Aqa 7582 Sow

Scheme of work
This resource gives you an example of a scheme of work for A-level Physical education (7582). We have presented the ideas here in the same
order as the specification content. This scheme of work is designed as a suggestion only and not as a prescriptive approach. You are free to
organise your teaching material in any way that suits the needs of your students.
1
Contents Page
Course overview 3
Year planner
Year one 5
Year two 8
Week planner
3.1.1 Applied anatomy and physiology, 3.2.1 Exercise physiology and 3.2.2 Biomechanical Movement 11
3.1.2 Skill Acquisition and 3.2.3 Sport Psychology 38
3.1.3 Sport and society and 3.2.4 Sport and society and the role of technology in physical activity and sport 66
2
Course overview
Hours per week
1 2 3 4 5
3.1.1 Applied anatomy and physiology 3.1.2 Skill acquisition 3.1.3 Sport and society
3.1.1.1 Cardio-respiratory system 3.1.2.1 Skill, skill continuums and transfer of 3.1.3.1 Emergence of globalization of sport
skills in the 21st century
3.1.1.2 Cardiovascular system
3.1.2.2 Impact of skill classification on 3.1.3.1.1 Pre-industrial (pre-1780)
3.1.1.3 Respiratory system
structure or practice for learning
3.1.3.1.2 Industrial and post-industrial (1780-
3.1.1.4 Neuromuscular system
3.1.2.3 Principles and theories of learning and 1900)
3.1.1.5 The musculo-skeletal system and performance
3.1.3.1.3 Post World War II (1950 to present)
analysis of movement in physical activities
3.1.2.4 Use of guidance and feedback
3.1.3.2.1 Sociological theory applied to equal
3.1.1.6 Energy systems
3.1.2.5 Memory models opportunities
3.2.1 Exercise physiology
3.1.2.5.1 General information processing 3.2.4 Sport and society and the role of
3.2.1.1 Diet and nutrition and their effect on model technology in physical activity and sport
physical activity and performance
3.1.2.5.2 Efficiency of information processing 3.2.4.1 Concepts of physical activity and
3.2.1.2 Preparation and training methods in sport
3.2.3 Sport psychology
relation to maintaining physical activity and
3.2.4.2 Development of elite performers in
performance 3.2.3.1.1 Aspects of personality
sport
3.2.1.3 Injury prevention and rehabilitation of 3.2.3.1.2 Attitudes
3.2.4.3 Ethics in sport
injury
3.2.3.1.3 Arousal
3.2.4.4 Violence in sport
3.2.2.1 Biomechanical principles
3.2.3.1.4 Anxiety
3.2.4.5 Drugs in sport
3.2.2.2 Levers
3.2.3.1.5 Aggression
3.2.4.6 Sport and the law
3.2.2.3 Linear motion
3.2.3.1.6 Motivation
3.2.4.7 Impact of commercialisation on
3
Hours per week
1 2 3 4 5
3.2.2.4 Angular motion 3.2.3.1.7 Achievement motivation theory physical activity and sport and the
relationship between sport and the media
3.2.2.5 Projectile motion 3.2.3.1.8 Social facilitation
3.2.4.8 The role of technology in physical
3.2.2.6 Fluid mechanics 3.2.3.1.9 Group dynamics
activity and sport
3.2.3.1.10 Importance of goal setting
3.2.3.1.11 Attribution theory
3.2.3.1.12 Self efficacy and self confidence
3.2.3.1.13 Leadership
3.2.3.1.14 Stress management
4
Year one
Week Hours 1 & 2 Hours 2 and 4 Hour 5
1 3.1.1.2 Cardiovascular system 3.1.2.1 Skill, skill continuums and transfer 3.1.3.1.1 Pre- industrial
of skills
2
3 3.1.2.2 Impact of skill classification on 3.1.3.1.2 Industrial and post-industrial

structure of practice for learning
4
5 3.1.2.3 Principles and theories of learning

and performance
6 3.1.3.1.3 Post World War II
Autumn half term
10 3.1.1.3 Respiratory system
11 3.1.2.4 Use of guidance and feedback Recap test
12 3.1.3.2.1 Sociological theory applied to

equal opportunities
13 3.1.2.5.1 General information processing
5
model system
14 3.1.1.4 Neuromuscular system
Christmas break
15
16 3.1.2.5.2 Efficiency of information

processing model system
17 3.1.1.5 The musculo-skeletal system and
analysis of movement in physical
18 activities Recap test
19 3.2.4.1 Concepts of physical activity and

sport
20 3.1.1.6 Energy Systems
Spring half term
21 3.1.1.6 Energy Systems 3.2.4.2 Development of elite performers in

sport
22
23 3.2.3.1.1 Aspects of personality
24
25 3.2.3.1.2 Attitudes
26 Recap tests
27 3.2.3.1.3 Arousal
6
Easter break
28 3.2.1.1 Diet and nutrition and their effect 3.2.4.3 Ethics in sport
on physical activity and performance
29 3.2.3.1.4 Anxiety
30 3.2.1.2 Preparation and training methods 3.2.4.4 Violence in sport

in relation to maintaining physical activity
31 and performance 3.2.3.1.5 Aggression
Summer half term
32 3.2.4.5 Drugs in sport
33 3.2.3.1.6 Motivation
34 3.2.3.1.7 Achievement motivation theory
35
36 3.2.1.3 Injury prevention and

rehabilitation of injury
37 3.1.6.1.7 Social facilitation Recap test/revision
38 End of year exams
7
Year two
Week Hour 1 Hours 2 and 3 Hours 4 and 5
39 3.2.1.3 Injury prevention and 3.1.6.1.8 Group dynamics 3.2.4.6 Sport and the law
rehabilitation of injury
40 3.2.2.1 Biomechanical principles
41 3.2.4.7 Impact of commercialisation on

physical activity and sport and the
42 relationship between sport and the media
43 3.2.2.2 Levers Recap test
44 3.2.3.1.10 Importance of goal setting 3.2.4.8 The role of technology in physical

activity and sport
45 3.2.2.3 Linear motion
Autumn half term
46 3.2.3.1.11 Attribution theory
47
48 3.2.2.4 Angular motion
49
50 3.2.2.4 Projectile motion 3.2.3.1.12 Self efficacy and self confidence
8
51 3.2.2.4 Fluid motion
52
Christmas break
53 Revision - recap and exam technique
54 Revision - recap and exam technique
55 3.2.3.1.13 Leadership
56
57 Mocks Mocks Mocks
58
Spring half term
59 Revision. Exam practice and practical 3.2.3.1.14 Stress management Revision. Exam practice and practical
preparation preparation
60
61
62 Revision. Exam practice and practical

