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GCSE PE (OCR)
BRADLEY STOKE COMMUNITY SCHOOL
UNIT B451: AN INTRODUCTION TO PHYSICAL EDUCATION
UNIT B453: DEVELOPING KNOWLEDGE IN PHYSICAL EDUCATION
2014-2016
Y11 REVISION GUIDE
(THIS DOCUMENT IS ALSO AVAILABLE ON SHARED)
@bscspe
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CONTENTS:
Title Page (Page 1)
Contents (Page 2)
Exams Overview (Page 3)
Time Coaching (Page 4)
Exam Technique - questions 1-15: multiple choice (Page 5)
Exam Technique - questions 16-24: compound questions (Page 6)
Exam Technique - question 25: extended writing (Page 7)
Revision Timetable (Page 8)
Revision Techniques & Resources (Page 9)
Key Concepts in Physical Education (Page 10)
Key Process 1: Developing Skills and Techniques (Page 11-13)
Key Process 2: Decision Making (Page 14)
Key Process 3: Physical and Mental Capacity (Page 15-26)
Key Process 4: Evaluating and Improving (27)
Key Process 5: Healthy, Active Lifestyles (Page 28-31)
Opportunities and Pathways (32-
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EXAMS OVERVIEW
Exam B451: An Introduction to Physical Education
Exam B453: Developing Knowledge in Physical Education
Both exams last for 1 hour
60 marks per exam
Any topic from the below list could come up in both exams – check specification for detailed notes
Key Concepts in PE
(Competence, Performance, Creativity, HAL)
Key Process 1: Developing Skills and Techniques
(Fundamental Motor Skills, Learning Movement Skills, Feedback, Motivation, Goal Setting)
Key Process 2: Decision Making
(Making decisions in different activities / different roles, code of conduct / etiquette)
Key Process 3: Physical and Mental Capacity
(Mental Preparation, Muscular system, Skeletal system (joints, ranges of movement, ligaments, tendons, cartilage, synovial fluid, joint
problems), Cardiovascular / Respiratory system (short and long term effects of training), Components of fitness, Health screening,
Principles of training)
Key Process 4: Evaluating and Improving
(Characteristics of a skilful movement, Assessing the body’s readiness for exercise)
Key Process 5: Making Informed Decisions About Healthy, Active Lifestyles
Nutrients / diet, Health indicators, Methods of training, Hazards, Risks
Opportunities, Pathways and Participation in Physical Education
Participation rates, Media/Sponsorship, Reasons (positive / negative), Local and national provision, Barriers / target groups, Government
initiatives, School influences, Pathways)
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TIME COACHING GUIDELINES
Both exams last for 60 minutes each
60 marks available (per exam) over 3 types of question
1 minute per mark doesn’t always apply; the more knowledge you have, the more spare time you will have as the
answers will come to you easily. Practise makes perfect!
Questions 1 – 15: Multiple Choice
Don’t rush; this section is worth 25% of the marks!
Use elimination technique (see page 5)
Questions 16 – 24: Compound Questions
Vary between 1 and 6 marks – take your time to read the question and obey the command word!
Question 25: Extended Writing
Judged on quality of written communication
Allow time (6-8 minutes) to plan and write your answer
Take a minute to write a plan on your answer paper; the best responses usually have one…
Time the exam on your watch or use the clock on the wall
Check regularly to see how much time you have left
Figuring out the times will take a few seconds and will be extremely useful!
Use any spare time to read over your answers
Practice some past paper questions under timed conditions (1-15), (16-24) and (25)
How long do you spend on each section? Do you answer some sections quicker than others?
Try some extended writing questions (25) in 6-8 minutes to get used to the timings
If you run out of space, make sure you write on extra paper – don’t write outside the lines!
Using extra paper? It is vitally important that you write your candidate number, centre number (50508) and the
question number. If you don’t, the examiner will ignore your extra writing!
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EXAM TECHNIQUE: MULTIPLE CHOICE
Questions 1-15
Worth 25% of marks
Don’t rush – the answer is in front of you…
Elimination Technique:
READ THE QUESTION!
