GCSE (9-1) Physical Education Specification
GCSE (9-1)SpecificationPHYSICALEDUCATIONJ587For first assessment in 2018ocr.org.uk/gcsephysicaleducation
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OCR Level 1/2 GCSE (9–1) in PhysicalEducation (J587)SpecificationVersion 3: First assessment 2018 OCR 2016GCSE (9–1) in Physical EducationQN: 601/8442/5
Contents12Why choose an OCR GCSE (9–1) in Physical Education?31a.1b.1c.1d.3455The specification overview2a.2b.2c.1.2c.2.2d.2e.3452Why choose an OCR qualification?Why choose an OCR GCSE (9–1) in Physical Education?What are the key features of this specification?How do I find out more information?6OCR’s GCSE (9–1) in Physical Education (J587)Content of GCSE (9–1) in Physical Education (J587)Content of Physical factors affecting performance (01)Content of Socio-cultural issues and sports psychology (02)Content for non-exam assessment: Performance in physical education (03)Prior knowledge, learning and progression678192626Assessment of GCSE (9–1) in Physical 9Forms of assessmentAssessment objectives (AO)Assessment availabilityRetaking the qualificationAssessment of extended responseNon-exam assessment (NEA)Synoptic assessmentCalculating qualification resultsAdmin: what you need to know304a. Pre-assessment4b. Special consideration4c.External assessment arrangements4d. Admin of non-exam assessment4e. Results4f.Post-results services4g. 4343434Overlap with other qualificationsOverlap with other qualificationsAccessibilityUse of data requirement OCR 2016GCSE (9–1) in Physical Education
1Why choose an OCR GCSE (9–1) inPhysical Education?1a. Why choose an OCR qualification?Choose OCR and you’ve got the reassurancethat you’re working with one of the UK’sleading exam boards. Our new OCR GCSE(9–1) in Physical Education course has beendeveloped in consultation with teachers,employers and Higher Education to providelearners with a qualification that’s relevant tothem and meets their needs.We’re part of the Cambridge AssessmentGroup, Europe’s largest assessment agencyand a department of the University ofCambridge. Cambridge Assessment plays aleading role in developing and deliveringassessments throughout the world, operatingin over 150 countries.We provide a range of support servicesdesigned to help you at every stage, frompreparation through to the delivery of ourspecifications. This includes: A wide range of high-quality creativeresources including:oDelivery GuidesoTransition GuidesoTopic Exploration PacksoLesson Elementso and much more. Access to subject specialists to supportyou through the transition andthroughout the lifetime of thespecifications. CPD/Training for teachers includingface-to-face events to introduce thequalifications and prepare you for firstteaching. We believe in developing specifications thathelp you bring the subject to life and inspireyour learners to achieve more.Active Results – our free resultsanalysis service to help you review theperformance of individual learners orwhole schools. We’ve created teacher-friendly specificationsbased on extensive research andengagement with the teaching community.They’re designed to be straightforward andaccessible so that you can tailor the deliveryof the course to suit your needs. We aim toencourage learners to become responsiblefor their own learning, confident in discussingideas, innovative and engaged.ExamCreator – our new online pastpapers service that enables you to buildyour own test papers from past OCRexam questions.All GCSE (9–1) qualifications offered by OCRare accredited by Ofqual, the Regulator forqualifications offered in England. Theaccreditation number for OCR’s GCSE (9–1)in Physical Education is QN: 601/8442/5.We work with a range of education providers,including schools, colleges, workplaces andother institutions in both the public andprivate sectors. Over 13,000 centres chooseour A Levels, GCSEs and vocationalqualifications including Cambridge Nationals,Cambridge Technicals and CambridgeProgression.Our Specifications OCR 2016GCSE (9–1) in Physical Education3
1b. Why choose an OCR GCSE (9–1) in Physical Education?This practical and engaging course has beendeveloped after feedback from teachers andother key stakeholders, ensuring an inclusivespecification that will allow all learners toachieve their potential.The content has been designed to allowlearners to study Physical Education (PE) inan academic setting, allowing them tocritically analyse and evaluate physicalperformance and apply their experience ofpractical activities in developing theirknowledge and understanding of the subject.The examined components will provide theknowledge and understanding whichunderpin the non-exam assessment (NEA).The NEA within this specification allowslearners to explore a range of activities in therole of performer, including both team andindividual activities. Learners will alsoanalyse and evaluate