To understand the - kingslynnacademy.co.ukkingslynnacademy.co.uk/wp-content/uploads/2015/12/Y10-new-SoW-unit...Crossword –Discover the 6 fundamental motor skills using the clues

Lesson number – 1 - Introduction

Intended learning objectives. Sequence of activities / Teaching Points. Set differentiation

- To understand the structure of the GCSE PE course

- To know your target grades

- To know how to record your work in your book

Starter Ice-breaker – complete the register. On answering their name ask each student to tell you a fact about themselves, their favourite sport etc.

Main Give out; - Books - Target cards - Plastic wallets

- Fill in target grades on target cards – explain the target cards - Stick plastic wallets into front of book, put in target cards

- Explain structure of the course (practical, theory, coursework)

- Explain timings of when they are examined, when CW is completed

- Q&A – answer any of the classes questions

- Give an example of how work should be written up in books (title,

lesson number, date, objectives highlighted, starter etc).

Homework Suggestions

None.

Plenary

Key Vocabulary

Resources Required

Books, sellotape, plastic wallets, target cards ‘How to set out each lesson’ worksheet

Y10 GCSE PE Using The Text Books

How to Set Out Each Lesson In Your Books You need to take greater care with your book. It needs to be kept clear and up-to-date otherwise it becomes difficult to use in the future (e.g. for revision). Each lesson should be set out as follows; Generally you should follow these rules;

All titles, dates etc should be underlined Objectives should be highlighted or put in a box Other work should be kept in order Sheets should be stuck in securely in the right place New lessons or subjects should be started on a new page

GCSE PE Using The Text Books

How to Set Out Each Lesson In Your Books You need to take greater care with your book. It needs to be kept clear and up-to-date otherwise it becomes difficult to use in the future (e.g. for revision). Each lesson should be set out as follows; Generally you should follow these rules;

All titles, dates etc should be underlined Objectives should be highlighted or put in a box Other work should be kept in order Sheets should be stuck in securely in the right place New lessons or subjects should be started on a new page

Date (underlined)

Title (underlined)

Objectives (highlight)

E.G. To present your work clearly

Starter – make a note of any starter you do after the objectives

Any work should then follow in the correct order.

Date (underlined)

Title (underlined)

Objectives (highlight)

E.G. To present your work clearly

Starter – make a note of any starter you do after the objectives

Any work should then follow in the correct order.

Lesson number 2 – Key Concepts in P.E.

Intended learning objectives.

Sequence of activities / Teaching Points. Set differentiation

To state the 4 key concepts in physical education (ALL)

To define the 4 concepts and give practical examples of each (MOST)

To give practical examples in a variety of sporting contexts (SOME)

Starter Introduce students to the four concepts and see if they can discover any parts of the definition just using the key word.

SET 1 – 2 = Introduce them to the whole definition Set 3 - 4 = Break the definitions up into small statements

Main Key Concepts in Physical Education (Competence, Performance, Creativity, Healthy Active Lifestyles) Competence – The relationship between skill, the selection and application of skills, tactics and compositional ideas and the readiness of the body and mind to cope with physical education Performance – Using physical competence and knowledge and understanding of physical activity to produce effective outcomes when participating in physical activity Creativity – Exploring and experimenting with techniques, tactics and compositional ideas to produce effective outcomes when participating in physical activity Healthy, active, lifestyles – Understanding the positive contribution that regular, fir for purpose physical activity makes to the physical and mental health of the individual

Homework Suggestions Students are to choose a sports star for each concept and explain why each star is strong at that particular concept. Plenary

Interactive Dustbin Game – Parts of each definition appear on the board and students have to drop them in the dustbin that relates to the correct concept http://classtools.net/widgets/dustbin_6/egWiD.htm

Key Vocabulary

Key Concepts, Competence, Performance, Creativity, Healthy Active Lifestyles Resources Required

Dustbin web resource

http://classtools.net/widgets/dustbin_6/egWiD.htm

The Four Key Concepts in Physical Education are:

Competence

Performance

Creativity

Healthy, active lifestyles

Competence Body and mind are prepared to

cope with physical activity Select and apply skills and

tactics

Example:

- Being calm and confident

before a game

- Do a warm up prior to

physical activity - Select the correct shot in

football depending on the

position of the goalkeeper Your example:

Performance

Knowledge and understanding of

physical activity

Produce a good performance as a

result of this knowledge

Example:

- Knowledge of teaching points of

performing the long jump can help to

perform an effective jump.

Your example:

Creativity

Experiment with ideas and

tactics Use the outcomes to produce

good performances

Example:

- Experiment with some balances

then create a gymnastics sequence

by selecting the best ones. Results in

an effective performance

- Try out different centre pass/free

kick movements which are most likely

to result in a goal

Your example:

Healthy, active lifestyles

Understand how regular physical

activity can have a positive

impact on physical and mental

health

Example:

- Know that regular physical

activity can help with weight

loss and muscle tone

- Know that regular physical

exercise can help with

controlling stress

Your example:

For each component of physical education create your own sport specific example.

Competence

Performance

Creativity

Healthy, Active

Lifestyles

Lesson number 3 – Key Processes – Developing Skills and Techniques



To explain the 6 fundamental motor skills (ALL)

Explain how these skills can be measured and evaluated (MOST)

To relate the fundamental skills to different sports and advanced skills (MOST)

Starter Crossword – Discover the 6 fundamental motor skills using the clues in the crossword Motor Skill Recall – With the same partner discuss what the last 3 motor skills you used were and when you used them

SET 1-3 – when looking at how skills are measured students are to explain precisely how they can be measured using sporting examples SET 4 – Lesson could be taught practically so they have to physically perform some of the measurements

Main Part One of Key Processes in Physical Education - Developing Skills in Physical Education FUNDAMENTAL MOTOR SKILLS (running, throwing, kicking, jumping, catching, hitting) - To know what a fundamental motor skill is (provides basis for other skills) - To know what each fundamental skill is - To know how they can be measured and analysed e.g. running via time - Name a number of sporting activities that utilise these skills - Be aware that these skills can be refined and adapted into techniques and advanced

skills e.g. overhead kick in football would require jumping and kicking


Attached worksheet if not used in lesson. For 5 different sports students are to describe what motor skills are used and any that have to be co-ordinated together to perform advanced skills.

Plenary Teacher calls out some advanced skills and students have to name the fundamental motor skills e.g. tennis serve would require throwing and hitting

Key Vocabulary Fundamental motor skills, running, kicking, jumping, hitting, catching, throwing,

Resources Required

To discover what the key fundamental motor skills are that you will be referring to throughout

the lesson complete the crossword below

1 2 3 4

5

6

ACROSS

4. This skill involves fielders in a

number of sports such as

rounders, softball and cricket

getting the ball back to the bowler

5. This skill is something fielders

need to be good at when a ball is

hit high in rounders, softball or

cricket

6. This skill is involved in a number

of physical activities, especially

where movement is involved

DOWN

1. This skill is used in football,

rugby and karate and involves

movement of the lower body

parts

2. The aim of this skill is to get the

ball as far away as possible from

the fielders

3. This skill is involved in a number

of activities such as trampolining

and certain athletic field events

A number of fundamental motor skills are linked together to allow you to play a number of sports

and take part in a number of activities

See if you can find the motor skill that is needed for all of these activities:

Motor Skill

100m

Football

Rounders

Cross country

tr

y Football

Kick-boxing

Swimming

Taekwondo

Javelin

Rounders (Fielding)

Discus

Netball

Cricket

Rounders

Softball

Basketball

Give a brief description to how you think they are measured

Long jump

Trampolinng

High jump

Basketball

Rounders

Softball

Tennis

Cricket

Fundamental motor skills are rarely used individually. Two or more are usually linked together to

perform a number of skills during physical activity.

From the examples below decide which motor skills need to be linked together to perform each

sport related skill.

1) Taking a penalty in football:

2) Performing a tennis serve:

3) Moving to make a catch in cricket:

4) Performing the long jump:

5) Over head kick in football:

6) Moving to return tennis shot:

7) Striking a rounders ball and attempting to score a rounder:

Lesson number – 4 – Key Processes – Decision Making


To give examples of decisions that are made by performers, officials and coaches To explain why it is important to follow rules in physical activity To describe different ways of showing sportsmanship in sport

Starter Watch video clips on ‘Sportsmanship’ powerpoint. Say ‘Who’ is making a decision? ‘What decision would you make?’ ‘What decision did they actually make?’ Clip 1 – Start at 1:10 into clip. Stop at 1:20 – was it a goal? Finish at 2 mins

Task 1 – More able to write in books, the outcome of what would happen if that person made the wrong decision when participating in physical activity. Less able to have some answers already filled in Task 2 – More able to think of more rules for their partner to guess the sport that it relates to. Class quiz based on these? Less able to have the answer sheet made into a card sort which they then stick onto a blank table. Task 3 – More able to think of different ways of showing sportsmanship during or after a game

Main Task 1 – Complete ‘Decision Making’ worksheet. Link the three different roles in sport to possible decisions that they would have to meet. Answer sheet provided. Task 2 – Rules in sport play a part in decision making. They must be followed or a punishment will ensue. Complete the ‘Why should rules be followed?’ worksheet where pupils link well known rules to the sport. Mention that they’re mainly there for health and safety but also to ensure competition is fair Task 3 – Sportsmanship is like following an ‘unwritten rule’ of how to behave. Use the powerpoint entitled ‘Sportsmanship’, watch the video clips and discuss the examples of sportsmanship shown. Show Y10 Rounders clip “three cheers” after the match. To be found on the VLE or CSN has a DVD that can be used.


Pupils to come up with their own ‘campaign’ for a sport of their choice. It can be in the form of an advertising poster, podcast, role play etc It can be geared towards ‘following the rules’ or pushing ‘sportsmanship’ in their sport

Plenary Picture Wall where pupils are to link up the pictures of a sporting scenario to a decision. This is done by students selecting the correct letter and number from the pictures and descriptions in the back of their books.

Key Vocabulary

Resources Required

Performers, Coaches and Officials have to make decisions during physical

activities. Write down who is making the decision and what decision they

are having to make.

Who:

Decision:

Who:

Decision:

Who:

Decision:

Who:

Decision:

Who:

Decision:

Who:

Decision:

Who:

Decision:

Who:

Decision:

Who:

Decision:

Lesson number – 5 – Key Process 3 Mental and Physical Capacity – Components of Fitness


List the five components of fitness Give examples of how each of the five components of fitness contributes to a healthy lifestyle For each component of fitness, give an example of a sport that requires it

Starter – Relate the word “component” to a computer component, ingredient in cooking. Discuss the definition of a “component of fitness” and write a definition on the front page of the booklet. Complete Component of Fitness Starter Wordsearch (note the word ‘endurance’ is missing from cardiovascular and muscular due to being too big an answer.

