PHE TASK 1 (Criteria assessed in this task: Criteria A and D)
1.Rubric
Criterion A: Knowing and understanding
Strand i: Explain factual, procedural and conceptual knowledge of Physical and Health Education (assessed throughout all tasks)
Factual knowledge: Do I know what?
● Background information- such as facts about the physical activity (sport) or health element of the selected activity and how it relates to the PCUP (What are the
various components of the PCUP? The GC & Exploration, KC, RC, SOI respectively. See how the activity relates to these)
Procedural knowledge: Do I understand/know how?
● Can I correctly identify and apply subject-specific skills? Did I follow the correct techniques and methods of the steps needed to complete the task or goal?
Conceptual knowledge: Can I connect/make links?
● Can I connect the task (task 1 or 2 etc.) with big ideas in physical health education?(what are big ideas in PHE? Think about the PHE topics we learn about, and
what big ideas a particular topic seeks to put across) Can I relate the selected activity (various aspects of the assessment task) to the key concept, related concept and
global context? (Can I see/recognize how aspects of my assessment task apply to the KC, RC and GC?)
Level Strand descriptor Coach Client
7-8 Explains physical and health education factual, procedural and From their client’s initial performance, the student submits
conceptual knowledge detailed account that justifies their determination (choice) of:
[Explain: Give a detailed account including reasons or causes. ● current skill ability in desired skill
(See also “Justify”.) ● strengths and weaknesses
● features of correct skill execution.
Justify: Give valid reasons or evidence to support an answer From their client’s initial health assessment, the student submits
or conclusion] a detailed account that justifies their determination of:
● current well-being
● strengths and weakness
● relationship to physical performance
Strand ii: Apply physical and health education knowledge to analyse issues and solve problems set in familiar and unfamiliar situations (assessed in tasks
1 & 2, however students must also demonstrate knowing and understanding throughout their work, including procedural knowledge in tasks 3 and 4)
Students apply physical and health education by developing a performance development plan (PDP) that encompasses both familiar (aspects that are known and planned for)
and in its ongoing development, unfamiliar (aspects that are unexpected, emergent, complex) situations. Higher levels of achievement are accessible for students who work as
coaches to adapt the PDPs they develop in response to their client’s changing needs and performance.
Level Strand descriptor Coach Client
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7-8 Applies physical and health education knowledge to analyse Task 1 (initial observation and analysis):
complex issues and to solve complex problems set in familiar The student uses knowledge from strand A (i) to investigate in
and unfamiliar situations depth the issues highlighted by the client and develops
[Apply: Break down in order to bring out the essential relevant solutions.
elements or structure. (To identify parts and relationships,
and to interpret information to reach conclusions) Task 2 (PDP):
The student breaks down the issues highlighted in task 1 to
Investigate: Observe, study, or make a detailed and create their PDP (Step 1) and regularly adapts and justifies
systematic examination, in order to establish facts and reach changes to the PDP based on the client’s progress towards the
new conclusions] physical and health goals in each training session.(Step 2)
Strand iii) Apply physical and health terminology effectively to communicate understanding
Physical and health education terminology: Students accurately use appropriate technical vocabulary to communicate their understanding of relevant ideas (for example,
biomechanics, physics and geometry, exercise science, movement, rules and playing spaces, strategies, physiology). Examiners look for evidence of assessment strand A(iii)
throughout the ePortfolio
Level Strand descriptor Coach Client
7-8 Applies physical and health terminology consistently and Consistently uses most or all of the relevant subject-specific Consistently uses
effectively to communicate understanding terminology most or all of the
relevant
subject-specific
terminology
2. PHE Glossary
Term Definition
(Un)familiar situation (Un)known conditions or settings of which students have had (no) prior experience or knowledge
Skill An ability acquired or developed through training or experience
Strategy A plan of action incorporating tactics designed to achieve an overall goal
Tactic A manoeuvre or action planned to achieve a specific goal
Annotate Add brief notes to a diagram or graph (In the case of PHE this is referenced to videos too)
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3. Checklist
Submission: [What am I meant to submit on Managebac?]
1.A video analyzed on your client’s initial performance (having relevant annotations highlighting your client’s strengths and weaknesses when executing particular
skills of the sport)
2.A write-up introducing the unit summative. (a max. of 5 pages) excluding/not counting a page containing references used.
● Video:
What else should I consider concerning my video?
-Time: No longer than 1 minute long
-Relevant annotations & clearly marking out the client in the video
● Written assignment:
-Page number: 4-5 pgs (Remember all your written tasks, that is: Task 1,2 and 4 must be when combined, a max. of 15 pgs, so plan yourself appropriately. Writing
beyond 15 pages is not considered. NB:This is excluding your reference page(s))
-Text size & Font: Times New Roman, size 10, 11 or 12 (Do not include background colour in your work, in any written task)
-What should my task 1 write-up have?
