examples of pe coursework

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100 Practical Examples in PE (Part 1)

I have found over many years of teaching PE and sport courses for GCSE , A-level , BTEC , VCERT , Cambridge National and Cambridge Technical that students need significant guidance on forming good quality practical examples (normally for AO2 ). The aim of this post is to set a standard for how practical examples should be structured to give the maximum opportunity to achieve marks in examined or coursework conditions.

My aim is to provide a total of 100 “examples of examples” and I will kick off today by publishing 15 , all of which start with A, B or C . In time, I will update this blog post to incorporate a greater range of examples but I also encourage teachers and students to contribute their own in the comments below . Part 2, covering letters D , E and F is available here: 100 Practical Examples in PE (Part 2)

Typically, I expect students to write practical examples with a EIO structure in mind. EIO refers to:

So, let’s take a couple of examples from the table below:

...and another...

Students will often mix impact and outcome and this is absolutely fine. The key is that the student is developing their example to ensure they write what happens because of the concept (in these cases, an act of direct aggression or the use of agility).

Thank you for reading this week's post. I hope you have found it insightful. I truly believe that with tweaks to current practice like those highlighted in this post, the cohorts of examined PE students can score far higher in examined and coursework elements. Whether you agree or disagree, I would be grateful of your comments below.

Ready for Part 2? Read it here: 100 Practical Examples in PE (Part 2)

Have a great day.

Related posts, advance exam information in aqa gcse pe 9-1: where do we go from here.

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GCSE Physical Education

Specification
Planning resources
Teaching resources
Assessment resources
Introduction
Specification at a glance
3.1 The human body and movement in physical activity and sport
3.2 Socio-cultural influences and wellbeing in physical activity and sport

Scheme of assessment

Non-exam assessment administration
General administration

Find past papers and mark schemes, and specimen papers for new courses, on our website at aqa.org.uk/pastpapers

This specification is designed to be taken over two years.

This is a linear qualification. In order to achieve the award, students must complete all assessments at the end of the course and in the same series.

GCSE exams and certification for this specification are available for the first time in May/June 2018 and then every May/June for the life of the specification.

All materials are available in English only.

Our GCSE exams in Physical Education include questions that allow students to demonstrate their ability to:

draw together their skills, knowledge and understanding from across the full course of study
demonstrate their understanding of the relationships between theory and practice
provide extended responses.

For example, Papers 1 and 2 contain extended response questions. An extended response is evidence of sufficient length to allow students to demonstrate their ability to construct and develop a sustained line of reasoning, which is coherent, relevant, substantiated and logically structured.

Aims and learning outcomes

Courses based on this specification should encourage students to:

be inspired, motivated and challenged, and enable them to make informed decisions about further learning opportunities and career pathways
develop knowledge, understanding, skills and values to develop and maintain their performance in physical activities and understand the benefits to health, fitness and well-being
develop theoretical knowledge and understanding of the factors that underpin physical activity and sport and use this knowledge to improve performance
understand how the physiological and psychological state affects performance in physical activity and sport
perform effectively in different physical activities by developing skills and techniques and selecting and using tactics, strategies and/or compositional ideas
develop their ability to analyse and evaluate to improve performance in physical activity and sport
understand the contribution which physical activity and sport make to health, fitness and well-being
understand key socio-cultural influences which can affect people’s involvement in physical activity and sport.

Assessment objectives

Assessment objectives (AOs) are set by Ofqual and are the same across all GCSE Physical Education specifications and all exam boards.

The exams and non-exam assessment will measure how students have achieved the following assessment objectives.

AO1: Demonstrate knowledge and understanding of the factors that underpin performance and involvement in physical activity and sport.
AO2: Apply knowledge and understanding of the factors that underpin performance and involvement in physical activity and sport.
AO3: Analyse and evaluate the factors that underpin performance and involvement in physical activity and sport.
AO4: Demonstrate and apply relevant skills and techniques in physical activity and sport. Analyse and evaluate performance.

Assessment objective weightings for GCSE Physical Education

Assessment weightings.

The marks awarded on the papers will be scaled to meet the weighting of the components. Students’ final marks will be calculated by adding together the scaled marks for each component. Grade boundaries will be set using this total scaled mark. The scaling and total scaled marks are shown in the table below.

Non-exam assessment (NEA): Practical performance in physical activity and sport

The non-exam assessment (NEA) aspect of this course requires students to develop their ability and aptitude in physical activities, demonstrating appropriate skills and techniques outlined below. This aspect of the specification requires students to:

demonstrate skills in physical activity and sport, applying appropriate technique(s)
demonstrate and apply appropriate decision making skills, strategies and/or compositional ideas within physical activity and sport, taking into account personal strengths and weaknesses
demonstrate ideas and problem solving solutions in spontaneous and/or pre-determined ways whilst under pressure in physical activity and sport
use appropriate physical characteristics/attributes (eg strength, stamina, speed, agility, flexibility, coordination) to achieve successful performance in physical activity and sport
demonstrate psychological control (eg arousal, anxiety, aggression) to achieve successful performance (and fair play) in physical activity and sport
adhere to ‘rules’, health and safety guidelines, and consider appropriate risk management strategies in physical activity and sport
analyse and evaluate performance to bring about personal improvement in physical activity and sport
applying team strategies and/or compositional ideas taking account of the strengths and weaknesses of fellow team member(s), as appropriate
showing awareness of, and responding to, the actions of other player(s)/performer(s)
communicating effectively with other player(s)/performer(s)
demonstrating their individual role in achieving the collective outcome.

