Gcse Pe Tutor

GCSE Physical Education Tutor (2026)

This skill turns Claude into a patient, encouraging GCSE PE tutor for 15–16 year old students sitting their 2026 exams. Use it to explain theory topics, quiz the student, help with exam-style questions, support NEA preparation, or build a revision plan.

Tutor Persona

When this skill is active:

• Speak in a friendly, encouraging, age-appropriate tone — never condescending
• Break complex ideas into simple steps before building up to the full explanation
• Use real sporting examples to make abstract concepts stick (e.g. "think of the bleep test as your benchmark for cardiovascular endurance — like a footballer needing a high score to last 90 minutes")
• Celebrate correct answers; gently correct mistakes by explaining why, not just giving the right answer
• One concept at a time unless the student asks for more

Quick Reference — When to Load Each Resource

Orchestration Protocol

Phase 1 — Classify the Request

Identify which category applies:

• Concept explanation — student needs a topic explained
• Exam question practice — working through a past paper or mark-scheme question
• NEA support — AEP/PEP project, practical performance advice
• Revision planning — building a timetable or prioritising topics
• Quick recall drill — student wants to be tested on definitions/facts

Phase 2 — Identify Exam Board

Always confirm the student's exam board early. Default to AQA (most common) if unknown, and state this assumption.

Phase 3 — Respond with the Right Workflow

For concept explanations: 1. Give a one-sentence summary 2. Explain step-by-step with a sporting analogy 3. Check understanding with a short question 4. Offer to go deeper or move on

For exam questions: 1. Ask the student to attempt it first, or share their answer 2. Identify the command word (see references/exam-techniques.md) 3. Walk through a model answer with mark-scheme thinking 4. Highlight common mistakes to avoid

For 6-mark / 9-mark extended response questions:

• Remind the student to address AO1 (knowledge), AO2 (application to sport), and AO3 (analysis/evaluation)
• Encourage use of specific PE terminology and real sporting examples throughout
• Suggest a simple structure: state → explain → apply → evaluate

For revision planning:

• Load references/curriculum-overview.md and references/revision-strategies.md
• Ask about their exam dates, weakest topics, and how many weeks they have
• Suggest spaced repetition with the 2357 schedule for key fact recall

2026 Exam Dates

Key Mnemonics to Reinforce

Always reinforce these when relevant — they are high-value exam recall tools:

Important Exam Guidance

Command Word Discipline

• State / Identify — one word or short phrase; no explanation needed
• Describe — what happens; no "because"
• Explain — must use "because" or give a causal link
• Evaluate / Analyse — pros and cons; balanced argument needed

Common Student Errors to Correct

• Confusing health-related and skill-related components of fitness
• Describing a muscle as "working" without naming the action (flexion, extension, abduction, etc.)
• Forgetting to name the joint when asked about lever systems
• Using vague language: "it helps your body" → push for specific terminology
• Forgetting to name the sport/activity when applying concepts in extended answers

Exam Timing

• Approximately 1 minute per mark
• 6-mark questions deserve at least 6 well-linked points
• Leave 5–10 minutes at the end to check through answers
• Never leave a blank — attempt every question

Resource Summaries

Encouraging Phrases

When a student is struggling, use lines like:

• "That's a really common thing to confuse — here's a trick to remember it"
• "You're very close — the key bit you're missing is the name of the joint action"
• "Great attempt! Let's look at the mark-scheme thinking together"
• "It's okay not to know this yet — that's exactly what revision is for"
• "Think about a sportsperson you know — which component of fitness do they rely on most?"

GCSE PE — Anatomy and Physiology Reference (2026)

Use this file when a student asks about bones, muscles, joints, the heart, breathing, energy systems, lever systems, or planes and axes of movement.

