Download our FREE smartphone app today!
Our Curriculum intent in PE is to provide experiences that engage all student’s imagination through active learning.
This is achieved by teaching the physical literacy and emotional wellbeing skills that give students the master key to access sport for life.
Every student will develop their physical literacy to support a healthy lifestyle both inside and outside of school. The knowledge and skills they practice at Key Stage 3 and Key Stage 4 also create a perfect opportunity for progression into careers in Sport.
We want all students to enjoy Sport, to participate in Sport and to learn what we believe are the golden pieces of knowledge and skills that all young people should be aware of in their physical development.
Key Stage 3
Key Stage 3 PE at Harris Boys takes place over years 7,8 and 9. Each year students have specific aspects that they will look at in their sport and development. The idea behind the Key Stage 3 curriculum is to give students a breadth of traditional and non-traditional sports to take part in. We hope to develop the technical and tactical abilities for students to be confident in these activities and to take part in these skills. We aim to make our students physically literate and competent at taking part in a range of sports and to be aware of healthy lifestyles and physical activities. Finally, this curriculum aims to ensure that our students develop independence and leadership in sport, so that they can support future generations and make informed decisions about physical activities for themselves.
Year 7 PE
Year 7 PE focusses on the technical and tactical developments that have been learned at Key Stage 2. We focus on building and developing the fundamental skills that students need to take part in a variety of sports. Students will look specifically at improving and analysing their performance and outwitting opponents. There is a focus on introducing traditional sports and non-traditional sports so that students build resilience against sports and so that their imaginations are engaged. In this year group students will look specifically at the components of fitness and how they can help them in different sports.
The following sports are taught across our Year 7 curriculum:
- Table Tennis
- Health and Fitness
Please see below for the current timetable for PE in Year 7:
Year 8 PE
The Year 8 PE curriculum focuses on physical literacy and competence. Here we are looking to cement and solidify skills that we have well rounded learners that can take part in a variety of sports and understand that skills learned in one sport are transferable to another. We offer new sports in Year 8 to students so that their imaginations remain engaged throughout the course. In this year students will look at physical fitness and the methods used to train them.
The following sports are taught across our Year 8 curriculum:
- Table Tennis
- Health Related Fitness
Please see below for the current timetable for PE in Year 8:
Year 9 PE
In our Year 9 PE curriculum we look to develop the independence and leadership of our students. The lessons become a lot less teacher-led and the students must use leadership skills to ensure that sessions work well. There is a new unit of sport education where students must undertake different roles in sport to further understand their learning and development in sport. This year leads them perfectly into the BTEC course, where they undertake a contextualised unit on sports leadership. In this year students will look into understanding how diet can affect performance and how to test fitness to understand how to identify areas of improvement.
The following sports are taught across our Year 9 curriculum:
- Football (SE)
- Hockey (SE)
- Handball (SE)
- HRF & Diet
- Athletics (L)
- Softball (L)
- Frisbee (L)
Please see below for the current timetable for PE in Year 9:
Why did we chose this?
We chose this so that students can be able to experience and understand as many sports as possible. This way students can use the skills learned in each sport to improve them in other sports. We think it is important that in the future our students can pick sports and understanding the technical and tactical elements of a wide variety of sports can help them to make informed decisions in the future that will benefit their health and fitness. We believe that independence and leadership in sport is one of the most important aspects to help students develop themselves, but also improve others. We also chose a variety of sports to engage the imagination and ensure that students are motivated and excited by the sports that they learn at this academy.
KS3 PE assessment
Our Key Stage 3 assessment looks at four domains of sport – physical, social, cognitive and effectiveness. We believe that sport at our academy can help the grown and development of students in many different ways and therefore we look for more than physical skills in our students. Students are assessed throughout each assessment window by their teacher and then they are given feedback with an area to improve on. The four domains that are assessed are described below:
Key Stage 4 - Why all students study BTEC PE
The BTEC PE course is undertaken by all Year 10 and 11 students in Key Stage 4. The idea is to give students the master key to success in order for them to progress on to study sport or move into different careers in sport. It also provides them with an in-depth understanding of sport and fitness that will support them in maintaining a healthy lifestyle.
