revision guide 2010

8/8/2019 Revision Guide 2010

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There are a range of reasons for and benefits of choosing different types of activities: Games activities involve the skill of outwitting opponents in competitive

situations as a team.

Life saving, personal survival and outdoor adventurous activities require theskill of identifying and solving problems.

Gymnastics require the accurate replication of actions and sequences.

Dance explores and communicates ideas, concepts and emotion. Athletics require a person to perform at the highest levels of speed, height,

distance, strength or accuracy.

Fitness and health activities require the skill of exercising safely andeffectively to improve health and well-being.

The roles of the active participant

There are several roles that a participant can actively take part in:

Player or performer

Leader or coach

Choreographer

Official Organizer

Players or performers need to train and practise their sport in order to perform to the best of their ability.

OrganizerAll aspects of arranging a sporting event are down to the organizer . Their tasks caninclude booking a venue, arranging equipment, performers and spectators. Theorganizer may delegate tasks to a team of people that are then responsible for specific

parts of the event, but even then the organizer will still have to make sure these tasksare being carried out correctly.

Leader or coach

A leader or coach is a specialist in their chosen activity.

They are an important influence on both individuals and teams when working towardsset goals and on behaviour in sport.

A leader or coach is responsible for preparing a performer in skill acquisition,appropriate technique and the correct physical and mental state.

Choreographer

Dance and gymnastic performances need to be choreographed to look aesthetically pleasing.


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Choreographers design, plan and organize the performers so they look their best.

OfficialAn official is someone who controls the activity, interprets the rules, laws or regulations of the game and checks the equipment such as a referee or umpire.

Individual differences

A number of factors outside of the performers control can affect performance: Age Environment

Disability Risk and challenge

Gender Activity levels

Physique Training

Somatotype

AgeAgeing can affect the body in the following ways:

Arteries become less elastic, reducing blood flow to the working muscles.

Less oxygen is carried around the body as the cardiac output is reduced,resulting in the performer becoming tired.

Joints become less flexible so can affect the correct performance of atechnique.

DisabilityDisability can take many forms. It can be physical or mental, temporary or

permanent.A greater provision is being made for people with disabilities to participate in sport.

Most sports centres and clubs now have wheelchair access, adapted facilities andintegrated or specialized sessions for disabled participants.

Disabled athletes are also receiving more media coverage helping to highlight participation, performances and the issues they face. There is now televised coverageof the Paralympic Games for example.

GenderBoth males and females are encouraged to participate in sport, but they are oftenunable to compete together.

There may be constraints such as clubs only offering single-sex teams or due to safetyreasons, such as the physical differences in size and strength between the genders .

Two of the major sporting events to have male and female competitors in the sameevent are show jumping and mixed-doubles tennis matches.


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Differences in hormones and metabolism can also affect participation and performance levels during physical activity.

For example, men tend to take a more aggressive approach to competition due tohaving a higher level of testosterone in their body than women.

Women and sportOpportunities for women in sport are steadily increasing and their representation atnational and international level has risen.There are a variety of reasons why women play sport, for example, thecompetitiveness of a team game or being part of a group with similar interests oftengives a sense of belonging.

The popularity of team sports such as hockey and netball illustrates this.Some women may choose physical activities that maintain their feminine image, suchas dance or gymnastics.However, more women are now getting involved in contact sports such as rugby andfootball.

Physique

A persons physique may influence their performance and participation in sports. For example, differences in the following:

Height Muscle girth

Weight Bone size

Body fat

Somatotyping is a method of identifying people by their body shape.

There are three extreme categories:

Endomorph

Mesomorph

Ectomorph1. Endomorphic tendency to put on fat, soft roundness of shape, short tapering

limbs, small bones and wide hips.

2. Mesomorphic high proportion of muscle, bone, large trunk, heavy chest, broad shoulders and narrow hips.

3. Ectomorphic lean, fragile, delicate body, small bones, narrow at shouldersand hips.

Environment

The environment can affect a participant and their performance.


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Weather

Pollution

Altitude

Humidity

The cold

Terrain

Heat

Access to facilities can also affect performance. In no facilities are available, people

will be unable to participate in activities.

Location, funding and the expected use and demand of sporting activities affects theavailability of facilities in local areas.

Risk and challenge

Each sporting environment presents different risks to be managed, such as outdoor and adventurous activities, games and during competitions.Assessing and controlling the level of risk and challenge is essential for safe

participation in physical activity.

For example, make sure you have been trained correctly, that you are using the rightequipment and you are competing at the right level.

Activity levels

Different activity levels are required to complete different physical activities.A participants activity level determines the activities they can take part in and for how long for.

TrainingTraining is affected by the amount of time and funds available.

For example, a professional sportsperson trains as part of their job so will get paid asa result. An amateurs training is restricted to the amount of time and money theyhave available to invest in their chosen sport.

