Physical Education and Sport

Learning in Physical Education and Sport

Physical Education transforms life chances by providing holistic learning opportunities which nurture physical, social and moral development and wellbeing as well as cognitive and academic performance.

The Goodwin Academy PE department feels passionately about the importance of our pupils health and well being, the value of PE and the different ways PE and sport can support students’ progress. With this, the PE department’s intent is to deliver a curriculum that meets the needs of ALL pupils. Our aim is to encourage all pupils to have a positive attitude towards sport and physical activity and in turn promote adoption of a healthy lifestyle as well as lifelong physical activity.

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Curriculum Intent

To provide holistic learning opportunities which nurture physical, social and moral development and wellbeing

To unite individuals and encourage pupils to work together towards a collective goal

To embed physical literacy into all lessons to develop knowledge, understanding, confidence and enjoyment

To focus on the learning and improvement that enables long term development and lifelong participation

To use a range of thinking tools to enhance pupils’ thinking and aid them in embedding their knowledge

To create confident resilient individuals who are not afraid to fail but who persevere to improve

To provide a positive, enjoyable environment for all students to discover their potential and become the ‘BEST’ they can be!

BEST in PE

Cross curricular links

Importance of PE

KS3, Years 7,8 & 9, Physical Education

In Key Stage 3, participation and engagement is promoted through a range of sporting opportunities.  At least one of their PE sessions is held in the new 4 court sports hall and the others on the multipurpose Astro, netball courts or pitches, which are marked with Football pitches in the winter season and an athletics track and throwing areas during the summer terms.

Students study at least 2 activities a season (2 terms). Sports such as football, rugby, netball, basketball, badminton, handball, cricket, rounders and athletics all being offered in line with the extra-curricular sports of the season.

The curriculum is underpinned by a strong focus on preparing all students for the Level 2 BTEC First award in Sport, should they wish to take it.  Our aim is to embed physical literacy into all lessons to develop knowledge, understanding, confidence and enjoyment alongside competition to encourage students to be the ‘best’ they can be.  This encompasses learning about the fitness components, testing and training from Year 7 to 11. This is done in reference to each sport and as per lessons in principle.

KS4 Year 10 BTEC Level 1/Level 2 Tech Award in Sport

Students will complete 3 mandatory components:

  • Component 1: Preparing Participants to Take Part in Sport and Physical Activity.
    Learners will explore the different types and provision of sport and physical activity available for different types of participants, barriers to participation and ways to overcome these barriers to increase participation in sport and physical activity. They will also research equipment and technological advances in a chosen sport or physical activity and how to prepare our bodies for participation in sport and physical activity.
  • Component 2: Taking Part and Improving Other Participants Sporting Performance.
    Learners will investigate the components of fitness and their effect on performance, take part in practical sport, explore the role of officials in sport and learn to apply methods and sporting drills to improve other participants’ sporting performance.
  • Component 3: Developing Fitness to Improve Other Participants Performance in Sport and Physical Activity.
    Learners will be introduced to and develop an understanding of the importance of fitness and the different types of fitness for performance in sport and physical activity. They will also develop an understanding of the body and fitness testing.

 

Assessment

Component 1: Preparing Participants to Take Part in Sport and Physical Activity Non-exam internal assessment set by Pearson, marked by the centre and moderated by Pearson. The Pearson-set Assignment will be completed in approximately 5 hours of supervised assessment. 60 marks. December/January and May/June from 2023 onwards

Component 2: Taking Part and Improving Other Participants Sporting Performance Non-exam internal assessment set by Pearson, marked by the centre and moderated by Pearson. The Pearson-set Assignment will be completed in approximately 4 hours of supervised assessment. 60 marks. December/January and May/June from 2023 onwards.

Component 3: Developing Fitness to Improve Other Participants Performance in Sport and Physical Activity. The main synoptic assessment for the qualification. This builds directly on Components 1 and 2 and enables learning to be brought together and related to a real-life situation. This assessment is an external assessment taken under supervised conditions, which is then marked and a grade awarded by Pearson.