More able to be put in smaller groups so that they have more individual responsibility for the resource pack. Less able to work in bigger groups and be allocated a bigger section. Emphasis on poster/role play type presentation

Main Activity Pupils to complete the different tasks in the publisher document after reading the relevant information. Teacher to go through answers. Pupils to create a revision resource in small groups using the information given in the booklet

Homework Finish off resource pack for homework.

Plenary Quick presentation of what has been done so far in regards to resource pack - to another group

Key Vocabulary

Resources Required

Lesson number 6 – Key Process 3 Physical and Mental Capacity - Warm Up and Cool Down



To explain the importance of a warm up and cool down (ALL)

Explain how a warm up and cool down can be undertaken using examples (MOST)

Starter Multiple Choice Powerpoint – Assess students existing knowledge with the multiple choice powerpoint (CAN ALSO BE USED WITH QWIZDOM)

SET 1 & 2 – Consider body systems (circulatory and respiratory), blood pooling, muscle contractions, release of adrenaline SET 3 & 4 – Focus more on preventing injury, soreness, preparing for performance, removing lactic acid

Main Part Three of Key Processes in Physical Education – Physical and Mental Capacity (warm up and cool down) IMPORTANCE OF WARM UP AND COOL DOWN Warm Up (prepare for performance, enable flexibility, improve speed/strength of muscular contraction, reduce risk of injury, release adrenaline, increase muscle temperature) Cool Down (speeds up removal of lactic acid/waste products, prevents stiffness/soreness, prevents injury, returns heart rate to resting state, reduces breathing rate, prevent blood pooling, allow body systems to return to their normal state 3 Stages (pulse raiser, mobility exercises and stretches – GIVE EXAMPLES)


You are working for Sport England and are asked to create a poster/leaflet about the importance of a warm up and cool down and what each consists of using relevant examples.

Plenary Students are to plan a relevant warm up and cool down for an activity of their choice including all stages (pulse raiser, mobility and stretches)

Key Vocabulary

Warm up, cool down, preparation, muscle contractions, pulse raiser, mobility, static and dynamic stretches, injury, lactic acid, soreness, blood pooling, heart rate, breathing rate

Resources Required

Lesson number – 7 – Process 4 Evaluating and Improving – Skilled Movement



Process 4 Evaluating & Improving Performance

Acquire an understanding of the characteristics involved in Skilful movement

To develop the knowledge being able to identify and describe the differences between Unskilled and Skilled performers

Starter - Think / Pair / Share What is Skilful movement, what is Skill? [Video Clips] Students to create their own definition of what is skill by watching a short video clip.

Set 1 – Personal analysis, comparing themselves to an elite performer. Set 2 – Use a keywords task. Separate out characteristics of the Skilled vs. Unskilled performer. Set 3 – Interactive wordsearch/handout

Main Intro-Skill is a combination of Fundamental Motor Skills – Basic movements performed by the body e.g. Walking, Catching, Throwing. Perceptual Skills – The interpretation of information/stimuli e.g. The way a player assesses where people are on the pitch/court. Cognitive Skills – The response to a given situation and directly affect the Perceptual skills e.g. Ability of a game player to perform the correct skill for a specific situation. We all have Ability this can influence our potential, they are seen to be innate or built-in e.g. Speed, Agility, Balance, Flexibility, Co-ordination and Reaction Time. Skilful movement is defined as “a movement that can bring about a pre-determined result with maximum efficiency and the minimum output of energy.”

Key to understanding this is that it can be used when describing;

i. Skill “the action” being an actual task to be performed ii. Skill “the term” used to describe the quality of an action/performance.

Students should know the meaning to the key characteristics involved with Skilful movement; Efficiency – Performer wastes little or no energy during movement. Pre-determined – Performer knows the result of an action before actually performing the movement. Co-ordinated – The actions required are performed in the correct order and at the correct time Fluent – Smooth and effortless in performance. Aesthetic – The skill being performed looks good. The characteristics should be used to judge the quality and effectiveness of a performance of a variety of performers, being able to identify the basic strengths and weakness.

Skilled v unskilled - Skilled is someone with a wide variety of experience in many different environments/conditions, who does not waste energy in performing. Unskilled is a beginner/novice who will be slow, clumsy, lack control and waste energy, tiring quickly during performance.

Homework Suggestions Research a sports person identifying how they achieve the skilled movement on of them playing. Exam based question

Plenary Skill vs Ability - Key question / discussion - Is skill something that can be learnt or is it inherited at birth? Students to present their arguments using examples of elite sports performers. ANSWER – Top class performance is a combination of both!

Key Vocabulary

Efficient, Pre-determined, Co-ordinated, Fluent , Aesthetic, Controlled, Effortless, Smooth, Motor Skill, Perceptual Skill, Cognitive Skill, Ability

Resources Required Video clips on VLE, GCSE Skill & Ability

Exam Style Questions. – Process 4 Evaluating and Improving. 1 Which one of the following is a fundamental motor skill often used for active leisure activities? (a) Netball pass (b) Hockey flick (c) Running (d) Triple jump [1] 2 Which one of the following describes why skilled performers in physical education are different from unskilled performers? (a) They try harder (b) They are more outgoing (c) They are more co-ordinated (d) They interact with spectators [1] 3 Which of the following is a skill rather than an ability? (a) Speed (b) Catching (c) Reaction Time (d) Balance [1] 4 Which of the following is a performance goal in a physical activity? (a) To win a tournament in golf (b) To score the best in a strength test (c) To improve your technique in tennis (d) To get a personal best time in a 10 kilometre run [1] 5 Explain the affects of Goal setting on Performance using an appropriate sporting example ...................................................................................................................................................... ...................................................................................................................................................... ...................................................................................................................................................... ...................................................................................................................................................... ...................................................................................................................................................... ...................................................................................................................................................... ...................................................................................................................................................... [4] 6 Which one of the following shows incorrect information (a) Multistage fitness test shows Cardio Vascular Fitness (b)Taking the Pulse rate tests Heart Rate (c) The Sit & Reach test measures flexibility (d) The BMI tests speed [1] 7 Identify four reasons why it is important to follow an active, healthy lifestyle. ...................................................................................................................................................... ...................................................................................................................................................... ......................................................................................................................................................

......................................................................................................................................................

...................................................................................................................................................... [4] Answers

1. C – Running 2. C - More co-ordinated 3. B – Catching 4. C - Improve technique 5. Explain the effects of Goal Setting

1 mark for each of related to a sporting example; Focuses the attention/concentration / Motivates people to perform and train towards a set target / Allow players to develop Confidence in specific situations e.g. Level of Competition / A strategy to maintain their composure, controlling Anxiety.

6. D - BMI test speed

7. Identify four reasons why it is good to follow an active, healthy lifestyle. One mark for each of four reasons from: To be able to exercise for long periods of time Any positive physiological adaptations (eg stronger heart/lungs) To be able to recover quickly To live longer/to be healthy/any identified health benefits/to avoid illness/heart attacks/problems/CHD To make friends/socialise To feel better/emotional benefits/enjoyment.

Lesson number – 8 – Process 4 Evaluating and Improving - Goals



Reinforce their knowledge of Skilled vs Unskilled Performers

Develop an understanding of Performance and outcome goals using Practical Examples

Starter Skill vs Unskilled – Using VLE Images and Videos get students to judge the performances and identify the key differences in the movements/actions performed.

Set 1- Group to independently produce examples of both types of Goal Setting, taking into account how it will affect Performance Set 3 – Use keyword sheet for linking the key features of Goals and description of why its used.

Main Intro – Goal Setting the affect on Performance. Focuses the attention/concentration. Motivates people to perform and train towards a set target, allow players to develop Confidence in specific situations e.g. Level of Competition. Goal Setting is also a strategy to maintain their composure, controlling Anxiety.

Students should be able to describe both types of goal and know the difference between them and provide practical examples of each.

2 Types of Goal Setting; Performance – These are directly linked to the Performance or Technique of the activity. Tend to be Short term goal setting where performers can see a change to the skills in action.

e.g. Netball – Improve the accuracy of passing.

Outcome - These are more concerned with the End Result. They are considered to be more Medium to Long Term Goals. This allows performers to focus on the overall Outcome of a successful performance.

e.g. Winning of a specific game to qualify for a tournament or a 4 year plan for Gold at the Olympics. Homework Suggestions

Exam style question sheet to develop an

understanding of exam technique and

to clarify understanding.

Plenary Using the VLE observe 2 performers, using Goal Setting provide 2 Performance and 2 Outcome Goals and explain why they would be useful and the affect they should have on performance.

Key Vocabulary

Performance Goals, Outcome Goals, Motivation, Confidence, Anxiety, “Focus attention”, “Directs Effort”, “Increases Effort”, “Motivates Performer to develop further strategies to become successful”

Resources Required

VLE Clips GCSE Skill/Ability

Lesson number – 9 – Process 4 Evauating and Improving – Readiness For Exercise

Intended learning objectives. Sequence of activities / Teaching Points. Set differentiation Students should acquire an understanding and the knowledge of methods used to assess the body’s readiness for Sport (Training & Exercise):

Resting heart rate/Blood Pressure

Health Screening

BMI

Starter Resting Heart Rate (RHR) test, develop an understanding of how to find a pulse with a partner. How does the changing the body positions affect RHR, sitting, standing, lying, ski sit. What affects are found? Consider how stress, illness, temperature, time of day, food, caffeine, alcohol and altitude may alter the RHR.

Set 1- Group to independently measure and produce results. Covering all areas of Health Screening Set 3 – Cover the key features of Health Screening (RHR, Blood Pressure, BMI).

Main Intro – Preparing for Sport, Assessment will vary depending upon the reason for exercising. The main reasons being Weight Control, Health & Fitness and Elite Performance. Health Screening, typical tests & measurements; Body Mass Index (BMI) Resting Heart Rate (RHR) Blood Pressure Hydration Cholesterol Flexibility Glucose Blood Pressure – This is the force at which the blood is pumped through the blood vessels of the body, there are 2 phases of the heart beat and each must be measured. Systolic and Diastolic (See Health Screening Handout) Body Mass Index - This is the measure of Body Composition. It can be calculated by taking a person’s weight and dividing it by their height squared. The higher the BMI the more body fat is present. Be aware that this is only an indication and other considerations such as Body Type should be taken into account (see Health Screening Handout). BMI Does Not apply to elderly, pregnant women or highly trained athletes.


Develop a training programme assessment sheet and get the results for 2 people. Use this to assess the tests required for training targets. To be used at the beginning of next lesson.

Plenary

Lesson Conclusion to include the how health Screening has an impact on Fitness Testing Family history of illnesses&lifestyle / Health & Safety /Protocols / Validity

Key Vocabulary

Body Mass Index (BMI) Resting Heart Rate (RHR) Blood Pressure Systolic Diastolic Hydration Cholesterol Flexibility Glucose

Resources Required Health Screening Handout / Powerpoint

Lesson 9 - Health Screening Key Tests & Measurements Before any form of training programme is undertaken it would be essential to get a GP/Doctor to conduct some basic but very important tests. These include the following; Resting Heart Rate (RHR)

Pulse rates are caused by the action of the

heart as it pumps blood around the body.

