Involvement Decisions Flashcards
State and describe two of the themes included in this programme. (4)
• Personal, social and health education / incorporating Sex and Relationship
Education / making a positive contribution to economic wellbeing
- Healthy eating / to give children the confidence or skills or knowledge or understanding to make healthy food choices / ensure that healthy and nutritious food and drink available across the school day / working with School Food Trust to support healthy eating
- Physical activity / encourages young people to be physically active / and are provided with a range of opportunities to be physically active / it helps understanding of how physical activity can make people healthier
- Emotional health and well-being / helping children and young people understand and express their feelings / build their confidence / and emotional resilience / and therefore their capacity to learn / clear bullying policy in school / behavior or rewards policies in place.
Identify and explain three ways in which Sarah’s experiences in secondary school may have helped to improve her performance in her favourite activities. (6)
- Through providing (core) PE lessons / which may have increased her skill level
- Through providing good quality facilities / which may have enabled her to train effectively
- Through providing extra-curricular opportunities / for additional practise or increasing the range of activities she may have been exposed to
- Positive staff attitudes / which may have provided motivation and encouragement to maintain interest
- Provide opportunities through links with local clubs and organisations / to provide more specialist training
- Provide opportunities to use off site specialist facilities / to broaden the range of activities offered
- Provide opportunities through different roles / to give a greater understanding of the activity
- Through providing qualifications / may get increased subject knowledge
- Provide specialist equipment / which may enable her to train or practise to a higher standard.
Explain the difference between public sector and private sector provision of sports facilities. (4)
Public sector facilities are owned by local authorities or councils / and usually paid for through taxes. / They are open to all users and / are not designed to make a profit / lower quality facilities
• Private sector facilities are owned by a company or an individual / with the aim of making a profit / through running membership schemes / generally have better quality facilities / harder to get access / limited time.
Explain how teachers can have a positive influence on participation. (2)
General positive teaching attitude or enthusiasm / can encourage participation.
- Experience or expertise of staff / in certain activities can encourage interest in that activity.
- The playing ability of staff / as they act as role models.
- Making the activity fun or challenging / can make you want to take part.
- Offer extra-curricular activities / to promote participation in a particular sport.
Explain how school facilities can have a negative effect on participation. (2)
Poor or old or damaged facilities / students will not be encouraged to take part.
- Lack of facilities / will prevent participation.
- Having to use off-site facilities / doesn’t allow easy access or might make it more expensive or shortens time to play.
- Dual use facilities / reduces time availability.
Identify and explain how one other curriculum subject can contribute in a positive way to Physical Education. (3)
English or other languages / speaking and listening are important when working with other performers and coaches and following or issuing instructions encourages good communication/ good written English is important for exam answers.
- Science / links with the theory on the PE course with human biology/ and how the body works.
- Mathematics / practical skills such as measuring and timing in athletics or keeping score in cricket/ ensure accuracy of results.
- Food Technology / information on diet and nutrition essential for sports performers/ to ensure improved performance.
- Music / links with dance being able to count to the beat of the music/ to choreograph routines effectively.
- Geography / links with outdoor activities that take place in environment, eg sailing/ knowing about wind and tides or mapwork with orienteering.
- PSHE or Citizenship / themes such as trust, responsibility or inclusion/ linked to fair play or teamwork.
- ICT / to provide information or help with revision/ which may help with theory or performance in exams.
- ICT / which might help with information collection/ when teaching fitness.
Name two social groups and explain how they may have influenced Rachel’s decision to participate in football, swimming and cross country. (4)
Peer group or friends/ will have a considerable influence/
if friends take part in an activity it is likely that you will as well/
to maintain contact with them/ to share a common interest.
• Family/ will encourage participation/ due to the support they
offer/ either financially in the form of equipment/ coaching/
or by providing transport/ or moral support.
• Family/ may also be role models/ in that children follow
other family members/ into the sports that they do.
• Gender/ some activities are stereotypically male or female
(or equivalent ‘girls play netball’).
• Ethnicity/ due to cultural or religious beliefs, some people
are stereotypically drawn towards certain activities.
• Ethnicity/ dress code may restrict participation, eg swimming.
Explain what the Healthy Schools Programme is. (2)
A long-term government initiative/ designed to make a significant difference to the health and achievement of children and young people.
- Young people should then be able to make informed health and life choices/ in order to reach their full potential.
- It involves a whole school approach/ to physical, emotional and social wellbeing focused on four core themes.
Explain what is meant by etiquette. (2)
- a convention/ or unwritten rule/ which is not enforceable/ but is usually followed
- sportsmanship or fair play.