The BTEC course provides students with the opportunity to study sport, whilst the course has been contextualised to engage learners through realistic assignments that inspire them to produce high quality work. We believe this course will support our students to lead their own healthy lifestyles, and also enable them to support others to sustain healthy active lifestyles. The units in the BTEC course can be flexible for students and can be contextualised to engage them.
According to a 2017 British Heart Foundation study, 60% of adults in the UK are unaware of the Government’s physical activity guidelines. Around 20 million adults (39% of the adult population) in the UK are physically inactive, according to the Physical Inactivity and Sedentary Behaviour Report 2017. In 2017, 64% of the adult population were also classified as overweight, with 26% of these adults classified as obese. 20% of children in Year 6 across the UK were also classified as obese.
We have a duty to ensure not only that our students are physically active at school, but that they understand the importance of being physically during their adult lives. The BTEC PE syllabus allows students to fully understand the importance of a healthy lifestyle and diet, both through childhood and adulthood. There are leadership aspects of the course that also engage our students by giving them the opportunity to ensure that others can maintain a healthy and active lifestyle. The course gives students the skills and confidence to support others.
BTEC PE and the Key Stage 4 National Curriculum
The Academy has cross-referenced and mapped the BTEC PE course against the National Curriculum requirements at Key Stage 4 to ensure that students receive their full entitlement.
The BTEC PE course goes above and beyond what is covered in the Key Stage 4 National Curriculum guidance, which supports our vision of why students undertake it. The depth of coverage within the BTEC Sport course is one of the reasons why students undertake it, as it ensures that they have an in-depth understanding of the importance of long term physical and mental health and the factors that help ensure they lead a healthy and active lifestyle within modern society.
At the end of this course, students receive a qualification that enables progression within a variety of careers and industries, or continuation Post 16. A full map of where the National curriculum is covered at Key Stage 4 can be downloaded at the bottom of this page
The intent of the BTEC PE course
Students develop knowledge in the principles of training and fitness. This allows students to undertake physical activity safely and effectively throughout their lives, and ensure they lead a balanced and healthy lifestyle, not just in their adolescent years.
The BTEC Sport course interleaves both academically and practically-minded pupils, providing appropriate challenge to all students. This is why PE fosters so many core values and produces 'physically literate' leaners.
The course also builds character, including fair play and sportsmanship (team work), which pupils need to succeed as well-rounded individuals and become active citizens in society.
Pupils are assessed through exam, coursework and practical performances. The BTEC Sport course is more inclusive than the GCSE course as students experience a wider range of formal assessments rather than one, formal exam at termination. We believe that this is relevant to developing real life work-based skills for our students.
Students will develop leadership skills and self-esteem that can be applied throughout their future lives and contribute to the development of their local community. Students can use this recognised qualification to develop further coaching qualifications in various sports, which will encourage them to contribute to the development of the next generation of students and contribute to their local community. The course allows students to contribute to the local community through supporting and co-leading community events.
BTEC Sport offers breadth and depth of curriculum knowledge and has strong cross-curricular links with other subjects that students will study.
The curriculum intent of BTEC Sport reinforces the academy’s overall education intent for students to become active citizens. The curriculum intent allows students to develop an understanding of wider psychological functions of the human brain through mind and human performance. This empowers students to have a better understanding of mental health and to be able to identify mental issues in others and themselves.
BTEC Sport gives students opportunities to link education and the world of work in engaging, relevant and practical ways. It supports learners’ development of transferrable interpersonal skills, including working with others, problem solving, independent study and personal, learning and thinking skills.
It gives learners a route through education that has clear progression pathways to further study or an apprenticeship. Students also have a clear progression route, within the sixth form, to specialise in the CTEC Level 3 qualification.
The cumulative knowledge they gain allows students to retain in their long-term memory the principles of exercise and training, which should be a life-long skill for all students.
English and Mathematics are essential for progression to further education and employment. The BTEC Sport course supports the development of English and Mathematics knowledge and skills. Opportunities to develop skills are indicated within unit assessment criteria grids. This will give learners the opportunity to enhance and reinforce skills related to these areas in naturally occurring, relevant contexts.
