiarism,oranykindofcandidatemalpractice,seeSuspectedMalpracticeinExaminationsandAssessments:PoliciesandProceduresontheJointCouncilforQualificationswebsiteatwww.jcq.org.uk

6.7 Internal standardisation Centreswithmorethanoneteachinggroupmustcarryoutinternalstandardisationofcontrolledassessmenttasksbeforesubmittingtheirmarkstous.Thisistoensure,asfaraspossible,thateachteacherhasappliedtheassessmentcriteriaconsistentlywhenmarkingassessments.Centresmayneedtoadjustanindividualteacher’smarking:

• tobringassessmentsintolinewiththeassessmentcriteria;and• tomatchthestandardsestablishedattheagreementtrial.Ifmarksdochange,centresmustamendthetotal/finalmarkontheirCandidateRecordSheet.6.8 Moderation CentresmustsubmittheirmarkstousbyMarchorAprilinanyyear.Wemayadjustcentres’markingtobringtheassessmentofthecandidates’workintolinewithouragreedstandards.Weissuefullinstructionseachyearon:

• ourmoderationprocedures;and• thedeadlinesforsubmittingmarkstous.

Teachersandcentrestaffmaycontactusatanystageiftheyrequireadvice,assistanceorsupportrelatingtoanyaspectofcontrolledassessment.SeeAppendix1foraglossaryofcontrolledassessmentterms.Formoredetails,seetheJointCouncilforQualificationsdocumentInstructionsforConductingControlledAssessments,availableatwww.jcq.org.uk

7 Curriculum Objectives ThisspecificationbuildsonthelearningexperiencesfromKeyStage3asrequiredforthestatutoryNorthernIrelandCurriculum.ItalsooffersopportunitiesforstudentstocontributetotheaimandobjectivesoftheCurriculumatKeyStage4,andtocontinuetodeveloptheCross-CurricularSkillsandtheThinkingSkillsandPersonalCapabilities.Theextentofthedevelopmentoftheseskillsandcapabilitieswillbedependentontheteachingandlearningmethodologyused. 7.1 Cross-Curricular Skills at Key Stage 4 Communication

• communicatemeaning,feelingsandviewpointsinalogicalandcoherentmanner,forexampleanalysingandevaluatingtheirownandothers’performancesinselectedphysicalactivitiesorsports,discussingtheeffectsandconsequencesonthebodyoftakingillegalsubstances;

• makeoralandwrittensummaries,reportsandpresentations,takingaccountofaudienceandpurpose,forexampleapresentationonhowthepartsofthecardiovascularsystemfunctionduringphysicalandsportsactivities;

• participateindiscussions,debatesandinterviews,forexamplediscussingtheeffectivenessofarangeoftrainingmethodstodevelopphysicalfitness;

• interpret,analyseandpresentinformationinoral,writtenandICTformats,forexampleinformationordataaboutphysicalfitnesstests;and

• exploreandrespond,bothimaginativelyandcritically,toavarietyoftexts.

UsingMathematics

• usemathematicallanguageandnotationwithconfidence,forexamplecollecting,presenting,analysingandevaluatingdataabouthowbodysystemswork;

• usementalcomputationtocalculate,estimateandmakepredictionsinarangeofsimulatedandreal-lifecontexts,forexamplecollecting,presenting,calculating,analysingorevaluatingdatafromphysicalfitnesstestresults,calculatecostsforanactiveleisureevent;

• selectandapplymathematicalconceptsandproblem-solvingstrategiesinarangeofsimulatedandreal-lifecontexts,forexamplecollecting,presenting,analysingandevaluatingdataabouttheperformanceofskills;

• interpretandanalyseawiderangeofmathematicaldata,forexampleanalysingandevaluatingdataabouthealthandphysicalfitness;and

• presentmathematicaldatainavarietyofformatswhichtakeaccountofaudienceandpurpose,forexamplepresentingdataabouttheactiveleisureindustry.