Give an example of when you would expect etiquette (2)
- in a soccer match the ball is kicked out of play/ to enable an injured player to receive treatment
- following the restart after a ball being kicked out to allow treatment to take place/ the ball is then returned to the opposition
- at the end of a rugby game/ a tunnel is formed and the opponents are clapped through and off the pitch
- at the end of a tennis match/ the players thank the umpire and shake their hand.
Describe a leisure or recreational activity which is also non-competitive. (2)
For the activity you have chosen above describe the benefits which could be gained from taking part in this activity. (3)
Award up to two marks for correctly identifying and describing an appropriate
activity.
Examples include:
• walking/ possibly organised such as Ramblers clubs where specific
routes and walks are undertaken
• aerobics/ perhaps in an organised group in a leisure centre.
Award up to three marks for a full and detailed description of the benefits
to be gained. From the activity stated in part (a).
Examples include:
• walking – increasing general fitness levels/ this is an activity which is not stressful on the body or body systems/ it is a suitable activity for all age ranges and be carried on throughout life / it can have
additional social benefits through walking with a group/ it can be particularly suited to a senior age group as it can be carried out at
any pace / the non-competitive nature can have an appeal of its own to particular individuals
• aerobics – clear physical and health benefits of increasing fitness levels/ it can be carried out at quite high levels to specifically increase cardiovascular endurance / it can have social benefits of
meeting and working with other people/ the organised nature of a specific club can increase motivation and regular participation
/ the non-competitive nature can have an appeal of its own to particular individuals.
Healthy eating is essential for a balanced diet.
Identify five ways in which schools can encourage healthy eating amongst their students. (5)
Award one mark for identifying each way in which schools can encourage healthy eating amongst their students.
- Introduce a whole school food policy.
- Provide parents with information on healthy packed lunches.
- Work with caterers to serve a healthy menu.
- Ban the sale of unhealthy foods or drinks on school site.
- Have a school ethos on healthy eating.
- Promote campaigns e.g 5-a-day.
- Promote healthy eating through cookery or gardening clubs or PSHE or Citizenship.
- Display food menu which promotes healthy foods.
- Traffic light system to classify meals as red, amber or green.
- Rewards or incentives to eat healthy options.
Describe two ways that would allow individuals with physical disabilities to participate in physical activity. (4)
Award up to two marks for describing each way that would allow individuals with physical disabilities to participate in physical activity (2×2).
- Wider doors or doors fitted with ramps / allow wheelchair access.
- Lifts provided / allow access to upper or lower floors.
- Adapted rules / for example wheelchair basketball where the travel rule is different.
- Adapted equipment / for example balls with bells in, for blind football.
- Specialist coaches / have the knowledge of disability activities.
- Disability classifications or specific competitions or clubs / allow individuals to participate against others with similar disabilities.
- Specialised transport / vehicles are fitted with wheelchair clamps or have wide doors for access, so they can get to the venue.
- Disabled parking space / nearest to the facility improves access.
- Hoists or lifts / enable the disabled to get into the swimming pool.
Physical Education and Science are subjects in the National Curriculum.
State two other national curriculum subjects and explain how each can contribute in a positive way to GCSE Physical Education. (4)
Award one mark for each national curriculum subject stated and one further mark for explaining how each subject can contribute in a positive way to GCSE Physical Education (2×2).
- English or other languages / speaking and listening are important when working with other performers and coaches and following or issuing instructions encourages good communication / good written English is important for exam answers.
- Mathematics / practical skills such as measuring and timing in athletics or keeping score in cricket to ensure accuracy of results.
- Food Technology / information on diet and nutrition essential for sports performers to ensure improved performance.
- Music / links with dance being able to count to the beat of the music to perform routines effectively.
- Geography / links with outdoor activities that take place in environment, e.g. sailing knowing about wind and tides or map work with orienteering.
- PSHE or Citizenship / themes such as trust, responsibility or inclusion linked to fair play or teamwork.
- ICT / to provide information or help with revision which may help with theory or performance in exams.
- History / gives students knowledge of the history of international sports events which could be used as examples on a GCSE PE theory paper.
- RE / gives students knowledge of other cultures that could be used as examples on a GCSE PE theory paper.
Rio de Janeiro in Brazil will host the Olympic Games and the Paralympic Games in 2016.
State and describe two ways in which the hosting of these Games could be an advantage to the performance of competitors from Brazil. (4)
Award one mark for each way stated and one further mark for the description of how the hosting of these Games could be an advantage to the performance of competitors from Brazil (2×2).
- New venues or facilities / allow competitors to train more regularly or to a higher standard.
- Used to the equipment / opportunities for familiarisation before the event allows them to perform to a higher standard.
- Home support / motivate competitors.
- Familiarity with sporting venues / provides competitors with more confidence.
- National pride / encourage competitors to train harder or compete with greater intensity.
- Used to the climate or to the weather / their body does not have to adapt as could be the case with athletes from some other countries.
