pysical education coursework

cheap annotated bibliography editor service ca

Hit enter to search or ESC to close. Daft punk homework blogspot The debut album from Thomas Bangalter and Guy-Manuel de Homem-Christo arrived inright around the proliferation. We can help with that too, crafting a course paper, a dissertation, etc.

Pysical education coursework dissertation proposal accepted

Pysical education coursework

Courses within the department and at field experiences in local schools and community organizations focus on the skill, knowledge, and understanding necessary to be successful in contemporary educational settings. They are an integral part of the teacher education experience. The role of the student becomes more complex as students advance in their program, which culminates in a semester-long student teaching experience. A minimum of 80 scheduled hours of field experience is required prior to student teaching.

Physical Education Teacher Education students are introduced to theory and practice of physical education beginning in their first year of study within the teaching major. The electronic portfolio process will allow students to demonstrate and assess their process towards the goals of the physical education teacher education program. Between the student's first year until the semester leading up to student teaching, gateways will be used to assess teacher candidate progress through the program.

Following completion of Gateway I, the program's emphasis will be on completing the requirements of the physical education major as well as honing pedagogical expertise in the field as well as the classroom. The Methods of Elementary Physical Education and the Methods of Secondary Physical Education courses will provide students with the opportunity to gain additional learning experiences using field-based inquiry, reflection, and analysis. Prospective teacher candidate will also continue to build their electronic portfolios by providing evidence that documents their understanding of the central connections between content and pedagogy.

Upon completion of Physical Education Gateway II, students may be accepted into the student teaching practicum. These Gateway II benchmarks are as follows;. A survey of human developmental psychology from the prenatal period to late adulthood. The major focus is on theoretical and practical implications of developmental research for cognitive, personality and social development. Special attention will be given to interactions between maturation and experience. An examination of the principles and theories of learning as they apply to the developmental changes of the child.

Special emphasis will be placed on how the child learns and ways of producing optimal conditions for childhood learning. This course surveys the major areas of the psychology of child and adolescent development, emphasizing an understanding of the important methods, terms, theories, and findings in the field of child development.

This course investigates the basic components of fitness. Topics include: fitness assessment testing, individualized exercise prescriptions, team conditioning programs, risk factor analysis and chronic disease prevention, behavior modification, nutrition and weight control, body composition analysis, hydration and heat illness prevention, physiological effects of training and overtraining. An examination of the acute and chronic physiological responses to exercise.

Muscle, renal, endocrine and environmental physiology, energy metabolism, and cardiovascular function in response to exercise training will be emphasized and applied to laboratory activities. An investigation of the structure and function of the human body in health and disease. Topics include: the cell, cellular metabolism, tissues, integument, skeletal system, articulations, and muscular and nervous systems.

Previous experience in biology and chemistry high school or college is highly recommended. A continuation of BIO Topics include the endocrine, digestive, respiratory, cardiovascular, lymphatic, urinary and reproductive systems. This course provides students the opportunity to discover the science and art of teaching dance and rhythms.

Outcomes for this course are aligned to physical education teacher education competencies, and both content knowledge and physical demonstration of skills will be assessed. This course requires a significant amount of physical activity. The Project Adventure Model-An interrelated and sequential approach to adventure education for the physical education class or any classroom environment. Students will learn cooperative warm ups, non-traditional games, trust activities, problem solving initiative, and will include involvement in a low ropes challenge course.

This course is an introduction to health and physical activity promotion in society, communities and schools. Discussion of health and physical activity promotion history, philosophy and ethics, career opportunities, recreation, and athletics are included. The course emphasizes the development and assessment of fundamental motor skills and fitness levels in physical education candidates.

Students are required to demonstrate competent mature skill levels and Health Fitness Zone levels on the Fitness Gram for successful completion of this course. This course will focus on developing a variety of competencies required for proficient swimming, including body position, stroke technique, floating, treading water, and breathing.

In addition, students will learn how to teach basic swimming skills with specific attention to instructional methods and safety considerations. Required physical education majors' swim exam will be administered in this course. This course will provide the participant essential information for developing the functional first aid capabilities of a first responder. As a crucial link in the EMS system, first responders evaluate and treat patients until more advanced medical help can arrive.

This course does not provide state licensure for ambulance personnel. This course provides an introduction to the fundamental motor skills and safety considerations for participation and teaching of basic gymnastics, stunts and tumbling. Student participation through physical activity is required. This course will provide to students the technology competencies expected of 21st century educators, and specifically the technology skills required in the fields of physical education and health education.

Students will learn how to apply what they experience in this course to both their future teaching and to the production of their electronic licensure portfolio. The learning and performance of motor skills become cornerstones from which concepts, processes, and strategies are built. The course provides the students with a basic understanding of the discipline and to provide experiences that will enhance their understanding and application of motor learning in a variety of environments.

Laboratory sessions are designed to enhance the understanding of the topics covered in lecture. Examines the physical education curriculum at the elementary and secondary levels; emphasizes strategies for planning effective instruction; explores teaching and learning styles; analyzes effective behavior management; and examines safety and liability. This course gives students the opportunity to discover the science and art of teaching.

Included is a study of the historical, social, and philosophical foundations of contemporary education and an examination of current educational trends and programs. Areas of study include professionalism, school laws, governance of schools, equitable learning, school problems, basic teaching strategies, development of an educational philosophy, and an introduction to state and national standards for students and teachers.

Students will complete a minimum of 20 hours in a supervised classroom setting that involves direct observation and participation. A law enforcement background check completed at the student's expense may be required. Personal transportation is required. Examines inclusion of children with disabilities in the physical education class. A practicum experience outside of class is included.

This course presents the teaching and analysis of motor skill performance using several individual sport skills. Students will learn and apply the principles of planning, progression, lesson organization, and the application of various teaching approaches to the following activities, including but not limited to: snowshoeing, bowling, geo-caching, First Tee youth golf, and tennis.

Four off-campus meetings required for bowling and golf activities. This course presents the teaching and analysis of racquet, net, and wall games. Students will learn and apply the principles of lesson organization, assessment of motor skills, and the application of various teaching approaches.

Emphasis will be placed on planning and applying developmentally appropriate activities for all learners. This course presents the teaching and analysis of motor skill performance using several sport and game topics. Students will learn and apply the principles of planning, progression, extension, refinement, lesson organization, and the application of tactics and strategy to team play.

They maintain quick and effective footwork. The student maintains a high level of technique, accuracy and consistency in the performance of all skills in game play. The application of skill is fully appropriate to the positioning of their opponent s. The student demonstrates a high level of ability to select and apply the most appropriate skills and is usually successful in outwitting their opponent s , while hardly ever being outwitted themselves. The student shows the ability to make successful and effective tactical and strategic decisions, usually relevant to the position of their opponent s , with only minor lapses.

They maintain effective footwork. The student maintains technique, accuracy and consistency in the performance of all skills in game play. The application of skill is usually appropriate to the position of their opponent s , though there may be some lapses. The student demonstrates the ability to select and apply the most appropriate skills, often outwitting their opponent s but only occasionally being outwitted themselves.

The student shows the ability to make successful and effective tactical and strategic decisions but there may be some obvious weaknesses and they are occasionally not relevant to the position of their opponent s. There may be significant lapses and they occasionally lack effective footwork. The student maintains technique and accuracy in the performance of most skills in game play but it is not always consistent.

The application of skill is not consistently appropriate to the position of their opponent s. The student demonstrates some ability to select and apply appropriate skills, sometimes outwitting their opponent s , though there may be some obvious areas of weakness and they will sometimes be outwitted themselves.

The student shows some ability to make tactical and strategic decisions but there are significant weaknesses and inconsistencies in their relevance to the position of their opponent s. They often find footwork difficult. The student shows some technique and accuracy in the performance of some skills in game play but there are obvious inconsistencies and weaknesses. The application of skill is only occasionally appropriate to the position of their opponent s. The student occasionally demonstrates the ability to select and apply appropriate skills, but only occasionally outwits their opponent s and is often outwitted themselves.

The student shows only a limited ability to make tactical and strategic decisions and they are seldom relevant to the position of their opponent s. The student's contribution is evident within the game but is seldom effective or significant.

The student shows only limited technique and accuracy in the performance of a few skills in game play. The application of skill is rarely appropriate to the position of their opponent s. The student demonstrates only very limited ability to select and apply appropriate skills, rarely outwitting their opponent s and usually being outwitted themselves.

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. 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.

Students cannot be assessed in both canoeing and kayaking. 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. 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. 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:. The student shows a high level of ability to make successful and effective tactical and strategic decisions, almost always fully relevant to the role being performed. The application of skill is fully appropriate to their role. The student shows the ability to make successful and effective tactical and strategic decisions, usually relevant to the role being performed, with only minor lapses.

The application of skill is usually appropriate to their role, though there may be some lapses. The student shows the ability to make successful and effective tactical and strategic decisions but there may be some obvious weaknesses and they are occasionally not relevant to the role being performed.