Every time the heart beats (contracts) it can be felt as a pulse, due to the pumped blood making the artery walls

expand and

then contract.

It can be measured wherever an artery passes close to the

surface of the body.

Blood Pressure

Measured by an instrument known as a “Sphygmomanometer”

Blood pressure is recorded in millimetres of mercury (mmHg)

A normal systolic pressure (1st sound of heart) for men & women is 120 mmHg.

A normal diastolic pressure (when no sound is heard) for men & women is 80 mmHg.

Blood Pressure Ranges for Men & Women

Acceptable Borderline High

Systolic <140 140-160 >160

Diastolic <85 85-95 >95

Cholesterol

Cholesterol is a fatty substance that your body needs in order to work properly.

Your body makes all the cholesterol it needs from saturated fats, which are contained in some foods.

Some other foods, such as eggs, contain ready-made cholesterol.

Cholesterol forms part of the wall of all cells within the body, and is also an important ‘building block’ for making other vital substances.

Cholesterol Test measures the level of total cholesterol in a sample of blood taken from your fingertip.

Glucose

Body Mass Index (BMI)

Body mass index, BMI, is a number generated by dividing your weight in kilograms by your height in metres squared.

Body mass index (BMI) = weight(kg)

height(m)2

BMI Norms

Body Mass Index (BMI) Chart

Weight in Stones

Height in Feet/Inches

Underweight <20

Healthy Range 20-25

Overweight 25-30

Obese >30

Lesson number – 10 – Process 4 Evaluating and Improving – Fitness Tests


To explain the protocol of the following tests

Fitness Tests for CV endurance (cooper run/Bleep test)

Fitness Tests for Strength (Hand grip dynamometer)

Starter Watch the CD, the description is attached. Ask the students to answer the questions.

Set 1 and 2 – Need to look at national norms. Look into VO2 max levels when completing different stages within the fitness tests for CV endurance. Set 3 and 4 – Concentrate on the layout of each test. Maybe show them visually how to set up each test and how the test runs.

Main Pupils need to know the protocol of the fitness tests. How the tests are set up and how fitness levels are measured.

Fitness test for CV Endurance = Multi stage test (bleep test). This test can measure the individuals VO2 Max = This is the maximum amount of oxygen an individual can take in and utilise in one minute.

Bleep test is published by the National Coaching Foundation in the form of a CD. 1. Run 20 meter shuttle runs as many times as possible making sure that subjects turn on the bleep at the end of the course. 2. Bleeps get shorter. 3. Can’t keep up with the beeps they must stop. 4. Results are compared with national norms or future tests.5.Safety Factors.

12-minute Cooper Run – 1.Measures VO2 max capacity. 2. Should be performed on 400m track, can be measured more accurately. 3. Four cones placed at 100m intervals. 4. The aim is to complete as many circuits as possible in 12 minutes.

Fitness Test for Strength = Hand Grip Dynamometer 1. Hand grip dynamometer to measure grip strength. 2.

Record the maximum reading from three attempts. 3. Use the dominant hand. 4. Allow a one minute recovery between each attempt.

(CARD SORT IS ATTACHED TO USE)


Get students to draw the fitness tests, make at least four bullet points on each diagram. Exam Questions are provided

Plenary

Play splat with key words associated with the fitness test above.

Key Vocabulary

Bleep Test, CV Endurance, Strength, 12 minute copper run, Hand Grip Dynamometer, VO2 max, Multi stage fitness test, components of fitness

Resources Required Pages 72 in text book, look at www.brainmac.co.uk www.gcsebitesize.co.uk Handouts provided

http://www.brainmac.co.uk/

http://www.gcsebitesize.co.uk/

Clip of Tipper and Wongy:

1.) Second test - What is the test? – Sit and reach

2.) What is it testing? Flexibility

3.) Who has faulty in technique – Tippers knees are bent.

Clip of me rambling on: ( may need to explain this, trying to guess the test after as least clues as possible.

Clue 1: Lasts a long time if you do well in it.

Clue 2: A test of sheer determination and will power to keep going.

Clue 3: Won’t do this test every week, maybe at beginning and end of season.

Clue 4: Tests vo2 max.

Clue 5: Many stages to test.

1.) Test is multi stage fitness test, also known as bleep test.

True or False Questions for Fitness Test Starter

1. There is more than one test that could test for

speed?

True or False

2. The 12 minute Cooper run tests for Cardio

Vascular Endurance?

True or False

3. There is no way of testing for Strength?

True or False

4. The Bleep test is a fitness test for flexibility?

True or False

5. The Hand Grip Dynamometer is used to test for

strength?

True or False

6. The Sit and Reach test is a fitness test for

Balance?

True or False

7. The 30m acceleration test is used to test Speed?

True or False

8. In order for the Hand Grip Dynamometer test

to be reliable athletes must have three attempts?

True or False

9. The Sit and Reach test can only be tested by

using the Sit and Reach box?

True or False

10. The 12 minute Cooper run is measured by

completing as many circuits as possible?

True or False

Exam Questions - Multiple Choice

1. Which of the following components of fitness describes the ability of the heart and lungs to work for long periods of time?

o Cardio-vascular endurance o Agility o Flexibility o Muscular endurance

2. Which of the following components of fitness is described as “skill-related”?

o Cardio-vascular endurance o Muscular endurance o Flexibility o Speed of reaction

3. Which of the following fitness tests measures flexibility?

o Harvard Step Test o Cooper Test o Illinois Agility Run o Sit and Reach Test

4. Over what distance is the multistage fitness test run?

o 10 metres o 15 metres o 20 metres o 25 metres

5. Cooper’s 12-minute run/walk test records the distance participants run/walk in 12 minutes. Does

this test measure; o speed o stamina o suppleness o strength

Use the information below to explain how the multi-stage fitness test can help a coach determine your physical

fitness when compared to your friends. [3]

LEVEL SHUTTLE VO2 MAX

FRIEND 1

SELF

FRIEND 2

6

10

11

2

6

2

33.6

48.7

50.8

..........................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................

Test Component of fitness

Description of test Procedure

Sit and reach test Flexibility Involves reaching as far as you can with your arms when your legs are straight and flat against the floor.

Sit on floor, legs straight and feet flat against a box/bench.

Fingertips on top of box

Reach forward as far as possible, keep knees flat on the floor.

30 metre acceleration test

Speed Sprint from a stand still i.e. sprinting blocks and build up acceleration over 30 metres.

Sprint/block start

Time sprint over first 30 metres out of the blocks.

12 minute Cooper run CV Endurance The aim is to complete as many circuits as possible in 12 minutes.

Should be performed on 400m track, can be measured more accurately.

Four cones placed at 100m intervals.

Multi Stage Fitness Test (Bleep Test)

CV Endurace Measure two cones 20yrds apart and run between the cones, reaching the cone when the CD beeps. Also Measures VO2 max capacity.

Run 20 meter shuttle runs as many times as possible making sure that subjects turn on the bleep at the end of the course.

Bleeps get shorter.

Can’t keep up with the beeps they must stop.

Hand Grip Dynamometer Strength Squeeze the Hand Grip Dynamometer as hard as you can.

Hand grip dynamometer to measure grip strength.

Record the maximum reading from three attempts.

Use the dominant hand.

Allow a one minute recovery between each attempt.

Lesson number – 11 – Process 4 Evaluating and Improving – Fitness Tests

Lesson 12 – Unit Test


Explain the following Fitness Tests for Speed (30m sprint)

And for Flexibility (Sit and reach

To understand the validity of all the test results

Starter True and false questions on the subject of fitness tests, use the attachments.

Set 1 and 2 – Need to look at national norms. Look into VO2 max levels when completing different stages within the fitness tests for CV endurance. Could set them a homework for them to find the national norms Set 3 and 4 – Concentrate on the layout of each test. Maybe show them visually how to set up each test and how the test runs.

Main 30 Meter Acceleration Test – Can measure velocity, acceleration

and max speed. This test is good for games players as well as sprinters.

The test comprises of 3 × 30 metre runs from a standing start or from

starting blocks and with a full recovery between each run. The assistant

should record the time for the athlete to complete the 30 metres. (I need

to clarify this with OCR, but it terms of validity, this needs stating) Needed for test = Stop watch/tape measure/an assistant

Fitness Test for Flexibility = Sit and Reach Test

1. Use sit and Reach box, you could use this during lessons for

demonstration purposes. 2. The test measures the athlete’s

lower back and hamstring flexibility. 3. Legs must be straight

and in contact with floor. 4. Distance from end of fingers are

from the feet in measured. 5. Use sit and reach box.

Validity depends on the strictness of warm up allowed and the

levels of participant motivation. Go through National Norms,

this data is important.


Get students to draw the fitness tests, make at least four bullet points on each diagram. Over the two weeks set one homework where they will draw the 5 different fitness test that have been worked on. Or ask them to research they could use the links below. Revise for UNIT TEST next week!!

Plenary Discuss the five different components of fitness and the fitness tests which are used to test them.

Key Vocabulary

30m acceleration test, speed, flexibility, sit and reach, sit and reach box, shuttle runs, national norms, components of fitness

Resources Required www.brainmac.co.uk www.gcsebitesize.co.uk Use the OCR book pg 73/74 Handouts provided

http://www.brainmac.co.uk/

http://www.gcsebitesize.co.uk/

Lesson number – 13 – Process 5 – Balanced diet


Identify the main components of a healthy diet

Explain why we need a healthy balanced diet

Describe the key requirements of a healthy lifestyle.

Starter Students to identify the 7 main food groups. (Carbohydrates, Protein, Fats, Minerals, Vitamins, Fibre and Water) Suggestions:

1. Scramble the words on the board and unscramble to reveal the correct food group. 2. Resource sheet with a picture of each food group on and students to identify the main components.

Set 1 &2 - Exam questions, mark scheme. - Food diary (analysis) - Independent work Set 3& 4 : focus on only a limited number of components rather than all 7 - Visual and kinaesthetic tasks e.g pictures, games.

Main: Students need to know reasons why we need a balanced diet. LO1: Growth, Energy, Repair and tissue replacement LO2: Carbohydrates: most readily available form of energy, main energy source, important for endurance events, slow releasing, found in pasta, bread, rice, potatoes. Protein: Important for growing new tissue, growth of hormones, repairing of muscles and tissues. Found in meats, eggs, fish. Fats: Essential in the body for energy, body’s preferred energy source, found in oils, butter. Important to know that there are different types of fat and not all is bad. Too much fat will get stored in the body’s tissue and cause us to gain weight. Fat should not contain more than one third of our body’s overall intake. Minerals: Build tissue. Minerals include calcium (found in milk & cheese)used for healthy bones and teeth. Sodium (salt) which regulates body fluids. Iron (found in green vegetables i.e broccoli, spinach, red meat) helps the transport of oxygen by red blood cells) Vitamins: Aid growth, increase resistance to infection, regulate bodily functions, maintains metabolism. Found in fruit (Vitamin C), Carrots (Vitamin A – good for eyesight). Fibre: Regulates the digestive system and remove waste products found in fruit, vegetables and cereal. Water: makes up 70% of our body, essential for chemical reactions and makes up part of the blood. Keeps us hydrated and prevents us from suffering dehydration (body short of water, heat exhaustion, lose water as we exercise which needs to be replaced.