The demands of performance Physical demands

Fatigue occurs when there is a lack of oxygen to working muscles and affects performance by reducing:

Muscle strength

Speed


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Coordination

Reaction time

Control of muscles in agility and balanceMental demandsA certain amount of stress is needed in order for an athlete to perform at their optimum level.

However, too much stress can have a negative effect, leading to muscle tension andusing up mental energy that needs to be devoted to performing techniques.

Excessive stress can inhibit focus on the skills required in a performance.Performers respond differently to training and competitionFor some, playing sport at a high level can cause feelings of anxiety or tension,especially if large numbers of people are watching.

Mental and physical effects on performance can come about through:

Personality and emotions

Tension and anxiety

Aggression

Feedback or constructive criticism

Boredom and tedium

Motivation and arousal

Personality and emotions can affect positive thinking by bringing about negativethoughts that can damage self-confidence.

Worrying about a future performance can lead to tension and anxiety which can leadto poor concentration when preparing for the event.Using aggression in a performance can be a positive thing if channelled correctly, for instance, in weightlifting. But if used incorrectly, such as in a game of rugby, can leadto injury.Feedback or constructive criticism can spur a player on to improve their

performance. Criticism that is not constructive can demotivate a performer.

A lack of motivation due to training that does not include enough variety or challengecan lead to boredom and tedium .Motivation and arousal prepares a performer to do well in an activity.

However, it can also cause poor judgement, poor execution of fine motor skills andinhibit correct performance of complex skills, for example, a tennis player may over-hit the ball.

Injury


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To guard against injury there should be three parts to an exercise session:

1. The warm-up: preparing the body for work.

1. The main activity: the activity, match or competition.

1. The warm-down: preparing the body to return to rest.The warm-up

A warm-up should precede any physical activity, whether training or competing.

There are three phases to a warm-up:1. Aerobic phase

2. Stretch and flexibility phase

3. Skills and intensive exercise

1. Aerobic phase: light aerobic work such as marching on the spot or joggingwill start a session gradually.

2. Stretch and flexibility phase: muscles and joints are eased into positionsappropriate to the activity.

3. Skills and intensive exercise phase: this phase contains slow stretching of muscles beyond their normal positions and held for short periods of time.

There are a number of reasons for warming-up prior to physical activity:

Injury 4

Commonsafety

precautions

Appropriatelevel of

competition

Environment

Rules of thegame

Correctfootwear

Specializedequipment

Correctequipment

and clothing

Warm-up andwarm-down

Physicaldevelopment

Training andpreparation

Skill levels

Technique

Fitness


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The heart rate is gradually increased to nearer the working rate through pulseraising activities.

Body temperature is gradually increased to nearer the working rate. It gradually stretches and moves the muscles and joints in ways that will be

used in competition. It introduces skills to be used in competition.

It increases the intensity of activities so that the body is prepared for competitive speed.

Systematically working through the routine will prepare the performers mindfor the competition this may give them a better start than the opposition.

Allows players to work in small groups in the way they will in the game.

The main activity

The warm-up leads to the main activity .

This could be a training session, skills session or a competition, match or performance.

Once the body is fit enough to complete the skills practised, the body can be pushed to the limit in competition without breaking down due to inadequatefitness levels.

The warm-down

After the main activity the body is given a chance to gradually return to its restingstate: a gentle aerobic warm-down helps to do this.

There are two phases to the warm-down:

1. The gentle aerobic phase

2. The stretching phase

By completing a cool-down, the heartbeat reaches its resting rate sooner; this iscalled the recovery time . Therefore, the heart does not have to work too hard for longer than it needs to.

The speed of the recovery rate after exercise is influenced by several factors: The older a person is, the slower the recovery rate will be.

If the exercise is new, then the new stresses will be harder to recover from. How in shape the performer is the fitter a person is, the quicker the recovery

rate.

Women tend to recover more slowly than men.

Correct technique and safe practiceCorrect technique and safe practice are essential to all sports and activities.


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The coach is responsible for teaching players the correct skills and the laws of thegame.Players need to learn the correct techniques in order to prevent risk of injury andachieve success.

Training also improves body strength, helping it to deal with the stresses of anevent, reduces fatigue, therefore helping to prevent injury.

Aerobic and anaerobic exercise

Aerobic respiration

During aerobic respiration your heart and lungs work to supply the muscles withoxygen.The formula for aerobic respiration is:

glucose + oxygen =Energy + CO2 + H2OTo help you remember:

Extra air = aerobic respiration

Long distance events are good examples of aerobic exercise.

Anaerobic respiration

During anaerobic respiration the muscles are NOT supplied with oxygen.glucose + NO oxygen = lactic acid + energy

To help you remember:

No air = anaerobic respiration

Athletic field events are good examples of anaerobic exercise. Sprints are also a goodexample.

