PHYSICAL EDUCATION GCSE (9-1) - Specification
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GCSE (9-1)
Specification
PHYSICAL
EDUCATION
J587
For first assessment in 2018
Version 1.2 (August 2018)
ocr.org.uk/gcsephysicaleducation
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specification, therefore please use the information on the latest specification at all
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Oxford Cambridge and RSA is a Company Limited by Guarantee. Registered
in England. Registered company number 3484466.Contents
Support and Guidance ii
Assessment Preparation and Analysis Service iii
1 Why choose an OCR GCSE (9–1) in Physical Education? 1
1a. Why choose an OCR qualification? 1
1b. Why choose an OCR GCSE (9–1) in Physical Education? 2
1c. What are the key features of this specification? 3
1d. How do I find out more information? 3
2 The specification overview 4
2a. OCR’s GCSE (9–1) in Physical Education (J587) 4
2b. Content of GCSE (9–1) in Physical Education (J587) 5
2c.1. Content of Physical factors affecting performance (01) 6
2c.2. Content of Socio-cultural issues and sports psychology (02) 16
2d. Content for non-exam assessment: Performance in physical education (03) 23
2e. Prior knowledge, learning and progression 23
3 Assessment of GCSE (9–1) in Physical Education 24
3a. Forms of assessment 24
3b. Assessment objectives (AO) 24
3c. Assessment availability 25
3d. Retaking the qualification 25
3e. Assessment of extended response 25
3f. Non-exam assessment (NEA) 26
3g. Synoptic assessment 26
3h. Calculating qualification results 26
4 Admin: what you need to know 27
4a. Pre-assessment 27
4b. Special consideration 28
4c. External assessment arrangements 28
4d. Admin of non-exam assessment 29
4e. Results and certificates 30
4f. Post-results services 30
4g. Malpractice 30
5 Appendices 31
5a. Grade descriptors 31
5b. Overlap with other qualifications 32
5c. Accessibility 32
5d. Use of data requirement 32
Summary of updates 33
© OCR 2016
GCSE (9–1) in Physical Education iSupport and Guidance
Introducing a new specification brings challenges for will grow throughout the lifetime of the specification,
implementation and teaching, but it also opens up new they include:
opportunities. Our aim is to help you at every stage. We
are working hard with teachers and other experts to •• Delivery Guides
bring you a package of practical support, resources and •• Transition Guides
training. •• Topic Exploration Packs
•• Lesson Elements.
Subject Advisors We also work with a number of leading publishers who
OCR Subject Advisors provide information and support publish textbooks and resources for our specifications.
to centres including specification and non-exam For more information on our publishing partners and
assessment advice, updates on resource developments their resources visit:
and a range of training opportunities. ocr.org.uk/qualifications/gcse-and-a-level-reform/
publishing-partners
Our Subject Advisors work with subject communities
through a range of networks to ensure the sharing of Professional development
ideas and expertise supporting teachers and students
Our improved Professional Development
alike. They work with developers to help produce our
Programme fulfils a range of needs through
specifications and the resources needed to support these
course selection, preparation for teaching, delivery
qualifications during their development.
and assessment. Whether you want to look at our new
You can contact our Physical Education Subject Advisors digital training or search for training materials, you can
for specialist advice, guidance and support: find what you’re looking for all in one place at the CPD
Hub: cpdhub.ocr.org.uk
01223 553998
PE@OCR.org.uk
An introduction to new specifications
@OCR_PhysEd
We run training events throughout the academic year
that are designed to help prepare you for first teaching
Teaching and learning resources
and support every stage of your delivery of the new
Our resources are designed to provide you with a qualifications.
range of teaching activities and suggestions that enable
you to select the best activity, approach or context To receive the latest information about the training
we offer on GCSE and A Level, please register for email
to support your teaching style and your particular
updates at: ocr.org.uk/updates
students. The resources are a body of knowledge that
© OCR 2016
ii GCSE (9–1) in Physical EducationAssessment Preparation and Analysis Service
Along with subject-specific resources and tools, you’ll focus on skills development, professional guidance for
also have access to a selection of generic resources that teachers and results data analysis.
ExamBuilder
Enabling you to build, mark and assess tests
from OCR exam questions and produce a
complete mock GCSE or A Level exam.
Find out more at ocr.org.uk/exambuilder
Subject Advisor Support Practice Papers
Our Subject Advisors provide Assess students’ progress under
you with access to specifications, formal examination conditions
high-quality teaching resources with question papers downloaded
and assessment materials. from a secure location, well-presented,
easy-to-interpret mark schemes
and commentary on marking and
sample answers.
Skills Guides Active Results
These guides cover topics that Our free online results analysis
could be relevant to a range service helps you review the
of qualifications, for example performance of individual students
communication, legislation or your whole cohort. For more
and research. details, please refer to
Download the guides at ocr.org.uk/activeresults
ocr.org.uk/skillsguides
© OCR 2016
GCSE (9–1) in Physical Education iii© OCR 2016 iv GCSE (9–1) in Physical Education
1 Why choose an OCR GCSE (9–1)
in Physical Education?
1a. Why choose an OCR qualification?
Choose OCR and you’ve got the reassurance that
you’re working with one of the UK’s leading exam
We provide a range of support services designed to
help you at every stage, from preparation through
1
boards. Our new OCR GCSE (9–1) in Physical to the delivery of our specifications. This includes:
Education course has been developed in consultation
with teachers, employers and Higher Education to • A wide range of high-quality creative resources
provide learners with a qualification that’s relevant including:
to them and meets their needs. • Delivery Guides
• Transition Guides
We’re part of the Cambridge Assessment Group, • Topic Exploration Packs
Europe’s largest assessment agency and a • Lesson Elements
department of the University of Cambridge. • . . . and much more.
