Scheme of assessment

Find past papers and mark schemes, and specimen papers for new courses, on our website at aqa.org.uk/pastpapers

This specification is designed to be taken over two years.

This is a linear qualification. In order to achieve the award, students must complete all assessments at the end of the course and in the same series.

A-level exams and certification for this specification are available for the first time in May/June 2018 and then every May/June for the life of the specification.

All materials are available in English only.

Our A-level exams in Physical Education include questions that allow students to demonstrate their ability to:

  • draw together their skills, knowledge and understanding from across the full course of study
  • demonstrate their understanding of the relationships between theory and practice
  • provide extended responses.

For example, Sections A, B, and C of Papers 1 and 2 contain extended response questions. An ‘extended response’ is evidence of sufficient length generated to allow students to demonstrate their ability to construct and develop a sustained line of reasoning which is coherent, relevant, substantiated and logically structured.

Aims

AS and A-level specifications in physical education should equip students with both a depth and breadth of knowledge, understanding and skills relating to scientific, socio-cultural and practical aspects of physical education. This will require them to:

  • develop theoretical knowledge and understanding of the factors that underpin physical activity and sport and use this knowledge to improve performance
  • understand how physiological and psychological states affect performance
  • understand the key socio-cultural factors that influence people's involvement in physical activity and sport
  • understand the role of technology in physical activity and sport
  • refine their ability to perform effectively in physical activity and sport by developing skills and techniques and selecting and using tactics, strategies and/or compositional ideas
  • develop their ability to analyse and evaluate to improve performance
  • understand the contribution which physical activity makes to health and fitness
  • improve as effective and independent learners and as critical and reflective thinkers with curious and enquiring minds.

Assessment objectives

Assessment objectives (AOs) are set by Ofqual and are the same across all A-level Physical Education specifications and all exam boards.

The exams and non-exam assessment (NEA) will measure how students have achieved the following assessment objectives.

  • AO1: Demonstrate knowledge and understanding of the factors that underpin performance and involvement in physical activity and sport.
  • AO2: Apply knowledge and understanding of the factors that underpin performance and involvement in physical activity and sport.
  • AO3: Analyse and evaluate the factors that underpin performance and involvement in physical activity and sport.
  • AO4: Demonstrate and apply relevant skills and techniques in physical activity and sport. Analyse and evaluate performance.

Assessment objective weightings for A-level Physical Education

Assessment objectives (AOs) Component weightings (approx %) Overall weighting (approx %)
Paper 1 Paper 2 NEA
AO1 10–13 10–13 0 22–25
AO2 10–13 10–13 0 22–25
AO3 10–13 10 –13 0 22–25
AO4 0 0 30 30
Overall weighting of components 35 35 30 100

Assessment weightings

The marks awarded on the papers will be scaled to meet the weighting of the components. Students’ final marks will be calculated by adding together the scaled marks for each component. Grade boundaries will be set using this total scaled mark. The scaling and total scaled marks are shown in the table below.

Component Maximum raw mark Scaling factor Maximum scaled mark
Paper 1: Factors affecting participation in physical activity and sport 105 x1 105
Paper 2: Factors affecting optimal performance in physical activity and sport 105 x1 105
Non-exam assessment: Practical performance in physical activity and sport 90 x1 90
Total scaled mark: 300

Synoptic assessment

Synoptic assessment will be assessed in each component. It requires students to draw together different areas of knowledge, skills and understanding from across the full course of study in order to demonstrate how they interrelate.

The full course of study is made up of the following topics, as set out in the Department for Education's Physical Education GCE AS and A-level subject content:
  • applied anatomy and physiology
  • exercise physiology
  • biomechanical movement
  • skill acquisition
  • sport psychology
  • sport and society
  • the role of technology in physical activity and sport.

Synoptic assessment in examined components

Questions targeting synoptic assessment will draw on content from more than one topic. They can draw on content from any topic, regardless of which component that topic is predominantly assessed in. These questions will always be extended answer questions (8 marks or 15 marks).

These questions will not be asked in the same sections of the same papers in each series.

Synoptic assessment in NEA

In the NEA component, the performance analysis assessment (analysis and evaluation) task requires students to draw together different areas of knowledge, skills and understanding from across the course of study.

Students are not required to draw together all of the topics when completing this task.

Non-exam assessment (NEA): Practical performance in physical activity and sport

The non-exam assessment (NEA) aspect of the qualification requires students to develop their ability and aptitude in physical activity, demonstrating appropriate skills and techniques outlined below. This aspect of the specification requires students to:

  • perform a range of skills and techniques in physical activity and sport
  • make decisions, implement strategies, tactics and/or compositional ideas, and apply knowledge and understanding of rules and regulations while performing physical activity and sport
  • apply knowledge and understanding of theories, concepts, principles and methods to physical activity and performance
  • evaluate performance in physical activity and sport, applying relevant knowledge and understanding.

There are two aspects to the NEA:

  1. performance assessment (practical performance)
  2. performance analysis assessment (analysis and evaluation).

Performance assessment (practical performance)

Students are required to be assessed in one activity in the role of player/performer or coach.

Students can be assessed only in activities identified in our specification, which are those stipulated in the Department for Education's (DfE) GCE AS and A-level activity list for physical education. Students cannot be assessed in any other activity.

Students are required to be assessed in the full context of their chosen activity and role. They will be assessed in three areas of assessment.

Students will be assessed for all of the activities in the following skills:

  • Area of assessment 1: Technical quality – aspect 1 (15 marks).
  • Area of assessment 2: Technical quality – aspect 2 (15 marks).
  • Area of assessment 3: Application of strategic/tactical awareness (15 marks).

Students will be assessed against the relevant levels of response grids, as either player/performer or coach, for each area of assessment.

Role requirement for a practical performer

Students will be assessed on their ability to execute the core skills/techniques outlined in the specific activity criteria, in a fully competitive situation/equivalent scenario.

All performers should demonstrate their range of skills and will be assessed on their execution of recognised techniques, compliance with the official rules and regulations, accuracy, consistency and outcome.

The application of skills and techniques will be assessed through the implementation of appropriate strategies and tactics to optimise their performance to create effective attacking and defensive options/equivalent situations depending on the requirements of individual activities through the practical performance.

Player/performer: Area of assessments 1 and 2

Detailed guidance explaining the relevant skills/techniques is outlined for each activity.

Player/performer: Area of assessment 3

Students will be assessed on their execution and performance of the following considerations:

  • general strategies employed to achieve the overall aim/objective
  • specific tactics that help achieve the strategies/decision making skills
  • game or performance plans related specifically to attacking and defensive play
  • specific set plays to outwit an opponent
  • ability to modify and execute changes as required either due to personal analysis of the situation or via the instructions of a leader/coach.

Role requirement for a coach

The coach will be expected to plan, coordinate and lead participants to demonstrate the selected skills/techniques in a fully competitive performance setting.

The coach should demonstrate an understanding of the requirements and expectations of the role before, during and after the competitive performance to ensure all participants are safe and recognised techniques are developed.

They will also be required to implement strategies and tactics to maximise the strengths of the performers involved in the particular competitive performance when appropriate to alter the tactics to facilitate a different outcome; and to have the ability to justify their decisions during and after the performance.

The coach will be expected to analyse the performance of an individual within a fully competitive/performance context to identify one skill to be developed to enhance performance.

The coach will deliver a planned progressive session to modify the chosen skill so that performance of this skill is refined.

This process should be repeated for each of the Areas of assessment (one skill from Area of assessment 1, one skill form Area of assessment 2 and one skill from Area of assessment 3).

The coach will complete this process on a chosen core skill and one advanced skill from each Area of assessment.

Coach: Area of assessments 1 and 2

Detailed guidance explaining the relevant skills/techniques is outlined for each activity.

The coach will be assessed on their ability to analyse the effective execution of the relevant skills/techniques by their performer/s and suggest changes as required during and after the performance.

Coach: Area of assessment 3

Students will be assessed on their preparation, evaluation, analysis and execution of the following considerations:

  • general strategies employed to achieve the overall aim/objective
  • specific tactics that help achieve the strategies
  • game or performance plans related specifically to attacking and defensive play
  • specific set plays to outwit an opponent
  • ability to modify and execute changes as required.

Disability/specialist activities

A number of specialist activities are included in this specification in alignment with the list of activities stipulated in the DfE's GCE AS and A-level activity list for physical education. It has been agreed with DfE and Ofqual that the awarding organisations can jointly consider additions to the permitted activities for reasons of accessibility and inclusion on a periodic basis, once specifications are available for live assessment. The use of these activities for assessment is dependent upon the student(s) in question meeting the classification requirements for the activities, as stipulated by the relevant governing body. These activities are not available for students without a disability to be assessed in.

Adaptations and reasonable adjustments to activities

Any of the listed NEA activities may be adapted to suit different needs, but the way in which they are adapted depends on the individual need or disability. It is important that any adaptation or adjustment does not compromise the rigour and validity of the assessment; often it is the context of the performance which changes, such as the use of adapted equipment or rules and regulations. In some cases, a particular move or technique required in an activity can be substituted for a suitable alternative, as appropriate.

Offsite activities

Schools and colleges are required to provide audiovisual evidence of student performances in all activities undertaken outside their direct supervision and/or that cannot be replicated at a live moderation visit. The audiovisual evidence must clearly show how the student has met the criteria set out in the specification and the marks awarded. This evidence must be available for moderation.

A-level skills criteria for list of activities

The following table outline the practical requirements for each activity including the criteria/content for each area of assessment.

Activity

Comments

Area of assessment 1

Area of assessment 2

Area of assessment 3

Amateur boxing

 

Attacking skills

Defensive skills

Tactics and strategies

Association football

Cannot be five-a-side or futsal

Attacking skills

Defensive skills

Tactics and strategies

Athletics

 

Event 1

Event 2

Tactics and strategies

Badminton

 

Attacking skills

Defensive skills

Tactics and strategies

Basketball

 

Attacking skills

Defensive skills

Tactics and strategies

Camogie

 

Attacking skills

Defensive skills

Tactics and strategies

Canoeing

(flat water)

(white water)

 

Event/race 1

Downstream skills

Event/race 2

Upstream skills

Tactics and strategies

Cricket

 

Batting skills

Bowling/fielding skills (including wicket keeping)

Tactics and strategies

Cycling

Track or road cycling only

Event/race 1

Event/race 2

Tactics and strategies

Dance

 

Dance 1

Dance 2

Choreography

Diving

Platform diving

Six dive routine

Six dive routine

Tactics and strategies

Equestrian   Flat work Jumping Tactics and strategy

Gaelic football

 

Attacking skills

Defensive skills

Tactics and strategies

Golf

 

Short irons (7-wedges)/ putting

Long irons (driver-6 iron)

Tactics and strategies

Gymnastics

Floor routines and apparatus only

Piece of equipment 1

Piece of equipment 2

Tactics and strategies

Handball

 

Attacking skills

Defensive skills

Tactics and strategies

Hockey

Must be field hockey, not ice hockey or roller hockey

Attacking skills

Defensive skills

Tactics and strategies

Hurling

 

Attacking skills

Defensive skills

Tactics and strategies

Kayaking

(flat water)

(white water)

 

Event/race 1

Down water skills

Event/race 2

Up water skills

Tactics and strategies

Lacrosse

 

Attacking skills

Defensive skills

Tactics and strategies

Netball

 

Attacking skills

Defensive skills

Tactics and strategies

Rock climbing

Can be indoor or outdoor

Climb 1

Climb 2

Tactics and strategies

Rowing

 

Bow side

Stroke side

Tactics and strategies

Rugby league

Cannot be tag rugby

Attacking skills

Defensive skills

Tactics and strategies

Rugby union

Can be assessed as 7’s or 15 a side (not tag)

Attacking skills

Defensive skills

Tactics and strategies

Sculling

 

Race 1

Race 2

Tactics and strategies

Skiing

Outdoor/indoor on snow

Must not be dry slopes

Race 1

Race 2

Tactics and strategies

Snowboarding

Outdoor/indoor on snow

Must not be dry slopes

Race 1

Race 2

Tactics and strategies

Squash

 

Attacking skills

Defensive skills

Tactics and strategies

Swimming

Not synchronised swimming

Stroke/race 1

Stroke/race 2

Tactics and strategies

Table tennis

 

Attacking skills

Defensive skills

Tactics and strategies

Tennis

 

Attacking skills

Defensive skills

Tactics and strategies

Trampolining

 

Routine 1 (compulsory)

Routine 2 (voluntary)

Tactics and strategies

Volleyball

 

Attacking

Defensive skills

Tactics and strategies

Specialist activities

Specialist activity

Comments

Area of assessment 1

Area of assessment 2

Area of assessment 3

Blind cricket

 

Batting skills

Bowling/fielding skills

Tactics and strategies

Boccia

 

Throws at the jack

Blocking throws

Tactics and strategies

Goal ball

 

Attacking skills

Defensive skills

Tactics and strategies

Powerchair football

 

Attacking skills

Defensive skills

Tactics and strategies

Polybat

 

Attacking skills

Defensive skills

Tactics and strategies

Table cricket

 

Batting skills

Fielding skills

Tactics and strategies

Wheelchair basketball

 

Attacking skills

Defensive skills

Tactics and strategies

Wheelchair rugby

 

Attacking skills

Defensive skills

Tactics and strategies

Activities

Amateur boxing

Students will be assessed in their performance in the role of their choice across each area of assessment in the fully competitive context.