Highlight / circle / underline key words…
What is the topic?
What is the focus of this topic?
Cross out answers that you are sure do not apply
If you think that more than one choice could be the answer, pick the one that is most likely!
Circle the entire answer, not just the letter
Example…
4. Which of the following is a volunteer route into physical activity?
a) Playing professional rugby
b) Being a referee in a Premiership football game
c) Being the coach of a world circuit tennis player
d) Organising a class for clients in a care home
The topic is Pathways
The focus of this topic is volunteering
You could be a volunteer rugby player, football referee or tennis coach….
However, the ‘professional’, ‘Premiership’ and ‘world circuit’ descriptions give us a clue that these roles
would all be paid and therefore are not likely to be voluntary
You might get paid to organise a class in a care home, but which one is most likely to be voluntary?
Be very clear and neat when circling your chosen answer!
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EXAM TECHNIQUE: COMPOUND QUESTIONS
Questions 16-24
The key to answering these questions is to OBEY THE COMMAND WORD!
What is the topic?
What is the topic focus?
Highlight / circle / underline key words for the topic focus
Highlight / circle / underline command word – what does the examiner want you to do?
E.g. “Explain”, “Describe”, “Identify”, “Evaluate”
Be clear in your explanations – explain as if you are telling someone who has no idea!
Your examples must be specific and not vague
E.g. ‘Receiving a pass in open play in Rugby’, not ‘rugby pass’
If the question is worth four marks there will be a (4) at the end of the writing area. Make sure you make at
least 4 points. If you can think of more than four then go for it in case one isn’t correct!
OCR generally give two lines to write on per mark – you don’t have to fill up the lines so try not to ‘waffle’ or
write irrelevant information
You can use bullet points as long as they are fully explained and the question is answered!
Always use examples if you are asked!
Don’t write down everything you know about the topic focus – make sure you actually ANSWER THE
QUESTION!
For example, “Components of Fitness” might be the topic. If the question asks you to describe methods of
training (this is the topic focus) then you don’t need to mention fitness testing – unless the question asks you
to! Use your subject knowledge to skilfully respond.
Do as you are told – OBEY, OBEY, OBEY!
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EXAM TECHNIQUE: EXTENDED WRITING
Question 25
Worth 6 marks – could be the difference between a whole grade
PEE technique
Marked on quality of written communication
Write in full sentences and paragraphs – don’t use bullet points!
Take time to plan your answer – list the points you will discuss
What is the topic?
What is the topic focus?
Highlight / circle / underline key words for the topic focus
Highlight / circle / underline command word – what does the examiner want you to do?
E.g. “Explain”, “Describe”, “Identify”, “Evaluate”
P = Make a point
E = Explain your point
E = Give an example to support your point /explanation
Repeat this technique every time you make a new point
Do get 5-6 marks (level 3 answer) you need to make “many developed points.”
At least 5 points need to be made – make as many as you can in the time available!
Use technical language taken from the specification – this demonstrates your knowledge and understanding
Can you use different parts of the theory specification to make extra points?
For example, if the question asked you to describe ways of developing skills and techniques, you could make
points on FMS, LMS, F, M and GS. If you have time left you could write a PEE paragraph on mental
preparation to boost confidence when developing skills.
There should be “few errors (if any) in grammar, punctuation and spelling.”
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REVISION TIMETABLE
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
Plan your revision carefully
Set yourself clear goals
Work in small chunks
Exercise regularly to relive stress
Drink plenty of water whilst revising
Eat healthily - it makes a big difference…
Reward yourself for completing revision goals
Make use of time before school – early morning ‘fresh’ revision in G28 from 8am every day!
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REVISION TECHNIQUES AND RESOURCES
Everybody learns differently; what type of learner are you?
How do you store information in your long term memory most effectively?
REPETITION (rehearsal leads to recall; do it again and again and again until it sticks…)
CHUNKING (break info down into small, manageable chunks – bullet points are good!)
