OCR Advanced GCE in Physical Education: H554

Support Material

GCE Physical Education OCR Advanced GCE in Physical Education: H554 Unit: G453

This Support Material booklet is designed to accompany the OCR Advanced GCE specification in Physical Education for teaching from September 2008. Contents

Contents 2 Introduction 3 Scheme of Work 5 Sample Lesson Plan 17 Other forms of Support 17

2 of 56 GCE Physical Education Introduction

Background

A new structure of assessment for A Level has been introduced, for first teaching from September 2008. Some of the changes include:

 The introduction of stretch and challenge (including the new A* grade at A2) – to ensure that every young person has the opportunity to reach their full potential  The reduction or removal of coursework components for many qualifications – to lessen the volume of marking for teachers  A reduction in the number of units for many qualifications – to lessen the amount of assessment for learners  Amendments to the content of specifications – to ensure that content is up-to-date and relevant.

OCR has produced an overview document, which summarises the changes to Physical Education. This can be found at www.ocr.org.uk, along with the new specification.

In order to help you plan effectively for the implementation of the new specification we have produced this Scheme of Work and Sample Lesson Plans for Physical Education These Support Materials are designed for guidance only and play a secondary role to the Specification.

Our Ethos

All our Support Materials were produced ‘by teachers for teachers’ in order to capture real life current teaching practices and they are based around OCR’s revised specifications. The aim is for the support materials to inspire teachers and facilitate different ideas and teaching practices.

Each Scheme of Work and set of sample Lesson Plans is provided in:

 PDF format – for immediate use  Word format – so that you can use it as a foundation to build upon and amend the content to suit your teaching style and students’ needs.

The Scheme of Work and sample Lesson plans provide examples of how to teach this unit and the teaching hours are suggestions only. Some or all of it may be applicable to your teaching.

The Specification is the document on which assessment is based and specifies what content and skills need to be covered in delivering the course. At all times, therefore, this Support Material booklet should be read in conjunction with the Specification. If clarification on a particular point is sought then that clarification should be found in the Specification itself.

GCE Physical Education 3 of 56 A Guided Tour through the Scheme of Work

= Innovative Teaching Idea All the teaching idea contained in the SOW are innovative, but the icon is used to Highlight exceptionally innovative ideas. = Stretch & Challenge Activity This icon is added at the end of text when there is an explicit opportunity to offer Stretch and Challenge. = ICT Opportunity This icon is used to illustrate when an activity could be taught using ICT facilities.

4 of 56 GCE Physical Education Physical Education H554: G453 Historical Studies

Suggested 2 hours Topic: Popular recreation in pre-industrial Britain and its impact on contemporary participation and performance teaching time Suggested teaching and Topic outline Learning outcome Resources Points to note learning activities Popular Candidates should be able to:  Overview of course/ pictures  Advance PE for OCR –  Whenever possible candidates recreation  Describe characteristics (including  Time line quiz A2 should be encouraged to simple/natural, occasional, local, wagering,  primary research of candidates’  PE and the study of sport compare then and now as violence/cruelty, simple unwritten rules, relatives/friends/neighbours – Davis, Bull, Roscoe higher order examinations questions will require this. courtly/popular, rural, occupational)  Practical ‘role play’ of various and Roscoe  Explain social and cultural factors which activities e.g. smock race, grinning  Manly and Muscular  Candidates should find it influenced the nature and development of contest, whistling match et5c. Diversion – Tony Money beneficial if the first few lessons are spent popular recreations.  Candidates to answer examination-  Use of visual images consolidating understanding of  Explain how popular recreation impacted on style question related to this topic wherever possible: physical competence and health of Laminated pictures characteristics and societal  Begin glossary of key words. determinants. participants.  Slide shows  Impact of class an important  Describe the varying opportunities for  Video (eg The People’s concept to understand at this participation. Game) stage.  Explain the impact of popular recreation on contemporary participation and performance.  Note links to summer fairs, village fetes and surviving  Make reference to case study activities. ethnic sports (AS contemporary) today.

= Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea GCE Physical Education 5 of 56 Physical Education H554: G453 Historical Studies

Candidates should be able to contrast the post-industrial social and cultural factors relating to rational recreation with pre-industrial social and cultural factors relating to popular recreation. Suggested 2 hours Topic: Rational recreation in post-industrial Britain and its impact on contemporary participation and performance teaching time Suggested teaching Topic outline Learning outcome Resources Points to note and learning activities Rationalised Candidates should be able to:  Time line activity -  PE Review:  Emphasis on sports and  Describe the characteristics of rational recreation (including respectability, including cards of key Volume 2 examination technique pastimes regularity, regionalization, codification, more controlled wagering) societal determinants eg Number 1 – for comparing and  Understanding of how these characteristics differed from the characteristics Saturday half day/ impact article and task: contrasting e.g. of popular recreation. rail travel/ impact of ‘Was the comparing popular literacy on the Industrial recreations with rational  Explain how Social and cultural factors which influenced the nature and emergence of revolution also a recreations or the development of rationalised sports and pastimes ref:. rationalised sports and sporting societal features that  The industrial revolution and associated urban and agrarian revolutions. recreations. revolution?’ impacted on them.  Emergence of urban middle class.  Match up games to  Match up cards/  Reminder to flag up key  Changes in work conditions that improved health and affected consolidate games societal influences both participation. characteristics and in the past and present  Increase in free time for industrial working class. societal determinants. that limited / encouraged  The transport revolution and impact of the railways.  Candidates to answer and continue to limit / encourage involvement  Changing views of the Church towards sport and recreation. examination-style question related to this in physical activity e.g.  Amateurism and professionalism. topic. impact of variety of  The place and status of women in Victorian Britain; increased transport links including participation by middle class women by end of the nineteenth century. cheap internal and  Explain how rational recreation impacted on physical competence and European flights today. health of participants.  Describe the varying opportunities for participation.  Make reference to case study activities.  Explain the impact of rational recreation on contemporary participation and performance.

= Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea 6 of 56 GCE Physical Education Physical Education H554: G453 Historical Studies

Suggested 2 hours Topic: Nineteenth century public schools and their impact on the development of physical activities and young teaching time people both then and now Suggested teaching and Topic outline Learning outcome Resources Points to note learning activities Nineteenth Candidates should be able to:  to answer examination-style  Some ‘Clarendon Schools’ century public  Describe the characteristics (fee paying, question related to this topic. give tours with reference to A schools endowed, boys, boarding, gentry, non-local, Level PE study. controlled by trustees, Spartan)  Explain the impact of these schools on the development of case study activities with particular reference to participation and healthy lifestyles both then and now.  Demonstrate knowledge and understanding of the Clarendon Report.

= Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea GCE Physical Education 7 of 56 Physical Education H554: G453 Historical Studies

Suggested 2 hours Topic: The developmental stages of athleticism in nineteenth century public schools teaching time Suggested teaching and learning Points Topic outline Learning outcome Resources activities to note The three Candidates should be able to: Pictures of key Clarendon Schools – identification  Pictures of key developmental  Demonstrate knowledge and understanding of the three of key characteristics and analysis of impact on Clarendon Schools. stages of athleticism developmental stages as a reflection of societal change development of sports and games.  Clips from Tom and the civilising process  Candidates to answer examination-style Brown’s Schooldays  Explain the evolving nature, status, organisation, technical question related to this topic. video. development, social relationships and values of the schools and their sports and games through the stages.  Evaluate critically the three developmental stages of athleticism on the development of physical activities and young people both then and now. Stage one (bullying Candidates should be able to:  Wall chart or A3 revision chart of three stages. and brutality)  Explain the emergence of a sporting culture in individual schools as a result of activities brought in to schools by boys (melting pot) and the natural facilities available. Stage two (Dr Candidates should be able to:  Write an obituary to Dr Arnold: to include - Arnold and social  Explain the Impact of Dr Thomas Arnold of Rugby School what were his aims; did he achieve control) (1826-1842) as a reforming Headmaster (his aims, them? how? strategies, influence and impact)  Research into other public school  Demonstrate knowledge and understanding of Muscular headmasters. what was their contribution and Christianity (definition and values). how did it compare to that of Arnold?

= Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea 8 of 56 GCE Physical Education Physical Education H554: G453 Historical Studies

Suggested 2 hours Topic: The developmental stages of athleticism in nineteenth century public schools teaching time Suggested teaching and learning Topic outline Learning outcome Resources Points to note activities Stage three (the Candidates should be able to demonstrate knowledge and  Prepare case study of ‘a public schoolboy’ at ‘cult’ of athleticism) understanding of:: this time including: home, school, university,  Athleticism – definition and values. career to illustrate key concepts and diffusion  ‘Melting pot’ influence of universities and of sports and games.  the standardisation of rules  Candidates to answer examination-style question related to this topic.  Role and impact of games-playing Oxbridge graduates returning to their schools.  The influence and impact of ex Public School boys on the spread of team games / rational recreations.

= Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea GCE Physical Education 9 of 56 Physical Education H554: G453 Historical Studies

Suggested 2 hours Topic: Case studies teaching time Suggested teaching Topic outline Learning outcome Resources Points to note and learning activities For each case study activity candidates should be able to, with reference  PowerPoint presentations, to the content specific to each activity: written accounts, group  Discuss increases in participation and increased physical work, competence.  Analyse the activity as popular recreation  Assess the influence of nineteenth century public schools on the development of the activity  Demonstrate knowledge and understanding of the activity as rational recreation.  Demonstrate knowledge and understanding of both participation and barriers to participation in the activity today. Bathing and  Pop Rec: recreation, survival, health and the initial development of  Candidates to answer swimming competitive swimming. examination-style question  Public schools: values and status. related to this topic.  Rat Rec: Bathing in urban industrial towns; Wash and Bath house Acts and the impact on healthy lifestyles; hygiene and prevailing social conditions; the organisation of amateur swimming and formation of the ASA.  Factors that have helped develop bathing and swimming in the UK and the impact of these factors on contemporary participation and performance.

= Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea 10 of 56 GCE Physical Education Physical Education H554: G453 Historical Studies

Suggested 2 hours Topic: Case studies teaching time Suggested teaching Topic outline Learning outcome Resources Points to note and learning activities Athletics  Pop Rec: types and nature of activities associated with community  Candidates to answer events, rural sports and festivals, commercial fairs and wakes, view of examination-style question the church. related to this topic.  Pedestrianism (its nature, development and status)  the emergence of athletics.  Public schools: hare and hounds, steeplechase, athletic sports days; values and status; impact of Exeter College, Oxford.  Rat Rec: The emergence of amateur athletics and opportunities for working class involvement; amateurism, professionalism and the exclusion clause.  Factors that have helped develop athletics in the UK and the impact of these factors on contemporary participation and performance. Football  Pop Rec: mob games  Candidates to answer  Refer back to AS contemporary  Public schools: football and rugby : values and status examination-style question studies. spectatorism and  Rat Rec: amateurism and professionalism; broken time payments; the related to this topic. participation today : impact, split between association football and rugby football; spectatorism vs. influence, issues. participation and the importance of the game in urban communities.  Factors that have helped develop football in the UK and the impact of these factors on contemporary participation and performance. Cricket  Pop Rec: significance of class on participation;  Candidates to answer  Compare to today.  Public schools: values, status and organisaiton. examination-style question  Rat Rec: William Clarke X1; amateurism and professionalism. related to this topic.  Factors that have helped develop cricket in the UK and the impact of these factors on contemporary participation and performance.

= Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea GCE Physical Education 11 of 56 Physical Education H554: G453 Historical Studies

Suggested 2 hours Topic: Case studies teaching time Suggested teaching Topic outline Learning outcome Resources Points to note and learning activities Tennis  Pop Rec: Real tennis as an exclusive, elitist pre-industrial activity;  Candidates to answer  Note why different to other popular  Public schools: Tennis and other striking games (fives, raquets, examination-style question recreations. squash) – their status and organisation. related to this topic.  Compare to today.  Rat Rec: Lawn tennis as a middle class invention; tennis as a social  Real tennis today? occasion and as a vehicle for the emancipation of women and their participation in sport.  Factors that have helped develop tennis in the UK and the impact of these factors on contemporary participation and performance.

= Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea 12 of 56 GCE Physical Education Physical Education H554: G453 Historical Studies

Suggested 2 hours Topic: Drill, physical training and Physical Education in state schools with teaching time particular reference to its impact upon participation and the promotion of healthy lifestyles both then and now. Suggested teaching and Points Topic outline Learning outcome Resources learning activities to note  Candidates should be able to consider both the reasons for the  Emphasis on examination requirements to compare and contrast styles and change from one approach, the next and the effects of each methods and reasons for change. change both then and now and identify differences between each of the following and what occurs in State Schools today. The 1902 Model Candidates should be able to:  Practical role plays of each stage  Laminated cards of Course  Describe objectives, content and methodology; possibly with candidates as each era – write-on  Explain reasons for implementation; role of Colonel Malcolm Fox; ‘instructors’ or teachers having on key points. planning the session.  Explain reasons for rapid replacement (need for healthy lifestyle for urban working class young people) The 1933 syllabus Candidates should be able to:  Practical role play  Describe objectives, content, methodology, reputation,  Explain reasons for replacement. The 1950s – Moving Candidates should be able to:  Practical role play and Growing and  Describe objectives, content and methodology; Planning the  Explain the influence of WW2 on the use of apparatus and the Programme building of gymnasia leading to increased involvement in and effectiveness f physical activity for young people.

= Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea GCE Physical Education 13 of 56 Physical Education H554: G453 Historical Studies

= Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea 14 of 56 GCE Physical Education Physical Education H554: Comparative Studies

Suggested 5 hours Topic: Cultural context of UK, USA and Australia teaching time Topic outline Learning outcome Suggested teaching and learning Resources Points to note activities Candidates should be able to compare the USA and Australia with the UK with reference to the content as detailed for cultural context; Physical Education and school sport; mass participation; and sport and the pursuit of excellence. Cultural For each country, candidates should  Setting the scene.  A2 PE for OCR  Individual centres will decide whether to teach the context be able to demonstrate knowledge  Mind mapping review of the UK (AS (Heinemann) comparative studies option country by country or and understanding of: Contemporary Studies) ref: Physical  Advanced PE theme by theme.  Historical determinants Education and school sport; mass and Sport  The cultural context should be established and  Geographical determinants participation; sporting excellence; (Stanley clearly understood by candidates as it underpins the  Government policy  Picture montage: For USA and Australia Thornes) whole course.  Commercialisation of sport use travel brochures and other  PE and the study  Throughout this unit candidates need to compare resources to illustrate cultural context of of sport – Davis what they learn and understand about USA and  Social determinants each country with annotations. et al. Australia with UK – parts of the examination question  Values  Start set of key word cards for each  Travel brochures, will require this critical analysis/ comparison. Candidates should be able to country, guide books and evaluate critically the influence of the  Exam-style question. images. cultural context on:  Prepare comparative revision chart fort  Map and flags.  PE and school sport his topic.  Mass participation (particularly among young people.  Sport and the pursuit of excellence.

= Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea GCE Physical Education 15 of 56 Physical Education H554: Comparative Studies

Suggested 8 Topic: Physical Education and school sport in USA and Australia compared teaching hours with UK time Topic outline Learning outcome Suggested teaching Resources Points to note and learning activities Physical  Health, fitness and obesity levels in young people; status of and attitudes  Research obesity levels  Video  Websites of High Schools in education towards Physical Education in schools; testing and measuring; in USA resources USA may be helpful. and school ‘curriculum crisis,’ strategies to promote Physical Education.  Prepare and give talk / easy to source for USA High sport - USA  Equality; Title IX (benefits, drawbacks and impact on participation); presentation on values young disabled people and adapted PE programmes. of summer camps in USA School sport  Outdoor Education: Summer Camps for young people (types and values;  Exam-style question eg Remember emphasis on promoting physical activity and healthy, active and the Titans. balanced lifestyles); impact of environmental factors.  High School (inter-mural) Sport – organisation, status and ethos; incentives for young participants and coaches.  Intra-mural school sport and its role in promoting participation in physical activity ( its organisation, status and ethos) Physical  Case study of the State of Victoria.  Research and do  Candidates should be familiar education  Fitness, skill and participation levels among young people. PowerPoint or OHT with the different organisations and school  Sport Education and Physical Education Project (SEPEP); Physical presentation on each of: and initiatives illustrated with SEPEP, PASE, letters and numbers: title IX, sport - Education and Sport Education (PASE): their role in encouraging active participation and lifelong involvement by young people. exemplary schools etc. WASP, SEPEP,PASE, AIS, Australia ASC, UKSI, UK Sport.  Key features and functions of: exemplary schools; fundamental skills programme; sports leader programmes; state award schemes (e.g. de Courbertin Award); school club links; sports linkage scheme; sports person in schools project; sports search; teacher games.  Outdoor Education: impact of environmental factors, status in schools.

= Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea 16 of 56 GCE Physical Education Physical Education H554: Comparative Studies

Suggested 8 Topic: Physical Education and school sport in USA and Australia compared teaching hours with UK time Topic outline Learning outcome Suggested teaching Resources Points to note and learning activities Compariso Ccompare PE and sport in school in the USA and Australia with the UK and  Exam-style question. n in UK candidates should be able to:  Prepare comparative  Describe organisation, status and ethos and inter- and intra-school sport. revision chart fort his  Demonstrate knowledge and understanding of health, fitness and topic. obesity levels among young people.  Exam-style question  Outline contemporary initiatives to promote PE and school sport.

= Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea GCE Physical Education 17 of 56 Physical Education H554: Comparative Studies

Suggested 4 hours Topic: Mass participation (particularly among young people)in USA and Australia compared with UK teaching time Topic outline Learning outcome Suggested teaching and Resources Points to note learning activities Mass Candidates should be able to demonstrate knowledge and  Research midnight basket ball participation understanding of: leagues in UK. (particularly  Participation rates among  National fitness levels young  Strategies to promote participation and ensure lifelong people) - involvement and healthy lifestyles. USA  Amateur sports clubs (lack of tradition)  Community recreation: midnight leagues and other contemporary community initiatives.  Contemporary initiatives: Time Out for Better Sports for Kids / Hook a Kid on Golf. Mass  Participation rates. participation  National fitness levels. (particularly  Promotion by the government of regular participation in physical among activity; role of the Australian Sports Commission (ASC). young  ‘More Active Australia’ and club participation. people) -  Adapted games for young people. Australia Comparison  Compare mass participation in the USA and Australia to the UK  Exam-style question. and in the UK candidates should be able to refer to participation  Prepare comparative rates, national fitness levels, strategies to promote participation revision chart fort his topic. and to ensure lifelong involvement and healthy lifestyles  Exam-style question

= Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea 18 of 56 GCE Physical Education Physical Education H554: Comparative Studies

Suggested 8 hours Topic: Sport and the pursuit of excellence in the USA and Australia teaching time compared with UK Topic outline Learning outcome Suggested teaching and learning Resources Points activities to note Sport and the  Little League (participation in competitive sport for young people).  Create ‘pathway’ to excellence chart with key  Video clips: pursuit of  Pathways to professional sport (the College system; scholarships, words and phrases. Super Bowl, excellence - USA special admit programmes; the Pro-Draft)  Case study research of Draft.  Equality and discrimination: history of WASP domination; African contemporary ethnic sports Americans (discrimination and contemporary success); tokenism; starts. analyse reasons for success including stacking and centrality; the ‘glass ceiling’ and contemporary ethnic opportunity, provision and esteem. sport stars; opportunity, provision and esteem.  Case study of the ‘big four’ American sports with reference to origins, nature of game, impact of universities, sport as an industry, the relationship between high level sport, sponsorship and the media (golden triangle) and the concept of ‘sport space’ Sport and the  The Australian Institute of Sport (AIS) – structure and function.  Group research projects of different styles of pursuit of  Alternative ‘pathways’ into professional sport (the draft system in football in Australia. excellence - Australian Rules Football and Rugby League) Australia  Case studies of cricket, rugby League, Rugby Union, Association football, Australian Rules.  Equality and discrimination:  Sport and gender: contemporary equality and high status of women in high level sport in Australia.  Sport and people with disabilities: high status; Paralympic involvement.

= Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea GCE Physical Education 19 of 56 Physical Education H554: Comparative Studies

Suggested 8 hours Topic: Sport and the pursuit of excellence in the USA and Australia teaching time compared with UK Topic outline Learning outcome Suggested teaching and learning Resources Points activities to note Comparison  Compare the pursuit of excellence in the USA and Australia with the  Exam-style question. UK. In the UK.  Prepare comparative revision chart for his  Candidates should be able to: topic.  explain opportunity, provision and esteem (UK Sport; UKSI, and the  Exam-style question. Mark another student’s increasing commercialization of sport) answer using mark scheme or students self mark own work perhaps before handing in for formal teacher assessment.

= Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea 20 of 56 GCE Physical Education PHYSICAL EDUCATION H554: G453 SPORTS PSYCHOLOGY

SUGGESTED SECTION B SCIENTIFIC OPTIONS OPTION B1 – TEACHING 30 HOURS TOPIC: SPORTS PSYCHOLOGY TIME TOPIC SUGGESTED TEACHING AND HOMEWORK LEARNING OUTCOMES SUGGESTED RESOURCES POINTS TO NOTE OUTLINE ACTIVITIES 3 hours  Demonstrate knowledge and  Introduction to the social science of psychology with use of  Advanced PE and Sport -  Although Hollander Individual understanding of the theories different types of evidence to form hypotheses. Honeybourne, Hill and Moors. not specified in the aspects of of personality: trait  Students to be given a variety of sports psychology research  OCR Advanced PE A2 – spec – students performance perspectives (the summaries to evaluate and assess how psychology can help various. should use his that influence characteristics of and hinder sports behaviour.  Psychological Dynamics of model as an young people’s extroversion/introversion,  Students to use questionnaires to gather evidence re Sport – D Gill. example of neuroticism/stability, Type trait/interactionist participation personality characteristics – with peers and / or sportspeople.  Applying Psychology to Sport – A/Type B); social learning theory and be able and aspirations. The use of profiling should be the basis for further discussion Woods. perspectives; interactionist to explain using Active and on links between personality and sports performance and  Personality questionnaires from: approaches. adopting a balanced, active and healthy lifestyle. practical examples. healthy lifestyle.  Explain the effects of  www. sports confidence.biz/SPQ Personality and  The results of the profiles are analysed by students to draw out _sample_report.pdf (includes personality profiling on the problems such as low ecological validity or too many demand its importance profile of Tiger Woods) adoption of balanced, active characteristics. in effective and healthy lifestyles.  Eysenck’s Personality performance  Traits related to the elite sportspeople through individual case Questionnaire:  Evaluate critically personality studies. and to following profiling in sport.  www.ddrc.org/downloads/poster a balanced.  Trait perspectives via readings on Eysenck and Cattell. s07_04/UHMS_ personality  Interactionist based on Hollander. Students to draw  www. personality page.com Hollander’s model and then relate this to sports performance /  www.pponline.co.uk behaviour.  www.myskillsprofile.com  Students to present their findings from their questionnaires and to make judgements about the links between personality and  www.thesportselite.com/articles/l sports behaviours. earning.html 2 hours  Describe and explain the  Explore students’ own attitudes via a discussion and draw from  Advanced PE and Sport –  Relate attitudes not nature of attitudes, them the factors that make up an attitude. Introduce the triadic Honeybourne, Hill and Moors. just to performance Individual  Inconsistencies and prejudice model as a structure.  OCR Advanced PE A2 – but also to lifestyle choice and aspects of in sporting situations;  Practical with students involved in a number of different various.

= Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea GCE Physical Education 21 of 56 PHYSICAL EDUCATION H554: G453 SPORTS PSYCHOLOGY

SUGGESTED SECTION B SCIENTIFIC OPTIONS OPTION B1 – TEACHING 30 HOURS TOPIC: SPORTS PSYCHOLOGY TIME TOPIC SUGGESTED TEACHING AND HOMEWORK LEARNING OUTCOMES SUGGESTED RESOURCES POINTS TO NOTE OUTLINE ACTIVITIES performance  Explain the origins of attitudes, practicals including dance, competitive activities and non-  Motivation in Sport and Exercise persistence in that influence and their influence on competitive activities – observe and record behaviours. – Roberts. active participation. young people’s performance and lifestyles  Draw on observations from teacher or peers to explore the  Exercise Psychology – Willis participation (including the effects of sources of attitudes. and Campbell. and aspirations. socialisation);  Introduce the concept of socialisation. Students to link  Attitudinal surveys related to  Describe the components of behaviour / choices in sport with socialisation influences. sport: Attitudes and attitudes (cognitive, affective,  Use questionnaires to gather evidence re lifestyles and  http://www.scotland.gov.uk/Publi behavioural); their influence attitudes to sports. cations/2006/09/29134901/3 on performance  Evaluate critically attitudes  Students to make presentations of findings identifying factors  www.wsf.org.uk/documents/Mus and lifestyles. (and behaviour) in sport and affecting attitudes and what can be done to change attitudes to lim_women_in_Sport.pdf lifestyle choice; healthy lifestyles.  Describe methods of changing  Visiting speaker from Sports Development to find out how the attitudes from negative to attitudes of target groups can be changed or enhanced. positive to promote Students to make psychological links. participation in physical activity  Reading and note taking on cognitive dissonance theory. and a balanced, active and healthy lifestyle;  Students to work on individual case studies to identify strategies to change attitudes and to recognise the influence of  Demonstrate knowledge and cognitive dissonance. understanding of the concept of cognitive dissonance to change attitudes. 2 hours  Atkinson and McClelland’s  Text reading and note taking on Atkinson and McClelland’s  Advanced PE and Sport - theory of achievement theory of achievement motivation. Honeybourne, Hill and Moors. Individual motivation (need to achieve  Students to identify the characteristics of approach behaviours  OCR Advanced PE A2 – various and need to avoid failure). aspects of and avoidance behaviours.  Psychological Dynamics of

= Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea 22 of 56 GCE Physical Education PHYSICAL EDUCATION H554: G453 SPORTS PSYCHOLOGY

SUGGESTED SECTION B SCIENTIFIC OPTIONS OPTION B1 – TEACHING 30 HOURS TOPIC: SPORTS PSYCHOLOGY TIME TOPIC SUGGESTED TEACHING AND HOMEWORK LEARNING OUTCOMES SUGGESTED RESOURCES POINTS TO NOTE OUTLINE ACTIVITIES performance  Sport-specific achievement  Observing video of a team game and or observing live sport – Sport – D Gill. that influence motivation (e.g. qualititative evidence gathering by students on motivational  Applying Psychology to Sport – young people’s competitiveness). behaviours. Woods. participation  Link with AS work on motivation and the influences of and aspirations. motivation in sport.  Case studies of two elite sportspeople per student. Each to Achievement make a poster presentation on motivational behaviour. motivation and  Role-play and or the use of written scenarios to encourage its effect on students to recognise strategies to encourage need to achieve performance behaviours rather than need to avoid failure. and on following  Exploration of the concept of competitiveness and whether this an active and is nature and / or nurture. Influences explored on healthy lifestyle. competitiveness.  Students to design a leaflet encouraging need to achieve behaviour to follow a healthy lifestyle. 2 hours  Discuss reasons for success  Students to be involved in a brief sports competition for  Advanced PE and Sport - and failure in physical activity. example a relay. Honeybourne, Hill and Moors. Individual  Explain Weiner's model (locus  Reasons for the outcomes (winning / losing) are then recorded.  OCR Advanced PE A2 – aspects of of causality and stability  Class explore whether thee reasons are valid and what various. performance dimensions). characterizes them.  Motivation in Sport and Exercise that influence  Justify the use of attributional  Introduction to causal attribution and its links with motivation. – Roberts. young people’s retraining.  Students to view video of managers / coaches giving reasons  Psychological Dynamics of participation  Demonstrate knowledge and for their team’s performances. Sport – Gill. and aspirations. understanding of strategies for  Students to draw and understand Weiner’s model of attribution  Foundations of Sport & Exercise the promotion of mastery- and to use this model to place other attributions. Psychology – R Cox. orientation and the avoidance  Some articles related to

= Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea GCE Physical Education 23 of 56 PHYSICAL EDUCATION H554: G453 SPORTS PSYCHOLOGY

