GCE AS/A LEVEL
WJEC GCE AS/A LEVEL in
PHYSICAL EDUCATION
APPROVED BY QUALIFICATIONS WALES
GUIDANCE FOR TEACHING
Teaching from 2016
This Qualifications Wales regulated qualification is not available to centres in England.
CONTENTS
Introduction
3
Unit 1: Exploring physical education
1. Exercise physiology, performance analysis and training
2. Sport psychology
3. Skill acquisition
4. Sport and society
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4
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18
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Unit 3: Evaluating physical education
1. Exercise physiology, performance analysis and training
2. Sports psychology
3. Skill acquisition
4. Sport and society
25
24
32
37
39
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INTRODUCTION
The WJEC AS and A level in Physical
Education qualifications, accredited by
Welsh Government for first teaching from
September 2016, are available to:
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all schools and colleges in Wales
schools and colleges in
independent regions such as
Northern Ireland, Isle of Man and
the Channel Islands.
Practical work is an intrinsic part of physical
education and it is developed throughout this
course. Investigatory work is assessed in
conjunction with practical activities for both AS
and A level.
Additional ways that WJEC can offer support:
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The AS will be awarded for the first time
in Summer 2017, using grades A–E; the A
level will be awarded for the first time in
Summer 2018, using grades A*–E.
The qualification provides a broad,
coherent, satisfying and worthwhile
course of study. It encourages learners to
develop confidence in, and a positive
attitude towards, physical education and
to recognise its importance in their own
lives and to society.
The specification is intended to promote
a variety of styles of teaching and
learning so that the course is enjoyable
for all participants. The content has been
developed to allow learners to
understand the interrelationships
between different areas of study and
their impact on the performer.
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Specimen assessment materials
Face-to-face CPD events
Examiners' reports on each question
paper
Free access to past question papers
and mark schemes via the secure
website
Direct access to the subject officer
Free online resources
Exam Results Analysis
Online Examination Review
If you have any queries please do not hesitate
to contact:
Mike Neale
Subject Officer – Physical Education
[email protected]
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Unit 1: Exploring physical education
1. EXERCISE PHYSIOLOGY, PERFORMANCE ANALYSIS AND TRAINING
CONTENT
Performance analysis in sport
DETAILED DESCRIPTION
Performance analysis is the assessment of an individual's physical, technical, tactical and psychological
skills and abilities
The coaching process and its
limitations: the need for
performance analysis
technology.
Learners should be able to explain the coaching process and its link with feedback. They should
understand the difference between traditional coach intervention (based on subjective
observations/perceptions) and modern performance analysis techniques. They should be able to discuss
the limitations of solely using real time observations.
Learners should be able to define performance analysis and explain the important role that it plays in
contemporary sport.
Qualitative and quantitative
approaches to analysing
performance: choosing the
correct method and analysing
data.
Learners should understand the difference between qualitative and quantitative approaches to
performance analysis and should be able to give examples of each.
Video analysis: its advantages,
disadvantages and uses.
Learners should understand the role that digital video analysis plays in helping coaches to analyse
performance. They should be able to discuss the advantages and disadvantages of its use and
understand the importance of different forms of video analysis, e.g. split screen, slow motion, and frame
analysis in both the analysis and refinement of performance, e.g. links with feedback.
Learners should understand the rationale behind the selection of different performance analysis
techniques for different aspects of performance, e.g. use of GPS software to analyse the tactical aspects
of the game, or the use of biomechanics analysis for technical aspects.
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Fitness testing
Learners should understand the different components of fitness and how they are developed from a
general fitness and sport specific perspective.
Components include
Cardiovascular endurance
Muscular endurance
Strength
Muscular endurance
Flexibility
Agility
Balance
Speed
Power
Reaction time
Co-ordination
Learners should understand how these components of fitness are tested through both lab and fieldtesting. Learners need to have knowledge of the following lab tests and their basic procedures; V02 max
treadmill or cycle ergometer test, lactate threshold testing, 30sec Wingate power tests.
Learners need to understand reliability and validity of testing, and how it differs between laboratory and
field testing, how to carry out standardised testing protocol e.g. understanding importance of exact
measurement – 20m for the multi-stage fitness test, or measurements for the Illinois Agility run etc.
Learners need to understand the benefits of fitness testing e.g. identify strength and weaknesses,
monitor progress, set goals etc.
Learners need to understand how the results can be interpreted e.g. normative tables, athletes previous
test results, fellow athletes and how sport specific tests may differ from those carried out on sedentary
individuals e.g. more use of maximal sport specific testing.
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Notational analysis: its
advantages, disadvantages and
uses.
Learners should understand the main purposes of notational analysis: analysis of movement, tactical
analysis, technical analysis and statistical compilation (Hughes, 1985). They should appreciate how
notational analysis systems have developed from use of simple data collection (hand notation and
coding) to the use of complex computerised systems.
Learners should be able to explain and analyse data relating to time-motion analysis and GPS tracking
systems such as Prozone and Hawkeye.
Levers
Components of a lever system:
pivot/fulcrum, effort and
load/resistance. 1st, 2nd and
3rd order levers.
Learners should understand the components of a lever system (pivot/fulcrum, effort and load), and
should be able to classify different orders of levers. They may be required to draw simple line diagrams
of each order.
Learners apply their knowledge of levers to sporting examples, e.g. 3rd order lever used for bicep curl.
Mechanical advantages and
disadvantages of different types
of lever.
Learners should understand the main functions of levers and relative efficiency of each system as
expressed through the mechanical advantage equation (mechanical advantage = effort arm/resistance
arm).
Knowledge of levers and moments of force (torque) are not required.
Analysis of movement in
physical activities
Planes and axes of rotation.
Learners should be able to identify the frontal, sagittal and horizontal/transverse planes of the body and
longitudinal, horizontal/transverse and frontal/anterior-posterior axes of rotation. They should be able to
apply their knowledge of planes and axes to sporting actions and understand the different movement
patterns that occur along planes of the body, e.g. flexion/extension along the sagittal plane.
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Movements patterns.
Learners should demonstrate an understanding of the following movement patterns:
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flexion/extension
abduction/adduction
circumduction
pronation/supination
rotation
plantar flexion/dorsiflexion
lateral flexion
horizontal adduction/abduction.
They should be able to explain each of these movement patterns using appropriate sporting examples to
illustrate their understanding.
Joints and articulations
Classification of joints: fibrous,
cartilaginous and synovial.
Learners should understand how joints are classified according to their range and type of movement. For
example, fixed (or fibrous) joints are very stable and do not allow for any observable movement, e.g.
sutures of the cranium. Synovial joints are the most common type of joint and the most important for a
sporting activity as they allow for a wider range of movement, e.g. shoulder joint.
It would be beneficial for learners to understand the main features of a synovial joint such as the synovial
cavity, articular capsule, articular (hyaline) cartilage and ligaments. However, they will not be expected to
label these features.
Types of joints: hinge, pivot, ball
and socket, gliding and
ellipsoid.