Must undertake regular exercise 1hr 5 times a week, 30 mins a day etc......

Limit alcohol intake, get enough sleep, drinking enough water LO3: Characteristics of balanced, healthy lifestyle. Read the case study, students to pick out elements of healthy lifestyle and elements of an unhealthy lifestyle. Staff to choose how to deliver i.e could use a table or coloured highlighters then discuss.


Set 1 and 2 – Complete attached h/wk resource to create a detailed poster answering all of the questions under each heading. Include an image. - Create a food diary for the week and put all foods into specific categories. Set 3 and 4 – Collect photos, pictures of various food types and present in a form of a poster.

Plenary – Possible ideas Splat the key words used in the lesson. Q+A Pictionary ( or draw an example of the food and guess the food group) Bingo

Key Vocabulary Carbohydrates, proteins, fats, minerals, vitamins, fibre, water, dehydration, tissue replacement and repair, glycogen, resistance to infection, bones and teeth, growth, energy

Resources Required Pg84 onwards in text book Case study resource sheet Starter images sheet Example food diary sheet

Look at the different types of food in the pictures and think about the

different categories we can put them into.

Start to identify which foods belong together and place them into the

correct category

Create a weekly diary ( by filling in tables below) for ‘Fitty’ & ‘Fatty’. Make sure you include the following:

What type of food they might eat in a week, think about the different food groups.

What type of exercise they might complete in a week and for how long.

Eating Plan – Fitty – Fill in the blanks Day Breakfast Lunch Tea Snacks Leisure / Exercise

Mon 2 poached eggs on wholemeal bread, glass of water,

Chicken Salad Yogurt Glass of water

Grilled salmon, jacket potato, broccoli and peas. Glass of water

Glass of water, Banana, box of raisins.

Walked to school,(15 mins) cycled paper round. ( 3o mins)

Tues

Wed

Thurs Weetabix with yogurt and strawberries. Glass of water.

Tuna, jacket potato and side salad. Yogurt Glass of water

Chicken and vegetable stir fry. Glass of water

Glass of water, Apple, dried apricots.

PE Lesson – 1hr 5 A Side Footy in evening - 1hr

Fri

Sat

Sun

Eating Plan – Fatty – Fill in the blanks Day Breakfast Lunch Tea Snacks Leisure / Exercise

Mon Two fried eggs on fried toast. Can of coke

10inch pepperoni pizza. Slice of chocolate cake. Can of tango

Beef burger, chips and beans. Can of coke

Mars bar, packet of crisps. Glass of water

Played on computer – 1hr.

Tues

Wed

Thurs

Fri

Sat

Sun

In your own words, describe WHY you have listed the foods you have put in the eating plans and the EFFECTS it may have on the health and well being of that person. ____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

_________________________________________

Obviously the eating Plan for ‘Fatty’ is going to have disastrous consequences in the long term. Can you explain the negative effects that could occur to the body? See page 83 of the text book for guidance. ____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

__________________________________________

Lesson number – 14 – Process 5 – Factors affecting participation and performance (Age, Gender, Disability, Time, Resources, Fitness, Access)



Explain how factors such as age, gender and disability can affect performance and participation in physical activity

Identify how activities/sports can be adapted to suit performers of different ages, gender and disability.

Starter: Students need to be able to identify that there are different things which can affect participation in sporting activities (Age, gender, disability, time, resources, fitness and access) Suggestions: 1: Hangman of the main words 2: Brainstorm what things can affect whether people participate in sport.

Set 1&2: Focus on all highlighted headings Set 3&4: Focus only on age gender and disability Assess resources and adapt for your group

Main: Students need to know how each of the reasons below can affect whether people participate or not.

Time – People have limited time and busy lives in the modern day and fitting exercise in isn’t some people’s main priority. People have various commitments (family, work etc..) which limits the actual time to complete some exercise. Some people however choose to spend their leisure time in front of the TV and claim they don’t have time to exercise.

Resources: May not have the facilities or clubs nearby, necessary equipment such as trainers, clothing, specialised kit.

Fitness/ability: Some people claim they are not fit enough to participate, are not able enough to play certain sports or take part in some way. Often feelings from past experiences of humiliation at school or confidence level. Sometimes is mind over matter.

Health: Some people genuinely suffer from conditions which can limit participation e.g. arthritis

Access: Are there facilities local, available and affordable? Opening times of facilities, transport to facilities, age restrictions for certain sports & facilities, disability options/access. Race – sometimes discrimination against this group in certain sports, restrictions in participation for women in some sports.

Age: Aging population, more veteran teams around now in a variety of sports, activity in old age can enrich quality of life, sport sometimes perceived as a young person’s activity.

Disability: Disabled access is now much better for facilities, major developments in equipment and technology to enable disabled people to participate. More sports offer adapted versions to cater for disabled athletes. Paralympics competition in Olympic games promotes disabled sport.

Gender: Not as much of an issue in sport now as most sports offer opportunities for females to get involved and compete at the same level as men. Differences in prize money e.g. Wimbledon Tennis Championships, women’s sport not as widely publicised and televised as men’s.

Suggestion: See attached snakes and ladders game. Students to work in groups to climb the ladders to the top. Students would have to either answer a question or place a statement under the correct heading. See attached instructions. Suggestion: Pupils to be in charge of a leisure centre which has started to offer sport for disabled people. Students have to decide which sports to offer, what equipment would be needed, what changes may need to be made to the building etc..... Suggestion: Using the timetable resource students to identify problems with the current table and for which people it may affect.

Homework Suggestions Set 1&2: Students to design their own adapted game for a sport of their choice and put together a considerations & kit list and rules, must include a diagram. Set 3&4: Give students an disability sport they have to research which other NGBs cater for disable athletes and what equipment they may need.

Plenary

Re-cap the headings above for reasons which can affect participation and performance in sport. Write down 5 factors in the back of their books, bingo, splat, Q+A.

Key Vocabulary Age, gender, disability, adapted games, boccia, arthritis, social attitudes, physical differences,

Resources Required - Snakes and ladders game, dice, counters, question cards and statements - Leisure centre timetable

8am—9am 9am– 10am 10am - 11am 11—12pm 5pm—6pm 6pm—7pm 7pm -8pm

Monday Men’s basketball

(ages 20—35) £6

Kids multi gym

session £5

Tuesday Disability Basketball (under 15s) £10

Wednesday Women only

swimming £5

Thursday Kids fitness Circuits £5

Friday

Saturday Mens boxing £7

Sunday Disability Swimming (all abilities) £5

Lesson 14—Factors affecting participation (Age, Gender, Disability, Time, Resources, Fitness, Access)

Look at the timetable below for the local leisure centre and identify potential problems with the classes.

On the other side of this sheet create a new timetable which caters more appropriately for specific groups

Devise your own timetable for the leisure centre which ensures access for different ages, disabilities and genders.

8am—9am 9am– 10am 10am -

11am

11—12pm 5pm—6pm 6pm—7pm 7pm -8pm

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

Lesson number – 15 – Process 5 – factors affecting fitness (Alcohol, Smoking & over/undereating)



Explain the effects of alcohol and smoking on performance and participation in physical activity

Identify specific conditions related to smoking and alcohol abuse

Identify impact on performance and participation of over and undereating

Starter Show pictures on the board of alcohol, cigarettes, an obese person and an anorexic person. Students to work in pairs to discuss the thoughts that come to their minds – steer them to talk about effect on performance/fitness

Set 1&2: Exam questions Create a presentation during the lesson on one of the areas. Set 3&4: Exam questions with answers filled in and students to mark.

Main Pupils need to be aware that the lifestyle choices they make can have a serious impact on their health and fitness.

Smoking – people who are serious about leading a healthy life smoke. Cigarettes contain tar, nicotine, carbon monoxide and other irritants which cause coughing. Haemoglobin in the blood carries oxygen however when carbon monoxide is present the haemoglobin picks this up instead and so not as much oxygen is carried around the body to the muscles. Smoking is the biggest cause of preventable death, kills more than 120,000 per year. Main diseases caused by smoking are Cancer, Chronic Obstructive lung disease (emphysema and bronchitis) and coronary heart disease. 29% of men & 25% of women in the UK smoke. Smoking negatively affects the process of gaseous exchange, can block veins and arteries, reduces the capacity of the lungs/alveoli and can cause damage.

Impact on performance/fitness – endurance is not as good, get out of breath easily, coughing, cannot perform to maximum, reduces quality of performance – the more you smoke the less fit you are!

Overeating – Consuming more than your daily recommended daily allowance or eating too much of the wrong foods e.g higher proportion of fats or carbohydrates can cause weight gain and lead to obesity. The body only needs a certain number of calories to perform all of the functions necessary (men 2500, women 2000). If you are regularly taking part in physical activity it may be necessary to consume more for energy purposes and recovery however extra calories consumed and not used will be stored as fat and contribute to you gaining weight.

Under eating – Consuming less that your daily recommended allowance can also have a negative effect on your fitness or performance. The body needs a certain amount of calories to function therefore if you take in less than this you are depriving your body of essential nutrients it needs to repair tissues and muscle and leave you with enough energy to complete your daily activities. If you are exercising at the same time then the body desperately needs more calories in order to use as fuel, if the body doesn’t get this is has to revert to its stored fat and tissues which will mean we will lose weight and muscle. If you seriously under eat this can lead to anorexia (eat very little on a regular basis) or bulimia (binge eat then vomit) which are image driven conditions where young women are the main sufferers. Some sports performers are particularly susceptible to these conditions i.e. gymnasts, jockey’s, distance running, figure skating, body building.

Alcohol – Drinking alcohol is socially acceptable and in moderation is fine. Excessive drinking can have serious effects on health and fitness. Side effects are lack of co-ordination, balance, agility, slows down reaction time, sense of confidence. Some sports have banned its use where it can be used to an advantage i.e to steady nerves – darts, pistol shooting, archery, fencing etc... Too much alcohol can cause liver conditions such as poisoning (the liver is responsible for removing waste and digestion)


Posters with all four categories and an example where it can be used in sport. Exam questions Create a presentation on one of the four categories

Plenary

Have to answer the clues to reveal the correct answer and then find in the word search.

