OCR A2 Physical Education ~

General Overview

Unit G451Unit G451 AS theory

3 ‘teaching’ sections

Unit G452Unit G452 AS coursework

Unit G453Unit G453 A2 theory

3 ‘teaching’ sections

Unit G454Unit G454 A2 coursework

• UNITUNIT = how spec is examined

• SECTIONSECTION = teaching content

G451 3 questions 3 questions fromfrom 3 sections 3 sections •A&P (30)

•AMS (30)

•Socio-cultural Socio-cultural Studies (30)

2 hr 60% 30%

G452 2 practical activities from

2 profiles + EPIP40% 20%

G453 3 questions 3 questions fromfrom 2 sections 2 sections •Exercise physiology (35)

•Biomechanics

•Sports psychology (35)

•Historical studiesHistorical studies

•Comparative studies (35)Comparative studies (35)

2½ hr 35%

G454 1 practical activity

+ (synoptic) oral

15%

The exam papers

AS: 2 hours • A - 5• B - 5• C -5 • D -5 • E -10

30 marks total

A2: 2 ½ hrs• A - 5• B - 5• C - 5 • D -20 stretch & challenge

35 marks total

Exam style and structure

• 21/2 hours = 150mins

• 150 3 = 50mins a section

• 50mins50mins for 35 marks

• 30? mins approx for part e???

‘Theoretical’AOs

AO1AO1• Candidates should

demonstrate knowledge and understanding of physical activity.

AO3AO3• Candidates should

demonstrate the ability to analyse and evaluate critically physical activity.

‘Practical’AO

AO2AO2• Candidates should demonstrate the ability

to apply skills, knowledge and understanding in physical activity.

OCR Weightings

ASAS A2A2 A LevelA Level

AO1 45% 30%30% 37.5%

AO2

(CW)

40% 30% 35%

AO3 15% 40%40% 27.5%

•AO weightings of questions at back of SAMS

(specimen assessment materials)

Jabberwocky - by Lewis Carroll

'Twas brillig, and the slithy toves Did gyre and gimble in the wabe; All mimsy were the borogoves, And the mome raths outgrabe.

Level 1 questioning

1.  StateState what the slithy toves were doing in the wabe?

2. Identify one key feature of the borrogroves.

3. Describe the mome raths.

1. To what extent did brillig influence the situation?

2. Explain why the slithy toves probably chose to gyre and gimble.

3. Critically evaluate the strategy of the mome raths

Higher level questioning

So, not just knowing or even knowing and understanding,

but also:

engagingengagingthinkingthinking

analysinganalysingevaluatingevaluating

deep processingdeep processing

Command words e.g.…..

AO1AO1• Comment on• Describe• Give reasons for• Outline• Identify• Explain

AO3AO3• Explain• Discuss• Evaluate• Compare / Contrast• Justify • Analyse• Examine• Interpret• To what extent…

OCR A2 Comparative Studies ~ Overview of the specification

Sarah van Wely

Cultural Cultural ContextContext

Physical Physical Education & Education & School SportSchool Sport

Mass Mass Participation Participation (particularly among

young people)

Sport and the Sport and the Pursuit of Pursuit of ExcellenceExcellence

Comparing

Candidates should be able to compare

1. USA and UK USA and UK 2.2. Australia and UK Australia and UK with reference to:

– Cultural context– PE and school sport– Mass participation– Sport and the pursuit of excellence

Cultural Context

1. Historical determinants

2. Geographical determinants

3. Government policy

4. Commercialisation of sport

5. Social determinants

6. Values

Cultural Context 1 - historical

USA UK Australia

Isolationism Impact of C19th Public Schools

Colonial and convict settlement

Marginalisation of UK Sports and promotion of

‘big four’

Late C19th notion of amateurism and professionalism

UK as ‘motherland’

Frontierism Hierarchical class system

Significance of beating England in sport today

as an expression of national pride and

progress

Cultural Context 2 – geographical

USA UK Australia

Impact of:-

Size, topography, climate, urbanisation, population density and

transport on opportunity in PE and sport

The USA and Europe

The USA and Australia

Approx. Population/s

USA UK Australia

Federal, State and local government agendas for

sport

National and local government agendas for

sport

Federal and state Government agendas

for sport

Decentralisation decentralisation

Political support for sport

Cultural Context 3 – government policy

USA UK Australia

Sport, sponsorship and the media

Sport, sponsorship and the media

Sport, sponsorship and the media

Capitalism Capitalism

Sport and multi-national companies

Sport and multi-national companies

Cultural Context 4 – commercialisation of sport

USA UK Australia

Discrimination and minority groups

Discrimination and minority groups

Anti-discrimination – AboriginalGender

Disability

Opportunity, provision, esteem

Opportunity, provision, esteem

Opportunity, provision, esteem

Stacking and centrality Political support for sport

American Dream

Cultural Context 5 – social determinants

USA UK Australia

Land of opportunity Democracy Legacy of ‘Bush culture’

Pluralism & assimilation v social discrimination &

stacking

Teamwork Australia as social ‘melting pot’

Centrality Individuality ‘Land of the Fair Go’

Hegemony and WASP domination in society

Fair play Impact of egalitarianism

Lombardianism, counter culture and radical

ethics linked to PE and Sport

Competitiveness Commitment to multi-culturalism

Participation

Overcoming discrimination

Cultural Context 6 – values

Comparing

• Candidates should be able to evaluate critically the influence of cultural factors on:

