Welcome to our guide on Leaving Certificate Physical Education (LCPE) guide (Higher Level)
This is a distilled set of notes with H1 sample answers written by an examiner for the State Examinations Commission.
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Contents
1.1 – Defining a Skilled Performance:
- Characteristics of a Skilled Performance
- i) Characteristics of a skilled performance (TACK)
- ii) Indicators of a skilled performance (ACEFACE)
- Skill & Ability
1.2 Analysing Skill & Technique:
(a) Analyse skill and technique from the following perspectives:
- Planes and Axes, Levers
Planes of Movement
Levers
- Movement, vectors and scalars, Newton’s law of motion
Vectors & Scalars
Newton’s Law of Motion
III. Quality/effectiveness; economy of movement, creative application of skill
Movement Economy
Creative Application of Skill
1.3 – Skill Acquisition
- Outline the stages of learning a new skill
- Describe how skills are learned effectively
Intrinsic Feedback
Extrinsic Feedback
Continuous/Concurrent Feedback
Terminal Feedback
Types of Practice/ Conditions
Methods of Practice
- Design practice schedules incorporating the principles of effective practices and a variety of practice methods
Principles of Effective Practice
2.1 Physical Fitness
- Discuss the difference between health- and performance related fitness
2.2 Health Related Fitness
- Define the components of health-related fitness
2.3 Performance Related Fitness:
- Define the components of performance-related fitness
2.4 Application of health and performance related components of fitness
- Examine the extent to which different components of health and performance related fitness are important in the selected physical activities
Sample Application of Components of Fitness = Gaelic Football
2.5 Assessment of health and performance related components of physical fitness
- Design a fitness test battery for a physical activity based on the analysis of the particular fitness demands of the activity
Fitness Test Batteries
Designing a Fitness Test Battery
Fitness Test Examples
2.4 Application of health- and performance related Components of Fitness
(b) Research ways in which health- and performance-related fitness can be developed in a demanding practice context
(c) Design a combined approach to health-related and performance-related fitness training
2.5 Assessment of health- and performance related Components of Fitness
(b) Evaluate the principles of training from a performance perspective
Principles of Training >> SPORTRAID
(c) Evaluate the FITT formula to each component of physical fitness
2.6 Designing a fitness plan
(b) Discuss approaches to training in the activity and outside the activity
(d) Suggest strategies to support recovery and adaptation following competition/ performance and training
(e) Demonstrate an understanding of periodisation in the design of training programmes
Macrocycle
Mesocycle
Microcycle
2.7 Psychological Preparation
(a) Discuss the ways in which different psychological factors, including confidence, anxiety, motivation, concentration and feedback, impact on practice and performance
Confidence
Self-Efficacy
Arousal
Anxiety
Concentration
Motivation
Feedback
(b) Evaluate strategies to enhance confidence, motivation and concentration before, during and after practice sessions and/or performance
(d) Analyse strategies to improve mental preparedness for before, during and after practice/performance in physical activity
Strategies to Improve Psychological Preparedness
(c) Discuss different types of feedback and their importance in selected practices and/or performance
2.8 Diet & Nutrition
Macronutrients
Micronutrients
How much of each macro?