Key Vocabulary Alcohol, liver failure, relaxation, co-ordination, smoking, under eating, over eating, cancer, lung disease, gaseous exchange, anorexia, obesity,

Resources Required Starter – picture prompt Plenary – word search

Lesson number – 16 – Process 5 – Factors affecting fitness (Performance enhancing drugs)



Identify at least three performance enhancing drugs

Explain the effect on performance of at least three performance enhancing drugs

Starter: Discussion in pairs – Who takes drugs and why (lead them into a conversation then steer it towards why people in sport may take drugs)

Set 1 & 2 – > Exam questions > Use of UK Sport website and 100%me to look at the agencies promoting drug free sport. > Fill in the drug (see attached resource) Set 3&4 – > Card sorts > Fill in the blanks > Chloe’s picture connection resource (ask chloe)

Main: Drugs used in sport are taken to gain an unfair advantage and are banned by all National Governing Bodies of sport. They are used to alter the way we feel and enhance performance.

Stimulants (amphetamines)- Keep you awake and alert, reduce the effects of tiredness increase competitiveness. LONG DISTANCE EVENTS - CYCLING& SWIMMING

Narcotic analgesics (painkillers) – Mask the pain of injury. Can cause more injuries or make them worse.

Anabolic steroids (same effect as testosterone) – Allows the muscles to recover more quickly from lifting heavy loads so you can work for a longer period of time, if large amounts are taken then muscle builds up quickly as you are able to work harder. DOES NOT BUILD UP BULK ON ITS OWN – bodybuilding, weightlifting.

Diuretics – Taken to get rid of fluid quickly from the body (often used is sports where you are required to be light – JOCKEY) Also taken to mask the use of other drugs and get them out of the system quickly.

Ergthropoietin (EPO) –Diluted in the body within 72 hrs, very undetectable, used to increase the production of red blood cells. Red blood cells carry the oxygen to the muscles therefore more oxygen and muscles can work for longer.

Blood doping (Infusion of blood) – Blood removed from the athlete a few weeks before a competition, red blood cells taken out, remaining blood put back in to the athlete, body automatically rebuilds new red blood cells, a few days before the competition red blood cells put back in, athlete now has 20% more red blood cells, more oxygen carrying capacity, muscles/body able to work for longer. Difficult to detect.

Beta Blockers – Slows down and regulates heart rate – used in sports where concentration and a steady hand is needed such as shooting, archery, darts.

Modern examples of illegal use of drugs in sport Dwayne Chambers & Linford Christie in Athletics

Major agency in the UK which campaigns for drug free sport is UK Sport (pay for drug testing, regulates testing methods and procedures)

Reasons why performance enhancing drugs are banned: because the unfairly enhance performance which is against the ethics of sport, health & safety of the athlete, illegal as it is against the law to possess drugs.


Research anti doping policies (UK Sport and 100% me websites)

Look into recent cases of illegal drug use (Dwayne Chambers, Linford Christie)

Produce an anti doping poster Plenary

Fill in the blanks sheet – pupils have to identify the correct drug being described in the story.

Key Vocabulary Stimulants, performance enhancing, narcotic analgesics, anabolic steroids, diuretics, ergthropoietin, blood doping, beta blockers, Dwane Chanbers, Linford Christie, UK Sport.

Resources Required Fill in the drug resource

Plenary—lesson 16—Performance enhancing drugs

Billy is a competitive sportsman who wants to achieve his personal best in his

next competition. Fill in the blanks below to identify the correct

performance enhancing drugs and their affects on performance.

Billy starts to train 6 months in advance of the Wimbledon tennis

championships. Billy was advised by his coach that he needed to start

training for longer and build up his muscles in order to hit the ball harder if

he was to stand any chance of beating his ultimate rival Roger Federer. His

coach slipped him some __________ and told him to take some before he

went to the gym. After 3 months of training and muscles bulked up Billy

sustains an injury to his elbow which is a devastating injury as the

championships are now only 3 months away. Billy’s coach slips him some

painkillers to help ease the pain these are known as ________________ .

As the competition approaches Billy is running out of energy as he has been

training so hard and often has to rely on ______________ to keep him

alert and focussed on his training with the championships in sight.

As Wimbledon drawers closer Billy’s coach now suggests another way they

can try to make Billy last that little bit longer in the game and keep his

performance at the highest quality possible. Two weeks before the event

the coach takes Billy to have some blood taken. He then revisits the lab

again a few days before the tournament starts and has the blood put back

in. All of a sudden Billy has a renewed energy level and feels like he could

cope with a five set match against the best tennis players in the world, this

is because ______________________________________________,

this is a process called _________________ On the day of his first match

Billy takes some_________________ to try and get rid of all of the drugs

he has been taking so the country’s anti doping organisation ____________

do not detect that he has taken anything which may__________________.

2 weeks later Billy has won the championship however has now made his

___________ even worse and has to rest for 6 weeks. All of the above

processes are ___________

Plenary—lesson 16—Performance enhancing drugs

Billy is a competitive sportsman who wants to achieve his personal best in his

next competition. Fill in the blanks below to identify the correct

performance enhancing drugs and their affects on performance.

Billy starts to train 6 months in advance of the Wimbledon tennis

championships. Billy was advised by his coach that he needed to start

training for longer and build up his muscles in order to hit the ball harder if

he was to stand any chance of beating his ultimate rival Roger Federer. His

coach slipped him some __________ and told him to take some before he

went to the gym. After 3 months of training and muscles bulked up Billy

sustains an injury to his elbow which is a devastating injury as the

championships are now only 3 months away. Billy’s coach slips him some

painkillers to help ease the pain these are known as ________________ .

As the competition approaches Billy is running out of energy as he has been

training so hard and often has to rely on ______________ to keep him

alert and focussed on his training with the championships in sight.

As Wimbledon drawers closer Billy’s coach now suggests another way they

can try to make Billy last that little bit longer in the game and keep his

performance at the highest quality possible. Two weeks before the event

the coach takes Billy to have some blood taken. He then revisits the lab

again a few days before the tournament starts and has the blood put back

in. All of a sudden Billy has a renewed energy level and feels like he could

cope with a five set match against the best tennis players in the world, this

is because ______________________________________________,

this is a process called _________________ On the day of his first match

Billy takes some_________________ to try and get rid of all of the drugs

he has been taking so the country’s anti doping organisation ____________

do not detect that he has taken anything which may__________________.

2 weeks later Billy has won the championship however has now made his

___________ even worse and has to rest for 6 weeks. All of the above

processes are ___________

Lesson number – 17 – Process 5 – Indicators of health and fitness



Explain the terms health and well being

Identify at least three different ways we can measure our health and well being

Describe how we can tell whether we are healthy and well.

Starter: Pupils to discover what the term health is and well being is Suggestion: Give pupils the attached resource sheet with lots of images on and ask them to pick out which ones are healthy. > This should promote some discussion as to how we can define what healthy looks like and how can we measure it? LO1

Set 1&2: - Pupils to create a case study for a healthy person and one for an unhealthy person. Set 3&4: - Given a case study of a healthy person and unhealthy person and have to use a highlighter to identify the differences.

Main LO2 &3

Satisfaction with aspects of life – must be satisfied with the quality of life and generally happy overall. Doesn’t mean you have to be walking round with a smile all the time.

Frequency of positive and negative feelings – how often you get negative thoughts about yourself or your life in comparison to positive thoughts. The more positive thoughts you have the more balanced and healthy you are both physically and mentally.

Frequency of feelings or activities that may have a positive or negative impact on well being – the activities you do or things in your life which can have a positive or negative effect on your thoughts or well being. E.g. Sports/physical activities can have a positive impact on how you feel as you may feel refreshed or pleased that you have achieved something or worked hard – enjoying the challenge. Spending time drinking on the streets with friends or taking drugs could have a positive impact in the short term however after the initial feelings have worn off there will be other feelings emerging e.g. hangover or illness which will impact negatively on your well being and potentially health.

Access to green space – The more access to fresh air and the outdoors the more positive feelings you will experience. E.g. people who work in an office all day with no windows, stuffy air and air conditioning may have more negative feelings than someone who works outdoors with access to space and fresh air. Suggestion: Discuss arguments for and against living in a city centre as opposed to out in the country side (space, air quality, time, pace of life, cars, traffic)

Level of participation in other activities – People who have a variety of interests and are active are generally happier than those who don’t participate in anything.

Positive mental health – the happier you feel and optimistic about the future the more likely you are to have a positive mental health. Those who are more relaxed make time to find out about other people, are interested in talking to people, are more able to deal with problems and issues which arise without getting stressed.

Delivery ideas: Could get students to complete a well being questionnaire to assess how healthy they are/devise their own Students could make a list under each of the headings to identify areas where they could improve their well being then identify ways in which they could do this?


Make an acronym so they can remember the headings Design a well being leaflet to put up in the local areas to promote healthy lifestyles. Exam questions

Plenary

Re-cap the major headings Suggestions: Bingo, Pictionary, clues to the headings and students have to write them down and get pts for them.

Key Vocabulary Positive feelings, satisfaction with life, well being, access to green space and fresh air, mental health, hobbies, lifestyle, happiness, negative feelings.

Resources Required > Well being questionnaire > What is healthy? (see attached resource)

GCSE Health and Well being questionnaire 1. Are you happy with your social life? 1 2 3 4 5 Not very Very 2. How happy are you with your work/school life? 1 2 3 4 5 Not very Very 3. Do you have a healthy work/social life balance? Yes No 4. Do you wake up in the morning and look forward to the day? Yes No 5. Are you confident with your appearance? Yes No 6. How confident are you in your ability when completing tasks? 1 2 3 4 5 Not very Very confident 7. How often do you feel positive about yourself? 1 2 3 4 5 Not very Very 8. On a weekly basis how often do you participate in activities you enjoy? (e.g. Sport, hobbies etc..) 1 2 3 4 5 9. How good do you feel when you have participated in sport? 1 2 3 4 5 Not very Very good 10. Do you think you have a wide variety of activities you take part in? Yes No 11. Do you feel optimistic about your future? Yes No 12. Do you have goals you want to achieve in life? Yes No 13. How would you classify your personality? Lazy Laidback Easy going Conscientious Highly strung 14. How do you view situations? Glass half empty Glass half full In the box below write a summary of the participant’s health and well being. Make some suggestions which may help to improve health well being.

From the pictures below identify which ones you think are healthy and which ones

are not.

In the box below write down your definition of being healthy

Lesson number 18 & 19– Making Informed Choices: Methods of Exercise



1) List the benefits and drawbacks of 7 exercise types

2) Link components of fitness to each

3) Describe the function of each activity

Starter – Lesson 18

- What do you already know? Write the 7 exercise type words on the board (Circuit, Spinning, Body Pump, Aerobics/Aqua Aerobics, Dance Exercises, Yoga and Pilates. Ask pupils to explain what they already know when they see these words. Re-cap the term ‘Active Leisure’

Lesson 19 Word Search – without clues – focus is on the exericse types identified last lesson.

Set 1 & 2 – discuss the limitations/disadvantages of each method of exercise. Set 3 & 4 – discuss which activity each student would choose to take part in and why?

