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Support Material

GCE Physical Education
OCR Advanced Subsidiary GCE in Physical Education: H154
Unit: G451

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

Contents
Contents 2
Introduction 3
Physical Education H154: G451 Anatomy and Physiology 5
Physical Education H154: G451 Acquiring Movement Skills 12
Physical Education H154: G451: Socio-Cultural Studies Relating to Participation In
Physical Activity 27
Sample Lesson Plan
Anatomy and Physiology 38
Sample Lesson Plan
Socio-cultural studies relating to participation and performance in physical
activity 40
Other forms of Support 42

2 of 43 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 43

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.


PHYSICAL EDUCATION H154: G451 ANATOMY AND PHYSIOLOGY
SUGGESTED 8 HOURS TOPIC: JOINTS: MOVEMENTS, MUSCLES, MUSCLE CONTRACTION, MOVEMENT
TEACHING TIME ANALYSIS AND FIBRE TYPE
SUGGESTED TEACHING AND
TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE
HOMEWORK ACTIVITIES
Joints, movement and • Review of the skeletal system. • http://www.bbc.co.uk/science/ • These texts can be used throughout the teaching
muscles • Identify joint type and movement produced humanbody/body/interactives/3djigsaw of this unit
through practical delivery. (skeletal-muscular system • Advanced PE for OCR AS Heinemann
• Contrast type of movement and range of animations and interactive site). • Advanced PE and Sport A level Nelson Thornes
movement related to stability/weight bearing • www.nln.co.uk (interactive site). • A variety of animations can be accessed at the
function of joint. • Skeleton, individual bones, models medical animation library which can be used
• Measure range of movement at selected of joints, x-ray films, 360 degree angle throughout the teaching of this unit at
joints and compare results within group in measurer (goniometer). www.pennhealth.com
terms of gender, training, activity, injury etc. • Throughout the unit relate structure to function
• Practical assignment of making a joint to practical example.
(hmwk).
• Relate joint structure to physical demands of
different sports activities. -Identify and locate
agonist and antagonist for each movement
through practical delivery.
Continued • Exploration of different types of muscular • Use of multi-gym or free weights • Manual of Structural Kinesiology, Sixteenth
contraction through practical activity e.g. • Camera and or video Edition by Clem W. Thompson and R.T. Floyd.
Role of muscular
multi-gym session. • Movement analysis ICT package e.g. • Video footage will be useful for revision.
contraction and
• Discuss issues regarding eccentric Dartfish, Kandle or Quintic
movement analysis contraction related to
training.
• Undertake a range of
analyses of several typical movements
experienced by the students in their chosen
activity.
Muscle fibre type in • Compare the three different fibre types in • http://www.medicdirectsport.com/
relation to choice of relation to their structure and function. exercisetheory
physical activity • Determine fibre type recruitment in relation to • www.pponline.co.uk
a number of different practical activities. • www.sportdevelopment.org.uk/

= Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity
idea

PHYSICAL EDUCATION H154: G451 ANATOMY AND PHYSIOLOGY
SUGGESTED 8 HOURS TOPIC: JOINTS: MOVEMENTS, MUSCLES, MUSCLE CONTRACTION, MOVEMENT
TEACHING TIME ANALYSIS AND FIBRE TYPE
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES
• Explore the genetic nature of fibre type in html/talentid
relation to choice of activity (link to talent
identification programmes).

idea

Physical Education H154: G451 Anatomy and Physiology
Suggested 3 hours Topic: Warm-up and cool down and the impact of different types of physical activity on the skeletal and muscular
teaching time systems
Suggested teaching and homework
Topic outline Suggested resources Points to note
activities
The effect of a warm-up • Perform a sit and reach test before and after a • Sit and reach box or equivalent. • Link topic of cardiovascular system to
and cool-down on warm-up and analyse results. • www.pponline.co.uk (articles related to warm-up and cool-down later in the
skeletal muscle tissue in • Use of an elastic band to demonstrate stretching). unit
relation to the quality of the impact of temperature change on • Video footage of warn-up/cool-down activities
degree of stretch. performed by elite athletes/performers. Use of
performance.
• Compare different warm-up techniques and consider exercise bikes on the sidelines of major sporting
the contradictory findings with regard to stretching. events.
• Discuss the impact on performers of a lack of cool-
down e.g. substitutions in a game of basketball.
• Provide brief overview of maturation of bone, the • www.pennhealth.com (animations of • Both positive and negative impact of
Impact of different types development of bone density, role of the growth osteoporosis, osteoarthritis). participation in physical activity should
plate, calcium and collagen. Relate to participation in • ‘Current Diagnosis and Treatment, Sports be considered. Students should be
of physical activity on
sport and lifelong participation. Medicine’ (McGraw Hill 2007) Information on aware of how best to ensure lifelong
the skeletal and participation in activities.
• Complete an analysis of joints in relation to joint growth plate injuries.
muscular systems stability and the ability to withstand repetitive strain • http://www.sportsinjurybulletin.com/
and sudden impact.
• In groups, research and then present possible
reasons for poor alignment and posture e.g. muscle
imbalance, poor technique.
• Discuss implementation of Long term
athlete development model by NGBs.

