A-Level PE: The Ultimate Guide to Delivering Biomechanics

ABOUT THIS COURSE

This brand-new course for all teachers of academic A-Level PE will explore how biomechanics can be taught in an effective but engaging manner. The key to this course is to understand how topics can be simplified and made easy to understand for all learners. The course is applicable to teachers of all major examining boards of A-Level specifications. As students report that teaching in this area is often confusing or difficult to apply, Ross Howitt will take you through a suite of concepts in a way that is proven not only to work, but to be well received and ready to be applied to examination questions. You will leave not only with a thorough overview of the concepts to be learnt but also simple methods to ensure the content is understood by all learners.

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BENEFITS OF ATTENDING

• Understand some of the main lessons to be learnt in this area from previous examinations
• Gain an informed overview of the rules for engagement when delivering biomechanics
• Understand the key pedagogical approach for this area, focusing on basic starting points to cement the key concepts before the complicated terminology is embedded.
• Receive resources ready for classroom use

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WHO SHOULD ATTEND?

• Teachers of academic GCSE A-Level PE
• Heads of Department
• Academic leads for PE
• Prospective or new teachers of academic PE

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PROGRAMME

10.00am: The Exam Boards and Reflections on Key Areas of Concern

• Feedback from the most recent exams on this area: what is essential to be aware of?
• Why students struggle with biomechanics
• Starting to develop a philosophy and set of rules to deliver biomechanics

• Balancing practical teaching with embedding key terminology

• How to engage students in this area

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11.00am: Break

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NB. The content below is not exhaustive, other biomechanical areas can and will be included in the course as they arise in discussion.

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11.20am: Forces / Application of Forces and Newton’s Laws (including Angular Laws)

• How do students answer compared to what the exam boards want to see
• Embedding the basic rules to understand the concepts before adding the more complex biomechanical terminology
• How to cement key terminology after the basics are understood
• Novel and kinaesthetic delivery including how to develop AO3 within a practical session

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12.20pm: The Conservation of Angular Momentum

• Dealing with the basic requirements of this topic area
• Exploring how the basics can be revised in a practical way
• Working with new and innovative ways to add the complex terminology
• Working on strategies to ensure exam success including common misconceptions and pitfalls.

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1.00pm: Lunch

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2.00pm: Impulse Graphs, Factors Affecting Horizontal Displacement

• Why the topic areas cause concern
• A basic, layman’s terms approach to develop knowledge and understanding
• Outstanding ‘practical teaching’ and assessment that helps your students gain the best marks in these areas

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2.40pm: Break

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2.50pm: Planes, Axes, Levers and Touching on Mathematics (Calculations and Units)

• Looking at simple but effective ways to ensure that planes and axes and levers are not ‘areas of concern’ but areas that students ‘want to be assessed in’
• Summary of simple mathematical requirements and correct units to be used
• Producing a plan of action to deliver biomechanical concepts at A Level

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3.40pm: Depart