When an athlete stops after a sprint, they continue to breathe more heavily for a whileto take in extra oxygen.This is in order to break down the accumulated lactic acid, which makes your musclesfeel tired.The shortage of oxygen is called oxygen debt , and the body is paying back theoxygen built up during the sprint.

Short-term effects of exercise


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A

A

Long-term effects of exercise Endurance training makes the exchange of gases in the alveoli more efficient. The muscles are able to work at a moderate to hard level for longer without

tiring, which increases the vital capacity of the lungs.


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new capillaries are formed, heart muscles are strengthened and the delivery of oxygen is improved, helping to stop the build up of lactic acid.

oxygen debt tolerance .

The function and role of bloodRed blood cells (erythrocytes) are small but the body contains millions of them.

The main job of the red blood cell is to carry oxygen around the body and to transportcarbon dioxide, a waste product, to the lungs.

In adults, red blood cells are produced in the bone marrow of long bones.

During exercise the blood increases in thickness as water is removed as waste.

Red blood cells contain a substance called haemoglobin . Oxygen chemicallyattaches itself to it to make oxyhaemoglobin.

This is how oxygen is transported to the working muscles and carbon dioxide istaken to the lungs, transported in a solution of plasma.

White blood cells (leukocytes) protect the body by fighting infection at its source,

repairing damaged tissue after an injury and destroying bacteria.

The recovery process

Recovery allows the muscles to become stronger, increases muscle proteins and helpsto improve the lactic acid threshold.

Recovery phases are important. They: must be planned

repair damaged tissue (including muscle)

should improve level of fitness.

There are many differences which affect the time taken to recover from physicalactivity:

The time and intensity of the exercise Physical differences such as size and weight Age Gender

Fitness level


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Leisure and recreationLeisure is the portion of the day when a person is free from everyday responsibilitiessuch as work, study or child care.

During leisure time, a person can voluntarily participate in physical activity or sportfor pleasure.

Recreation

Recreation gives a person time to relax and actively participate in pursuits that canlead to a healthy lifestyle.

Recreation provides a diversion from the normal day-to-day routine and can beamusing, relaxing or stimulating.

Physical recreation

Taking part in an activity for physical recreation rewards the participant intrinsically

rather than extrinsically.

Intrinsic rewards are about how a person feels inside as a result of the physical pursuitand not about the competition, financial gain or how many trophies are won.

Outdoor recreation

Outdoor recreation includes activities associated with challenges in the naturalenvironment.

Taking part in outdoor recreation is geared towards fun, relaxation and stimulation,

but, as with any involvement with nature, there is an element of danger so preparationis vital.

Lifetime sports


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Lifetime sports are activities that can be carried on throughout life.

These activities are often non-contact sports such as golf or bowls, which rely on judgement and accuracy and can be enjoyed by all age ranges.

JointsA joint is the place where two or more bones meet.

There are three types of joint in the body.1. Immovable joints

2. Slightly movable joints

3. Freely movable joints

Immovable joints are fixed so there is no movement at the joint.Any place where the bones are fused together is an immovable joint; for example, thecrown of the cranium and the coccyx.

Slightly movable joints have gaps between the bones, which allow a small amount of movement. These gaps are usually filled with cartilage.Examples include the bones of the vertebral column and the joint of the ribs and thesternum.

Freely movable joints are designed for movement. Keeping them in good order isessential to a healthy active life, and are most important to the sportsperson.


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Examples of joints

PivotIn the neck rotates and tilts the head assists the rotation of the body.

HingeIn the knee extends and flexes tucks knees for style and aerodynamics.In the arm flexing and extending with a slight amount of rotation used to swingand apply topspin on a ball.

Ball and socketIn the shoulder full range of movement used when throwing a ball.In the hip full range of movement used when avoiding a tackle.

GlidingIn the ankle forward and back with slight sideways movement used when afootballer passes the ball.

Condyloid

In the wrist moves forward and backwards with some slight sideways movement used by a golfer at the wrist break phase of swing.

Cartilage

Cartilage acts as a shock-absorber. It protects the bone, acts as a cushion and provides almost friction-free movement in a joint.It forms a barrier between the bones, stopping them wearing each other away.

This is especially important in activities like long-distance running, where there iscontinued use of the knee joint.

Synovial joints

Synovial joints are the most movable joints in the body.


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Synovial fluid acts as packing, preventing friction between the moving parts andlubricating the joint.The fluid is produced in the synovial membrane.

The synovial capsule is a tough fibre that surrounds the joint holding the fluid in place.

Functions of the skeleton

An adult human skeleton is made up of 206 bones.

F

Muscle types

Muscle types

There are three kinds of muscle:

1 Voluntary muscles

2 Involuntary muscles

3 Cardiac muscles


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Voluntary muscles , also known as skeletal or striated muscles, are the most commonmuscle type in the body. These muscles attach to the skeleton and provide a personsshape. We can consciously control these muscles and dictate how they move.

