Download GCSE PE REVISION GUIDE Part 1 PDF File

AQA GCSE PE
3.1.1/3.1.2/3.1.3
This guide contains all of the key points from the first two theory units. You
will also find exam questions, and revision activities.
1
This table contains all of the learning objectives from the two units. These will tell you everything
you need to know. Use this table to check what you have revised for your year 10 test and your
exam in year 11.
Objective
Read &
Understood
Sumerised
Bullet point
Mind Map
Activity Groups
Be able to identify the 6 activity groups, giving
examples of each and identifying how success can
be achieved in each.
Describe the difference between the three types
of games activities and give examples of each.
Roles in Sport
Be able to identify the 5 roles in sport, describing
the key characteristics of each role.
Be able to explain the key qualities and skills
required from each role, and apply these to
practical situations.
Individual Differences-Age
Be able to describe how age affects performance.
Explain the reason behind age division.
Define peak age, and give examples.
Individual Differences-Disability
Define the four categories of disability.
Describe some adaptations to rules and
equipment in disability sport.
Define the terms access, parking and provision and
describe how each must be considered in a
sporting context.
Individual Differences-Gender
Describe and explain how gender can affect
sporting performance.
Individual Differences-Physique
Identify and describe the three body types, giving
sporting examples of each.
Individual Differences-Environment
Define each environmental condition and give
examples of how they would affect sporting
performance.
Individual Differences-Risk
Describe the reasons for taking part in high risk
activities, giving examples.
Define risk assessment and risk control, and give
safeguard controls for a range of activities.
Individual Differences-Activity Levels and needs
Define the terms recreation and competitive and
describe the differences giving examples of each.
Individual Differences-Training
Define periodization and describe how a players
training would be different at each point in the
season.
2
Describe how available time and available funds
would affect a players access to training.
Fatigue and Stress
Define the terms Fatigue, Stress and Aggression
and explain how they would affect a performer in
a sporting situation.
Describe how stress can affect a performer.
Describe how personality can affect performance,
giving examples of sports most suited to introverts
and extroverts.
Describe and give examples of where aggression is
evident in sport.
Injury
Describe the difference between an internal and
external injury, giving sporting examples of each.
Identify some overuse injuries.
Describe key precautions to avoid injury.
Respiration
Describe aerobic and anaerobic respiration, giving
sporting examples, including training methods of
each.
Explain how the body recovers from exercise.
Cardiovascular system
Identify each of the training zones and thresholds
and give examples of training methods for each.
Calculate maximum heart rate and identify two
methods of measuring cardiovascular endurance.
Identify the three functions of the circulatory
system.
Leisure and recreation
Describe the differences between active and
passive leisure, giving examples.
Describe the differences between physical and
outdoor recreation, giving examples.
Diet
Identify the key food groups, describing why each
is necessary and giving examples of foods.
Define the term carbohydrate loading.
Explain the differences between a marathon
runner’s diet and a weight lifter’s diet.
General Health
Define the terms health and fitness.
Describe the key benefits of a healthy, active
lifestyle and explain how this can be achieved.
Muscular and skeletal system
Identify key muscles and Bones
Identify the functions of the systems.
Describe how muscles work in antagonistic pairs.
Describe the three types of joint and give
examples of each.
3
Identify and describe the movement patterns,
giving examples of each.
Components of fitness
Define each component, giving a specific sporting
example of each and a training method to improve
each.
Principles of training
Describe each principle, giving sporting examples
of each.
Explain how each principle can affect a performer.
Training methods
Describe each training method, giving sporting
examples of each.
Describe the advantages and disadvantages of
each training method.
Apply each training method to the principles of
training.
4
Glossary
You need to be able to give the definitions of all of these words, this is NOT a key word list.
You need to learn all of these definitions word for word!
Competitive
Recreational
Periodization
Fatigue
Stress
Internal injury
External Injury
Aerobic respiration
Anaerobic respiration
Leisure time
Active Leisure
Passive leisure
Outdoor recreation
Physical recreation
Explosive Strength
Dynamic strength
Static strength
Speed
Power
Cardiovascular endurance
Muscular Endurance
Flexibility
Reaction time
Timing
Co ordination
Balance
Agility
Continuous training
Interval training
Fartlek training
Circuit training
Weight training
Any form of play, amusement or relaxation performed as games,
sports or hobbies.
The different parts of a training programme
Becoming tired due to the demands of a performance.
Body’s reaction to change that requires physical, mental or
emotional adjustment.
An injury caused by the player themselves
An injury caused by an outside factor such as another player or
equipment
Creating energy in the presence of oxygen
Creating energy without oxygen
The time you are not working and can choose what you do.
Taking part in activities that require physical or mental exertion.
Activities that involve no significant physical or mental energy.
Recreational activities that require a degree of risk and challenge,
requiring the performer to cope in the natural environment.
Recreation that requires you to be active for an intrinsic reward.
Strength used in one short, sharp burst.
Strength to support own body weight over a period of time.
The force that can be applied against an immoveable object
The ability to move all or part of the body quickly
The combination of maximum speed and maximum strength.
The ability of the heart and lungs to work over a period of time to
supply the working muscles with oxygen.
The ability of the muscles to perform repeated actions over time
without tiring.
The range of movement around a joint.
The speed at which a performer responds to a stimulus.
The ability to coincide movements in relation to external factors
The ability to link all parts of a movement into one efficient smooth
movement, keeping the body under control.
The ability to maintain a given posture in static and dynamic
situations.
The combination of flexibility and speed.
Any training that keeps the heart rate high over a sustained period
of time.
Training with periods of work and rest
Speed play- training at a variety of intensities.
Training using a variety of exercises at stations.
Training using weights.
5
Specificity
Overload
Progression
Reversibility
Tedium
Carbohydrate loading
Health
Fitness
Training must be suited to the particular activity or sport.
Making the body work harder than normal in order to improve it
Training must be increased gradually as the body adjusts to the
increased demands being made on it.
Stopping or decreasing training will lose the effects that were
gained.
Training can get boring- so a variety of training methods should be
used to prevent this.
Eating a diet high in carbohydrate in the week before an event to
increase glycogen stores in the muscles.
A state of complete physical, mental and social wellbeing and not
merely the absence of disease of infirmity
Good health or condition as a result of exercise and nutrition
Activities:

Copy this table into a word document, print it off, cut up the table and use it as a card
sort.