 

KS4, Year 11 BTEC Sport Level 2

Students will complete four units:

  • Unit 1 – Fitness for sport and exercise: Learners will learn about the components of physical and skill related fitness taking into account fitness training and testing methods (mandatory externally assessed, on-screen test).
  • Unit 2 – Practical sports: Students will improve and develop their own practical performance in 2 sports as well as examining that of other athletes. Knowledge and application of rules, regulations, officials’ roles and responsibilities in various sports will also be investigated and assessed (mandatory internally assessed).
  • Unit 3 – Training for personal fitness: This is a synoptic unit taking in information earnt in Unit 1 and 2. Learners will extend their study of the principles of training from Unit 1 and develop understanding of the effects of exercise. Finally they have the opportunity to design a personal fitness training programme using sports from Unit 2 learning strategies for training success and review progress (mandatory internally assessed).
  • Unit 6 – Leading sports activities: Students will study the skills and qualities of expert leaders, then learn how to plan and lead sports activity sessions (optional internally assessed). This is an optional unit and is subject to change if required but is the preferred choice of the PE Department currently. Other internally assessed options for this unit are; Unit 4 – The Mind and Sports Performance or Unit 5 – The Sports Performer in Action.

Assessment

Each unit accounts for 25% of the final grade awarded.

Unit 1 Fitness for sport and exercise will be externally assessed through an on-screen test. These tests are randomised and students should not expect to see the same questions or order of questions as their classmates. The assessment can take place outside of exam windows under normal exam conditions, students have two opportunities to be assessed throughout the course.

The other 3 units will be assessed internally through portfolio work. All assignments have a 1st submission with opportunity for a re-submission in whatever form they take, usually through written reports, investigations, posters, recorded practical work and interviews. (Unit 2 – 3 assignments; Unit 3 – 4 assignments; Unit 6 – 3 assignments).

The structure of BTEC courses mean it is important to note two factors: importance of coursework and awarding structure.

Importance of coursework details that all official coursework during the course counts towards the final grade. For example work completed at the start of Year 10 has the same value to the overall grade as work completed at the end of Year 11.

Awarding structure outlines that it is possible to limit the overall grade awarded in a unit, and whole course, by achieving a Level 1 Pass or Level 2 Pass in the first assignment of any unit. For example achieving a Level 2 Pass in Unit 2 Assignment 1 means the student can only achieve a maximum Level 2 Pass regardless of improved performance in future assignments in Unit 2.

 

KS4, Year 10 & 11 Core PE

In Key Stage 4, students participate in core PE and have the opportunity to take responsibility for their own learning with teachers offering choices for the classes to decide their own path where appropriate.  This includes a mixture of traditional and individual pursuits, with the opportunity to use the fitness suite and experience alternative physical activities to promote enjoyment and engagement.

Further Reading

  • BTEC Level 2 First Sport Student Book (Pearson, January 2010) ISBN 9781846906220 – Adams M, Beashel P, Hancock J, Harris B, Phillippo P, Sergison A and Taylor I
  • BTEC Level 2 First Sport Teaching Resource Pack (Pearson, April 2010) ISBN 9781846907173 – Adams M, Beashel P, Harris B, Johnson S, Phillippo P and Sergison A
  • Exercise Physiology Laboratory Manual: Health and Human Performance (McGraw Hill Higher Education, 2001) ISBN 9780072489125 – Adams G M Sports
  • Exercise and Fitness: A Guide to Reference and Information Sources (Libraries Unlimited Inc, 2005) ISBN 9781563088193 – Allen M B Exercise on Prescription
  • Cardiovascular Activity for Health (Butterworth- Heinemann, 1999) ISBN 9780750632881 – Buckley J, Holmes J, Mapp G
  • Level 2 BTEC Firsts in Sport Student’s Book (Folens, May 2010) SBN 9781850085157 – Commons R, Rizzo G, Swales M
  • The Health and Fitness Handbook (Longman, 2001) ISBN 9780582418790 – Dalgleish J, Dollery S Fitness for Games Players (NCF, 1996) ISBN 9780947850104 – Davis J
  • Fitness and Health (Human Kinetics, 2006) ISBN 9780736056144 – Sharkey B J and Gaskill S E Physical Fitness and Athletic Performance: A Guide for Students, Athletes and Coaches (Longman, 1996) ISBN 9780582091108 – Watson A W S

Links

Revision – Mr B series

Planet PE series

KS5, Years 12 & 13, BTEC Sport Level 3

In Key Stage 5, students will have the option to complete the BTEC Level 3 National Extended Certificate in Sport.

The Award  is an Applied General qualification for post-16 learners who want to continue their education through applied learning and who aim to progress to higher education and ultimately to employment in the sport sector.

The Level 3 Award is made up of 4 units:  3 mandatory units and one optional.

