As – A2 GCE Physical Education Power Point 19
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Transcript of As – A2 GCE Physical Education Power Point 19
Professional Development and Training
A Guide to the new specification
AS – A2 GCE Physical Education
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Introduction• This specification, written by practicing teachers
and examiners, offering a refreshing and innovative approach to the study of Physical Education (PE) and sport at advanced level.
• The new specification draws on well established areas of study but also acknowledges the contemporary view of PE and sport.
The on going development of PE and sport is a dynamic one and the challenge has been to ensure that this specification reflect this.
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Review
Rationalise
Update
Innovate
Satisfy
Personalise
Process
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Key focus of the new spec
The student is very much at the centre of study.
Students are encouraged to review their currentparticipation and performance in sport, to identifyopportunities local and nationally for them to advance thisparticipation and performance and to ultimately create alife plan linked to sport participation and health.
Students will take the lead role in assessing theircompetence in their practical roles
Personalise
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QCA Directives
- reduction in modularity and assessment- meet workplace demands of C21st
- prepare students to succeed at H.E.- coursework that can’t be plagiarised
- no sports science- health agenda - PE should not just be about the performer- critical consumer
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Unit overviewUnit Title Leve
lAssessment Method
Availability 1st Assessment
AS/A2 weighting
GCE weighting
1 Participation in Sport & Recreation
AS External June June 09 50% of AS
25% of GCE
2 The CriticalSportsPerformer
AS Internal June June 09 50% of AS
25% of GCE
3 Preparationfor OptimumSportsPerformance
A2 External June June 10 50% of A2
25% of GCE
4 TheDevelopingSportsPerformer
A2 Internal June June 10 50% of A2
25% of GCE
Our response
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Changes to Unit delivery
6 becomes 4 + No January exams
Candidates can re-sit as many times as they want - best mark will
carry forward
Delivery
Could offer 1 year AS transfer to A2 in YEAR 13 OR
Two year course with all assessment at end of year 13
Or 2 year AS at level 2.5
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GCE 2008 with EdexcelFirst teaching and awards
GCE 2008
First teaching new Advanced Subsidiary
First award of new Advanced Subsidiary
First teaching of new A2 specification
First award of new GCE A levels
September 2008
Summer 2009
September 2009
Summer 2010
Slide 9
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•ResultsPlus | Analysis
•ResultsPlus | Skills
•ResultsPlus | Direct
•ResultsPlus | Progress
• - and all at the click of a button
GCE 2008 – ResultsPlus - a suite of services
Slide 10
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ResultsPlus | Analysis helping teachers
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ResultsPlus | Skills
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ResultsPlus– what the student sees
ResultsPlus can help you meet the needs of your students on results day by having immediate visibility of their examination performance, at your fingertips
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Epen Exam Papers
•Answers restricted to space provided
•Think about your answer
•Does tend to prevent repeating the same
point – help focus on marks available
•Still room to plan
•Importance of clear and legible writing
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What has gone ?
• Skill acquisition • Pure ‘Biology’ aspects of training & fitness• Need to offer 2 sports• Desk study option • F.A.P.• Discrete unit/sports science strands • Teacher centred practical assessment• Essays
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• The candidate is very much at the centre of the study – ASSESSMENT FOR LEARNING
• Candidates are encouraged to:• review their current participation and performance in
activities• identify opportunities to advance this participation locally
and nationally• create a plan linked to participation and health.
• Candidates take the lead role in assessing the practical components.
GCE PE 2008 - Personalisation
•
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Psychology: Leadership, motivation • Skill Classifications - Analysis• Skill - Analysis• Ability - Analysis • Technique - Analysis • Teaching styles - Leader• Practice - Leader• Open/closed control - Leader • Transfer of learning - Leader• Phases of learning – Analysis / Leader • Information processing……interesting but what is it
really/• Schema theory…… Analysis• Reaction - Analysis• Response - Analysis • Movement time - Analysis
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The new Specification at a glance
AS A2Unit 1Participation in Sport & RecreationExternally assessed – June exam
Old units 1 & 3
Unit 3Preparation for Optimum Sports PerformanceExternally assessed – June exam
Old units 4 & 6
Unit 2The Critical Sports PerformerInternally assessed – 4 x coursework tasks
Old Unit 2
Unit 4 The Developing Sports PerformerInternally assessed – 4 x coursework tasks
Old units 4 & 5
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• Audit of candidate as they begin course in year 12
• What do you play/do?• What qualifications have you got?• What club links have you got?• Where do you participate?• Where are you on ‘the pathway’?• Where are you going?