Delete some words from the definitions and try to fill them in.

Write out all of the definitions then match them back up with the key words.

Look at a few, memorise them, then try to repeat them back- work with a partner to
test each other.

Look, copy, check, copy again.
TIPS:

You will need to give these definitions word for word, or as close to as possible. The
examiner will need to see you can remember exactly what these words mean.

Don’t try to learn them all at once. Learn a few at a time, and just keep coming back to
them to refresh your memory.
6
Activity Groups
Activity Groups
Be able to identify the 6 activity groups, giving
examples of each and identifying how success can
be achieved in each.
Describe the difference between the three types
of games activities and give examples of each.
Invasion Games
Net/ Wall Games
Striking and Fielding games
Moving into your oppositions territory e.g.
football. Basketball.
Hitting an object over a net or against a wall,
aiming to prevent the opposition being able to
return e.g. tennis, badminton, squash
Hitting an object and scoring by running e.g.
rounders and cricket.
7
Combat games
Physical contact with an opposition e,g, judo,
karate.
ACTIVITIES:

Cut out the table, and re construct it like a card sort.

Using the table, blank out some key words and try to fill them.

Work with a partner to test each other on the success criteria.

Write a list of activities and categorise them into each group.

Watch a sporting video clip and work out which sports you see fit into each category.

Write a list of sports stars, and then think of which group their sport would fit in.

Make a brainstorm with ‘Activity groups’ in the middle. Each group should then stem
from the middle, from each group then add the success criteria and examples.
TIPS:

Just learn a few examples of sports for each activity area.

Try to learn the success criteria exactly, or at least pick out the key words to learn
exactly.
Exam Questions;
Give an example of a striking and fielding game. (1 mark)
Give an example of an invasion game. (1 mark)
How might Tamsin achieve success in an ‘Identifying and solving problems’ based
activity? ( 2 marks)
Identify three areas of the National curriculum for Physical Education. ( 3
marks)
8
Roles in Sport
Roles in Sport
Be able to identify the 5 roles in sport, describing
the key characteristics of each role.
Be able to explain the key qualities and skills
required from each role, and apply these to
practical situations.
Player/performer
Role
Someone who is a specialist in
their activity, using skills,
techniques and tactics to beat
an opponent.
Leader/Coach
a specialist in an activity,
responsible for preparing a
performer in skill acquisition,
correct technique, correct
physical state or correct
mental state
Official
someone who controls the
activity; interprets the rules,
laws or regulations of the
activity including checking the
equipment
Choreographer
the designer or arranger of a
ballet or other staged dance/
performance
Organiser
Someone who plans and leads a
sporting event safely and
effectively.
Key qualities needed
 A good level of
physical fitness
 Knowledge of the rules
and tactics of the
game
 Ability to apply skills
and tactics of a game
 Good communication
skills so the players
understand exactly
what they need to do.
 Good knowledge of the
game to be able to
coach players correct
skills and tactics.
Good level of physical
fitness to keep up
with the game.
 Knowledge of the rules
to make the correct
decisions.
 Quick thinker to allow
the game to flow more
smoothly.
 Confident to stick to
the decisions made.
Knowledge of dance to be able
to create a good performance.
Good communication skills to
be able to teach the
performers.
Good time management skills
to ensure the event runs to
time.

9
Good communication skills to
ensure teams know what is
happening, and what they need
to do.
Good planning skills to ensure
the event is well prepared.
Activities:

Write a list of qualities and match them up to the roles.

Cut out the table and complete as a card sort.

Create cards with the role on the front and the key qualities on the back. Test yourself
or a partner.
TIPS:
You could be asked to just give a definition, for each, or these could come in as a 6 mark
question. Remember when giving the characteristics you need to be able to say HOW the person
would use them. E.g. ‘ An official needs a good level of physical fitness SO THEY CAN KEEP UP
WITH THE GAME’.
Exam Questions:
John would like to be assessed as a football official. Explain the key qualities he would need to
be successful. (6 marks)
Identify three qualities a good sports coach would need (3 marks)
Describe key qualities of a choreographer (4 marks)
Describe the benefits of pupils taking a leadership role in a PE lesson (4 marks)
10
Age
Individual Differences-Age
Be able to describe how age affects performance.
Explain the reason behind age division.
Define peak age, and give examples.
How does age affect performance?
Flexibility- High in teenage years, but decreases with age.
Strength- increases to start with, but decreases past the twenties.
Oxygen capacity- reduces with age as the heart becomes less efficient.
Skill level – improves with age and experience.
Injury- The older you get the longer it takes to recover from injury.
Age Division
Sports are categorised into leagues and events for ‘Under 14s’ ‘Under 16s’ and ‘Under 18s’ to
allow for players to play against people of the same maturity and experience.
This keeps the game safe, ensuring players are close enough is size and strength.
This keeps the game fair, ensuring players are close enough in maturity and experience.
Peak age
Each sport will have an age at which all factors are at their optimum for performance, this
changes depending on the demands of the sport. For example a gymnast would peak in their mid
teens.
Activities:

Write a list of sports and research what their peak ages will be, think about why these
peak ages would apply.

