Please help to get Martial Arts back into PE GCSE / A Level

Martial Arts into PE GCSE / A level!

To get Taekwon-Do, kickboxing and other martial arts onto the sports list to be recognised for GCSE and A level PE as many people as possible need to complete the consultation that was launched in October. The closing date is 20th Dec.

Note – anyone can complete this, under 13s just need to tick that they have parental consent.

PE Consultation link

https://consult.education.gov.uk/gcse-and-alevel-reform/review-of-gcse-as-and-a-level-physical-education-a/

The form is particularly lengthy with some curve ball questions, so I have copied my answers for anyone that wants a bit of help to complete it. Feel free to copy and paste or use to add to your own answers as needed. The questions are in bold.

1. Name of activity being proposed:

Martial arts  (you could just put Taekwon-Do or Kickboxing if you wanted)

 

2. Name of body or individual submitting application:

(your own name as an individual)

3. Email address (in the absence of an email address, please provide a postal address):

(own e-mail – if you save the form half way through they’ll send a link for you to complete it)

4. Telephone number:

(own phone number)

 

5. If the activity has a National Governing Body, please provide a contact email address/postal address and telephone number if different from the above:

 

There are a number of governing bodes covering a variety of Martial Arts, here are two of them:

 

for TaeKwon-Do, International Tae-Kwon do Council (ITC) https://www.international-taekwondo-council.com  e mail:  admin@international-taekwondo-council.com tel:07773376633

 

for Kick Boxing – WAKO GB , e-mail: office@wakoGB.com  Tel:   01628 415923

 

6.Please set out how the skills needed to perform the activity have levels of difficulty which are comparable to at least two activities on the existing list.

Martial arts for example Taekwon-Do and Kickboxing have a well definedsystem of progression as skills develop, requiring a commitment to regular training.

The grades or ‘belt’ system in martial arts runs from ‘beginner’ to ‘expert’ drawing on the development and improvement of skills against a variety of criteria over time – similar to the British Gymnastics awards in gymnastics, or the ‘star’ levels from British Canoeing (gymnastics and canoeing are in the current list)

There are also opportunities for students to stretch their skills further by competing (anything from local to international competition), coaching, and umpiring.

7. Please set out how the activity enables students to understand and implement tactics, strategies and/or composition. An example of tactics and strategy might be a team counter-attacking in football where the student has to show discipline in how they play in order for the team to be successful in this area. An example of composition would be the linking up of movement and gymnastic skills when performing a routine in gymnastics.

 

Examples for composition:

 

In TaekwonDo examples would be: Patterns and set sparring – these are performed as pre- set routines requiring skill and knowledge of techniques and the application of movement. Focus, distance and timing are important elements. 

 

Kickboxing – various drills either directly with a partner or pad work demonstrating knowledge of techniques and fluidity of movement, as well as focus, distance and timing.

 

Examples for strategy and tactics:

Strategy and tactics as well as discipline can very clearly be demonstrated in both these arts within sparring, where skills in attack, defence and counter attack are implemented.  Strategy and tactics can also be demonstrated when practicing self defence

 

Please set out how successful performance in the activity requires the development of skills over a significant period of time. For example, if proficiency can be gained in a short time span (e.g. by attending a two-day residential or workshop experience, despite having no prior exposure to that activity) then these types of activities are not considered comparable to others on the list.

 

Successful performance requires commitment to regular training, for example, (note there may be small differences within the arts) progression to black belt through the range of ‘grades’ or colouredbelt system usually requires a regular twice a week training for at least 3 1/2 years.  – the opportunities for formal assessments or the ‘gradings‘ are at 3 – 6 month intervals.

Achieving a black belt  isn’t automatic once the time has been reached – it is still dependant on the skill set being achieved. For the higher black belt grades  (2nd/ 3rd etc degree or Dan, the time of training required increases considerably between grades.

 

 

9. Please set out how the activity provides for competitive or formal conditions in which students can be assessed. An example of a competitive condition in this context would be an 11-a-side football game, whereas a formal condition could refer to a gymnastic event. 

There are formal gradings required for all, assessed by senior Instructors / Grading Examiners. 

Students will also compete at anything from local level (within the club) to international competitions. TaeKwon-Do is an olympic sport.

There may also be to opportunity for students to ‘showcase’ their art and participate in demonstration events.

10. Please set out how the activity can be assessed accurately and robustly by PE teachers and practitioners.

The assessment can be undertaken in line with the guidance laid out in the current OCR Guides to non-exam assessment for both GCSE and AS/A levels. Applying the same principles as applied for other sports.

The activity can be filmed to show core skills, advanced skills and competitive situations. Students can also be asked to physically demonstrate some of their skills. Where required, Instructors could be invited to assist and provide advice in line with other sports where teachers may want additional support.

11. We will be looking at how various activities could impact on people with relevant protected characteristics (listed above). If you have any points that you would like to make, or any information that you would like us to take into account in relation to equalities, please include this information here. 

Martial arts is inclusive of individuals with ‘protected’ characteristics – 

In my experience, in the case of disability, progression can be adapted to what you ‘can’ do – not what you can’t .  

 

Excluding students who study martial arts from using this as one of their sports whether they have a ‘protected characteristic’ or not is discriminatory.

 

There are only so many hours in a day and students who are dedicated to martial arts do not and should not be  ‘downgraded’ in PE because they choose martial arts instead of horse riding, golf or gymnastics.

 

Top of Form

12. Please identify whether and how the addition of the activity to the list could impact the workload of teachers and the wider resources of exam centres, against the factors listed above.

This would have minimal impact on teachers workload due to it being a sport which would not appear on the curriculum timetable. Teachers would only need the assessment time in order to view the created video of evidence. 

The inclusion of Martial arts could be implemented with immediate effect as no additional resources are required.

The inclusion of Martial arts could be implemented with immediate effect as no additional resources are required.Bottom of Form

 

 

 

 

 

 

13. Confidentiality

Would you like us to keep your responses confidential?

Information provided in response to consultations, including personal information, may be subject to publication or disclosure under the Freedom of Information Act 2000, the Data Protection Act 2018 or the Environmental Information Regulations 2004.

The responses to the consultation will be analysed by the Department for Education, Ofqual and the awarding organisations currently offering GCSE, AS and A level PE – AQA, OCR, Pearson and WJEC Eduqas. The responses may also be analysed by the Department for Digital, Culture, Media & Sport and an independent organisation under contract to the Department for Education.

If you want all, or any part, of a response to be treated as confidential, please explain why you consider it to be confidential.

If a request for disclosure of the information you have provided is received, your explanation about why you consider it confidential will be taken into account, but no assurance can be given that confidentiality can be maintained. An automatic confidentiality disclaimer generated by your IT system will not, of itself, be regarded as binding on the Department.

The Department for Education will process your personal data (name and address and any other identifying material) in accordance with the Data Protection Act 2018 and, your personal information will only be used for the purposes of this consultation. Your information will not be shared with third parties unless the law allows it. 

You can read more about what the DfE does when we ask for and hold your personal information in our personal information charter.

Yes / No

 

14. If you are under 13, you need to ensure that you have parental consent to participate in this consultation. Please tick the box to confirm you have parental consent.

MACROBUTTON HTMLDirect  Please tick the box to confirm you have parental consent. 

 


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