Cambridge O Level Physical Education (5016) Scheme of Work This Scheme of Work has been designed to support you in your teaching and lesson planning for the Cambridge O Level Physical Education (5016) syllabus. The Scheme of Work was originally produced for the Cambridge IGCSE Physical Education (0413) syllabus and this is why all references in the pages that follow refer to IGCSE. Please note that the guidance in the Scheme of Work is applicable to the O Level syllabus and should therefore be referred to by all teachers of the Cambridge O Level Physical Education (5016) syllabus.

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Scheme of Work Cambridge IGCSE® Physical Education

0413 For examination from 2019

Contents Introduction .................................................................................................................................................................................................................................................. 3

1 Health, fitness and well-being (1) ............................................................................................................................................................................................................. 6 2 Anatomy and physiology (1) ................................................................................................................................................................................................................... 10

3 Anatomy and physiology (2) ................................................................................................................................................................................................................... 14

4 Social, cultural and ethical influences (1) ............................................................................................................................................................................................... 21

5 Skill acquisition and psychology (1) ........................................................................................................................................................................................................ 23

6. Health, fitness and well-being (2) .......................................................................................................................................................................................................... 26

7. Social, cultural and ethical influences (2) .............................................................................................................................................................................................. 33 8. Skill acquisition and psychology (2) ....................................................................................................................................................................................................... 41

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Introduction This scheme of work has been designed to support you in your teaching and lesson planning covering the syllabus content (theoretical study). It is expected that learners will apply their knowledge and understanding of the syllabus content to physical activities. Making full use of this scheme of work will help you to improve both your teaching and your learners’ potential. It is important to have a scheme of work in place in order for you to guarantee that the syllabus is covered fully. You can choose what approach to take and you know the nature of your institution and the levels of ability of your learners. What follows is just one possible approach you could take and you should always check the syllabus for the content of your course. Suggestions for independent study (I) and formative assessment (F) are also included. Opportunities for differentiation are indicated as Extension activities; there is the potential for differentiation by resource, grouping, expected level of outcome, and degree of support by teacher, throughout the scheme of work. Timings for activities and feedback are left to the judgment of the teacher, according to the level of the learners and size of the class. Length of time allocated to a task is another possible area for differentiation. Guided learning hours Guided learning hours give an indication of the amount of contact time you need to have with your learners to deliver a course. Our syllabuses are designed around 130 hours for Cambridge IGCSE courses. The number of hours may vary depending on local practice and your learners’ previous experience of the subject. The table below give some guidance about how many hours we recommend you spend on each unit area. Note that as 50% of the syllabus involves practical assessment, it is recommended that 65 hours be given to theoretical study and 65 hours to practical work.

Unit

Suggested teaching time (%) Suggested teaching order

Year 1

Health, fitness and well-being (1)

10% 1

Anatomy and physiology (1)

14% 2

Anatomy and physiology (2)

10% 3

Social, cultural and ethical influences (1)

6% 4

Skill acquisition and psychology (1)

10% 5

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Unit

Suggested teaching time (%) Suggested teaching order

Year 2

Health, fitness and well-being (2)

25% 6

Social, cultural and ethical influences (1)

13% 7

Skill acquisition and psychology (1)

12% 8

Resources

The up-to-date resource list for this syllabus, including textbooks endorsed by Cambridge, is listed at www.cie.org.uk

Endorsed textbooks have been written to be closely aligned to the syllabus they support, and have been through a detailed quality assurance process. As such, all textbooks endorsed by Cambridge for this syllabus are the ideal resource to be used alongside this scheme of work as they cover each learning objective.

Teacher Support

Teacher Support https://teachers.cie.org.uk is a secure online resource bank and community forum for Cambridge teachers, where you can download specimen and past question papers, mark schemes and other resources. We also offer online and face-to-face training; details of forthcoming training opportunities are posted online. This scheme of work is available as PDF and an editable version in Microsoft Word format; both are available on Teacher Support at https://teachers.cie.org.uk. If you are unable to use Microsoft Word you can download Open Office free of charge from www.openoffice.org

Websites

This scheme of work includes website links providing direct access to internet resources. Cambridge International Examinations is not responsible for the accuracy or content of information contained in these sites. The inclusion of a link to an external website should not be understood to be an endorsement of that website or the site's owners (or their products/services).

The website pages referenced in this scheme of work were selected when the scheme of work was produced. Other aspects of the sites were not checked and only the particular resources are recommended.

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How to get the most out of this scheme of work – integrating syllabus content, skills and teaching strategies We have written this scheme of work for the Cambridge IGCSE Physical Education (0413) syllabus and it provides some ideas and suggestions of how to cover the content of the syllabus. We have designed the following features to help guide you through your course.

Learning objectives help your learners by making it clear the knowledge they are trying to build. Pass these on to your learners by expressing them as ‘We are learning to / about…’.

Suggested teaching activities give you lots of ideas about how you can present learners with new information without teacher talk. Try more active methods which get your learners motivated and practising new skills.

Independent study (I) gives your learners the opportunity to develop their own ideas and understanding with direct input from you.

Extension activities provide your more able learners with further challenge beyond the basic content of the course. Innovation and independent learning are the basis of these activities.

Past Papers, Specimen Papers and Mark Schemes are available for you to download at:

https://teachers.cie.org.uk

Using these resources with your learners allows you to check their progress and give them confidence and understanding.

Formative assessment (F) is on-going assessment which informs you about the progress of your learners. Don’t forget to leave time to review what your learners have learnt, you could try question and answer, tests, quizzes, ‘mind maps’, or ‘concept maps’. These kinds of activities can be found in the scheme of work.

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1 Health, fitness and well-being (1)

Syllabus ref Learning objectives Suggested teaching activities

Health and well-being

To know and understand the World Health Organization (WHO) definition of health – ‘a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity’. To understand the three components of health and well-being: Physical health and well-being: • all body systems working well • free from illness / injury / disease • able to carry out everyday tasks. Mental health and well-being: • able to cope with stress • can control emotions • feeling good / self-esteem. Social health and well-

Make use of the World Health Organization (WHO) website for their definition of health, as well as related health topics e.g. social determinants. In www.who.int/en/ look under ‘Health topics’, ‘Social determinants of health’. Learners should understand the three components of health and well-being, being able to differentiate between the characteristics of each. Place learners into groups of three and ask them to become ‘specialists’ in one of the three areas of health and well-being, before teaching their group members about their area. Teach learners the acronym SICO for physical health and well-being: Systems (body systems working well), Illness (free from), Carry Out (carry out everyday tasks). Learners look at information on a worldwide survey on health and well-being using the following link: (0: 00 to 0:38) www.youtube.com/watch?v=yorU3rcgTrY Learners reflect (tactfully) on their own health and well-being, differentiating between their physical, mental and social health. Learners use the facts on the WHO website to learn about inequalities in health and well-being. In www.who.int/en/ search for ‘health inequities’. Link the topic of health and well-being to the next topic (fitness) by reading an article on health, fitness and well-being, e.g. www.fitnesshealth101.com/fitness/general/key-components/well-being Extension activity Ask learners to compile a report suggesting how the three aspects of health and well-being can be promoted/ improved. (I)

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being: • essential human needs are met • friendship and support • having value within society • ability to mix with other people.

Fitness To know and understand the definition of fitness – the ability to cope with (or meet) the demands of the environment.

Discuss with learners the definition of fitness as stated in the syllabus: the ability to cope with (or meet) the demands of the environment. Learners reflect on the suitable level of fitness to fulfil ‘the demands of the environment’ e.g. • to fulfil the demands of manual work/ secretarial work/ being in the army/ behind a desk all day • to fulfil the demands of varying activities of different lengths and durations: shot putt, 100m sprint, 800m, 1500m,

game activities e.g. football, and marathon. Ask learners to reflect upon their own level of fitness. (I/F) Extension activity Ask learners to reflect upon their family’s levels of fitness.

The relationship between health and fitness

To develop knowledge of the relationship between health and fitness, including: • decreased fitness because of ill health, e.g. ill health can lead to an inability to train (lowering fitness) • increased fitness despite ill health, e.g. unhealthy but able to train (increasing fitness). To understand the

Learners must be able to interpret the difference between health and fitness as defined in the activities above. They make use of resources on health and fitness in Physical Education (e.g. revision article, www.bbc.co.uk/schools/gcsebitesize/pe/exercise/0_exercise_health_rev1.shtml or a poster www.helpmeteach.co.uk/aqa-gcse-physical-education-(new-spec-2016)-revision-poster-for-the-relatinship-between-health-and-fitness-r3576) to investigate and note down the relationship between health and fitness. Learners explore the relationship between the two terms – encourage them to reflect upon their own and others’ lives: e.g. Does my health affect my fitness? (and vice versa). (I) There are elements of the following resource on health and fitness that will assist learners. In N.B. Emphasise to learners that being healthy does not guarantee fitness and vice versa. Extension activity Ask learners to complete a food diary in order to evaluate how balanced their diet is.

