OCR GCSE PHYSICAL EDUCATION - J587 (9-1)

Paper 01 – Physical Factors Affecting Performance (30%)

1.1a – Skeletal System 1.1b – Muscular System 1.1c – Movement Analysis 1.1d – Cardio-Respiratory System 1.1e – Effects of Exercise 1.2a – Components of Fitness 1.2b – Applying the Principles of Training 1.2c – Preventing Injury in physical activity

Paper 02 – Socio-Cultural Issues and Sports Psychology (30%)

2.1a – Engagement Patterns of different Social Groups, 2.1b – Commercialisation in Sport and Physical Activity, 2.1c – Ethical and Socio-cultural issues in Sport and Physical Activity, 2.2 – Sports Psychology, 2.3 – Health, Fitness and Well-being

03- Practical activity assessment - Analysing and Evaluating Performance (40%)

Learners are assessed in their ability to select and perform appropriate skills consistently, precisely and with control and fluency in conditioned, competitive environments, adapting their performance to suit a variety of situations.

Learners complete logs of competitive participation in their activities/sports to show their frequency and level of participation. These may be called upon as supporting evidence, for example to support a special consideration application for injury.

In addition to the above, learners are required to demonstrate their ability to analyse and evaluate their own performance in order to:

• analyse aspects of personal performance in a practical activity

• evaluate the strengths and weaknesses of the performance

• produce an action plan which aims to improve the quality and effectiveness of performance.

One sporting activity = 10% x3 = 30% of overall mark

Analysing and Evaluating Performance Task is 10% of overall mark

Curriculum Allocation

GCSE PE is taught for 3x 100 minute lessons per fortnight

Curriculum Period 1:

Curriculum content

  • analyse the importance of the different components of fitness for the activity 
  • give an overview of the key skills in the activity 
  • assess the strengths/weaknesses of the performer being analysed in the activity. 
  • For a specific skill or technique in the chosen activity: 
  • analyse a movement involved – joint, type of movement, muscle group(s), muscle function/role 
  • classify the skill on the difficulty and environmental continua. 
  • Produce an action plan (not to be implemented) to improve an aspect of the performance of the performer being analysed in the chosen activity 
  • The plan must include: 
  • which skill or component of fitness you are improving 
  • justifications for the skill or component of fitness you have chosen to improve 
  • drills and practices to show how you intend to improve the skill or component of fitness chosen, including: risk assessment, coaching points, principles of training and SMART goal setting 
  • relevant understanding of the element chosen to improve.

Assessment

30% - Practical score of 2 activities.

10% - AEP production

30% - Paper 1 - Physical Factors affecting performance

30% - Paper 2 - Socio-cultural issues

Curriculum Period 2:

Curriculum content

2.2 Sports Psychology

  • know the definition of motor skills
  • understand and be able to apply examples of the characteristics of skilful movement: • efficiency • pre-determined • co-ordinated • fluent • aesthetic.
  • know continua used in the classification of skills, including: • simple to complex skills (difficulty continuum) • open to closed skills (environmental continuum)
  • be able to apply practical examples of skills for each continuum along with justification of their placement on both continua.
  • understand and be able to apply examples of the use of goal setting: • for exercise/training adherence • to motivate performers • to improve and/or optimise performance 
  • understand the SMART principle of goal setting with practical examples (Specific, Measurable, Achievable, Recorded, Timed)
  • be able to apply the SMART principle to improve and/or optimise performance.
  • know mental preparation techniques and be able to apply practical examples to their use
  • understand types of guidance, their advantages and disadvantages, and be able to apply practical examples to their use
  • understand types of feedback and be able to apply practical examples to their use

2.3 Health, Fitness and Well-being

  • know what is meant by health, fitness and well-being 
  • understand the different health benefits of physical activity and consequences of a sedentary lifestyle
  • be able to apply the above to different age groups 
  • be able to respond to data about health, fitness and well-being
  • know the definition of a balanced diet
  • know the components of a balanced diet • carbohydrates • proteins • fats • minerals • vitamins • fibre • water and hydration 
  • understand the effect of diet and hydration on energy use in physical activity 
  • be able to apply practical examples from physical activity and sport to diet and hydration.

Assessment

30% - Practical score of 2 activities.

10% - AEP production

30% - Paper 1 - Physical Factors affecting performance

30% - Paper 2 - Socio-cultural issues

Curriculum Period 3:

Curriculum content

The specification has been covered and no new curriculum content will be introduced. Analysis of previous assessments will point to curriculum gaps in knowledge that pupils have which will be returned to.

Assessment

The external GCSE exams occur at this point.

Revision resources

We provide knowledge organisers for all the units covered through Year 10 and 11. Pupils should use these to revise for recall tests throughout the year and for the three formal assessments.

There are three revision guides which have been published for this course by GCSE Simplified, Hodder and CGP. Whichever publisher, it is important that pupils use a revision guide specifically for OCR GCSE Physical Education (9-1). Periodically we do make a school order for revision guides.

Subject advice and guidance

If you need any further guidance then please contact your child’s teacher via email:

m.dodd@endon.shaw-education.org.uk

e.stubbs@endon.shaw-education.org.uk