Cambridge Assessment plays a leading role in
developing and delivering assessments throughout • Access to Subject Advisors to support you
the world, operating in over 150 countries. through the transition and throughout the
lifetime of the specifications.
We work with a range of education providers,
including schools, colleges, workplaces and other • CPD/Training for teachers to introduce the
institutions in both the public and private sectors. qualifications and prepare you for first
Over 13,000 centres choose our A Levels, GCSEs teaching.
and vocational qualifications including Cambridge
Nationals and Cambridge Technicals. • Active Results – our free results analysis
service to help you review the performance
Our specifications of individual learners or whole schools.
We believe in developing specifications that help you • ExamBuilder – our free online past papers
bring the subject to life and inspire your learners to service that enables you to build your own
achieve more. test papers from past OCR exam questions.
We’ve created teacher-friendly specifications based All GCSE (9–1) qualifications offered by OCR are
on extensive research and engagement with the accredited by Ofqual, the Regulator for qualifications
teaching community. They’re designed to be offered in England. The accreditation number for OCR’s
straightforward and accessible so that you can tailor GCSE (9–1) in Physical Education is QN: 601/8442/5.
the delivery of the course to suit your needs. We aim
to encourage learners to become responsible for their
own learning, confident in discussing ideas,
innovative and engaged.
© OCR 2016
GCSE (9–1) in Physical Education 11b. Why choose an OCR GCSE (9–1) in Physical Education?
This practical and engaging course has been This course will prepare learners for the further
developed after feedback from teachers and other study of PE or sports science courses as well as
1 key stakeholders, ensuring an inclusive specification other related subject areas such as psychology,
that will allow all learners to achieve their potential. sociology and biology. Learners will also develop the
transferable skills that are in demand by further
The content has been designed to allow learners to education, Higher Education and employers in all
study Physical Education (PE) in an academic setting, sectors of industry.
allowing them to critically analyse and evaluate
physical performance and apply their experience of This specification will create confident, independent
practical activities in developing their knowledge and thinkers and effective decision makers who can
understanding of the subject. operate effectively as individuals or as part of a
team – all skills that will enable them to stand out
The examined components will provide the and effectively promote themselves as they progress
knowledge and understanding which underpin the through life.
non-exam assessment (NEA). The NEA within this
specification allows learners to explore a range of With all topic areas of the specification being
activities in the role of performer, including both compulsory, OCR is aware of the need for
team and individual activities. Learners will also comprehensive resources covering all areas.
analyse and evaluate performance in a chosen Our resourcing provision will support you fully
activity as part of their NEA. in your teaching of this qualification.
Aims and learning outcomes
GCSE (9–1) study in Physical Education should be • perform effectively in different physical
broad, coherent and practical, encourage learners to activities by developing skills and techniques
be inspired, motivated and challenged by the subject and selecting and using tactics, strategies and/
and enable them to make informed decisions about or compositional ideas
further learning opportunities and career pathways.
• develop their ability to analyse and evaluate
GCSE (9–1) specifications in Physical Education will to improve performance in physical activity and
equip learners with the knowledge, understanding, sport
skills and values to develop and maintain their
performance in physical activities and understand the • understand the contribution which physical
benefits to health, fitness and well-being. This will activity and sport make to health, fitness and
require them to: well-being
• develop theoretical knowledge and • understand key socio-cultural influences which
understanding of the factors that underpin can affect people’s involvement in physical
physical activity and sport and use this activity and sport.
knowledge to improve performance
• understand how the physiological and
psychological state affects performance in
physical activity and sport
© OCR 2016
2 GCSE (9–1) in Physical Education1c. What are the key features of this specification?
The key features of OCR’s GCSE (9–1) in Physical • learners will see ‘where they fit in’ with
Education for you and your learners are: physical activity and sport and how to improve
their performance 1
• a straightforward structure with clear focused
content • a use of data element, enabling learners to
develop their knowledge and understanding
• improved support, resources and teacher of subject specific skills
guidance
• a clear basis and a good introduction for those
• a wide variety of practical activities to choose learners who wish to move on to AS or A Level
from in the NEA component in Physical Education.
• learners are introduced to a wide range of
topics enabling them to fully experience the
subject
1d. How do I find out more information?
If you are already using OCR specifications you can Want to find out more?
contact us at: www.ocr.org.uk
Ask a Subject Advisor:
If you are not already a registered OCR centre then
you can find out more information on the benefits Email:PE@ocr.org.uk
of becoming one at: www.ocr.org.uk If you are not
yet an approved centre and would like to become one Teacher support: 01223 553998
go to: www.ocr.org.uk
© OCR 2016
GCSE (9–1) in Physical Education 32 The specification overview
2a. OCR’s GCSE (9–1) in Physical Education (J587)
Learners must complete all components (01, 02 and 03) to be awarded the OCR GCSE (9–1) in Physical
Education.
Content Overview Assessment Overview
2
Physical factors affecting
performance
3 Applied anatomy and (01) 30%
physiology 60 marks of total
Physical training
1 hour GCSE
written paper
Socio-cultural issues and
sports psychology
Socio-cultural influences
(02) 30%
Sports psychology
Health, fitness and 60 marks of total
well-being 1 hour GCSE
written paper
Performance in physical
Practical activity education
(03)* 40%
assessment
Analysing and Evaluating 80 marks of total
Performance (AEP) non-exam assessment
GCSE
(NEA)
* Indicates inclusion of synoptic assessment.