SUGGESTED SECTION B SCIENTIFIC OPTIONS OPTION B1 – TEACHING 30 HOURS TOPIC: SPORTS PSYCHOLOGY TIME TOPIC SUGGESTED TEACHING AND HOMEWORK LEARNING OUTCOMES SUGGESTED RESOURCES POINTS TO NOTE OUTLINE ACTIVITIES Attribution of learned helplessness; to  Link mastery orientation and learned helplessness with attribution: theory and the raise self esteem and to attribution.  www.sshs.ex.ac.uk/textdocs/ impact of develop positive behaviours  Questionnaire to be given to younger pupils about the reasons psych_pubs.pdf attribution on towards lifetime involvement in for being involved in sport or otherwise. Class discussion  https://intranet.psychology. performance physical activity. about how the negative reasons related to learned bangor.ac.uk and sustaining  Evaluate critically the effects of helplessness could be changed through attributional retraining.  www.pponline.co.uk/encyc/ a balanced, attribution theory on  Visiting clinical psychologist or sports psychologist to give talk psychology performance and on sustaining active and on the importance of self-esteem in developing positive and  For case studies from sports a balanced, active and healthy healthy lifestyle. healthy behaviours. performers lifestyle.  Extended examination – style question to encourage a piece of and their reasons for winning extended writing that evaluates critically the effects of and or losing: attribution on performance and sustaining a healthy lifestyle.  http://news.bbc.co.uk/ sport1/hi/academy/default.stm 2 hours  Describe the nature of  Drawing on students’ own experiences / video evidence and  Advanced PE and Sport - Individual aggression and assertion. newspaper reports identify aggressive tendencies in sport. Honeybourne, Hill and Moors. aspects of  Define channeled aggression.  Identify a clear definition of aggression and assertion with  OCR Advanced PE A2 – practical examples. various. performance  Explain the causes of that influence aggressive behaviour.  Students to have a list of incidents for them to recognise either  Foundations of Sport & Exercise aggressive or assertive behaviour. Psychology – R Cox. young  Evaluate critically theories of aggression (instinct theories;  Reading on causes of aggression from the texts.  Collect newspaper / magazine people’s frustration-aggression  Each student to have responsibility of presenting either a cuttings of aggressive incidents participation hypothesis; aggressive-cue nature or a nurture theory – lead to class debate on whether in sport for analysis. and hypothesis (Berkowitz); social aggression is learned or it is instinctive.  Various: aspirations. learning theories).  Review the main theories by grouping behaviours under each.  www.kidsfirstsoccer.com/violenc  Describe methods of

= Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea 24 of 56 GCE Physical Education PHYSICAL EDUCATION H554: G453 SPORTS PSYCHOLOGY

SUGGESTED SECTION B SCIENTIFIC OPTIONS OPTION B1 – TEACHING 30 HOURS TOPIC: SPORTS PSYCHOLOGY TIME TOPIC SUGGESTED TEACHING AND HOMEWORK LEARNING OUTCOMES SUGGESTED RESOURCES POINTS TO NOTE OUTLINE ACTIVITIES eliminating aggressive  Students to draw up a self-help sheet for those in sport who e.htm Aggression tendencies of performers and cannot channel their aggressive tendencies – leading to an  www.selfhelpmagazine.com/arti and its impact explain the effects of these identification of the main strategies to control aggression. cles/ sport s/violence.htm methods on the adoption of upon  Links to be made with operant conditioning from the AS  http://news.bbc.co.uk/sport1/hi/f active and healthy lifestyles. course. performance unny_old_game/1494252.stm and behaviour.

3 hours  Describe the nature of a  Students to research case studies of successful teams to  Advanced PE and Sport - group/team (mutual identify success factors. Honeybourne, Hill and Moors. awareness, interaction, Group  Reflection on own team experiences – what makes a good  OCR Advanced PE A2 – common goal). team in sport? various. dynamics of  Demonstrate knowledge and Students to observe a high level team game and note the Sports Psychology a self help performance   understanding of Steiner’s characteristics of the teams. guide – Bull. and audience model of group performance  Students to draw Steiner’s model and reflect on the faults that  CD Rom Switch on to Sports effects that (awareness of problems for barriers to optimizing team performance. Psychology – Mace. associated with productivity of influence  Link Steiner with Ringelmann research and draw from this the  Case studies from the BBC a group/team). young concept of social loafing and its causes. Sport Academy web site:  Demonstrate knowledge and people’s  Through reading and research students to present thoughts  http://news.bbc.co.uk/sport1/ understanding of motivational participation, about negative influences on behaviour that may lead to hi/academy/default.stm factors (social loafing); dysfunctional behaviour. Review research that shows some aspirations coordination/cooperation link between sport and combating crime and unhealthy and lifestyles. factors (Ringlemann effect) lifestyles. and explain the negative Groups and influences on behaviour that  Via team building exercises peers to observe behaviour in cause dysfunctional behaviour teams. For example groups have to agree a new sport type

= Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea GCE Physical Education 25 of 56 PHYSICAL EDUCATION H554: G453 SPORTS PSYCHOLOGY

SUGGESTED SECTION B SCIENTIFIC OPTIONS OPTION B1 – TEACHING 30 HOURS TOPIC: SPORTS PSYCHOLOGY TIME TOPIC SUGGESTED TEACHING AND HOMEWORK LEARNING OUTCOMES SUGGESTED RESOURCES POINTS TO NOTE OUTLINE ACTIVITIES teams – their and avoidance of an active ‘game’ with appropriate equipment. This can be an experience impact upon and healthy lifestyle. that shows how group dynamics operate and also introduce performance  Explain the factors affecting the concept of leadership. and the the formation and  Reflection on outdoor activities in groups and how group pursuit of development of a cohesive members interacted under situations of stress. balanced, group/team.  Students to complete an extended type examination-style active and question on the formation of a group and what influences its performance. healthy  Explain the factors affecting  lifestyles. participation in a group/team.  Explain group and team effects on behaviour (related to balanced, active and healthy lifestyles). 3 hours  Demonstrate knowledge and  Team exercises with different prescribed leaders and others  Advanced PE and Sport - understanding of effective with emerging leaders. Students to observe / video reflect on Honeybourne, Hill and Moors Group leadership and explain its how and why a leader emerges.  OCR Advanced PE A2 – various effects on lifestyle behaviour; dynamics of  Case studies on leaders in sport – to be presented to the rest  Sports Psychology a self help performance  Describe the characteristics of of the group – what qualities do these leaders share? guide – Bull and audience leaders (autocratic/task  Role-play different types of leader in different situations to  Sports Psychology: Concepts effects that oriented; democratic/social- introduce concept of autocratic / democratic leadership. and Applications – Cox oriented; laissez-faire); influence young  Students to draw and explain Chelladurai’s multi-dimensional  Psychology in Practice – Woods  Demonstrate knowledge and people’s model by using examples from their own experiences in sport.  CD Rom Switch on to Sports understanding of emergent participation,  Students to answer an extended examination – style question Psychology – Mace and prescribed leaders; aspirations and on the theories of leadership and how they relate to sports  Case studies from the BBC

= Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea 26 of 56 GCE Physical Education PHYSICAL EDUCATION H554: G453 SPORTS PSYCHOLOGY

SUGGESTED SECTION B SCIENTIFIC OPTIONS OPTION B1 – TEACHING 30 HOURS TOPIC: SPORTS PSYCHOLOGY TIME TOPIC SUGGESTED TEACHING AND HOMEWORK LEARNING OUTCOMES SUGGESTED RESOURCES POINTS TO NOTE OUTLINE ACTIVITIES lifestyles.  Evaluate critically leadership performance and also how the effects of leadership can Sport Academy web site: theories (trait; social learning; influence lifestyle choice.  http://news.bbc.co.uk/sport1/hi/a Leadership and interactionist theories); cademy/default.stm the role of a  Demonstrate knowledge and leader in understanding of Chelladurai’s physical multi-dimensional model of activities. leadership and explain the effect of leadership expectations on performance and the adoption of a balanced, active and healthy lifestyle. 3 hours  Demonstrate knowledge and  Students to carry out a series of brief experiments on sports  Advanced PE and Sport -  Illustration of the understanding of the positive performance in isolation and with an audience and with Honeybourne, Hill and Moors effects of an Group (facilitation) and negative competitive and non-competitive coactors e.g. standing broad  OCR Advanced PE A2 – various audience on the (inhibition) effects (audience jump for gross actions and aiming activities for complex fine performance of dynamics of  Sports Psychology a self help and co-actors) on actions. The effects of an audience to be experienced and complex fine skills performance guide – Bull performance, participation and reflected upon by students. can be shown and audience  Sports Psychology: Concepts lifestyle; Visiting speaker / or interviews with a sports performer who through card effects that  and Applications – Cox  Demonstrate knowledge and reflects on coping with an audience. sorting into suits. influence young understanding of links with A number of people’s  Make links to arousal theories from AS unit. Students to draw levels of arousal, and the out arousal graphs in relation to the effects of an audience. different conditions participation, can be simulated heightening of the dominant  Identify other effects such as proximity and audience size. aspirations and response (Zajonc); for example with lifestyles.  Students to identify coping strategies for different types of hostile crowd or  Explain causes and effects of sports performer. evaluation apprehension; supportive crowd – results will provide Social  Demonstrate knowledge and

= Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea GCE Physical Education 27 of 56 PHYSICAL EDUCATION H554: G453 SPORTS PSYCHOLOGY