READING (look up information around the topic to give you more of an idea)
UNDERSTANDING (if you don’t get it, it’s harder to remember; don’t be afraid to ask…)
LISTEN (record an MP3 file of the main points and listen to it every day…)
PODCASTS (you raised the money to pay for them; they are waiting for you on FROG…)
VIDEOS (make a fool of yourself on camera reading out the key info you need…)
EXAM PRACTICE (try questions under timed conditions and read over the mark schemes…)
GROUPS (motivate yourself by working with a class mate, family member or friend; anyone will do!)
POST IT NOTES (write down key words or definitions and stick them around your room…)
HAVE A GO (try the things you are reading about; works great for PE!)
RESOURCES
SPECIFICATION (you have been given a copy; make it your best friend!)
TEXT BOOK (written by the same people who write the exam questions…)
SHARED (all teacher PPTs, worksheets, videos, etc are all in the GCSE PE folder…)
PAST PAPERS (all papers from the new specification with mark schemes are also on shared…)
OCR WEBSITE (past papers are on the website if you can’t access shared; lots more info too…)
TEACHERS (always happy to answer your questions…)
Use your specification, text book and the pages that follow to summarise the key information you need to
know for your exam…
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KEY CONCEPTS IN PHYSICAL EDUCATION
Competence
Performance
Creativity
HAL
Can you define each KC and give practical examples?
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KEY PROCESS 1: DEVELOPING SKILLS AND TECHNIQUES
FMS
LMS
F
M
GS
2 types of goals:
Can you repeat this table until you can write it out in under 1 minute?
Can you describe, explain, apply and give examples of all of these topics?
Fundamental Motor Skills (FMS)
Practical examples: How can you measure them? Do some sports use more than one at a time?
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Learning Movement Skills (LMS) - Explanations and practical examples
OL
T&E
P&R
Different types of Feedback (F)
C T
I E
KOP KOR
Can you explain all of the above using practical examples?
Check the specification for some tips…
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Motivation
I E
T E
Goal Setting – why is GS important?
SMARTER Principle of Goal Setting – explanation and examples
S M A R T E R
Performance and Outcome Goals
P O
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KEY PROCESS 2: DECISION MAKING
Examples of Decision Making in a range of activities
Invasion games
Target games
Athletic activities
Outdoor and adventurous activities
Decision Making across different roles:
Coach
Official
Performer
Responding Appropriately when participating in different physical activity roles
COC
ETT
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KEY PROCESS 3: PHYSICAL AND MENTAL CAPACITY
Imagery
Self-talk
Relaxation
Focusing
Mental preparation helps to control emotions during play
Allows performer to cope with stress / anxiety
The above techniques allow performer to raise confidence levels
Can you describe the techniques and give detailed, relevant examples
Mental
Preparation
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MUCULAR SYSTEM
The Roles of Muscles
Prime mover / agonist
Antagonist
Synergist
Antagonistic pairs
Different Types of Muscles
Skeletal / voluntary
Involuntary
Cardiac
Lactic Acid – how does LA affect training/sport? How does this change over time?
DOMS
OBLA
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SKELETAL SYSTEM
Functions of the Skeleton
1.
2.
3.
4.
5.
A joint can be defined as… “Where two or more bones meet to provide movement”
What is it? What range of movement does it allow?
The knee: which bones make up the joint?
Practical examples of the hinge joint in action:
The elbow: which bones make up the joint?
What is it? What range of movement does it allow?
The shoulder: which bones make up the joint?
Practical examples of the B&S joint in action:
The hip: which bones make up the joint?
Hinge
Joint
Ball &
Socket Joint
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THE SKELETAL SYSTEM
Range of Movement: Definition
Sporting Example
Ligaments
Cartilage
Synovial fluid
Tendons
Problems associated with joints (page 11 of the specification)
Joint components:
description and
function
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SHORT/LONG TERM EFFECTS OF EXERCISE: CARDIOVASCULAR SYSTEM
Short Term Effects: Cardiovascular System (What happens whilst you are exercising and why?)
Definition / Information
Short Term Effect
Heart Rate
Stroke Volume
Cardiac Output
Vascular Shunt
Long Term Effects: Cardiovascular System (What happens after a long period of training and why?)
