Gcse Phed Support 4753

REVISED GCSE
Scheme of Work
Physical Education
This is an exemplar scheme of work which
supports the teaching and learning of the
Physical Education specification
GCSE Physical Education
Contents Page
Scheme of Work 3
Component 1: Developing Knowledge, Understanding and Skills for Balanced, Healthy 7

Lifestyles and Participation in Physical Activities
1.1 Concepts of Health, Physical Fitness and Skilled Performance 8
1.2 Key Influences That Impact on Balanced, Healthy Lifestyles and 11

Participation in Physical Activities
1.3 The Impact of Exercise and Training on Balanced, Healthy Lifestyles and Physical 18
Fitness
1.4 Types of Exercise and Methods of Training 21
1.5 Principles for Developing Physical Well-Being and Physical Fitness 25
1.6 Assessing and Monitoring the Development of Physical Health/Well-Being and Peak 29
Physical Performance
1.7 The Effects of Exercise and Training and Physical Activity on the Body 32
1.8 Health and Safety Issues 34
1.9 Exercise and Training Sessions 35
1.10 Exercise and Training Programmes 37
Component 2: Developing and Maintaining a Balanced, Healthy Lifestyle 39
Resources 44
CCEA Exemplar Scheme of Work: GCSE Physical Education
Introduction
CCEA has developed new GCSE specifications for first teaching from September 2009. This scheme
of work has been designed to support you in introducing the new specification.
The scheme of work provides suggestions for organising and supporting students’ learning activities. It
is intended to assist you in developing your own scheme of work and should not be considered as
being prescriptive or exhaustive.
Please remember that assessment is based on the specification which details the knowledge,
understanding and skills that students need to acquire during the course. The scheme of work should
therefore be used in conjunction with the specification.
Published resources and web references included in the scheme of work have been checked and were
correct at the time of writing. You should check with publishers and websites for the latest versions
and updates. CCEA accepts no responsibility for the content of third party publications or websites
referred to within this scheme of work.
A Microsoft Word version of this scheme of work is available on the subject microsite on the CCEA
website (www.ccea.org.uk/microsites). You will be able to use it as a foundation for developing your
own scheme of work which will be matched to your teaching and learning environment and the needs
of your students.
I hope you find this support useful in your teaching.
Best wishes
Margaret McMullan
Subject Officer
Physical Education
E-mail mmcmullan@ccea.org.uk
Telephone 028 9026 1200 (ext: 2285)
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CCEA Exemplar Scheme of Work:

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Scheme of Work
The subject content is divided into three compulsory components:
 Component 1: Developing Knowledge, Understanding and Skills for Balanced, Healthy Lifestyles
and Participation in Physical Activities
 Component 2: Developing and Maintaining a Balanced, Healthy Lifestyle
 Component 3: Individual Performance in Physical Activities.
This scheme of work covers components 1 and 2.
Teachers do not have to teach the components in the order presented in this scheme of work. They
are free to organise the teaching of the content as they think appropriate. They should, however,
emphasise the interrelationships between the different components.
Component 1: Developing Knowledge, Understanding and Skills for Balanced, Healthy

Lifestyles and Participation in Physical Activities (40%)
1.1 Concepts of Health, Physical Fitness and Skilled Performance
1.2 Influences That Impact on Balanced, Healthy Lifestyles and Participation in Physical Activities
1.3 The Impact of Exercise and Training on Balanced, Healthy Lifestyles and Physical Fitness
1.4 Types of Exercise and Methods of Training
1.5 Principles for Developing Physical Well-Being and Physical Fitness
1.6 Assessing and Monitoring the Development of Physical Health/Well-Being and Peak Physical
Performance
1.7 The Effects of Exercise and Training and Physical Activity on the Body
1.8 Health and Safety Issues
1.9 Exercise and Training Sessions
1.10 Exercise and Training Programmes
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Component 2: Developing and Maintaining a Balanced, Healthy Lifestyle (20%)
This component introduces students to the concept of a balanced, healthy lifestyle. Society is
increasingly concerned about rising levels of obesity and low levels of exercise, particularly amongst
young people. This component enables students to gain knowledge and skills that will help them
develop and maintain balanced, healthy lifestyles.
Component 3: Individual Performance in Physical Activities (40%)
This component carries an overall weighting of 40% of the total marks. Teachers assess the students
performance, and we moderate the assessment. The study of this component enables students to
develop useful life skills through participating in a range of physical activities.
For this component students must complete:
(a) Analysing, evaluating, planning, implementing and monitoring actions to improve skilled
performance in selected physical activities;
and
(b) Improving the quality, efficiency and effectiveness of individual performances in physical
activities.
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Component 1:
Developing Knowledge, Understanding
and Skills for Balanced, Healthy
Lifestyles and Participation in
Physical Activities
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Specification: GCSE Physical Education
Component 1: Developing Knowledge, Understanding and Skills for Balanced, Healthy