idea

Suggested 3 hours Topic: Motion and Movement
teaching time
activities
Motion and Movement • Practical investigation into Newton’s laws of motion, • A variety of different weighted balls for practical • Manual of Structural Kinesiology,
Basic concepts of e.g. application of different forces to different objects. demonstration. Sixteenth Edition by Clem W.
biomechanics • Application of Newton’s laws of motion to a variety of • Starting blocks. Thompson and R.T. Floyd provides
different practical activities. • Use of snooker table. introduction to motion and movement.
• Identification of the different types of motion • www.london2012.co.uk (educational materials
produced (linear, angular and general). produced for Newton’s Laws).
• Practical gymnastic investigation into changes in • Use of gymnastic area. • Information regarding types of training
balance as a result of: changing the number of • Video footage of a variety of team games. and articles can be accessed from
points of contact, area of base of support, the height • Incorporation of judo techniques in rugby most national governing body websites
of the centre of mass, the position of the centre of training. e.g. the welsh rugby union.
mass in relation to the base of support.
• http://icwales.icnetwork.co.uk
• Discuss the impact of dynamic balance in relation to
• http://www.tigers.co.uk
the quality of performance in team
games.

Suggested 6 hours Topic: Response of the cardiovascular system to physical activity
teaching time
activities
Response of the • Recording of heart rate response of students to • http://library.med.utah.edu/kw/pharm/hyper_hear • Link back to the effects of a warm-up
cardiovascular system different activity intensities. Plot information on t1.html cardiac cycle animation. and cool-down on muscle tissue.
to physical activity graphs and analyse response. • http://health.howstuffworks.com/adam heart • Suggest that cardiac cycle and
• Relate the control mechanisms to HR response e.g. animation. conduction system are taught in same
anticipatory rise due to effect of adrenaline on SA • ‘Anatomy and Physiology’ by Seeley Stephens lesson with links made between the
node. and Tate. Mc Graw Hill. two.
• Identify relationship between SV, HR and Q and • Marieb Interactive Physiology CDROM.
show similar response pattern to exercise. -Show • Interface heart rate monitors.
impact of blood pressure/response of baroreceptors
• Blood pressure monitor (as
on heart rate by measuring HR of performer during a
demonstration).
headstand and from seated to standing position.
• www.bhf.org.uk British Heart Foundation website
• Discuss the structure of each blood vessel in relation
for information about coronary heart disease and
to the function that it performs e.g. when size is
impact of physical activity on the heart.
considered arterioles have comparatively more
smooth muscle in vessel walls making them efficient
in terms of vasoconstriction and vasodilation.
• Students to produce persuasive material (e.g.
poster, leaflet, press release, page for website,
powerpoint) to promote the benefits of exercise to
the cardiovascular system.
• Research and discuss what might
cause cardiovascular drift.

idea

Suggested 6 hours Topic: Response of the respiratory system to physical activity
teaching time
activities
Response of the • Provide a practical demonstration to show the • http://www.mhhe.com/biosci/esp/2001_saladin/f • Make the distinction between
respiratory system to relationship between volume and pressure. The older_structure/ab/m1/s3/index.htm mechanics ventilation (of air) and gaseous
greater the change in volume the greater the change of breathing animation. exchange at the lungs and at the
physical activity.
in pressure and the greater the change in diffusion • www.brianmac.demon.co.uk/environ.htm muscle cell (of oxygen and carbon
gradient. information on altitude. dioxide) and cellular respiration in the
• Discuss why at rest the diffusion gradient is relatively • Spirometer. mitochondria.
small (for ventilation and gaseous exchange) and • Peak flow meter. • Link the neural control of the
why during exercise the diffusion gradient gets respiratory system with the cardiac
• http://www.powerbreathe.com
bigger. control centre and the vasomotor
• Where possible measure the vital capacity of each control centre.
student and their forced expiratory volume. Analyse
the results and give possible reasons for individual
differences (size, sex, asthma, smoking, training,
choice of activity).
• Use role play to show the different affinity that
haemoglobin has for oxygen, carbon dioxide and
carbon monoxide. Discuss the impact that smoking
has on aerobic performance.
• Discuss the relative benefits of altitude training in
contrast to training high and living
low.
• Research and discuss the use of the
power breathe training aid.

