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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)

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 and incorporate direct competition in conditioned drills. This must not be in a fully competitive boxing bout.

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 the core skills/techniques in increasingly demanding and progressive drills. 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 a full (11 versus 11) association football match.

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 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 and incorporate direct competition in conditioned drills. This must not be in a fully competitive game of badminton.

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 the core skills/techniques in increasingly demanding and progressive drills. 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 a full (5 versus 5) basketball match.

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 the core skills/techniques in increasingly demanding and progressive drills. 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 a full (15 versus 15) camogie match.

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 the core skills/techniques in increasingly demanding and progressive drills. Progressive drills may start with the skill in isolation but should aim to increase speed and incorporate further difficulty with gates. This must not be in a fully competitive slalom run.

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 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 pressure and incorporate direct competition in conditioned drills. This must not be in a full (11 versus 11) cricket match.

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 the core skills/techniques in increasingly demanding and progressive drills. 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 a full Gaelic football (15 versus 15) match.

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 the core skills/techniques in increasingly demanding and progressive drills. 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 a full handball match (7 versus 7).

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 the core skills/techniques in increasingly demanding and progressive drills. 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 a full hockey match (11 versus 11).

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 the core skills/techniques in increasingly demanding and progressive drills. 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 a full hurling match (15 versus 15).

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 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 and incorporate direct competition in conditioned drills. This must not be in a full (10 versus 10) lacrosse match.

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 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 pressure and incorporate direct competition in conditioned drills. This must not be in a full netball match (7 versus 7).

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 the core skills/techniques in increasingly demanding and progressive drills. 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 a full Rugby League match (13 versus 13).

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 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 pressure and incorporate direct competition in conditioned drills. This must not be in a full Rugby Union match (15 versus 15 or 7 versus 7).

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.

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 speed and incorporate further difficulty in gradient. This must not be in a fully competitive skiing run.

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.

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 speed and incorporate further difficulty in gradient. This must not be in a fully competitive snowboarding run.

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 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 and incorporate direct competition in conditioned drills. This must not be in a fully competitive game of squash.

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 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 and incorporate direct competition in conditioned drills. This must not be in a fully competitive swimming race/event.

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 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 and incorporate direct competition in conditioned drills. This must not be in a fully competitive game of table tennis.

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 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 and incorporate direct competition in conditioned drills. This must not be in a fully competitive game of tennis.

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 the core skills/techniques in increasingly demanding and progressive drills. 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 a full (minimum of 4 a-side) volleyball match .

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 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 6-a-side game.

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 the core skills/techniques in increasingly demanding and progressive drills. 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 a full (7 versus 7) water polo match.

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 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 windsurfing event.

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 the core skills/techniques in increasingly demanding and progressive drills. 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 a full (11 versus 11) blind cricket match.

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 the core skills/techniques in increasingly demanding and progressive drills. 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 a full boccia match.

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 the core skills/techniques in increasingly demanding and progressive drills. 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 a full (3 versus 3) goalball match.

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 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 and incorporate direct competition in conditioned drills. This must not be in a fully competitive game of polybat.

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 the core skills/techniques in increasingly demanding and progressive drills. 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 a full (4 versus 4) power chair football match.

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 the core skills/techniques in increasingly demanding and progressive drills. 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 a full (6 versus 6) table cricket match.

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 the core skills/techniques in increasingly demanding and progressive drills. 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 a full (5 versus 5) wheelchair basketball match.

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 the core skills/techniques in increasingly demanding and progressive drills. 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 a full (4 versus 4) wheelchair rugby match.

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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GCSE PE NEA Coursework Guide

Subject: Physical education

Age range: 14-16

Resource type: Assessment and revision

Last updated

22 July 2022

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A comprehensive guide to help pupils completing the GCSE PE written coursework element. This guide is aimed at the AQA GCSE PE course.

The guide can be used as a complete booklet or specific sections can be shown on screen or printed for pupils each lesson.

