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Guidance on effective practice in A level Physical Education
The introduction of Curriculum 2000 (C2K) gave schools and colleges the opportunity to reconsider their choice of specification and rethink the aims, organisation and character of the physical education they offer. The advice which follows draws on the experience of schools and colleges to provide some general points of guidance about managing and implementing effective teaching and learning. These are illustrated by some case studies of good practice.
Planning and management of teaching and learning
Forward planning and good management are essential for the development of high quality practice in the teaching and learning of physical education.
Effective managers and physical education departments:
- share a vision about what is high quality physical education and its contribution to whole school/college issues. They recognise what physical education can achieve for each student and communicate this in their school or college through such initiatives as open evening performances, displays, parental involvement in coaching, expeditions, competitions and community schemes
- select a physical education AS/A2 specification which reflects this vision and sets high expectations of what students can achieve in a way that is relevant, motivating and challenging
- ensure that teaching staff are properly prepared to teach to the specification and are given professional development support to cope with new requirements, keep abreast of developments and meet new challenges
- make the best possible use of existing staff expertise, resources and facilities; school/college, club and community links to maximise opportunities for use and development of student expertise
- plan appropriate systems to monitor and support student learning, starting prior to the start of AS with staff meeting potential students and offering counselling to confirm study choices. During AS/A2 they have processes in place to support students and monitoring their progress. After the course they use examination results to inform future practice
- offer information to students such as course guides, assessment deadlines, appropriate resources and supportive guidelines; a scheme of work that is coherent and clearly sequenced, enabling students to structure their approach to coursework; a year planner highlighting critical dates such as tutorials, visits and meetings
- provide a supportive environment for student learning that meets their diverse needs
- plan work that enriches or enhances core learning to keep students’ interest alive, such as visiting speakers, visits to different facilities, organisations, associations or competitions
- link what their students are studying with opportunities beyond school/college, such as in the leisure industry, clubs or sporting associations or higher education.
Implementing teaching and learning
Teaching and learning is most likely to be effective when:
- staff and students work together, share information, celebrate achievement and listen to each other
- practical activities are used to teach theoretical concepts, making activities more memorable
- a range of teaching strategies are used that inform, entertain, motivate, create anticipation and challenge students’ thinking
- technology is used effectively to progress student learning using Internet and Intranet systems, PowerPoint presentations, performance analysis software, interactive whiteboards, etc
- theoretical knowledge is related to students’ personal experiences
- time and opportunity are provided for to consider topical events during the course, such as a surprise match result, a drug scandal that hits the headlines or new research into exercise and health
- opportunities are provided for students to self-assess and develop their ability to learn independently
- students are encouraged to question, solve problems, review and reflect on their work
- teaching focuses on success; content is relevant to assessment requirements and there are regular opportunities for revision and work under examination conditions.
QCA web links
> A level performance descriptions: physical education
Documents to download
> Summaries of the A level specifications available in physical education
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Page updated: 12 June 2008