pe coursework evaluation

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GCSE Physical Education

• Specification
• Planning resources
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• 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

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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AQA GCSE PE NEA Coursework - Football Exemplar

Subject: Physical education

Age range: 14-16

Resource type: Assessment and revision

Last updated

26 May 2023

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A complete, top scoring, exemplar for the AQA GCSE PE coursework task. This exemplar uses the sport of Football and is written by a teacher to showcase a top grade and meet all of the assessment objectives given in the specification marking grid.

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