What makes a goal SMART, and how are the components, methods and principles brought together in a personal exercise programme?
Setting SMART targets (specific, measurable, attainable, realistic, time-bound) and designing a personal exercise programme that applies the components of fitness, the methods of training and the principles of training, including a warm-up and cool-down.
A focused CCEA GCSE Physical Education answer on SMART goals and the personal exercise programme, covering the SMART target-setting principle (specific, measurable, attainable, realistic, time-bound) and how to design a programme using the components, methods and principles of training with a warm-up and cool-down.
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What this dot point is asking
CCEA wants you to set SMART targets and design a personal exercise programme (PEP) that applies the components of fitness, the methods of training and the principles of training, including a warm-up and cool-down. This is where the whole module comes together: it is also the basis of the analysis of performance task in the practical component.
Setting SMART targets
CCEA uses attainable for the A. A SMART goal turns a vague wish ("get fitter") into a clear target ("improve my bleep test score from level 7 to level 9 within eight weeks").
Designing a personal exercise programme
A personal exercise programme (PEP) is built in clear steps, drawing on the rest of the module:
| Step | What you do | Links to |
|---|---|---|
| 1. Test fitness | Find strengths and weaknesses, set a baseline | Fitness testing |
| 2. Set SMART goals | Decide a clear, measurable target | SMART |
| 3. Choose components | Identify the components to improve | Components of fitness |
| 4. Choose methods | Pick training methods that develop them | Methods of training |
| 5. Apply principles | Specificity, progression, overload (FITT), recovery, avoid tedium | Principles of training |
| 6. Warm up and cool down | Prepare and recover each session safely | Below |
| 7. Review | Re-test and adjust the programme | Fitness testing |
Bringing it together
Examples in context
Example 1. A vague goal versus a SMART goal. "I want to be stronger" cannot be measured or timed, so the performer never knows if they have succeeded. "Increase my handgrip dynamometer score from 40kg to 45kg in eight weeks" is specific, measurable, attainable, realistic and time-bound, so the performer can train towards it and check progress. This is why SMART goals make a programme work.
Example 2. Why a PEP is individual. Two players in the same team may need different programmes: one needs aerobic endurance, the other needs strength. Because the PEP starts from each player's own test results and SMART goals, it is tailored to them. CCEA rewards programmes that are clearly individual and based on testing, not generic.
Try this
Q1. State what each letter of SMART stands for. [5 marks]
- Cue. Specific, Measurable, Attainable, Realistic, Time-bound.
Q2. Give two reasons why a warm-up is included in a training session. [2 marks]
- Cue. It prepares the body (raises heart rate, loosens muscles and joints) and reduces the risk of injury.
Exam-style practice questions
Practice questions written in the style of CCEA exam questions on this dot point, with worked answer explainers. The year tag is the paper they imitate, not the source.
CCEA 2022 Paper 25 marksState what each letter of SMART stands for when setting a training target.Show worked answer →
One mark for each letter correctly stated.
Specific: the goal is clear and precise, aimed at a particular component or skill.
Measurable: the goal can be measured so progress can be checked, for example a test score or time.
Attainable: the goal is achievable for the performer.
Realistic: the goal is sensible given the performer's level, time and resources.
Time-bound: the goal has a deadline by which it should be achieved.
Markers reward the five terms. CCEA uses attainable for the A, so accept attainable (and realistic separately for the R).
CCEA 2023 Paper 26 marksEvaluate how a personal exercise programme should be designed to improve a named performer's fitness safely and effectively.Show worked answer →
Up to four marks for design features applied, with evaluation for the top band.
Use SMART goals: set specific, measurable, attainable, realistic and time-bound targets so the performer knows what to aim for and can check progress.
Apply the components and methods: identify the components the performer needs (from fitness testing) and choose methods that develop them, for example interval training for a games player.
Apply the principles: build in specificity, progression, overload (via FITT), recovery, and variety to avoid tedium, so the programme keeps improving fitness safely.
Warm-up and cool-down and safety: include a warm-up and cool-down, and check technique and equipment to avoid injury.
Evaluation: an effective programme is individual to the performer, based on test results, and balances overload with recovery; the best judgement notes that without progression and recovery the programme will either stall or cause injury.
Markers reward SMART goals, components and methods, the principles, warm-up/cool-down and safety, application, and an evaluative judgement.
Related dot points
- The health-related components of fitness (aerobic energy production, muscular endurance, muscular strength, flexibility and body composition) and the skill-related factors (co-ordination, balance, reaction time and agility), with a sporting example of each.
A focused CCEA GCSE Physical Education answer on the components of fitness, covering the five health-related components (aerobic energy production, muscular endurance, muscular strength, flexibility, body composition) and the skill-related factors (co-ordination, balance, reaction time, agility) with a sporting example of each.
- The main methods of training (continuous, fartlek, interval, circuit, weight/resistance, plyometric and flexibility training), what each one develops, and how to choose a method to suit a performer and their sport.
A focused CCEA GCSE Physical Education answer on the methods of training, covering continuous, fartlek, interval, circuit, weight, plyometric and flexibility training, what each develops, and how to match a method to a performer and their sport.
- The principles of training (specificity, progression, overload, recovery, reversibility and tedium - SPORRT), the FITT principle (frequency, intensity, time, type) used to apply overload, and the idea of peaking, applied to a training programme.
A focused CCEA GCSE Physical Education answer on the principles of training, covering SPORRT (specificity, progression, overload, recovery, reversibility, tedium), the FITT principle for applying overload, and peaking, all applied to a training programme.
- The reasons for fitness testing, the standard tests for each component of fitness (for example the multi-stage fitness test, sit and reach, grip dynamometer, Illinois agility run), and how to make testing valid, reliable and fair.
A focused CCEA GCSE Physical Education answer on fitness testing, covering why we test fitness, the standard test for each component (multi-stage fitness test, sit and reach, grip dynamometer, Illinois agility run and others), and how to make testing valid, reliable and fair.
- The reasons people take part in physical activity (health, enjoyment, social, competition, challenge), the barriers to participation, and the strategies that improve adherence to a healthy active lifestyle.
A focused CCEA GCSE Physical Education answer on maintaining a healthy active lifestyle, covering the reasons people take part in physical activity, the barriers that stop them, and the strategies that improve adherence and keep people active.