Put the 5 factors affecting age and performance into a table with the descriptions.

Compare pictures of older performers and younger performers and annotate them to
show the 5 differences.
TIPS:
11

Remember the 5 effects of age first, and then learn the descriptions after.

You will most likely to asked to describe how age affects performance as we get older.

Remember not everything gets worse- skill level can improve.
Exam Questions:
Describe the effects age might have on performance. (6 marks)
Explain why age division is necessary in sport (4 marks)
Identify which of these does not decrease with age. (1 marks)

Skill

Flexibility

Strength

Oxygen Capacity
12
Disability
Individual Differences-Disability
Define the four categories of disability.
Describe some adaptations to rules and
equipment in disability sport.
Define the terms access, parking and provision and
describe how each must be considered in a
sporting context.
Categories
Temporary- This is a form of disability that will not last forever, such as a broken arm
Permanent- This is a form of disability that will not get better, such as an amputation.
Physical- This is a disability that affects the body.
Mental- This is a disability that affects the mind.
Adaptations
Sports can be adapted by the rules of the game, or the equipment used. For example
football for blind players is adapted by having a bell in the ball so the players can use
their sense of sound. The regulations are adapted so there are 2 referees allowing
them to better support the players.
Provision
Access- Doors have to be wide enough to allow wheelchairs to pass through
Parking- disabled parking spaces should be made available
Provision- lifts should be available, as well as disabled toilets. Sports specific to
disabled people should be provided.
Activities:

Research the rules and equipment adaptations for a range of disability sports.

Copy out the categories and try to remember the definitions

Copy out the definitions and try to remember the key words
Tips :
13

Its most important to learn the categories and definitions

Research/ remember 1 key disability sport and make sure you know a range of
rules and equipment adaptations
Exam Questions:
Which of these is not a category of disability?

Temporary

Social

Permanent

Physical
Describe the difference between a temporary and a permanent disability. ( 2 marks)
14
Gender
Individual Differences-Gender
Describe and explain how gender can affect
sporting performance.
Differences between males and females
Women are smaller, lighter and less muscular than men so they can generate less power
and speed, though have better flexibility.
Females can suffer hormonal imbalances during their period which can disadvantage
them during a performance.
Females mature faster than males.
Women have smaller hearts and lungs so their oxygen carrying capacity isn’t as good as
men’s.
Activities:

Draw a picture of a male and female, annotate them with the key differences
between males and females.

Create a table with the columns ‘Male’ and ‘female’ and write in the strengths
each gender has.
Tips:

These can come up in the multiple choice section- remember to read the
question carefully and pick the most correct answer.

These can also come up as a long answer question, remember to say WHY each
thing is different. E.g. Women have a lower oxygen carrying capacity BECAUSE
they have smaller hearts and lungs.
15
Exam Questions:
Which of these is generally higher in females.

Flexibility

Strength

Speed

Power
Explain two physical differences between a female athlete and a male athlete. (4
marks)
16
Physique
Individual Differences-Physique
Identify and describe the three body types, giving
sporting examples of each.
Physique is the way we describe body shape.
There are 3 mains body types- Mesomorph, Endomorph and Ectomorph.
Endomorph
High body fat
High momentum
Sumo wrestler
Some rugby players
Ectomorph
Low body fat
Small frame
Light weight
High muscle mass
Broad shoulders
Y shape figure
Marathon Runners
Mesomorph
Swimmers
Games players
Activities:

Draw your own versions of each body type and annotate them with the key
characteristics

Print off pictures of famous athletes, look at their body shape and work out what
physique they have.

Work with a partner to play Pictionary- draw a boy shape whilst your partner has to
guess which one you have drawn and explain why.

Cut out this table and reconstruct like a card sort
Tips

You need to be able to apply each physique to a sport, and explain why each physique is
good for that sport.

E.g. a marathon runner would be an ectomorph because they have a light frame, so it is
less for them to carry when running over longer distances.
Exam Questions:
Which of these is not a somatotype?
17

Endomorph

Ectomorph

Mesomorph

Octomorph
Describe three characteristics of a mesomorph ( 3 marks)
Identify one sport which would be suited to a mesomorph (1 mark)
Which of these sports would be most suited to an ectomorph?

Swimming

High jump

Basketball

100m sprint
Environment
Individual Differences-Environment
Define each environmental condition and give
18
examples of how they would affect sporting
performance.
Weather
Pollution
Altitude
Humidity
Terrain
Snow or ice may prevent a marathon runner training.
Tennis player with access to outdoor courts only couldn’t
train in the rain.
Many activities have to stop due to poor weather.
Professional athletes may afford to go abroad to train in
better weather conditions.
Air pollution is a health risk for anybody training or
competing.
Training will have to be done indoors.
The height of an area above sea level.
Living and training at altitude can be a real benefit to
training – especially for endurance events.
This is the amount of water vapour in the air.
Difficult to train and perform in high humidity as the body
can’t cool down.
The landscape can be crucial for your sport.
For example a skier would need slopes and climbers would
need mountains to climb.
Activities:

Create a table with the headings ‘Environmental condition’, ‘Definition’ and ‘example’ and
use the information above to fill in each column.

Create a brainstorm with ‘Environment’ in the middle and each condition around the
outside, add on the definitions and examples.
Tips:

Ensure you know the definition for each of the conditions first, learn the examples
after.

Think about how each conditions affects a performance as well as access to training.

Think about how the affects will be different for a player like you, and a player like
Wayne Rooney.
Exam Questions:
Describe how a performer could be affected by the weather. (4 marks)
19
Which of these is not an environmental condition?

