Scheme of work: Theoretical content

This resource gives you a scheme of work for the theoretical content of our new GCSE
Physical Education specification (8582). This is a suggested scheme of work and not
prescriptive. It can be adapted to suit the delivery of the course within different schools.
This resource assumes that students have access to a textbook and/or internet.
However, you can supplement a textbook with other resources.

Assumed coverage
Our new GCSE Physical Education qualification has been designed as a two year course.
This scheme of work covers the theoretical content, which is worth 60% of the
qualification, and is based on approximately five hours classroom time per fortnight.
This doesn't include homework learning time but does factor in revision classes and
mock exam time. However, schools may vary on how much time they spend teaching
the theory and how much they spend teaching the non-exam assessment. We have
produced a two year plan to support this approach (see appendix 1).
Some schools may opt to teach this course over a three year period and can adapt this
resource accordingly. We have also produced a three year plan to support this approach
(see appendix 2).

Applied anatomy and physiology (Paper 1)

Learning Learning activity Differentiation Resources
objective and extension
Bones. Knowledge of the bones at the Name the bones. Subject
following locations: specific
Correlate
vocabulary
• head/neck – cranium, knowledge with
vertebrae location (joint). Hodder
textbook
• shoulder – scapula and Correlate to
chapter 1
humerus muscles that move
the bones. Command
• chest – ribs and sternum
words
Apply the
• elbow – humerus, radius
knowledge and Specimen
and ulna
understanding to assessment
• hip – pelvis and femur prescribed materials
movements/skills. (SAMS)
• knee – femur and tibia
(students should also Address
know that the patella sits labels with
in front of the knee joint) bone names
(see

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 appendix 3).
• ankle – tibia, fibula and
talus.
Teaching should focus on
identifying where these bones
are located.

Structure of the How the skeletal system Know the main Subject
skeleton. provides a framework for points. specific
movement (in conjunction with vocabulary
Apply these points
the muscular system):
to basic Command
• the skeletal system movements. words
allows movement at a
Apply this SAMS
joint
knowledge to
Hodder
• the shape and type of the sports specific
textbook,
bones determine the skills in a variety
chapter 1
amount of movement of sports.
(short bones enable finer
controlled movements,
long bones enable gross
movement
• flat bones for protection
of vital organs
• the different joint types
allow different types of
movement
• the skeleton provides a
point of attachment for
muscles – when muscles
(contract) they pull the
bone.
Teaching should focus on
applying this knowledge. For
example, how flat bones protect
the vital body during specific
skills, how the muscles and
bones work together to perform
specific movements, etc.

Functions of the The main functions should be Know the Subject

skeleton. taught: functions. specific
vocabulary
• support Be able to explain
the functions. Command
• protection of vital organs
words
by flat bones Be able to give
applied examples, SAMS
• movement
eg protection of
Hodder
• structural shape and the heart and

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 points for attachment lungs by the ribs textbook,
when ‘chesting’ a chapter 1
• mineral storage
ball.
• blood cell production.
Functions should be applied to
performance in physical activity.

Muscles of the Identification of the following Know the names Subject

body. muscles within the body: of the muscles. specific
vocabulary
• latissimus dorsi Locate the
anatomical Command
• deltoid
position of each words
• rotator cuffs muscle.
SAMS
• pectorals Apply this
Hodder
knowledge to basic
• biceps textbook,
movements.
chapter 1
• triceps Apply this
• abdominals knowledge to
sports specific
• hip flexors skills.
• gluteals
• hamstring group (not
individual names)
• quadriceps group (not
individual names)
• gastrocnemius
• tibialis anterior.

Students should know the role of

tendons (attaching muscle to
bone).
Teaching should ensure students
can identify the location of the
muscles and apply that
knowledge to specific
movements/ skills.

Structure of a Knowledge of the following Know the names. Subject

synovial joint. structures of a synovial joint: specific
Explain what they
vocabulary
• synovial membrane do.
Command
• synovial fluid Identify where they
words
are in a joint.
• joint capsule
SAMS
Apply their

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 function to
• bursae Hodder
practical examples,
textbook
• cartilage eg kick a ball.
chapter 1
• ligaments.
Teaching will focus on explaining
how these structures fulfil their
function to increase stability and
prevent injury. Each should be
applied to practical examples of
movement at the main joints.
Students should know the basic
role of tendons.

Types of freely Identification of the types of Know the names Subject

movable joints joints with reference to the of the joint types. specific
that allow following: vocabulary
Locate examples of
different
• elbow, knee and ankle – these joints. Command
movements.
hinge joint words
Apply this
• hip and shoulder – ball knowledge to the SAMS
and socket. movements during
Hodder
basic skills.
Teaching should focus on these textbook,
joints only. Focus should be on Apply this chapter 1
the type of movement possible knowledge to
at the hinge/ball and socket with varying sporting
application to sporting actions. skills.

How joints differ Understand that the following Know the names Subject
in design to types of movement are linked to of the movements. specific
allow certain the appropriate joint type, which vocabulary
Understand what
types of enables that movement to take
movements take Command
movement at a place:
place at specific words
joint.
• flexion/extension at the joints.
SAMS
shoulder, elbow, hip and
Apply this
knee Hodder
knowledge to
textbook,
• abduction/adduction at sporting skills (as
chapter 1
the shoulder part of movement
analysis).
• rotation of the shoulder
• plantar flexion/
dorsiflexion at the ankle.
Teaching should focus in this
section on what movement is
possible at the joints and their
names. Applied knowledge, ie to
sporting skills is part of

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 movement analysis. This area
and ‘movement analysis’ may be
taught together.

How the major With reference to the shoulder, Know the terms. Subject
muscles and elbow, hip, knee and ankle joints: specific
Understand how
muscle groups vocabulary
• major muscle groups these terms work
of the body
operating at these joints in conjunction with Command
work
(see above) each other eg an words
antagonistically
agonist will act as
on the major • the action of prime SAMS
the prime mover
joints of the movers (agonists)/
to cause concentric Hodder
skeleton to antagonists
contraction. textbook,
affect
movement in • bones located at the joint chapter 1
Applied knowledge
physical activity (see above)
to basic
at the major • how these muscle groups movements.
movable joints. work isometrically and
Applied knowledge
isotonically (concentric/
to specific sporting
eccentric).
skills.
Teaching should focus on the
difference between concentric
and eccentric (isotonic)
contractions. Classroom delivery
should be applied, ie to sporting
skills and movements.

Pathway of air. Identification of the pathway of Names of Subject

air (limited to): pathways. specific
vocabulary
• mouth/nose Order of pathways.
Command
• trachea Identification of
words
pathways on
• bronchi
diagrams. SAMS
• bronchioles
Characteristics and Hodder
• alveoli. functions of the textbook,
alveoli. chapter 1

Teaching should focus on the

location of each of these
although the characteristics and
function of the alveoli must be
covered within gaseous
exchange.

Gaseous Gas exchange at the alveoli – Identify features/ Subject

exchange. features that assist in gaseous characteristics. specific
exchange: vocabulary
Identify features/
• large surface area of characteristics on Command

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 alveoli a diagram. words
• moist thin walls (one cell Understand the SAMS
thick) role of
Hodder
haemoglobin in the
• short distance for textbook,
transport of
diffusion (short diffusion chapter 1
oxygen and
pathway)
carbondioxide.
• lots of capillaries
Explain how the
• large blood supply features/
characteristics
• movement of gas from assist with
high concentration to low gaseous exchange.
concentration.

Oxygen combines with

haemoglobin in the red blood
cells to form oxyhaemoglobin.
Students should also know that
haemoglobin can carry carbon
dioxide.
Teaching should focus on the
characteristics and how these
characteristics assist with
gaseous exchange.

Blood vessels. Structure of arteries, capillaries Name the vessels. Subject

and veins: specific
Describe the
vocabulary
• size/diameter vessels (diameter
etc). Command
• wall thickness
words
Identify the vessels
• valves in veins.
from an SAMS
Teaching should focus on illustration.
Hodder
differentiating between the
Apply the structure textbook,
vessel types so that students can
to the function of chapter 1
explain the vessels and/or
each vessel.
identify each vessel from
illustrations. Assess each
vessels relative
How the structure of each blood
importance.
vessel relates to the function:
Further apply the
• carrying oxygenated/
learning to the
deoxygenated blood to/
vessels entering/
from the heart
exiting the heart.
• gas exchange
• blood pressure

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 • redistribution of blood
during exercise
(vasoconstriction and
vasodilation).
Students should know the names
of the arteries and veins
associated with blood entering
and leaving the heart.