The guide has been tailored to assist pupils with the AQA GCSE PE written coursework. The booklet contains checklists for each section to help pupils structure and keep track of the tasks they have completed.

It also includes examples from a range of sources, for pupils to better understand what is expected of them in each section.

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Strengths and weaknesses

Fiona Eatherington

Section B: Evaluation of Strengths And Weaknesses

A) Skill Strengths :

I am evaluating the strengths of my performance, in swimming. Front crawl is the fastest stroke and gives you the feeling of being powerful in the water. I know that the skill of freestyle in swimming is one of the strengths of my performance because I have had video analysis of my strokes. It shows I have good arm action when entering the water, and my breathing  is efficient because I breathe bilaterally. I can see that my leg action in this stoke is very strong, this is because I practise training my legs regularly with a  kick-board. The overall efficiency of the stoke is fluent because it is smooth and well practised. My body position is at water level, this is the correct technical model.

Breaststroke is the slowest of the four strokes, but that does not mean it cannot be swum powerfully and at speed. I also know that breaststroke is another strength in my performance because my coach tells me I have a wide leg action  this is because I have good flexibility in my hips. My body position is flat and stationary in the water, the technical model states that you must keep your body level at the surface. The overall efficiency of the stroke is smooth and fluent, I know this because my coach informs me that I don’t make any rapid splashes. My arm action entering the water is fully stretched, and during the arm pull through my elbows are high at a right angle.

Butterfly is a difficult stroke to swim as it needs both stamina and style, but because I train more on this stroke I find it easier. I know that butterfly is one of the best strengths in my performance because I have had feedback from my video analysis. It shows I have a good arm action and pull through the water in a keyhole shape, because I bend my elbows at the start of the pull and keep them close to the surface. I swim butterfly well because I breathe  every two strokes as this will keep my body more streamlined, and the streamline position is the more effective body position , and a more efficient way to move through the water. The video also displays that I have good hard leg action , which is the dolphin-like motion of the body through the water is known as undulation. This is because I am able to keep a fluent regular kick action, going throughout the stoke all of the time, so the overall efficiency is better.

A Racing start is an really important aspect to swimming because it can determine 1 st  and 2 nd  place so you need to move off the blocks quickly as possible and into the water smoothly. I use a track start dive. I feel this is an important strength of mine because my coach has gave feedback telling me, I push off the blocks with a lot of power and it looks a fluent. I am able to consistently perform this skill correctly. Also my coach shows me I have a excellent streamlined body position when entering the water, my arms are up, squeezed by my ears with one hand on top the other.  

This is a preview of the whole essay

Another strength of my performance are my freestyle tumble turns, I know this because I have had video analysis. It shows that I carryout a fast somersault and a twist, this is because I have a strong leg action which flips me around, also I always practise tumble turns every training session and never miss any out. My overall efficiency is good showing that this skill has been learnt well and it is a fluent. After every tumble turn I glide and streamline off the wall. The video footage shows my body position is tight and straight, every muscle is pulling in towards the centre, trying to make my body longer and thinner. This is a different strength to my performance. Also it indicates that my legs are adducted with my toes are pointed. My arms are extended, pointing to the direction of travel, my bicep muscles are behind my ears. My fingertips are stretching and reaching as far forward as possible, this follows a technical model.

A) Strategies/Tactics Strengths:  

Starts and turns

I know this tactic is a strength in my performance because, when I dive into the water I can determine how long I spend gliding in a streamline position under water. I know this is a good strategy because my coach informs me I have a good streamlined position. The same technique can be used   for turns you can gain a lot more length streamlining under water when pushing off the wall than swimming. Also I have a fast approach (acceleration) into wall, the speed into wall effect the speed out of the wall . This is an important tactic in a race. I know this is a strength of mine because I have had video analysis of my starts and turns and I see that my turns are consistent and fluent.

Negative split through middle distance swims  

A negative split is when you swim a race e.g. 400m and you swim the second 200m faster than the first 200m so your building up. This is an important tactic to have in a race because your body will know when to increase the pace and then go on to win. I know that this is a strength in my performance because I have had myself timed in a 400m race doing a negative split, so I have swum the second 200m faster than the first. This shows it is a good tactic of mine.