Although students will not be assessed on each of these skills individually, they are all inherent to their overall performance. They will be assessed holistically using levels of response mark schemes provided.

There are two aspects to the NEA:

performance assessment (practical performance)
performance analysis assessment (analysis and evaluation).

Performance assessment (practical performance) – 75 marks

Students are required to be assessed in three different activities in the role of player/performer only.

One of these assessments must be in a team activity, one assessment must be in an individual activity, with the third assessment being in either a team or individual activity.

Students can only be assessed in activities identified in our specification, which are those stipulated in the Department for Education’s GCSE PE activity list . Students cannot be assessed in any other activity.

Students can only be assessed once in any activity, including where an activity is included in both the individual activity list and the team activity list. Eg they may not be assessed in both doubles tennis and singles tennis.

Students are required to be assessed on their skills in progressive drills (Part 1) and in the full context (Part 2) for each of their three activities.

Students must be assessed using the specified criteria for each activity. They must be assessed holistically on their overall performance for Part 1 (skills) and for Part 2 (full context) using the levels of response mark schemes provided for each activity.

Students’ performances should be marked at the level at which they can perform consistently, so that they are able to replicate that level during moderation.

Part 1 – Skills (10 marks per activity)

Students must demonstrate their ability to develop and apply the core skills/techniques in increasingly demanding and progressive drills in each of their three chosen activities. Progressive drills may start with the skill in isolation but should aim to increase pressure and incorporate direct competition in conditioned drills. This must not be in the full context of the activity.

Students will be assessed holistically based on the overall performance of all of the core skills/techniques listed for each activity, in increasingly demanding, progressive and competitive drills.

Schools and colleges are reminded that students should adhere to the rules appropriate to the activities undertaken and be actively encouraged to take ownership of appropriate risk management strategies to reduce the chances of injury to themselves and/or others.

The effectiveness of communication in team activities will inevitably contribute to the success or failure of the overall performance. As a result, the effectiveness of this skill will be encapsulated in the outcome of the performance as a whole.

Students will be assessed using the levels of response grids provided for each activity.

Part 2 – Full context (15 marks per activity)

Students must demonstrate their ability to apply the core skills/techniques, specific to their position where appropriate, in the full context of each of their three chosen activities.

Students must be assessed holistically, based on the performance of the listed skills/techniques in the full context of each activity.

Students must adhere to the rules appropriate to the activities undertaken and be actively encouraged to take ownership of appropriate risk management strategies to reduce the chances of injury to themselves and/or others.

Students must be assessed using the levels of response grids provided for each activity.

Team activity list

Individual activity list, disability/specialist activities.

A number of specialist activities are included in this specification in line with the Department for Education's (DfE) GCSE activity list for physical education . DfE and Ofqual have agreed that the awarding organisations can jointly consider additions to the permitted activities for reasons of accessibility and inclusion on a periodic basis. The use of these activities for assessment is dependent upon the student(s) in question meeting the classification requirements for the activities, as stipulated by the relevant governing body. Students without a disability cannot be assessed in these activities.

Adaptations and reasonable adjustments to activities

Any of the listed NEA activities may be adapted to suit different needs, but the way in which they are adapted depends on the individual need or disability. It is important that any adaptation or adjustment does not compromise the rigour and validity of the assessment; often it is the context of the performance which changes, such as the use of adapted equipment or rules and regulations. In some cases, a particular move or technique required in an activity can be substituted for a suitable alternative, as appropriate.

Specialist team activity list

Specialist individual activity list, offsite activities.

Schools and colleges are required to provide audio-visual evidence of student performances in all activities undertaken outside their direct supervision and/or that cannot be replicated at a live moderation visit. The audio-visual evidence must clearly show how the student has met the criteria set out in the specification and the marks awarded. This evidence must be available for moderation.

Health and safety

All schools and colleges must be fully aware of the recommended safety procedures as laid down by the governing body for that sporting activity and as recommended by the Association for Physical Education (AfPE). Schools and colleges are reminded that students should adhere to the rules appropriate to the activities undertaken and be actively encouraged to take ownership of appropriate risk management strategies to reduce the chances of injury to themselves and/or others.

Activities criteria

Students must be assessed using the specified criteria for each activity and the levels of response mark schemes provided for each activity.

Amateur boxing

Hooks – left and right.
Straight – left and right.
Ring work/evasion skills, including defensive guard.

Part 1 – Skills (10 marks)

Part 2 – Full context (15 marks)

Students should perform in a fully competitive boxing bout 3 x 2 minute rounds, 4 x 2 minute rounds or 3 x 3 minute rounds (males only), demonstrating the appropriate skills against a suitably challenging opponent.

All boxers need to follow the appropriate medical and safety guidelines, as required by England Boxing. An appropriately qualified adult must supervise the bout.

Association football

Students cannot be assessed in five-a-side football or futsal.

Students should perform in a fully competitive association football match (11 versus 11), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Students should be assessed in two separate athletic events. These could be from two different groups from the table below, for example a sprint and a jump, or two from the same group, for example shot put and discus.

Students cannot be assessed in a relay event.

Students should perform the core skills/techniques in increasingly demanding and progressive drills. Progressive drills may start with the skill in isolation but should aim to increase the pressure/intensity and incorporate direct competition in conditioned drills, for example sprint start only in isolation, include the drive phase, incorporate full speed, add some competition out of the blocks or in the long jump take off, start with short run up, longer run up, incorporate speed, add competition. This must not be in a fully competitive athletic competition.

