COVER

LESSONS
IN PE

JON GARSTANG
with
MICHELLE NOBBS

Illustrated by
ANDREW WRIGHT

ISBN 1 86025 376 8

INTRODUCTION
The pack Cover Lessons in PE is a pack of material for use in classroom-based PE lessons.
The pack reflects the issues in the PE curriculum and can be used to support the
processes and themes taught in practical PE lessons.

Student suitability The pack is aimed at KS4 students of mixed ability and may also be suitable for
KS3 students. In many cases the exercises have been differentiated for higher
and lower abilities.

Using the pack The material is designed to be used in classroom-based lessons, and can be used
by cover teachers with no or very little preparation. Each worksheet consists of
a one-hour lesson, with extension tasks also provided. Teachers’ notes opposite
each worksheet explain the aims of the exercises and how to use them with the
students (see page 5 for further information).

The people involved Jon Garstang, the consultant author and co-ordinator for this pack, is Head
of PE at The Elliot School in Putney. The pack was written and edited by
Michelle Nobbs and illustrated by Andrew Wright. The Chalkface format was
created by Susan Quilliam.

Photocopy laws The text and pictures in this pack belong to The Chalkface Project Ltd. However,
you may photocopy the pages, provided you do so only for use within your own
institution. If you wish to photocopy them for any other use, you must write to
us for permission, for which we may charge a fee.

How to contact us The Chalkface Project, PO Box 111, Milton Keynes, MK11 1XN
Tel: 0800 781 8858
Fax: 0845 458 5344
E-mail: sales@chalkface.com
Website: www.chalkface.com

Cover Lessons in PE
© The Chalkface Project Ltd, 2002
ISBN 1 86025 376 8
CLIP
Last updated 31/1/02

1
CONTENTS
5 GENERAL GUIDELINES 34 MUSCLE POWER
Students look at the importance and functions
of muscles.
6 THE IMPORTANCE OF PE 36 DOES SHAPE MATTER?
Students look at why PE is important. Students consider the relevance of body shape
to sporting success.
8 A GOOD ADVERTISEMENT FOR SPORT?
Students consider the importance of PE in 38 FITNESS
encouraging participation in leisure-time Students look at the components that make
sports. up fitness.
10 TAKING PART 40 TRAINING
Students look at the importance of Students look at the elements involved in
participation and inclusion in PE lessons. training.
12 A GOOD SPORT 42 IMPROVING PERFORMANCE
Students look at the importance of appropriate Students consider the factors involved in
behaviour in sport. improving performance in sport.
14 PLAYING SAFE 44 LEISURE FACILITIES
Students look at the importance of safety Students look at the importance of sports
in sport. facilities for leisure.
16 LOUD OR QUIET? 46 SPORTS CENTRE LOCATION
Students consider the relevance of personality Students look at the factors involved in siting
to sporting success. a new sports centre.
18 UNDER PRESSURE 48 TOO ‘SOFT’ FOR BOYS? TOO ‘TOUGH’
Students consider the effect pressure can have FOR GIRLS?
on sporting performance. Students challenge gender stereotypes in
sport.
20 A GOOD COACH
Students look at the skills and qualities 50 NARROW THINKING
required for a team coach. Students challenge racial stereotypes in sport.
22 TEAM CAPTAIN 52 DISABLED = UNABLE?
Students look at the skills and qualities Students look at the importance of promoting
required for an effective team captain. ability rather than disability.
24 REFEREE 54 MODEL SPORTSPERSON
Students look at the importance of referees Students consider the importance of the
in sport. behaviour of sporting role models.
26 A HEALTHY LIFESTYLE 56 SPORT IS BIG BUSINESS
Students look at the components of a Students consider the relevance of
healthy lifestyle. money to sport.
28 A HEALTHY DIET 58 UNITED IN SPORT
Students look at the components of a Students look at the importance and value
healthy diet. of international sporting events.
30 ENERGY
Students learn about the process of respiration.
60 APPENDIX 1
32 THEM BONES Useful websites
Students look at the importance and functions
of bones. 61 APPENDIX 2
Programme of study: PE Key Stage 4

63 APPENDIX 3
Attainment targets: PE

3
GENERAL GUIDELINES
The Lesson Plan opposite each worksheet supports the teaching of each lesson as required. These more
general guidelines give advice on using the whole pack and could form the basis of in-service training prior
to using it.
If you are copying worksheets for a supply teacher to use, please remember to photocopy both the relevant
Lesson Plans and these General Guidelines.