Area of assessment Core skills Advanced skills
Area of assessment 1 – Attacking skills Jab.

Straight (both left and right variations of skill).

Cross – left and right.

Jab, Jab plus one other combination.

Simple ‘one, two’ combinations.
Punching with power and speed.

Hook uppercut, both left and right variations of skill.

Longer combinations involving multiple numbers of punches.
Area of assessment 2 – Defensive skills Duck.

Moving away/backwards.

Lateral footwork. Blocking/parrying/covering up.
Lateral footwork.

Sway.

Slip.

Bounce step.

Area of assessment 3 – Tactics and strategies Ring positioning, footwork to remain balanced, use of reach, maintenance of guard position. Switching the area and angle of attack.

Accurate use of longer combinations.

Change of stance.

Use of feint to create attacking opportunities.

Health and safety

Students should adhere to the Amateur Boxing Association (ABA) rules and regulations with regard to the correct weight gloves, head guard, gum shield and all other relevant guidelines.

Association football

Students will be assessed in their performance in the role of their choice across each area of assessment in the fully competitive context (cannot be 5-a-side or futsal).

Outfield player
Area of assessment Core skills Advanced skills
Area of assessment 1 – Attacking skills

Outfield player.

Receiving the ball – control using both feet and thigh.

Passing – (dominant foot) Short.

Long – along the floor, lofted, chip and driven.

Dribbling – close control, use of inside and outside of dominant foot.

Shooting – short and long range with dominant foot.

Half volley, header.

Outfield player.

Receiving the ball using chest and head to control the ball.

Passing – use of inside and outside of dominant foot.

Use of non-dominant foot for short and long passes.

Use of inside of non-dominant foot.

Dribbling – use of inside and outside of non-dominant foot.

Shooting – volley.

Use of inside and outside of dominant foot to add spin/swerve/dip.

Short and long range with non-dominant foot.

Area of assessment 2 – Defensive skills

Tackling – block, lunge.

Heading – distance and height.

Clearance – height and distance.

Tackling – slide.

Clearance – ability to find teammate higher up the pitch.

Heading – finding team mate with header.

Area of assessment 3 – Tactics and strategies

Role at corners.

Set play.

Role in formation.

Tracking back.

Man-to-man marking.

Range of passing.

Decision making – when to pass/dribble/shoot or decision making when to tackle/jockey.

Jockeying.

Ability to play in two or more roles in a variety of formations (eg CDM role in 442 and CB in back four).

Interception of pass Zonal marking.

Goalkeeper
Area of assessment Core skills Advanced skills
Area of assessment 1 – Attacking skills

Distribution skills.

Throws – underarm and overarm.

Goal kicks – height and distance.

Kicking from the hands – height and distance.

Controlling pass back.

Clearance – height and distance.

Distribution skills.

Throws accuracy of overarm.

Goal kicks- accuracy – ability to find team mate.

Kicking from hands – accuracy – ability to find team mate.

Clearance – accuracy – ability to find a teammate.

Area of assessment 2 – Defensive skills

Shot stopping.

High and low.

Inside and outside 18 yard box.

one handed and two handed.

Crosses – catch.

Shot stopping.

One on one.

Penalty.

Crosses, punch.

Area of assessment 3 – Tactics and strategies

Positioning during open play.

Positioning at corners.

Decision making – when to come out.

Organisation of team at corners.

Organisation at free kicks (communication to create wall).

Health and safety

Students must at all times observe the appropriate rules from their National Governing Body (NGB). They must follow guidance from the NGB with regard to the use of protective equipment (shin pads, etc) in order to ensure their own personal safety.

Athletics

Students will be assessed in their performance in the role of their choice across each area of assessment in the fully competitive context.

Students are assessed in their performance in two separate events/races. Students can choose any combination of jumps, runs and throws.

Area of assessment Core skills Advanced skills
Area of assessment 1 – Event 1

Track – starting position head position, cadence, leg drive and recovery phase, foot strike, arm action, hurdling action with same lead leg.

Throws – grip, stance, movement into throwing position, release action, recovery.

Jumps – leg drive on take-off, arm action on take-off, movement over the bar/through the air.

Landing.

Track – (use of blocks where appropriate), balanced bend running, efficiency of technique, stride pattern, limited contact with ground, hurdling action with either leg lead , maintenance of efficiency when running the bend.

Throws – flight of projectile, speed of movement into throwing action, possible some reference to distance.

Jumps – use of sink phase on take-off, height of leg and arm drive to aid propulsion, arm push/extension (pole vault).

Hitch kick or hang technique (long jump and triple jump).

Landing – use of momentum to maximise distance on landing (long jump and triple jump).

Area of assessment 2 – Event 2 See above descriptors. See above descriptors.
Area of assessment 3 – Tactics and strategies

Track – use of blocks, drive and pick up phase, (sprints/sprint hurdles). Starts and finishes.

Pacing strategy (stride pattern – hurdles), breaking from the group.

Throws – adjusting technique to meet environmental changes.

Competition strategy (safe throw and response to opponents).

Jumps – accuracy of run up (positioning on take-off). Equal phases (triple jump).

Track – use of qualifying rounds (sprints/sprint hurdles), positioning within a group, decision making for sprint finish.

Throws – use of qualifying rounds.

Jumps – use of qualifying jumps, entry height (high jump and pole vault), adjusting run up based on weather conditions.
Health and safety

Students must at all times observe the appropriate rules from their National Governing Body (NGB). They must follow guidance from the NGB with regard to use of protective equipment in order to ensure their own personal safety.

Badminton

Students will be assessed in their performance in the role of their choice across each area of assessment in the fully competitive context.

Students can be assessed in either singles or doubles.

Area of assessment Core skills Advanced skills
Area of assessment 1 – Attacking skills

Serve – short and long, low and high.

Open play – forehand strokes, smash, drive, drop shot (front and back court). Backhand strokes – drop shot (front court), drive.

Serve – backhand flick.

Open play – forehand strokes – jump smash, cross court drop shot. Backhand strokes – smash, drop shot – (back court).

Area of assessment 2 – Defensive skills

Open play – forehand strokes overhead clear, lift (underarm clear), smash, drive, block (straight). Backhand strokes – lift (underarm clear), block (straight).

Return of serve – kill shot.

Open play – forehand strokes – cross court clear, round the head clear, block (angled). Backhand strokes – overhead clear-block (angled).

Area of assessment 3 – Tactics and strategies

Variation of serve.

Shot selection for service return.

Position on court.

Decision making in serve.

Use of footwork to restrict playing backhand strokes.

Shot disguise/feints.

Health and safety

Students must at all times observe the appropriate rules from their National Governing Body in order to ensure their own personal safety.

Basketball

Students will be assessed in their performance in the role of their choice across each area of assessment in the fully competitive context.

Area of assessment Core skills Advanced skills
Area of assessment 1 – Attacking skills

Dribbling – use of dominant hand.

Change of direction and pace when dribbling.

Shooting – dominant hand lay-up, set shot, jump shot.

Passing – chest, bounce, overhead.

Dribbling – use of both hands, pivot.

Shooting – as appropriate to position – lay-up (both hands), hook shot, 3 point shooting.

Passing – no look pass, javelin.

Area of assessment 2 – Defensive skills

Body position when defending the dribble.

Interception.

Defensive rebounding.

Shot blocking.

Steal.

Boxing out.

Area of assessment 3 – Tactics and strategies

Beating opponent – feint and drive to the basket.

Feint and shoot.

Set plays – offense and defence Individual positional play.

Variety of attacking movements.

Switching hands during dribble – cross over step.

Deciding when to dribble/pass.

Screen, pick and roll.

Effectiveness in team tactics/strategy, eg zone defence, fast break etc.

Double team defence.

Health and safety

Students must at all times observe the appropriate rules from their National Governing Body in order to ensure their own personal safety.

Camogie

Students will be assessed in their performance in the role of their choice across each area of assessment in the fully competitive context.

Area of assessment Core skills Advanced skills
Area of assessment 1 – Attacking skills

Gaining possession – the ground block, the jab lift, the overhead catch, controlling a moving ball.

Maintaining possession – the dribble, the solo run, balancing the ball on the stick.

Releasing possession – striking a stationary ball, striking from the hand, the hand pass, shooting (short/out of hand).

Gaining possession – the roll lift, the chest catch.

Maintaining possession – evasion/roll off, feint/side step.

Releasing possession – ground strike on the run, doubling back, the overhead strike, non-dominant side striking, sideline cut, shooting (long).

Area of assessment 2 – Defensive skills

Contesting possession – the frontal ground block the hook, shoulder to shoulder clash.

Contesting possession, batting a ball overhead, checking/shadowing, the frontal air block.

Area of assessment 3 – Tactics and strategies

When to dribble/run, pass, level of successful passes.

Pass/shoot/tackle decision making.

Creating and finding space.

Individual positional skills (attack and defence).

Positioning and effectiveness in set plays.

Making themselves available for the ball.

Health and safety

Students must at all times observe the appropriate rules from their National Governing Body (NGB). They must follow guidance from the NGB with regard to the use of protective equipment in order to ensure their own personal safety.

Canoeing

Students will be assessed in their performance in the role of their choice across each area of assessment in the fully competitive context.

Sprint

Students will be assessed in their technical ability over two separate race distances.

Area of assessment Core skills Advanced skills
Area of assessment 1 – Event/race 1

Body position – to balance boat.

Paddle position on entry.

Draw action.

Paddle position on exit.

Recovery.

Use of upper body to increase stroke length.

Body position – to balance boat.

Paddle position on entry.

Draw action.

Paddle position on exit.

Recovery.

Area of assessment 2 – Event/race 2

See above descriptors.

See above descriptors.

Area of assessment 3 – Tactics and strategies

Pacing strategy.

Phases of the race.

Consistent stroke race.

Synchronisation.

Effective on both sides of the canoe.

Speed/stroke rate of the start.

Speed/stroke rate of finish.

Length of stroke maintained.

Flat/moving/white water

Students will be assessed on their technical skills on a slalom/gated course that involves upstream and downstream gates. Transitioning across the flow of water can be covered in either Area of assessment 1 or 2 when turning going up/down stream through the appropriate gates.

At A-level it is suggested that students will be competing in Division 3 races (or similar) as a minimum.