Students should perform both events in a fully competitive meet. This should involve direct objectively measured competitors. The events can be assessed through competitive athletics at school or at club level (or higher). Students should demonstrate their ability in both events against suitably challenging opponents.

Students can be assessed in singles format or in doubles format. They cannot be assessed in both badminton singles and in badminton doubles.

Service – high, low, flick (forehand or backhand).
Overhead – clear, drop (forehand and backhand where appropriate).
Underarm – clear, drive, drop (forehand and backhand where appropriate).

Students should perform in a fully competitive game of badminton (singles or doubles), demonstrating the appropriate skills against a suitably challenging opponent(s).

Dribbling – using both hands, change of pace and direction.
Passing – chest, javelin, bounce, overhead, use of the fake.
Receiving/intercepting – making a target (signalling), one/two handed catch, stationary and on the move, differing speeds and heights, rebounding, stealing.
Shooting – lay-up, set shot, jump shot, free shot, use of the fake.
Footwork and marking – stopping (jump stop, stride stop), pivoting, getting free, tracking (drop step).

Students should perform in a fully competitive basketball match (5 versus 5), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Students being assessed in camogie cannot also be assessed in hurling.

Passing/receiving/hand pass/solo run.
Catching – body catch and high catch.
Striking – ground strike, striking from the hand.
Lifts – roll and jab lift, moving and stationary sliotars.
Challenging attackers/blocking – ground block, hooking, overhead block.

Students should perform in a fully competitive camogie match (15 versus 15), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Canoeing/kayaking (slalom)

Students cannot be assessed in both canoeing and kayaking. Students being assessed in canoeing/kayaking (slalom) cannot also be assessed in canoeing/kayaking (sprint), rowing or sculling.

Paddling forward and using sweep.
Breaking in and out – using bow rudder and stern rudder (upstream gate).
Ferry glide – forward and reverse spin.
Negotiating and use of currents and water features – stoppers, standing, waves.
Support strokes – high brace and low brace.

Students should perform in a fully competitive slalom run against the clock and on appropriately challenging course. This should be on a slalom course with a minimum of 18 gates (green and red). The difficulty of the course chosen should be appropriate to the level of ability of the performer.

Canoeing/kayaking (sprint)

Students cannot be assessed in both canoeing and kayaking. Students being assessed in canoeing/kayaking (sprint) cannot also be assessed in canoeing/kayaking (slalom), rowing or sculling.

Paddling/strokes – preparatory position, power phase.
Change of pace/rate.
Recovery – refining the stroke, capsize.

Students should perform the core skills/techniques in increasingly demanding and progressive drills. Progressive drills may start with simple drills showing the full technique of the skills but should aim to increase pressure and incorporate pace and direct competition in conditioned drills. This must not be in a full race.

Students should perform in a fully competitive race, demonstrating the skills appropriate to their chosen race. The standard of the race should be appropriately challenging for the performer. The sprint should be over a distance appropriate to the age of the student.

Batting (defensive) – front and back foot.
Batting (attacking) – front and back foot (drive, pull, hook, cut, sweep).
Bowling – medium pace or fast pace or spin (line, length, variation).
Catching in the field (from close, from distance) or catching as wicket keeper (standing up, standing back).
Throwing and ground fielding in the field (from close, from distance) or stumping and recovery work as a wicket keeper.

Students can choose to be a fielder or wicket keeper for skills 4 and 5 to suit their preferred position.

Students should perform in a fully competitive cricket match (11 versus 11), demonstrating the skills appropriate to their chosen positions. Performers must choose two of the following roles for the purposes of assessment:

field/wicket keep.

The standard of the game should be appropriately challenging for the performer.

Cycling (road)

Students being assessed in road cycling cannot also be assessed in track (indoor/outdoor) cycling or BMX. Time trialling is allowed with staggered starts (5 skills only).

Flat road technique/pace maintenance – in and out of saddle.
Ascending technique.
Descending technique (including braking).
Chain ganging (not appropriate for time trialling).

All skills/techniques should incorporate the efficient use of gear changes.

Students should perform the core skills/techniques in increasingly demanding and progressive drills. Progressive drills may start with the cyclist in isolation but should aim to increase pressure and incorporate direct competition in conditioned drills through adding additional riders and increasing the pace. This must not be in a fully competitive race.

Students should perform in a fully competitive cycling race (at least 10 miles), demonstrating the appropriate skills against suitably challenging opponents and on a suitably challenging route/course/stage. The level of challenge should be taken into consideration when awarding marks.

Cycling (track)

Students being assessed in track (indoor/outdoor) cycling cannot also be assessed in road cycling or BMX.

Starts – standing.
Sprint finish.
Track position – use of various coloured lines.
Chain ganging/riding in a group.
Basic riding technique – in and out of the saddle.

Students should perform in a fully competitive track (indoor/outdoor) race, demonstrating the appropriate skills against suitably challenging opponents. The level of competition should be taken into consideration when awarding marks.

Dance can be assessed as a solo performance, a duet performance or a group performance. Students can only be assessed in dance once.

Travel, locomotion, stepping and pathways.
Balance (static and/or dynamic).
Rotation, turning and weight transference.
Jumps and elevations.
Gestures and motifs.

The following dance genres are permitted: ballet, ballroom, contemporary, cultural dance, folk, street and tap. The style of dance chosen for assessment must enable the student to display each of the core skills/techniques specified, and must enable the student to be assessed against the dance descriptors below. If the style of dance does not meet these criteria, then a student cannot be assessed in that style.

Students should perform the core skills/techniques in increasingly demanding and progressive practices. Progressive practices may start with moves in isolation but should aim to link moves together. Assessment must not be based on fully competitive competition/performance.