idea

idea

PHYSICAL EDUCATION H154: G451 ACQUIRING MOVEMENT
SKILLS
SUGGESTED 30 TOPIC: ACQUIRING MOVEMENT SKILLS (SECTION B)
TEACHING TIME HOU
RS
LEARNING SUGGESTED TEACHING AND
OUTCOMES HOMEWORK ACTIVITIES
2 hours Candidates should be able to • Explore the notion of a continuum for Texts : • Students must be
Classification of position and justify examples classification. • Advanced PE and Sport - Honeybourne, Hill and able to relate the
of movement skills on the • Use practical activities for students to Moors. classification with
motor skills.
following continua: assess classification of different skills. practical skill
• Acquiring Skill in Sport An Introduction – Honeybourne.
• Muscular involvement • Use videos of skills to carry out class activities.
• OCR Advanced PE AS – various.
(gross – fine). analysis. • Videos of sports skills being performed.
• Environmental influence • Identify and critically evaluate the
(open – closed);Continuity characteristics of each continuum –
(discrete – serial – relate to students’ own chosen
continuous). practical activity.
• Pacing (externally paced • Students to answer an examination-
– self paced). style question related to skill
• Difficulty (simple – classification.
complex).
• Organisation (low – high).
1 hour Learning outcomes: • Define and describe the methods. Texts : • Students may well
• Methods of manipulating • Explain these methods applying to • Advanced PE and Sport - Honeybourne, Hill and have opportunities
The application of
skills (part and whole practical skill-learning situations. Moors to put theory into
classification to the practice if following
practice; progressive part • Students to construct a practice of a • Acquiring Skill in Sport An Introduction - Honeybourne
organisation and and whole-part-whole) to enrichment courses
motor skill justifying their choice of • OCR Advanced PE AS – various
determination facilitate learning and practice by relating the task to its such as sports
of practice. improve performance; classification. leadership or if they
• Evaluate critically these help out with lower
• Identification of the strengths and
methods and their school PE. In this
weaknesses of these types of practice.
effectiveness in the way students can
• Students to answer an examination- discover the most
learning of movement

idea

SKILLS
TEACHING TIME HOU
RS
skills. style question related to methods of effective practice
practice. methods and give
reasons why.
1 hour • Characteristics of ability • Identification of different types of ability • Texts : • Students should
(innate, underlying and as an innate potential for skill learning. • Advanced PE and Sport - Honeybourne, Hill and have an
Classification of
enduring traits). • Students to recognise different specific Moors. understanding of
abilities relating to several different
• Gross motor abilities with abilities for the performance of different • Acquiring Skill in Sport An Introduction – Honeybourne.
movement skills. examples. motor skills. types of abilities
• OCR Advanced PE AS – various.
• Psychomotor abilities with • Definitions of gross motor skills and using Fleishman’s
• www.teachpe.com taxonomy of
examples. psychomotor skills.
abilities as a guide.
• An analysis of different motor skills and
their underlying abilities.
• Students to create a ‘map’ of a motor
skill to show specific underlying
abilities leading to named sub routines
that make up the motor skill.
2 hours • Identify characteristics of • Students to teach other a motor skill • Advanced PE and Sport - Honeybourne, Hill and Moors
The development the phases of learning that is new to the learner and identify • Acquiring Skill in Sport An Introduction - Honeybourne
(Fitts and Posner) the characteristics of the cognitive • OCR Advanced PE AS – various
of motor skills and Cognitive. phase.
the use of different • www.brianmac.
• Associative. • Identification of practice methods to be
practice methods demon.co.uk
• Autonomous. used in this phase.
to ensure effective • www.thesportselite.com/
• Apply these phases of • The characteristics of the associative
involvement in articles/learning.html
learning to practical phase linking this to importance of
physical activity. activities. feedback and trial and error learning.