Heart Rate
Stroke Volume
Cardiac Output
Cardiac Hypertrophy
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SHORT/LONG TERM EFFECTS OF EXERCISE: RESPIRATORY SYSTEM
Short Term Effects: Respiratory System (What happens whilst you are exercising and why?)
Definition / Information
Short Term Effect
Breathing Rate / Respiratory Rate
Tidal Volume
Minute Volume
Long Term Effects: Respiratory System (What happens after a long period of training and why?)
Breathing Rate / Respiratory Rate
Tidal Volume
Minute Volume
Rate of Recovery (how long it takes for breathing rate to return to normal)
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SHORT/LONG TERM EFFECTS OF EXERCISE: MUSCULAR SYSTEM
Short Term Effects: Muscular System (What happens whilst you are exercising and why?)
Definition / Information
Short Term Effect
Muscle Fatigue
Muscle Temperature
Long Term Effects: Muscular System (What happens after a long period of training and why?)
Tolerance to muscle fatigue / lactic acid
Muscular Hypertrophy
Muscle Fibres
DOMS
OBLA
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THE IMPORTANCE OF WARM UP AND COOL DOWN
What are the benefits of a warm up?
Describe what needs to be included in a warm up:
What are the benefits of a cool down?
Describe what should be included in a cool down:
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PRINCIPLES OF TRAINING (POT)
SPOR
Explanation of Principle
Examples
Specificity
Progression
Overload
Reversibility
FITT
Explanation of Principle
Examples
Frequency
Intensity
Time
Type
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ASSESSING THE BODY’S READINESS FOR EXERCISE
Health Screening Test: Definition / Information
Explanation
Resting Heart Rate
Blood Pressure
Cholesterol Level
Body Mass Index (BMI) Page 77 of Text Book
How do you calculate BMI?
Underweight
Healthy weight
Overweight
Obese
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COMPONENTS OF FITNESS
COF
Definition
Test
Sport
H,A,L
MOT
Scores
CV E
MS
ME
S
F
What important factors should you take into account when carrying out fitness tests?
the validity of tests and measurements to take into account age, fitness levels and ability
the importance of test protocols and health and safety considerations
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taking into account family history of relevant illnesses and lifestyle of the participant
KEY PROCESS 4: EVALUATING AND IMPROVING
Characteristics of a skilful movement
Characteristic
Explanation
Example
Efficiency
Pre-determined
Co-ordinated
Aesthetic
How can these characteristics help you to judge the quality and effectiveness of a performance?
Video analysis case study:
Watch footage of a skilled movement and compare it to an unskilled movement – what are the differences?
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KEY PROCESS 5: MAKING INFORMED CHOICES ABOUT HEALTHY, ACTIVE LIFESTYLES
ESSENTIAL NUTRIENTS
Nutrient
Source
Function
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CHARACTERISTICS OF A BALANCED, HEALTHY LIFESTYLE
Balanced diet: describe positive / negative energy balance
Identify the positive / negative result of…
Hydration
Smoking
Limited Alcohol
Over eating
Under eating
Performance enhancing drugs: steroids
Performance enhancing drugs: Blood doping
Summarise the DASED principle:
Current exercise recommendations
Children
Adults
Where did you find this information? Do different organisations have different recommendations?
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HEALTH / WELL BEING INDICATORS
Indicator
Description / Example
Satisfaction with aspects of life
Frequency of positive and negative feelings
Access to green space
Level of participation in a range of activities
Positive mental health
Case study analysis: apply the indicators to your own life – what do they say about your well-being?
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METHODS OF TRAINING (MOT)
MOT
Description
Benefit
Circuit Training
Weight Training
Plyometrics
Flexibility Training (e.g. PNF)
Continuous Training
Fartlek Training
Interval Training
Aerobics
Aqua-aerobics
Spin
Pilates
Yoga
Dance Exercise (e.g. Zumba)
Aerobic exercise = uses oxygen
Anaerobic exercise = does not use oxygen
“Candidates should be able to describe how the above types of exercise can help to develop participation and performance in an active, healthy lifestyle by using practical examples”
Example: Aqua aerobics is suitable for 60+ target group as it is a low impact activity and is unlikely to cause
injury.