OVERVIEW OF CONTENT - Students to be clear on the structure of each method of exercise:

Circuit training - a series of exercises completed one after another. Performer usually works for a set time or completes a certain number of exercises. In order for it to be effective different muscle groups should be worked on, with no two muscles being worked on one after the other. E.g. an exercise involving the arms should then be followed by an exercise using the legs. Examples of exercises used in circuit training are press-ups, star jumps, dips and squats. Circuit training can also incorporate skills, e.g. hockey players may include dribbling activities, flicking the ball, shuttle runs and shooting activities. The duration and intensity of circuit training depends on the type of activities used. An example would be a circuit with 1 minute’s worth of activity, followed by 1 minute’s worth of rest. The whole circuit could then be repeated three times. Scores at the end of the circuit may be related to time or repetitions and are a good way of motivating in training. It is also easy to see progression in fitness as the weeks go by when more repetitions can be achieved or times are improved.

Cardio-vascular exercise: Activities like aerobics, body pump, spin and dance exercises are all types of cardio-vascular exercise that involve sustained, rhythmic activity using large muscle groups. The textbook highlights the benefits of cardio-vascular exercise:

Increased energy levels Reduced stress and improved mental health Increased heart and lung efficiency

Reduced blood pressure, resting heart rate and risk of stroke or heart attack. Aerobics/dance - a series of exercises completed in time to music. May be specific styles e.g. salsa size, cheerleading, body combat or generic aerobic movements involving big muscle groups. Spin – a group exercise class involving the use of a specialised bike where the gradient and speed of cycling can be altered. Also structured in time to music. Body Pump - an exercise method involving the use of weights. A group exercise class using barbells with adjustable

Homework Suggestions Design an exercise circuit for one of the following:

To develop muscular endurance

To develop speed and power

To develop strength Design a poster advertising one of the activities covered in the lesson:

Identify how the

weights. It works the major muscle groups via a series of exercises including squats, presses and lifts. Designed to tone and condition muscles while raising metabolic rate for rapid fat-burning. Aqua Aerobics Aerobic exercise in the water. It normally takes place in shallow water at a swimming pool and as part of an organised group session that can last anywhere between 30 minutes and an hour. Workouts usually consist of routines familiar with land aerobics and could include things like jumping jacks, cross-country skiing motion and walking and running backwards and forwards. The support the water provides for the body greatly reduces the risk of bone, muscle and joint injury, its density meaning that 90 per cent of a body’s weight is supported. Exercise in the water is also a great way to relieve stress, as the water massages and cools the body, relaxing the participant as they exercise. Aqua aerobics is a good activity for those wanting to improve the health of their heart and lungs and burn some calories without too much risk of injury.

Main Lesson 18

- Pupils to be split into 7 groups (or appropriately); each group will be given one picure of one of the exercise examples; each group will also be given a series of descriptions. Pupils are to evalute the picture they have been given and then identify which description matches it.

- After an appropriate amount of time, one pupil from each group moves like a carrasol so new groups of pupils have at least one pupil from each original exercise type group.

- Using one A4 page per exercise, pupils to stick in their picture and either write or stick in their description. Lesson 19

- Pupils to watch video clips of each exercise type x 1 - After fist viewing, class to be split in half; one side – ‘Benefits’, one half – ‘Drawbacks’. Each group then has 60

seconds to decide which pupils will analyse the video clip of spinning, aerobics etc

- Watch the video clip a seconds time, this time pupils have a focus; afterwards, pupils to write next to the appropriate exercise type picture their findings either benefits or drawbacks.

- Class Debate: Working through each exercise type; starting with the benefit team, they will argue the benefits for their exercise type; the drawback team will then argue back with their drawbacks. Afterwards, each pupil will complete their exercise chart in their exercise books.

activity is structured

The benefits and limitations

Find out which type of activities your friends would like to take part in and why? Design a questionnaire.

Plenary Lesson 18: Bowled Over: All pupils write down on a piece of paper a word they have learned today. All pupils then stand up; one pupil then lists off all the words they have learned and pupils sit down if their word was mentioned. Lesson 19: Using white boards, teacher shouts out an exercise type; pupils have to write down on their white board which component of fitness that exercise represents e.g. Yoga = Flexability

Key Vocabulary

Resources Required

Lesson 19 and 20 Picture Resource

Process 5: Making Informed Choices – Methods of Exercise Lesson 18 and 19 Starter – Lesson 19 (TEACHER) A P

Q S D A N C E E X E R C I S E

U K L

A C I R C U I T A

A L Y C T B

E L P O O E O

R B O G N S D

O A S S A T Y

B S P T I A

I E I U N N

C D N R U D

S N E O M

R H Y T H M I C U I

N S N

G D

B O D Y P U M P

A C T I V E L I F E S T Y L E

A E R O B I C S

Aqua Aerobics Skill Based Dance Exercise Spinning Yoga Active Lifestyle Circuit Rhythmic Body Pump Pilates Body and Mind Aerobics Continuous Posture

Starter – Lesson 19 (STUDENT) A Q W E R T Y U I O P A S D F P G H J K

Q L S Z X D A N C E E X E R C I S E C V

U B K N M Q W E R T Y U I O P L A S D F

A C I R C U I T G H J K L A S A D F G J

A K L L Z X C V B N M Y Q C W T E B R T

E Y L U I P P A S D F O G O H E J O K L

R Z B X C V B O N M Q G W N E S R D T Y

O U A I O S P A S S D A F T G H J Y K L

B Z S X C V P B N T M Q W I E R T A Y U

I I E O P A S I D F U G H N J K L N Z X

C C D V B N M Q N W E R R U T Y U D I O

S P A S D F G H J N K L E O Z X C M V B

N M Q W R H Y T H M I C E U R T Y I U I

O P A S D F G H J K L N Z S X C V N B N

M Q W E R T Y U I O P A G S D F G D H J

K L Z X C V B N M Q W E R T Y U I O P A

S D F G H B O D Y P U M P J K L Z X C V

B N M Q W E R T Y U I O P A S D F G H J

A C T I V E L I F E S T Y L E K L Z X C

V B N M Q W E R T Y U I A E R O B I C S

Aqua Aerobics Skill Based Dance Exercise Spinning Yoga Active Lifestyle Circuit Rhythmic Body Pump Pilates Body and Mind Aerobics Continuous Posture

Lesson number 20 – Opportunities and Pathways – Concepts of Physical Activity



4) Name 4 sub activities within Sport

5) Explain the difference between recreation and leisure

6) Discuss the growth of leisure

Starter – Who am I?

In Pairs, one pupil describes a sub category of sport, partner needs to guess what they are describing. Pupil 2 then does the same with another description e.g. ‘ I am an activity where the teams have to invade territory’ = INVASION GAMES. I am an activity where i need good accuracy to aim for targets = TARGET GAMES I am an activity where teams are divided by a net or involve a wall = COURT GAMES. I am an activity which is associated with rural areas = FIELD SPORTS

Set 1 & 2 – discuss the Provide examples for each sub category, maybe discuss the difference in structure which is what makes them different – scoring systems etc. Set 3 & 4 – use less sports to compare, select football, netball and swimming.

Task ONE – Pupils to complete a table which outlines the four category sports. Task TWO – Play your cards right? Each pupil is given a two cards – One that says Amateur, one that says Professional. Teacher calls out a sporting person and the pupils have to show which card they think that represents them the best? 1) Netballer – amateur 2) Footballer – professional 3) County Cricketer – professional 4) Swimmer – amateur 5) Athlete – amateur 6) Rugby player – both? Class discussion? – What makes a professional performer? Sport can be played as an amateur or as a professional. E.g. a netballer or rugby player who play for their local team. Neither of these players would recieve any money (salary) for playing; some players are classed as semi-professional, where they may receive a small amount of endorsement money (sponsorship), but do not earn enough to make a living from their sport and therefore have another job to support them. Clear examples of professional performers are footballers – a varying range of salaries, from League 2 through to Premiership who play their sport for a living – it is their job to play.

Homework Suggestions Pupils to research local leisure centres/health clubs – consider their brands and how they have grown over the years since they were established.

Task Three – Fill in the missing words? Leisure Leisure activities are things we choose to do rather than we have to - in that they have nothing to do with school or work. They may involve sport, but not always , for example, watching the TV or going to the cinema are both leisure activities. Recreation Recreation is a term for active leisure; this is not just about sitting infront of the TV, but about performing in activities which are considered more constructive and useful, such as cooking or gardening. However, recreation differs for different people, as some would not consider gardening recreational! It is often said to involve a state of mind – not just viewing the activity as useful but active enjoyment and a vehicle to escape stress.

Plenary BOWLED OVER – all pupils to consider one word they have learned today (needs to be written down on paper – but hidden from anyone else). All pupil are then to stand up, it is up to one pupil (use a G+T student) to call out all the words they have learned and if the other pupils’ word is spoken, they have to sit down. If the G+T student gets stuck then the last pupil(s) standing could be the ‘bowler’ next time.

Key Vocabulary

Resources Required

Student and Teacher Resources

Concepts of Physical Activity – Who am I?

I am an activity where the

team has to invade the

oppositions territory INVASION GAMES

I am an activity where i

need good accuracy to aim

for targets TARGET GAMES

I am an activity which is

associated with rural areas

FIELD SPORTS

I am an activity where

teams are divided by a net

or involve a wall. COURT GAMES

PLAY YOUR CARDS RIGHT

AM

AT

EU

R

AM

AT

EU

R

PR

OF

ES

SIO

NA

L

PR

OF

ES

SIO

NA

L

AM

AT

EU

R

PR

OF

ES

SIO

NA

L

Lesson 20 – Concepts of Physical Activity – STUDENT RESOURCE

Sporting Categories

INVASION GAMES

TARGET GAMES

COURT GAMES

FIELD SPORTS

AMATEUR

________________________________________________________________________________________

________________________________________________________________________________________

______________________________________________________________________

PROFESSIONAL

________________________________________________________________________________________

________________________________________________________________________________________

______________________________________________________________________

Leisure

Leisure activities are things we __________to do rather than we have to - in that they have nothing to do with

_________ or work. They may involve _________, but not always , for example, watching the TV or going to

the ___________ are both leisure activities.

Recreation

Recreation is a term for ____________; this is not just about sitting infront of the TV, but about performing in

activities which are considered more ___________and useful, such as cooking or ___________. However,

recreation differs for different people, as some would not consider gardening recreational! It is often said to

involve a ________________ – not just viewing the activity as useful but active ______________ and a

vehicle to escape _________.

CHOOSE CONSTRUCTIVE STATE OF MIND ENJOYMENT STRESS

SCHOOL ACTIVE LEISURE SPORT GARDENING CINEM

Lesson number – 21 - Reasons for Participation and reasons for non participation

Intended learning objectives. Sequence of activities / Teaching Points. Set differentiation 1. Identify the main

reasons for participation.