– PE and school sport– Mass participation (particularly among young

people)– Sport and the pursuit of excellence

Physical Education &School Sport

• Organisation, status and ethos of inter- and intra-school sport

• Health fitness and obesity levels among young people

• Contemporary initiatives to promote PE and school sport

Physical Education &School Sport

• Health, fitness and obesity levels Health, fitness and obesity levels among young people, status of and attitudes towards PE in schools, testing/measuring, ‘curriculum crisis’, strategies to promote PE

• Equality: Equality: Title IX, young disabled people and adapted PE programmes

• Outdoor Education: Outdoor Education: summer camps for young people• High School sport High School sport – organisation, status and ethos,

incentives for young people and coaches• Intra-mural sport Intra-mural sport – promotion of participation• Contemporary initiatives Contemporary initiatives to promote PE and school

sport

Physical Education &School Sport

• Fitness, skill and participation levels among young people

• Role of SEPEP & PASE in increasing participation

• Exemplary schools, fundamental skills and sports leader programmes programmes, state award schemes, school club links, sports linkage, sports person in schools, sports search, teacher games

• Outdoor Education – impact of environment & its status in schools

• Contemporary initiatives to promote PE and school sport

Mass participation

• ParticipationParticipation rates

• National fitness levelsfitness levels

• Strategies to promote participation promote participation and ensure lifelong involvement and healthy lifestyles

Mass participation

• ParticipationParticipation rates

• National fitness levelsfitness levels

• Amateur sports clubs Amateur sports clubs (lack of tradition)

• Community participation Community participation - midnight leagues and other contemporary initiatives

• Strategies to promote participation promote participation and ensure lifelong involvement and healthy lifestyles

Mass participation

• ParticipationParticipation rates• National fitness levelsfitness levels• Promotion by the government of regular

participation in physical activity; role of Australian Sports Commission• ‘More Active Australia’ and club participationclub participation• AdaptedAdapted games for young people• Strategies to promote participation promote participation and

ensure lifelong involvement and healthy lifestyles

Sport and Excellence

• Opportunity, provision and esteem with reference to:– UK Sport – National institutes– Increasing commercialisation of sport

• Case Studies:– Cricket– Rugby League– Rugby Union– Association Football

Sport and Excellence

• Case Studies (more detail):Case Studies (more detail):– Cricket Cricket – – tradition, ashes mythology, growth of

commercialism, development of game– Rugby League Rugby League – – high level competitions, history

of professionalism, north/south divide– Rugby Union Rugby Union – – as middle-class game,

professionalism and commercialism, influence of Rugby World Cup

– Association Football Association Football – – history as a working class game, amateurism and professionalism, contemporary popularity – spectator and media interest

Sport and Excellence

• Little Leagues – Little Leagues – competitive sport for young people

• Pathways to professional sport – Pathways to professional sport – college system, scholarships, special admit programmes, Pro-Draft)

• Equality and discrimination – Equality and discrimination – WASP domination, African Americans – discrimination and contemporary success, tokenism, stacking and centrality, ‘glass ceiling’

• Case study Case study of ‘big four’ sports – ref origins, nature of game, impact of universities, ‘golden triangle’

Sport and Excellence

• The AISThe AIS• Alternative pathway to pro. Sport e.g. the Alternative pathway to pro. Sport e.g. the

draft in Australian Rule Football & Rugby draft in Australian Rule Football & Rugby LeagueLeague

• Case Studies:Case Studies:– CricketCricket– Rugby LeagueRugby League– Rugby UnionRugby Union– Association FootballAssociation Football– Australian Rules FootballAustralian Rules Football

• Equality and discriminationEquality and discrimination

Sport and Excellence

• Case Studies (more detail):Case Studies (more detail):– Cricket Cricket – – tradition, ashes mythology, growth of

commercialism, development of game– Rugby League Rugby League – – inclusive game, inter-state

competitions, class appeal, professionalism, tri-nations competition, geographical focus/location

– Rugby Union Rugby Union – – colonial, middle-class game, professionalism and commercialism, influence of Rugby World Cup

– Association Football Association Football – – history as a marginalised game, contemporary popularity

– Australian Rules Football Australian Rules Football - - cultural and ethnic diversity, appeal for both players and spectators

Specimen Assessment Materials (SAMS)

a) OutlineOutline two initiatives in the UK and two initiatives in Australia which aim to promote Physical Education and school sport [4]

b) Compare the popularity of association football in Australia and in the UK. [5]

Specimen Assessment Materials

(SAMS)

c) Give reasons for the low rate of participation in physical activity in the USA. How does this compare with participation rates in the UK? [6]

Specimen Assessment Materials (SAMS)

d) International sporting success is pursued by many countries.

Discuss the extent to which cultural factors influence the promotion and achievement of sporting excellence in both the UK and the USA. [20]

Specimen Assessment Materials (SAMS)

The FOUR levels

• Level 4:- detailed / excellent

• Level 3:- good

• Level 2:- basic

• Level 1:- limited

Level 4Level 4 18 - 20 18 - 20

Level 3 13 - 17

Level 2 8 - 12

Level 1 0 - 7

The five criteria

1. Knowledge & understanding

2. Critical evaluation

3. Independent opinion and judgement

4. Technical/specialist vocabulary

5. Written communication