performance in achosen activity as part of their NEA.This course will prepare learners for thefurther study of PE or sports science coursesas well as other related subject areas such aspsychology, sociology and biology. Learnerswill also develop the transferable skills thatare in demand by further education, HigherEducation and employers in all sectors ofindustry.This specification will create confident,independent thinkers and effective decisionmakers who can operate effectively asindividuals or as part of a team – all skills thatwill enable them to stand out and effectivelypromote themselves as they progressthrough life.With all topic areas of the specification beingcompulsory, OCR is aware of the need forcomprehensive resources covering all areas.Our resourcing provision will support you fullyin your teaching of this qualification.Aims and learning outcomesGCSE (9–1) study in physical educationshould be broad, coherent and practical,encourage learners to be inspired, motivatedand challenged by the subject and enablethem to make informed decisions aboutfurther learning opportunities and careerpathways.GCSE (9–1) specifications in physicaleducation will equip learners with theknowledge, understanding, skills and valuesto develop and maintain their performance inphysical activities and understand thebenefits to health, fitness and well-being. Thiswill require them to: develop theoretical knowledge andunderstanding of the factors that underpinphysical activity and sport and use thisknowledge to improve performance perform effectively in different physicalactivities by developing skills andtechniques and selecting and usingtactics, strategies and/or compositionalideas develop their ability to analyse andevaluate to improve performance inphysical activity and sport understand the contribution which physicalactivity and sport make to health, fitnessand well-being understand key socio-cultural influenceswhich can affect people’s involvement inphysical activity and sport. understand how the physiological andpsychological state affects performance inphysical activity and sport4 OCR 2016GCSE (9–1) in Physical Education
1c. What are the key features of this specification?The key features of OCR’s GCSE (9–1) inPhysical Education for you and your learnersare: learners will see ‘where they fit in’ withphysical activity and sport and how toimprove their performance a straightforward structure with clearfocused content a use of data element, enabling learners todevelop their knowledge andunderstanding of subject specific skills improved support, resources and teacherguidance a wide variety of practical activities tochoose from in the NEA component a clear basis and a good introduction forthose learners who wish to move on to ASor A Level in Physical Education. learners are introduced to a wide range oftopics enabling them to fully experiencethe subject1d. How do I find out more information?If you are already using OCR specificationsyou can contact us at: www.ocr.org.ukWant to find out more?Ask the subject specialist:If you are not already a registered OCRcentre then you can find out more informationon the benefits of becoming one at:www.ocr.org.ukEmail: PE@ocr.org.ukTeacher support: 01223 553998If you are not yet an approved centre andwould like to become one go to:www.ocr.org.uk OCR 2016GCSE (9–1) in Physical Education5
2The specification overview2a. OCR’s GCSE (9–1) in Physical Education (J587)Learners must complete all components (01, 02 and 03) to be awarded the OCR GCSE (9–1) inPhysical Education.Content OverviewAssessment OverviewPhysical factorsaffecting performance(01)Applied anatomy and physiologyPhysical training30%of totalGCSE60 marks1 hourwritten paperSocio-cultural issuesand sports psychology(02)Socio-cultural influencesSports psychologyHealth, fitness and well-being60 marks1 hour30%of totalGCSEwritten paperPractical activity assessmentEvaluating and AnalysingPerformance (AEP)Performance inphysical education(03)*80 marksnon-exam assessment(NEA)40%of totalGCSE* Indicates inclusion of synoptic assessment.Learners who are retaking the qualification may carry forward their result for the non-examassessment component.6 OCR 2016GCSE (9–1) in Physical Education