Students will study the skeletal system, muscular system, respiratory system, cardiovascular system and the energy systems for sports performance. They will use this knowledge and understanding to determine the interrelationships between body systems for sports performance. Students will be expected to collect data and information in order to develop and justify a fitness training programme and nutritional advice based on these interpretations.  Research will involve exploring career and job opportunities in the sports industry and own skills using a skills audit to inform a career development action plan. Moreover, they will examine National Governing Body rules/laws and regulations for selected sports competitions, the skills, techniques and tactics required to perform in selected sports.  Developing skills, techniques and tactics for sporting activity in order to meet sport aims and reflect on own practical performance using selected assessment methods.

Students are given 9 BTEC Sport lessons over a 2 week timetable cycle. This will provide them with the opportunity to complete both theoretical and practical lessons in order to enhance their understanding. Within these lessons students will use a range of thinking tools to enhance their thinking and aid them in embedding their knowledge through both practical and classroom based learning.

Links

Planet PE series

Skeletal system

Muscular system

Muscle Fibres and Types

Responses of the muscular system to exercise

Joints

Circulatory system

Respiratory system

Further Reading

  • BTEC Level 3 National Sport (Development, Coaching and Fitness) Student Book. Pearson, 2010. (ISBN 9781846906503) – Adams Metal, (2010)
  • BTEC National Sport: Level 3: Development, Coaching and Fitness. Hodder Education; London.- Rea, S, Stanford-Brown, J and Manley, C (2010)
  • Health Fitness Instructor’s Handbook. Human Kinetics Europe. (ISBN 9780736042109) – Howley, E.T and Franks, B.D (2003)
  • Anatomy and Human Movement. Butterworth-Heineman. (ISBN 9780750688147) Palastanga, N (2006)
  • Fitness and Health (Human Kinetics, 2006) ISBN 9780736056144 – Sharkey B J and Gaskill
  • S E Foundations of Sports and Exercise Psychology (5th ed.) – Weinberg R.S and Gould, D (2011) Human Kinetics; New York

Careers

The PE and Sport curriculum at Goodwin Academy has been deliberately selected to create a pathway from KS3 going into KS4 and KS5 to support our students in their developing their knowledge of PE and Sport to enable them to pursue their chosen career. Career options may include positions in teaching, sport and leisure, sports performance, exercise therapies, media and gaming. Moreover, a career in the armed forces may be a further alternative.

  • Physiotherapy
  • Sports Injury Therapist
  • Massage Therapist
  • Rehabilitation Coach
  • Nutritionist
  • Journalist
  • Sports Reporter
  • Personal Trainer
  • Gym Instructor

Fundamental British Values

Within the Physical Education department, we actively promote embedding the Fundamental British values within students’ lessons. Our aim is to ensure students become valuable and fully rounded members of society who treat others with respect and tolerance, regardless of background.

  • Democracy – Taking the views and opinions of others into account when participating in PE, sport and physical activity. To be able to share resources, take turns when using equipment and complete group tasks. To understand different roles and responsibilities including teamwork and decision making. To be able to appreciate other people’s actions and sacrifices. To be able to recognize people’s beliefs through their actions. A pupil voice for PE & School Sport (e.g. re: curriculum, extracurricular activities, PE kit).
  • Rule of Law – Understanding the importance of all rules and regulations in a variety of sports and adhering to them to make sure all students feel they are participating in a safe and friendly environment. The department has an established PE ethos with regard to how to win and lose fairly and understanding of good sportspersonship. Competition against oneself is encouraged in addition to competition against others.
  • Respect and Tolerance – To demonstrate mutual respect for others and patience and resilience in sustained activities. Pupils avoid stereotyping groups and can articulate their own beliefs. Pupils should respect PE equipment and school buildings/facilities. Appropriate rewards and sanctions are in place in PE in line with the ‘BEST’ agenda and the schools’ behaviour policy. All pupils are encouraged to engage in competition within school and across the community.
  • Individual Liberty –Students are able to demonstrate self-discipline and work without distraction on individual work. To take responsibility for their own learning and make confident, individual choices when participating on their own as well as working with others. To demonstrate leadership skills and be role models to others. PE recognises individual differences and encourages all pupils to be their ‘BEST’.

Furthermore, the following Olympic and Paralympic values are promoted through PE and School Sport:

  • Friendship
  • Courage
  • Inspiration
  • Determination
  • Equality
  • Respect
  • Excellence

Further Reading 

  • Usain Bolt My Story
  • Mo Farah Twin Ambitions
  • Jessica Ennis Unbelievable
  • Kelly Holmes Black, White & Gold
  • Swim, Bike, Run – Alistair & Jonathon Brownlee
  • Andy Murray Seventy-Seven
  • Michael Phelps No Limits The Will To Suceeed
  • The Sports Gene David Epstein
  • Mather Syed The Greatest