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The Skeleton

Functions of the Skeleton (MSPBM)

1. Movement — bones act as levers; muscles pull on bones at joints 2. Support — provides the structural framework of the body 3. Protection — e.g. skull protects the brain; ribcage protects the heart and lungs 4. Blood cell production — red and white blood cells made in red bone marrow 5. Mineral storage — calcium and phosphorus stored in bones

Key Bones to Know

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Joints

Synovial Joint Structure

All moveable joints are synovial. Key components:

• Articular cartilage — smooth surface on bone ends; reduces friction
• Synovial membrane — lines the joint capsule; secretes synovial fluid
• Synovial fluid — lubricates the joint; reduces friction
• Joint capsule — tough outer layer; holds joint together
• Ligaments — bone to bone; stabilise the joint
• Bursae — small fluid-filled sacs; cushion pressure points

Joint Types and Locations

Joint Actions Glossary

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Muscles

Major Muscles — Location and Function

Antagonistic Muscle Pairs

Agonist = the muscle doing the work (contracting concentrically) Antagonist = the opposing muscle (relaxing / contracting eccentrically) Fixator = a muscle that stabilises a joint to allow movement elsewhere (e.g. rotator cuff holds shoulder in place during a throw)

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The Cardiovascular System

Blood Pathway Through the Heart

Right atrium → tricuspid valve → right ventricle → pulmonary valve → pulmonary arteries → lungs (gaseous exchange) → pulmonary veins → left atrium → bicuspid valve (mitral) → left ventricle → aortic valve → aorta → body

Key terms:

• Cardiac output = stroke volume × heart rate (measured in litres/min)
• Stroke volume — volume of blood ejected per beat
• Heart rate — beats per minute
• Resting heart rate — typically 60–80 bpm; lower in trained athletes (cardiac hypertrophy)

Blood Vessels

Long-Term Cardiovascular Adaptations to Exercise

• Cardiac hypertrophy — heart muscle thickens, stronger contractions
• Increased stroke volume — more blood per beat
• Decreased resting heart rate (bradycardia)
• Increased capillary density in muscles
• Increased blood volume and haemoglobin content

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The Respiratory System

Breathing Mechanics

• Inhalation: Diaphragm contracts (flattens) and external intercostal muscles contract → ribs rise → thoracic volume increases → air pressure falls → air flows in
• Exhalation (rest): Diaphragm and intercostals relax → chest drops → pressure rises → air flows out

Key Lung Volumes

• Tidal volume — volume of air breathed in/out per breath at rest (~0.5 L)
• Vital capacity — maximum amount of air that can be breathed in/out
• Residual volume — air that remains in the lungs after maximum exhalation

Gaseous Exchange at the Alveoli

Oxygen diffuses from the alveoli (high concentration) into the blood (low concentration). Carbon dioxide diffuses from blood (high concentration) into the alveoli (low concentration) — then breathed out. Adaptations of alveoli: large surface area, thin walls (one cell thick), moist lining, good blood supply.

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Energy Systems

Aerobic Respiration

• Requires: Glucose + Oxygen
• Produces: ATP + CO2 + Water
• Used for: Low-to-moderate intensity, long-duration exercise (e.g. 10km run, cycling)
• Large amounts of ATP produced; no lactate build-up

Anaerobic Respiration (Lactic Acid System)

• Requires: Glucose only (no oxygen)
• Produces: ATP + Lactic acid
• Used for: High-intensity, short-duration exercise (e.g. 400m sprint, repeated tackles)
• Lactic acid causes muscle fatigue and pain

Oxygen Debt (EPOC — Excess Post-Exercise Oxygen Consumption)

After exercise, the body continues to breathe heavily to:

• Repay the oxygen "debt" from anaerobic work
• Remove and convert lactic acid (converted to glucose in the liver)
• Return the body to resting state

Immediate Effects of Exercise

• Heart rate and breathing rate increase
• Body temperature rises; sweating begins
• Muscles receive more blood (vasodilation)
• Stored glycogen used as fuel

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Lever Systems

Three classes of levers, identified by the position of the Fulcrum, Effort, and Load.

Memory Aid: FEL positions

• 1st class: Fulcrum in the middle — E-F-L
• 2nd class: Load in the middle — F-L-E
• 3rd class: Effort in the middle — F-E-L

Lever Classes in Sport

Most lever systems in the human body are 3rd class — they sacrifice mechanical advantage for speed and range of movement.

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Planes and Axes of Movement

Tip: Link the plane name to the axis at right angles to it. The sagittal plane uses the transverse axis because the axis runs left-to-right while motion goes forward-and-back.

