Little things make big things happen

This guest post was written by Dave Woodward @dwoodward11. It is an update of the post original post which can be found here. Much has changed since writing this post last year – The new OFQUAL guidelines regarding GCSE’s from September 2016. I agree with the changes for the theory paper and I am excited to be teaching it. With the increase of many centres now using Officiating/Leadership/ Rounders/ Circuits as common ground to achieve high practical marks – the importance of the theory paper is paramount. I still maintain my motivation on marginal gains; the importance of getting the little things right.

What did I use?

  I have been using ResultsPlus from Edexcel over the past few years as it is a huge database of information for results analysis about cohorts and even specific students. For those who are unsure what ResultsPlus is, this is what Edexcel say
“ResultsPlus is a free online results analysis tool for teachers that gives you a detailed breakdown of your students’ performance in Edexcel exams. Widely used by teachers across the country, ResultsPlus provides the most detailed analysis available of your students’ performance and helps you to identify topics and skills where your students could benefit from further learning, helping them gain a deeper understanding of their subject”
The specific area I looked at for this research was the skills mapping of each theory paper from June 2011 until June 2015. I downloaded the skills map reports from Edexcel then cross referenced them with each year and the range and content of questions that have appeared.

Analysis Spreadsheet

  Download the analysis spreadsheet here.

Findings

 

Never appeared

  I have found that the following areas have never appeared: • Explain what constitutes a healthy, active lifestyle • Explain the term ‘reversibility’, why it might occur and its impact on performance • Plan and present examples from typical training sessions to match the fitness requirements of selected physical activities or individuals • Understand the exercise session and the purpose of each component • Understand the impact of rest on the cardiovascular system • Understand the long-term effects of regular exercise and physical activity on the muscular system • Understand the impact of rest on the muscular system • Understand the impact of diet on the muscular system • Understand the impact of performance enhancing drugs on the muscular system • Understand the effects of regular exercise and physical activity on the skeletal system

Every year

  The following have appeared every year: • Identify key influences on you and others in achieving sustained involvement in physical activity • Know about the components of health-related exercise and relate these to physical activity, identifying the relative importance of these to different physical activities • Assess fitness levels for use in a Personal Exercise Programme • Know about different categories of drugs and the effects they may have on health[comma] wellbeing and physical performance and why some performers might risk using them • Identify risks associated with participation physical activities, and explain how to reduce these risks to better maintain wellbeing • Understand the immediate and short-term effects on the respiratory system of participation in exercise and physical activity • Understand the ranges of movement at joints during physical activity

So what does this show me?

The strange thing about exam analysis of this kind, is that you can’t use it to predict any pattern just use it to inform your decision making process. For instance, I would ensure that I cover in depth ranges of movement at hinge joint at elbow and knee, ball and socket joint at shoulder during physical activity (flexion, extension, rotation, abduction, adduction) as this is something that has featured for the past 5 years. On the flip side I would also look in detail on the students understanding of the exercise session and the purpose of each component. (Warm-up, Main activity, Cool-down) Last year I created revision packs as an extra that just had questions from last year’s yes and no topics in – The students loved them, and can remember the student coming out of the exam saying ‘That came up’ ‘and that did’ Etc. I certainly found it beneficial as a teacher to go through the process of creating this spreadsheet. The students found it useful as they could tell I went the extra mile for them, so they bought into the revision process better than previous year.
“It’s the little details that are vital. Little things make big things happen.” John Wooden
Thanks for reading and I hope it helps you and your students. If you have any questions or want more information please get in touch.

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