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In This Issue: Is It All About Winning..? Buying Success a Step Too VAR How Fast Can You Go..? Online magazine designed to support the teaching of Pearson GCE PE | September 2018 In this issue: Is it all about winning..? Buying success A step too VAR How fast can you go..? Welcome to the fourth edition of INSIDE TRACK, the online Principle Examiners’ magazine designed to support the teaching of Pearson GCE PE. feedback This termly magazine provides material to support centres in their delivery of the course, specifically the 2016 specification, with articles written by senior AS specification 2018 examiners and guest writers, together with reviews of resources that may be helpful for teaching or background reading. The senior examiners, detailed below, offer the summaries of what can be Get in touch learned from the examinations in It is hoped that INSIDE TRACK will be a helpful resource for centres delivering 2018. Copies of the full reports are the Pearson specification. If you have particular requests for how the magazine available from the GCE PE subject can support you, or wish to contribute, then please contact the editorial team at page on the Pearson website. [email protected] or [email protected]. Support materials Senior examining team: Chair of examiners: Dr Phil Hayes Topic guides, which provide additional detail about the content requirements of Chief examiner: Dennis Tattoo the specification, sample assessment materials, coursework examples and other useful resources to support the delivery of the course are available here. AS Course Component 1 (Scientific Principles): Dee Gannon (DG) Past issues Component 2 (Psychological and Social Principles): Andrew Armitstead (AA) Did you miss an issue? Need to catch up? Just now discovered us and wondering Component 3 (Practical Performance): Dane Smith (DS) what you missed? You can browse through the past editions of Inside Track here. Component 4 (Performance Analysis): Dane Smith (DS) 8PE01 – Scientific Principles of Physical Education Contents It was encouraging to see the improvement in “explain” questions where, despite showing in the quality of answers with many exemplar obvious knowledge, students did not link their 3 Principal Examiners’ feedback AS specification 2018 answers across most questions, although answers. there are still other students struggling to 8 Principal Examiners’ feedback A Level specification 2018 meet the demands of the paper in terms of Students also need to ensure with extended 15 Is it all about winning..? Teaching the Olympic Games using correct terminology and understanding questions, that they read carefully what the question. is being asked about and ensure they are 16 The mechanics of levers answering the question. 18 Contemporary Fitness Testing Centres need to continue to encourage students to learn definitions from the glossary The asterisked question (*) requires students 21 Buying success : Franchises in the World of Sport and to make sure they understand all the to show their knowledge from all areas of 24 A step too VAR..? : Technology in sport terminology used in the specification. study across the specification and not limited to physiological aspects. 28 How fast can you go..? : Determinants of running performance Centres should also aim to help students DG 30 Resources Review understand what each of the command words are looking for, as many students lost marks INSIDE TRACK is produced by Dennis Tattoo, Penny Lewis and the Customer1 Services team 2 3 8PE02 – Psychological and Social Principles of Physical Education For the AO1 short responses, students need to For example, a coach would use specific goals understand exactly what the answer requires because this allows performers to focus on in terms of detail. For example, when the one aspect of performance. command word is ‘List’, the answer requires only short responses, even single words. In the AO3 extended writing answers, students must structure their responses and include Students, if they know the topic, can cover this a directive introduction and a judgemental type of question very swiftly, allowing more conclusion. time for the longer answers. Students also need to cover all aspects of the It is worth preparing students for this type of question, for example cognitive and somatic question through starter activities in lessons. anxiety and management techniques prior For example, list the four dimensions of to and during performance were all part of personality, the characteristics of English question 5. public schools, what is the Olympic ideal etc. Students need to look for opportunities For the AO2 longer response questions, it is to refer to other areas of study to develop vital that students read the question carefully. answers. For example, ‘Explain’ is a common command word and requires responses that give reasons Many students scored very well on the or causes. extended writing questions as they had thorough knowledge and showed good 8PE03 – Practical Performance The goal setting question in 2018 required technique. They had clearly been well students to say how a coach would use targets. prepared. There were many positive aspects of this Some centres opted to video the practical Good answers included reasons for inclusion. AA series. Live moderations were well organised work on the moderation day so that it could be with many motivated candidates. offered as evidence should the centre request a review of marks post moderation. The majority of sessions were structured and dynamic, although there were some centres Some centres also opted to submit their that only included static and/or basic drills. practical evidence for DVD moderation. Identification of the candidates during the Centres are reminded that it is a requirement conditioned drills was generally clear, however of the specification to show both skills there was some indifferent quality of video within conditioned drills as well as a formal, material in competitive situations that failed to competitive game/situation. support the marks awarded by the centre. Moderators commented that when candidates There were cases of centres submitting video performed in an environment that was evidence that had been edited. Centres are relevant to their ability, marks were often politely reminded that evidence submitted readily supported. must be unedited in order to meet the specification requirements. DS Key advice for all students includes, using the space provided and marks available as a guide on how much to write, to use examples to illustrate points and especially, to read the questions carefully. 4 5 8PE04 – Analysis of Performance General comments lacked depth and clarity. Some candidates did not fully understand both terms and in Most candidates produced work within the some cases the analysis for validity reflected Level 3 (7-9 band) for both the physiological reliability. and the technical / tactical aspects of the coursework. In the better submissions the test data was interpreted well, including appropriate Physiological analysis of the issues surrounding validity and reliability as well as the limitations of some The majority of candidates identified three tests was discussed in depth. appropriate component of fitness but in some cases certain choices were not the most Most candidates suggested appropriate future appropriate for the demands of the sport and priorities for training and development, but were not fully justified. in some tasks not enough detail was included that demonstrated an understanding of top More research is required by candidates band work. that include a physiological overview of their chosen sport at the start of the task that Technical will then justify the three most important components of fitness. Most candidates selected the technical analysis Tactical for their second task. In most cases candidates The majority of candidates offered mainly provided photos of themselves and higher Most candidates had selected tactics that were Analysis of how the tactic could be adapted standard tests that were extracted from level performers for comparison through the relevant to their activity and development as a to changing circumstances was completed websites like www.brianmac.co.uk and three phases of preparation, execution and performer. with inconsistency. Candidates receiving www.topendsports.com. recovery of the skill being performed. lower marks either did not include this or the It was clear that most candidates understood information provided was too brief. Although a lot of these tests offer validity for Work that was marked at a higher level the purpose and how the tactic can be the particular component being tested, they provided thorough analytical detail with a good implemented into a competitive environment The use of annotated images to demonstrate can lack validity for a specific sport. balance between technical information, as well and the benefits it has to performance. the changes and alterations to specific tactics as the inclusion of biomechanical aspects. enhanced the clarity of the presentation, Normative data for the standard tests were Candidates who were judged to be in the especially when relevant elite examples were also used for the basis of analysis, however Candidates with lower marks offered mainly higher mark band provided detailed annotated used. this data in a lot of the cases is dated. descriptive work that lacked analysis. The images that analysed the application of the use of computer-generated images was also tactic in a competitive scenario that included Summary Candidates who researched the elite and/or used by a minority of candidates that did not specific elite examples. potential elite standards were often awarded allow for real-life analysis, and generally lacked The work was generally well structured, higher marks. Some centres also used peer depth overall. In most tasks this could have been extended although to achieve top band marks data as another layer of data for the basis of further by including more qualitative and/or candidates must include more contemporary analysis to good effect; and this should be Overall, higher band work provided detailed quantitative analysis of the candidate’s own research that is specific to their sport, as well encouraged.
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