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 one or 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.

AS exams and certification for this specification are available for the first time in May/June 2017 and then every May/June for the life of the specification.

All materials are available in English only.

Our AS 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 the written paper contains an extended response question. 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 AS 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 AS Physical Education

Assessment objectives (AOs) Component weightings (approx %) Overall weighting (approx %)
Paper 1 NEA
AO1 22–25 0 22–25
AO2 22–25 0 22–25
AO3 22–25 0 22–25
AO4 0 30 30
Overall weighting of components 70 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
Factors affecting participation in physical activity and sport 84 x2.5 210
Performance in physical activity and sport 100 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. These questions will always be extended answer questions (8 marks).

These questions will not be asked in the same sections of the paper 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 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.

Off site 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.

AS skills criteria for list of activities

The following table outlines 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

Cannot do fielding and wicket keeping

Batting skills or bowling skills or fielding/wicket-keeping skills

Batting skills or bowling skills or fielding/wicket keeping skills

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 strategies

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

Apparatus

Apparatus

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

Race 1

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 skills

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
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.
Area of assessment 2 – Defensive skills Duck.

Moving away/backwards.

Lateral footwork. Blocking/parrying/covering up.
Area of assessment 3 – Tactics and strategies Ring positioning, footwork to remain balanced, use of reach, maintenance of guard position.
Health and safety

All boxers need to follow the appropriate medical and safety guidelines as required by England Boxing. An appropriately qualified adult must supervise the bout.

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
Area of assessment 1 – Attacking skills

Outfield player.

Receiving the ball – control using both feet and thigh.

Passing – (dominant foot) short and 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.

Heading on goal.

Area of assessment 2 – Defensive skills

Tackling – block, lunge, slide.

Heading – distance and height.

Clearance – height and distance.

Area of assessment 3 – Tactics and strategies

Individual positional skills (attack and defensive) - eg tracking back, supporting runs.

Pass/dribble/shoot/tackle/jockey decision making.

Role in formation.

Goalkeeper
Area of assessment Core 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.

Area of assessment 2 – Defensive skills

Shot stopping.

High and low.

Inside and outside 18-yard box.

One handed and two handed.

Crosses – catch.

Area of assessment 3 – Tactics and strategies

Positioning during open play.

Positioning at corners.

Decision making – when to come out.

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 from the list below.

Track (outdoor) Track (indoor) Field Other (only one of)
100m 60m Long jump Trail – 10000m max or
200m 200m High jump Fell – 10000m max or
300m (girls) 300m (girls) Triple jump

Cross country (girls)

4k–10k or

400m 400m Pole vault

Cross country (boys)

6k–10k or

800m 800m Shot put Park run
1500m 1500m Discus (outdoor)  
3000m 3000m Javelin (outdoor)  
5000m (boys) Hurdles – 50m, 60m Hammer (outdoor)  
10000m      
Steeplechase – 1500m, 2000m, 3000m      

Hurdles (boys) – 100m, 110m, 400m

Hurdles (girls) – 80m, 100m, 300m, 400m

     
Area of assessment Core 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.

Area of assessment 2 – Event 2 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).

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
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.

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).

Area of assessment 3 – Tactics and strategies

Variation of serve.

Shot selection for service return.

Position on court.

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
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.

Area of assessment 2 – Defensive skills

Body position when defending the dribble.

Interception.

Defensive rebounding.

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.

Health and safety

Students must at all times observe the appropriate rules from their National Governing Body (NGB) 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
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).

Area of assessment 2 – Defensive skills

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

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).

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
Area of assessment 1 – Event/race 1

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.
Area of assessment 3 – Tactics and strategies

Pacing strategy.

Phases of the race.

Consistent stroke race.

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 AS it is suggested that students will be competing in Division 4 races (or similar) as a minimum.

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

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

Area of assessment 2 – Event/race 2

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

Area of assessment 3 – Tactics and strategies

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.

Students cannot be assessed in both fielding and wicket keeping.

Area of assessment Core skills
Area of assessment 1 – In one role from batting/bowling/fielding or wicket keeping

Batting – Grip, stance, backlift.

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

Back foot – defence, cut, pull, glance.

Bowling, control of line and length, regular leg/off spin OR 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).