preparation
63
64
9
65
Easter break
66 Practical moderation
67
68
69
May half term
70 Revision/exam leave/exams
71
72
73
74
10
3.1.1 Applied anatomy and physiology, 3.2.1 Exercise physiology and 3.2.2 Biomechanical Movement
3.1.1 Applied anatomy and physiology,
3.1.1.2 Cardiovascular system
Week Learning objective Learning activity Specification content Differentiation and Resources
extension
1 To understand the Recap prior knowledge in relation Understanding the impact Other health related Sample
impact of physical of physical activity and
to definitions for health, fitness, diseases associated Assessment
activity and sport on sport on the health and
physical activity heart rate, stroke with physical inactivity. Material – AS
health and fitness. volume, cardiac output, systole fitness of the individual Paper question 03.
and diastole. (heart disease, high blood
pressure, effects of
Could be done through movement
cholesterol, stroke).
around the room with definitions.
Person A reads their definition Fitness (cardiac output –
and person B attempts to state trained and untrained
the defined term. Person B reads individuals, maximal and
theirs to person A who attempts sub-maximal exercise).
to state the term. They then move
on to someone else.
Impact on health. British Heart
Foundation has some good
material for this topic.
Impacts on fitness. Use graphs to
compare cardiac output for
different intensities of exercise
and trained and untrained.
Discuss reasons for differences.
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2 To understand how Teach the cardiac conduction The cardiac conduction Structure of the heart Heart diagram and
the heart contracts system (SA node, AV node, system. and the cardiac cycle. order cards.
in relation to the bundle of His, Purkinje fibres).
Sample
cardiac conduction
Structure of the heart in relation to Assessment
system.
the conduction system and the Material – AS
order. Use of order cards/images Paper question 01.
to show the stages of the cardiac
cycle in time with the conduction
system.
3 Introduction to the Role of the sympathetic and Nervous system. Explain the role of each Sample
nervous system. parasympathetic nervous system Sympathetic and in changing heart rate Assessment
in relation to sporting activity. parasympathetic. and breathing rate. Material – A-Level
Paper 1 question
03.2.
YouTube video –
Parasympathetic
Nervous System:
Crash Course
4 To understand the Recap prior knowledge in relation The hormonal, neural and Other changes in the Subject specific
hormonal, neural to cardiac conduction system. chemical regulation of body during physical vocabulary
and chemical responses during physical activity that are
Show heart rate change on a
regulation of heart activity and sport regulated by the
graph during exercise or get
rate during exercise. (Sympathetic and nervous system.
students to wear heart rate
parasympathetic, Carbon
monitors and take part in a short
dioxide, Anticipatory rise).
exercise period and record heart
12
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rate changes. Receptors involved in
regulation of responses
Brainstorm changes that occur
during physical activity
during exercise eg increase CO2,
(Chemoreceptor,
increase muscle contraction,
proprioceptor,
increase heart rate, stroke
baroreceptor).
volume.
How does your body deal with
these factors and cause an
increase in heart rate?
5 To know how and Study a table of blood flow at rest The hormonal, neural and Research or link to the Blood redistribution
why blood and during exercise to identify chemical regulation of vasomotor control table.
redistribution where the changes occur and responses during physical centre in the medulla
Subject specific
changes in different why. activity and sport. oblongata.
vocabulary.
locations of the body
Build on prior knowledge of the Redistribution of blood
during physical
sympathetic system to teach the (vascular shunting,
activity and sport.
redistribution of blood and how it vasoconstriction,
To understand how is achieved during physical vasodilation).
blood is redistributed activity and sport.
during physical
activity and sport.
6 To understand how Transport of oxygen in the blood Transportation of oxygen. Reasons why more Haemoglobin and
oxygen is and muscles. Role of (Haemoglobin, Myoglobin, oxygen is released myoglobin curves
transported. haemoglobin and myoglobin. Oxyhaemoglobin during high graph.
disassociation curve, Bohr temperature/exercise
To be able to explain Haemoglobin curve at rest.
shift.) and acidic conditions.
the Bohr shift in Introduce the Bohr shift and how
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extension
relation to oxygen and why the curve changes
transport during exercise. Ask pupils to
(haemoglobin and mark points on the graph to show
myoglobin) during and compare saturation levels.
exercise. This will help them to understand
dissociation.
Significance of the myoglobin
curve.
7 To know the venous Recap prior knowledge of blood Venous return Pose the question in Subject specific
return mechanisms. flow eg how does blood return to mechanisms, relationship preparation for next vocabulary.
the heart? The muscles can’t with blood pressure lesson’s topic on
To understand
pump blood like the heart, so how (systolic, diastolic). Cardiovascular drift.
Starling’s law of the
does blood return to the heart What happens to your
heart. Starling’s law of the heart.
from the gastrocnemius for stroke volume if venous
example? return decreases?
When might this occur?
Veins and their
structure/characteristics. Link to
the venous return mechanisms.
Mechanisms and relationship with
blood pressure. Pupils could take
their blood pressure.
Starling’s law of the heart. Relate
to a tap being turned at different
amounts to fill a water balloon.
Just like your heart at rest and
during exercise. If the tap is more
14
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powerful or turned on more, the
balloon will stretch more. Like an
elastic band if it has more stretch
it will contract with more power,
therefore stroke volume will be
higher.
8 To understand what Recap definition and units for Cardiovascular drift. Attempt or set up a Graph of
is meant by the term heart rate, stroke volume, cardiac practical task to see if cardiovascular drift.
cardiovascular drift output and the relationship you can observe the
and why it occurs between them. Link to Starling’s phenomenon.
during physical Law and the content of blood
activity and sport. (importance of plasma).
Cardiovascular drift using the
graph as a visual. They could
attempt to see this phenomenon
by taking part in steady exercise if
the equipment is available.
9 To know what is Recap role of arteries and veins. Arterio-venous oxygen Link adaptations to the
meant by the term difference (A-VO2 diff). variations in trained
Introduce arterio-venous oxygen
A-VO2 diff. and untrained.
difference (A-VO2 diff) as a term Variations in response to
To understand how and the units. an exercise session,
A-VO2 diff varies Variations between trained
Study diagrams to show
between and untrained individuals,
variations in trained and untrained
trained/untrained Adaptations to body
and during exercise sessions of
individuals and systems resulting in
differing intensities.
different exercise training effect.
15
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sessions. Adaptations to body systems that
occur as a result of training and
To know the
account for the differences in A-
adaptations that
VO2 diff.
occur to the body
systems which
account for the
variations in A-VO2
diff.
Possible link to gas
exchange
Students should understand the relationship between the cardiovascular and respiratory systems and how changes within these
systems prior to exercise, during exercise of differing intensities and during recovery, allow the body to meet the demands of exercise.
They should also understand how taking part in physical activity and sport, as part of a healthy lifestyle, can have a positive effect on
these systems.
16
3.1.1.3 Respiratory system
extension
10 To be able to define Recap of system parts and roles Understanding of lung Measure own levels of Sample
the lung volumes. within breathing. volumes and the impact of tidal volume using the Assessment
and on physical activity lung volume bags. Material – AS
To label a Show volumes on a spirometer
and sport (Residual Paper question
spirometer trace and trace and give definitions. Can
volume, Expiratory reserve 05.1, 05.2.
explain the effects of pupils match terms to measures
volume, Inspiratory
exercise on volumes on the graph? A Level Paper 1
reserve volume, Tidal
and minute question 01.
Match up lung volumes and volume).
ventilation.
minute ventilation to definitions. Blank spirometer
Minute Ventilation.
trace, match up
Label spirometer trace at rest.
definitions.
Discuss changes to trace during
physical activity and sport.
11 To understand how Show an image of capillary Gas exchange systems at To consider why
gases are locations – What is their function? alveoli and muscles. trained athletes are
exchanged at the What occurs here? Oxygen and carbon more efficient at this
muscles and the dioxide. process.
Link back to A-VO2 Diff. How
lungs.
does haemoglobin pass the Principles of diffusion and
Possible link to A- oxygen into the muscles and partial pressures.
VO2 difference carbon dioxide into the lungs?
12 To understand the Recap receptors and neural The neural and chemical Link to the different
neural and chemical control systems from regulation of pulmonary muscles involved
regulation of cardiovascular system – ventilation during physical during respiration at
pulmonary identifying those which are neural activity and sport. rest and exercise.
17
extension
ventilation during and chemical. Consider sympathetic and Passive and active
physical activity and parasympathetic systems processes.
Complete a learning mat on
sport. and carbon dioxide.
control of pulmonary ventilation.
Receptors involved in
Respiratory Control Centre.
regulation of pulmonary
Phrenic nerve.
ventilation during physical
activity (Chemoreceptor,
proprioceptor,
baroreceptor).
13 To understand the Pupils research and investigate Impact of poor lifestyle

impact of smoking impact of smoking on the choices on the respiratory
on the respiratory respiratory system and produce a system (Smoking, Oxygen
system and oxygen poster to display their findings. transport)
transport.
18
3.1.1.4 Neuromuscular system
extension
14 To be able to identify Introduce different fibres in Characteristics and Look into how fibres Sample
the different types of relation to their characteristics, functions of different may change or adapt Assessment
muscle fibre and functions and the activities they’re muscle fibre types for a with long term training Material – A Level
their associated used in. variety of sporting eg how type IIx could Paper 1 question
characteristics activities: become more like type 04.1.
Muscle Fibers Explained - Muscle
IIa.
Contraction and Muscle Fiber • slow twitch (type i)
Anatomy
• fast glycolytic (type iix)
Match up activity to test
understanding. Match the • fast oxidative glycolytic
characteristic or function to the (type iia).
fibre type.
15 The recruitment of Muscle and motor unit structure – The recruitment of muscle Give the examples and Sample
muscle fibres. link to All-or-none law – once fibres and the frequency of ask pupils to explain Assessment
fibres within a unit are stimulated impulses: them (reversal of task). Material – AS
they all contract. Paper question 07.
• motor units
Using different sporting examples
explain how the different required • spatial summation
forces are applied using the same • wave summation
muscle groups (larger muscle
groups have more motor units). • all-or-none law
Practical opportunity: Ask a pupil • tetanic.

to hold a ‘heavy’ box for you. This
process can sometimes deceive
us. For instance, when lifting a
box that appears to be light, not
19
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enough motor units are recruited,
and the box cannot be lifted.
When trying a second time, the
box is easily lifted because this
time enough motor units have
been recruited. Alternatively,
when attempting to lift a box that
appears to be heavy (but in fact is
not), an explosive movement
often occurs, as too many motor
units have been recruited for the
task.
Apply sporting examples to the
summation graphs
16 Role of Description of PNF – practical • Role of proprioceptors Subject specific