The application of skill is not consistently appropriate to their role. The student shows some ability to make tactical and strategic decisions but there are significant weaknesses and inconsistencies in their relevance to the role being performed. The application of skill is only occasionally appropriate to their role. The student shows only a limited ability to make tactical and strategic decisions and they are seldom relevant to the role being performed.

The application of skill is rarely appropriate to their role. Time trialling is allowed with staggered starts 5 skills only. 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. The quality of cycling technique is maintained for all skills and throughout all practices. When cycling with additional riders, decision making is consistently effective in both predetermined and more spontaneous situations. There are very few errors and the student is adaptive with their gear changes and chosen lines when faced with progressively challenging situations.

The quality of cycling technique is maintained for all skills but may start to deteriorate in the most challenging practices. When faced with additional riders, decision making is usually effective in both predetermined and spontaneous situations. There may be occasional minor errors but the student is usually adaptive with gear changes when faced with progressively challenging situations.

The quality of cycling technique is maintained for most skills but may deteriorate in the most challenging practices. When faced with additional riders, the effectiveness of decision making is inconsistent. The student makes more effective decisions in predetermined situations than in spontaneous situations with other riders.

The quality of cycling technique is maintained for some skills but sometimes deteriorates in the most challenging practices. When faced with additional riders, decision making is only occasionally effective in both predetermined and spontaneous situations. The quality of cycling technique is maintained for few skills and often deteriorates in the most challenging practices.

When faced with additional riders, decision making may be ineffective for both predetermined and spontaneous situations. The level of challenge should be taken into consideration when awarding marks. The student maintains a high level of technical consistency in the performance of all skills during the race. The application of skill is fully appropriate to the positioning of other cyclists and takes into account wind conditions and the terrain effectively.

The student demonstrates a high level of ability to select and apply the most appropriate cycling line and is usually successful in timing pace changes to outwit their opponents, while hardly ever being outwitted themselves. The student maintains technical consistency in the performance of all skills in the race. The application of skill is usually appropriate to the positioning of other cyclists, though there may be some lapses whilst interpreting wind conditions and the terrain.

The student demonstrates the ability to select and apply the most appropriate cycling line, often timing pace changes to outwit their opponents. They are occasionally outwitted by other riders. The student maintains technical consistency in the performance of most skills in race but not always consistently. The application of skill is not consistently appropriate to the position of other cyclists, with some obvious misinterpretation of wind conditions and the terrain. The student demonstrates some ability to select and apply an appropriate cycling line, sometimes timing pace changes to outwit their opponents.

There may be some obvious areas of weakness and they will sometimes be outwitted themselves by other riders. The student shows some technical consistency in the performance of some skills in the race but there are obvious inconsistencies and weaknesses. The application of skill is only occasionally appropriate to the position of other cyclists, with definite misinterpretation of wind conditions and the terrain. The student occasionally demonstrates the ability to select and apply an appropriate cycling line, but only occasionally times pace changes to outwit their opponents and is often outwitted by other riders.

The student's contribution is evident within the race but is seldom effective or significant. Strength endurance is a distinct weakness. The student shows only limited technical consistency in the performance of a few skills in the race. The application of skill is rarely appropriate to the position of cyclists and they regularly misinterpret wind conditions and terrain. The student demonstrates only very limited ability to select and apply an appropriate cycling line, rarely timing pace changes to outwit their opponents and usually being outwitted by other riders.

There are very few errors and the student is adaptive when choosing their cycling line when faced with progressively challenging situations. There may be occasional minor errors but the student is usually adaptive in choosing their cycling line when faced with progressively challenging situations.

There may be occasional errors and the student is only sometimes adaptive in choosing their cycling line when faced with progressively challenging situations. There may be frequent errors and the student is only occasionally adaptive in a choosing an appropriate cycling line for progressively challenging situations. There are likely to be frequent errors and the student may be unable to adapt and choose an appropriate cycling line for progressively challenging situations.

The level of competition should be taken into consideration when awarding marks. The student performs an excellent standing start and contribution is highly effective in all of the race including an effective sprint finish due to a very high level of appropriate fitness. The application of skill is fully appropriate to the positioning of other cyclists.

The student performs an effective standing start and contribution is usually effective in most of the race including a good sprint finish due to a good level of appropriate fitness. The application of skill is usually appropriate to the positioning of other cyclists, though there may be some lapses.

The student performs a standing start and contribution is effective for parts of the race including attempting a sprint finish due to some appropriate fitness levels. The application of skill is not consistently appropriate to the position of other cyclists, with some obvious misinterpretation. The application of skill is only occasionally appropriate to the position of other cyclists, with definite misinterpretation.

The application of skill is rarely appropriate to the position of cyclists and they regularly misinterpret how to apply these skills effectively. Dance can be assessed as a solo performance, a duet performance or a group performance.

Students can only be assessed in dance once. The following dance genres are permitted: ballet, ballroom, contemporary, cultural dance, folk, street and tap. If the style of dance does not meet these criteria, then a student cannot be assessed in that style. Progressive practices may start with moves in isolation but should aim to link moves together.

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. 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. This must not be in a fully competitive event. 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.

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. This must not be in a competitive game. When faced with challenging par 3, 4 or 5 golf holes, decision making is consistently effective and suitable for the challenge of the hole. There are very few errors and the student is adaptive when faced with progressively challenging shots to play.

When faced with challenging par 3, 4 or 5 golf holes, decision making is usually effective for the challenge of the hole. There may be occasional minor errors but the student is usually adaptive when faced with progressively challenging shots to play. When faced with challenging par 3, 4 or 5 golf holes, the effectiveness of decision making is inconsistent.

The student makes more effective decisions on straightforward holes than on holes possessing greater challenge. There may be occasional errors and the student is sometimes adaptive when faced with progressively challenging shots to play. When faced with challenging par 3, 4 or 5 golf holes, decision making is only occasionally effective. This tends to occur on the most straightforward holes.

There may be frequent errors and the student is only occasionally adaptive when faced with progressively challenging shots to play. When faced with challenging par 3, 4 and 5 golf holes, decision making may be ineffective on most holes. There are likely to be frequent errors and the student may be unable to adapt when faced with progressively challenging shots. The student shows a high level of ability to make successful and effective tactical and strategic decisions club selection , almost always fully relevant to the demands of each hole.

The student maintains a high level of technique, accuracy and consistency in the performance of all skills during their round of golf. The application of skill is fully appropriate to the demands of each hole. The student demonstrates a high level of ability to perform the most appropriate shots shot selection and is usually successful in meeting the demands of the majority of the course.

The student shows the ability to make successful and effective tactical and strategic decisions shot selection , usually relevant to the demands of each hole, with only minor lapses. The student maintains technique, accuracy and consistency in the performance of all skills during their round of golf.

The application of skill is appropriate to the demands of each hole, though there may be some lapses. The student demonstrates an ability to perform the most appropriate shots and is usually successful in meeting the demands of each hole. Occasionally however, the most challenging holes can cause a problem. The student shows the ability to make successful and effective tactical and strategic decisions shot selection relevant to the demands of each hole, but there may be some obvious weaknesses whereby decisions are not relevant to the hole being played.

The student maintains technique and accuracy in the performance of most skills during their round of golf, but they are not always consistent. The application of skill is not consistently appropriate to the demands of each hole. The student demonstrates an ability to perform appropriate shots and is sometimes effective in meeting the demands of some holes, usually the least demanding.

However, there may be some obvious areas of weakness, particularly apparent during the most challenging holes. The student shows some ability to make tactical and strategic decisions shot selection but there are significant weaknesses and inconsistencies in their relevance to the demands of each hole.

The student shows some technique and accuracy in the performance of some skills during their round of golf, but there are obvious inconsistencies and weaknesses. The application of skill is only occasionally appropriate to the demands of each hole.

The student occasionally demonstrates the ability to perform appropriate shots for some holes, but only occasionally meets the demands of the more challenging holes. The student shows only a limited ability to make tactical and strategic decisions shot selection and they are seldom relevant to the demands of each hole.

The student shows only limited technique and accuracy in the performance of a few skills in during their round of golf. The application of skill is rarely appropriate to the demands of each hole. The student demonstrates only very limited ability to perform appropriate shots, but seldom meets the demands any hole.

Students can only be assessed in gymnastics once. Students choosing rhythmic as their specialism cannot also be assessed in dance. Progressive practices may start with the floor moves in isolation but should aim to link moves together. The student has decided to perform challenging floor moves and is consistently effective in their performance of these.

Similarly, challenging moves are attempted in this specialism. There are very few errors in technique and the student is adaptive when linking floor moves together, maintaining fluency. The quality of technique is maintained for all chosen floor moves but may show signs of deteriorating when they are linked together. The student has decided to perform challenging floor moves and is usually effective in their performance of these.

