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GCSE PE Coursework Checklists for Students

The GCSE PE NEA Performance Analysis Assessment (analysis and evaluation) coursework can be a daunting piece of work for students.

These GCSE PE coursework checklists for both Part A and B help to ensure students cover all of the required content. The supporting tick lists enables students to tick off the covered content as they go and ensure they have the support needed to complete their coursework effectively.

These resources were planned for the AQA specification.

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Writing a Personal Exercise Programme (PEP) - Edexcel How to complete the Personal Fitness Programme

Athletes use a personal exercise programme (PEP) to ensure their training develops the specific skills and fitness they require for their sport. This is designed to suit their individual needs.

How to complete a Personal Exercise Programme (PEP)

A PEP is designed to meet the specific needs of an individual athlete. Typically it includes:

Introduction

• aim – the general skills or fitness you plan to improve for which sport and why
• profile of who the PEP is for – age, sex, performance level, experience
• brief overview of training programme – duration, frequency and type
• how you will show progress – the tests and measures you will use

Baseline tests

• summary of tests used to measure current skill and fitness components
• test results

Evaluation of strengths and weaknesses

From the test results, a summary of:

• areas to improve

Priority areas for this PEP

• specify the skill and/or fitness components to be improved
• set a SMART target for each component: specific, measurable, achievable, realistic, time-bound

See Target setting to find out more about SMART targets.

Training plan

Details of training plan related to the principles of training:

• warm-ups and cool-downs
• SPORRT: specificity, progression, overload, reversibility, rest and recovery, tedium
• FITT: frequency, intensity, time, type
• safety issues to consider
• results following the repeat of baseline tests
• effectiveness of the training programme in improving the specified components
• how to maintain, extend or improve the training programme

For support in writing a PEP, see Principles of training .

More guides on this topic

• Observing and analysing performance - Edexcel
• Training programmes and performance evaluation - Edexcel
• Planning strategies, tactics and practices - Edexcel

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Gcse pe full coursework, grade 9 pe coursework, guaranteed grade 9.

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100 Practical Examples in PE (Part 1)

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

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

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

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

...and another...

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

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

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

Have a great day.

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

How to write mock exam papers in PE

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PE Theory Coursework

George Perez Trunin

PE GCSE Coursework: Section 1

My chosen sport is football and my position in that sport is right back. I play this because i enjoy it as well as getting loads of of this sport, such as adrenaline, fun, something to do, fitness and health it brings socializing too.

Skill has been defined as:

The learned ability to bring about a predetermined results with maximum certainty, often with the minimal outlay of time or energy or both (Guthrie, 1956).

A skill that i have learnt in football is a short pass. I did this by undergoing practise. I learnt the skill to improve my football.

An open skill is a skill that can be affected by the environment so it may be affected by the crowd, weather or opponents. A skill can never be completely closed or open e.g. A free kick in football is a very open skill as the crowd, defenders and weather have a very big effect on you but on the other hand a snooker shot is nearly a closed skill because the environment has no effect and the crowd and opponents have little or no effect.

A complex skill is a skill that has many different parts to it so it's much harder than a simple skill e.g. A throw in football can be a complex skill because its made corner up of many different parts which are put together where as a simple skill will be something like a short pass.

When we learn a skill we do it by learning sections of it then putting it together for example: If you were to learn to do a header, you would divide it into two or three parts, lets say you first learn how to jump up and pop your head forward, after learning that you would practise the same movements with a football.

Whole/part learning:

The model above shows how we learn a skill. First thing we do is we plan our skills mentally, how we’re going to do it, then we actually physically do it followed by reviewing it. There are 2 ways in which you can review yourself; one of them is ‘Intrinsic feedback’ which comes from within. It’s you telling yourself whether your performance was good or bad. The other way is ‘Extrinsic feedback’ which comes from external sources e.g. teacher, coach or friend.