Area of assessment Core skills Advanced skills
Area of assessment 1 – Going/turning to go down stream

Forward/reverse stroke, ‘J’ stroke, pry/push away, scull, sweep, ‘c’ stroke.

Stern rudder, bow rudder, sculling support, movement/balance across stopper.

Area of assessment 2 – turning to go up stream

Forward/reverse stroke, ‘J’ stroke, pry/push away, scull, sweep, and ‘c’ stroke.

Stern rudder, bow rudder, sculling support, movement/balance across stopper.

Area of assessment 3 – Tactics and strategies

Route selection, boat positioning, cutting/out of moving water.

Route selection, boat positioning, cutting/out of moving water.

Health and safety

Students must at all times observe the appropriate rules from their National Governing Body (NGB). They must follow guidance from the NGB with regard to the use of protective equipment (helmets) in order to ensure their own personal safety.

Cricket

Students will be assessed in their performance in the role of their choice across each area of assessment in the fully competitive context.

Area of assessment Core skills Advanced skills
Area of assessment 1 – Batting skills

Grip, stance, backlift.

Front foot – defence, cover drive, off drive, on drive.

Back foot – defence, cut, pull, glance.

Front foot – sweep, slog sweep, reverse sweep, switch hitting.

Back foot – hook, ramp, late cut.

Area of assessment 2 – Bowling and/or fielding/wicket keeping skills

Bowling, control of line and length, regular leg/off spin, inswing/outswing.

Fielding – slip fielding, high/low catches, pick up and throw, long barrier, receiving ball from fielder (deep).

Wicket keeper – fast/medium/spin – standing up receiving ball from fielder (deep).

Bowling – googly, reverse swing, bouncer, Yorker, leg cutter, off cutter, slower ball.

Fielding – one handed catches, accuracy of throws, run-outs (where appropriate), receiving ball from fielder close.

Wicket keeper – stumpings, leg side takes/catches, one hand catches (both sides), receiving ball from fielder (deep).

Area of assessment 3 – Tactics and strategies

In their main role.

Batting – shot selection, running between the stumps, calling.

Bowling – restricting score, maintaining line and length to different opponents, variation in chosen deliveries.

Fielding – individual positioning, backing up, fielding in one or two positions (wicket keeper is exempt).

Wicket keeper – positioning for different bowling styles, positioning for left and right handed batter.

In two roles.

Batting – up and down the order.

Bowling – bowling to your field, positioning of fielders, wide variety of deliveries.

Fielding – sliding to gather the ball, accuracy of long throws, flight of the throw, fielding in a wide variety of positions (wicket keeper is exempt).

Wicket keeper – accuracy of appeals, effectiveness when standing up to medium/fast pace to add pressure on batter.

Health and safety

Students must at all times observe the appropriate rules from their National Governing Body (NGB). They must follow guidance from the NGB with regard to the use of protective equipment, eg helmets (batting/wicket keeping), in order to ensure their own personal safety.

Cycling

Students will be assessed in their performance in the role of their choice across each area of assessment in the fully competitive context.

Students are assessed on their performance in two separate events/courses of different lengths and appropriate to the category of performer. This can take the form of individual or team events.

Area of assessment Core skills Advanced skills
Area of assessment 1 – Technical quality of race 1

Track cycling – (sprint/time trial/pursuit) starts/finishes, shoulder riding), posture, track positioning.

Road cycling – (time trail/stage riding) posture, pacing, starts/finishes, cornering, echelon riding, chain ganging/through and off cornering.

Track cycling – stationary skills if appropriate – bank riding, maintenance of technique at higher revolutions.

Road cycling – off camber cornering, climbing/descending.

Area of assessment 2 –Technical quality of race 2

See above descriptors.

See above descriptors.

Area of assessment 3 – Tactics and strategies

Pacing.

Maintenance of speed when descending, positioning in group/peloton/on track, timing of sprint, breakaway, gear selection (where appropriate).

Maintaining split times (pursuit) ability to follow the wheel in front, adapting to environmental conditions, cycling in a crosswind/headwind.

Health and safety

Students must at all times observe the appropriate rules from their National Governing Body (NGB). They must follow guidance from the NGB with regard to the use of protective equipment in order to ensure their own personal safety.

Dance – contemporary/creative/ballet

Students will be assessed in their performance in the role of their choice across each area of assessment in the fully competitive/performance context.

Students are assessed on their performance in two separate dances which can be either individual or group performances in front of an audience (it is suggested that this audience should be a minimum of 10 people).

Area of assessment Core skills Advanced skills
Area of assessment 1 – Dance 1

Control/coordination when performing movements in sequence, flexibility/mobility, fluency/consistency, balance/stillness (as appropriate during the sequence), use of body language, gesture/focus, motif, travel/elevation/turning/weight transfer.

Elevation of jumps, stillness of balance, precision of movements will be higher.

Area of assessment 2 – Dance 2

See above descriptors.

See above descriptors.

Area of assessment 3 – Choreography

Form, use of personal space, use of general space, dynamics/relationships between performers, interpretation of music, repetition.

Engagement with judges, change of pace, focus of eye line.

Diving

Students will be assessed in their performance in the role of their choice across each area of assessment in the fully competitive context.

Students are assessed on their performance in two separate competitions. Students may perform from the 5, 7.5 or 10 metre platform.

The six-dive list should be made up of three dives from list A and three dives from list B. Body shape and control through the air and angle and tension on entry will be assessed.

If the student is unable to complete dives from list B then six dives from list A may be completed but their marks will be limited to 'good' (7–9) at best.

Area of assessment Core skills Advanced skills
Area of assessment 1 – List A

Forward tuck/pike.

Back tuck/pike.

Forward dive straight/tuck/pike.

Back dive straight/tuck/pike.

Reverse dive straight/tuck/pike.

Inward dive straight/tuck/pike.

Or dives of a similar tariff.

Back dive half twist.

Back somersault half twist.

Back 1½ somersaults half twist.

Forward somersault 1 twist.

Forward 1½ somersaults 1 twist.

Forward 1½ somersaults tuck/pike.

Back somersault or 1½ somersaults tuck/pike.

Or dives of a similar tariff.
Area of assessment 2 – List B

Back dive half twist.

Back somersault half twist.

Back 1½ somersaults half twist.

Forward somersault 1 twist.

Forward 1½ somersaults 1 twist.

Forward 1½ somersaults tuck/pike.

Back somersault or 1½ somersaults tuck/pike.

Or dives of a similar tariff.

Arm stand somersault tuck/pike.

Reverse somersault or 1½ somersaults tuck/pike.

Inward somersault or 1½ somersaults tuck/pike.

Back 1½ somersaults ½ twist.

Reverse 1½ somersaults ½ twist.

Forward 1½ somersaults 1 twist.

Or dives of similar or higher tariff.

Area of assessment 3 – Tactics and strategies

Dive selection (dependant upon ability).

Shape in flight.

Shape on entry.

Order of dives.

Dive list selection from two separate heights.

Dive selection for qualification. (where required).

Health and safety

Students must at all times observe the appropriate rules from their National Governing Body in order to ensure their own personal safety.

Equestrian

Students will be assessed in their performance in the role of their choice across each area of assessment in the fully competitive context.

Area of assessment Core skills Advanced skills
Area of assessment 1 – Flat work

Dressage test, or showing class individual show, or flatwork phase of working hunter class. It may be useful for students to supply a copy of the score sheet associated with this Area of Assessment.

Dressage test, or showing class individual show, or flatwork phase of working hunter class. It may be useful for students to supply a copy of the score sheet associated with this Area of Assessment.

Area of assessment 2 – Jumping

75cm course, or cross country 75cm, or the jumping phase of a working hunter class.

Rider position on approach.

Rider position at take-off.

Rider position over the jump.

Rider position on landing.

Rider position moving towards next fence.

75cm plus course or cross country 75cm plus course.

Rider position on approach.

Rider position at take-off.

Rider position over the jump.

Rider position on landing.

Rider position moving towards next fence.

Area of assessment 3 – Tactics and strategies

Without jumping – level of difficulty, flow of routine, control when changing pace.

Jumping – route selection, time management.

Without jumping – level of difficulty, flow of routine, control when changing pace.

Jumping – route selection, time management.

Health and safety

Students should be at an equivalent level to British Horse Society Stage II, S/NVQ Level 2 or Pony Club B Test.

All students must be wearing hard hats to PAS015 or BSEN1384 standards. They should be wearing gloves and correct riding boots (long or short) and wearing a body protector to Beta Level 2 or 3.

Students must make every effort to ensure their own personal safety, the safety of others and of the horse.

Gaelic football

Students will be assessed in their performance in the role of their choice across each area of assessment in the fully competitive context.

Area of assessment Core skills Advanced skills
Area of assessment 1 – Attacking skills

Handling (passing/receiving), fielding, pick up.

Running/moving with the ball (soloing/toe to hand/dummying/dribbling/side step/swerve/change of pace).

Kicking – from dominant foot – kick from hand, ground, instep/drop, driven clearance, return to play, shooting (goals, points, short).

Handling – fist pass, hand pass.

Running/moving with ball.

Kicking – dominant foot hook, long goal/points, 45’s. Non-dominant foot – from hand, instep, short range.

Area of assessment 2 – Defensive skills

Tackling/intercepting (challenging/front/shoulder/displacing/blocking).

Tackling – block, near/hand tackle.

Catching – crouch lift, high.

Area of assessment 3 – Tactics and strategies

Role at Set play.

Role in formation.

Tracking back.

Man-to-man marking.

Range of passing.

Decision making – when to pass/dribble/shoot or decision making when to tackle.

Ability to play in a two or more roles in a variety of formations.

Interception of pass. Zonal marking.

Health and safety

Students must at all times observe the appropriate rules from their National Governing Body (NGB). They must follow guidance from the NGB with regard to the use of protective equipment in order to ensure their own personal safety.

Golf

Students will be assessed in their performance in the role of their choice across each area of assessment in the fully competitive context. This may take the form of stroke or match play over 18 holes including a variety of par 3, par 4 and par 5 holes.

Area of assessment Core skills Advanced skills
Area of assessment 1 – Short irons and putting

Irons – approach play, lob, pitch, chip and run.

Putting – short (within 6 ft), uphill, downhill.

Bunker play, flop, use of spin to control ball onto green, out of divots.

Putting – long range, across slope.

Area of assessment 2 – Long irons/Woods

Tee shots, fairway play, punch.

Draw, fade, into the wind, playing out of divots.

Area of assessment 3 – Tactics and strategies

Course management, club selection.

Distance control, ball above feet, and ball below feet.

Selection of clubs.

Health and safety

Students must at all times observe the appropriate rules from their National Governing Body in order to ensure their own personal safety.

Gymnastics

Students will be assessed in their performance in the role of their choice across each area of assessment in the fully competitive context.

Students can be assessed on floor routine or apparatus (vault, beam, pommel, parallel bars, high bar, rings and asymmetric bars). Students will choose two separate areas (one for Area of assessment 1 and the other for Area of assessment 2).

The level of difficulty (tariff) for routines being performed will need to be considered when using the levels of response mark grids. The lists below outlines examples of skills and students may wish to use more demanding skills based on their ability. To aid assessment, students will need their routine in written format along with the relevant tariff difficulty.

Area of assessment Core skills Advanced skills
Area of assessment 1 – Piece of equipment 1

Floor routine – (minimum 10 m x 10 m), handstand ½ turn, one handed cartwheel, back/forward walkovers, round-off, dive roll.

Vault – two different vaults – headspring, hand spring, short arm over swing or optional vault of similar tariff.

Pommel horse – false scissor, front/rear support swings, stride swings, double leg circles, both directions, front/rear loop.

Parallel bars – back off tucked, back uprise, basket swing, kip, layaway to swing, back uprise straddle cut, cast to upper arm, or moves of similar difficulty.