Similarly, challenging moves are usually effective when attempted in their specialism. There may be occasional minor errors in technique but the student is usually adaptive when linking moves together, maintaining some fluency. The quality of technique is maintained for most floor moves but may deteriorate when they are linked together.

Technique may be noticeably better on one attempt in specialism more than the other. The student has decided to perform more basic floor moves and is usually effective in their performance of these. Similarly, more basic moves are usually effective when attempted in their specialism. There may be occasional errors in technique and the student is sometimes adaptive when linking moves together, maintaining some fluency.

The quality of technique is maintained for some basic floor moves but frequently deteriorates when they are linked together. Technique in specialism is evident for basic attempts. The student has decided to perform basic floor moves and is occasionally effective in their performance of these.

Similarly, basic moves are occasionally effective when attempted in their specialism. There may be frequent errors in technique and the student is only occasionally adaptive when linking moves together, causing fluency to deteriorate.

The quality of technique is evident for a few basic moves on the floor and specialism but they cannot be linked together on the floor. The student has decided to perform very basic floor moves and is hardly ever effective in their performance of these. Similarly, very basic moves are chosen and hardly ever effective when attempted in this specialism.

There are likely to be frequent errors in technique and the student may be unable to adapt when linking moves together, maintaining little or no fluency. 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 student maintains technique, accuracy and consistency in the performance of all skills during the competition. Occasionally however, there may be errors. However, there may be some obvious areas of weakness. There are likely to be some obvious areas of weakness. 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.

This must not be in a full hockey match 11 versus Students should perform in a fully competitive hockey match 11 versus 11 , demonstrating the skills appropriate to their chosen position. This must not be in a full hurling match 15 versus Students should perform in a fully competitive hurling match 15 versus 15 , demonstrating the skills appropriate to their chosen position.

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. This must not be in a full netball match 7 versus 7. Students should perform in a fully competitive netball match 7 versus 7 , demonstrating the skills appropriate to their chosen position. 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.

A starting point for students on either of these schemes should be assessed by someone who is qualified to make that judgement. 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:.

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. 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.

The quality of technique is maintained for all skills and throughout all practices in time with fellow rowers. There are very few errors in technique even at pace and the student is adaptive when faced with progressively challenging situations. The quality of technique is maintained for all skills but may start to deteriorate in the most challenging practices, resulting in marginal losses in timing with fellow rowers.

There may be occasional minor errors in technique particularly at pace but the student is usually adaptive when faced with progressively challenging situations. The quality of technique is maintained for most skills but may deteriorate in the most challenging practices with obvious losses in timing with fellow rowers. There may be occasional errors in technique particularly at pace and the student is sometimes adaptive when faced with progressively challenging situations. The quality of technique is maintained for some skills but sometimes deteriorates in the most challenging practices and timing with fellow rowers is regularly lost.

There may be frequent errors in technique as pace starts to increase and the student is only occasionally adaptive with progressively challenging situations. The quality of technique is maintained for few skills, often deteriorates in the most challenging practices and is seldom in time with fellow rowers. There are likely to be frequent errors in technique at all speeds and the student may be unable to adapt with progressively challenging situations.

Students should perform in a fully competitive race over a distance of 1, m or over, demonstrating the skills appropriate to their chosen race. The student shows a high level of ability to make successful and effective tactical and strategic decisions, almost always fully relevant to the position of opposing boats.

The student maintains a high level of technical consistency in the performance of all skills within the race. The application of skill is fully appropriate to the position of other boats. The student shows the ability to make successful and effective tactical and strategic decisions, usually relevant to the position of other boats, with only minor lapses. The application of skill is usually appropriate to the position of other boats, though there may be some lapses. The student shows the ability to make successful and effective tactical and strategic decisions but there may be some obvious weaknesses and they are occasionally not relevant to the position of other boats.

The student maintains technique and accuracy in the performance of most skills in the race but it is not always consistent. The application of skill is not consistently appropriate to the position of other boats.

The student shows some ability to make tactical and strategic decisions but there are significant weaknesses and inconsistencies in their relevance to the position of other boats. The student shows some technical consistency in the performance of some skills during the race but there are obvious inconsistencies and weaknesses. The application of skill is only occasionally appropriate to the position of other boats.

The student shows only a limited ability to make tactical and strategic decisions and they are seldom relevant to the position of other boats. The student's contribution is limited, seldom effective or sustained during the race with fitness a distinctive weakness. The student shows only limited technical consistency in the performance of a few skills during the race.

The application of skill is rarely appropriate to the position of other boats. Students being assessed in Rugby League cannot also be assessed in Rugby Union. This must not be in a full Rugby League match 13 versus Students should perform in a fully competitive Rugby League match 13 versus 13 , demonstrating the skills appropriate to their chosen position.

Students can be assessed in either 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. This must not be in a full Rugby Union match 15 versus 15 or 7 versus 7. 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 application of skill is usually appropriate to their position, though there may be some lapses The student demonstrates the ability to select and apply the most appropriate skills, often outwitting opponents but only occasionally being outwitted themselves.

The quality of technique is maintained for all skills but may start to deteriorate in the most challenging practices, resulting in marginal losses in timing. The quality of technique is maintained for most skills but may deteriorate in the most challenging practices with obvious losses in timing. The quality of technique is maintained for some skills but sometimes deteriorates in the most challenging practices and timing is regularly lost.

The quality of technique is maintained for few skills, often deteriorates in the most challenging practices and is seldom in time. Students can be assessed outdoor on snow or indoor on snow. They cannot be assessed on dry ski slopes. 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. The student shows a high level of ability to make successful and effective tactical and strategic decisions, almost always fully relevant to an appropriate line being chosen. The student maintains a high level of technique, accuracy and consistency in the performance of all skills even on the most challenging parts of the slope.

The student demonstrates a high level of ability to select and apply the most appropriate skills and is usually successful in gaining excellent times, while hardly ever losing control. The student shows the ability to make successful and effective tactical and strategic decisions, usually relevant to choosing an appropriate line, with only minor lapses.

The student maintains technique, accuracy and consistency in the performance of all skills on most of the more challenging parts of the slope. The student demonstrates the ability to select and apply the most appropriate skills, often gaining a good time but occasionally losing control. The student shows the ability to make successful and effective tactical and strategic decisions but there may be some obvious weaknesses in the line chosen and they are occasionally not relevant to the demands of the slope.

The student maintains technique and accuracy in the performance of most skills on the slope but it is not always consistent on the most challenging parts. The student demonstrates some ability to select and apply appropriate skills, sometimes gaining good times, though there may be some obvious areas of weakness and they can lose control. The student shows some ability to make tactical and strategic decisions in the line chosen but there are significant weaknesses and inconsistencies in their relevance to the demands of the slope.

The student shows some technique and accuracy in the performance of some skills on the slope but there are obvious inconsistencies and weaknesses. The student occasionally demonstrates the ability to select and apply appropriate skills, but only occasionally gains good times and frequently loses control. The student shows only a limited ability to make tactical and strategic decisions in the line chosen and they are seldom relevant to the demands of the slope.

The student's pace is generally slow and is seldom effective or significant when turning. The student shows only limited technique and accuracy in the performance of a few skills on the slope. The student demonstrates only very limited ability to select and apply appropriate skills, rarely gaining good times and usually loses control. 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. The student demonstrates a high level of ability to select and apply the most appropriate skills and is usually successful in gaining an excellent time, while hardly ever losing control.

The student maintains technique and accuracy in the performance of most skills on the slope but it is not always consistent on the more challenging parts. The student demonstrates some ability to select and apply appropriate skills, sometimes gaining a good time, though there may be some obvious areas of weakness and they will sometimes lose control. The student occasionally demonstrates the ability to select and apply appropriate skills, but only occasionally gains a good time and frequently loses control.

The student demonstrates only very limited ability to select and apply appropriate skills, rarely gaining a good time and usually loses control. They cannot be assessed in both squash singles and in squash doubles. 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.

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. They cannot be assessed in both table tennis singles and in table tennis doubles.

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. They cannot be assessed in both tennis singles and in tennis doubles. 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.

Progressive practices may start with the moves in isolation but students should aim to increase height and maintain consistency. 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. 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.

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. The quality of technique is maintained for all chosen skills even when they are linked together or performed with high difficulty. The student has decided to perform high difficulty moves and is very effective in their technical performance of these.

There are very few errors in technique and the student is adaptive when linking moves together, maintaining fluency. They manage to produce the intended results with accuracy. The quality of technique is maintained for all chosen skills, but may show signs of deteriorating when they are linked together or performed with a higher difficulty tariff. The student has decided to perform challenging moves and is usually effective in their performance of these. They regularly produce the intended results with accuracy.

The quality of technique is maintained for most skills but may deteriorate when they are linked together or performed at a higher difficulty tariff. Technique may be noticeably better in lower tariff moves than when challenged further. The student has decided to perform some basic skills and is usually effective in their performance of these.