Humidity

Pollution

Weather

Risk
20
Risk
Individual Differences-Risk
Describe the reasons for taking part in high risk
activities, giving examples.
Define risk assessment and risk control, and give
safeguard controls for a range of activities.
Why do people take part in high risk activities?

Enjoy the challenge.

Enjoy the excitement they get from the adrenaline rush.
Examples

Kayaking

Rock climbing
Risk assessment
A risk assessment is completed to identify any potential hazards or dangers before a
physical activity takes place and considers the safety measures that should be put in place
to reduce the risk of any hazards spotted.
Risk control
These are the efforts put in place to ensure an activity is carried out as safely as possible
to avoid any injury. For example- ensuring participants play within the rules, ensuring
equipment is in good order, ensure there are qualified first aiders available; ensuring a
correct warm up has taken place.
Activities:

Complete your own risk assessment for any sport or activity, think about the
controls that would be needed.

Think of some more challenging activities and think about why people would want to
take part in them.
21
Tips:

Make sure you can define risk assessment and risk control.

You may be asked to explain why people would take part in a high risk activity.
Exam Questions:
Describe the reasons a performer may take park in a high risk activity. (4 marks)
Define the term ‘risk assessment’ (1 mark)
Explain why a risk assessment is necessary ( 4 marks)
22
Activity Levels
Individual Differences-Activity Levels and needs
Define the terms recreation and competitive and
describe the differences giving examples of each.
Recreation
‘Any form of play, amusement or relaxation performed as games, sports or hobbies.’
These are activities that are not as demanding and do not require as much preparation. They are
often done for intrinsic rewards (to keep fit, to have fun) rather than to win any kind of actual
award.
Such as playing football in the park every Saturday morning with friends.
Competitive
‘An activity that involves some form of contest, rivalry or game’
This activity requires performers to be highly committed to training and competition. Players
need to devote more time to training and playing, and is taken more seriously. Players are playing
for extrinsic rewards (such as winning a trophy/ cup).
Such as playing football for a football club- training twice a week and playing every weekend.
Activities:

Think about when you have played recreational and competitive sport- what are the
differences, how do you feel when playing in both?

Create a table for the similarities and differences between competitive and
recreational.
Tips:
Make sure you can give definitions for both types of sport and make sure you have practical
examples you can use.
Exam Questions:
Define the term ‘recreational’ ( 2 marks)
23
Describe how training differ between competitive and recreational athletes (2 marks)
Describe how the time commitments would differ between competitive and recreational
athletes. (2 marks)
24
Training
Individual Differences-Training
Define periodization and describe how a players
training would be different at each point in the
season.
Describe how available time and available funds
would affect a players access to training.
Periodisation
This is the way in which the year is split up to accommodate different training needs.
Pre season- This is time spent increasing fitness levels, working on stamina and is when coaches
begin to develop techniques specific to the activity
Peak season(during)- This is when players aim to maintain their general level of fitness, but
specifically work on skills and tactics.
Pot season- this is mainly a period of rest and recovery but players still need to ensure they
keep up their general fitness levels.
Available time/ funds
Available time- in order to improve performance training is needed. Training can only be carried
out when a player has time available, this can be difficult for people who work.
Available funds- the amount of money a performer has will also have an impact on their ability to
train. Some sports will require specific equipment and facilities that can be costly.
Activities:

Create a flow chart to show how training will change at each point in the season.

Create a pre season, peak season and post season example training plan for Wayne
Rooney
Tips:

You will need to be able to describe how training will change at each point in the season,
and why.
25

You will need to be able to link together how the amount of time a player has available to
train will affect their performance.
Exam Questions:
Define the term periodization. (1 mark)
Explain how training would change at different times in the season (6 marks)
26
Fatigue and stress
Fatigue and Stress
Define the terms Fatigue, Stress and Aggression
and explain how they would affect a performer in
a sporting situation.
Describe how fatigue and stress can affect a
performer.
Describe how personality can affect performance,
giving examples of sports most suited to introverts
and extroverts.
Describe and give examples of where aggression is
evident in sport.
Fatigue
Fatigue is a feeling of extreme tiredness caused by high levels of exertion in a physical activity.
This can lead to loss of strength and energy. Fatigue will cause a player to become slower, lose
concentration, decrease their skill level and stop playing. Coaches may substitute players who
are fatigued to reduced their risk of injury and ensure the team continue to play well.
Stress
Stress is the body’s reaction to change- this can be physical, mental or emotional.
A player is more likely to experience stress when they are playing in front of a crowd, against a
tough opposition and at the highest levels of competition.
Personality
There are 2 main types of personality: Introvert and Extrovert.
An introvert is more likely to be quiet, shy and is more likely to take part in individual sports like
badminton or tennis.
An extrovert is more likely to be loud and outgoing, and are more likely to take part in team
games such as football and basketball.
Aggression
Aggression can be direct and indirect.
Direct aggression is against another player or performer, e.g. boxing
Indirect aggression is against an object e.g. tennis
27
Activities:

Create a table with the headings ‘Introvert’ and ‘Extrovert’ and fill in as many examples
of sports for each personality as possible.

Think about why stress levels may be higher in front of a crowd and against a tough
opposition.

Think of some examples of players who display direct and indirect aggression and think
about why they may display these types of behaviours.

Watch a football match and spot the players showing direct and indirect aggression.
Tips:

This is a big topic so you need to ensure you have covered it closely.

