Physical Education Revision
Understand sports science, anatomy, and physical performance.
Starting GCSE Physical Education this term? Every topic on your spec is here.
AQA, OCR, Eduqas aligned
603 topics covered
Exam tips & practice Qs
50 study guides
What is Physical Education?
Studying Physical Education (PE) at GCSE and A-Level goes beyond simply playing sports; it delves into the science behind human movement, health, and performance. You’ll explore topics like anatomy and physiology, sports psychology, socio-cultural influences, and data analysis, all while developing your practical skills in various sports. This subject equips you with a deep understanding of how the body works and how psychological factors affect performance, making it both intellectually stimulating and physically engaging.
The skills you gain are versatile: you’ll learn to evaluate and improve performance, work effectively in teams, and apply scientific principles to real-world scenarios. These abilities are highly valued in further education, particularly in subjects like Sports Science, Physiotherapy, and Psychology. Many students progress to university degrees that lead to careers in health, fitness, teaching, or professional sport, but the analytical and communication skills are transferable to a wide range of fields.
PE is not just for aspiring athletes; it’s for anyone interested in health, science, or helping others achieve their potential. The subject fosters resilience, leadership, and a commitment to lifelong physical activity, which are essential for personal wellbeing. Whether you aim to work with elite performers or promote community health, PE provides a solid foundation.
Why Study Physical Education?
It combines academic rigor with practical application, improving your analytical, research, and communication skills while you stay active.
You’ll gain a scientific insight into the body and mind, exploring how they function during exercise, which is fascinating and highly relevant to many health careers.
PE opens up a diverse range of career paths—from teaching and physiotherapy to sports psychology and performance analysis—so you’re not limited to one field.
The subject promotes personal development, building resilience, teamwork, and leadership, while encouraging a healthy lifestyle that benefits you for life.
What You'll Learn
Anatomy and physiology — skeletal, muscular, cardiovascular systems
Biomechanics and movement analysis
Sport psychology — motivation, arousal, personality
Training methods and fitness testing
Socio-cultural influences on sport
Practical sports performance
Physical Education at a Glance
3
exam boards
Exam Boards & Specifications
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AQA
8582
603 topics covered
View full specificationOCR
J587
47 topics covered
View full specificationWJEC
Content is being prepared
View full specificationEduqas
WJEC-GCSE-Physical-Education
5 topics covered
View full specificationPearson Edexcel
Content is being prepared
View full specificationExplore Physical Education Topics
Click any topic below to view detailed learning objectives, exam tips, and practice questions.
Paper 1: The human body and movement in physical activity and sport
75 mins
78 marks
Section A: Applied Anatomy and Physiology · Section B: Movement Analysis · Section C: Physical Training
Paper 2: Socio-cultural influences and well-being in physical activity and sport
75 mins
78 marks
Section A: Sport psychology · Section B: Socio-cultural Influences · Section C: Health, Fitness and Well-being
Paper 1
Paper 1: The human body and movement in physical activity and sport
3.1.1 Applied anatomy and physiology
3.1.1.1 The structure and functions of the musculoskeletal system
Bones Identification of the bones at the following locations:
3.1.1.1 The structure and functions of the musculoskeletal system
head/neck – cranium and vertebrae
3.1.1.1 The structure and functions of the musculoskeletal system
shoulder – scapula and humerus
3.1.1.1 The structure and functions of the musculoskeletal system
chest – ribs and sternum
3.1.1.1 The structure and functions of the musculoskeletal system
elbow – humerus, radius and ulna
3.1.1.1 The structure and functions of the musculoskeletal system
hip – pelvis and femur
3.1.1.1 The structure and functions of the musculoskeletal system
knee – femur and tibia (students should also know that the patella sits in front of the knee joint)
3.1.1.1 The structure and functions of the musculoskeletal system
ankle – tibia, fibula and talus.
3.1.1.1 The structure and functions of the musculoskeletal system
Structure of the skeleton How the skeletal system provides a framework for movement (in conjunction with the muscular system):
3.1.1.1 The structure and functions of the musculoskeletal system
the skeletal system allows movement at a joint
3.1.1.1 The structure and functions of the musculoskeletal system
the shape and type of the bones determine the amount of movement (short bones enable finer controlled movements/ long bones enable gross movement)
3.1.1.1 The structure and functions of the musculoskeletal system
flat bones for protection of vital organs
3.1.1.1 The structure and functions of the musculoskeletal system
the different joint types allow different types of movement
3.1.1.1 The structure and functions of the musculoskeletal system
the skeleton provides a point of attachment for muscles – when muscles contract they pull the bone.
3.1.1.1 The structure and functions of the musculoskeletal system
Functions of the skeleton
3.1.1.1 The structure and functions of the musculoskeletal system
support
3.1.1.1 The structure and functions of the musculoskeletal system
protection of vital organs by flat bones
3.1.1.1 The structure and functions of the musculoskeletal system
movement
3.1.1.1 The structure and functions of the musculoskeletal system
structural shape and points for attachment
3.1.1.1 The structure and functions of the musculoskeletal system
mineral storage
3.1.1.1 The structure and functions of the musculoskeletal system
blood cell production.
3.1.1.1 The structure and functions of the musculoskeletal system
Functions should be applied to performance in physical activity.
3.1.1.1 The structure and functions of the musculoskeletal system
Muscles of the body Identification of the following muscles within the body:
3.1.1.1 The structure and functions of the musculoskeletal system
latissimus dorsi
3.1.1.1 The structure and functions of the musculoskeletal system
deltoid
3.1.1.1 The structure and functions of the musculoskeletal system
rotator cuffs
3.1.1.1 The structure and functions of the musculoskeletal system
pectorals
3.1.1.1 The structure and functions of the musculoskeletal system
biceps
3.1.1.1 The structure and functions of the musculoskeletal system
triceps
3.1.1.1 The structure and functions of the musculoskeletal system
abdominals
3.1.1.1 The structure and functions of the musculoskeletal system
hip flexors
3.1.1.1 The structure and functions of the musculoskeletal system
gluteals
3.1.1.1 The structure and functions of the musculoskeletal system
hamstring group (not individual names)
3.1.1.1 The structure and functions of the musculoskeletal system
quadriceps group (not individual names)
3.1.1.1 The structure and functions of the musculoskeletal system
gastrocnemius
3.1.1.1 The structure and functions of the musculoskeletal system
tibialis anterior.
3.1.1.1 The structure and functions of the musculoskeletal system
Students should be taught the role of tendons (attaching muscle to bones).
3.1.1.1 The structure and functions of the musculoskeletal system
Structure of a synovial joint Identification of the following structures of a synovial joint and how they help to prevent injury:
3.1.1.1 The structure and functions of the musculoskeletal system
synovial membrane
3.1.1.1 The structure and functions of the musculoskeletal system
synovial fluid
3.1.1.1 The structure and functions of the musculoskeletal system
joint capsule
3.1.1.1 The structure and functions of the musculoskeletal system
bursae
3.1.1.1 The structure and functions of the musculoskeletal system
cartilage
3.1.1.1 The structure and functions of the musculoskeletal system
ligaments.
3.1.1.1 The structure and functions of the musculoskeletal system
Types of freely movable joints that allow different movements Identification of the types of joints with reference to the following:
3.1.1.1 The structure and functions of the musculoskeletal system
elbow, knee and ankle – hinge joint
3.1.1.1 The structure and functions of the musculoskeletal system
hip and shoulder – ball and socket.
3.1.1.1 The structure and functions of the musculoskeletal system
How joints differ in design to allow certain types of movement at a joint Understand that the following types of movement are linked to the appropriate joint type, which enables that movement to take place:
3.1.1.1 The structure and functions of the musculoskeletal system
flexion/extension at the shoulder, elbow, hip and knee
3.1.1.1 The structure and functions of the musculoskeletal system
abduction/adduction at the shoulder
3.1.1.1 The structure and functions of the musculoskeletal system
rotation of the shoulder
3.1.1.1 The structure and functions of the musculoskeletal system
circumduction of the shoulder
3.1.1.1 The structure and functions of the musculoskeletal system
plantar flexion/dorsiflexion at the ankle.
3.1.1.1 The structure and functions of the musculoskeletal system
Application to specific sporting actions is in movement analysis (page 16).
3.1.1.1 The structure and functions of the musculoskeletal system
How the major muscles and muscle groups of the body work antagonistically on the major joints of the skeleton to affect movement in physical activity at the major movable joints With reference to the shoulder, elbow, hip, knee and ankle joints:
3.1.1.1 The structure and functions of the musculoskeletal system
major muscle groups operating at these joints (see above)
3.1.1.1 The structure and functions of the musculoskeletal system
the action of prime movers (agonists)/ antagonists
3.1.1.1 The structure and functions of the musculoskeletal system
bones located at the joint (see above)
3.1.1.1 The structure and functions of the musculoskeletal system
how these muscle groups work isometrically and isotonically (concentric/ eccentric).
3.1.1.1 The structure and functions of the musculoskeletal system
The difference between concentric and eccentric (isotonic) contractions.