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need to: • live a healthy, active lifestyle • eat a balanced diet • maintain a level of fitness to help maintain health. To understand that exercise and fitness can have positive effects on physical, mental and social health.

Diet and energy sources

To understand the function of nutrients, including carbohydrates, fats, proteins and water. • Examples of sources

of these nutrients in food.

• The energy balance suitable for physical activities.

• Different energy needs for performers: males compared with females, teenagers compared with children, active lifestyles compared with sedentary lifestyles.

• Unused energy is stored as fat, which

Print out images of food sources containing different nutrients such as: • Carbohydrates – Pasta or potatoes • Fats – Dairy products , nuts or oily fish • Proteins – Meat or pulses • Water – a tap or bottled water

Show these to the class and get them to say what nutrients the foods contain, what do the nutrients do and when the nutrients are needed in activities. Gives groups of learners an sports person to consider. Ask them to think about the energy requirements for the sportsperson, particularly the balance between the sportspersons Basic Metabolic Rate (BMR) and their Physical Activity Level (PAL) – demonstrate how this balance might be different between a long distance runner and a wrestler for example. A good source for this topic is: http://www.bbc.co.uk/education/guides/zdsbkqt/revision/1 Extension activity Ask learners to review their food diary in the light of what they have learnt.

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could cause obesity. Energy is derived from food sources: • muscle cells release

energy from glucose in a process called respiration

• some glucose is converted to glycogen and stored in the muscles and liver.

Past and specimen examination papers

Past/specimen papers and mark schemes are available to download at https://teachers.cie.org.uk Specimen paper: Questions 7, 14a, 14b

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2 Anatomy and physiology (1)

Syllabus ref Learning objectives Suggested teaching activities

Functions of the skeleton

To understand the varying functions of the skeleton, to include: • shape and support • muscle attachment for movement • protection • red blood cell production.

Explain and discuss with learners the varying functions of the skeleton. (Details on the bones themselves follow in the activity below.) Learners link the varying functions to their benefits e.g. Red blood cell production assists performance as these cells carry oxygen to the working muscles to produce energy.

Use the acronym SSMARPP to assist learning: Shape, Support, Muscle Attachment, Red blood cell Production, Protection. Learners apply these functions e.g. protection of the brain when heading a football. (F)

Skeleton To classify the bones specified below as long, short or flat. To understand the location and function of the following bones: • cranium • clavicle • scapula • humerus • radius • ulna • carpals, metacarpals, phalanges • ribs • pelvis • femur • tibia • fibula • patella • talus

Learners learn the bone names and identify the location of these bones, e.g. using an image of the skeleton: www.just-health.net/images/10416464/functions-of-the-skeleton.jpg Learners point to body parts in pairs and name the appropriate bone/s at that site. (F) Learners correlate their knowledge of each bone to its/their location (joint). Learners correlate their knowledge of bones to the muscle/s that move the bones. Learners apply their knowledge and understanding of bones to prescribed movements/skills. To classify bones as long, short and flat, learners carry out labelling activities, e.g. labelling each other’s bodies, labelling diagrams. You can use the following YouTube clip to introduce the classifications: www.youtube.com/watch?v=C2FiBrIsKlA

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• tarsals, metatarsals, phalanges.

Joint types To understand examples of the different types of joints: • fixed or immovable joints / fibrous joints • slightly movable / cartilaginous joints • freely movable joints / synovial joints – ball and socket and hinge.

Learners must be able to differentiate between the different joint types: Learners make example joints with toilet rolls and elastic bands. Learners identify where each type of joint is in the body using images of each type of joint, e.g. fixed joint: https://dr282zn36sxxg.cloudfront.net/datastreams/f-d%3A1d0f225555ff4ca573185b558a9ace17e48544681d58f47bf277846f%2BIMAGE_THUMB_POSTCARD%2BIMAGE_THUMB_POSTCARD.1 slightly movable joint: http://image.slidesharecdn.com/011skeletalsystem-100809085348-phpapp01/95/human-skeletal-system-movement-and-locomotion-34-728.jpg?cb=1281344139 Freely movable joint: http://www.coa.edu/stodd/oceanweb/bio2/bio2lectures/Lecture7/sld012.htm Learners point to body parts in pairs and name the appropriate bone/s and joint type/s at that site. (I/F)

Joint structure and function

To understand the structure of a synovial joint and the function of its components: • synovial membrane • synovial fluid • joint (fibrous) capsule • cartilage • ligaments.

Discuss with learners where synovial joint types are found in the body. Learners identify the structure and function of the components of a synovial joint using an annotated image of the synovial joint structure e.g. http://images.slideplayer.com/13/3879179/slides/slide_15.jpg Learners link the function of each component to its vital role, e.g. synovial fluid provides lubrication.

Movement at joints

To be able to describe types of movement in physical activities: • flexion / extension • abduction / adduction • rotation • plantar flexion / dorsiflexion. To compare the range of movement and

Discuss with learners the varying movements first. Show examples of the anatomical motions (body movements): https://upload.wikimedia.org/wikipedia/commons/thumb/8/85/Body_Movements_I.jpg/400px-Body_Movements_I.jpg Then apply these movements to many varying sporting actions, for example: • flexion and extension at the elbow during a bicep curl • abduction and adduction at the shoulder • rotational movement at the shoulder when bowling a cricket ball • plantar and dorsiflexion of the ankle during heel raises. Encourage learners to analyse still images and video footage to identify the movements taking place. (I)

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stability of ball and socket joints with hinge joints.

Learners analyse their own movements during practical sessions. (F) Extension activity Give learners a movement and ask them to suggest when such a movement takes place in a sport of their choice, e.g. ‘When does plantar flexion take place?’

Muscles To understand the location and role of the following muscles: • latissimus dorsi • trapezius • deltoid • pectorals • biceps • triceps • abdominals • gluteals • hip flexors • hamstring group (not individual names) • quadriceps group (not individual names) • gastrocnemius • tibialis anterior. To understand the role of tendons.

Learners familiarise themselves with the names of the muscles and identify the location of these muscles using a YouTube clip or diagram of the muscles in the body, e.g. www.youtube.com/watch?v=7Ox-NOJMhKo or http://www.bbc.co.uk/education/guides/z8n39j6/revision/2 Learners correlate their knowledge of each muscle to its/ their location (joint). Learners correlate their knowledge of bones to the muscle/s that move the bones. Learners apply their knowledge and understanding of muscles to prescribed movements/skills. Print out a diagram of the muscles of the body in large format (or use a learner as a ‘dummy’) and cards with the names of each of the muscles. Show a card to the class and ask learners to point to the area of the body where the muscle appears, and also ask the learner to indicate the function of the muscle. You could extend the activity by asking learners how a particular muscle is used in sport. Learners compile a newspaper report on the role of tendons. (I)

Antagonistic muscle action

To understand, with reference to the shoulder, elbow, hip, knee and ankle: • the action of agonists (prime movers) and antagonists • how the muscles / muscle groups work using isotonic (concentric / eccentric)

Introduce the concept of antagonistic muscle action by focusing on the following anatagonistic pairs: • bicep/ tricep • hamstring/ quadriceps.

Encourage learners to further their understanding of antagonistic pairs and how muscles create movement. Focus teaching on movements at the shoulder, elbow, hip, knee and ankle. Include, but don’t limit to: • press up action • bicep curl action • basketball free throw action • hip flexion and extension when kicking a ball

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and isometric contractions

• running action • jumping action.

Show learners a video showing how skeletal muscle produces contractions www.youtube.com/watch?v=wPfL8u6azPQ (2.06 to 3.42 only). Explain, and give them practise in using, the specific terms of muscle contraction: the prime mover causes the movement, isometric contractions are when the muscle is not moving and the contraction is held, etc. At this point in teaching, link together knowledge on the muscles/ bones/ joints/ actions etc. Learners either perform or show a video of a move and their peers need to identify the movement, joints etc. (I/ F) Extension activity Learners research the stereotypical movements performed in a sport of their choice.

