Aims & Vision
In PE, we want to inspire young people to participate and enjoy physical activity. We want them to recognise the importance of an active and healthy lifestyle which continues into adulthood.
This can be achieved through the following Olympic values:
- FRIENDSHIP– Enjoyment, positive relationships & teamwork
- RESPECT– Everyone – Support others to maximise end enjoy learning
- EXCELLENCE– Always strive to achieve your potential
- DETERMINATION– Work hard to overcome challenges. Do not give up.
- INSPIRATION– Take responsibility for learning to inspire others and instil positive attitudes
- COURAGE– Take the opportunities as they arise
- EQUALITY– Everyone deserves the opportunity to enjoy, learn and achieve
At Beaumont Leys, we want students to enjoy and achieve in Physical Education. We are a faculty that passionately strives to develop the best provision for our learners.
The PE Faculty plays a major role in the provision of activities outside normal school hours. We consider this to be an important aspect of the education of the students and an opportunity to further extend and challenge all students. All members of the Faculty are involved in delivering BLS extra activities, and there is an extensive range of activities offered. All students are able to participate in activities planned for their year group and can compete with other tutor groups in inter form competitions.
KEY STAGE 3
We aim to develop skills and techniques which enable students to apply them in different activities. They start to make decisions about their performance and take on different roles such as leader, official and coach. We aim to teach the science behind the performance in KS3 so that they are well prepared for Btec Sport in KS4 if they opt to study it.
KEY STAGE 4
We aim to improve the physical literacy and efficiency of all students whilst providing enjoyment. Students will have the opportunity to partake in several sports over two years including football, netball, badminton, cricket, basketball, fitness, Table Tennis, Dodgeball and dance.
This is a practically based course which leads to a level 2 qualification. The students complete a series of assignments and compile a portfolio of evidence to attain a: Pass, Merit or Distinction. They also complete an on line assessment which they need to pass to ensure they achieve the accreditation.
Studying the BTEC Level 1/Level 2 First Award in Sport will;
- encourage personal development through practical participation and performance in a range of sports and exercise activities
- give students a wider understanding and appreciation of health-related fitness, sports and exercise through a selection of optional specialist units
- encourage students to develop their people, communication, planning and team-working skills
- provide education and training for sport, leisure and recreation employees
- give opportunities for sport, leisure and recreation employees to achieve a nationally recognised level 1 or level 2 vocationally-specific qualification
- give students the opportunity to progress to other vocational qualifications, such as the Edexcel BTEC Level 3 Nationals in Sport or Sport and Exercise Sciences, or on to GCE AS or A level, and, in due course, to enter employment in the sport and active leisure sector
- give students the opportunity to develop a range of skills and techniques, personal skills and attributes essential for successful performance in working life.
Unit 1: Fitness for Sport and Exercise
All sports performers want to be the best they can be. To reach optimal levels requires years of dedication to training, including successfully overcoming any barriers (such as injury) which might prevent a performer from achieving their goals. Working closely with their coach, the performer will gain an appreciation and understanding of the different fitness components, training principles, training methods and fitness tests which can be incorporated into their training regime to further enhance and improve their sports performance. Physical and skill-related fitness components, including aerobic endurance, body composition and power, are related to positive health and wellbeing. Sports performers train regularly to improve and maintain their fitness levels and performance. Their training programmes are tailored to their specific training needs and their sport. A performer’s training cycle can incorporate lots of different fitness training methods, such as circuits for muscular strength and endurance. Incorporating different fitness training methods keeps training interesting, which helps to keep motivation levels high. Before different training methods can be explored, the sports performer needs to find out about their baseline fitness levels and what measures need to be improved. Fitness tests are essential; they help to identify areas that need improving and to track fitness improvements and progress over time. Fitness test results give an objective overview of performance and are used by sports coaches to ensure training continues to meet the performer’s needs. Fitness for sport and exercise is core to the programme of study. This unit has links to, and underpins, the other units for sport. In learning aim A you will cover the components of physical and skill-related fitness and the principles of training. Learning aim B explores different fitness training methods for developing components of fitness, and for learning aim C you will gain knowledge and skills in undertaking and administering fitness tests. This unit is particularly relevant if you would like to work in sports coaching, elite sport or personal training.
