1. Stop – review – reflect – set targets - continue
Surname Forename
KS4 Progress PE Year 10 Module 1
KS4 Progress PE~2 Year 10 Module 2
KS4 Progress PE~3 Year 10 Module 3
KS4 Progress PE~4 Year 10 Module 4
KS4 Progress PE~5 Year 10 Module 5
KS4 Progress PE~6 Year 10 Module 6
KS4 Progress PE Year 11 Module 1
KS4 Target PE KS4 Target Levels
ABUKAR YOONIS Kahiya E E1 D3 D2 B
ADEOYE Kola D1 C3 C2 C1 A
AMARAL Emma *
AYLWARD Milo B2 B1 A3 A2
BAH Jamilla B3
BENNETT Ramaine
BOLTON Sebastian
BURTON-EATON Charlie
EDMUNDS Arwel
ELLIS Adicqua F E2 C
FLEARY Kade
GRAFFI-SMITH Jamal-Shakir
HINTON-DAVY Perrie
JALLOH Lamas
MARQUES ROQUE Jessica
MURRAY George
OLIVEIRA Hugo
OMAR Yusuf
PEIXOTO Daniel
SULEIMAN-LABARAAD Abdullah
WASHINGTON Denzel

2. Physical activity and your healthy mind and body
Please copy down the date, title and learning outcome and complete the starter
Physical activity and your healthy mind and body
Learning Objectives: To understand the importance of warming up/cooling down, checking equipment and facilities, correct clothing, balanced competition and playing within the rules of competition.
Learning Outcome: A
I can apply the need for risk assessment to a PAR-Q and can justify why each of the key areas are essential in removing or reducing the risk of injury to the participant.
5 mins gone

3. Unit 6 – Physical activity and your healthy mind and body
By the end of this unit you will be able to:
Describe the different body types (somatotypes) and the typical sports with which they are associated.
Explain optimum weight and how it varies, and the meaning of a number of terms related to weight, including anorexia and obesity
Describe how to prevent injury and reduce risk
Starter: using an activity of your choice, list and draw the equipment you would need to perform.

4. Do all physical activities include risks?

5. How can we reduce risks in sport and exercise?
Warming up/cooling down
Doing a PAR Q
Balancing competition – e.g. age, gender, weight
Following rules of competition
Protective equipment and clothing
Making the area is safe

6. Make notes for each of the ways to reduce the risk (help prevent injury)…
Warm up / cool down

9. Balanced competition
Boxing – fighters are the same weight to avoid injuries
Age – under 21s. Under 16 football etc
Gender – Women usually play other women due to physiological differences between men and women
Imagine if under 14s played against under 21s in a football match. It would be unfair and lead to injuries

10. If this sport didn't have rules what would happen?
Terrible tackles in Football
Rugby league example of ‘professional foul’

11.
Ice hockey protective gear guide.
(Don’t feel obliged to watch all of this!)
Cricket equipment explained

12. Mr Twohig’s pitch!! Check the playing area
Officials should make sure the playing area is safe by checking for objects such as glass etc.
PE Teachers do the same for every lesson they teach. What are the hazards on the muga pitch?
Would you have even left the warm changing room?
Mr Twohig’s pitch!!

13. Caution…
Footage of injuries in sport due to recklessness and dangerous behaviour…
Don’t watch if you are squeamish
I did warn you!
I literally turned it off before the end…

14. Select a task!
A*/A – Create a thorough information hand-out that will be given to the Governing Body of your chosen sport. This must explain how risk can be removed and injury can be avoided and must justify why failure to comply is dangerous and negligent.
B – After spectating a chosen sport, you found that several basic standards to prevent risk were ignored. Write a letter of complaint to a Governing Body (of your choice) and explain how they can improve the safety of participants and reduce or remove the risk of injury!
C – Using your notes from today, create a mind map for Year 9 students wanting to do GCSE PE next year. Clearly show each of the ways to reduce and prevent injury giving examples and draw a few pictures to help the reader to understand. Make sure you tell them what a PAR-Q is!