Area of assessment 2 – In an alternative role from batting/bowling/fielding or wicket keeping See above descriptors.
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 – positioning for different bowling styles, positioning for left and right handed 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
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 trial/stage riding) posture, pacing, starts/finishes, cornering, echelon riding, chain ganging/through and off cornering.

Area of assessment 2 –Technical quality of race 2

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).

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

Students will be assessed in their performance in the role of their choice across each area of assessment in the fully competitive/performance context. The following dance genres are permitted: ballet, ballroom, contemporary, cultural dance, folk, street and tap.

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
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.

Area of assessment 2 – Dance 2

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.

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.

At AS students will select dives from the appropriate lists below to create a six-dive list.

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 restricted to good (7–9) at best.

Area of assessment Core 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.
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.

Area of assessment 3 – Choreography

Dive selection (dependent upon ability).

Shape in flight.

Shape on entry.

Order of dives.

Health and safety

Students must at all times observe the appropriate rules from their National Governing Body (NGB) 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
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.

Area of assessment 2 – Jumping

75 cm course, or cross country 75 cm, 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.

Area of assessment 3 – Tactics and strategies

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
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).

Area of assessment 2 – Defensive skills

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

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.

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 play over 18 holes or match play over 18 holes or to the conclusion of the match. The course should include a variety of par 3, par 4 and par 5 holes.

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

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

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

Area of assessment 2 – Long irons/woods

Tee shots, fairway play, punch.

Area of assessment 3 – Tactics and strategies

Course management, club selection.

Health and safety

Students must at all times observe the appropriate rules from their National Governing Body (NGB) 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
Area of assessment 1 – Apparatus 1

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

Vault – two different vaults – headspring, hand spring, short arm overswing 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.

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

Area of assessment 2 – Apparatus 2

See above descriptors.

Area of assessment 3 – Tactics and strategies

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
Area of assessment 1 – Attacking skills

Passing – dominant hand stationary, on the move, short, long.

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

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

Shooting – standing shot, jump shot.

Goal keeper – dominant hand stationary, on the move, short, long.

Area of assessment 2 – Defensive skills

Jockeying, blocking, intercepting.

Goalkeepers – shot stopping (high/low/waist-height).

Area of assessment 3 – Tactics and strategies

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

Interception, blocking decision making.

Creating and finding space.

Individual positional skills (attack and defence).

Health and safety

Students must at all times observe the appropriate rules from their National Governing Body (NGB) 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
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.

Area of assessment 2 – Defensive skills

Tackling – open stick block, jab, lunge.

Reverse stick – jab.

Goalkeeper – shot stopping – high/low, slide, waist height stick saves, penalty corners.

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).

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
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).

Area of assessment 2 – Defensive skills

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

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).

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
Area of assessment 1 – Event/race 1

Body position – balance boat.

Paddle position on entry.

Draw action.

Paddle position on exit.

Recovery.

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

Pacing strategy.

Phases of the race.

Consistent stroke rate.

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 AS it is suggested that students will be competing in Division 4 races (or similar) as a minimum.

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
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 sides 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.

Area of assessment 2 – Defensive skills

Ball on the ground.

Interceptions – ground balls, aerial passes on dominant side.

Tackling – body check.

Goalkeeper – shot stopping low/high, stick saves, hand 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).

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
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.

Area of assessment 2 – Defensive skills

Footwork.

Marking a stationary player – blocking the pass/shot.

Intercepting from standing.

Rebounding (if appropriate).

Area of assessment 3 – Tactics and strategies

When to run, pass, level of successful passes.

Pass/shoot decision making.

Creating and finding space.

Individual positional skills (attack and defence).

Health and safety

Students must at all times observe the appropriate rules from their National Governing Body (NGB) 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.

Students should be working towards NICAS level 3 or NICAS level 4. Schools/colleges may wish to produce log books to support this. Students should also be working at level HVS 5A/5B and towards E1/5B or equivalent F5+ or F6a.

Area of assessment Core skills
Area of assessment 1 – Climb 1 (top/bottom rope climb)

2/3 points of contact.

Traversing showing weight transfer.

Overhanging terrain/steep terrain.

Rope work - belaying/knot tying.

Area of assessment 2 – Climb 2 (lead climb)

2/3 points of contact.

Traversing showing weight transfer.

Overhanging terrain/steep terrain.

Area of assessment 3 – Tactics and strategies

Route selection.