Learners who are retaking the qualification may carry forward their result for the non-exam assessment
component. See section 4a for more details.
© OCR 2016
4 GCSE (9–1) in Physical Education2b. Content of GCSE (9–1) in Physical Education (J587)
The content of OCR’s GCSE (9–1) in Physical Education 3.2 Analysing and Evaluating Performance (AEP),
is divided into three components. Each component is task-based NEA.
further sub divided into topic areas and the detailed
content associated with those topics. The content of this specification uses practical
examples from physical activities and sports to
Component 01: Physical factors affecting show how theory can be applied and to reinforce
performance understanding. Areas of the specification where this 2
may be assessed are marked with the following
1.1 Applied anatomy and physiology symbol:
1.2 Physical training.
Component 02: Socio-cultural issues and sports
psychology
2.1 Socio-cultural influences This specification contains the use of data analysis
2.2 Sports psychology skills, which are spread across the components and
2.3 Health, fitness and well-being. topics. Areas of the specification where this may be
assessed are marked with the following symbol:
Component 03: Performance in physical education
(NEA)
3.1 Performance of three activities taken from the
two approved lists*.
• one from the ‘individual’ list
• one from the ‘team’ list
• one other from either list.
* The approved lists can be found in section 2d
and Section 2e of the ‘OCR GCSE (9–1) guide to
NEA in PE’.
© OCR 2016
GCSE (9–1) in Physical Education 52c.1. Content of Physical factors affecting performance (01)
Component 01, Physical factors affecting Learners are required to develop knowledge and
performance, introduces and explores some of the understanding of data analysis in relation to key
physical factors which underpin participation and areas of physical activities and sports.
performance in physical activities and sports.
Learners should be able to:
Learners will start to explore the ways in which parts
2 of the human body work and function during physical • demonstrate an understanding of how data are
activity and the physiological adaptations that can collected – both qualitative and quantitative
occur due to diet and training. Learners will also
develop their knowledge and understanding of the • present data, including graphs and tables
principles of training, why we train in different ways
and how training plans can be made to optimise • analyse and evaluate data, including graphs
results. and tables.
The study of these topics will aid learners in the Areas of the specification which allow for this to be
development of both their own practical performance included within teaching and where it may be
and that of others. examined are marked with the following symbol:
In many areas of this specification, it is expected that
practical examples from physical activities and sports
will be used to show how theoretical concepts can be
applied and to reinforce understanding. Areas of the
specification where this may be examined are marked
with the following symbol:
1.1 Applied anatomy and physiology
Learners will develop knowledge and understanding Learners will develop the ability to collect and use
of the basic structures and functions of body systems data, analyse movement and apply their knowledge
that are particularly important to physical activities and understanding, using examples from physical
and sports. activity and sport.
They will also study the short and long-term effects of
exercise on these systems, and how these effects can
impact on physical fitness and performance.
© OCR 2016
6 GCSE (9–1) in Physical Education1.1.a. The structure and function of the skeletal system
Learners will be able to name and locate the major elbow, shoulder and hip. Knowledge will be
bones of the body and be able to apply examples of developed of the types of movement at hinge joints
how the skeletal system allows the functions such as and ball and socket joints, as well as being able to
posture and protection. apply these movements to examples from physical
activities and sports.
Learners will be able to identify major joints along
with the associated articulating bones in the knee, 2
Topic area Learners must:
Location of major bones • know the name and location of the following bones in the
human body:
• cranium
• vertebrae
• ribs
• sternum
• clavicle
• scapula
• pelvis
• humerus
• ulna
• radius
• carpals
• metacarpals
• phalanges
• femur
• patella
• tibia
• fibula
• tarsals
• metatarsals.
Functions of the skeleton • understand and be able to apply examples of how the skeleton
provides or allows:
• support
• posture
• protection
• movement
• blood cell production
• storage of minerals.
Types of synovial joint • know the definition of a synovial joint
• know the following hinge joints:
• knee – articulating bones – femur, tibia
• elbow – articulating bones – humerus, radius, ulna
• know the following ball and socket joints:
• shoulder – articulating bones – humerus, scapula
• hip – articulating bones – pelvis, femur.
© OCR 2016
GCSE (9–1) in Physical Education 7Topic area Learners must:
Types of movement at hinge joints • know the types of movement at hinge joints and be able to
and ball and socket joints apply them to examples from physical activity/sport:
• flexion
• extension
• know the types of movement at ball and socket joints and be
able to apply them to examples from physical activity/sport:
2 • flexion
• extension
• rotation
• abduction
• adduction
• circumduction.
Other components of joints • know the roles of:
• ligament
• cartilage
• tendons.
1.1.b. The structure and function of the muscular system
Learners will develop their knowledge of the location the roles of muscles as agonists, antagonists, fixators
of the major muscle groups and be able to apply and also how they operate as antagonistic pairs, again
muscle use to examples from physical activities and by applying to examples from physical activities and
sport. Learners will also develop their knowledge of sports.
Topic area Learners must:
Location of major muscle groups • know the name and location of the following muscle groups in
the human body and be able to apply their use to examples
from physical activity/sport:
• deltoid
• trapezius
• latissimus dorsi
• pectorals
• biceps
• triceps
• abdominals
• quadriceps
• hamstrings
• gluteals
• gastrocnemius.