Muscle fibre types

To know and understand the differences between muscle fibre types (slow and fast twitch) with reference to physical activities, limited to: • force created • fatigue tolerance • aerobic/anaerobic energy supply.

Learners need to develop a basic understanding of the functional differences between slow and fast twitch muscle fibres. The acronym FFAN can be used for fast twitch fibres: Force (high) Fatigue (quickly), ANaerobic supply of energy. Use images of e.g. sprinters, marathon runners, and learners suggest which muscle fibre type is predominantly used by different sports performers, providing reasons for their answers. Examples of images to use: http://ichef.bbci.co.uk/images/ic/640xn/p01bxt9t.jpg (sprinters) http://2.bp.blogspot.com/-_6to-YwfScU/U5FNIvWFE-I/AAAAAAAAbfw/yvEJOx8FVoA/s1600/Fast+Twitch+Muscle+Fibers.png (muscles picture) http://i.dailymail.co.uk/i/pix/2016/08/21/22/3777D5E800000578-3752034-But_the_Melbourne_runner_was_able_to_gather_himself_and_make_it_-a-13_1471815887747.jpg (marathon runner) (I) Learners link the functional aspects of each fibre type to their significance when playing sport. (F) Extension activity Learners research athletes who are most likely to have a high percentage of fast/ slow fibres.

Past and specimen examination papers

Past/specimen papers and mark schemes are available to download at https://teachers.cie.org.uk Specimen paper: Questions 2, 4a, 6a, 6b, 9a(i),(ii)

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3 Anatomy and physiology (2)

Syllabus ref Learning objectives Suggested teaching activities

Principles of force

To be able to explain the concepts of force, mass and acceleration: • a force can be a pull or a push • force = mass × acceleration • increases/decreases in force can cause acceleration/ deceleration.

Encourage learners to understand that a force can be a pull or a push. Ask learners to suggest when ‘push’ and / or ‘pull’ is used when playing sporting activities. (I) Use a speed/distance graph for a sprinter over 100 m (e.g. for Usain Bolt www.sportsscientists.com/wp-content/uploads/2008/08/bolt-2008-graph.jpg) to explain to learners the following concepts: • force = mass x acceleration • increases/decreases in force can cause acceleration/deceleration. Extension activity Demonstrate and explain the concept of ‘push and pull’ with magnets.

Applications of force

To have the knowledge and understanding to apply the concept of force to identify and explain the forces acting upon: • a moving performer (gravity, air resistance, muscular force) • a sprinter in the blocks (gravity, ground reaction force, air resistance) • an object flying through the air (force applied at release, air resistance, gravity).

Discuss the stated examples (a moving performer, a sprinter in the blocks and an object flying through the air). The moving performer and the object flying can be applied to various sporting contexts. Learners identify and explain the acting forces e.g. gravity pulls the performer down towards the earth. Discuss answers using images of the forces acting on e.g.: • a person walking

http://exploration21.com/3.4/3.4/3.4.2_files/3.4.2_walking%20_unbalanced%20force_no%20numbers.png • a sprinter www.buzzle.com/images/diagrams/free-body-diagrams/sprinter.jpg Give learners pictures of a moving performer, a sprinter in the blocks and an object flying through the air, and ask them to draw the forces and their effects onto the picture/s e.g. an arrow pointing down from the sprinter to signify the effects of gravity. (F) Learners throw various sporting objects before presenting to the rest of the group what forces acted on the objects. (I/F) Extension activity Learners take a still image of themselves or a peer performing in sport and then label the forces being applied on the picture.

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Levers To identify and draw the three classes of levers: • first class • second class • third class. To identify the fulcrum, resistance and effort when stating examples of each type of lever in the body.

Explain the three classes of levers to learners using diagrams of how the force, load and fulcrum are positioned for each class, e.g. http://2.bp.blogspot.com/_RN-2qxgwE1Q/S7cB8Yl_4OI/AAAAAAAAFWc/MDPKqodu3NY/s1600/Levers.png Show learners how to draw linear levers i.e. a line with the three points (fulcrum, effort and resistance) clearly labelled. There is no need to draw anatomical body parts. Ask learners to identify where the three classes of levers are located on the body and how they can be used to cause movement. Examples could include: • the use of the first class lever in the pivot of the neck to head a football • the use of the first class lever at the elbow to perform tricep extension when shooting a basketball • the use of the second class lever at the ankle when rising up onto the toes • the use of the third class lever at the elbow when performing the upwards phase of a biceps curl. Give learners sticky address labels with the words ‘fulcrum’, ‘effort’ and ‘resistance’ on them to label each other’s bodies when performing physical movements. (I) Ask learners to identify when each lever is used in varying sporting activities. (F) Extension activity Learners collect pictures of sporting performers using the three different classes levers.

Pathway of air

To be able to describe the pathway of air into the body: • mouth/nasal passage • trachea • bronchi • bronchioles • alveoli.

Explain to learners the pathway of air into the body using a diagram. The concept of an upside down tree may help learners: TRunk (TRachea), BRanches (BRonchi), smaller BRanches (BRonchioles), A Leaf (ALveoli). Learners in pairs draw around each other’s torso on large pieces of paper before drawing and identifying the physiological pathway of air. (I) Give learners images of the pathway and ask them to label the varying characteristics. (F)

Gaseous exchange at the alveoli

To identify and explain the characteristics of alveoli that enable gaseous exchange to occur.

Link learners’ previous learning on the pathway of air to discussion of how gaseous exchange occurs at the alveoli. Show the role of the alveoli in gaseous exchange e.g. using a YouTube clip: www.youtube.com/watch?v=XTMYSGXhJ4E Learners draw an alveoli sac and the surrounding capillaries, before labelling the physiological characteristics which assist in gaseous exchange. (I) Give learners a card with a description of a physiological characteristic of the alveoli, e.g. one cell thick, short diffusion pathway, rich and constant blood supply, red blood cells being pressed against the capillary wall, moist, large surface

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area. Ask learners to explain the importance of their given card to gaseous exchange. (F) Extension activity Learners create a poster for classroom display showing an alveoli, surrounding capillary and labels of the key features.

Mechanics of breathing

To understand the function of the diaphragm and intercostal muscles in normal breathing.

Show learners a clip on the mechanics of breathing, e.g. www.youtube.com/watch?v=LZ62aI4iAZo. Encourage learners to explain the role of the diaphragm and intercostal muscles during inspiration (inhalation) and expiration. Learners use a balloon and surround the balloon with elastic bands to represent the lungs and rib cage. They softly inflate the balloon to represent inspiration (inhalation), and let air out to represent expiration. (I) During physical activity, encourage learners to explain the mechanics of their breathing to fellow learners. (F)

Breathing volumes and minute ventilation

To develop the knowledge to be able to describe and explain: • tidal volume • vital capacity • residual volume • minute ventilation. To understand the effect of exercise on these volumes.

Explain and discuss with learners what each stated lung volume is. You can demonstrate visually the concept of changing lung volumes during exercise using a basic annotated spirometry trace e.g. http://studydroid.com/imageCards/0b/v3/card-12554037-back.jpg). (Note however, that many spirometry traces contain more detail than is required within this syllabus.) Learners describe their own volumes/ capacity both before during and after exercise. (I/ F) Extension activity Learners source suitable YouTube clips of sporting performers breathing hard.

Components of blood Haemoglobin Blood vessels

To understand the function of: • plasma • red blood cells • white blood cells • platelets. To understand the role of haemoglobin in carrying oxygen and carbon dioxide.

Explain and discuss with learners the linked topics of components of blood and their functions, the role of haemoglobin and the characteristics and functions of blood vessels. You could use YouTube clips such as www.youtube.com/watch?v=WXOBJEXxNEo (oxygen transport) www.youtube.com/watch?v=whtNDBIhczQ (blood vessels). Make sure that learners understand concepts such as: peripheral resistance, total cross-sectional area, blood velocity, blood pressure, wall thickness and lumen size. When learning about veins, discuss with learners the role of valves in venous return (i.e. to prevent backflow). Learners make or bring cylindrical tube objects (rubber tubes, piping, straws etc.) to lessons to depict the characteristics of the blood vessels. Learners act out the role of haemoglobin in the classroom or in a suitable area e.g. a line of learners signify the moving red blood cells, they go through a tight space and pick up oxygen (e.g. tennis balls) and carry the oxygen to the working

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To develop knowledge of the basic structure (wall thickness, lumen size and presence of valves) and function of: • arteries • capillaries • veins.

muscles. The pathway of the red blood cells could be between classroom desks or pre-prepared lines in a sports hall or playing field. (I) Learners produce a short presentation about the characteristics and function of their given blood vessel type to the rest of the class. (F) Learners draw a cross-section depiction of each blood vessel. In all learning activities, make sure that learners refer to the characteristics using the concepts above (total cross-sectional area etc). Extension activity Learners create a poster for classroom display showing the various components of blood.