Learners should be able to identify different type of joints by their structure and movement patterns, e.g.
a hinge joint is a uniaxial joint which only allows movement in one plane.
Learners should be able to offer specific sporting examples of each type of joint in action and make links
with movement patterns, e.g. ball and socket joint used bowling in cricket (circumduction at shoulder).
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Learners should understand the following movement types:
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flexion/extension
abduction/adduction
circumduction
pronation/supination
horizontal abduction/ adduction
rotation
plantar flexion/dorsiflexion.
Learners should be encouraged to apply their knowledge of joint types and movement patterns to a
range of sporting actions.
Musculo-skeletal system
Overview of the skeletal
systems: functions and the axial
and appendicular skeleton.
Learners should be able to explain the main functions of the axial and appendicular skeleton – support,
protection, movement, blood production and mineral storage.
Learners should understand that the skeleton is made up of different types of bone, e.g. long, short,
irregular, flat and sesamoid.
Learners should be able to describe in detail the role of ligaments, tendons and cartilage including
articular/hyaline, white fibrocartilage and yellow elastic.
They will be expected to know the major bones involved in the articulations of the elbow, knee and
shoulder joints.
There is no expectation that learners should have detailed knowledge of the cross-section structure of
bones.
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Structure and functions of
skeletal muscle.
Learners should be able to explain the main functions of skeletal muscle – movement, support and
posture (muscle tone) and heat production.
Learners do not need to be familiar with the microscopic detail of muscles or the sliding filament theory.
Antagonistic muscle action:
prime mover (agonist),
antagonist, fixator and synergist
Learners should understand the concept of antagonistic muscle action (muscles working in
coordination). This should be exemplified through the use of an example of flexion and extension at the
elbow and knees. They should demonstrate an understanding of the terms prime mover (agonist,
antagonist, fixator and synergist).
Learners should be able to demonstrate their understanding of muscle action through the application of
a range of sporting examples of different types of antagonistic muscle actions, e.g. flexion and extension
at the elbow and knee.
Major skeletal muscles of the
human body.
Learners should be able to identify and give sporting examples of the use of the following muscles:
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pectoralis major
deltoid
erector spinae
latissimus dorsi
trapezius
biceps brachii
triceps brachii
abdominals
gluteus maximus
quadriceps group
hamstrings group
tibialis anterior
gastrocnemius
soleus.
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Muscle fibres: slow twitch (Type
I) and fast twitch (Type IIa and
IIb) and their associated
characteristics.
Learners should be able to understand and explain the role of different muscle fibres and their
characteristics, e.g. slow twitch (Type I) fibres contract slowly but can contract repeatedly. They should be
able to explain how the fibre type characteristics link and influence sporting performance, e.g. fast twitch
(Type IIb) fibres contract rapidly with great force and so we would expect explosive-based athletes such
as sprinters to possess a greater proportion of these types of fibres.
Types of muscle contractions:
isotonic; concentric and
eccentric isometric.
Learners should be able to explain the different muscle contractions in terms of the effect of muscle
length, e.g. isotonic concentric contractions involve the muscle shortening whilst contracting. Learners
should be able to apply their knowledge of muscle contractions to sporting situations, e.g. the use of
eccentric muscle contractions during plyometric training.
Energy systems and their
application to training principles
Role of adenosine triphosphate
(ATP) and how it is restored
through the use of creatine
phosphate (ATP-PC system),
anaerobic glycolysis (lactic acid
system) and aerobic glycolysis.
Energy systems and its
application in planning training
programmes.
What is energy and what are the energy systems? Basic role of ATP and how it is restored through:
a) Anaerobic system – creatine phosphate and anaerobic glycolysis (lactic acid system).
b) Aerobic system (understanding of VO 2 max as a measure of aerobic fitness and the benefits of a high
VO 2 max).
Learners should demonstrate an understanding of the energy continuum, e.g. continual interaction of
the three energy systems to provide ATP.
They should be able to explain how intensity and duration of exercise and an individual’s fitness level
affect relative proportions of the energy systems being used during exercise.
Understanding of the anaerobic threshold and its implication for training (OBLA).
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Links – development of both aerobic and anaerobic energy systems to develop sporting performance,
using the various methods of training and the application of the principles of training.
Energy equations or knowledge of enzyme actions are not required.
Learners should be able to interpret tables and graphs showing the use of energy systems during
different types of physical activity and sport. This can also be linked to heart rate data.
Training the energy system
Learners need to understand the development of both aerobic and anaerobic energy systems using the
various methods of training below. Learners must be able to apply the principles of training to sport
specific exercise situations.
For sports specific exercise programmes, learners must be specific in their application of the principles of
training using % of maximum effort, use of precise times for exercise and recovery e.g. for strength
training an athlete would use 3 sets of 5 repetitions of 85% of their 1 rep maximum with 4 minutes of
recovery. To overload they would increase the weight to 90% of their max. (answers such as ‘increase the
intensity of training` is not sufficient at A/S level)
Learners need to understand the impacts of warming up and cooling down on performance. Learners
must be aware of the physiological benefits e.g. warm up - increased muscle temperature which
increases elasticity of fibres and speed of nerve impulses helping speed of contraction of muscles,
dilation of blood vessels to increase blood flow. Cool Down – removal of waste products such as lactic
acid, re-saturation of myoglobin with oxygen.
Learners need to understand training methods with specific descriptions relevant to the candidates
activity to include:
• Weight training - understanding of weights to develop strength/power/muscular endurance and
relative recovery times
• Continuous. Understanding of % maximum heart rate
• Fartlek
• Interval. Specific application of interval training depending on the activity e.g. speed training will be
maximal over a short distance (30m) with long recovery (1 minute to allow CP restoration
• Specific speed and agility training
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• Plyometrics
Learners need to understand the use of heart rate monitors to determine training intensities/zones and
thresholds for individual needs, how this information is used by coaches and athletes to monitor training
in actual sessions and over periods of time e.g. to help develop and adapt training, have accurate
measurement of maximum heart rate
Fatigue and the recovery
process
Causes of fatigue and its effect
on physical activity and sporting
performance.
Learners should understand the link between fatigue and depletion of energy sources and increases in
lactic acid (lactate) and its impairment on muscle function.
The effects of dehydration and the loss of electrolytes on performance. Oxygen deficit and oxygen debt.
Onset of blood lactate
accumulation (OBLA) and
delayed onset of muscle
soreness (DOMS). Excess postexercise oxygen consumption
(EPOC).
The alactic recovery stage of Exercise Post Oxygen Consumption (EPOC).
Fast replenishment-restoration of PC, and re-saturation of myoglobin, how this occurs and the time taken
for replenishment, e.g. approximately 3 minutes for 95% of CP stores to be replenished. How such
knowledge is beneficial when training for speed/strength/power.
The lactacid recovery stage of EPOC (slow replenishment – restoration of muscle glycogen stores and
removal of lactic acid).
The impact of cool-down on the removal of lactic acid and the fate of lactic acid (Cori Cycle), carbon
dioxide and water.