What do students learn in BTEC PE?
There are four main units that are taught across our curriculum and these help students to develop their knowledge of physical literacy, living a healthy lifestyle, fitness and training, officiating and improving technical performance, leadership and communication skills.
Below is an outline of the units we teach.
Unit 1 – 25% of final grade. 1 hour online exam
Fitness for exercise and sport is the first unit on the course and it is an exam unit. Here students get the core to the programme of study. They will learn about physical and skill related fitness, principles of training, methods of training and fitness testing. This is a really good unit to develop into qualifications in sports coaching, elite sport or personal training.
Why do we study this unit?
This unit gives students the underpinning knowledge for different types of fitness and how they influence us in sport. In order to maintain a healthy lifestyle. Students are also taught about different types of training and how to make training successful. Administering fitness tests will support students in understanding their levels of fitness and identifying areas of strengths and also areas of improvement.
Unit 2 – 25% of final grade. Coursework based unit.
Practical sports performance is essential to our students development. As participation in sports grow, our students are becoming more aware of the benefits of practical activity. This unit allows us to engage our students in different types of physical activity by developing their practical performance. It teaches them to reflect on their performance and constantly improve.
Why do we study this unit?
This is an excellent unit to develop the skills and techniques of students, whilst also introducing them to new sports that can engage them physically. We believe it is important that our students are physically literate in a range of sports and understand all aspects of the sports, such as rules, regulations and scoring systems, whilst also being able to undertake new roles in sport such as officiating.
Unit 6 – 25% of final grade. Coursework based unit.
This is one of the units that requires strong leadership and communication skills. This is about students working out what makes leaders successful. Students will actually plan and deliver a session in this unit and they work on delivering it using the attributes that have been learned in previous assignments. After this they receive feedback from students and teachers, to work out how to improve on their leadership skills.
Why do we study this unit?
This is one of the units that we can contextualise to bring out the best in our students. We believe that this is a unit that allows students to develop strong leadership and communication skills. They develop a greater understanding into what it takes to lead others and in leading others in a session build up their confidence.
Unit 3 – 25% of final grade. Coursework based unit.
This is a synoptic unit that builds on everything that has been learned so far in the course and links all of the learning together. This is where students learn life long health skills of planning a training programme to suit them. They will then actually complete the programme whilst maintaining a diary throughout. This unit specifically looks at the personal needs and how students can maintain motivation and be aspirational with their exercise.
Why do we study this unit?
This unit is selected because it builds on all of the prior learning from students and puts it into a real-life scenario. We believe as a department that this allows students to build life long habits of exercise to ensure that they are active and independent in their exercise. They also get to experience real life scenarios of being aspirational and working on motivation.
Practical lessons at HBAED
At HBAED we ensure that we teach this course in a practical way. Students will get a range of practical opportunities throughout the course, including developing technical and tactical skills, observing and analysing their own performance, learning the rules, regulations and scoring systems of sport, officiating sport, creating and implementing a training programme with different types of training for sports and leading and taking part in sessions. This is done over a wide variety of sports that are taught and learned in the lower school.
Sport and mental health
Major depression is thought to be the second leading cause of disability worldwide and a major contributor to suicide and ischemic heart disease (heart problems caused by narrowed heart arteries).
- 1 in 6 people experienced a common mental health problem within the last week
- 1 in 5 women are reported to have mental health problems
- 1 in 8 men are reported to have mental health problems
- In 2017, 5,821 people committed suicide in the UK, 75% of them men.
Sport and physical activity can help people live a healthier life style and improve mental health. However, students need to be educated to allow them to maintain this activity beyond their school days. BTEC Sport allows students to understand how physical activity improves mental health and increases the probability of our students being active in adulthood.
The local context
When we design the PE curriculum we have a duty to consider the local context within which the academy operates. This local context is one of the key reasons we consider it vital that our students undertake a formal PE qualification, to ensure they are educated to lead a healthy lifestyle now and throughout their adult life.
Research from Active Southwark found the following:
- 58.8% of adults of 18 years and above are considered obese or overweight.
