Physical EducationQ&A by dot point

Aerobic and anaerobic exercise: the definitions, the word equations for aerobic and anaerobic respiration, examples of sporting situations using each, and how the training zones (using maximum heart rate) relate to aerobic and anaerobic work.

The structure and function of the cardio-respiratory system: the heart and the double circulatory system, blood vessels and vascular shunting, heart rate, stroke volume and cardiac output, the pathway of air and gaseous exchange in the lungs.

The short-term (immediate) effects of exercise on the musculo-skeletal, cardiovascular and respiratory systems, and the long-term effects (training adaptations) of regular exercise on the same systems.

The structure and function of the musculo-skeletal system: the major bones, the functions of the skeleton, the types of joint and synovial joint structure, the major muscles and antagonistic muscle pairs, and the types of muscle contraction.

Recovery from exercise: the oxygen debt and EPOC (excess post-exercise oxygen consumption), how lactic acid is removed, and the recovery methods (cool-down, hydration, rest, nutrition and ice) used to speed recovery and reduce soreness.

The purpose, phases and physical and psychological benefits of a warm-up, and the purpose and benefits of a cool-down, including how each affects the body's systems and reduces the risk of injury.

The components of fitness (cardiovascular endurance, muscular endurance, strength, flexibility, speed, power, agility, balance, coordination and reaction time), how each is defined, and how they are applied to different sporting activities.

The components of a balanced diet (carbohydrates, fats, proteins, vitamins, minerals, fibre and water), the role of each, energy balance and its effect on body weight, and how diet and hydration affect sporting performance and health.

The purpose and limitations of fitness testing, the named tests for each component of fitness (such as the multi-stage fitness test, the sit and reach test, the Illinois agility run and the vertical jump), and how to interpret and use the results.

The definitions and differences between health, fitness, exercise, performance and well-being, and the relationship between health and fitness.

The methods of training (continuous, Fartlek, interval, circuit, weight, plyometric and flexibility training), what each develops, and how to choose the right method for a component of fitness, a performer and a sport.

The principles of training (specificity, progressive overload, reversibility and tedium), the FITT principle (frequency, intensity, time, type), and how to apply them when planning a training programme.

Lever systems used in physical activity and sport: the components of a lever (fulcrum, effort and load), the three classes of lever (first, second and third class) with examples from the body, mechanical advantage, and the range of movement and speed each lever produces.

The types of movement possible at joints used in physical activity: flexion and extension, abduction and adduction, rotation, circumduction, plantar flexion and dorsiflexion, the joint type that allows each, and the antagonistic muscle action that produces the movement.

The planes of movement (sagittal, frontal and transverse) and the axes of rotation (transverse, sagittal and longitudinal), how each plane pairs with an axis, and the analysis of sporting movements such as somersaults, cartwheels and twists using planes and axes.

The commercialisation of physical activity and sport, the golden triangle linking sport, sponsorship and the media, the types of sponsorship and media, and the positive and negative effects on sport, performers, officials, sponsors and spectators.

Drugs in sport: the reasons performers take performance-enhancing drugs, the main types of drug and their effects on performance and health, and the arguments for and against drug taking and how sport tries to prevent it.

Ethics in sport: sportsmanship, gamesmanship and deviance, the difference between them, the reasons performers behave unethically, and the consequences of and responses to violence, cheating and unfair play.

The factors affecting participation and engagement in physical activity and sport (age, gender, ethnicity, disability, socio-economic group), the barriers to participation, and the strategies and provision used to raise participation across different groups.

Arousal and the inverted-U theory, the optimal level of arousal for different tasks, the effect of anxiety on performance, methods of controlling arousal and stress, and intrinsic and extrinsic motivation.

The use of goal setting to improve and optimise performance: the SMART principle, the difference between outcome and performance goals, short-term and long-term goals, and the benefits of setting and reviewing goals.

The types of guidance (visual, verbal, manual and mechanical) and their advantages and disadvantages, and the types of feedback (intrinsic and extrinsic, knowledge of results and knowledge of performance, positive and negative), and how each suits different performers.

The classification of skills on continua (simple to complex, open to closed and others), the characteristics of each type, the types of practice (massed, distributed, fixed and variable), and how classification is used to choose the best practice for a skill.

The analysis and evaluation of performance task: analysing strengths and weaknesses in one activity, prioritising one component or skill to improve, and producing a justified plan to improve it that applies the theory from Component 1.

The structure of the non-exam assessment practical performance (three activities, at least one team and one individual), how performance is assessed under formal or fully competitive conditions, the approved activity lists, and how skills, techniques and decision making are marked.