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Factors that can potentially
speed up the recovery
processes: active cool down, ice
baths, compression clothing,
nutrition and supplementation
and massage and their effects
on recovery.
Specific methods to speed up recovery process. Benefits of cool-down in increasing oxygen uptake.
Rehabilitation and recovery.
An understanding of the use of and the potential benefits of compression clothing, ice baths, cryotherapy
and massage on recovery rates.
Correct nutrition within 30 minutes of finishing activity with knowledge of glycaemic index of
carbohydrate and the use of protein and various supplements.
Links – an increase in aerobic fitness increases oxygen uptake, which speeds up the repayment of oxygen
debt and therefore speeds up recovery. Nutrition and the role of protein and high, medium and low
glycaemic index carbohydrate post exercise.
Diet and nutrition and
performance
Constituents of a balanced diet:
relative proportions of
carbohydrate, fat and protein.
Learners should understand the role of carbohydrates, fats and proteins particularly as applied to
training and performance, e.g. carbohydrates are the primary source of energy during high intensity
activity, proteins used for growth and repair of muscle after exercise.
High, medium and low GI foods and how glycaemic index knowledge could be beneficial when developing
nutrition programmes for health and sporting performance.
Food fuel usage in terms of intensity and duration of exercise, e.g. high intensity activity will
predominantly use carbohydrate in the form of glycogen to supply energy, while at lower intensities fats
will be the predominant energy source.
How levels of aerobic fitness can affect food fuel usage, e.g. Higher levels of aerobic fitness will mean the
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oxidisation of fats for longer periods thus reducing the usage of carbohydrate and glycogen.
Link – to energy systems.
Kilo joules/calorific intake and
energy balance for health and
performance purposes.
Variations in diets for different activities and sports and types of training.
The importance of pre-competition meals and what to consume before, during and after exercise.
Carbo-loading and the importance of depletion, tapering and repletion/loading.
Understanding of the methods to deplete glycogen stores, e.g. training, tapering of training and loading
phases (use of appropriate GI foods in these processes).
Understanding pre-competition meals and the use of isotonic and electrolyte drinks prior to and during
competition, e.g. low GI food 3 – 4 hours before competition with high GI consumed during competition.
The high GI carbohydrate is often consumed through isotonic drinks, energy gels and energy bars.
Understanding correct methods of refuelling the body after exercise and why. The types of food to be
consumed and how long after exercise, e.g. a mixture of all GI foods and protein within 30 minutes of
finishing competition/exercise. This restores glycogen over a prolonged period and aids growth and
repair of muscles.
Hydration in sport and the
detrimental effects of
dehydration on performance.
Isotonic, hypotonic and
hypertonic drinks.
Hydration techniques for before, during and after exercise including an understanding of volumes and
timings, e.g. consume 1.5 – 2 litres of water steadily prior to an endurance event with 100 – 150 ml
consumed every 15 – 20 minutes during the event (intensity and temperature will affect these values).
Post exercise, consumption of a litre of water for every Kg of weight lost.
Understanding of signs of dehydration and the negative physiological effects on performance, e.g.
reduced plasma volume impairing the transportation of energy substrates and enzymes to working
muscles.
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2. SPORT PSYCHOLOGY
CONTENT
Personality
Personality theories: trait,
interactionist and social
learning theories.
Personality types: extrovert,
introvert, stable and neurotic,
Type A and Type B.
DETAILED DESCRIPTION
Personality theories to include – biological theories (Sheldon), trait theories (Eysenck), social learning
theories (Bandura). Learners must be able to apply these theories to sport, e.g. social learning theory –
individuals may modify their personality and become more aggressive if they see significant others doing
the same.
Learners should demonstrate an understanding of personality types: extrovert, introvert and neurotic
and how they can potentially impact on sporting performance.
They should understand the relationship between personality theories and sport an possible impacts of
personality types on sporting performance and choice of sport.
Personality profiling:
observation, questionnaires,
interviews, profile of mood
states (POMS).
Personality profiling – a basic understanding through the use of:
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Coach Observation,
Questionnaires such as Cattell’s 16PF (Personality Factor), SCAT – Martens Sports Competition
Anxiety
Interview.
The benefits and limitations of personality profiling, e.g. Benefit – gains an understanding of the
individual’s limiting and strengthening behaviours and the types of environment they perform best in and
aids the communication process.
Limitations – often unreliable in predicting performance and personality is only one aspect that can affect
performance.
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Stress, arousal and anxiety in
sport
Definition of stress, arousal and
anxiety.
The relationship between stress, arousal, anxiety and sporting performance.
Theories of arousal: drive
theory, inverted-U and
catastrophe theories.
The effects of anxiety of performance: over arousal, choking and catastrophe theory.
Zone of optimal functioning
(ZOF) and peak flow
experiences.
The relationship between levels of arousal and performance in different skills and different levels of
expertise. Arousal and personality: the effect of the audience.
Measurement of stress, arousal
and anxiety.
Physiological measures of stress and arousal (monitoring heart rate, breathing rate, muscle response,
sweating and hormonal level) and participant observation and questionnaires.
Methods of controlling stress,
arousal and anxiety.
Somatic techniques such as:
Bio feedback, breathing and relaxation and cognitive techniques such as goal setting, use of imagery and
self-talk.
Different types of anxiety.
Anxiety and its effect on performance. The three dimensions of anxiety: cognitive, somatic and
behavioural. Types of anxiety, state and trait anxiety.
The use of the sport competition anxiety test (SCAT) and the competitive state anxiety inventory (CSAI-2).
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Motivation
Intrinsic and extrinsic
motivation: the use of tangible
and intangible rewards.
Achievement motivation and
links with personality and
situation.
Intrinsic and extrinsic motivation.
Intrinsic motivation – how this can be developed in an individual by coaches and teachers, e.g. by making
the activity fun, setting challenging situations etc.
Extrinsic motivation and the use of tangible and intangible rewards benefits and drawbacks to such
practice.
The different motives for involvement in exercise and sport and reasons for participation in physical
activity. The benefits and drawbacks to different forms of motivation.
Achievement motivation. Understanding the traits of a Need to Achieve (NAch) and a Need to Avoid
Failure (NAF) individual with relevant sport-specific examples necessary.
Competitiveness: sport-specific
achievement motivation and its
links with competitive trait
anxiety.
Learners should understand the links between achievement motivation, self-confidence and self-efficacy
(Bandura, 1977).
Self-efficacy, motivation and
self-confidence.
Understanding of how trait anxiety and self-esteem can affect motivation, e.g. progress not made
because of fear of failure (NAF) or unwilling to try new practices. The strategies that can be used to
improve an individual’s self-esteem, e.g. avoiding humiliation or comparison with others in a group and
always being positive.
Definitions and sources of selfefficacy
Development of achievement motivation and its implications for the coaching of young children.
Self-efficacy and its derivation from past performance, vicarious experiences, verbal persuasion and
arousal. Links with work on development of positive attitudes.