Sprint finish  

When you are swimming a middle distance race e.g. 200m and you are able to have some power left to sprint the last length or ½ length. This is a good tactic to have because you are able to keep your last bit of energy left at the end of the race, this can promote you to win. I know that this tactic is a strength in my performance because I have had video footage showing that in various races, I have used a sprint finish and gone on to win the race.

A) Components of Fitness Strengths:

The component muscular endurance is a strength in my performance because, it is proven that in fitness testing my level is excellent. Muscular endurance is important because it involves stamina, where the heart and lungs supply the working muscles for an extended period of time. This shows I have a high lung capacity. Swimming is a cardiovascular sport, where your arms and legs are moving, at the same time it co-ordinates with your breathing. My video footage proves that I can sustain hard training sessions involving incessant swimming where I co-ordinate my breathing well. This involves when swimming continuously through long distances such as 400m, 800m.

In these swims your muscles are able to sustain maximum effort through out the race, this is an essential part to swimming. It is proven in swimming races I can maintain my highest effort because I have excellent muscular endurance.

Also I know that the fitness component flexibility plays an exceptional part in my performance, because it is proven that in fitness testing my flexibility is above excellent. In swimming suppleness benefits the swimmer of having a good range of movement at the joints especially at the shoulders and hips. My coach informs me I have flexible shoulders because I extend and stretch into every stoke. This allows me to reach further into my strokes and enhancing a more efficient performance. Other benefits of having supple muscles include reducing the chance of injury.

Body composition is the technical term used to describe the different components that, when taken together, make up a persons body size/ weight. The body composition of an elite swimmer description has usually got wide shoulders, long legs, small waist and overall a lot of muscle and very little amount of fat. I know that this component of fitness is a strength in my performance because I have seen I picture of my physique and it matches the description of a swimmer. I have also calculated my body mass index (BMI) and it shows I am at a normal weight for my height.

Agility is the ability to perform a series of explosive power movements in rapid succession in opposing directions. It is also the ability to move quickly whilst maintaining control and balance. In swimming I perform agility by doing fast tumble turns in and out of the wall, whilst changing direction. Agility is a combination of speed and power, but the movement also needs to be fluent.  

I know that the fitness component agility is an important strength in my performance because I have had video analysis of my freestyle tumble turns. It shows that I change direction fast and carry out a quick, swift tumble turns.

Another fitness component that is a strength in my performance is co-ordination.                Co-ordination is all about how well my body parts can work together at the same time e.g. hand eye co-ordination. Co-ordination is  important in individual sports such as swimming. My video analysis shows I co-ordinate my arms and legs together and move through the water as smoothly and efficiently as I can. Swimming, can improve  co-ordination because you must move your legs and your arms together, this is core muscle movement. When I swim I have no choice but to be breath control-oriented which translates my swimming strokes directly to greater efficiency.  I know this is a strength in my performance because I have had video footage, and it shows that my swimming strokes are very co-ordinated and fluent, this improves my performance.

B) Skill Weaknesses:

Back crawl is different to most strokes because you cannot see where you are going. I know that the skill backstroke is a weakness of my performance because my coach informs me that I have a weak leg kick action . If your leg kick is weak it can make your body position fall slightly diagonally into the water. He tells me I need to bend my knees more and flex my ankles when kicking. My arm action provides most of the power, as my arms make circling actions as they move in and out of the water. Overall the arm action is good but I need to reach and stretch more into every stroke. Also I drop my head forwards into the water and don’t hold it back enough. This can make my body position sink, therefore I need to lift my hips up and make sure my head is  looking up instead of down, consequently the overall efficiency would be improved.