High bar – ¾ giant, cast handstand, clear hip to handstand, flyaway, swing ½ turn, ½ pirouette, back/front giant.

Uneven/asymmetrical bars – movement onto apparatus, ¾ giant, cast squat on, flyaway, front hip circle.

Beam – movement onto apparatus, cartwheel, split leap, back handspring.

Rings – basic swing, flyaway, back uprise to handstand (bent arm), back uprise to handstand (straight arm), shoot to handstand, L-support, handstand.

Rhythmic

Clubs – circles (small, mill), large swings, tapping/beating, asymmetric movements.

Ball – throws, figures of eight, free rolls over the body or the floor, bouncing, circles.

Rope – skipping, swings, circles, rotations, figures of eight. Ribbon – swings, circles, snakes, coils, figures of eight and.

Hoop – rolling, rotation around the hand or part of the body, swings, curls, figures of eight.

Floor – front somersault, back somersault headspring, fly spring, back flip.

Vaults – higher tariff vaults, eg handspring with half turn on/off, round off over vault, longarm with full twist.

Pommel horse – flair, flair to handstand dismount, or any other movements of similar of higher difficulty.

Parallel bars – front uprise, ½ pirouette, back giant, back toss to handstand, or any other movements of similar or higher difficulty.

High bar – blind turn, kip stride circle, endo piked, or any other movements of similar or higher difficulty.

Uneven/Asymmetrical bars – jager/piked jager, straddle back to handstand, or any other movements of similar or higher difficulty.

Beam – back handspring, layout step out, front tuck mount or other movements of similar or higher difficulty.

Rings – back uprise to handstand (straight arm), shoot to handstand, L-support, handstand, cross, strength moves, or any other move of similar or higher difficulty.

Rhythmic – higher level of difficulty.

Clubs – throws and catches.

Ball – balancing ball on body part.

Rope – throws and catches.

Ribbon – throws and catches.

Hoop – throws and collection (may use a variety of body parts).

Area of assessment 2 – Piece of equipment 2

See above descriptors.

See above descriptors.

Area of assessment 3 – Tactics and strategies

Tariff difficulty, movement placement within routine, composition of routine, interpretation of music (where appropriate).

Tariff difficulty, movement placement within routine, composition of routine, interpretation of music (where appropriate).

Health and safety

Students must at all times observe the appropriate rules from their National Governing Body (NGB). They must follow guidance from the NGB with regard to the use of apparatus and tariff difficulty in order to ensure their own personal safety.

Handball

Students will be assessed in their performance in the role of their choice across each area of assessment in the fully competitive context.

Area of assessment Core skills Advanced skills
Area of assessment 1 – Attacking skills

Passing – dominant hand stationary and in the move, short, long.

Receiving the ball – two handed, and dominant hand – stationary and running.

Moving with ball – dominant hand dribble, change of direction with control, spin.

Shooting (if relevant) – standing shot, jump shot, dive shot.

Goal keeper – dominant hand passing.

Passing – non-dominant hand short, long, 2 handed, javelin, jump pass.

Receiving the ball – non dominant hand – stationary and on the move. Jumping and overhead catch.

Moving with the ball – non dominant hand dribble, change of hands during dribble.

Shooting (if relevant) – wing shot, running jump shot, reverse shot, non-dominant arm shooting.

Goalkeeper – long range distribution.

Area of assessment 2 – Defensive skills

Blocking, intercepting.

Goalkeepers – shot stopping (high/low), edge of area saves, two handed catches.

Stealing the ball, one handed interception.

Goalkeepers – use of legs, body, one handed catches/saves.

Area of assessment 3 – Tactics and strategies

When to dribble/run, pass, level of successful passes.

Pass/shoot/tackle decision making.

Creating and finding space.

Individual positional skills (attack and defence).

Positioning and effectiveness in set plays.

Making themselves available for the ball.

Health and safety

Students must at all times observe the appropriate rules from their National Governing Body in order to ensure their own personal safety.

Hockey (field hockey only)

Students will be assessed in their performance in the role of their choice across each area of assessment in the fully competitive context.

Area of assessment Core skills Advanced skills
Area of assessment 1 – Attacking skills

Passing – open stick - push, slap, hit, drive, flick.

Receiving the ball – open stick control, ball on the ground and bouncing.

Reverse stick – ball on the ground.

Dribbling – predominantly open side, some Indian dribble evident, shielding the ball.

Shooting – open stick – hit, slap and flick, deflection, lifted deflection.

Goalkeeper – kicking dominant foot and distribution of the ball.

Passing – open stick – lob aerial.

Reverse stick – slap, flick.

Receiving the ball – open stick from aerial pass.

Reverse side bouncing and from aerial pass.

Dribbling – Indian dribble at speed, reverse stick dribble with control. Open stick dribble at high speed.

Shooting – reverse stick – deflection, lifted deflection, slap and hit.

Goalkeeper – kicking non-dominant foot and distribution of the ball.

Area of assessment 2 – Defensive skills

Tackling – open stick block, jab, lunge.

Reverse stick – jab.

Goal keeper - shot stopping – high/low, slide, waist height stick saves, penalty corners.

Tackling – open stick – sweep.

Reverse stick – block, lunge, sweep.

Goal keeper – stick saves – high/low, one against one, penalty strokes.

Area of assessment 3 – Tactics and strategies

When to dribble/run, pass, level of successful passes.

Pass/shoot/tackle decision making.

Creating and finding space.

Individual positional skills (attack and defence).

Positioning and effectiveness in set plays.

Making themselves available for the ball.

Health and safety

Students must at all times observe the appropriate rules from their National Governing Body (NGB). They must follow guidance from the NGB with regard to the use of protective equipment in order to ensure their own personal safety.

Hurling

Students will be assessed in their performance in the role of their choice across each area of assessment in the fully competitive context.

Area of assessment Core skills Advanced skills
Area of assessment 1 – Attacking skills

Gaining possession – the ground block, the jab lift, the overhead catch, controlling a moving ball.

Maintaining possession – the dribble, the solo run, balancing the ball on the stick.

Releasing possession – striking a stationary ball, striking from the hand, the hand pass, shooting (short/out of hand).

Gaining possession – the roll lift, the chest catch.

Maintaining possession – evasion/Roll off, feint/side step.

Releasing possession – ground strike on the run, doubling back, the overhead strike, non-dominant side striking, sideline cut, shooting (long).

Area of assessment 2 – Defensive skills

Contesting possession – the frontal ground block the hook, shoulder to shoulder clash.

Contesting possession – batting a ball overhead, checking/shadowing, the frontal air block.

Area of assessment 3 – Tactics and strategies

When to dribble/run, pass, level of successful passes.

Pass/shoot/tackle decision making.

Creating and finding space.

Individual positional skills (attack and defence).

Positioning and effectiveness in set plays.

Making themselves available for the ball.

Health and safety

Students must at all times observe the appropriate rules from their National Governing Body (NGB). They must follow guidance from the NGB with regard to the use of protective equipment in order to ensure their own personal safety.

Kayaking

Students will be assessed in their performance in the role of their choice across each area of assessment in the fully competitive context.

Sprint

Students will be assessed in their technical ability over two separate race distances.

Area of assessment Core skills Advanced skills
Area of assessment 1 – Distance 1

Body position – balance boat.

Paddle position on entry.

Draw action.

Paddle position on exit.

Recovery.

Use of upper body to increase stroke length.

Body position – to balance boat.

Paddle position on entry.

Draw action.

Paddle position on exit.

Recovery.

Area of assessment 2 – Distance 2 See above descriptors. See above descriptors.
Area of assessment 3 – Tactics and strategies

Pacing strategy.

Phases of the race.

Consistent stroke rate.

Synchronisation.

Speed/stroke rate at start.

Speed/stroke rate of finish.

Length of stroke maintained.

Flat/moving/white water

Students will be assessed on their technical skills on a slalom/gated course that involves upstream and downstream gates. Transitioning across the flow of water can be covered in either Area of assessment 1 or 2 when turning going up/down stream through the appropriate gates.

At A-level it is suggested that students will be competing in Division 3 races (or similar) as a minimum.

Area of assessment Core skills Advanced skills
Area of assessment 1 – Going/moving downstream

Forward/backward stroke, draw, sweep, spin, support stroke, high brace, low brace.

Bow rudder, stern rudder, Eskimo roll, brace on stopper.

Area of assessment 2 – Moving upstream

Forward/backward stroke, draw, sweep, spin, support stroke, high brace, low brace.

Bow rudder, stern rudder, Eskimo roll, brace on stopper.

Area of assessment 3 – Tactics and strategies

Route selection, boat positioning, etc.

Route selection, boat positioning, etc.

Health and safety

Students must at all times observe the appropriate rules from their National Governing Body (NGB). They must follow guidance from the NGB with regard to the use of protective equipment (helmets) in order to ensure their own personal safety.

Lacrosse

Students will be assessed in their performance in the role of their choice across each area of assessment in the fully competitive context.

Area of assessment Core skills Advanced skills
Area of assessment 1 – Attacking skills

Passing – dominant side – underarm, and overarm.

Receiving the ball – stationary – from both sides and from the front, collecting the ball from the ground. From both side whilst running.

Moving with ball – cradling action whilst carrying the ball on either side, footwork, sidestep, dodge.

Shooting – short shots long range/overarm dominant side.

Goalkeeper – passing – dominant side – underarm, and overarm.

Passing – increased distance and accuracy of dominant side and reverse side passing.

Receiving the ball – stationary from the behind. Running from the front and behind, collecting ground balls on the run.

Moving with the ball – rolling dodge both directions.

Shooting – corner shots, pivoting shots, reverse side.

Goalkeeper – passing – increased distance and accuracy of dominant side and reverse side passing.

Area of assessment 2 – Defensive skills

Ball on the ground.

Interceptions – ground balls, aerial passes on dominant side.

Tackling – body check.

Goal keeper – shot stopping low/high, stick saves, hand saves.

Interceptions – overhead, non-dominant side.

Tackling – legal use of the stick.

Goal keeper – corner shot saves, foot saves, penalty saves.

Area of assessment 3 – Tactics and strategies

When to dribble/run, pass, level of successful passes.

Pass/shoot/tackle decision making.

Creating and finding space.

Individual positional skills (attack and defence).

Positioning and effectiveness in set plays.

Making themselves available for the ball.

Health and safety

Students must at all times observe the appropriate rules from their National Governing Body (NGB). They must follow guidance from the NGB with regard to the use of protective equipment in order to ensure their own personal safety.

Netball

Students will be assessed in their performance in the role of their choice across each area of assessment in the fully competitive context.

Area of assessment Core skills Advanced skills
Area of assessment 1 – Attacking skills

Passing – chest, bounce, shoulder, javelin, pivot.

Receiving stationary and on the move – stopping, landing, footwork.

Shooting (if appropriate) close range and stepping forward.

Passing – accurately over increased distance and often on the move.

Receiving – whilst in the run and jumping – stopping, landing, footwork.

Shooting (if appropriate) – long range, stepping back.

Area of assessment 2 – Defensive skills

Footwork.

Marking a stationary player – blocking the pass/shot.

Intercepting from standing.

Rebounding (if appropriate).

Intercepting – whilst on the move.

Rebounding (if appropriate).

Area of assessment 3 – Tactics and strategies

When to dribble/run, pass, level of successful passes.

Pass/shoot/tackle decision making.

Creating and finding space.

Individual positional skills (attack and defence).

Positioning and effectiveness in set plays.

Making themselves available for the ball.

Health and safety

Students must at all times observe the appropriate rules from their National Governing Body in order to ensure their own personal safety.

Rock climbing

Students will be assessed in their performance in the role of their choice across each area of assessment in the formal context. Students will be assessed over two climbs.

At A-level it is expected that students should be working at level HVS 5A/5B and working towards level E1/5B.

Area of assessment Core skills Advanced skills
Area of assessment 1 – Attacking skills

Top rope climbing.