UsingICT

Studentsshouldbeabletomakeeffectiveuseofinformationandcommunicationstechnologyinawiderangeofcontextstoaccess,manage,selectandpresentinformation,includingmathematicalinformation,forexampleaccessingonlineinformationanddataaboutsubjectcontent.

7.2 Thinking Skills and Personal Capabilities at Key Stage 4 Self-Management

• planwork,forexampleauditing,analysingandevaluatingpersonalhealthandphysicalfitnesslevels;

• setpersonallearninggoalsandtargetstomeetdeadlines,forexampleactionplansforimprovingpersonalhealth;

• monitor,reviewandevaluatetheirprogressandimprovetheirlearning,forexampleusingSMARTobjectivesandtargetstoimprove;and

• effectivelymanagetheirtime,forexamplecompletingaseriesofactionplans.

WorkingwithOthers

• learnwithandfromothersthroughco-operation,forexampletraining,practisingandcompetingaspartofateam;

• participateineffectiveteamsandacceptresponsibilityforachievingcollectivegoals,forexampleknow,understandandimplementwhattheiragreedroleiswithinteamsandinparticularwithinteamsports;and

• listenactivelytoothersandinfluencegroupthinkinganddecision-making,takingaccountofothers’opinions,forexamplelisteningtoateam’scollectivegoals,thestrategiesandtacticstoachievethosegoalsandtherolesteammemberswillplayinachievingthecollectivegoals.

ProblemSolving

• identifyandanalyserelationshipsandpatterns,forexamplepatternsofplayinsportsperformances;

• proposejustifiedexplanations,forexampleexplainwhyaperson’snutritionalintake(diet)isgoodorshouldbechanged;

• reason,formopinionsandjustifytheirviews,forexamplediscussanddecideonthestrategiesandtacticstobeusedtodefeataknownteaminacompetition;

• analysecriticallyandassessevidencetounderstandhowinformationorevidencecanbeusedtoservedifferentpurposesoragendas,forexamplehowthemedia,commentators,supportersandotherstudentsjudgeperformancesinsports;

• analyseandevaluatemultipleperspectives,forexampleanalyseandevaluateaperson’slifestyledecisionsfromtheperson’sperspectiveandthefamily’sperspective;

• exploreunfamiliarviewswithoutprejudice,forexampleexploreunfamiliarpracticesfromothercultures;

• weighupoptionsandjustifydecisions,forexampleconsideringdifferentnutritionalplansanddecidingonthebestforhealth;and

• applyandevaluatearangeofapproachestosolveproblemsinfamiliarandnovelcontexts,forexampletryingoutandthenevaluatingdifferentapproachestodecidewhichonewillbebesttoimprovepersonalhealth.

AlthoughnotreferredtoseparatelyasastatutoryrequirementatKeyStage4intheNorthernIrelandCurriculum,ManagingInformationandBeingCreativemayalsoremainrelevanttolearning.

8 Links and Support 8.1 Support Thefollowingresourcesareavailabletosupportthisspecification:

• ourPhysicalEducationmicrositeatwww.ccea.org.ukand• specimenassessmentmaterials.Wealsointendtoprovide:

• pastpapers;• markschemes;• ChiefExaminer’sreports;• PrincipalModerator’sreports;• guidanceonprogressionfromKeyStage3;• planningframeworks;• centresupportvisits;• supportdaysforteachers;• agreementtrials;• controlledassessmentguidanceforteachers;• controlledassessmentguidanceforcandidates;• aresourcelist;and• exemplificationofexaminationperformance.

8.2 Examination entries EntrycodesforthissubjectanddetailsonhowtomakeentriesareavailableonourQualificationsAdministrationHandbookmicrosite,whichyoucanaccessatwww.ccea.org.ukAlternatively,youcantelephoneourExaminationEntries,ResultsandCertificationteamusingthecontactdetailsprovided.8.3 Equality and inclusion Wehaveconsideredtherequirementsofequalitylegislationindevelopingthisspecificationanddesignedittobeasfreeaspossiblefromethnic,gender,religious,politicalandotherformsofbias.GCSEqualificationsoftenrequiretheassessmentofabroadrangeofcompetences.Thisisbecausetheyaregeneralqualificationsthatpreparestudentsforawiderangeofoccupationsandhigherlevelcourses.Duringthedevelopmentprocess,anexternalequalitypanelreviewedthespecificationtoidentifyanypotentialbarrierstoequalityandinclusion.Whereappropriate,wehaveconsideredmeasurestosupportaccessandmitigatebarriers.