Make sure you know what each of the performance factors means and make sure you can
give examples from sport of each.
Exam Questions:
Define the term ‘Anxiety’ (1 mark)
Describe how anxiety can affect a performance ( 4 marks)
Fiona often experiences fatigue during the 90th minute of her football match. Define the term
fatigue and explain how it can affect her performance. ( 4 marks)
28
Injury
Injury
Describe the difference between an internal and
external injury, giving sporting examples of each.
Identify some overuse injuries.
Describe key precautions to avoid injury.
Internal injuries
An internal injury is caused by the player themselves. These can include overuse injuries and
sudden injuries.
Overuse injuries are caused by training or performing too much, examples include shin splints in
marathon runners and Tennis Elbow in tennis players.
Sudden injuries are usually caused by putting extra force on a body part during an activity such
as twisting an ankle in football or pulling a hamstring in a 100m race.
External injuries
These are caused by factors outside of the control of the player themselves. These can include
injuries caused by another player or equipment.
Foul play/ incorrect actions- this is when another player deliberately or accidentally causes
injury. There are usually rules and regulations in place to prevent these injuries occurring.
Equipment- this could be from badly fitting clothing, such as trainers causing blisters or
dangerous equipment such as hockey sticks with splinters.
Precautions
Precautions are the things we do to prevent an injury from occurring. These include: Warming up
and cooling down properly, following the correct rules and codes of conduct and completing a
thorough risk assessment before activities take place.
Activities:

Write a list of possible injuries that could happen in a variety of sports- sort them into
categories of ‘Internal’ and ‘External’.

Create a poster to educate year 7 pupils about how to keep safe when playing sportmake sure you include all of the precautions.
29
Tips:

Questions will usually be asked about the prevention of injuries and the precautions that
should take place.

Make sure you can give examples of precautions from a wide range of sports and
activities (not just games activities)
Exam Questions:
Identify three precautions that can be taken to avoid injury. (3 marks)
Identify how injury could be prevented in gymnastics (2 marks)
Describe, using examples, the difference between internal and external injuries (4 marks)
Which of these is NOT a precaution taken to avoid injury?

Wearing jewellery

Tying hair back

Warming up

Using a gum shield
30
Respiration
Respiration
Describe aerobic and anaerobic respiration, giving
sporting examples, including training methods of
each.
Explain how the body recovers from exercise.
Aerobic respiration
Respiration that occurs in the presence of oxygen.
Glucose + Oxygen  Energy + Carbon dioxide + Water
This type of respiration I used when the body needs to produce energy over a long period of
time. There has to be a constant supply of oxygen to the body for this to occur.
Examples of sports that require aerobic respiration are: Marathon running, cross country
running, long distance swimming.
Continuous training is an aerobic training method.
Anaerobic respiration
Respiration that occurs with no oxygen present.
Glucose -> energy -> lactic acid.
This type of respiration can only be used for short bursts.
Examples of sport that require anaerobic respiration are: 100m sprinting and Netball.
Interval training is an anaerobic training method.
A lot of games activities will require both types of respiration: Aerobic to keep playing for a
long period of time and anaerobic to make quick sprints.
Oxygen Debt
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When muscles respire anaerobically during intense exercise we have run out of oxygen and we
are using glycogen stores instead. We can respire anaerobically for about 60 seconds, during
this time we are borrowing oxygen. After this, we must replace the oxygen to prevent a build up
of lactic acid.
Recovery process
This is how the body responds after exercise to return to its normal, resting state.
Immediately after exercise we breathe quickly (increased breathing rate) to take in extra
oxygen, which helps get rid of lactic acid.
Expiration of breath- when we breathe out, we are getting rid of carbon dioxide and other
waste products from the lungs.
Perspiration (sweating)- this helps with temperature control and removes excess water such as
sweat.
Excretion- through urine and faeces, this helps remove excess water and lactic acid.
Activities:

Create a table with the headings ‘Aerobic’ and ‘anaerobic’ add in as many different
activities and training methods that fit under each category as you can.

Create a brainstorm with ‘respiration’ in the middle and fill one half with aerobic
information and the other half with anaerobic information.

Next time you take part in vigorous exercise think about how you feel after- how is your
body recovering?
Tips:

This is a big topic- make sure you revise it one small section at a time.

Make sure you know on example sport and on example training method for each type of
respiration.

Remember respiration is not to do with ‘breathing’ or ‘air’ it must be OXYGEN.
Exam questions:
Define the term ‘respiration’ (1 mark)
Describe the difference between aerobic respiration and anaerobic respiration (2 marks)
32
Which activity is most likely to use aerobic respiration for energy?

High jump

Shot putt

100m sprint

10k cross country run
33
Cardiovascular system
Cardiovascular system
Identify each of the training zones and thresholds
and give examples of training methods for each.
Calculate maximum heart rate and identify two
methods of measuring cardiovascular endurance.
Identify the three functions of the circulatory
system.
Maximum heart rate
Maximum heart rate is the fastest number of times your heart could beat per minute. This is
calculated as 220- age. E.g a 15 year olds maximum heart rate would be 205 beats per minute.
We use maximum heart rate to work out how hard the body is actually working. For example,
when working at 50% a 15 year olds heart rate should be 102-103 beats per minute.
Testing
We can test our cardiovascular systems efficiency by two different pulse checks. A pulse is a
place in the body we can feel the heart beating.
Resting pulse rate- this is how many times the heart beats per minute when we are calm and not
exercising. The lower the resting pulse rate the more efficient the cardiovascular system is.
Pulse recovery rate- this is when we take the pulse after exercise and measure the time taken
for the pulse to return to normal. The faster the pulse rate returns to normal the more
efficient the cardiovascular system is.
Training Zones and thresholds
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Threshold- the point at which training improves fitness- the lines on the graph.
Zone- an area you need to be working in- the coloured parts of the graph.
Anaerobic- 80-90% of Maximum heart rate.
Aerobic- 60-80% of Maximum heart rate.
Functions of the circulatory system
There are three main functions of the circulatory system.
Transport- the blood carries oxygen and glucose to the working muscles and carries carbon
dioxide and other waste products away.
Protection- the blood carries anti bodies to help the body fight infection, and the blood can
clot to heal wounds.
Temperature control- The blood absorbs body heat and carries it to the skin where it is
released.
Activities:

Draw out the training thresholds graph and annotate it with the %’s , the training
methods used in each zones, and examples of sports that would use each zone.