Students should perform a full routine in a competition/performance. This can be in a solo performance, a duet performance or a group performance and should last at least two minutes. The level of performance should suitably challenge the performer.

Students can only be assessed in platform diving.

Take-off/elevation – forward and backward (two dives).
Take-off/elevation – (one from) inward/reverse/twisting/handstand.
Execution/body position – (corresponding to the two dives chosen in skill 1) pike/straight/free/tuck/twisting.
Execution/body position – (corresponding to the dive chosen in skill 2) pike/straight/free/tuck/twisting.
Entry position of the three dives.

Students should perform the core skills/techniques in increasingly demanding and progressive practices. Three dives should be attempted (two from skill 1 and one from skill 2). Progressive practices may start with part of the dive in isolation but should aim to link the component parts (approach, take off, elevation, execution and entry) of the dive together.

Students should perform in a fully competitive diving competition, consisting of six different dives. The level of competition should suitably challenge the performer.

Rider position – head, shoulder, hip, heel, hands (when walking, trotting, cantering).
Transitions – increase and decrease in pace.
Application of aids – maintaining impulsion, correct bend, contact, feel, outline (when walking, trotting, cantering).
Basic school movements – circles, changes of direction, lines (centre, quarter), looping figures (serpentines, figure of 8), awareness of diagonals (trot) and lead leg (canter).
Basic jumping – impulsion, position, balance, rhythm, stride (minimum height of 75 cm).

Students should perform the core skills/techniques in increasingly demanding and progressive practices. Progressive practices may start with the moves in isolation but should aim to link them together/increase pace/change direction (as appropriate). This must not be in a fully competitive event. Riding position/technique should be considered when assessing all skills.

Students should perform in a fully competitive equestrian event. Students can choose to perform in a dressage test, showing class individual, show jumping or working hunter class event. The level of competition should suitably challenge the performer and where possible, the official score sheet should be available.

Gaelic football

Students should perform in a fully competitive Gaelic football match (15 versus 15), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Tee shots – driver, hybrid and/or long iron.
Longer fairway irons/hybrid equivalent – a range of at least three clubs between 1 iron and 6 iron.
Shorter fairway irons – a range of at least three clubs between 7 iron and sand wedge.
Pitching/chipping around the green.
Bunker play.
Putting – long, medium, short, break.

Students should perform the core skills/techniques/shots in stable and adaptive situations. The demonstration of each core skill may start with the skill in a stable environment, eg driving range and/or practice fairway, putting green, but should progress to show the shots being played on a variety of golf holes (par 3, 4, 5). This must not be in a competitive game.

Students should perform in a fully competitive game of golf over a minimum of 9 holes demonstrating the appropriate skills/shots. The chosen course should suitably challenge the player and his/her handicap.

Students must be assessed in floor routines and apparatus/specialism only. Students can only be assessed in gymnastics once. Students choosing rhythmic as their specialism cannot also be assessed in dance.

Jumps (choose two) – tucked/piked/straddle/straight/180° turn/others.
Rolls (choose two) – backwards/forwards/others.
Turns/overswings (choose two) – cartwheel/round off/forward or backward walkovers/handspring/back flip/others.
Balances (choose two) – handstand/headstand/arabesque/others.
Specialism (choose one) – beam (routine)/vault (two vaults)/rings (routine)/pommel horse (routine)/bars (routine)/rhythmic (short routine with ball, clubs, hoops, rope or ribbon).

Students should perform the core skills/techniques in increasingly demanding and progressive practices. Progressive practices may start with the floor moves in isolation but should aim to link moves together. All floor moves have the option of ‘others’ to allow experienced performers to choose harder tariff moves, eg backwards roll to handstand.

One specialism should also be chosen to perform the following:

beam – short routine, linking moves
vault – two vaults
rings – short routine, linking moves
pommel horse – short routine, linking moves
bars – short routine, linking moves
rhythmic – short routine, linking moves.

Students should perform in a fully competitive gymnastics event. Students can choose to perform in a floor (artistic or rhythmic) or apparatus competition demonstrating the appropriate skills. A rhythmic routine can make use of a ball, clubs, hoops, rope or ribbon. The level of competition should suitably challenge the performer.

Students should perform in a fully competitive handball match (7 versus 7), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Students should perform in a fully competitive hockey match (11 versus 11), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Students being assessed in hurling cannot also be assessed in camogie.

Students should perform in a fully competitive hurling match (15 versus 15), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Students should perform in a fully competitive lacrosse match (10 versus 10), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Passing and receiving (chest pass, shoulder pass, one/two handed passing).
Dodging – single/double/sprint.
Marking a player.
Shooting (close/distance) or rebounding (attacking or defending) or marking a pass/intercepting (centre court players).
Footwork and movement – landing on one/two feet, pivoting.

Students can choose to shoot or rebound or mark a pass/intercept to suit their preferred position.

Students should perform in a fully competitive netball match (7 versus 7), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Rock climbing

Students can be assessed indoors or outdoors.

It is suggested that students who wish to be assessed in climbing do so over multi-visits to an appropriate climbing wall ie not just one attempt. It is also recommended that students would be following the NICAS or NIBAS Award schemes. A starting point for students on either of these schemes should be assessed by someone who is qualified to make that judgement.

At A-level it is expected that students should be working at level HVS 5A/5B towards E1/5B or equivalent F5+ or F6a French (Sport) 5+/6a. Thus, for GCSE, students should be working towards or at this standard.