3.1.1.1 The structure and functions of the musculoskeletal system
3.1.1.2 The structure and functions of the cardio-respiratory system
The pathway of air Identification of the pathway of air (limited to):
3.1.1.2 The structure and functions of the cardio-respiratory system
mouth/nose
3.1.1.2 The structure and functions of the cardio-respiratory system
trachea
3.1.1.2 The structure and functions of the cardio-respiratory system
bronchi
3.1.1.2 The structure and functions of the cardio-respiratory system
bronchioles
3.1.1.2 The structure and functions of the cardio-respiratory system
alveoli.
3.1.1.2 The structure and functions of the cardio-respiratory system
Gaseous exchange Gas exchange at the alveoli – features that assist in gaseous exchange:
3.1.1.2 The structure and functions of the cardio-respiratory system
large surface area of alveoli
3.1.1.2 The structure and functions of the cardio-respiratory system
moist thin walls (one cell thick)
3.1.1.2 The structure and functions of the cardio-respiratory system
short distance for diffusion (short diffusion pathway)
3.1.1.2 The structure and functions of the cardio-respiratory system
lots of capillaries
3.1.1.2 The structure and functions of the cardio-respiratory system
large blood supply
3.1.1.2 The structure and functions of the cardio-respiratory system
movement of gas from high concentration to low concentration.
3.1.1.2 The structure and functions of the cardio-respiratory system
Oxygen combines with haemoglobin in the red blood cells to form oxyhaemoglobin. Students should also know that haemoglobin can carry carbon dioxide.
3.1.1.2 The structure and functions of the cardio-respiratory system
Blood vessels Structure of arteries, capillaries and veins:
3.1.1.2 The structure and functions of the cardio-respiratory system
size/diameter
3.1.1.2 The structure and functions of the cardio-respiratory system
wall thickness
3.1.1.2 The structure and functions of the cardio-respiratory system
valves in veins.
3.1.1.2 The structure and functions of the cardio-respiratory system
How the structure of each blood vessel relates to the function:
3.1.1.2 The structure and functions of the cardio-respiratory system
carrying oxygenated/deoxygenated blood to/from the heart
3.1.1.2 The structure and functions of the cardio-respiratory system
gas exchange
3.1.1.2 The structure and functions of the cardio-respiratory system
blood pressure
3.1.1.2 The structure and functions of the cardio-respiratory system
redistribution of blood during exercise (vasoconstriction and vasodilation).
3.1.1.2 The structure and functions of the cardio-respiratory system
Students should be taught the names of the arteries and the veins associated with blood entering and leaving the heart.
3.1.1.2 The structure and functions of the cardio-respiratory system
Structure of the heart Structure of the heart:
3.1.1.2 The structure and functions of the cardio-respiratory system
atria (left and right atria)
3.1.1.2 The structure and functions of the cardio-respiratory system
ventricles (left and right ventricles).
3.1.1.2 The structure and functions of the cardio-respiratory system
The cardiac cycle and the pathway of the blood The order of the cardiac cycle, including diastole (filling) and systole (ejection) of the chambers. This starts from a specified chamber of the heart, eg the cardiac cycle starting at the right ventricle.
3.1.1.2 The structure and functions of the cardio-respiratory system
Pathway of the blood:
3.1.1.2 The structure and functions of the cardio-respiratory system
deoxygenated blood into right atrium
3.1.1.2 The structure and functions of the cardio-respiratory system
then into the right ventricle
3.1.1.2 The structure and functions of the cardio-respiratory system
the pulmonary artery then transports deoxygenated blood to the lungs
3.1.1.2 The structure and functions of the cardio-respiratory system
gas exchange occurs (blood is oxygenated)
3.1.1.2 The structure and functions of the cardio-respiratory system
pulmonary vein transports oxygenated blood back to the left atrium
3.1.1.2 The structure and functions of the cardio-respiratory system
then into the left ventricle
3.1.1.2 The structure and functions of the cardio-respiratory system
before oxygenated blood is ejected and transported to the body via the aorta.
3.1.1.2 The structure and functions of the cardio-respiratory system
Valve names are not required but students should be taught that valves open due to pressure and close to prevent backflow.
3.1.1.2 The structure and functions of the cardio-respiratory system
Cardiac output, stroke volume and heart rate Cardiac output, stroke volume and heart rate, and the relationship between them.
3.1.1.2 The structure and functions of the cardio-respiratory system
Cardiac output (Q) = stroke volume x heart rate.
3.1.1.2 The structure and functions of the cardio-respiratory system
Students should be taught how to interpret heart rate graphs, including an anticipatory rise, and changes in intensity.
3.1.1.2 The structure and functions of the cardio-respiratory system
Mechanics of breathing – the interaction of the intercostal muscles, ribs and diaphragm in breathing Inhaling (at rest) with reference to the roles of the:
3.1.1.2 The structure and functions of the cardio-respiratory system
intercostals
3.1.1.2 The structure and functions of the cardio-respiratory system
rib cage
3.1.1.2 The structure and functions of the cardio-respiratory system
diaphragm.
3.1.1.2 The structure and functions of the cardio-respiratory system
Exhaling (at rest) with reference to the roles of the:
3.1.1.2 The structure and functions of the cardio-respiratory system
intercostals
3.1.1.2 The structure and functions of the cardio-respiratory system
rib cage
3.1.1.2 The structure and functions of the cardio-respiratory system
diaphragm.
3.1.1.2 The structure and functions of the cardio-respiratory system
Lungs can expand more during exercise (inspiration) due to the use of pectorals and sternocleidomastoid. During exercise (expiration), the rib cage is pulled down quicker to force air out quicker due to use of the abdominal muscles.
3.1.1.2 The structure and functions of the cardio-respiratory system
Changes in air pressure cause the inhalation and exhalation.
3.1.1.2 The structure and functions of the cardio-respiratory system
Interpretation of a spirometer trace Identification of the following volumes on a spirometer trace and an understanding of how these may change from rest to exercise:
3.1.1.2 The structure and functions of the cardio-respiratory system
tidal volume
3.1.1.2 The structure and functions of the cardio-respiratory system
expiratory reserve volume
3.1.1.2 The structure and functions of the cardio-respiratory system
inspiratory reserve volume
3.1.1.2 The structure and functions of the cardio-respiratory system
residual volume.
3.1.1.2 The structure and functions of the cardio-respiratory system
Interpretation and explanation of a spirometer trace (and continue a trace on paper) to reflect the difference in a trace between rest and the onset of exercise.
3.1.1.2 The structure and functions of the cardio-respiratory system
3.1.1.3 Anaerobic and aerobic exercise
Understanding the terms aerobic exercise (in the presence of oxygen) and anaerobic exercise (in the absence of enough oxygen) Definition of the terms:
3.1.1.3 Anaerobic and aerobic exercise
aerobic exercise
3.1.1.3 Anaerobic and aerobic exercise
anaerobic exercise.
3.1.1.3 Anaerobic and aerobic exercise
Summary of aerobic exercise (glucose + oxygen → energy + carbon dioxide + water).
3.1.1.3 Anaerobic and aerobic exercise
Summary of anaerobic exercise (glucose → energy + lactic acid).
3.1.1.3 Anaerobic and aerobic exercise
The use of aerobic and anaerobic exercise in practical examples of differing intensities Link practical examples of sporting situations to aerobic or anaerobic exercise.
3.1.1.3 Anaerobic and aerobic exercise
Identification of the duration and/or intensity of a physical activity in order to identify and justify why it would be aerobic or anaerobic, eg marathon (aerobic), sprint (anaerobic).
3.1.1.3 Anaerobic and aerobic exercise
Excess post-exercise oxygen consumption (EPOC)/oxygen debt as the result of muscles respiring anaerobically during vigorous exercise and producing lactic acid Definition of the term EPOC (oxygen debt).
3.1.1.3 Anaerobic and aerobic exercise
An understanding that EPOC (oxygen debt) is caused by anaerobic exercise (producing lactic acid) and requires the performer to maintain increased breathing rate after exercise to repay the debt.
3.1.1.3 Anaerobic and aerobic exercise
The recovery process from vigorous exercise The following methods to recover from exercise, including the reasons for their use:
3.1.1.3 Anaerobic and aerobic exercise
cool down – maintain elevated breathing rate/heart rate (blood flow), stretching, removal of lactic acid
3.1.1.3 Anaerobic and aerobic exercise
manipulation of diet – rehydration, carbohydrates for energy
3.1.1.3 Anaerobic and aerobic exercise
ice baths/massage – prevention of delayed onset muscle soreness (DOMS).
3.1.1.3 Anaerobic and aerobic exercise
Students should be taught to evaluate the use of these methods, justifying their relevance to different sporting activities.
3.1.1.3 Anaerobic and aerobic exercise
3.1.1.4 The short and long term effects of exercise
Immediate effects of exercise (during exercise)
3.1.1.4 The short and long term effects of exercise
hot/sweaty/red skin
3.1.1.4 The short and long term effects of exercise
increase in depth and frequency of breathing
3.1.1.4 The short and long term effects of exercise
increased heart rate.
