Physical Education
PE looks to promote holistic development and a genuine passion for learning for all students through participation, challenge and resilience leading to excellence, in both theoretical and practical environments.
| Director of Sport and Head of PE | Mr T Scorgie | T.Scorgie@glynschool.org |
Year 7 sequence of lessons
Throughout the year the students will be taught a variety of sports on a carousel basis. These sports are Basketball, Handball, Table Tennis, Badminton, Invasion Games, Short Tennis, Hockey, Cricket and Softball. They will participate in Football and Rugby in their off-site ‘games’ lessons at Priest Hill playing fields.
We also like to give our students exposure to the theoretical element of PE. Once a half-term, students will take part in a classroom-based theory lesson. As a department we feel that it is vital for students to understand how important it is for them to lead physically, mentally, and socially healthy and active lifestyles. The topics cover a variety of areas including the consequences of a sedentary lifestyle, how obesity affects health/performance, the reasons for a balanced diet, and an introduction to psychology in sport. It also covers how we can use the components of fitness to structure training sessions and how to set realistic goals to improve performance.
Half Term 1 - Physical Health – Health and well-being
Half Term 2 - Physical Health - Components of Fitness
Half Term 3 – Physical Health - Methods of training
Half Term 4 - Social Health - Socialisation in Sport
Half Term 5 – Mental Health – Mental wellbeing and performance
Half Term 6 – Application – Physical, Emotional and Social Health, Fitness and Well-being profiles
Year 8 sequence of lessons
Our students continue to participate in their sports carousel, participating in those sports they are yet to have exposure to through Year 7.
In our Year 8 theory lessons, we look to further develop and explore the key concepts of what it means to lead a physically, socially, and mentally active lifestyle. By sequencing our lessons in this way, we hope that the students will have an excellent platform to progress to one of our Year 9 PE pathways, or if they do not wish to take these as an option, then have the knowledge and understanding to live a healthy active lifestyle.
Half Term 1 - Physical Health – Consequence of a sedentary lifestyle
Half Term 2 - Physical Health - Somatotypes
Half Term 3 – Physical Health - Energy use, Diet, Nutrition and Hydration
Half Term 4 - Social Health - Socialisation in Sport
Half Term 5 – Mental Health – Arousal in Sport
Half Term 6 – Personal Application – Physical, Emotional and Social Health, Fitness and Well-being profiles
Year 9 sequence of lessons
Year 9 GCSE and BTEC Sport
Our students will now have selected either GCSE PE or BTEC First Award in Sport. Our sole focus on this academic year is enriching our students passion for our subject, whilst developing the core skills they will require to be successful GCSE sport students.
Term 1
Our students complete a project on ‘The Olympic Games’. The project focuses on the below topics, looking to bring together a wide range of academic and practical skills that will prepare them for success in our GCSE sports options.
Researching and referencing; using technology for learning; revision techniques and summative assessment; extended answer writing; practical performance; player profiling; written performance analysis; and responding to feedback.
Term 2 & Term 3
Throughout these terms our students look to transfer their newly-learnt classroom based skills to relevant, topical sporting case studies. They are encouraged to debate and collaborate as teams, whilst developing their knowledge of the sporting world.
Practically, our students are introduced to a carousel of GCSE/BTEC sports options, a selection of which they will be assessed in at the end of their Key Stage 4 PE journey.
Year 10 sequence of lessons
Year 10 GCSE PE
Our students will now formally begin their selected Key Stage 4 PE pathway, either GCSE PE or BTEC First Award in Sport.
Half Term 1 – Applied Anatomy and Physiology: skeletal and muscular systems, identification of bones structure of synovial joint, understand movement at a joint, identification of muscles, antagonistic pairs.
Rationale - This area of the specification is an exciting starting point for our students. It provides them with the opportunity to link theory knowledge with practical application in sport, whilst collaborating with others in physical, kinaesthetic learning.
Half Term 2 - Applied Anatomy and Physiology: Movement Analysis, The Cardiovascular System, and The Respiratory System.
Rationale - Students now have the fundamental building blocks of knowledge to advance to analysis of movement and are equipped with the skills to apply this knowledge to elite sports scenarios. We also now begin to link their basic knowledge of health from KS3 to the cardiorespiratory systems of the body.