Heart structure and function Cardiac output .

To understand the function and location of: • atria • ventricles • valves. (Valve names are not required.) To understand the pathway of blood through the heart, to include: • aorta • vena cava • pulmonary artery • pulmonary vein. To be able to explain the terms cardiac output, stroke volume and heart rate with reference to how cardiac output can be calculated.

If possible, use a 3D model of a heart to show learners the structure and explain the function of the components. If not, use an annotated diagram of a human heart showing the relevant components such as: www.newhealthadvisor.com/images/1HT00531/human%20herat.jpg Learners turn the classroom or learning area into a heart to depict the pathway of blood through the atria and ventricles. (I) Learners draw round their own body shapes on large pieces of paper before adding drawings and labels of the main characteristics involved in blood flow and circulation: heart and chambers, valves, aorta, vena cava, arteries and veins. Provide learners with a card with one of the following names stated on the card. The learner/s then provide an explanation of where blood flows to next: • aorta • vena cava • pulmonary artery • pulmonary vein • left atria • right atria • left ventricle • right ventricle. (F) Explain to learners each of the following terms so that they understand their relationship when calculating cardiac output: cardiac output (Q)= stroke volume x heart rate. The term Q can be used for cardiac output. Discuss with learners the effect of exercise on each of the components e.g. heart rate increases as exercise commences.

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To understand the effect of exercise on the heart.

Extension activity Learners source suitable YouTube clips which show the dynamics of a beating heart.

Aerobic and anaerobic respiration .

To develop the knowledge to outline how energy can be released, summarising the equations as: • aerobic (glucose + oxygen → carbon dioxide + water) • anaerobic (glucose → lactic acid). To understand how duration and intensity of exercise link to the use of aerobic and anaerobic respiration: • longer, low-intensity activities require aerobic • shorter, intense activities require anaerobic • examples of aerobic and anaerobic energy demands in physical activities.

Explain and discuss with learners the difference between the body working aerobically and anaerobically. Use a YouTube clip explaining the difference to aid teaching e.g. www.youtube.com/watch?v=q6dpxYmBQ_k Make sure that learners know and understand the equations: Aerobic (glucose + oxygen → carbon dioxide + water), Anaerobic (glucose → lactic acid). Learners reflect upon their own chosen activities and justify why they tend to be aerobic or anaerobic. (I) Give learners varying scenarios, and they state whether they are aerobic and/ or anaerobic and justify their choice. Start with activities at the end of the aerobic-anaerobic spectrum e.g. • marathon • sprint and follow with activities of varying needs e.g. • team games • middle distance athletics. (F) Extension activity Learners produce a short presentation to give to classmates on the difference between aerobic and anaerobic exercise.

Recovery To understand how recovery is required after exercise, with reference to: • Excess Post-exercise

Guide learners through the requirements of recovery following exercise. Explain the oxygen deficit during exercise and the subsequent recovery process (EPOC) to deal with the oxygen debt. Use images of oxygen consumption against time (search for ‘EPOC graph’) to aid teaching, e.g. http://fityummymummyexercise.com/wp-content/uploads/2012/11/epoc.jpg

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Oxygen Consumption (EPOC) (also known as oxygen debt) – caused by anaerobic exercise, producing lactic acid and requiring high breathing rate after exercise to remove lactic acid • factors affecting recovery time

Learners explain the oxygen deficit and process of EPOC during and after exercise. (I/F) Learners label each aspect of exercise and recovery on a graph of oxygen consumption against time e.g. the following image can be used with labels removed: http://images.slideplayer.com/32/10049434/slides/slide_14.jpg Extension activity Learners carry out anaerobic exercise e.g. sprints to physically feel the maintenance of inflated breathing rates to carry out EPOC.

Short-term effects of exercise Long-term effects of exercise

To understand the short-term effects of exercise: • heart rate increases • breathing rate increases • red skin / heat control / sweating • fatigue (feeling tired) • suffering from nausea / feeling light-headed. To understand the long-term effects of exercise on: • heart size (hypertrophy) • resting pulse rate (bradycardia) • stroke volume • ability to tolerate lactic acid.

As an introduction, ask learners to reflect upon their own experiences of the short- and long- term effects of exercise. Give learners a short burst of exercise and ask them to reflect in small groups on the immediate/ short- term effects of exercise. (I) Discuss both short- and long-term effects of exercise, making sure that all effects are covered and terms explained. When discussing the long-term effects, emphasise the importance of how the effects match the exercise type e.g. heavy weight training has differing effects to aerobic, endurance running. Extension activity Learners create a poster which is divided into two: the short-term effects of exercise and the long-term effects of exercise.

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Past and specimen examination papers

Past/specimen papers and mark schemes are available to download at https://teachers.cie.org.uk Specimen paper: Questions 4b(i),(ii), 8b, 11a, 11b, 11c, 15a, 15b

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4 Social, cultural and ethical influences (1)

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Leisure and recreation

To know and understand the terms: • leisure time • (physical) recreation • play • sport. To identify and explain factors that influence what recreational activities people do during leisure time: • age • interests • social circumstances • family influences • peer influences • facilities available • area where you live, e.g. geography/culture /tradition.

Explain to learners the definitions of the terms: • leisure time • (physical) recreation • play • sport. Discuss with learners the differing characteristics of each term e.g. sport is competitive whereas play does not need to be. Sport has high organisation at set times, places and with designated rules, whereas play may be spontaneous, based on fun and with little organisation or stated rules. Ask learners to suggest, identify and explain factors that may determine people’s use of their leisure time. Although this can be related to physical activity, maintain a more general discussion of leisure time. (Factors affecting the choice of physical activities chosen are covered later on.) Allocate learners in small groups one factor and ask groups to report back to the class on how their factor could affect people’s choice of what to do in their leisure time. (I/F) Extension activity Learners relate the factors to their own country e.g. how does the culture within New Zealand affect people’s leisure choices.

Growth in leisure activities

To understand the factors that influence growth in leisure activities: • increase in leisure time • advances in technology • improvements in healthcare • better health

Discuss the main factors that have affected the growth of leisure activities. When discussing with learners that there has been a growth in leisure time compared to previous decades/ centuries, discuss this as generic growth, rather than specific to certain countries, even though it will vary from country to country. The following article contains data and analysis comparing leisure time in different countries: in www.oecd.org/ search for ‘Measuring leisure in OECD countries’. Ask learners to produce a report to present to their peers on factors that they believe have affected the growth in leisure activities. (I) Give learners a list of factors and ask them to prioritise what they feel are the most important factors which have affected

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awareness • more leisure facilities • reduced cost of equipment • improvements in travel methods • wider media coverage.

the growth in leisure activities. (F) Extension activity Learners create a report on the growth of leisure in their own country.

The sports development pyramid

To know and understand the characteristics of each level of the sports development pyramid: • elite (highest) • performance • participation • foundation (lowest).

Explain and discuss the four levels in the sports development pyramid. You could use the following YouTube clip as an introduction to the topic: www.youtube.com/watch?v=5cKCTUHIsE0 Ask learners to allocate what type of people would be included in each level e.g. Olympic athletes in the elite level and PE students in the foundation level. In groups of four, allocate learners a level to become ‘master of’ so that they can explain the characteristics of their level to others in their group. Next ask learners to explain two levels, then three, then all four. (I/F) Extension activity Learners write the names of people that they believe are at each level in the pyramid.

Past and specimen examination papers

Past/specimen papers and mark schemes are available to download at https://teachers.cie.org.uk Specimen paper: Question 10c

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5 Skill acquisition and psychology (1)

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Skill and ability

To understand the difference between skill and ability. To have knowledge of the factors affecting variations in skill level: • age and maturity • culture • motivation • anxiety • arousal conditions • facilities • environment • teaching and coaching.

Explain to learners the definitions of the terms ‘skill’ and ‘ability’. Discuss the differences between the two terms. Next focus on the concept of ‘level of skill’ and explore the factors which can affect the skill level of individuals. Use different practical tasks to evaluate the skill level of learners, for example: • football keep ups • basketball shooting • tying a specific rope knot • tennis serve • reaction tasks.

