The Importance of Physical Education "PE develops pupils' competence and confidence to take part in a range of physical activities that become a central part of their lives, both in and out of school. A high-quality PE curriculum enables all pupils to enjoy and succeed in many kinds of physical activity. They develop a wide range of skills and the ability to use tactics, strategies and compositional ideas to perform successfully. When they are performing, they think about what they are doing, analyse the situation and make decisions. They also reflect on their own and others' performances and find ways to improve them. As a result, they develop the confidence to take part in different physical activities and learn about the value of healthy, active lifestyles. Discovering what they like to do, what their aptitudes are at school, and how and where to get involved in physical activity helps them make informed choices about lifelong physical activity. PE helps pupils develop personally and socially. They work as individuals, in groups and in teams, developing concepts of fairness and of personal and social responsibility. They take on different roles and responsibilities, including leadership, coaching and officiating. Through the range of experiences that PE offers, they learn how to be effective in competitive, creative and challenging situations." (Extract from NC Online) |
1. Key conceptsThere are a number of key concepts that underpin the study of PE. Pupils need to understand these concepts in order to deepen and broaden their knowledge, skills and understanding. 1.1 Competence• Developing control of whole-body skills and fine manipulation skills. • Selecting and using skills, tactics and compositional ideas effectively in different types of physical activity. • Responding with body and mind to the demands of an activity. • Adapting to a widening range of familiar and unfamiliar contexts. 1.2 Performance• Understanding how the components of competence combine, and applying them to produce effective outcomes. • Knowing and understanding what needs to be achieved, critically evaluating how well it has been achieved and finding ways to improve. • Appreciating how to make adjustments and adaptations when performing in different contexts and when working individually, in groups and teams. • Understanding the nature of success in different types of activity. 1.3 Creativity• Using imaginative ways to express and communicate ideas, solve problems and overcome challenges. • Exploring and experimenting with techniques, tactics and compositional ideas to produce efficient and effective outcomes. 1.4 Healthy, active lifestyles• Understanding that physical activity contributes to the healthy functioning of the body and mind and is an essential component of a healthy lifestyle. • Recognising that regular physical activity that is fit for purpose, safe and enjoyable has the greatest impact on physical, mental and social wellbeing.
2. Key processes These are the essential skills and processes in PE that pupils need to learn to make progress. 2.1 Developing skills in physical activityPupils should be able to: • refine and adapt skills into techniques • develop the range of skills they use • develop the precision, control and fluency of their skills. 2.2 Making and applying decisionsPupils should be able to: • select and use tactics, strategies and compositional ideas effectively in different creative, competitive and challenge-type contexts • refine and adapt ideas and plans in response to changing circumstances • plan and implement what needs practising to be more effective in performance • recognise hazards and make decisions about how to control any risks to themselves and others. 2.3 Developing physical and mental capacityPupils should be able to: • develop their physical strength, stamina, speed and flexibility to cope with the demands of different activities • develop their mental determination to succeed. 2.4 Evaluating and improvingPupils should be able to: • analyse performances, identifying strengths and weaknesses • make decisions about what to do to improve their performance and the performance of others • act on these decisions in future performances • be clear about what they want to achieve in their own work and what they have actually achieved. 2.5 Making informed choices about healthy, active lifestylesPupils should be able to: • identify the types of activity they are best suited to • identify the types of role they would like to take on • make choices about their involvement in healthy physical activity.
3. Range and contentThis section outlines the breadth of the subject on which teachers should draw when teaching the key concepts and key processes. The study of PE should include activities that cover at least four of the following: • outwitting opponents, as in games activities • accurate replication of actions, phrases and sequences, as in gymnastic activities • exploring and communicating ideas, concepts and emotions, as in dance activities • performing at maximum levels in relation to speed, height, distance, strength or accuracy, as in athletic activities • identifying and solving problems to overcome challenges of an adventurous nature, as in life saving and personal survival in swimming and outdoor activities • exercising safely and effectively to improve health and wellbeing, as in fitness and health activities.
4. Curriculum opportunities During the key stage pupils should be offered the following opportunities that are integral to their learning and enhance their engagement with the concepts, processes and content of the subject. The curriculum should provide opportunities for pupils to: • get involved in a broad range of different activities that, in combination, develop the whole body • experience a range of roles within a physical activity • specialise in specific activities and roles • follow pathways to other activities in and beyond school • perform as an individual, in a group or as part of a team in formal competitions or performances to audiences beyond the class • use ICT as an aid to improving performance and tracking progress • make links between PE and other subjects and areas of the curriculum.