Teaching should focus on the

student’s ability to explain the
function of each vessel and their
relative importance. The vessels
entering/leaving the heart should
be identified from a diagram.
Structure of the Structure of the heart: Names of the Subject
heart. chambers. specific
• atria (left and right atria)
vocabulary
Position within the
• ventricles (left and right
heart. Command
ventricles).
words
Basic role of each
Teaching should focus on the
chamber. SAMS
positioning of the left and right
atria/ventricles, linking them to Correlate the Hodder
the vessels above. Teaching chamber to the textbook,
should include illustrations of the adjoining vessels. chapter 1
heart.
Heart
diagram (see
appendix 4)

The cardiac The order of the cardiac cycle, Re-cap of heart Subject
cycle and the including diastole (filling) and chambers/ vessels. specific
pathway of the systole (ejection) of the vocabulary
Order of the
blood. chambers. This starts from a
cardiac cycle. Command
specified chamber of the heart,
words
eg the cardiac cycle starting at Understanding of
the right ventricle. the cardiac cycle SAMS
from different
Pathway of the blood: Hodder
starting points.
textbook,
• deoxygenated blood into
Identification of chapter 1
right atrium
the cardiac cycle in
• then into the right relation to
ventricle illustrated
diagrams.
• the pulmonary artery
then transports Full knowledge
deoxygenated blood to and understanding
the lungs linked to blood

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 vessels/systole/
• gas exchange occurs
diastole.
(blood is oxygenated)
• pulmonary vein
transports oxygenated
blood back to the left
atrium
• then into the left
ventricle
• before oxygenated blood
is ejected and
transported to the body
via the aorta.
Valve names are not required
but students should be taught
that valves open due to pressure
and close to prevent backflow.
Teaching should focus on the
cardiac cycle but students should
be encouraged to identify the
cycle from different starting
points and via diagrams of the
heart.

Cardiac output Cardiac output, stroke volume Know the terms. Subject
and stroke and heart rate, and the specific
Understand the
volume. relationship between them. vocabulary
relationship to
Cardiac output (Q) = stroke calculate cardiac Command
volume x heart rate. output. words
Students should be able to Be able to analyse SAMS
interpret heart rate graphs, data and spot
Hodder
including an ‘anticipatory rise’, changes in heart
textbook,
and changes in intensity. rate.
chapter 1
Teaching should allow students Plot graphs to
to analyse graphs, draw their demonstrate heart
own and make use of varying rate data that can
data to illustrate heart rate be explained/
changes. analysed.
Mechanics of Inhaling (at rest) with reference Name the Subject
breathing – the to the roles of the: anatomical parts specific
interaction of involved. vocabulary
• intercostals
the intercostal
Explain how these Command
muscles, ribs • rib cage
work together words
and diaphragm
• diaphragm. during inhalation.
in breathing. SAMS
Exhaling (at rest) with reference Explain how these
Hodder

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 to the roles of the: work together textbook,
during exhaling chapter 1
• intercostals
(including the role
• rib cage of other muscles).

• diaphragm. Evaluate their role,

eg evaluate the
Teaching should facilitate role of the
student knowledge that the diaphragm.
lungs can expand more during
exercise (inspiration) due to the
use of pectorals and
sternocleidomastoid. During
exercise (expiration), the rib cage
is pulled down quicker to force
air out quicker due to use of the
abdominal muscles. No other
muscles are needed.
Changes in air pressure cause
the inhalation and exhalation.

Interpretation of Identification of the following Names of the lung Subject

a spirometry volumes on a spirometer trace volumes. specific
trace. and an understanding of how vocabulary
Explain what each
these may change from rest to
volume is. Command
exercise:
words
Be able to identify
• tidal volume
each on a SAMS
• expiratory reserve spirometer trace.
Hodder
volume
Be able to textbook,
• inspiratory reserve interpret/analyse chapter 1
volume each on a
Example
spirometer trace.
• residual volume. spirometer
Be able to predict trace (see
Teaching should enable students
what each will do appendix 5)
to Interpret and explain a
based on.
spirometer trace (and continue a
information/ draw
trace on paper) to reflect the
continuation of the
difference in a trace between
trace.
rest and the onset of exercise.
Students should be able to
analyse and draw traces.
Understanding Definition of the terms: Understand the Subject
the terms terms aerobic and specific
• aerobic exercise
aerobic exercise anaerobic. vocabulary
(in the presence • anaerobic exercise.
Recite the Command
of oxygen) and
Teaching should ensure that equations. words
anaerobic
exercise (in the students understand:
Link knowledge to SAMS

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 absence of the box below.
• Summary of aerobic Hodder
enough oxygen).
exercise (glucose + textbook,
oxygen → energy + chapter 1
carbon dioxide + water).
• Summary of anaerobic
exercise (glucose →
energy + lactic acid).
Teaching will focus on the
understanding of the formulae.
The use of Link practical examples of Link knowledge Subject
aerobic and sporting situations to aerobic or from above to specific
anaerobic anaerobic exercise. sporting examples. vocabulary
exercise in
Identification of the duration Vary the examples. Command
practical
and/or intensity of a physical words
examples of Provide justified
activity in order to identify and
differing answers with SAMS
justify why it would be aerobic or
intensities. reasoned
anaerobic, eg marathon Hodder
conclusion as to
(aerobic), sprint (anaerobic). textbook,
why an activity is
Several sporting examples chapter 1
likely to be aerobic
should be used.
or anaerobic.

The use of Link practical examples of Link knowledge Subject

aerobic and sporting situations to aerobic or from above to specific
anaerobic anaerobic exercise. sporting examples. vocabulary
exercise in
Identification of the duration Vary the examples. Command
practical
and/or intensity of a physical words
examples of Provide justified
activity in order to identify and
differing answers with SAMS
justify why it would be aerobic or
intensities. reasoned
anaerobic, eg marathon Hodder
conclusion as to
(aerobic), sprint (anaerobic). textbook,
why an activity is
Several sporting examples chapter 1
likely to be aerobic
should be used.
or anaerobic.

Excess post- Definition of the term EPOC Reasons why Subject

exercise oxygen (oxygen debt). recovery is specific
consumption needed. vocabulary
An understanding that EPOC
(EPOC)/oxygen
(oxygen debt) is caused by Understanding of Command
debt as the
anaerobic exercise (producing the process of words
result of
lactic acid) and requires the recovery.
muscles SAMS
performer to maintain increased
respiring Ability to identify
breathing rate after exercise to Hodder
anaerobically the process of
repay the debt. textbook,
during vigorous recovery on
exercise and chapter 1
Teaching should make use of diagrams.
producing lactic EPOC diagrams.
acid.

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 The recovery The following methods to Know the name of Subject
process from recover from exercise, including each method. specific
vigorous the reasons for their use: vocabulary
Explain how each
exercise.
• cool down – maintain method is carried Command
elevated breathing out. words
rate/heart rate (blood
Justify why these SAMS
flow), stretching, removal
methods are used.
of lactic acid Hodder
textbook,
• manipulation of diet –
chapter 1
rehydration,
carbohydrates for energy
• ice baths/massage –
prevention of delayed
onset of muscle soreness
(DOMS).
Teaching should allow students
to identify, explain and justify
methods of recovery.

Immediate Teaching should cover the Name the effects. Subject

effects of effects: specific
Explain the effects.
exercise (during vocabulary
• hot/sweaty/red skin
exercise).
Command
• increase in depth and
words
frequency of breathing
SAMS
• increased heart rate.
Hodder
textbook,
chapter 1

Short-term Teaching should cover the Name the effects. Subject

effects of effects: specific
Explain the effects.
exercise (24 to vocabulary
• tiredness/fatigue
36 hours after
Command
exercise). • light headedness
words
• nausea
SAMS
• aching/delayed onset of
Hodder
muscle soreness
textbook,
• (DOMS)/cramp. chapter 1

Long-term Teaching should cover the Name the effects. Subject

effects of effects: specific
Explain the effects.
exercise vocabulary
• body shape may change
(months and
Command
years of • improvements in specific
words
exercising). components of fitness

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 • build muscle strength SAMS
• improve muscular Hodder
endurance textbook,
chapter 1
• improve speed
• improve suppleness
• build cardio-vascular
endurance
• improve stamina
• increase in the size of the
heart (hypertrophy)
• lower resting heart rate
(bradycardia).
Students should be taught the
components of fitness to
understand the long term effects
of exercise.