Lifestyles and Participation in Physical Activities (40%)
Component 1.1: Concepts of Health, Physical Fitness and Skilled Performance
Specification Content Learning Outcomes Teaching and Learning Activities Resources
Health Students should be able to:
 define the term health, for example: ‘a Group discussion: ‘How do you know if you are Prentice (2006) Section 1,
state of complete physical, social and healthy?’ (pp 6–7)
mental well-being and not merely the Note: Physical health may be easier to assess
absence of disease or infirmity’ than the other two.
(World Health Organisation); Students note a definition of health.
Debate: ‘Are paralympians healthy?’ Gallagher et al. (1997) (pp 4)
 explain how to maintain physical well- Students list 5 life-style choices which could
being and the possible consequences of affect their physical well-being, e.g. diet, alcohol,
not maintaining it; smoking, exercise, drugs.
 explain how to maintain social well-being What is socialising? What impact might it have
and the possible consequences of not on health?
maintaining it; and Consider friendship/peer groups/teams.
 explain how to maintain mental well- Students define mental health.

being and the possible consequences of Group discussion: How can we deal with stress?
not maintaining it. Personal reflection: How do you relax or enjoy
yourself?
8
Physical Fitness Students should be able to:
 define physical fitness, for example: ‘the Students define ‘physical fitness’. Prentice (2006) Section 1,
ability to perform physical tasks Discussion points: Is it only about being strong, (pp 7–8)
efficiently and effectively’; the right weight, being able to keep going for a
long time? Consider other definitions, e.g. the www.brianmac.co.uk
ability to carry out our daily tasks without undue www.netfit.co.uk
fatigue.
 explain that physical fitness is a relative Group discussion: ‘Is a 2 metre tall shot putter Prentice (2006) Section 1,
concept; you can be fit for one task but weighing 120kg fit?’ ‘Is a 1 metre 50 cms tall (pp 8)
not fit for another; gymnast weighing 40kg fit?’ Beashel and Taylor (2001)
Fitness is made up of many elements. ‘Physical Chapter 3
fitness means the capability of the individual to
meet the varied physical and psychological Gallagher et al. (1997) (pp 4)
demands made by a sporting activity, without
reducing the person to an excessively fatigued
state.’
 explain the difference between physical Consider the differences between being
health and physical fitness; and physically healthy and physically fit.
 explain the meaning of the terms exercise Having defined the terms exercise and training
and training. allow students to debate either:
‘Is it possible to exercise without training?’
or
‘Is it possible to train without exercising?’
9
Skilled Performance Students should be able to:
 define the term skill or skilled performance, Research other definitions using a variety of Prentice (2006) Section 1,
for example ‘the ability to economically sources: ‘The ability to select and carry out the (pp 8)
coordinate and control the movement to most appropriate physical actions often with the
achieve the task goal’; and minimum of time and effort.’ Prentice (2006) Section 10
‘Skill is the learned ability to bring about
predetermined results with maximum certainty, Beashel and Taylor (2001)
often with the minimum outlay of time or Chapter 4
energy, or both.’ (Knapp).
Skill must involve economics and efficient Gallagher et al. (1997)
movement to bring about a desired result. ‘If I (pp 40)
throw a dart and hit the bull’s-eye, is that skill?’
 analyse, interpret and evaluate
information on the concepts of health,
physical fitness or skilled performance.
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Component 1.2: Key Influences That Impact on Balanced, Healthy Lifestyles and Participation in Physical Activities
Key Influences that Students should be able to:

Impact on Participation
in Physical Activity  know and understand how the following Students draw up a list of twenty physical Prentice (2006) Section 11,
key influences, or combinations of key activities then classify the activities under the (pp 111–123)
influences, impact on their own and following headings:
others’ ability to sustain involvement in  team activities; and Beashel and Taylor (2001)
physical activity:  individual activities. Chapter 14
– personal characteristics and the nature Using their lists (above), students discuss the
of physical activities, such as introvert different personal qualities required for these
or extrovert, motivation, arousal and physical activities. How different/similar are the
competition; qualities required for team activities compared
with individual activities?
Also consider physical aspect, e.g. rugby, gaelic
football.
– parents, siblings and peers; Students carry out a short survey to establish the
main physical activity undertaken by:
 parents;
 siblings (brothers and sisters); and
 peers.
What factors might influence the activities chosen

by each group?
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in Physical Activity – facilities, such as availability, location, Visit one public and one private sports facility in
(cont.) access, public or private sector; your area. Identify the sports/activities that take
place at these facilities.
– experiences in physical activities, for Personal reflection: How have individual

example, school, club, coaching, experiences influenced involvement in physical
excitement and success; activity? Students might consider the influence
of, for example, PE staff/school
success/coaching, enjoyment.
– affluence; Does the cost of an activity stop people

participating?
– work-leisure balance, for example, Consider length of working week/weekend,

occupation or type of work; working/shift work. Consider different types of
job, are they physically/mentally demanding –
how might this affect participation?
– cultural heritage; What sports do your family/school/area support