Also as a part of my backstroke technique, my backstroke tumble turns are a weakness in my performance. I know this because I have had video analysis and it shows that sometimes I do to many arm pulls into the turn on my front, where as your only supposed to do one. Therefore my arm action is too soon, and I need to do less front arm pulls.  In the somersault part of the tumble turn, the overall rotation is not fast enough, because my body position isn’t in a tight enough tuck shape. I need to kick harder with my legs so that I rotate and flip faster. When I glide off the wall in a streamline position my butterfly leg action is weak, therefore I don’t get enough distance underwater and sometimes I don’t even reach the flags. The overall efficiency of the tumble turn is slow and not fluent.

B) Strategy/Tactic Weaknesses:

Building up through out a 800m/ Long-distance race. When I swim long distance races I find it hard to increase my pace through out the race therefore a maintain the same speed. I know this tactic is a weakness in my performance because I know am more of a sprint/middle distance swimmer, and also I prefer to take part in these events.

B) Components of Fitness Weaknesses :

The component of fitness speed is a weakness in my performance because it is proven that in fitness testing I have scored only average. In swimming speed is the ability to exert maximum muscular contraction instantly in an explosive burst of movements, example a sprint start of the diving blocks. You need speed  more when your swimming sprint races example 50m ,100m races.  There is a significant degree of technique when trying to build up speed. It’s all about a mix of breathing, arm and feet movements, but you must have good muscle force behind before you can increase your speed. There is the fact that some people are just born with an ability to go faster than others. Whilst you can train faster you might never be as fast as your training partner, as they may have a different muscle composition that they’ve inherited. This will in itself help them go faster. So speed is most important in sprint races and starts.

Another weakness in my performance is the fitness component, reaction time. Reaction time is being able to respond quickly to a stimulus. It important in many sports though it can be measured. Simple reaction time is the time taken between a stimulus and movement e.g., sprint start off a diving block. For example at the start of a swimming race the official signals a gun or a type of noise that indicates you to start the race, you have to respond quickly to this. Therefore reaction time is essential at the start of a race. I know that reaction time is a weakness in my performance because it is proven that in fitness testing a have scored below average. So when I combine my reaction time in swimming to the start of a race, I am slower at reacting to the starters gun. Therefore this is something I need to improve on.

Document Details

• Word Count 2355
• Page Count 5
• Subject Physical Education (Sport & Coaching)

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News & Coming Events

February flurry meet – feb 24-25, 2024 (scm).

Meet results now posted!

Thank you for attending our meet this year! We had quite a few swimmers from out of town and I can’t express enough gratitude for eveyone’s willingness to travel here for our meet! We thoroughly enjoyed the good company and fun swimming! We would love to have everyone return next year, bring a friend!

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50 Inland NW records 1 NW Zone record 1 World record (M75-79)

Spokane Club Masters Meet – March 16, 2024 (SCY)

Facility: The Spokane Club 1002 W. Riverside Avenue Spokane, WA  99201

Inland NW Masters Championship Swim Meet – April 13, 2024 (SCY)

This year’s Inland NW Masters Championship swim meet is hosted by the Moscow Chinooks Masters Swim Club in Moscow, ID. They invite you to join them on Saturday, April 13, 2024. Online Registration is now open!

Facility: University of Idaho Swim Center 1030 Rayburn St. Moscow, ID  83844

Spokane Club and US Masters Stroke & Turn Clinic – April 20, 2024

USMS is sponsoring a stroke development and improvement clinic for swimmers of all abilities. The freestyle stroke will be evaluated and corrected with the use of drills and coach instruction. Starts and turns will also be evaluated upon request. Bill Brenner and local Masters coaches will be on hand to help you improve your technique and teach you drills that will enable you to continue to refine your stroke. All swimmers must be able to swim a minimum of 200 yards comfortably. 

Facility: Whitworth University Aquatics 99251 W Hawthorne Rd Spokane, WA 99251

Indianapolis 2024 Spring Nationals – June 20-24 (SCY)

Registration Now Open!

The ultimate swimming experience: compete against your fellow Masters swimmers during the day, watch Team USA qualify for Paris at night, and chance to swim in the trials pool.

