Physical Education
Head of Department – Mr A. Last
The Physical Education Journey at TBGS
Underpinning the role of Physical Education at TBGS is a commitment to instil a lifelong passion for physical activity and sport, be it recreational or competitive. A fully inclusive, multifaceted, holistic curriculum enables all pupils the opportunity to develop a skill-set so as to lead a healthy active lifestyle.
As a department we are committed to provide a learning environment that allows all pupils to work outside their comfort zone, embrace mistakes and demonstrate resilience when faced with adversity to ensure they make progress during their educational journey at TBGS.
Key Stage 3 – ADD, CUE & LEAD
We recognise the need to develop the core skills, knowledge and understanding, through a broad range of experiences and opportunities. With this in mind, our Key Stage 3 PE curriculum encourages and inspires all pupils to Acquire, Develop and ‘Do’ (ADD) before utilising these skills in a creative, explorative manner (CUE), whilst understanding the need to be reflective through evaluation, adaption and discussion (LEAD). Pupils use these generic skills to scaffold their learning across a broad range of practical sports in order to further progress their individual skill and knowledge levels.
Our 5 ‘Core Values’; Excellence, Determination, Resilience, Integrity and Leadership, are fundamental to all teaching and learning across the department. Pupils are acknowledged for their personal development within these core values at the end of every unit of work.
Key Stage 4 – ‘Wellbeing and Regular Activity Pathways’ (WRAP) Programme
Following on from the experiences of the ADD, CUE and LEAD units, undertaken at KS3 our pupils are given an opportunity to personalise their learning journey at KS4.
It is our belief that during KS4 pupils should be afforded the opportunity to access a broad series of individual pupil pathways which have a clear focus and exit routes. Some will continue to enhance the progress made during KS3 others will expose pupils to new, innovative activities they have not yet experienced.
- Rackets Pathway – Badminton/Squash – Access to local Badminton or Squash clubs through signposting, attending TBGS extra-curricular clubs or bringing in specialised coaches/instructors.
The overall aim of these pathways is to ignite and sustain a passion in Healthy, Active living beyond the school boundary and carry this through to adulthood. Pupils are not directly assessed against attainment/progress criteria but monitored, using the school effort grade system (ATL/BFL) which highlight students’ engagement and behaviour levels within the programme, and enabling appropriate interventions to be put in place where necessary.
As a department we reaffirm the benefits of a Healthy, Active Lifestyle and how this can support the academic rigour of their studies and support both the physical and mental health and fitness at this time. Pupils’ will be expected to wear the appropriate kit; the PE Department Kit fault policy will continue to be implemented across Key Stage 4.
Behind the Learning Journey
Although practical performance is the foundation around what we achieve within the subject, it is important that pupils are made aware that the subject has many dimensions and develops much wider values and skills:
To inspire a lifelong passion for sport and physical activity
To develop resilience through both mental and physical challenge
To develop physical literacy so as to pursue a healthy active lifestyle
To support initiative, creativity and flare as a way of expressing one’s individuality within both team and individual activities.
To provide opportunities for pupils to combine an innate passion for sport with the theory behind the subject to stimulate future studies and/or career choice.
To nurture young sportsmen who recognise the role and value of rules/laws/etiquette and mutual respect across a range of different activities both in practice and competitive scenarios.
To encourage collaboration and effective communication to develop positive relationships
This whole process is supported by our departmental 3 pledge promise:
ACTIV8 – The aim of the ACTIV8 program is to enthuse all pupils to try a range of mainstream and alternative sports, and then through this experience we will sign post them, with exit routes, to other school clubs and external, local clubs where they can continue to enrich their experiences through playing various sports.
XLR8 – A program to extend our gifted and talented PE students so that they can fulfil their potential. The model includes bespoke, personalised training for individuals that focuses on the ‘complete’ athlete this is a programme setup to further enhance the knowledge, skills and understanding of our gifted and talented pupils.
INNOV8 – This program dovetails in well with the XLR8 and the ACTIV8 programs to provide opportunities for all pupils to immerse themselves in sport. As not every individual is destined to be a performer in sport, the INNOV8 program recognises the importance of a range of roles within the sporting context.
