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PE

PE at Marlborough September 2023

PE Extra-Curricular Timetable Term January-April 2023

A Level PE Revision Quizzes

Physical Education At 

The Marlborough School

Vision: 

At The Marlborough School, our Physical Education vision is for all pupils (now, and beyond school) to be able to:

·Lead an active lifestyle.

·Recognise the health (mental, physical and social) benefits that sport and physical activity can offer, and have the knowledge and understanding of how to achieve this.

·Adopt ambition and passion to find and participate in ‘their’ sport.

·Practice and apply transferable skills and ‘life’ values, including: respect, honesty, community, equality, ambition, perseverance.

Our aim is to provide the opportunity for all students to enjoy a well-rounded physical education experience; where they feel confident and responsible to achieve their personal best. All of this, with the understanding that personal development and wellbeing is at the heart of what we do, creates a curriculum with purpose and clarity. We strive to deliver lessons which support students’ individual needs, whilst challenging and equipping them with the knowledge and confidence to ensure lifelong participation in sport and physical activity at a level which is right for them.

A values approach to teaching Physical Education:

A high-quality and varied physical education curriculum inspires all pupils to participate and excel in competitive sport and physical activity. Ensuring that values are placed at the heart of the curriculum and ensuring that they are explicitly focused and taught within lessons will not only help pupils become physically confident in a way which supports their health and fitness, but also support their holistic development, build character and resilience and promote respect, ambition and equality.

Departmental Team

Miss N Bishop (Head of Department)

           

Values In Physical Education

MY PE PB VALUES

 

VALUE SUCCESS CRITERIA

WHAT DOES THIS LOOK LIKE?

RESPECT / HONESTY
  • Understand and demonstrate etiquette, fair play and sportsmanship (avoiding gamesmanship).
  • Control arousal level and can adopt stress management techniques when under pressure.
  • Consistently show a level of skill whilst remaining competitive.
  • Show a level of performance whilst remaining competitive, when under pressure.
  • Understand how different personalities suit different roles within a lesson.
  • Identify and understand potential barriers to participation and discuss potential solutions.
  • Understand the social aspect of various activities and sports, and their place it in society.

•Shaking hands with opponents.

•Helping opponents where required.

•Shaking hands with the umpires/ judges.

•Respecting umpires/ judges decisions.

•Identifying when rules have been broken and attempting to correct where relevant.

•Encouraging peers through positive feedback and praise.

•Participating competitively, trying their best within the rules of the game.

•Trying their best every lesson and attends extra-curricular opportunities.

COMMUNITY / EQUALITY

 
  • Understand different roles and responsibilities within a lesson, and  competition.
  • Understand and demonstrates what a team player in various activities and sports looks like.
  • Understand the importance and demonstrate effective communication, listening and organisational skills in various activities and sports.
  • Undertake a leadership role within lessons.
  • Demonstrates effective decision making that positively impacts themselves and peers.
  • Responds to feedback that positively impacts themselves and peers.

•Allowing all peers a fair opportunity to adopt various roles that suit them (e.g. performer, umpire/ judge, ‘coach’ etc.), by rotating often.

•Encouraging peers through positive feedback and praise.

•Providing additional help and assistance to peers where required.

•Listens to guidance and feedback and acting upon in effort to improve their performance and their peers performance.

•Leading others through warm ups/ drills and activities/ cool downs through effective organisational skills and motivational language.

•

AMBITION / PERSERVERANCE
  • Identify the positives and negatives of their own performances and understand the impact they have on themselves and peers.
  • Acknowledge an area for improvement in their own performance and set at least one appropriate target to develop this area.
  • Acknowledge an area for improvement in a peers performance and set at least one appropriate target to develop this area.
  • Demonstrates intrinsic motivation to improve their performance for themselves.
  • Demonstrates extrinsic motivation to improve their performance for their teacher/coach.
  • Strive to apply tactics in a competition.
  • Strive to achieve the ‘WOW’ factor in a performance (i.e. county level and beyond) and the steps they need to create this.

•Understanding and highlighting their own strengths and weaknesses of their  performance, by vocalising and sharing these.

•Understanding and highlighting their peers strengths and weaknesses of their  performance, by vocalising and sharing these.

•Encouraging their peers through positive feedback and praise.

•Providing additional help and assistance to peers where required.

•Listens to guidance and feedback and acting upon in effort to improve their performance and their peers performance.

•Trying their best every lesson and attends extra-curricular opportunities.

•

KNOWLEDGE
  • Understand how various activities and sports can contribute to all round health, fitness and wellbeing.
  • Identify and describe some components of fitness required for various activities and sports.
  • Identify and describe some effects of aerobic and anaerobic exercise on some body systems (including musculo-skeletal systems, cardio-respiratory system and main energy systems).
  • Identify the three phases of a general warm up and describe how this prevents injury.
  • Identify the three phases of a general cool down and describe how this prevents injury.
  • Understand some classifications of a skill(s) required in various activities and sports.

•Contributing and vocalising specific knowledge in AfL tasks including: DNAs/ whole class discussions/ HDQ/ plenary tasks.

•Contributing and vocalising  specific knowledge in teacher/ self and peer feedback tasks.

•Leading others through warm ups/ drills and activities/ cool downs through effective organisational skills and motivational language.