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Example: Interval training will develop speed, encouraging a club rugby player to have the performance
levels needed to be effective in a competitive game.
HAZARDS
Potential Hazard (to coach / official /
performer
Description
Gymnasium
Sports Hall
Fitness Centre
Swimming Pool
Artificial Outdoor Area (e.g. Astroturf)
Court Areas
Outdoor Adventurous Areas (e.g. Woods)
MINIMISING RISKS THROUGH KNOWLEDGE OF:
Minimising Risks
Example / Explanation
Correct clothing / footwear
Personal protective equipment
Health and safety procedures
Lifting and carrying equipment safely
Appropriate level of competition
Warm up and cool down
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Personal hygiene
OPPORTUNITIES, PATHWAYS AND PARTICIPATION IN PHYSICAL EDUCATION
Current Patterns and Trends of Participation
Source (e.g. UK SPORT / Sport England)
Number of people participating at recommended levels
Source (e.g. UK SPORT / Sport England)
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PARTICIPATION LEVELS: MEDIA INFLUENCES
Explanation of media influences (using practical examples)
Explanation of sponsorship and funding (using practical examples)
Effects of sponsorship
Case study analysis: can you research a local sports event that encourages participation? What effect has
sponsorship had?
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REASONS FOR PARTICPATION:
“Explanation and application of these using practical examples. Candidates should demonstrate an understanding of why they affect participation”
POSITIVE:
Reason
Explanation / Example
Health reasons
Image
Enjoyment
Social / friendship
Hobby
Parental role model / influences
Vocation / profession
NEGATIVE:
Reason
Explanation / Example
Health reasons
Injury
Discrimination
Peer pressure
Cultural
Lack of time
Technological / sedentary lifestyle
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Lack of confidence / self esteem
Lack of role model / parental support
Lack of opportunity
LOCAL AND NATIONAL PROVISION: IMPACT ON PARTICIPATION
“Application of their roles using practical examples” (e.g. the local authority runs and maintains the leisure centre which runs keep-fit classes)
Provider
Description / Role
Examples
Local Authority
Private Enterprise
National Governing Bodies (NGBs)
Olympic Organisations: International Olympic Committee (IOC)
Olympic Organisations: British Olympic Association (BOA)
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GOVERNMENT INITIATIVES TO PROMOTE HEALTHY, ACTIVE LIFESTYLES
Focus: Exercise Levels (e.g. one hour per day)
Source:
Focus: Healthy Eating (e.g. 5 a day)
Source:
Focus: Physical Education and Sport (e.g. 5 hours per week)
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Source:
FACTORS AFFECTING PARTICIPATION: BARRIERS / TARGET GROUPS
Factor
Explanation / Examples (as many as possible!)
Age
Gender
Education
Family
Ethnicity
Disability
Religion
Environment
Climate
Case study analysis: Interview a person from one of the above groups and find out the barriers they face in
terms of participation in physical activity / sports
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SCHOOL INFLUENCES ON PARTICIPATION
PE National Curriculum Process
Explanation / Examples
Developing Skills
Making and Applying Decisions
Developing Physical and Mental Capacity
Evaluating and Improving
Making Informed Choices about Lifestyle
ROLE OF SCHOOL IN PROMOTING HEALTHY, ACTIVE LIFESTYLE
Initiative
Explanation / Examples
Exam courses / qualifications
Extra-curricular programme
Links with clubs / agencies
Health awareness programmes
Case study analysis: Does BSCS promote a healthy, active lifestyle? Review the above initiatives to find out!
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PATHWAYS FOR INVOLVEMENT IN PHYSICAL ACTIVITY
Pathway
Explanation / Examples
PE Lessons
School / Community Opportunities
Roles: Performer, Leader, Coach, Official (Working towards qualifications)
Complex / Challenging Tasks at the Highest Standard Possible
Volunteering