Information Processing Model:      

• Penalty kick
• Body Swerve

PE GCSE Coursework: Section 2

How do the components of fitness impact on my sport

This is a preview of the whole essay

Cardiovascular endurance – is needed in football a lot because the heart and circulatory system need to meet the demands of the body so that you will be able to play for a longer amount of time and run for longer periods

Muscular Endurance – is the capacity of the muscles to perform repeated contraction at near maximum level, it’s needed in football to perform tackles without becoming fatigued. Without muscular endurance I wouldn’t be able to run at a near maximum level or tackling throughout the 90 minute match period.

Speed – is related to football because being able to run quickly in football gives a distinct advantage. Without speed you wouldn’t be able to run as quick to it or be able to perform a shot.

Strength – is needed in football to do an efficient tackle or how strong we kick the ball. Without strength you wouldn’t be able to play football as it is needed in all actions.

Flexibility - is important in football because it allows you to do things such as hit the ball at a wider angle as well as allowing your shots to be more powerful as it lets you stretch further to get a more powerful shot on the ball.

Agility – This involves the performer’s ability to move in a controlled way and to change direction, turn, and stop and start quickly.

Balance – A sense of balance implies a sense of control. In many sports and games, the concept of balance relates to our ability to keep our center of mass over our base of support.

Co-ordination – occurs as a result of interaction between the body’s motor (movement) system and the nervous system. It enables the various parts of the body to combine in producing a desired movement or sequence of movements. The ability to produce co-ordination movement is necessary for the successful performance of sporting skills.

Speed of Reaction – The speed with which we react to a given situation. Although the precise nature of the responses in each case will be different, the mechanisms involve two closely related processes:

• Reaction time
• Movement time

Timing – This is not always to do with speed. In many cases it is simply about performing a skill at the right time or in the right way so that it is effective. Timing can be influenced by internal mechanisms.

PE GCSE Coursework: Section 3 & 4

I have many different strengths and weaknesses in football

• I am good in a defensive role when the opponent has the ball and im able to tackle and out strength the opponent and retrieve the ball.
• My strengths in football vary a lot which have many uses in my sport. My strengths in football are passing in the main 3 types of ways e.g. Long, short, and through. It is from these that I get my position being “right back” and its useful because I can pass the ball to my team-mates through any length of the field.
• Another skill I have is that I can shoot from a corner confidently as well as having a quick and accurate shot. This is good because it gives my team an advantage when getting a corner kick.
• One of my strengths is also speed and in football it is extremely useful because with some control, you are able to manoeuvre yourself around the pitch and stay one step ahead always.

Weaknesses:

• One of my weaknesses in football is my cardio vascular endurance which is a weakness because it means I tire out quicker meaning I am potentially able to do fewer things.
• Another weakness of mine is accuracy when shooting at the goal.
• A major weakness I have in football is my agility when controlling the ball which lets me down when im having to hold it from opponents.
• My other weakness is heading the ball, I have problems jumping high enough to it and when I do, having enough accuracy to head it where I want.

PE GCSE Coursework: Section 5

In football you get different methods on how to improve certain areas of your sport, they are:

Circuit training is made of a series of exercises. It is most likely to be one of the best flexible forms of training and it can be used to improve any kind of component of fitness.

A circuit usually has 6 to 10 workstations, each developing a particular muscle or component of fitness.

An example of a sport specific training course could be:

• tricep dips

Continuous training requires you to have your oxygen intake to be matched by the body’s demand for oxygen. It’s needed because if your activity level is too high, your body will run out of oxygen and if it’s too low, there is no real benefit.

Continuous training will improve your cardio-vascular endurance. People use continuous training because it improves all-round fitness. An example of this training in football would be: jogging at a steady rate for 20 minutes or more.

