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Physical Education

“Reading is to the mind what exercise is to the body.”Joseph Addison.

The national curriculum for physical education aims to ensure that all pupils:  

  • develop competence to excel in a broad range of physical activities  
  • are physically active for sustained periods of time  
  • engage in competitive sports and activities  
  • lead healthy, active lives.

 

Our curriculum is designed to encourage lifelong participation in a physically active, healthy lifestyle.  We believe that PE is an important subject for every student regardless of ability or talent. As a department we encourage students to always see the bigger picture in our subject with an emphasis on sport, health and character. 

We aim to develop knowledge and skills in a variety of different sports and activities, educate students on the importance and how to lead a healthy lifestyle and provide pupils with the opportunities to develop and reflect on their character.

Core Concepts

The department will teach 3 key concepts through different practical activities and sports. The 3 concepts are as follows:

  1. Motor competence– this can be defined as the person’s ability to execute a wide range of motor acts in a proficient manner that require coordination and gross motor skills.  These techniques will be developed in a number of different ways by participating in a variety of different activities and sports. 
  2. Rules, strategies & tactics- Students will develop an understanding of different rules in a range of activities in order to play the sport safely and correctly. Students will use a range of tactics and strategies to overcome opponents in direct competition through team and individual games (for example, badminton, basketball, cricket, football, netball and rounders).
  3. Healthy participation– students will develop a range of different components of fitness through participating in lessons, such as aerobic and muscular endurance, speed, strength, agility and coordination.  Lessons will increase HR in the ST and this will have a positive impact on health in the LT. For some students participation in lessons will encourage students to attend extra curricular clubs at school and even outside of school.

Key Stage 3 Practical Overview

The 3 key concepts will be taught through the following activities/sports and in the following order:

Autumn Term 1
(Sept-Oct)
7 weeks
Autumn Term 2
(Nov-Dec)
7 ½ weeks
Spring 1
(Jan-Feb)
6 weeks
Spring 2
(Feb-April)
5 weeks
Summer 1
(April-May)
6 weeks
Summer 2
(June-July)
7 weeks
Football
Swimming
Netball
Basketball
Swimming
Netball
Swimming
Aesthetics/ *HFL
Netball
Football
Basketball
Swimming
Aesthetics/ HFL
Netball
Football
Basketball
Orienteering
Athletics
Athletics
Striking & fielding 
Theory topic:

Y7 – Balanced diet and food groups

Y8 – Unhealthy diets

Y9 – Adapted diets (carbs, fats etc)

Theory topic:

Y7 – Balanced diet and food groups

Y8 – Unhealthy diets

Y9 – Adapted diets (carbs, fats etc)

Theory topic:

Y7 – Health and body systems

Y8 – Energy and contracting muscles

Y9 – Skeletal Movement

Theory topic:

Y7 – Health and body systems

Y8 – Energy and contracting muscles

Y9 – Skeletal Movement

Theory topic:

Y7 – Body systems and injuries

Y8 – Recovery process and adaptations

Y9 – Exercising in different conditions

Theory topic:

Y7 – Body systems and injuries

Y8 – Recovery process and adaptations

Y9 – Exercising in different conditions

Character focus:
Resilience
Character focus:
Motivation
Character focus:
Respect
Character focus:
Courage
Character focus:
Leadership
Character focus:
Team work

* Health, Fitness and Lifestyle.

The fitness curriculum map will be taught during crash lessons due to exams and through homework.  

Students cover a variety of sports throughout the year. Each sport has curriculum maps that highlight what needs to be taught to each year group. The assessment tracker will be completed by the class teacher as to whether the criteria on the curriculum map has been achieved by students and highlighted in red or green.

