Professional Documents
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199 www.qca.org.uk/curriculum
Physical education key stage 4
200
EXPLANATORY NOTES
1.1 Competence Fine manipulation skills: These enable handling of equipment, use of
gesture or writing.
a Developing control of whole-body skills and fine manipulation skills.
Selecting and using skills: This includes:
b Selecting and using skills, tactics and compositional ideas effectively • tactics – specific approaches to tackling a task or challenge,
in different types of physical activity. such as changing speed in a game or producing a safe jump
c Responding with body and mind to the demands of an activity. in an athletic competition
d Adapting to a widening range of familiar and unfamiliar contexts. • strategies – broad approaches to tackling a task or challenge,
such as ensuring there are sufficient technically demanding
techniques in a gymnastic sequence or using a specific
formation in a game
1.2 Performance • compositional ideas – the design principles that inform the
composition of a sequence or the choreographing of a dance.
a Understanding how the components of competence combine and These include the use of space, height, speed, dynamics,
applying them to produce effective outcomes. shape, relationships or direction.
b Knowing and understanding what needs to be achieved, critically
Body and mind: This includes:
evaluating how well it has been achieved and finding ways to improve. • stamina, strength and suppleness
c Appreciating how to make adjustments and adaptations when performing • confidence, determination to succeed, mental alertness and
in different contexts and when working individually, in groups and teams. dealing with emotions.
d Understanding the nature of success in different types of activity.
Performance: This includes:
• having a desire to achieve and improve
• being willing to take part in a range of competitive, creative
and challenge-type activities, both as individuals and as part
of a team or group.
1.3 Creativity
a improve the range, difficulty and quality of their skills and techniques Physical strength, stamina, speed and flexibility: This includes:
b develop the consistency with which they use and perform skills with • strength to deal with the efforts and loads placed on the body
precision, control and fluency. • stamina to maintain effort (both cardiovascular and muscular)
• speed to contract muscles quickly and slowly
• flexibility to move joints through their full range
• balance to maintain control, shape and alignment
2.2 Making and applying decisions • coordination for balanced and effective interaction of movements
• agility to move quickly and nimbly
Students should be able to: • using aerobic and anaerobic body systems
• understanding what their bodies can and cannot do as they go through
a select and use tactics, strategies and compositional ideas imaginatively in periods of change and development
complex and demanding creative, competitive and challenge-type contexts • understanding the benefits of training and preparing for activity and
the types of general and specific training methods.
b design original and effective plans that improve their own and
others’ performance Prepare mentally: This includes:
c respond effectively and imaginatively to changing circumstances as • the place of motivation, anxiety, arousal and tension in effective
they arise during a performance performance
d organise and manage the environment they are working in to ensure • the confidence to get involved
the health, safety and wellbeing of themselves and others. • the determination to face up to challenges and keep going
• expressing and dealing with emotions
• the desire to achieve success for oneself and others.
2.4 Evaluating and improving Effectiveness of performances: This includes critically analysing:
• the quality of a performance in relation to the range and quality of skills
and the range and effectiveness of tactics, strategies or compositional
Students should be able to: ideas used
a critically evaluate, analyse and judge the quality and effectiveness of • how effectively the body and mind respond to the challenges.
performances
It also includes identifying what actions are needed and either
b make informed decisions about how to improve the quality and communicating these to others or carrying them out in order to improve
effectiveness of their own and others’ performances their own performance.
c develop and implement imaginative action plans to improve the quality
and effectiveness of performances Healthy, active lifestyles: This includes maintaining and increasing their
involvement in PE, sport, dance and healthy physical activity to meet
d design original and effective plans that improve the quality of their own
government targets for PE school sport and club links.
and others’ involvement in healthy, active lifestyles.
Roles: These include performer, leader and official. They also include
different performance roles within an activity, for example an attacking
2.5 Making informed choices about rather than a defending role, supporter rather than supported in a
healthy, active lifestyles gymnastic or dance activity.
a identify the types of physical activity available to them and the roles
they would like to take on
b link physical activity with diet, work and rest for personal health and
wellbeing
c make informed decisions about getting involved in a lifetime of healthy
physical activities that suit their needs.
203 www.qca.org.uk/curriculum
Physical education key stage 4
204
EXPLANATORY NOTES