The roles of muscle in movement • know the definitions and roles of the following and be able to
apply them to examples from physical activity/sport:
• agonist
• antagonist
• fixator
– antagonistic muscle action.
© OCR 2016
8 GCSE (9–1) in Physical Education1.1.c. Movement analysis
Learners will develop their knowledge of the three Learners will know the three planes of movement
classes of lever and will be able to use examples from and be able to give examples of these levers from
physical activities and sport to show where these different physical activities and sports. Frontal,
levers might operate to produce movement. Learners transverse and longitudinal axes of rotation will be
will become aware of the mechanical advantage recognised by learners who will be able to apply
provided by levers in movement. these to examples from physical activities and sports.
2
Topic area Learners must:
Lever systems • know the three classes of lever and their use in physical
activity and sport:
• 1st class
– neck
• 2nd class
– ankle
• 3rd class
– elbow
• know the definition of mechanical advantage.
Planes of movement and axes • know the location of the planes of movement in the body and
of rotation their application to physical activity and sport:
• frontal
• transverse
• sagittal
• know the location of the axes of rotation in the body and their
application to physical activity and sport:
• frontal
• transverse
• longitudinal.
1.1.d. The cardiovascular and respiratory systems
Learners will develop their knowledge and the role of the respiratory muscles and alveoli
understanding of the structure and function of the during breathing, along with an understanding
cardiovascular system. Blood vessels and blood of key definitions.
cells with their pathway through the heart will be
understood along with definitions of key cardiac Learners will also be able to define aerobic and
terms. Learners will understand the pathway anaerobic exercise and be able to give practical
of air through the respiratory system and know examples of aerobic and anaerobic activities.
© OCR 2016
GCSE (9–1) in Physical Education 9Topic area Learners must:
Structure and function of the • know the double-circulatory system (systemic and pulmonary)
cardiovascular system • know the different types of blood vessel:
• arteries
• capillaries
• veins
• understand the pathway of blood through the heart:
2 • atria
• ventricles
• bicuspid, tricuspid and semilunar valves
• septum and major blood vessels:
3 – aorta
– pulmonary artery
– vena cava
– pulmonary vein
• know the definitions of:
• heart rate
• stroke volume
• cardiac output
• know the role of red blood cells.
Structure and function of the • understand the pathway of air through the respiratory system:
respiratory system • mouth
• nose
• trachea
• bronchi
• bronchiole
• alveoli
• know the role of respiratory muscles in breathing:
• diaphragm
• intercostals
• know the definitions of:
• breathing rate
• tidal volume
• minute ventilation
• understand about alveoli as the site of gas exchange.
Aerobic and anaerobic exercise • know the definitions of:
• aerobic exercise
• anaerobic exercise
• be able to apply practical examples of aerobic and anaerobic
activities in relation to intensity and duration.
© OCR 2016
10 GCSE (9–1) in Physical Education1.1.e. Effects of exercise on body systems
Learners will develop their knowledge and Learners will be able to collect and use data in this
understanding of the short and long-term effects section related to both short-term and long-term
of exercise on muscles and bones, the heart and effects of exercise.
the respiratory system. They will be able to apply
understanding of these effects to examples from a
range of physical activities and sports.
2
Topic area Learners must:
Short-term effects of exercise • understand the short-term effects of exercise on:
• muscle temperature
• heart rate, stroke volume, cardiac output
• redistribution of blood flow during exercise
• respiratory rate, tidal volume, minute ventilation
• oxygen to the working muscles
• lactic acid production
• be able to apply the effects to examples from physical activity/
sport
• be able to collect and use data relating to short-term effects of
exercise.
Long-term (training) effects of • understand the long-term effects of exercise on:
exercise • bone density
• hypertrophy of muscle
• muscular strength
• muscular endurance
• resistance to fatigue
• hypertrophy of the heart
• resting heart rate and resting stroke volume
• cardiac output
• rate of recovery
• aerobic capacity
• respiratory muscles
• tidal volume and minute volume during exercise
• capilliarisation
• be able to apply the effects to examples from physical activity/
sport
• be able to collect and use data relating to long-term effects of
exercise.
© OCR 2016
GCSE (9–1) in Physical Education 111.2 Physical training
Learners will develop their knowledge and Learners will also be able to apply their knowledge
understanding of the components of fitness of training principles to personal exercise/training
required for physical activities and sports and programmes to improve fitness, along with the
how each can be measured. knowledge of how to optimise training and helping
to prevent injury.
2
1.2.a. Components of fitness
Learners will develop their knowledge and activities and sports. Learners will also develop their
understanding of the components of fitness, including knowledge of suitable tests for each component.
cardiovascular endurance, muscular endurance,
speed, strength, flexibility and agility. Learners will be Learners will be able to collect and use data related to
able to define each component and be able to apply the identified components of fitness.