GCSE
Physical Education
Exam Board – OCR
– What will I study?
Students will study both the practical and theoretical sides of Physical Education.
- Theory of Physical Education – Physical Factors affecting performance:
Applied Anatomy and Physiology – Muscular-Skeletal System, Cardio-Respiratory System, Levers;
Physical Training – Components of Fitness, Fitness Testing, Principles of Training, Methods of Training Physical Factors affecting performance;
Socio-Cultural – Commercialisation, Engagement Patterns in Sport, Ethics and Sport, Deviance, Drugs in Sport, Violence in Sport;
Sports Psychology – Classification of Skill, Goal Setting, Mental Preparation, Guidance and Feedback;
Health, Fitness and Well-being – Health and Wellbeing, Diet.
- Practical Physical Education:
Students select 3 sports (a combination of team and individual;
Students will be assessed in all 3 sport as a performer;
Students will keep a personal portfolio of all activity undertaken in their chosen sports.
- Analysing and Evaluating Performance (AEP) – For the purpose of assessment, learners are required to demonstrate their ability to analyse and evaluate their own practical performance, or that of a peer in order to:
Analyse aspects of personal performance in a practical activity
Evaluate the strengths and weaknesses of the performance
Carry out a movement analysis of a set skill with the activity.
Produce an action plan which aims to improve the quality and effectiveness of the performance
– How will I be assessed?
Applied anatomy and physiology Physical training: – 1 hour written paper (30%)
Socio-cultural influences and sports psychology health, fitness and well-being: – 1 hour written paper (30%)
Practical activity assessment – analysing and evaluating performance (AEP): non-exam assessment (40%)
– How will I be taught?
There are 6 lessons a fortnight – 4 theory based and 2 practical lessons -however, a number of theory lessons will be taught in a practical environment looking at scenarios and practical based theory.
– Who should I contact?
Mr A Last/Mr C Porter
A Level
Physical Education
– What will I study?
This course takes a multi-disciplinary approach to the study of movement, performance and behaviour in relation to play, institutionalised Physical Education, sport and recreation. The content allows students to study Physical Education in an academic setting, enabling them to critically analyse and evaluate their physical performance, and apply their experience of practical activity in developing their knowledge and understanding of the subject.
We have loads of sports to choose from:
athletics, badminton, basketball, blind cricket, boccia, boxing, camogie, canoeing, cricket, cycling, dance, diving (platform), equestrian, football, Gaelic football, goal ball, golf, gymnastics, handball, hockey (field), hurling, kayaking, lacrosse, netball, polybat, powerchair football, rock climbing, rowing, rugby (union or league), sculling, skiing (snow), snowboarding, squash, swimming, table cricket, table tennis, tennis, trampolining, volleyball, wheelchair basketball, wheelchair rugby
– How will I be assessed?
There are four units, leading to three exams and one coursework unit.
Firstly, physiological factors affecting performance is assessed through end examination worth 30%, and covers applied anatomy and physiology, exercise physiology, and biomechanics. The second exam is psychological factors affecting performance, worth 20%, covering tropics of skills acquisition and sports psychology. The final exam is socio-cultural issues in physical activity and sport, also worth 20%, covering sport and society, contemporary issues in physical activity and sport.
The coursework, worth 30%, centres around performance, including performance or coaching in a sport, along with evaluation and analysis of performance for improvement (EAPI).
– Why should I study Physical Education?
This is an excellent platform for students to receive a well-rounded and full introduction to the world of Physical Education, sport and sports science. This complete grounding in the subject provides a fantastic base from which to build when they move to higher education, employment or further training.
It will provide skills for a modern world. Students can develop a range of practical skills, including communication using appropriate language, dealing with pressure, split-second decision making, analysing and evaluating performance.
It could lead to a host of career opportunities including: sports psychology, coaching, tourism, physiotherapy, teaching, outdoor pursuits, sport science, youth work, management or leisure and recreation.
– Who should I contact for more information?
Mr A Last alast@tbgs.torbay.sch.uk