Wecanmakereasonableadjustmentsforstudentswithdisabilitiestoreducebarrierstoaccessingassessments.Forthisreason,veryfewstudentswillhaveacompletebarriertoanypartoftheassessment.Itisimportanttonotethatwhereaccessarrangementsarepermitted,theymustnotbeusedinanywaythatunderminestheintegrityoftheassessment.YoucanfindinformationonreasonableadjustmentsintheJointCouncilforQualificationsdocumentAccessArrangementsandReasonableAdjustments,availableatwww.jcq.org.uk8.4 Contact details Ifyouhaveanyqueriesaboutthisspecification,pleasecontacttherelevantCCEAstaffmemberordepartment:

• SpecificationSupportOfficer:ArleneAshfield(telephone:(028)90261200,extension2291,email:aashfield@ccea.org.uk)

• SubjectOfficer:PeterDavidson(telephone:(028)90261200,extension2993,email:pdavidson@ccea.org.uk)

• ExaminationEntries,ResultsandCertification(telephone:(028)90261262,email:entriesandresults@ccea.org.uk)

• ExaminerRecruitment(telephone:(028)90261243,email:appointments@ccea.org.uk)

• Distribution(telephone:(028)90261242,email:cceadistribution@ccea.org.uk)

• SupportEventsAdministration(telephone:(028)90261401,email:events@ccea.org.uk)

• Moderation(telephone:(028)90261200,extension2236,email:moderationteam@ccea.org.uk)

• BusinessAssurance(ComplaintsandAppeals)(telephone:(028)90261244,email:complaints@ccea.org.ukorappealsmanager@ccea.org.uk).

Appendix 1 Glossary of Terms for Controlled Assessment Regulations Term Definition

Component

Adiscrete,assessableelementwithinacontrolledassessment/qualificationthatisnotitselfformallyreportedandforwhichtheawardingorganisationrecordsthemarksMaycontainoneormoretasks

Controlledassessment

Aformofinternalassessmentwherethecontrollevelsaresetforeachstageoftheassessmentprocess:tasksetting,tasktaking,andtaskmarking

Externalassessment

Aformofindependentassessmentinwhichquestionpapers,assignmentsandtasksaresetbytheawardingorganisation,takenunderspecifiedconditions(includingdetailedsupervisionandduration)andmarkedbytheawardingorganisation

Formalsupervision(Highlevelofcontrol)

Thecandidatemustbeindirectsightofthesupervisoratalltimes.Useofresourcesandinteractionwithothercandidatesistightlyprescribed.

Informalsupervision(Mediumlevelofcontrol)

Questions/Tasksareoutlined,theuseofresourcesisnottightlyprescribedandassessableoutcomesmaybeinformedbygroupwork.Supervisionisconfinedto:

• ensuringthatthecontributionsofindividualcandidatesarerecordedaccurately;and

• ensuringthatplagiarismdoesnottakeplace.Thesupervisormayprovidelimitedguidancetocandidates.

Limitedsupervision(Limitedlevelofcontrol)

Requirementsareclearlyspecified,butsomeworkmaybecompletedwithoutdirectsupervisionandwillnotcontributedirectlytoassessableoutcomes.

Term Definition

Markscheme

Aschemedetailinghowcreditistobeawardedinrelationtoaparticularunit,componentortaskNormallycharacterisesacceptableanswersorlevelsofresponsetoquestions/tasksorpartsofquestions/tasksandidentifiestheamountofcrediteachattractsMayalsoincludeinformationaboutunacceptableanswers

Adiscreteelementofexternalorcontrolledassessmentthatmayincludeexaminations,assignments,practicalactivitiesandprojects

Taskmarking

Specifiesthewayinwhichcreditisawardedforcandidates’outcomesInvolvestheuseofmarkschemesand/ormarkingcriteriaproducedbytheawardingorganisation

Tasksetting

ThespecificationoftheassessmentrequirementsTasksmaybesetbyawardingorganisationsand/orteachers.Teacher-settasksmustbedevelopedinlinewithawardingorganisationspecifiedrequirements.