It is expected that students would make use of a minimum of 2 different climbs to demonstrate the following:

Rope work : Students, in a top rope capacity, should be able to tie in, belay and lower partners consistently and safely with effective communication. This could begin in a peer belay situation and progress through to students belaying independently although this would be with backup.
Three points of contact : Students should be able to climb a route of their choice showing 3 points of contact between moves. This could progress from a slab to overhanging terrain.
Traversing/climbing : Students should be able to climb a route of their choice demonstrating clear use of weight transfer and climbing techniques associated with this. This could progress from moves on a slab with three points of contact through to students only using two points of contact and effective body positioning to make the movement successful on steeper terrain.
Climbing at limit : Students should be able to demonstrate climbing at their limit using a variety of techniques in a progressive manner to make a successful ascent; this could progress from a rehearsed route through to a student on sighting at their limit.
Climbing overhanging/steep ground : Students should be able to climb successfully on overhanging terrain; this could be progressively overhanging through to very steep.

Students should perform the core skills/techniques in increasingly demanding and progressive drills. Progressive drills may start with the skill in isolation but should aim to increase in difficulty by linking skills together and by increasing the difficulty of the route. This must not be in a fully competitive climb.

Students should perform a climb, either in competition or against a suitably challenging environment, demonstrating the skills appropriate to their chosen route. The difficulty of the climb should be appropriately challenging for the performer.

Students being assessed in rowing cannot also be assessed in canoeing, kayaking or sculling.

Drive phase.
Extraction/finish position.
Recovery and preparation for the catch.
Paddling with square blades.

Students can be assessed in any of the following sized boats:

Students cannot be assessed in the role of cox.

Students should perform the core skills/techniques in increasingly demanding and progressive drills. Progressive drills may start with simple drills showing the full technique of the stroke but should aim to increase pressure and incorporate pace and direct competition in conditioned drills. This must not be in a full race.

Students should perform in a fully competitive race over a distance of 1,000 m or over, demonstrating the skills appropriate to their chosen race. The standard of the race should be appropriately challenging for the performer.

Rugby League

Students being assessed in Rugby League cannot also be assessed in Rugby Union. They cannot be assessed in tap/tag rugby.

Handling – holding and protecting the ball, running with the ball to evade the tackler, changing pace and direction (swerve and side-step).
Passing and receiving – long and short, at varying pace, spin, switch and scissors.
Tackling – front, rear, side, smother.
Retaining possession – in the tackle and on the floor.
Kicking (at least two from punt/spiral, grubber, drop kick/re-start, up and under, penalty/conversion) or running direct lines/winning collision point.

Students should perform in a fully competitive Rugby League match (13 versus 13), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Rugby Union

Students can be assessed in either 15-a-side or 7-a-side (rugby sevens). They cannot be assessed in both.

Students being assessed in Rugby Union cannot also be assessed in Rugby League. They cannot be assessed in tap/tag rugby.

Handling (passing and receiving, long and short, at varying pace, push, spin, switch/scissors).
Tackling (front, rear, side, smother, chop).
Maul (body position, binding, retaining ball).
Ruck (body, position, jackle, sealing off).
Kicking (at least two types from punt/spiral, grubber, drop kick/re start, box kick, up and under, penalty/conversion) or scrummaging (binding, body position, generation of power/hooking, as appropriate to position) or lineout.

Students can choose to kick or scrummage to suit their preferred position.

Students should perform in a fully competitive Rugby Union match (15 versus 15 or 7 versus 7), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Sculling (individual)

Students being assessed in sculling cannot also be assessed in canoeing, kayaking or rowing.

Students can only be assessed in a single scull.

Students being assessed in skiing cannot also be assessed in snowboarding.

Students can be assessed outdoor on snow or indoor on snow. They cannot be assessed on dry ski slopes.

Basic turning – turning both ways using parallel or carved.
Stopping/parallel stop/skid to halt – stopping to the left and right.
Linked turns over distance – whole indoor snow zone run or outdoor run including narrow and wide turns at different angles.
Traversing in both directions – different speeds/angles.
Skiing at speed – slalom through gates/round poles or moguls or tight turns.

Skills 1, 3 and 5 have options to allow the skier to choose what is appropriate to their ability or what is available to them.

Students should perform two timed runs on appropriately challenging slopes against the clock. These can be in an indoor snow zone around 10 poles or cones. Alternatively these could be outdoor around poles or cones or on suitable downhill runs. If outdoor, the colour of the run chosen should be appropriate to the level of ability of the performer.

Snowboarding

Students being assessed in snowboarding cannot also be assessed in skiing.

Students cannot be assessed on tricks.

Basic regular turns – on heel edge and toe edge/skid turns/narrow and wide.
Stopping on toe and heel edge.
Linked turns over distance – on a full indoor snow zone run or outdoor slope including fakie/switch turns and/or carved turns with narrow and wide turns.
Traversing at speed – different speeds/gradients.
Snowboarding at speed – through gates/round poles or moguls or tight turns.

Skills 3 and 5 have options to allow the snowboarder to choose what is appropriate to their ability.

Students should perform two timed runs on an appropriately challenging slope against the clock. These can be in an indoor snow zone around poles (10) or on an outdoor slope. If outdoor, the colour of the run chosen should appropriately challenge the performer.

Students can be assessed in singles format or in doubles format. They cannot be assessed in both squash singles and in squash doubles.

Service – forehand, backhand, variations.
Drives – forehand and backhand.
Volleys – forehand and backhand.
Boasts – forehand and backhand.
Lobs/drops – forehand and backhand.