Involuntary muscles , also known as smooth muscles, are not controlled, they work automatically. They are found in the intestines, blood vessels and urinary organs andcarry on functioning throughout life.

Cardiac muscle is a type of involuntary muscle as it is not controlled consciously butworks automatically. It is special because it is only found in the heart and it never rests or tires during life.

M

Muscles relation to bone

Voluntary muscle is attached to the bone by tendons.

The muscle, at the point where it moves, is the insertion and the point where it isfixed is the origin.


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Specificity

Progression

Overload

Reversibility

The three FID (frequency, intensity, duration) components are also key to developingfitness.

Specificity

The specificity principle requires an understanding of the needs of the game or eventthe athlete is taking part in.

Training must be geared towards the needs of the specific sporting activity in order toimprove the fitness of the body parts that the sport uses.

Progression

The principle of progression involves gradually increasing the stresses put on the body.

Overload

Overload occurs when the body is exercised more than normal.

The point where exercise is demanding enough to have an effect on the body is calledthe threshold of training . This is where the pulse rate raises higher than 60 per centof its maximum.

The total amount of oxygen needed so that the body can function, is called the oxygenuptake .

However, there is a limit to the amount of oxygen uptake and this is called the VO2maximum (or max).

Greater intensity = greater need of O2

Reversibility

Reversibility is the body returning to its original state, prior to an exercise training programme. For example, if an elite marathon runner stopped training due to injury,the body would revert to the level of fitness they had prior to their training

programme.


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The 30-metre sprint test measures this.

Testing cardiovascular endurance and stamina

Having strong and efficient heart and lungs will help a player keep working hard

throughout a game.

The multi-stage fitness test and the Cooper 12-minute run can measure heart andlung efficiency reflecting the oxygen uptake (VO2).

Testing muscular endurance and stamina

Players working for lengthy periods need muscular endurance so they can keep their skill level high throughout the game.The abdominal curl-up test tests this.

Testing flexibility and suppleness

Players need to move their joints to their full range without hurting themselves.The sit and reach test is the most common test for flexibility.

Testing agility

Agility is the ability to change direction quickly and keep the body under control.This component of fitness is needed in most sports including team games, gymnasticsand skiing. The Illinois agility test measures agility.

Testing balance

Balance is the bodys ability to keep the body stable by keeping the centre of gravityover the base. The stork stand test is used to measure balance.

Testing coordination

Coordination is the ability to move two or more body parts at the same time.The alternative hand ball throw measures coordination.

Testing reaction time

Reaction time is the time it takes for a performer to react to a stimulus.The ruler drop test measures reaction time.

TrainingMethods of training

Each of the following methods of training works the body differently:


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Interval training

Circuit training

Continuous training

Weight training

Fartlek training

Interval training

Interval training involves periods of exercise followed by periods of rest. Thismethod can be adapted to develop different types of fitness.There are two types of interval training:

1. Short interval training2. Long interval training

Short bursts of pace, using anaerobic respiration, needed in games play, uses shortinterval training.Prolonged moderate to hard pace, using aerobic respiration, needed in middle-distancerunning events, uses long interval training.

Interval training is suited to individuals working on their own, small groups of peopleand larger numbers such as teams.

It is intensive and should be performed with accuracy and at competition pace.

Circuit training

Circuit training is a series of exercises, completed for a certain amount of time, oneafter the another, developing aerobic and anaerobic respiration.When using large muscle groups at each station, aerobic respiration is in operationand this will develop the cardiovascular system. If exercising small muscle groups inturn (such as the biceps and triceps), this is anaerobic, which builds strength.

A circuit is made up of several activities. Each activity is given its own space (astation) in the gym or sports hall. There is a set time for each activity, usually between30 and 60 seconds. In this time as many repetitions of the activity are performed as

possible. When all exercises at each station have been completed, the circuit isfinished.

For general fitness the sequence of exercises works different muscle groups at eachstation.

For general fitness the sequence of exercises works different muscle groups at eachstation.


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Continuous training

Continuous training exercises the body at a moderaterate, keeping the pulse at a constant level above the training threshold.This training works the body aerobically and keeps the pulse at a moderate to highrate. Its effect is to improve the cardiovascular and respiratory systems.

After a gradual warm-up, the person training works their body at a moderate levelthroughout the session.The heart rate is above 60 per cent of its maximum but below 80 per cent. By keepingin this zone the work is aerobic and can carry on for a long time. Continuous trainingsuits those new to training or those recovering from injury. At the start of a season,continuous training can help to re-establish the cardiorespiratory levels. The work is

moderate but can be adapted to be harder at a later time.

Weight training

Weight training involves shifting weight to increase the strength of muscles, using a programme of repetitions and sets. There are two types of weight training:

1. Machine weights

2. Free weights

Before deciding on the amount of weight and which weight training method is

suitable, the performer will need to know what they want to achieve.