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1. Key conceptsThere are a number of key concepts that underpin the study of PE. Students need to understand these concepts in order to deepen and broaden their knowledge, skills and understanding. 1.1 Competance• Developing control of whole-body skills and fine manipulation skills. • Selecting and using skills, tactics and compositional ideas effectively in different types of physical activity. • Responding with body and mind to the demands of an activity. • Adapting to a widening range of familiar and unfamiliar contexts. 1.2 Performance• Understanding how the components of competence combine and applying them to produce effective outcomes. • Knowing and understanding what needs to be achieved, critically evaluating how well it has been achieved and finding ways to improve. • Appreciating how to make adjustments and adaptations when performing in different contexts and when working individually, in groups and teams. • Understanding the nature of success in different types of activity. 1.3 Creativity• Using imaginative ways to express and communicate ideas, solve problems and overcome challenges. • Exploring and experimenting with techniques, tactics and compositional ideas to produce efficient and effective outcomes. 1.4 Healthy, active lifestyles• Understanding that physical activity contributes to the healthy functioning of the body and mind and is an essential component of a healthy lifestyle. • Recognising that regular physical activity that is fit for purpose, safe and enjoyable has the greatest impact on physical, mental and social wellbeing.
2. Key processes These are the essential skills and processes in PE that students need to learn to make progress. 2.1 Developing skills in physical activity Students should be able to: • improve the range, difficulty and quality of their skills and techniques • develop the consistency with which they use and perform skills with precision, control and fluency. 2.2 Making and applying decisionsStudents should be able to: • select and use tactics, strategies and compositional ideas imaginatively in complex and demanding creative, competitive and challenge-type contexts • design original and effective plans that improve their own and others' performance • respond effectively and imaginatively to changing circumstances as they arise during a performance. • organise and manage the environment they are working in to ensure the health, safety and wellbeing of themselves and others. 2.3 Developing physical and mental capacityStudents should be able to: • analyse how mental and physical capacity affects performance • maintain and develop their physical strength, stamina, speed and flexibility to cope with the demands of different activities and active lifestyles • prepare mentally for successful involvement in physical activity, performance and engagement in healthy, active lifestyles. 2.4 Evaluating and improvingStudents should be able to: • critically evaluate, analyse and judge the quality and effectiveness of performances • make informed decisions about how to improve the quality and effectiveness of their own and others' performances • develop and implement imaginative action plans to improve the quality and effectiveness of performances • design original and effective plans that improve the quality of their own and others' involvement in healthy, active lifestyles. 2.5 Making informed choices about healthy, active lifestylesStudents should be able to: • identify the types of physical activity available to them and the roles they would like to take on • link physical activity with diet, work and rest for personal health and wellbeing • make informed decisions about getting involved in a lifetime of healthy physical activities that suit their needs.
3. Range and content This section outlines the breadth of the subject on which teachers should draw when teaching the key concepts and key processes. The study of PE should include activities that cover at least two of the following: • outwitting opponents, as in games activities • accurate replication of actions, phrases and sequences, as in gymnastic activities • exploring and communicating ideas, concepts and emotions, as in dance activities • performing at maximum levels in relation to speed, height, distance, strength or accuracy, as in athletic activities • identifying and solving problems to overcome challenges of an adventurous nature, as in life saving and personal survival in swimming and outdoor activities • exercising safely and effectively to improve health and wellbeing, as in fitness and health activities.
4. Curriculum opportunities During the key stage students should be offered the following opportunities that are integral to their learning and enhance their engagement with the concepts, processes and content of the subject. The curriculum should provide opportunities for students to: • get involved in a broad range of different activities that, in combination, develop the whole body • experience a range of roles within a physical activity • specialise in specific activities and roles, taking accredited courses and qualifications where appropriate • follow pathways to other activities in and beyond school and, where possible, work with sportsmen and women, coaches and other specialists • perform as an individual, in a group or as part of a team in formal competitions or performances to audiences beyond the class • make links between PE and other subjects and areas of the curriculum • use ICT to assist in planning for improvement and involvement in physical activity • work with others to organise, manage, officiate and run festivals, tournaments, competitions and events, both in school and the local community. |
Links BBC GCSE Bitesize Physical Education |
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