What should I focus on for Cambridge OCR A-Level Physical Education?

Use precise anatomical and physiological terminology consistently to demonstrate depth of understanding.

What should I focus on for Cambridge OCR A-Level Physical Education? (2)

Practice drawing and labelling a heart diagram from memory, including the direction of blood flow and valve positions.

What should I focus on for Cambridge OCR A-Level Physical Education? (3)

For extended response questions, structure your answer logically: start with resting mechanisms, then introduce exercise demand, and finally explain the integrated responses.

What should I focus on for Cambridge OCR A-Level Physical Education? (4)

Where possible, link physiological concepts to specific sporting scenarios (e.g., a sprinter vs. marathon runner) to show application.

What should I focus on for Cambridge OCR A-Level Physical Education? (5)

Master the key formulas (Q = HR × SV, VE = TV × f) and be prepared to calculate or interpret changes in these variables.

What are common mistakes in Cambridge OCR A-Level Physical Education?

Confusing the functions of the pulmonary and systemic circuits, or misidentifying the sides of the heart involved.

What are common mistakes in Cambridge OCR A-Level Physical Education? (2)

Incorrectly stating that the tricuspid valve is on the left side or that the bicuspid/mitral valve is on the right.

What are common mistakes in Cambridge OCR A-Level Physical Education? (3)

Forgetting that expiration at rest is a passive process, not requiring muscle contraction.

Physical Education

Cambridge OCR

A-Level

Specification: 601/8322/6

This subject will help you develop key knowledge and skills required for exam success.

Topics

Objectives

Exam Tips

Pitfalls

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Key Features

Master key concepts
Develop exam technique
Apply knowledge effectively

Assessment Objectives

AO1

23%-25%

Demonstrate knowledge and understanding of the factors that underpin performance and involvement in physical activity and sport

AO2

23%-25%

Apply knowledge and understanding of the factors that underpin performance and involvement in physical activity and sport

AO3

23%-25%

Analyse and evaluate the factors that underpin performance and involvement in physical activity and sport

AO4

30%

• Demonstrate and apply relevant skills and techniques in physical activity and sport • Analyse and evaluate performance

What Gets Top Grades

A*/Grade 9

Knowledge & Understanding

Demonstrates comprehensive and accurate knowledge

Uses correct subject-specific terminology
Shows detailed understanding of concepts
Makes accurate connections between topics
Demonstrates depth beyond surface-level knowledge

Application

Applies knowledge effectively to new contexts

Selects relevant knowledge for the question
Adapts understanding to unfamiliar scenarios
Uses examples appropriately
Shows awareness of context

Analysis & Evaluation

Develops sophisticated analytical arguments

Constructs logical chains of reasoning
Considers multiple perspectives
Weighs evidence to reach justified conclusions
Acknowledges limitations and nuances

Key Command Words

Cambridge OCR

State

1 mark

Give a single fact or term

Identify

1 mark

Name, select, or recognise

Outline

2 marks

Set out main features briefly

Describe

2-4 marks

Give an account of what something is like or what happens

Explain

3-6 marks

Give reasons with developed cause→effect chains

Compare

2-4 marks

State similarities AND differences (both required)

Analyse

6-9 marks

Examine in detail showing cause→effect→consequence chains

Evaluate

6-12 marks

Weigh up BOTH sides, reach JUSTIFIED conclusion

Assess

6-12 marks

Make judgments about importance with justification

Calculate

2-4 marks

Show formula→substitution→calculation→answer with units

Common Exam Mistakes

Pitfalls to avoid in your exams

•Confusing the functions of the pulmonary and systemic circuits, or misidentifying the sides of the heart involved.
•Incorrectly stating that the tricuspid valve is on the left side or that the bicuspid/mitral valve is on the right.
•Forgetting that expiration at rest is a passive process, not requiring muscle contraction.
•Failing to distinguish between minute ventilation and alveolar ventilation, leading to errors in gas exchange calculations.
•Oversimplifying the control of heart rate by omitting neural (sympathetic/parasympathetic) or hormonal (adrenaline) factors.
•Misunderstanding the Bohr effect and its significance for oxygen unloading in active muscles.
•Assuming that stroke volume continues to increase linearly with all exercise intensities, rather than plateauing at moderate intensities.
•Neglecting the role of the respiratory pump and muscle pump in aiding venous return during exercise.