Work out your own maximum heart rate.

Put the functions of the circulatory system into a table showing each function, and a
description of it.
Tips:

Remember ‘function’ and ‘role’ mean the same thing, so the question might ask you
‘Describe the role of blood’.

You need to be able to apply the training zones and thresholds to long answer
questions, so you need to be able to apply them to specific sports and training
methods.
Exam Questions:
When taking part in training, what is the minimum heart rate that you need to reach to improve
your fitness?
35

Training Zone

Training Threshold

Training Target

Training Method
Explain how John would calculate his maximum heart rate. (2 marks)
Identify the different training zones and explain how John can use them to get the most out of
his training programme. ( 6 marks)
John is a footballer, plan and describe an appropriate training programme for him, Include all
the relevant principles of training, except training zones ( 8 marks)
All of the following are functions of blood except:

Temperature control

Transport

Energy production

Protection
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Leisure and recreation
Leisure and recreation
Describe the differences between active and
passive leisure, giving examples.
Describe the differences between physical and
outdoor recreation, giving examples.
Leisure – free time when you can do what you choose, a time to take part in physical activity or
in sport.
Recreation – time to relax, do something active and healthy an active aspect of leisure.
Physical recreation – playing for intrinsic rather than extrinsic rewards.
Outdoor recreation – activity associated with challenge in the natural environment.
Lifetime/lifelong sports – which can be carried on throughout life.
Active leisure- activities that require physical or mental exertion
Passive leisure- activities that do not require any physical or mental exertion.
Activities:

Write a list of leisure activities; sort the list into active and passive leisure.

Design a poster to advertise a range of new recreational sports club in your local areahighlight on the poster which ones are physical recreation and which ones are outdoor
recreation.
Tips:

You will need to learn the key definitions for this topic

Remember an extrinsic reward is something you will earn- like a medal or a prize and an
intrinsic reward is something that you do for yourself- like enjoying an activity, or doing
an activity to keep fit.

Exertion means the amount of effort you put in.
Exam Questions
Identify the key characteristics of a leisure activity. (2 marks)
Give an example of a recreational activity (1 mark)
37
Diet
Diet
Identify the key food groups, describing why each
is necessary and giving examples of foods.
Define the term carbohydrate loading.
Explain the differences between a marathon
runner’s diet and a weight lifter’s diet.
Why is a balanced diet important?
A diet should contain the right amounts of each food group to ensure the body is getting the
nutrients it needs to be able to perform.
Food Groups
Carbohydrate
Protein
Fat
Water
Fibre
Vitamins
Minerals
These are the body’s energy
source.
This is important for the
growth and repair of muscles.
This is another energy source
for the body.
This is important to ensure
the body remains hydrated.
This supports the digestive
system, making sure it works
properly.
Support good health and are
only needed in small amounts.
Support good health and are
only needed in small amounts.
Pasta, bread, rice
Meat, beans
Cheese, butter, milk
Water
Cereals, oats
Fruit and vegetables
Vegetables and meats
Hydration
It is vitally important that athletes drink plenty of water, this ensures they say hydrated and
are able to perform to the best of their ability. It is also important water is replaced after
exercise as water is lost when sweating occurs.
If an athlete is not properly hydrated they are likely to become fatigued (tired) sooner, this will
reduce their performance.
Specific diets
Some athletes will follow specific diets that are suited to their sport.
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Carbohydrate loading- a marathon runner will need to eat more carbohydrate in the week before
their event, as this is where their main energy source will come from.
High protein- a body builder or a weight lifter will need a high protein diet as this is what
supports muscle growth and repairs any damaged muscle.
Dietary imbalance
Anorexia- this is an eating disorder in which somebody will reduce the amount of food they eat.
This can be caused by pressure to lose weight. This will cause tiredness and will prevent them
being able to participate fully in sport as they are unable to create enough energy.
Obesity- this is an eating disorder in which somebody eats too much food, often high in fat and
sugar. This will make it difficult to take part in physical activity due to the increased pressure
on the heart and lungs.
Activities:

Research into obesity and anorexia and create a poster for each which details the key
causes and effects.

Write a diet plan for a marathon runner and a weight lifter, for the week before their
event and compare the differences.

Cut out the table of food group and re construct it like a card sort.
Tips:

It is important you know what each of the food groups do and can give examples of
foods.

It is important to know the differences between a marathon runner’s diet and a weight
lifter’s diet, this is a common question.
Exam Questions
What is dehydration? How can a performer avoid becoming dehydrated? (2 marks)
If a performer does not have a balanced diet they may experience problems. Name One of
these problems (not dehydration), describe the problem and state how it may have occurred. ( 3
marks)
Which one of these helps the digestive system work efficiently?

Fibre
39

Water

Protein

Carbohydrate
40
General Health
General Health
Define the terms health and fitness.
Describe the key benefits of a healthy, active
lifestyle and explain how this can be achieved.
Health
‘A state of complete physical, mental and social wellbeing and not merely the absence of disease
or infirmity’.
Fitness
‘Capability of the body to meet the daily demands made upon it with no stress.’
How can a healthy lifestyle be adopted?
jobs involving manual labour
jobs involving being on feet all day
an outdoor job
walking/cycling to work/school
practical leisure pursuits.
Why is exercise important, in everyday life?
To make sure the body remains healthy.
Strength and stamina are both important for people to be able to carry out many everyday
tasks; such as being able to stack shelves, being able to carry heavy shopping, being able to
stand on their feet all day at work. Without regular exercise the body would be unable to
perform these simple tasks.
Flexibility is also important for everyday living such as the ability to perform a range of simple
movements without discomfort eg tying shoe laces, reaching up for a book.
To maintain a good level of fitness.
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How would the fitness of a club standard performer and an international standard
performer be different?
International standard would need more specific fitness
A club standard performer would train to keep fit, but an international standard performer
would need to be fit to train.
The demands of an international performer are much greater than a club standard performer.
Activities:

Write a list of everyday tasks and activities you or your parents do. Think about which
components of fitness each on would need.