Half Term 3 - Applied Anatomy and Physiology: The effects of exercise on the body.
Half Term 4 - Physical Training: Components of Fitness, Principles of Training, and Preventing Injury.
Rationale - Students now have a clear understanding of the internal structure of their bodies. Next we look to develop on this knowledge in our investigation of the impact of exercise on the body, how training can impact it, and it’s link to improved sports performance. This is the students' first exposure to the A03 Assessment Objective of their GCSE; ‘Analysing and evaluating the factors that underpin performance and involvement in physical activity and sport.’
Half Term 5 - Socio-Cultural Influences: engagement patterns of different social groups, commercialisation of physical activity and sport, ethical issues in sport.
Rationale - Students now move to learning about socio-cultural issues in sport. As they mature as learners, they are introduced to more complex concepts around sport in society. This is often the time of the academic year where large sporting events take place, such as the Olympics and World Cups, often directly applicable to these subject areas.
Half Term 6 - Year 10 PPE preparation.
Year 11 sequence of lessons
Year 11 GCSE PE
Half Term 1 – Sport Psychology: Characteristics of Skilful Movement, Classification of Skills, Goal Setting, Mental Preparation, and types of guidance.
Half Term 2 – Health, Fitness and Wellbeing: Healthy Active Lifestyles, Diet and Nutrition.
Rationale - Students are now approaching the end of their academic pathway in GCSE PE. As such, our focus shifts to ensuring they have the knowledge and key skills required to understand and develop their own sports performance, whilst being able to analyse and evaluate the psychological and physiological strengths and weaknesses of elite sports athletes for their written coursework.
Half Term 3 – NEA Coursework and Practical Sporting Assessment.
Half Term 4 – NEA Coursework and Practical Sporting Assessment.
Half Term 5 – GCSE Exam Preparation
Half Term 6 – GCSE Public Examinations
Year 12 sequence of lessons
|
Subject |
Half Term 1 |
Half Term 2 |
Half Term 3 |
Half Term 4 |
Half Term 5 |
Half Term 6 |
|
PE |
Anatomy & Physiology- Cardiovascular System Skill Acquisition- Classification of Skills, Types of Methods of Practice Sport & Society- Emergence and Evolution of Modern Sport through Pre and Post Industrial Britain |
Anatomy & Physiology- Respiratory System, Environmental effects on body systems Skill Acquisition- Transfer of Skills, Stages of Learning Sport & Society- How Social Factors shaped the Participation of Sport in 20th and 21st Century Britain |
Anatomy & Physiology- Skeletal & Muscular Systems Skill Acquisition- Types of Guidance & Feedback, Theories of Learning and Memory models Sport & Society- The Modern Olympics and hosting of global sporting events |
Anatomy & Physiology- Energy for Exercise Sport Psychology- Individual Differences: Personality, Attitude, Motivation & Arousal Contemporary issues in Physical Activity and Sport- Ethics and Deviance in Sport, Drugs and Doping |
Exercise Physiology- Diet and Nutrition and their effect on Physical Activity and performance, Preparation and Training Methods Sport Psychology- Individual Differences: Anxiety, Aggression & Social Facilitation Contemporary issues in Physical Activity and Sport- Violence in Sport, Gambling in Sport |
Exercise Physiology- Injury Prevention and Rehabilitation Sport Psychology- Stress Management to Optimise Performance Contemporary issues in Physical Activity and Sport- Commercialisation and Media |
|
Why we sequence the scheme of work this way |
Students will be able to extend knowledge previously learnt on the Cardiovascular Systems allow athletes to perform on differing levels and events. How we classify skills is a chance to start the journey through the way the brain allows us to perform in all kinds of sporting situations. A journey to explore how modern day sport came to be through learning of history and what shaped a variety of sports in society. |
Linking directly to the pathway of oxygen, students will now be able to learn the route it takes in the lungs, as well as how the environment changes the body. An understanding of the stages of learning gives the students vital tools for the NEA. Once knowledge of how Britain changed in the 20th & 21st Centuries, the students now look at the social factors that contributed to these changes. |
Becoming more familiar with extended knowledge of the bodies muscular systems, is crucial to be successful on this course. Now established A level students, learning more about the theories behind the brain allows for more depth answers and thinking. As the students move onto how different societies are impacted by Sport, we look at some of the most interesting and controversial moments in history, through the modern olympics. |