(a) Examine the nutritional considerations for before, during and after performance in physical activity
Nutrition Before Performance
Nutrition During Performance
Nutrition After Performance
(b) Discuss the importance of hydration in different physical activities and settings
Function of Water
Hydration for Performance
Sports Drinks
Dehydration
(c) Discuss the role and challenges of using sports supplements, including sports drinks, in physical activity
Supplements
(d) Analyse the role and relative contribution of the energy systems in relation to duration, intensity and type of activity
How Energy Systems Work
Duration, Intensity & Type of Activity
(e) Explain how an understanding of the different energy systems can inform preparation for practice, performance and recovery
Intensity for Training
Energy Capacity
Sporting Context
(f) Design a dietary plan, including rationale, for one selected physical activity
3.1 Structures, Strategies and/or Compositional Elements
(a) Demonstrate an understanding of the main structures, strategies and/or compositional elements in their performance of selected physical activities
Compositional Elements
Applying Compositional Elements >> Hockey
Structures and Strategies
(b) Evaluate their own and others’ use of appropriate structures, strategies and/or compositional elements using appropriate methods of analysis
Methods of Analysis
(c) Demonstrate the capacity to modify selected structures and/or strategies in response to different performance scenarios
Modification During Performance
3.2 Roles and Relationships
(a) Investigate the demands of different roles in terms of the physical, personal and technical qualities needed for a successful performance
Roles of the Player
(b) Identify weaknesses of opponent/s in order to exploit them
Opponent Analysis
3.3 Safe Practice
(a) Demonstrate safe practice in approaches to training, performance and the organisation of physical activity events.
Approaches to Training
Performance
Organisation of Events
Organising an Event
(b) Suggest warm-up and cool-down practices designed to prevent injury and to prepare participants for participation and performance
Warm Up
Cool-down
(c) Discuss the importance of the selection and maintenance of suitable attire, equipment and facilities for selected physical activities.
Equipment
Clothing
Facilities
(d) Describe common injuries sustained in the selected activities, their causes and first aid treatment.
Types of Injury
Treating an Injury
(e) Evaluate training/practice schedules designed to avoid the problems associated with overtraining, including player/ participation fatigue.
Overtraining Syndrome (OTS)
Strategies to Prevent OTS
3.4 Rules, Rituals & Conventions
Rules & Regulations
Conventions
Rituals
3.5 Role of the Coach/Choreographer
(a) Discus the demands of non-playing roles, including desirable interpersonal skills
Duties of a Coach
Qualities of a Good Coach
(b) Guide the performer in identifying and planning for short- and long-term goals in pursuit of optimum performance
Goal Setting
(d) Demonstrate effective communication skills that support positive interaction between coach/choreographer and performer
(f) Use strategies designed to support a performers ongoing motivation to train and/or practice
(g) Guide the performers effective use of ongoing reflection about their practice/performance
(h) Demonstrate the ability to plan for and manage practice/training time effectively
STEP Method
3.5 Role of the Official
(a) Explain the rules and regulations pertaining to the selected physical activities
(b) Describe the safety regulations and procedures in the selected physical activities
(c) Implement appropriate safety checks on equipment, facilities and player clothing
(d) Use the appropriate scoring/recording systems for the selected activities
(e) Describe the demands of officiating in terms of personal fitness, psychological readiness, personal attire and suitable equipment
Duties of an Official
Expectations
(f) Demonstrate the ability to communicate assertively with participants
Tips for Effective Communication
(g) Identify strategies to manage conflict in a variety of situations; between the official and participants, and/or between participants
4.3 Aesthetic & Artistic Considerations
(a) Identify the artistic and/or aesthetic criteria for performance
Purposive Sport
Aesthetic Performance and Criteria
Artistic Criteria for Performance
(b) Compare different physical activities in terms of aesthetic and/ or artistic criteria
Describing Artistic/Aesthetic Sport
(c) Evaluate personal and/or group performance from artistic and/or aesthetic perspectives
Evaluating Performance
Comparing Performance from Aesthetic and Artistic Perspectives
5.1 Benefits of Physical Activity Participation
(a) Discuss the personal, social and economic benefits of physical activity for health and wellbeing at different life stages