Top Examiner Tips

Expert advice for exam success

•Use precise anatomical and physiological terminology consistently to demonstrate depth of understanding.
•Practice drawing and labelling a heart diagram from memory, including the direction of blood flow and valve positions.
•For extended response questions, structure your answer logically: start with resting mechanisms, then introduce exercise demand, and finally explain the integrated responses.
•Where possible, link physiological concepts to specific sporting scenarios (e.g., a sprinter vs. marathon runner) to show application.
•Master the key formulas (Q = HR × SV, VE = TV × f) and be prepared to calculate or interpret changes in these variables.
•Use flowcharts or bullet points in your revision to map out neural and chemical control pathways for heart rate and breathing.
•In data-response questions, always refer back to the figures provided and explain the trends using physiological principles.
•Be ready to evaluate the limitations of the respiratory or cardiovascular system in elite athletes, such as the concept of 'respiratory limitation' in maximal exercise.

Specification Topics

6 topics

Applied anatomy and physiology

This subtopic examines the structure and function of the cardiovascular and respiratory systems, focusing on how they deliver oxygen and nutrients to working muscles and remove metabolic by-products. It integrates anatomical knowledge with physiological mechanisms at rest and during exercise, highlighting acute responses and chronic adaptations that underpin sports performance and health.

Cardiovascular and respiratory systems, Energy systems, Skeletal and muscular systems

0 objectives16 tips16 pitfalls3 subtopics

Skill acquisition

In this subtopic, learners explore how skills are classified along various continua to understand their demands and guide effective practice and coaching strategies. Students analyse characteristics of skills such as openness to environmental influence, precision of movement, pacing control, continuity, and organisational complexity, applying these to sports performance. This classification system helps coaches design appropriate learning environments and progressive practices tailored to the specific nature of the skill.

Classification of skills, Stages of learning and practice, Information processing and decision making

0 objectives11 tips11 pitfalls3 subtopics

Sport and society

This subtopic examines the historical transformation of sport from unstructured, localised folk games in pre-industrial Britain to the codified, rationalised, and globalised modern sports we know today. It focuses on the pivotal role of the Industrial Revolution—such as urbanisation, technological advances, and changes in working patterns—in reshaping recreational practices, and analyses how public schools acted as incubators for the codification, moral regulation, and dissemination of sport, ultimately embedding it within educational and social structures.

Emergence and evolution of modern sport, Ethics and deviance in sport, Sport and the Olympic Games

0 objectives12 tips13 pitfalls3 subtopics

Exercise physiology

This subtopic examines how macronutrients (carbohydrates, fats, proteins) and micronutrients (vitamins, minerals) fuel and recover from exercise, along with evaluating performance-enhancing substances like caffeine and creatine. It also analyses hydration's critical role in thermoregulation and performance, applying scientific principles to real-world athletic scenarios.

Nutrition and ergogenic aids, Injury prevention and rehabilitation, Physiological adaptations to training

0 objectives12 tips13 pitfalls3 subtopics

Biomechanics

This subtopic delves into the interaction between moving bodies and fluids (air and water), exploring how forces like drag and lift influence athletic performance. It also examines the biomechanical principles of stability and equilibrium, crucial for maintaining balance and control in static and dynamic sporting movements. Practical applications range from optimizing cycling aerodynamics to analyzing a gymnast's landing stability.

Fluid mechanics and stability, Angular motion and levers, Linear motion and force

0 objectives13 tips13 pitfalls3 subtopics

Sport psychology

This subtopic explores the psychological constructs of arousal, anxiety, and stress, and their profound impact on sports performance. Learners will examine theoretical models that predict the relationship between arousal and performance, including drive theory, the inverted U hypothesis, and catastrophe theory, while distinguishing between somatic and cognitive anxiety. The practical application lies in equipping athletes and coaches with evidence-based techniques such as progressive muscle relaxation and imagery to manage anxiety, optimise arousal, and prevent performance decrements under pressure.

Arousal, anxiety, and stress, Personality and motivation, Group dynamics and leadership

0 objectives13 tips13 pitfalls3 subtopics

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