They will need to know if they want to achieve aerobic (endurance) or anaerobic(strength) development.


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T

Fartlek training

Fartlek training involves exercise, often running, varying in time, distance andeffort.

Fartlek is a Swedish word meaning speed play.Due to the changes in the intensity of the exercises, Fartlek training works on bothaerobic and anaerobic fitness.

The athlete then becomes increasingly capable of meeting the changes of pace in acompetition or game.Sprints, jogs and runs make up the session. These may have times set for them or may

be for a certain distance.

The session can be continuous with periods of intense work followed by rest periodsor less strenuous exercise and easier work, which gives the body a chance to recover.

Jog

Rest

Run

Sprint

Walk


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Further aspects of trainingEnvironment and training

Training can be affected by changing the environment being worked in. For example, training at altitude can change the air quality, terrain and heat conditions.

However, with careful monitoring, positive adaptations can be made to the body.

Altitude

Altitude training occurs between 1.8 kilometres and 3 kilometres above sea level. Thehigher you go the less oxygen is present in the atmosphere.Some athletes, particularly endurance athletes, train at altitude to give themselves anatural advantage.

This advantage occurs because the human body adapts when working at altitude toallow the blood to carry more oxygen and therefore continue to work for longer

periods. The adaption can take up to 21 days to have an effect on the athlete.

High temperature

High temperatures can hinder an athlete in a number of ways:

Increases the risk of overheating

Possibility of heatstroke Higher loss of water through sweat Higher loss of salt through sweat Increases the demand on the circulartory system

Pollution

Pollution was a major worry for China when they hosted the 2008 Olympics Games.Beijing suffers from smog caused by industrial and traffic emissions which couldhave affected the breathing of the athletes and ultimately their health and

performance.

The training year

An athletes training programme for the year needs detailed planning.

The coach should make the performer or team familiar with the plan, includingoutlining the goals which are to be met over the coming months.

When creating the training programme, the athlete and their coach will need toconsider:

The overall aim of the training

When the training year starts


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What results they are aiming for

When the competition or event they are training for is

The yearly planning for team games with a seasonal playing time may include thefollowing in their pre- and peak season training phases:

Progressive development of the energy systems that are needed for the activity

Practice of basic teamwork skills

Teamwork for effective play

Pre-season

Pre-season training involves working on fitness, strength, mobility, power, speed,skills and strategies.

Early seasonEarly season training involves working on skills, tactics, mental approach and diet inorder to improve the physical and mental condition of the players.

Competition (peak season)

Competition training involves working on speed, working at a competitive pace andexperiencing game situations.

Closed season (out of season)

Closed season training involves resting from the efforts of the season and maintaininga general level of fitness.

Diet

There are several reasons why we need to eat food: It provides us with energy


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It assists the body in growth

It repairs injured tissue

It contributes to general good health

A balanced diet

A balanced diet is made up of seven different categories:1. Carbohydrates

2. Protein

3. Fats

4. Vitamins

5. Minerals

6. Fibre and roughage

7. Water and fluids

Carbohydrates

Carbohydrates are the sugars and starches found in certain foods, which are changedinto a sugar called glucose by the body.

Carbohydrates can be divided into two sub-groups:1. Simple carbohydrates2. Complex carbohydrates

Simple carbohydrates consist of one or two sugar units. For example:

Sugar

Sweets

Honey

Fruit

Complex carbohydrates consist of hundreds of sugar units. For example:

Bread

Pasta

Rice

Potatoes

Carbohydrates are stored in the liver and muscles as glycogen. Glycogen converts toglucose and is used as energy for the muscles, brain and other organs. Excesscarbohydrates are stored as fats.

Carbohydrates aid the sportsperson by providing a ready source of energy for whenthe muscles need it.


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Whole grains and nuts (vitamin B1)

Vegetable oil (vitamin E)

Vitamins aid the sportsperson by helping with:

Vision

Production of red blood cells

Blood clotting

Condition of bones and teeth

Skin condition

Minerals

Minerals are nutrients needed by the body to help it function properly.

Minerals include:

Iodine

Iron

Calcium

Iodine aids normal growth which is essential for the athlete to help energy productionand comes from milk and saltwater fish.

Iron helps the production of red blood cells and the way oxygen is carried in the body by haemoglobin. Iron comes from liver and green vegetables.

Calcium helps bones to grow and comes from:

Milk

Cheese

Cereals

Fibre and roughage

Fibre and roughage helps digestion but contains no nutrients.There are two types of fibre:

1. Insoluble : this adds bulk to food, helping it to move through the digestive

system2. Soluble : helps to reduce cholesterol, keeping the heart healthy

Fibre aids the sportsperson as: Less cholesterol in the body allows the heart to work more efficiently


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Less water retention occurs when the bodys digestive system is functioning properly

Water and fluids

Water allows the blood to flow more easily around the body.Drinking water is extremely important when exercising, as the body demands moreoxygen, nutrients, heat control and waste removal.