Personal Health Benefits of Physical Activity
Social Benefits of Physical Activity
Economic Benefits of Physical Activity
(b) Explain the different concepts of physical activity
Play
Leisure and Recreation
Physical Education
Mass-Participation Sports
Outdoor and Adventure Activities
Sport
5.2 Physical Activity Participation
(a) Present a physical activity biography for themselves and another with an activity profile different from their own
(b) Discuss the supports and barriers to physical activity participation in school and in the community
Barriers to being Physically Active
Supports to being Physically Active
(c) Use different methods of collecting data about physical activity participation, e.g. pedometers, activity diaries
Self-report Questionnaire (Subjective)
Physical Activity Diary (Subjective)
Heart Rate Monitors (Objective)
Pedometers (Objective)
Apps (Subjective & Objective)
(d) Analyse physical activity participation patterns in a specific group in their school community
(e) Evaluate different approaches to physical activity promotion
Single Component Approach
Multi-Perspective Approach
Changing Attitudes
Target Groups
5.3 Physical Activity Promotion
(a) Analyse the role of national and local policies in the promotion of physical activity
Get Ireland Active (National Policy)
Donegal Local Sports Partnership (Local Policy)
(b) Examine the role of the national governing bodies of their selected physical activities, including how the activity is provided for at local, national and international level
Football Ireland/ FAI >> Soccer
(c) Design a physical activity promotion and adherence tip sheet for a specific target group
(d) Discuss the characteristics of significant people who promote and support others’ participation in physical activity
Characteristics of a Good Role Model
5.4 Pathways to Excellence in Physical Activity
(a) Suggest ways in which pathways between school- and community-based physical activity/sport might be strengthened
(b) Analyse current provision and support for excellence in performance in the three selected physical activities.
The Long-Term Athlete Development (LTAD) Framework
Supports for Excellence
6.1 Principles of ethical practice
(a) Explain the principles of ethical practice in sport and the importance of integrity, respect, fairness and equity in the context of the selected activities.
Principles of Ethical Practice
6.2 Codes of ethics
(a) Examine the code of ethics in the selected physical activities from the perspective of participants, parents, spectators, coaches and/or club officials.
Coaches
Families
Spectators
Participants
(b) Investigate the concepts of sportsmanship and gamesmanship and their influence on engagement in physical activity and sport.
Sportsmanship
Gamesmanship
Deviance
Influence on Engagement
6.3 Drugs and Sport
(a) Describe different drug categories of performance-enhancing drugs, giving examples of how they affect performance
Steroids
Stimulants
Narcotics
Beta-Blockers
Diuretics
Peptide Hormones
Blood Doping
(b) Analyse the implications for the performer and the sport of using performance-enhancing drugs
Impact of PED’s on Sport
Impact of PED’s on Society
Impact of PED’s on Society
Impact of PED’s on Commercialisation
6.4 Anti-doping Rules
(a) Describe the current Irish anti-doping rules including the ways in which they are enforced
Anti-doping in Ireland
Testing Protocol
Anti-Doping Protocol
(b) explain therapeutic use exemption in relation to the use of medicines in sport
(c) Discuss the implications of using performance-enhancing drugs for the performer and the activity
7.1 Supports and Barriers to Physical Activity Participation for Selected Groups
(a) Analyse the supports and barriers to physical activity participation for at least two of the following groups: Women & People with physical disabilities
Women
People with physical disabilities
(b) Discuss examples of discrimination, stereotyping, inclusiveness and/or prejudice in physical activity provision for these groups
Women
People with physical disabilities
(c) Investigate the coverage of sport in the media from the perspective of these groups
Women
People with physical disabilities
7.2 Addressing Barriers to Physical Activity
(a) Discuss ways in which barriers to participation might be/have been addressed by the individuals themselves, their representative groups and/or voluntary and statutory organisations
Women
People with physical disabilities
7.3 Developments in Physical Activity and Sporting Opportunities over the Past 20 Years
(a) Discuss developments in physical activity and sport over the last twenty years from one group’s perspective
Women
7.4 Adapted Physical Activity
(a) Examine if and how, participants with a disability could participate in the three selected physical activities
Approaches for Inclusion