3.1.1.4 The short and long term effects of exercise
Short-term effects of exercise (up to 36 hours after exercise)
3.1.1.4 The short and long term effects of exercise
tiredness/fatigue
3.1.1.4 The short and long term effects of exercise
light headedness
3.1.1.4 The short and long term effects of exercise
nausea
3.1.1.4 The short and long term effects of exercise
aching/delayed onset muscle soreness (DOMS)/cramp.
3.1.1.4 The short and long term effects of exercise
Long-term effects of exercise (months and years of exercising)
3.1.1.4 The short and long term effects of exercise
body shape may change
3.1.1.4 The short and long term effects of exercise
improvements in specific components of fitness
3.1.1.4 The short and long term effects of exercise
build muscle strength
3.1.1.4 The short and long term effects of exercise
improve muscular endurance
3.1.1.4 The short and long term effects of exercise
improve speed
3.1.1.4 The short and long term effects of exercise
improve suppleness
3.1.1.4 The short and long term effects of exercise
build cardio vascular endurance
3.1.1.4 The short and long term effects of exercise
improve stamina
3.1.1.4 The short and long term effects of exercise
increase in the size of the heart (hypertrophy)
3.1.1.4 The short and long term effects of exercise
lower resting heart rate (bradycardia).
3.1.1.4 The short and long term effects of exercise
Students should be taught the components of fitness to understand the long term effects of exercise.
3.1.1.4 The short and long term effects of exercise
3.1.2 Movement analysis
3.1.2.1 Lever systems, examples of their use in activity and the mechanical advantage they provide in movement
First, second and third class lever systems within sporting examples Identification of first, second and third class lever systems.
3.1.2.1 Lever systems, examples of their use in activity and the mechanical advantage they provide in movement
Basic drawings of the three classes of lever to illustrate the positioning of:
3.1.2.1 Lever systems, examples of their use in activity and the mechanical advantage they provide in movement
fulcrum
3.1.2.1 Lever systems, examples of their use in activity and the mechanical advantage they provide in movement
load (resistance)
3.1.2.1 Lever systems, examples of their use in activity and the mechanical advantage they provide in movement
effort.
3.1.2.1 Lever systems, examples of their use in activity and the mechanical advantage they provide in movement
Draw linear versions of a lever, showing the positioning of the fulcrum, load/resistance and effort.
3.1.2.1 Lever systems, examples of their use in activity and the mechanical advantage they provide in movement
Students do not need to be taught to draw anatomical body parts but must be able to link the correct lever to a sporting movement or action.
3.1.2.1 Lever systems, examples of their use in activity and the mechanical advantage they provide in movement
Interpretation of sporting movements or actions which involve flexion or extension of the elbow and/or knee, and plantar or dorsi-flexion at the ankle.
3.1.2.1 Lever systems, examples of their use in activity and the mechanical advantage they provide in movement
Mechanical advantage – an understanding of mechanical advantage in relation to the three lever systems Label the effort arm and load/resistance arm on the three classes of lever.
3.1.2.1 Lever systems, examples of their use in activity and the mechanical advantage they provide in movement
Mechanical advantage = effort arm ÷ weight (resistance) arm.
3.1.2.1 Lever systems, examples of their use in activity and the mechanical advantage they provide in movement
Labelling of the effort arm and resistance arm on lever drawings, and interpretation of the mechanical advantage of that lever.
3.1.2.1 Lever systems, examples of their use in activity and the mechanical advantage they provide in movement
Analysis of basic movements in sporting examples Types of movement:
3.1.2.1 Lever systems, examples of their use in activity and the mechanical advantage they provide in movement
flexion/extension at the shoulder, elbow, hip and knee
3.1.2.1 Lever systems, examples of their use in activity and the mechanical advantage they provide in movement
abduction/adduction at the shoulder
3.1.2.1 Lever systems, examples of their use in activity and the mechanical advantage they provide in movement
rotation of the shoulder
3.1.2.1 Lever systems, examples of their use in activity and the mechanical advantage they provide in movement
circumduction of the shoulder
3.1.2.1 Lever systems, examples of their use in activity and the mechanical advantage they provide in movement
plantar flexion/dorsiflexion at the ankle.
3.1.2.1 Lever systems, examples of their use in activity and the mechanical advantage they provide in movement
This section links specific sporting actions to the types of movement. Applied anatomy and physiology (page 9) links the joint type to the type of movement only. This should include but not be limited to the following sporting actions:
3.1.2.1 Lever systems, examples of their use in activity and the mechanical advantage they provide in movement
elbow action in push-ups/football throw in
3.1.2.1 Lever systems, examples of their use in activity and the mechanical advantage they provide in movement
hip, knee and ankle action in running, kicking, standing vertical jump, basic squats
3.1.2.1 Lever systems, examples of their use in activity and the mechanical advantage they provide in movement
shoulder action during cricket bowling.
3.1.2.1 Lever systems, examples of their use in activity and the mechanical advantage they provide in movement
3.1.2.2 Planes and axes of movement
Identification of the relevant planes (frontal, transverse, sagittal) and axes (longitudinal, transverse, sagittal) of movement used whilst performing sporting actions Planes (frontal, transverse, sagittal) and axes (longitudinal, transverse, sagittal) should be related to sporting actions. Teaching of these planes/axes should include but not be limited to the following sporting actions:
3.1.2.2 Planes and axes of movement
front somersault/forward roll/running action
3.1.2.2 Planes and axes of movement
360° twist (ice skating spin)/discus thrower rotating in circle effort
3.1.2.2 Planes and axes of movement
cartwheel.
3.1.2.2 Planes and axes of movement
3.1.3.1 The relationship between health and fitness and the role that exercise plays in both
Health and fitness Definitions of health and fitness.
3.1.3.1 The relationship between health and fitness and the role that exercise plays in both
The relationship between health and fitness Decreased fitness because of ill health, ie poor health can result in an inability to train, lowers fitness.
3.1.3.1 The relationship between health and fitness and the role that exercise plays in both
Increased fitness despite ill health, ie unhealthy but able to train, increases fitness.
3.1.3.1 The relationship between health and fitness and the role that exercise plays in both
3.1.3.2 The components of fitness, benefits for sport and how fitness is measured and improved
The components of fitness Definitions of the following components of fitness:
3.1.3.2 The components of fitness, benefits for sport and how fitness is measured and improved
agility
3.1.3.2 The components of fitness, benefits for sport and how fitness is measured and improved
balance
3.1.3.2 The components of fitness, benefits for sport and how fitness is measured and improved
cardiovascular endurance (aerobic power)
3.1.3.2 The components of fitness, benefits for sport and how fitness is measured and improved
coordination
3.1.3.2 The components of fitness, benefits for sport and how fitness is measured and improved
flexibility
3.1.3.2 The components of fitness, benefits for sport and how fitness is measured and improved
muscular endurance
3.1.3.2 The components of fitness, benefits for sport and how fitness is measured and improved
power/explosive strength (anaerobic power)
3.1.3.2 The components of fitness, benefits for sport and how fitness is measured and improved
reaction time
3.1.3.2 The components of fitness, benefits for sport and how fitness is measured and improved
strength (maximal, static, dynamic and explosive)
3.1.3.2 The components of fitness, benefits for sport and how fitness is measured and improved
speed.
3.1.3.2 The components of fitness, benefits for sport and how fitness is measured and improved
Linking sports and physical activity to the required components of fitness Understand and justify why the components of fitness (as stated above) may or may not be needed when performing certain physical activities and sports.
3.1.3.2 The components of fitness, benefits for sport and how fitness is measured and improved
Reasons for and limitations of fitness testing Reasons for fitness testing:
3.1.3.2 The components of fitness, benefits for sport and how fitness is measured and improved
to identify strengths and/or weaknesses in a performance/the success of a training programme
3.1.3.2 The components of fitness, benefits for sport and how fitness is measured and improved
to monitor improvement
3.1.3.2 The components of fitness, benefits for sport and how fitness is measured and improved
to show a starting level of fitness
3.1.3.2 The components of fitness, benefits for sport and how fitness is measured and improved
to inform training requirements
3.1.3.2 The components of fitness, benefits for sport and how fitness is measured and improved
to compare against norms of the group/ national averages
3.1.3.2 The components of fitness, benefits for sport and how fitness is measured and improved
to motivate/set goals
3.1.3.2 The components of fitness, benefits for sport and how fitness is measured and improved
to provide variety in a training programme.
3.1.3.2 The components of fitness, benefits for sport and how fitness is measured and improved
Limitations of fitness testing:
3.1.3.2 The components of fitness, benefits for sport and how fitness is measured and improved
tests are often not sport specific/too general
3.1.3.2 The components of fitness, benefits for sport and how fitness is measured and improved
they do not replicate movements of activity
3.1.3.2 The components of fitness, benefits for sport and how fitness is measured and improved
they do not replicate competitive conditions required in sports
3.1.3.2 The components of fitness, benefits for sport and how fitness is measured and improved
many do not use direct measuring/sub- maximal – therefore inaccurate/some need motivation/some have questionable reliability
3.1.3.2 The components of fitness, benefits for sport and how fitness is measured and improved
they must be carried out with the correct procedures to increase validity.
