Endorsed by Edexcel, this is a comprehensive step-by-step guide for teachers and students on how to plan and complete a Personal Exercise Programme as part of the Edexcel GCSE PE course. It can be used to both plan delivery and to support independent work by students throughout the course. // Written by experienced PE teachers and examiners. // Includes all the information needed to help students plan their PEP, with examples of how to develop a successful piece of coursework. // Exam-style questions relate to both practical tasks and PE theory. // 'Revisit, reflect, revise!' feature encourages students to look back and evaluate their work throughout. // Includes links to Components 1 and 2 Key Areas of Study. // 'Key words' are highlighted and defined throughout. // Checklists, approved activity lists, answers to exam questions and sample PAR-Q form also provided as part of comprehensive Appendices.
Sprache
Verlagsort
Zielgruppe
Für Grundschule und weiterführende Schule
Interest Age: From 14 to 17 years
Maße
Höhe: 276 mm
Breite: 219 mm
ISBN-13
978-1-913963-05-7 (9781913963057)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Klassifikation
Ray Shaw is an experienced PE teacher, author of textbooks, teacher guides and online resources and has also trained teachers in the use of digital resources. // Matthew Penny has over 17 years' experience as a Physical Education teacher and is currently Deputy Lead for PE at Monmouth Comprehensive School. As well as a principal moderator for a major awarding body, he has also delivered CPD events across Wales as well as providing teacher training for schools following WJEC specifications.
Choosing your activity; Your introduction; Initial analysis; Recommendations for improvement - target setting; Planning and monitoring your PEP; Post-PEP analysis and evaluation of data and programme; Future performance; Putting it all together; Glossary; Appendices.