Hand/finger/foot jams.

2/3 point contact.

Traversing.

Abseil.

Belaying.

Bottom rope climbing.

3 point contact.

2 point contact.

Overhang/mantle shelf.

Layback.

Area of assessment 2 – Defensive skills See above descriptors. See above descriptors.
Area of assessment 3 – Tactics and strategies

Route selection.

Adapting to different climbs.

Fluency of movement.

Range of skills demonstrated and use of equipment.

Safety equipment placement.

Route selection.

Use of equipment.

Health and safety

Students must at all times observe all the appropriate and correct safety procedures/rules, such as clothing, equipment, knots and calls, in order to ensure their own personal safety and the safety of others.

Students should be aware of the environmental issues relating to the rock face and surrounding areas.

Rowing (fine boats)

Students will be assessed in their performance in the role of their choice across each area of assessment in the fully competitive situation throughout 2,000m (or other approved distance according to British Rowing) races.

Area of assessment Core skills Advanced skills
Area of assessment 1 – Attacking skills

Rowing on stroke side or rowing on bow side.

Grip/hand placement on oar.

Early preparation/angle of oar.

Angle of oar on entry.

Oar entry.

Catch.

Draw.

Recovery.

Push away.

Rowing on stroke side and rowing on bow side (opposite side to core skills).

Grip/hand placement on oar.

Early preparation/angle of oar.

Angle of oar on entry.

Oar entry.

Catch.

Draw.

Recovery.

Push away.

Area of assessment 2 – Defensive skills See above descriptors. See above descriptors.
Area of assessment 3 – Tactics and strategies

Pacing strategy.

Phases of the race.

Stroke rate.

Responding to instructions (where appropriate, eg coxed crews).

Synchronisation.

Ability to take different positions within boat (eg stroke).

Speed/stroke rate of start.

Speed/stroke rate of finish.

Length of stroke maintained.

Health and safety

Students must at all times observe the appropriate rules from their National Governing Body in order to ensure their own personal safety.

Rugby league

Students will be assessed in their performance in the role of their choice across each area of assessment in the fully competitive context.

Area of assessment Core skills Advanced skills
Area of assessment 1 – Attacking skills

Passing – short pass of both hands, two handed off-load, long pass of dominant hand.

Receiving the ball, on the move from both sides, stationary from both sides, two handed pick up from ground.

Moving with the ball – retaining the ball in contact, hand-off, fend, side step.

Kicking (if appropriate to position) goal kicking, drop goal, grubber, clearance.

Passing – long passing of both hands, one handed off-loads, dummy.

Receiving the ball – one handed from both sides, high and low passes and speed, one handed pick up from the ground.

Moving with the ball – switch, loop.

Kicking (if appropriate to position) – 40-20, up and under, chip, cross field.

Area of assessment 2 – Defensive skills

Tackling – front, side on, chop tackle.

Catching the ball (if appropriate to position) not under pressure.

Tackling – smother, one on one, steal/rip.

Catching the ball (if appropriate to position), when under pressure, contesting for the ball.

Area of assessment 3 – Tactics and strategies

Getting on side, variety of pass and or kick, pass selection and positional skills, last tackle options, lines of running, line speed, effectiveness in one role/position.

Effectiveness in set plays, defensive decision making – when to come up/drop back out, step in.

Effectiveness in crossing gain line.

Ability to play in two or more role/positions in the team, use of feint/disguise.

Health and safety

Students must at all times observe the appropriate rules from their National Governing Body (NGB). They must follow guidance from the NGB with regard to the use of protective equipment in order to ensure their own personal safety.

Rugby union

Students will be assessed in their performance in the role of their choice across each area of assessment in the fully competitive context.

Area of assessment Core skills Advanced skills
Area of assessment 1 – Attacking skills

Passing – short pass of both hands, two handed off-load, long pass of dominant hand.

Receiving the ball, on the move from both sides, stationary from both sides, two handed pick up from ground.

Moving with the ball – retaining the ball in contact, hand-off, fend, side step. Body position at ruck – presenting the ball, support roles, Maul, body position as ball carrier, support roles.

Kicking (if appropriate to position) goal kicking, drop goal, grubber, clearance.

Scrum half – box kick.

Scrum – body position on set, body position on drive.

Lineout – Hooker – grip on ball, foot position, throwing action, ability to throw to front jumper, accuracy.

Lifting – without movement in the line foot position, grip, arm action, support when landing.

Jumper – from one position (front or back) foot placement, knee bend, jump, two handed catch.

Passing – long passing of both hands, one handed off-loads, dummy.

Receiving the ball – one handed from both sides, high and low passes at speed, one handed pick up from the ground, sliding pick up from ball on ground.

Moving with the ball – switch, loop.

Kicking (if appropriate to position), up and under, chip, cross field.

Scrum half – clearance.

Scrum – body position on set, body position on drive.

Lineout – Hooker – throwing to middle/back jumper – grip on ball, foot position, throwing action, accuracy.

Lifting – with movement in the line foot position, grip, arm action, support when landing.

Jumper – from two or positions and with movement – foot placement, knee bend, jump, two handed catch.

Area of assessment 2 – Defensive skills

Tackling – front, side on, chop tackle.

Catching the ball (if appropriate to position) not under pressure.

Tackling – smother, one on one steal/rip, hold player up to win turnover.

Catching the ball (if appropriate to position), when under pressure, contesting for the ball.

Area of assessment 3 – Tactics and strategies

Getting on side, variety of pass and or kick, pass selection and positional skills, last tackle options, lines of running, line speed, effectiveness in one role/position.

Effectiveness in set plays, defensive decision making – when to come up/drop back/drift out/step in. Effectiveness in crossing gain line. Ability to play in two or more role/positions in the team, use of feint/disguise.

Health and safety

Students must at all times observe the appropriate rules from their National Governing Body (NGB). They must follow guidance from the NGB with regard to the use of protective equipment in order to ensure their own personal safety.

Sculling (fine boats)

Students will be assessed in their performance in the role of their choice across each area of assessment in the fully competitive situation throughout 2,000m (or other approved distance according to British Rowing) races.

Area of assessment Core skills Advanced skills
Area of assessment 1 – Attacking skills

Catch.

Leg drive.

Draw.

Arm action.

The slide.

Finish.

Recovery squaring or rolling up the blade.

Steering.

Balancing the boat.

Timing of leg drive and arm pull.

Length of stroke maintained.

Area of assessment 2 – Defensive skills See above descriptors. See above descriptors.
Area of assessment 3 – Tactics and strategies

Pacing strategy.

Phases of the race.

Stroke rate.

Responding to instructions (where appropriate, eg coxed crews).

Synchronisation.

Ability to take different positions within boat, eg stroke.

Speed/stroke rate of start.

Speed/stroke rate of finish.

Length of stroke maintained.

Health and safety

Students must at all times observe the appropriate rules from their National Governing Body in order to ensure their own personal safety.

Skiing

Students will be assessed in their performance in the role of their choice across each area of assessment in the fully competitive context (indoor/outdoor on snow, not dry slope).

Students will be assessed in two races in different disciplines (slalom, giant slalom, super giant slalom, downhill or skier cross).

At A-level at least one race should be on the steeper terrain.

Area of assessment Core skills (where appropriate to discipline) Advanced skills
Area of assessment 1 – Attacking skills

Drive out the start.

Glide/schuss.

Jumps.

Turn shape, turn radius, body angle through gates, pole placement.

Body shape in flight.

Control of landing.

Maintaining momentum through turns.

Movement across the fall line.

Use of sidecut to control turn radius.

Jumps.

Glide/schuss.

Turn shape, turn radius, body angle through gates, pole placement.

Body shape in flight.

Control of landing.

Maintaining momentum through turns.

Movement across the fall line.

Use of sidecut to control turn radius.

Area of assessment 2 – Defensive skills See above descriptors. See above descriptors.
Area of assessment 3 – Tactics and strategies

Line selection.

When to attack.

Maintaining tempo of turns.

Maintenance of aerodynamics (on the snow and through the air).

Line selection.

When to attack.

Maintaining tempo of turns.

Health and safety

Students must at all times observe the appropriate rules from their National Governing Body (NGB). They must follow guidance from the NGB with regard to the use of protective equipment in order to ensure their own personal safety.

Snowboarding

Students will be assessed in their performance in the role of their choice across each area of assessment in the fully competitive context (indoor/outdoor on snow, not dry slope).

Students will be assessed in two races in different disciplines (slalom, giant slalom, super giant slalom, downhill or border cross).

At A-level at least one race should be on the steeper terrain.

Area of assessment Core skills (where appropriate to discipline) up to Red slope Advanced skills on steeper terrain
Area of assessment 1 – Attacking skills

Drive out the start, turns, glide, jumps, turn shape, turn radius, body angle through gates, body shape in flight, control of landing, maintaining momentum through turns.

Jumps, turn shape, body angle through gates, pole placement, body shape in flight, control of landing, maintaining momentum through turns, movement across the full line, use of arms to maintain balance, linked turns with minimal skid, use of the side-cut to maintain turn radius.

Area of assessment 2 – Defensive skills See above descriptors. See above descriptors.
Area of assessment 3 – Tactics and strategies

Line selection.

When to attack.

Maintaining tempo of turns.

Maintenance of aerodynamics (on the snow and through the air).

Line selection.

When to attack.

Maintaining tempo of turns.

Health and safety

Students must at all times observe the appropriate rules from their National Governing Body (NGB). They must follow guidance from the NGB with regard to the use of protective equipment in order to ensure their own personal safety.

Squash

Students will be assessed in their performance in the role of their choice across each area of assessment in the fully competitive context.

Area of assessment Core skills Advanced skills
Area of assessment 1 – Attacking skills

Service – high/low, forehand/backhand.

Forehand strokes – wall drive boasts, volleys, drop shot, volley drive (straight and cross court).

Backhand strokes – wall drive, drop shot.

Service – lob (forehand and backhand).

Forehand strokes – cross court drive, cross court drop shot, kill, trickle boast, volley boast.

Backhand strokes – boasts, cross court drive, cross court drop shot, kill, volley drive.

Area of assessment 2 – Defensive skills

Return of serve – forehand and backhand from high serve, drive serve.

Straight and cross court return.

Forehand lob, cross court lob, nick.

Backhand – lob.

Return of serve – after ball touches the back wall, drop shot, return (forehand and backhand).

Forehand – back wall boast.

Backhand – cross court lob, back wall boast, nick, trickle boast.

Area of assessment 3 – Tactics and strategies

Variation of service, moving from attack to defence (and vice versa), command of the 't' position, variation of shot, use of side walls.

Change of rally length, awareness of interference and obstruction, use of feint to disguise shots.

Health and safety

Students must at all times observe the appropriate rules from their National Governing Body (NGB). They must follow guidance from the NGB with regard to the use of protective equipment in order to ensure their own personal safety.

Swimming

Students will be assessed in their performance in the role of their choice across each area of assessment in the fully competitive context.

Students can choose to use the same stroke but over different distances for Area of assessment 1 and 2, eg Area of assessment 1 100m freestyle and Area of assessment 2 400m freestyle, or different strokes for Area of assessment 1 and 2, eg Area of assessment 1 100m freestyle and Area of assessment 2 100m breaststroke.

Area of assessment Core skills Advanced skills
Area of assessment 1 – Attacking skills

Entry position and drive from wall/blocks when: starting, turns, finish.

Head action.

Breathing action.

Body position.

Arm action.

Leg action.

Use of underwater leg action on start, eg fly kick.

Use of underwater arm action on start.

Use of underwater leg action on turn.

Use of underwater arm action on turn.

Maintain hydrodynamics.

Area of assessment 2 – Defensive skills See above descriptors. See above descriptors.
Area of assessment 3 – Tactics and strategies

Pacing.

Breathing pattern.

Maintaining arm speed and leg speed.

Optimal distance underwater on start.