Then explore possible reasons why learners’ levels on the tasks differed.

Having attempted a particular skill, ask learners to reflect on the factors which affected their own and others’ skill level. (I/F) Extension activity Learners give the same skill task to members of their family/ friends/ younger siblings to then report back on how their skill level was (and reasons which may have affected them).

Skilled performance

To know and understand the characteristics of a skilled performance, including: • fluent • aesthetically pleasing • consistent • accurate • goal-directed • coordinated.

Explain and discuss the characteristics of a ‘skilled performance’. In order to understand each characteristic, you could show learners examples of skilled performance such as Olympic medallists in different sports. Show learners different clips of skilled performance and ask them to report back in pairs to the rest of the class, the particular characteristics they witnessed. (F) Extension activity Learners research further examples of ‘skilled performance’.

Skill classification continua

To classify different types of sporting skills including:

Introduce the skill classifications by discussing with learners the characteristics of a skill which would be placed at the end of each spectrum of the following continua: • basic and complex

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• basic and complex • fine and gross • open and closed. To justify the placement of specific physical skills on the various continua.

• fine and gross • open and closed. Ask learners to choose skills from their own chosen activities and position them on each continuum. They then need to provide a justification of why they placed the specific skill in that position. (I) Give learners a list of varying sports skills and ask them to place the skills (with justification) on each of the classification continua. (F) Extension activity Learners give each other a skill for their partner to classify.

Simple information processing model

To know and understand the stages of a basic information processing model: • input • decision-making • output • feedback. To be able to identify the role of each stage. To be able to explain the difference between short-term and long-term memory. To be able to apply the stages of information processing to physical activities. To be able to explain the concept of limited channel capacity / single-channel hypothesis.

Explain, using a simple diagram, e.g. www.development.org.nz/assets/Misc-Graphics/IPO-Model.jpg the stages of a basic information processing model: • input • decision-making • output • feedback. Learners describe the role of each stage e.g. ‘Input involves…’. Explain that the concept of ‘single-channel hypothesis’ applies during the input stage of information processing: the human brain can only process one piece of information at a time (first piece of information, followed by the second etc.), so if several stimuli occur at the same time, information overload results and the decision-making process slows down. Relate this to the concept of ‘selective attention’. Groups of learners state a characteristic of long or short-term memory to the class. This continues until the class thinks they have covered all the different characteristics. Work through an example of how the stages of decision making are applied in sport, e.g. basketball: www.youtube.com/watch?v=ZT5dMxHVMk8 . Learners apply the stages of decision making to different sporting examples. Give learners a specific sporting skill/ decision and ask them to explain, with reference to the stages of information processing, how the specific decision was made. (F) Extension activity Learners create a classroom display to illustrate the stages of basic information processing.

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The stages of learning

To be able to name and explain the characteristics of a performer at each stage of learning: • cognitive • associative • autonomous.

Give learners the names of the stages of learning. Discuss the characteristics of each stage: cognitive performers make many mistakes, require feedback from coaches, may use trial and error, may use movements that appear jerky/ awkward, may make rapid improvement etc. You could use an image of the stages and characteristics to aid teaching, e.g. www.aaronswansonpt.com/wp-content/uploads/2015/11/STAGES-OF-MOTOR-LEARNING.jpg Group learners into threes and ask each member of the group to study the characteristics of one of the stages of learning. They then explain/ teach the characteristics of their designated stage to the other members of their group. (I) Next ask learners to explain all stages of learning to other members of the class. (F) Show sporting clips of performers at different stages of learning to learners. Each learner suggests what stage of learning is being demonstrated, giving justifications for their choice. Extension activity Learners source their own clips.

At this stage, give learners three to four weeks of revision activities, including a mock examination covering materials from Year 1 of the course.

Past and specimen examination papers

Past/specimen papers and mark schemes are available to download at https://teachers.cie.org.uk Specimen paper: Questions 12a, 12b, 12c, 12d

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6. Health, fitness and well-being (2)

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Components of fitness

To know the recognised components of health-related and skill-related fitness, and be able to link these to performance in physical activities: • agility • balance: static and dynamic • cardiovascular endurance / stamina • coordination • flexibility • muscular endurance • power • reaction time • speed • strength.

Introduce one of the components of fitness, and how it is applied to performance, e.g. a video of agility and its application to soccer: http://www.stack.com/a/soccer-agility. List the components of fitness, and discuss with learners the definition of the components and their application in physical activities. (Note: Although the terms ‘health-related’ and ‘skill-related’ are used in the syllabus, there is no need to differentiate between the two.) Give learners the definitions of each component and they match the definition to the specific component name. Learners relate the importance of each component of fitness to different sporting activities e.g. ‘Tennis players require agility because…’. Learners reflect upon their own chosen activities and explain which components of fitness are required in those activities. (I/F) Give learners a wide and varied list of sporting activities, and ask them to justify which components are particularly important for each activity. (F) Extension activity Learners create a poster to display the definition of each component of fitness.

Reasons for fitness testing

To understand the main reasons for carrying out fitness tests, linked to: • suitability for different physical activities • identifying strengths and weaknesses • monitoring improvement • comparison to others • informing the design

Explain to learners why fitness testing is carried out and discuss the benefits that can be gained (making sure that all the listed benefits are identified). You could use an article on the benefits of fitness testing as an aid to teaching, e.g. www.topendsports.com/testing/guide-benefit.htm Learners reflect upon their experiences of fitness testing and why they may have had to carry them out in the past. (I) After they have studied or carried out fitness tests, ask learners to reflect upon what they have learned. (F)

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of a training programme • motivation.

Test protocols

To understand how to carry out the following fitness tests: • cardiovascular endurance / stamina (Multi-Stage Fitness Test / 12-Minute Cooper Run) • flexibility (Sit and Reach Test) • muscular endurance (Multi-Stage Abdominal Curl Conditioning Test) • power (Vertical Jump Test) • speed (30-Metre Sprint Test) • strength (1 Rep Max Test / Hand Grip Dynamometer Test). To understand how to carry out the following tests for the skill-related components of fitness: • agility (Illinois Agility Test) • balance: static and dynamic (Standing Stork Test – static) • coordination (Anderson Wall Toss

Explain and discuss each test and the protocol for each: how they are administered/ carried out. Use images to illustrate the tests, e.g.: • Sit and Reach Test http://performbetter.co.uk/wp-content/uploads/2016/01/f234127b-2aed-4cfd-aea0-3d255fa6d8e7-

1.jpg • Illinois Agility Test http://www.topendsports.com/testing/images/illinois.gif • 1 Rep Max Test http://a.files.bbci.co.uk/bam/live/content/zgk34j6/large Learners do not need to carry out the stated tests, but allow learners to carry out the tests if you wish. In doing so, standard procedures should be followed. Give learners a named fitness component on a card and they: 1. name a suitable test to measure that component of fitness 2. describe the protocol to carry out the test. (F) Extension activity Learners carry out some of the tests and illustrate their scores with reference to ‘national/ normal averages’.

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Coordination Test) • reaction time (Ruler Drop Test).

VO2 max (maximum oxygen uptake)

To develop knowledge and understanding so as to describe and explain VO2 max and its importance as a measure of cardiovascular endurance / stamina. To be able to explain factors which affect VO2 max level: • age • gender • genetics • lifestyle • training.

Explain the meaning of VO2 max – the maximum volume of oxygen that a person can consume per unit of time – and suitable units of measurement (e.g. litres of oxygen per minute). Give learners a table of VO2 max scores and they suggest reasons for the different results. Use scores for different sports, e.g.: http://images.slideplayer.com/14/4450198/slides/slide_12.jpg to stimulate discussion. Make sure that all the factors are included in discussion. Explain and discuss the link between a high VO2 max and endurance performance. Give learners an endurance task to complete, and afterwards they reflect on reasons why some learners did better than others, in terms of VO2 max. (I) Give learners lists of VO2 max scores (search ‘VO2 max scores’) and ask them to suggest what factors affect participant scores. (F) Extension activity Ask learners to create a song/ rhyme/ rap to explain the factors which affect VO2 max.