using a range of practical examples from physical
Topic area Learners must
Components of fitness Know the following components of fitness:
• cardiovascular endurance/stamina
• know the definition of cardiovascular endurance/stamina
• be able to apply practical examples where this component is
particularly important in physical activity and sport
• know suitable tests for this component, including:
– Cooper 12 minute run/walk test
– multi-stage fitness test
• muscular endurance
• know the definition of muscular endurance
• be able to apply practical examples where this component is
particularly important in physical activity and sport
• know suitable tests for this component, including:
– press-up test
– sit-up test
• speed
• know the definition of speed
• be able to apply practical examples where this component is
particularly important in physical activity and sport
• know suitable tests for this component, including:
– 30m sprint test
• strength
• know the definition of strength
• be able to apply practical examples of where this component is
particularly important in physical activity and sport
• know suitable tests for this component, including:
– grip strength dynamometer test
– 1 Repetition Maximum (RM)
© OCR 2016
12 GCSE (9–1) in Physical EducationTopic area Learners must
Components of fitness cont. • power
• know the definition of power
• be able to apply practical examples of where this component is
particularly important in physical activity and sport
• know suitable tests for this component, including:
– ‘standing jump’ or ‘vertical jump’ tests
• flexibility
• know the definition of flexibility
2
• be able to apply practical examples of where this component is
particularly important in physical activity and sport
• know suitable tests for this component, including:
– ‘sit and reach’ test
• agility
• know the definition of agility
• be able to apply practical examples of where this component is
particularly important in physical activity and sport
• know suitable tests for this component, including:
– Illinois agility test
• balance
• know the definition of balance
• be able to apply practical examples of where this component is
particularly important in physical activity and sport
• know suitable tests for this component, including:
– ‘stork stand’ test
• co-ordination
• know the definition of co-ordination
• be able to apply practical examples of where this component is
particularly important in physical activity and sport
• know suitable tests for this component, including:
– ‘wall throw’ test
• reaction time
• know the definition of reaction time
• be able to apply practical examples of where this component is
particularly important in physical activity and sport
• know suitable tests for this component, including:
– reaction time ruler test
• be able to collect and use data relating to the components of fitness.
1.2.b. Applying the principles of training
Learners will develop their knowledge and training using the FITT principle and different types of
understanding of the principles of training. training.
They will be able to define each principle and
Learners will develop their knowledge and
be able to apply each to personal exercise/
understanding of the key components and physical
training programmes. Learners will develop their
benefits of the warm up and cool down applied to
knowledge and understanding of how to optimise
physical activities and sports.
© OCR 2016
GCSE (9–1) in Physical Education 13Topic area Learners must:
Principles of training • know the following definitions of principles of training and be able
to apply them to personal exercise/training programmes:
• specificity
• overload
• progression
• reversibility.
2 Optimising training • know the definition of the elements of FITT (Frequency, Intensity,
Time, Type) and be able to apply these elements to personal
exercise/training programmes
• know different types of training, definitions and examples of:
• continuous
• fartlek
• interval
– circuit training
– weight training
– plyometrics
– HIIT (High Intensity Interval Training).
• understand the key components of a warm up and be able to
apply examples:
• pulse raising
• mobility
• stretching
• dynamic movements
• skill rehearsal
• know the physical benefits of a warm up, including effects on:
• warming up muscles/preparing the body for physical activity
• body temperature
• heart rate
• flexibility of muscles and joints
• pliability of ligaments and tendons
• blood flow and oxygen to muscles
• the speed of muscle contraction
• understand the key components of a cool down and be able to
apply examples:
• low intensity exercise
• stretching
• know the physical benefits of a cool down, including:
• helps the body’s transition back to a resting state
• gradually lowers heart rate
• gradually lowers temperature
• circulates blood and oxygen
• gradually reduces breathing rate
• increases removal of waste products such as lactic acid
• reduces the risk of muscle soreness and stiffness
• aids recovery by stretching muscles.
© OCR 2016
14 GCSE (9–1) in Physical Education1.3.c. Preventing injury in physical activity and training
Learners will develop their knowledge and know how risks can be minimised by using
understanding of how to prevent injury when appropriate equipment, clothing, correct lifting
participating in physical activities and sport. techniques, using the warm up and cool down
The potential hazards will be known in a range of and an appropriate level of competition.
physical activities and sports settings. Learners will
Topic area Learners must:
2
Prevention of injury • understand how the risk of injury in physical activity and
sport can be minimised and be able to apply examples,
including:
• personal protective equipment
• correct clothing/footwear
• appropriate level of competition
• lifting and carrying equipment safely
• use of warm up and cool down
• know potential hazards in a range of physical activity and
sport settings and be able to apply examples, including:
• sports hall
• fitness centre
• playing field
• artificial outdoor areas
• swimming pool.
© OCR 2016
GCSE (9–1) in Physical Education 152c.2. Content of Socio-cultural issues and sports psychology (02)
In Component 02, Socio-cultural issues and sports health, fitness and well-being. The physical,
psychology, learners will develop their knowledge of emotional and social aspects will be understood as
socio-cultural influences that impact on participation well as the consequences of a sedentary lifestyle.
and performance in physical activities and sports. Learners will also develop their knowledge and
Learners will also develop their knowledge and understanding of energy use along with diet,
understanding of how sport impacts on society. nutrition and hydration.
2 Engagement patterns of different social groups will
be understood by learners, along with strategies to In many areas of the specification, it is expected that
promote participation with practical examples. practical examples from physical activities and sports
The commercialisation of physical activities and will be used to show how theory can be applied and
sports will be understood, including the influences of to reinforce understanding. Areas of the specification
sponsorship and the media. Learners will also develop where this may be examined are marked with the
their knowledge and understanding of ethical and following symbol:
socio-cultural issues in physical activities and sports.