What to ensure you have in your work Tick if present
-Link to the unit title, GC, K&R C, SOI, with relevant examples (local and/or international)
-An introduction to your client, his/her sport, motivations for engagement in choice sport
-Background brief on history, development and rules of the activity/sport of your client
- From your interview and initial observation discuss (mention and link relevantly) to influences (be they personal, local, cultural, global etc),
opportunities, perspectives, relationships (eg coach, teammates etc), client’s wellbeing,
-Health screening of your client & fitness testing-highlight and provide relevant links to client’s performance (as per the initial video)
-Investigates in depth, issues highlighted from the health screening and interview with client, using PHE knowledge to provide solutions
-Analyses initial performance of client (current skill ability, strengths, weaknesses,)
-Compares client’s performance to an elite performer. (Applying PHE content/knowledge to do so)
-Develops a health and physical goal based off analysis and factors highlighted which will be planned for in the (PDP) in Task 2
-Citations in your work and a reference list at the end of your work -including those of images used
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4. Topics to help with your task: (Read on these as you work through your task)
Refer to ‘GCSE AQA Physical Education’ for referenced topic titles & pages
Anatomy and Physiology
-The Skeletal System: pg 4-7
-The Muscular System: pg 8-9
-The Cardiovascular System: pg 12-13
-The Respiratory System: pg 14-15
-Aerobic and Anaerobic Exercise: pg 18
Movement Analysis (think about the movements in executing various skills in your respective sport for this)
-Level Systems: pg 27-28 (you need to research on how this applies to your sport)
-Planes and Axes of Movement: pg 29
-Components of fitness: pg 33-36 (vital as you come up with your goals in Task 1 and plan to improve performance in Task 2)
-Fitness Testing: pg 37-40
Sports Psychology (Relevant in all Tasks; think about how to use this content appropriately/in a relevant manner- refer to key terms: explain and justify)
-Goal setting: pg 60
-Guidance and Feedback: pg 63
-Using Feedback: pg 64
-Mental Preparation: pg 65
-Emotion and Personality: pg 66
Sport,Society and Culture
-Influences on participation: pg 71-73
-Commercialization of Sport: pg 76-78
-Technology in Sport: pg 79
Health Fitness and Wellbeing
-Health Fitness and Wellbeing: pg 89-90
-Sedentary Lifestyle: pg 91
-Diet & Nutrition: pg 94-95
-Somatotypes: pg 96
Using Data
-Using data: pg 102-103
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PHE TASK 2 (Criteria assessed in this task: Criteria A, B and D)
1.Rubric
Criterion B: Planning for performance
Strand i: Develop goals to enhance performance
Level Strand descriptor Coach Client
7-8 Develops goals to enhance performance The student justifies detailed physical and health goals that are specific,
meaningful, achievable, relevant and timely (SMART)
1. Firstly, identify your physical and health goal
2. Next, ensure they are SMART. Afterwards, see if you have made
them as detailed as possible (avoid summary- give as many relevant
details as you can)
3. Finally, ensure you have justified your goals (i.e. is there
supporting evidence from your video analysis, questionnaire
results or fitness testing that make a strong case for your
choice of goal?)
Strand ii: Design, explain and justify a plan to improve physical performance and health
Performance development plan (PDP): Working with their clients, student coaches plan a series of interventions and/or training activities that will help clients
meet their goals. The PDP should be succinct (concise: briefly and clearly expressed) and action-oriented, serving as a dynamic (“of a process or system:
characterized by constant change, activity, or progress”) record of the coach-client relationship. The PDP need not take the form of a formal, extended writing
assignment; it can be presented easily and effectively as a chart that contains brief, descriptive observations and comments.
Depending on timetables, facilities and student goals, there may be considerable variety in the number of training sessions planned. However, there must be enough
sessions to document improvement over time (this is important to note, as the examiner will check to see the feedback section as evidence of this improvement).
The PDP should include both physical and health goals, but it can treat them in combination rather than separate them as session-specific or activity-specific
outcomes. (For example, the same training activities can help clients achieve both physical movement goals (developing balance and flexibility) and health goals
(increasing muscle strength).) Please note that coaches and clients must be able to develop and reflect on both physical movement and health goals.
Level Strand descriptor Coach Client
7-8 Designs, explains and justifies a plan to improve The student presents a detailed performance development plan that:
physical performance and health ● is specific, clear and concise
● demonstrates logical progression towards achieving goals
● includes drills that practice appropriate skill techniques
● develops a health element that connects with physical (movement)
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goals
● dynamically adapts the plan in response to performance
● includes valid reasons for design choices
● references supporting research (may include images, videos, data).
