AS
Fallibroome
Academy
AS
A-Level Physical Education
Student Guide
Name:
1 Before we start
AS
Why did you choose this subject?
What are your expectations of the subject?
What s your target Grade?
For PHED1 & PHED2? Is it realistic? What do you need to get to achieve it (refer to UMS boundaries)? How do you learn best? What will you need to do differently from year 11?
2 How do you plan to gain extra knowledge, skills and experience to supplement what
you will learn in lessons?
?
3 AS
Study
Guide - Contents Page
The Bigger Picture
5
The Specification
6
A2 Grading System
10
Monitoring Your Progress
12
Directive Terms
16
Websites
17
Glossary
20
4 AS
AS PE ‒ The Bigger Picture
At AS level, you will develop the knowledge and skills to help
understand the opportunities for and effects of leading a
healthy and active lifestyle. You will be given the opportunity
to build on your experience and improve your personal
skills/techniques across a variety of roles and in a sport of
your choice to improve performance.
At AS level you will complete two units:
Unit 1: Opportunities for and the effects of
Unit 2: Analysis and evaluation of physical
leading a healthy and active lifestyle
activity as performer and/or in an adopted role/s
The physiological effects of adopting a
healthy lifestyle
Execution of skills/techniques in two
roles (performer, official or leader/coach) in
a chosen physical activity
The short-term effect of
exercise/performance and the long-term
effects of training
Analysis of own performance
Application of theoretical knowledge to
achieve effective performance
Analysis of movement across a range of
sporting
actions
Acquisition of skills and the impact of
psychological factors on performance. Opportunities for physical activity,
benefits to the individual and society and the
potential
barriers faced by minority groups. Assessment in PHED 1
Assessment in PHED 2
2 hour written paper.
Section A: Questions on applied
physiology, skill acquisition and opportunities
for participation.
Section B: Examines the application of
theoretical knowledge to a practical situation.
60% of total AS level marks.
Internal practical assessment.
External moderation.
40% of total AS level marks.
20% of total A level marks.
40% of total A-Level marks. 5 AS
PE ‒ The Specification
AS
Unit 1: Opportunities for and the effects of leading a healthy and active lifestyle
1.
Applied Exercise Physiology
Health, exercise and fitness
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Definitions of health and fitness and the relationship between them
Consideration of the problems associated with trying to define health and fitness
Components of health-related fitness; stamina, muscular endurance, strength, speed,
power, flexibility
Components of skill-related fitness . reaction time, agility, co-ordination and balance
Effect of lifestyle choices on health and fitness.

Nutrition
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Seven classes of food and their exercise-related function . fats, proteins,
carbohydrates, vitamins, fibre, minerals and water
The need for a balanced diet and the energy balance of food
Performer’s use of nutritional information based on their activity, difference in diet
composition between endurance athletes and power athletes
Definitions of obesity and the limitations in trying to define it
Percentage body fat/body composition and Body Mass Index (BMI) as measures of
nutritional suitability.

Pulmonary Function
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Mechanics of breathing
Lung volumes and capacities and interpretations from spirometer readings regarding
rest and exercise
Gas exchange systems at alveoli and muscles,
Principles of diffusion, partial pressures, difference in oxygen and carbon dioxide
content between alveolar air and pulmonary blood
Role of blood carbon dioxide in changing breathing rate.
Transport of Blood Gases
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Roles of haemoglobin and myoglobin
Transport of oxygen; Bohr shift
Pulmonary and systematic circulation related to the various blood vessels
(arteries/arterioles/capillaries/venules and veins)
Generation of blood pressures/velocities
Venous return mechanism
Redistribution of blood/vascular shunting
Arterio - venous oxygen difference (A-VO2 diff).
6 Cardiac Function
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Cardiac cycle
Cardiac output, stroke volume and heart rate and the relationship between them.
Heart rate range in response to exercise; hormonal and nervous effects on heart
rate;
Role of blood carbon dioxide in changing heart rate
Cardiac hypertrophy leading to bradycardia/athlete’s heart
Starling’s law of the heart
Cardio-vascular drift.
Analysis of movement in specified sporting actions (including planes and axes).
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Shoulder and elbow action in:
o
o
o
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Hip, knee and ankle action in:
o
o
o
o
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Push-ups
Over-arm throwing
Forehand racket strokes
Running
Kicking
Jumping
Squats
Types of joint, articulating bones, joint actions, main agonists and antagonists, types
of muscle contraction: isotonic (concentric and eccentric) and isometric related to the
above sporting actions.

Levers
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2.
Three classes of levers and examples of their use in the body related to the above
specified sporting actions.
Relationship of levers to effective performance - mechanical advantages and
disadvantages and range and speed of movement.
Skill Acquisition
Skill Acquisition
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Characteristics and definitions of skill
Difference between motor and perceptual abilities
Difference between skill and ability
Types of skill - cognitive, perceptual and psychomotor
Classification of skill, use of skill continua (open . closed, discrete . serial .
continuous, gross, fine, self paced . externally paced).