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Applying Anatomy to Sporting Movements (Exam Favourites)

Sprint Start

• Hip: Hip flexors contract (hip flexion) at the hip joint (ball and socket)
• Knee: Quadriceps contract (knee extension) at the knee joint (hinge)
• Ankle: Gastrocnemius contracts (plantar flexion) at the ankle joint (hinge)
• Lever: Predominantly 3rd class levers — fast movement generated

Bicep Curl (weight training)

• Joint: Elbow (hinge joint)
• Agonist: Biceps brachii (concentric contraction → flexion)
• Antagonist: Triceps brachii (relaxes)
• Lever: 3rd class — effort (bicep insertion) between fulcrum (elbow) and load (weight)

Heading a Football

• Joint: Neck/cervical spine (pivot joint for rotation; condyloid for nodding)
• Lever: 1st class — fulcrum (atlanto-occipital joint) between neck muscle effort and load of the head
• Plane: Sagittal plane if heading forward; transverse plane if turning to head sideways

GCSE Physical Education — Curriculum Overview (2026)

The GCSE PE qualification is split into 60% theory (written exams) and 40% Non-Examined Assessment (NEA) for AQA, Edexcel, and OCR. WJEC Eduqas differs: 40% written, 60% NEA.

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AQA GCSE Physical Education (8582)

Two 1h 30min theory papers, each worth 30%. Both papers assess all topics.

Paper 1 — The human body and movement in physical activity and sport

Applied Anatomy and Physiology

• Skeleton: functions (support, protection, movement, blood cell production, mineral storage), bone types, axial vs appendicular skeleton
• Key bones: cranium, vertebrae, clavicle, scapula, sternum, ribs, humerus, radius, ulna, carpals, pelvis, femur, patella, tibia, fibula, tarsals
• Joints: synovial joint structure (synovial membrane, fluid, cartilage, ligaments, bursae, joint capsule), hinge joints (elbow, knee, ankle), ball and socket (hip, shoulder)
• Joint actions: flexion, extension, abduction, adduction, rotation, circumduction, plantar flexion, dorsiflexion
• Key muscles: deltoid, pectorals, biceps, triceps, latissimus dorsi, trapezius, abdominals, gluteals, hip flexors, hamstrings, quadriceps, gastrocnemius, tibialis anterior
• Muscle roles: agonist (prime mover), antagonist, fixator
• Antagonistic muscle pairs: biceps/triceps (elbow), quadriceps/hamstrings (knee), gastrocnemius/tibialis anterior (ankle)
• Cardiorespiratory system: pathway of blood through the heart (right atrium → right ventricle → pulmonary arteries → lungs → pulmonary veins → left atrium → left ventricle → aorta → body)
• Blood vessels: arteries (away from heart, thick walls, high pressure), veins (to heart, thin walls, valves), capillaries (exchange of gases and nutrients)
• Breathing mechanics: diaphragm and intercostal muscles; tidal volume, vital capacity
• Gaseous exchange at alveoli: oxygen in, carbon dioxide out
• Aerobic vs anaerobic respiration; lactic acid; oxygen debt (EPOC)
• Immediate, short-term, and long-term effects of exercise on the musculoskeletal and cardiorespiratory systems
• Long-term adaptations: cardiac hypertrophy, increased stroke volume, increased lung capacity, muscle hypertrophy, increased bone density

Movement Analysis

• Lever systems: first class (EFL), second class (FLE), third class (FEL) — identify fulcrum, effort, load
• Sporting examples: 1st class = heading a football; 2nd class = rising on toes (ballet/gymnastics); 3rd class = bicep curl, forehand tennis stroke
• Mechanical advantage: 2nd class levers; speed advantage: 3rd class levers
• Planes of movement: sagittal (forward/back), frontal (side to side), transverse (rotational)
• Axes of rotation: transverse axis (linked to sagittal plane), sagittal axis (linked to frontal plane), vertical axis (linked to transverse plane)
• Apply to sporting movements: forward roll (sagittal/transverse), cartwheel (frontal/sagittal), discus spin (transverse/vertical)

Physical Training

• Health-related components of fitness: cardiovascular endurance, muscular strength (maximal, static, dynamic, explosive), muscular endurance, flexibility, body composition
• Skill-related components of fitness: agility, balance, coordination, power, reaction time, speed
• Standardised fitness tests (know procedure, purpose, and limitations):

• Principles of training: SPORT — Specificity, Progressive Overload, Reversibility, Tedium (variety)
• Principles of overload: FITT — Frequency, Intensity, Time, Type
• Training methods:

• Warm-up and cool-down: reasons, components (pulse raiser, stretching, skill rehearsal)
• Overtraining, injury, reversibility consequences
• Injury prevention: correct technique, protective equipment, environmental checks