proprioceptors in demonstration. in PNF. vocabulary
PNF
Introduction of the key terms and • Muscle spindles.
Possibility of parts involved in a muscle stretch
teaching this in the – Muscle spindles and Golgi • Golgi tendon organ.
next unit with tendon organ (use images or
muscles and muscle information worksheet).
contractions
Why is PNF so successful in
increasing flexibility?
Pupils to create their own
instructional video on PNF.
20
3.1.1.5 The musculo-skeletal system and analysis of movement in physical activities
extension
17 To know the types of Use a blank skeleton to label the Types of joint, articulating How does the agonist Skeleton bones
joint, the articulating types of joint and bones. bones, main agonists and change depending on and muscles blank
bones, main antagonists, types of the type of contraction? sheets.
Use a blank muscular diagram to
agonists and muscle contraction
label the muscles. Show image of
antagonists at the (Isotonic (concentric and
how muscle is attached to the
shoulder, elbow, hip, eccentric), isometric). Subject specific
skeleton via tendons.
knee and ankle. vocabulary.
Introduce the role of the agonist
Possibility of
and antagonist using examples of
teaching PNF here
the bicep curl. Video clips may
as opposed to in the
help to explain.
previous unit, as
pupils will Give a number of sporting
understand agonists movements and ask pupil to label
and antagonists the different elements eg agonist,
articulating bones, joint type.
Ensure images show the variety
of muscle contractions for
explanations.
18 To understand joint Recap prior understanding of joint Joint actions in the sagittal Application of joint Joint actions match
actions. actions using match up cards. plane/transverse axis. action understanding to up cards and
Use sporting images for pupils to Shoulder (flexion, research their own planes and axes
To be able to identify
identify actions. extension and sporting examples. diagrams.
the joint actions that
hyperextension). Elbow
occur at the Introduce planes and axes using Sample
(flexion and extension).
shoulder and elbow. diagrams. Pupils could create Assessment
their own using plasticine or toilet Joint actions in the frontal Material – A Level
To apply your
21
extension
understanding of roll centre and pieces of card plane/sagittal axis. Paper 1 question
joint actions at the (planes) with straws (for axes). Shoulder adduction and 03.1.
shoulder and elbow abduction).
Analyse a variety of sporting
to sporting
actions of the shoulder and elbow Joint actions in the
examples.
and identify the joint action, transverse plane/
To know the planes articulating bones, main agonists longitudinal axis. Shoulder
and axes of the and antagonists. (horizontal abduction and
body. adduction).
Practical opportunity: Ask pupils
to create movement/gymnastic
sequences with movements in
certain planes and axes – check
knowledge.
19 To be able to identify Analyse a variety of sporting Joint actions in the sagittal Part completed Sample
the joint actions that actions of the hip, knee and ankle plane/transverse axis, hip movement analysis Assessment
occur at the hip, and identify the joint action, (flexion, extension and tables. Material – AS
knee and ankle. articulating bones, main agonists hyperextension), knee Paper question 02,
and antagonists. (flexion and extension). 09.
To apply your Ankle (plantar flexion and
understanding of dorsi flexion).
joint actions at the
Joint actions in the frontal
hip, knee and ankle
plane/sagittal axis. Hip
to sporting
(adduction and abduction)
examples.
Joint actions in the
transverse
plane/longitudinal axis. Hip
(horizontal abduction and
adduction).
22
3.1.1.6 Energy systems
extension
20 Energy transfer in In classroom practical – repetitive To understand Aerobic Research the enzymes
the body. fist clenching and releasing above energy system (glycolosis, involved in creating
Energy continuum of your head. How long can you kreb/citric acid cycle, beta ATP in these systems.
physical activity. continue? oxidation, electron
Link different methods of transport chain).
producing energy to duration and Anaerobic energy systems
intensity. (ATP-PC system,
anaerobic glycolytic
Consider sources of energy
system).
production.
Consideration for physical
activity and sport of
different intensities and
durations. Differences in
ATP generation between
fast and slow twitch
muscle fibre.
21 Energy transfer What is ATP? Anaerobic energy system.

during short Exothermic/endothermic coupled ATP-PC system.
duration/high reaction.
intensity exercise.
22 Energy transfer Lactic Acid System. Advantages Anaerobic glycolytic

during short and disadvantages. system (lactate
duration/high Sporting examples. accumulation, lactate
intensity exercise. threshold, OBLA, lactate
producing capacity and
sprint/power
23
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performance).
23 Energy transfer Aerobic system: research a stage Aerobic energy system.

during long each and present. Oxygen consumption
duration/lower during exercise (maximal
intensity exercise. and submaximal oxygen
deficit).
24 EPOC Short term effects of exercise and Oxygen consumption Why do trained athletes Subject specific
what happens when we stop? during recovery (excess recover quicker? vocabulary.
Show EPOC on a graph. Highlight post-exercise oxygen
key terms. consumption EPOC).
Relate the increased oxygen
intake to the short term effects of
exercise eg higher CO2,
increased lactic acid.
Fast and slow phase functions.
25 Factors affecting Definition – Brainstorm which Why does increased

VO2 max/aerobic factors (things) affect our ability to training increase
power. use oxygen. VO2max?
26 Measurements of Why might a coach want to know Indirect calorimetry.

energy expenditure. which fuel an athlete is using/ Lactate sampling. VO2
whether the athlete has produced max test.
lactate?
Respiratory exchange
Research task, or question writing ratio (RER).
on the topic.
24
extension
27 Impact of specialist Pupil presentations on each Altitude training. High Read articles on Subject specific
training methods on method OR pupils to produce an Intensity Interval Training training methods such vocabulary.
energy systems. exam paper and mark scheme on (HIIT). Plyometrics. Speed as altitude and evaluate
this topic – to follow a certain Agility Quickness. effectiveness.
structure (similar to real paper).
Practical - HIIT - use the Body
Coach online for example. Pupils
complete a few exercises to gain
understanding and then become
the Body Coach for a partner.
Design a HIIT for them according
to their needs and then take them
through the HIIT then swap over
roles.
Plyometrics – Discuss application
to Sergant Jump test – attempt
with a hold between squat and
jump and without a pause. This
demonstrates the importance of
the short amortisation phase.
25
3.2.1 Exercise physiology
3.2.1.1 Diet and nutrition and their effect on physical activity and performance
extension
28 To understand the Recap prior knowledge in relation Understand the exercise- Use of sports specific
exercise-related to the seven nutrients. related function of: diets eg high protein or
function of food Introduction of specific fats, Carbohydrates, fibre, fats carbohydrate loading.
classes. minerals and vitamins. (saturated fat, trans fat
and cholesterol), protein,
Look at the content of their food
vitamins (C, D, B-12, B-
and see which nutrients they are
complex), minerals
consuming. Could be done
(sodium, iron, calcium),
through top trumps game
water (hydration before,
(possible starter activity).
during and after physical
Pupils conduct research activity activity).
on the exercise related function of
each of the food classes and then
produce a presentation looking at
diet of elite athletes and
comparing between sports.
26
extension
29 To understand the Possibility of guest speaker – Creatine, sodium Link to specific sporting
positive and nutrition expert/ sports scientist. bicarbonate, caffeine, activities.
negative effects of Glycogen loading.
Pupils to research the use of
dietary
these methods in sport. Why
supplements/manipu
would athletes use these
lation on the
methods?
performer.
What are the issues surrounding
dietary manipulation?
3.2.1.2 Preparation and training methods in relation to maintaining physical activity and performance
extension
Understanding of the key
30 To understand key Using fitness test results as an Subject specific
data terms relating to
data terms for example explore the terms giving vocabulary.
laboratory conditions examples. laboratory conditions and
and field tests. field tests.(Quantitative
Practical possibility: Use a KS3
and qualitative, Objective
PE group to collect data and
and subjective, Validity
examine figures obtained in
and reliability)
relation to the terms
Physiological effects and

31 To understand the Teach in a practical setting - Differentiation: Give Sample
benefits of a warm-up
physiological effects pupils to complete different types reasons and match with Assessment
and benefits of a of warm up and cool down and cool down (Stretching the effect of warming Material – AS
27
extension
warm-up and cool activities and sort effects to match for different types of up and cooling down. Paper question 06.
down. the activities. physical activity (static and
ballistic)).
Create a suitable warm – up and
cool down for your sport and level
of performance.
32 To know the Training will only improve Principles of training Produce their own Subject specific
principles of training. performance if the Principles are (Specificity, progressive training programme for vocabulary.
followed. overload, reversibility, a period of time in their
recovery, Frequency sport.
Give a working example of a
Intensity Time Type of
training programme and ask
training (FITT) principles)
pupils to read through and
highlight where they see
examples of the principles.
33 To understand and Use of Olympic athlete eg Mo Application of principles of Consider the Subject specific
apply the principles Farah, Andy Murray and look at periodisation (Macro cycle, differences in relation vocabulary.
of periodisation. their sporting years. How can they Meso cycle, Micro cycle, to sports and the
ensure their performance peaks Preparation, competition, demands of their
for each major tournament/ transition, Tapering, competitions eg boxing
competition? peaking) vs tennis.
Possibility of relating it to their
school year and peaking for
assessment points/exams.
How does training change
throughout these periods –
characteristics.
28
extension
Training methods to
34 To know how the Practical teaching task – groups
improve physical fitness
different training to research a training method
and health.
methods improve each and deliver a session to the
(HIIT)
physical fitness and group explaining how it helps
health. performance. Interval training (anaerobic
power). Continuous
Complete a fitness profile of your
training (aerobic power).
sport. (Provide an example for
Fartlek (aerobic power).
pupils)
Circuit training (muscular
Introduction to training methods – power). Weight training
possible practical session. (strength). Proprioceptive
Neuromuscular Facilitation
(PNF) (flexibility)).
35 To know how the Bringing your knowledge

different training together:
methods improve
• which training method should
physical fitness and
I use for my sport?
health.
• produce a presentation or
training guide for your sport.
29
3.2.1.3 Injury prevention and the rehabilitation of injury
extension
36 To understand the Ruby Walsh - Iron man Acute (fractures,