idea

SKILLS
TEACHING TIME HOU
RS
Some initial links with S- R bond.
• Identification of practice methods to be
Phases/stages of used in this phase.
movement skill
learning that affect
participation and
performance in • The characteristics of the autonomous
physical activity. phase of learning. Initial introduction to
motor programmes and open loop
control.
• Students to construct a task for
teaching or revising a motor skill for
learners of motor skills in each phase
of learning.
1 hour • Describe types of • Students to experience using and • Advanced PE and Sport - Honeybourne, Hill and Moors
guidance used in different being subjects for the use of guidance • Acquiring Skill in Sport An Introduction - Honeybourne
The development phases of learning to methods. • OCR Advanced PE AS – various
of motor skills and improve performance: • Identification of practical examples • www.brianmac.
the use of different (visual – early phase; for each and their associated
practice methods verbal – later phases; demon.co.uk
strengths and weaknesses thus
to ensure effective manual and mechanical –
leading to a critical analysis.
developing kinaesthetic
involvement in • Students to answer an
awareness and
physical activity. knowledge of safety examination-style question related
Types of guidance issues). to guidance.

idea

SKILLS
TEACHING TIME HOU
RS
and their impact • Evaluate critically these • Link types of guidance to phases of
upon effective different types of learning – identifying which type of
guidance. guidance to use for each phase of any
performance and given motor skill.
participation in a
balanced, active
and healthy
lifestyle.
2 hours • Describe methods of • Explore the different methods of • Advanced PE and Sport - Honeybourne, Hill and Moors
physical practice physical practice. Identify suitable • Acquiring Skill in Sport An Introduction – Honeybourne
The development (massed; distributed; examples from sport. • OCR Advanced PE AS – various
of motor skills and fixed; varied). • Critically evaluate these types by
the use of different • www.sportscoachuk.org
• Explain the role of mental showing strengths and weaknesses of
practice methods practice and rehearsal vs. each.
to ensure effective physical practice • Make links with skill classification from
involvement in rehearsal. previous lessons.
physical activity. • Explain the appropriate • Give examples of elite performers
use of practice methods using mental practice to clarify
to maximise effectiveness movement requirements and to control
Practice methods (for different ability levels arousal.
and their impact and for different activities; • Explore different methods of mental
upon effective and classification of skills; practice.
schema theory).
efficient • Make links between mental and
• Evaluate critically different
performance of physical practice and their relative
types of practice methods strengths.
movement skills. and their application to

idea

SKILLS
TEACHING TIME HOU
RS
the performance of • Experiment with a novel motor skill
movement skills. such as juggling with one group using
mental practice, one physical and one
group a combination. Compare results
with possible explanations.
• Students to make a written critical
analysis of the use different types of
practice of a motor skill in their
assessed activity.
• Students to answer an examination-
style question related to mental
practice.
3 hours • Welford’s model (display; • Students to draw Welford’s and • Advanced PE and Sport - Honeybourne, Hill and
Information sensory information; Whiting’s models of information Moors.
processing during sense organs; perceptual processing. • Acquiring Skill in Sport An Introduction – Honeybourne.
the performance of mechanism; effector • To role-play an aspect of each model • Motor Learning and Performance – Schmidt.
skills in physical mechanism; response or to ‘hot seat’ an element of the • OCR Advanced PE AS – various.
activity. and feedback). model.
• www.brianmac.demon.co.uk
Models of • Describe Whiting’s model • Students to relate each aspect of the
information (display; receptor model to a simple motor skill e.g.
processing and systems; perceptual catching a ball.
mechanism; translatory •
effectiveness in To explore the concept of perception
mechanisms; output, and its importance in judging and
the learning and feedback).
performance of interpreting stimuli available when
• Apply these models to the performing a motor skill.
movement skills. learning and performance • To identify different types of feedback

idea

SKILLS
TEACHING TIME HOU
RS
of physical activities. and their importance in different
phases of learning.
• To make initial links with open loop and
closed lop control.

2 hours • Describe the Multi-store • Memory ‘games’ to identify aspects • Advanced PE and Sport - Honeybourne, Hill and
model of the memory and capacity of different memory Moors.
Information
process; interaction of stores. • Acquiring Skill in Sport An Introduction – Honeybourne.
processing during memory with the • Students to draw the multi-store model
the performance of perceptual process of memory and to apply to the learning
skills in physical (selective attention). and performance of motor skills.
activity. • Describe short term • The importance of interaction between
Memory and its sensory store (STSS); memory and the perceptual process.
role in developing short term memory (STM) • Using a reaction to a stimulus in sport
and long-term memory
movement skills. – identify how selective attention
(LTM). operates and its links to the short-term
• Describe strategies to store.
improve both short term • Characteristics and capacities of short
memory storage term and long-term stores.
(chunking) and long-term
• Practice chunking methods of
memory storage.
increasing capacity of short-term
• Apply the memory memory and its importance in the
process to the learning learning and performance of motor
and performance of skills.
physical activities.
style question related to memory and