3.1.3.2 The components of fitness, benefits for sport and how fitness is measured and improved
Measuring the components of fitness Knowledge of the main procedures of the tests used to measure the following components of fitness:
3.1.3.2 The components of fitness, benefits for sport and how fitness is measured and improved
agility – Illinois Agility Test
3.1.3.2 The components of fitness, benefits for sport and how fitness is measured and improved
balance – Stork Stand Test
3.1.3.2 The components of fitness, benefits for sport and how fitness is measured and improved
cardiovascular endurance (aerobic power) – Multi Stage Fitness Test
3.1.3.2 The components of fitness, benefits for sport and how fitness is measured and improved
coordination – Wall Toss Test
3.1.3.2 The components of fitness, benefits for sport and how fitness is measured and improved
flexibility – Sit and Reach Test
3.1.3.2 The components of fitness, benefits for sport and how fitness is measured and improved
muscular endurance – Sit-Up Bleep Test
3.1.3.2 The components of fitness, benefits for sport and how fitness is measured and improved
power/explosive strength (anaerobic power) – Vertical Jump Test
3.1.3.2 The components of fitness, benefits for sport and how fitness is measured and improved
reaction time – Ruler Drop Test
3.1.3.2 The components of fitness, benefits for sport and how fitness is measured and improved
maximal strength – One Rep Max Test
3.1.3.2 The components of fitness, benefits for sport and how fitness is measured and improved
speed – 30 Metre Sprint Test
3.1.3.2 The components of fitness, benefits for sport and how fitness is measured and improved
strength – Handgrip Dynamometer Test.
3.1.3.2 The components of fitness, benefits for sport and how fitness is measured and improved
Testing procedures refers to ‘how each test is carried out’ and includes reference to how the test is organised (when applicable) in relation to the following:
3.1.3.2 The components of fitness, benefits for sport and how fitness is measured and improved
the facilities and the equipment needed to set it up
3.1.3.2 The components of fitness, benefits for sport and how fitness is measured and improved
the procedures that have to be followed – the tasks and the rules
3.1.3.2 The components of fitness, benefits for sport and how fitness is measured and improved
the measurements that are used to score the performance
3.1.3.2 The components of fitness, benefits for sport and how fitness is measured and improved
the way conclusions are drawn from the scores/results.
3.1.3.2 The components of fitness, benefits for sport and how fitness is measured and improved
Evaluate whether or not these tests are relevant to performers in different sporting activities.
3.1.3.2 The components of fitness, benefits for sport and how fitness is measured and improved
Demonstration of how data is collected for fitness testing Understanding of how test scores are measured/recorded (eg in seconds, levels, centimeters, numbers). Definitions of the terms qualitative and quantitative, in relation to the collection of fitness testing data. Understanding that the quantitative data collected during fitness testing can be compared to national averages.
3.1.3.2 The components of fitness, benefits for sport and how fitness is measured and improved
3.1.3.3 The principles of training and their application to personal exercise/training programmes
The principles of training and overload Key principles of training.
3.1.3.3 The principles of training and their application to personal exercise/training programmes
SPORT to include:
3.1.3.3 The principles of training and their application to personal exercise/training programmes
specificity
3.1.3.3 The principles of training and their application to personal exercise/training programmes
progressive overload
3.1.3.3 The principles of training and their application to personal exercise/training programmes
reversibility
3.1.3.3 The principles of training and their application to personal exercise/training programmes
tedium.
3.1.3.3 The principles of training and their application to personal exercise/training programmes
Key principles of overload.
3.1.3.3 The principles of training and their application to personal exercise/training programmes
FITT to include:
3.1.3.3 The principles of training and their application to personal exercise/training programmes
frequency
3.1.3.3 The principles of training and their application to personal exercise/training programmes
intensity
3.1.3.3 The principles of training and their application to personal exercise/training programmes
time
3.1.3.3 The principles of training and their application to personal exercise/training programmes
type.
3.1.3.3 The principles of training and their application to personal exercise/training programmes
Students should be taught the terms and what they mean.
3.1.3.3 The principles of training and their application to personal exercise/training programmes
Application of the principles of training How the principles of training can be applied to bring about improvements in fitness.
3.1.3.3 The principles of training and their application to personal exercise/training programmes
Application of the principles to sporting examples.
3.1.3.3 The principles of training and their application to personal exercise/training programmes
Types of training Understand the distinctions between different types of training.
3.1.3.3 The principles of training and their application to personal exercise/training programmes
Circuit training – consider space available, equipment available, number of circuit stations, work:rest ratio, the content/demand of the circuit can be altered in order to improve different components of fitness.
3.1.3.3 The principles of training and their application to personal exercise/training programmes
Continuous training – sustained exercise at a constant rate (steady state) without rests, involving aerobic demand for a minimum of 20 minutes, eg running, swimming, rowing, cycling.
3.1.3.3 The principles of training and their application to personal exercise/training programmes
Fartlek training – varying speed, terrain and work:recovery ratios.
3.1.3.3 The principles of training and their application to personal exercise/training programmes
Interval training/high intensity interval training – periods of exercising hard, interspersed with periods of rest or low intensity exercise.
3.1.3.3 The principles of training and their application to personal exercise/training programmes
Static stretching – a way to stretch to increase flexibility, held (isometric) for up to 30 seconds, using correct technique, advisable to avoid over stretching.
3.1.3.3 The principles of training and their application to personal exercise/training programmes
Weight training – choice of weight/exercise depends on fitness aim, eg strength/power training or muscular endurance, the importance of safe practice/lifting technique, the need for spotters.
3.1.3.3 The principles of training and their application to personal exercise/training programmes
Plyometric training – use of plyometric exercises, eg bounding, depth jumping, to increase power. Basic physiological understanding (eccentric contraction followed by larger concentric contraction).
3.1.3.3 The principles of training and their application to personal exercise/training programmes
Any training (and practice) method must take account of the following:
3.1.3.3 The principles of training and their application to personal exercise/training programmes
the training purpose(s), training thresholds/training targets/training zones (see calculating intensities below)
3.1.3.3 The principles of training and their application to personal exercise/training programmes
rest/recovery.
3.1.3.3 The principles of training and their application to personal exercise/training programmes
Identification of the advantages and disadvantages (the effects on the body) of training types linked to specific aims The advantages and disadvantages (the effects on the body) of each type of training method stated above.
3.1.3.3 The principles of training and their application to personal exercise/training programmes
Students should be taught to select and evaluate appropriate training methods for various (aerobic and anaerobic) fitness needs and make links to sporting activity, eg continuous training is fully appropriate to marathon runners.
3.1.3.3 The principles of training and their application to personal exercise/training programmes
3.1.3.4 How to optimise training and prevent injury
Calculating intensities to optimise training effectiveness Definition of training threshold.
3.1.3.4 How to optimise training and prevent injury
Calculate the aerobic/anaerobic training zone:
3.1.3.4 How to optimise training and prevent injury
calculate maximum heart rate (220 minus age)
3.1.3.4 How to optimise training and prevent injury
calculate aerobic training zone (60–80% of maximal heart rate)
3.1.3.4 How to optimise training and prevent injury
calculate anaerobic training zone (80– 90% of maximal heart rate).
3.1.3.4 How to optimise training and prevent injury
For circuit training, altering the time/rest/content of the circuit will determine the fitness aim.
3.1.3.4 How to optimise training and prevent injury
How to calculate one repetition maximum (one rep max) as part of weight training and how to make use of one rep max, with reference to:
3.1.3.4 How to optimise training and prevent injury
strength/power training (high weight/low reps – above 70% of one rep max, approximately three sets of 4–8 reps)
3.1.3.4 How to optimise training and prevent injury
muscular endurance (low weight/high reps – below 70% of one rep max, approximately three sets of 12–15 reps).
3.1.3.4 How to optimise training and prevent injury
Considerations to prevent injury The training type/intensity should match the training purpose (eg aerobic or anaerobic).
3.1.3.4 How to optimise training and prevent injury
Where applicable, the following factors should be taken into account in order to prevent injury:
3.1.3.4 How to optimise training and prevent injury
a warm up should be completed
3.1.3.4 How to optimise training and prevent injury
over training should be avoided, eg appropriate weight
3.1.3.4 How to optimise training and prevent injury
appropriate clothing and footwear should be worn
3.1.3.4 How to optimise training and prevent injury
taping/bracing should be used as necessary
3.1.3.4 How to optimise training and prevent injury
hydration should be maintained
3.1.3.4 How to optimise training and prevent injury
stretches should not be overstretched or bounce
3.1.3.4 How to optimise training and prevent injury
technique used should be correct, eg lifting technique
3.1.3.4 How to optimise training and prevent injury
appropriate rest in between sessions to allow for recovery.