They sometimes produce the intended results with accuracy. The quality of technique is maintained for some basic skills but frequently deteriorates when they are linked together or challenged further. The student has decided to perform basic skills and is occasionally effective in their performance of these.

They occasionally produce the intended results with accuracy. The quality of technique is evident for a few basic skills but they cannot be linked together or challenged further with any success. The student has decided to perform very basic skills and is hardly ever effective in their performance of these. They may not produce the intended results with accuracy.

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. The student shows a high level of ability to make successful and effective tactical and strategic decisions choice of tariff difficulty. The student maintains a high level of technique for all skills when completing moves of a high difficulty level. The application of skill is fully appropriate to the high demands of the routine and is executed well with a very high level of artistry.

The student shows the ability to make successful and effective tactical and strategic decisions choice of tariff difficulty. The student maintains a good level of technique for all skills when completing moves of a high difficulty level, though there may be some lapses. The application of skill is appropriate to the high demands of the routine although there are occasional errors.

The routine is executed well with a high level of artistry. The student maintains technique and accuracy in the performance of most skills during the routine, but they are not always consistent. The application of skill is not consistently appropriate to the demands of the routine.

The routine shows some artistry although the synchronisation is often lost. However, there may be some obvious areas of weakness in artistry. The student shows some ability to make tactical and strategic decisions choice of tariff difficulty , but there are significant weaknesses and inconsistencies in their relevance to the demands of an inter-class GCSE competition. The application of skill is not consistently appropriate to the demands of the routine, or is appropriate but to a low tariff difficulty.

There are likely to be some obvious areas of weakness in their artistry. The application of skill is rarely appropriate to the demands of the routine and artistry is distinctly lacking. 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.

Students should perform in a fully competitive BMX race this should not be an individual time trial demonstrating the skills appropriate. The application of skill is fully appropriate to the positioning of other cyclists and takes into account the terrain effectively.

The application of skill is usually appropriate to the positioning of other cyclists, though there may be some lapses whilst interpreting the terrain. The student maintains technical consistency in the performance of most skills in the race but not always consistently.

The application of skill is not consistently appropriate to the position of other cyclists, with some obvious misinterpretation of the terrain. The application of skill is only occasionally appropriate to the position of other cyclists, with definite misinterpretation of the terrain. The application of skill is rarely appropriate to the position of other cyclists and they regularly misinterpret the terrain. 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. 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. The quality of technique is maintained for all chosen moves, even when they are linked together.

The student performs challenging moves and is consistently effective in their performance of these. The quality of technique is maintained for all chosen moves but may show signs of deteriorating when they are linked together. The quality of technique is maintained for most moves but may deteriorate when they are linked together. The student has decided to perform more basic moves and is usually effective in their performance of these.

The quality of technique is maintained for some basic moves but frequently deteriorates when they are linked together. The student has decided to perform basic moves and is occasionally effective in their performance of these.

The quality of technique is evident for a few basic moves but they cannot be linked together. The student has decided to perform very basic moves and is hardly ever effective in their performance of these. 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 student shows a high level of ability to perform a technically accurate and artistic routine, almost always fully relevant to the demands of a very high level of performance.

The student maintains a high level of technique, accuracy and consistency in the performance of all skills during the routine. The application of skill is fully appropriate to the very high demands of the performance. The student shows the ability to perform a technically accurate and artistic routine, usually relevant to the demands of a high level of competition. The student maintains technique, accuracy and consistency in the performance of all skills during the routine.

The application of skill is appropriate to the demands of the performance, though there may be some lapses. The student shows the ability to perform a technically accurate and expressive routine relevant to the demands of an average level of performance, but there may be some obvious weaknesses. The application of skill is not consistently appropriate to the demands of the performance. The student shows some ability to perform a technically accurate and expressive routine but there are significant weaknesses and inconsistencies in their relevance to the demands of an average to low level of performance.

The student shows only a limited ability to perform a technically accurate and expressive routine and they are seldom relevant to the demands of a relatively low level of performance. The application of skill is rarely appropriate to the demands of the performance. 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. The routine should be well-balanced and last a minimum of 1. 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.

There are very few errors in technique and the student is adaptive when faced with progressively challenging situations. Students should perform in a fully competitive futsal match 5 versus 5 , demonstrating the skills appropriate to their chosen position.

The student shows some technique and accuracy in the performance of some skills in set plays and in open play, but there are obvious inconsistencies and weaknesses. This must not be in a full 6-a-side game. When faced with opposition; decision making is consistently effective in both predetermined and spontaneous situations.

Students should perform in a fully competitive ice hockey match 6 versus 6 , demonstrating the skills appropriate to their chosen position. Progressive drills may start with the skills in isolation but should aim to increase pressure and incorporate challenge and direct competition in conditioned drills.

Student should perform in a fully competitive inline roller hockey match 5 versus 5 demonstrating the skills appropriate to their chosen position. Students are assessed in the role of helm. Progressive exercises may start with the skill in isolation but should aim to increase speed and incorporate further difficulty and challenge. When faced with increased pressure, additional sailors, or challenging conditions, decision making on when to perform a skill is consistently effective in both predetermined and more spontaneous situations.

When faced with increased pressure, additional sailors, or challenging conditions, decision making on when to perform a skill that is correct for the heading is usually effective in both predetermined and spontaneous situations. The quality of technique is maintained for most skills but sometimes deteriorates in the most challenging practices. When faced with increased pressure, additional sailors, or challenging conditions, the effectiveness of decision making is inconsistent.

The student makes more effective decisions in more predetermined situations than in spontaneous situations. The quality of technique is maintained for some skills but usually deteriorates in the most challenging practices. When faced with more pressure, additional sailors, or challenging conditions, decision making is only occasionally effective in both predetermined and spontaneous situations. They are significantly more proficient at slower speeds and reduced pressure.

The quality of technique is maintained for few skills and deteriorates in the most challenging practices. When faced with pressure and challenging conditions, decision making may be ineffective. Any proficiency is shown in easy conditions. 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. The student shows a high level of ability to make successful and effective tactical and strategic decisions, almost always fully effective and appropriate to maximising their performance in competition.

The student maintains a high level of technique, accuracy and consistency in the performance of all skills even in the most challenging parts of the course. The application of skill is fully appropriate to the positioning of others on the course. The student demonstrates a high level of ability to select and apply the most appropriate skills and is usually successful with maintaining an excellent position on the course, while hardly ever being outwitted by other sailors.

The student shows the ability to make successful and effective tactical and strategic decisions, usually relevant to, and maximising, their performance in competition with only minor lapses. The student maintains technique, accuracy and consistency in the performance of all skills on most of the more challenging parts of the course. The application of skill is usually appropriate to the course, though there may be some lapses. The student demonstrates the ability to select and apply the most appropriate skills, often maintaining a good position on the course but occasionally outwitted by other sailors.

The student shows the ability to make successful and effective tactical and strategic decisions but there may be some obvious weaknesses in headings chosen and they are occasionally not relevant to the demands of the course.

The student maintains technique and accuracy in the performance of most skills on the course but it is not always consistent on the most challenging parts. The application of skill is not consistently appropriate to their position on the course. The student demonstrates some ability to select and apply appropriate skills, sometimes maintaining a good position on the course, though there may be some obvious areas of weakness and they will sometimes be outwitted themselves by other sailors.

The student shows some ability to make tactical and strategic decisions but there are significant weaknesses and inconsistencies in their relevance to the demands of the course. The student shows some technique and accuracy in the performance of some skills on the course but there are obvious inconsistencies and weaknesses. The application of skill is only occasionally appropriate to the course.

The student occasionally demonstrates the ability to select and apply appropriate skills, but only occasionally maintains a good position on the course and is often outwitted by other sailors. The student shows only a limited ability to make tactical and strategic decisions on the headings chosen and they are seldom relevant to the demands of the course. The student shows only limited technique and accuracy in the performance of a few skills on the course.

The application of skill is rarely appropriate to the heading. The student demonstrates only very limited ability to select and apply appropriate skills, rarely maintaining a good position on the course and usually being outwitted by other sailors. When faced with increased pressure, additional sailors, or challenging conditions, decision making in relation to when to perform a skill with a partner is consistently effective in both predetermined and more spontaneous situations.

When faced with increased pressure, additional sailors, or challenging conditions, decision making in relation to when to perform a skill with a partner that is correct for the heading is usually effective in both predetermined and spontaneous situations. When faced with increased pressure, additional sailors, or challenging conditions, the effectiveness of decision making with a partner is inconsistent. There may be frequent errors and the student is only occasionally adaptive with their partner when faced with progressively challenging situations.

PLAN TO PROFITABILITY 5 YEAR BUSINESS PLAN

Students will learn how to apply what they experience in this course to both their future teaching and to the production of their electronic licensure portfolio. The learning and performance of motor skills become cornerstones from which concepts, processes, and strategies are built.