NB: Remember, Criterion A, strand ii is also assessed for task 2. Go and check the rubric for this strand (under Task 1) to know
what is assessed for task 2.
*Similarly, consider the following as you work through your task:
Unfamiliar situations in physical performance
It is important to note, to reach higher levels of achievement, students must be able to apply their physical and health knowledge to analyse issues and solve problems in
unfamiliar situations.
As a student, these might provide you with opportunities to: PRODUCT/OUTCOME of unfamiliar situations
● Make new connections
● Create new movements/combinations (this is especially for units like dance, where you come up with a routine)
● Perform more complex skills, and
● Resolve tactical and strategic situations that they have not previously encountered
Unfamiliar contexts (environments/background/backdrop) in which students can demonstrate their achievement for assessment purposes might include:
- Communicating physical and health knowledge for different purposes and to diverse audiences
-Applying biomechanical fundamentals to a novel (new) activity
-Using a known way of learning/training design to develop a new skill
-Using data to determine new measures of nutrition, fitness, movement or performance
-Using skills learned in individual play for doubles or team play
-Transferring a movement skill to a new sport or activity
-Competing against-the-clock versus competing against other participants in a race
-Playing in different environments, such as indoor versus outdoor surfaces
-Practicing or playing friendly games versus competing in a single-elimination tournament
-Introducing new rules or playing conditions in a game/sport
Spend time to reflect on these different contexts. And respond to the following prompts/reflective questions:
● Which 2-3 contexts would be applicable to skills of your sport or playing of your sport/game?
● How would you incorporate these unfamiliar contexts when developing your PDP? At what point would you highlight them in your plan?
● How are they relevant to developing your health and/or physical goal? (Consider the above outcomes)
● What outcomes/products did you arrive at after executing your PDP session in the highlighted unfamiliar contexts?
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Distinguishing analysis, synthesis and evaluation
It is important to note, to reach the highest level of achievement in PHE, as a student, you must be able to analyse, synthesize, and evaluate plans and performances.
Analysis involves breaking down the subject into its component parts. When students analyse issues, plans and performances, they examine the significance
inter-relationships of essential elements in order to re-assemble or synthesize these component parts into a meaningful whole.
For example: breaking down your client’s body composition (a health-related component of fitness) into its constituent parts. Here you will highlight tests that
you undertook to determine your client’s body composition such as testing their BMI. Here you would comment on your findings against normative data (your client’s
BMI to comment on their weight: is it healthy, underweight overweight or obese for their age. What body type do they have? Is it advantageous to their sport? What is
their diet?
Does it (their diet) contribute to their body composition positively or negatively? Commenting on how your client’s body composition supports their overall health. By
responding to these 2 questions, the student is able to demonstrate synthesis (“combination of components or elements to form a connected whole”)- being able to as a
result of breaking down elements constituting body composition (weight, body type, diet choice, etc.) be able to come back and talk about how the findings in those
constituent parts come to form a single conclusion-that is, being able to describe the client’s health. (Noting that body composition is referring to “the amount of
body fat mass that you're storing in comparison to fat-free mass which is made up of organs, muscles, and bones etc.”)
Assuming improving body composition was one’s health goal, being able to comment on benefits of achieving a good body composition (eg. preventing
lifestyle-related/chronic diseases, speeding up one’s metabolic rate, when combined with strength training being able to have a toned physique. etc.) as well as
highlighting what methods of training one would utilize in working towards improving their client’s body composition (these would be mostly aerobic based to burn
fat such as HIIT training and Circuit training, and Strength training- which would increase the ratio of lean muscle to fat in one’s client’s body).
Evaluation involves making a judgement, an appraisal or proving a point. When students evaluate, they interpret information and ideas, considering their strengths
and limitations for solving a particular problem. Evaluation often represents higher order cognitive demand. It involves making informed judgements about the value,
validity and reliability of facts and opinions. Knowledge and understanding are involved in all 3 processes. However, evaluation requires students to go beyond
describing, summarizing or explaining and they must use evidence to draw a conclusion.
Example of evaluation in one’s work would be:
Student coach’s opinion- My client is best suited to engage in HIIT training exercises when we are implementing the PDP, to improve his performance.
Evidence supporting- As a result of analyzing his body composition, and comparing results of BMI to normative data, taking into consideration my client’s diet and
body type, I came to the conclusion that my client would need to improve their body composition to perform better in their sport- football, due to the heavy aerobic
demands of the game for a central midfielder, which my client is. Research has helped me know that in the game of football, the midfielder runs the most in a game,
compared to other positions such as defensive or forward players. This is because he has the crucial role of linking defensive and offensive aspects of the game (insert
relevant reference in brackets). Therefore, to be able to have the right biomechanics and not strain his knee joints when running, and improve his confidence in the
pitch, we need to work towards decreasing his weight.