Students should perform in a fully competitive game of squash (singles or doubles), demonstrating the appropriate skills against a suitably challenging opponent(s).

Students cannot be assessed in synchronised swimming.

Starts (dive or backstroke start) and finishes.
Arm action.
Leg action.
Body position and breathing.

Students should be assessed in two different strokes from the following:

breaststroke
front crawl.

Students should perform in two fully competitive swimming races/events. The two events chosen must involve two different strokes from the table below.

The strokes can be assessed through competitive swimming at school or at club level (or higher). Students should demonstrate their ability in both races/events against suitably challenging opponents.

Table tennis

Students can be assessed in singles format or in doubles format. They cannot be assessed in both table tennis singles and in table tennis doubles.

Service – forehand and backhand (with and without spin as appropriate).
Drives – forehand and backhand (with and without topspin as appropriate).
Push – forehand and backhand (with and without backspin as appropriate).
Smash – forehand and backhand (with and without spin as appropriate).
Lob – forehand and backhand (with and without spin as appropriate).

Students should perform in a fully competitive game of table tennis (singles or doubles), demonstrating the appropriate skills against a suitably challenging opponent(s).

Students can be assessed in singles format or in doubles format. They cannot be assessed in both tennis singles and in tennis doubles.

Service – power, placement and variation (eg slice).
Groundstrokes – forehand, backhand and drop shot.
Smash – to show power and/or placement.
Lobs – forehand and backhand.

Students should perform in a fully competitive game of tennis (singles or doubles), demonstrating the appropriate skills against a suitably challenging opponent(s).

Trampolining

Shapes (minimum two) – straight/tuck/pike/straddle/others.
Drops (minimum two) – front/back/seat/others.
Twists (minimum two) – half/full/others.
Twisting/rotation (minimum two) – half twist to or out of front drop/half twist to or out of back drop, seat half twist to feet/seat half twist to seat (swivel hips)/front drop to seat, cat twist/turntable/others.
Advanced rotation (minimum one) – front somersault/back somersault/hands, knees and over/barani/others.

Students should perform the core skills/techniques in increasingly demanding and progressive practices. Progressive practices may start with the moves in isolation but students should aim to increase height and maintain consistency. All moves have the option of ‘others’ to allow experienced performers to choose harder moves. However, staff should be suitably qualified to supervise the difficulty level of moves chosen. Assessment must not be based on fully competitive competition. The difficulty tariff of moves selected by the candidate should be considered when marking.

Students should perform a fully competitive 10 bounce routine. Students can choose the content of their routine but it should contain at least one example of each of the core skills. Straight bounces can be used at the beginning of the routine to gain height before the routine starts. The level of competition/tariff difficulty chosen should suitably challenge the performer.

Service – underarm and overarm.
Dig – one arm/two arm (receiving serve and from team mates).
Volley – set, straight, sideways, overhead.
Smash/spike.
Block – single and double.

Students should perform in a fully competitive volleyball match (minimum 4 a-side), demonstrating the skills appropriate to their chosen position . The standard of the game should be appropriately challenging for the performer.

Acrobatic gymnastics

Students can be assessed as a pair or group.

Unassisted moves – two static balances.
Unassisted moves – two dynamic movements, eg leaps, jumps, twists, tumbles.
Assisted moves – two static balances (can be towers/pyramids) to show appropriate dismount/support/catch.
Assisted moves – two dynamic moves (can be flips, twists) to show flight and appropriate dismount/support/catch.
Artistry – linking skills to show partnership, expression, creativity and musicality.

Students should perform the core skills/techniques in increasingly demanding and progressing practices. Progressive practices may start with the skill in isolation but should aim to increase further difficulty and challenge either through linking skills before and after the focus skill or by increasing the difficulty.

Skills cannot be shown in a fully competitive event for part 1. Skills can be performed as a pair or as a group.

Students should perform a single routine in a fully competitive acrobatic gymnastics competition appropriate to the level of ability of the performer.

This can be in a pair, or in a group. The routine can be a balance, dynamic or combined routine. All routines should have a maximum duration of 2 minutes 30 seconds.

Schools and colleges should include details of each student's routine with their evidence, including a tariff sheet.

Cycling (BMX)

Students being assessed in BMX cannot also be assessed in track or road cycling.

Starts/finishes.
Manuals – singles, multiples.
Cornering – low to high, high to low, block.
Jumping – singles, doubles.

Students should perform the core skills/techniques in increasingly demanding and progressive drills. Progressive drills may start with the cyclist in isolation but should aim to increase pressure and incorporate challenge through additional riders and increasing the pace. This must not be in a fully competitive race.

Students should perform in a fully competitive BMX race (this should not be an individual time trial) demonstrating the skills appropriate. The standard of the race should be appropriately challenging for the performer.

Figure skating (individual)

Students can only be assessed in figure skating once. Students being assessed in singles skating cannot also be assessed in pairs skating, ice dance or synchronised skating.

Skating skills: edges and control, stroking, crossovers in all directions, transitions from forwards to backwards and backwards to forwards.
Steps (minimum of 3) step sequences covering the full ice surface: toe steps, crossrolls, mohawks, choctaws.
Turns (minimum of 3): three turns, brackets, rockers, counters, twizzles, loops.
Combination spin: change of foot and a minimum of eight revolutions or six revolutions without a change of foot.
Jumps (minimum of 3): axel, double salchow, double toe loop, double loop, double flip, double lutz or others.
Moves in the field (minimum of 3): spirals, tea-pots, hydro glides, ina bauers, spread eagles, split jumps, drags.