Learners will develop their knowledge and
understanding of sports psychology theories
related to acquiring movement skills and optimising
performance. Learners will be able to reflect on their Learners will develop the ability to collect and use
own learning and performance of physical activities data using examples from physical activities and
and sports skills to recognise the key psychological sports. Areas of the specification where this may be
concepts affecting performance. examined are marked with the following symbol:
Learners will develop their knowledge and
understanding of the benefits of participating in
physical activities and sports to their
2.1 Socio-cultural influences
Physical activities and sports play an integral part of commercialism and the media on physical activities
society in the UK. In this topic, learners will develop and sports.
their knowledge and understanding of the factors
that continue to impact on physical activities and The ethical and socio-cultural issues in physical
sports in the UK today. Learners will be introduced activities and sports will enable learners to develop
to engagement patterns of different social groups their understanding of sportsmanship, gamesmanship
in physical activities and sports. Learners will and deviance in sport along with being able to apply
develop their understanding of the influences of theories to practical examples from physical activities
and sports.
© OCR 2016
16 GCSE (9–1) in Physical Education2.2.a. Engagement patterns of different social groups in physical activities and sports
Learners will develop their knowledge and in society will be understood, along with strategies to
understanding of current participation trends using a promote participation, using practical examples from
range of valid and respected sources. The factors physical activities and sports.
affecting participation for a range of different groups
Topic area Learners must: 2
Physical activity and sport in the UK • be familiar with current trends in participation in physical
activity and sport:
• using different sources (such as Sport England, National
Governing Bodies (NGBs) and Department of Culture,
Media and Sport (DCMS))
• of different social groups
• in different physical activities and sports.
Participation in physical activity and • understand how different factors can affect participation,
sport including:
• age
• gender
• ethnicity
• religion/culture
• family
• education
• time/work commitments
• cost/disposable income
• disability
• opportunity/access
• discrimination
• environment/climate
• media coverage
• role models
• understand strategies which can be used to improve
participation:
• promotion
• provision
• access
• be able to apply examples from physical activity/sport to
participation issues.
© OCR 2016
GCSE (9–1) in Physical Education 172.1.b. Commercialisation of physical activity and sport
Learners will develop their knowledge and the influences of the media with examples showing
understanding of the commercialisation of physical the positive and negative effects on participation and
activity and sport including sponsorship, along with performance in physical activities and sports.
Topic area Learners must:
2 Commercialisation of sport • understand the influence of the media on the
commercialisation of physical activity and sport:
• different types of media
– social
– internet
– TV/visual
– newspapers/magazines.
• know the meaning of commercialisation, including sport,
sponsorship and the media (the golden triangle):
• positive and negative effects of the media on
commercialisation
• be able to apply practical examples to these issues.
• understand the influence of sponsorship on the
commercialisation of physical activity and sport:
• positive and negative effects of sponsorship on
commercialisation
• be able to apply practical examples to the issue of
sponsorship.
© OCR 2016
18 GCSE (9–1) in Physical Education2.1.c. Ethical and socio-cultural issues in physical activity and sport
Learners will develop their knowledge and reasons why sports performers use drugs will
understanding of ethics in sport including definitions be understood along with reasons for player
of the key terms of sportsmanship, gamesmanship violence with practical examples in physical
and deviance. The effects of drugs in sport and the activities and sports.
Topic area Learners must: 2
Ethics in sport • know and understand:
• the value of sportsmanship
• the reasons for gamesmanship and deviance in sport.
• be able to apply practical examples to these concepts.
Drugs in sport • know and understand the reasons why sports performers use
drugs
• know the types of drugs and their effect on performance:
• anabolic steroids
• beta blockers
• stimulants
• give practical examples of the use of these drugs in sport.
• know and understand the impact of drug use in sport:
• on performers
• on sport itself.
Violence in sport • know and understand the reasons for player violence
• give practical examples of violence in sport.
© OCR 2016
GCSE (9–1) in Physical Education 192.2 Sports psychology
Learners will develop their knowledge and Learners will develop their knowledege and
understanding of the psychological factors that understanding of guidance and feedback that affects
can affect performers. They will also develop their the learning and performance of movement skills.
knowledge and understanding of how movement
skills are learned and performed in physical Learners will be able to identify key terms and
activities and sports. describe psychological concepts, using practical
2 examples from their own performances. Learners
The characteristics and classification of skilful will show that they can explain and evaluate sports
movement will be understood, along with the role psychology theories and principles and be able to
3 of goal setting and mental preparation to improve
performance in physical activites and sports.
apply theory to practice.
Topic area Learners must:
Characteristics of skilful • know the definition of motor skills
movement • understand and be able to apply examples of the characteristics of skilful
movement:
• efficiency
• pre-determined
• co-ordinated
• fluent
• aesthetic.
Classification of skills • know continua used in the classification of skills, including:
• simple to complex skills (difficulty continuum)
• open to closed skills (environmental continuum)
• be able to apply practical examples of skills for each continuum along
with justification of their placement on both continua.
Goal setting • understand and be able to apply examples of the use of goal setting:
• for exercise/training adherence
• to motivate performers
• to improve and/or optimise performance
• understand the SMART principle of goal setting with practical examples
(Specific, Measurable, Achievable, Recorded, Timed)
• be able to apply the SMART principle to improve and/or optimise
performance.
Mental preparation • know mental preparation techniques and be able to apply practical
examples to their use:
• imagery
• mental rehearsal
• selective attention
• positive thinking.
© OCR 2016
20 GCSE (9–1) in Physical EducationTopic area Learners must:
Types of guidance • understand types of guidance, their advantages and disadvantages, and
be able to apply practical examples to their use:
• visual
• verbal
• manual
• mechanical.