Diet issuesDegrees of being overweight

There are different categories of being overweight: Overweight

Overfat

Obese

An overweight person can be said to be heavier than the average person of thatgender, height and build.

Being overfat can have a direct effect on a persons health. In this category a personwill have a high level of fat in comparison with their total body composition.Being overfat can lead to obesity-related diseases. Problems may include high blood

pressure, strokes, cancer and heart attacks.

When a person reaches the stage of being obese , they are abnormally fat (more than20 per cent over the standard weight for their height).At this stage the health risks become more dangerous and can include diabetes, high

blood pressure, heart disease, osteoarthritis and early mortality.

Underweight

To be classed as underweight a person has to be ten per cent under their optimalweight.

Some athletes are naturally underweight, while others succumb to pressures to be acertain weight to be the best they can be at their chosen sport.

There can be serious health problems if a person is underweight:

Low food intake leads to malnutrition and greater risk of injuries.

Insufficient vitamins and minerals will be taken in. Some people suffer from osteoporosis in later life.


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For long-distance events, take in carbohydrate drinks. For tournaments, eatcarbohydrates between matches.

After competitionDrink fluids to rehydrate the body. Eat small amounts of carbohydrates to replenish

glycogen stores and speed up recovery time (about 2g per kilogram of body weight).

How School influences Healthy living

PE is a National Curriculum foundation subject and is compulsory for all students atall Key Stages.The National Curriculum aims to develop:

Successful learners who enjoy learning, make progress and achieve Confident individuals who are able to live safe, healthy and fulfilling lives Responsible citizens who make a positive contribution to society

The National Curriculum sets out key concepts for learning in PE. For Key Stage 4these concepts are:

Competence

Performance

Creativity

Healthy, active lifestyleIt is recommended that students have two hours of PE a week.

There are five essential skills and key processes in PE that students need to learn tomake progress:

Develop skills in physical activity

Be creative and make decisions

Develop physical and mental capacity

Evaluate and improve

Make informed choices to achieve a healthy active lifestyle

The National Healthy Schools Programme (NHSP)

The National Healthy Schools Programme (NHSP) is a long-term governmentinitiative which aims to develop children who:

are happier


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are healthier stay safe do better in learning and life

The initiative involves students, parents, young people, school staff and the wholeschool community working together to equip children with skills and knowledge sothey can make informed choices about healthy living.

The initiative also aims to help children and young people to:

Develop healthy behaviour

Raise their achievement

Reduce health inequalities

Promote social inclusion

In order to achieve the status, schools need to satisfy criteria in the following corethemes:

Healthy eating

Physical activity

Personal, social and health education

Emotional health and well-being

Personal, Social and Health Education (PSHE)

PSHE aims to give students knowledge about real life issues they may face as theygrow up.

This can help equip students with the knowledge and skills they need to follow ahealthy and responsible life in a confident manner.

At Key Stage 3 and 4 PSHE is divided into two areas:

1. Economic well-being: links career education, work-related learning, enterpriseand money management.

2. Personal well-being: includes personal development, sex and relationship

education, drug education, keeping safe and how to deal with pressure.

Whole School Food Policy (WSFP)

Having a well-proportioned diet helps keep a person healthy.


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The Whole School Food Policy (WSFP) helps to guide each school to develop their own meaningful and appropriate food policy.The policy involves everyone related to the school including students, staff, parents,caterers, members of the community and others associated with the school.

The policy includes: A coordinated food approach Having access to healthy food Promotion of the healthy eating message Providing parents with information on food in school How the school publically shows a caring attitude to all who use its facilities How the school publicizes its shared vision, ethos and values about food The creation of working partnerships with catering and teaching staff

Standards for school meals

The School Meal Review Panel (SMRP) has set out guidelines for standards at schoollunchtimes:1. Food-based standards: types and frequency of food offered maintain or

boost the amount of fruit, vegetables, meat and fish protein, starchy foods andmilk and dairy products available.

2. Nutrition-based standards: the proportion of nutrients students receive,including how much energy, protein, carbohydrates, fat, fibre, vitamins andminerals should be provided by school meals.

Physical activity Policy in schoolsThe Physical Activity Policy is an initiative for schools which

Increase physical activity levels

Increase well-being

Increase understanding of the importance of a healthy active lifestyle and the part physical activity has to play in it

To help schools achieve a high standard of physical activity, guidelines have been setout:

The management and leadership of physical activity should be clearly in placein school and overseen by a school sports coordinator.

A whole school physical activity policy should be in place and be monitoredand evaluated.

A minimum of two hours of physical activity should be achieved in and out of curriculum time.


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A broad range of activities should be available for young people to take partin.

Young people should be consulted on physical activity to break down barriersand help to increase participation.

There should be links with the community such as sharing facilities with other schools through their school sports coordinators.