Unit 2: Practical Sports Performance
Participation in sport continues to grow, as people become more aware of the benefits of physical activity. Engaging young people through sport is a key political agenda, both because current national health statistics show that obesity in young children is rapidly increasing and also because of our striving for excellence and success at major sporting events. This unit focuses on developing and improving your own practical sports performance. This is achieved through your active participation in practical activities and reflection on your own performance and that of other sports performers. This unit introduces you to a variety of different sports and, through participating in different sports, it is expected that you will develop knowledge of the associated rules, regulations, scoring systems, skills, techniques and tactics. In learning aim A, you will investigate the rules and regulations of a sport and apply the knowledge gained through observing officials in action. You might also decide to take part in National Governing Body coaching and leadership awards to reinforce and extend your knowledge and qualifications in this area. For learning aim B, you will take part in a variety of sports. These may be sports in which you excel or have a particular interest. You are required to demonstrate the skills, techniques and tactics within each of the sports selected for assessment. For learning aim C, you will review your performance in the sports in which you participated. This review will look at the strengths and areas for development within your own performance. You will also be encouraged to consider plans to develop your performance within the selected sports. Many job roles in sport have a close relationship with practical sports performance, from the elite performer in action to the sports coach practically demonstrating skills and techniques.
Unit 4: The Sports Performer in Action
A month ago you could barely run two miles; your heart would be racing and your leg muscles would be sore. Now, after running four times a week, a three-mile run is no sweat. So what’s going on inside your body? Anyone who has exercised regularly has experienced the thrill of improving. We improve because we train. But how exactly does your body adapt to training? In what way do your muscles change? What happens to your heart? Why doesn’t it beat as fast when you’re ‘in shape’? When a person exercises regularly, the body undergoes several short-term effects, such as increased breathing and heart rate. However, as their training progresses they’ll start to notice that the short-term effects first observed change and they develop different long-term adaptations, such as a slower heart rate than before and a more controlled and easier breathing rate when they exercise. But why do these changes take place? What causes the change in physiological responses over a period of time? This unit will look at the training effects that occur when a person regularly participates in sport and physical activity over a given period of time. For learning aim A, you’ll look at the musculoskeletal and cardiorespiratory systems and how they function normally (before a training programme, taking part in exercise/sport regularly) and how they can function as a result of taking part in training/exercise/sport over a length of time. For learning aim B, you’ll look at the energy systems for different sporting activities. So, if a performer needs energy quickly, they’ll rely on energy already stored within the body. For a longer-term period of sport or exercise the body struggles to store a lot of energy, but it can make energy from resources inside and outside the body. By understanding how your body works and how it can be trained, as a sports performer or as a coach, you can help to make the necessary adaptations in order to produce improved sports performance.
Knowledge of the physiology of the body is useful for many careers in sport including roles in the fitness industry, which involve giving advice on training and lifestyle to clients.
Unit 5: Training for Personal Fitness
Ever wanted to improve your personal fitness but haven’t been sure where to start? Have you wanted to design a personal fitness training programme but not been sure how to go about it? This unit shows you the way. Thinking about personal fitness can be daunting at first. We all know that people often make comparisons between their own fitness levels and the fitness of others. Stop right there! This unit is all about you, the individual performer, training to improve and enhance personal fitness, using the training methods that are most appropriate, beneficial and engaging. This may mean training with a group of friends in a local park, or undertaking a personal fitness training programme at a local sports club or leisure centre. Whatever the setting, the design of the training programme must be tailored to meet your personal training goals, aspirations and needs. Remember, everyone starts somewhere, so don’t worry if your current fitness levels are a little below par. This unit supports you in achieving personal training goals. Likewise, if you already possess good to exceptional levels of fitness, then this unit will help you to develop a training programme to maintain those levels while taking the opportunity to safely explore other training methods you might not usually experience. Learning aim A takes you through the stages of designing a personal fitness training programme, where you can select any appropriate method(s) of training to improve or maintain your fitness levels safely. For learning aim B, you will gain awareness of personal exercise adherence factors and strategies, i.e. important knowledge to help you keep to your training schedule. For learning aim C, you will implement your personal fitness training programme, maintaining a training diary. Finally, for learning aim D you will review your programme looking at strengths, areas for improvement and suggesting recommendations for future training and performance.
The ability to improve personal fitness is essential for sports performers. However, the same knowledge, understanding and skills are required to improve other people’s fitness, and are essential for a number of job roles in the sector, such as sports coaches and personal trainers.