Types of feedback • understand types of feedback and be able to apply practical examples to 2
their use:
• intrinsic
• extrinsic
• knowledge of performance
• knowledge of results
• positive
• negative.
2.3 Health, fitness and well-being
Learners will develop their knowledge and Learners will develop their knowledge and
understanding of the benefits of participating in understanding of diet and nutrition. Learners
physical activities and sport to health, fitness and will understand the main components of a balanced
well-being as well as having a clear definition of diet, including the effects of these components and
health and fitness. Learners will know about the hydration on performers using a range of examples
physical, emotional and social benefits as well as from physical activities and sports.
the consequences of a sendentary lifestyle.
Topic area Learners must:
Health, fitness and • know what is meant by health, fitness and well-being
well-being • understand the different health benefits of physical activity and
consequences of a sedentary lifestyle:
• physical:
– injury
– coronary heart disease (CHD)
– blood pressure
– bone density
– obesity
– Type 2 diabetes
– posture
– fitness
• emotional:
– self-esteem/confidence
– stress management
– image
© OCR 2016
GCSE (9–1) in Physical Education 21Topic area Learners must:
Health, fitness and • social:
well-being cont. – friendship
– belonging to a group
– loneliness
• be able to apply the above to different age groups
• be able to respond to data about health, fitness and well-being
2 Diet and nutrition • know the definition of a balanced diet
• know the components of a balanced diet
• carbohydrates
• proteins
• fats
• minerals
• vitamins
• fibre
• water and hydration
• understand the effect of diet and hydration on energy use in physical
activity
• be able to apply practical examples from physical activity and sport to
diet and hydration.
© OCR 2016
22 GCSE (9–1) in Physical Education2d. Content for non-exam assessment: Performance in physical
education (03)
In Component 03, Performance in physical education, final marks – for example, they may not enter marks
learners are internally assessed through the NEA for both singles and doubles tennis.
in performing three practical activities and one
performance analysis task. Learners may not enter marks for variations of the
Practical performances
same sport – so they may not complete two forms of
dance or Rugby Union and Rugby Sevens and use 2
marks for both towards their final grade.
For the practical performances approved activities list,
see sections 2d and 2e of the ‘OCR GCSE (9–1) guide Any learner(s) using a combination of activities within
to NEA in Physical Education’. this component that is in breach of the specification
requirements may have part or all of their practical
Learners can only be assessed in the role of marks discounted from their overall assessment.
player/performer.
Analysing and Evaluating Performance (AEP)
Learners are required to demonstrate effective
In addition to three practical performances, learners
performance, the use of tactics or techniques and
are required to demonstrate their ability to analyse
the ability to observe the rules and conventions
and evaluate their own performance in order to:
under applied conditions.
• analyse aspects of personal performance in a
This component is internally marked using the practical activity
assessment criteria found in section 2b.2. of the
‘OCR GCSE (9–1) guide to NEA in Physical Education’. • evaluate the strengths and weaknesses of the
performance
Learners must perform in three practical activities,
one from the ‘individual’ list, one from the ‘team’ list, • produce an action plan which aims to improve
and one other from either list. the quality and effectiveness of the
performance.
Learners may not enter marks for the same sport twice.
Teachers must refer to and follow the ‘OCR GCSE
Learners cannot use assessments in both ‘team’ and (9–1) guide to NEA in Physical Education’ for further
‘individual’ versions of the same sport towards their detail on this area of assessment.
2e. Prior knowledge, learning and progression
• No prior knowledge, skills, understanding or • This qualification is therefore suitable for
learning of the subject is required. learners intending to pursue AS or A levels,
Higher Education or any career for which an
• Throughout the course of study learners are understanding of the human body or human
encouraged to develop an awareness of the behaviour is desirable.
role of physical education in society and its
application to many situations. • This qualification provides a suitable
introduction to further study in social sciences,
or as part of a course of general education.
© OCR 2016
GCSE (9–1) in Physical Education 233 Assessment of GCSE (9–1) in Physical Education
3a. Forms of assessment
OCR’s GCSE (9–1) in Physical Education consists of These components assess AO1, AO2 and AO3 and are
two components that are externally assessed and one each worth 30% of the total GCSE (9–1). There are
component that is internally assessed by the centre 60 marks available for each of Components 01 and 02.
and externally moderated by OCR.
Component 03 will be assessed via NEA, which will
Components 01 (Physical factors affecting include both performance and performance analysis.
performance) and 02 (Socio-cultural issues and This component assesses AO4 and is worth 40% of
sports psychology) will be assessed using a mixture of the total GCSE (9–1). There are 80 marks available for
objective response and multiple choice questions, Component 03.
3 short answers and extended response items.
3b. Assessment objectives (AO)
There are four assessment objectives in OCR’s GCSE Learners are expected to demonstrate their ability to:
(9–1) in Physical Education. These are detailed in the
table below.
Assessment Objectives
Demonstrate knowledge and understanding of the factors that underpin performance and
AO1
involvement in physical activity and sport.
Apply knowledge and understanding of the factors that underpin performance and involvement
AO2
in physical activity and sport.
Analyse and evaluate the factors that underpin performance and involvement in physical
AO3
activity and sport.
• Demonstrate and apply relevant skills and techniques in physical activity and sport.
AO4
• Analyse and evaluate performance.