2024 USMS Spring National Championship Qualifying Times

Go The Distance (GTD)

GTD is a yearly self-directed event intended to encourage members to regularly swim and track their progress. Distance is the important metric for this virtual event, not speed or time. Certain distance milestones also have prizes attached to them.

GTD is on the honor system—you track the distance you swim and report daily, weekly, or monthly).

2022 – Click here more information and registration . You can also find 2021 results here; broken all the way down to individual swimmers.

2021 – Go The Distance Inland Northwest LMSC Results

1974-1997 USMS Open Water & Postal National Championship Results Posted

The History and Archives Committee has worked diligently for 15-plus years to locate, scan, and document event information and results for AAU Masters and USMS Open Water, Long Distance, and Postal National Championship results. 

They have located and documented 128 result files (wow!) for AAU Masters and USMS Open Water, Long Distance, and Postal National Championships from 1974-1997. All result files have been posted and can be found on the Open Water National Championships and ePostal National Championships pages under the Prior National Championships section on each respective page.

A special thank you to the History and Archives Committee for their research, efforts, time, and dedication to this project.

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Moscow 1980: Forty years on

Today marks the 40th anniversary of the Opening Ceremony of the Games of the XXII Olympiad, in Moscow in 1980.

The first Games to be held behind the Iron Curtain in a socialist country, they were attended by 5,179 athletes (1,115 women and 4,064 men), from 80 National Olympic Committees (NOCs). Among the participating nations, seven NOCs – Angola, Botswana, Cyprus, Jordan, Laos, Mozambique and the Seychelles – made their first-ever appearance at the Olympic Games.

There were some truly stunning performances in the-then Soviet capital, where athletes competed in 203 different events. Home athlete gymnast Aleksandr Dityatin won medals in every men’s gymnastics event – three gold, four silver and one bronze – becoming the first athlete to win eight medals at the same Olympic Games. At the same time, super-heavyweight Teófilo Stevenson of Cuba became the first boxer to win the same division three times, and Gerd Wessig of East Germany became the first male high jumper to break the world record at the Olympic Games.

Meanwhile on the track, Great Britain’s middle-distance runners Steve Ovett and Sebastian Coe went head-to-head in what proved a memorable race. Ovett took the gold medal in the 800m ahead of his compatriot. Six days later, the tables were turned when Coe took gold in the 1500m, while Ovett had to settle for bronze. In total, 36 world records, 39 European records and 74 Olympic records were set at the Games.

The Olympic Games Moscow 1980 are also remembered for a boycott as part of a protest against the Soviet invasion of Afghanistan in December 1979. As a result, some 67 eligible nations refrained from participating in the Games. Some explicitly cited the boycott as the reason, with others giving alternative explanations. Other nations left the decision about participation to the athletes themselves, with several participating under the Olympic flag or the flags of their NOCs rather than their national flags.

As a result, Moscow 1980 was a bitter-sweet experience for many athletes under strong pressure to desist – or even banned – from participating. Although some who forewent the Games managed to maintain their training and participate in the Olympic Games four years later in 1984, others who had trained since Montreal 1976 saw their hopes and dreams of repeating the experience dashed. Still others missed out on what was their only opportunity to go to an edition of the Olympic Games.

One athlete who was unable to participate was the current International Olympic Committee President, Thomas Bach, from West Germany, a Montreal 1976 champion in fencing. Reflecting on the boycott 40 years later, he commented: “This should never happen again to future generations of athletes. And this is what still drives me today, to give all the clean athletes of the world the chance to participate in the Olympic Games.”

In the event, despite many athletes making the ultimate career sacrifice, the boycott failed to achieve its aims as the Soviet presence in Afghanistan lasted until 1989.

President Bach added: “Anybody who is thinking about a boycott should learn this lesson from history; a sports boycott serves nothing. It's only hurting the athletes and it's hurting the population of the country because they are losing the joy to share, the pride, the success with their Olympic team. So, what is a boycott for? It's against all the Olympic spirit. It's against all the values we have in sport and what we stand for in sport.

The text of the full interview with Thomas Bach can be read here .

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