1. GCSE Physical Education
1.1.1 & 1.1.2

2. Brainstorm Terms from this section in groups
1.1.1
explain what constitutes a healthy, active lifestyle
classify the benefits of a healthy, active lifestyle as social, physical or mental
describe how physical activity can:
increase individual wellbeing
help the individual to feel good (serotonin levels)
help relieve stress, and prevent stress-related illness
increase self-esteem and confidence
contribute to good health
contribute to enjoyment of life
explain how participation in physical activity can stimulate:
cooperation
competition
physical challenge
aesthetic appreciation
the development of friendships and social mixing.

3. Required Knowledge -Exam Spec Students Plc / checklist
1.1.1
explain what constitutes a healthy, active lifestyle
classify the benefits of a healthy, active lifestyle as social, physical or mental
describe how physical activity can:
increase individual wellbeing
help the individual to feel good (serotonin levels)
help relieve stress, and prevent stress-related illness e.g. depression – due to release of serotonin, the feel good hormone
increase self-esteem and confidence Self-esteem = Respect for, or a favourable opinion of, oneself.
contribute to good health
contribute to enjoyment of life
explain how participation in physical activity can stimulate:
cooperation
competition
physical challenge
aesthetic appreciation
the development of friendships and social mixing.

4. explain what constitutes a healthy, active lifestyle
What is the definition of health?
A complete state of Physical, Social and Mental wellbeing and not just the absence of disease/ illness
What is the definition of a healthy active lifestyle?
A lifestyle that contributes positively to physical, mental and social wellbeing, and which includes regular exercise and physical activity.
b) classify the benefits of a healthy, active lifestyle as
Social =
physical =
Mental =

5. Social Mental Physical
Co-operation Team work Leadership
Communication Skills Working with others Making new friends – being with friends
THIS MEANS THAT there is less chance of feeling isolated
Mental
Competition Challenge working at a higher level/
relieve stress/ increase confidence/ feel better about shape
These can improve self esteem and make you feel better about yourself. THIS MEANS THAT there is less chance of depression
Physical
Improving performance
Increase fitness
Increase / improve health e.g. lower blood pressure if it is high / lose weight if obese / THIS MEANS THAT there is a reduce chance of heart disease less chance of heart attacks
Improve any stated component of Health Related Exercise e.g Muscular Strength – Muscular Endurance – Cardiovascular Fitness – Flexibility – Body Composition

6. State what the poor state of health is
Tip
State what the poor state of health is
Explain how this affects your fitness/ performance
Give the reason why it affects your performance

8. Complete Question 2 in your booklet
This means how does it improve it / make it better
So your answer MUST imply this

9. Must explain the problem e.g. if overweight

10. AESTHETIC APPRECIATION
PHYSICAL CHALLENGE.
This is where an activity/ or event really pushes you outside your comfort zone,
Requires PHYSICAL EFFORT AND MENTAL DETERMINATION
E.g.
Mountain climbing .
London Marathon.
These change depending on the individual.
AESTHETIC APPRECIATION
Recognising the quality/ beauty or skill of a movement in a certain activity.
E.g.
Trampolinist performing a seat drop with perfect body shape.
Striker scoring the PERFECT goal.
COMPETITION.
This occurs when you are CHALLENGING someone in order to achieve a certain goal/ target as you want to be the best.
This can be against yourself (in athletics beating your personal best in the 100m) or against an opponent (football both teams trying to win a game.)

11. Complete Question 2 in your booklet
This is where you get the second mark –
explain the problem/condition and how it is improved

13. What are the requirements for a successful team performance?
TIP…
What are the requirements for a successful team performance?
3 developed points

15. Required Knowledge -Exam Spec
1.1.2
identify key influences that have an impact on them, and others, achieving sustained involvement in physical activity, including:
cultural: age, disability, gender, race
health and wellbeing: illness, health problems
image: fashion, media coverage
resources: access, availability, location, time
people: family, peers, role models
socio-economic: cost, perceived status of the activity
b) explain the opportunities available to become, or remain, involved in physical activity in a range of roles (including leadership, officiating
and volunteering) and the qualities needed to participate in physical activity in this way
c) explain the sports participation pyramid with regard to the foundation, participation, performance and elite stages
d) describe the common purposes of initiatives developed to provide opportunities for becoming, or remaining, involved in physical activity:
increase participation in sport to improve health, with a focus on priority groups
retain people in sport through an effective network of clubs, sports facilities, coaches, volunteers and competition
create opportunities for talented performers to achieve success and their contributions to the development of healthy lifestyles.
e) identify agencies involved in the provisions of opportunities for becoming, or remaining, involved in physical activity, including:
Sport England
Youth Sport Trust
National governing bodies.