Now well established students on the course a real challenge in understanding the bodies different ways it utilises energy to improve performance, is started. This is an essential for the commencement of the NEA. Students now begin to broaden their knowledge on the course by being introduced to Sport Psychology and the individual impacts this has on sports performance. Moving towards contemporary issues of Deviance and drugs allow for excellent debates and access to writing well balanced longer answer questions. |
With knowledge of what the energy is we use, further knowledge of how we get our energy is now proceeded by learning about diet and its huge impacts on sporting performance. Training methods, play an essential part in the NEA and being well established knowledge now, will help support students moving forward. Continuing with individual differences and their impact on sports performance, students begin to add depth to their understanding of sports psychology and how this affects the individual in sport. Having had difficult discussions on previous topics the students are well set up to progress onto violence and gambling in sport. These let the students voice their own thoughts and ability to assess modern day issues around sport. |
Learning about injuries after the established knowledge of training and preparing for exercise follows on nicely into what to do if the process of training is done incorrectly. With a full understanding of individual psychological impacts in sports students now learn the management techniques of stress and how these can aid performance, thus developing a well rounded knowledge of the individuals mind in sport. Commercialisation is an every growing part of modern day sport. The students now have the chance to share their expercines of this and understand how the massive scale of the media shapes much of what we see. |
Year 13 sequence of lessons
|
Subject |
Half Term 1 |
Half Term 2 |
Half Term 3 |
Half Term 4 |
Half Term 5 |
Half Term 6 |
|
PE |
Biomechanics- Biomechanical principles, levers and use of technology Sport Psychology- Group & Team Dynamics and Goal Setting in Sport, Attribution in Sport Contemporary issues in Physical Activity and Sport- Routes to Sporting Excellence in the UK |
Biomechanics- Linear, Projectile, Angular Motion & Fluid Mechanics Sport Psychology- Confidence and Self Efficacy in Sports Performance, Leadership in Sport Contemporary issues in Physical Activity and Sport- Modern Technology |
NEA, Revision and consolidation of learning Contemporary issues in Physical Activity and Sport- Modern Technology Revision |
Exam preparation |
||
|
PE |
Biomechanics- Biomechanical principles, levers and use of technology Sport Psychology- Group & Team Dynamics and Goal Setting in Sport, Attribution in Sport Contemporary issues in Physical Activity and Sport- Routes to Sporting Excellence in the UK |
Biomechanics- Linear, Projectile, Angular Motion & Fluid Mechanics Sport Psychology- Confidence and Self Efficacy in Sports Performance, Leadership in Sport Contemporary issues in Physical Activity and Sport- Modern Technology |
NEA, Revision and consolidation of learning Contemporary issues in Physical Activity and Sport- Modern Technology Revision |
|||
|
Why we sequence the scheme of work this way |
Having solidified the muscular and skeletal systems back in year 12, the progression onto this challenging content is fitting for the start of year 13. Students are now introduced to the group and team dynamics and how this impacts sports performance. They being to explore how goal setting in sport can benefit a groups psychological needs and understand attribution in relation to performance. Learning the pathway of elite performers fits in well with students' ever growing knowledge of themselves and peers own personal development in sport. |
Continuing with Biomechanics, the last content delivered both allows students to bring all they have learnt together but also apply to content previously learnt in year 12, to effectively analyse how performers can improve when competing A rounded knowledge of sport psychology now allows students to further the depth of their knowledge by looking at how confidence and self efficacy benefit and hinder sports performance. Moving forward from group dynamics students now identify leadership in sport psychology and the role this plays in improving sports performance. In accordance with the NEA, knowledge of technology of sport is vital going through this process and helps the students be able to analyse both their and other performance. |
This half term is focused on combining all the Anatomy & Physiology, Exercise Physiology, Skill acquisition and Sports Psychology content, and driving towards the students being able to apply to their NEA analysis practice and final completion. In accordance with the NEA, knowledge of technology of sport is vital going through this process and helps the students be able to analyse both their and other performance. |
|||