Movement analysis (Paper 1)

Learning Learning activity Differentiation Resources
objective and extension
First, second Identification of first, second Know the names Subject specific
and third class and third class lever systems. of the three vocabulary
lever systems components of a
Basic drawings of the three Command words
within lever.
classes of lever to illustrate the
sporting SAMS
positioning of: Identify the
examples.
points on a lever Hodder textbook,
• fulcrum
diagram. chapter 2
• load (resistance)
Link the levers to
• effort. anatomical body
parts (joints).
Draw linear versions of a lever,
showing the positioning of the
fulcrum, load/resistance and
effort.
Students do not need to be
taught to draw anatomical
body parts but must be able to
link the correct lever to a
sporting movement or action.
Interpretation of sporting

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 movements or actions which
involve flexion or extension of
the elbow, hip and/or knee, and
plantar or dorsi-flexion at the
ankle.

Mechanical Label the effort arm and Label the effort Subject specific
advantage – load/resistance arm on the and weight/ vocabulary
an three classes of lever. resistance arm
Command words
understanding on a lever.
Mechanical advantage = effort
of mechanical SAMS
arm ÷ weight (resistance) arm. Know the
advantage in
equation. Hodder textbook,
relation to the Labelling of the effort arm and
three lever chapter 2
resistance arm on lever Justify why one
systems. drawings, and interpretation of lever has a
the mechanical advantage of bigger
that lever. mechanical
advantage than
another.

Analysis of Types of movement: Know the names Subject specific

basic of the vocabulary
• flexion/extension at the
movements in movements and
shoulder, elbow, hip Command words.
sporting what they mean.
and knee
examples. SAMS
Identify these
• abduction/adduction at
movements Hodder textbook,
the shoulder
when in action. chapter 2
• rotation of the shoulder
Interpret
• plantar movements from
flexion/dorsiflexion at one position to
the ankle. another.

This section links specific Interpret

sporting actions to the types of sporting
movement. Teaching of this movements at
section should include but not the shoulder,
be limited to the following elbow, hip, knee
sporting actions: and ankle.

• elbow action in push-

ups/football throw in
• knee, hip and ankle
action in running,
kicking, standing
vertical jump, basic
squats
• shoulder action during
cricket bowling
(overarm rotation).

(c) AQA 2021 13

 Include other sporting
examples within teaching.

Identification Planes (frontal, transverse, Identify the Subject specific

of the relevant sagittal) and axes (longitudinal, planes of the vocabulary
planes transverse, sagittal) should be body.
Command words
(frontal, related to sporting actions.
Identify the axes
transverse, Teaching of these planes/axes SAMS
of the body.
sagittal) and should include but not be
axes limited to the following Hodder textbook,
Link the two
(longitudinal, sporting actions: chapter 2
together and
transverse, make links to Planes and axes
• front
sagittal) of basic diagram (see
somersault/forward
movement movements. appendix 6)
roll/running action
used whilst
performing Identify the
• 360° twist (ice skating
sporting relevant plane/
spin)/discus thrower
actions. axes used within
rotating in circle effort
specified sporting
cartwheel.
movements.
Teaching should use the
specified planes/axes names.
Teaching should make use of
varying sporting examples.

Physical training (Paper 1)

Learning Learning activity Differentiation and Resources
objective extension
Health and Definitions of health and fitness. Simple recall of the Subject
fitness. definitions. specific
Teaching should make use of the
vocabulary
World Health Organisation (WHO).
Command
words
SAMS
Hodder
textbook,
chapter 3

The The relationship between health Use of the Subject

relationship and fitness. Teaching should look at definitions. specific
between the potential relationship and vocabulary
Basic links of the
health and should include concepts like:
relationship. Command
fitness.
• decreased fitness because of words
How one can affect
ill health, ie poor
the other and vice SAMS
• health can result in an versa.
Hodder

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 inability to train which textbook,
lowers fitness chapter 3
• increased fitness despite ill
health, ie unhealthy but able
to train, increases fitness.

The Definitions of the following Simple recall of Subject

components of components of fitness: definitions of each. specific
fitness. vocabulary
• agility
Command
• balance
words
• cardiovascular endurance
SAMS
(aerobic power)
Hodder
• coordination
textbook,
• flexibility chapter 3

• muscular endurance
• power/explosive strength
(anaerobic power)
• reaction time
• strength (maximal, static,
dynamic and explosive)
• speed.
Only these components need to be
taught.

Linking sports Understand and justify why the Recap the definitions Subject
and physical components of fitness (as stated above. specific
activity to the above) may or may not be needed vocabulary
Apply each to
required when performing certain physical
extreme examples, Command
components of activities and sports.
eg speed for words
fitness.
Teaching should make use of a sprinting.
SAMS
variety of sporting examples.
Apply to mixed use,
Hodder
eg in games.
textbook,
Evaluate and justify chapter 3
the importance of
the components to
varying sporting
examples. Use of
reasoned
conclusions.

Reasons for Teaching of the reasons for fitness Recall reasons for Subject
and limitations testing should include: fitness testing. specific
of fitness vocabulary
• to identify strengths and/or Recall limitations of

(c) AQA 2021 15

 testing. weaknesses in a fitness testing.
Command
performance/the success of
Build on the words
a training programme
repertoire of
SAMS
• to monitor improvement knowledge.
Hodder
• to show a starting level of Link to the box
textbook,
fitness below, eg reasons
chapter 3
for carrying out an
• to inform training
agility test.
requirements
• to compare against norms
of the group/national
averages
• to motivate/sets goals
• to provide variety to a
training programme.
Limitations of teaching of the
limitations of fitness testing should
include:
• tests are often not sport
specific/too general
• they do not replicate
movements of activity
• they do not replicate
competitive conditions
required in sports
• many do not use direct
measuring/sub-maximal,
therefore inaccurate/some
need motivation/some have
questionable reliability
• they must be carried out
with the correct procedures
to increase validity.

Measuring the Students must gain knowledge of The basic protocol of Subject
components of the main procedures of the tests each test. specific
fitness. used to measure the following vocabulary
Full explanation of
components of fitness:
how to administer/ Command
• agility – Illinois Agility Test carry out each test. words
• balance – Stork Balance Include how data is SAMS
collected – see box
• cardiovascular endurance Hodder
below.
(aerobic power) – Multi textbook,
Stage Fitness Test Evaluate the chapter 3
suitability of using

(c) AQA 2021 16

 each test for
• coordination – Wall Toss
differing sports
Test
people.
• flexibility – Sit and Reach
Test
• muscular endurance – Sit-
Up Bleep Test
• power/explosive strength
(anaerobic power) – Vertical
Jump Test
• reaction time – Ruler Drop
Test
• maximal strength – One Rep
Max Test
• speed – 30 metre sprint test
• strength – Handgrip
Dynamometer Test.
Testing procedures refers to ‘how
each test is carried out’ and
includes reference to how the test is
organised (when applicable) in
relation to the following:
• the facilities and the
equipment needed to set it
up
• the procedures that have to
be followed – the tasks and
the rules
• the measurements that are
used to score the
performance
• the way conclusions are
drawn from the
scores/results.
Evaluate whether or not these tests
are relevant to performers in
different sporting activities.
Teaching should only cover the
stated tests. Practical experience of
completing some of/all of the tests.

Demonstration Understanding of how test scores As per the box to the Subject
of how data are measured/recorded (eg in left. specific
are collected seconds, levels, centimeters, vocabulary

(c) AQA 2021 17

 for fitness numbers). Definitions of the terms
Command
testing. qualitative and quantitative, in
words
relation to the collection of fitness
testing data. Understanding that the SAMS
quantitative data collected during
fitness testing can be compared to Hodder
national averages. textbook,
chapter 3

The principles Teaching should focus on the key This is simply what Subject
of training and principles of training. the terms mean. specific
overload. vocabulary
SPORT to include: The application to
sporting activities is Command
• specificity
included below. words
• progressive overload
SAMS
• reversibility
Hodder
• tedium. textbook,
chapter 3
Key principles of overload.
FITT to include:
• frequency
• intensity
• time
• type.
Students should be taught the
terms and what they mean.