Key Stage 4 Practical Overview

Autumn Term 1
(Sept-Oct)

Autumn Term 2
(Nov-Dec)
Spring 1
(Jan-Feb)
Spring 2
(Feb-April)
Summer 1
(April-May)

Summer 2
(June-July)

Social-
Fitness
Aesthetics
Swimming intervention / choiceCompetitive-
Football
Invasion Games
Social-
Fitness
Aesthetics
Swimming intervention/choiceCompetitive-
Football
Invasion Games
Social-
Swimming Intervention/Choice
*HFLCompetitive-
Basketball
Football
Social-

Swimming
intervention/Choice
HFL

Competitive-
Basketball
Netball

Social-
OrienteeringCompetitive-
Football
Striking & Fielding
Social-
FitnessCompetitive-
Football
Striking & Fielding
Character focus:
Resilience / effort
Character focus:
Motivation
Character focus:
Respect
Character focus:
Confidence
Character focus:
Leadership
Character focus:
Team work / communication

Key Stage 3 Theory Content

KS3 students will develop knowledge on how to lead a physically active healthy lifestyle during lessons but also a series of homeworks assigned throughout KS3. Students will be set a series of videos to watch and then complete quizzes on each topic to assess their understanding using the EverLearner package:

* HFL= Health, fitness & lifestyle (yoga, pilates, mindfulness, daily mile)