2. Identify the reasons for

non-participation. 3. Explain why and how

each reason affects participation in a positive or negative way.

Starter Students to write down three reasons why they think PE lessons are compulsory and three reasons as to why they take part in after school sport. Teacher to share with the class why they participate in physical activity / sport Picture board – give students a picture board in which their task is to work out what are the main reasons of participation and non-participation.

Set 1 & 2 – create their own diary of their weekly activities highlighting their reasons for participation or non participation. Set 3 & 4 – select 5 reasons for participation and non participation for them to focus on instead of the long list.

Main Explore the issues for participation in more detail:

Health/fitness reasons – sport can make us fitter and therefore healthier. To live longer.

Well-being – feeling better after exercise. Certain hormones are released during exercise which can help us to feel more optimistic about life and better about ourselves.

Relief from stress – escape the pressure of working life. Release some pent-up frustrations and aggressions. E.g. hitting a squash ball really hard.

Learning new skills and making progress – this produces a sense of accomplishment.

Competition – many people get a great deal of pleasure and satisfaction out of testing their own capabilities by competing against others.

Image – look and feel better about yourself.

Enjoyment – spend time doing something you get pleasure from.

Social/friendship – meet new people and make new friends.

Hobby – gives you something to do. Parental/role model influences – to

please or copy parents and role models.

Vocation/profession – part of your job.


Conduct a weekly diary on a friend/family member highlighting their reasons participation or non participation.

Starter picture board Reasons for participation

1. Weights and apple – fitter and healthier 2. Office worker – stress relief

3. Smiley face – enjoyment 4. Man on rock – accomplishment 5. Stick men – meeting new people 6. Crossing the line – competition

Create a list of all the jobs/professionals associated with sport or physical activity. Participation = PE teacher, coach, personal trainer, exercise class instructor, referee, umpire. Non-participation = grounds person, event coordinator, sports development officers, leisure centre manager/receptionist. Explore the issues for non-participation in more detail:

Health reasons (including disability) Injury Disability Reliance on cars and other technologies Peer pressure

Cultural

Lack of time/other pressures/interests The technological/sedentary lifestyle Lack of confidence/self esteem Lack of role model/parental support Lack of opportunity and access to facilities Lack of money Discrimination Use the weekly diary of the two very different teenagers for students to highlight the reasons for participation and non participation.

Plenary Qwizdom PowerPoint. Check learning of previous 4 weeks. Can be completed using whiteboards / paper.

Key Vocabulary

As seen in the main section

Resources Required Picture Board Qwizdom/whiteboards

7. Baby & old lady – live longer 8. T-shirt – role model 9. Men at work sign – job

Reasons for non-participation 1. T-shirt – lack of positive role models 2. Selection of equipment – lack of 3. Clock – lack of time 4. Disabled badge – disability 5. Doctor – existing health problems 6. Smoking clip – peer pressure 7. Injured teddy bear – injury 8. No vehicle access sign – lack of transport 9. Chicks – discrimination 10. Sack of money – lack of mon

REASONS FOR PARTICIPATION AND NON PARTICIPATION

The diary of two very different teenagers! Can you identify what the reasons are for participation in Jacks weekly diary? Can you identify what the reasons are for non-participation in Connor’s weekly diary? Jack My week starts on Monday morning when my mum gets me up really early to take me swimming. I’ve been swimming since the age of 5 now and I’m now in the top squad at my club which means I have two early morning starts. I start my swim at 6.30am which lasts for 1 hour and 30 minutes just giving me time to get showered and ready for school. Luckily the swimming pool is not far from my house and my mum always drops me off and picks me up before dropping me off at school. Monday night is a free night for me to do as I wish. I often go to the local skate park with my friends as I really enjoy it and it stops me from being bored. Tuesday morning is a lie in as I get up at a normal time to go to school but I have to stay behind at Football/Netball practice after school so that I have a chance of being picked for the team later in the week. I love playing against other schools. I like the competition and the feeling of beating other schools which we mostly do! I get up a little earlier on Wednesday so that I can go to the early morning fitness class at school. It helps with my swimming performance over all and I like the feeling of being fit and healthy. I also find I am better focused at school after doing an early morning session. Wednesday night is homework time. My parents check I have completed it all before I am allowed to either watch some TV or play on my computer to relax. Thursday is another early morning start for swimming. My parents really pushed me in to swimming and they always come along to any galas that I swim in. I think my mum used to be quite a good swimmer and she wants to give me the same opportunity. I don’t mind really, I quite enjoy it and I have met some good friends through the swimming club. I am also hoping that I may get a weekend or evening job from my swimming in the future through being either a coach or pool lifeguard. Thursday is also PE day, hooray! At the moment we are doing Rugby and I’m learning lots of new skills that will hopefully improve my GCSE grade. Friday is a rest day, apart from normal school of course! I am allowed to go out with my friends in the evening although we often end up doing sports activities like ice skating, bowling or roller blading. Saturday I am up early again for my 3 hour swimming session. My mum always comes and stays with me for this training session and then we often go out and visit my grandparents. Saturday afternoon is for me to chill out and catch up on any other homework I have to do. Sunday is a family day and we often go out to local parks or visit attractions. My dad is a keen horse rider so occasionally he gets me a horse and we go off riding together. Basically my whole week revolves around lots of different sporting activities!

Connor My week starts on Monday morning when I am usually late in getting up for school! It’s normally because I spend too much time on my Wii the night before and then I end up going to bed late. It’s also PE on a Monday which I am never prepared for. I hate the PE kit that I have to wear and I hate getting changed in front of other students. I quite like the activity we are doing at the moment but unfortunately none of my friends like it so I have to pretend that I don’t either. Monday night is usually another evening filled with computer games but this time I compete against my little brother/sister making sure I win every game! On Tuesday I normally get up in time for school. I can get up just a few minutes before we need to leave because my mum or dad always drops us off. We could get the school bus but I am way too lazy for that. After a pretty boring school day I usually meet my friends at the local park to mess about on the swings and slide. By the time it gets to Wednesday I am already trying to think of excuses to miss my PE lesson on Friday. I get ill quite a lot with colds, sore throats and headaches so perhaps I’ll be ill by the time it gets to Friday! Failing that I might be able to fake a sprained ankle saying that I fell down the stairs on Thursday night. One of my friends will probably forge my excusal note as they are always trying to get out of PE also. I have two main friends and for all of us sport is not something we enjoy. For Mohammad who is a practising Muslim he finds it difficult to enjoy PE as his family see no importance in it and not many of his Muslim friends play sport either. My other friend is John who has a physical disability. He was born with a visual impairment and they often get frustrated in sports activities when they don’t perform as well as they think they should do. John often gives up and has yet to find an activity they really enjoy. On Thursday I get a lift to school with John because both my parents go to work early. My parents are always at work and they never really have the time to take me out to do different things. I would like to learn to play a musical instrument but my parents are not interested in music so they won’t buy me one. I have said I would save up myself for the musical instrument but even if I have it there is no band near where I live that I could join. We live out in the country where it is difficult to access leisure centres and other community clubs. Nothing much in my week changes as we go through Friday, Saturday or Sunday. I spend most of my time playing my computer games and texting my friends. Mum and dad are in and out with work and when not working they leave me to get on with my own hobbies.

Lesson number – 22 – Levels of participation in sport and physical activity

Intended learning objectives. Sequence of activities / Teaching Points. Set differentiation 1. State the numbers of

people regularly participating in sporting activity at the recommended level.

2. Analyse data and identify the main trends of participation in different age group

Starter Give students a graph / table of data or show from the PowerPoint. Answer the questions on the resource sheet n terms of the participation rates according to the Household survey 2005.

Set 1 & 2 – work in groups to find out the different participation levels between men and women. Research task. Set 3 & 4 – key points highlighted with students filling in the gaps.

Main Possible delivery method: students divided into groups and give each group a category to discuss and find out the main participation trends for that group. Key points to cover:

Difference in participation rates between males and females

Difference in participation rates between age groups

Reasons for participation rates

In a variety of studies it is evidences that three quarters of adults had taken part in some sport, game or physical activity during the last twelve months. According to the Household Survey (2002) the five most popular sports, games or physical activities among adults in the UK are: Walking (46%)

Swimming (35%) Keep fit/yoga – including aerobics and dance exercise (22%) Cycling (19%) Cue sports – billiards, snooker and pool (17%) Refer to the websites below for additional statistical information: www.statistics.gov.uk www.uksport.gov.uk Differences in participation levels between men and women.

Far more men get involved either as sports players or spectators. 51% of men compared with 36% of women.

44% of men and 31% of women who participate in at least one activity belong to a club.

Overall men are more likely to participate in organised competition, with about 40% of men compared with 14% of women. Make the reference that the % for women is lower


Students to create a questionnaire that would help them find out the participation rates of their peers within the class. Produce a leaflet that highlights to a target group their levels of participation. Can you add recommendations to encourage more participation.

http://www.statistics.gov.uk/

http://www.uksport.gov.uk/

than men because it is still thought that being interested or good at sport is unfeminine – reinforcing the male dominance in sport and sport coverage.

More women are now involved in physical exercise and interested in health and fitness.

Participation rates for women in previously all-male sports such as football and rugby are now much higher and continue to grow.

Differences in participation rates of different age groups:

The proportion of adults who take part in at least one sport or physical activity generally decreases with age.

77% of 16-19 year olds take part in at least one activity compared with 30% of people aged 70 and over.

Walking is the most popular activity for all age groups. Participation in some activities is very strongly related to age. E.g. activities such as

football, cue sports, running and cycling are generally more popular with the younger age groups and the rates of participation for these activities decrease with age.

Participation in Golf is maintained up to age of 69, with the average age of participants around 42.

Participation rates in swimming and keep fit/yoga remain high between the ages of 16 and 44, after which they fall.

Participants in bowls peak among 60 – 69 year olds. Plenary

True / False statements 1. Walking is the least popular activity for all age groups – False 2. More men than women are involved in sport – True 3. Participation in Football decreases with age – True 4. Participation in Bowls decreases with age – False 5. Most people if a member of a club are members at a Health & Fitness club – True 6. Participation in sport increases as you get older - False

Key Vocabulary

Participation, males, females, activity types, percentages, age groups. Resources Required Access to websites

Household Survey 2005

Identify the participation levels from the Yorkshire Household Survey 2005

1. Which town/city is the most inactive? Doncaster

2. Which town/city is the most active? Richmondshire

3. Which town/city has 41% of participation in sport or active leisure at least 3 times a week for 30 minutes? Harrogate

4. Which county has the biggest participation in sport or active leisure at least 3 times a week for 30 minutes? North Yorkshire

5. Three towns/cities have the lowest number of club participants at 23%. Can you identify which town/city it is? Doncaster, Kingston upon Hull and North Lincolnshire.

