aqa a2 level pe coursework

TSR Wiki > Study Help > Subjects and Revision > A Levels > A-Level Subject Guides II > A-Level Physical Education Background information about studying Physical Education How will it differ from GCSE? There are very few changes within the OCR course, but everything most certainly becomes more challenging. The tiered questions now triple themselves and are worth 10 marks in AS. The multiple choice in the exam is also non-existent. It's important to note that there's a disappointing amount of actual practicals experienced during this course. Most Sixth Forms/Colleges will offer roughly 5 hours of lesson time a week, with one of them being a practical for a couple of months if lucky. This differs from GCSE, where the course could have been covered with just an hour a week for instance but there is now a much greater amount of theory involved. Difficulty Physical Education A-Level certainly stands out as a particularly challenging course, with some saying that it's more difficult than some of the sciences. The course content is undeniably overwhelming and complex, taking information from Biology, Physics, Sociology and Psychology, not to mention that the candidate is be expected to partake in their desired sport outside of school to a relatively high level. Being a well-rounded student is strongly recommended for this course. At times, the course will certainly seem unfair, particularly with the exam boards' ruthless mark scheme approach. Personal bit of advice: Do not think this is an easy subject by any means. It's extremely challenging and frustrating but ultimately interesting and enjoyable for someone who is passionate about sport. Workload The nature of the mark scheme means that the workload will be quite intense. The tiered questions are difficult to adjust to and will require practice and the depth of knowledge the course goes into for all units is astounding.
This is my A-level PE coursework video for my football performer role- me in a training and match situation. The match featured is Linton Aztecs (Green) vs.
In most centres, the return of AS students following their exams means that you have four weeks or so of time to fill. I think that this is a good time to begin the AQA coursework, essentially sections B and C. The requirement of this written coursework is for the performer/official to analyse their own performance, and for the coach to analyse a named performer. Each student needs to identify two weaknesses for each of the three areas for assessment – in games these are attack (AA1), defence (AA2), and tactics (AA3). For athletic activities the three areas are the first event (AA1), the second event (AA2) and tactics (AA3). Section B and C is much easier to complete for the performer and coach, but quite difficult for the official, as much of the analysis and the ideas mentioned below are usually based on movements/skills that are performed incorrectly. Officials perform less movement skills and so tend to analyse their mistakes based on incorrect decision-making, which although appropriate, makes it difficult to provide suitable causes and corrective measures. In summary, the student uses their knowledge to identify two weaknesses from each of the three areas of assessment, making a total of six weaknesses in all (B1). They then compare each of those six weaknesses to the accurate/perfect performance of the same action by an elite performer (B2). They then suggest possible causes for each weakness (C1) and suitable corrective practices for each weakness (C2). Many students initially find it difficult to identify ‘weaknesses’. This can usually be solved by asking them if they have ever made a ‘mistake’ when performing. They invariably have! A mistake is not performing properly/well, and is therefore a weakness. This simplistic approach invariably permits students to identify suitable weaknesses. They then need to identify why they made this mistake; what did they do.
AQA A Level PE exam coursework. Showing ability to perform skills in an open.