or value?
– alternative leisure activities, for Carry out a survey to find the % of pupils with
example, cinema, electronic games, electronic games and how long is spent playing
internet and shopping; and these as opposed to how long they spend on
physical activity.
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in Physical Activity  analyse, interpret and evaluate Students consider some differing activities, e.g.
(cont.) information given on the key influences golf and soccer, squash and basketball.
listed above or combinations of these What influences people to take part or not take
influences. part in these?
Key Lifestyle Choices  define the term diet and explain why we Ask students to list the food they have eaten over Prentice (2006) Section 2,
that Impact on need to eat food; the past two days. Discuss the equation: (pp 10–18)
Balanced, Healthy Food + Oxygen Energy + CO2 + H2O
Lifestyles and Peak Beashel and Taylor (2001)
Physical Fitness:  know and understand the components Look at the list above and categorise the food Chapter 2
of food: carbohydrates, fats, proteins, into the different components. (Foodstuffs may
Diet vitamins, minerals, dietary fibre and be in more than one group). Discuss why we Gallagher et al. (1997)
water; need to eat each of the components and why we (pp 38)
need to control the amount we eat.
 explain the factors that can affect energy Draw a comparison with a sports car, a city run
needs, for example metabolism, age, around and a truck. They burn fuel at different
body size, body composition, gender, rates, why? Truck may be more powerful than
physical activity levels and climate; sports car, why?
(Metabolism could be equated with idle speed!)
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Diet (cont.) Students should be able to:
Discuss off-season dietary changes/requirements

and different dietary needs for different sports,
e.g. runner/shot putter.
 know and understand the characteristics Having looked at their diet, ask students to
of balanced, healthy meals or snacks consider their energy needs.
such as breakfasts, lunches, dinners or  How would they change/improve their diet?
snacks;  Discuss the results, applying recommended
percentages.
Consider ‘energy’ foods/drinks that are Prentice (2006) Section 2,
advertised. Split class into groups to do a poster (pp 16–17)
on balanced, healthy diets. Davis et al. Chapter 5
www.healthpromotionagenc
 compare and contrast diets for health Ask students to list 10 athletic events/sports and y.org.uk
and diets for peak physical fitness; decide if their carbohydrate/protein/fat etc
intakes should be high/medium/low. Discuss
differing needs and apply to being ready for
competition. Discuss weight-reducing diets and
weight increasing diets.
 understand the characteristics and effects Having introduced the term obesity, discuss the www.healthpromotionagenc
of unbalanced, healthy diets; and current concern about the levels of obesity y.org.uk/work/publications
among children.
 Why do they think this is happening? www.thefitmap.co.uk
 How might changes to their diet be made?
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Diet (cont.) Students should be able to:
 analyse, interpret and evaluate Give students examples of diets for two or more
information on diet. sports, people or individuals with contrasting
needs, e.g. a female gymnast and a male shot
putter, or secretary and builder. Discuss their
dietary needs.
Tobacco  explain the effects of nicotine, tar and Discuss how and why smoking can have a Prentice (2006) Section 2,
carbon monoxide on physical detrimental effect on performance. (pp 22–24)
performance;
Beashel and Taylor (2001)
 explain the long-term effects of smoking With students discuss the long term accumulation Chapter 6
on health; and of tar in lungs and the reduction of oxygen
intake. Discuss respiratory related diseases, lung www.dhsspsni.gov.uk/
cancer, emphysema, bronchitis, mouth and throat smoking
cancer.
Gallagher et al. (1997) (pp 49)
 analyse, interpret and evaluate Make posters showing the possible cost in health
information given on smoking tobacco. and monetary terms.
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Alcohol Students should be able to:
 explain the effects of alcohol on physical Students list the effects of alcohol on the body. Prentice (2006) Section 2,
performance; Consider how these effects would affect an (pp 25–26)
athlete’s performance.
Beashel and Taylor (2001)
 explain the long-term effects of alcohol Define a unit of alcohol. Discuss ‘measures’ of Chapter 6
on health; and alcohol, e.g. pints, spirits, bottles and their unit www.healthpromotionagency
value. Study statistics for underage drinking. .org.uk
Discuss problems related to long term
consumption of alcohol. Discuss gender Gallagher et al. (1997) (pp 49)
differences.
 analyse, interpret and evaluate Give students a series of scenarios relating to the
information on alcohol. recommended units of alcohol.
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Rest and Sleep Students should be able to:
 distinguish between rest and sleep; Ask students to write a definition for each, and Prentice (2006) Section 2,
discuss the difference in these two terms. (pp 26–28)
 explain how the lifestyle choices of diet, Group work: Divide the class into five groups, www.thefitmap.co.uk
smoking tobacco, alcohol, drugs and discuss how each factor might influence your
exercise can affect the quality of sleep; quality of sleep.
 explain the effects of rest and sleep on Ask class to suggest why we need to have periods
physical performance and health; and of rest and periods of sleep. How would lack of
these affect performance/health?
 analyse, interpret and evaluate Different jobs may demand more working hours
information given on rest and sleep. and/or effort. Discuss problems with night shift
working or changing shift patterns. Discuss jet
lag and its possible effects on performance.
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Component 1.3: The Impact of Exercise and Training on Balanced, Healthy Lifestyles and Physical Fitness
Exercise and Physical Students should be able to:

Activity
 explain why we need to plan sufficient Discussion: In our industrialised society, where News.bbc.co.uk/2/hi/healthh
and appropriate physical activity to keep many jobs do not involve a lot of physical cd2.bupa.co.uk/health
our bodies healthy and in good working exertion, why do we need exercise?
order; www.thefitmap.co.uk/
exercise
 explain the benefits that regular and Group work: Divide the class into nine groups.
appropriate exercise can have on: Using flip chart sheets and pens, ask students to
– the body systems; suggest positive effects that regular and
– weight control; appropriate exercise has on each of the following:
– posture;  the body systems;
– self-confidence;  weight control;
– controlling negative habits;  posture;
– rest and sleep;  self-confidence;
– reducing the risk of some illnesses
 controlling negative habits;
and disease;
– relieving stress;  rest and sleep;
– extending a healthy, active life; and  reducing the risk of some illnesses and disease;
 relieving stress; and
 extending a healthy, active life.
Each group feeds back to the class.
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Exercise and Physical Students should be able to:

Activity (cont.)
 analyse, interpret and evaluate Take two extremes, e.g. an office secretary and a
information on the benefits of exercise. postal delivery worker, and discuss the differing
exercise requirements and the benefits of regular
and appropriate exercise.
Components of  know and understand the components List 10 activities and ask the class to decide on Prentice (2006) Section 3,
Exercise and Physical of exercise and physical fitness (aerobic one important fitness component related to that (pp 31–34)
Fitness energy production, anaerobic energy activity, for example:
production, muscular power, muscular Gymnastics – flexibility
strength, muscular speed, muscular Shot putt – power www.brianmac.co.uk
endurance and flexibility) and be able to Marathon – aerobic endurance www.netfit.co.uk
give examples of activities that 100m sprint – anaerobic energy production.
demonstrate each of them;
This will lead to discussion about the need for Prentice (2006) Section 3
more than just one component for an activity.
 explain what determines potential in Take each component and discuss what is
each of the exercise and physical fitness happening in the body and how this can limit
components; performance.
 explain the relative importance of the Consider a health-related exercise programme.

exercise and physical fitness components What should be included? How can we make it
for health-related exercise programmes appropriate to our needs and lifestyle?
based on the physical demands of
balanced, healthy lifestyles;
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Components of Students should be able to:

Exercise and Physical
Fitness  explain the relative importance of the How would you adjust your programme to suit www.brianmac.co.uk
(cont.) exercise and physical fitness components your sporting needs? What are the main
for training programmes for tasks, components in your activity and how would you
events, sports or positions within sports, focus on these? Consider different requirements
based on their physical demands; and for different positions in a sport, e.g. a back or a
prop in rugby, or a goalkeeper and a forward in
soccer/hockey.
 analyse, interpret and evaluate Using the 10 listed activities from earlier, create a
information on the exercise and physical spreadsheet showing the components of physical
fitness components or the relative fitness. Ask students to give a score of 1 (lowest)
importance that has been given to them to 5 (highest) for the importance of each
for health-related exercise programmes component to each sporting activity.
or training programmes for tasks, events,
sports or positions within sports.
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Component 1.4: Types of Exercise and Methods of Training
Types of Exercise Students should be able to:
 know and understand that there are Role play: Create a number of scenarios, e.g. a 25 Prentice (2006) Section 4,
different types of exercise that provide year old female office worker who is overweight (pp 38–53)
resistance for muscles or stretch the and has not exercised in some time. Students
muscles, for example, walking, running, should decide what questions they would ask and
cycling, swimming and other appropriate what advice they would give to someone who
exercises; and wanted to get ‘fit’ before conducting the role play.
Consider alternative suggestions and discuss pros
and cons for each.
 select appropriate types of exercise for Consider what type of exercise is appropriate for
balanced, healthy lifestyles and different individuals and their needs. Should they
understand how these are used go weight training or running or both?
effectively to develop physical well-
being.
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Methods of Training Students should be able to:
 know and understand what is involved Students complete a table showing each method Prentice (2006) Section 4,
in: of training and stating which fitness components (pp 38–46)
– continuous steady-pace training; they would develop.
– fartlek training; Gallagher et al. (1997)
– interval training; (pp 26)
– circuit training;
– isotonic weight training;
– assault course-type training;
– isometric training;
– static flexibility training (performed
actively or passively);
– ballistic/dynamic flexibility training;
 explain how continuous steady-pace Discuss how each of these training methods uses Prentice (2006) Section 4,
training, fartlek training, interval training time and intensity to develop either aerobic or (pp 47–52)
and circuit training are used effectively anaerobic fitness. Give examples of training
to develop aerobic or anaerobic fitness; sessions for aerobic and anaerobic fitness, circuit
training, fartlek and continuous steady pace
training.
Discuss similarities and differences.
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(cont.)
 explain how isotonic weight training, Explain the difference between isotonic and
circuit training, assault course-type isometric contractions. Give examples of
training and isometric training are used isotonic and isometric training. Develop the
effectively to develop muscular power, concept of isotonic weight training and relate it
muscular strength, muscular speed or to muscular power, strength, speed or
muscular endurance; endurance. Relate to local fitness centres using
free weights, fixed weights or machines.
Practical activity: Set up an assault type course

in the gym using, for example, beams, benches,
ropes, medicine balls. Time pupils in completing
course. Discuss weaknesses and how to
improve.
Ask class to design a circuit:

 how it would be administered, e.g. time per
station or reps to complete;
 apply principle of recovery to the circuit;
 discuss positive and negative aspects of the
circuit;
 set up a circuit and complete it;
 take pulse rates at start and finish and discuss
results; and
 discuss changes/problems.
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(cont.)
 explain how static flexibility training Introduce students to different types of flexibility
(performed actively or passively), and training. Discuss how these are used effectively
ballistic/dynamic flexibility training are to develop flexibility. How long should each
used effectively to develop flexibility; stretch be held and how long should the sessions
and last? When is the best time to develop flexibility?
 analyse, interpret and evaluate Give class examples of training methods for www.brianmac.co.uk
information on: specific fitness components and ask them to
– the use of exercise to develop evaluate the appropriateness of the training.
physical well-being;
or
– the use of training methods to
develop aerobic or anaerobic fitness,
muscular power, muscular strength,
muscular speed, muscular endurance
or flexibility.
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Component 1.5: Principles for Developing Physical Well-Being and Physical Fitness
Principles for Students should be able to:

Developing
Physical Fitness:  know and understand: Discuss the FITT principle, discussing each Prentice (2006) Section 5,
– the Frequency, Intensity, Type and element. Explain the minimum requirement for a (pp 54–60)
FITT principle Time (FITT) principle; training programme to be effective.
Specificity Prentice (2008) Section 5,
Overload – the principle of specificity; Consider how a training programme for a Workbook 1, (pp 35–43)
Progressive overload marathon runner would differ from that of a long
Rest/Recovery distance swimmer. Beashel and Taylor (2001)
Variety Chapter 3
Peaking – the principle of overload; If we don’t place the body under stress then
Reversibility and adaptation will not occur. How do we achieve
Maintenance the right level of stress?
– the principle of progressive overload; When the body adapts to that level, how do we
continue to stress our body? Discuss different
ways of changing the programme to bring about
progressive overload.
– the principle of rest and recovery; The body is being asked to work harder and
adapt. How can we help the process of change?
Discuss the saying: ‘No pain, no gain’. Consider
muscular soreness and fatigue.
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FITT principle Students should be able to:

Specificity
Overload – the principle of variety; Consider how a swimmer would feel if the only
Progressive overload physical activity in their training programme was
Rest/Recovery swimming. How could they add variety but still
Variety maintain the training effect?
Peaking
Reversibility and – the principle of peaking; Discuss how an athlete might best prepare
Maintenance himself for competition. Does he train hard right
(cont.) up to the event?
– the principle of reversibility and Ask students: ‘What effect would stopping
maintenance; training have?’ Consider effect on muscle (it
doesn’t turn to fat!), aerobic fitness (cardio-
vascular system).
 explain how the principles of training are Students develop a programme for themselves Prentice (2008)
applied safely and effectively to with a view to completing a 10k run in 6 weeks Workbook 1, (pp 59, 36)
workouts or training programmes to time.
develop fitness in the components of
exercise and physical fitness; and
 analyse, interpret and evaluate the safety, Discuss with them how they have applied the
appropriateness and effectiveness of the principles appropriately (e.g. is there progression
application of the principles of training and is it realistic? is there variety, e.g. fartlek?).
to workouts or training programmes to
develop fitness in the components of
exercise and physical fitness.
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Developing Physical
Well-being  know and understand how physical Practical activity: Students keep an activity diary
activity can be built into the working for one week. Discuss with them what should be
day, for example using the stairs instead included in the list, e.g. activity – walking, time –
of the lift; walking to and from school 10 mins, intensity – ‘normal’, or activity –
and/or work, walking at lunchtime; basketball, time – 30 mins, intensity – ‘high’,
lifting or carrying objects; and bending, flexibility – high.
stretching and twisting;
 identify how 30–60 minutes of moderate Discuss how a range of individuals could increase
exercise or physical activity can be the amount of physical activity, e.g. walk or cycle
incorporated each day into people’s to school or shops, use stairs instead of lift, join
lifestyles, for example by gardening, an after school activity.
cleaning, walking, cycling or swimming
and how this can reduce the time spent
on sedentary activities such as watching
television or playing video games; and
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Developing Physical
Well-being (cont.)  analyse, interpret and evaluate lifestyle Group activity: Students consider a range of pre-
patterns with regard to balanced, healthy determined examples such as:
lifestyles and be able to make  full time student aged 19 with a part-time job;
recommendations for improvement.  male aged 45 working full time in an office;
and
 retired female.
Students recommend how each could incorporate

up to one hour of moderate physical activity each
day into their lifestyle.
Using the scenarios above, students evaluate the

benefits of introducing up to 60 minutes of
moderate physical activity into the lifestyle. What
issues or problems might arise in each case?
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Component 1.6: Assessing and Monitoring the Development of Physical Health/Well-Being and Peak Physical Performance
Purpose of Monitoring Students should be able to:

and Assessing Levels of
Physical Fitness  evaluate the benefits of assessing and Ask students: ‘Do you consider yourself fit?’ On Prentice (2006) Section 6,
monitoring progress when following what criteria do they base their answer? How do (pp 61–65)
exercise or training programmes. you know if you are getting fitter? Does feeling
fitter, mean you are fitter? If student A can do 20 Prentice (2008)
press-ups and student B can do 30 press-ups, is Workbook 1, (pp 44–51)
student B fitter than student A. Can we use this
information in any way?’
Methods used to Assess  select or devise appropriate and effective Ask students how they would set up a test for Beashel and Taylor (2001)
Levels of Fitness in the methods of assessment to measure each component. Discuss ease of administration. Chapter 4
Components of progress in each of the components of Discuss ways in which progress can be measured
Physical Fitness physical fitness; and in each component of physical fitness.
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Methods used to Assess Students should be able to:

Levels of Fitness in the
Components of  analyse, interpret and evaluate the Either ask the class to devise a test for a
Physical Fitness (cont.) appropriateness and effectiveness of component of fitness, or give them examples of a
given methods of assessment to measure test, e.g. 5 min press-up test, or 100m sprint test,
progress in the components of physical and ask them to evaluate the test.
fitness.
Consider and discuss recognised tests, e.g.
Cooper 12 min run, Queen’s Fitness Tests,
Harvard Step Test. How can an athlete
determine if his/her programme is effective?
Practical activity: Apply one or more of the

recognised tests before/after a period of training.
Consider the retest results and discuss these with
a partner or in a group discussion.
Principles
Underpinning Fair  explain the principles underpinning fair Discuss with students how to ensure fair
Assessment assessments; assessment, e.g. what is a ‘good’ sit-up or press-
up? Discuss test protocols for a recognised test.
If a run is timed inside and retested outside, are
the results valid?
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Principles Students should be able to:

Underpinning Fair
Assessment (cont.)  explain how the principles underpinning Give students two scores from a valid test and
fair assessment are applied to assess and ask them to comment on the results, e.g. is there
monitor progress; and improvement? Does this show the training
programme was effective?
 analyse, interpret and evaluate the Using the results of the practical activity above:
appropriateness and the effectiveness of  discuss the results of their test/retest;
the application of the principles when  evaluate the effectiveness of the training
assessing progress in the components of programme; and
physical fitness.  would they change their programme in any
way?
Write an evaluation of the effectiveness of the

programme and present their findings to the
teacher or group.
31
Component 1.7: The Effects of Exercise and Training and Physical Activity on the Body
Immediate or Short- Students should be able to:

term Effects of Exercise
and/or Training on  explain the short-term or immediate Practical activity: Ask a student to complete a Prentice (2006) Section 7,
Body Systems effects of exercise on the respiratory simple activity, e.g. 10 star jumps. (pp 66–82)
system, the circulatory system, the Discuss the immediate effects on heart rate and
muscular system, the skeletal system and breathing.
the digestive system. Discuss how the respiratory and circulatory
systems respond to the need for oxygen and the
removal of carbon dioxide.
Discuss the muscular, digestive and skeletal
systems short term responses to
exercise/training.
Long-term Effects of  explain the physical changes that occur Discuss how the different body systems adapt to
Effective Exercise in the respiratory system, the circulatory effective exercise and/or training. Ask how the
and/or Training on system, the muscular system and the body could adapt to supply more oxygen to the
Body Systems skeletal system as a result of long-term, working muscles, and remove waste products.
effective training and how these changes
affect health and physical fitness Ask students how the muscles could adapt to
performances; and ensure they can function more efficiently.
Consider changes to the skeletal system because
of effective training.
32
Long-term Effects of Students should be able to:

Effective Exercise
and/or Training on Ask students how these changes will affect
Body Systems (cont.) health, e.g. larger stroke volume, lower resting
pulse, better circulation.
 analyse, interpret and evaluate the Create a spreadsheet. List different training
immediate or long-term effects that methods, e.g. fartlek, interval training, weight
specific exercise or training would have training, isometric training, continuous running.
on the respiratory system, the circulatory and the body systems across the rows. Ask
system, the muscular system, the skeletal students to suggest what effect/change each
system and the digestive system. training method would have on the body systems.
33
Component 1.8: Health and Safety Issues

Factors Influencing Students should be able to:
Health and Safety
 explain how a person’s state of health, Group activity: Consider how each of the Prentice (2006) Section 9,
involvement in drugs, exercise following factors could be a potential hazard: (pp 88–91)
programme, eating and drinking habits,  a person’s state of health;
clothing and footwear, environment,  involvement in drugs;
equipment, warm-up and cool-down  exercise programme;
techniques and lack of respect for rules  eating and drinking habits;
could be a potential hazard;
 clothing and footwear;
 environment;
 equipment;
 warm-up and cool-down techniques; and
 lack of respect for rules.
 explain how to devise steps that, when Discuss how to overcome the problems listed.
applied, reduce the risk of potential Are there any problems that cannot be
harm from the factors listed above; and overcome?
 analyse, interpret and evaluate Ask students to consider different

information given on potential hazards activities/sports, make a list of possible
or on steps to reduce risks. risks/dangers and what steps they would take to
reduce the risk.
34
Component 1.9: Exercise and Training Sessions
Exercise and Training Students should be able to:

Sessions:
Prentice (2006) Section 12,
Warms-ups  understand the purpose of warm-ups, Discuss with students why the body cannot just
switch on and off instantly. (pp 124–138)
workouts and cool-downs;
Prentice (2006) Section 12,
 plan and conduct safe, appropriate and Practical activity: Ask students to lead or share a
warm-up session. (pp 125–128)
effective warm-ups before a variety of
workouts; and Discuss the warm-up at the end of the session.
 analyse, interpret and evaluate the safety, Discuss different warm-up activities and their
appropriateness and effectiveness of appropriateness for the impending activity.
warm-ups conducted before a variety of
workouts.
35
Workouts for any one or Students should be able to:

any combination of the
components physical  plan and conduct safe, appropriate and Ask students to devise an appropriate warm-up Prentice (2006) Section 12,
fitness effective workouts for one or any activity and workout for each of the components. (pp 129–134)
combination of the components of Discuss their choice of activity.
physical fitness:
– aerobic;
– anaerobic;
– muscular power;
– muscular strength;
– muscular speed;
– muscular endurance; and/or
– flexibility; and
 analyse, interpret and evaluate the safety, Using the warm up and workout (see above), ask
appropriateness and effectiveness of students to evaluate the appropriateness and
workouts for one or any combination of effectiveness of their warm-up and workout for
the components of physical fitness. the different components.
Cool-downs  plan and conduct safe, appropriate and Practical activity: Ask students to lead a cool- Prentice (2006) Section 12,
effective cool-downs to follow a variety down session after the workout. (pp 135–138)
of workouts; and
 analyse, interpret and evaluate the safety, Discuss how safe, appropriate and effective the
appropriateness and effectiveness of activities used in the cool-down were.
cool-downs that follow a variety of
workouts.
36
Component 1.10: Exercise and Training Programmes
Exercise and Training Students should be able to:

Programmes
 distinguish between an exercise Discuss with students the differences between an Prentice (2006) Section 13,
programme and a training programme. exercise programme and a training programme. (pp 139–166)
Weekly Health-Related  plan and monitor a safe, appropriate and Discuss with the class how programmes would
Exercise Programmes effective weekly health-related exercise differ with individual requirements, e.g. a
programme for a range of individuals pensioner, a housewife, a teenager.
and their circumstances; and
 analyse, interpret and evaluate the safety, Ask students to plan a health-related exercise
appropriateness and effectiveness of programme for a specific individual. Discuss and
weekly health-related exercise evaluate the programme.
programmes for a range of individuals
and their circumstances.
37
Training Programmes Students should be able to:

for Specific Tasks,
Events and Physical  plan and monitor safe, appropriate and Students plan training programmes for a range of www.brianmac.co.uk
Activities effective training programmes to athletes preparing for events. Look at internet www.netfit.co.uk
develop peak physical fitness for events, sites for specific training programmes.
sports or positions within sports for a
range of individuals and their
circumstances; and
 analyse, interpret and evaluate the safety, Discuss the suggested training programmes.
appropriateness and effectiveness of
training programmes to develop peak
physical fitness for events, sports or
positions within sports for a range of
individuals and their circumstances.
38
Component 2:
Developing and Maintaining a
Balanced, Healthy Lifestyle
39
Component 2: Developing and Maintaining a Balanced, Healthy Lifestyle
A Balanced, Healthy Students should be able to:

Lifestyle
 know and understand what constitutes a Students keep a diary for one week. Prentice (2006) Section 2,
balanced, healthy lifestyle with regard to Alternatively, give them a scenario to comment (pp 10–30)
the combination of the following: on. Assess to what extent this represents a
– physical activity and/or exercise; balanced, healthy lifestyle. Which areas could be
– diet; improved? Discuss needs for specific types of
– rest and sleep; individual, e.g. housewife, athlete, adolescent.
– work;
 carry out a detailed lifestyle audit at the Students develop a lifestyle profile. Discuss what
start of this component to produce a activities are included and what activities need to
lifestyle profile that includes: be included.
– detailed information on all the

exercise, training or physical activity
they undertake on a regular basis,
both inside and outside of school;
40

Lifestyle
(cont.) – results from appropriate tests to Test students using a recognised fitness test, e.g. Beashel and Taylor (2001)
gauge their level of aerobic fitness Queen’s Fitness Test or Eurofit tests. Discuss Appendix
and muscular fitness, and their degree results.
of flexibility; Gallagher et al. (1997)
(pp 24)
– information relating to their diet; Ask students to keep a diary of what they eat in a
normal week. Discuss dietary needs, e.g.
carbohydrate, protein.
– information relating to their rest and Ask students to note in their lifestyle profile how
sleep patterns; long they spend sleeping, watching TV or doing
homework.
– information relating to their work, Again this can be noted in their lifestyle profile
including study commitments and and totalled.
part-time work as appropriateness;
 identify other relevant factors impacting What activities are listed and with whom does the
their lifestyle profile, for example peer student participate? Has their participation been
pressure, culture and the media; influenced by their peers or the media?
41

Lifestyle
(cont.)  form an action plan that covers a Using their lifestyle profile, students total the
minimum of 12 weeks, focuses on amount of time spent in activity and rest/sleep.
developing and maintaining a balanced,
healthy lifestyle and includes: Students assess their diet as part of a healthy
– an analysis of their lifestyle profile; lifestyle.
– a brief outline of the strengths in
their current lifestyle and a Students identify how they might
commitment for this good practice to change/improve their lifestyle:
continue;  which areas they consider they need to
– a brief outline of any issues or areas improve; and
for improvement identified in their  what actions they are going to take to address
lifestyle profile; the problem.
– a specific objective, or objectives, for Students identify how they will monitor their
a set period of time (students must actions and assess the outcome.
state the timescale for their action
plan, which must be at least 12
weeks);
– an explanation of the actions they
propose to undertake to achieve their
objective(s) based on the
opportunities and pathways available
to them;
– an outline of their intended
outcomes, or the targets they set;
42
A Balanced Healthy Students should be able to:

Lifestyle
(cont.) – an outline of the resources and
support they will need;
– information on how they will monitor
the action plan;
– information on how frequently they
will monitor the action plan;
 implement the action plan for the period Ask students to keep a diary and highlight those
of time selected; specific changes they have made.
 monitor and evaluate the effectiveness Discuss with students how the programme is
of the implementation of their action going. Have they been realistic in the changes
plan; and they have made? Are there areas that
could/should be changed?
 use the findings from the evaluation of Using their test results before, during and after
their action plan to prepare and present the programme, draw conclusions regarding the
a further action plan for a second period effectiveness of the programme.
of time.
Discuss with the student how they would prepare
or alter a plan for a second period of time.
43
Resources
There is a range of resource materials available which is suitable for use with this specification.
Beashel, P and Taylor, J (2001) (2nd edition) The World of Sport Examined, Nelson
World of Sport Examined Teacher Resource and Student Workbook
World of Sport Examined CD-ROM
Fountain, S and Goodwin, L (2009) (3rd edition) PE to 16 Students’ Book, Oxford
Gallagher, R; Fountain, S and Gee, L (1997) GCSE PE Through Diagrams, Oxford
Prentice, D (2006) Physical Education for CCEA GCSE, Colourpoint, Newtownards
Prentice, D (2008) Physical Education for CCEA GCSE Workbook 1, Colourpoint, Newtownards
Prentice, D (2008) Physical Education for CCEA GCSE Workbook 2, Colourpoint, Newtownards
Prentice, D (2008) Physical Education for CCEA GCSE Answer CD for Workbook 1 & 2,
Colourpoint, Newtownards
44
All website addresses are correct at the time and
date of issue. CCEA can not be held responsible
for any change in domain name and content.
CCEA accepts no responsibility or liability for

any material supplied by or contained in any of
the linked websites and does not necessarily
endorse the views expressed within them. We
cannot guarantee that these links will work all of
the time and we have no control over availability
of the linked pages

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REVISED GCSE

Component 1: Developing Knowledge, Understanding and Skills for Balanced, Healthy 7

1.1 Concepts of Health, Physical Fitness and Skilled Performance 8

1.2 Key Influences That Impact on Balanced, Healthy Lifestyles and 11

1.4 Types of Exercise and Methods of Training 21

1.5 Principles for Developing Physical Well-Being and Physical Fitness 25

1.8 Health and Safety Issues 34

1.9 Exercise and Training Sessions 35

1.10 Exercise and Training Programmes 37

Component 2: Developing and Maintaining a Balanced, Healthy Lifestyle 39

I hope you find this support useful in your teaching.

CCEA Exemplar Scheme of Work:

GCSE Physical Education

The subject content is divided into three compulsory components:

 Component 2: Developing and Maintaining a Balanced, Healthy Lifestyle

 Component 3: Individual Performance in Physical Activities.

This scheme of work covers components 1 and 2.

Component 1: Developing Knowledge, Understanding and Skills for Balanced, Healthy

1.1 Concepts of Health, Physical Fitness and Skilled Performance

1.4 Types of Exercise and Methods of Training

1.5 Principles for Developing Physical Well-Being and Physical Fitness

1.8 Health and Safety Issues

1.9 Exercise and Training Sessions

1.10 Exercise and Training Programmes

Component 2: Developing and Maintaining a Balanced, Healthy Lifestyle (20%)

Component 3: Individual Performance in Physical Activities (40%)

For this component students must complete:

Specification: GCSE Physical Education

Component 1: Developing Knowledge, Understanding and Skills for Balanced, Healthy

Component 1.1: Concepts of Health, Physical Fitness and Skilled Performance

Specification Content Learning Outcomes Teaching and Learning Activities Resources

Health Students should be able to:

Debate: ‘Are paralympians healthy?’ Gallagher et al. (1997) (pp 4)

 explain how to maintain mental well- Students define mental health.

Specification Content Learning Outcomes Teaching and Learning Activities Resources

Physical Fitness Students should be able to:

Specification Content Learning Outcomes Teaching and Learning Activities Resources

Skilled Performance Students should be able to:

Specification: GCSE Physical Education

Specification Content Learning Outcomes Teaching and Learning Activities Resources

Key Influences that Students should be able to:

What factors might influence the activities chosen

Specification Content Learning Outcomes Teaching and Learning Activities Resources

Key Influences that Students should be able to:

– experiences in physical activities, for Personal reflection: How have individual

– affluence; Does the cost of an activity stop people

– work-leisure balance, for example, Consider length of working week/weekend,

– cultural heritage; What sports do your family/school/area support

Specification Content Learning Outcomes Teaching and Learning Activities Resources

Key Influences that Students should be able to:

Specification Content Learning Outcomes Teaching and Learning Activities Resources

Diet (cont.) Students should be able to:

Discuss off-season dietary changes/requirements

Specification Content Learning Outcomes Teaching and Learning Activities Resources

Diet (cont.) Students should be able to:

Specification Content Learning Outcomes Teaching and Learning Activities Resources

Alcohol Students should be able to:

Specification Content Learning Outcomes Teaching and Learning Activities Resources

Rest and Sleep Students should be able to:

Specification: GCSE Physical Education

Specification Content Learning Outcomes Teaching and Learning Activities Resources

Exercise and Physical Students should be able to:

Each group feeds back to the class.