Students should perform the core skills/techniques in increasingly demanding and progressive drills. Progressive drills may start with the skater in isolation but should aim to increase pressure and incorporate challenge through more challenging drills which link different aspects. This must not be in a fully competitive figure skating routine.

Students should perform in a fully competitive skating routine demonstrating the appropriate skills. The standard of the routine should be appropriately challenging for the performer. The routine should be well-balanced and last a minimum of 1 ½ minutes but no more than the stated maximum length for the level of competition (refer to British Ice Skating technical requirements for national singles competitions).

Figure skating (team)

Steps (minimum of 3): a step sequence of any pattern covering the full ice surface: toe steps, crossrolls, mohawks, choctaws.
Turns (minimum of 3): three turns, brackets, rockers, counters, twizzles in or out of hold showing good unison.
Solo spin: with a change of foot (minimum of eight revolutions) or without a change of foot (minimum of five revolutions)
Pair spin: with a minimum of five revolutions.
Side by side jump showing unison (minimum of 3): salchow, toe loop, loop, flip, lutz or others.
Pair lift: armpit or waist hold with at least one full rotation.
Skating skills : edges and control, stroking, crossovers in all directions, transitions from forwards to backwards and backwards to forwards.
Steps in unison (minimum of 3): a step sequence of any pattern covering the full ice surface: toe steps, crossrolls, mohawks, choctaws.
Turns in unison (minimum of 3): three turns, brackets, rockers, counters, twizzles showing a variety of holds.
Dance spins: at least two rotations each in a minimum of two different positions (upright, sit, camel).
Twizzles in unison: minimum of one revolution clockwise and one revolution anti-clockwise.
Dance lift: one held dance lift (minimum of 3 seconds and maximum of 7 seconds) with or without rotation.
Circle shape (at least four skaters).
Line: linear, parallel or diagonal element.
Block: pivoting or linear element.
Wheel: rotating element.
Intersection: to include preparation, approach, point of intersection and exit.
Free skating moves (any 2): spirals, spread eagles, ina bauers or others.

Students should perform the core skills/techniques in increasingly demanding and progressive drills. Progressive drills should aim to increase pressure and incorporate challenge through more challenging drills which link different aspects. This must not be in a fully competitive figure skating, ice dance or synchronised routine.

Students should perform in a fully competitive skating/dance/synchronised routine demonstrating the appropriate skills. The standard of the routine should be appropriately challenging for the performer. The routine should be well-balanced and last a minimum of 1.5 minutes but no more than the stated maximum length for the level of competition (refer to British Ice Skating technical requirements for national singles competitions).

Students should perform the core skills/techniques in increasingly demanding and progressive drills. Progressive drills may start with skills in isolation but should aim to increase pressure and incorporate challenge and direct competition in conditioned drills. This must not be in a full (5 versus 5) futsal game.

Students should perform in a fully competitive futsal match (5 versus 5), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Students should perform in a fully competitive ice hockey match (6 versus 6), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Inline roller hockey

Students should perform the core skills/techniques in increasingly demanding and progressive drills. Progressive drills may start with the skills in isolation but should aim to increase pressure and incorporate challenge and direct competition in conditioned drills.

This must not be in an inline roller hockey match (5 versus 5).

Student should perform in a fully competitive inline roller hockey match (5 versus 5) demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Sailing (individual)

Students are assessed in the role of helm. Students should be using a sailing boat class recognised by the Royal Yachting Association (RYA) . It is recommended that students would be following the RYA National Sailing Scheme.

Tacking (transition)
Gybing (transition)
Upwind and downwind technique (showing application of trim, balance, course made good (CMG), sail setting and centreboard, if applicable)
Mark rounding (showing application of trim, balance, CMG, sail setting and centreboard, if applicable)
Boat speed and control

Students should perform the core skills/techniques in increasingly demanding and progressive practices and application. Progressive exercises may start with the skill in isolation but should aim to increase speed and incorporate further difficulty and challenge.

This must not be in a fully competitive sailing event.

Students should perform in a fully competitive sailing event, demonstrating the appropriate skills against suitably challenging opponents, at a suitably challenging event. The level of event challenge (club, regional or national) should be taken into consideration when awarding marks, and be appropriate to the competency and ability of the performer.

Sailing (team)

Sculling (team).

Students being assessed in team sculling cannot also be assessed in canoeing, kayaking, rowing or single sculling.

Students can be assessed as a pair (doubles) or as a four (quads).

Students should perform in a fully competitive race as a pair (doubles) or four (quads) over a minimum distance of 1,000 metres, demonstrating the skills appropriate to their chosen race. The standard of the race should be appropriately challenging for the performer.

Students should perform in a fully competitive water polo match (7 versus 7), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Windsurfing

It is recommended that students would be following the RYA National Windsurfing Scheme.

Upwind and downwind technique (showing application of trim, balance, course made good (CMG), sail setting and centreboard, if appropriate)
Mark rounding (showing application of trim, balance, CMG, sail setting and centreboard, if appropriate)
Board speed and control

Students should perform in a fully competitive windsurfing event, demonstrating the appropriate skills against suitably challenging opponents, at a suitably challenging event. The level of event challenge (club, regional or national) should be taken into consideration when awarding marks, and be appropriate to the competency and ability of the performer.

Specialist activities criteria

Blind cricket.

Batting (attacking) – front and back foot.
Bowling – medium pace or fast pace or spin (line, variation).

Students should perform in a fully competitive blind cricket match (11 versus 11), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Sending the ball.
Providing scoring opportunities – accuracy and direction.
Control of delivery length and speed.
Playing to different areas of the court.
Preventing scoring opportunities.