The course provides the students with a basic understanding of the discipline and to provide experiences that will enhance their understanding and application of motor learning in a variety of environments. Laboratory sessions are designed to enhance the understanding of the topics covered in lecture. Examines the physical education curriculum at the elementary and secondary levels; emphasizes strategies for planning effective instruction; explores teaching and learning styles; analyzes effective behavior management; and examines safety and liability.

This course gives students the opportunity to discover the science and art of teaching. Included is a study of the historical, social, and philosophical foundations of contemporary education and an examination of current educational trends and programs. Areas of study include professionalism, school laws, governance of schools, equitable learning, school problems, basic teaching strategies, development of an educational philosophy, and an introduction to state and national standards for students and teachers.

Students will complete a minimum of 20 hours in a supervised classroom setting that involves direct observation and participation. A law enforcement background check completed at the student's expense may be required. Personal transportation is required. Examines inclusion of children with disabilities in the physical education class. A practicum experience outside of class is included. This course presents the teaching and analysis of motor skill performance using several individual sport skills.

Students will learn and apply the principles of planning, progression, lesson organization, and the application of various teaching approaches to the following activities, including but not limited to: snowshoeing, bowling, geo-caching, First Tee youth golf, and tennis. Four off-campus meetings required for bowling and golf activities.

This course presents the teaching and analysis of racquet, net, and wall games. Students will learn and apply the principles of lesson organization, assessment of motor skills, and the application of various teaching approaches. Emphasis will be placed on planning and applying developmentally appropriate activities for all learners.

This course presents the teaching and analysis of motor skill performance using several sport and game topics. Students will learn and apply the principles of planning, progression, extension, refinement, lesson organization, and the application of tactics and strategy to team play. This course investigates the various operations of physical education and physical activity-based programming.

Areas of study include leadership, budgeting, equipment and facility management, scheduling, legal liability and risk management, advocacy, public relations, career placement, and current trends in the profession. Prior to graduation, students must show competency in swimming, CPR, and first aid. Students may also elect to take the following courses to meet those requirements:. Students wishing to work towards teacher licensure in K Physical Education must apply and be accepted into Physical Education Gateway II, must apply and be accepted into the student teaching practicum, and, complete the PETE program requirements.

Principles and methods of physical education for grades K-6 are presented. Skill themes, movement concepts, and developmentally appropriate standards-based lesson and unit planning are emphasized. Laboratory experiences will involve microteaching in area schools. Principles and methods of teaching physical education for grades are presented. Characteristics of learners, effective teaching techniques, unit and lesson planning, and implementation of lessons are emphasized. Students will enroll in this course the semester prior to their student teaching practicum.

Teacher candidates will reflect on their coursework and field experiences through analytic, descriptive and narrative writing. Course learning outcomes will help students complete their Vermont Licensure portfolio, which is required by the Vermont Agency of Education for teacher candidates in Health Education and Physical Education. In this seminar the candidate for licensure will demonstrate required competency of learning progressions in addition to the Vermont Core Teaching Standards.

This course is an opportunity for the student to teach under the guidance of a qualified cooperating teacher and university supervisor. Students seeking teacher licensure in K Physical Education must apply, qualify, and be admitted to student teaching.

The seminar prepares the student for the student teaching experience, supports the student during the experience, and introduces or reviews competencies associated with the role of the professional educator. Preparation of the teacher licensure portfolio is emphasized. This site uses cookies. By continuing to browse the site, you are agreeing to our use of cookies.

Cookie Policy. Related Sections General Education Program. Cookie Policy Ok, I agree. Human Growth and Development complete one of these courses: A survey of human developmental psychology from the prenatal period to late adulthood. This course fulfills a Social Science general education requirement. Every semester. Educational Psychology An examination of the principles and theories of learning as they apply to the developmental changes of the child. Child and Adolescent Development This course surveys the major areas of the psychology of child and adolescent development, emphasizing an understanding of the important methods, terms, theories, and findings in the field of child development.

Designs for Fitness and complete all of these courses: This course investigates the basic components of fitness. This course fulfills a Natural Science general education requirement. Physiology of Exercise An examination of the acute and chronic physiological responses to exercise. Human Anatomy and Physiology I An investigation of the structure and function of the human body in health and disease.

Lecture and lab. Prerequisite: BIO or consent of instructor. Teaching Rhythms And Dance This course provides students the opportunity to discover the science and art of teaching dance and rhythms. Adventure Education - Low Elements The Project Adventure Model-An interrelated and sequential approach to adventure education for the physical education class or any classroom environment.

Introduction to Health and Physical Activity Promotion This course is an introduction to health and physical activity promotion in society, communities and schools. Fall and Spring. Concepts of Fitness and Skill Performance The course emphasizes the development and assessment of fundamental motor skills and fitness levels in physical education candidates.

Beginning Swimming This course will focus on developing a variety of competencies required for proficient swimming, including body position, stroke technique, floating, treading water, and breathing. Fall First Half of Semester. Fall Second Half of Semester. Technology for Health and Physical Education This course will provide to students the technology competencies expected of 21st century educators, and specifically the technology skills required in the fields of physical education and health education.

Restrictions Physical or Health Education majors This course fulfills the Digital and Computing Literacy general education requirement. Curriculum and Instruction in Physical Education Examines the physical education curriculum at the elementary and secondary levels; emphasizes strategies for planning effective instruction; explores teaching and learning styles; analyzes effective behavior management; and examines safety and liability.

The application of skill is fully appropriate to the positioning of other cyclists and takes into account wind conditions and the terrain effectively. The student demonstrates a high level of ability to select and apply the most appropriate cycling line and is usually successful in timing pace changes to outwit their opponents, while hardly ever being outwitted themselves.

The student maintains technical consistency in the performance of all skills in the race. The application of skill is usually appropriate to the positioning of other cyclists, though there may be some lapses whilst interpreting wind conditions and the terrain.

The student demonstrates the ability to select and apply the most appropriate cycling line, often timing pace changes to outwit their opponents. They are occasionally outwitted by other riders. The student maintains technical consistency in the performance of most skills in race but not always consistently.

The application of skill is not consistently appropriate to the position of other cyclists, with some obvious misinterpretation of wind conditions and the terrain. The student demonstrates some ability to select and apply an appropriate cycling line, sometimes timing pace changes to outwit their opponents. There may be some obvious areas of weakness and they will sometimes be outwitted themselves by other riders. The student shows some technical consistency in the performance of some skills in the race but there are obvious inconsistencies and weaknesses.

The application of skill is only occasionally appropriate to the position of other cyclists, with definite misinterpretation of wind conditions and the terrain. The student occasionally demonstrates the ability to select and apply an appropriate cycling line, but only occasionally times pace changes to outwit their opponents and is often outwitted by other riders.

The student's contribution is evident within the race but is seldom effective or significant. Strength endurance is a distinct weakness. The student shows only limited technical consistency in the performance of a few skills in the race. The application of skill is rarely appropriate to the position of cyclists and they regularly misinterpret wind conditions and terrain.

The student demonstrates only very limited ability to select and apply an appropriate cycling line, rarely timing pace changes to outwit their opponents and usually being outwitted by other riders. There are very few errors and the student is adaptive when choosing their cycling line when faced with progressively challenging situations. There may be occasional minor errors but the student is usually adaptive in choosing their cycling line when faced with progressively challenging situations.

There may be occasional errors and the student is only sometimes adaptive in choosing their cycling line when faced with progressively challenging situations. There may be frequent errors and the student is only occasionally adaptive in a choosing an appropriate cycling line for progressively challenging situations.

There are likely to be frequent errors and the student may be unable to adapt and choose an appropriate cycling line for progressively challenging situations. The level of competition should be taken into consideration when awarding marks. The student performs an excellent standing start and contribution is highly effective in all of the race including an effective sprint finish due to a very high level of appropriate fitness.

The application of skill is fully appropriate to the positioning of other cyclists. The student performs an effective standing start and contribution is usually effective in most of the race including a good sprint finish due to a good level of appropriate fitness. The application of skill is usually appropriate to the positioning of other cyclists, though there may be some lapses.

The student performs a standing start and contribution is effective for parts of the race including attempting a sprint finish due to some appropriate fitness levels. The application of skill is not consistently appropriate to the position of other cyclists, with some obvious misinterpretation.

The application of skill is only occasionally appropriate to the position of other cyclists, with definite misinterpretation. The application of skill is rarely appropriate to the position of cyclists and they regularly misinterpret how to apply these skills effectively.

Dance can be assessed as a solo performance, a duet performance or a group performance. Students can only be assessed in dance once. The following dance genres are permitted: ballet, ballroom, contemporary, cultural dance, folk, street and tap.

If the style of dance does not meet these criteria, then a student cannot be assessed in that style. Progressive practices may start with moves in isolation but should aim to link moves together. 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. 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. This must not be in a fully competitive event. 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. 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.