Tasktaking

Theconditionsforcandidatesupportandsupervision,andtheauthenticationofcandidates’workTasktakingmayinvolvedifferentparametersfromthoseusedintraditionalwrittenexaminations.Forexample,candidatesmaybeallowedsupervisedaccesstosourcessuchastheinternet.

ThesmallestpartofaqualificationthatisformallyreportedMaycompriseseparatelyassessedcomponents

Appendix 2 Assessment Criteria for Component 3: Individual Performances in Physical Activities and Sports (200 marks) Furtherguidanceontheapplicationoftheassessmentcriteriaisavailable.SeeGCSETeacherGuidancePhysicalEducationControlledAssessmentonthePEwebsiteatwww.ccea.org.uk Component 3(a) (3 × 50 marks) The quality, efficiency and effectiveness of performances in physical activities and sports Thecandidateconsistently:

• showsthattheycanapplyeffectivelyarangeofthestrategiesandtacticalprinciples,orthecompositionalideasandcompositionalprinciplesused,intheirselectedphysicalactivityorsportwith:- limitedtobasiccompetency(1–3marks);- basictomoderatecompetency(4–6marks);- moderatetogoodcompetency(7–9marks);- goodtoexcellentcompetency(10–12marks);or- excellenttooutstandingcompetency(13–15marks).

Thecandidateconsistently:

• performsefficientlyandeffectivelytherangeofskillsfromtheirselectedphysicalactivityorsport,inpracticeandcompetitiveconditionswith:- limitedtobasiccompetency(1–3marks);- basictomoderatecompetency(4–6marks);- moderatetogoodcompetency(7–9marks);- goodtoexcellentcompetency(10–12marks);or- excellenttooutstandingcompetency(13–15marks).

• meetsthephysicalfitnessdemandsoftheirselectedphysicalactivityorsportwith:- limitedtobasiccompetency(1–2marks);- basictomoderatecompetency(3–4marks);- moderatetogoodcompetency(5–6marks);- goodtoexcellentcompetency(7–8marks);or- excellenttooutstandingcompetency(9–10marks).

• showsattitudesandbehavioursthatsupportsuccessandfairplayintheirselectedphysicalactivityorsportwith:- basiccompetency(1mark);- moderatecompetency(2marks);- goodcompetency(3marks);- excellentcompetency(4marks);or- outstandingcompetency(5marks).

• showsaclearknowledgeandunderstandingoftherulesandhealthandsafetyrequirements,applyingthemwhenperformingintheirselectedphysicalactivityorsportwith:- basiccompetency(1mark);- moderatecompetency(2marks);- goodcompetency(3marks);- excellentcompetency(4marks);or- outstandingcompetency(5marks).

Inplaceofonephysicalactivityorsport,theassessmentmaybebasedontheconsistentquality,efficiencyandeffectivenessofthecandidate’sperformanceasaneventmanager.Thecandidateconsistently:

• showsthattheycanplanandapplyeffectivelysoundstrategiesappropriateforsuccessfuleventmanagementwith:- limitedtobasiccompetency(1–3marks);- basictomoderatecompetency(4–6marks);- moderatetogoodcompetency(7–9marks);- goodtoexcellentcompetency(10–12marks);or- excellenttooutstandingcompetency(13–15marks).

• performsefficientlyandeffectivelytherangeofskillsandactionsrequiredforsuccessfuleventmanagementwith:- limitedtobasiccompetency(1–3marks);- basictomoderatecompetency(4–6marks);- moderatetogoodcompetency(7–9marks);- goodtoexcellentcompetency(10–12marks);or- excellenttooutstandingcompetency(13–15marks).

