SUBJECT AIM
IGCSE PE is a 2-year course that offers pupils the opportunity to study a wide variety of content within a sport and exercise context. The syllabus provides learners with the opportunity to study both the theoretical and practical aspects of Physical Education. It has been designed to encourage enjoyment in physical activity by providing learners with an opportunity to take part in a range of activities to develop an understanding of effective and safe physical performance. This help learners develop an appreciation of the necessity of sound understanding of the principles, practices and training that underpin improved performance, better health and well-being.
WHAT YOU WILL STUDY
Candidates will cover the following areas of study:
- Anatomy and Physiology
- Health, fitness and training
- Skill acquisition and psychology
- Social, cultural, and ethical influences
HOW WILL YOU BE ASSESSED
IGSCE Physical Education (grades A*-G) | Theory (Paper 1) | Practical (Assessed against 4 activities) |
50% weighting 100 marks 1hr 45 mins
| 50% weighting 100 marks Students are assessed across 4 physical activities from at least two of the seven categories listed: (Games activities, Gymnastics activities, Dance, Athletic activities, Outdoor adventurous activities, Swimming activities, Combat activities). Each sporting activity is marked out of 25. |
WHAT THIS SUBJECT CAN LEAD TO
- Physiotherapist
- Gym Instructor
- PE teacher
- Sports Science
- Sports Coach
- Nutritionist
Please click on the arrow for a detailed breakdown:
| THE LEARNING JOURNEY FOR PE – Year 10 GCSE | |||||
| Unit / Block of work | Key Episodes / Questions | Colour Code | Length of time. | Possible Symbol? | Learner Attribute(s) |
| Training | Principles of training and overload | Green | Weight training | Reflective | |
| Methods of training | open minded | ||||
| Warming up and cooling down | Knowledgeable | ||||
| Health and Well Being | Health and well-being | Green | Male and female running | Open minded | |
| Fitness | Reflective | ||||
| Diet and energy sources | Food plate/scales | Balanced | |||
| Components of fitness | Inquirer | ||||
| Fitness training | Inquirer | ||||
| VO2 Max | Reflective | ||||
| The Skeletal and Muscular System | Skeleton and it’s fucntions | Red | A Skeleton | Thinker | |
| Joint structure and function | Joints | ||||
| Movement at joints | |||||
| Muscles | Muscles | ||||
| Antagonistic muscle action | Tricep & Bicep | ||||
| Muscle fibre types | Muscle fibre | ||||
| Respiratory System | The pathway of air and gasous exchange | Red | The Lungs | ||
| The mechanics of breathing | |||||
| Breathing volumes and minute ventilation | Spirometer | Balanced | |||
| Circulatory System | Components of blood | Red | Vessels | ||
| Heart structure and function | The Heart(blue/red) | ||||
| Cardiac output | The Heart | ||||
| Energy Supply and the Effects of Exercise on the Body | Aerobic and anaerobic respiration | Red | Runners | Reflective | |
| Recovery | Lactic acid equation | Reflective | |||
| Short-term effects of exercise | breathing rate chart | Principled | |||
| Long-term effects of exercise | Heart | Thinker | |||
| Skill and Skill Acquisition | Skill and ability | Orange | Basketballer doing a layup | ||
| Skilled performance | golfer | ||||
| Skill classificaition | Contuniuum | open minded | |||
| Simple information-processing model | computor | Communicator | |||
| The stages of learning | Caring | ||||
| Feedback | person speaking | Communicator | |||
| Guidance | Caring | ||||
| Simple Biomechanics | Principles of force | Red | Isaac newton | Inquirer | |
| Applications of force | A lever | Risk taking | |||
| Levers | A lever | Knowledgeable | |||
| THE LEARNING JOURNEY FOR PE BTEC SPORTS | |||||
| Year 10 BTEC Sport | |||||
| Unit / Block of work | Key Episodes / Questions | Colour Code | Length of time. | Possible Symbol? | Learner Attribute(s) |
| Unit 1: Principles of Fitness and Fitness Training | Learning aim A: Understand the components of fitness | 30 Hours | |||
| A1 Components of physical-related fitness | |||||
| A2 Components of skill-related fitness | |||||
| A3 Fitness tests to assess components of fitness – Administration and description of all fitness tests | |||||
| A4 Classification of sport for team or individual | |||||
| Learning aim B: Support the administration of fitness tests for different components of fitness | |||||
| B1 Explore specific fitness tests for client – Importance of factors that need to be considered when administering fitness tests | |||||
| B2 Planning of fitness test | |||||
| B3 Administering fitness tests | |||||
| Learning aim C: Evaluate fitness testing data | |||||
| C1 Produce a fitness profile for a selected sports performer | |||||
| C2 Provide feedback to a selected sports performer | |||||
| Unit 5: Practical Sport | Learning aim A: Explore the rules, laws and regulations, and the roles and responsibilities of officials in selected sports | 60 hours | |||
