β Scotland Physical Education
Scotland Β· SQASyllabus
Physical Education syllabus, dot point by dot point
Every dot point in the Scotland Physical Educationsyllabus, with a focused answer for each one. Click any dot point for a worked explainer, past exam questions, and links to related dot points. Written by Claude Opus 4.8, Anthropic's latest AI.
Emotional Factors Impacting on Performance
Module overview β- How do confidence and emotional control shape what a performer is willing to attempt?Confidence and emotional control as features of the emotional factor: how positive emotions such as confidence and happiness affect willingness and decisiveness, the risk of over-confidence, and approaches used to build and steady confidence.11 min answer β
- How do a performer's emotions help or hinder their performance?The emotional factors that impact on performance, including their features such as anger, fear and anxiety, happiness and confidence, and the positive and negative effects emotions can have on a performer.11 min answer β
- How can a performer manage anger, fear and anxiety so they help rather than hinder?Managing anger, fear and anxiety as features of the emotional factor: how these emotions affect performance when uncontrolled, and the approaches used to manage them such as relaxation, breathing techniques, positive self-talk and routines.11 min answer β
Mental Factors Impacting on Performance
Module overview β- How do concentration and the level of arousal shape a performance?Concentration and level of arousal as features of the mental factor: sustaining attention and recognising cues, the idea of an optimum level of arousal, and how lapses in concentration or arousal that is too high or too low affect performance.11 min answer β
- Why does the quality and speed of decision-making decide so many performances?Decision-making as a feature of the mental factor: how a performer selects the most appropriate response under time pressure, the influence of experience and information processing, and the impact of good and poor decision-making on performance.11 min answer β
- How do mental factors affect the way a performer thinks and performs?The mental factors that impact on performance, including their features such as decision-making, concentration, level of arousal and mental toughness, and the positive and negative effects each can have on performance.11 min answer β
- How does mental toughness let a performer cope with pressure and setbacks?Mental toughness as a feature of the mental factor: staying focused, confident and composed under pressure, resilience and recovering from setbacks, and the approaches used to develop it such as mental rehearsal, positive self-talk and routines.11 min answer β
Performance Development Process
Module overview β- How does a performer choose and apply the right approaches to develop a factor?Approaches to developing performance, including how a performer selects approaches that match the factor and the stage of learning, principles such as progression and specificity, and examples of approaches for the physical, mental, emotional and social factors.12 min answer β
- How does a performer evaluate a development programme and justify their future development needs?Evaluating performance development and identifying future development needs, including comparing results against the baseline and targets, judging the effectiveness of the approaches, and justifying decisions about what to develop next.12 min answer β
- How does a performer gather reliable information about the factors impacting on their performance?Methods of collecting information about the factors impacting on performance, including the difference between qualitative and quantitative methods, examples such as observation schedules, video analysis, standardised tests, questionnaires and match analysis, and why a performer uses more than one method.12 min answer β
- What demands does an activity place on a performer, and why do they shape development?The performance demands of activities, including the physical, mental, emotional and social demands an activity places on a performer, how these vary between activities, and why understanding the demands directs development priorities.11 min answer β
- How does a performer plan, monitor and record a development programme so it actually works?Planning, monitoring and recording a personal development plan, including setting SMART targets, structuring a programme over time, the methods used to monitor progress such as training diaries and retesting, and why ongoing recording matters.12 min answer β
Physical Factors Impacting on Performance
Module overview β- Which components of fitness matter, and how do they affect a performance?Fitness as an area of the physical factor: physical fitness components (endurance, strength, speed, flexibility), skill-related fitness components (agility, balance, coordination, reaction time, power), mental fitness, and how strengths and weaknesses in fitness affect performance.12 min answer β
- How do fitness, skills and tactics combine to shape a performance?The physical factors that impact on performance, including their three areas of fitness, skills and tactics, and the positive and negative effects each can have on performance.11 min answer β
- How are skills classified and learned, and how does skill quality affect performance?Skills as an area of the physical factor: the qualities of a skilled performance, the classification of skills (simple to complex, open and closed), the stages of learning (cognitive, associative, autonomous), and how skill quality affects performance.12 min answer β
- How do tactics and composition turn fitness and skills into effective performance?Tactics and composition as an area of the physical factor: how tactics outwit an opponent in games and how composition structures a performance activity, the strengths and weaknesses they target, and how good and poor tactics affect performance.11 min answer β
Practical Performance
Module overview βSocial Factors Impacting on Performance
Module overview β- How do cooperation, communication and team dynamics decide whether a team performs as a unit?Cooperation, communication and team dynamics as features of the social factor: how members work towards a shared goal, the role of communication, and the approaches used to develop cohesion such as team-building, set plays and shared goals.11 min answer β
- How do roles, responsibilities and relationships shape how a team functions?Roles and responsibilities, relationships and etiquette as features of the social factor: how defined roles keep a team organised, how relationships affect morale and conflict, and the place of etiquette and environmental considerations in performance.11 min answer β
- How do team dynamics, roles and the social context affect performance?The social factors that impact on performance, including their features such as team dynamics, cooperation, roles and responsibilities, relationships and etiquette, and the positive and negative effects each can have on performance.11 min answer β