idea

SKILLS
TEACHING TIME HOU
RS
its effects on acquiring motor skills.
1 hour • Define reaction time, • Students to perform reaction time • Advanced PE and Sport - Honeybourne, Hill and
movement time, response activities / expts using computers. Moors.
Information
time. • Students identify sports situations that • Acquiring Skill in Sport An Introduction – Honeybourne.
processing during
• Describe the impact of demand quick reaction times. • Motor Learning and Performance – Schmidt.
the performance of reaction time on • Identification of the differences • OCR Advanced PE AS – various.
skills in physical performance; Explain between reaction time, movement time
activity. • www.brianmac.demon.co.uk
factors affecting response and response time using the sprint
time in practical activities. • On – line reaction tests:
start as a case study.
• Demonstrate knowledge • http://getyourwebsitehere.com/jswb/rttest01.html
Reaction time and • Students describe factors that affect
and understanding and response time in their assessed • www.fetchfido.co.uk/games/reaction/reaction_test.htm
developing - 9k
the application of theories activities.
effective relating to reaction time • Article about reaction times of athletes.
• Students to construct guidelines on
performance in (the psychological how to speed up reactions using • condellpark.com/kd/reactiontime.htm - 31k.
physical activity. refractory period; single strategies such as mental rehearsal
channel hypothesis; and anticipation.
choice reaction time
• Identification and description of the use
(Hick’s Law) and the role
of the psychological refractory period in
of anticipation).
outwitting opponents. This to be
related to the single channel
hypothesis or ‘bottle neck theory’.
• Students to draw a graph showing the
relationships between reaction time
and number of alternative responses to
illustrate Hick’s Law.

idea

SKILLS
TEACHING TIME HOU
RS
1 hour • Describe the nature of, • Students to make a list of motor • Advanced PE and Sport - Honeybourne, Hill and
and give examples of, programmes that they have in a Moors.
Motor control of programmes stored in the chosen activity. Identification of the • Acquiring Skill in Sport An Introduction – Honeybourne.
skills and its long-term memory. sub routines that make up these • Motor Learning and Performance – Schmidt.
• Explain the links to open programmes.
impact upon • OCR Advanced PE AS – various.
loop control and the • Descriptions of how these programmes
developing
autonomous phase of have been formed.
effectiveness in learning. • Students to refer back to the
physical activity. autonomous phase of learning and to
their ability/ sub routine maps for more
Motor and details of their possible motor
executive programmes.
programmes and • Give examples of open loop control
their impact on the movements such as a slip catch in
learning of fielding to show spontaneous and well
learned movements without conscious
movement skills.
control and without reference to
feedback.
style question related to open loop
control.
Motor control of • Describe open loop • Descriptions along with practical • Advanced PE and Sport - Honeybourne, Hill and
skills and its control; closed loop examples of open and closed loop Moors.
impact upon control. control. • Acquiring Skill in Sport An Introduction – Honeybourne.
developing • Explain the role of open • Link to the role of feedback. • OCR Advanced PE AS – various.
effectiveness in loop and closed loop • Experiment to show different types of

idea

SKILLS
TEACHING TIME HOU
RS
physical activity. control in the performance feedback leading to different
of motor skills. performance outcomes e.g. with limited
Types of motor • Evaluate critically different feedback; with negative feedback; with
control and their types of feedback to full and positive feedback. Explanation
detect and correct errors. of the outcomes.
impact on
• Students to write a series of guidelines
movement skill
for coaches/teachers to show the
acquisition and correct use of feedback in learning
competence in motor skills.
physical activity.
2 hours • Explain relationships with • Novel throwing activities to be • Advanced PE and Sport - Honeybourne, Hill and
Motor control of the motor programme. practiced e.g. ‘welly wanging’ and Moors.
skills and its • Demonstrate knowledge results observed to identify • Acquiring Skill in Sport An Introduction – Honeybourne.
impact upon and understanding of modifications to previously learned • Motor Learning and Performance – Schmidt (esp
sources of information: motor programmes (eg discuss or
developing hammer throw actions).
chapter on schema theory).
recall schema (knowledge •
effectiveness in OCR Advanced PE AS – various.
of initial conditions; • Students to identify next to each
physical activity. knowledge of response schema component a practical
specification); recognition activity to demonstrate the theory.
Schema theory schema (knowledge of • Examination-style question on linking
and its role in sensory consequences; schema theory to the type of practice
developing knowledge of movement for a motor skill.
movement skills outcomes).
and strategies.
• Demonstrate knowledge • A written justification of the use of
and understanding of practices making links to skill