How self-efficacy links with our expectations of success and how teachers/coaches can develop selfefficacy.
Learners should be able to understand and interpret graphical representations linked to sport
psychology theories.
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3. SKILL ACQUISITION
CONTENT
Skill, ability and application to
practical activity
Definitions of skill, ability,
learning and performance.
Characteristics of skilled
performance.
DETAILED DESCRIPTION
Learners should understand the role skill acquisition plays in participating in physical activity, examples of
what a skilled performance would look like.
Abilities: gross motor and
psychomotor.
Examples of different abilities used within sport.
Skill continuums: pacing,
difficulty, organisation,
continuity, muscular
involvement and environmental
influence.
Learners should be able to explain how the classification of skills can be used to aid teaching and
coaching including the use of variable practice for open skills.
Learning processes and
variables
Learning/performance curves:
positive, negative, linear and
plateau.
Different learning curves and the possible causes of plateaus and how a coach may overcome such an
occurrence.
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Theories of Learning:
observational learning –
demonstration, attention,
retention, motor reproduction,
motivation, matching
performance (DARMMM).
Learning theories and their links to practical sporting situations.
Reinforcement: positive,
negative and punishment; drive
reduction theory.
Different forms of reinforcement and how they link with phases of learning.
Stages of learning (Fitts and
Posner): cognitive, associative
and autonomous.
Understand the stages of learning (cognitive, associative and autonomous) and how information through
guidance and feedback could be presented differently depending on the stage of learning, e.g. basic
visual demonstrations and verbal explanations provided to the performer in the cognitive phase of
learning.
Links with learning curves and methods of practice and guidance.
Transfer of learning:
positive/negative,
proactive/retroactive, bilateral.
The types of transfer and how such transfer has affected performance when learning new skills.
Methods of practice:
whole/part/progressive part,
variable/fixed,
massed/distributed, mental
rehearsal and practice.
Presentation of skills (linked to task complexity and organisation and types of skill):
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Fixed and variable
Massed and distributed for different tasks and different abilities
Presentation of skills – whole and part (see previous).
Use of basic mental rehearsal techniques. Use of fine detail when rehearsing potential movements in the
sporting situation.
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Benefits of mental rehearsal, e.g. it can improve confidence and control arousal levels of the performer
and can prepare the performer for different situational outcomes during competition.
The advantages and disadvantages of each of the types of guidance. How and when these types of
guidance are used, e.g. visual and mechanical guidance would be used when a performer is in the
cognitive phase of learning.
Methods of guidance: visual,
verbal, manual and mechanical.
Visual, verbal, manual and mechanical and their use in different activities and with various levels of
performers.
The advantages and disadvantages of each of the types of guidance.
How and when these types of guidance are used, e.g. visual and mechanical guidance would be used
when a performer is in the cognitive phase of learning.
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4. SPORT AND SOCIETY
CONTENT
Sport, culture and society
Definitions of culture, society
and social institution.
The role of sport within society.
Sport as a means of social
control; as a social institution,
as a mechanism of socialisation
and as a form of national
identity.
Emergence of modern sport
The role of the 19th century
English public school and
university system (three stages
of development) in the
codification and rationalisation
of modern sport.
DETAILED DESCRIPTION
Learners should be able to define the terms culture, society and social institution and understand how
sport fits into these dimensions of society. They should understand the important role that sport plays in
contemporary British culture and appreciate the different avenues of society that sport transcends, such
as leisure, business and entertainment. They should understand how sport helps to shape the values
and morals of society.
Learners should understand the importance of sport as a vehicle for the promotion of societal and
cultural values, such as (but not limited to) respect for authority, conforming to rules and regulations and
importance of competition.
Learners should appreciate the ways in which governments make use of sport, e.g. to promote their
political ideologies, for health promotion, for economic purposes including boosting tourism, for social
integration and for the promotion of feelings of national pride.
Learners will need to appreciate the role that the English public system played in the early development
of sport, e.g. the use of sport by headmasters to gain and maintain control within their school
communities.
Learners should be able to discuss the particular influence of Thomas Arnold of Rugby School and the
notions of athleticism, the games ethic and muscular Christianity. Learners should understand how sport
acts as a mechanism for building character and developing moral integrity. They should understand the
importance of the so-called Oxbridge melting pot and the part it played in the codification of many
modern sports, such as rugby and football.
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The movement from
amateurism to professionalism
to commercialisation of modern
sport.
Learners should understand how sports were spread throughout the world through the clergy and
missionaries, the civil service and the military. They should understand the role that the British Empire
played in the export of sport.
Learners should understand how the advent of spectatorism (paying to watch sport) moved sports such
as cricket and football into the era of professionalism. They should examine how gate money moved
sport in a new direction and led to the ‘broken time’ debate in rugby and the distinction between
gentlemen and players in cricket.
Learners should be able to trace the origins of the modern Olympic Games and understand their
importance in the development of commercialised sport.
Amateurism and Olympism.
Issues of shamateurism.
Learners should understand how the original amateur ethos of the Olympic Games has been gradually
eroded over time. They should be able to discuss the issue of shamateurism (state-sponsored athletes
during the amateur era) as practised by both former Eastern bloc countries and the USA.
Learners should understand the relevance of the win at all cost mentality (Lombardian ethic) in modern
day sport.
Use of sport as a political tool.
Boycotts, protests, diplomacy
and promotion of national
identity.
Learners should understand the different ways in which sport has been used as a political tool: use for
propaganda (e.g. the 1936 Berlin Olympics and use as a political battleground during the Cold War);
protest and boycott (e.g. the Black Power Salute in the 1968 Mexico Olympics, the 1972 Munich
massacre, the 1976 Montreal boycott by African nations, and the ‘Tit for Tat’ boycotts of the 1980
Moscow Olympics and the 1984 Los Angeles Olympics) and diplomacy (to include understanding of pingpong diplomacy and the use of sport as a tool for reconciliation and recognition).
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Social differentiation within
sport
Definition of social stratification
and its application to sport.
Learners should be able to explain the concepts of social stratification (the development of unequal
layers based on factors such as income, education, status and power) and hegemony, and their link with
social differentiation in terms of gender, race, ethnicity, class and disability. They should evaluate the
view that sport transcends issues of money, power and economic inequalities (Coakley).
Economic and socio cultural
factors and their impact on
sporting participation and
achievement for disadvantaged
groups.
Learners should understand how class division has impacted on sport. Indicators relating to education,
location, culture and social capital should be explored as a means to explain patterns of participation and
achievement within different sports, such as reasons for the disproportionate success of independentlyeducated Team GB medalists in the London 2012 Olympic Games.
Prejudice, stereotyping and
discrimination towards ethnic
minorities, women, disabled
and socially deprived.
Learners should be able to understand the terms prejudice and stereotyping and give a wide range of
sporting examples of how stereotyping has led to discrimination.
Barriers to participation: issues
of opportunity, provision and
esteem for all disadvantaged
groups.
Learners should understand that with any disadvantaged minority, there are three main constraints to
their access to participation: opportunity, provision and esteem.