different types of Ask pupils to identify the injury dislocations, strains,
injury. types suffered by sports people sprains). Chronic (achilles
and how they are sustained. tendonitis, stress fracture,
‘tennis elbow’).
37 To understand Clips from movie ‘I am Bolt’ Injury prevention methods:
different methods showing him using cryotherapy, • screening
used in injury massage and other methods of • protective equipment
prevention, rehab and injury prevention. • warm up, flexibility
rehabilitation and training (active,
recovery. passive, static and
ballistic), taping and
bracing
• injury rehabilitation
methods
(proprioceptive
training, strength
training, hyperbaric
chambers,
cryotherapy,
hydrotherapy)
• recovery from exercise
(compression
garments,
massage/foam rollers,
cold therapy, ice bath,
cryotherapy).
30
extension
38 To understand the Visit to centres with these Hyperbaric chambers,

physiological chambers. cryotherapy.
reasons for methods Examples of stars who have used
used in injury these: David Beckham, Michael
rehabilitation. Jackson – Why?
39 To understand the
Importance of sleep
and nutrition for
improved recovery.
31
3.2.2 Biomechanical movement
3.2.2.1 Biomechanical principles
extension
40 To understand Option to teach as a practical. First law (inertia), second Identify moments in Sample
Newton’s three laws law (acceleration), third your sport where each Assessment
Types of force – stations with
of linear motion law (action/reaction). of Newton’s laws occur. Material – AS
small activity for pupils to identify
applied to sporting Force. Paper question 08
the force causing movement
movements.
(muscular, air resistance, gravity,
friction, ground reaction force).
Pose the question what will
happen to the object if no force
acts on it? Do with a still
object/moving object (eg tennis
ball).
Blowing a table tennis ball across
the table length – team
competition in pairs.
What forces are acting on the
ball? Why would it be harder to
move a shot than the tennis ball?
Netball bounce pass – why does
the ball bounce up into the hands
of the other player when done
correctly and not if done poorly?
32
extension
41 Definitions, Introduction - The mathematical Speed, distance. Compare Scalars to Sample

equations and units quantities that are used to Vectors using sporting Assessment
of example scalars. describe the motion of objects examples. Material – AS
can be divided into two Paper question 04
categories. A vector or a scalar.
The Khan Academy
Scalars are quantities that are
website.
fully described by a magnitude (or
numerical value) alone. They
have no direction.
Show clips of speed measures eg
100m record, tennis serve speed,
distance of throws.
Give definitions and ask pupils to
come up with other scalars used
in sport.
42 To understand the Wrestlers – Fork and cork test Height of centre of mass,
term centre of mass. (ask pupils to balance cork on area of base of support,
their nose (difficult) then give to position of line of gravity
To understand the
forks to make it more stable) – and body mass.
factors affecting
relate to sumo wrestlers.
stability.
Gymnasts – show balance beam
recovery clips
TED talk - An athlete uses
physics to shatter world records -
Asaf Bar-Yosef
33
extension
Consider the location of their
centre of mass and how it helps
their events.
3.2.2.2 Levers
extension
43 To know the three Teach the rhyme 1, 2, 3, F, L, E

classes of lever and Whilst extending elbow, up onto
examples of their toes and flexing elbow.
use in the body
Images for pupils to label.
during physical
activity and sport. Show video clip to aid
understanding.
44 To understand the Labelling of effort and resistance

mechanical arm to help explain.
advantage and
Give a practical example.
mechanical
disadvantage of
each class of lever.
34
3.2.2.3 Linear motion
extension
45 An understanding of Clips of sports performers in Gravity, frictional force, air Distinguish between
the forces acting on action – Skiers, high jump, long resistance, internal horizontal and vertical
a performer during jump, sumo wrestlers, runners – muscular force, weight. forces.
linear motion. identify forces.
46 Definitions, Weight, velocity, Sample

equations and units displacement, acceleration assessment
of vectors and momentum. Mass, material – A-level
Definitions, speed and distance. Paper 2 Q3.
equations and units
of vectors and
scalars.
47 The relationship Matching graphs with moments

between impulse within a race.
and increasing and
decreasing
momentum in
sprinting through the
interpretation of
force/time graphs.
35
3.2.2.4 Angular motion
extension
48 Application of Angular displacement, Sample

Newton’s laws to angular velocity, angular assessment
angular motion. acceleration. material. A-level
paper 2 Q6.
Definitions and units
for angular motion.
49 Conservation of Science of the 2010 Olympic

angular momentum winter games: figuring out figure
during flight, skating
moment of inertia
Show the image on a graph of
and its relationship
these terms and relate to the
with angular velocity.
phases of a somersault.
3.2.2.5 Projectile motion

extension
50 Factors affecting Comparison of shot put,

horizontal badminton shuttle.
displacement of
different projectiles
and their flight paths.
Vector components
of parabolic flight.
36
3.2.2.6 Fluid mechanics
extension
51 Dynamic fluid force. Drag and lift. SAMs

A-level Paper 2 Q4
52 Factors that reduce

and increase drag
and their application
to sporting
situations.
53 The Bernoulli Upward lift force (discus).
principle applied to Downward lift force (speed
sporting situations. skiers, cyclists, racing
cars).
37
3.1.2 Skill Acquisition and 3.2.3 Sport Psychology
3.1.2 Skill Acquisition
3.1.2.1 Skill, skill continuums and transfer of skills
extension
1 To know the Introduce skills and the Characteristics of skill. Classify skills from their Sample
characteristics of characteristics through own sport. Does Assessment
Use of skill continua.
skill. observation of elite vs novice classification change in Material – AS
(Open – closed. Discrete –
performers (swimmers and different situations? Paper question 10.
To be able to classify serial – continuous. Gross
hurdlers are good examples to
skills on different skill – fine). .
use).
continua.
Self-paced – externally
Introduce the skill classification
Could teach paced.
continua.
methods of
High – low. Simple –
presenting practice Classify a selection of skills on
complex).
following this topic the continua. Justify their
placements. Justification of skill
placement on each of the
Make use of A3 laminated
continua.
continua and colour coded skills
to be placed on these. Pupils
move around and check others on
a rotation and move any they
think are wrong.
2 To name and Novak Djokovic shows off his Transfer of learning. Explain own examples
describe the different netball skills (Positive, Negative, Zero, of skills from a variety
types of transfer of Bilateral). of sports.
Transfer of learning – discussion
38
extension
learning. to lead into the meaning of the Understanding of how Research other athletes
term. If you have never played a transfer of learning who have had success
Give examples of
sport, how can you perform some impacts on skill transferring to a
each type of transfer
of the skills in it and have development. different sport.
from a sporting
success?
context
Image cards used to match up the
To understand how
types of transfer of learning as a
transfer of learning
guided discovery task.
impacts on skill
development. Once paired up, introduce the
names of the transfer and ask
pupils to try to place the name to
the paired cards.
Provide pupils then with the
information card sort to define the
different transfer types
3.1.2.2 Impact of skill classification on structure of practice for learning

extension
3 Be able to describe Practical lesson. Methods of presenting Advantages and Task cards of skills
the three different practice (Whole, disadvantages of each broken down into
Taking three skills that can be
methods of Progressive part, Whole– method for different parts eg Tennis
easily delivered in an indoor
presenting a part–whole). learners/skills. serve.
space, teach them using the three
practice.
different methods of presenting Understanding how
Could teach with skill practices. knowledge of skill
39
extension
classification Sprint start, tennis serve, triple classification informs
jump and golf swing are examples practice structure
Link each method of
of skills that you could use to (presentation and type) to
presenting a practice
break skills down. allow learning/
to a given skill
development of skills.
learning situation. Card sort to break skills down can
be given in small groups to help
Evaluate the factors
them work on the progressive part
to consider in
method.
deciding how to
present a practice (Tennis serve example)
(Including skill
List of skills can be discussed and
classification).
link method and justify.
4 Be able to name and Use the confectionary cards to Types of practice. Sample
describe the four provoke discussion prior to (Massed, Distributed, Assessment
types of practice naming the types of practice (eg Variable, Mental practice). Material – AS
methods. skittles have lots of different Paper question
Understanding how 13.1/13.2
flavours = variety).
Link each type of knowledge of skill
Confectionary
practice to a given Match up the cards then with the classification informs
discussion picture
skill learning description of the practice then practice structure
cards.
situation. with the names of practice types. (presentation and type) to
allow learning/ Use of skill cards.
Evaluate the factors Skill classification cards then
development of skills.
to consider in used to match up.
deciding how to
present a practice
(Including skill
classification).
40
3.1.2.3 Principles and theories of learning and performance
extension
5 Stages of learning Stages of learning introduced via Cognitive, associative, Plan a session for Characteristic card
and how feedback characteristic card sort and each autonomous. teaching the same skill sort.
differs between the stage defined and explained. for different phases
Sample
different stages of showing the changes
Recap the types of feedback and Assessment
learning. you would make and
pupils attempt to add these to Material – AS
why.
Possibility of their A3 stages of learning and Paper question 12.
teaching feedback feedback model sheets.
Types of feedback
here
Why would a novice require cards.
extrinsic feedback?
A3 Stages of
Learning and
Feedback model
sheets.
6 Learning plateau. Learning plateaus introduced via Causes and solutions. Cause and solution
a data collection/application task. match up.
Data given on 50 free throw
basketball shots recorded over 15
weeks of learning. Pupils plot the
graph and identify the plateau.
Causes and solutions match up
used to separate these and form
a discussion.
41
extension
7 Cognitive theories. Insight learning: chimpanzee Insight learning (Gestalt). Sample

