This course is relevant for those with an interest in sport and recreation, as well as those considering related courses in Higher Education. The course will help anyone looking to pursue a career in any aspect of the sports, leisure and related industries. The main theme of the course is how to improve performance.

The course meets the definition of Physical Education by providing for the development of knowledge, skills and understanding, through the study of theory and by participation in sport and physical activity. Together these will enable candidates to reflect with confidence and competence on the nature and quality of performance and be able to develop strategies for improvement.

The development of performance is the prime focus of the Higher Course in Physical Education. Practical experiential learning provides the opportunity to develop high standards of performance and the underpinning knowledge and understanding required for this development. Physical Education provides opportunities for candidates to engage in activities which are, in themselves, competitive, creative, co-operative and individual.

The Course provides opportunities for candidates to develop their individual interests and talents in a variety of ways. Particular emphasis is placed on the development of personal and interpersonal skills. Positive attitudes and values are promoted during the interactions candidates have with teachers and peers.

To integrate work within the Course, the Performance and Analysis and Development of Performance Units are delivered concurrently. The Course has three broad and inter-related aims:

To develop performance through participation in selected physical activities

To develop knowledge and understanding of performance through a study of the processes and related concepts involved in its analysis and development

To contribute to each individual’s personal and social development.

Each candidate is required to develop his/her performance within a minimum of two negotiated activities. The physical activities used in the Course arise from a process of negotiation between staff and candidates.

Negotiation takes account of the interests and talents of candidates, expertise of staff and available facilities and resources. In agreeing activities with candidates, staff must take account of managing assessment. To be entered for the final exam each student must pass both Unit tests. One test covers performance and is assessed throughout the course. The other test is a written test in four parts completed by the end of March.

Candidates’ performance will be internally assessed, with the dual purpose of determining both Unit achievement (pass/fail), and for a mark to contribute to the Course award.

Performance will be assessed through the observation of live performance. For Course assessment, a candidate's mark should be based on performance in their best two activities. Candidates‘ performances in each of their two best activities are marked out of 20, giving a total possible mark of 40 for performance. Marks are awarded through comparing candidates' performance with the marking guidelines. Internal assessments will be subject to external moderation. For each candidate, centres are required to submit a mark for performance in April.

Candidates will be externally assessed by a written question paper comprising structured questions. The duration of the examination will be 2 hours 30 minutes. The questions will be grouped into four sections corresponding to the four areas of Analysis and Development of Performance. These areas are:

1. Performance Appreciation
2. Preparation of the Body
3. Skills and Technique
4. Structures, Strategies and Composition

Candidates will be required to answer structured questions in three of the four sections of the paper. There is a total of 60 marks for the question paper. For the overall Course assessment, the question paper contributes 60% and Performance contributes 40%.