Y7 Y8 Y9
T1 – Balanced diet and food groups T1 – Unhealthy diets
  • T1 – Adapted diets 
  • Energy requirements:
    • Activation energy acquired from food
    • Food is a form of chemical energy store
    • Humans must consume sufficient chemical energy to power all metabolic processes
    • Chemical energy is measured in kilocalories/kilojoules
    • Average men = 2,500 kcal
    • Average women = 2,000 kcal
    • Energy intake – energy expenditure, weight is stable
    • Energy intake > energy expenditure, weight decreases
    • Energy intake < energy expenditure, weight decreases
  • Balanced diet:
    • Consuming the right amount of the right variety of food and water
    • Variety of protein, carbs, fats, vitamins, minerals, fibre and water
    • Most people eat 3 meals a day
    • Breakfast is important to provide energy
    • Proper lunch helps to keep going through the afternoon
    • Eating dinner not too late
    • Alternative diets can include alternate day fasting, 5 meals a day and many other variations
  • Under and over-eating: BMI
    • Body Mass Index – weight (kg)/height squared (m2)
    • <20 is underweight, 20-25 is healthy weight, 25-30 is overweight, >30 is obese
    • Obesity means BMI which is likely to cause health issues
  • Obesity:
    • 38.6% of the population is ‘under active’
    • Excess strain on joints leading to arthritis, increased BP, increased risk of CHD, type 2 diabetes, respiratory problems, increased risk of sedentary lifestyle and mental health problems
  • Eating disorders:
    • Mental health conditions where individuals use the control of food to cope with other feelings or situations
    • Eating too much, too little, worrying about body shape
    • Most common in people aged 13-17
    • Anorexia, bulimia, binge eating
    • Symptoms = avoid socialising, eating little food, exercising too much, dramatic weight loss, cutting food into small pieces
  • Alcohol consumption:
    • Recreational drug
    • Illegal under the age of 18
    • Adults should not exceed >14 units per week
    • Better to spread it across the weeks vs binge drinking
  • Calorie counting:
    • Calories is a measure of energy consumed
    • Counting them can give a more accurate and controllable way of eating the right amount of food
    • Simple equation is that a person who consumes less calories over time, loses weight.
    • May want to gain weight e.g. rugby player
    • Counting calories does not always ensure a balanced diet
    • Diet is more than energy
    • Can lead to obsessiveness and a feeling of guilt
  • Reducing fat intake:
    • Total fat storage is reduced – potential energy store is transferred to other energy stores
    • Body weight can decrease, lighter weight can make a person feel healthier
    • Fewer fatty deposits in the blood, less chance of atherosclerosis, reduced cholesterol, decreased BP, reduced chance of CHD
    • Fat is a necessary nutrient, provided important functions such as insulation and protection
    • Reduced fats often associated increased carbs and reduced protein
  • Keto diets:
    • Involves meals which have little to no carbs
    • Increases proportion of proteins and fats but often reduces overall calories consumption e.g. prawn curry with cauliflower rice
    • Body has less store of glycogen so needs to process lipids more efficiently. In doing so, this produces ketones (ketosis) and can cause weight loss
  • Vegetarianism and veganism:
    • Vegetarians eliminate meat and meat products from their diets
    • Reasons = health, eat productions, animal rights
    • Meat eating in the UK is declining. Between 2008 and 2019, meat consumption fell by 17%
    • Veganism also eliminates animal by-products such as honey, gelatin, leather etc
    • Pescatarians eliminate meat, dairy and eggs but eat fish and shellfish
    • All are quite restrictive diets and has become very popular in recent years
    • Vegans often feel very strongly about animal rights but also about food processes and industrialisation
T2 – Health and body systems  T2 – Energy and contracting muscles  T2 – Skeletal movement
  • The effects of exercise on health:
    • Health is a state of complete physical, emotional and social wellbeing
    • Physical health, emotional health, social health
    • Movement, physical activity and sport are amongst the only vehicles for overall good health.
    • Exercise is physical activity that increases the metabolic activity of the body.
    • Active lifestyle is considered to be 5 x 30 minutes for adults per week
    • Active lifestyle is considered to be 7 x 60 minutes for children per week
    • Active benefits = decrease chance of CHD, increased bone density decreased chance of respiratory diseases, improves metabolism, happier, make new friends
  • Body systems:
    • Humans are multicellular organisms. This is needed for the transport of nutrients and for the performance functions
    • E.g. brain and nervous system, CV system, respiratory system, muscular systems etc.
  • Brain and nervous system:
    • Brain controls the voluntary and involuntary processes of the body
    • Brain connects to the CNS via spinal cord
    • CNS is a network of nerve tissue which relays signals from the brain to muscle tissue
  • Respiratory system:
    • To provide ar for gaseous exchange at the lung and to expel waste products e.g. CO2 and water vapour
    • Diaphragm contracts and flattens to breathe in and relaxes to breathe out
    • Intercostals contract and flatten to breathe in and relaxes to breathe out
  • The CV system:
    • Blood is there to transport nutrients and waste e.g. O2, CO2, antibodies etc
    • Blood also helps clot wounds
    • Heart produces force so that blood can be circulated
    • Blood vessels are the transport vessels for the blood
  • The skeletal system:
    • Series of bones connected by joints and forms the structure of the body
    • Movement occurs at joints
  • The muscular system:
    • Muscle tissue contains fibres which are made up on protein filaments
    • Muscles generate force
    • Muscle – tendon – bone – joint movement
  • Digestive system:
    • Role is to break down larger items of food into smaller products e.g. carbs are broken down into simple sugars
    • Stomach contains acids and enzymes and food that enters leavers the stomach as a liquid
  • Respiration:
    • Respiration is the process of releasing energy
    • Glucose is the preferred energy source for all cells
    • Glucose is delivered to cells by the CV system after is has been ingested by the digestive system
    • Respiration releases energy for movement
    • Respiration can be both aerobic and anaerobic
  • Aerobic energy:
    • Glucose + O2 → CO2 + water and the release of energy
    • Must be sufficient O2 present in the cell to achieve this
    • Aerobic energy release is long duration e.g. marathon running
  • Anaerobic energy:
    • Glucose —> lactic acid and energy release
    • In the absence of sufficient O2
    • Anaerobic energy release is short duration e.g. 100m sprint
    • Releases lactic acid as a waste product which causes fatigue
  • How muscles contract:
    • In the presence of energy, contractile proteins in the muscle tissue pull and generate force
    • E.g. biceps contract and pull on the radius to move the elbow then then the triceps contracts and pulls on the ulna to move the elbow.
    • Muscles must work in pairs
    • One contracts to generate force and one relaxes to allow the movement to occur
  • Role of the tendons:
    • Muscles generate force and this force needs to be applied to a bone
    • Tendons connect muscles to bone
    • Tendons transmit force
    • E.g. bicep muscle produces force and this applied to the radius via the biceps tendon to cause the elbow to bend
  • Movement at joints:
    • Joints are articulations in the skeleton and allow for movement
    • Muscle pulls on a bone via a tendon and the bone moves the joint
    • Joints have structures to help them move
    • Ligaments hold the joint firm and ensure it does not move how it shouldn’t
    • Cartilage covers the end of the bone to stop the bones rubbing against each other
    • Different types joints: hinge (allow flexion and extension) and ball and socket (extension, abduction, adduction and rotation
T3 – Body systems and injuries T3 – Recovery process and adaptations T3 – Exercising in different conditions
  • CV Response to exercise:
    • Cardiac output = SV x HR
    • HR at rest is 60-80 bpm
    • As we exercise, all values increase
    • SV increases as much as double and cardiac output also increases
  • Respiratory response to exercise:
    • During exercise the respiratory system is responsible for getting more into the lungs and removing waste products
    • Inhalation and exhalation
    • Increases depth of breathing means that deeper alveoli are reached
    • Greater diffusion of O2 into the blood and greater diffusion of CO2 out of the blood
  • Muscular response to exercise:
    • As muscles contract they release heat
    • Increases temperature leads to a greater pliability of the muscle tissue
    • At high intensity exercise, muscles cells produce LA via anaerobic respiration
  • Skeletal responses to exercise:
    • Movement releases heat and this heat warms the joints
    • Synovial fluid and ligament tissue becomes warmer therefore joints increase in range of movement
  • Injuries:
    • Acute injuries occur suddenly – can be caused by impact, twisting or due t soft tissue damage e.g. sprains and strains
    • Chronic injuries occur gradually and happen due to overtraining and poor technique e.g. tennis elbow and achilles tendonitis
    • Rehabilitation involves the healthy return to participation
    • PRICE method is good for soft tissue injuries
    • Concussions requires a HIA
    • Chronic injuries require rest
  • The recovery process:
    • After exercise, heart rate, respiratory depth and rate do not return immediately to resting levels
    • Resting HR, anticipatory rise, rapid increase in HR, steady state and then recovery
    • During this period LA is removed from the muscle
    • Systems gradually return to resting levels
    • Cool down – maintain circulation to the muscle tissues and muscles are flushed with oxygenated blood.
    • Stretching – muscles are moved through their full range whilst still warm
    • Ice bath, compression clothing, massage, rehydration, eating carbohydrates and protein
  • Long term adaptations:
    • CV system – increased strength of heart contraction incluses in BV, decreased resting HR
    • Respiratory system – increased strength of respiratory muscles, increased vital capacity, deeper alveoli in the lung reached
    • Muscular system – increased strength of muscle contractions, increase in muscle cross-sectional area
    • Skeletal system – increased calcium deposited in the bone, bones become stronger and less brittle, increased RoM at joints
  • Exercising in the heat:
    • Hot conditions cause a greater fluid loss
    • More sweating through the skin – sweating is a cooling mechanism as water evaporates and cools
    • Dehydration can occur, blood plasma is lost, blood becomes more viscous, SV reduces
    • All of this causes and increase in HR called CV drift which causes a reduction in performance
  • Exercising in the cold:
    • Body performs poorly in cold conditions e.g. muscles are less pliable and joints are less flexible
    • Warm up is essential alongside appropriate clothing
    • Body has mechanisms to keep warm e.g shivering and distribution of bloody away from the skin
    • Extreme cold can causes exposure and death
    • Cold water is particular dangerous