Application of How the principles of training can Re-cap of the terms Subject
the principles be applied to bring about above. specific
of training. improvements in fitness. vocabulary
How the principles
Application of the principles to can be applied to a Command
sporting examples. sport. words
How the principles SAMS
can be applied to
Hodder
varying sports.
textbook,
Evaluate how certain chapter 3
principles hold
particular
importance when
training for certain
sports.
Make links to the
training types below.

Types of Understand the distinctions Name of each Subject

(c) AQA 2021 18

 training. between different types of training. training type and specific
basic understanding. vocabulary
Circuit training – consider space
available, equipment available, Make links to the Command
number of circuit stations, work: box above. words
rest ratio, the content/demand of
Evaluate as per the SAMS
the circuit can be altered in order to
box below.
improve different components of Hodder
fitness. textbook,
chapter 3
Continuous training – sustained
exercise at a constant rate (steady
state) without rests, involving
aerobic demand for a min of 20
minutes, eg running, swimming,
rowing, cycling.
Fartlek training – varying speed,
terrain and work: rest ratios.
Interval training/high intensity
interval training – periods of
exercising hard, interspersed with
periods of rest or low intensity
exercise.
Static stretching – a way to stretch
to increase flexibility, held
(isometric) for up to 30 seconds,
using correct technique, advisable
to avoid over stretching.
Weight training – choice of
weight/exercise depends on fitness
aim, eg strength/power training or
muscular endurance, the
importance of safe practice/lifting
technique, the need for spotters.
Plyometrics – to increase power.
Use of plyometric exercises (eg
bounding, depth jumping). Basic
physiological understanding –
eccentric contraction followed by
larger concentric contraction.
Any training (and practice) method
must take account of:
• the training purpose(s),
training thresholds/training
targets/training zones (see
calculating intensities below)
• rest/recovery.

(c) AQA 2021 19

 Identification The advantages and disadvantages Recap of the training Subject
of the (the effects on the body) of each types. specific
advantages type of training method stated vocabulary
Basic evaluation of
and dis- above.
the importance of a Command
advantages
Students should be taught to select training type to an words
(the effects on
and evaluate appropriate training activity.
the body) of SAMS
methods for various (aerobic and
training types Evaluation and
anaerobic) fitness needs and make Hodder
linked to justification (with
links to sporting activity, eg textbook,
specific aims. reasoned
continuous training is fully chapter 3
conclusions) as to
appropriate to marathon runners.
why some training
types are particularly
useful for specified
sports.

Calculating Definition of training threshold. Basic recall of the Subject

intensities to specified intensities. specific
Calculate the aerobic/anaerobic
optimise vocabulary
training zone: Applications of each
training
to specific training Command
effectiveness. • calculate maximum heart
types. words
rate (220 minus age)
Linking the SAMS
• calculate aerobic training
principles of training
zone (60–80% of maximal Hodder
to sporting activities
heart rate) textbook,
and training types,
chapter 3
• calculate anaerobic training justifying the choice
zone (80- 90% of maximal and the calculated
heart rate). intensity to be used.

For circuit training, altering the

time/rest/content of the circuit will
determine the fitness aim.
How to calculate one repetition
maximum (one rep max) as part of
weight training and how to make
use of one rep max, with reference
to:
• strength/power training
(high weight/low reps –
above 70% of one rep max,
approximately three sets of
4–8 reps)
• muscular endurance (low
weight/high reps – below
70% of one rep max,
approximately three sets of
12–15 reps).

(c) AQA 2021 20

 Students should be encouraged to
calculate intensities for varying
examples.

Considerations The training type/intensity should Basic recall of the Subject

to prevent match the training purpose (eg potential ways to specific
injury. aerobic or anaerobic). prevent injury. vocabulary
Where applicable, the following Evaluation of which Command
factors should be taken into account ways are appropriate words
in order to prevent injury: to which training
SAMS
types and sporting
• a warm up should be
activities. Hodder
completed
textbook,
• over training should be chapter 3
avoided, eg appropriate
weight
• appropriate clothing and
footwear should be worn
• taping/bracing should be
used as necessary
• hydration should be
maintained
• stretches should not be
overstretched or bounce
• technique used should be
correct, eg lifting technique
• appropriate rest in between
sessions to allow for
recovery.
Teaching should apply these to
specified training types.

Specific Teaching should focus on how high What is meant by Subject

training altitude training is carried out: altitude training. specific
techniques – vocabulary
• train at high altitude Knowledge of the
high altitude
physiology whilst at Command
training as a • there is less oxygen in the
altitude. words
form of air and oxygen carrying
aerobic capacity is reduced Knowledge of the SAMS
training. benefits when
• the body compensates by Hodder
returning to sea
making more red blood cells textbook,
level.
to carry oxygen. chapter 3
Evaluation of who
• Who it benefits:
would use altitude
• endurance athletes training with

(c) AQA 2021 21

 reasoned
• athletes that work
conclusions.
aerobically.
Limitations:
• can be difficult to complete
training
• fitness can be lost
• can suffer from altitude
sickness
• benefits are lost quite
quickly.
Students do not need to be taught
how to calculate intensities for
altitude training.
Seasonal Names of the three training The names of the Subject
aspects. seasons: three seasons. specific
vocabulary
• pre-season/preparation Explanation of what
each season entails. Command
• competition/peak/playing
words
season Application to
varying sporting SAMS
• post-season/transition.
examples.
Hodder
An understanding of what each of
Evaluation of the textbook,
the seasons entails (aims):
importance of each chapter 3
• pre-season/preparation – season.
general/aerobic fitness,
specific fitness needs, being
ready for competitive
season
• competition/peak/playing
season – maintain fitness
levels, work on specific skills
• post-season/transition –
rest and light aerobic
training to maintain a level
of general fitness.

Warming up The constituent parts of warming What ‘parts’ a warm Subject

and cooling up and cooling down. up and cool down specific
down. should entail. vocabulary
Warming up should include:
How these ‘parts’ Command
• gradual pulse raising activity
can be done. words
• stretching
Applied examples to SAMS
• skill based practices/ sporting activities.
Hodder

(c) AQA 2021 22

 familiarisation textbook,
Evaluation of the
chapter 3
• mental preparation benefits to be
achieved.
• increase amount of oxygen
to the working muscles.
Cooling down should include:
• maintain elevated breathing
and heart rate, eg walk, jog
• gradual reduction in
intensity
• stretching.
• The benefits of warming up:
• effect on body temperature
• range of movement
increased
• gradual increase of effort to
full pace
• psychological preparation
• practice of movement skills
through the whole range of
movement
• injury prevention.
The benefits of cooling down:
• allowing the body to recover
• the removal of lactic
acid/CO2/
• waste products
• prevent (delayed onset of)
muscle soreness/ DOMS.

Use of data (Paper 1 and Paper 2)

Learning Learning activity Differentiation Resources
objective and extension
Quantitative Quantitative data deals with Subject specific
data. numbers. vocabulary
Command

(c) AQA 2021 23

 words
SAMS
Hodder
textbook,
chapter 3

Methods for Students should know that Subject specific

collecting these data can be gained via: vocabulary
quantitative
• questionnaires Command
data.
words
• surveys.
SAMS
Hodder
textbook,
chapter 3
Qualitative Qualitative data deals with Subject specific
data. descriptions. vocabulary
Command
words
SAMS
Hodder textbook
chapter 3
Methods for Students should know that Subject specific
collecting these data can be gained via: vocabulary
qualitative
• interviews Command
data.
words
• observations.
SAMS
Hodder
textbook,
chapter 3
Presenting How to present data in tables. As part of the Subject specific
data. other topics, vocabulary
How to plot basic:
above and below.
Command
• bar charts
words
• line graphs. documentation

How to label x and y axes on SAMS

bar charts and line graphs.
Hodder
This should include the ability textbook,
to interpret data given to chapter 3
students within the
examinations.

