Physical Education

Article Index

Physical Education Staff Members

  • Mr D. Master (Acting Principal Teacher)
  • Miss R. Campbell (Acting Principal Teacher)
  • Mr G. McCallum (DHT)
  • Mrs J. Chalmers (DHT)
  • Miss M Clyde (Principal Teacher Pupil Support)

Overall Aims

  1. To stimulate and encourage enthusiastic participation in physical activities, to develop a positive attitude towards P.E. as part of the school curriculum and to promote health and fitness for current and future lifestyle.

  2. To help pupils to see Physical Education as,
      • a major feature in their lives related to leisure, employment and culture,
      • part of a wider body of knowledge and skills e.g interpersonal and problem solving skills.

  3. To help pupils to understand,
      • the importance of safe practice within Physical Education.
      • the short and long term effects of exercise on the body.
      • the importance of exercise towards a fit and healthy lifestyle.

  4. To help pupils develop a range of personal qualities such as politeness, tolerance, perseverance, initiative, co-operation, self discipline and independance.

  5. To help pupils establish and develop self-esteem and confidence through physical activity.

  6. To help pupils work independently and as part of a team in a variety of activities, in so much as Physical Education has a contribution to make in the development of core skills such as working with others, communication and problem-solving.

  7. To help pupils develop informed opinions and to be able to support them with reasoned argument.

Objectives

These objectives relate directly to the aims of Dalziel High School, of the Physical Education Department in particular and are included to contribute towards the positive ethos which exists in Dalziel High School.

  1. Staff should, wherever possible, provide a wide variety of experiences and activities during P.E lessons and during a block of activity. Pupils should be encouraged to improve their practical ability in a range of activities.

  2. This is achieved through:
    • games, gymnastics, athletics and social dance
    • indoor and outdoor activities
    • individual, group and team activities
    • health-related exercise and fitness.

  3. Staff should refer to school, local, national and international events and perspectives to ensure the delivery of activities follows National Governing Body guidelines, Education Scotland and PEPAS initiatives

  4. Safety is enhanced through emphasis of the following:
    • the need to bring and wear appropriate clothing and equipment.
    • the potential dangers associated through participating when wearing jewellery.
    • how to lift, move, carry and place heavy objects and/or equipment (when appropriate).

  5. Lessons should be conducted in a secure, supportive and disciplined manner. Staff and pupils should interact in a manner that demonstrates mutual respect. Pupils will be made aware of, and learn, the rules, etiquette and codes of conduct of various activities.

  6. Pupils are encouraged to improve their practical ability and achieve all they can. Confidence and self-esteem can be positively encouraged as a result.

  7. Opportunities will exist at various times for group discussion of relevant issues. At these times opinions and views may be shared on a variety of issues including physical education, physical activity, sport and health and well-being.

  8. Opportunities will exist for individual and/or group activities so that pupils may offer opinion and suggestion and learn how to work co-operatively as well as independently.

Health and Well-being is an increasingly important aspect of life. The need for a positive attitude and the development of a disciplined approach to health and well-being is to be encouraged in P.E.
This will include aspects such as:

  • the importance of preparing properly before exercise and of a recovery period following exercise
  • understanding the term fitness and the practical implications of fitness training
  • the need to have a balanced diet
  • the need to have adequate rest/sleep




Facilities & Activities

The facilities available are:

  • Games Hall
  • Gymnasium
  • Assembly Hall
  • Fitness Suite
  • Large Area of Grass
  • We also use the local Duchess Park

We are also very lucky to have the use of Dalziel Park. This facility is managed by Dalziel High School War Memorial Trust and is situated near the village of Cleland. At Dalziel Park we have:

  • 2 Full Size 3G Football/Rugby Astro-turf Pitches (both Floodlit)
  • 3 Full Size Rugby Pitches (all Floodlit)
  • 3 Full Size Football Pitches (1 Floodlit)
  • 3 Astro-turf Floodlit 5-a-side/Tennis Courts
  • 1 Indoor Training Barn
  • 1 Full Size Floodlit Polymeric Athletics Track

To view these magnificent facilities and learn more about the history of the Dalziel High School War Memorial Trust, please click the following link.

www.dalzielwarmemorialtrust.org

Activities

At Dalziel High School we teach a wide range of activities.

In First and Second year, pupils spend all of their Physical Education time at Dalziel Park where they cover the following activities.

S1 cover the following:

  • Football
  • Rugby
  • Hockey
  • Cross Country Running
  • Athletics
  • Summer Games

In S2, and in addition to some of the above, pupils will cover some of the following:

  • Cricket
  • Tennis
  • Handball
  • Flag Football
  • Orienteering

And of course all Pupils take part in traditional Scottish Country dancing in time for the famous Dalziel Christmas Ceilidhs.

Core PE S3-6

From S3 to S6 all PE is accommodated within the Crawford Street campus with irregular trips to the Duchess Park. Indoor activities are the main focus, and include

  • Athletics
  • Badminton
  • Basketball
  • Dance
  • Gymnastics
  • Handball
  • Fitness
  • Volleyball
  • Handball

Depending on the class size and timetable, some classes will be able to make use of the school mountain bikes which we take to Duchess Park and Strathclyde Park.


National 4/5

This is a two year course beginning in S3. Pupils will get practical experience within a variety of activities including:

  • Basketball
  • Badminton
  • Volleyball
  • Gymnastics
  • Athletics

Performance and the development of performance is the key to success within NQ PE. This is based on practical performance but also on a study of the Factors which Impact on Performance (FIP’s).

Factors are grouped within:

  • Physical Factors
  • Emotional Factors
  • Mental Factors
  • Social Factors

Performance is assessed via a special ‘One-off Performance’. Assessments are made by School PE Staff.

