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

Always use the full continuum terminology (e.g., 'predominantly open' rather than just 'open').

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

In extended answers, systematically address all relevant continua for a given skill to demonstrate comprehensive analysis.

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

Link classification theory to real-world coaching scenarios to access higher mark bands.

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

Use specific sporting examples to illustrate biomechanical principles

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

Ensure all calculations show relevant working and include correct units

What are common mistakes in Edexcel A-Level Physical Education?

Confusing open skills with complex skills, assuming all open skills are complex.

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

Overlooking the continuum nature, viewing skills as fixed categories rather than spectrums.

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

Failing to justify why a skill belongs to a particular classification, providing only a label without reasoning.

Physical Education

Edexcel

A-Level

Specification: Pearson-A-Level-Physical-Education

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

Edexcel

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 open skills with complex skills, assuming all open skills are complex.
•Overlooking the continuum nature, viewing skills as fixed categories rather than spectrums.
•Failing to justify why a skill belongs to a particular classification, providing only a label without reasoning.
•Confusing linear and angular motion variables
•Incorrect application of the Bernoulli effect to sporting contexts
•Failure to justify the selection of fitness tests based on validity and reliability
•Misinterpreting the energy continuum in relation to specific running events
•Inaccurate calculation of force and resultant force

Top Examiner Tips

Expert advice for exam success

•Always use the full continuum terminology (e.g., 'predominantly open' rather than just 'open').
•In extended answers, systematically address all relevant continua for a given skill to demonstrate comprehensive analysis.
•Link classification theory to real-world coaching scenarios to access higher mark bands.
•Use specific sporting examples to illustrate biomechanical principles
•Ensure all calculations show relevant working and include correct units
•Apply knowledge of energy systems to explain fatigue and recovery strategies
•Use data (tables/graphs) to support analysis of fitness test results
•Clearly distinguish between the roles of player/performer and coach when discussing training and analysis

Specification Topics

5 topics

E2E stub topic

This subtopic examines the classification of motor skills along continua such as gross-fine, open-closed, and discrete-serial-continuous. Learners critically analyse how these classifications impact skill development, practice structure, and performance in physical activity and sport. Practical application involves observing and categorising sporting actions to inform coaching strategies.

E2E stub subtopic

0 objectives3 tips3 pitfalls

Scientific Principles of Physical Education

Topic 2 focuses on exercise physiology and applied movement analysis. It covers diet and nutrition for performance, preparation and training methods, injury prevention and rehabilitation, and the application of biomechanical principles including linear motion, angular motion, projectile motion, and fluid mechanics.

Exercise physiology and applied movement analysis, Applied anatomy and physiology

0 objectives10 tips11 pitfalls2 subtopics

Psychological and Social Principles of Physical Education

Topic 5 explores the dynamic relationship between sport and society, examining historical and contemporary trends, the impact of commercialisation, media, ethics, deviance, and the development of elite performance and mass participation.

Sport and society, Skill acquisition, Sport psychology

0 objectives15 tips15 pitfalls3 subtopics

Practical performance

Students are required to perform in one physical activity from the set list in the role of a coach. They must demonstrate their coaching skills while under observation in conditioned practice and a formal/competitive situation, including planning, organisation, delivery, and evaluation.

Skills performed in one physical activity as a coach, Skills performed in one physical activity as a player/performer

0 objectives13 tips13 pitfalls2 subtopics

Performance Analysis and Performance Development Programme

Component 4 requires students to perform a Performance Analysis and a Performance Development Programme (PDP) in the role of either player/performer or coach. Students must investigate two components of a physical activity (one physiological and either one technical or one tactical) to identify strengths and weaknesses. Based on this analysis, they must plan, implement, record, and evaluate an 8-10 week PDP to optimize performance in their chosen role.

In the role of player/performer or coach analyse, implement and evaluate a Performance Development Programme., In the role of player/performer or coach analyse two components of a physical activity (one physiological component and either a tactical or technical component).

0 objectives10 tips13 pitfalls2 subtopics

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