Jon Varey, PE and Sport Subject Advisor Subject Advisor

Filming evidence for GCSE and A Level PE can feel like a daunting task, but it’s absolutely essential to ensure fair and accurate assessment. In this blog I’ll cover the key requirements, best practices, and submission guidelines that teachers should follow to make sure filmed evidence complies with requirements and that marking is accurate.

Please read Appendix B of the Guide to NEA for GCSE and A Level in conjunction with this blog. These guides include full and comprehensive guidance.

Key filming requirements for the practical component

There are three primary requirements for submitting filmed evidence:

Off-site activities:

• All off-site activities must be filmed for every candidate. A comprehensive list of off-site activities is available in the Guide to NEA.
• If filming is not possible for a particular off-site activity, that activity cannot be assessed, and you’ll need to choose an alternative.

On-site activities – AS and Level only:

For AS and A Level, centres must:

• Film at least eight different candidate performances.
• Film at least three different activities.
• Encompass a range of marks, ideally top, middle, and lowest-marked performances in each activity.

Moderation day performances:

• You need to film all performances observed by moderators during the moderation visit.
• You must submit this footage to us within 10 working days of the moderation day.

All off-site and on-site filmed evidence must be submitted by 15 March using our digital service, submit for assessment.

Best practices for filming

• Get permission and start gathering evidence early. Make sure all candidates have consented to be filmed before the course starts. Begin capturing and collating filmed evidence for candidates from the start of the course or the summer leading into the September they start the course.
• Ensure clarity. Candidates must be clearly identifiable in the footage. Using lettered or numbered coloured bibs (avoiding yellow or white) and providing a commentary or accompanying documentation can make this easier.
• Use appropriate angles. Capture performances from angles that clearly showcase the skills being assessed.
• Check activity-specific advice. You can find this in Appendix B of the guide to NEA.
• Ensure good audio quality for coaching. Include clear audio capture when possible.
• Follow submission requirements. Videos should be in .3gp, .m4v, .mov, or .mp4 formats.

The evidence

It’s crucial to provide clear and comprehensive evidence. Below are key points to consider when compiling your submission.

Showcasing core and advanced skills

To support the submitted marks, candidates should demonstrate:

• Core skills (as applicable) in isolated or drill-based situations.
• Advanced skills (as applicable) in isolated or drill-based situations.

These isolated skills should only be submitted if they are not already clearly and consistently demonstrated in the competitive situations being filmed. If they are evident in gameplay footage, additional isolation drills may not be necessary.

Ensuring the right performance conditions

The filmed evidence must take place under appropriate conditions, including:

• The correct playing surface and equipment for the chosen sport.
• An environment that accurately reflects the demands of competitive play.

This ensures that performance is assessed in a realistic and relevant context.

Providing competitive footage

A strong submission should include a selection of full competitive situations where the candidate:

• Demonstrates consistent execution of a range of skills.
• Maintains an appropriate level of performance throughout.
• Clearly showcases their ability within the sport.

You should include a logbook for each candidate in each activity as supplementary evidence to further support the submission.

Guidelines for competitive filmed evidence

• It is acceptable to provide only relevant portions of the game/activity, as long as all required skills are clearly demonstrated. For example, there is no requirement or need to include a full 90-minute game of football or walking between shots in a round of golf.
• Competitive footage should be continuous, capturing the candidate over an extended period during their performance. Clip reels will often not provide the evidence required for the competitive element of the assessment.

You should only upload the ‘best fit’ filmed evidence used as part of your internal standardisation process. You do not need to submit all the evidence you and your candidate have gathered during the course.

The evidence you have used for internal standardisation should provide enough evidence for our moderator. If your centre was able to assess skills, techniques, decision-making, and tactics from this filmed evidence, then our moderators should also be able to do so.

Failing to provide sufficient or clear competitive footage can significantly impact your moderation. If a candidate’s competitive evidence is weak or missing, it could result in a mark of zero for the decision-making criteria, as only submitted footage can be moderated.

Ultimately, always keep in mind that the filmed evidence you submit should support the marks you are submitting for each candidate.

Final thoughts

Filming evidence doesn’t have to be stressful and hard work. By following these simple steps, you can make sure your students’ performances are captured accurately, fairly, and in a way that helps them get the grades they deserve.

For more details, check out Cambridge OCR’s official guidance in Teach Cambridge. Got questions? Do get in contact, as detailed below.

Stay connected

If you have any questions, you can email us at pe@ocr.org.uk, call us on 01223 553998 or message us on X @OCR_PhysEd. Do also sign up to subject updates for information about resources and support.

If you are considering teaching any of our qualifications, use our online form to let us know, so that we can help you with more information.

About the author

Jon joined Cambridge OCR as a PE and sport subject advisor in September 2021 having taught in a variety of secondary schools across the country for over 20 years, gaining a wealth of experience and subject knowledge. During this time, he has set up, delivered, and assessed a wide range of courses within physical education and sport. In his spare time, he is a keen runner and enthusiastic mountain biker, enjoys attending sporting and music events when possible and walking his two whippets.