16. Complete Question 3b in your booklet
These are the KEY INFLUENCES

18. What Qualities are needed?

19. Why do we need a range of roles?
More opportunity to become involved, e.g.
If not good enough to perform or doesn’t like to perform to get involved in physical activity /
Don’t all have to be good at sport to get involved / wouldn’t make it as a player but can still be involved /
Might know a lot about the sport but unable to participate so could take on role of coach/manager/
More opportunity to remain involved
Variety of roles over time (e.g. was a player, now too old, so becomes a coach)

20. Participant Skills/Qualities
fitness; motivation; determination; ability; opportunity; knowledge of activity; skilled /
focused on improving
Leadership/manager/captain
Skills/Qualities
motivational; organised; good communicator; ability, enthusiastic; committed; ability to analyse performance;
Official Skills/Qualities
– fair; fit; calm; knowledgeable about the rules; confident; patient; good communicator; authoritative
Volunteer
ROLES - Coach/play worker/assistant/volunteer/sports coordinator/personal trainer/ teacher
– knowledge of activity; ability to analyse performance; patient; good communicator; enthusiastic; committed; motivator / organised
Do not accept qualities such as good leadership / management / coaching skills

21. Complete Question 4 and 11 in your booklet
You need 2 reasons!
Use these reasons only!

24. The performance pyramid
LEVEL OF
PERFORMANCE
ELITE / EXCELLENCE
International / Professional
Competition -
Clubs, leagues
PERFORMANCE
Increasing participation within the community / Extra curricular sport
PARTICIPATION
Primary School / beginners
FOUNDATION

25. Complete Question 3 and 11c in your booklet
Do 2 things!
Draw all 4 stages and label

27. Sports initiatives
Sport England

28. Sports initiatives
Youth Sports Trust

29. Sports initiatives
National Governing Bodies eg The FA / RFU / ECB

30. The common purposes of sports initiatives
developed to provide opportunities for becoming, or remaining, involved in physical activity
Increase participation in sport to improve health, with a focus on priority groups (groups of people that are under represented- they don’t tend to have a HAL)
• Lower social-economic groups
• Adults with a limiting disability or illness
• Women and girls
• Black and minority ethnic groups.
2. retain people in sport through an effective network of clubs, sports, facilities, coaches, volunteers and competition
3. Development of talented performers to achieve success e.g. world titles / Olympic medals

31. This is where you get the second mark –
explain the health problem/ condition and how it is improved

32. 2013

33. Must explain the problem e.g. if overweight
2013
Must explain the problem e.g. if overweight

34. State 1 of the 3 aims and then how it is achieved

36. 2014

37. Think of influences on a HAL
Tip
Think of influences on a HAL

39. GCSE Physical Education
1.1.3

40. Brainstorm Terms from this section in groups – What do you know / can you define / What do you not know?
7 a) Understand the following terms:
Health
Exercise
Fitness
Performance
b) Understand how they relate to performance in physical activities and a healthy lifestyle
8 a) Know and understand the components of health related fitness:
Cardiovascular fitness
Muscular strength
Muscular endurance
Flexibility
Body composition
b) Understand how they relate to different physical activities
9 a) Learn about the six components of skill-related fitness and be able to define them:
Agility
Balance
Coordination
Power
Reaction time
Speed
b) And be able to identify the importance of each to different physical activities
Topic 1.1.3

41. Understand the following terms: (define)
Health
Exercise
Fitness
Performance

42. Health - Health Exercise - Exercise Fitness - Fitness Performance
b) How do each relate to performance in physical activities and a healthy lifestyle:
Health -
Exercise -
Fitness -
Health
Exercise
Fitness
Performance

43. Tip Tip 1) Memorize the four definitions
1) ‘How’...for what reason/to what extent?
2) BAH lifestyle – lead enjoyable lives/avoid illness/feel good.

44. Revise the key terms:

47. Think about ‘relevant’ sporting examples.
TIP…
Think about ‘relevant’ sporting examples.
Keep it simple!!!

48. Explain...define key term, what is it? Importance of it.
TIP…
Explain...define key term, what is it? Importance of it.
Practical example must link to question (used in training session)
TIP…
Multiple choice questions...
1) don’t rush
2) Eliminate the ones it can’t be

49. TIP… TIP… Read the questions CAREFULLY! Read the questions CAREFULLY!
Q. Skill-related... relevant to ALL performers
TIP…
Read the questions CAREFULLY!
Link the statement/definition to the component of fitness!