(c) AQA 2021 24

 Sports psychology (Paper 2)
Learning Learning activity Differentiation Resources
objective and extension
Skill and Definitions of skill and ability. Basic recall of Subject specific
ability. the definitions vocabulary
of each.
Command
words
SAMS
Hodder
textbook,
chapter 4

Skill Basic definition of the following Understand how Subject specific

classifications. skill classifications: a continua line vocabulary
works.
• basic/complex Command
Knowledge of words
• open/closed
each continua
SAMS
• self-paced/externally extreme, eg
paced closed. Hodder
textbook,
• gross/fine. Application of
chapter 4
each point of
Students should be taught to the continua
choose and justify the appropriate lines to sporting
classifications in relation to examples.
sporting examples. The
justifications must include Full
reasoned judgements. justifications for
the choices of
where skills fall.
Definitions of Basic definitions of the following The names of Subject specific
types of goals. types of goals: the goal types. vocabulary
• performance goals Explanation of Command
(personal performance/no these goal words
social comparison) types.
SAMS
• outcome goals (winning/ Application of
Hodder
result). the goal types
textbook,
to sporting
chapter 4
examples.
Appropriate performance and/or
Evaluation of
outcome targets for sporting
these goal types
examples. Teaching should include
to various level
application to varying examples.
of performers
as shown below.

(c) AQA 2021 25

 The use and Teaching should cover the main See above. Subject specific
evaluation of points that: vocabulary
setting
• performance and outcome Command
performance
goals can be combined. words
and outcome
However, it is generally
goals in SAMS
accepted to avoid outcome
sporting
goals as they rely on Hodder
examples.
factors that cannot be textbook,
controlled, eg other chapter 4
performers.
• beginners prefer to avoid
outcome goals because
failure can
demotivate/winning may
be an unrealistic goal.
Students should be
encouraged to provide
reasoned conclusions to
justify their explanations.

The use of Teaching should focus on SMART Know the Subject specific
SMART targets of goal setting, which are: names. vocabulary
targets to
• specific Explain what Command
improve
they mean. words
and/or • measureable
optimise Apply them to SAMS
performance. • accepted
varying
Hodder
• realistic examples, ie
textbook,
what could a
• time bound. chapter 4
SMART target
be for?

Basic The role of each stage (input, Know the Subject specific
information decision making, output and names of the vocabulary
processing feedback) of the model. stages.
Command
model.
Input – information from the Be able to words
display (senses), selective identify the
SAMS
attention. stages on a
diagram Hodder
Decision making – selection of
(including textbook,
appropriate response from
memory). chapter 4
memory.
Be able to
Output – information sent to
explain the
muscles to carry out the response.
stages for basic
Feedback – received via self skills.
(intrinsic) and/or others (extrinsic).
Be able to
Draw (in a box format) and/or explain the
explain the stages of a basic stages for a

(c) AQA 2021 26

 model of information processing. variety of skills.
Students should be taught to Be able to
apply the basic information evaluate the
processing model to skills from importance of
sporting examples. each stage.
Students do need to be taught to
differentiate between the use of
short term memory and long term
memory. This should be in a box
and a written format.
Identify Evaluation of the use of the Know the types Subject specific
examples of, following types of guidance with of guidance. vocabulary
and evaluate, specific links to:
Explain the Command
the
• visual (seeing) types of words
effectiveness
guidance.
of the use of • verbal (hearing) SAMS
types of Link the types
guidance, with • manual (assist movement Hodder
of guidance to
reference to – physical) textbook,
the stages of
beginners and chapter 4
• mechanical (use of objects/ learning,
elite level aids). providing
performers. reasoned
Students need to be taught to be conclusions.
able to choose and justify which
types of guidance are appropriate
for beginners and/or elite level
performers. This should include
examples of how the guidance can
be given, eg visual via
demonstration. Teaching should
encourage students to provide
reasoned conclusions for their
evaluations.

Identify Evaluation of the use of the Know the types Subject specific
examples of, following types of feedback with of feedback. vocabulary
and evaluate, specific links to beginners and to
Explain the Command
the elite level performers:
types of words
effectiveness
• positive/negative feedback.
of the use of SAMS
types of • knowledge of Link the types
feedback, with Hodder
results/knowledge of of guidance to
reference to textbook,
performance the stages of
beginners and chapter 4
learning,
elite level • extrinsic/intrinsic.
providing
performers. Students need to be taught what reasoned
each type of feedback entails and conclusions.
be able to choose and justify
which types of feedback are

(c) AQA 2021 27

 appropriate for beginners and/or
elite level performers. Teaching
should encourage students to
provide reasoned conclusions for
their evaluations.
Arousal Definition of arousal. Simple recall Subject specific
definition. vocabulary
Command
words
SAMS
Hodder
textbook,
chapter 4
Inverted-U
image (see
appendix 7)

Inverted-U The shape of the ‘inverted-U’ Draw an Subject specific

theory placed appropriately in a graph inverted U on vocabulary
depicting y axis (performance level graph paper
Command
– low to high) and x axis (arousal including the
words
level – low to high). axes labelled.
SAMS
Students should be taught to draw Explain the
an inverted- U graph with both x stages of the Hodder
and y axis appropriately labelled. inverted U textbook,
(before chapter 4
Describe the inverted-U graph.
optimum point,
The relationship between arousal optimum point
level and performance level, eg and after
when under aroused, performance optimum point).
level is low/under or over arousal
causing low performance levels.

How optimal Link appropriate arousal level Using Subject specific

arousal levels (high/low) to gross/fine skills in knowledge from vocabulary
vary according sporting actions. above.
Command
to the skill
Link skills (not sports) to an Apply the words
being
appropriate arousal level, eg a inverted U to
performed in SAMS
tackle in rugby will need a high varying practical
a physical
arousal level. skills – does it Hodder
activity or
need high, textbook,
sport.
medium, low? chapter 4
Encourage
students to
justify their
answers.

(c) AQA 2021 28

 How arousal Knowledge of the following stress Name the Subject specific
can be management techniques: techniques. vocabulary
controlled
• deep breathing Explain the Command
using stress
techniques. words
management • mental
techniques rehearsal/visualisation/ Apply the SAMS
before or imagery techniques to
during a Hodder
when/how they
sporting • positive self-talk. textbook,
could be used in
performance chapter 4
Students should be taught to sporting
explain how these techniques are examples.
carried out. Teaching could
include doing these techniques.

Understand Definition of direct and indirect Understand and Subject specific

the difference aggression. Students should be explain the vocabulary
between taught to know the meaning of terms direct
Command
direct and the terms direct and indirect and indirect
words
indirect aggression, and be able to suggest aggression.
aggression examples of direct/ indirect SAMS
Provide sporting
with aggression in sport.
examples of Hodder
application to
when these textbook,
specific
occur. chapter 4
sporting
examples. Justify the
choices.

Understand Teaching should focus on the Knowledge of Subject specific

the characteristics of personality types the terms vocabulary
characteristics and the link to sporting choice. introvert and
Command
of introvert extrovert.
Characteristics of an introvert: words
and extrovert
Explain the
personality • shy/quiet SAMS
characteristics
types,
• thoughtful of an introvert/ Hodder
including
extrovert. textbook,
examples of • enjoy being on their own/
sports which chapter 4
loner. Apply the
suit these sporting choices
particular Tend to play individual sports of a typical
personality when: introvert/
types. • concentration/precision extrovert.
(fine skill) is required Justify the
• low arousal is required. choices.

Characteristics of an extrovert:
• enjoy interaction with
others/sociable/aroused by
others
• enthusiastic/talkative

(c) AQA 2021 29

 • prone to boredom when
isolated/by themselves.
Tend to play team sports when:
• there is a fast pace
• concentration may need to
be low
• gross skills are used.

Definition of Teaching should focus on Knowledge of Subject specific

intrinsic and intrinsic/extrinsic motivation. the terms. vocabulary
extrinsic
Intrinsic is from within – for Explanation of Command
motivation, as
pride/self-satisfaction/personal the types of words
used in
achievement. motivation.
sporting SAMS
examples. Extrinsic is: Evaluate the
Hodder
worth or
• from another textbook,
significance of
source/person chapter 4
both types,
• tangible – certificates/ using practical
trophies, medals examples (see
the box below).
• intangible – praise/
feedback/applause.
Students should be taught to
explain appropriate examples of
intrinsic and extrinsic motivation
linked to sporting examples.
Evaluation of Link to the box above: See above. Subject specific
the merits of vocabulary
• intrinsic is generally
intrinsic and
deemed more effective. Command
extrinsic
Overuse of extrinsic can words
motivation in
undermine the strength of
sport. SAMS
intrinsic.
Hodder
• performer can become
textbook,
reliant on extrinsic.
chapter 4
Intrinsic is more likely to
lead to continued effort
and participation.
• extrinsic rewards may
result in feelings of
pride/self-satisfaction.