© OCR 2016
24 GCSE (9–1) in Physical EducationAO weightings in OCR GCSE (9–1) in Physical Education
The relationship between the assessment objectives and the components are shown in the following table:
% of overall GCSE (9–1) in Physical Education (J587)
Component
AO1 AO2 AO3 AO4
01: Physical factors affecting performance 12.5 10 7.5 0
02: Socio-cultural issues and sports psychology 12.5 10 7.5 0
03: Performance in physical education 0 0 0 40 3
Total 25% 20% 15% 40%
3c. Assessment availability
There will be This specification will be certificated from the June
2018 examination series onwards.
• one examination series available each year in
May/June to all learners.
All components must be taken in the same
examination series at the end of the course.
3d. Retaking the qualification
Learners can retake the qualification as many times retake the non-exam assessment (NEA) or
as they wish. Learners must retake all examined carry forward (re-use) their most recent result
components but they can choose to either (see Section 4a).
3e. Assessment of extended response
The assessment materials for this qualification coherent line of reasoning and marks for extended
provide learners with the opportunity to demonstrate responses are integrated into the marking criteria.
their ability to construct and develop a sustained and
© OCR 2016
GCSE (9–1) in Physical Education 253f. Non-exam assessment (NEA)
Full details for the completion and administration OCR’s GCSE (9–1) Physical Education guide to
of the NEA for OCR’s GCSE (9–1) in Physical non-exam assessment (NEA).
Education can be found in the accompanying
3g. Synoptic assessment
• Synoptic assessment is the learner’s • Learners are encouraged to think holistically
understanding of the connections between and develop their skills of thinking as a
3 different elements of the subject. It involves
the explicit drawing together of knowledge,
practitioner of Physical Education.
skills and understanding within different parts • Synoptic assessment is included in
of the GCSE (9–1) course. Component 03.
• The emphasis on synoptic assessment is to
encourage the understanding of Physical
Education as a discipline.
3h. Calculating qualification results
A learner’s overall qualification grade for OCR’s will then be compared to the qualification level grade
GCSE (9–1) in Physical Education will be calculated boundaries for the entry option taken by the learner
by adding together their marks from the three and for the relevant exam series to determine the
components taken to give their total mark. This mark learner’s overall qualification grade.
© OCR 2016
26 GCSE (9–1) in Physical Education4 Admin: what you need to know
The information in this section is designed to give an More information about the processes and deadlines
overview of the processes involved in administering involved at each stage of the assessment cycle can be
this qualification so that you can speak to your exams found in the Administration area of the OCR website.
officer. All of the following processes require you to
submit something to OCR by a specific deadline. OCR’s Admin overview is available on the OCR website
at http://www.ocr.org.uk/administration.
4a. Pre-assessment
Estimated entries
Estimated entries are your best projection of the should be submitted to OCR by the specified
number of learners who will be entered for a deadline. They are free and do not commit your
qualification in a particular series. Estimated entries centre in any way.
4
Final entries
Final entries provide OCR with detailed data for Final entries must be submitted to OCR by the
each learner, showing each assessment to be taken. published deadlines or late entry fees will apply.
It is essential that you use the correct entry code,
considering the relevant entry rules and ensuring that All learners taking a GCSE (9–1) in Physical Education
you choose the entry option for the moderation you must be entered for one of the following entry
intend to use. options:
Entry option Components
Entry code Title Code Title Assessment type
J587 A Physical 01 Physical factors affecting External assessment
Education performance
02 Socio-cultural and psychological External assessment
issues in physical education
03 Performance in physical education (NEA) Non-exam assessment
(Moderation)
J587 C* Physical 01 Physical factors affecting External assessment
Education performance
(carried
02 Socio-cultural and psychological External assessment
forward)
issues in physical education
80 Performance in physical education (NEA) Non-exam assessment
(Carried forward)
*Entry option J587 C should only be selected for learners who are retaking the qualification who want to carry
forward their mark for the non-exam assessment.
© OCR 2016
GCSE (9–1) in Physical Education 274b. Special consideration
Special consideration is a post-assessment Detailed information about eligibility for special
adjustment to marks or grades to reflect temporary consideration can be found in the JCQ publication
injury, illness or other indisposition at the time the A guide to the special consideration process.
assessment was taken.
4c. External assessment arrangements
Regulations governing examination arrangements are Calculators are subject to the rules in the document
contained in the JCQ Instructions for conducting Instructions for Conducting Examinations published
examinations. Learners are permitted to use a annually by JCQ (www.jcq.org.uk).
scientific or graphical calculator for Component 01.
4 Head of Centre Annual Declaration
The Head of Centre is required to provide a Any failure by a centre to provide the Head of Centre
declaration to the JCQ as part of the annual NCN Annual Declaration will result in your centre status
update, conducted in the autumn term, to confirm being suspended and could lead to the withdrawal of
that the centre is meeting all of the requirements our approval for you to operate as a centre.
detailed in the specification.
Private candidates
Private candidates may enter for OCR assessments. OCR’s GCSE (9–1) in Physical Education requires
learners to complete non-examined assessment. This
A private candidate is someone who pursues a course is an essential part of the course and will allow
of study independently but takes an examination or learners to develop skills for further study or
assessment at an approved examination centre. A employment.
private candidate may be a part-time student,
someone taking a distance learning course, or Private candidates need to contact OCR approved
someone being tutored privately. They must be based centres to establish whether they are prepared to
in the UK. host them as a private candidate. The centre may
charge for this facility and OCR recommends that the
arrangement is made early in the course.
Further guidance for private candidates may be found
on the OCR website: http://www.ocr.org.uk.
© OCR 2016
28 GCSE (9–1) in Physical EducationYou can also read