idea

SKILLS
TEACHING TIME HOU
RS
motor programmes classification, motor programmes and
(relevant sub routines and schema.
possible schema
identified from the
candidate’s physical
activity experiences).
3 hours • Explain Drive reduction • Short survey of fellow 6th formers / and • Advanced PE and Sport - Honeybourne, Hill and
Learning skills in theory and its impact on a or family members about their Moors.
physical activity. lifelong, balanced, active motivations to participate in sports • Acquiring Skill in Sport An Introduction – Honeybourne
Motivation and and healthy lifestyle. activities. (catastrophe theory).
arousal and their • Demonstrate knowledge • Draw from this the different types of • OCR Advanced PE AS – various.
and understanding of motivation for participation. •
impact upon young Motivation in Sport and Exercise – Roberts.
arousal as a drive • Identify what is meant by drive
people’s • Stress and Performance in Sport – Jones and Hardy
affecting levels of reduction and its influence on task
participation, (for details on catastrophe theory.
motivation. persistence.
performance and • www.uksport.gov.uk
• Explain motivation and • Students to write a short explanation of
aspirations in arousal theories (Drive how drive reduction can impact on • For case studies related to motivation and sport:
physical activity. theory; Inverted U theory; lifelong, balanced, active and healthy • http://news.bbc.co.uk/sport1/hi/academy/default.st
Catastrophe theory lifestyles. m
(Jones and Hardy)) and • Students to prepare presentations on
their application to the arousal theories.
learning and performance
• Identify links between arousal and
of movement skills.
performance.
• Demonstrate knowledge
• Students to write an evaluative critique
and understanding of
of all arousal theories.
motivational strategies
• Students to draw graphs to illustrate

idea

SKILLS
TEACHING TIME HOU
RS
and their application arousal theories for different types of
(different ability levels; task and ability levels.
disaffected young people; • Each student to be given a ‘client’ – all
encouraging participation clients to be different sports performers
in a balanced, active and at different levels. Motivational
healthy lifestyle). strategies to be identified and
• Evaluate critically explained by each student to motivate
motivation and arousal their ‘client’.
theories and the
application of motivational
strategies.
3 weeks • The
Learning skills in associationist/connectioni
physical activity st theory of operant
conditioning (Skinner).
Theories relating • The cognitive theory
related to the work of
to the learning of
Gestaltists (insight
movement skills learning and ways of
and the thinking to optimise
development of learning).
positive • Social/observational
behaviours learning theory; the
associated with a importance of significant
balanced, active others in the adoption of a
balanced, active and
and healthy

idea

SKILLS
TEACHING TIME HOU
RS
lifestyle. healthy lifestyle.
• Bandura’s model
(demonstration, attention,
retention, motor
reproduction, matching
performance), and the
factors that affect
modeling (nature and
perceived importance of
model).
3 weeks • The • Στυδεντσ το ρεαδ τηε βαχκγρουνδ οφ • Advanced PE and Sport - Honeybourne, Hill and
Learning skills in associationist/connectioni αλλ τηε τηεοριεσ ιν τεξτσ το πρεπαρε. Moors.
physical activity st theory of operant • Οβσερϖινγ ψουνγερ λεαρνερσ ιν α ΠΕ • Acquiring Skill in Sport An Introduction – Honeybourne
conditioning (Skinner). λεσσον το ιδεντιφψ ηοω τηεψ λεαρν. (catastrophe theory).
Theories relating • The cognitive theory Αλσο οβσερϖε ψουνγερ φαµιλψ • OCR Advanced PE AS – various.
related to the work of µεµβερσ. Ιδεντιφψ τηε νεεδ φορ
to the learning of
Gestaltists (insight ρεωαρδ φορ αν ασσοχιατιον το βε
movement skills learning and ways of µαδε βετωεεν α στιµυλυσ ανδ α
and the thinking to optimise ρεσπονσε.
development of learning). • Εξαµινατιον−στψλε θυεστιον ον
positive • Social/observational οπεραντ χονδιτιονινγ.
behaviours learning theory; the • Οβσερϖινγ α λεαρνερ ρεαλ ορ ον
associated with a importance of significant ϖιδεο το ιδεντιφψ χογνιτιϖε / ινσιγητ
balanced, active others in the adoption of a ελεµεντσ οφ σκιλλ λεαρνινγ.
balanced, active and
and healthy • Στυδεντσ το χονστρυχτ α σκιλλ
healthy lifestyle.
lifestyle. λεαρνινγ σεσσιον το µαξιµιζε

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SKILLS
TEACHING TIME HOU
RS
• Bandura’s model υνδερστανδινγ οφ τηε σκιλλ σ
Learning (demonstration, attention, χογνιτιϖε ρεθυιρεµεντσ.
Outcomes: retention, motor • ∆ραωινγ ον τηε οβσερϖατιον,
reproduction, matching στυδεντσ ιδεντιφψ τηε
performance), and the χηαραχτεριστιχσ οφ αν εφφεχτιϖε
factors that affect modeling δεµονστρατιον µοδελ.
(nature and perceived • ∆ραω ουτ Βανδυρα σ µοδελ οφ
importance of model). οβσερϖατιοναλ λεαρνινγ ανδ
στυδεντσ το εξπλαιν υσινγ α
πραχτιχαλ εξαµπλε.