Fluency of movement.

Range of skills and use of equipment.

Footwork.

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 a fully competitive race over a distance of 1000m or over.

Area of assessment Core skills
Area of assessment 1 – Bow side

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.

Area of assessment 2 – Stroke side 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).

Health and safety

Students must at all times observe the appropriate rules from their National Governing Body (NGB) 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
Area of assessment 1 – Attacking skills

Passing – short (both hands), long pass (dominant hand).

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

Evading contact or maintaining possession through contact (footwork to maintain possession/hand off to maintain possession/playing the ball).

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

Scrum – body position and ball distribution.

Area of assessment 2 – Defensive skills

Tackling to stop an opponent – front, side, behind. Supporting tackler.

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

Area of assessment 3 – Tactics and strategies

Getting on side.

Individual positional skills in open play (attack and defensive) – eg lines of running, last tackle options, line speed, when to come up/drop back/drift out/step in.

Pass/run/kick/tackle decision making.

Role in formation.

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
Area of assessment 1 – Attacking skills

All players

Passing – short (both hands), long pass (dominant hand).

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

Evading contact or maintaining possession through contact (footwork to maintain possession/hand off to maintain possession/ball presentation).

Rucking – body position, ball presentation, support roles.

Mauling – body position as ball carrier, support roles (if appropriate to position).

Kicking (if appropriate to position) – box kick, goal kick, drop goal, grubber, clearance.

Forwards only:

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

Lineout – throw, jump and/or lifting to maintain possession.

Area of assessment 2 – Defensive skills

Tackling to stop an opponent – front, side on, chop tackle.

Rucking – body position when counter rucking.

Mauling – body position.

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

Area of assessment 3 – Tactics and strategies

Getting on side.

Individual positional skills in open play (attack and defensive) – eg lines of running, last tackle options, line speed, when to come up/drop back/drift out/step in.

Pass/run/kick/tackle decision making.

Role in formation.

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 2,000 m (or other approved distance according to British Rowing) races.

Area of assessment Core skills
Area of assessment 1 – Race 1

Catch.

Leg drive.

Draw.

Arm action.

The slide.

Finish.

Recovery squaring or rolling up the blade.

Area of assessment 2 – Race 2 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).

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).

Area of assessment Core skills
Area of assessment 1 – Race 1

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.

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

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).

Area of assessment Core skills
Area of assessment 1 – Race 1

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.

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

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
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.

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.

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.
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 1 100 m freestyle and Area of assessment 2 400 m freestyle, or different strokes for Area of assessment 1 and 2, eg Area of assessment 1 100 m freestyle and Area of assessment 2 100 m breaststroke.

Area of assessment Core skills
Area of assessment 1 – Race 1

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

Head action.

Breathing action.

Body position.

Arm action.

Leg action.

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

Pacing.

Breathing pattern.

Maintaining arm speed and leg speed.

Health and safety

Students must at all times observe the appropriate rules from their National Governing Body (NGB) 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
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.

Return of serve.

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.

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.

Health and safety

Students must at all times observe the appropriate rules from their National Governing Body (NGB) 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
Area of assessment 1 – Attacking skills

Service – height of toss, footwork.

First serve – depth, use of top spin, two different variations shown.

Second serve – depth, ability to hit corners.

Rally.

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

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

Return of serve.

Area of assessment 2 – Defensive skills

Return of service.

Forehand – blocked return, drive down the line, top spin drive.

Backhand – blocked return, slice return down the line.

Rally.

Forehand – loop recovery, lob.

Backhand – loop recovery, lob.

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 first serve.

Health and safety

Students must at all times observe the appropriate rules from their National Governing Body (NGB) 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. There must be an element of judging evident to meet this criteria.

Students are assessed on their performance in two separate 10 bounce routines. Tariff details should be provided along with an outline of the routine.

Area of assessment Core skills
  Half twist jump, full twist jump, pike jump, straddle jump, tuck jump, seat landing, front landing, back landing, front somersault (pike), back somersault (tucked), back somersault (straight), back somersault to seat (tucked), half twist to feet
Area of assessment 1 – Routine 1

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

If no somersault shown then mark as 'Limited' (up to 3 marks).

A routine of just one somersault will be Level 2 at best (up to 6 marks).

A routine of two somersaults or tucked Barani will access Level 3 at best (up to 9 marks).