In terms of racial discrimination, learners should be able to explain the self-fulfilling prophecy, centrality
and racial stacking and their relationship with lack of black, Asian and minority ethic (BAME) managers
and coaches, and appreciate how the glass ceiling effect operates in sport.
In terms of gender discrimination, learners should understand the historical perspective that sport has
always been for men and reproduces the ideology of male supremacy. They should be able to explain the
myths about women’s participation, define sex and gender, and understand the concept of ‘gender
tagging’ of sports. They should evaluate the portrayal of women in the media and the problems of
sexploitation.
23
Strategies for improving
participation among
disadvantaged groups.
Learners should understand the importance of sport as an avenue for social mobility. They should be
able to evaluate the influence of the media and the importance of role models, and discuss the success
of reformative policies such as anti-racism campaigns (for example, Kick It Out and This Girl Can).
MAKING CONNECTIONS ACROSS AREAS OF STUDY
•
•
•
Exercise physiology will bring together the topics of movement types, muscle action, types of muscle contraction, classification and
types of joints, and knowledge of the major skeletal muscles of the body. It is envisaged that these areas should be taught in an
applied, practical manner (AS).
Movement analysis may link with classification of skills (AS).
Biomechanics analysis of technique may link with long-term adaptations to exercise (A2).
APPLICATION OF QUANTITATIVE SKILLS
Learners should be able to:
• demonstrate the ability to plot, label and interpret graphs and diagrams. For example:
– plotting force-time graphs within sporting contexts
– labelling graphs showing the changes in centre of mass during the execution of a skill
– interpretation of force-time (impulse) graphs
– using a distance-time graph to calculate velocity
– interpreting performance analysis statistics from a variety of sports.
•
use definitions, equations, formulae and units of measurement. For example:
– use equations to calculate velocity and acceleration
– use the set formula triangle.
•
understand different types of data analysis and their use in helping to optimize performance. For example:
– match summary statistics, possession percentages.
These quantitative skills are particularly relevant to the biomechanics content of the course.
24
Unit 3: Evaluating physical education
1. EXERCISE PHYSIOLOGY, PERFORMANCE ANALYSIS AND TRAINING
CONTENT
Short-term responses to
exercise
Cardiac dynamics: heart rate,
stroke volume and cardiac
output. Frank-Starling
mechanism and venous return.
Cardiac response to exercise:
changes in heart rate, stroke
volume and cardiac output. The
cardiac cycle.
DETAILED DESCRIPTION
Learners should understand how the heart works as a dual-action pump (systemic and pulmonary
circulation).
They should understand the relationship between stroke volume, heart rate and cardiac output including
the resting values for each and the changes that take place to these during different intensities of
physical activity.
Links – the impact of training on stroke volume, heart rate and cardiac output. How this affects both the
anaerobic threshold and the VO 2 max of a performer. This will be as a direct result of the physiological
adaptations to the cardiovascular, muscular and respiratory systems.
Learners should be able to explain the control and regulation of the heart within the autonomic nervous
system. They should understand the role played by the sympathetic and parasympathetic nervous
systems in controlling heart rate.
Learners should appreciate how the sympathetic and parasympathetic nervous systems are influenced
by neural, hormonal and intrinsic control.
Neural control: the role of chemoreceptors, proprioceptors, thermoreceptors and baroreceptors in the
control of heart rate.
25
Hormonal control: the role of adrenaline, noradrenaline (this also affects force of the stroke volume) and
acetylcholine.
Intrinsic control: warming and cooling of heart muscle, filling of the heart with blood resulting in the
activation of stretch receptors and changes in electrolyte balance (sodium and potassium).
Vasomotor control: vascular
shunt and venous return.
Learners should be able to explain the structure of blood vessels (arteries, veins and capillaries), blood
pressure as a function of cardiac output and resistance to flow.
Links – how training affects vasomotor control.
Learners should be able to explain how carbon dioxide and oxygen are carried within the vascular
system; how oxygen transport and the removal of carbon dioxide and oxygen within the vascular system
aids physical activity. Role of haemoglobin and myoglobin in the transportation of oxygen to muscles.
Respiratory response to
different exercise intensities.
The distribution of blood at rest and during exercise (the vascular shunt mechanism) .
Learners should understand the role of the vasomotor centre and the involvement of arterioles and precapillary sphincters in the redistribution of blood.
Learners should have a basic understanding of the mechanics of breathing at rest and the respiratory
muscles involved including the diaphragm and external intercostal muscles. During exercise there is
increased use of the sternocleidomastoid and pectoralis minor and specifically during expiration there is
increased use of the internal intercostal and abdominal muscles.
The respiratory centre regulates changes in the depth and rate of breathing during exercise. The
respiratory centre is influenced by neural control; chemoreceptors are sensitive to changes in blood pH,
stretch receptors are sensitive to the amount of air in the lungs and proprioceptors are sensitive to
increased movement. There must be an understanding of demands of different intensities of physical
activity.
26
Changes to neuromuscular
system.
The process of gaseous exchange of oxygen and carbon dioxide that takes place between the alveoli and
capillaries. (An awareness of partial pressure in relation to diffusion is required but learners will not be
expected to provide specific respiratory pressures).
Increased speed of transmission of impulses as muscle is warmed up. Understanding of steady state
exercise and VO 2 max.
Links – understanding of how the neuro-muscular system responds to warming up.
Links – all the above will have a direct impact on the long-term physiological adaptations of the
cardiovascular, respiratory and muscular systems.
Long-term adaptations to
exercise
Musculo-skeletal system:
changes to bone density,
articular cartilage and ligaments
(linked with mobility training),
muscular hypertrophy, changes
to fibre types, thickening of
tendons and increased force of
muscular contractions.
Cardio-respiratory system:
bradycardia, cardiac
hypertrophy and stroke volume
(ejection fraction), and changes
in lung volumes, pulmonary
diffusion and the effects on VO 2
max.
Learners should be able to explain how different methods of training (aerobic and anaerobic) cause long
term adaptations to body systems and the physiological changes caused by training and links to
improvements in performance.
The effects of exercise on myoglobin content, number of capillaries and stores of glycogen.
Learners should be able to explain adaptations linked to the transportation of oxygen – cardiac
hypertrophy, gaseous exchange (increased alveoli and capillaries). Development of respiratory muscles,
vasomotor control and increased elasticity of arteries and arterioles, increased capillaries, mitochondria
and more myoglobin at muscle site.
Anaerobic adaptations – Muscular hypertrophy, increases in creatine phosphate and glycogen stores.
Increased tolerance to lactic acid and an increase in insulin sensitivity.
27
Understand the impact the long term adaptations have on the anaerobic threshold, VO 2 max and the
increased rates of recovery.
Links – to short term responses to exercise and training programme development.
Learners should be able to interpret data and graphs showing long-term adaptations within musculoskeletal, cardio-respiratory and neuro-muscular systems during different types of physical activity and
sport.
Environmental training.