2b. Content of GCSE (9–1) in Physical Education (J587)The content of OCR’s GCSE (9–1) inPhysical Education is divided into threecomponents. Each component is further subdivided into topic areas and the detailedcontent associated with those topics.Component 01: Physical factors affectingperformance1.11.2Applied anatomy and physiologyPhysical training.Component 02: Socio-cultural issues andsports psychology2.12.22.3The content of this specification usespractical examples from physical activitiesand sports to show how theory can beapplied and to reinforce understanding. Areasof the specification where this may beassessed are marked with the followingsymbol:Socio-cultural influencesSports psychologyHealth, fitness and well-being.This specification contains the use of dataanalysis skills, which are spread across thecomponents and topics. Areas of thespecification where this may be assessed aremarked with the following symbol:Component 03: Performance in physicaleducation (NEA)3.1Performance of three activities takenfrom the two approved lists*. one from the ‘individual’ listone from the ‘team’ listone other from either list.* The approved lists can be found in section2d (page 16) and Section 2e (page 68) of the‘OCR GCSE (9–1) guide to NEA in PE’.3.2Analysing and Evaluating Performance(AEP), task-based NEA. OCR 2016GCSE (9–1) in Physical Education7
2c.1.Content of Physical factors affecting performance (01)Component 01, Physical factors affectingperformance, introduces and explores someof the physical factors which underpinparticipation and performance in physicalactivities and sports.Learners are required to develop knowledgeand understanding of data analysis in relationto key areas of physical activities and sports.Learners will start to explore the ways in whichparts of the human body work and functionduring physical activity and the physiologicaladaptations that can occur due to diet andtraining. Learners will also develop theirknowledge and understanding of the principlesof training, why we train in different ways andhow training plans can be made to optimiseresults. demonstrate an understanding of howdata are collected – both qualitative andquantitativeThe study of these topics will aid learners inthe development of both their own practicalperformance and that of others.Learners should be able to: present data, including graphs and tables analyse and evaluate data, includinggraphs and tables.Areas of the specification which allow for thisto be included within teaching and where itmay be examined are marked with thefollowing symbol:In many areas of this specification, it isexpected that practical examples fromphysical activities and sports will be used toshow how theoretical concepts can beapplied and to reinforce understanding. Areasof the specification where this may beexamined are marked with the followingsymbol:1.1 Applied anatomy and physiologyLearners will develop knowledge andunderstanding of the basic structures andfunctions of body systems that areparticularly important to physical activitiesand sports.They will also study the short and long-termeffects of exercise on these systems, andhow these effects can impact on physicalfitness and performance.Learners will develop the ability to collect anduse data, analyse movement and apply theirknowledge and understanding, usingexamples from physical activity and sport.8 OCR 2016GCSE (9–1) in Physical Education
1.1. a. The structure and function of the skeletal systemLearners will be able to name and locate themajor bones of the body and be able to applyexamples of how the skeletal system allowsthe functions such as posture and protection.Learners will be able to identify major jointsalong with the associated articulating bonesin the knee, elbow, shoulder and hip.Knowledge will be developed of the types ofmovement at hinge joints and ball and socketjoints, as well as being able to apply thesemovements to examples from physicalactivities and sports.Topic AreaLearners must:Location of major bones know the name and location of the following bones in thehuman body:- cranium- vertebrae- ribs- sternum- clavicle- scapula- pelvis- humerus- ulna- radius- carpals- metacarpals- phalanges- femur- patella- tibia- fibula- tarsals- metatarsals.Functions of the skeleton understand and be able to apply examples of how theskeleton provides or allows:- support- posture- protection- movement- blood cell production- storage of minerals.Types of synovial joint know the definition of a synovial joint. know the following hinge joints:- knee - articulating bones - femur, tibia- elbow - articulating bones - humerus, radius, ulna. know the following ball and socket joints:- shoulder - articulating bones - humerus, scapula- hip - articulating bones - pelvis, femur. know the types of movement at hinge joints and be able toapply them to examples from physical activity/sport:Types of movement at hingejoints and ball and socket joints OCR 2016GCSE (9–1) in Physical Education9