SUGGESTED SECTION B SCIENTIFIC OPTIONS OPTION B1 – TEACHING 30 HOURS TOPIC: SPORTS PSYCHOLOGY TIME TOPIC SUGGESTED TEACHING AND HOMEWORK LEARNING OUTCOMES SUGGESTED RESOURCES POINTS TO NOTE OUTLINE ACTIVITIES facilitation and understanding of strategies to discussion points inhibition – the combat the effects of social about the link effects of an inhibition in practical activities between arousal / audience and (the use of selective attention attentional control other and mental rehearsal) and in and performance. participants on following a balanced, active If card sorting or performance and healthy lifestyle. the like is used it is and lifestyle important to relate behaviours. findings eventually to sports activities. Students must not use card sorting as a practical example ina written examination response. 2 hours  Demonstrate knowledge and  2 hours  Advanced PE and Sport - The impact of understanding of the  Use of case study training diaries to recognise the application Honeybourne, Hill and Moors mental importance and relevance of of goal setting in sport.  OCR Advanced PE A2 – various preparation for goal setting to sport (including  Students to make links with task persistence and confidence.  Sports Psychology a self help participation, persistence and physical  Students to construct their own goal setting for their assessed guide – Bull performance). activities on the activity showing the use of short term and long term goals.  CD Rom Switch on to Sports  Explain factors affecting the effectiveness  Reinforcement of SMARTER goal setting and students to Psychology – Mace setting of goals (‘SMARTER’ and efficiency of collect practical examples.  Case studies from the BBC principle). performance.  Each student to present their findings and are critically Sport Academy web site:  Evaluate critically the use of

= Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea 28 of 56 GCE Physical Education PHYSICAL EDUCATION H554: G453 SPORTS PSYCHOLOGY

SUGGESTED SECTION B SCIENTIFIC OPTIONS OPTION B1 – TEACHING 30 HOURS TOPIC: SPORTS PSYCHOLOGY TIME TOPIC SUGGESTED TEACHING AND HOMEWORK LEARNING OUTCOMES SUGGESTED RESOURCES POINTS TO NOTE OUTLINE ACTIVITIES short/intermediate/long term analysed by others in the group as well as self-evaluation of  http://news.bbc.co.uk/sport1/hi/a Goal setting – goals and the goals set. cademy/default.stm impact upon process/performance/product goals to improve performance performance and participation in physical and the activity. development and sustaining of a balanced, active and healthy lifestyle. 3 hours  Demonstrate knowledge and  Students to draw Vealey’s model and to explain using sports  Advanced PE and Sport - understanding of sports examples. Honeybourne, Hill and Moors The impact of confidence (Vealey), and the  Reading the Honeybourne text will give insight into Vealey’s  OCR Advanced PE A2 – various concepts of trait sports mental trait sports confidence and competitiveness.  Sports Psychology a self help confidence, competitiveness preparation for  Students to reflect on their own confidence levels in different guide – Bull orientation, and state sports situations in and out of sport.  Sports Psychology: Concepts physical confidence. activities on the  Students to complete self report questionnaires re self- and Applications – Cox  Demonstrate knowledge and effectiveness confidence to identify factors that affect confidence and the  Psychology in Practice - Woods understanding of self-efficacy and efficiency of relationship between trait and state confidence. (Bandura) explaining the  CD Rom Switch on to Sports  Students to draw Bandura’s self-efficacy model and to apply it performance. influence of performance Psychology – Mace to a sports situation. accomplishments, vicarious  Related articles: Self confidence experiences, verbal  Exam style question to explain Bandura’s model. http://www.thesportjournal.org/2 and its impact persuasion, and emotional  To identify strategies to use at a local leisure centre to raise 003Journal/Vol6- arousal. the confidence of individuals in a traditionally non-sporting

= Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea GCE Physical Education 29 of 56 PHYSICAL EDUCATION H554: G453 SPORTS PSYCHOLOGY

SUGGESTED SECTION B SCIENTIFIC OPTIONS OPTION B1 – TEACHING 30 HOURS TOPIC: SPORTS PSYCHOLOGY TIME TOPIC SUGGESTED TEACHING AND HOMEWORK LEARNING OUTCOMES SUGGESTED RESOURCES POINTS TO NOTE OUTLINE ACTIVITIES on  Explain the effects self-efficacy client group. No3/confidence.asp performance, on performance and in  http://www.sportsconfidence.biz/ participation in sustaining a balanced, active  http://www.psywww.com/mtsite/ physical activity and healthy lifestyle. selfconf.html and in raising  www.brianmac.demon.co.uk self esteem. The impact of  Demonstrate knowledge and  Students to do initial readings in texts. Students to assess  Advanced PE and Sport - mental understanding of cue their own attentional styles and discuss how these change Honeybourne, Hill and Moors preparation for utilisation (Easterbrook) and depending on the situation and the position they are playing in  OCR Advanced PE A2 – various explain the links with arousal; sport. physical  Exercise Psychology – Willis activities on  Demonstrate knowledge and  Link cue utilisation with arousal by referring back to arousal and Campbell understanding of attentional theories and operant conditioning visited in AS course. the  Applying Psychology to sport – styles (broad/narrow,  Students to observe part of a videoed sports team’s Wood effectiveness internal/external - Nideffer). performance or an individual player for example a tennis player and efficiency  Sport Motivation – Hodge (on in a Wimbledon match and to identify aspects of cue utilisation peak performance) of that are evident. performance.  Case studies from the BBC  Read and make notes on Nideffer’s attentional styles theory Sport Academy web site: from the texts.  http://news.bbc.co.uk/sport1/hi/a Attentional  List the appropriate style by using continua for different cademy/default.stm control and its positions in a team game of their choice. impact upon  Identify the links between internal and external attention and confidence / well-being and peak flow. effective  Use case study of elite runners / rowers / cyclists (found on performance. BBC Sport Academy web site) and assess how she uses attention in races to maintain concentration but to ignore

= Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea 30 of 56 GCE Physical Education PHYSICAL EDUCATION H554: G453 SPORTS PSYCHOLOGY

SUGGESTED SECTION B SCIENTIFIC OPTIONS OPTION B1 – TEACHING 30 HOURS TOPIC: SPORTS PSYCHOLOGY TIME TOPIC SUGGESTED TEACHING AND HOMEWORK LEARNING OUTCOMES SUGGESTED RESOURCES POINTS TO NOTE OUTLINE ACTIVITIES muscular pain.  Examination style question on the use of attentional styles and links. 3 hours  Demonstrate knowledge and  Refer to previous learning on arousal. Extend understanding  Advanced PE and Sport - understanding of activation by group work on applying variables to the inverted U theory Honeybourne, Hill and Moors and arousal and explain their such as personality, ability and types of task.  OCR Advanced PE A2 – various The impact of relationship with personality,  Read in texts to prepare notes on peak flow. Students to Motivation in Sport and Exercise mental  ability level and complexity of identify their own peak flow experiences and what factors – Roberts. preparation for task; contributed.  Exercise Psychology – Willis physical  Demonstrate knowledge and  Visiting speaker talking about how anxiety is managed and and Campbell understanding of peak flow activities on their own peak flow experiences and how to maximize their  Stress and Performance in Sport experience and the zone of the effects. – Jones and Hardy effectiveness optimum functioning theory  Completion of an anxiety questionnaire to identify the various (Hanin);  Applying Psychology to Sport – and efficiency sources of anxiety. Woods  Describe the nature, and of  Heart rate checks when shown a range of photos / images /  Sports Psychology A self-help explain influences of, anxiety; stories that will make links between perception and anxiety. performance state/trait distinction; Guide – Bull  Discriminate between state and trait anxiety by using sports  Demonstrate knowledge and  Gold Minds– B Miller (mental situations to analyse the type of anxiety eg a penalty in preparation) Emotional understanding of anxiety football. Seek to make relationships between the two via the  Case studies: control and its management techniques: SCAT test. cognitive techniques (mental  http://news.bbc.co.uk/sport1/hi/a impact upon  Visiting yoga teacher / therapist to run a session with the rehearsal/imagery, positive cademy/default.stm students about stress management. Students to write a performance self talk, thought stopping, critique and to link to psychological theories.  and in rational/positive thinking) and sustaining a somatic techniques  Case studies on how top athletes prepare for competition – balanced, (progressive muscular identify their techniques and how these can be learned. relaxation, biofeedback  Students to write an extended exam style answer to a question

= Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea GCE Physical Education 31 of 56 PHYSICAL EDUCATION H554: G453 SPORTS PSYCHOLOGY

SUGGESTED SECTION B SCIENTIFIC OPTIONS OPTION B1 – TEACHING 30 HOURS TOPIC: SPORTS PSYCHOLOGY TIME TOPIC SUGGESTED TEACHING AND HOMEWORK LEARNING OUTCOMES SUGGESTED RESOURCES POINTS TO NOTE OUTLINE ACTIVITIES active and relaxation); that links the control of anxiety to improving performance and healthy or to increase participation for a healthy lifestyle. lifestyle.  Evaluate critically anxiety management techniques in improving performance, participation in physical activity and in sustaining a balanced, active and healthy lifestyle.

= Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea 32 of 56 GCE Physical Education Physical Education H554: G453 Biomechanics

Suggested 4 hours Topic: Linear Motion in Physical Activity teaching time Topic outline Suggested teaching and homework activities Suggested resources Points to note Newton’s Laws of  Recap of basic Biomechanics from AS Anatomy &  Sporting action pictures from internet or  These texts can be used Motion, describing Physiology specification. newspapers that students can use to throughout the teaching of this unit. linear motion, graphs of  Application of Newton’s Laws of Motion in relation to different identify the use of Newton’s Laws.  Advanced PE for OCR A2 motion, momentum types of physical activity. Heinemann.  Students to work in groups to present one activity to the rest  PE and the Study of Sport. of the group, to include an application of each of Newton’s  Mosby. Laws.  Mechanics of Sports Performance.  Observe a performer completing a 100m sprint (a) in a  Outdoor space.  Feltham Press. straight line in one direction (b) as shuttle runs of 2x50m  Video camera. sprints and 4x25m sprints.  An Introduction to Sports Mechanics.  Students discuss and define mass, distance, displacement, speed, velocity and acceleration for each occasion.  Sports Coach UK.  www.brianmac.co.uk has  Complete a practical investigation of a 100m sprint, recording  Outdoor 100m space information that can be used split times at every 20m. One student sprints 100m with  Measuring tape, stop watches, cones. throughout the teaching of this unit. others at 20, 40, 60, 80 and 100m. All students start their  See www.brianmac.co.uk/sprints for 20m  ‘Biomechanics’ Boulton-Hawker stop watches on “go” and stop them when the sprinter split times of elite performers or Films DVD provides a good passes them. www.hsi.net for 10m split times for elite overview of all topics covered.  Plot a distance/time and speed/time graph to interpret results performers. and calculate acceleration.  Compare results to split times of an elite performer.

= Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea GCE Physical Education 33 of 56 Physical Education H554: G453 Biomechanics

Suggested 6 hours Topic: Force in Physical Activity teaching time Suggested teaching and homework Topic outline Suggested resources Points to note activities Introduction to force, net  Discussion on the impact of force in different types of  Paper, pens, clip art/pictures/photographs.  Refer back to work undertaken in force, types of force, physical activity and examples of its effect. AS to do with the effect of size, free body diagrams,  Design and produce a poster showing the effects a direction and position of application impulse. force can have in one physical activity. Identify and of force on a body. explain the net force.  At A2, students should get used to  Students observe an elite performer in their chosen  Video footage of elite performers in different giving examples from the same activity. At three / four different moments in time, activities, Sky Sports Channels. activity to show the effects of a they sketch a free body diagram to show all the force. It is good practice for this to forces acting on that performer at the chosen be their assessed activity in unit 4. moment. They comment on vertical forces, horizontal forces and net force in each example.  An investigation into impulse and its link with  Outside or indoor space, paper and pens.  This is a slightly more demanding part increasing and decreasing momentum. Students of the specification and explanation of carry out a vertical jump, a sprint start and a 100m force as a vector quantity may be sprint. Using their knowledge of force, they sketch, required, i.e. the importance of interpret and explain force/time graphs for each of direction in relation to the resultant these activities. force.

= Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea 34 of 56 GCE Physical Education Physical Education H554: G453 Biomechanics

Suggested 6 Topic: Fluid Mechanics in Physical Activity teaching hours time Topic outline Suggested teaching and homework activities Suggested resources Points to note Air resistance,  In pairs / groups, students research the latest aerodynamic  Access to computer and  Focus research on swimming, sprinting and drag, fluid technology behind sports clothing and equipment used by elite internet. cycling aerodynamics. friction, performers who need to minimise air resistance/drag/fluid friction. They present their findings to the rest of the class. projectiles, lift force, Bernoulli  Investigation into the flight paths of projectiles with different cross-  Outside space, a variety of  Students should be able to use their previous principle, spin, sectional areas, surface characteristics and masses. projectiles e.g. golf ball, beach knowledge on force to help with this. Magnus effect.  Discussion on how the above characteristics affect flight paths. ball, tennis ball, wind-flow ball,  Free body diagram sketches of the forces acting on the projectiles at short tennis ball, football, shot various points during flight. Introduction to the parallelogram of put, table tennis ball, frisbee, forces. discus, javelin etc.  Using a sheet of A4 paper (landscape) make two folds,  A4 paper, desk.  The Bernouilli principle can also be used to explain approximately 6cm from either side of the paper to make a three- why papers get “sucked” out of an open car sided “house”. Stand the “house” on a flat table and blow hard window when travelling at speed. underneath the “roof”. Observe and explain what happens.  Observe different types of spin in sport and comment on its effect on  Video clips of elite tennis  For the effect of spin on bounce, it is good practice flight path and bounce. Discussion on the advantages of being able players / golfers using top spin, to draw the ball in contact with the ground and to impart spin to a ball in different sports. backspin, sidespin mark on it the direction of spin and the direction of  Design and produce a poster explaining each of the four different the friction force. types of spin used in sport.

= Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea GCE Physical Education 35 of 56 Physical Education H554: G453 Biomechanics

Suggested 2 hours Topic: Stability teaching time Suggested teaching and homework Topic outline Suggested resources Points to note activities Centre of mass and its  Students carry out a critical evaluation of the  Photographs/pictures of elite high jumpers using  Refer back to work undertaken in use in different sporting techniques used in high jump and make a direct the Fosbury flop technique. AS to do with centre of mass and techniques, line of comparison between the efficiency of the Fosbury the effect of changes in its position flop and the scissor technique. They explain their gravity, base of support, and its relationship with the base of findings making reference to the position of the support. maximising and centre of mass in relation to the body and the high minimising stability in jump bar. sport.  A practical investigation into the stability of the three  Outdoor or indoor space. positions in a sprint start; “on your marks”, “set”, “go”.  Students produce a continuum of sports techniques,  Photographs / pictures of performers in different  These positions can be linked back to either illustrated or just named, from least stable to sporting positions – either static or dynamic. increasing and decreasing momentum. most stable. They should suggest reasons why the performers would want to stable or unstable at this point.  By means of a presentation explain to the rest of the group the principles behind maximising and minimising stability.

= Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea 36 of 56 GCE Physical Education Physical Education H554: G453 Biomechanics

Suggested 1 hour Topic: Lever Systems teaching time Suggested teaching and homework Topic outline Suggested resources Points to note activities Components of a lever  In the gym, students analyse the lifting phase of a  Resistance machines / free-weights / dumbbells.  Safety considerations / warm ups system, types of lever variety of strength exercises, e.g. bicep curls, leg and cool downs. systems and examples curls, heel raises, triceps extensions. For each exercise, they identify the position of the fulcrum, from human movement load and effort and relate each to the human body. and sport, advantages They relate their finding to the class of lever system and disadvantages of working and comment on the advantages and different lever systems, disadvantages of this type of lever system. Each moments of force. student can write up their findings on a sheet of A4 for display in the classroom.

= Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea GCE Physical Education 37 of 56 Physical Education H554: G453 Biomechanics

Suggested 4 hours Topic: Angular Motion in Physical Activity teaching time Suggested teaching and homework Topic outline Suggested resources Points to note activities Initiating rotation, axes  Students identify the principle axis of rotation about  Video clip of a trampolining routine.  It is good practice for students to of rotation, describing which the movements take place during a always identify the axis of rotation angular motion, moment trampolining routine. about which a sporting body is of inertia, angular  Students are given a list of terms used to describe  List of angular motion v linear motion rotating before trying to apply their momentum. angular motion and the linear equivalent. Using this terminology. knowledge of moment of inertia terminology they devise analogues of Newton’s and angular momentum. Laws of Motion, giving examples from angular motion for each.  Students observe the changes in rate of spin of an ice skater, the rate of rotation of a  Variety of video clips showing sporting gymnast/trampolinist/diver and the rate of turn of a applications of the law of conservation of angular slalom skier. In groups they critically evaluate one momentum. performer that uses the principle of conservation of angular momentum to alter their rate of angular motion. Each group presents their findings to the rest of the class.

= Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea 38 of 56 GCE Physical Education Physical Education H554: G453 Biomechanics

Suggested 5 hours Topic: Critical Evaluation of the quality, effectiveness and efficiency of performance in selected physical activities teaching time Suggested teaching and homework Topic outline Suggested resources Points to note activities A critical evaluation of  Students are shown a video clip / picture /  Video clips / photographs / pictures of elite  This is an opportunity for the effective performace in photograph of elite performers running - this could performers in all of the different types of physical students to synthesise their running skills, jumping be sprinting, jogging, dodging etc. On a sheet of A3, activities listed. biomechanical understanding. entitled “running Activities”, they compile a table of  For each of the types of physical skills, throwing skills, applications explaining the use of the theoretical activity listed on the left in the hitting/kicking skills, components of Newton’s Laws, linear motion, force, rotating skills. impulse, stability, levers, moment of inertia in the specification, students should be chosen activity. Towards the end of the lesson, each able to apply the biomechanical student or group can share their findings with the theory listed on the right. As a rest of the class. guideline, one hour could be spent on each type of physical activity  This is repeated with jumping, throwing, hitting/kicking, and rotating activities. which will also work as a revision exercise.

= Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea GCE Physical Education 39 of 56 Physical Education H554: G453 Exercise and Sport Physiology

Suggested 7 hours Topic: Energy Concepts teaching time Topic outline Suggested teaching and homework activities Suggested resources Points to note Energy Concepts; role of ATP,  Use of role play to explain the role of ATP and the need for  ‘Physiology of Sport and  These texts can be used throughout the methods of ATP resynthesis, constant re-synthesis. Exercise’ J.H Wilmore teaching of this unit. the energy continuum and the  Analysis of different activities to explain the need for three and D.L. Costill, Human  Advanced PE for OCR A2 Heinemann. Kinetics. recovery process. different methods of re-synthesis in relation to intensity and  Advanced PE and Sport A level Nelson

duration of activity.  Thornes.  Students to work in groups to present one of the energy  Marieb Interactive  http://www.eis2win.co.uk/ and systems to the rest of the group, to include positive and Physiology www.pponline.org.uk have information that negative aspects of the system related to physical CDROM. can be used throughout the teaching o this performance. unit.  Complete a player analysis in terms of levels of  Video footage of  ‘The Science Behind Lance Armstrong’ intensity/duration of work during a game. Assess the performers at elite level Discovery Channel DVD provides a good contribution of each energy system during the match and e.g. use of sky TV player overview of all topics covered. prepare report on findings. Where possible compare the cam. results with that of an elite performer.  Video, stop watch.  Identify all the cellular changes that take place as a result of  Indoor or outdoor space. physical activity. Discuss how these changes can be  Measuring tape, stop reversed. watch and heart rate  Complete a practical investigation into the length of recovery monitor. time needed to complete a 10x10m shuttle run three times without an increase in time taken.  Research and discuss how the location of the host city for a major sporting competition can have an impact on performance and recovery.

= Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea 40 of 56 GCE Physical Education Physical Education H554: G453 Exercise and Sport Physiology

Suggested 4 hours Topic: Aerobic Capacity teaching time

Topic outline Suggested teaching and homework activities Suggested resources Points to note Aerobic Capacity;  Students complete an aerobic test that will provide a predicted  Multi-stage fitness test or  A PAR-Q should be completed by each student definition, methods VO2 max. Compare the results of the class and suggest reasons equivalent, CD player and before they take part in a fitness test. They of evaluation, for individual differences. Compare with elite athletes e.g. Lance measuring tape. should be fully informed of the test protocol and Armstrong VO2 max 85ml/kg/min.  Heart rate monitor, PAR-Q test that they can stop the test at any time. Parental training methods, permission for students under 18 is advised. energy system and Borgs RPE scale. used, physiological  Students use heart rate monitors whilst they perform different  Heart rate monitors.  Heart rate responses can also be used as adaptations to types of training and use target training heart rates to determine additional data for AS groups. training and design intensity. Students write a log of their results and compare performances giving reasons for individual differences. of training  If possible use interface heart rate monitors. Repeat activity programmes. after aerobic training and compare graphs.  http://news.bbc.co.uk/sportacade  Research and then compare VO2 max of marathon runners with my/ elite rowers. Write and present a report to the rest of the group. spl/hi/pop_ups/4/vo2_max/html/9.s tm information on Paula Radcliffe and James Cracknell.  Identify the physiological adaptations that will take place as a  Paper, pens, clip art/pictures.  Information can be used as a starter activity for result of aerobic training and say how each adaptation will help a future lesson as students play e.g. ‘just a

to improve a performers VO2 max. Produce a revision poster for minute’, charades or blockbuster. the classroom.

= Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea GCE Physical Education 41 of 56 Physical Education H554: G453 Exercise and Sport Physiology

Suggested 4 hours Topic: Strength teaching time Topic outline Suggested teaching and homework activities Suggested resources Points to note Strength; types of  In a practical session use different test protocols to assess  www.brianmac.demon.co.uk for strength  Refer back to work undertaken in AS strength, methods of the different types of strength. Decide which tests should be test protocols. related to fibre type. evaluation, training performed first and why. Measure the circumference of the  Free weights, multi-gym, grip muscles used. Analyse the results from the class and give dynamometer, vertical jump board, NCF methods, energy reasons for individual differences. systems used, sit-up test, tape measure. physiological  In a practical session individual students lead different types  Mats, multi-gym, free weights, ankle adaptations to training of strength training based on their own training for their weights, pulleys/parachutes, benches. and design of training sport. Students must explain their choice of training. programmes  Use of role play to explain the neural adaptations to  Mats, multi-gym, free weights, ankle  Some students may already be doing strength training. weights, pulleys/parachutes, benches. strength training for their chosen  Produce two posters, one outlining aerobic adaptations to activity. muscle and one anaerobic adaptations to energy specific strength training programmes.  Students devise and implement a training programme specific to the strength requirements of their sport.  Consider the strength training requirements of  A decathlon or heptathlon.

= Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea 42 of 56 GCE Physical Education Physical Education H554: G453 Exercise and Sport Physiology

Suggested 3 hours Topic: Flexibility teaching time Suggested teaching and homework Topic outline Suggested resources Points to note activities Flexibility; definition,  Practical investigation into the range of movement at  360 degree angle measurer/goniometer.  Refer back to work undertaken in AS to methods of evaluation, selected joints. Discuss findings and relate to  Sit and reach box. do with joints and muscles. training methods, structure of joint, flexibility training, muscle mass etc. physiological  Critically evaluate the use of the sit and reach test to adaptations to training evaluate flexibility. and design of training programmes

= Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea GCE Physical Education 43 of 56 Physical Education H554: G453 Exercise and Sport Physiology

Suggested 3 hours Topic: Body Composition teaching time Topic outline Suggested teaching and homework activities Suggested resources Points to note Body composition;  Where possible students should analyse their own body  Skin fold calipers, Bio-electric impedence  The NHS direct site definition, different composition and should critically evaluate the methods analysis, tape measure and weigh scales. www.nhsdirect.nhs.uk ) outlines methods of assessment, of evaluation by discussing reliability and validity. that BMI, “Is general advice for energy requirements for  Critically evaluate the use of BMI to monitor obesity in adults only. It does not apply to different activities, daily primary age children. children. It does not apply to pregnant women or breastfeeding calorific requirements women. Also your BMI may not be and health implications accurate if you are a weight-trainer of being overweight.  Students should calculate their BMR and then add on  Calculate your BMR at www.bmi- or an athlete, if you are over the calorific requirements based on activity levels by using calculator.net/bmr-calculator/ age of 60 or you have a long-term METS (to include training days). Each student should  Dietary guidelines and food labelling. health condition”. then estimate their daily calorific intake. Working in pairs  www.food.gov.uk the other student then evaluates the input v output data with reference to nutritional content, energy systems  MET values for activities are given in used and recovery. most Exercise Physiology text books e.g. ‘Exercise Physiology’ by Powers  Students to give presentation on how physical activity  http://healthlink.mcw.edu/article/984434798. and Howley by Mc Graw Hill. will help prevent obesity and weight related health htm outlines health problems related to problems to lower school pupils. obesityl  Students write nutritional and activity fact sheets for  http://hcd2.bupa.co.uk childhood obesity link either lower school children or parents. to inactivity

= Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea 44 of 56 GCE Physical Education Physical Education H554: G453 Exercise and Sport Physiology

Suggested 2 hours Topic: Application of the Principles of training teaching time Suggested teaching and homework Topic outline Suggested resources Points to note activities Application of the  Students complete an analysis of their current level  http://sportsmedicine.about.com/cs/conditioning  This topic ties together the principles of training; of fitness and compare it with the demands of their articles related to the application of training previous four topic areas and is a periodisation and the sport. They then plan and follow a training principles. synthesis of knowledge and programme. Students should be encouraged to keep  www.pponline.co.uk advice on how to plan a understanding rather than a new planning of a personal a training diary. health and fitness training programme. topic area. programme.

= Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea GCE Physical Education 45 of 56 Physical Education H554: G453 Exercise and Sport Physiology

Suggested teaching 3 hours Topic: Ergogenic aids time Topic outline Suggested teaching and homework activities Suggested resources Points to note Ergogenic aids; the  Students research the performers who have tested positive for drugs in  www. ukathletics .net/anti-  Background information positive and negative the previous twelve months. Compile a table of results showing the doping/drug-information-database/ regarding ergogenic aids effects of each aid, the activity, type of drug, enhancement properties and ban given. UK athletics drug information base. can be found on most NGB legal status and the  Students role play a coach/performer scenario where the coach is trying  www.wada-ama.org world anti-doping websites and on critical evaluation of to convince the performer to take a particular drug. agency. international sites such as the International Cycling each aid.  As a group discuss the difficulties organisers of the 2012 London Olympics will face in light of gene doping. Union.  http://www.uci.ch

 Provide information on the different nutritional advice given for different  http://www.ais.org.au/nutrition/index.a sports. Students analyse the different diets and relate it to the energy sp Australian Institute of sport has systems used and fitness components relied on by the performer. fact sheets to download on nutrition  Present a report to the rest of the group to explain the for several different sports and reasons for and benefits of post exercise intravenous research on ice baths related to fluid administration. recovery time.  Or alternatively the use of ice baths to promote recovery.  Practical investigation into the use of resistance aids in training.  Parachutes, pulleys, ankle weights,  Produce a table identifying the different resistance aids available, who crash mats, stop watches and heart would use them and to what effect. rate monitors.

= Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea 46 of 56 GCE Physical Education Sample Lesson Plan: Physical Education 7832 Sample Lesson Plan G453 Historical Studies

The impact of the industrial revolution on sport.

Lesson length is assumed to be one hour

Learning Objectives for the lesson

Objective Students to understand the impact of the industrial revolution on participation and performance in sport. Objective Students to be able to explain the extent to which different variables impacted on increased popularity of sports, participation in them, and made a contribution to balanced healthy lifestyles with reference to case study activities. Objective Students to understand how contemporary participation and performance are affected by similar variables of time, transport, Sunday trading etc.

Recap of previous experience and prior knowledge

Warm up activity as outlined below.

Content Time Content 7 minutes In 2s.Match up ‘game’ Review of characteristics of rational sports and pastimes linked to the social and cultural factors that influenced their nature and development. 15minutes Individually: Read any suitable text book section on the topic or article in Vol 2 No 1 pg 10 of PE Review magazine (September 2006). 15 minutes In 2s: To check your knowledge and understanding of the topic: Create a chart with each of the following headings (social factors).  Improved transport.  Reduced working hours/Saturday half day.  Urbanisation.  Improved law and order.  Improved literacy.  Influence of the Church.  Public baths and wash houses.  RSPCA.