Altitude training – training at altitude – where the amount (pressure) of oxygen is considerably lower. The
cardiovascular system adapts increasing the athletes' red blood cell count. This enables them to compete
more effectively at sea level because more oxygen is delivered to the muscles by the red blood cells.
Training in different climates and the effect of heat on the cardiovascular and respiratory systems, e.g.
heart rate and breathing rate are increased during extreme heat. The benefits of acclimatisation.
Links – dehydration.
Periodisation: use of macro,
meso and microcycles and the
structure of the training year.
Diet and nutrition and
performance
The use and misuse of
supplements and ergogenic
aids to training.
Learners should demonstrate an understanding of periodisation and the systematic planning of training
with the aim to reach the best possible performance in the most important competition of the year, e.g.
the Olympics or World Championship. They should understand that it involves progressive cycling (micro
and meso cycles) of various aspects of a training programme during a specific period (macrocycle). The
concept of ‘peaking’ for competition should also be understood.
The role of supplementation in sport, both positive and negative aspects.
Legal supplements including the use of protein (whey and casein), creatine and caffeine usage. How
these affect performance.
28
Illegal aids – anabolic steroids, erythropoietin (EPO), stimulants (ephedrine), human growth hormone and
blood doping. The impact these have on performance and the potential long-term risks.
Links – to deviance in A2.
Biomechanical principles
Newton’s three laws of motion.
Learners should be able to explain Newton’s three laws of motion and apply them to sporting situations.
They should be able to explain that when an object is stationary or moving at a constant speed, the
resultant force must equal zero. They should also be able to calculate force, mass and acceleration by
using the formula F = ma.
Momentum, impact and
impulse. Impulse as a vector
quantity. Force-time graphs.
Learners should be able to define the terms momentum (a product of a moving object’s mass and
velocity), impact and impulse (both negative and positive). They will be required to interpret force-time
(impulse) graphs and understand the link between impulse and follow-through. They should understand
the principle relating to the conservation of momentum.
Stability: stable, unstable and
neutral equilibrium. Factors
affecting stability – base of
support and centre of mass.
Learners should be able to use calculations to calculate momentum, changes in momentum and
impulse.
Linear motion
Position, distance,
displacement, speed, velocity,
acceleration and their
application to sport.
Learners should be able to define stability and explain its link with base of support and centre of mass.
They should understand the main factors affecting stability (mass of object, size of base of support,
height of centre of mass, points of contact), and should be able to apply these to sporting situations.
Learners should demonstrate how they can apply knowledge of centre of mass to explain how balance
and toppling is achieved in various sporting contexts.
Learners should be able to define the key terms and carry out calculations using the speed distance time
(sdt) formula triangle. They should understand the difference between a scalar quantity (such as speed)
compared with a vector quantity (such as velocity).
29
Learners should be able to calculate velocity using distance-time graphs.
Angular motion
Angular displacement, velocity
and acceleration.
Moment of inertia and
conservation of angular
momentum.
Learners should understand that angular motion relates to rotating or spinning bodies/objects. They
should be able to define the terms angular displacement, angular velocity (rate of turning/spinning) and
angular acceleration (rate of change in angular velocity). Calculations for angular motion involve
measurements in radian per second.
Learners should be able to define moment of inertia and angular momentum and explain the factors
that govern moment of inertia, e.g. distribution of mass about axis of rotation (radius of gyration).
Learners should be able to explain how rate of spin is affected by body shape, e.g. tucked position when
somersaulting.
Projectile motion
Gravity and weight: factors
affecting the flight of an object –
velocity, height of release and
air resistance.
Lift forces.
Learners should be able to understand the factors that govern the flight path of projectiles such as balls,
shuttlecocks, shot putts or javelins. They should also be able to understand the different between
parabolic and asymmetric flight paths.
Learners need to understand the Bernoulli principle and should be able to explain how it can be applied
in sporting contexts, e.g. how it can be used to explain upward lift such as throwing a discus, or how it
can be used to explain a downward lift force, e.g. Formula 1 cornering. The application of the Bernoulli
principle to spinning objects – boundary layer. Learners will not be expected to carry out calculations
involving Bernoulli’s equation.
30
Spin: Magnus effect, Bernoulli
principle, pressure differentials
and magnus force.
Fluid mechanics
Fluid friction: factors affecting
fluid resistance – drag.
Importance of streamlining in
sport.
Learners should understand how the Bernoulli principle can be applied to spinning objects (the Magnus
effect). They should understand the notion of the Magnus force (resulting from pressure differentials)
and apply this knowledge to sporting situations. They will be required to explain how the Magnus effect
determines the path and bounce of spinning objects, e.g. topspin/backspin in tennis, sidespin/swerve in
football.
Learners should be able to understand the difference between laminar flow and turbulent flow and its
effect on drag. They should be able to apply this directly to sporting situations.
Learners should be able to explain the factors that affect drag such as speed of object, cross-section,
surface area, and surface effects. They should be able to explain the importance of streamlining and
discuss developments in both cycling (e.g. helmets, shape of bike, aero positioning) and swimming (e.g.
swimsuits) that help to reduce the drag effect.
Learners will not be required to carry out calculations involving the magnitude of the drag force/drag
coefficient.
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2. SPORTS PSYCHOLOGY
CONTENT
Attitudes
Attitudes, inconsistencies and
prejudices in sporting
situations.
DETAILED DESCRIPTION
Origins of attitudes. Prejudice and stereotyping, e.g. previous experiences and social learning.
The components of attitudes:
triadic model (cognitive,
affective and behavioural).
The components of attitudes – triadic model:
Attitude change.
Methods of changing attitudes from negative to positive towards physical activity. Use of cognitive
dissonance, persuasion.
•
•
•
Cognitive (knowledge and beliefs about the subject)
Affective (positive or negative emotions and feelings toward the object)
Behavioural (the intended behaviour towards the subject). Specific sporting examples of the use
of the triadic model.
Factors that can affect the effectiveness of cognitive dissonance and persuasion, e.g. person persuading
and the quality of the message.
Origins of attitudes:
•
Methods of changing attitudes from negative to positive, e.g. use of cognitive dissonance,
persuasion.
The factors that can affect the effectiveness of cognitive dissonance and persuasion.
32
Aggression
Definitions and types of
aggression: hostile and
instrumental aggression and
assertive behaviour.
Different types of aggression within different sports. The difference between aggression and assertion.
Theories of aggression: instinct
theory and catharsis,
frustration-aggression
hypothesis, cue arousal and
social learning theory.
The theories of aggression and their links to relevant sporting examples.
Causes of aggression.
Physiological arousal – anger and aggression towards an opponent due to over arousal. Often found in
games with high levels of pre-game arousal, e.g. invasion games.
Underdeveloped moral reasoning – players with low moral reasoning are more likely to demonstrate
aggression.
Managing and controlling
aggression.
The factors that may cause increases in aggressive acts (e.g. poor officiating, temperature, partisan
crowd, large score difference and embarrassment).