Edexcel’s GCE Physical Education – Identifying Pathways
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• AS Compulsory Unit – Externally assessed
• Unit has two sections:
Healthy and Active Lifestyles – considers what constitutes a healthy lifestyle.
Opportunities and Pathways - considers how competitive sport has developed over time.
Unit 1: Participation in Sport and Recreation - Content
•
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AS Compulsory Unit – Externally Assessed
• Assessment through 1 hour and 30 minute exam paper, that is set and marked by Edexcel.
• Format will be Question and Answer booklet.• All questions are compulsory.• Paper consists of short answer and extended writing
type questions.• First examination in 2009.• Available in the summer of each examination series.
Unit 1: Participation in Sport and Recreation - Assessment
•
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• Developing the candidate's knowledge and understanding of what constitutes a healthy and active lifestyle.
• Candidates will investigate how the body responds and adapts to exercise, the components of physical and skill fitness and different methods of fitness training.
• The rationale behind carrying out fitness assessments and the protocols associated with recognised fitness tests.
Unit 1: Participation in Sport and Recreation – in more depth
•
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The first section will develop the student’s knowledge and understanding of what constitutes a healthy and active lifestyle.
Students will investigate how the body responds and adapts to exercise, the components of physical and skillfitness and different methods of fitness training. The rationale behind carrying out fitness assessments and the protocols associated with recognised fitnesstests will also be considered.
Unit 1 Participation in Sport and Recreation
Externally assessed
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Unit 1 – A – Healthy & Active lifestyles
Key concepts1. Development of active leisure & recreation
2. Healthy lifestyles
3. Effects of exercise - responses and adaptations of the body systems
4. Fitness and training
5. Fitness assessment
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Unit 1a In detail
Topic Area 1 Content T & L guidance Requirements for participation:Fitness, ability, resources, timeConcepts of recreation and active leisure:Philosophy of mass participation, sport for allContemporary concerns:Obesity, coronary heart disease,diabetes, high blood pressure, highcholesterol, metabolic syndrome, sedentary lifestyles, activity patterns, ageing population, access, stress
Suggested 1-2 lessons to cover
Part of induction
Link to family and peers Press review and presentation Detail in area 2
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Unit 1a In detail
Topic Area 2
Content T & L guidance
Health, fitness and exercise:
Differences, links, positive health benefits (physical and psychological).Physical – (energy expenditure) reduction in body fat; increased resting metabolic rate and/or increased proportion of muscle mass; reduced rates of mortality, CHD, obesity, reduce risk of osteoporosis, and help type II diabetes managementCurrent trends Comparative cultures, eg USA, Finland, Japan FINLAND?????
Suggested 2 lessons to cover
Work on key terms – develop glossary
Link to Active people survey – local stats
Project work
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Unit 1a In detail
Topic Area 3 Content T & L guidance
Nutrition and weight management:
Energy intake, food groups, hydration, balance diet, food pyramid, cholesterol, dietary requirements for exerciseBalanced lifestyle:Energy balance (energy intake vs energy expenditure), work–life balance, dealing with stress
2 lessons
Food diary
Comparison of different athletes diets – BBC Sports Academy
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Unit 1a In detail
Topic Area 4 Content T & L guidance
Effects of ageing:
Physical maturation, decline in physical capability (cardiovascular fitness muscular strength, lung function, resting metabolic rate, osteoporosis, flexibility)
Suggested 1 lesson to cover
Produce graph – visual time line Link to health Lifestyles – reformative
Help the Aged = Ageing well
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Unit 1a In detail
Topic Area 5 Content T & L guidance
Effects of exercise -responses andadaptations of thebody systemsPART 1
Muscular-skeletal system:Responses (fibre recruitment, force production,metabolism)Adaptations (increase fibre size, increase force production Increase metabolic energy supply)Cardiovascular:Responses (> SV, HR, Q, redistribution of blood flow to working muscle)Adaptations (increase in size of heart, SV, Q and capillaries)
Suggested 10 lessons to cover
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Unit 1a In detailTopic Area 6 Content T & L guidance
Effects of exercise -responses andadaptations of thebody systemsPART 2
Respiratory:Responses (Increased rate and depth of breathing, increased gas exchange)Adaptations (improvs in respiratory muscle perfor.)Neuro-muscular:Responses (increased number ofmuscle fibres recruited,increase in rate of fibre recruitment)Adaptations (improved co-ordination, increases in force production and rate of force production, increase in speed)
Suggested 10 lessons to cover