problem solving Assessment
Material – A Level
How could this apply to coaching
Paper 1 question
a skill in your chosen sport?
12.
Advantages and disadvantages of
Video used to
using such a method to cause
describe theory.
learning.
Kohler
Chimpanzees.
8 Behaviourism. Practical within lesson using a Operant conditioning Video used to

reinforcer eg to one pupil, every (Skinner). Social learning. describe theory Big
time they attempt to answer a Bang Theory.
question give them something.
Big Bang Theory - operant
conditioning
Encouraging desired behaviour
through the use of reinforcement.
Using the same sporting example
as the cognitive theory, state how
you would coach the skill using
behaviourism theory.
42
extension
9 Social learning. The Bobo beatdown - crash Observational learning Video used to
course psychology (Bandura). Constructivism. describe theory.
This clip summarises all learning
theories, but begins with (social
learning theory).
Using the same sporting example
as the cognitive theory, state how
you would coach the skill using
social learning theory.
10 Constructivism. Teach the pupils to juggle to Social development theory Video used to
demonstrate the ZPD. Let them (Vygotsky). describe theory.
try alone without any help for 5
minutes to demonstrate the task
is too difficult and learning is slow.
Then guide them through the
process slowly as a whole class.
Focus on the social interaction of
the teacher and the pupil in
guiding learning.
Compare and evaluate all four
learning theories in relation to
skills being taught and the level of
the performer.
43
3.1.2.4 Use of guidance and feedback
extension
11 Be able to name and Introduce the four types of Methods of guidance Videos of each type
describe the four guidance and define each term. (Verbal, Visual, Manual, to be shown.
types of guidance. Mechanical).
Make use of videos to support the
Link each method of learning of each method and how Understanding of how
guidance to a given they develop skills. Link to guidance impacts on skill
skill learning kinaesthesis. development.
situation.
12 Be able to name and Practical task – throwing into a Understand the different Why might feedback Feedback and
describe the six target. Give no feedback, give purposes and types of change with ability? stage of learning
methods of KOR, and KOP. Compare results. feedback (knowledge of A3 laminates to
feedback. performance, knowledge write on.
In pairs or small groups, provide
of results, positive and
Link each type of pupils with a Scenario/statement Statement/
negative, intrinsic,
feedback to a given card. scenario.
extrinsic).
skill learning
Display the six types of feedback
situation. Understanding of how
on the board and ask pupils to
feedback impacts on skill
Evaluate the factors choose which type of feedback
development.
to consider on matches their card.
deciding on which
Feedback to the whole class and
feedback is most
then match up and define each
appropriate and how
method.
feedback impacts on
skill development.
Possibility to teach
44
extension
feedback with stages
of learning
3.1.2.5.1 General information processing model

extension
13 Input. Play the moonwalking bear clip • Senses Compare speed of Subject specific
and the basketball clip available input from different vocabulary.
at awarenesstest.co.uk • Receptors senses.
Consider how you take in • Proprioception
information in your sport.
• Perception
• DCR process
• Selective attention
14 Decision making. Memory tests to show functions of Subject specific
short term memory. vocabulary.
Short and long term
Describe your best sporting memory
moment in detail compare with a
description of a game you played
a month ago. Why do you
remember one more?
Draw memory model applying to
a sporting situation.
45
extension
Baddeley and Hitch, Functions and

working memory characteristics of
model, memory components of working
system. memory model.
15 Output and How we put decisions into action.

feedback.
Types of feedback. Matching task
to examples. Provide feedback to
a performer during a task, to
improve output and decision
making. Link back to previous
feedback task.
3.1.2.5.2 Efficiency of information processing

extension
16 Application of Apply a sporting skill from your Subject specific

Whiting’s information sport to the model. Why are there vocabulary.
processing model to multiple arrows in certain places
a range of sporting on the model?
contexts.
17 Applied Extended descriptive writing • Environment

understanding of explaining how we produce a • Display
information sporting skill, using the key terms • Sensory organs
processing terms from the model. • Perceptual mechanism
46
extension
within a sporting Model a perfect example for • Translatory
context. weaker pupils. mechanism
• Effector mechanism
• Muscular system
output data
• Feedback data
18 Definitions of and the ESPN's sports science: penalty • Simple reaction time Subject specific
relationship between kick • Choice reaction time vocabulary.
reaction time, • Temporal and spatial
response time,
movement time.
Anticipation and how
it affects reaction
time.
19 Factors affecting Card sorting task timed. Why are Hick’s law. Psychological Complete a hypothesis
response time. you slower when sorting into suits refractory period. Single for class reaction time
over colours? channel hypothesis. test. If possible
Strategies to
complete the test to
improve response Video clips to show the PRP.
prove your hypothesis.
time. Dummies and ball against net in
tennis.
Example from the book ‘Bounce’
by Matthew Syed , regarding a
top table tennis player who looks
and plays like he has the fastest
reactions ever, but when tested
47
extension
he is quite poor. It is all due to
experience.
20 Schmidt’s schema Pupil to throw a paper ball into a • Recall

theory. bin from different positions
• Recognition
repeating each three times – ask
questions at each stage – • Initial conditions
preparation, execution, feedback. • Response
How did you change your actions specifications
and why? • Sensory
consequences
• Response outcomes
21 Application of As a coach explain how you

schema theory in would teach a skill considering
sporting situations. what you know about schema
theory.
22 Strategies to Produce a guide for an athlete Input – selective attention

improve information informing them how they can decision making process –
processing. improve their information chunking, chaining,
processing. response time, schema.
48
3.2.3 Sports psychology
3.2.3.1.1 Aspects of personality
extension
23 To understand the Describe the person sitting next to Understanding of the Subject specific
different schools of you. Are they always like this? nature vs nurture debate vocabulary.
thought based on Have they always been the in the development of
nature vs nurture. same? Where did their personality.
personality characteristics come
Trait, social learning.
from? Discuss.
Link to definition of personality.
Discuss the situation of twins –
identical and non-identical.
Sporting examples of athletes
who display different
characteristics – What is their
personality?
Ask pupils to move a step right or
left in response to questions
based on extrovert – introvert
scale.
24 To be able to state Introduction to Lewin’s Interactionist perspective. Complete personality

the equation for interactionist perspective – Hollander, Lewin. test – POMS.
interactionist B=f(PxE)
How knowledge of
perspective on
Sporting examples of athletes interactionist perspective
personality.
who display different
49
extension
State how sports characteristics in different can improve performance.
coaches can use situations – Djokovic is a good
their knowledge of example. Pupils to give their own
this theory to get the examples.
best from their
Label Hollander’s diagram giving
performers.
examples.
Could link to sports specific
personality measure – POMS
which supports Hollander’s
viewpoint.
How can a coach use this
perspective to get the best from
their performer?
3.2.3.1.2 Attitudes
extension
25 Knowledge of the Use images to trigger attitudes/ Triadic model. Does attitude always Sample
Triadic model and its opinions of group eg spiders, Components of an predict behaviour? Assessment
three components in female body builders, fitness attitude. Material – AS
relation to an attitude tests, homeless people, smokers. Paper question 15.
Formation of attitudes.
object.
Why do pupils have these Triadic Model Giant
attitudes towards these images wall display to
(Formation of attitudes)? make and use in
lesson.
Draw the Triadic model using
50
extension
your attitude to one of the above
then apply it to a sporting
situation.
26 Knowledge of how to Recap model components - place Changing attitudes Sample

change an attitude. the labels onto the blank diagram through cognitive assessment
of the Triadic model. dissonance and material. A-level
persuasive Paper 2 question
Persuasion – Pupils to play a
communication. 12.
persuasion game eg persuade
your partner.
How did you do this?
Consider the difference between
positive and negative attitudes.
Link to Cognitive dissonance.
Scenario:
As a coach/captain you have an
athlete who doesn’t do any fitness
training. How can you change
their negative attitude to fitness
training to encourage them to
train?
51
3.2.3.1.3 Arousal
extension
27 Knowledge of the Definition of arousal – link to peak Theories of arousal (Drive Arousal graphs and
three theories of flow and being in the zone. theory, inverted U theory). headings match up.
arousal - Drive
Rate a list of events/situations on Practical applications of
theory, inverted U
a continuum as to which would theories of arousal and
theory, catastrophe
make you least and most their impact on
theory and zone of
stressed. performance.
optimal functioning
theory. Provide images of the graphs for
the three theories – match the
theory explanation to the graph.
Discuss theory in relation to
phase of learning and how this
changes optimum arousal for
peak performance.
28 State situations Show video clips demonstrating Theories of arousal Link to cognitive and Peak flow video.
where the theories varied levels of arousal and (catastrophe theory and somatic anxiety – is
are evident in sport. possible outcomes in sport. zone of optimal one worse for
functioning theory). performance?
How does the activity impact level
of arousal? Practical applications of
theories of arousal and
On the inverted U Graph, show
their impact on
how optimum arousal may
performance.
change for a boxer/rugby
player/gymnast/archer. Characteristics of peak
flow experience.
52
3.2.3.1.4 Anxiety
extension
29 Knowledge of types Possible role play – Teacher to Types of anxiety. Somatic, Sample
of anxiety. enter class and say ‘test today cognitive, competitive trait Assessment
which counts for final grade’. and competitive state. Material – AS
Somatic, cognitive,
Paper question 14.
competitive trait and How did pupils feel?
competitive state.
Research the different types of
anxiety and how they are
measured.
Rate your anxiety and compare to
results from completing anxiety
questionnaire.
30 How do we measure Did your results show an accurate Advantages and Laminated
anxiety? What are reflection of you? disadvantages of using examples of
the issues observations, questionnaires
How else can we measure
surrounding this? questionnaires and
anxiety, especially if some of the
physiological measures to
effects are internal?
test anxiety.
Introduction to Biofeedback.
Summarise advantages and
disadvantages of methods.
53
3.2.3.1.5 Aggression
extension
31 To be able to Video clips demonstrating both Difference between Sample

