This covers topic 5: Sport in Society: 5.4 Ethics and Deviance in Sport: Part 3. You get the students worksheet, teachers worksheet with answers and powerpoint. Students can use books such as (Roscoe and Roscoe) as well to answer the questions as there are independent studies in the worksheet. Plus exam questions at the end. Please note that you may need to alter the powerpoint as I do my lessons on a mac. (Apologise for any grammar or spelling mistakes in advance, if you find some, as I am dyslexic.) Learning Objectives • Describe the impact of commercialisation on the sportsmanship ethic • Can explain the law in sport • Understand other elements of deviance in sports such as bribery, bungs, and match fixing and betting. • To examine technology and deviance.

This covers topic 5: 5.6. Talent I.D: Part 2. You get the students worksheet, teachers worksheet with answers and powerpoint. Students can use books such as (Roscoe and Roscoe) as well to answer the questions as there are independent studies in the worksheet. Plus exam questions at the end. Please note that you may need to alter the powerpoint as I do my lessons on a mac. (Apologise for any grammar or spelling mistakes in advance, if you find some, as I am dyslexic). Learning Objectives • To understand the concepts behind Talent Identification / Development. • To be able to describe current and recent Talent ID / Talent Development schemes in the UK Concepts talent identification.

This covers section 3.3: Learners Theories and goes hand in hand with AS PE Book by Roscoe and Roscoe. You get the students worksheet, teachers worksheet with answers and powerpoint. Students will have to use books as well to answer the questions as there are independent studies in the worksheet. Plus exam questions at the end. Please note that you may need to alter the powerpoint as I do my lessons on a mac. (Apologise for any grammar or spelling mistakes in advance, if you find some, as I am dyslexic). You get a students worksheets, teachers lesson plan and a powerpoint Learning Objectives • Describe and develop understanding of significance of associative theories and reinforcement to learning skills • Apply theory to practical setting • Describe and develop understanding of Thorndike’s work by application to example of personal development • Apply theory of three stages to practice in practical setting

This covers section 3.2: The classification and transfer of skills You get the students worksheet, teachers worksheet with answers and powerpoint. Students will have to use books (Roscoe and Roscoe) as well to answer the questions as there are independent studies in the worksheet. Plus exam questions at the end. Please note that you may need to alter the powerpoint as I do my lessons on a mac. (Apologise for any grammar or spelling mistakes in advance, if you find some, as I am dyslexic). You get a students worksheets, teachers lesson plan and a powerpoint. Learning Objectives • Knowledge and understanding of skill classifications. • Describe classification of continuums as gross/fine, internally paced/externally paced, discrete/serial/continuous. • Describe open/closed continuum in relation to the sporting environment, decision-making and practice structure. • Understand the uses of transfer of skills. • Explain transfer as positive/negative, proactive/retroactive, bilateral and zero. Transfer as the effect of one skill on another as a result of practice/experience.

This covers topic 3: Skill Acquisition: 3.6: Feedback. You get the students worksheet, teachers worksheet with answers and powerpoint. Students will have to use books(Roscoe and Roscoe) as well to answer the questions as there are independent studies in the worksheet. Plus exam questions at the end. Please note that you may need to alter the powerpoint as I do my lessons on a mac. Furthermore I am dyslexic, so I am sorry if I make any silly spelling mistakes. • The types, purposes and effectiveness of feedback as motivation, reinforcement and detection and correction of errors. • Types of feedback as in positive/negative, knowledge of performance, knowledge of results, concurrent/terminal, intrinsic/extrinsic. • Uses of technology to support types of feedback in order to optimise performance. • Open and closed loop control • Open loop models to include input, executive system, effector system and output. • Closed loop control models – input, executive system, effector system, output and feedback. • Application of when each loop could be used.

This covers section 3.4: Practices and goes hand in hand with AS PE Book by Roscoe and Roscoe You get a students worksheets and teachers lesson plan, this is a practical lesson. Learning Objectives • Knowledge and understanding of practice methods and structure as a coach and for a performer and their impact on performance. (Apologise for any grammar or spelling mistakes in advance, if you find some, as I am dyslexic). • Practice methods as part, progressive part, whole, whole-part-whole. • Practice structure as in massed, distributed, fixed and variable. • Measuring effectiveness – quality and quantity. • Understand the role and effectiveness of mental practice and how it can enhance performance

This covers topic 5: Sport in Society: 5.5. The Relationship Between Sport and the Media. You get the students worksheet, teachers worksheet with answers and powerpoint. Students can use books such as (Roscoe and Roscoe) as well to answer the questions as there are independent studies in the worksheet. Plus exam questions at the end. Please note that you may need to alter the powerpoint as I do my lessons on a mac. (Apologise for any grammar or spelling mistakes in advance, if you find some, as I am dyslexic). • To describe the positive and negative impact of the media on sport. • To describe the historical events between sport and the media. • To discuss the impact on technology on the viewing experience. • Understand the growth of live / social media coverage and the implications for performer, supporter and the sport.

This is a presentation for year 8’s introducing my team, expectations from them and myself, plus a challenge for the group to do. I have based it on superhero’s theme throughout the year and each form group will have to produce their own superhero’s name to win the form cup. If you find some mistakes, I am dyslexic.