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Unit 1a In detail
Topic Area 7
Content T & L guidance
Fitness and training
PART 1
Components of physical fitness:Speed, strength, endurance (aerobic, muscular), flexibility,compositionComponents of skill fitness:Coordination, balance, agility, reaction time, power,endurance (local muscle, cardiovascular, strength)
Suggested 2 lessons to cover
Work on key terms – develop glossary
Link to Unit 2 fitness types
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Unit 1a In detailTopic Area
8 Content T & L guidance
Fitness and trainingPART 2
Methods of fitness training:Aerobic/anaerobic training, continuous, interval, power,circuit/weight/resistance training, speed, fartlek, cross training, corestability, plyometrics, SAQ (speed, agility, quickness), stretching (static, ballistic, dynamic, proprioceptive neuromuscular facilitation - PNF)Principles of training:FITT, duration, recovery Application of fitness and training/overtrainingAppropriateness of programmes to differing clients:Young and old, trained and untrained, active and sedentary, healthy and unhealthy
Suggested 2 lessons to cover
Work on key terms – develop glossary
Project work
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Unit 1a In detailTopic Area
9Content T & L guidance
Fitness assessment
Rationale of assessment:Maximal v sub-maximal tests, reasons for testing/use of tests for assessment of fitness, limitations, validity and reliability, using Technology to assess fitnessProtocols of recognised fitness tests:Application, understanding, Physical Activity Readiness Questionnaire(PARQ), tests for different components of fitness, eg strength, power,speed, flexibility, endurance, body composition
Suggested 2 lessons to cover
Work on key terms – develop glossary
Healthy school week Staff MOT’s
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The second section encourages the student to develop their knowledge and understanding of how competitive sport has developed over time
They will learn how a lifelong involvement in sport is encouraged.
Key concepts
B, Opportunities & pathways
Sporting pyramid
Traditional pathways
World Class Programme
Talent ID
Lifetime Sport
Constraints on performance
Target groups & reforms
LTAD
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Unit 1 – B Opportunities & Pathways
Key Concepts1. The development of competitive sport
2. Performance pathways
3. Lifelong involvement
4. Long Term Athlete Development (LTAD)
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Survey – cost £5.5 million
Results
• Only 20% of Pop do 3x30 a week
• Only 6.3% do daily exercise
• 50.6% adults do no exercise
Surveyed 360,0000 people
Survey
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Unit 1b In detailTopic Area
1Content T & L guidance
Thedevelopment ofcompetitive sport
Festivals of sport:Ancient, modern, popular recreations, the modern Olympic games,international sports festivalsEmergence of ‘rational sport’ as a product of the Industrial Revolution:Codification (reason, need, process), development of national governingbodies, role of Oxbridge, export of the games ethic20th century:Development of professional and international sport, ‘Spectatorism’,sport(s) as a business, rise of the ‘sports star’
Suggested 8 lessons to cover
Work on key terms – develop glossary
Time line
Sports study
Local examples
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Unit 1b In detailTopic Area
2Content T & L guidance
Thedevelopment ofcompetitive sport
Issues
21st century:Globalisation of sport, Olympic case study, increase in commercialism andmedia influence, sponsorship, advertisement and endorsement (egproblems of Montreal games followed by ‘Hamburger games’ of 1984),‘Americanisation’, TV (influence of/on sport, impact of non-terrestrialnetworks)Deviance in sport:Sportsmanship, gamesmanship, performance enhancing drugs, role ofWADA future developments,
Suggested 6 lessons to cover
Mini Olympics review
News reporting
Examples
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Unit 1b In detailTopic Area
3Content T & L guidance
Performance pathways
Sporting pyramid:Concept, how the base and peak interlink, difference betweenparticipation and performanceLevels (foundation, participation, competition, elite), link to learning and development of skills as well as increasing training and support needs
The roles of key UK agencies (Youth Sports Trust, UK Sport, SportEngland, inmanaging the pyramid in the UK
Suggested 2 lessons to cover
Link to local & national Study
Application to own sports pyramid
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Current Situation
2004 - 80% of medal winners come from Private Schools = only 7% of population
50% over time
Matthew Pinsent Old Etonian
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Current situation
100,000 full time sports scholarships per year
700 full time scholarships per year
Average yearly commitment to elite sport Great Britain £ 63 million
Italy £100 million
France £136million
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Unit 1b In detailTopic Area
4Content T & L guidance
Performance pathways
Traditional pathways:Role of schools, universities, clubs, sports collegesCurrent models:National Framework for Sport, Game Plan, A sports future for all, UKSInetwork, sports search programmesTalent Identification:Concept, history of talent development in East Germany and Australia,UKSI and NGB talent identification schemes in the UKTalent Development:Schools Games, World Class Programme TASS,AASE