distinguish between behaviours – discuss. aggression and assertive Assessment
Aggression and behaviour. Material – AS
Brainstorm: Why do we act
Assertion in sport. Paper question 16.
aggressively in sport? Theories of aggression
Evaluate theories of (Instinct theory, frustration Video of aggressive
Introduction of theory – apply to
why we act aggression hypothesis). acts.
your own sporting example.
aggressively.
Link back to Bandura’s Social
Learning Theory of personality
that people can learn aggressive
behaviour.
32 State strategies to What can we do to reduce Theories of aggression How have governing
control aggression. aggression in sport? (social learning theory and bodies dealt with
aggressive cue theory). aggressive acts
Strategies to control
aggression.
54
3.2.3.1.6 Motivation
extension
33 Define and Why do they take part in sport? • Intrinsic Sample

understand the
Classify groups responses into • Extrinsic assessment
different types of • Tangible material A-level
the types of motivation.
motivation. Paper 2 question 9.
• Intangible
Subject specific
vocabulary.
3.2.3.1.7 Achievement motivation theory

extension
34 Atkinson’s model of Show the clip of Stuart Pearce Need to achieve (Nach)
achievement missing the penalty in the 1990 and Need to avoid failure
motivation. World Cup and then scoring in the (Naf).
1998 European Cup – Nach.
Characteristics of
personality How would you encourage
components of youngsters to show approach
achievement behaviours.
motivation.
Strategies to develop
approach behaviours
leading to
improvements in
performance.
55
extension
35 Impact of situational Place Nach and Naf performers Incentive value and
component of on the graph. Think of sporting probability of success.
achievement examples of how someone could
motivation. aim for a higher incentive value
with less of chance of success eg
higher tariff routines in
gymnastics.
36 Achievement goal Impact of outcome

theory. orientated goals and task
orientated goals.
This could be taught
alongside goalsetting
56
3.2.3.1.8 Social facilitation
extension
37 Define and Introduce the acronym BEDPOO. Social facilitation and Videos of penalty
distinguish between inhibition. misses/Top players
Give a pupil a task to do in front
Social facilitation and thriving under
of the class – do they perform Zajonc’s model.
inhibition. pressure (Ian
better than normal or worse?
Strategies to eliminate the Poulter).
Why?
adverse effects of social
Link to phase of learning and their facilitation and social
dominant response. inhibition.
How can we encourage
facilitation to occur rather than
inhibition?
38 Evaluation Give all pupils a task to practise Evaluation apprehension. Link to famous
apprehension. eg cup stacking (they write their examples of people
best time down). failing or excelling
under pressure and
Then ask one pupil at a time to
evaluate why.
show their effort and you are
going to grade/score their
performance.
How does the thought of being
judged impact you?
57
3.2.3.1.9 Group dynamics
extension
39 Group formation. Class could be put into groups Giant Display to cut
and given a task. Do they out and use in
Tuckman’s model.
experience any of these stages? lessons
Introduce video clips from Sample
‘Remember the Titans’ movie - Assessment
https://www.youtube.com/watch?v Material – AS
=hEJaz3sinEs Paper Question 11
Discuss and identify
characteristics of each stage
40 Cohesion. As previously, give pupils a task Sample

where they have to work together Assessment
Task and social.
to achieve success. How Material – AS
successful were they and why? Paper Question 17
Define cohesion and discuss the
difference between social and
Sample
task cohesion – show clips of
assessment
team mates displaying problems
material. A-level
with cohesion
Paper 2 Q 13
Can you be successful without
cohesion? Which type is more
important to successful sports
performance?
58
extension
41 Steiner’s model of Link to the FA Cup and how Including cooperation and
potential and actual underdogs often win. Why? coordination.
productivity, faulty
Show team lists (lineup) of
group processes.
favourites against relative
unknown team. How is it
possible for the underdogs to
win? (England vs Iceland/ Wales
vs Belgium Euros)
How can a coach reduce these
faulty processes?
42 Ringelmann effect Does double the amount of Subject specific

and social loafing. people mean you go twice as vocabulary
fast?
Give class figures of rowing times
for 2 man boats and ask them to
predict times for 4 men and 8
men. Discuss responses vs
actual times
Define the Ringelmann Effect
How lack of motivation and
coordination impacts
performance.
59
extension
43 Strategies to Possibility of practical – give them

improve cohesion, a task – are there any social
group productivity loafers? Pupils in class could
and overcome social take coaches role and attempt
loafing to enhance some of the strategies
team performance.
3.2.3.1.10 Importance of goal setting

extension
44 Benefits of types of Why do we set goals? Look at Outcome goals,

goal setting. common goals people set for performance related
themselves. Why do they often goals, process goals.
fail?
Look at Michael Johnson’s article
based on setting effective goals
and create some goals for your
own sporting performance
45 Principles of Change poor examples of goals SMARTER (specific,

effective goal setting. to effective goals measurable, achievable,
realistic, time bound,
Link to Achievement Using the SMARTER principle
evaluate, re-do).
Goal Theory
60
3.2.3.1.11 Attribution theory
extension
46 Attribution process. Look at recent sports results and Sample

media interviews. Why did a assessment
Weiner’s model and
team win or lose? Ask pupils material. A-level
its application to
about their games. paper 2 Q 11
sporting situations.
Link to Weiner’s model and place
examples on the model.
Subject specific
vocabulary
47 Link between Pupils to complete a flow chart
attribution, task based on a recent sporting
persistence and experience. What happened
motivation (success or failure)? Why did you
fail/succeed? Analyse your
attribution – cause, stability,
Could link to Nach control. How do you feel about
and Naf with task this situation? What if you had to
persistence do it again?
Would this change if the initial
outcome was different?
48 Self-serving bias. Using the information from your

Attribution retraining. flow chart, explain self-serving
bias and attribution re-training.
61
extension
49 Learned Pupils to think about something General and specific.

helplessness. they can’t do. How do they feel
about it? If they were asked to do
Strategies to avoid
it? Partners to encourage them to
learned helplessness
believe they can do it. Perhaps
leading to
changing your belief from general
improvements in
to specific.
performance.
3.2.3.1.12 Self-efficacy and confidence

extension
50 Characteristics of
self-efficacy, self-
confidence and self-
esteem.
51 Bandura’s model of Performance

self-efficacy. accomplishments,
vicarious experiences,
verbal persuasion and
emotional arousal.
62
extension
52 Vealey’s model of Relationship between trait

self-confidence. sport confidence,
competitive orientation,
the sport situation and
state sport confidence.
53 Effects of home field Look at sports and different tables

advantage. to show points scored home vs
away
54 Strategies to develop
high levels of self-
efficacy leading to
improvements in
performance.
3.2.3.1.13 Leadership
extension
55 Characteristics of
effective leaders.
Styles of leadership.
Types of leader -
Prescribed and
emergent leaders.
63
extension
56 Leadership styles for Consider different situations, Fiedler’s contingency Sample

different sporting abilities and conditions eg danger, theory and Chelladurai’s assessment
situations. novices, time limits multi-dimensional model material. A-level
Paper 2 Q 10
Theories of
leadership in
different sporting
situations
3.2.3.1.14 Stress management

extension
59 Explanation of the Set up a fake situation and see

terms ‘stress’ and pupils’ response eg important test
‘stressor’. without warning, or fitness test
that contribute to final mark
Effects of cognitive Describe how you felt?

and somatic
techniques on the
performer.
60 Use of warm up for
stress management.
Explanation of Mental rehearsal. Visualisation.