Design a poster to educate an adult about the benefits of leading a healthy, active
lifestyle.

Look, copy, remember, rewrite the definitions out.
Tips:
You must learn these definitions by heart!
These question are common, so make sure you have learnt answers to them.
Remember most of this is common sense- so think carefully about your answers,
Exam Questions:
Which of these will NOT improve an individual’s health.

Washing regularly

Eating a balanced diet

Lack of sleep

Drinking water
State two reasons why taking part in regular exercise can improve your health.( 2makrs)
42
Muscles and Skeleton
Muscular and skeletal system
Identify key muscles and Bones
Identify the functions of the systems.
Describe how muscles work in antagonistic pairs.
Describe the types of joint and give examples of
each.
Identify and describe the movement patterns,
giving examples of each.
Radius
Ulna
Clavicle
Scapula
Rib cage
Femur
Humerous
Pelvis
Patella
Fibula
Tibia
The functions of the skeletal system
Movement
Protection
Bones meet to form
joints. Tendons attach
bones to muscles
enabling movements to
occur.
Protects the vital
organs from injury. E.g.
the cranium protects
the brain.
Support
Joints
Supports the body in a
variety of positions
giving the body shape.
The skeleton acts as a
framework for the body.
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Movement at joints.
The elbow
joint
•
•
•
•
The knee joint
•
•
•
•
Flexion
Extension
Adduction
Abduction
Rotation
Hinge joints
Allows the arm to flex and extend.
Biceps cause flexion of the arm.
Triceps cause extension of the arm.
E.g. bicep curl, tricep dips
The shoulder
joint
Ball and socket joints
• The ball-shaped head of the humerus fits
into the socket of the shoulder.
• Movements at the shoulder include
flexion, extension, adduction, abduction
and rotation as the head of the humerus
rotates forwards/backwards.
• E.g. bowling in cricket, swimming
Allows the leg to flex and extend.
Hamstrings cause flexion of the leg.
Quadriceps cause extension of the leg.
The femur and tibia at the knee are
held together by the cruciate ligaments
– injuries often occur to these.
• E.g. squats, leg press, jumping
Movement at joints.
if the angle of the joint is getting smaller, and the
bones are moving closer together.
if the angle of the joint is getting bigger and the
bones are moving further apart.
if the movement is adding to the body. A limb is
moving towards the centre of the body.
if the movement is taking away from the body. A
limb is moving away from the centre of the body.
if the movement is around a joint.
44
Muscles
Muscles work in antagonistic pairs to allow the joints to move.
Agonist (prime mover) is the muscle contracting, the antagonist is the muscle relaxes.
Deltoids
Trapezius
Pectorals
Triceps
Biceps
Lattisimus dorsi
Abdominals
Quadriceps
Hamstrings
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Activities:
Print out the pictures and label on the names of the bones and muscles
Work with a partner and use post it notes/ sticky labels to label each other’s bones and muscles.
Think of some sporting movements, take each joint involved and think of the movement type and
muscles working to allow the movement.
Read the names of the bones/ muscles out loud to a partner and get them to draw them onto a
diagram.
Tips:
Make sure you can explain how muscles work in pairs
Remember ‘function’ and ‘role’ mean exactly the same thing.
Exam Questions
Explain how bones and muscles work together to produce movement. ( 4 marks)
46
Components of fitness
Components of fitness
Define each component, giving a specific sporting
example of each and a training method to improve
each.
Component of
fitness
Definition
Example sport
Example training
method
Explosive
Strength
Strength used in one short,
sharp burst.
100M sprint start
Weight
Dynamic strength
Strength to support own
body weight over a period
of time.
The force that can be
applied against an
immoveable object
The ability to move all or
part of the body quickly
The combination of
maximum speed and
maximum strength.
The ability of the heart
and lungs to work over a
period of time to supply the
working muscles with
oxygen.
The ability of the muscles
to perform repeated
actions over time without
tiring.
The range of movement
around a joint.
Carrying body weight
over a 100m race
Weight
Handstand, rugby
scrum.
Weight
Moving arms and legs
quickly in 100m.
Getting a fast, strong
start in a 100m.
Interval
Marathon running
Continuous
Marathon running.
Continuous
Static strength
Speed
Power
Cardiovascular
endurance
Muscular
Endurance
Flexibility
Reaction time
Timing
Co ordination
The speed at which a
performer responds to a
stimulus.
The ability to coincide
movements in relation to
external factors
The ability to link all parts
of a movement into one
efficient smooth
movement, keeping the
body under control.
Weight/ interval
Gymnastics- using full
range of movement
when tumbling.
Responding to the
starting gun n a 100m
race.
Deciding when to go in
for a tackle.
Tennis serve.
47
Balance
The ability to maintain a
given posture in static and
dynamic situations.
The combination of
flexibility and speed.
Agility
Gymnastics- maintaining
posture on a beam.
Dribbling a football,
hockey ball.
Activities:

Cut out the table and use it as a card sort

In pairs play ‘I am a’. Each pick a component of fitness, your partner has to guess what
you are by asking questions, you can only answer yes/ no.
Tips:

You need to know these definitions exactly!