Optimal distance underwater in turns.

Optimum distance from wall on turn.

Timing of the finish stroke – finish on extension of arm/leg action as appropriate.

Health and safety

Students must at all times observe the appropriate rules from their National Governing Body in order to ensure their own personal safety.

Table tennis

Students will be assessed in their performance in the role of their choice across each area of assessment in the fully competitive context.

Area of assessment Core skills Advanced skills
Area of assessment 1 – Attacking skills

Service.

Forehand – push, slice top spin.

Backhand – push, slice.

Rally – forehand strokes – push, straight drive cross court drive top spin straight drive.

Backhand strokes – push, slice, cross court slice.

Service.

Forehand – side spin, high toss, cork screw.

Backhand – slice/slide spin, high toss.

Rally – ability to sustain rally.

Forehand strokes – topspin cross court, drop shot, smash.

Backhand strokes – topspin drive, topspin cross court, drop shot.

Area of assessment 2 – Defensive skills Return of serve.

Forehand – block, push, drive return, cross court return.

Backhand block – push, slice return.

Rally.

Forehand slice, chop.

Backhand slice, chop.

Return of serve.

Forehand slice return, return of cork spin.

Backhand topspin return, cross court return, return of cork spin.

Rally – ability to sustain rally.

Forehand strokes – lob, block of smash.

Backhand strokes – lob, block of smash.

Area of assessment 3 – Tactics and strategies

Variation of service.

Moving from attack to defence (and vice versa).

Variation of shot.

Use of slice and backspin.

Depth of service.

Depth of rally.

Change in depth.

Use of advanced spin on service.

Change of tactics during rally.

Use of feint/disguise.

Reaction to feint/disguise.

Health and safety

Students must at all times observe the appropriate rules from their National Governing Body in order to ensure their own personal safety.

Tennis

Students will be assessed in their performance in the role of their choice across each area of assessment in the fully competitive context.

Area of assessment Core skills Advanced skills
Area of assessment 1 – Attacking skills

Service – height of toss, footwork.

1st serve – depth, use of topspin, two different variations shown.

2nd serve – depth, ability to hit corners.

Rally.

Forehand – drive (down the line and cross court), drive volley, net drop shot.

Backhand – drive down the line, slice (down the line and cross court), drive volley, net drop shot.

Service – height of toss, footwork, use of spin.

1st serve – higher speed of delivery, ability to hit corners, body serve, slice.

2nd serve, higher speed of delivery, use of topspin, slice.

Rally.

Forehand – drop volley, back court drop shot, smash.

Backhand – drive down the line, slice (down the line and cross court), volley, smash.

Area of assessment 2 – Defensive skills Return of service.

Forehand – blocked return, drive down the line, topspin drive.

Backhand – blocked return, slice return down the line.

Rally.

Forehand – loop recovery, lob.

Backhand – loop recovery, lob.

Return of service.

Forehand – slice, cross court returns (drive/topspin/slice).

Backhand – topspin, cross court returns (drive/slice).

Rally.

Forehand – topspin lob , ½ volley.

Backhand – ½ volley.

Area of assessment 3 – Tactics and strategies

Variation of service, position on court, moving from attack to defence (and vice versa), baseline play, net play, and variation of shot.

Accuracy of 1st serve.

Accuracy and variation of 1st and second serve, attacking opponents second serve, use of serve and volley, chip and charge.

Ability to maintain sustained baseline rally, use of feint/disguise.

Health and safety

Students must at all times observe the appropriate rules from their National Governing Body in order to ensure their own personal safety.

Trampolining

Students will be assessed in their performance in the role of their choice across each area of assessment in the fully competitive context.

Students are able to select the voluntary routine based upon their level of performance. The voluntary routine enables students to create a 10 bounce routine reflecting their performance level.

Core skills – jumps, drop twist, somersaults.

Advanced skills – twisting somersaults, barani and moves of a higher tariff.

Area of assessment Compulsory routine 1 Compulsory routine 2 Compulsory routine 3
Area of assessment 1 – Compulsory routines

1 Barani (tucked)

2 Half twist jump

3 Pike jump

4 Seat landing

5 Half twist to feet

6 Straddle jump

7 Front landing

8 Half twist to feet

9 Tuck jump

10 Front somersault (pike)

1 Back somersault (tucked)

2 Seat landing

3 Half twist to feet

4 Full twist jump

5 Straddle jump

6 Back landing

7 Half twist to feet

8 Half twist jump

9 Tuck jump

10 Front somersault (pike)

1 Back somersault (straight)

2 Straddle jump

3 Back somersault to seat (tucked)

4 Half twist to feet

5 Half twist jump

6 Tuck jump

7 Back somersault (tucked)

8 Barani (tucked)

9 Pike jump

10 Front somersault (pike)

Area of assessment 2 – Voluntary routines

Technical quality voluntary routine – tariff score will need to be seen as it will be a differentiator between levels.

If no somersault shown then mark as Limited at best.

A routine of just one somersault will be Level 2 at best.

A routine of two somersaults or tucked Barani will access Level 3 at best.

To access the full range of marks the voluntary routine should include three somersaults as a minimum.

Area of assessment 3 – Tactics and strategies

Tariff selection in voluntary routine.

Placement of moves in the voluntary routine.

Choice of compulsory routine based on ability and outcome.

Maintenance of height.

Acceleration of the bed.

Control of landings.

Health and safety

Students are expected to perform and use the trampolines in a safe manner at all times. As a minimum, a standard size trampoline is required with appropriate spotters/safety mats and head clearance.

Participants may perform a 10 bounce routine of unlimited tariff (provided they are accompanied by a suitably qualified coach to supervise the routine).

Volleyball

Students will be assessed in their performance in the role of their choice across each area of assessment in the fully competitive context (men’s or ladies' net height as appropriate).

Area of assessment Core skills Advanced skills
Area of assessment 1 – Attacking skills

Service.

Underarm if used.

Overarm – float.

Dig – forward.

Volley/set – forward.

Tipping the ball.

Spike.

Service.

Overarm – topspin, side spin, jumping.

Dig – reverse.

Volley/set – reverse.

Tipping the ball – non dominant arm.

Spike – cross court.

Use of feint/disguise.

Area of assessment 2 – Defensive skills

Dig – two handed, backcourt.

Volley – front court and back court return.

Dig – one handed, diving, recovery (on the move).

Block.

Reaction to feint/disguise.

Area of assessment 3 – Tactics and strategies

Maintain height above net.

Shot selection.

Court position in attack/defence.

Accuracy and effectiveness of shots.

Awareness of position in rotation/formation.

Accuracy of shot selection.

Libero role (if appropriate).

Anticipation to aid positioning.

Switching of position/ movement after serve into specialist position.

Timing of attacking movements.

Timing of defensive jumps.

Health and safety

Students must at all times observe the appropriate rules from their National Governing Body (NGB) and follow guidance from the NGB with regard to the appropriate net height.

Specialist activities

Blind cricket

Students will be assessed in their performance in the role of their choice across each area of assessment in the fully competitive context.

Area of assessment Core skills Advanced skills
Area of assessment 1 – Batting skills

Grip, stance, backlit.

Front foot – defence, cover drive, off drive, on drive.

Back foot – defence, cut, pull, glance.

Front foot – sweep, slog sweep, reverse sweep, switch hitting.

Back foot – hook, square cut.

Area of assessment 2 – Bowling/fielding skills

Bowling, control of line and length, regular leg/off spin, inswing/outswing (standard delivery).

Fielding – slip fielding, high/low catches, pick up and throw, long barrier, receiving ball from fielder (deep).

Wicket keeper – fast/medium/spin-standing up receiving ball from fielder (deep).

Bowling – googly, reverse swing, bouncer, Yorker, leg cutter, off cutter, slower ball – (Variety of deliveries).

Fielding – one handed catches, accuracy of throws, run-outs (where appropriate), receiving ball from fielder close.

Wicket keeper – stumpings, leg side takes/catches, one hand catches (both sides), receiving ball from fielder (deep).

Area of assessment 3 – Tactics and strategies

In their main role.

Batting – shot selection, running between the stumps, calling.

Bowling – restricting score, maintaining line and length to different opponents, variation in chosen deliveries.

Fielding – individual positioning, backing up, fielding in one or two positions (wicket keeper is exempt).

Wicket keeper – positioning for different bowling styles, positioning for left and right handed batter.

In two roles.

Batting – up and down the order.

Bowling – bowling to your field, positioning of fielders, wide variety of deliveries.

Fielding – sliding to gather the ball, accuracy of long throws, flight of the throw, fielding in a wide variety of positions (wicket keeper is exempt).

Wicket keeper – accuracy of appeals, effectiveness when standing up to medium/fast pace to add pressure on batter.

Health and safety

Students must at all times observe the appropriate rules from their National Governing Body (NGB). They must follow guidance from the NGB with regard to the use of protective equipment, helmets (batting/wicket keeping), in order to ensure their own personal safety.

Boccia

Students will be assessed in their performance in the role of their choice across each area of assessment in the fully competitive context.

Area of assessment Core skills Advanced skills
Area of assessment 1 – Throws at the jack

Effectiveness from Central boxes.

Sending – rolling, length and speed.

Effectiveness from outer boxes (box 1 or 2, box 5 or 6).

Sending – use of spin ricochet.

Taking out opponents ball.

Area of assessment 2 – Blocking throws

Effectiveness from Central boxes.

Covering and blocking

Effectiveness from outer boxes (box 1 or 2, box 5 or 6).

Use of back spin to control bounce and roll.

Area of assessment 3 – Tactics and strategies

Shot selection.

Jack length.

Consistency of propelling the ball.

Variation in propelling the ball – height/angle/spin.

Effectiveness with a variety of jack lengths.

Health and safety

Students must at all times observe the appropriate rules from their National Governing Body (NGB). They must follow guidance from the NGB with regard to the use of protective equipment in order to ensure their own personal safety.

Goal ball

Students will be assessed in their performance in the role of their choice across each area of assessment in the fully competitive context.

Area of assessment Core skills Advanced skills
Area of assessment 1 – Attacking skills

Throws – from stationary.

Straight ball.

Side arm.

Curved ball.

Throws – with one or more strides.

Straight.

Side arm.

Curved 360o rotation.

Area of assessment 2 – Defensive skills

Dominant side.

Blocking – forming a barrier.

Straight body position/firm wall.

Arm position.

Leg position.

Non-dominant side.

Blocking – forming a barrier.

Straight body position/firm wall.

Arm position.

Leg position.

Area of assessment 3 – Tactics and strategies

Central position accuracy.

Selection of throw (based on coach guidance about target).

Court coverage in defence.

Timing of defensive movements.

Communication with team.

Use of spin to reduce noise of the ball.

Accuracy when throwing from wing position.

Health and safety

Students must at all times observe the appropriate rules from their National Governing Body (NGB). They must follow guidance from the NGB with regard to the use of protective equipment in order to ensure their own personal safety.

Powerchair football

Students will be assessed in their performance in the role of their choice across each area of assessment in the fully competitive context.

Area of assessment Core skills Advanced skills
Area of assessment 1 – Attacking skills

Receiving the ball – stationary and on the move.

Dribbling – in front of the chair.

Passing/Goal kicks (goalkeeper only).

Short pass.

Long.

180o spin.

Kick ins.

Use of one side of the chair.

Shooting.

Close distance.

Dribbling – use of all parts of the chair.

Passing.

180o spin.

360o spin.

Free kicks.

Kick ins.

Use of both sides of the chair.

Shooting.

Long range.

Area of assessment 2 – Defensive skills

Tackling – both sides of the chair.

Blocking – one side of the chair.

Goalkeeper.

From long range shots.

Short range shots.

Tackling – both sides of the chair when moving.

Intercepting.

Blocking – with both sides of the chair.

Goalkeeper.

Saves from wider angles/penalty kicks.

Area of assessment 3 – Tactics and strategies

Role at corners/set play.