Key Stage 3 Theory Content Overview and assessment schedule (EverLearner)

Autumn Term 1

(Sept-Oct) 

7 weeks

Autumn Term 2 

(Nov-Dec)

7 ½ weeks

Spring 1

(Jan-Feb)

6 weeks

Spring 2

(Feb-April)

5 weeks

Summer 1

(April-May)

6 weeks

Summer 2

(June-July)

7 weeks

Theory topic:

Y7 – Balanced diet and food groups

2 videos
30 mins
CP 1

Y8 – Unhealthy diets

3 videos
30 mins

Y9 – Adapted diets (carbs, fats etc)

3 videos
20 mins
CP 4

Theory topic:

Y7 – Balanced diet and food groups

7 videos
50 mins
CP 2

Y8 – Unhealthy diets

1 video
10 mins
CP 3

Y9 – Adapted diets (carbs, fats etc)

2 videos
18 mins
CP 5

Theory topic:

Y7 – Health and body systems

1 video
10 mins
CP 1

Y8 – Energy and contracting muscles

3 videos
12 mins
CP 3

Y9 – Skeletal Movement

1 video
10 mins

Theory topic:

Y7 – Health and body systems

7 videos
70 mins
CP 2

Y8 – Energy and contracting muscles

2 videos
14 mins
CP 4

Y9 – Skeletal Movement

1 video
10 mins
CP 5

Theory topic:

Y7 – Body systems and injuries

4 videos
30 mins
CP1

Y8 – Recovery process and adaptations

2 videos
20 mins
CP3

Y9 – Exercising in different conditions

1 video
10 mins

Theory topic:

Y7 – Body systems and injuries

3 videos
25 mins
CP2

Y8 – Recovery process and adaptations

4 videos
30 mins
CP4

Y9 – Exercising in different conditions

1 video
10 mins
CP5

Cross-Curricular Links

Y7 Y8 Y9
Science

  • Food and fuel as a source of energy
Science

  • Biological systems including the digestive, skeletal and muscular systems
Science

  • Healthy diet and the consequences of an unhealthy diet
Food

  • Understand the importance of a healthy and balanced diet
Food

  • Benefits of a healthy diet to the body
Hospitality 

  • Characteristics of deficiency and excess
  • Special diets

KS4 Theory Overview

Students will be given the opportunity to study the following course at KS4:

Course: Physical Education: Sport Studies
Qualification: Cambridge Nationals (OCR)

This is a vocational qualification, and is equivalent to a GCSE graded 1-9.

The qualification is both practical and theory-based, and is ideal for those who have a real interest in sport and enjoy participating in a range of activities, as well as demonstrating the ability to act as a leader. It is also suitable for those who prefer completing projects and coursework as means of being assessed, rather than just an exam.

Within the course, you will explore how a range of topical issues in society can influence sport, how to develop skills and tactics to enhance performance, how to be an effective leader, and finally, how the use of outdoor activities can develop an individual. This will be covered in both a practical and theory setting.

Read like a PE Literary Scholar

Health is a state of complete physical, mental and social well-being. Reading has huge significance in order to lead a healthy lifestyle. Reading alone offers a number of mental and physical benefits; such as improved brain connectivity, helps you to fall asleep, reduces stress and lowers blood pressure and heart rate, fights depression symptoms and prevents cognitive decline as you age. 

In order to lead a healthy lifestyle knowledge is key and essential information required can be found in various literature. Examples include literature on diet and nutrition, components of fitness and training methods, sports psychology and injury rehabilitation.

Click here to view the suggested reads poster.
Please note: the images of the book covers are clickable hyperlinks to the book.

Enrichment and extracurricular activities:

The department aims to offer an inclusive diverse extra curricular timetable throughout the year to cater for different interests. For those relishing the challenge of competitive sport, it is achieved through competitions against other schools at local and regional level if appropriate.

 

Contact:

Director of PE Mr J Baldwin j.baldwin@sharplesschool.co.uk