3.1.3.4 How to optimise training and prevent injury
Specific training techniques – high altitude training as a form of aerobic training How high altitude training is carried out:
3.1.3.4 How to optimise training and prevent injury
train at high altitude
3.1.3.4 How to optimise training and prevent injury
there is less oxygen in the air and oxygen carrying capacity is reduced
3.1.3.4 How to optimise training and prevent injury
the body compensates by making more red blood cells to carry oxygen.
3.1.3.4 How to optimise training and prevent injury
Students should be taught to evaluate the benefits and the limitations of altitude training for different sports performers.
3.1.3.4 How to optimise training and prevent injury
Students do not need to be taught how to calculate intensities for altitude training.
3.1.3.4 How to optimise training and prevent injury
Seasonal aspects Names of the three training seasons:
3.1.3.4 How to optimise training and prevent injury
pre-season/preparation
3.1.3.4 How to optimise training and prevent injury
competition/peak/playing season
3.1.3.4 How to optimise training and prevent injury
post-season/transition.
3.1.3.4 How to optimise training and prevent injury
An understanding of what each of the seasons entails (aims):
3.1.3.4 How to optimise training and prevent injury
pre-season/preparation – general/aerobic fitness, specific fitness needs
3.1.3.4 How to optimise training and prevent injury
competition/peak/playing season – maintain fitness levels, work on specific skills
3.1.3.4 How to optimise training and prevent injury
post-season/transition – rest and light aerobic training to maintain a level of general fitness.
3.1.3.4 How to optimise training and prevent injury
An understanding of the benefits of each season to the performer.
3.1.3.4 How to optimise training and prevent injury
Students should be taught to apply and justify the characteristics of the seasonal aspects to different sporting activities.
3.1.3.4 How to optimise training and prevent injury
3.1.3.5 Effective use of warm up and cool down
Warming up and cooling down The constituent parts of warming up and cooling down.
3.1.3.5 Effective use of warm up and cool down
Warming up should include:
3.1.3.5 Effective use of warm up and cool down
gradual pulse-raising activity
3.1.3.5 Effective use of warm up and cool down
stretching
3.1.3.5 Effective use of warm up and cool down
skill based practices/familiarisation
3.1.3.5 Effective use of warm up and cool down
mental preparation
3.1.3.5 Effective use of warm up and cool down
increase amount of oxygen to the working muscles.
3.1.3.5 Effective use of warm up and cool down
Cooling down should include:
3.1.3.5 Effective use of warm up and cool down
maintaining elevated breathing and heart rate, eg walk, jog
3.1.3.5 Effective use of warm up and cool down
gradual reduction in intensity
3.1.3.5 Effective use of warm up and cool down
stretching.
3.1.3.5 Effective use of warm up and cool down
Students should be taught to understand and justify appropriate elements of a warm up and a cool down for different sporting activities.
3.1.3.5 Effective use of warm up and cool down
The benefits of warming up:
3.1.3.5 Effective use of warm up and cool down
effect on body temperature
3.1.3.5 Effective use of warm up and cool down
range of movement increased
3.1.3.5 Effective use of warm up and cool down
gradual increase of effort to full pace
3.1.3.5 Effective use of warm up and cool down
psychological preparation
3.1.3.5 Effective use of warm up and cool down
practice of movement skills through the whole range of movement
3.1.3.5 Effective use of warm up and cool down
injury prevention.
3.1.3.5 Effective use of warm up and cool down
The benefits of cooling down:
3.1.3.5 Effective use of warm up and cool down
allowing the body to recover
3.1.3.5 Effective use of warm up and cool down
the removal of lactic acid/CO₂/waste products
3.1.3.5 Effective use of warm up and cool down
prevent (delayed onset) muscle soreness/ DOMS.
3.1.3.5 Effective use of warm up and cool down
3.1.4 Use of data
3.1.4.1 Demonstrate an understanding of how data are collected – both qualitative and quantitative
Quantitative data Quantitative data deals with numbers.
3.1.4.1 Demonstrate an understanding of how data are collected – both qualitative and quantitative
Methods for collecting quantitative data
3.1.4.1 Demonstrate an understanding of how data are collected – both qualitative and quantitative
Questionnaires.
3.1.4.1 Demonstrate an understanding of how data are collected – both qualitative and quantitative
Surveys.
3.1.4.1 Demonstrate an understanding of how data are collected – both qualitative and quantitative
Qualitative data Qualitative data deals with descriptions.
3.1.4.1 Demonstrate an understanding of how data are collected – both qualitative and quantitative
Methods for collecting qualitative data
3.1.4.1 Demonstrate an understanding of how data are collected – both qualitative and quantitative
interviews.
3.1.4.1 Demonstrate an understanding of how data are collected – both qualitative and quantitative
observations.
3.1.4.1 Demonstrate an understanding of how data are collected – both qualitative and quantitative
3.1.4.2 Present data (including tables and graphs)
Presenting data How to present data in tables.
3.1.4.2 Present data (including tables and graphs)
How to plot basic:
3.1.4.2 Present data (including tables and graphs)
bar charts
3.1.4.2 Present data (including tables and graphs)
line graphs.
3.1.4.2 Present data (including tables and graphs)
How to label x and y axes on bar charts and line graphs.
3.1.4.2 Present data (including tables and graphs)
3.1.4.3 Analyse and evaluate data
3.2.1 Sports psychology
3.2.1.1 Classification of skills (basic/complex, open/closed)
Skill and ability Definitions of skill and ability.
3.2.1.1 Classification of skills (basic/complex, open/closed)
Classifications of skill Basic definition of the following skill classifications:
3.2.1.1 Classification of skills (basic/complex, open/closed)
basic/complex
3.2.1.1 Classification of skills (basic/complex, open/closed)
open/closed
3.2.1.1 Classification of skills (basic/complex, open/closed)
self-paced/externally paced
3.2.1.1 Classification of skills (basic/complex, open/closed)
gross/fine.
3.2.1.1 Classification of skills (basic/complex, open/closed)
Students should be taught to choose and justify the appropriate classifications in relation to sporting examples.
3.2.1.1 Classification of skills (basic/complex, open/closed)
Definitions of types of goals Basic definitions of the following types of goals:
3.2.1.1 Classification of skills (basic/complex, open/closed)
performance goals (personal performance/no social comparison)
3.2.1.1 Classification of skills (basic/complex, open/closed)
outcome goals (winning/result).
3.2.1.1 Classification of skills (basic/complex, open/closed)
Appropriate performance and/or outcome targets for sporting examples.
3.2.1.1 Classification of skills (basic/complex, open/closed)
3.2.1.2 The use of goal setting and SMART targets to improve and/or optimise performance
The use and evaluation of setting performance and outcome goals in sporting examples Performance and outcome goals can be combined. However, it is generally accepted that outcome goals should be avoided as they rely on factors that cannot be controlled, eg other performers.
3.2.1.2 The use of goal setting and SMART targets to improve and/or optimise performance
Beginners prefer to avoid outcome goals because failure can demotivate/winning may be an unrealistic goal.
3.2.1.2 The use of goal setting and SMART targets to improve and/or optimise performance
The use of SMART targets to improve and/or optimise performance SMART targets of goal setting are:
3.2.1.2 The use of goal setting and SMART targets to improve and/or optimise performance
specific
3.2.1.2 The use of goal setting and SMART targets to improve and/or optimise performance
measureable
3.2.1.2 The use of goal setting and SMART targets to improve and/or optimise performance
accepted
3.2.1.2 The use of goal setting and SMART targets to improve and/or optimise performance
realistic
3.2.1.2 The use of goal setting and SMART targets to improve and/or optimise performance
time bound.
3.2.1.2 The use of goal setting and SMART targets to improve and/or optimise performance
3.2.1.3 Basic information processing
Basic information processing model The role of each stage (input, decision making, output and feedback) of the model.
3.2.1.3 Basic information processing
Input – information from the display (senses), selective attention.
3.2.1.3 Basic information processing
Decision making – selection of appropriate response from memory. The role of long term and short term memory.
3.2.1.3 Basic information processing
Output – information sent to muscles to carry out the response.
3.2.1.3 Basic information processing
Feedback – received via self (intrinsic) and/or others (extrinsic).
3.2.1.3 Basic information processing
Draw (in a box format) and/or explain the stages of a basic model of information processing.
3.2.1.3 Basic information processing
Students should be taught to apply the basic information processing model to skills from sporting examples.
3.2.1.3 Basic information processing
3.2.1.4 Guidance and feedback on performance
Identify examples of, and evaluate, the effectiveness of the use of types of guidance, with reference to beginners and elite level performers Evaluation of the use of the following types of guidance with specific links to:
3.2.1.4 Guidance and feedback on performance
visual (seeing)
3.2.1.4 Guidance and feedback on performance
verbal (hearing)
3.2.1.4 Guidance and feedback on performance
manual (assist movement – physical)
3.2.1.4 Guidance and feedback on performance
mechanical (use of objects/aids).
3.2.1.4 Guidance and feedback on performance
Students need to be taught to be able to choose and justify which types of guidance are appropriate for beginners and/or elite level performers. This should include examples of how the guidance can be given, eg visual via demonstration.