Everyone should be encouraged to walk or cycle to school with the ActiveTravel Plan.

Parents and carers should have the chance to be involved in planning, therebyincreasing understanding of physical activity for them and their children.

Appropriate training should be given to those involved in providing physicalactivity.

All staff should be encouraged to take part in physical activity.Extra-curricular activities

As an extension to PE lessons many schools provide extra sessions after school,during lunch or before lessons start.

These are called extra-curricular activities and provide more opportunities for students to be active.They allow students to:

Become a member of a team, club or society Have the opportunity to be a captain or leader of a team Visit other schools and venues for matches Take part in activities for fun and not necessarily for competition Develop links with clubs and providers such as local coaches Improve their sports performance Have the opportunity to take part in a less traditional sport such as korfball

School staff The attitudes of staff to sport can, and do, have a significant effect on levels of

participation in schools.

PE teachers have an opportunity to coach their specialist events in extra-curricular activities.School staff should encourage participation and enjoyment of PE by:

Setting tasks and roles specifically for individuals to highlight their strengthsand improve their weaknesses

Make sessions interesting and fun to encourage students to take part in physical activity and feel good about participating

Extent and quality of facilities


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What facilities are available in school or locally will have a bearing on the types of sport available.

For example, a school with a gymnasium or dance studio will be able to offer theseactivities to students.

Facilities and equipment of poorer quality can mean that less people will usethem as they may be deemed unsafe or more likely to break.

Perfomers that buy their own high-quality equipment are more likely to look after it, due to the cost involved.

The more facilities that are available, the more people can use them at thesame time.

The extent of facilities can affect the amount of people participating at any onetime. For example, a full size AstroTurf football pitch can accommodate 22

players whereas a five-a-side pitch can only provide for ten players at a time.

Opportunities and pathways forstudents

Roles

Students studying GCSE PE are given the opportunity to experience a range of sporting roles: performer, leader or coach, organizer, choreographer or official.

The opportunity to learn a wider range of skills and have the chance to develop andapply new practical knowledge is available toothey are:

Planning

Problem solving

Observing

Communication

Leadership

Coaching

Organizing

Official

Choreographer


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ICT

Accredited courses and qualifications

Accredited courses and qualifications in sport are recognized nationally as proof of

understanding and competence in a particular area.

For example, GCSE PE is offered by all the GCSE awarding bodies.

There are many courses that focus on practical application of sport such as the BTEC National Diploma in Sport and Leisure and, from September 2010, there will also bethe opportunity to take the Diploma in Sport and Active Leisure

Cross-curricular possibilities

There are many opportunities for cross-curricular links between PE and other subjects. Some subjects relate directly to the body: how it functions and its care anddevelopment. Other subjects support and enhance the collection of information,images and communication of PE

ICT English Maths Health Science Social awareness issues Geography

Art Music

SponsorshipCompanies can choose to sponsor sport in different ways.

Some prefer to put their name to leagues, events or sports facilities whilst otherschoose to sponsor a particular individual or team.

Within a team, players may also have personal deals with their own sponsor and beused to endorse a particular brand or company.

Examples of the impact of sponsorship:

Sponsorship of the London 2012 Olympics is expected to reach 625 million. A third of all sponsorship deals go to football players or teams. It is the largestgenerator of revenue from sponsorship.

The governments drive to improve the populations fitness is leading togreater sponsorship of grassroots sport.


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The viewing of sport is increased as a result of sponsorship deals. Without the backing of sponsors, some events could not take place.

Advantages to the sponsor

Sponsors receive financial gain from linking their product to a particular person or team.Linking a brand name with a certain sport can develop a healthy image of the brand,making it more popular in the publics eyes.

The money sponsors make available to a sport can improve standards by helping to provide better coaches, facilities, training and administration.

Disadvantages to the sponsor

Sponsorship does not automatically guarantee success: Might be backing a new, unknown talent

An injury might shorten or even finish a sportspersons career

If a team fails, the product may be associated with failure

The performer

Taking part and competing in sports can be expensive so sponsorship can help withfinancial issues.

For example, it can help performers to buy equipment, clothing and pay for training.


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There can be disadvantages to the performers because of sponsorship. For example,sponsors often have some control over performers or events.For example, during the 1998 FIFA World Cup, despite Brazils star player Ronaldo

being ill, the teams sponsors Nike allegedly demanded that he take part in the final.

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Advantages to the sport or activity

Some sports are seen to be so popular and an excellent advertising medium, bothnationally and internationally, that larger companies will sponsor the whole sport. For example, Bolton Wanderers football ground is called the Reebok Stadium.This gives the sport or event financial security for the future, so that significantimprovements can be made to its facilities and administration.

Disadvantages to the sport or activity

If sponsors gain too much control over a sport they may begin to take charge of eventsinstead of the specialized sports bodies.This has happened in cricket for example. Rather than follow the traditional rules of

the game and wear whites as their kit, each county team now wears a differentcoloured kit for one-day games.