50. Choose terms you are less ‘comfortable’ with...test yourself!!
TIP…
Choose terms you are less ‘comfortable’ with...test yourself!!
Prize for the winner!!
Any 3 connecting terms win (you must define them correctly to claim your prize)

51. EDEXCEL GCSE Physical Education
PHYSICAL ACTIVITY AS PART OF YOUR HEALTHY, ACTIVE LIFESTYLE

52. 12- Goal setting
Describe and explain the principles of setting SMART goals
Apply SMART goals when setting up a PEP in order to gain maximum benefit from it
10 – Assessing your fitness levels
Know what is meant by a PAR-Q
Be able to assess health-related exercise and skill-related fitness using a number of tests
13- Know and describe the 6 different methods of training
Interval
Continuous
Fartlek
Circuit
Weight
Cross
Know which sports and activities each is most suited to
Explain how each can improve health and fitness
Understand their relationships with the components of fitness and principles of training
11 – Understand and Explain the principles of training
Individual needs
Progressive overload
Specificity
Rest and recovery
FITT
Reversibility
Show how to use these principles to improve your fitness and/or skills in a PEP
Explain the components of the FITT principle and how it overlaps with other principles of training
Understand how reversibility impacts on performance

53. 14- The exercise session
Understand and be able to explain
A warm-up
Main activity
Cool-down
The importance of each in connection with a training session
16- Analysing training sessions
Understand what is meant by
Resting heart rate
Working heart rate
Recovery rate
Be able to evaluate results on a graph
Explain the use of target zones and the thresholds of training
15- Comparing 2 types of training session
Understand and explain how a method of training can be used to create different effects and improve physical performance
Understand how different methods of training can match individual needs and differences
Use the principle of specificity

54. Can you fill the gaps? HEALTH RELATED FITNESS TESTS COMPONENT TESTED
SKILL RELATED FITNESS TESTS
COMPONENT TESTED
Coopers 12 min run / Harvard step test
Muscular strength
1 min sit up and press up test
Flexibility
Skin fold calipers
Body composition
Agility
Balance
3 ball juggle
Sergeant jump / Standing broad jump
Reaction Time
30 min sprint

55. PAR-Q (Physical Activity Readiness Questionnaire).
A PAR-Q is done prior to starting an exercise programme starting. This makes sure you are safe to exercise.
Considers; Medical conditions e.g. heart condition or asthma, injuries and blood pressure.
10 – Assessing your fitness levels
HEALTH RELATED FITNESS TESTS
COMPONENT TESTED
Coopers 12 min run / Harvard step test
Cardiovascular endurance/fitness
Hand grip dynamometer
Muscular strength
1 min sit up and press up test
Muscular endurance
Sit and reach
Flexibility
Skin fold calipers
Body composition
SKILL RELATED FITNESS TESTS
COMPONENT TESTED
Illinois agility run
Agility
Stork stand
Balance
3 ball juggle
Co-ordination
Sergeant jump / Standing broad jump
Power
Ruler drop test
Reaction Time
30 min sprint
Speed

58. Examiners’ Report

59. 11 – Understand and Explain the principles of training
PRINCIPLE OF TRAINING EXPLANATION
1 ……………………………………………………………………………………………
2 …………………………………………………………………………………………………………………………………………………………………..
3 ……………………………………………………………………………………………………………………………………………………………………
4 ……………………………………………………………………………………………………………………………………………………………………
5 ……………………………………………………………………………………………………………………………………………………………………
6 …………………………………………………………………………………………………………………………………………………………………..
………………………………………………………………………………………………………………………………………………………………….

60. 11 – Understand and Explain the principles of training

64. Describe each SMART goal
12- Goal setting
SPECIFIC
MEASUREABLE
Describe each SMART goal
ACHIEVABLE
Give an example of how you could use each of the SMART goals when planning a PEP
REALISTIC
TIME-BOUND

68. 13- Know and describe the 6 different methods of training ADVANTAGES / DISADVANTAGES?

69. 13- Know and describe the 6 different methods of training

75. 14- The exercise session

79. 15- Comparing 2 types of training session

82. Explain Resting Heart Rate Explain Working Heart Rate
16- Analysing training sessions
Define Heart Rate
Explain Resting Heart Rate
Explain Working Heart Rate
Explain Recovery Rate
Explain Maximum Heart Rate

83. 16- Analysing training sessions