GCE Physical Education 47 of 56 Time Content Now assign each of the following phrases to the most appropriate heading/s.  Working class had somewhere to wash their clothes.  Fewer people involved in baiting and blood sports.  Association football grew in popularity.  Factory owners organised trips to seaside.  People could read about their teams.  No space to play traditional games.  Overcrowding led to disease.Numbers of spectators increased.  Sunday school and parish football teams developed.  Approved of rational and respectable sports.  Encouraged watch or playing sport, which kept the working class out of the pubs.  Leagues, cups and other competitions grew.  Technology enabled printing of cheap newspapers which increased interest in sport.  A general set of rules needed.  Outdoor activities e.g. hill walking developed as people could get to the countryside.  Public parks established by local governments.  Specialist sporting newspapers established.  Reduction of violent sports.  Middle-class amateur swimming developed. Lead to the development of seaside resorts. 10 minutes As an individual decide (with evidence) which of the factors had the greatest impact on participation, performance and the creation of more balanced, healthy lifestyles as well as on the development of sports and pastimes in the nineteenth century. Pair up and if you have different – each person to argue their case and agree on one factor as a pair. Merge groups to become fours and repeat the process – again with evidence and argument and agree on one factor as a four.  Improved transport.  Reduced working hours/Saturday half day.  Urbanisation.  Improved law and order.  Improved literacy.  Influence of the Church.  Public baths and wash houses. 8 minutes What about today? Class discussion on impact of transport, work commitments, urbanisation, law and order etc on contemporary participation and performance and the maintenance of balanced healthy lifestyles.

48 of 56 GCE Physical Education Consolidation

Time Content 5 minutes Teacher (or student) from front. Feedback from pair and share activity and of class discussion.

GCE Physical Education 49 of 56 Sample Lesson Plan: Physical Education 7832 Sample Lesson Plan G453 Comparative Studies

Title: Australian case studies.

Lesson length is assumed to be one hour – this is lesson one of a two-hour project. Preparation time outside class contact time also required.

Learning Objectives for the lesson Objective Students to know and understand about four different codes of football in Australia (see section ‘sport and the pursuit of excellence’ in Australia). Objective Students to be able to compare each of the games in Australia and the UK as follows: UK Australia  Rugby League (high level  Rugby League (as an inclusive competitions; history of game; inter-state (State of Origin) professionalism; north/south competitions; class appeal; divide). professionalism; tri-nations  Rugby Union (as middle-class competition; geographical game; professionalism and focus/location). commercialism; influence of  Rugby Union (as ‘colonial’ Rugby World Cup). middle-class game;  Association football (history as professionalism and a working class game; commercialism; influence of amateurism & professionalism; Rugby World Cup). contemporary popularity –  Association football (history as a spectator and media interest). marginalised game; contemporary popularity).

 Australian Rules football (cultural and ethnic diversity; appeal for both players and spectators); plus (AS work) Australian Rules football (origins, factors which shaped its development including commercialism and impact of media). Objective Students to understand how each of these games might: encourage students be physically active as part of a balanced, active healthy lifestyle and how high levels of performance are achieved.

50 of 56 GCE Physical Education Recap of previous experience and prior knowledge.  Quick recap - students to answer the following questions:  What is meant by the terms opportunity, provision and esteem?  What is the role of both UK Sport and the UK Sports Institute (UKSI)?  In what ways has become increasingly commercialised in the UK in recent years?

Content

Time Content 10 minutes Warm up activity to recap knowledge. Teacher stresses need to be able to compare what we learn about other countries and what is happening in the UK. 15 minutes  Group organisation and briefing.  7 groups each to prepare PowerPoint (or any other style presentation as agreed) on their assigned game.  2 groups to do rugby league (1 in Aus, I in UK), 2 groups to do rugby union (1 in Aus, I in UK), 2 groups to do association football (1 in Aus, I in UK), 1 group to do Australian rules football.  Research method and resource briefing by teacher. 30 minutes Group research and planning with teacher advice and input group by group. 5 minutes De-brief on progress made in relation to lesson objectives. Agree on what needs to be done in study/preparation time prior to next lesson.

Consolidation

Time Content unspecified In non-contact time merge AUS and UK information (not for Australian Rules) and prepare presentation.

Following lesson: group presentations.

GCE Physical Education 51 of 56 Sample GCE Lesson Plan G453 Exercise and Sport Physiology

Obesity: A Twenty First Century Epidemic?

OCR recognises that the teaching of this qualification will vary greatly from school to school and from teacher to teacher. With that in mind, this lesson plan is offered as a possible approach but will be subject to modifications by the individual teacher.

Lesson length is assumed to be one hour,

Learning Objectives for the lesson Objective 1 Students able to explain the term body composition. Objective 2 Students able to describe different methods of assessing body composition. Objective 3 Students can calculate BMI and understand the advantages and disadvantages of using BMI data. Objective 4 Students know and understand the health implications of being overweight or obese.

Insert Recap of previous experience and prior knowledge  Students will have some knowledge of obesity from lessons taught in PHSE and GCSE PE.

Content Time Content 5 minutes Warm up activity. Students work in pairs. Using the notes made from the previous homework they explain the term body composition and agree a written explanation which they then present to another pair. 10 minutes Show the students the powerpoint presentation of the spread of obesity across America. http://www.cdc.gov/nccdphp/dnpa/obesity/trend/maps/ Initiate discussion. Are students alarmed at the spread in obesity? What might be the causes of such an increase? Will the UK follow similar trends? How valid is the use of BMI to assess obesity? End discussion by showing trends in obesity in the UK www.statistics.gov.uk and show government PSA target for 2010 www.dh.gov.uk 5 minutes Describe ways of assessing body composition; skin fold callipers, bio-electric impedence analysis, BMI.

52 of 56 GCE Physical Education Time Content 10 minutes Depending on the attitudes and sensibilities of the group, assessment of body composition could take place with students calculating their BMI (nb. ask students to be aware of the height and weight before the lesson) and comparing results with other methods (if equipment is available). However data can be given to the students in order for BMI calculations to be made. Compare results to BMI norm tables so students know what is considered to be overweight or obese. 10 minutes Present height and weight data of well known athletes e.g.Jona Lomu, age 18, height 1.96m and weight 120kgs, BMI 31.25 (obese). Discuss limitations of using BMI when considering an athlete’s body composition. Visit www.nhsdirect.nhs.uk and discuss other limitations. As a class decide on the best way of assessing body composition. 10 minutes Students work in small groups with access to internet. Each group is given a medical condition related to obesity to research e.g. cardiovascular disease, type 2 diabetes, high blood pressure, cancer. Access sites such as www.nutrition.org.uk.

Consolidation Time Content 10 minutes Each group to report back their findings to the rest of the class. Using a table students make notes on each condition.

Homework Re visit www.nutrition.org.uk and make notes on how energy is measured, basal metablic rate and energy balance. Measure your own BMR by visiting www.bmi-calculator.net/bmr-calculator

GCE Physical Education 53 of 56 Other forms of Support

In order to help you implement the new Physical Education specification effectively, OCR offers a comprehensive package of support. This includes:

OCR Training

Get Ready…introducing the new specifications

A series of FREE half-day training events are being run during Autumn 2007, to give you an overview of the new specifications.

Get Started…towards successful delivery of the new specifications

These full-day events will run from Spring 2008 and will look at the new specifications in more depth, with emphasis on first delivery.

Visit www.ocr.org.uk for more details.

Mill Wharf Training

Additional events are also available through our partner, Mill Wharf Training. It offers a range of courses on innovative teaching practice and whole-school issues - www.mill-wharf-training.co.uk. e-Communities

Over 70 e-Communities offer you a fast, dynamic communication channel to make contact with other subject specialists. Our online mailing list covers a wide range of subjects and enables you to share knowledge and views via email.

Visit https://community.ocr.org.uk, choose your community and join the discussion!

Interchange

OCR Interchange has been developed to help you to carry out day to day administration functions online, quickly and easily. The site allows you to register and enter candidates online. In addition, you can gain immediate a free access to candidate information at you convenience. Sign up at https://interchange.ocr.org.uk

54 of 56 GCE Physical Education Published Resources OCR offers centres a wealth of quality published support with a fantastic choice of ‘Official Publisher Partner’ and ‘Approved Publication’ resources, all endorsed by OCR for use with OCR specifications.

Publisher partners

OCR works in close collaboration with three Publisher Partners; Hodder, Heinemann and Oxford University Press (OUP) to ensure centres have access to:

 Better published support, available when you need it, tailored to OCR specifications  Quality resources produced in consultation with OCR subject teams, which are linked to OCR’s teacher support materials  More resources for specifications with lower candidate entries  Materials that are subject to a thorough quality assurance process to achieve endorsement

Hodder is the publisher partner for OCR GCE Physical Education.

Hodder is producing the following resources for OCR GCE Physical Education for first teaching in September 2008:

Graham Thompson, Nesta Wiggins-James, Rob James OCR PE for AS (2008) ISBN:9780340958681

Graham Thompson, Nesta Wiggins-James, Rob James OCR PE for AS Dynamic Learning Network Edition CD-ROM (2008) ISBN:9780340958698

Also

OCR PE for A2 and OCR PE for A2 Dynamic Learning edn CD ROM

Approved publications

OCR still endorses other publisher materials, which undergo a thorough quality assurance process to achieve endorsement. By offering a choice of endorsed materials, centres can be assured of quality support for all OCR qualifications.

Endorsement

OCR endorses a range of publisher materials to provide quality support for centres delivering its qualifications. You can be confident that materials branded with OCR’s “Official Publishing Partner” or “Approved publication” logos have undergone a thorough quality assurance process to achieve endorsement. All responsibility for the content of the publisher’s materials rests with the publisher.

These endorsements do not mean that the materials are the only suitable resources available or necessary to achieve an OCR qualification. Any resource lists which are produced by OCR shall include a range of appropriate texts.

GCE Physical Education 55 of 56 56 of 56 GCE Physical Education