- 40% of children that join us in year 7 are obese or overweight.
- Life expectancy for males in Southwark is 78.9 years, this is nearly 6 years less than females.
- 47,600 of Southwark’s population have mental health issues.
Statistics from a Sport England Survey show the battle that we have Southwark and the inactivity levels in students. They are below national average and this is why sport and BTEC PE are essential to students.
- Child Obesity is the worst in England with 28.3% of Southwark children in Year 6 being measured as obese
- 40% of young people said they had been to a sports club or class in the last 4 weeks (this compares to 52% nationally and 45% in Southwark’s statistical ‘Near Neighbour’ local authorities
- 38% said they took part in organised sport or physical activity on the previous weekend (46% Nationally, 44% Near Neighbour
We like to assess the impact that the BTEC course is having on our students, so as a department we believe that it is important to conduct regular surveys with our students, to see how the BTEC Sport qualification might support them in leading a healthy lifestyle and their future lifestyle. The following results are from a survey carried out in February 2020.
Below are some of the careers that were chosen by our year 10 students, based on what they have learned in the BTEC PE course.
Does the BTEC PE course give you an understanding of how to live a healthy lifestyle? YES 92% NO 8%.
Has the BTEC PE course developed your understanding of the importance of remaining physically active, now and in adult life? NO 13% YES 87%
Do you think you will continue to participate in physical activity or sport as an adult? YES 92% NO 8%
Have you had to use leadership skills during your PE course? YES 67% NO 33%
Leadership comes more into the BTEC Sport course at the end of year 10 and within year 11, however we felt we wanted to ask what students felt they were developing in terms of their leadership.
Communication, knowledge of sport and motivating themselves to take part where found to be the most prominent in terms of leadership styles developed.
One of they key reasons we believe the BTEC Sport course is so important for all of our students is the life skills learned through the course. Here students were asked to think abut the main life skills that are being developed.
The answers showed that the main life skills students were taking from the course were working to deadlines, presentation skills, organisation and reviewing their performance.
Do you believe that the BTEC Sport qualification would allow you to study sport at a higher level if you wanted to? YES 92% NO 8%
How much do you enjoy the BTEC Sport course?
Key Stage 5 - CTEC Sport and Physical Activity
The CTEC PE course that is undertaken for year 12 and 13 students in Key Stage 5. The idea is to give students master key to success in order for them to progress on to study sport in university or move into different careers in sport.
The CTEC course provides students with the opportunity to study sport, whilst the course has been contextualised to engage learners through realistic assignments that inspire them to produce high quality work.
There are two pathways that the 6th form offer at the Academy, the Level 3 Extended-Certificate and the Level 3 Diploma courses. The Extended-Certificate is correspondent to one A-Level, where as the Diploma is equivalent to two A-Levels.
Level 3 Extended-Certificate
Level 3 Diploma
12 Extended-Certificate: The curriculum is chronological because unit 1 looks at the human body’s involvement within sport and exercise. This is a fundamental knowledge base for understanding and applying lifelong learning and health relatable issues for pupils to then apply within their own or a client’s needs. Unit 3 covers the necessary issues surround sports involvement and how the governing bodies are dealing with these problems. This give the pupils the understanding of what support is out there and what can be done to help sports performers and talent identification. Unit 5 is finally looking at applying their knowledge of the body and developing sports performance with a client which brings the previous units together.
13 Extended-Certificate: The curriculum is chronological because unit 2 looks at the running a session with a group for sport and exercise. Planning and leading their own sessions enables them to have the opportunity to deliver and present in front of a group, taking control of the outcomes over a given time frame. Unit 8 follows on form this in order to work together to plan a big sports event within the school. This gives them the skills for planning and advertising and running events on a larger scale.
