2. Understanding Standards Event Physical Education (Higher)

3. Aims of the Workshop To support Teachers, Lecturers and Assessors in their understanding of national standards by:  addressing the command words

4. Accessing full range of marks  Command words and answering the questions

5. All subjects are the same  Questions that ask candidates to describe require them to provide a statement or structure of characteristics and/or features. It will be more than an outline or than a list. It may refer to — for instance — a concept, process, experiment, situation, or facts.  Questions that ask candidates to explain require them to make points that relate cause and effect and/or make relationships between things clear. This explanation may be the product of a process that includes evaluation and/or analysis.

6. All subjects are the same  Questions that ask candidates to analyse require them to make points that identify parts, the relationship between them, and their relationships with the whole; draw out and relate implications; analyse data (possibly including calculations and/or a conclusion).  Questions that ask candidates to evaluate require them to make points that make a judgement based on criteria; determine the value of something.

7. Describe  Describe two different methods that could be used to collect information ♦“…provide a statement or structure of characteristics and/or features. It will be more than an outline or than a list. It may refer to — for instance — a concept, process, experiment, situation, or facts“ ♦Describe two different methods that could be used to collect information about the potential impact of social factors on performance. ♦I used a social status interview when investigating the impact of social factors on performance. This was a series of interview questions designed by my team relating to relationships. (1 mark) We were paired up and had to interview each other, recording the answers.(1 mark) We were given five minutes for each interview and the room was organised so that we were interviewed by all of the other 6 team players. (1 mark) The results were written down to record the interviews. ♦(Description underlined )

8. Full marks ♦I used a social status interview when investigating the impact of social factors on performance. This was a series of interview questions designed by my team relating to relationships.(1 mark) to find out which relationships were positive and which were negative in my team. (1 mark) We were paired up and had to interview each other, recording the answers (1 mark) to the closed questions by ticking the yes or no boxes (1 mark) and also taking accurate notes of responses to the open questions. (1 mark) We were given five minutes for each interview and the room was organised so that we were ‘carouselled’ round the room, interviewing and being (1 mark) interviewed by all of the other 6 team players.(1 mark) The results were written down, or some people had Dictaphones to record conversations or filmed footage on i pads to record the interviews.(1 mark) ♦(description underlined)

9. Explain  “…them to make points that relate cause and effect and/or make relationships between things clear. This explanation may be the product of a process that includes evaluation and/or analysis”  Explain why a performer should consider the impact of emotional factors during performance development.  When developing my performance if I am scared I might be too scared to attempt some of the skills required to construct a strong and successful sequence.(1 mark) I could also be anxious about asking for help meaning I won’t make very good progress because I won’t get constructive feedback.(1 marks)  (Explanation underlined)

10. Full Marks  When developing my performance if I am scared I might be too scared to attempt some of the skills required to construct a strong and successful sequence. (1 mark) This will result in a lower motivation level so my lack of self belief will increase making it difficult for me to perform even simple skills well. (1 mark) I could also be anxious about asking for help meaning I won’t make very good progress because I won’t get constructive feedback. (1 mark) resulting in me hesitating when moving from one skill to the next as I practise my sequence. This would make it look messy with no fluency or control felt as I train (1 mark). My sequence will then be uninteresting and I won’t then want to try hard to improve it, perhaps giving up before I’ve really given it a fair try.(1 mark)  (Explanation underlined)

11. Analyse ♦“…to make points that identify parts, the relationship between them, and their relationships with the whole; draw out and relate implications; analyse data (possibly including calculations and/or a conclusion).” ♦Analyse an approach a performer could use to enable them to reach their full potential. ♦I used interval training to improve my stamina. I worked with a partner completing two laps of the 400m track non stop. I then took a 20 sec active rest making sure my pulse rate didn’t fall out of its training zone otherwise I would lose the training effect. (1 mark) We kept this going for 20 minutes as this would force our bodies to adapt to this increased training load meaning our fitness would improve.(1 mark) ♦(Analysis underlined)

12. Full marks  I used interval training to improve my stamina. I worked with a partner completing two laps of the 400m track non stop. I then took a 20 sec active rest making sure my pulse rate didn’t fall out of its training zone otherwise I would lose the training effect. (1 mark) The training zone ranged from 145 – 160 beats per minute to develop my aerobic endurance and by running a little faster or a little slower I could adjust how hard my heart was having to work. (1mark) We kept this going for 20 minutes as this would force our bodies to adapt to this increased training load meaning our fitness would improve.(1 mark). Each time my body is forced to do more than it is used to it responds by taking on and coping with the increased workload meaning it is getting fitter and more efficient. (1mark)This approach used over a number of weeks enables me to gradually and safely improve as the rest period is cut down, meaning I have less time to recover between runs. This progressive overload induces my body to adapt again and again to cope with the next run. (1 mark)  (Analysis underlined)

13. Evaluation  “…to make points that make a judgement based on criteria; determine the value of something.’  Evaluate one advantage (and one disadvantage) of applying this approach during a performance.  Using mental rehearsal during performance allows me to see myself doing a skill correctly and successfully in my ‘mind’s eye’. This is worthwhile because it gives me enough confidence to step up each game and take a penalty flick and score consistently when needed. (1 mark)  (Value/judgement EVALUATION underlined)

14. Full marks  Using mental rehearsal during performance allows me to see myself doing a skill correctly and successfully in my ‘mind’s eye’. This is worthwhile because it gives me enough confidence to step up each game and take a penalty flick and score consistently when needed. (1 mark) This allows me to focus solely on my role in defence throughout the whole game and not be distracted by the prospect of a penalty being awarded. (1 mark)  (Value/judgement - EVALUATION underlined)

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