Information Processing
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Input - senses, receptors, proprioception, perception, selective attention
Memory - functions and characteristics of short-term sensory store, short-term
memory and long-term memory; strategies to improve memory, chunking, chaining,
mental rehearsal and practice
Decision making - reaction time, simple reaction time, choice reaction time, response
time, movement time and the relationship between them
Anticipation temporal and spatial
7 
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Factors affecting reaction time, Hick.s law, psychological refractory period, single
channel hypothesis
Motor programmes and sub routines
Factors affecting the efficiency of the components of the information processing
system and strategies for improvement

Learning and Performance
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3.
Learning - stages of learning, use of guidance, how feedback differs between the
different stages of learning
Learning plateaus . causes and solutions
Motivation - intrinsic, extrinsic, tangible and intangible
Learning theories - operant conditioning, positive and negative reinforcement and
punishment
Cognitive/insight theories
Bandura’s observational model of learning, social learning theory
Motor learning .Schmidt’s schema theory (recall, recognition, initial conditions,
response specifications, sensory consequences, response outcomes)
Transfer of learning (positive, negative, zero, bilateral, proactive and retroactive)
Impact of practice on improving learning
Goal setting - benefits and types, principles of effective goal setting.
Opportunities for participation
Concepts and Definitions
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The characteristics and objectives of
o Play
o Physical education
o Leisure and recreation
o Active leisure
o Outdoor and adventurous activities
o Sport
The relationships between these concepts and compare and contrast one concept
with another
The benefits of play, physical education, active leisure, outdoor and adventurous
activities and sport to the individual and to society.
Leisure Provision
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The characteristics and goals of the public; private and voluntary sectors
The advantages and disadvantages of the public; private and voluntary sector
provision
The concept of best value in relation to public sector provision.
Current Provision ‒ National Curriculum

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The historical, social and cultural factors contributing towards the development of the
current provision of Physical Education (including the influence of the English Public
Schools on the emergence of rational recreation (including games) and the concept
of fair play.)
How the development of physical activity within state elementary schools from the
early 20th century from the concepts of military drill to post World War II provision and
the emphasis on movement have helped increase participation
8 
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The characteristics of each of the Key Stages of the National Curriculum for Physical
Education and the relevance of each in relation to increasing opportunity for
participation
The factors influencing provision in schools and the impact this has on pupils
experiences
The effects of developing school club links
Initiatives such as Physical Education School Sport and Club Link Strategy
(PESSCLS), School Sports Co-ordinator, Sports Colleges, Active Sports, Sports
Leaders UK, the TOPS programme, Whole Sport plans designed to encourage the
development of school club links and explain the potential benefits to the government
(individuals or community)
The role of national governing bodies, Sport England and Youth Sports Trust in
increasing participation.
Barriers to Participation & Equal Opportunities

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The terms equal opportunity, discrimination, stereotyping, inclusiveness and
prejudice and give possible examples of each in sport
The barriers to participation and possible solutions to overcome them for the
following target groups:
o Disability
o Socio-economic class
o Ethnic group
o Gender
o The solutions to overcome discrimination in sport to raise participation.
Section B (Assessed by an Extended Question)
Applied Exercise physiology in practical situations
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Principles of training - concepts of specificity, progression, over-training, overload,
reversibility and tedium, FITT principles
Calculating working intensities for optimal gains through heart rate and Borg scale,
weights one rep max
Fitness testing - reasons for testing, principles of maximal and sub-maximal tests,
limitations of testing, specific test protocols, issues relating to validity and reliability.
Physiological and psychological value of a warm-up and cool-down. Types of
stretching exercises, active, passive, static and ballistic. Principles of safe practice
Training methods - continuous, intermittent, circuit, weights, plyometrics and mobility
training. Explanation of the principles of each method, specific examples, advantages
and disadvantages.
Skill acquisition in practical situations
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Factors to consider when developing skill and planning training/coaching sessions
Teaching styles - command, reciprocal, discovery and problem solving
Methods of presenting practice - whole, progressive part and whole-part-whole.
Types of practice - massed, distributed, variable and mental practice.
Methods of guidance - verbal, visual, manual and mechanical
Feedback - types of feedback, Knowledge of Performance, Knowledge of Results,
terminal, concurrent, delayed, positive and negative, intrinsic, extrinsic.
9 Exam Tip ‒ 12 Mark Questions
AS PE - Grading System
AS
Extended questions have been introduced to differentiate
between students and offer a stretch and challenge element.
You need to familiarise yourself with the band descriptors
below to ensure you are aware of what is required for your
answers to access the top band range.
A- Level Physical Education UMS Grade Boundaries
Section B 12 Mark Question Band Descriptors
10 PHED 2 - Practical Assessment
As early as possible you need to access the grading criteria for your sports/roles,
understand what is required of you and work to improve your performance.
 Skills in isolation and in modified practices in category 1 and 3 activities are
marked as 5 marks for each core skill.