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Paper 2 — Socio-cultural influences and well-being in physical activity and sport

Sports Psychology

• Skill classification continua: open vs closed, basic vs complex, gross vs fine, self-paced vs externally paced
• Information processing model: input (sensory data) → decision making → output (movement) → feedback loop
• Goal setting: SMART targets (Specific, Measurable, Achievable, Realistic/Relevant, Time-bound)
• Performance goals vs outcome goals
• Types of guidance: visual, verbal, manual, mechanical
• Types of feedback: intrinsic (felt internally) vs extrinsic (given by coach/results); knowledge of results vs knowledge of performance; positive vs negative
• Mental preparation techniques: visualisation, mental rehearsal, deep breathing, positive self-talk
• Arousal and the Inverted-U Theory: performance improves with arousal up to an optimal point, then declines
• Motivation: intrinsic (enjoyment, personal satisfaction) vs extrinsic (trophies, praise, money)
• Personality: introvert vs extrovert; direct vs indirect aggression

Socio-Cultural Influences

• Factors affecting sports participation: age, gender, ethnicity, disability, socio-economic status
• Barriers to participation and strategies to overcome them (e.g. role models, subsidised facilities, adaptive sports)
• Commercialisation and the Golden Triangle: sport ↔ media ↔ sponsorship (all three are interdependent)
• Positive impacts of media/sponsorship: increased funding, wider audiences, role models
• Negative impacts: over-scheduling fixtures, loss of tradition, focus on elite sport only
• Technology in sport: VAR, Hawkeye, timing gates, GPS
• Sportsmanship (fair play within spirit of rules) vs gamesmanship (bending rules to gain advantage)
• Deviance: violence in sport (player vs player, spectator), hooliganism
• Performance-Enhancing Drugs (PEDs):

Health, Fitness, and Wellbeing

• Three dimensions of health: physical, emotional/mental, social
• Benefits of exercise: reduced CHD risk, weight management, stress reduction, serotonin release, social interaction, improved self-esteem
• Consequences of sedentary lifestyle: obesity, Type 2 diabetes, high blood pressure, poor mental health, decreased mobility
• Somatotypes: ectomorph (thin/light build), endomorph (round/higher body fat), mesomorph (muscular) — link to sporting demands
• Diet and nutrition macronutrients:
• Carbohydrates: primary energy source for high-intensity exercise
• Fats: energy for low-intensity, long-duration activity; insulation; fat-soluble vitamins
• Proteins: muscle growth and repair; secondary energy source
• Micronutrients: vitamins (e.g. Vitamin D for bone health) and minerals (e.g. calcium for bone density, iron for haemoglobin)
• Hydration: water for thermoregulation, nutrient transport, joint lubrication; dehydration causes blood thickening, reduced cognitive function, impaired performance
• Energy balance: calorie intake = calorie expenditure → maintain weight; surplus → weight gain; deficit → weight loss
• Carbo-loading: for endurance events, maximise glycogen stores

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Edexcel GCSE Physical Education (2016)

Two components: Component 1 (36%) focuses on Fitness and Body Systems; Component 2 (24%) focuses on Health and Performance.

Component 1 key topics:

• Anatomy and physiology (cardiovascular, respiratory, musculoskeletal)
• Exercise physiology: aerobic/anaerobic, energy systems (ATP-PC, lactic acid, aerobic)
• Movement analysis: biomechanics, lever systems
• Physical training: fitness components, principles, training methods, fitness testing

Component 2 key topics:

• Health, fitness, and wellbeing
• Sport psychology: mental preparation, feedback, goal setting
• Socio-cultural influences: participation barriers, media, commercialisation, ethics

Content broadly mirrors AQA above; confirm board-specific terminology with students.

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OCR GCSE Physical Education (J587)

Two components each worth 30%, covering theory content broadly equivalent to AQA and Edexcel.

Component 01 — Physical factors affecting performance:

• Cardiovascular and respiratory systems
• Musculoskeletal system, movement analysis, lever systems
• Physical training, fitness testing

Component 02 — Socio-cultural issues and sports psychology:

• Participation barriers, commercialisation, ethics, drugs
• Sports psychology: goal setting, guidance, feedback, mental preparation

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WJEC Eduqas GCSE Physical Education

Unit 1 (written, 40%) + Unit 2 NEA (60%).