(c) AQA 2021 30

 Socio-cultural influences (Paper 2)
Learning Learning activity Differentiation Resource
objective and extension s
Engagement Teaching should focus on the Understand the Subject
patterns of engagement patterns in physical social groups. specific
different social activity and sport can differ vocabulary
Develop a basic
groups and the between different social groups.
understanding of Command
factors affecting
Understand factors that relevant factors. words
participation.
contribute to engagement
Develop analytical SAMS
patterns in the following social
skills to ascertain
groups: Hodder
what factors are
textbook,
• gender relevant to
chapter 5
differing
• race/religion/culture
circumstances.
• age
• family/friends/peers
• disability.
Students should be taught to
make links between the following
factors and their relevance to
engagement patterns of the
groups above:
• attitudes
• role models
• accessibility (to
facilities/clubs/ activities)
• media coverage
• sexism/stereotyping
• culture/religion/ religious
festivals
• family commitments
• available leisure time
• familiarity
• education
• socio-economic factors/
disposable income
• adaptability/
inclusiveness.
Teaching should facilitate student

(c) AQA 2021 31

 thinking. The list above is not
always appropriate to the
circumstances and students
should be encouraged to analyse
the barriers and make reasoned
conclusions as to which barriers
are appropriate.

Commercialisation Teaching should enable students Define Subject

. to be able to define commercialisation specific
commercialisation. . vocabulary
Links should be made to the Explain Command
relationship between sport, commercialisation words
sponsorship and the media. . SAMS
Analyse/ evaluate Hodder
links between textbook,
sport, sponsorship chapter 5
and the media.

Types of Definitions of sponsorship and Understand the Subject

sponsorship and the media. Types of sponsorship: types of specific
the media. sponsorship/ vocabulary
• financial
media.
Command
• clothing and equipment,
Apply examples of words
including footwear
the above to SAMS
• facilities. different
Hodder
scenarios, eg
• Types of media: textbook,
types of media in
chapter 5
• television mainstream
sport.
• radio
• the press
• the internet
• social media.

Positive and The positive and the negative Provide basic Subject
negative impacts impacts of commercialised advantages and specific
of sponsorship activity (sponsorship and the disadvantages of vocabulary
and the media. media) on the following: commercialised
Command
activity to the
• performer words
varying groups.
• sport SAMS
Develop a breadth
• official of understanding, Hodder
ie several textbook,
• audience/spectator advantages and chapter 5
• sponsor/company. disadvantages.

Students should be taught to Evaluate the

(c) AQA 2021 32

 justify why the impact is positive advantages and
and/or negative. They should be disadvantages.
encouraged to provide reasoned
conclusions to their justifications.

Positive and The positive and the negative Provide basic Subject
negative impacts impacts of technology on the advantages and specific
of technology. following: disadvantages of vocabulary
technology in
• performer Command
sport to the
words
• sport varying groups.
SAMS
• official Develop a breadth
of understanding, Hodder
• audience/spectator ie several textbook,
• sponsor/company. advantages and chapter 5
disadvantages.
Students should be taught to
justify why the impact is positive Evaluate the
and/or negative. advantages and
disadvantages,
Teaching should make students with applied
aware of examples of technology examples to
used in sport (eg Hawkeye, varying sports.
Television Match Official).
However, the focus should be on
technology generically, not on
specific types of technology (eg
Hawkeye, Television Match
Official). Use examples but the
mechanics of the examples will
not be required in the
examination(s).
Conduct of Definitions of the following Know the terms. Subject
performers. terms: specific
Explain the terms.
vocabulary
• etiquette
Applied examples
Command
• sportsmanship of these terms to
words
varying sporting
• gamesmanship SAMS
activities.
• contract to compete. Hodder
textbook,
• Students should be chapter 5
taught sporting examples
of these terms.
Prohibited Categories of prohibited Know the terms. Subject
substances. substances, including the basic specific
Explain the terms
positive effects and negative side vocabulary
– what are they?
effects:
Command
*Full application
• stimulants words
comes below.

(c) AQA 2021 33

 SAMS
• narcotic analgesics
Hodder
• anabolic agents
textbook,
• peptide hormones (EPO) chapter 5

• diuretics.

Prohibited Teaching should focus on how How blood doping Subject

substances (blood blood doping occurs and the is carried out. specific
doping). effects/side effects of doing it. vocabulary
Side effects of
Blood doping involves the blood doping. Command
removal of blood a few weeks words
Evaluation of the
prior to competition. The blood is
advantages of SAMS
frozen and re-injected just
blood doping, with
before competition. Hodder
reasoned
textbook,
Blood doping leads to increased conclusions.
chapter 5
red blood cell count, which
benefits endurance athletes.
Side effects can be:
• thickening of blood
(viscosity)
• potential infection
• potential for heart attack
• embolism (blockage of
vessel).
Teaching should focus on these
side effects.

Drugs subject to Beta blockers are taken to: Know the term Subject
certain beta blockers. specific
• reduce heart rate, muscle
restrictions (beta vocabulary
tension and blood Explain what they
blockers).
pressure are. Command
words
• reduce the effects of Understand the
adrenaline advantages/ SAMS
disadvantages.
• improve fine control/ Hodder
preciseness. Evaluate which textbook,
type of sports chapter 5
• Side effects can lead to:
person may take
• nausea them.

• weakness
• heart problems.
Beta blockers should be
prescribed by a medical

(c) AQA 2021 34

 professional.

Which type of Stimulants – alertness. *Evaluate the use Subject

performers may of PEDs, which specific
Narcotic analgesics – pain killers
use different types athletes would vocabulary
from over training.
of performance they benefit, with
Command
enhancing drugs Anabolic agents – muscle mass. reasoned
words
(PEDs) with conclusions.
sporting Diuretics – lose weight.
SAMS
examples. Peptide hormones – oxygen
Hodder
carrying capacity.
textbook,
Blood doping – oxygen carrying chapter 5
capacity.
Beta blockers – for fine motor
control Students should be
taught to understand in which
sports performers may decide to
use PEDs, with varying examples.

The advantages Advantages include: A basic Subject

and disadvantages understanding of specific
• increased chances of
of taking PEDs for the advantages vocabulary
success
the performer. and
Command
• fame disadvantages.
words
• wealth Develop a wider
SAMS
repertoire of
• level playing field. understanding. Hodder
Disadvantages include: textbook,
chapter 5
• cheating/immoral
• associated health risks
• fines
• bans
• reputational damage.
Teaching should focus on the
performer only and deal with
generic advantages/
disadvantages for sports
performers.

The disadvantages Disadvantages include: Develop Subject

to the sport/event understanding of specific
• reputation
of performers the vocabulary
taking PEDs. • credibility. disadvantages.
Command
Teaching should focus solely on words
the disadvantages to sport
SAMS
generically.

(c) AQA 2021 35

 Hodder
textbook,
chapter 5

Spectator The positive influence of Develop an Subject

behaviour (the spectators at matches/ events: understanding of specific
positive and the the advantages vocabulary
• creation of atmosphere
negative effects of and
Command
spectators at • home-field advantage disadvantages
words
events). (for home generically.
team/individuals). SAMS
Apply to varying
The negative influence of examples. Hodder
spectators at matches/events: textbook,
chapter 5
• negative effect on
performance as a result
of increased pressure
• potential for crowd
trouble/hooliganism
• safety costs/concerns
• negative affect on
participation numbers
amongst younger
performers.
Teaching should focus on the
advantages and disadvantages
on sport generically but should
be applied to varying examples.
Reasons why Reasons for hooliganism: Develop a basic Subject
hooliganism understanding of specific
• rivalries
occurs. why hooliganism vocabulary
• hype occurs.
Command
• fuelled by alcohol/drugs Develop the words
breadth of
• gang culture SAMS
understanding.
• frustration (eg at official's Hodder
Apply this
decisions) textbook,
understanding to
chapter 5
• display of masculinity. varying examples.

Focus should remain on these See box below.

reasons although students can
develop other reasons deemed
justifiable.

Strategies Strategies include: Recap of Subject

employed to knowledge from specific
• early kick-offs
combat the box above. vocabulary

(c) AQA 2021 36

 hooliganism/
• all-seater stadia Develop Command
spectator
understanding of words
behavior. • segregation of fans
varying strategies.
SAMS
• improved security
Apply this
Hodder
• alcohol restrictions understanding to
textbook,
different sporting
• travel chapter 5
events.
restrictions/banning
orders Develop reasoned
conclusions to
• education/promotional evaluate the
activity/campaigns and effectiveness of
high profile these strategies.
endorsements.
Students should be taught to
evaluate the effectiveness of
these strategies, eg high costs of
security versus safety of
spectators. Reasoned conclusions
should be made to justify
thinking.