Principles of training and overload

To develop knowledge of how to apply SPORT and FITT to a training programme. To know and understand the principles of training (SPORT): • Specificity • Progression • Overload • Reversibility • Tedium. To know and

Explain what the acronyms SPORT and FITT stand for, e.g. using a YouTube clip https://www.youtube.com/watch?v=eNcxtSF2-Ac. Identify and discuss the differences between the principles of training and the principles of overload. Give learners a fictitious example e.g. strength gains from weight training for rugby, and ask them to apply the principles of training and overload to plan a training programme for the example and justify their decisions. Learners can refer to a diagram summarising the SPORT and FITT principles, e.g. https://s-media-cache-ak0.pinimg.com/originals/99/1c/42/991c42a4467d7cecb41a4aa3e4927b6f.jpg (F) Dangers of overtraining: http://www.livestrong.com/article/437775-risks-of-overtraining/ Extension activity Learners plan their own fitness training programme, incorporating the principles of training and overload .

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understand the principles of overload (FITT): • Frequency • Intensity • Time • Type (method of training). To be able to identify the dangers of overtraining.

Methods of training

To gain knowledge and understanding of the following training methods, including the reasons for using each, a description of each type and how they are used to achieve the training aim: Continuous training: • advantages and disadvantages • methods to use – run, swim, cycle, row • calculating a suitable intensity for aerobic gains – 60–80% of maximal heart rate • safety considerations, e.g. footwear. Weight training:

For each training type – continuous, weight, fartlek, plyometric, circuit and High-Intensity Interval Training (HIIT) – discuss what it involves and how training could be structured. Use images/videos to aid teaching as appropriate, e.g. : www.brianmac.co.uk/pictures/circuit%20training/circuit10.gif (circuit training). Provide learners with information on the Tabata protocol of HIIT training e.g. https://s-media-cache-ak0.pinimg.com/originals/a6/bc/b6/a6bcb6d17b5f5942a9e88fc21fea67d6.png Next discuss which training type is most appropriate to differing sporting needs. Learners practise justifying how a training type could benefit a performer in stated sporting activities e.g. why marathon runners would use continuous training. Place learners into pairs with one of the pair suggesting advantages of each training type, while the other suggests disadvantages. The following YouTube clip covers the methods and their advantages (apart from plyometric): www.youtube.com/watch?v=ABDcTPsX974 When learners are familiar with the different types of training, develop their understanding of how to calculate suitable intensities for each training type. Use internet resources as appropriate, e.g. for continuous training https://anerleybc.org/wp-content/uploads/2012/01/heart-rate-zones1.png (heart rate for different exercise intensities at different ages) Learners apply their knowledge to their individual needs e.g. planning training sessions for their own sport/s. (I/F) Extension activity Learners take part in at least one session of each training type.

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• advantages and disadvantages • methods to use (isotonically) – free weights, kettle bells, resistance machines • use of one rep. max. to calculate suitable intensity • safety considerations, e.g. spotter. Fartlek training: • advantages and disadvantages • methods to use – running, cycling (variation of speed and terrain), etc. • use of Borg scale to measure intensity • safety considerations, e.g. equipment checks. Plyometric training: • advantages and disadvantages • links to improvement in power • methods to use, e.g. depth jumping, hurdle jumps • safety considerations, e.g. injury prevention.

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Circuit training: • advantages and disadvantages • stations can be assigned to improve different components of fitness • periods of work and rest that can be manipulated for different gains • safety considerations, e.g. equipment. High-Intensity Interval Training (HIIT): • advantages and disadvantages • periods of work and rest that can be manipulated for different gains • reasons for the period of rest – removal of waste products • safety considerations, e.g. risk of overexertion.

High-altitude training as a specialist training method

To understand the reasons for carrying out altitude training, including: • an increase in red blood cell count • the advantages with

Describe altitude training (i.e. live low, train high – traditional method) and how it increases the red blood cell count, e.g. using a graphic: www.highaltitude-training.com/Hoogtetraining/upload/311b_Cat_High_Altitude_Maarten_ENG.jpg Discuss with learners the advantages and disadvantages of high altitude training, with specific reference to endurance athletes. Learners justify why different sporting performers would or wouldn’t be likely to use high altitude training e.g. marathon

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links to endurance activities • the disadvantages with links to difficulties in completing the training.

runners versus sprinters. Extension activity Learners create a report which debates the advantages and disadvantages of high altitude training.

Reasons for warming up and cooling down .

To understand the physiological and psychological reasons for a warm up and cool down. To understand the phases of a warm up and cool down. To describe suitable warm ups and cool downs related to a specific physical activity: • warm up – pulse raiser, stretches, familiarisation / skill-related activities • cool down – gradual decrease in pulse, stretches

Incorporate teaching of this topic as part of every practical activity undertaken i.e. a warm up and cool down are always required. Discuss with learners suitable warm ups and cool downs, e.g. using images of different exercises http://www.redlinerunners.com/stretching.html Learners design and plan their own warm ups and cool downs as part of a practical session. (I/F) Explain and discuss with learners the physiological and psychological benefits of warming up and cooling down. You could use the following video clip: www.youtube.com/watch?v=zMReVEkdEnI or image www.pecentral.org/BulletinBoard/Images/1300.jpg to show the physiological benefits of warming up and cooling down. Extension activity Learners create a warm up and cool down for learners in other year groups.

Past and specimen examination papers

Past/specimen papers and mark schemes are available to download at https://teachers.cie.org.uk Specimen paper: Questions 1a, 1b, 1c(i),(ii), 5a(i),(ii), 5b(i),(ii), 8a(i),(ii),(iii),(iv), 9b(i),(ii)

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7. Social, cultural and ethical influences (2)

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Suggested teaching activities

Sponsorship To understand the types of sponsorship: • financial support • clothing/ footwear/ equipment • provision of specialist facilities. To understand the advantages and disadvantages of sponsorship to: • the performer or team • the sponsor • the sport or event • the audience/ spectators.

Discuss with learners both the types of sponsorship that exist, and the advantages and disadvantages of each to: • the performer or team • the sponsor • the sport or event • the audience/ spectators. The following resource provides an introduction to sponsorship: in www.bbc.co.uk/education/ select ‘GCSE’ then ‘Physical Education’ and search for ‘sponsorship’. Learners work in groups where each group member is given a different stakeholder – the performer, the sponsor etc. and they explore and discuss the advantages and disadvantages of sponsorship for their stakeholder. (I) Give learners different sponsorship examples and they reflect upon how it would affect the varying stakeholders e.g. - sponsorship of a golfer who is provided with specific golf clubs - sponsorship of a global event e.g. the Olympics by VISA/ McDonalds etc. (F) Extension activity Learners source images that show the sponsorship of performers/ events etc.

Media To develop knowledge of the types of media coverage: • television • internet and social media • print • radio. To understand the advantages and disadvantages of media coverage to: • the performer

Discuss with learners sports coverage on the following types of media: • television • internet and social media • print • radio. Learners reflect upon how much use they make of the varying media types and the extent to which they are informed about the world of sport. (I) Learners work in pairs to suggest the advantages and disadvantages of media coverage to different stakeholders: • the performer • the sport or event • the audience/ spectators. (I)

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• the sport or event • the audience/ spectators.

Learners reflect upon given scenarios, e.g.: • the influence of extensive television coverage in football • the effect of limited television coverage in minority sports • the effect of multimedia coverage of large global events from the viewpoint of the different stakeholders. (F) Extension activity Learners compile a report on the media coverage that existed for a sporting event of their choice. They can also monitor Twitter to see what tweets are being sent about a specific performer or event.

Global events

To develop knowledge of the advantages of being a host nation: • stadia and training facilities • home advantage • increase in national pride • improved tourism • increased employment • legacy implications • infrastructure.

Discuss with learners the advantages (disadvantages aren’t required) of being a host nation for global events – the Olympics, football World Cup etc. Clarify key terms – infrastructure, legacy, pride etc. To stimulate discussion, you could use relevant articles, such as the following on the advantages and disadvantages of hosting the Winter Olympics: www.voanews.com/a/rising-cost-of-olympics-begs-question-of-why-host-the-games/1844546.html Learners reflect upon the advantages that their own country/city would gain from hosting a major global event. (I) Extension activity Learners visit the IOC website to research more about being a host nation for the Olympics: www.olympic.org/the-ioc

Professional and amateur performers

To understand the difference between being a professional and an amateur: • traditional differences • increased blurring between professional and amateur status • both amateurs and professionals competing at the Olympic Games.

Discuss with learners the traditional differences between professional and amateur performers. Extend the discussion to examine the increased ‘blurring’ of professional and amateur status, for example in the world of athletics. Learners debate the advantages and disadvantages of professional athletes being allowed to compete at the Olympics. They could make use of resources on amateur and professional athletes in the Olympic Games such as the following YouTube clip: www.youtube.com/watch?v=ph7LWpPSoMM or article: www.rulesofsport.com/faq/can-professional-athletes-compete-in-the-olympics.html (I/F) Extension activity Learners compile a timeline of the changes in the rules regarding amateur and professional performers at the Olympics.