3.2.1.4 Guidance and feedback on performance
Identify examples of, and evaluate, the effectiveness of the use of types of feedback, with reference to beginners and elite level performers Evaluation of the use of the following types of feedback with specific links to beginners and to elite level performers:
3.2.1.4 Guidance and feedback on performance
positive/negative
3.2.1.4 Guidance and feedback on performance
knowledge of results/knowledge of performance
3.2.1.4 Guidance and feedback on performance
extrinsic/intrinsic.
3.2.1.4 Guidance and feedback on performance
Students need to be taught what each type of feedback entails and be able to choose and justify which types of feedback are appropriate for a beginners and/or an elite level performers.
3.2.1.4 Guidance and feedback on performance
3.2.1.5 Mental preparation for performance
Arousal Definition of arousal.
3.2.1.5 Mental preparation for performance
Inverted-U theory The shape of the ‘inverted-U’ placed appropriately in a graph depicting y axis (performance level – low to high) and x axis (arousal level – low to high).
3.2.1.5 Mental preparation for performance
Students should be taught to draw an inverted- U graph with both x and y axis appropriately labelled.
3.2.1.5 Mental preparation for performance
Describe the inverted-U graph.
3.2.1.5 Mental preparation for performance
The relationship between arousal level and performance level, eg when under aroused, performance level is low/under or over arousal causing low performance levels.
3.2.1.5 Mental preparation for performance
How optimal arousal levels vary according to the skill being performed in a physical activity or sport Link appropriate arousal level (high/low) to gross/fine skills in sporting actions.
3.2.1.5 Mental preparation for performance
Link skills (not sports) to an appropriate arousal level, eg a tackle in rugby will need a high arousal level.
3.2.1.5 Mental preparation for performance
How arousal can be controlled using stress management techniques before or during a sporting performance Knowledge of the following stress management techniques:
3.2.1.5 Mental preparation for performance
deep breathing
3.2.1.5 Mental preparation for performance
mental rehearsal/visualisation/imagery
3.2.1.5 Mental preparation for performance
positive self-talk.
3.2.1.5 Mental preparation for performance
Students should be taught to explain how these techniques are carried out, using sporting examples.
3.2.1.5 Mental preparation for performance
Understand the difference between direct and indirect aggression with application to specific sporting examples Definition of direct and indirect aggression.
3.2.1.5 Mental preparation for performance
Students should be taught to know the meaning of the terms direct and indirect aggression, and be able to suggest examples of direct/indirect aggression in sport.
3.2.1.5 Mental preparation for performance
Understand the characteristics of introvert and extrovert personality types, including examples of sports which suit these particular personality types Characteristics of an introvert:
3.2.1.5 Mental preparation for performance
shy/quiet
3.2.1.5 Mental preparation for performance
thoughtful
3.2.1.5 Mental preparation for performance
enjoy being on their own.
3.2.1.5 Mental preparation for performance
Tend to play individual sports when:
3.2.1.5 Mental preparation for performance
concentration/precision (fine skill) is required
3.2.1.5 Mental preparation for performance
low arousal is required.
3.2.1.5 Mental preparation for performance
Characteristics of an extrovert:
3.2.1.5 Mental preparation for performance
enjoy interaction with others/sociable/ aroused by others
3.2.1.5 Mental preparation for performance
enthusiastic/talkative
3.2.1.5 Mental preparation for performance
prone to boredom when isolated/by themselves.
3.2.1.5 Mental preparation for performance
Tend to play team sports when:
3.2.1.5 Mental preparation for performance
there is a fast pace
3.2.1.5 Mental preparation for performance
concentration may need to be low
3.2.1.5 Mental preparation for performance
gross skills are used.
3.2.1.5 Mental preparation for performance
Definition of intrinsic and extrinsic motivation, as used in sporting examples Intrinsic is from within – for pride/self- satisfaction/personal achievement.
3.2.1.5 Mental preparation for performance
Extrinsic is:
3.2.1.5 Mental preparation for performance
from another source/person
3.2.1.5 Mental preparation for performance
tangible – certificates/trophies, medals
3.2.1.5 Mental preparation for performance
intangible – praise/feedback/applause.
3.2.1.5 Mental preparation for performance
Students should be taught to explain appropriate examples of intrinsic and extrinsic motivation linked to sporting examples.
3.2.1.5 Mental preparation for performance
Evaluation of the merits of intrinsic and extrinsic motivation in sport Intrinsic is generally deemed more effective.
3.2.1.5 Mental preparation for performance
Overuse of extrinsic can undermine the strength of intrinsic.
3.2.1.5 Mental preparation for performance
Performer can become reliant on extrinsic.
3.2.1.5 Mental preparation for performance
Intrinsic is more likely to lead to continued effort and participation.
3.2.1.5 Mental preparation for performance
Extrinsic rewards may result in feelings of pride/ self-satisfaction.
3.2.1.5 Mental preparation for performance
3.2.2 Socio-cultural influences
3.2.2.1 Engagement patterns of different social groups in physical activity and sport
Engagement patterns of different social groups and the factors affecting participation Engagement patterns in physical activity and sport can differ between different social groups.
3.2.2.1 Engagement patterns of different social groups in physical activity and sport
Understand factors that contribute to engagement patterns in the following social groups:
3.2.2.1 Engagement patterns of different social groups in physical activity and sport
gender
3.2.2.1 Engagement patterns of different social groups in physical activity and sport
race/religion/culture
3.2.2.1 Engagement patterns of different social groups in physical activity and sport
age
3.2.2.1 Engagement patterns of different social groups in physical activity and sport
family/friends/peers
3.2.2.1 Engagement patterns of different social groups in physical activity and sport
disability.
3.2.2.1 Engagement patterns of different social groups in physical activity and sport
Students should be taught to make justifiable links between the following factors and their relevance to engagement patterns of the groups above:
3.2.2.1 Engagement patterns of different social groups in physical activity and sport
attitudes
3.2.2.1 Engagement patterns of different social groups in physical activity and sport
role models
3.2.2.1 Engagement patterns of different social groups in physical activity and sport
accessibility (to facilities/clubs/activities)
3.2.2.1 Engagement patterns of different social groups in physical activity and sport
media coverage
3.2.2.1 Engagement patterns of different social groups in physical activity and sport
sexism/stereotyping
3.2.2.1 Engagement patterns of different social groups in physical activity and sport
culture/religion/religious festivals
3.2.2.1 Engagement patterns of different social groups in physical activity and sport
family commitments
3.2.2.1 Engagement patterns of different social groups in physical activity and sport
available leisure time
3.2.2.1 Engagement patterns of different social groups in physical activity and sport
familiarity
3.2.2.1 Engagement patterns of different social groups in physical activity and sport
education
3.2.2.1 Engagement patterns of different social groups in physical activity and sport
socio-economic factors/disposable income
3.2.2.1 Engagement patterns of different social groups in physical activity and sport
adaptability/inclusiveness.
3.2.2.1 Engagement patterns of different social groups in physical activity and sport
3.2.2.2 Commercialisation of physical activity and sport
Commercialisation Definition of commercialisation.
3.2.2.2 Commercialisation of physical activity and sport
The relationship between sport, sponsorship and the media.
3.2.2.2 Commercialisation of physical activity and sport
Types of sponsorship and the media Definitions of sponsorship and the media.
3.2.2.2 Commercialisation of physical activity and sport
Types of sponsorship:
3.2.2.2 Commercialisation of physical activity and sport
financial
3.2.2.2 Commercialisation of physical activity and sport
clothing and equipment, including footwear
3.2.2.2 Commercialisation of physical activity and sport
facilities.
3.2.2.2 Commercialisation of physical activity and sport
Types of media:
3.2.2.2 Commercialisation of physical activity and sport
television
3.2.2.2 Commercialisation of physical activity and sport
radio
3.2.2.2 Commercialisation of physical activity and sport
the press
3.2.2.2 Commercialisation of physical activity and sport
the internet
3.2.2.2 Commercialisation of physical activity and sport
social media.
3.2.2.2 Commercialisation of physical activity and sport
Positive and negative impacts of sponsorship and the media The positive and the negative impacts of commercialised activity (sponsorship and the media) on the following:
3.2.2.2 Commercialisation of physical activity and sport
performer
3.2.2.2 Commercialisation of physical activity and sport
sport
3.2.2.2 Commercialisation of physical activity and sport
official
3.2.2.2 Commercialisation of physical activity and sport
audience/spectator
3.2.2.2 Commercialisation of physical activity and sport
sponsor/company.
3.2.2.2 Commercialisation of physical activity and sport
Students should be taught to justify why the impact is positive and/or negative.
3.2.2.2 Commercialisation of physical activity and sport
Positive and negative impacts of technology The positive and the negative impacts of technology on the following:
3.2.2.2 Commercialisation of physical activity and sport
performer
3.2.2.2 Commercialisation of physical activity and sport
sport
3.2.2.2 Commercialisation of physical activity and sport
official
3.2.2.2 Commercialisation of physical activity and sport
audience/spectator
3.2.2.2 Commercialisation of physical activity and sport
sponsor/company.