6. What type of club are most people members of? Health and Fitness.

7. What is the highest percentage of adults that took part in competitive sport in the previous 12 months? 22%

8. What would you say is the main barrier that stops people participating in sports activities? A lack of time.

Lesson number – 24 & 25 – Specific Social, Cultural and Locational Reasons Affecting Participation

Intended learning objectives. Sequence of activities / Teaching Points. Set differentiation - Identify and describe

specific social, cultural and locational factors affecting participation

- Explain the positive and

negative effects of each factor giving practical examples

Starter What influences why you play a certain sport?

Higher sets – set possible research task focusing on a particular sport/country etc.

Main Students need to be aware of the following barriers to participation. Both the positive and negative element of each should be considered. They must link each to practical examples. Age Gender Education Family Disability Ethnicity Religion Environment Climate Also mentioned in the textbook are; Funding Time Resources Fitness/Ability Peer pressure Access Class Complete case study task. Assign each pair or student in your group one of the factors. Ask them to explain how it could affect participation (positive and negative).


Choose a sport from the list below and write a newspaper report explaining why participation and therefore performance by the national team/players is so poor in this sport.

- Skiing - Roman wrestling - Tennis

Plenary Students should write a retrospective description of what factors affected their participation in sport.

Key Vocabulary

Social, cultural, locational, barriers, all separate barriers. Resources Required

Page 148-152 in book Worksheet below

Specific Social, Cultural and Locational Reasons Affecting Participation

Case Studies Read the following case studies. For each case study;

1. Explain what barriers exist 2. Describe the positive factors that might help increase participation

Feedback your findings to the class. How many ‘Social, Cultural and Locational Reasons’ did you mention?

James is an 18 year old student of Jamaican origin from a very affluent area in Surrey. He is a talented golfer having played at the public school he attends. His parents have attempted to gain membership at one of the many old and traditional golf clubs in the area. Each club quickly denies his application.

Helen is a 21-years-old and from Stoke-on-Trent. Her brothers are keen amateur boxers and both train and fight regularly. Helen began to box as a child joining in with her brothers. She found herself to be very adept and has gradually trained more and more seriously. She would like to begin an amateur career by finding an opponent to fight. The Amateur Boxing Association will not support her in doing this and regularly ignore her calls. Helen is talented but has still not fought competitively.

Adil lives in inner city Bradford. He really enjoys playing tennis in the school gym. They simply use plastic rackets and sponge balls. Adil always wins the competitions and would like to play more often. Adil’s teachers have mentioned some clubs he could attend but he does not know where they are and they seem a long way away. Adil’s parent are not supportive and they believe other matters are more important.

Ben was a promising young footballer when a serious accident caused him to lose the majority of his sight. Ben worked through rehabilitation to help him deal with his condition and he responded well deciding life must continue despite his poor vision. During one appointment a doctor began to ask about his passions and interests. Football was mentioned and it was suggested that he should try to involve himself again in sport. Ben didn’t know where to start but he decided he wanted to play football once again.

John recently turned fifty and this significant birthday brought about a change in him. He decided he needed to start to look after his body better. He visited his local gym and enquired about becoming a member. On hearing his age the supervisor working on reception started to ask personal questions via a questionnaire. He also informed John that he would need to see his doctor before he was allowed to use the equipment. John was put off by this process and never actually became a member.

Oliver goes skiing every winter as part of a school excursion. He has been for the last five years and really enjoys the holiday. Oliver saves all year to attend the trip and he borrows or loans all the specialist equipment and clothing required. Oliver started as a beginner and each year he gets a little better with further instruction and practice. Oliver is now 16 and has matured in physicality. This year the instructors commented on his natural strength and technique and asked him if he planned to take his skiing further.

Lesson number – 26 – School Influences on Participation

School Influences on Participation

Intended learning objectives. Sequence of activities / Teaching Points. Set differentiation - Describe the role of the

school curriculum in promoting an active, healthy lifestyle

- Describe the Key Stage

3 and Key Stage 4 processes with examples for physical education in schools

Starter Brainstorm with a partner how the school curriculum (lessons) promotes students to have an active and healthy lifestyle.

This is potentially a large section condensed into one lesson – vary depth of delivery.

Main In Y10 students only need to know the role of the school curriculum (core PE lessons) in developing an active healthy lifestyle (extra-curricular, exam classes etc comes in Y11). National Curriculum - The role and aims of the national curriculum - What it means students do Key Stage 3 - When they are in KS3 - What students are expected to do - What activities they must study Key Stage 4 - When they are in KS4 - What it involves them doing - How it is different to KS3

Key Processes We must then link what students have to do in each Key Stage to the 5 Key Processes studied earlier in the year. These are; 1. Developing skills, 2. Making and applying decisions, 3. Developing physical and

mental capacity, 4. Evaluating and improving, 5. Making informed choices about healthy active lifestyles


For each key process give a practical example of how this happens in school. E.G. Developing skills – being taught football skills in Y9 football lessons

Plenary Aside from lessons how else could schools develop increased participation in sport?

Key Vocabulary

National curriculum, key stage 3, key stage 4, key processes Resources Required

Page 159-163 in book. Worksheet below.

What is the National Curriculum?

Key Stage 4 Read the introductory paragraph on page 162. Create four bullet points explaining when you are in KS4 and what you are expected to do.

Key Processes We must now link KS3 and KS4 with the key processes. Go through the following list and note whether each bullet point is linked either to KS3 or KS4, or perhaps both. You will need to read closely pages 160-163. The first one is done for you. Developing Skills Refine adapt and develop skills – KS3 Develop precision, control – Improve range, difficulty and quality of skills – Develop consistency – Making and Applying Decisions Select and use tactics, strategies and ideas in varying contexts – Adapt ideas as situation changes - Design plans to improve effectiveness – Plan what needs to be practiced – Organise and manage the environment – Recognise hazards – Developing Physical and Mental Capacity Develop core fitness components – Analyse how physical and mental capacity can affect performance – Develop determination to succeed – Prepare mentally – Evaluating and Improving Identify strengths and weaknesses – Critically evaluate/judge performance – Know how to improve performance – Develop imaginative action plans – Be clear about what you want to achieve – Informed Choices about Healthy Lifestyles Identify their best activities – Identify the role they would like to pursue – Link physical activity with diet, work, rest – Make informed decisions about physical activities that suit your needs -

Key Stage 3 Your teacher will read out the description of what Key Stage 3 is from the book. Firstly make notes in the box below. Then create five bullet points explaining when you are in KS3, what you are expected to do and what activities you must study.

Make Notes here.

Now explain the difference between what you are expected to do in KS3 and what is expected of you in KS4. Use the following key words in your answer; Complex, competing, roles, skills, apply, later life.

Key Stage 3 – Key Points

School Influences on Participation

The Key Processes are noted below. In each box give examples of how this Key Process takes place in our school. An example has been given for the first Key Process.

In the boxes below note down all the things you should be able to do by the end of Y11. The first Key Process has been done for you. Once you have done this analyse yourself by giving a mark out of ten for each bullet point.

Developing Skills - A range of football skills are taught in Y7 football lessons

Developing Skills Skills should have been adapted into techniques I should have a range of quality skills in all activities Skills should be consistent and performed with control and precision

Making and Applying Decisions

Making and Applying Decisions

Developing Physical and Mental Capacity

Developing Physical and Mental Capacity

Evaluating and Improving

Evaluating and Improving

Informed Choices about Healthy Lifestyles

Informed Choices about Healthy Lifestyles

Lesson number – 27 - Pathways



- To identify and

describe different pathways for involvement in physical activity

- Give practical examples of each pathway

Starter In terms of sport and physical activity explain what is meant by a ‘pathway’. Ans – Routes that can be taken to participate in sport and an active lifestyle

- Higher sets to create their own descriptions and examples via the title of each pathway

- Lower sets match up task/card sort

Main Students must be aware of the six pathways and be able to give practical examples. 1. Regular involvement in PE, sport, dance and healthy activity

Active participation, regular attendance at PE classes, extracurricular clubs/teams or fitness/dance classes

2. Taking part in school and community sport and dance opportunities Opportunities in school, college or community, extra-curricular clubs/classes, community clubs/classes, 5-a-side football, netball leagues, keep fit or dance sessions

3. Deciding to become a performer, leader or official and working towards a qualification Coaching badges, officiating badges, awards for participation (e.g. swimming). Accreditation (rewards) and qualifications increases motivation to be involved.

4. Being involved in increasingly complex and challenging tasks and activities Pushing yourself as you improve and gain experience, challenging yourself, can be rewarding but you must set realistic goals. Over-ambitious goals can lead to disappointment and an exit from the game/activity

5. Reaching the highest possible standards of involvement Again about challenge so you can meet your potential, strive to be better, raise personal standards. Possible great sense of achievement but again be realistic.

6. Pursuing routes into sport through volunteering Lots of opportunities as a volunteer, many roles especially in leading, organising – in schools, community, care homes, competitions and events

Homework Suggestions - Complete exam

questions on page 169 of the textbook

- Research the different opportunities that exist in your local community. Relate each to the correct pathway

Plenary Create three multiple choice questions to check if your partner has understood today’s lesson. Each question must have four options with only one being correct.

Key Vocabulary

Pathway, the different pathway names, volunteer, realistic goals, performer, official, leader, qualifications, accreditation Resources Required - Book - Match up/card

sort worksheet

Identification and Description of Pathways for Involvement in Physical Activity Look at the book page 167-168 and match the title of the pathway with the correct description. Then add you own examples. Pathway Description Examples

1. Regular involvement in PE, sport, dance and healthy activity

Coaching badges, officiating badges, awards for participation (e.g. swimming). Accreditation (rewards) and qualifications increases motivation to be involved.

2. Taking part in school and community sport and dance opportunities

Again about challenge so you can meet your potential, strive to be better, raise personal standards. Possible great sense of achievement but again be realistic.

3. Deciding to become a performer, leader or official and working towards a qualification

Active participation, regular attendance at PE classes, extracurricular clubs/teams or fitness/dance classes

4. Being involved in increasingly complex and challenging tasks and activities

Lots of opportunities as a volunteer, many roles especially in leading, organising – in schools, community, care homes, competitions and events

5. Reaching the highest possible standards of involvement

Opportunities in school, college or community, extra-curricular clubs/classes, community clubs/classes, 5-a-side football, netball leagues, keep fit or dance sessions

6. Pursuing routes into sport through volunteering

Pushing yourself as you improve and gain experience, challenging yourself, can be rewarding but you must set realistic goals. Over-ambitious goals can lead to disappointment and an exit from the game/activity

Extension Task – each pair to write a pathway in the middle of a sheet of A4. Write as many examples on it as possible in 60secs. Then pass round multiple times until all groups have considered examples for all pathways. Feedback to other groups.

Documents

To understand the - kingslynnacademy.co.ukkingslynnacademy.co.uk/wp-content/uploads/2015/12/Y10-new-SoW-unit...Crossword –Discover the 6 fundamental motor skills using the clues