Suggested 3 lessons to cover
Link to local & national Study
Visit to ‘local’ UKSI
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Unit 1b In detailTopic Area
5Content T & L guidance
Lifelong involvement
Concepts (sport for all, mass participation, lifetime sports, leadership and volunteering programmes), SportEngland’s participation segmentsbenefits of increased participation Constraints on participation:Opportunity, provision, esteem, cost, time, resources, geographical,pressure Target groups:Definition, groups (gender, race, age, socio-economic background)
Suggested 3 lessons to cover
Link to local & national Study
Develop marketing campaign for a target group
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Unit 1b In detailTopic Area
6Content T & L guidance
Reformative policies
Role of sports councils, eg Making England Active, multi-sport hubs, active places initiative, public service agreements
Work of specialist agencies, eg Women’s Sports foundation, Federation of English Disability Sport, Kick It Out
Concessions, programming, local schemes, school and county sportspartnerships
Suggested 3 lessons to cover
Link to local & national Study
Disabled sport activity
Local examples
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Unit 1b In detailTopic Area 7 Content T & L guidance
TechnicalDevelopemnts and cultural trends:
Private gyms and health clubs, fashion and activity, role of media,
technology linked to access, adrenaline and adventure sports,
impact of 2012 Olympic Games
Suggested 2 lessons to cover
Link to local & national Study
Local examples
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Unit 1b In detailTopic Area 8 Content T & L guidance
LTAD Philosophy, models (eg elite, retention), reasons for LTAD review of current models, link to current sports models in the UKEarly and Late Specialisation (‘FUNdamentals’, learning to train, trainingto train, training to compete, training to win, retirement and retainment
Suggested 2 lessons to cover
Link to local & national Study
Personal sports examples
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Impact ?
Sport England invested £2billion on raising participation 1994-2004
Led to a 0.3% rise in participation
Conclusion a need to change attitudes not money
In 1957 the Wolfenden Report identified that 60% of young people dropped out of sport at 16
- the figure in 2007 was 75%!!!
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Is there any hope?
School Sport up by 60%
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Learn from others
• Finland – 70% participation – Government campaign + Employee incentive paid more if you don’t smoke and are physically active
• Australia – 60 % - Daily PE at primary schools
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Unit 2 – The Critical Sports PerformerThe fundamental ethos for this unit is to engage
participants in four tasks.
This establishes a framework of opportunities to develop practical experiences and conduct independent research into the structure, provision and analysis of sport and physical activity.
1 sport – 2 rolesPerformer/leader/official
Internally assessed
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Evidence of performance
• Video evidence• Testimonials• NGB accreditation/Ranking • Participation Log – Log book Record of
achievement • Staff Assessment • Audio file – interview
Needs evidence of a minimum of 8 weeks of active involvement
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Links
• Step into Sport• Sports leaders UK • County Sport Partnerships • School Sports Partnerships• TOP Link Festivals • NGB Development Programmes
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The four tasks:1. Assess own performance of 1 role in 1 sport
2. Assess own performance of one other role in 1 sport
3. Local review of sport (3 roles) national review of sport (1 role)
4. Observational analysis of 1 role (5 tasks)
Unit 2 – The Critical Sports Performer
Internally assessed
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Unit 2 – the tasks
Task 2.1 (Personal Performance) requires students toparticipate in two personal roles from a choice of
three(player, leader and official). This task is designed to
develop their own practical performances as players, leaders or officials. This task is marked out of 30.
Students will present (with teacher aid) evidence to justify a performance mark – this will be presented on a CD Rom and moderated remotely
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Task 2.2 (Local Study) requires students to undertake independent research into the provision (access, opportunities, funding, resources), locally, for one sport is at least one of their chosen roles. This task is marked out of15.
Task 2.3 (National Study) builds on Task 2.2 by extending a student’s opportunities to research the national provision, at elite levels, in at least one of their chosen roles. This task is marked out of 15.
Unit 2 – the tasksLocal and National Assignment
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Unit 2 – the tasks
Task 2.4 (Performance Analysis) draws heavily on Task 2.1,requiring students to research the methodology and
appliedprocesses intrinsic to the completion of an analysis ofperformance.