Fartlek training is another form of continuous training but it’s designed to stress the aerobic energy system. The training involves varying the intensity of the exercise (often running). It’s very useful in competition races because you are able to make a surprise attack or respond to one by the opponent. An example of this for my sport would be:

Interval training is doing the specific periods of an activity and resting for a short while, this improves you because if you jog for a specific length, then you can eventually decrease your resting time as you improve. It can be used in football to test your cardio vascular endurance for example: running around half the football pitch and resting for 2 minutes, followed by an improved resting time of 1 minute and 50 seconds etc.

PE GCSE Coursework: Section 6

In this section im going to design a 6 week personal exercise programme to improve three of my weaknesses which are

• cardio vascular endurance

Im going to improve these skills because if I have a good cardiovascular endurance then my body is able to pump blood carrying oxygen quicker around the body each time it beats. This helps me because I am able to run or exercise for longer distances.

I want to improve my speed so that I am able to run quicker and get the ball. Heading is one of my weaknesses so I want to improve it so it it can give me an advantage when the ball is in the air.

The training method I’ve chosen to use is called “SMARTER”

Specific –  By the end of my exercise program I want to be able to confidently, accurately header a ball from a high distance in the air to my chosen target.

Measurable   – I will practise headers from inside the penalty box. I will be able to measure it by counting out the number of times I score out of total shots

Accepted – I have agreed with my coach about this goal.

Realistic – It is possible for me to achieve this because I am already to do it so I just need to improve it.

Time – I will be able to achieve this goal by the end of the exercise programme.

Exciting – It is an exciting goal because scoring is fun.

Recorded – I will record myself as I get better e.g. 12 out of 20 headers went in.

Specific – By the end im hoping to improve my speed to achieve much quicker running speeds e.g. run 100 metres quicker than 12 seconds.

Measurable – My tests will be measured with time.

Accepted – My coach has agreed with my goal.

Realistic – I can run 100 metres in 12 seconds, I just need to improve it.

Time – I want to achieve this goal half way through my exercise programme.

 Exciting – I love running and I’ll do it with friends so it will be fun.

Recorded – I will record my improved results.

Cardio vascular Endurance:

Specific – I want to increase my cardio vascular endurance to me be able to last the whole 90 minutes of a football match

Measurable – I will use continuous training and will measure how long I can run until I tire out.

Accepted – My coach has accepted this as a suitable target.

Realistic – I can last for 60 minutes + so its just about improving.  

Time – Im hoping to achieve this by the end of my exercise programme.

Exciting – When you see your opponents tire out it gives you morale, especially if you are still not tired.

Recorded – I will record my results and improve continuously until I reach a suitable target.

Document Details

• Word Count 2035
• Page Count 9
• Subject Physical Education (Sport & Coaching)

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Programmes & Qualifications

Cambridge igcse physical education (0413).

• Syllabus overview

The syllabus provides learners with an opportunity to study both the practical and theoretical aspects of physical education. It is designed to encourage enjoyment in physical activity by providing learners with an opportunity to take part in a range of physical activities and develop an understanding of effective and safe physical performance. This helps learners to develop an appreciation of the necessity for sound understanding of the principles, practices and training that underpin improved performance, better health and well-being.

The syllabus year refers to the year in which the examination will be taken.

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GCSE PE Coursework Guide Booklet

Subject: Physical education

Age range: 14-16

Resource type: Unit of work

Last updated

9 September 2018

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The booklet has been tailored to support the teaching and learning for the GCSE PE coursework specification. It includes a step-by-step guide for students to complete in order to simplify whilst also enrich the course process. The booklet includes a contents page, specification checklist, glossary of terms, connective words, key words and examples to help differentiate for students.

I would suggest filling out the coursework booklet as you teach the content, for example when teaching components of fitness there are pages that allow the students to fill in and analysis/evaluate their fitness strengths and weaknesses. As you progress through the GCSE theory content you the pupils will be able to progress through the booklet. This also acts as a way to consolidate their knowledge (AO1), understanding (AO2) and analysis (AO3).

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