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

When answering extended response questions, always structure your argument around a clear theoretical framework (e.g., Schema Theory) before applying it to a sport-specific example.

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

Use precise terminology from the specification, such as ‘serial motor skill’ versus ‘continuous skill’, to demonstrate depth of understanding.

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

For evaluation questions, consider the interaction between skill type, learner stage, and transfer to craft a balanced discussion that acknowledges limitations or individual differences.

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

Practice drawing and annotating continua diagrams under timed conditions, as these often feature in short-answer questions and can secure high marks quickly.

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

Use specific sporting examples to illustrate theoretical concepts

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

Confusing open skills with complex skills – students often assume all open skills are complex, failing to distinguish between environmental unpredictability and skill complexity.

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

Assuming that positive transfer always occurs when two skills appear similar, without considering the underlying movement patterns or cognitive processes.

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

Misapplying the term ‘proactive transfer’ to describe immediate performance improvement rather than prior learning influencing later skill acquisition.

Physical Education

OCR

A-Level

Specification: H555

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

OCR

State

1 mark

Give a single fact or term

Identify

1 mark

Name or select

Describe

2-4 marks

Account of process or features

Explain

3-6 marks

Give reasons with BUSINESS-FACING outcomes

Analyse

6-9 marks

Examine methodically showing cause→effect→outcome

Evaluate

9-12 marks

Judge, weigh up evidence, reach SYNOPTIC conclusion

Common Exam Mistakes

Pitfalls to avoid in your exams

•Confusing open skills with complex skills – students often assume all open skills are complex, failing to distinguish between environmental unpredictability and skill complexity.
•Assuming that positive transfer always occurs when two skills appear similar, without considering the underlying movement patterns or cognitive processes.
•Misapplying the term ‘proactive transfer’ to describe immediate performance improvement rather than prior learning influencing later skill acquisition.
•Overgeneralising that all skills can be neatly placed at extremes of continua, rather than acknowledging the dynamic and context-specific nature of skill classification.
•Confusing the roles of muscles (e.g., agonist vs antagonist) in specific movements
•Incorrectly identifying the plane of movement or axis of rotation for a given action
•Misunderstanding the interplay of energy systems during intermittent exercise
•Failing to distinguish between the fast and slow components of EPOC

Top Examiner Tips

Expert advice for exam success

•When answering extended response questions, always structure your argument around a clear theoretical framework (e.g., Schema Theory) before applying it to a sport-specific example.
•Use precise terminology from the specification, such as ‘serial motor skill’ versus ‘continuous skill’, to demonstrate depth of understanding.
•For evaluation questions, consider the interaction between skill type, learner stage, and transfer to craft a balanced discussion that acknowledges limitations or individual differences.
•Practice drawing and annotating continua diagrams under timed conditions, as these often feature in short-answer questions and can secure high marks quickly.
•Use specific sporting examples to illustrate theoretical concepts
•Ensure precise use of terminology when describing joint actions and muscle contractions
•Practice interpreting data and graphs related to physiological changes during exercise
•Be prepared to explain the 'why' behind physiological adaptations, not just the 'what'

Specification Topics

10 topics

E2E stub topic

This subtopic explores the classification of skills along continua such as open-closed, gross-fine, and discrete-serial-continuous, and examines how transfer of learning principles can be applied to optimise performance and coaching strategies. Students will analyse the practical implications of skill types for training design and feedback mechanisms, and evaluate theories of transfer including positive, negative, proactive, and bilateral transfer. Mastery of this content underpins effective session planning in sport and physical education settings.

E2E stub subtopic

0 objectives4 tips4 pitfalls

Applied anatomy and physiology

1.1 Applied anatomy and physiology focuses on the scientific principles underpinning human movement, including the structure and function of the skeletal, muscular, cardiovascular, and respiratory systems, energy systems for exercise, and the impact of environmental factors on body systems.

0 objectives5 tips5 pitfalls

Exercise physiology

This topic focuses on how key factors affect the body's ability to perform during physical activity and sport, covering diet, nutrition, ergogenic aids, training methods, and injury prevention/rehabilitation.

0 objectives5 tips5 pitfalls

Biomechanics

This topic focuses on the biomechanics of movement, involving the study of force and its effect on human movement in physical activities and sports. It aims to improve performance and prevent/treat injury by optimizing technique, training, and equipment. Key areas include biomechanical principles, levers, technology, linear and angular motion, fluid mechanics, and projectile motion.

0 objectives5 tips5 pitfalls

Skill acquisition

This topic focuses on the role of skill acquisition in the performance of physical activities and sports. It covers the classification of skills, types and methods of practice, transfer of skills, principles and theories of learning, stages of learning, guidance, feedback, and memory models.

0 objectives4 tips

Sports psychology

This topic explores the psychological factors that influence performance in physical activity and sport. It covers individual differences (personality, attitudes, motivation, arousal, anxiety, aggression, social facilitation), group and team dynamics, goal setting, attribution theory, confidence and self-efficacy, leadership, and stress management techniques.

0 objectives5 tips5 pitfalls

Sport and society

This topic explores the historical development of sport from pre-industrial Britain to the 21st century, examining how social and cultural factors shaped participation and characteristics. It also covers the nature of global sporting events, including the modern Olympic Games and their political exploitation.

0 objectives4 tips4 pitfalls

Contemporary issues in physical activity and sport

This topic explores the ethical, commercial, and technological dimensions of contemporary physical activity and sport. It covers deviance, the impact of commercialisation and media, routes to sporting excellence, and the multifaceted role of modern technology in elite performance, participation, fair outcomes, and entertainment.

0 objectives4 tips4 pitfalls

Performance in physical education (H555/05)

Performance in physical education (H555/05) is a non-exam assessment (NEA) component where learners are internally assessed in one practical activity from an approved list. Learners can be assessed in the role of either a performer or a coach, demonstrating effective performance, use of tactics or techniques, and adherence to rules and conventions under applied conditions.

0 objectives3 tips

Evaluating and Analysing Performance for Improvement (NEA) (H555/06)

0 objectives3 tips

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