Tracking back.

Man-to-man marking.

Range of passing.

Decision making – when to pass/dribble/shoot or decision making when to tackle/jockey.

Goalkeeper.

Positioning during open play.

Positioning at corners.

Decision making – when to come out.

Jockeying.

Interception of pass.

Zonal marking.

Use of feint/disguise.

Reaction to feints/disguise.

Goalkeeper.

Organisation of team at corners.

Organisation at free kicks (communication to create wall).

Reaction to feints/disguise.

Health and safety

Students must at all times observe the appropriate rules from their National Governing Body (NGB). They must follow guidance from the NGB with regard to the use of protective equipment in order to ensure their own personal safety.

Polybat

Students will be assessed in their performance in the role of their choice across each area of assessment in the fully competitive context.

Area of assessment Core skills Advanced skills
Area of assessment 1 – Attacking skills

Service.

Return of service.

Push.

Hit.

Varied angle of strike.

Varied angle of the ball (accelerating/decelerating the ball).

Area of assessment 2 – Defensive skills

Service.

Return of service.

Push.

Hit.

Varied angle of strike.

Varied pace of the ball (accelerating/decelerating the ball).

Area of assessment 3 – Tactics and strategies

Forehand/backhand selection forcing opponent to lift the ball.

Bat placement.

Use of the sideboards.

Shot variety, use of angle.

Health and safety

Students must at all times observe the appropriate rules from their National Governing Body (NGB). They must follow guidance from the NGB with regard to the use of protective equipment in order to ensure their own personal safety.

Table cricket

Students will be assessed in their performance in the role of their choice across each area of assessment in the fully competitive context.

Core skills – hitting the ball (generally straight), keeping the ball on the table.

Advanced skills – use of angle when hitting the ball – effective with a variety of delivery speeds and types of delivery.

Area of assessment Core skills Advanced skills
Area of assessment 1 – Batting skills

Batting – keeping the ball on the table, hitting the ball.

Batting – ability to vary shot to hit the scoring areas.

Area of assessment 2 – Fielding skills

Bowling – speed of push, accuracy of standard delivery - moving the fielder.

Fielding – slow to medium reaction to the shot.

Bowling – use of the swing ball, adjusting angle of the ramp, variety of delivery.

Fielding – fast reactions to the shot, catching.

Area of assessment 3 – Tactics and strategies

Shot angle variety, bowling accuracy, positioning of fielding boards.

Selection of appropriate shot/delivery.

Variation of batting angles to avoid fielding boards.

Variation of bowling styles to defeat batsman.

Effective fielding board placement.

Health and safety

Students must at all times observe the appropriate rules from their National Governing Body (NGB). They must follow guidance from the NGB with regard to the use of protective equipment in order to ensure their own personal safety.

Wheelchair basketball

Students will be assessed in their performance in the role of their choice across each area of assessment in the fully competitive context.

Area of assessment Core skills Advanced skills
Area of assessment 1 – Attacking skills

Catching the ball – stationary, two handed on the move (where able) pick up from floor.

Passing – two handed toss, flip pass, chest pass, overhead (two handed), bounce pass.

Moving with the ball – two handed dribble, front dribble.

Chair control – starting, stopping, change of direction, change of pace.

Shooting – free shots, set shots (inside the key).

Catching the ball – one handed stationary, one handed moving.

Passing – one handed passes, flip pass, hook, lob pass, bump.

Moving with the ball – bump and roll, spin, one handed dribble.

Shooting – lay ups, hook shots, set shots outside the key.

Area of assessment 2 – Defensive skills

Chair positioning.

Chair control – starting, stopping, change of direction, change of pace.

Intercepting the ball, rebounds.

Area of assessment 3 – Tactics and strategies

Pass and dribble selection, variety of pass, accuracy of pass, shot selection, tracking player, chair positioning (blocking).

Line of attack, moving into open space, defensive positioning.

Pivot.

High speed moving with the ball, tandem defence, ability in zone defence, ability to beat defender, ability to prevent attacker moving towards hoop.

Man to man marking, effectiveness in team strategy.

Health and safety

Students must at all times observe the appropriate rules from their National Governing Body (NGB). They must follow guidance from the NGB with regard to the use of protective equipment in order to ensure their own personal safety.

Wheelchair rugby

Students will be assessed in their performance in the role of their choice across each area of assessment in the fully competitive context.

Area of assessment Core skills Advanced skills
Area of assessment 1 – Attacking skills

Catching the ball – stationary, two handed on the move (where able) pick up from floor.

Passing – two handed toss, flip pass, chest pass, overhead (two handed), bounce pass.

Moving with the ball – two handed dribble, front dribble.

Chair control – starting, stopping, change of direction, change of pace.

Catching the ball – one handed stationary, one handed moving.

Passing – one handed passes, flip pass, hook, lob pass, bump.

Moving with the ball – bump and roll, spin, one handed dribble.

Area of assessment 2 – Defensive skills

Tackling – from the front, back.

High speed tackle.

Area of assessment 3 – Tactics and strategies

Pass and dribble selection, variety of pass, accuracy of pass, tracking player, chair positioning (blocking).

Line of attack, moving into open space, defensive positioning.

Pivot.

High speed moving with the ball, tandem defence, ability in zone defence, ability to beat defender, ability to prevent attacker moving towards score zone.

Health and safety

Students must at all times observe the appropriate rules from their National Governing Body (NGB). They must follow guidance from the NGB with regard to the use of protective equipment in order to ensure their own personal safety.

Levels of response grids

Levels of response grid for performer

All activities must be undertaken and assessed in full versions of a sport which in a fully competitive context apart from the following activities where it may be more appropriate to undertake and assess them in a 'performance context'.

  • Climbing – a mountain climb involving challenge against the natural environment appropriate to the capabilities of the student.
  • Dance – a formal dance show/production performing in front of an audience.
Area of assessments 1 and 2

Level

Mark

Description

5

13–15

Clear demonstration of an excellent level of core and a very good level of advanced skills/techniques in a fully competitive/performance context. Skills/techniques are applied with excellent accuracy/success. Advanced skills are frequently used successfully.

Maintains excellent levels of technical competence even at the highest levels of competition in a fully competitive situation, or in a very high level performance context.

Excellent levels of physical fitness and/or psychological focus are clearly evident throughout almost the entire duration of performance.

4

10–12

Clear demonstration of a very good level of core and a good level of advanced skills/techniques in a fully competitive/performance context. Skills/techniques are applied with very good accuracy/success. Advanced skills are used frequently, often and successfully.

Maintains very good levels of technical competence at high levels of competition in a fully competitive situation, or in a high level performance context, but may make errors in the most challenging situations.

Very good levels of physical fitness and/or psychological focus are clearly evident throughout most of the performance.

3

7–9

Clear demonstration of a good level of core and moderate level of advanced skills/techniques in a fully competitive/performance context. Skills/techniques are applied with good accuracy/success. Advanced skills are used but these are applied inconsistently.

Maintains good levels of technical competence at high levels of competition in a fully competitive situation, or in a high level performance context, but sometimes makes errors in the more challenging situations.

Good levels of physical fitness and/or psychological focus are frequently evident during the performance, although there may also be some deficiencies.

2

4–6

Clear demonstration of a moderate level of core and limited level of advanced skills/techniques in a fully competitive/performance context. Skills/techniques are applied with moderate accuracy/success but student is not always consistent. Advanced skills are occasionally used but are rarely successful.

Maintains moderate levels of technical competence in a fully competitive situation but often makes errors in the more challenging situations. As the challenge increases the level of competence lowers significantly.

Moderate levels of physical fitness and/or psychological focus are sometimes evident during the performance, though there are some deficiencies.

1

1–3

Clear demonstration of only a limited level of core and no advanced skills/techniques in a fully competitive/performance context. Skills/techniques are applied with limited accuracy/success and with a clear lack of consistency. Student cannot or does not demonstrate any advanced skills.

Shows a limited level of technical competence in a fully competitive situation and nearly always makes errors in the more challenging situations.

Physical fitness and/or psychological focus are rarely evident during the performance.

0

0

Nothing worthy of credit.

Area of assessment 3

Level

Mark

Description

5

13–15

Clear demonstration of an excellent level of motivation/commitment.

Consistently demonstrates an excellent understanding and application of rules in a fully competitive/performance context.

Excellent application of strategies/tactics or the ability to compose/choreograph routines enables the student to maintain an excellent level of success even at the highest levels of competition.

Very few errors in performance are evident even in the application of advanced tactics and strategies.

A very wide range of both core and advanced skills/techniques is evident in the delivery and planning of tactics/strategies or choreography.

4

10–12

Clear demonstration of a very good level of motivation/commitment.

Demonstrates a very good understanding and application of rules in a fully competitive/performance context with very little inconsistency when applying advanced tactics/strategies/choreography.

Very good application of strategies/tactics or of the ability to compose/choreograph routines enables the student to maintain a very good level of success, but may make occasional errors at high levels of competition.

Some errors in performance are evident especially in the application of advanced tactics and strategies.

A wide range of core skills/techniques and some advanced skills/techniques are evident in the delivery and planning of tactics/strategies or choreography.

3

7–9

Clear demonstration of a good level of motivation/commitment.

Generally demonstrates a good understanding and application of rules in a fully competitive/performance context but with some inconsistency when applying advanced tactics/strategies/choreography.

Good application of strategies/tactics or the ability to compose/choreograph routines enables the student to maintain a good level of success, but with some tactical errors at high levels of competition.

Errors in performance are frequently evident especially in the application of advanced tactics and strategies. Performance is frequently consistent when applying tactics/strategies.

A modest range of core skills/techniques is evident in the delivery and planning of tactics/strategies or choreography.

2

4–6

Clear demonstration of a moderate level of motivation/commitment.

Demonstrates a moderate understanding and application of rules in a fully competitive/performance context.

Moderate application of strategies/tactics or the ability to compose/choreograph routines enables the student to achieve some success, but makes frequent errors at high levels of competition.

Errors in performance are occasionally evident in the application of tactics and strategies.

A limited range of core skills/techniques is evident in the delivery and planning of tactics/strategies or choreography.

1

1–3

Clear demonstration of only a limited level of motivation/commitment.

Limited understanding and application of rules in a fully competitive/performance context. Limited application of strategies/tactics or the ability to compose/choreograph routines.

There are frequent errors in performance when applying tactics and strategies.

A very limited range of core skills/techniques is evident in the delivery and planning of tactics/strategies or choreography.

0

0

Nothing worthy of credit.

Levels of response grid for coach

All coaching of activities must be undertaken and assessed in full versions of a sport which in a fully competitive context in the analysis and refinement stages, apart from the following activities where it may be more appropriate to undertake and assess them in a 'performance context'.

  • Climbing – a mountain climb involving challenge against the natural environment appropriate to the capabilities of the student (At A-level it is expected that students should be working at level HVS 5A/5B and working towards level E1/5B).
  • Dance – a formal dance show/production performing in front of an audience (minimum of 10 people in the audience).
Area of assessments 1 and 2

Level

Mark

Description

5

13–15

Clear demonstration of an excellent level of core and a very good level of advanced skills in coaching when analysing skills/techniques in a fully competitive/performance context.

Excellent levels of consistency, accuracy and success are clearly evident when analysing, modifying and refining skills/techniques to progress and modify performance.

Maintains excellent levels of coaching competency when refining and modifying core skills and techniques. Maintains very good levels of coaching competency even when refining and modifying advanced skills and techniques.

Excellent communication skills are clearly evident, normally using the relevant technical terminology and consistently demonstrates the ability to adapt this language to ensure the performer understands the coach’s comments.

Exercises/activities designed to modify and refine performance are normally suitably designed and delivered with an excellent level of success, even when working with students using advanced skills.

4

10–12

Clear demonstration of a very good level of core and a good level of advanced skills in coaching when analysing skills/techniques in a fully competitive/performance context.