cognitive techniques. Imagery. Attentional control and
64
extension
cue utilisation. Thought stopping.
Positive self-talk.
61 Explanation of Biofeedback, centering, breathing

somatic techniques control, progressive muscle
relaxation.
65
3.1.3 Sport and society and 3.2.4 Sport and society and the role of technology in physical activity and
sport
3.1.3 Sport and society
3.1.3.1.1 Pre-industrial (pre-1780)
extension
1-2 To know the two tier Introduce what society looked like Characteristics of society Compare to current Sample
class system during pre-industrial times. Look and impact on sporting class divisions and Assessment
at the two-tier system and their recreation. (Two-tier class differences across Material – AS
To be able to characteristics. system. Rural, Limited sporting activities Paper Question 20,
describe the
Look at characteristics of mob communication/technology 21
characteristics of
football, real tennis and Wenlock /transport, Widespread
popular and rational
Olympic Games through videos of illiteracy, Harsh lifestyle.
recreation for the
upper and lower Shrovetide football.
class Video clip on YouTtube
Characteristics of sporting
‘Shrovetide Football’ Identify
recreation (limited to mob
characteristics
football and real tennis
To understand how
Pupils look over information
the two tier system
sheets and make posters
impacted on sporting
displaying the key characteristics.
recreation
Make links to the characteristics
of the activities and the class they
were played by.
66
3.1.3.1.2 Industrial and post-industrial (1780 - 1900)
extension
3-5 To understand how Introduce the industrial revolution Characteristics and impact Pupils investigate Subject specific
the industrial and the changes that occurred to on sport (limited to which football teams vocabulary
revolution, society as a result. development of originated as factory
urbanisation, association football, lawn teams.
Look at impact on activities
transport and tennis, rationalisation of
played generally. Research and
communication and track and field events and
present on one of the sports.
the factory system the role of the Wenlock
impacted society and Compare society pre industrial to Olympian Games).
sport industrial.
Industrial Revolution.
Urbanisation.
Transport and
communication.
Provision through
factories.
Three-tier class system
(emphasis on middle class
and working class).
To understand how Recap industrial revolution Characteristics and impact Pupils investigate Sample
the British Empire influence from last lesson. on sport (limited to which football teams Assessment
and the church Introduce the three tier system development of originated as church Material – AS
impacted society and that emerged towards the latter association football, lawn teams. Paper Question 22
sport half of the nineteenth century. tennis and rationalisation
of track and field events).
To be able to explain Timeline from the industrial
Sample
the three tier class revolution to the creation of Three-tier class system
67
extension
system NGBS (emphasis on middle class Research the key facts Assessment
and working class). of the FA, British Material – A Level
Investigate impact of church and
Tennis and British Paper 1 Question
British empire and also look at The British Empire.
Athletics. 19
how sporting activities might have
Churches and local
started to spread alongside
authorities.
improvements in transport
Public schools/universities
Pupils create a poster to
recognise the importance of the Development of national
development of NGBs due to governing bodies.
society developments. Consideration of the
changing role of women in
sport.
The status of amateur and
professional performers.
68
3.1.3.1.3 Post World War II (1950 to present)
extension
Characteristics and impact
6-10 To understand the Media (radio, TV, satellite, Discuss how sport has
of the Golden Triangle
interrelationship internet and social media) changed as a result of
(limited to development of
between commercialisation in
Research and discuss how media association football, tennis
commercialisation both a positive and
has led to rule changes in sport and athletics).
media and sports negative way.
eg tennis tie break. What other The interrelationship
and governing
areas of the sport have been between
bodies
influenced? commercialisation
Debate the positive and negative (including sponsorship),
impact on sport media (radio, TV, satellite,
internet and social media)
and sports and governing
bodies.
To understand the Picture board quiz of sponsors to Characteristics and impact Consider the number
interrelationship teams and sports. of the Golden Triangle and suitability of
between (limited to development of sponsors promoted in a
Sponsorship - Suitable sponsors
commercialisation association football, tennis football or tennis
for sport
media and sports and athletics). match.
and governing Benefits to the sport, sponsor and
The interrelationship
bodies to the athlete. Issues that could
between
or have arisen or could occur for
commercialisation
an athlete
(including sponsorship),
media (radio, TV, satellite,
internet and social media)
and sports and governing
bodies.
69
extension
To know the key Look at case studies from The changing status of
features of modern football, tennis and athletics for amateur and professional
day amateurism and amateur and professional athletes performers.
professionalism in these sports. Compare these
athletes.
To know the factors Practical task: groups given a set Factors affecting the
affecting the amount of money (monopoly emergence of elite female
emergence of elite money or Chocolate coins). performers in football
female performers in Groups are given athlete profiles (players and officials),
football, tennis and (facts about their sport eg time tennis and athletics in the
athletics played, level) in the 3 sports. late 20th and early 21st
They divide the funds up century.
according to how much they think
Characteristic of football,
they should be paid.
athletics and tennis.
Research salary changes in
female sport. Compare to male
figures. Should they earn the
same? Discuss
Discuss opportunities to
participate together with role
models and media coverage.
Discrimination laws and other
changes in society enabling
women to increase their
commitment to sport.
70
3.1.3.2.1 Sociology theory applied to equal opportunities
extension
12-17 To understand the Socialisation (primary and Understanding of the Subject specific Sample
key terms society, secondary) definitions of the following vocabulary Assessment
socialisation and key terms in relation to the Material – AS
Social processes (Social control
social processes and study of sport and their Paper Question 19
and social change)
their impact on equal impact on equal
Sample
opportunities in sport opportunities in sport and
Assessment
society
Material – A Level
Society Paper 1 Question
14, 17
Socialisation (primary and
secondary)
Social processes (social
control and social
change).
To understand the Show images of different social Understanding of the

key terms social groupings eg school friends, definitions of the following
issues and social OAPs, running groups and key terms in relation to the
structure/stratificatio families study of sport and their
n and their impact on impact on equal
equal opportunities opportunities in sport and
in sport Describe leisure activities such society
groups would take part in and
Social issues (causes and
why?
consequences of
inequality).
The ways in which society groups Social
71
extension
itself for the purpose of daily structures/stratification (eg
activity. schools/ sports clubs).
Identify which are primary and

Explain why both
which are secondary and why?
primary and secondary
influences are vital for
healthy development
Understanding social
To investigation Introduce Social Action Theory Discuss that sport
action theory in relation to
Social Action Theory reflects society
Discuss how social issues are or social issues in physical
in relation to physical
have been reflected in sport? activity and sport. (Impact
activity and sport
Can sport change society for the of sport on society and of
better? Give possible examples society on sport).
of where this has happened.
To understand the Introduction - On entry class Understanding the key Research the factors Sample
terms equal could be treated differently terms relating to equal you would have to Assessment
opportunities, according to a feature eg blonde opportunities.(Discriminati consider to set up a Material – AS
discrimination, hair on , Stereotyping, disability sports club at Paper Question 24
stereotyping and Prejudice) school
Use of media articles and figures
prejudice.
to show prejudice and The barriers to
Physical activity
To know the barriers discrimination to target groups participation in sport and
data / graphs for
to participation for physical activity and
Practical – playing a disability those with a
the disabled in sport possible solutions to
sport and consider all implications disability
and physical activity overcome them for under-
for both the sport and the
and possible represented groups in
individual. Discussion point –
72
extension
solutions to should sport be segregated or sport (Disability).
overcome them. inclusive?
Possibility of visit to local sports
centres who may have facilities
and equipment eg wheelchair
basketball
To know the barriers Analyse ethnic participation in The barriers to Examples of Sample
to participation for elite sports – compare sports. participation in sport and channelling, Assessment
ethnic groups in How many white quarterbacks in physical activity and stereotyping and Material – A Level
sport and physical the NFL? Show clips of recent possible solutions to stacking in sport Paper 1 Question
activity and possible Olympians breaking barriers eg overcome them for under- 18
solutions to black swimmer and refugee represented groups in
Physical activity
overcome them. runner. Pupils to identify barriers sport (Ethnic group).
data / graphs for
Discussion – reasons, causes, ethnic groups
ways to overcome these. Link to
cultural differences and
stereotypes
To know the barriers Possible group research tasks The barriers to Analyse the change in Physical activity
to participation for focussed on barriers eg participation in sport and women’s participation data / graphs for
women in sport and physical activity and levels in sport men and women
Use of media coverage –
physical activity and possible solutions to
compare newspaper articles on
possible solutions to overcome them for under-
men’s sports to women’s
overcome them. represented groups in
Are there differences in the sport (Gender).
images of both genders?
Compare attendance figures at
73
extension
women’s events to men’s in
different sports?
To know the barriers Ask pupils how much they spend The barriers to Scenario: New facility Physical activity
to participation for on playing their sport. Compare participation in sport and manager in deprived data / graphs for
the disadvantaged in to how much you spend on your physical activity and area – How would you disadvantaged
sport and physical sport (give pupils examples). possible solutions to increase participation at
activity and possible Images of private gyms compared overcome them for under- your centre?
solutions to to public represented groups in
overcome them. sport (Disadvantaged).
What other barriers do people
have in disadvantaged areas?
Show profile of deprived areas in
relation to health, crime and
sport/activity – discuss the impact
of increasing participation on
these areas
Identify the benefits Match benefit to the area helped. Benefits of raising Produce a flyer to raise Sample
of raising participation. (Health the importance of Assessment
Show profile of deprived areas in
participation to both benefits, Fitness benefits, participation in activity. Material – A Level
relation to health, crime and
society and the Social benefits). Paper 1 Question
fitness
individual 19
Research Sport England’s role in
increasing participation in your The interrelationship
local area between Sport England,
local and national partners
to increase participation at
grass roots level and
74
extension
underrepresented groups
in sport.
75
3.2.4 Sport and society and the role of technology in physical activity and sport
3.2.4.1 Concepts of physical activity and sport
extension
19-20 The characteristics Venn diagram Physical recreation. Sport. Subject specific
and functions of key Physical education. vocabulary
concepts and how Exam questions School sport
they create the base
of the sporting
development
continuum.
The similarities and
the differences
between these key
concepts.
76
3.2.4.2 Development of elite performers in sport
extension
21 - The factors required Look at the iceberg poster of Research the pathway
25 to support success to success of your
progression from sporting role model.
https://www.jamsovaluesmarter.c
talent identification to How did they achieve
om/blog/3-keys-for-success-in-
elite performance. success?
life-and-business
Relate the model to sport and any
other factors required to progress.
Split these factors into personal
and social and cultural. Prioritise
these factors and justify why.
The generic roles, Research an effective Talent ID National governing bodies.