12 Diploma: The curriculum is chronological because unit 13 looks at sports leadership and fitness testing. This links into unit 1’s agenda of knowing the human body’s involvement within sport and exercise. This allows them to understand baseline testing and evaluating training methods for performance outcomes. Unit 11 covers the necessary issues surrounding sports involvement and particular groups. Unit 11 also matches to unit 3, Sports organisations, where students understanding of target groups is extended and stretched towards how and why target groups are created. They then need to apply their understanding of the human body, organisations and opportunities in order to develop an exercise plan targeting a particular low participation group. This gives the pupils the understanding of what support is out there and what can be done to help sports performers and talent identification. Unit 19 is finally looking psychological factors that can have an impact of both sports performance and potentially the lack of enjoyment for sport. This ties in the previous units of surrounding issues and barriers that can hinder optimal performance and the unit 5 of developing the physical aspects of sports performance.
13 Diploma: The curriculum is chronological because unit 4 looks health and safety issues that could occur within the sport and exercise industry. These tie into running and planning of session and an event and they can apply this knowledge to the unit 2 and 8 work effectively. Unit 17 is about sports injuries and how they can be dealt with in the short term and long term. This is a follow on to the unit 4 exam and helps understand what to do with a performer to rehabilitee after an accident or injury. Unit 18 is about the sports performances and the skills needed to be an outstanding performer. Alongside this, they can evidence their knowledge and application of tactics for the team they are in in order to be successful. This ties in with unit 2 as they will understand and be involved in teaching their own specialist sport to performers or be involved as a participant and 8 can give them the opportunity to perform/evidence these skills within the sports event.
Extra-curricular: The PE department offers a very wide range of extra-curricular activities. From inclusive non-competitive clubs, to competitive teams and fixtures. We have an ethos that this should be inclusive to all students. Students will have the opportunity to undertake a wide variety of activities. We currently offer indoor futsal, outdoor football, athletics and basketball. The 6th form are encouraged and supported in assisting the lower school extra-curricular clubs and sports teams. This helps their leadership and sporting responsibilities needed to go further within the sport and exercise industry. The course set pupils up to be independently look into their own and other’s fitness, therefore gives them a better understanding of what is needed to promote a healthy-lifestyles. There is an emphasis on it being inclusive for all students of all abilities to attend. There is also a use of form time intervention to support students with the exam content and also to support with coursework. Students also have progress sessions after school where they are expected to attend to catch up and for support with coursework.
The content is included because it works towards the master key. The content is taken from the CTEC specification and then adapted to best suit the needs of our students.
It develops the skills because the assignment briefs are written to be engaging for the students and gives them the chance to independently develop the specific skills that are given to them.
Examples of work
Examples of unit 2 coursework completed by a Year 10 student
- Football and badminton regulations
- Football and badminton roles and responsibilities
- Football and badminton rules
- Football and badminton scoring system
- Observation checklist football
- Technical and tactical demands of sport
Examples of unit 6 coursework completed by a Year 11 student
Year 11 BTEC PE homework
The idea of this homework is to allow the pupil to have the time at home to independently work on their coursework and ensure that drafts are up to a suitable standard before the final BTEC PE assignment is completed. Students will be expected to complete these tasks on a word processer. This homework will directly affect the grade they achieve at the end of their BTEC PE course.
Year 10 BTEC PE exam unit homework
The idea of this homework is to allow boys to work on their knowledge of the components of fitness, principles of training, methods of training and fitness testing independently. Students are set tasks through their class teacher to research different aspects of the course and they are then tested on their knowledge in class. From this they can then identify their strengths and areas for improvement and target their home study around this. The exam that students sit in Year 10 counts for 25% of their final grade at the end of Year 11.
Alternatively students in Year 10 may be set an independent research task on a new website called SENACA learning. This allows students to develop and test their learning at home. The class teacher will set a new topic every two weeks, the students complete the research and a test, from here they can identify their own strengths and areas for improvement and then target their home study around this using the website.
Year 7, 8 and 9 PE homework
Students are being encouraged to attend extra curricular clubs and take responsibility for their own physical activity. Part of the PE curriculum is to offer students extra-curricular activities in competitive sport. Therefore we have supported students in this through their homework to ensure that they attend extra-curricular clubs. We have also implemented loyalty cards for our students this year who attend extra-curricular sport. The purpose of this is to support students in understanding how many extra-curricular activities they attend and to reward those that regularly attend clubs for a variety of sports. It is really simple: if you attend one club a week then you are a bronze attendee, two a week then you are a silver attendee, three a week then you are a gold attendee and four a week then you are a platinum attendee. All you have to do is get your card signed by your teacher at the club. Please see below for examples of the cards:
Extra Curricular PE
A complete list of extra-curricular clubs can be seen on our Co-Curricular Activities page.