This analysis can be in either of the student’stwo selected practical performances. While reflective innature it is envisaged that the skills and understandinglearned will provide for further student development. Thistask is marked out of 30.
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Unit 3:Preparation for Optimum Sports PerformanceStudents will develop a knowledge and
understanding of the short and long term physiological and psychological preparations made by elite athletes.
They will consider the short and long term technical preparations required eg selection of appropriate kit and equipment, the use of training camps, different types of ergonomic aids.
Externally assessed
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Unit 3 part A - Short Term preparationPhysiological
- warm up- energy sources- acclimatisation
Psychological- motivation & stress control- Strategies- External influences
Technical- Kit & equipment
- Ergogenic aids- Use of holding camps & pre game ritual
Fatigue & Recovery- fatigue
- recovery
Preparation for Optimum Sports Performance
Externally assessed
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Physiological- long term adaptations linked to training method
Psychological- goal setting and mental training - motivation- skill development and tactics
Technical - mechanical
Managing elite performance- - Centres of excellence- - Technical support
Unit 3 – section A – Long Term preparation
Preparation for Optimum Sports Performance
Global study
CA.D
Externally assessed
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England v. Holland the penalty shoot out• England 17% success in penalty shootouts…..1-6• Holland 20% success in penalty shootouts……1-5• Germans best with 83% success rate…………..5-6
• Holland – all teams from the age of 6 upwards regardless of the result have to finish every game with a penalty shootout……
• Denmark all teams play the same formation school to national sides….
• WHY?
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Unit 3 – Section C Managing elite performance Centres of excellence
- History and development of elite support:Overview of different systems (East German, Australian, USA, UK)
- Support roles and finance, Lottery funding/academies/training camps, training for an Olympic Games:
- Needs of elite athletes, benefits of academy model
Technical support - The role of technology in training analysis, enhancement and
evaluation for sporting performance - The concept of sports science and support - The role of national agencies, both sporting and political, in athlete
preparation
Externally assessed
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Unit 4 - The Developing Sports Performer• Task 1 - Development Plan
requires students to plan, research, perform, record, review and evaluate a development plan, for one of the roles taken for unit 2.1
/45 marks• Task 2 – International study expanding on Task 2.2: Local Study and Task 2.3: National Study, a knowledge
and understanding of the opportunities and provisions for mass participation and elite development in another nation. /15 marks
• Task 3 - Progressive Participation continued participation in one chosen role and through progressive practices
and competition refine this performance. /20 marks
• Task 4 - Life plan write a ‘Life Plan’, the development of which requires independent research
into their own opportunities for participation. / 10 marks
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Development plan
Development plan become an extention of the current PEPStudents will be required to plan, research, perform,record, review and evaluate a sports related developmentplan. ( at least 8 weeks)
Students are encouraged to include testimonial evidence, video and photographic evidence and log details in order to validate the plan.
Performer/leader/official
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Life plan -
• Students will be required in their own chosen role to detail a life plan that traces their own development from the outset of the AS course to the potential opportunities and performance structure open to them, thereby outlining a ‘time line’,
- through school, college, university, club, veterans and future roles.
• Students may wish to consider a change of roles to accommodate injury, ageing and life style developments.
• Students will be able to detail their aspirations and the opportunities and barriers to long term performer involvement.
Performer/leader/official
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Resources
• E Spec- complete specification- Unit overviews for teachers- Student overview- Delivery suggestions and schemes- Sample Assessment Material including
exemplars- Glossary-
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Resources
A level Book and teachers Guide -electronic Text book - including powerpoint overviews for all unit topics - exam style questions with mark schemes and
examiner commentary - Suggested tasks and workshops- Web based support
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Challenges
• Teaching and assessing old and new spec for 1 year
• Supporting students to prepare for assessment
• Planning delivery of units/topics
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AS delivery3 strands T & F 1. Healthy lifestyles2. Effects of exercise - responses and
adaptations of the body systems3. Fitness and training4. Fitness assessment
SOCIAL 1. The development of competitive sport2. Performance pathways3. Lifelong involvement4. Long Term Athlete Development (LTAD)
Practical & Coursework
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A2 Delivery
Short term delivery
Long term Delivery
Elite athlete Support
Development & life plans
International study
Practical
New Spec
Physiology Short & Long Term prepDevelopment Plan
Psychology Short & Long Term prepLife plan
Global Elite sport supportInternational support
Practical Mechanical prep Progressive Participation
Traditional