Topic AreaLearners must:- flexion- extension.Other components of joints know the types of movement at ball and socket joints andbe able to apply them to examples from physicalactivity/sport:- flexion- extension- rotation- abduction- adduction- circumduction. know the roles of:- ligament- cartilage- tendons.1.1. b. The structure and function of the muscular systemLearners will develop their knowledge of thelocation of the major muscle groups and beable to apply muscle use to examples fromphysical activities and sport. Learners willalso develop their knowledge of the roles ofmuscles as agonists, antagonists, fixatorsand also how they operate as antagonisticpairs, again by applying to examples fromphysical activities and sports.Topic AreaLocation of major muscle groupsLearners must: know the name and location of the following muscle groupsin the human body and be able to apply their use toexamples from physical activity/sport:- deltoid- trapezius- latissimus dorsi- pectorals- biceps- triceps- abdominals- quadriceps- hamstrings- gluteals- gastrocnemius.The roles of muscle inmovement 10know the definitions and roles of the following and be ableto apply them to examples from physical activity/sport:- agonist- antagonist- fixator- antagonistic muscle action. OCR 2016GCSE (9–1) in Physical Education
1.1. c. Movement analysisLearners will develop their knowledge of thethree classes of lever and will be able to useexamples from physical activities and sport toshow where these levers might operate toproduce movement. Learners will becomeaware of the mechanical advantage providedby levers in movement.Topic AreaLever systemsLearners will know the three planes ofmovement and be able to give examples ofthese levers from different physical activitiesand sports. Frontal, transverse andlongitudinal axes of rotation will berecognised by learners who will be able toapply these to examples from physicalactivities and sports.Learners must: know the three classes of lever and their use in physicalactivity and sport:– 1st class- neck– 2nd class- ankle– 3rd class- elbow.Planes of movement and axes ofrotation know the definition of mechanical advantage. know the location of the planes of movement in the bodyand their application to physical activity and sport:- frontal- transverse- sagittal. know the location of the axes of rotation in the body andtheir application to physical activity and sport:- frontal- transverse- longitudinal.1.1. d. The cardiovascular and respiratory systemsLearners will develop their knowledge andunderstanding of the structure and function ofthe cardiovascular system. Blood vessels andblood cells with their pathway through theheart will be understood along with definitionsof key cardiac terms. Learners willunderstand the pathway of air through therespiratory system and know the role of theTopic AreaStructure and function of thecardiovascular systemLearners will also be able to define aerobicand anaerobic exercise and be able to givepractical examples of aerobic and anaerobicactivities.Learners must: know the double-circulatory system (systemic andpulmonary). OCR 2016GCSE (9–1) in Physical Educationrespiratory muscles and alveoli duringbreathing, along with an understanding of keydefinitions.know the different types of blood vessel:- arteries11
Topic AreaStructure and function of therespiratory systemAerobic and anaerobic exercise12Learners must:- capillaries- veins. understand the pathway of blood through the heart:- atria- ventricles- bicuspid, tricuspid and semilunar valves- septum and major blood vessels:- aorta- pulmonary artery- vena cava- pulmonary vein. know the definitions of:- heart rate- stroke volume- cardiac output. know the role of red blood cells. understand the pathway of air through the respiratorysystem:- mouth- nose- trachea- bronchi- bronchiole- alveoli. know the role of respiratory muscles in breathing:- diaphragm- intercostals. know the definitions of:- breathing rate- tidal volume- minute ventilation. understand about alveoli as the site of gas exchange. know the definitions of:- aerobic exercise- anaerobic exercise. be able to apply practical examples of aerobic andanaerobic activities in relation to intensity and duration. OCR 2016GCSE (9–1) in Physical Education
1.1. e. Effects of exercise on body systemsLearners will develop their knowledge andunderstanding of the short and long-termeffects of exercise on muscles and bones,the heart and the respiratory system. Theywill be able to apply understanding of theseTopic AreaShort-term effects of exerciseLong-term (training) effects ofexercise OCR 2016GCSE (9–1) in Physical Educationeffects to examples from a range of physicalactivities and sports.Learners will be able to collect and use datain this section related to both short-term andlong-term effects of exercise.Learners must: understand the short-term effects of exercise on:- muscle temperature- heart rate, stroke volume, cardiac output- redistribution of blood flow during exercise- respiratory rate, tidal volume, minute ventilation- oxygen to the working muscles- lactic acid productio
GCSE (9–1) in Physical Education 2 The specification overview 2a. OCR’s GCSE (9–1) in Physical Education (J587) Learners must complete all components (01, 02 and 03) to be awarded the OCR GCSE (9–1) in Physical Education. Content Overview Assessment Overview Applied
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