 In category 2 activities, each event/stroke is marked out of 15. For the conditioned
event, each of the 5 core skills should be marked out of
11 AS
Monitoring Your Progress
AS Physical Education Assessments
Specification Area
Assessment
Mark
%
Grade
Comment
12 AS Physical Education Assessments
Specification Area
Assessment
Mark
%
Grade
Comment
13 AS Physical Education Assessments
Specification Area
Assessment
Mark
%
Grade
Comment
14 AS Physical Education Assessments
Specification Area
Assessment
Mark
%
Grade
Comment
15 Directive Terms
AS
Directive Term
Meaning/Requirement
Name/ What is the name of....?
This usually requires a technical term or its equivalent. Answers
to this type of question normally involve no more than one or two
words.
A number of features or points, each often no more than a single
word, with no further elaboration or detail required.
“Define” requires a statement giving the meaning of a particular
term. “What do you understand by the term....?” is used more
frequently as it emphasises that a formal definition as such is not
required.
Use of qualitative or quantitative information to show
understanding of a statement, or of a relationship between
factors.
This creates major difficulties for many students. A reason,
justification, or interpretation must be given, not a description.
The term “Describe” answers the question “What?”; the term
“Explain” answers the question “Why”. Thus, “Explain a curve on
a graph” requires reasons for any change of direction, or pattern
that is evident.
Linking of cause/problem and effect/solution. Marks awarded
only if linkage is made.
“Suggest” is used when it is not possible to give the answer
directly from the facts that form part of the subject material
detailed in the specification. The answer should be based on the
general understanding rather than on recall of learnt material. It
also indicates that there may be a number of correct
alternatives.
Presentation of both sides of an argument, seeking an opinion
based on knowledge and analysis with a justified conclusion.
Answers to questions involving these phrases must follow the
instructions. Marks are always awarded for appropriate
references to the information provided. General answers,
however comprehensive, will not gain maximum credit.
A properly labelled drawing is required.
Outline of the main features
“State” falls short of describing and amounts to no more than
making bullet points.
Clear statement of why one condition is better than another.
Would normally need justification and/or qualification relevant to
question.
Common agreed factors for a situation, structure or process.
A comparison between two states given in the question.
Students should be precise and not be tempted to wander here.
Theoretical concept underpinning a practical example.
List
Define/
What do you understand by the
term....?
Describe
Explain
Identify.... and
explain
Suggest
Discuss
Give the evidence for ..../
Using examples from...
Draw
Sketch
State
Advantage
Characteristics
Differences
Principle
16 Further
Research - Websites
AS
Sports Organisations Web Site Addresses
British Council http://www.britishcouncil.org
British Olympic Association http://www.olympics.org.uk/
Department of Culture, Media and Sport http://www.culture.gov.uk
Disability Sport England http://www.disabilitysport.org.uk
English Institute of Sport http://www.eis2win.org.uk
Institute of Sport Sponsorship http://www.sports-sponsorship.co.uk/
International Olympic Committee http://www.olympic.org/
International Paralympic Committee http://www.paralympic.org/
Sports Coach UK http://www.sportscoachuk.org.uk
Sport England http://www.sportengland.org
UK Sport http://uksport.gov.uk
Women’s Sport Foundation http://www.wsf.org.uk/
Youth Sports Trust http://www.youthsporttrust.org
Information Organisations
1st4Sport http://www.1st4sport.com/
Governing Bodies http://www.sportsearch.org.uk/governing_bodies/ngbs/index.html
Gatorade Sport Science Lab www.gisiweb.com
Human Biology page www.bioanim.com
Inner Body http://www.innerbody.com
Lucozade Sports Academy www.thelssa.com/lssa/main.asp
National Library of Medicine www.ncbi.nlm.nih.gov/entrez/query.fcgi
Peak Performance http://www.pponline.co.uk
Psychology Lab http://www.geocities.com/lazaridous/
Schoolzone http://www.schoolzone.co.uk/
17 Sport Injury Journals http://www.physsportsmed.com/
Sports Science Information www.exploratorium.edu/sports