3.2.2.2 Commercialisation of physical activity and sport
Students should be taught to justify why the impact is positive and/or negative.
3.2.2.2 Commercialisation of physical activity and sport
Teaching should make students aware of examples of technology used in sport (eg Hawkeye, Television Match Official). However, the focus should be on technology generically, not on specific types of technology (eg Hawkeye, Television Match Official).
3.2.2.2 Commercialisation of physical activity and sport
3.2.2.3 Ethical and socio-cultural issues in physical activity and sport
Conduct of performers Definitions of the following terms:
3.2.2.3 Ethical and socio-cultural issues in physical activity and sport
etiquette
3.2.2.3 Ethical and socio-cultural issues in physical activity and sport
sportsmanship
3.2.2.3 Ethical and socio-cultural issues in physical activity and sport
gamesmanship
3.2.2.3 Ethical and socio-cultural issues in physical activity and sport
contract to compete.
3.2.2.3 Ethical and socio-cultural issues in physical activity and sport
Students should be taught sporting examples of these terms.
3.2.2.3 Ethical and socio-cultural issues in physical activity and sport
Prohibited substances Categories of prohibited substances, including the basic positive effects and negative side effects:
3.2.2.3 Ethical and socio-cultural issues in physical activity and sport
stimulants
3.2.2.3 Ethical and socio-cultural issues in physical activity and sport
narcotic analgesics
3.2.2.3 Ethical and socio-cultural issues in physical activity and sport
anabolic agents
3.2.2.3 Ethical and socio-cultural issues in physical activity and sport
peptide hormones (EPO)
3.2.2.3 Ethical and socio-cultural issues in physical activity and sport
diuretics.
3.2.2.3 Ethical and socio-cultural issues in physical activity and sport
Prohibited methods (blood doping) How blood doping occurs and the effects/side effects of doing it.
3.2.2.3 Ethical and socio-cultural issues in physical activity and sport
Blood doping involves the removal of blood a few weeks prior to competition. The blood is frozen and re-injected just before competition.
3.2.2.3 Ethical and socio-cultural issues in physical activity and sport
Students should be taught how blood doping leads to increased red blood cell count and be able to evaluate which types of sporting performers this could benefit.
3.2.2.3 Ethical and socio-cultural issues in physical activity and sport
Side effects can be:
3.2.2.3 Ethical and socio-cultural issues in physical activity and sport
thickening of blood (viscosity)
3.2.2.3 Ethical and socio-cultural issues in physical activity and sport
potential infection
3.2.2.3 Ethical and socio-cultural issues in physical activity and sport
potential for heart attack
3.2.2.3 Ethical and socio-cultural issues in physical activity and sport
embolism (blockage of vessel).
3.2.2.3 Ethical and socio-cultural issues in physical activity and sport
Drugs subject to certain restrictions (beta blockers) Beta blockers are taken to:
3.2.2.3 Ethical and socio-cultural issues in physical activity and sport
reduce heart rate, muscle tension and blood pressure
3.2.2.3 Ethical and socio-cultural issues in physical activity and sport
reduce the effects of adrenaline
3.2.2.3 Ethical and socio-cultural issues in physical activity and sport
improve fine control/preciseness.
3.2.2.3 Ethical and socio-cultural issues in physical activity and sport
Side effects can lead to:
3.2.2.3 Ethical and socio-cultural issues in physical activity and sport
nausea
3.2.2.3 Ethical and socio-cultural issues in physical activity and sport
weakness
3.2.2.3 Ethical and socio-cultural issues in physical activity and sport
heart problems.
3.2.2.3 Ethical and socio-cultural issues in physical activity and sport
Beta blockers should be prescribed by a medical professional.
3.2.2.3 Ethical and socio-cultural issues in physical activity and sport
Which type of performers may use different types of performance enhancing drugs (PEDs) with sporting examples Stimulants – alertness Narcotic analgesics – pain killers from over training Anabolic agents – muscle mass Diuretics – lose weight Peptide hormones – oxygen carrying capacity Blood doping – oxygen carrying capacity Beta blockers – for fine motor control Students should be taught to understand in which sports performers may decide to use PEDs, with examples.
3.2.2.3 Ethical and socio-cultural issues in physical activity and sport
The advantages and disadvantages for the performer of taking PEDs Advantages include:
3.2.2.3 Ethical and socio-cultural issues in physical activity and sport
increased chances of success
3.2.2.3 Ethical and socio-cultural issues in physical activity and sport
fame
3.2.2.3 Ethical and socio-cultural issues in physical activity and sport
wealth
3.2.2.3 Ethical and socio-cultural issues in physical activity and sport
level playing field.
3.2.2.3 Ethical and socio-cultural issues in physical activity and sport
Disadvantages include:
3.2.2.3 Ethical and socio-cultural issues in physical activity and sport
cheating/immoral
3.2.2.3 Ethical and socio-cultural issues in physical activity and sport
associated health risks
3.2.2.3 Ethical and socio-cultural issues in physical activity and sport
fines
3.2.2.3 Ethical and socio-cultural issues in physical activity and sport
bans
3.2.2.3 Ethical and socio-cultural issues in physical activity and sport
reputational damage.
3.2.2.3 Ethical and socio-cultural issues in physical activity and sport
The disadvantages to the sport/event of performers taking PEDs Disadvantages include:
3.2.2.3 Ethical and socio-cultural issues in physical activity and sport
reputation
3.2.2.3 Ethical and socio-cultural issues in physical activity and sport
credibility.
3.2.2.3 Ethical and socio-cultural issues in physical activity and sport
Spectator behaviour (the positive and the negative effects of spectators at events) The positive influence of spectators at matches/ events:
3.2.2.3 Ethical and socio-cultural issues in physical activity and sport
creation of atmosphere
3.2.2.3 Ethical and socio-cultural issues in physical activity and sport
home-field advantage (for home team/ individuals).
3.2.2.3 Ethical and socio-cultural issues in physical activity and sport
The negative influence of spectators at matches/events:
3.2.2.3 Ethical and socio-cultural issues in physical activity and sport
negative effect on performance as a result of increased pressure
3.2.2.3 Ethical and socio-cultural issues in physical activity and sport
potential for crowd trouble/hooliganism
3.2.2.3 Ethical and socio-cultural issues in physical activity and sport
safety costs/concerns
3.2.2.3 Ethical and socio-cultural issues in physical activity and sport
negative effect on participation numbers amongst younger performers.
3.2.2.3 Ethical and socio-cultural issues in physical activity and sport
Reasons why hooliganism occurs Reasons for hooliganism:
3.2.2.3 Ethical and socio-cultural issues in physical activity and sport
rivalries
3.2.2.3 Ethical and socio-cultural issues in physical activity and sport
hype
3.2.2.3 Ethical and socio-cultural issues in physical activity and sport
fuelled by alcohol/drugs
3.2.2.3 Ethical and socio-cultural issues in physical activity and sport
gang culture
3.2.2.3 Ethical and socio-cultural issues in physical activity and sport
frustration (eg at official's decisions)
3.2.2.3 Ethical and socio-cultural issues in physical activity and sport
display of masculinity.
3.2.2.3 Ethical and socio-cultural issues in physical activity and sport
Strategies employed to combat hooliganism/ spectator behaviour Strategies include:
3.2.2.3 Ethical and socio-cultural issues in physical activity and sport
early kick-offs
3.2.2.3 Ethical and socio-cultural issues in physical activity and sport
all-seater stadia
3.2.2.3 Ethical and socio-cultural issues in physical activity and sport
segregation of fans
3.2.2.3 Ethical and socio-cultural issues in physical activity and sport
improved security
3.2.2.3 Ethical and socio-cultural issues in physical activity and sport
alcohol restrictions
3.2.2.3 Ethical and socio-cultural issues in physical activity and sport
travel restrictions/banning orders
3.2.2.3 Ethical and socio-cultural issues in physical activity and sport
education/promotional activity/campaigns and high profile endorsements.
3.2.2.3 Ethical and socio-cultural issues in physical activity and sport
Students should be taught to evaluate the effectiveness of these strategies, eg high costs of security versus safety of spectators.
3.2.2.3 Ethical and socio-cultural issues in physical activity and sport
3.2.3 Health, fitness and wellbeing
3.2.3.1 Physical, emotional and social health, fitness and wellbeing
Linking participation in physical activity, exercise and sport to health, wellbeing and fitness, and how exercise can suit the varying needs of different people Reasons for participation in physical activity, exercise and sport, and how performance in physical activity/sport can increase health, wellbeing and fitness.
3.2.3.1 Physical, emotional and social health, fitness and wellbeing
Physical health and wellbeing:
3.2.3.1 Physical, emotional and social health, fitness and wellbeing
improves heart function
3.2.3.1 Physical, emotional and social health, fitness and wellbeing
improves efficiency of the body systems
3.2.3.1 Physical, emotional and social health, fitness and wellbeing
reduces the risk of some illness
3.2.3.1 Physical, emotional and social health, fitness and wellbeing
able to do everyday tasks
3.2.3.1 Physical, emotional and social health, fitness and wellbeing
to avoid obesity.