Pupils must also complete a portfolio which covers the FIP’s. This must be completed under controlled conditions and within school.
There is no externally marked assessment or examination within NQ PE.


Higher

COURSE OVERVIEW

The course enables candidates to:

  • develop a broad and comprehensive range of complex movement and performance skills, and demonstrate them safely and effectively across a range of challenging contexts
  • select and apply skills and make informed decisions to effectively perform in physical activities
  • analyse mental, emotional, social and physical factors that impact on performance
  • understand how skills, techniques and strategies combine to produce an effective performance
  • analyse and evaluate performance

COURSE CONTENT

The course consists of two areas of study:

Factors impacting on performance

Candidates develop knowledge and understanding of mental, emotional, social and physical factors that impact on personal performance in physical activities. Through collecting information, candidates consider how these factors can influence effectiveness in performance. They develop knowledge and understanding of a range of approaches for enhancing performance. Candidates select and apply these approaches to factors that impact on their personal performance. Candidates create and implement Personal Development Plans (PDPs), modify these, and justify decisions relating to future personal development needs.

Performance

Candidates develop their ability to demonstrate a broad and comprehensive range of complex movement and performance skills through a range of physical activities. They select, demonstrate, apply and adapt these skills, and use them to make informed decisions. They also develop their knowledge and understanding of how these skills combine to produce effective outcomes. Candidates develop consistency, precision, control and fluency of movement. They also learn how to respond to, and meet, the demands of performance in a safe and effective way.
At Dalziel we focus on Badminton, Basketball and Volleyball at Higher.

COURSE ASSESSMENT STRUCTURE: QUESTION PAPER

Question paper 50 marks

The question paper assesses the candidates’ ability to integrate and apply knowledge and understanding from across the course. It gives candidates an opportunity to demonstrate the following skills, knowledge and understanding:

  • analysing factors that impact on performance
  • explaining a range of approaches for developing performance
  • analysing the recording, monitoring and evaluation of performance development

The question paper has a total mark allocation of 50 marks. This is 50% of the overall marks for the course assessment. The question paper has three mandatory sections and samples from these five broad areas:

  • factors impacting on performance
  • methods of collecting information to analyse factors impacting on performance
  • key planning information
  • performance development process
  • recording, monitoring and evaluating performance development

Section 1 focuses on the four factors impacting on performance and covers one or more of the five broad areas of skills, knowledge and understanding. This section is worth 32 marks in total.

Section 2 focuses on the candidates’ experience of creating and implementing a Personal Development Plan (PDP) over a minimum of three sessions and covers at least two factors impacting on performance. Marks range from 6–10 marks.

Section 3 is based upon a scenario. The scenario may include text, images, graphs or other information. This section focuses on one or more of the five broad areas of skills, knowledge and understanding, and samples two of the factors impacting on performance. Candidates must respond using the two factors identified in the question. Marks range from 8–12 mark.

The question paper is set and marked by SQA, and conducted in centres under conditions specified for external examinations by SQA. Candidates have 2 hours and 30 minutes to complete the question paper.

COURSE ASSESSMENT STRUCTURE: PERFORMANCE

Performance 60 marks

The performance assesses candidates’ ability to perform in two different physical activities. The context for each single performance event must set it apart from normal learning and teaching activities so that it is challenging, competitive and/or demanding. This gives candidates an opportunity to demonstrate the following skills, knowledge and understanding:

  • repertoire of skills — a broad and comprehensive performance repertoire (including complex movement and performance skills)
  • control and fluency of complex movement and performance skills
  • effective decision making and problem solving
  • using and applying well established composition, tactics and roles
  • extent to which rules and regulations are followed and etiquette is displayed (including working with others)
  • extent to which emotions are controlled on the day of the performance

The performance has 60 marks out of a total of 110 marks. This is scaled by SQA to represent 50% of the overall marks for the course assessment. Each single performance event is marked out of 30.


Additional Information

Fitness and Leisure

In addition to all of the above, Senior pupils in S4, 5 and 6 can opt to take a Fitness and Leisure Course. Classes make use of the Crawford Street and Dalziel Park facility and, where possible and practical, local sports centres and facilities such as the Time Capsule and Aquatec. Fitness is the main focus with as many different types and styles of fitness covered.

Website Links

Here are a list of web sites which include more information on Physical Education and Sports. All the main sports have their own dedicated websites and well worth accessing for up-to-date information on current issues. The following provide other items of interest.

www.bbc.co.uk/sport


www.skysports.com

All the lastest sports news and results


www.bbc.co.uk/learning/subjects/sports_and_fitness.shtml

A link to various sports related web sites, including 'bitesize' revision and 'Course Selector'


www.bbc.co.uk/education

An excellent web site dedicated to revising Standard Grade Courses


In addition to all of the above 'Youtube' pages include masses of information relating to introductory and international class performance. Many of these include instructional videos which can be used for additional training and skills development or practice.

This is a fantastic resource but must be used properly

 


Extra-Curricular Sport

Dalziel High School prides itself on providing a host of opportunities for pupils to participate in sport out-with the normal school day. Many staff give freely of their time to offer their expertise in a wide range of sports and activities. These are very popular amongst the pupils.

This years Extra-curricular programme is available below:







The school also looks to compete in as many NLC and NGB competitions as is possible. Teams are regularly entered into athletic, badminton, basketball, cross-country, football, gymnastic, hockey, rugby, triathlon and volleyball competitions. Win or lose these activities offer pupils the opportunity of experiencing competitive sport. Inherent within this is the development of self-esteem, confidence, discipline, co-operation, working with others and, perhaps most importantly, of having lots of fun!
Furthermore, the school runs trips to sporting events throughout the year.