purpose and the programme in a sport of your National institutes of sport.
relationship between choice. Identify the links with UK Sport.
organisations in other organisations.
providing support
Produce a Prezi on your findings
and progression
from talent
identification through
to elite performance.
Research British Rowing and Create your own sport

Royal Yachting Association plan and present to the
Whole Sport Plans – Venn class
diagram to compare
77
extension
The support services EIS Performance Pathway Health Compare with the AIS
provided by national Check - Create a Kahoot quiz on
institutes of sports the support provided for talent
for talent development
development.
The key features of Possible option of a guest Or equivalent current Sample

UK Sport’s World speaker who has been involved in named programmes. assessment
Class Performance these programmes material. A-level
Programme, Gold paper 2 Q 16
Event Series and
Talent Identification
and Development.
3.2.4.3 Ethics in sport

extension
28-29 Understanding of the Is the Olympic Oath irrelevant in Amateurism, the Olympic Write a school sport Subject specific
key terms relating to the modern day Olympics? Oath, sportsmanship, Oath vocabulary
ethics in sport. Examples of sportsmanship and gamesmanship, win ethic.
gamesmanship in your sport
Positive and Examples of deviance in sport –
negative forms of pupils to sort into positive and
deviance in relation negative and justify why.
to the performer.
78
3.2.4.4 Violence in sport
extension
30-31 The causes and Video clips of violence in sport - Performer

implications of suggest reasons for these acts.
Spectator
violence in sport.
Sport
Strategies for
Pick one of the major spectator
preventing violence
sports and research how they aim
within sport to the
to reduce violence within sport
performer and
spectator.
3.2.4.5 Drugs in sport

extension
32-36 The social and Discussion/debate for the Sample

psychological acceptance of drugs in sport. assessment
reasons behind elite Why not allow them? material. A-level
performers using paper 2 Q18
illegal drugs and
doping methods to
aid performance.
The physiological Match athletes who have been Erythropoietin (EPO). Subject specific
effects of drugs on banned for using these drugs to Anabolic steroids. Beta vocabulary
the performer and the drug type to suggest effects of blockers
them. Research effects of the
79
extension
their performance. drugs.
Pupils to create warning tweets to
fellow athletes about the dangers
associated with these drugs.
The positive and Case study of cycling. How has it Physiological adaptations.
negative implications been affected by drug scandals. Social and psychological
to the sport and the Also, look into the impressive rewards (for the sport and
performer of drug achievements of some of its the performer). Negative
taking. athletes impact on current and
future health. Social and
psychological
repercussions (for the
sport and the performer).
Strategies for Use the ‘100% me’ websites to
elimination of create a poster/information leaflet
performance about eliminating drugs from sport
enhancing drugs in Research how governing bodies
sport. have dealt with athletes caught
taking drugs
Arguments for and Discussion/debate for the Testing procedures will
against drug taking acceptance of drugs in sport. not be examined.
and testing Why not allow them?
80
3.2.4.6 Sport and the law
extension
39-40 The uses of sports Discussion of why those involved Performers (contracts,
legislation in sport may need protection from injury, loss of earnings).
the law during their careers – use Officials (negligence).
current affairs. Consider the Coaches (duty of care).
recent case of abuse in football. Spectators (safety,
hooliganism).
Research 2 examples of
professional athletes who have
used the law to help them after
career ending injuries or where
claims have been made against
officials or coaches. Present your
findings.
Compare images of spectators at
football matches pre Hillsborough
to today. What differences are
they aware of? Create a timeline
of crowd safety legislation.
Possibility of creating a quiz or
questions to accompany the
timeline for a partner to answer.
81
3.2.4.7 Impact of commercialisation on physical activity and sport and the relationship between sport and the media
extension
41-42 The positive and Analyse the earning of top Performer. Coach. Official. Sample
negative impact of athletes and consider how much Audience. Sport assessment
commercialisation, is from success in their sport and material. A-level
sponsorship and the how much comes from paper 2 Q 19.
media. commercialisation
Possibility of a class debate. Half
of the group to research and
argue that positive impact of
commercialisation and half the
negative impact in relation to all
roles
Pupils to complete a summary
learning mat.
82
3.2.4.8 The role of technology in physical activity and sport
extension
44-52 To know what is Potential for guest speaker or visit Understanding of Subject specific
meant by the key to sports club / University sports technology for sports vocabulary
terms quantitative science department to look at analytics
and qualitative, analysis first hand.
(Use of technology in data
objective and
Introduce key words such as collection (quantitative and
subjective, validity
quantitative and qualitative qualitative, objective and
and reliability. subjective, validity
Pupils to undertake fitness tests
(possibly with KS3 students) they and reliability of data),
must ensure tests are valid and video and analysis
reliable. Video tests and programmes, testing and
feedback to group who will recording equipment
(metabolic cart for indirect
assess their validity and reliability.
calorimetry), use of GPS
Pupils conduct a project to
and motion tracking
research the use of a specified
software and hardware,
piece of technology used in sports
maintaining data integrity).
analytics and present. Link to a
team or athlete that uses the
technology.
Functions of sports Use of sports analysis software Monitor fitness for Performance
analytics during a live game or skill practice performance. Skill and analysis software/
of your choice and feedback to technique development. apps
the group. Injury prevention. Game
analysis. Talent
Dartfish / upmygame
83
extension
Possibility of using it to aid ID/scouting.
practical assessment
Research a device that monitors
fitness for performance and try to
sell it to the group (management
team)
The development of Comparison of old equipment to Impact of material

equipment and new, records on old surfaces to technology on equipment
facilities in physical new and with older equipment – adapted (disability, age).
activity and sport, Facilities – Olympic
Presentation/research on how
and their impact on legacy, (surfaces,
Olympic facilities are now being
participation and multiuse).
used
performance.
The role of Examples of when technology Sport. Performer. Coach.

technology in sport has helped or hindered sport. Audience.
and its positive and Should replays be used in
negative impacts. football? Compare with use in
rugby and hockey and suggest
when it should be used in football.
How will it impact the different
roles?
84

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Scheme of work

3 3.1.2.2 Impact of skill classification on 3.1.3.1.2 Industrial and post-industrial

5 3.1.2.3 Principles and theories of learning

Autumn half term

10 3.1.1.3 Respiratory system

11 3.1.2.4 Use of guidance and feedback Recap test

12 3.1.3.2.1 Sociological theory applied to

16 3.1.2.5.2 Efficiency of information

19 3.2.4.1 Concepts of physical activity and

Spring half term

21 3.1.1.6 Energy Systems 3.2.4.2 Development of elite performers in

23 3.2.3.1.1 Aspects of personality

30 3.2.1.2 Preparation and training methods 3.2.4.4 Violence in sport

Summer half term

32 3.2.4.5 Drugs in sport

34 3.2.3.1.7 Achievement motivation theory

36 3.2.1.3 Injury prevention and

38 End of year exams

40 3.2.2.1 Biomechanical principles

41 3.2.4.7 Impact of commercialisation on

43 3.2.2.2 Levers Recap test

44 3.2.3.1.10 Importance of goal setting 3.2.4.8 The role of technology in physical

Autumn half term

46 3.2.3.1.11 Attribution theory

48 3.2.2.4 Angular motion

50 3.2.2.4 Projectile motion 3.2.3.1.12 Self efficacy and self confidence

53 Revision - recap and exam technique

54 Revision - recap and exam technique

57 Mocks Mocks Mocks

Spring half term

62 Revision. Exam practice and practical

May half term

13 To understand the Pupils research and investigate Impact of poor lifestyle

Practical opportunity: Ask a pupil • tetanic.

16 Role of Description of PNF – practical • Role of proprioceptors Subject specific

21 Energy transfer What is ATP? Anaerobic energy system.

22 Energy transfer Lactic Acid System. Advantages Anaerobic glycolytic

23 Energy transfer Aerobic system: research a stage Aerobic energy system.

25 Factors affecting Definition – Brainstorm which Why does increased

26 Measurements of Why might a coach want to know Indirect calorimetry.

Physiological effects and

35 To know how the Bringing your knowledge

36 To understand the Ruby Walsh - Iron man Acute (fractures,

38 To understand the Visit to centres with these Hyperbaric chambers,

41 Definitions, Introduction - The mathematical Speed, distance. Compare Scalars to Sample

43 To know the three Teach the rhyme 1, 2, 3, F, L, E

44 To understand the Labelling of effort and resistance

46 Definitions, Weight, velocity, Sample

47 The relationship Matching graphs with moments

48 Application of Angular displacement, Sample

49 Conservation of Science of the 2010 Olympic

3.2.2.5 Projectile motion

50 Factors affecting Comparison of shot put,

51 Dynamic fluid force. Drag and lift. SAMs

52 Factors that reduce

3.1.2.2 Impact of skill classification on structure of practice for learning

7 Cognitive theories. Insight learning: chimpanzee Insight learning (Gestalt). Sample

8 Behaviourism. Practical within lesson using a Operant conditioning Video used to

3.1.2.5.1 General information processing model

Baddeley and Hitch, Functions and

15 Output and How we put decisions into action.

3.1.2.5.2 Efficiency of information processing