Remember your examples must be specific. It is not enough to say ‘100m’ you’d need to
say ‘Reaction time would be needed at the start of a 100m race, the faster the athlete
responds to the starting gun, the quicker their overall time will be’.
Exam Questions:
The type of strength which can be applied to an immovable object is known as:

Static

Dynamic

Explosive

Strong
What is meant by the term ‘timing’? Give one example from a physical activity where a
performer uses timing. (2 marks)
What is meant by the term agilest? Give one example from a physical activity where a
performer uses agility (2 marks)
Which of these is the most important factor for a fast start in a 100m sprint?

Muscular Endurance

Agility

Reaction time

Strength
48
State 2 components of fitness Rachel would need in either football, swimming or cross country.
Explain how these components could improve her performance ( 4 marks)
49
Principles of training
Principles of training
Describe each principle, giving sporting examples
of each.
Explain how each principle can affect a performer.
Specificity
Overload
Progression
Reversibility
Tedium
Training must be suited to the
particular activity or sport.
Making the body work harder than
normal in order to improve it.
FREQUENCY- increasing the number
of training sessions per week,
INTENDITY- making the training
session harder.
TIME- making the training sessions
longer.
Training must be increased gradually
as the body adjusts to the increased
demands being made on it.
Stopping or decreasing training will
lose the effects that were gained.
Training can get boring- so a variety of
training methods should be used to
prevent this.
E.g. a goalkeeper would need to
train differently from a striker.
For example training 4 times in a
week instead of 3 to push the
body a little harder.
For example training once a week,
then twice, then three times.
Continuous training one session,
interval the next, circuits the
next.
Activities:
Plan a 6 week training plan for an athlete, showing all of the principles of training.
Tips:

Remember the acronym SPORT

All of these can be applied to all training and sports

Overload is a good thing- it does not mean working the body too hard.
Exam Questions
Identify the principles of training (5 marks)
50
Plan a training program for a footballer, explaining how you could use each principle of training
(8 marks)
Explain how David could use interval training, in your answer refer to the principle of overload (8
marks)
51
Training methods
Training methods
Describe each training method, giving sporting
examples of each.
Describe the advantages and disadvantages of
each training method.
Apply each training method to the principles of
training.
Circuit training- Training at a variety of stations.
ADVANTAGES
Easy to set up and is flexible
DISADVANTAGES
Can require lots of equipment depending on the
type of circuit.
Have to keep checking a stopwatch if you have
no training partner.
Can be difficult to maintain work rate.
Can select activities specific for your sport
Adaptable to team games and individual fitness
levels
Can develop both fitness and skills
Allows a rest period in between stations for
recovery. (Intervals)
Develops both aerobic and anaerobic systems
Easy to apply Progressive Overload and
measure improvement.
Continuous training- Any training that keeps the heart rate high over a sustained period of
time.
ADVANTAGES
You can work on your own or in a group.
Improves Aerobic fitness.
Can take place in a variety of venues.
It can be adapted to suit your individual needs
Very cheap! Minimal equipment.
Easy to monitor and apply Progressive Overload.
DISADVANTAGES
Can become boring and requires motivation to
continue.
Time consuming.
Does not develop other
components of fitness –
e.g. strength, agility.
52
Interval training- Training with periods of work ad rest.
ADVANTAGES
DISADVANTAGES
Takes place over short periods of time.
Includes rest which allows recovery.
Can become repetitive and requires motivation to
continue.
Difficult to identify how hard an individual is working.
Includes repetitions which raises the HR to near maximal
Can be difficult to maintain work rate.
Develops aerobic and anaerobic systems.
Can develop other areas of fitness and skill – agility,
speed etc.
Allows for monitoring and evaluating of HR.
Fartlek Training- training at a variety of intensities.
ADVANTAGES
Takes place over short periods of time.
DISADVANTAGES
Can become repetitive and requires motivation to continue.
Includes active rest which allows recovery.
Difficult to identify how hard an individual is working.
Includes repetitions which raises the HR to near
Can be difficult to maintain work rate
Maximal.
Develops aerobic and anaerobic systems.
FARTLEK AND INTERVAL TRAINING ARE VERY
Can develop other areas of fitness and skill – agility, speed
SIMILAR…FARTLEK TRAINING HOWEVER CAN TAKE
etc.
PLACE OVER DIFFERENT TERRAINS AND CAN INCLUDE
Adaptable to team games and individual fitness levels
HILLS AND THE REST SHOULD BE ACTIVE.
Can be done almost anywhere on any terrain.
53
Weight training- training using weight equipment.
ADVANTAGES
Can improve Muscular Strength, Muscular Endurance and
Power (Strength x Speed).
Increase Muscle size or bulk.
DISADVANTAGES
Requires specialist equipment, which can be expensive.
Requires knowledge of correct techniques to gain benefits
and avoid injury.
Improve muscle tone.
Assist recovery after injury, rehabilitation.
Can focus on specific areas/muscles in the body.
Large variety of exercises.
Easy to monitor and apply Progressive Overload.
Activities:




Complete a table which has each training method, and an advantage and disadvantage in.
Complete a table with the method and a definition – create a card sort.
Draw pictures represent each training method- play Pictionary with a friend.
Create a brainstorm with ‘training methods’ in the middle, have each one coming off, and
include a definition, advantages, disadvantages and examples.
Tips;



Focus on remembering one or two advantages and disadvantages of each training method.
You need to learn the definitions by heart.
You need to be able to apply each of these to the principles of training (SPORT)
Exam Questions:
In a weight training session the number of times that you lift the weight is known as:




Sets
Reps
Numbers
Lifts
54
Describe a training method Rachel could use for swimming, and explain in detail how she could also
use the principle of overload (8 marks)
55