How to Revise E2E stub topic — OCR GCSE Physical Education
E2E stub topic is a topic in the OCR GCSE Physical Education specification. This guide covers learning objectives, examiner tips, common mistakes, and key terminology to help you revise effectively.
Examiner Tips for E2E stub topic
- Use precise terminology: always state the full FITT acronym and explain each component when applying it to a scenario.
- In longer answer questions, structure responses around the principles, using case studies or specific sport examples to demonstrate application.
- When designing a programme, explicitly mention safety protocols and how overload is balanced with recovery to show wider understanding.
- Revise real-world examples of athletes who have experienced reversibility or successful overload to strengthen evaluation and analysis points.
Common Mistakes in E2E stub topic
- Confusing overload with overtraining: students often suggest excessive increases in intensity without considering recovery or injury risk.
- Misapplying specificity by prescribing general rather than sport-specific exercises (e.g., running for a swimmer).
- Failing to quantify progression, such as stating 'increase the weight' without specifying by how much or over what timeframe.
- Ignoring individual needs, assuming a one-size-fits-all programme regardless of fitness level or training history.
Key Marking Points
- Award credit for accurately defining each training principle with a clear practical example (e.g., specificity as training relevant to the sport/activity).
- Credit should be given for correct manipulation of FITT variables (e.g., increasing frequency from 3 to 4 sessions per week to demonstrate overload).
- Examiners should look for a logical progression plan in a programme design, including realistic timelines and safety considerations.
- In extended responses, credit the ability to link the principle of reversibility to specific physiological changes (e.g., loss of cardiovascular endurance after 2-3 weeks).