Very good levels of consistency, accuracy and success are clearly evident when analysing, modifying and refining skills/techniques to progress and appropriately modify performance.

Maintains very good levels of coaching competency even when refining and modifying core skills and techniques. Maintains good levels of coaching competency even when refining and modifying advanced skills and techniques.

Very good communication skills are clearly evident, usually using the relevant technical terminology and usually demonstrates the ability to adapt this language to ensure the performer understands the coach’s comments.

Exercises/activities designed to modify and refine performance are usually suitably designed and delivered with a very good level of success. Usually makes errors in the most challenging situations.

3

7–9

Clear demonstration of a good level of core skills and satisfactory advanced skills in coaching when analysing skills/techniques in a fully competitive/performance context.

Good levels of consistency, accuracy and success are clearly evident when analysing, modifying and refining a range of skills/techniques to logically progress and appropriately modify performance.

Frequently fails to maintain competence when refining more advanced skills and techniques.

Good communication skills are clearly evident, frequently using more advanced relevant technical terminology and frequently demonstrates the ability to adapt this language to ensure the performer understands the coach’s comments.

Exercises/activities designed to modify and refine performance are suitably designed and delivered with a good degree of success. Frequently fails to maintain competence when working with students using advanced skills.

2

4–6

Clear demonstration of a moderate level of core skills and limited level of advanced skills in coaching when analysing skills/techniques in a fully competitive/performance context.

A moderate level of consistency, accuracy and success is evident when analysing, modifying and refining a range of skills/techniques to progress and appropriately modify performance.

Moderate communication skills are evident – occasionally using more advanced technical terminology. The performer may misunderstand the coach’s comments and directions.

Exercises/activities designed to modify and refine performance are occasionally designed and delivered successfully. The student’s competence is significantly affected by the level of the performer they are working with.

1

1–3

Clear demonstration of a limited level of core skills and no advanced skills in coaching when analysing skills/techniques in a fully competitive/performance context.

Limited levels of consistency, accuracy and success when analysing, modifying and refining skills/techniques to modify performance.

Limited communication skills are rarely used – technical terminology is basic and lacks explanation.

Exercises/activities designed to modify and refine performance are rarely designed and delivered successfully. The student’s competence is significantly affected by the level of the performer they are working with.

0

0

Nothing worthy of credit.

Area of assessment 3

Level

Mark

Description

5

13–15

Clear demonstration of an excellent level of motivation/commitment.

Excellent levels of consistency, accuracy and success are clearly evident when analysing, modifying and refining tactics/strategy/choreography.

Maintains an excellent level of coaching competency even when refining and modifying advanced tactics/strategy/choreography.

Excellent communication skills are clearly evident, normally using the relevant technical terminology and consistently demonstrates the ability to adapt this language to ensure the performer understands the coach’s comments.

Exercises/activities designed to modify and refine performance are normally suitably designed and delivered with an excellent level of success, even when working with students using advanced tactics/strategy/choreography.

Performers are able to accurately apply the refined advanced tactics/strategy/choreography with few errors. Performers make excellent progress, thus demonstrating excellent analysis and modification from the coach.

4

10–12

Clear demonstration of very good levels of motivation/commitment.

Very good levels of consistency, accuracy and success are clearly evident when analysing, modifying and refining tactics/strategy/choreography.

Maintains very good levels of coaching competency even when refining and modifying advanced tactics/strategy/choreography.

Very good communication skills are clearly evident, usually using the relevant technical terminology and usually demonstrates the ability to adapt this language to ensure the performer understands the coach’s comments.

Exercises/activities designed to modify and refine performance are sometimes suitably designed and delivered with a very good level of success. Sometimes makes errors when developing advanced tactics/strategy/choreography.

Performers are able to accurately apply the refined tactics/strategy/choreography but with some errors evident when attempting to apply advanced tactics/strategy/choreography. Performers often show very good improvement, demonstrating very good analysis and modification from the coach.

3

7–9

Clear demonstration of good levels of motivation/commitment.

Good levels of consistency, accuracy and success are clearly evident when analysing, modifying and refining tactics/strategy/choreography.

Often fails to maintain competence when refining more advanced tactics/strategy/choreography.

Good communication skills are clearly evident, frequently using more advanced relevant technical terminology and frequently demonstrates the ability to adapt this language to ensure the performer understands the coach’s comments.

Exercises/activities designed to modify and refine performance are frequently suitably designed and delivered with a good degree of success. Frequently fails to maintain competence when working with students using advanced tactics/strategy/choreography.

Performers are frequently able to accurately apply the refined tactics/strategy/choreography but with errors evident when attempting to apply advanced tactics/strategy/choreography. Performances frequently show good improvement, demonstrating good analysis and modification from the coach.

2

4–6

Clear demonstration of moderate levels of motivation/commitment.

A moderate level of consistency, accuracy and success is evident when analysing, modifying and refining tactics/strategy/choreography.

Moderate communication skills are evident – occasionally using more advanced technical terminology. The performer may misunderstand the coach’s comments and directions.

Exercises/activities designed to modify and refine a basic level of performance are occasionally designed and delivered successfully.

Performers are able to occasionally apply some of the refined tactics/strategy/choreography but with errors occasionally evident. Performers occasionally show good improvement, demonstrating good analysis and modification from the coach.

1

1–3

Clear demonstration of limited levels of motivation/commitment.

Limited levels of consistency, accuracy and success when analysing, modifying and refining tactics/strategy/choreography.

Limited communication skills are used – technical terminology is rare, basic and lacks explanation.

Exercises/activities designed to modify and refine performance demonstrated are rarely designed and delivered successfully. Rarely fails to maintain competence when working with students using basic tactics/strategy/choreography.

Performers are able to apply some of the refined tactics/strategy/choreography but with errors highly evident. Performance shows limited improvement demonstrating moderate analysis and modification from the coach.

0

0

Nothing worthy of credit.

Performance analysis assessment (analysis and evaluation)

Students are required to analyse and evaluate, using appropriate theoretical content included in the specification, a performance as either player/performer or coach, in one activity from the specification. Students can analyse and evaluate their own performance or the performance of another, as long as it is in an activity that is from the specification.

This can be completed either:

  • in a purely written format, or
  • via a combination of a written format (eg continuous prose/PowerPoint slides etc) and additional verbal explanation (eg expanding on PowerPoint presentation/interview).

Students will be assessed on their performance analysis assessment in the following two skills:

  • Analysis (20 marks)
  • Evaluation (25 marks)

Students will be assessed against the levels of response grids.

All causes and corrective measures used by the students must be from the theoretical content within the specification.

Students may choose just one cause/corrective measure (to show depth of knowledge) or they may choose to discuss more than one relevant cause/corrective measure (to show breadth and depth).

In the role of coach the student will analyse others’ performances within a fully competitive game/formal conditions and discuss the impact that their weakness(es) have on the performance being analysed.

More than one weakness in the performance may be identified, but students must analyse weaknesses consistently in order to meet the bands in the assessment criteria.

The emphasis here is on the ability of students to identify weakness(es) in their own performance or the performance of another, ie at A-level 2 weaknesses; 1 from Area of assessment 2 and one from Area of assessment 3.

Levels of response grids for both performer and coach

Analysis of performance

Level

Mark

Description

5

17–20

Student is able to identify and explain weakness(es), illustrating an excellent level of awareness.

Student demonstrates excellent levels of depth and/or breadth of analysis when analysing weaknesses, consistently highlighting the effect of prominent technical/tactical/strategic errors upon overall skill execution and performance.

Student shows excellent knowledge and understanding of the different techniques/tactics/strategies used in the analysis.

Student uses appropriate and correct technical terminology consistently.

4

13–16

Student is usually able to identify and explain the weakness(es), illustrating a very good level of awareness.

Student demonstrates very good levels of depth and/or breadth of analysis when analysing weaknesses, usually highlighting the effect of technical/tactical/strategic errors upon overall skill execution and performance.

Student shows very good knowledge and understanding of the different techniques/tactics/strategies used in the analysis.

Student usually uses appropriate and correct technical terminology but the use of this terminology may occasionally be inconsistent.

3

9–12

Student is sometimes able to identify and explain the weakness(es), illustrating a good level of awareness.

Student demonstrates good levels of depth and breadth of analysis when analysing weaknesses, sometimes highlighting the effect of relevant technical/tactical/strategic errors upon overall skill execution and performance. There may be some inaccuracy when analysing advanced skills/tactics/choreography.

Student shows good knowledge and understanding of the different techniques/tactics/strategies used in the analysis.

Student sometimes uses appropriate and correct technical terminology but the use of this terminology may sometimes be inconsistent.

2

5–8

Student is occasionally able to identify and explain weakness(es), illustrating a moderate level of awareness.

Student demonstrates moderate levels of depth and breadth of analysis when analysing weaknesses, occasionally highlighting the effect of relevant technical/tactical/strategic errors upon overall skill execution and performance. There may be some inaccuracy when analysing core skills/tactics/choreography.

Student shows moderate knowledge and understanding of the different techniques/tactics/strategies used in the analysis.

Student occasionally uses appropriate and correct technical terminology but the use of this terminology is often inconsistent.

1

1–4

Student is rarely able to identify and explain weakness(es), illustrating a limited level of awareness.

Student demonstrates limited levels of depth and breadth of analysis when analysing weaknesses, rarely highlighting the effect of technical/tactical/strategic errors upon overall skill execution and performance.

Student shows limited knowledge and understanding of the different techniques/tactics/strategies used in the analysis.

Student rarely uses appropriate and correct technical terminology.

0

0

Nothing worthy of credit.

Evaluation of performance

Level

Mark

Description

5

21–25

Student demonstrates excellent depth of knowledge of relevant theoretical causes and corrections in line with the detail required in the specification for that topic.

The cause(s) are developed and directly linked back to the weakness(es) with a detailed explanation which contains few if any inaccuracies.

Relevant corrective measures for weaknesses are identified and linked back to the cause(s) using theory from the specification with almost no inaccuracies.

Student almost always uses an excellent level of technical language throughout this section of work.

4

16–20

Student demonstrates very good depth of knowledge of relevant theoretical causes and corrections in line with the detail required in the specification for that topic.

The cause(s) are usually developed and directly linked back to the weakness(es) with a clear explanation which contains only occasional inaccuracies.

Relevant corrective measures for weaknesses are usually identified and linked back to the cause(s) using theory from the specification with few inaccuracies.

Student uses a very good level of technical language throughout this section of work although there may be occasional inconsistency.

3

11–15

Student demonstrates good depth of knowledge of relevant theoretical causes and corrections in line with the detail required in the specification for that topic.

The cause(s) are sometimes developed and directly linked back to the weakness(es) with an explanation which may be lacking in depth with some inaccuracies.

Relevant corrective measures for weaknesses are sometimes identified and linked back to the cause(s) with theory from the specification but with some inaccuracies.

Student uses a good level of technical language throughout this section of work, although there are likely to be some inconsistencies.

2

6–10

Student demonstrates a moderate depth of knowledge of relevant theoretical causes and corrections in line with the detail required in the specification for that topic.

The cause(s) are occasionally developed to a basic level and may be linked back to the weakness(es) with an explanation which is likely to be lacking in depth with inaccuracies.

Relevant corrective measures for weaknesses are occasionally identified and linked back to the cause(s) with theory from the specification but with inaccuracies.

Student uses a reasonable level of technical language throughout this section of work, but with inconsistencies.

1

1–5

Student demonstrates a limited depth of knowledge in all of the relevant theoretical causes and corrections in line with the detail required in the specification for that topic.

The causes are rarely developed or linked back to the weaknesses.

Relevant corrective measures for weaknesses may be occasionally identified but are rarely linked back to the cause(s) with theory from the specification.

Student uses a limited level of technical language throughout this section of work and there are inconsistencies.

0

0

Nothing worthy of credit.