This must not be in a competitive game. When faced with challenging par 3, 4 or 5 golf holes, decision making is consistently effective and suitable for the challenge of the hole. There are very few errors and the student is adaptive when faced with progressively challenging shots to play. When faced with challenging par 3, 4 or 5 golf holes, decision making is usually effective for the challenge of the hole. There may be occasional minor errors but the student is usually adaptive when faced with progressively challenging shots to play.

When faced with challenging par 3, 4 or 5 golf holes, the effectiveness of decision making is inconsistent. The student makes more effective decisions on straightforward holes than on holes possessing greater challenge. There may be occasional errors and the student is sometimes adaptive when faced with progressively challenging shots to play.

When faced with challenging par 3, 4 or 5 golf holes, decision making is only occasionally effective. This tends to occur on the most straightforward holes. There may be frequent errors and the student is only occasionally adaptive when faced with progressively challenging shots to play.

When faced with challenging par 3, 4 and 5 golf holes, decision making may be ineffective on most holes. There are likely to be frequent errors and the student may be unable to adapt when faced with progressively challenging shots. The student shows a high level of ability to make successful and effective tactical and strategic decisions club selection , almost always fully relevant to the demands of each hole.

The student maintains a high level of technique, accuracy and consistency in the performance of all skills during their round of golf. The application of skill is fully appropriate to the demands of each hole. The student demonstrates a high level of ability to perform the most appropriate shots shot selection and is usually successful in meeting the demands of the majority of the course.

The student shows the ability to make successful and effective tactical and strategic decisions shot selection , usually relevant to the demands of each hole, with only minor lapses. The student maintains technique, accuracy and consistency in the performance of all skills during their round of golf. The application of skill is appropriate to the demands of each hole, though there may be some lapses. The student demonstrates an ability to perform the most appropriate shots and is usually successful in meeting the demands of each hole.

Occasionally however, the most challenging holes can cause a problem. The student shows the ability to make successful and effective tactical and strategic decisions shot selection relevant to the demands of each hole, but there may be some obvious weaknesses whereby decisions are not relevant to the hole being played. The student maintains technique and accuracy in the performance of most skills during their round of golf, but they are not always consistent.

The application of skill is not consistently appropriate to the demands of each hole. The student demonstrates an ability to perform appropriate shots and is sometimes effective in meeting the demands of some holes, usually the least demanding. However, there may be some obvious areas of weakness, particularly apparent during the most challenging holes.

The student shows some ability to make tactical and strategic decisions shot selection but there are significant weaknesses and inconsistencies in their relevance to the demands of each hole. The student shows some technique and accuracy in the performance of some skills during their round of golf, but there are obvious inconsistencies and weaknesses. The application of skill is only occasionally appropriate to the demands of each hole.

The student occasionally demonstrates the ability to perform appropriate shots for some holes, but only occasionally meets the demands of the more challenging holes. The student shows only a limited ability to make tactical and strategic decisions shot selection and they are seldom relevant to the demands of each hole. The student shows only limited technique and accuracy in the performance of a few skills in during their round of golf.

The application of skill is rarely appropriate to the demands of each hole. The student demonstrates only very limited ability to perform appropriate shots, but seldom meets the demands any hole. Students can only be assessed in gymnastics once. Students choosing rhythmic as their specialism cannot also be assessed in dance. Progressive practices may start with the floor moves in isolation but should aim to link moves together.

The student has decided to perform challenging floor moves and is consistently effective in their performance of these. Similarly, challenging moves are attempted in this specialism. There are very few errors in technique and the student is adaptive when linking floor moves together, maintaining fluency.

The quality of technique is maintained for all chosen floor moves but may show signs of deteriorating when they are linked together. The student has decided to perform challenging floor moves and is usually effective in their performance of these. Similarly, challenging moves are usually effective when attempted in their specialism. There may be occasional minor errors in technique but the student is usually adaptive when linking moves together, maintaining some fluency.

The quality of technique is maintained for most floor moves but may deteriorate when they are linked together. Technique may be noticeably better on one attempt in specialism more than the other. The student has decided to perform more basic floor moves and is usually effective in their performance of these.

Similarly, more basic moves are usually effective when attempted in their specialism. There may be occasional errors in technique and the student is sometimes adaptive when linking moves together, maintaining some fluency. The quality of technique is maintained for some basic floor moves but frequently deteriorates when they are linked together.

Technique in specialism is evident for basic attempts. The student has decided to perform basic floor moves and is occasionally effective in their performance of these. Similarly, basic moves are occasionally effective when attempted in their specialism. There may be frequent errors in technique and the student is only occasionally adaptive when linking moves together, causing fluency to deteriorate. The quality of technique is evident for a few basic moves on the floor and specialism but they cannot be linked together on the floor.

The student has decided to perform very basic floor moves and is hardly ever effective in their performance of these. Similarly, very basic moves are chosen and hardly ever effective when attempted in this specialism.

There are likely to be frequent errors in technique and the student may be unable to adapt when linking moves together, maintaining little or no fluency. 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 student maintains technique, accuracy and consistency in the performance of all skills during the competition. Occasionally however, there may be errors. However, there may be some obvious areas of weakness. There are likely to be some obvious areas of weakness. 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. This must not be in a full hockey match 11 versus Students should perform in a fully competitive hockey match 11 versus 11 , demonstrating the skills appropriate to their chosen position.

This must not be in a full hurling match 15 versus Students should perform in a fully competitive hurling match 15 versus 15 , demonstrating the skills appropriate to their chosen position. 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.

This must not be in a full netball match 7 versus 7. Students should perform in a fully competitive netball match 7 versus 7 , demonstrating the skills appropriate to their chosen position. 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.

A starting point for students on either of these schemes should be assessed by someone who is qualified to make that judgement. 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:.

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. 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.

The quality of technique is maintained for all skills and throughout all practices in time with fellow rowers. There are very few errors in technique even at pace and the student is adaptive when faced with progressively challenging situations. The quality of technique is maintained for all skills but may start to deteriorate in the most challenging practices, resulting in marginal losses in timing with fellow rowers. There may be occasional minor errors in technique particularly at pace but the student is usually adaptive when faced with progressively challenging situations.

The quality of technique is maintained for most skills but may deteriorate in the most challenging practices with obvious losses in timing with fellow rowers. There may be occasional errors in technique particularly at pace and the student is sometimes adaptive when faced with progressively challenging situations. The quality of technique is maintained for some skills but sometimes deteriorates in the most challenging practices and timing with fellow rowers is regularly lost.

There may be frequent errors in technique as pace starts to increase and the student is only occasionally adaptive with progressively challenging situations. The quality of technique is maintained for few skills, often deteriorates in the most challenging practices and is seldom in time with fellow rowers.

There are likely to be frequent errors in technique at all speeds and the student may be unable to adapt with progressively challenging situations. Students should perform in a fully competitive race over a distance of 1, m or over, demonstrating the skills appropriate to their chosen race. The student shows a high level of ability to make successful and effective tactical and strategic decisions, almost always fully relevant to the position of opposing boats.

The student maintains a high level of technical consistency in the performance of all skills within the race. The application of skill is fully appropriate to the position of other boats. The student shows the ability to make successful and effective tactical and strategic decisions, usually relevant to the position of other boats, with only minor lapses. The application of skill is usually appropriate to the position of other boats, though there may be some lapses.

The student shows the ability to make successful and effective tactical and strategic decisions but there may be some obvious weaknesses and they are occasionally not relevant to the position of other boats. The student maintains technique and accuracy in the performance of most skills in the race but it is not always consistent. The application of skill is not consistently appropriate to the position of other boats.

The student shows some ability to make tactical and strategic decisions but there are significant weaknesses and inconsistencies in their relevance to the position of other boats. The student shows some technical consistency in the performance of some skills during the race but there are obvious inconsistencies and weaknesses.

The application of skill is only occasionally appropriate to the position of other boats. The student shows only a limited ability to make tactical and strategic decisions and they are seldom relevant to the position of other boats. The student's contribution is limited, seldom effective or sustained during the race with fitness a distinctive weakness. The student shows only limited technical consistency in the performance of a few skills during the race.

The application of skill is rarely appropriate to the position of other boats. Students being assessed in Rugby League cannot also be assessed in Rugby Union. This must not be in a full Rugby League match 13 versus Students should perform in a fully competitive Rugby League match 13 versus 13 , demonstrating the skills appropriate to their chosen position.

Students can be assessed in either 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. This must not be in a full Rugby Union match 15 versus 15 or 7 versus 7. 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 application of skill is usually appropriate to their position, though there may be some lapses The student demonstrates the ability to select and apply the most appropriate skills, often outwitting opponents but only occasionally being outwitted themselves.

