ocr a2 physical education ~ general overview
DESCRIPTION
OCR A2 Physical Education ~ General Overview. UNIT = how spec is examined SECTION = teaching content. 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. - PowerPoint PPT PresentationTRANSCRIPT
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OCR A2 Physical Education ~
General Overview
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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
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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%
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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
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Exam style and structure
• 21/2 hours = 150mins
• 150 3 = 50mins a section
• 50mins50mins for 35 marks
• 30? mins approx for part e???
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‘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.
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‘Practical’AO
AO2AO2• Candidates should demonstrate the ability
to apply skills, knowledge and understanding in physical activity.
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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)
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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.
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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.
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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
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So, not just knowing or even knowing and understanding,
but also:
engagingengagingthinkingthinking
analysinganalysingevaluatingevaluating
deep processingdeep processing
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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…
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OCR A2 Comparative Studies ~ Overview of the specification
Sarah van Wely
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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
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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
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Cultural Context
1. Historical determinants
2. Geographical determinants
3. Government policy
4. Commercialisation of sport
5. Social determinants
6. Values
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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
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Cultural Context 2 – geographical
USA UK Australia
Impact of:-
Size, topography, climate, urbanisation, population density and
transport on opportunity in PE and sport
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The USA and Europe
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The USA and Australia
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Approx. Population/s
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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
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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
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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
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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
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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
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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
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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
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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
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Mass participation
• ParticipationParticipation rates
• National fitness levelsfitness levels
• Strategies to promote participation promote participation and ensure lifelong involvement and healthy lifestyles
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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
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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
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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
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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
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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’
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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
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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
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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]
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b) Compare the popularity of association football in Australia and in the UK. [5]
Specimen Assessment Materials
(SAMS)
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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)
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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)
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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
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The five criteria
1. Knowledge & understanding
2. Critical evaluation
3. Independent opinion and judgement
4. Technical/specialist vocabulary
5. Written communication