To access the full range of marks the routine should include three advanced skills as a minimum (up to 15 marks).

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

Tariff selection in both routines.

Placement of moves in both routines.

Maintenance of height.

Acceleration off 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, minimum of 4 a-side (men’s or ladies' net height as appropriate).

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

Service.

Underarm if used.

Overarm – float.

Dig – forward.

Volley/set – forward.

Tipping the ball.

Spike.

Area of assessment 2 – Defensive skills

Dig – two handed, back court.

Volley – front court and back court return.

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.

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
Area of assessment 1 – Batting skills

Grip, stance, backlit.

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

Back foot – defence, cut, pull, glance.

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).

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.

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
Area of assessment 1 – Throws at the jack

Effectiveness from central boxes.

Sending – rolling, length and speed.

Area of assessment 2 – Blocking throws

Effectiveness from central boxes.

Covering and blocking.

Area of assessment 3 – Tactics and strategies

Shot selection.

Jack length.

Consistency of propelling 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.

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
Area of assessment 1 – Attacking skills

Throws – from stationary.

Straight ball.

Side arm.

Curved ball.

Area of assessment 2 – Defensive skills

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.

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
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.

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.

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.

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
Area of assessment 1 – Attacking skills

Service.

Return of service.

Push.

Hit.

Area of assessment 2 – Defensive skills

Service.

Return of service.

Push.

Hit.

Area of assessment 3 – Tactics and strategies

Forehand/backhand selection forcing opponent to lift the ball.

Bat placement.

Use of the sideboards.

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.

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

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

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.

Area of assessment 3 – Tactics and strategies

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

Selection of appropriate shot/delivery.

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
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).

Area of assessment 2 – Defensive skills

Chair positioning.

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

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.

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
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.

Area of assessment 2 – Defensive skills Tackling – from the front, back.
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.

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 skills/techniques in a fully competitive/performance context. Skills/techniques are applied with excellent accuracy/success. Core 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 skills/techniques in a fully competitive/performance context. Skills/techniques are applied with very good accuracy/success. Core 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 skills/techniques in a fully competitive/performance context. Skills/techniques are applied with good accuracy/success. Core 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 skills/techniques in a fully competitive/performance context. Skills/techniques are applied with moderate accuracy/success but student is not always consistent. Core 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 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 core 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 core 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 core tactics and strategies.

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

4

10–12

Clear demonstration of 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 core 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 core tactics and strategies.

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

Good application of core 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 core tactics and strategies. Performance is frequently consistent when applying core 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 rarely 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 are the 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 AS it is expected that students should be working at level HS or working towards HVS 5A/5B level).
  • 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 excellent coaching when analysing core skills/techniques in a fully competitive/performance context.

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

Maintains excellent levels of coaching competency when refining and modifying core 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 core skills.

4

10–12

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

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

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

Very good communication skills are clearly evident, usually using the relevant technical terminology and 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 good coaching when analysing core 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 core skills/techniques to logically progress and appropriately modify performance.

Frequently fails to maintain competence when refining core 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 core skills.

2

4–6

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

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

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

Performers are able to accurately apply the refined core 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 core tactics/strategy/choreography.

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

Performers are able to accurately apply the refined tactics/strategy/choreography but with some errors evident when attempting to apply core 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 core 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 core tactics/strategy/choreography.

Performers are frequently able to accurately apply the refined tactics/strategy/choreography but with errors evident when attempting to apply core 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 core 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 core 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 core 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 person, 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.

Analysis

Students should identify and explain one weakness from Area of assessment 1. The weakness can be in their own performance or the performance of another.

For Area of assessment 1, students may choose just one weakness (to show depth of knowledge) or more than one weakness (to show breadth of knowledge), but students must analyse weaknesses consistently in order to meet the bands in the assessment crtieria.

Weaknesses must:
  • link to the core skills/tactics at AS
  • be from a competitive context
  • be analysed in relation to the desired outcome (this may be a comparison to an elite performer, correct technical model, or own/others' successful performance).

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

Evaluation

Students should demonstrate their knowledge of theoretical cause(s) and correction(s) for the weakness(es) identified, ie the weakness(es) from Area of assessment 1. They must demonstrate depth of theoretical understanding across the weakness(es).

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

Levels of response grid 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 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 of 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.