Strategies for controlling aggression, both from the perspective of an individual and an organisation, e.g.
set punishments, coaches emphasising the need of fair play and the correct code of conduct.
Social facilitation
Positive and negative effects of
the presence of an audience on
performance.
Learners should be able to explain how both co-actors and the audience can facilitate or inhibit sporting
performance.
33
Theories of social facilitation:
drive theory, evaluation
apprehension theory,
distraction conflict theory, selfpresentation theory. Home field
advantage.
Group dynamics and leadership
The 6 Is (interaction,
interdependence, interpersonal
relationships, identical
norms/goals/values, identity
and independence).
Theories of social facilitation and their links to sporting examples.
Strategies that can be used to lessen the negative effects of the presence of an audience.
Understand the nature of a group/team in terms of mutual awareness, common goal and interaction,
e.g. a cohesive team is one where all members have a collective identity and who are motivated to work
together. Team motives can vary – members can be socially motivated or task motivated.
Formation of groups/teams:
forming, storming, norming and
performing.
How groups become cohesive teams with strategies for facilitating this process.
Theories of group cohesion:
task and social cohesion, group
cohesion and group
productivity.
Motivational factors within a team including giving individuals credit for their actions, praise from
significant others and positive feedback.
Problems with group processes:
coordination and motivational
loses. Issues relating to group
size: the Ringlemann effect and
social loafing.
The effects of social loafing, co-operation and how negative influences can cause dysfunctional group
behaviour and lead to group disharmony e.g, one player not giving 100% effort can affect immediate
performance and lead to group disharmony. How social loafing can be overcome within a sporting
context. How social loafing can be overcome e.g, peer pressure, social support etc.
34
Theories of leadership: Great
man theory, Fiedler's
contingency theory, prescribed
and emergent leaders.
Links between theories of leadership to skills necessary to be an effective leader such as (but not
exclusively) effective communication with players, fellow coaches, and detailed knowledge of the sport or
activity.
Leadership styles: autocratic,
democratic, laissez-faire.
Different leadership styles and the benefits and weaknesses of each style.
Chelladurai's multi-dimension
model of leadership.
Variations of leadership style depending on:
a) the situation
b) member characteristics
c) personality of the leader.
Leadership scale for sport (LSS).
Attribution theory
Attribution theory:
internal/external and
stable/unstable reasons given
for outcomes.
Errors in attribution: selfserving bias, the actor-observer
effect and gender differences.
Learned helplessness and its
effect on performance in sport
and disaffection with sport in
young people.
Factors and negative influences and how they cause dysfunctional group behaviour.
Why team members give different reasons for outcomes. The reasons should be given within the context
of Weiner’s model.
Causes of learned helplessness and strategies to overcome it. Attribution retraining.
35
Self-efficacy and confidence
Self-efficacy and selfconfidence. Definitions and
sources of self-efficacy.
Relationship between selfefficacy and performance.
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3. SKILL ACQUISITION
CONTENT
Information Processing
Models of information
processing: Welford’s and
Whiting’s models. Sensory
input, perception, decision
making, memory, output and
feedback.
DETAILED DESCRIPTION
How these models can aid a coach in improving performance.
Memory processes: the role of
The relationship between short-term and long-term memory. Strategies for improving memory such as
the short-term memory store,
chunking, imagery, association, organisation and rehearsal.
short-term memory, long-term
memory and selective attention.
Reaction time, movement time,
response time and the
psychological refractory period.
Factors that affect response time, e.g. simple/choice reaction time (Hick’s Law), previous experience,
anticipation and how response time may be improved.
Motor programmes and sub
routines.
How motor programmes are stored in the long-term memory.
Types of Feedback: intrinsic,
extrinsic, knowledge of results,
knowledge of performance.
The types of feedback are: intrinsic, extrinsic, concurrent, timing of information, knowledge of results, and
knowledge of performance, positive and negative reinforcement.
Knowledge of performance and results and various other types of feedback. Benefits of feedback to the
performer and how feedback can be used to Motivate, Reinforce and Inform. Characteristics of effective
feedback.
37
The type or types of feedback provided by a coach is also linked to the stages of learning, e.g. a
performer in the autonomous stage of learning may use video footage (feedback) of performance to
refine their technique.
Learners should be able to understand and interpret graphical representations linked to skill acquisition
theories.
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4. SPORT AND SOCIETY
CONTENT
Ethics and deviance within
sport
Sporting ethics: fair play,
sportsmanship and
gamesmanship.
DETAILED DESCRIPTION
Learners should be able to define the terms sportsmanship and gamesmanship and give specific
examples of each from a range of sports. They should be able to discuss the importance of fair play in
sport and explain why it is in decline in some areas of professional and amateur sport.
Deviance in sport: notion of
behaviour that is at a tangent to
the norm. Relative and absolute
deviance.
Learners should be able to define deviance within a sporting context (‘behaviour which goes against the
norms and values of a society/community’), and should be able to give a sporting example of criminal and
immoral deviancy within sport. They should be able to discuss the difference between relative and
absolute deviance, and understand that deviance can be relative (links with the creation of subcultures).
Types of deviance within sport:
under conformity, over
conformity and Coakley’s sports
ethic.
Learners should understand Coakley’s normal distribution approach to deviant behaviour, and should be
able to explain and give examples of under conformity (negative deviance) and over conformity (positive
deviance). Learners should appreciate the four dimensions of the sports ethic (making sacrifices; striving
for distinction; accepting risks and playing through pain; accepting no limits in the pursuit of possibilities)
and should be able to apply this to practical situations.
Learners should understand the link between deviance and commercialization – the win at all costs
mentality.
Learners should be able to give examples of on-field and off-field violence and its causes. Links should be
made with the topic of aggression (hostile and instrumental aggression). Learners should be able to
discuss the causes of violence (e.g. temperature; partisan crowd; pain; fatigue; embarrassment; poor
officiating). They should understand the sociological factors that lead spectator violence (hooliganism)
and should be able to discuss ways of combating it, such as CCTV footage, all-seater stadiums (Taylor
Report) and lifetime bans.
39
Doping within sport: the use,
and reasons for the use, of
illegal performance enhancing
drugs and other illegal
methods.
Learners should understand the different types of drugs and doping methods used by athletes (e.g.
anabolic steroids, stimulants, beta blockers, peptide hormones, narcotic analgesics and blood doping),
the reasons for their use and the possible side effects. Learners should be able to give specific examples
of drug use within sport, and explain why athletes choose to dope despite the obvious risks.
Combating the use of
performance-enhancing drugs
in sport.
Learners should be able to explain the different mechanisms and agencies used to combat doping in
sport (for example, through World Anti-Doping Agency (WADA), drug testing procedures carried out in
accredited laboratories and biological passports). They should be able to evaluate the success of such
measures in the fight against doping in sport.
Sport and the mass media
Functions of the media in
society: inform, interpret,
educate, entertain and
advertise.
Learners should be able to explain the differing functions of the media (inform, interpret, educate,
entertain and advertise) using relevant examples from sport. They should be able to evaluate the ways in
which the media report on, and consequently influence and shape, sport.