Ease of obtaining sponsorship

Sponsorship can be easier to obtain the higher the level the performer or team.

At a local level, the team or individual performer may have to approach a companyfor sponsorship.Finding local sponsors is often a case of using personal contacts via a team member,

parent or coach.

Acceptable and unacceptable sponsorship

Sports generally seek sponsorship from companies that have an appropriate healthy, positive and wholesome image. For example, Steven Gerrard has advertised Persiland a selection of sports stars are linked with Gillette.

There are some products that have traditionally been linked with sports but are losingtheir credibility. Two examples are alcohol and tobacco.

Further school influencesPESSCL(Physical Education, School Sport and Club Links) is a strategy funded by thegovernment for working in partnership with the Youth Sport Trust.

Sports colleges then create links with PESSCL, giving a greater chance for people to participate in sport.

The strategy operated between 2003 and 2008. Its aim was to increase theopportunities for sporting progression for 5 to 16 year olds.

Their target of giving 85 per cent of young people the chance to have a minimum of two hours PE a week was met.


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This opportunity is created by the following bodies working together: Sports colleges School Sport Partnerships National governing bodies County sports partnerships Community providers

Young ambassadors

Young ambassadors are young people chosen to promote sport, PE and healthy living.They are 16 to 17 year olds who have shown outstanding talent, leadership or volunteering skills.

National Talent Orientation Camp

The camp aims to prepare talented 14 to 16 year olds for challenges beyondcompulsory education through personal, academic and vocational challenges in their chosen sport.

The camp also aims to: Build up the young persons sporting knowledge Give insights into sport Give young people a chance to reflect on their own talent, ability, attitude and

ambition Use role models in the sport to inspire others to do well

Prepare young people for life from 16 years onwards through further examinations or vocational education

Emotional health and well-beingVulnerable individuals and groups

A vulnerable person is someone who is exposed to the possibility of being attackedor harmed, either physically or emotionally

Helping vulnerable people can improve their confidence and help their health andeducation experiences.

Schools should identify individuals at risk from, or who are experiencing, behavioural, emotional or social difficulties.

Bullying policies

Bullying policies should be discussed by students, parents, carers and school staff.

This gives ownership and credibility to the issue of bullying.Everyone in school should be aware of the schools anti-bullying policies.

The policy should set out how to deal with bullying and staff should be confident thatthey are supported when identifying and managing bullying.


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As a result of the policy young people should feel safe in school.

Behaviour and reward policies

School should develop their own behaviour and rewards policy to support positive

student behaviour.The policy should clearly explain how positive behaviour is rewarded and promotedso that students know how to succeed.Rewards can be in different forms. They may be general or specific to the student. For example:

An acknowledgement in a special assemblie

Merit stickers

Food rewards

Eligibility for trips

Cinema vouchers

Cultural and social factorsOpportunities availableThere are a number of reasons why people have more leisure and recreation time

today, for example, advances in technology and developments in industry. Moreavailable time is now spent on leisure activities, which has led to a growth in theindustry to meet the demand.Labour-saving devices now assist with the majority of manual jobs. For example,factory machines and printing presses, meaning that tasks can be completed muchmore quickly.

Computers, the Internet and mobile phones mean that people can now work fromhome or whilst travelling.

Home appliances such as washing machines and dishwashers save time on household

tasks.

Transport is now more affordable and has made it easier for people to fly abroad onholiday for example.

Part-time or flexible working hours means people have more leisure time, so moreactivities have been created to fill this time.

Those who are unemployed also need leisure provisions.Employees now receive paid holiday from work. Not only are these a legalrequirement but employers also realize the importance of a well-rested workforce.

People in full-time work no longer have to work seven days a week and additional bank holidays adds to time off work.


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People are also now living longer . Twenty per cent of the population are aged over 60.This is partly due to people having access to better medication and medical care,which is helping to increase life expectancy.

Early retirement has meant more people are able to enjoy their recreation and leisuretime.

Early retirement has increased as more people have acquired substantial savings or investments, which can support them financially.

However, this is likely to change due to the pension crisis.

People may also want to work longer as they are healthier, physically able and theintroduction of age discrimination laws means that the opportunity to continueworking is available.

However, sometimes people have no choice and need to continue working beyondretirement age due to financial issues.

Providers and users

Provider groups , such as sports clubs, are set up and run for the benefit of those thatuse its facilites.

Profits are usually channelled back into the club to enable them to continue to providea service in their local community.

Private sports clubs favour those who can afford to pay for service.

Local authorities often make provision for particular user groups through publicfunding (taxes) to enable everyone to access sporting facilities.

User groups can include:

Parent and toddler groups

The unemployed

The under fives

The disabled

The elderly

Students

revision guide 2010

Documents