Technology

To develop knowledge of the use of

Introduce the topic by asking learners to think about any technology that they personally use when playing sport.

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Suggested teaching activities

technology in sport, including: • decision-making by officials, e.g. in tennis, football and rugby • recording time and distance, e.g. in athletics • enhancing performance, e.g. in cycling. To understand the positive and negative impact of technology on: • officials • performers • the audience/ spectators • the sport or event.

Discuss the use of technology for decision-making, recording, enhancing performance and the impact that technology has on: • officials • performers • audience • the sport You could make use of articles and clips such as the following: • www.youtube.com/watch?v=dqDZftgB2lw (introduction to technology in sport) • www.bbc.co.uk/schools/gcsebitesize/pe/performance/3_performance_personalfactors_rev3.shtml (the impact of

technology on performance) • www.topendsports.com/resources/technology.htm (use of technology in decision-making) Give learners a stakeholder e.g. performer, audience and ask them to evaluate the effect that technology has on them as a group. (F) Extension activity Ask learners to ‘show and tell’ equipment or clothing they personally own that affects performance.

Factors affecting access and participation in physical activities

To understand the factors that affect access to physical activity: • age • gender • disability • social and cultural influences. To understand the factors that affect participation: • access • discrimination • education

Identify and discuss the factors that affect access and/or participation in physical activities. Make sure that learners consider factors that are relevant to different age groups, sexes, disabilities and socio-cultural differences. You could use YouTube clips showing different groups to stimulate debate, e.g. www.youtube.com/watch?v=Ll1Zpq6CvBM (disability in sport) Group learners into a stakeholder group (e.g. females or the elderly) and ask them to work their way through: • what factors affect their access • what factors affect their participation • what can be done to encourage greater access/ participation. (I) Give learners scenarios and ask them to produce a plan of action to increase participation and access rates e.g.: • ’A local leisure provider is particularly concerned by the low number of disabled and female participants who

regularly take part in exercise. As a result they have decided to launch a campaign to target these two groups. What advice would you give to the leisure provider to suitably target these groups and increase participation rates?’

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• environment and climate • family • financial considerations • media coverage • role models • time and work commitments. To develop knowledge to be able to explain strategies to increase participation and overcome barriers (promotion, provision and access).

• ‘A 15 year old girl’s PE teacher has sent a letter home to her family expressing concern at her apparent lack of enthusiasm towards physical activity. Identify and explain factors that could be causing her lack of drive to take part in PE.’ (F)

Extension activity Ask learners to visit a local provider of sporting activity to see what they do to encourage participation and access.

Performance enhancing drugs (PEDs)

To develop knowledge of the types of PEDs and their effects on performance: • anabolic steroids – increase muscle mass • beta blockers – reduce anxiety • stimulants – increase alertness • diuretics – weight loss. To be able to suggest physical activities in which the PEDs could give an advantage. To understand the reasons why some

Hold a debate with learners about why sports performers may decide to take illegal performance enhancing drugs (PEDs). Make sure that learners know the names of the stated PEDs (including blood doping) and describe and discuss what effects they have generically on the body. As well as potential performance-enhancing effects, extend the discussion to the resulting negative side-effects. Learners make links between the type of PED and the type of athlete who is most likely to potentially take that drug. Give learners a jumbled up list of PEDs and their effects and they match the name of the drug to the performance-enhancing effect. (F) To gain a greater understanding of the fight against illegal performance-enhancing drugs learners look at: www.wada-ama.org/ (World Anti-doping Agency website) and the video www.youtube.com/watch?v=acDCyZ_GDNs (role of network of accredited laboratories). Learners find out about the negative consequences of drugs scandals by exploring the literature on the subject including: • Ben Johnson www.youtube.com/watch?v=25JqCbCOi3c • Maria Sharapova www.youtube.com/watch?v=ImfgEZNZneQ • Australian drug scandal www.youtube.com/watch?v=iYYihLYo2yA

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Disadvant-ages of PEDs

performers use prohibited performance-enhancing drugs, including: • to enhance performance • to keep up with the competition • fame and increased wealth. To develop knowledge of the role of organising bodies in preventing and reducing the use of PEDs: • types of testing • reasons for banning drugs. To understand the disadvantages of PEDs, including: • health implications • financial penalty • public humiliation • disqualification or being banned • effect on other competitors. To understand the negative consequences of drugs scandals.

Set the classroom up like a police crime scene where bags have been left containing stated PEDs. Learners decipher from a list of athletes who is most likely to have owned the bag containing certain PEDs. (F) Extension activity Learners watch the following clip: https://www.youtube.com/watch?v=PgRBxsW26vY (Lance Armstrong documentary)

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Blood doping

To develop knowledge and understanding of the reasons why some performers use blood doping, how blood doping is carried out, the effects on performance, and the potential side effects.

Sportsman-ship and gamesman-ship

To understand the terms sportsmanship and gamesmanship, including: • how sportsmanship can be displayed • how gamesmanship can be displayed. To be able to provide examples of sportsmanship and gamesmanship in physical activities.

Discuss with learners the definition of sportsmanship and gamesmanship. Learners then explore how and when sportsmanship and gamesmanship tends to be apparent during different sporting activities. Learners reflect upon how and when sportsmanship and gamesmanship tends to be apparent in their own particular specialist sport/s. (I) Give learners a unique, competitive game to play (perhaps one they have never played before) and ask them to reflect afterwards on any sportsmanship and gamesmanship which occurred during their physical activity. (I/ F) Give learners cards with different sporting activities on each card and ask them to state when sportsmanship and gamesmanship could potentially occur in each activity. (F) Extension activity Learners compile a list of sportsmanship and gamesmanship they have witnessed on television over a set period of time e.g. a weekend.

Risk To understand the difference between real risk and perceived risk. To identify examples of real and perceived risks. .

Explain to learners the definition of the terms real risk and perceived risk. Learners identify occasions when real and/or perceived risk is particularly apparent in physical activity, e.g.: • any outdoor and adventurous activity • rock climbing • trampoline (with a harness) • water-based activities • skiing. Take learners to, or provide them with, an activity where risk is clearly apparent. In preparation for the activity, learners identify real and perceived risks – as well as precautions in place to reduce risk. (I)

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Give learners cards with activity names on. For each activity they list the real and/or perceived risks. (F) Extension activity Learners in pairs peer assess each other by identifying real and perceived risks which tend to exist in their own chosen activities. This could be for the four activities they have chosen for Cambridge IGCSE Physical Education.

Risk assessment

To understand the risks in different environments, including indoor sports halls, playing fields, swimming pools, artificial surfaces. To know and understand strategies to reduce the risk and severity of injury in physical activities: • protective clothing and equipment • appropriate clothing and footwear • lifting and carrying equipment safely • maintaining hydration • use of warm up and cool down • following rules • suitable level of competition.

Introduce learners to the potential risks in: • indoor sports halls • playing fields • swimming pools • artificial surfaces.

If possible, take learners to these facilities to start to look at potential risks themselves. (I) Place learners into groups and give each learner a specified area: • indoor sports halls • playing fields • swimming pools • artificial surfaces.

For each area, learners identify what risks exist and strategies that could be put into place to reduce the chance of these risks. These strategies can be grouped into: • protective clothing and equipment • appropriate clothing and footwear • lifting and carrying equipment safely • maintaining hydration • use of warm up and cool down • following rules • suitable level of competition. (F) Extension activity Learners compile a risk assessment for a sporting event that they organise for younger children in the school.

Injuries To understand the potential causes of, and simple treatments

Care and caution should be taken when showing learners visual images via a search engine. Help learners develop knowledge (e.g. by research) to explain the causes of each of the following injuries and suitable

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for, the following minor injuries: • winding • simple cuts or grazes • blisters. To be able to explain the causes of bruises, muscle, tendon and ligament injuries and the RICE method for treating these injuries.

treatments, including the use of Rest, Ice, Compression, and Elevation (RICE) where appropriate: • winding • simple cuts or grazes • blisters • bruises • muscle, tendon and ligament injuries. The following articles/videos can be used: http://tendondisorders.org/whats-really-wrong/ (tendon injuries) www.youtube.com/watch?v=HimO1Ix8FrM (RICE method) Give learners cards with injury names and ask them to suggest a cause and treatment. (I/F) Give learners a list of injuries, a list of causes and a list of treatments and ask them to group the correct injury with a suitable cause and treatment. (I/F) Extension activity Learners produce a video clip summarising how to use RICE treatment.