| A1 Rules, laws and regulations of selected sports | |||||
| A2 Types of officials | |||||
| A3 Roles and responsibilities of officials | |||||
| A4 Applications of the rules, laws and regulations | |||||
| Learning aim B: Know the skills, techniques and tactics required to participate in selected sports | |||||
| B1 Skills required to perform in a sport | |||||
| B2 Techniques of each of the skills | |||||
| B3 Tactical demands required to perform in a sports performance | |||||
| Learning aim C: Demonstrate skills, techniques and tactics in selected sports | |||||
| C1 Safe and appropriate participation | |||||
| C2 Correct application of skills, techniques and tactics | |||||
| C3 Effective use of skills, techniques and tactics in specific practices or situations | |||||
| Learning aim D: Carry out a review of performance of self and others in selected sports | |||||
| D1 Assessment methods to review the performance of the skills and techniques in selected sports | |||||
| D1 Assessment methods to review the performance of the skills and techniques in selected sports | |||||
| D3 Developments plan to improve performance | |||||
| Unit 2: Training for Personal Fitness | Learning aim A: Design a personal fitness training programme for a selected sports performer | 30 hours | |||
| A1 Personal information to aid training programme design | |||||
| A2 The basic principles of training (FITT) | |||||
| A3 Programme design | |||||
| A4 Classification of sport for team or individual | |||||
| Learning aim B: Perform a self-designed fitness training programme for selected sports performer | |||||
| B1 Safely implement a short-term personal fitness training programme | |||||
| B2 Training diary for each session recording | |||||
| Learning aim C: Review a personal fitness training programme | |||||
| C1 Review the programme | |||||
| Unit 7: Anatomy and Physiology for Sport | Learning aim A: Know about the structure and function of the musculoskeletal system | 30 hours | |||
| A1 Structure of the musculoskeletal system | |||||
| A2 Functions of the musculoskeletal system | |||||
| A3 Joints | |||||
| Learning aim B: Know about the structure and function of the cardiorespiratory system | |||||
| B1 Structure of the cardiovascular system | |||||
| B2 Structure of the respiratory system | |||||
| B3 Functions of the cardiovascular system | |||||
| B4 Functions of the respiratory system | |||||
| THE LEARNING JOURNEY FOR PE | |||||
| Year 10 BTEC Sport | |||||
| Unit / Block of work | Key Episodes / Questions | Colour Code | Length of time. | Possible Symbol? | Learner Attribute(s) |
| Unit 9: Planning and Leading Sports Events | Learning aim A: Explore sports events | 60 hours | |||
| A1 Sports events • Types of sports event | |||||
| A2 Sports event considerations • Purpose of sports event | |||||
| Learning aim B: Plan, prepare and lead sports events | |||||
| B1 Key participant considerations of sports events | |||||
| B2 Key event considerations | |||||
| B3 Roles and responsibilities involved in planning and leading a sports event | |||||
| B4 Leading a sports event | |||||
| B5 Contributing to the planning and leading of a sports event | |||||
| Learning aim C: Review the planning and leading of a sports events | |||||
| C1 Review focus | |||||
| C2 Writing an action plan for future sports events | |||||
| Unit 8: Sports-related Injuries and Illnesses | Learning aim A: Explore the risks and hazards associated with sports participation | 30 hours | |||
| A1 People-related risks and hazards | |||||
| A2 Equipment-related risks and hazards | |||||
| A3 Environment-related risks and hazards | |||||
| Learning aim B: Discuss different injuries and illnesses associated with sports participation | |||||
| B1 Causes of injury | |||||
| B2 Types of injury | |||||
| B3 Types and signs of illness | |||||
| Learning aim C: Describe the responses to injury and injury care | |||||
| C1 Physiological responses to injury | |||||
| C2 Psychological responses to injury | |||||
| C3 Basic care of physiological injuries | |||||
| C4 Basic care to help support recovery | |||||
| C5 Basic care of psychological injuries | |||||
| THE LEARNING JOURNEY FOR PE IGCSE | ||||
| Unit / Block of work | Key Episodes / Questions | Colur Code | Possible Symbol? | Learner Attribute(s) |
| Psychology | Goal-setting | Orange | Inverted U’ graph | |
| Motivation and mental preparation | ||||
| Arousal | ||||
| Anxiety | ||||
| Relaxation techniques | ||||
| Personality types | ||||
| Social and cultural influences | Leisure, recreation and the growth of leisure activities | |||
| The sports development pyramid | ||||
| Access and participation in sport | Blue | Television | ||
| Sportsmanship | ||||
| Media | ||||
| Global events | ||||
| Professional and amateur performers | ||||
| Technology in sport | ||||
| Ethics and other issues | Performance-enhancing drugs (PEDs) | Blue | A syringe | |
| Blood doping | ||||
| Riks and risk assessment | ||||
| Injuries | ||||