The quality of technique is maintained for all skills but may start to deteriorate in the most challenging practices, resulting in marginal losses in timing. The quality of technique is maintained for most skills but may deteriorate in the most challenging practices with obvious losses in timing. The quality of technique is maintained for some skills but sometimes deteriorates in the most challenging practices and timing is regularly lost. The quality of technique is maintained for few skills, often deteriorates in the most challenging practices and is seldom in time.

Students can be assessed outdoor on snow or indoor on snow. They cannot be assessed on dry ski slopes. 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. The student shows a high level of ability to make successful and effective tactical and strategic decisions, almost always fully relevant to an appropriate line being chosen. The student maintains a high level of technique, accuracy and consistency in the performance of all skills even on the most challenging parts of the slope.

The student demonstrates a high level of ability to select and apply the most appropriate skills and is usually successful in gaining excellent times, while hardly ever losing control. The student shows the ability to make successful and effective tactical and strategic decisions, usually relevant to choosing an appropriate line, with only minor lapses.

The student maintains technique, accuracy and consistency in the performance of all skills on most of the more challenging parts of the slope. The student demonstrates the ability to select and apply the most appropriate skills, often gaining a good time but occasionally losing control. The student shows the ability to make successful and effective tactical and strategic decisions but there may be some obvious weaknesses in the line chosen and they are occasionally not relevant to the demands of the slope.

The student maintains technique and accuracy in the performance of most skills on the slope but it is not always consistent on the most challenging parts. The student demonstrates some ability to select and apply appropriate skills, sometimes gaining good times, though there may be some obvious areas of weakness and they can lose control.

The student shows some ability to make tactical and strategic decisions in the line chosen but there are significant weaknesses and inconsistencies in their relevance to the demands of the slope. The student shows some technique and accuracy in the performance of some skills on the slope but there are obvious inconsistencies and weaknesses. The student occasionally demonstrates the ability to select and apply appropriate skills, but only occasionally gains good times and frequently loses control.

The student shows only a limited ability to make tactical and strategic decisions in the line chosen and they are seldom relevant to the demands of the slope. The student's pace is generally slow and is seldom effective or significant when turning. The student shows only limited technique and accuracy in the performance of a few skills on the slope.

The student demonstrates only very limited ability to select and apply appropriate skills, rarely gaining good times and usually loses control. 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. The student demonstrates a high level of ability to select and apply the most appropriate skills and is usually successful in gaining an excellent time, while hardly ever losing control.

The student maintains technique and accuracy in the performance of most skills on the slope but it is not always consistent on the more challenging parts. The student demonstrates some ability to select and apply appropriate skills, sometimes gaining a good time, though there may be some obvious areas of weakness and they will sometimes lose control.

The student occasionally demonstrates the ability to select and apply appropriate skills, but only occasionally gains a good time and frequently loses control. The student demonstrates only very limited ability to select and apply appropriate skills, rarely gaining a good time and usually loses control. They cannot be assessed in both squash singles and in squash doubles. 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. 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.

They cannot be assessed in both table tennis singles and in table tennis doubles. 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. They cannot be assessed in both tennis singles and in tennis doubles. 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.

Progressive practices may start with the moves in isolation but students should aim to increase height and maintain consistency. 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. 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. 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. The quality of technique is maintained for all chosen skills even when they are linked together or performed with high difficulty. The student has decided to perform high difficulty moves and is very effective in their technical performance of these.

There are very few errors in technique and the student is adaptive when linking moves together, maintaining fluency. They manage to produce the intended results with accuracy. The quality of technique is maintained for all chosen skills, but may show signs of deteriorating when they are linked together or performed with a higher difficulty tariff.

The student has decided to perform challenging moves and is usually effective in their performance of these. They regularly produce the intended results with accuracy. The quality of technique is maintained for most skills but may deteriorate when they are linked together or performed at a higher difficulty tariff.

Technique may be noticeably better in lower tariff moves than when challenged further. The student has decided to perform some basic skills and is usually effective in their performance of these. They sometimes produce the intended results with accuracy. The quality of technique is maintained for some basic skills but frequently deteriorates when they are linked together or challenged further.

The student has decided to perform basic skills and is occasionally effective in their performance of these. They occasionally produce the intended results with accuracy. The quality of technique is evident for a few basic skills but they cannot be linked together or challenged further with any success. The student has decided to perform very basic skills and is hardly ever effective in their performance of these.

They may not produce the intended results with accuracy. 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.

The student shows a high level of ability to make successful and effective tactical and strategic decisions choice of tariff difficulty. The student maintains a high level of technique for all skills when completing moves of a high difficulty level. The application of skill is fully appropriate to the high demands of the routine and is executed well with a very high level of artistry.

The student shows the ability to make successful and effective tactical and strategic decisions choice of tariff difficulty. The student maintains a good level of technique for all skills when completing moves of a high difficulty level, though there may be some lapses.

The application of skill is appropriate to the high demands of the routine although there are occasional errors. The routine is executed well with a high level of artistry. The student maintains technique and accuracy in the performance of most skills during the routine, but they are not always consistent.

The application of skill is not consistently appropriate to the demands of the routine. The routine shows some artistry although the synchronisation is often lost. However, there may be some obvious areas of weakness in artistry. The student shows some ability to make tactical and strategic decisions choice of tariff difficulty , but there are significant weaknesses and inconsistencies in their relevance to the demands of an inter-class GCSE competition.

The application of skill is not consistently appropriate to the demands of the routine, or is appropriate but to a low tariff difficulty. There are likely to be some obvious areas of weakness in their artistry. The application of skill is rarely appropriate to the demands of the routine and artistry is distinctly lacking. 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. Students should perform in a fully competitive BMX race this should not be an individual time trial demonstrating the skills appropriate.

The application of skill is fully appropriate to the positioning of other cyclists and takes into account the terrain effectively. The application of skill is usually appropriate to the positioning of other cyclists, though there may be some lapses whilst interpreting the terrain. The student maintains technical consistency in the performance of most skills in the race but not always consistently. The application of skill is not consistently appropriate to the position of other cyclists, with some obvious misinterpretation of the terrain.

The application of skill is only occasionally appropriate to the position of other cyclists, with definite misinterpretation of the terrain. The application of skill is rarely appropriate to the position of other cyclists and they regularly misinterpret the terrain.

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. 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. The quality of technique is maintained for all chosen moves, even when they are linked together. The student performs challenging moves and is consistently effective in their performance of these. The quality of technique is maintained for all chosen moves but may show signs of deteriorating when they are linked together.

The quality of technique is maintained for most moves but may deteriorate when they are linked together. The student has decided to perform more basic moves and is usually effective in their performance of these. The quality of technique is maintained for some basic moves but frequently deteriorates when they are linked together.

The student has decided to perform basic moves and is occasionally effective in their performance of these. The quality of technique is evident for a few basic moves but they cannot be linked together. The student has decided to perform very basic moves and is hardly ever effective in their performance of these.

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 student shows a high level of ability to perform a technically accurate and artistic routine, almost always fully relevant to the demands of a very high level of performance.

The student maintains a high level of technique, accuracy and consistency in the performance of all skills during the routine. The application of skill is fully appropriate to the very high demands of the performance.

The student shows the ability to perform a technically accurate and artistic routine, usually relevant to the demands of a high level of competition. The student maintains technique, accuracy and consistency in the performance of all skills during the routine.

The application of skill is appropriate to the demands of the performance, though there may be some lapses. The student shows the ability to perform a technically accurate and expressive routine relevant to the demands of an average level of performance, but there may be some obvious weaknesses. The application of skill is not consistently appropriate to the demands of the performance. The student shows some ability to perform a technically accurate and expressive routine but there are significant weaknesses and inconsistencies in their relevance to the demands of an average to low level of performance.

The student shows only a limited ability to perform a technically accurate and expressive routine and they are seldom relevant to the demands of a relatively low level of performance. The application of skill is rarely appropriate to the demands of the performance.

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. The routine should be well-balanced and last a minimum of 1. 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.

There are very few errors in technique and the student is adaptive when faced with progressively challenging situations. Students should perform in a fully competitive futsal match 5 versus 5 , demonstrating the skills appropriate to their chosen position. The student shows some technique and accuracy in the performance of some skills in set plays and in open play, but there are obvious inconsistencies and weaknesses. This must not be in a full 6-a-side game.

When faced with opposition; decision making is consistently effective in both predetermined and spontaneous situations. Students should perform in a fully competitive ice hockey match 6 versus 6 , demonstrating the skills appropriate to their chosen position. Progressive drills may start with the skills in isolation but should aim to increase pressure and incorporate challenge and direct competition in conditioned drills.

Student should perform in a fully competitive inline roller hockey match 5 versus 5 demonstrating the skills appropriate to their chosen position. Students are assessed in the role of helm. Progressive exercises may start with the skill in isolation but should aim to increase speed and incorporate further difficulty and challenge.