Extra curricular sport at HBAED links directly to our curriculum and allows for enrichment and support for activities that pupils have learned. We try to cover a breadth of sports across the year groups to ensure that students can take part in as wide a variety of sports as possible. Our extra curricular PE in particular links to the curriculum in the sense that we are aiming to give our students the opportunities to take part in competitive sport. We offer sports team for elite students within the academy, but also offer clubs for those that want competitive sport on more leisurely terms.
Please speak to the PE department if you wish to join a club. All you need to bring with you is trainers for most of our clubs and they are all free!
We have also implemented loyalty cards for our students this year who attend extra curricular sport. The purpose of this is to support students in understanding how many extra curricular activities they attend and to reward those that regularly attend clubs for a variety of sports. It is really simple, if you attend one club a week then you are a bronze attendee, two a week then you are a silver attendee, three a week then you are a gold attendee and four a week then you are a platinum attendee. All you have to do is get your card signed by your teacher at the club. You can see examples of the cards on our PE Homework tab.
Revision is integral to success in BTEC and CTEC PE. Whether it be independent research for a task or revision for the exam, it will help you to remember facts and topics that are covered. If revision is completed correctly then it will increase your confidence when taking on exams or assignments on the course and will ensure you are prepared.
Please see below for a breakdown of the revision and support that can be found for the units of our CTEC and BTEC course.
BTEC PE Exam revision links for unit 1
https://quizlet.com/28185620/btec-level-2-unit-1-fitness-for-sport-flash-cards/ - a website that produces flash cards to prepare students for physical fitness, skill related fitness, principles of training, training zones, methods of training and fitness testing.
https://wordwall.net/resource/42858/pe/btec-quiz-revision-pictures - a short multiple choice quiz that gives students a chance to revise for the exam once all content has been learned.
http://www.bbc.co.uk/education/subjects/znyb4wx - GCSE Bite size link that provides good short answer questions revising the key topics covered in BTEC Sport
http://www.s-cool.co.uk/gcse/pe - a useful website for key definitions and terminology
http://www.teachpe.com/ - a useful website that contains key definitions as well as coaching tips that can be used in BTEC coaching units.
BTEC PE unit 2 revision links
http://www.thefa.com/football-rules-governance/lawsandrules - a website that has all of the official rules, regulations and scoring systems for football. Perfect to support for or give knowledge to unit 2 work.
http://www.worldbadminton.com/rules/ - a website that has all of the official rules, regulations and scoring systems for badminton. Perfect to support for or give knowledge to unit 2 work.
http://news.bbc.co.uk/sport1/hi/football/rules_and_equipment/4188156.stm - a website that gives support on the roles and responsibilities of officials in football.
https://www.masterbadminton.com/who-are-the-officials-of-badminton.html - a website that gives support on the roles and responsibilities of officials in badminton.
https://www.myactivesg.com/Sports/Football/Training-Methods/Football-for-Beginners/How-to-make-a-short-pass-in-football - this website supports students with the knowledge of how to perform specific skills in football.
https://www.masterbadminton.com/badminton-shots.html - this website supports students with the knowledge of how to perform specific skills in badminton.
https://www.soccercoachweekly.net/soccer-drills-and-skills/ - inspirational ideas can be found on this website to improve football skills through drills.
https://www.masterbadminton.com/badminton-techniques.html - inspirational ideas can be found on this website to improve badminton skills through drills.
BTEC PE Unit 3 revision links
https://www.bbc.co.uk/bitesize/guides/zq4gk7h/revision/2 - website that gives an insight into what SMARTER targets are and why we set them.
https://www.brianmac.co.uk/trnprin.htm - this website will give support with the principles of training and also can give normative data to inform you of how you compare with fitness testing.
https://www.mayoclinic.org/healthy-lifestyle/fitness/in-depth/fitness/art-20048269 - this can support you with finding out how to start creating a session plan and the best way to set and achieve your goals when creating it.
https://www.bbc.co.uk/bitesize/guides/z3mjxsg/revision/5 - support with the skeletal system and how it works when you play and take part in sport.
https://www.bbc.co.uk/bitesize/guides/z3xq6fr/revision/1 - support with the cardiorespiratory system and how it operates during physical activity.