This is a lesson that has fun activities for a first lesson as a year 7 form tutor. You get the powerpoint and the worksheet. Please note that I am dyslexic, therefore I might make some silly mistakes. Learning Objectives To understand what rights, roles and responsibilities are within your form. To understand the concept of the 3Rs and apply them in the lesson. To understand and value others opinions when they are talking.

These exam questions are specifically about (Training) ready for the 2018-onwards exam. I have put the answers at the end of the exam for you. These exam questions are taken from section Training. 7.1: Principles of training and overload 7.2: Methods of training 7.3: Warm up and cooling down

This covers Unit 2: Health, fitness and training: 7.3: Warming-up and cooling down. You get the students worksheet, teachers worksheet with answers and powerpoint. Students can use books such as Cambridge IGCSE PE as well to answer the questions. There is some work cards as well. Plus there are independent studies in the worksheet. Plus exam questions at the end. Please note that you may need to alter the powerpoint as I do my lessons on a mac. (Apologise for any grammar or spelling mistakes in advance, if you find some, as I am dyslexic) Differentiated Learning Objectives • All: Understand the physiological and psychological reasons for a warm-up and cool down. • Most: Outline the phases of a warm-up and cool down. • Some: Create a warm-up and cool down for a specific physical activity.

This covers Unit 3: Psychology: 9.3: Arousal. You get the students worksheet, teachers worksheet with answers and powerpoint. Students can use books such as Cambridge IGCSE PE as well to answer the questions. There is some work cards as well. Plus there are independent studies in the worksheet. Plus exam questions at the end. Please note that you may need to alter the powerpoint as I do my lessons on a mac. (Apologise for any grammar or spelling mistakes in advance, if you find some, as I am dyslexic) Differentiated Learning Objectives • All: Give the definitions of arousal (under and over) • Most: Know the signs of optimal arousal for different skills. • Some: Draw and explain the inverted U-theory (Yerkes-Dobson Law).

I have devised a sports leaders which last 8-weeks, you could easily extend it depending on your numbers. You will get the lesson plans and the resource cards, plus a certificate that I have developed. My students have really enjoyed the course and benefited from leading their peers. Please note I am dyslexic, therefore there maybe a few spelling and grammer mistakes. Plus I do my lesson plans on a mac, so things might move around slightly.

This covers section 2: Determinants involved in movement/running performance. You get the students worksheet, teachers worksheet with answers and powerpoint. Students will have to use books (Roscoe and Roscoe) as well to answer the questions as there are independent studies in the worksheet. Plus exam questions at the end. Please note that you may need to alter the powerpoint as I do my lessons on a mac. Furthermore, I am dyslexic, there might be some silly mistakes made. • Understand the determinants involved in movement/running performance. • Explain and apply the determinants involved in movement/running performance to sprint, endurance and intermittent activities.

This covers Unit 2: Skill Acquisition: 8.2: Skilled performance. You get the students worksheet, teachers worksheet with answers and powerpoint. Students can use books such as Cambridge IGCSE PE as well to answer the questions. There is some work cards as well. Plus there are independent studies in the worksheet. Plus exam questions at the end. Please note that you may need to alter the powerpoint as I do my lessons on a mac. (Apologise for any grammar or spelling mistakes in advance, if you find some, as I am dyslexic) Differentiated Learning Objectives • All: Identify the six main characteristics of skilled performance. • Most: Explain the role and importance of these characteristics in different sports. • Some: Use these characteristics as a focus for coaching and improvement.

You will get lesson plans for year 8, mixed group. These are double lessons, so I would do these over a 6-week period. There are reciprocal swimming cards. Please forgive me if you find spelling mistakes, as I am really dyslexic. Plus I do my lessons on an Applemac, so things tend to move around.

These are lesson plans for year 8 mixed group who enjoy tag rugby. Due to only having a futsal pitch, I only do games up to 6 v 6. The lessons cover passing, receiving, tactics, picking up drop rugby ball, attacking/defending. There is an additional rules sheets. Please note that I am dyslexic, so I may make simply mistakes, plus I do my lesson plans on a Mac computer.

You will get lesson plans for year 9, mixed group. These are double lessons, so I would do these over a 6-week period. There are reciprocal swimming cards. Please forgive me if you find spelling mistakes, as I am really dyslexic. Plus I do my lessons on an Applemac, so things tend to move around.

This is a PSHE lesson for year 7’s covering Personal Hygiene. You will get the PowerPoint and a worksheet for the students, I always do my PSHE with answers, therefore you do not need to go and find the answer. **Learning Objectives • Examine the understanding of the importance of cleanliness. • Discuss the use of appropriate clothing. • Develop an understanding of the need for correct footwear and clothing. (Please note that I am dyslexic, so I might make a few errors, along the way)

This is a PSHE lesson for year 9’s covering Games and activities. You will get the PowerPoint which will conclude the academic year, I always do my PSHE with answers, therefore you do not need to go and find the answers. You get a worksheet and teachers notes. **Learning Objectives • Explore different problems that involves lateral thinking. • Understand that following instructions can benefit the outcome. • Enjoying fun activities, whilst learning. (Please note that I am dyslexic, so I might make a few errors, along the way)