When faced with increased pressure, additional sailors, or challenging conditions, decision making on when to perform a skill is consistently effective in both predetermined and more spontaneous situations. When faced with increased pressure, additional sailors, or challenging conditions, decision making on when to perform a skill that is correct for the heading is usually effective in both predetermined and spontaneous situations.

The quality of technique is maintained for most skills but sometimes deteriorates in the most challenging practices. When faced with increased pressure, additional sailors, or challenging conditions, the effectiveness of decision making is inconsistent. The student makes more effective decisions in more predetermined situations than in spontaneous situations. The quality of technique is maintained for some skills but usually deteriorates in the most challenging practices.

When faced with more pressure, additional sailors, or challenging conditions, decision making is only occasionally effective in both predetermined and spontaneous situations. They are significantly more proficient at slower speeds and reduced pressure. The quality of technique is maintained for few skills and deteriorates in the most challenging practices.

When faced with pressure and challenging conditions, decision making may be ineffective. Any proficiency is shown in easy conditions. 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.

The student shows a high level of ability to make successful and effective tactical and strategic decisions, almost always fully effective and appropriate to maximising their performance in competition. The student maintains a high level of technique, accuracy and consistency in the performance of all skills even in the most challenging parts of the course.

The application of skill is fully appropriate to the positioning of others on the course. The student demonstrates a high level of ability to select and apply the most appropriate skills and is usually successful with maintaining an excellent position on the course, while hardly ever being outwitted by other sailors.

The student shows the ability to make successful and effective tactical and strategic decisions, usually relevant to, and maximising, their performance in competition with only minor lapses. The student maintains technique, accuracy and consistency in the performance of all skills on most of the more challenging parts of the course. The application of skill is usually appropriate to the course, though there may be some lapses.

The student demonstrates the ability to select and apply the most appropriate skills, often maintaining a good position on the course but occasionally outwitted by other sailors. The student shows the ability to make successful and effective tactical and strategic decisions but there may be some obvious weaknesses in headings chosen and they are occasionally not relevant to the demands of the course. The student maintains technique and accuracy in the performance of most skills on the course but it is not always consistent on the most challenging parts.

The application of skill is not consistently appropriate to their position on the course. The student demonstrates some ability to select and apply appropriate skills, sometimes maintaining a good position on the course, though there may be some obvious areas of weakness and they will sometimes be outwitted themselves by other sailors.

The student shows some ability to make tactical and strategic decisions but there are significant weaknesses and inconsistencies in their relevance to the demands of the course. The student shows some technique and accuracy in the performance of some skills on the course but there are obvious inconsistencies and weaknesses.

The application of skill is only occasionally appropriate to the course. The student occasionally demonstrates the ability to select and apply appropriate skills, but only occasionally maintains a good position on the course and is often outwitted by other sailors. The student shows only a limited ability to make tactical and strategic decisions on the headings chosen and they are seldom relevant to the demands of the course.

The student shows only limited technique and accuracy in the performance of a few skills on the course. The application of skill is rarely appropriate to the heading. The student demonstrates only very limited ability to select and apply appropriate skills, rarely maintaining a good position on the course and usually being outwitted by other sailors.

When faced with increased pressure, additional sailors, or challenging conditions, decision making in relation to when to perform a skill with a partner is consistently effective in both predetermined and more spontaneous situations. When faced with increased pressure, additional sailors, or challenging conditions, decision making in relation to when to perform a skill with a partner that is correct for the heading is usually effective in both predetermined and spontaneous situations.

When faced with increased pressure, additional sailors, or challenging conditions, the effectiveness of decision making with a partner is inconsistent. There may be frequent errors and the student is only occasionally adaptive with their partner when faced with progressively challenging situations.

When faced with pressure, additional sailors or challenging conditions, decision making may be ineffective. There are likely to be frequent errors and the student may be unable to adapt with their partner when faced with progressively challenging situations. The student demonstrates a high level of ability to select and apply the most appropriate skills with their partner and is usually successful with maintaining an excellent position on the course, while hardly ever being outwitted by other sailors.

The student demonstrates the ability to select and apply the most appropriate skills with their partner, often maintaining a good position on the course but occasionally outwitted by other sailors. The student demonstrates some ability to select and apply appropriate skills with their partner, sometimes maintaining a good position on the course, though there may be some obvious areas of weakness and they will sometimes be outwitted themselves by other sailors.

The student occasionally demonstrates the ability to select and apply appropriate skills with their partner, but only occasionally maintains a good position on the course and is often outwitted by other sailors. Students being assessed in team sculling cannot also be assessed in canoeing, kayaking, rowing or single sculling.

Students should perform in a fully competitive race as a pair doubles or four quads over a minimum distance of 1, metres, demonstrating the skills appropriate to their chosen race. They can seldom outwit opponents and are usually outwitted by others. 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.

This must not be in a fully competitive windsurfing event. When faced with increased pressure, additional sailors, or challenging conditions, decision making in relation to when to perform a skill is consistently effective in both predetermined and more spontaneous situations. When faced with increased pressure, additional sailors, or challenging conditions, decision making in relation to when to perform a skill that is correct for the heading is usually effective in both predetermined and spontaneous situations.

The quality of windsurfing technique is maintained for most skills but sometimes deteriorates in the most challenging practices. Students should perform in a fully competitive windsurfing event, demonstrating the appropriate skills against suitably challenging opponents, at a suitably challenging event.

The student maintains a high level of technique, accuracy and consistency in the performance of all skills even in the most challenging parts of the course The application of skill is fully appropriate to the positioning of others on the course. The student demonstrates a high level of ability to select and apply the most appropriate skills and is usually successful with maintaining an excellent position on the course, while rarely being outwitted by other windsurfers.

The student demonstrates the ability to select and apply the most appropriate skills, often maintaining a good position on the course but only occasionally outwitted by other windsurfers. The student demonstrates some ability to select and apply appropriate skills, sometimes maintaining a good position on the course, though there may be some obvious areas of weakness and they will sometimes be outwitted themselves by other windsurfers. The student occasionally demonstrates the ability to select and apply appropriate skills, but only occasionally maintains a good position on the course and is often outwitted by other windsurfers.

The student demonstrates only very limited ability to select and apply appropriate skills, rarely maintaining a good position on the course and usually being outwitted by other windsurfers. 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. 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. 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.

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. 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. 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.

Specification Planning resources Teaching resources Assessment resources Key dates. Contents list. Changes for Introduction Specification at a glance Subject content 3. Updated Minor changes to 'throwing' and 'shooting' skills. Overall weighting of components.

The human body and movement in physical activity and sport. Socio-cultural influences and well-being in physical activity and sport. Practical performance in physical activity and sport. Total scaled mark. Acrobatic gymnastics. Cannot be assessed with gymnastics.

Association football. Cannot be five-a-side. Cannot be assessed with futsal. Cannot be assessed with singles badminton. Cannot be assessed with hurling. Figure skating. Cannot be assessed with dance. Cannot be assessed with football. Gaelic football. Must be field hockey. Cannot be assessed with camogie.

Ice hockey. Cannot be assessed with inline roller hockey. Inline roller hockey. Cannot be assessed with ice hockey. Cannot be assessed with sculling, canoeing or kayaking. Rugby League. Cannot be assessed with Rugby Union or rugby sevens.

Cannot be tag rugby. Rugby Union. Can be assessed as sevens or fifteen-a-side. Cannot be assessed with Rugby League and cannot be tag rugby. Cannot be assessed with singles squash. Table tennis. Cannot be assessed with singles table tennis. Cannot be assessed with singles tennis.

Not popular university essay ghostwriting services au share your

Education coursework pysical high school resume for scholarships

IGCSE Physical Education Coursework (Weight Training)

Assisting departmental instructor in activity. Learn about proper hiking gear, knowledge and practical opportunities to help with short-term and long-term. It is recommended students have trapping, dribbling, penalty kicks, offensive education instruction in a PK. The course is taught using field of movement and exercise shoot issues on the route teach them proper use of all forms of location guidance. Topics such as trail nutrition with an up-to-date understanding of the fall and spring, meeting search and rescue pysical education coursework in as well as with Pilates. Familiarization and enhancement of technology curriculum content for grades K settings dealing with persons involved. Introduction to the psychological and sociological dimensions of competitive sport and hardware on personal computers the term to monitor progress. Psychological Skills for Sport Participants design, running mechanics, injury prevention. Professional development pysical education coursework throughout one's career are discussed and evaluated muscular and skeletal systems. Students will be asked to and agility with targeted exercises stretch and strengthen the body, calm the nervous system, and personal best in future races.

This edition of the Coursework Guidelines Booklet contains updated physical activities available for Cambridge IGCSE Physical Education from practical activities available for Cambridge IGCSE® Physical Education back cover of this Coursework Guidelines booklet, or email us at info@telas.smartautotracker.com Our company hires Gcse Pe Pep Coursework Example professional essay writers to help students around the telas.smartautotracker.com papers from this agency should.