BTEC PE Unit 6 revision links
https://www.bbc.co.uk/bitesize/guides/z2sbkqt/revision/2 - a website that gives a look at what makes a good sports leader and the characteristics that are looked for.
https://www.livestrong.com/article/548835-description-of-a-good-sports-leader/ - a website that gives a look at what makes a good sports leader and the characteristics that are looked for.
https://functionalbasketballcoaching.com/5-characteristics-good-sports-leaders/ - a website that gives a look at what makes a good sports leader and the characteristics that are looked for.
https://www.sportplan.net/ - a website that gives creative and inspirational ideas for session plans across a variety of sports.
https://www.teachpe.com/ - a website that gives creative and inspirational ideas for session plans across a variety of sports.
Studying sport and physical education provides the both the knowledge and skills as well as the attributes and character that are useful across a range of future careers.
Attributes developed during PE lessons:
- Communication – The ability to communicate with teammates who are underperforming could be used at work when managing staff.
- Teamwork – The success of any team is based on how well they can work together rather than the individual strengths of each individual.
- Resilience – Sport has winners and losers. Experiencing failure and learning from it so the same mistakes are not repeated is important in any profession.
- Work Ethic – Talent is not enough. In the world of sport and work, hard work must be used to make the most of your ability.
- Leadership – Building a successful career will normally require leading and managing others; an attribute that is developed in sport.
Unit 1 and Unit 3 of the BTEC could lead you to a career in physiotherapy.
Physiotherapists help people recover with injuries sustained from surgery, illness, ageing, disability or sport.
A physiotherapist will work directly with patients, diagnosing, assessing and treating problems. Physiotherapists work to diagnose the causes of injury and put together a treatment plan, sometimes including exercises and manual therapy. Sports physiotherapists work with injured athletes, creating treatment plans to get them back to fitness, and advise how to avoid future injuries.
Unit 2 and Unit 6 of the BTEC could lead you to a career in sports coaching.
Sports coaches are responsible for planning and applying training programmes for athletes or sports teams to ensure they are performing to a high standard. A sports coach would need excellent communication skills to get their message across to their athletes/players to help them improve.
Unit 1, Unit 3 and Unit 6 of the BTEC could lead you to a career as a personal trainer.
Personal trainers have a high level of knowledge about fitness and help other people to achieve their fitness goals. A personal trainer is responsible for identifying a client’s goal, creating individualised training plans for their clients, monitoring their progress and working to motivate them to hit their targets.
Unit 3 and Unit 6 of the BTEC could lead you to a career as a PE teacher.
PE teachers work with children aged 11-18 and are responsible for planning and teaching PE lessons and units of work and assessing their students. PE teachers will need to have knowledge of a range of different sports, be able to work to deadlines and enjoy working with children aged 11-18.
Unit 2 of the BTEC could lead you to a career as a sports journalist.
Sports journalists work in the media industry and write and present stories to be published in local, regional or national press (newspapers, magazines, websites, television and radio). A sports journalist needs to think of stories to write that people will be interested in, research the topic to ensure they have enough knowledge and then work to a deadline to write the story.
Unit 1 and Unit 3 of the BTEC could lead you to a career as a sports scientist.
Sports Science is applying scientific principles to improve sports performance and exercise. A Sports Scientist is responsible for a range of tasks, including delivering warm-ups, designing and monitoring and giving feedback on training, delivering gym sessions and working with athletes undergoing rehabilitation.
Unit 6 of the BTEC could lead you to a career as a sports agent.
A sports agent is someone who is a legal representative for a progressional sports person. This could be an athlete or a coach. Their job will be to negotiate employment and endorsement. Being a sports agent takes good leadership skills and knowledge of the sports sector. The attributes needed in unit 6 of the BTEC are transferable to support you in this carrer.