Health, fitness and well-being (Paper 2)

Learning objective Learning activity Differentiation Resources
and extension
Linking participation Reasons for participation in Recap what health Subject
in physical activity, physical activity, exercise & fitness mean. specific
exercise and sport to and sport, and how vocabulary
Develop the ability
health, well-being and performance in physical
to explain the 3 Command
fitness, and how activity/sport can increase
concepts words
exercise can suit the health, well-being and
(physical, mental,
varying needs of fitness. SAMS
social).
different people.
Physical health and well- Hodder
Link exercise to
being: textbook,
the effects on
chapter 6
• improves heart each.
function
• improves efficiency
of the body systems
• reduces the risk of
some illness
• able to do everyday
tasks
• to avoid obesity.

(c) AQA 2021 37

 Mental health and well-
being:
• reduces
stress/tension
• release of feel good
hormones
(serotonin)
• able to control
emotions.
Social health and well-being:
• opportunities to
socialise/make
friends
• cooperation
• teamwork
• have essential
human needs (food,
shelter, clothing).
Fitness:
• improves fitness
• reduces the chances
of injury
• can aid in the
physical ability to
work, eg on your
feet all day/manual
labour.

The consequences of Teaching should encompass Understand the Subject

a sedentary lifestyle. the definitions of sedentary terms. specific
and lifestyle. vocabulary
Explain the terms.
Students should be Command
Apply knowledge
encouraged to explain the words
of the terms to
possible consequences of a
consequences. SAMS
sedentary lifestyle:
Hodder
• weight gain/obesity
textbook,
• heart disease chapter 6
• hypertension
• diabetes
• poor sleep

(c) AQA 2021 38

 • poor self-esteem
• lethargy.

Obesity and how it Teaching should encompass Knowledge of Subject

may affect the definition of obesity. what obesity is. specific
performance in vocabulary
Knowledge should be Basic
physical activity and
developed to explore how understanding of Command
sport.
obesity may affect how it affects words
performance in physical performance.
SAMS
activity and sport:
Specific links to
Hodder
• limits stamina/ how it affects the
textbook,
cardiovascular aspects of health.
chapter 6
endurance
• limits flexibility
• limits agility
• limits speed/power.
Causes ill health (physical):
• cancer
• heart disease/heart
attacks
• diabetes
• high cholesterol.
• Causes ill health
(mental):
• depression
• loss of confidence.
Causes ill health (social):
• inability to socialise
• inability to leave
home.

Somatotypes. Definitions of the following Know the body Subject

body types: type names. specific
vocabulary.
• endomorph Explanation of
each body type. Command
• mesomorph
words.
Application to
• ectomorph.
varying sporting SAMS
Students should be taught examples.
Hodder
to identify the most suitable

(c) AQA 2021 39

 body type for particular textbook,
Evaluate the
sports (or positions within a chapter 6
appropriateness
sport) and justify their
of the body types
choice with reasoned
to sporting
conclusions.
examples with
reasoned
justifications.

Energy use. Teaching should develop Recall what is Subject

knowledge on energy. meant by energy. specific
vocabulary
Energy is measured in Recall the number
calories (Kcal) and is of calories needed Command
obtained from the food we by an average words
eat. male/female.
SAMS
The average adult male Make links to the
Hodder
requires 2,500 Kcal/day and boxes below on
textbook,
the average adult female what happens
chapter 6
requires 2,000 Kcal/day but when too
this is dependent upon: many/too little
calories are
• age
consumed.
• gender
• height
• energy expenditure
(exercise).
Nutrition – reasons Teaching should develop the Knowledge of the Subject
for having balanced concept that there is no food term balanced specific
diet. that contains all the diet. vocabulary.
nutrients the body needs.
Explanation of the Command
A balanced diet contains lots term. words.
of different types of food to
Evaluation of why SAMS
provide the suitable
a balanced diet is
nutrients, vitamins and Hodder
needed.
minerals required. textbook,
chapter 6
The reasons for a balanced
diet:
• unused energy is
stored as fat, which
could cause obesity
(particularly
saturated fat)
• suitable energy can
be available for
activity
• the body needs

(c) AQA 2021 40

 nutrients for energy,
growth and
hydration.

Nutrition – the role of A balanced diet contains 55– Understand the Subject
carbohydrates, fat, 60% carbohydrate, 25–30% constituents of a specific
protein and fat, 15–20% protein. balanced diet. vocabulary.
vitamins/minerals.
Carbohydrates are the main Understand the Command
and preferred energy source recommended % words.
for all types of exercise, of intake.
SAMS
all intensities.
Evaluate the
Hodder
Fat is also an energy source. importance of
textbook,
It provides more energy each element.
chapter 6
than carbohydrates but only
at low intensity.
Protein is for growth and
repair of muscle tissue.
Vitamins and minerals are
for maintaining the efficient
working of the body systems
and general health.
Students do not need to be
taught about specific
vitamins and minerals.

Reasons for Teaching should provide a Knowledge of the Subject

maintaining water definition of dehydration. term dehydration. specific
balance (hydration). vocabulary.
Water balance (hydration) Knowledge of the
prevents dehydration. consequences. Command
words.
Teaching should develop Evaluate why
understanding of the water intake is SAMS
consequences of required, making
Hodder
dehydration: reasoned
textbook,
conclusions.
• blood thickening chapter 6
(increased viscosity),
which slows blood
flow
• increases in heart
rate/heart has to
work
harder/irregular
heart rate (rhythm)
• increase in body
temperature/

(c) AQA 2021 41

 overheat
• slowing of reactions/
increased reaction
time/poorer
decisions
• muscle
fatigue/cramps.

(c) AQA 2021 42

 Appendix 1: Two year plan
This is an editable document based on approximately five hours per fortnight.
Remember that NEA (practical) must include three activities per student and each
student must also submit a written or verbal analysis and evaluation task.

Year 1
Teaching Summary of content to be taught
week
Health, fitness and well-being – Paper 2: Socio-cultural influences and well-being in
physical activity and sport.

1 The meaning of health and fitness: physical, mental/emotional and social

health- linking participation in physical activity to exercise, sport to health
and well-being.
2 The consequences of a sedentary lifestyle.

3 Obesity and how it may affect performance in physical activity and sport.

4 Somatotypes.

5 Energy use.

6 Reasons for having a balanced diet and the role of nutrients.

7 The role of carbohydrates, fat, protein, vitamins and minerals.

8 Reasons for maintaining water balance (hydration) and further

applications of the topic area.
Applied anatomy and physiology – Paper 1: The human body and movement in physical
activity and sport.
9 Bones and the functions of the skeleton.

10 Structure of the skeletal system/functions of the skeleton.

11 Muscles of the body.

12 Structure of a synovial joint.

13 Types of freely moveable joints that allow different movements.

14 How joints differ in design to allow certain types of movement.

15 How the major muscles and muscle groups of the body work
antagonistically on the major joints of the skeleton to affect movement in
physical activity at the major movable joints.

Movement analysis – Paper 1: The human body and movement in physical activity and
sport

16 First, second and third class levers.

17 Mechanical advantage.

(c) AQA 2021 43

 18 Analysis of basic movements in sporting examples.

19 Analysis of basic movements in sporting examples.

20 Planes and axes.

Applied anatomy and physiology – Paper 1: The human body and movement in physical
activity and sport.

21 The pathway of air and gaseous exchange.

22 Blood vessels.

23 Structure of the heart and the cardiac cycle (pathway of blood).

24 Cardiac output and stroke volume (including the effects of exercise).

25 Mechanics of breathing and interpretation of a spirometer trace.

26 Aerobic and anaerobic exercise.

27 Recovery/EPOC.

28 The short and long term effects of exercise.

Sports psychology – Paper 2: Socio-cultural influences and well-being in physical

activity and sport.

29 Skill and ability, including classification of skill.

30 Definitions and types of goals.

31 The use and evaluation of setting performance and outcome goals,

including the use of SMART targets to improve/optimise performance.
32 Basic information processing.

33 Revision of Year One content.

34 Revision of Year One content.

35 Revision of Year One content.

36 Mock exam.

Year 2
Teaching Summary of content to be taught
week

Physical training – Paper 1: The human body and movement in physical activity and
sport.