• meetstimemanagementdemandsanddeadlinesrequiredbyplansforsuccessfuleventmanagementwith:- limitedtobasiccompetency(1–2marks);- basictomoderatecompetency(3–4marks);- moderatetogoodcompetency(5–6marks);- goodtoexcellentcompetency(7–8marks);or- excellenttooutstandingcompetency(9–10marks).

• showsthepersonalqualities,desirableattitudesandbehavioursthatunderpinsuccessfuleventmanagementwith:- basiccompetency(1mark);- moderatecompetency(2marks);- goodcompetency(3marks);- excellentcompetency(4marks);or- outstandingcompetency(5marks).

• showsaclearknowledgeandunderstandingoftheroleofaneventmanagerandtheroleswithinaneventmanagementteamandappliesthemwhenorganisingeventmanagementwith:- basiccompetency(1mark);- moderatecompetency(2marks);- goodcompetency(3marks);- excellentcompetency(4marks);or- outstandingcompetency(5marks).

Component 3(b) (50 marks) The quality of analysis and evaluation of performances Thecandidateconsistently:

• demonstratesknowledgeandunderstandingoftherangeofthestrategiesandtacticalprinciples,orthecompositionalideasandcompositionalprinciplesappliedintheirselectedphysicalactivityorsportandcriticallyobservesperformancesofthestrategiesandtacticalprinciples,orthecompositionalideasandcompositionalprinciplesappliedinpracticeandcompetitiveconditionsand,throughanalysisandevaluation,identifiesandexplainsthequalityoftheperformanceswith:- limitedtobasiccompetency(1–3marks);- basictomoderatecompetency(4–6marks);- moderatetogoodcompetency(7–9marks);- goodtoexcellentcompetency(10–12marks);or- excellenttooutstandingcompetency(13–15marks).

• demonstratesknowledgeandunderstandingofsoundtechniquesforperformingefficientlyandeffectivelytherangeofskillsfortheirselectedphysicalactivityorsportandcriticallyobservesperformancesoftheskillsappliedinpracticeandcompetitiveconditionsand,throughanalysisandevaluation,identifiesandexplainsthequalityoftheperformanceswith:- limitedtobasiccompetency(1–3marks);- basictomoderatecompetency(4–6marks);- moderatetogoodcompetency(7–9marks);- goodtoexcellentcompetency(10–12marks);or- excellenttooutstandingcompetency(13–15marks).

• demonstratesknowledgeandunderstandingofthephysicalfitnessrequirementsfortheirselectedphysicalactivityorsportandcriticallyobservesperformancesinpracticeandcompetitiveconditionsand,throughanalysisandevaluation,identifiesandexplainsthequalityoftheperformanceswith:- limitedtobasiccompetency(1–2marks);- basictomoderatecompetency(3–4marks);- moderatetogoodcompetency(5–6marks);- goodtoexcellentcompetency(7–8marks);or- excellenttooutstandingcompetency(9–10marks).

• demonstratesknowledgeandunderstandingoftheattitudesandbehavioursthatsupportsuccessandfairplayintheirselectedphysicalactivityorsportandcriticallyobservesperformancesinpracticeandcompetitiveconditionsand,throughanalysisandevaluation,identifiesandexplainshowthedesirableattitudesandbehavioursareappliedwith:- basiccompetency(1mark);- moderatecompetency(2marks);- goodcompetency(3marks);- excellentcompetency(4marks);or- outstandingcompetency(5marks).

• demonstratesknowledgeandunderstandingoftherulesandhealthandsafetyrequirementsfortheirselectedphysicalactivityorsportandcriticallyobserveshowtheyareappliedinpracticeandcompetitiveconditionsand,throughanalysisandevaluation,identifiesandexplainscompliancewith:- basiccompetency(1mark);- moderatecompetency(2marks);- goodcompetency(3marks);- excellentcompetency(4marks);or- outstandingcompetency(5marks).

TotalComponentMarks

Component3(a)50marks×3selectedactivities 150marks

Component3(b)50marks×1analysisofperformance 50marks

Totalcomponentmarks 200marks

CCEA GCSE Speci cation in Physical Education

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