Past and specimen examination papers

Past/specimen papers and mark schemes are available to download at https://teachers.cie.org.uk Specimen paper: Questions 3a(i),(ii), 3b, 6b(ii), 10a, 13a, 13b

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8. Skill acquisition and psychology (2)

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Feedback

To be able to name and describe the different types of feedback: • intrinsic • extrinsic • knowledge of performance • knowledge of results. To develop knowledge to explain examples of how the types of feedback may be given, e.g. extrinsic feedback from a coach. To be able to make links between the most appropriate types of feedback and the stages of learning: • cognitive performers make more use of extrinsic feedback / knowledge of results • autonomous performers can use intrinsic feedback / knowledge of performance.

Review the stages of learning and the characteristics of a cognitive, associative and autonomous performer. Describe and discuss each type of feedback and how it can be given. Explore the links between the stages of learning and the types of feedback. Learners can use the acronym RIPE to recall the types of feedback: • Results (knowledge of) • Intrinsic • Performance (knowledge of) • Extrinsic Give learners a list of feedback types and a list of the stages of learning and they match them appropriately. (I/ F) Give learners scenarios and they suggest how feedback could be given e.g. ‘Asim is a beginner at badminton. He is being taught how to serve and is finding it difficult. Name and explain what type/s of feedback would be particularly useful for Asim to receive’. (F) Discuss the importance of giving feedback. The following video could be used to support discussion: www.youtube.com/watch?v=bTQqhShFbbI Extension activity Learners teach a skill to younger children and reflect upon when and how they gave feedback. This can also be related to the topic of guidance.

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To be able to explain the importance of receiving feedback.

Guidance To be able to name and describe the different types of guidance: • visual • verbal • manual/mechanical. To be able to explain examples of how the types of guidance may be given, e.g. visual guidance via demonstrations. To be able to make links between the most appropriate types of guidance and the different stages of learning.

Review the stages of learning and the characteristics of a cognitive, associative and autonomous performer. Describe and discuss each type of guidance and how it can be given, making links between the stages of learning and the types of guidance. You could use a video on the types of guidance e.g.: www.youtube.com/watch?v=lmsJufCqQk0 Give learners a list of guidance types and a list of the stages of learning and they match appropriately. (I/ F) Give learners scenarios and they suggest how guidance could be given e.g. ‘Sarah is an elite football player. She is learning her role in a new routine for corners. Name and explain what type/s of guidance would be particularly useful for Sarah to receive.’ (F) Extension activity Learners teach a skill to younger children and reflect upon when and how they gave guidance. This can also be related to the topic of feedback.

Motivation

To be able to name and describe the types of motivation: • intrinsic • extrinsic. To be able to provide examples of intrinsic and extrinsic motivation. To be able to explain

Explain the terms intrinsic and extrinsic motivation, and discuss examples of these e.g. • extrinsic in the form of rewards • intrinsic for self-pride. Learners evaluate the relative merits of intrinsic and extrinsic motivation and reflect on what works for them. (I) During practical activity sessions ask learners to reflect on how intrinsic motivation can be encouraged and how extrinsic motivation can be given. (F) Explain and discuss the constituent parts of SMARTER targets as a motivational tool: Specific, Measurable, Agreed, Realistic, Time-phased, Exciting, Recorded. You could use a YouTube clip on SMART goals: www.youtube.com/watch?v=d6o5PyJM3bY

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Goal-setting

the effect of intrinsic motivation and extrinsic motivation and how they can be used in physical activities. To develop knowledge of the principles of SMARTER goal-setting (Specific, Measurable, Agreed, Realistic, Time-phased, Exciting, Recorded). To be able to apply knowledge of goal-setting to suggest appropriate use of SMARTER targets in physical activities. To understand how goal-setting can be used as a means to control anxiety.

Ask learners to set SMARTER targets for their own performance in one or more of their chosen physical activities. (I/F) Give learners scenarios and ask them to set appropriate SMARTER targets e.g. • an elite marathon runner who has six months to prepare for the Olympics • a recreational runner who is unfit and wants to increase the distance they can run. Extension activity Learners set SMARTER targets for one of their peers or family members.

Arousal

To be able to define arousal. To be able to draw and explain the Inverted-U theory (Yerkes-Dodson law). To be able to explain how optimal arousal

Explain that arousal varies on a continuum from deep sleep at its lowest to extreme excitement at its highest, also that arousal is both physiological and psychological. Discuss the concept of arousal using the ‘Inverted U theory’ by Yerkes-Dodson. Use graphs of performance / arousal to illustrate the theory, e.g.: https://revisionworld.com/sites/revisionworld.com/files/rw_files/utheory.jpg Make sure that learners can interpret the graph to explain the inverted U shape: • as arousal increases so does performance • up to an optimal point where performance is at its greatest • if arousal increases further, performance will decrease.

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Anxiety

varies for different skills, e.g. fine skills require lower levels of arousal than gross skills. To be able to apply knowledge to explain the effects of underarousal and overarousal. To be able to name and describe the two types of anxiety: • cognitive • somatic. To be able to explain the causes of anxiety in physical activities.

Explain and discuss that the optimal point varies from skill to skill. Allocate learners a list of skills and ask them to decide and justify where the optimal point is for each skill e.g. pistol shooting requires a low optimal point as concentration and precision is vital. (F) In pairs, learners suggest a skill to their partner who justifies where the optimal arousal point is likely to lie. (I) Introduce learners to the concepts of mental worry (cognitive anxiety) and worrying about the physiological response/s of the body (somatic anxiety). Ask learners to reflect on their own anxiety levels within their chosen sports and whether specific elements or skills cause a higher level of cognitive or somatic anxiety. (I) Learners reflect on what causes their anxiety and compare their own anxiety causes to those of others in the class. (I) Extension activity Learners compile a set of tasks for their peers that require differing levels of arousal e.g. thread a needle, punch a punch bag.

Relaxation techniques

To understand the need to combine techniques to control arousal and anxiety. To be able to describe appropriate relaxation techniques, including mental rehearsal, visualisation and deep breathing. To develop understanding in order to explain how relaxation techniques

Review the concepts of arousal and anxiety to remind learners that arousal and anxiety need to be controlled and occasionally adjusted. Discuss the link between relaxation techniques and control of arousal and anxiety in terms of increased concentration, controlled breathing and reduced heart rate. Describe how the techniques are performed and give learners the opportunity to carry out the techniques. You can make use of videos and articles e.g. sports psychology breathing exercise: www.youtube.com/watch?v=NtyExtEBF-k , visualisation techniques www.telegraph.co.uk/men/active/10568898/Sports-visualisation-how-to-imagine-your-way-to-success.html In practical lessons, encourage learners to use, or allocate time to carry out, different relaxation techniques. (I) Hand out cards with different named activities and learners identify which technique would be most likely to be used in that activity. Learners also reflect upon those used in their four assessed sports for Cambridge IGCSE Physical Education. (F) Extension activity Learners teach relaxation techniques to members of the sports teams in the school.

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control arousal, including: • increased concentration • controlled breathing • reduced heart rate.

Personality types

To understand the terms introvert and extrovert. To develop knowledge in order to describe the typical characteristics of introvert and extrovert personality types. To apply the knowledge learned to be able to suggest physical activities usually adopted by introvert and extrovert personality types.

Explain the difference between an introvert and extrovert personality type. Learners create a tabled list of the typical characteristics of each personality type: Extroverts: • need others to arouse them • tend to opt for team sports • are often outgoing and talkative etc. Learners reflect upon their own personalities and justify why they feel they are more introvert or extrovert. (I) In pairs, give learners cards with a different sporting or physical activity stated on each card. They justify to their partner why they think that either an introvert or extrovert personality type may be most likely to choose to do that activity. (I) Read out one characteristic and count ‘1, 2, 3…vote’. When you say ‘vote’, learners stand up if they feel that the characteristic is stereotypical to an extrovert or remain seated if they feel it is stereotypical to an introvert e.g. ‘tend to play team sports……1….2…..3….vote’. (F) Extension activity Learners complete a personality test online e.g. www.16personalities.com/free-personality-test

At this stage, give learners three to four weeks of revision activities, including a mock examination covering materials from Year 2 of the course.

Past and specimen examination papers

Past/specimen papers and mark schemes are available to download at https://teachers.cie.org.uk Specimen paper: Questions 10b, 12e

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