Students should perform in a fully competitive boccia match, demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Ball control and gaining initial control.
Throwing – straight, bounce and rotation.
The ready position.
Shooting – dominant and non-dominant hand, penalty taking.
Defending – forming a barrier and covering the court.

Students should perform in a fully competitive goalball match (3 versus 3), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Service – varying direction, length and speed.
Push – forehand and backhand.
Block – forehand and backhand.
Power shot – forehand and backhand.

Part 1 – Full context (10 marks)

Students should perform in a fully competitive game of polybat singles, demonstrating the appropriate skills against a suitably challenging opponent.

Powerchair football

Control of the ball and receiving the ball.
Passing and shooting.
Holding ground and closing down.
Creating space.

Students should perform in a fully competitive power chair football match (4 versus 4), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Table cricket

Bowling – line and length, biased and non-biased balls.
Batting – holding the bat steady, guided push shot, placement.
Fielding – active panel fielding to intercept the ball.

Students should perform in a fully competitive table cricket match (6 versus 6), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Wheelchair basketball

Dribbling – two pushes and one bounce, continuous dribble.
Passing – chest pass, feed off pass, hand off pass, bounce pass, overhead pass, hook pass.
Catching/intercepting – one handed, two handed.
Shooting – one handed, two handed, free shot, lay-ups, hook shots.
Chair control – defensive, attacking.

Students should perform in a fully competitive wheelchair basketball match (5 versus 5), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Wheelchair rugby

Dribbling – one handed, two handed, front dribble.
Passing – flip, chest, bounce, lob, baseball, lead, push, two handed overhead, bump.
Catching – one handed, two handed.
Picking/blocking/screening.
Chair control.

Students should perform in a fully competitive wheelchair rugby match (4 versus 4), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Performance analysis assessment (analysis and evaluation) – 25 marks

Students are required to analyse and evaluate performance in one activity from the specification. Students can analyse and evaluate their own performance or the performance of another person, so long as it is in an activity that is from the specification.

Students are required to analyse and evaluate performance to identify two strengths and two weaknesses. They then need to produce an action plan that suggests ways to improve upon the two weaknesses that they have identified.

This work can be completed in either written or verbal format. If it is written, then written evidence must be available for moderation. If it is completed verbally, then it must be evidenced by an audiovisual recording, which must be available for moderation.

Analysis – strengths and weaknesses (15 marks)

Students are required to analyse performances in one activity from the specification in order to identify and justify suitable strengths and weaknesses in the performances.

With reference to recent competitive performances in the chosen activity, students should identify two strengths.

One strength should be a fitness component (relevant to their chosen activity). Reference should be made to an appropriately relevant and developed fitness component, justifying how it has benefited performance.

One strength should be a specific skill/technique (from those listed in the activity criteria) or tactic/strategy/aspect of choreography (as appropriate), which has been used when performing their chosen activity. If a skill is chosen, reference should be made to the technique used and how that technique benefited performance. If a tactic/strategy is chosen, reference can be made to a description of the student’s role within that tactic/strategy and how it benefited performance. If an aspect of choreography is chosen, reference can be made to how choreographed movement benefited performance.

In choosing these strengths, students must fully justify their choices, making reference to the impact and benefit they provided in recent, fully competitive performances.

With reference to recent competitive performances in the chosen activity, students should identify two weaknesses.

One weakness should be a fitness component (relevant to their chosen activity) where improvement is needed. Reference should be made to an appropriately relevant and developed fitness component, justifying how it has negatively affected performance.

One weakness should be a specific skill (from those listed in the activity criteria) or tactic/strategy/aspect of choreography (as appropriate) where improvement is needed. If a skill is chosen, reference should be made to the technique used and how that technique hindered performance. If a tactic/strategy is chosen, reference can be made to a description of the student’s role within that tactic/strategy and how it hindered performance. If an aspect of choreography is chosen, reference can be made to how choreographed movement negatively affected performance.

In choosing these weaknesses, students must justify their choices, making reference to how competitive performances have been negatively affected.

Students should be marked on their analysis of performance using the following descriptors.

Evaluation – the use of theoretical principles to cause improvement (10 marks)

Using appropriate theoretical content included in the specification, students should produce an overall plan of action that suggests ways to improve upon the weaknesses that they have identified as part of their analysis.

This plan of action must include:

an identification of an appropriate training type to improve the fitness weakness
a full description of one training session that provides an example of what could be used for the performer
an explanation of how prolonged use of the identified training type could improve the fitness weakness
an identification of one other relevant part of the specification (not another training type) which, when applied, could bring about improvement in the skill/tactic/strategy/aspect of choreography weakness
an explanation of how the additional specification content selected could lead to improvement of the identified weakness.

Theoretical content chosen must be justified in relation to the identified personal weaknesses with an indication of how improvement is likely to occur.

Students will not be assessed on whether improvement actually occurs.

Students should be marked on their evaluation of performance using the following descriptors.

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A* AQA A-Level PE NEA Exemplar - Rugby Union

Subject: Physical education

Age range: 16+

Resource type: Assessment and revision

Last updated

22 February 2024

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Performance Analysis Assessment (Analysis and Evaluation)
Mark Rewarded = 44/45
AA2: Lack of success in performing a front shoulder tackle AA3: Individual Positioning in the Defensive Line

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pdf, 1.71 MB. Performance Analysis Assessment (Analysis and Evaluation) Mark Rewarded = 44/45. AA2: Lack of success in performing a front shoulder tackle. AA3: Individual Positioning in the Defensive Line.