Establishing goals for physical and health education (your physical and health goals)
The task for MYP PHE students (when considering all the 4 summative assessment tasks together) is to produce a portfolio providing evidence that they have
successfully completed a performance improvement task that includes aspects of both physical and health education. (Reflect: What aspects of the PHE course
topics and activities, do you think are physical education-PE related, and which do you think are health education related?)
Although the number of goals in planning for performance within the coach-client assessment model could vary according to the need (please note however, for the
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PHE tasks, we consider only 1 physical goal, and 1 health goal in your work).
The student coach must develop and present realistic goals that include:
● at least one goal aimed at improving physical performance (physical goal) and
● one aimed at enhancing health and well-being (health goal)
2. PHE Glossary
Command Term Definition
Design Produce a plan, simulation or model
Explain Give a detailed account including reasons or causes (See also ‘Justify’)
Justify Give valid reasons or evidence to support an answer or conclusion
Synthesize Combine different ideas in order to create new understanding
Evaluate Make an appraisal by weighing up the strengths and limitations
Apply Use knowledge and understanding in response to a given situation or real circumstances. Use an idea, equation,
principle, theory or law in relation to a given problem or issue.
3. Checklist
Submission: [What am I meant to submit on Managebac?]
1.A Performance development plan (PDP)
This written task should be a maximum of 6 pages, and a minimum of 5. The references page is not counted in this. References should be on a separate page.
● Performance development plan (PDP)
What should I consider for my PDP?
-An introductory paragraph that explains your goals (health and physical) that you are going to plan for in the sessions and a general overview of how the sessions you
have planned for in your PDP help to meet these goals (you will expound in detail per session, when writing out your performance development plan)
Ask yourself if your paragraph meets the requirements of Criterion B strand i.
-We will work with the minimum number of sessions for your PDP which is 8 sessions fully planned out. (We will only tackle 8 sessions as we do not have enough time to
do more, this term)
-Your sessions are to be highlighted in a table format, and feedback annotated at the end of each session.
-Text size & Font: Times New Roman, size 10, 11 or 12 (Do not include background colour in your work, in any written task) Plan your work appropriately so as to not
have various fonts or sizes of fonts, in your work. Once you choose either size, stick with it throughout your task/work.
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Work orientation (that is, whether your page is landscape or portrait):
- Your page orientation as landscape to meet the page number requirements.
-We are still using an A4 page for this task, and all written tasks (Task 1, 2 and 4) [The page is A4, the only thing that is changing is the orientation for the page, for the
pages that have your PDP table, to have it fit better]
-What should my task write-up/plan have?
What to ensure you have in your work Tick if present
-Title of your task (Task 2: Performance development plan (as coach) )
-Link your task with the unit title, GC, GC Exploration, K&R C, SOI, (how does your choice of goals and activities for your PDP
demonstrate application of these components in your work?)
-Application (check ‘Apply’ definition in the glossary) of the methods of training and principles of training
-An explanation (check ‘Explain’ definition in the glossary) [when writing about the choice of goals to be worked on to improve client’s
performance in the introductory paragraph] showing your client was involved in the choice of goals and creation of the plan(involvement in the
sessions. Did you consult them as you were coming up with activities? Do the activities factor in their individual needs eg. religion, health?)
-Titles of the column (Session/Activity, explanation/Justification/Feedback) in your table for the PDP
-Feedback column that discusses: 1)client & coach feedback on the training session, 2)Any changes made on the plan in that session and why
3)Changes needed to be made for the next session and why
-Provide a summary of whether the plan enabled your client to improve their performance (what evidence/measure can you provide to show the
health and physical goals were met. How did you measure this, as SMART goals?)
-Citations in your work and a reference list at the end of your work -including those of images used
4. Topics to help with your task: (Read on these as you work through your task)
Refer to ‘GCSE AQA Physical Education’ for referenced topic titles & pages
Anatomy and Physiology
-Aerobic and anaerobic exercise: pg 18
-Short-Term effects of exercise: pg 19
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-Long-Term effects of exercise: pg 22
Physical Training
-Components of fitness: pg 33
-Fitness testing: pg 37
-Principles of Training: pg 44
-Training target zones: pg 46
-Training methods: pg 49
-Preventing injuries: pg 53-54
Sports Psychology (Relevant in all Tasks; think about how to use this content appropriately/in a relevant manner- refer to key terms: explain and justify)
-Learning skills: pg 59 (Very important to consider especially as you engage your client in various drills. Think about the simplicity or the complexity of the skill trying
to be executed in a training session. Is the skill closed or open? What might affect the development/execution of that skill? etc)
-Goal setting: pg 60
PHE TASK 3 (Criteria assessed in this task: Criterion C)
1.Rubric
Criterion C: Applying and Performing
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