2 ηουρσ • Discuss positive • Πραχτιχαλ εξαµπλεσ το βε ιδεντιφιεδ • Advanced PE and Sport - Honeybourne, Hill and
Learning skills in reinforcement, negative βψ στυδεντσ (υσινγ ασσεσσεδ Moors.
physical activity. reinforcement and αχτιϖιτιεσ) οφ ποσιτιϖε • Acquiring Skill in Sport An Introduction – Honeybourne
punishment (with ρεινφορχεµεντ, νεγατιϖε (catastrophe theory).
Reinforcement of examples from ρεινφορχεµεντ ανδ πυνισηµεντ ιν τηε • OCR Advanced PE AS – various.
movement skill candidate’s practical λεαρνινγ οφ µοτορ σκιλλσ.
• For promoting sport for disabled:
learning and activities). • Αππλιχατιον οφ Τηορνδικε σ Λαωσ
www.youthinformation.com
behaviours • Discuss Thorndike’s βψ στυδεντσ ωριτινγ α δεσχριπτιον οφ
Laws: knowledge of α τεαχηινγ αχτιϖιτψ ρελατεδ το µοτορ • For promoting women’s sport: www.wsf.org.uk
associated with a
balanced, active and methods of strengthening σκιλλ λεαρνινγ ανδ ιδεντιφψινγ ηοω • www.uksport.gov.uk
healthy lifestyle. the stimulus response (S- τηεψ ωουλδ υσε ρεινφορχεµεντ το
R) bond through repetition µαξιµιζε λεαρνινγ.
(Law of exercise); • Στυδεντσ το δεσιγν αν ιντροδυχτιον το
Learning satisfaction/annoyance/e σπορτσ σεσσιον φορ τηοσε ωηο ωιση
motional intensity (Law of το αδοπτ α ποσιτιϖε, ηεαλτηψ
Outcomes

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SKILLS
TEACHING TIME HOU
RS
effect); through physical λιφεστψλε.
and mental preparedness
(Law of readiness).
• Discuss appropriate use
of reinforcement in skill
learning and in promoting
positive, healthy lifestyle
behaviour.
Topic Outline • Describe types of transfer • Suggested Activities • Advanced PE and Sport - Honeybourne, Hill and
2 hours that occur in practical • Students to identify skills in their own Moors.
performance: positive assessed activities that can be • Acquiring Skill in Sport An Introduction – Honeybourne
Learning skills in transfer; negative transferred to facilitate skill learning. (catastrophe theory).
physical activity. transfer; proactive • OCR Advanced PE AS – various.
transfer; retroactive
Transfer of learning transfer; bilateral transfer. • Student presentations on different • Coaching manuals specific to students’ assessed
to develop • Demonstrate knowledge types of transfer in their assessed activities.
effectiveness in and understanding of sports. • For case studies in practising specific skills:
physical activity. ways of optimising the • A full skills teaching sessions to be
effect of positive transfer.
http://news.bbc.co.uk/sport1/hi/academy
constructed to use the concept of
• Demonstrate knowledge • www.brianmac.demon.co.uk
transfer. Others to observe to identify
Learning Outcomes and understanding of transfer examples.
ways of limiting the effect • Students write guidelines for a coach in
of negative transfer. their sport to maximize the effects of
• Evaluate critically different transfer. Students to understand the
types of transfer and their links between variable practice –
impact on the schema and positive transfer.

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SKILLS
TEACHING TIME HOU
RS
development of • Observe others performing skills to
movement skills. identify possible negative influences of
• Explain the effects of learned skills on the learning and
transfer of learning on performance of other skills.
schema development and • Write an exam – style answer to
the importance of variable critically analyse different types of
practice. transfer.