1 Health and fitness recap, including the relationship between health and
fitness.

2 The components of fitness.

(c) AQA 2021 44

 3 Linking sports and activities to the required components of fitness.

4 Reasons for and limitations of fitness testing.

5 Measuring the components of fitness and demonstrating how data is

collected.
6 The principles of training and overload.

7 Applications of the principles of training.

8 Types of training- including an introduction to the analysis and

evaluation task.

9 Types of training (continued) with reference to the advantages and

disadvantages of using these types for different sports.

10 Calculating intensity.

11 Considerations to prevent injury.

12 High altitude training and seasonal aspects.

13 Warming up and cooling down.

14 Application of the principles to the analysis and evaluation task.

Sports psychology – Paper 2: Socio-cultural influences and well-being in physical

activity and sport.

15 Examples of and evaluation of the types of feedback and guidance.

16 Arousal and the Inverted U theory.

17 Application of how optimal arousal has to vary in relation to the

skill/stress management techniques.

18 Aggression and personality.

19 Intrinsic and extrinsic motivation, including evaluation of their merits.

Socio-cultural influences – Paper 2: Socio-cultural influences and well-being in physical

activity and sport.

20 Engagement patterns and the factors affecting them.

21 Commercialisation, sponsorship and the media.

22 Positive and negative impacts of sponsorship and the media.

23 Positive and negative impacts of technology.

24 Conduct of performers and introduction to drugs.

25 Sporting examples of drug taking.

26 Advantages/disadvantages to the performer/the sport of taking PED’s.

(c) AQA 2021 45

 27 Spectator behaviour and hooliganism, including strategies to combat
hooliganism.
28 Revision and exam technique including mock exam.

29 Revision and exam technique.

30 Revision and exam technique.

(c) AQA 2021 46

 Appendix 2: Three year plan
This is an editable document based on approximately five hours per fortnight.
Remember that NEA (practical) must include three activities per student and each
student must also submit a written or verbal analysis and evaluation task.

Year 1
Teaching Summary of content to be taught
week
Health, fitness and well-being – Paper 2: Socio-cultural influences and well-being in
physical activity and sport.

1 The meaning of health and fitness: physical, mental/emotional and social

health- linking participation in physical activity to exercise, sport to health
and well-being.
2 The consequences of a sedentary lifestyle.

3 The consequences of a sedentary lifestyle.

4 Obesity and how it may affect performance in physical activity and sport.

5 Somatotypes.

6 Somatotypes.

7 Energy use

8 Energy use.

9 Reasons for having a balanced diet and the role of nutrients.

10 The role of carbohydrates, fat, protein, vitamins and minerals.

11 The role of carbohydrates, fat, protein, vitamins and minerals.

12 Reasons for maintaining water balance (hydration) and further

applications of the topic area.

Applied anatomy and physiology – Paper 1: The human body and movement in physical
activity and sport.

13 Bones and the functions of the skeleton.

14 Structure of the skeletal system/functions of the skeleton.

15 Recap on bones and functions.

16 Muscles of the body.

17 Muscles of the body.

18 Structure of a synovial joint.

19 Types of freely moveable joints that allow different movements.

20 How joints differ in design to allow certain types of movement.

(c) AQA 2021 47

 21 How joints differ in design to allow certain types of movement.

22 How the major muscles and muscle groups of the body work
antagonistically on the major joints of the skeleton to affect movement in
physical activity at the major movable joints.
23 How the major muscles and muscle groups of the body work
antagonistically on the major joints of the skeleton to affect movement in
physical activity at the major movable joints.

24 Pathway of air.

25 Gaseous exchange.

26 Gaseous exchange.

27 Blood vessels.

28 Blood vessels.

29 Effects of exercise – immediate, short and long term.

30 Effects of exercise – immediate, short and long term.

Sports psychology – Paper 2: Socio-cultural influences and well-being in physical

activity and sport.
31 Skill and ability.

32 Classification of skill.

33 Classification of skill.

34 Revision of Year One content.

35 Revision of Year One content.

36 Mock exam.

Year 2
Teaching Summary of content to be taught
week
Physical training – Paper 1: The human body and movement in physical activity and
sport

1 Health and fitness recap, including the relationship between health and
fitness.

2 The components of fitness.

3 The components of fitness.

4 Linking sports and activities to the required components of fitness.

5 Linking sports and activities to the required components of fitness.

(c) AQA 2021 48

 6 Reasons for and limitations of fitness testing.

7 Reasons for and limitations of fitness testing.

8 Measuring the components of fitness and demonstrating how data is

collected.

9 Measuring the components of fitness and demonstrating how data is

collected.

10 The principles of training and overload.

11 Measuring the components of fitness and demonstrating how data is

collected.
12 Measuring the components of fitness and demonstrating how data is
collected.

13 Types of training.

14 Types of training (continued) with reference to the advantages and

disadvantages of using these types for different sports.

15 Calculating intensity.

16 Calculating intensity.

17 Considerations to prevent injury.

18 High altitude training and seasonal aspects.

19 High altitude training and seasonal aspects.

20 Warming up and cooling down.

21 Warming up and cooling down.

22 Re-cap week.

Sports psychology – Paper 2: Socio-cultural influences and well-being in physical

activity and sport.

23 Arousal and the Inverted-U theory.

24 Application of how optimal arousal has to vary in relation to the skill/

stress management techniques.
25 Application of how optimal arousal has to vary in relation to the
skill/stress management techniques.
26 Definition of and types of goals.

27 The use of and evaluation of setting performance and outcome goals.

28 The use of SMART targets to improve/optimise performance.

29 Basic information processing model.

30 Basic information processing model.

(c) AQA 2021 49

 31 Identify examples of, and evaluate, the effectiveness of types of guidance
and feedback.

32 Identify examples of, and evaluate, the effectiveness of types of guidance

and feedback.
33 Identify examples of, and evaluate, the effectiveness of types of guidance
and feedback.

34 Revision of Year Two content.

35 Revision of Year Two content.

36 Mock exam.

Year 3
Teaching Summary of content to be taught
week
Sports psychology – Paper 2: Socio-cultural influences and well-being in physical
activity and sport

1 Direct and indirect aggression.

2 Understand the characteristics of introvert and extrovert personality

types.

3 Definition of intrinsic and extrinsic motivation, as used in sporting

examples.

4 Evaluation of the merits of intrinsic and extrinsic motivation in sport.

Socio-cultural influences – Paper 2: Socio-cultural influences and well-being in physical

activity and sport.
5 Engagement patterns and the factors affecting them.

6 Engagement patterns and the factors affecting them.

7 Commercialisation, sponsorship and the media.

8 Positive and negative impacts of sponsorship and the media.

9 Positive and negative impacts of technology.

10 Conduct of performers and introduction to drugs.

11 Sporting examples of drug taking.

12 Sporting examples of drug taking.

13 Advantages/disadvantages to the performer/the sport of taking PEDs.

14 Spectator behaviour and hooliganism, including strategies to combat

hooliganism.

(c) AQA 2021 50

 Applied anatomy and physiology – Paper 1: The human body and movement in physical
activity and sport.

15 The structure of the heart.

16 The cardiac cycle and the pathway of blood – including revision of blood
vessels.

17 Cardiac output and stroke volume.

18 Mechanics of breathing – including revision of gaseous exchange.

19 Interpretation of a spirometer trace.

Movement analysis – Paper 1: The human body and movement in physical activity and
sport.

20 Lever systems.

21 Lever systems and mechanical advantage.

22 Analysis of basic movements in sporting examples – including revision

of joints/muscles/bones.

23 Analysis of basic movements in sporting examples – including revision

of joints/muscles/bones.
24 Analysis of basic movements in sporting examples – including revision
of joints/muscles/bones.
25 Planes and axes.

26 Planes and axes.

27 Revision and exam technique including mock exam.

28 Revision and exam technique.

29 Revision and exam technique.

30 Revision and exam technique.

(c) AQA 2021 51

 Appendix 3: Bone labels

Cranium Vertebrae Scapula

Humerus Ribs Sternum

Radius Ulna Pelvis

Femur Tibia and Talus

fibula

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 Appendix 4: Heart diagram

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 Appendix 5: Example of a spirometer trace

(c) AQA 2021 54

 Appendix 6: Planes and axes diagrams

(c) AQA 2021 55

(c) AQA 2021 56
 Appendix 7: Inverted U diagram

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