3.2.3.1 Physical, emotional and social health, fitness and wellbeing
Mental health and wellbeing:
3.2.3.1 Physical, emotional and social health, fitness and wellbeing
reduces stress/tension
3.2.3.1 Physical, emotional and social health, fitness and wellbeing
release of feel good hormones (serotonin)
3.2.3.1 Physical, emotional and social health, fitness and wellbeing
able to control emotions.
3.2.3.1 Physical, emotional and social health, fitness and wellbeing
Social health and wellbeing:
3.2.3.1 Physical, emotional and social health, fitness and wellbeing
opportunities to socialise/make friends
3.2.3.1 Physical, emotional and social health, fitness and wellbeing
cooperation
3.2.3.1 Physical, emotional and social health, fitness and wellbeing
teamwork
3.2.3.1 Physical, emotional and social health, fitness and wellbeing
have essential human needs (food, shelter, clothing).
3.2.3.1 Physical, emotional and social health, fitness and wellbeing
Fitness:
3.2.3.1 Physical, emotional and social health, fitness and wellbeing
improves fitness
3.2.3.1 Physical, emotional and social health, fitness and wellbeing
reduces the chances of injury
3.2.3.1 Physical, emotional and social health, fitness and wellbeing
can aid in the physical ability to work, eg on your feet all day/manual labour.
3.2.3.1 Physical, emotional and social health, fitness and wellbeing
3.2.3.2 The consequences of a sedentary lifestyle
The consequences of a sedentary lifestyle Definitions of sedentary and lifestyle.
3.2.3.2 The consequences of a sedentary lifestyle
Possible consequences of a sedentary lifestyle:
3.2.3.2 The consequences of a sedentary lifestyle
weight gain/obesity
3.2.3.2 The consequences of a sedentary lifestyle
heart disease
3.2.3.2 The consequences of a sedentary lifestyle
hypertension
3.2.3.2 The consequences of a sedentary lifestyle
diabetes
3.2.3.2 The consequences of a sedentary lifestyle
poor sleep
3.2.3.2 The consequences of a sedentary lifestyle
poor self-esteem
3.2.3.2 The consequences of a sedentary lifestyle
lethargy.
3.2.3.2 The consequences of a sedentary lifestyle
Obesity and how it may affect performance in physical activity and sport Definition of obesity.
3.2.3.2 The consequences of a sedentary lifestyle
Obesity and how it may affect performance in physical activity and sport:
3.2.3.2 The consequences of a sedentary lifestyle
limits stamina/cardiovascular endurance
3.2.3.2 The consequences of a sedentary lifestyle
limits flexibility
3.2.3.2 The consequences of a sedentary lifestyle
limits agility
3.2.3.2 The consequences of a sedentary lifestyle
limits speed/power.
3.2.3.2 The consequences of a sedentary lifestyle
Causes ill health (physical):
3.2.3.2 The consequences of a sedentary lifestyle
cancer
3.2.3.2 The consequences of a sedentary lifestyle
heart disease/heart attacks
3.2.3.2 The consequences of a sedentary lifestyle
diabetes
3.2.3.2 The consequences of a sedentary lifestyle
high cholesterol.
3.2.3.2 The consequences of a sedentary lifestyle
Causes ill health (mental):
3.2.3.2 The consequences of a sedentary lifestyle
depression
3.2.3.2 The consequences of a sedentary lifestyle
loss of confidence.
3.2.3.2 The consequences of a sedentary lifestyle
Causes ill health (social):
3.2.3.2 The consequences of a sedentary lifestyle
inability to socialise
3.2.3.2 The consequences of a sedentary lifestyle
inability to leave home.
3.2.3.2 The consequences of a sedentary lifestyle
Somatotypes Definitions of the following body types:
3.2.3.2 The consequences of a sedentary lifestyle
endomorph
3.2.3.2 The consequences of a sedentary lifestyle
mesomorph
3.2.3.2 The consequences of a sedentary lifestyle
ectomorph.
3.2.3.2 The consequences of a sedentary lifestyle
Students should be taught to identify the most suitable body type for particular sports (or positions within a sport) and justify their choice.
3.2.3.2 The consequences of a sedentary lifestyle
3.2.3.3 Energy use, diet, nutrition and hydration
Energy use Energy is measured in calories (Kcal) and is obtained from the food we eat.
3.2.3.3 Energy use, diet, nutrition and hydration
The average adult male requires 2,500 Kcal/day and the average adult female requires 2,000 Kcal/day but this is dependent upon:
3.2.3.3 Energy use, diet, nutrition and hydration
age
3.2.3.3 Energy use, diet, nutrition and hydration
gender
3.2.3.3 Energy use, diet, nutrition and hydration
height
3.2.3.3 Energy use, diet, nutrition and hydration
energy expenditure (exercise).
3.2.3.3 Energy use, diet, nutrition and hydration
Nutrition – reasons for having balanced diet There is no single food that contains all the nutrients the body needs.
3.2.3.3 Energy use, diet, nutrition and hydration
A balanced diet contains lots of different types of food to provide the suitable nutrients, vitamins and minerals required.
3.2.3.3 Energy use, diet, nutrition and hydration
The reasons for a balanced diet:
3.2.3.3 Energy use, diet, nutrition and hydration
unused energy is stored as fat, which could cause obesity (particularly saturated fat)
3.2.3.3 Energy use, diet, nutrition and hydration
suitable energy can be available for activity
3.2.3.3 Energy use, diet, nutrition and hydration
the body needs nutrients for energy, growth and hydration.
3.2.3.3 Energy use, diet, nutrition and hydration
Nutrition – the role of carbohydrates, fat, protein and vitamins/minerals A balanced diet contains 55–60% carbohydrate, 25–30% fat, 15–20% protein.
3.2.3.3 Energy use, diet, nutrition and hydration
Carbohydrates are the main and preferred energy source for all types of exercise, of all intensities.
3.2.3.3 Energy use, diet, nutrition and hydration
Fat is also an energy source. It provides more energy than carbohydrates but only at low intensity.
3.2.3.3 Energy use, diet, nutrition and hydration
Protein is for growth and repair of muscle tissue.
3.2.3.3 Energy use, diet, nutrition and hydration
Vitamins and minerals are for maintaining the efficient working of the body systems and general health.
3.2.3.3 Energy use, diet, nutrition and hydration
Students do not need to be taught about specific vitamins and minerals.
3.2.3.3 Energy use, diet, nutrition and hydration
Reasons for maintaining water balance (hydration) Definition of dehydration.
3.2.3.3 Energy use, diet, nutrition and hydration
Water balance (hydration) prevents dehydration.
3.2.3.3 Energy use, diet, nutrition and hydration
Dehydration results in:
3.2.3.3 Energy use, diet, nutrition and hydration
blood thickening (increased viscosity), which slows blood flow
3.2.3.3 Energy use, diet, nutrition and hydration
increases in heart rate/heart has to work harder/irregular heart rate (rhythm)
3.2.3.3 Energy use, diet, nutrition and hydration
increase in body temperature/overheat
3.2.3.3 Energy use, diet, nutrition and hydration
slowing of reactions/increased reaction time/poorer decisions
3.2.3.3 Energy use, diet, nutrition and hydration
muscle fatigue/cramps.
3.2.3.3 Energy use, diet, nutrition and hydration
Students should be taught to understand and evaluate the consequences of dehydration to performance in different sporting activities.
3.2.3.3 Energy use, diet, nutrition and hydration
Where Physical Education Can Take You
Career paths and opportunities for Physical Education students
PE Teacher
PE A-Level is a direct pathway to a Physical Education degree or a Postgraduate Certificate in Education (PGCE). Your in-depth study of biomechanics, skill acquisition, and pedagogical theory will enable you to inspire and educate the next generation, promoting lifelong participation in sport and physical activity.
Sports Scientist
The applied science elements of PE, such as exercise physiology and biomechanics, are essential for a degree in Sports and Exercise Science. This career involves using empirical data to enhance athletic performance, whether in a lab setting or with professional teams, focusing on areas like nutrition, fitness testing, and recovery.
Physiotherapist
A strong foundation in human anatomy and physiology from PE is vital for university-level physiotherapy courses. You’ll learn about the musculoskeletal system, injury mechanisms, and rehabilitation principles, which can lead to a career diagnosing and treating injuries, helping patients regain mobility and fitness.
Sports Coach
PE provides practical coaching experience and theoretical knowledge of skill learning, motivation, and leadership. This can directly lead to roles in community, school, or professional coaching, where you’ll design training sessions, analyse performance, and support athletes in achieving their goals.
Personal Trainer
Your understanding of exercise physiology and programme design from PE is ideal for qualifying as a personal trainer. You’ll use your knowledge of fitness assessment, goal setting, and anatomy to create safe, effective workouts for clients of all abilities, whether in a gym or self-employed setting.
University Courses
Sports Science
Physiotherapy
Sports Coaching
Physical Education
Subjects That Pair Well with Physical Education
These subjects complement Physical Education and are often studied together
Frequently Asked Questions
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