Preparing for the lesson

Specific preparation for the lesson is indicated in the Preparation required section of the Lesson Plan. You
should always have available copies of the worksheet, pens, pencils, paper and a chalkboard or equivalent.
Possible classroom management challenges which may be created by the worksheet and any specific issues
relating to the lesson are brought to your attention under the heading Points to be aware of. Each
worksheet is designed to last for a one-hour lesson. You can link sheets to make a double lesson; linkable
sheets are listed under Links to other worksheets. Any extra information which you might find useful in the
lesson is provided under the heading Background information.

The lesson
You can decide how to manage each activity in the classroom. However, guidelines are given on timing and
how to group the students. Where a specific approach is required for an activity, this is indicated in the
Lesson Plan, although most of the information will be found on the worksheet.
Each worksheet has three or four main activities which generally begin with an introductory discussion and
move through to individual or group work. The activities fall into several basic formats:
• thought starters • oral work
• brainstorming • research
• written work • working in role or ‘imagine’ exercises.
Where relevant, you may choose to allow students with poor writing skills to work on the sheet and mark,
underline or colour to show understanding. Where extended writing or copying is required, you could modify
the task and set a precise target for students who work very slowly, inaccurately or untidily. You may find it
useful to mark sections which you expect students to complete with a fluorescent pen. Where a different
approach might be more appropriate for less able (or more able) students, this is highlighted under the
heading Low/High ability differentiation. Guidelines are also given for assessing students’ learning in an
informal way under the heading Assessment strategy.

Follow-up work
The Lesson Plans also include suggestions for Extension activities. These are designed to carry the topics into
double lessons, or to provide an opportunity for out-of-classroom work.
Useful websites relevant to the topics in this pack are listed in Appendix 1. You may wish to use these for
your own background information, or allow students to use them for research.

5
 LESSON PLAN – THE IMPORTANCE OF PE
Learning outcome To recognise that PE is an important part of the curriculum.

Links to other worksheets A Good Advertisement for Sport?, p.8; Taking Part, p.10.

Background information
PE is part of the National Curriculum and must be taught in schools from KS1
to KS4. At KS3, schools must teach the knowledge, skills and understanding
outlined in the PE programme of study through four areas of activity which
should include games and three of the following, at least one of which must be
dance or gymnastics: dance, gymnastics, swimming and water safety, athletics,
outdoor and adventurous activities. At KS4, schools must teach the knowledge,
skills and understanding outlined in the PE programme of study through two of
the following activity areas: dance, games, gymnastics, swimming and water
safety, athletics, outdoor and adventurous activities.

Points to be aware of Some students (and their parents) will not see PE as an important part of the
curriculum. Hopefully this lesson will change their minds by showing that PE
teaches many useful skills.

ACTIVITY 1: When students have answered the questions, ask some of them to feed back to
the class. Outline the National Curriculum requirements for students and discuss
the reasons for the variety of sports and activities.
Timing 10 minutes
Grouping Individual, then whole class

ACTIVITY 2: Encourage students to think beyond learning the rules of games to skills such as
teamwork, discipline and co-ordination.
Timing 20 minutes
Grouping Individual or pairs
Low ability differentiation Students could concentrate on a limited number of activities/sports.
High ability differentiation Students could go on to think about other activities/sports that they don’t take
part in, or activities/sports they take part in out of school.

ACTIVITY 3: Students should write a formal letter. They might want to see different sports in
the PE curriculum or have the opportunity to learn different skills. They should
give reasons for the changes they suggest.
Timing 20 minutes
Grouping Individual
Low ability differentiation Students could list their changes and work in pairs.

ACTIVITY 4: Students should use what they learnt in the earlier activities to help them write
their statements. Some students could read their statements out to the class.
You might want to put together a class statement using the best ideas from the
students’ statements.
Timing 10 minutes
Grouping Individual or pairs, then whole class

Extension activity Ask students to design a poster entitled ‘Why PE is important’. They should
illustrate the heading using words and pictures.
Grouping Individual or pairs

Assessment strategy Activity 2 – Do the charts cover all the skills learnt in each activity/sport?
Activity 3 – Do the students give reasons for their changes?
Activity 4 – Do the statements sum up the reasons why PE is studied?
Extension activity – Do the posters sum up why PE is important?

Cross-curricular links English, Art and Design.

My notes on this class

6
 THE IMPORTANCE OF PE
LEARNING OUTCOME: TO RECOGNISE THAT PE IS AN IMPORTANT PART OF THE CURRICULUM.

1 Make a list of all the

activities/sports you do in
PE lessons.

Which is your favourite

activity/sport?

Why do you think PE lessons

are so varied?