Statistics Information http://www.robertniles.com/stats/
Training Programmes/Principles http://www.brianmac.demon.co.uk/
UK Sport http://www.uksport.gov.uk
World Sport http://www.worldsport.com/ws/
Specialist websites for individual sections
Nutrition www.nutrition.org.uk
Healthy living www.bbc.co.uk/health/healthy_living/nutrition
Food www.netdoctor.co.uk/focus/nutrition
Physiology,fitness, training www.brianmac.demon.co.uk
Exercise physiology home.hia.no/~stephens/exphys.htm
Physiology www.anatomy.tv
Sport science www.topendsports.com
Fitness testing and training www.netfit.co.uk
Fitness www.fitness-training.net/introduction
Fitness testing and training www.topendsports.com
Anatomy, fitness and training www.exrx.net
Lung function www.estrellamountain.edu/faculty/farabee/biobk/BioBookRESPSYS.html
Lung function www.breath2000.org/physiology.html
Transport of blood gases www.chemsoc.org/networks/learnnet/cfb/transport.htm
Transport of blood gases cal.man.ac.uk/student_projects/2001/MNQC7NDS/index.html
Pulmonary and systemic circulations en.wikipedia.org/wiki/Systemic_circulation
Circulation www.ivy-rose.co.uk/Topics/Systemic_Circulation.php
Venous return www.cvphysiology.com/Cardiac%20Function/CF016.htm
Heart structure www.nucleusinc.com/animation2.php
Heart structure www.ivy-rose.co.uk/Topics/Heart_Structure.htm
Cardiac cycle en.wikipedia.org/wiki/Cardiac_cycle
Cardiac cycle biology.about.com/library/organs/heart/blcardiaccycle.htm
18 Heart structure and function www.jdaross.cwc.net/heart5.htm
Skills www.shelfield.walsall.sch.uk/html/classification_of_skill.html
Information processing http://chiron.valdosta.edu/whuitt/col/cogsys/infoproc.html
Memory en.wikipedia.org/wiki/Memory
Information processing www.cc.gatech.edu/classes/cs6751_97_winter/Topics/human-cap
Reaction time www.exploratorium.edu/baseball/reactiontime.html
Reaction time www.bbc.co.uk/science/humanbody/sleep/sheep/
Learning theories www.funderstanding.com/about_learning.cfm
Learning www.shelfield.walsall.sch.uk/html/learning.html
Learning www.cix.co.uk/~dkeegan/PE/psychology/contents.html
Operant conditioning en.wikipedia.org/wiki/Operant_conditioning
Schema theory www.bishopchalloner.co.uk/PE/PE_AS_Psychological_notes.htm
Motor learning www.richmond.edu/~sclark3/HSS356/Presentations/Chapter6/sld001.htm
Facility provision
www.yorkshiresport.org.uk/Love%20of%20the%20Sport%20FYS%20AGM/sld008.htm
Public school sport www.bbc.co.uk/history/british/victorians/sport_01.shtml
Sports history www.staffs.ac.uk/schools/humanities_and_soc_sciences/pgstudents/malhen.htm
National curriculum P.E. www.ncaction.org.uk/subjects/pe/index.htm
School-club links http://www.youthsporttrust.org
School sport and P.E. www.teachernet.gov.uk/teachingandlearning/subjects/pe/
Whole Sport Plans www.sportengland.org/index/get_resources/ngbs.htm
TOP programmes www.youthsporttrust.org/page/top-programmes/index.html
PESSCLs www.youthsporttrust.org/page/pesscl/index.html
Sports Colleges www.youthsporttrust.org/subpage/specialist-sport/index.html
Training principles http://sportsmedicine.about.com/cs/conditioning/a/aa050901a.htm
Training principles www.tothenextlevel.org/docs/coaches_corner/tips_principles
Teaching styles
www.cix.co.uk/~dkeegan/PE/psychology/organisation%20of%20practices/organisations.htm
Teaching styles www.sports-media.org/sportapolisnewsletter23newlook.htm
Feedback www.psy.gla.ac.uk/~steve/feedback.html 19 AS
Glossary
Section 1: Applied Physiology
Topic Area: Fitness and Health
Key Word
Definition
Topic Area: Nutrition
Key Word
Definition
20 Topic Area: Lung Function
Key Word
Definition
Topic Area: Blood Transport System
Key Word
Definition
Topic Area: Heart Function
Key Word
Definition
21 Topic Area: Analysis of Movement
Key Word
Definition
Section 2: Skill Acquisition
Topic Area: Skills
Key Word
Definition
22 Topic Area: Information Processing
Key Word
Definition
Topic Area: Learning & Performance
Key Word
Definition
23 Section 3: Opportunities for Participation
Topic Area: Concepts and Definitions
Key Word
Definition
Topic Area: Leisure provision
Key Word
Definition
Topic Area: National Curriculum, PE and School Sport
Key Word
Definition
24 Topic Area: Equal Opportunities
Key Word
Definition
Section B (Assessed by Extended Question)
Topic Area: Applied Exercise physiology in practical situations
Key Word
Definition
25 Topic Area: Skill acquisition in practical situations
Key Word
Definition
26