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Physical Education H154: G451: Socio-Cultural Studies Relating to
Participation In Physical Activity
Suggested 4 Hours Topic: Physical Activity
teaching time
Topic outline Learning outcome Suggested teaching & Resources Points to note
homework activities
Participation in Candidates should be able to demonstrate • Overview of the course. • Throughout the course a • Setting the scene
physical activity knowledge and understanding of: • Survey of young people in the variety of texts/resources • Candidates will be asked to
• Physical activity as an umbrella term school re participation in their should be made available if critically analyse aspects of work
which might include physical and outdoor families and peer group. possible including: in the examination.
recreation, physical and outdoor • Frequency/intensity/time/type. • Advanced PE for OCR • Investigation of
education and/or sport; • Reasons for participation or lack (Heinemann) government
• The meaning of the terms: exercise; or participation. • Key word game activities guidelines for health.
healthy/balanced lifestyles; lifetime • Placement of activities into • Key terms opportunity, provision
sport/life-long physical activity; suggested categories – reasons and esteem can be introduced
• The benefits of regular participation in for decision. here – will be covered in detail
physical activity; • Candidates to answer later course.
• Factors contributing to increasingly examination-style question
sedentary lifestyles; related to this topic.
• Recommendations in terms of frequency,
intensity and type of physical activity so
as to develop, and sustain, a balanced,
active and healthy lifestyle;
• Possible barriers to regular participation
in physical activity by young people.
Physical Candidates should be able to demonstrate • Candidates to answer • Outward Bound or other
recreation and knowledge and understanding of: examination-style question suitable video clip/s.
• Physical recreation (definitions; related to this topic. • Specimen assessment
outdoor
characteristics; benefits); materials and (gradually) past
recreation
• Outdoor recreation as an aspect of papers
physical recreation in the natural
environment (characteristics; benefits).

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teaching time
homework activities
Physical Candidates should be able to demonstrate • Analysis of own school • National curriculum for PE
education and knowledge and understanding of: experience of PE.
outdoor • Physical Education (definitions; • In role as Head of department,
characteristics; benefits); write letter to parents outlining
education
• Outdoor Education as part of Physical forthcoming Outdoor Ed trip.
Education in the natural (or semi-natural) Include location, benefits,
environment (definitions; characteristics; qualifications of staff, safety
benefits; adventure; risk (real vs. procedures etc.
perceived) and safety; constraints on • Candidates to answer
widespread regular participation by examination-style question
young people). related to this topic.

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teaching time
homework activities
Sport Candidates should be able to demonstrate • Newspaper work: Annotate key • Laminated pictures of each
knowledge and understanding of: words and phrases in articles that concept.
• Sport (definitions; characteristics; confirm the status of the activity • Video analysis – any key
benefits); as a sport. What makes a sport a sporting occasion
• The terms: physical prowess, physical sport?
endeavour, sportsmanship, • Picture analysis: gather pictures
gamesmanship, deviance. of sport, physical/outdoor
recreation, physical/outdoor
education.
• Annotate with key words and
phrases. Identify similarities and
differences and overlaps.
• Start file glossary of key
words/terms.
• Candidates to answer
examination-style question
related to this topic.

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Suggested 7 Hours Topic: Sport and Culture – sport and physical activity as a reflection of the culture in which it exists
teaching time
Topic outline Learning outcome Suggested teaching & homework activities Resources Points to note
The UK Candidates should be able to • th
Pictorial comparison of own school v a 19 century elite public • Video of surviving ethnic • Depending on
demonstrate knowledge and school. What did those schools have that helped develop sports sports in UK: location of school – a
understanding of: and games? Mention of opportunity, provision and esteem. Gloucestershire cheese visit to a festival could
• Surviving ethnic sports and • Archive video material of high level ‘amateur sport’ – discuss rolling, Haxey Hood be considered.
games in the UK (e.g. reasons for participation/how and why have things changed/ Game, Ashbourne • Groups investigation
Highland Games); nalysis of contemporary benefits and drawbacks. football. and presentation/s of
• Describe characteristics of • Candidates to answer examination-style question related to this • Pictures of 19th century different festivals in
surviving ethnic sports and topic. public boarding schools. UK – do they ‘fit’ the
reasons for continued characteristics?
existence and popularity • Research task - date
(including festival; local; of formation of list of
traditional; isolation; social; National governing
tourism; annual/occasional; Bodies - useful
retention of ethnic identity); context/link for
• Explain the role of nineteenth centres opting for
historical studies at
century public schools in
A2.
promoting and organising
sports and games;
• Explain the relatively recent
move from the traditional
amateur approach to a more
professional approach (with
reference to mass
participation; sporting
excellence; organisation and
administration; government
support) in sport.
The USA Candidates should be able to: • Production of picture montage using travel brochures, maps, Video clips: e.g.: • Useful introduction for
those centres opting

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