2 What do you learn in each

PE activity? Create a chart using
your list of activities/sports from
challenge
Exercise 1. Use the words opposite
goals to help you.
achievements
decisions
stamina 3 Is there anything you don’t learn
participation in PE that you think you should?
teamwork
Write a letter to the Education
suppleness Minister. Say what changes you
co-ordination would like to see in the PE
safety curriculum and why.
encouragement discipline
competition
4 Write a statement which sums
improvements
up why PE is studied in schools,
strength and why it is part of the National
choreography Curriculum.
rules
leadership
speed
overcoming fears
tactics
co-operation
preparation
fitness

7
 LESSON PLAN – A GOOD ADVERTISEMENT FOR SPORT?
Learning outcome To consider the importance of school PE lessons in promoting participation in
leisure-time sports.

Links to other worksheets The Importance of PE, p.6; Taking Part, p.10.

Points to be aware of Some students will not enjoy PE lessons and will have a very negative view of
sport because of them. This lesson will give them a chance to think about how
PE, and therefore sport, could become a more positive experience for them.

ACTIVITY 1: When the students have compiled their lists, ask some pairs to feed back to the
class. Discuss the reasons why students love/hate PE.
Timing 10 minutes
Grouping Pairs, then whole class

ACTIVITY 2: Students should think about their own attitudes towards PE and whether this
encourages them to take part in sports outside school. When they have
compiled their lists, discuss with the students how the negative aspects of PE
could be eliminated and how they could make PE a lesson for all to enjoy,
therefore encouraging participation in sports generally.
Timing 20 minutes
Grouping Pairs, then whole class

ACTIVITY 3: Students should write a formal letter. They might include ideas such as: inviting
a local sportsperson to the school to make a presentation about their sport;
allowing students to take part in different sports outside the school, e.g. at a
local leisure centre; including more lessons on the importance of fitness to a
healthy life; etc.
Timing 30 minutes
Grouping Individual
Low ability differentiation Students could present their ideas as a list and work in pairs.
High ability differentiation Students could present their ideas to the class as a talk, imagining that they are
the advisor talking to a group of headteachers.

Extension activity Ask the students to design a questionnaire to investigate whether PE

encourages people to take part in leisure-time sports. They could interview
people of different generations outside the lesson, e.g. other pupils, parents
and grandparents, and compare the results. Their findings could be discussed in
a future lesson.
Grouping Individual or pairs

Assessment strategy Activity 3 – Have the students outlined how their proposals could be achieved?
Extension activity – What conclusions have the students drawn from their
questionnaires?

Cross-curricular links English

My notes on this class

8
 A GOOD ADVERTISEMENT FOR SPORT?
LEARNING OUTCOME: TO CONSIDER THE IMPORTANCE OF SCHOOL PE LESSONS IN PROMOTING
PARTICIPATION IN LEISURE-TIME SPORTS.

1 Do you think, ‘Oh, no, it’s PE

this afternoon!’ or ‘Great, we’ve
I love netball, I want to be in the school team. got PE today!’?

Why do some students hate PE

and others love it? Make a list of
reasons. The pictures opposite
will give you some ideas.

2 How important are PE lessons

in encouraging people to take
part in sport outside school?

Make a list of ways in which PE

I hate football. I never seem to get the ball.
could encourage participation
in sports.

Now make a list of ways in

which PE could put people off
taking part in sports.

3 Imagine you are a PE advisor

I’ll never be able to jump that!
for all the schools in your
area. Write a letter to all the
headteachers, explaining how
That was easy! PE could be used to promote
participation in leisure-time
sports.

I don’t like cross country. I’m much better at sprinting.

9
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Cover Lessons in PE KS4/Ages 14–16 63 18WW-CLIP ✔

■ £25.00

Assessment in PE KS3–4/Ages 11–16 75 18WW-ASPE ■ £35.00

Dance Starters KS3–4/Ages 11–16 63 18WW-DAST ■ £25.00

Developing Skills in PE 1 KS3–4/Ages 11–16 67 18WW-DSP1 ■ £25.00

Developing Skills in PE 2 KS3–4/Ages 11–16 68 18WW-DSP2 ■ £25.00

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Emergency Cover Worksheets in Physical Education KS3/Ages 11–14 35 18WW-ECPE ■ £25.00

Initial Award in Sports and Recreation KS4/Ages 14–16 97 18WW-IASR ■ £39.95

Interactive Work for Non-participants in PE Yrs 7–10/Ages 11–15 71 18WW-IWNP ■ £25.00

Observation and Analysis in GCSE PE (Games Syllabus) KS4/Ages 14–16 63 18WW-OAGG ■ £25.00

Planning and Evaluating in PE at KS3 KS3/Ages 11–14 66 18WW-PEP3 ■ £25.00

Promoting Health and Fitness in PE KS3–4/Ages 11–16 58 18WW-PHFP ■ £25.00

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