Year 11 — Physical Education

Term 1: Sports Psychology

Students will learn about the classification of skills and the use of goal setting. They will study the basic information processing and guidance and feedback. Students will learn about mental preparation for performance including arousal, aggression, personality types and motivation.

Core PE: Students focus on the benefits of a healthy active lifestyle by participating in a range of different sports and activities. Some sports differ from those taught at key stage 3 to create a different journey to a healthy active lifestyle. Students participate in two sports each half term with a focus on sports leadership, teamwork, independent learning and physical activity.

All students are assessed in each unit in line with the Assessment Objectives (AO1-4). Each practical unit they are awarded an overall band as well as a breakdown of marks out of 1o for skill development and 15 for performance of skill in a game situation. Each theoretical unit is assessed through half termly written exam papers.

Skill

A learned action/behaviour with the intention of bringing about predetermined results.

Abilities

Inherited from your parents, abilities are stable traits that determine an individual's potential.

Open Skill

A skill which is performed in a certain way to deal with a changing or unstable environment.

Closed Skill

A skill which is not effected by the environment of performers within it.

Self-paced skill

The skill is started when the performer decides to start. The speed, rate or pace of the skill is controlled by the performer.

Externally-paced skill

The skill is started because of an external factor.

Performance Goals

Personal standards to be achieved. The performer compares their performance against what they have already done.

Outcome Goals

Focus on end result, for example winning.

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:

mental well-being, mindset, mental toughness

Create a supportive community:

lifelong learner, developing mentality, fascination

Term 2: Socio-Cultural Influences

Students will learn about engagement patterns of different social groups (gender, culture, age, family/peers and disabled performers) in physical activity and sport. Students will study the different forms of the media including the range and effects on sponsorship, sport, officials and spectators . The positive and negative impacts on technology in sport, They will learn about prohibited substances and methods including the type of performers likely to take PED’s and the advantages/disadvantages. Students will learn about spectator behaviour with an in depth look at hooliganism.

Core PE: Students focus on the benefits of a healthy active lifestyle by participating in a range of different sports and activities. Some sports differ from those taught at key stage 3 to create a different journey to a healthy active lifestyle. Students participate in two sports each half term with a focus on sports leadership, teamwork, independent learning and physical activity.

All students are assessed in each unit in line with the Assessment Objectives (AO1-4). Each practical unit they are awarded an overall band as well as a breakdown of marks out of 1o for skill development and 15 for performance of skill in a game situation. Each theoretical unit is assessed through half termly written exam papers.

Social Groups

People who interact with another, share similar characteristics, and have a sense of unity.

Engagement Patterns

Trends in involvement.

Stereotype

Widely held but fixed and oversimplified idea of a particular group.

Barrier to participation

An obstacle that prevents a group within society from participating in sport or physical activity.

Ethnic Group

A community made up of people who share a common cultural background.

Role Model

A person looked up to by others as an example to be copied.

Peer Group

A group of people of approximately the age, status and interest.

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:

healthy active lifestyle, participation, mindset

Create a supportive community:

right and wrong, reflect about beliefs, social context

Term 3: Socio-Cultural Influences

Students will learn about engagement patterns of different social groups (gender, culture, age, family/peers and disabled performers) in physical activity and sport. Students will study the different forms of the media including the range and effects on sponsorship, sport, officials and spectators . The positive and negative impacts on technology in sport, They will learn about prohibited substances and methods including the type of performers likely to take PED’s and the advantages/disadvantages. Students will learn about spectator behaviour with an in depth look at hooliganism.

Core PE: Students focus on the benefits of a healthy active lifestyle by participating in a range of different sports and activities. Some sports differ from those taught at key stage 3 to create a different journey to a healthy active lifestyle. Students participate in two sports each half term with a focus on sports leadership, teamwork, independent learning and physical activity.

All students are assessed in each unit in line with the Assessment Objectives (AO1-4). Each practical unit they are awarded an overall band as well as a breakdown of marks out of 1o for skill development and 15 for performance of skill in a game situation. Each theoretical unit is assessed through half termly written exam papers.

Commercialisation

The process by which a new product or service is introduced into the general market.

Media

The main ways people communicate collectively.

Sponsorship

Where a company pays money to a team or individual in return for advertising their goods.

Golden Triangle

The financial relationship between sport, sponsorship and media.

Spectators

People who watch sport; can be at the event or watch/listen/reading spectator.

Technology

A method that is developed to try and improve performance.

Hawkeye

An optical ball-tracking device used as an aid to officiating in tennis or cricket.

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:

Fascination, enjoyment, ethical reasoning

Create a supportive community:

Diversity, range of culture, social skills

Term 4: Health Fitness and Well-Being

Students will learn about the physical, emotional and social health, fitness and well- being along with the consequences of a sedentary lifestyle

with a focus on obesity. Students will familiarise themselves with somatotypes.

Students will understand energy use and the reasons for having a balanced diet, the role of proteins, carbohydrates, fats, vitamins/ minerals and the reasons for maintaining water balance.

Core PE: Students focus on the benefits of a healthy active lifestyle by participating in a range of different sports and activities. Some sports differ from those taught at key stage 3 to create a different journey to a healthy active lifestyle. Students participate in two sports each half term with a focus on sports leadership, teamwork, independent learning and physical activity.

All students are assessed in each unit in line with the Assessment Objectives (AO1-4). Each practical unit they are awarded an overall band as well as a breakdown of marks out of 1o for skill development and 15 for performance of skill in a game situation. Each theoretical unit is assessed through half termly written exam papers.

Physical Well-Being

All body systems working well, free from illness and injury.

Mental Well-Being

He/Her can cope with normal stresses of life, can work productively and fruitfully.

Obesity

A term used to describe people with large fat content. BMI of over 30 or 20 per cent.

Somatotype

A classification of body type.

Endomorph

Characterised by a pear shaped body/fatness with wide hips and narrow shoulders.

Ectomorph

Characterised by being tall and thin with narrow shoulders and narrow hips.

Mesomorph

Characterised by muscular appearance with wide shoulders and narrow hips.

Balanced Diet

Eating the right amount of calories and different types of food to provide suitable nutrients, vitamins and minerals.

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:

healthy active lifestyle, consequences, right and wrong

Create a supportive community:

healthy active lifestyle, enjoyment, reflection

Term 5: Exam Preparation

Exam preparation

Exam preparation is an essential part of the programme, which includes exam structure, revision techniques, and the scenario question.

All students are assessed in each unit in line with the Assessment Objectives (AO1-4). Each practical unit they are awarded an overall band as well as a breakdown of marks out of 1o for skill development and 15 for performance of skill in a game situation. Each theoretical unit is assessed through half termly written exam papers.

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:

reflect on experience, right and wrong, consequences

Create a supportive community:

healthy active lifestyle, mental well-being, physical well-being