Disability Sports
(b) Evaluate provision for adapted physical-activity opportunities in their school and/or in the community
School
Community
(c) Examine the provision of pathways towards excellence for participants in adapted physical activities
8.1 The impact of technology on sport and physical activity
(a) Examine how developments in technology can impact on the performer, coach/choreographer, official and spectator in the selected physical activities
Developments
Impact on Performers
Impact on Coaches/ Choreographers
Impact on Officials
Impact on Spectators
(b) Discuss their own use of technology in planning for optimum performance in the selected physical activities
(c) Evaluate the role of technology in the analysis of training and evaluation of sporting performance
Data Collection
Performance Analysis
Training Enhancement
Competition Strategy
Technological Advantages & Disadvantages
8.2 Media in sport
Television
Streaming & Social Media
Radio & Podcasts
Publications
Positive & Negative Impacts of Media on Sport
(a) Investigate media coverage of both elite performance and mass participation in physical activity and sport
Elite Sport
Mass Participation Sport
(b) Examine the role of the media in maintaining gender stereotypes of men and women in sport
Maintaining Stereotypes
(c) Identify the characteristics of their selected physical activities that give them or could give them media and/or spectator appeal
Media Appeal
Spectator Appeal
(d) Analyse the impact of media coverage on spectator behaviour
Advertising
Social Media
Hype
Violence & Hooliganism
9.1 Gender, sport and physical activity
(a) Examine the main influences that impact on the participation patterns of boys and girls in physical activity and sport
Socioeconomic Status
Physical Education
School Sport
Age
(b) Suggest ways in which the imbalance between boys’ and girls’ levels of participation in physical activity might be addressed in school and in the community
Addressing Gender Imbalance in School
Addressing Gender Imbalance in the Community
9.2 Gender, media and body image
(a) Discuss how body image influences and is influenced by physical activity participation of both males and females
Problems Associated with Body Image
How does Body Image influence PA?
Discuss how body image can be influenced by physical activity participation levels in females
When there are low levels of female participation in PA, there are fewer role models for females to compare themselves to, and females may feel uncomfortable participating in activities. Therefore body image can act as a barrier.
Discuss how physical activity levels can be influenced by body image in males
(b) Debate how media representations of the body may impact on both young men’s and young women’s participation in physical activity and sport
Positive & Negative Influences of Media
9.3 Gender socialisation and its impact on physical activity participation
(a) Examine how social regulation of the body has impacted and continues to impact on the participation of both men and women in physical activity and sport
How does Social Regulation impact on Participation?
(b) Explain why the characteristics associated with hegemonic masculinity and hegemonic femininity might impact on the participation of both boys and girls in sport and physical activity
Characteristics & Traits
Hegemonic Masculinity
Hegemonic Masculinity in Sport
Hegemonic Femininity
Hegemonic Femininity in Sport
10.1 Sponsorship & Advertising in PA and Sport
(a) Examine the impact of sponsorship, endorsements and merchandising on sport and performers
Positives & Negatives of Sponsorship
Positives & Negatives of Endorsements
Positives & Negatives of Merchandising
(b) Analyse different forms of ‘sport-related’ advertising in terms of the messages it gives to young people
Food & Beverages
Cigarettes
Alcohol
(c) Discuss the advantages and disadvantages of sponsorship for the national governing body of the sport, the performers and the sport/activity
Advantages & Disadvantages for the NGB
Advantages & Disadvantages for the Performer
Advantages & Disadvantages for the Sport
(d) Suggest a code of practice for selecting commercial sponsorship for sport and physical activity in which young people participate
10.2 Physical Activity and Sport – The Business Dimension
(a) Investigate the Involvement of a selected business in sport
AIB & The GAA
Lidl & LGFA
Guinness & Rugby
Sky Sports & Darts
10.3 Mass Participation Sport
(a) Examine the growth of mass participation sporting events and the opportunities for business and enterprise they provide
Reasons for Growth in MPE
Opportunities for Businesses
10.4 Tourism and Sport
(a) Discuss the potential of sports marketing on the development of tourism in Ireland
Sport Event Tourism
Active Sports Tourism
Nostalgia Tourism
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