Forms of media within sport.
Learners should be able to describe the different forms of media used in sport (e.g. television, radio,
newspapers, internet, social media) and explain (using examples) the importance of each different form.
The symbiotic relationship
between sport and the mass
media, the importance of the
'golden triangle'.
Learners should be able to explain the importance of the mass media to sport using examples of
‘exclusive rights’ TV deals (such as Sky Sports) and sponsorship deals (such as the effect of the ban on
tobacco advertising on sport). They should be able to evaluate the influence of television on sport
through the changes to rules to suit television (e.g. rally scoring in badminton), the creation of mediafriendly formats (e.g. T20 Blast), and the cult of the sporting celebrity (for example, Michael Jordan, Usain
Bolt and David Beckham).
Sport as an avenue for
perpetuating stereotypes.
Learners should understand how the media sometimes present a distorted view of sport. They should be
able to give examples of dramatisation of sport: sensationalizing sporting contests, sexploitation of
female athletes and creation of national pride.
40
Sport, commercialisation and
globalisation
Notion of sport as a commodity. Learners should understand how sport has evolved into a big business and can be seen as a commodity
(something that can be bought and sold). They should be able to discuss this using specific sporting
examples. They should be able to appreciate that sport is now heavily influenced by market forces such
as supply and demand, e.g. transfer prices for top quality English strikers.
Consumerism – market
forces/sport industry
influences.
Learners should understand the different mechanisms for sponsoring sport, such as individual, team,
stadia and competition sponsorship. They should be able to discuss the advantages and disadvantages
of sponsorship within the context of the ‘golden triangle’, and give examples.
Americanization and its impact
on sport.
Learners should be able to understand the notion of the ‘Americanization’ of sport, and discuss this using
specific examples such as T20 cricket.
Learners should understand the importance of marketing and branding within sport. They should be
able to use specific examples such as the ubiquity of the Nike swoosh, the growth of the replica shirt
market, and the relationship between sport and fashion.
Globalisation (Giddens). Sport
and global culture.
Learners should be able to explain the role that sport plays in globalisation using Giddens' definition: the
intensification of worldwide social relations which link distant localities in such a way that local
happenings are shaped by events occurring miles away.
Three levels of globalisation:
creation of global sporting
competitions, the development
of satellite communications and
growth of the sporting goods
market (Cashmore).
Learners should be able to give specific examples of the three levels of globalisation (Cashmore) such as
the rise of sporting goods – brand evolution (Nike) and global competitions such as (but not limited to)
African Cup of Nations in football, Indian Premier League (IPL) in cricket.
41
Globalisation as a mechanism
of financial gain.
Learners should understand the concept of a ‘network society’ and should be able to explain the links
between globalisation and the growth of media, including exclusive rights and prime time television
including Olympic Games and Sky Sports coverage.
Consequences of globalisation
– global migration of players,
coaches and expertise; creation
and celebrity nature of global
superstars and teams.
Learners should understand how globalisation has allowed those people with power in sport to promote
their product on a worldwide stage. They should understand the links between globalisation, mass
media, consumer culture and the rise of sporting celebrity, e.g. the Beckham brand.
From mass participation to
excellence
Mass participation versus
excellence.
Learners should be able to discuss the key issues relating to the global migration of players (including the
Bosman ruling) and its effect on national teams.
Learners should understand the main benefits of participating in sport for an individual, e.g. physical,
social and mental aspects.
They should understand the way in which Government sports policies are developed and explain the
main benefits of sporting participation and excellence from a governmental perspective, e.g. social
integration (‘bread and circuses’ effect, reduction in crime levels and antisocial behaviour), propaganda,
tourism, national pride (‘feel good factor’), health promotion, economic regeneration and military
preparedness/defence.
The sports development
pyramid and Sport England’s
sports development continuum.
Learners should be able to explain both models and discuss mechanisms for increasing participation at
all levels and ways in which to accelerate movement between phases. They should also understand the
limitations of both models as a way of understanding sports participation in the UK.
Participation in sport.
Learners should understand the different factors affecting participation and lifestyle choice including
individual difference, family, friends, education, tradition, age, provision, media, finance, body image and
disability.
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Overview of competitive sport
at grass roots level through to
elite level and how the nature
of the competition changes as
individuals move towards elite
level.
Learners should understand the role of the following bodies: UK Sport, Sport Councils (e.g. Sport
England/Sports Council for Wales), Central Council for Physical Recreation (CCPR), British Olympic
Association (BOA) and Youth Sport Trust (YST).
The organisation structures and
network of sport within the
United Kingdom: national and
local provision.
Learners should understand the different organisations involved in the promotion of sport in the United
Kingdom and appreciate how they ‘network’ with each other. They should be able to explain the role that
local authorities play in the provision of leisure facilities and understand the difference between the
public, private and voluntary sectors.
Talent identification processes
and development initiatives.
Methods of identifying talent.
The structure of the World
Class Performance Pathway.
Learners should understand the following terms: talent identification, talent transfer and talent
confirmation.
They should understand the role of Government in the development of physical education and sport in
schools, and the role of the national governing bodies (NGBs) in both grassroots and elite sport.
They should understand the different phases of talent identification including the use of fitness testing,
skill-based testing, functional movement screening, medical screening, behaviour and psychological
assessment and performance lifestyle (to assess suitability within a competitive sports environment).
Learners should show an understanding of different talent identification campaigns including Girls4Gold,
Tall and Talented, Fighting Chance, Pitch2Podium, Sporting Giants and Project Swapshow.
Learners should understand the different stages of the World Class Performance Pathway from county
and national age group programmes (Performance Foundations) to Podium Potential and Podium levels.
Learners should be able to discuss performance pathways within a range of different sports and in the
context of Whole Sport Plans (NGBs).
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Recreational pathways: lifelong
involvement, local and national
government initiatives,
involvement of health agencies.
Learners should be able to discuss the importance of sports participation in relation to the ‘health of the
nation’ debate. They should be able to describe and evaluate the impact of such schemes as
Change4Life, Sportivate, Bikeability and Barclays Spaces for Sport. They should be able to explain the role
sport plays in combating obesity and easing pressure on the NHS.
MAKING CONNECTIONS ACROSS AREAS OF STUDY
There are extensive links across the subject content within this area. For example:
•
•
•
•
participation in sport and social differentiation
media, commercialisation and deviance
the use of sport as a political tool and the main benefits of people participating in sport from a governmental perspective
the influence of the mass media and stereotyping within sport.
There are also links between content in this area and content in other areas of the specification. For example:
•
•
talent identification methods and fitness testing (laboratory and field)
the use of performance enhancing drugs and physiological changes to the body.
APPLICATION OF QUANTITATIVE SKILLS
Learners should be able to:
•
•
•
interpret data and graphs relating to participation rates in physical activity and sport
evaluate data from fitness testing for talent identification purposes
interpret data relating to changes in funding for different sports set against medal success.
Please note that this list is not exhaustive.
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