• More emphasis on coaching/leadership roles in NEA (students may be assessed performing or coaching)
• Content broadly mirrors AQA but with Welsh context encouraged in examples

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Non-Examined Assessment (NEA) Guide

AQA, OCR, and Edexcel

Students are assessed in three sporting activities:

• One team sport (e.g. football, netball, basketball, hockey, cricket)
• One individual sport (e.g. swimming, athletics, gymnastics, golf, badminton)
• One from either category

Plus a written coursework project:

• AQA / OCR: Analysis and Evaluation of Performance (AEP) — evaluate a performance in one activity and plan how to improve it
• Edexcel: Personal Exercise Programme (PEP) — design and evaluate a 6-week training programme

WJEC Eduqas

• Two performances (or one performance + one coaching role)
• Written Personal Training Programme (PTP)

NEA Advice for Students

• Start collecting footage of your performances early
• Keep a training diary or logbook
• Use correct PE terminology throughout written coursework (e.g. name specific muscles, principles of training)
• Refer to FITT and SPORT principles when designing/evaluating training

GCSE PE — Exam Techniques (2026)

Use this file when a student is working on exam questions, wants to understand command words, needs help structuring extended answers, or wants to understand how the mark scheme works.

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Assessment Objectives

GCSE PE theory questions test three Assessment Objectives. Higher-grade answers address all three:

In short: Know it → Apply it to sport → Evaluate or analyse it.

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Command Words — What They Demand

State / Identify / Name / Give

• Recall a fact, term, or example
• No explanation needed — short answer, often one word or phrase
• Example: "State one health-related component of fitness" → "Cardiovascular endurance" (no elaboration)

Describe

• Give a factual account of what happens — what, not why
• No causal links needed
• Example: "Describe what happens to breathing rate during exercise" → "Breathing rate increases during exercise because the muscles need more oxygen"
• Wait — this is actually an explain answer. For describe only: "Breathing rate increases during exercise"

Explain

• Must provide a reason — a causal link using "because", "which causes", "so that", or "therefore"
• One reason per mark pair typically
• Example: "Explain why breathing rate increases during exercise" → "Breathing rate increases during exercise because the working muscles produce more CO2, which stimulates the respiratory centre in the brain to increase the depth and rate of breathing"

Evaluate / Assess / Discuss

• Requires a balanced argument — pros AND cons, or a judgement with justification
• Take a position and support it, while acknowledging the other side
• Example: "Evaluate the impact of media on sport" → Positive impacts (funding, role models, audience) + Negative impacts (fixture congestion, focus on elite, loss of tradition) + overall judgement

Analyse

• Break down a topic into components and examine how they interact
• Show how different factors contribute to an outcome
• Similar level of complexity to evaluate

Calculate

• Show all working, include units in your answer
• Example: cardiac output = stroke volume × heart rate; if SV = 70ml and HR = 80bpm, CO = 5,600ml/min = 5.6L/min

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Mark Scheme Logic

Short-Mark Questions (1–3 marks)

• One mark per valid point
• Only one correct answer from a list is needed to gain the mark
• Avoid repeating the question back — examiners look for new information in each point

Extended Response Questions (4–9 marks)

Extended response questions use levels-based marking:

To reach Level 3: 1. Use correct PE terminology throughout (name the muscle, joint, principle) 2. Apply theory to a specific sport or athlete — make it concrete 3. For evaluate/analyse questions: present both sides before giving a conclusion

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Structuring Answers

For 1-mark "State" Questions

Write a single, precise term or phrase. Do not add unnecessary sentences.

For 2–4 mark "Describe/Explain" Questions

Use this pattern: Point → Reason → Sport/Example

"The bleep test measures cardiovascular endurance (point), because it requires continuous running over a long period (reason), which is essential for a football player to sustain performance over 90 minutes (sporting link)."

For 6-mark Extended Response Questions

Use this structure: PEER (or vary the order)

1. Point — make a clear, relevant statement 2. Explain — give a reason using "because" or "this means that" 3. Evidence/Example — name a specific sport, athlete, or situation 4. Result/Relevance — explain the outcome or significance

Aim for 3–4 well-developed PEERs for a 6-mark answer, not 6 basic one-liners.

For Evaluate Questions (often 6–9 marks)

Structure: 1. Positive / benefit side — 2–3 PEER points 2. Negative / drawback side — 2–3 PEER points 3. Conclusion — overall judgement ("On balance, the positives outweigh the negatives because...")

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Common PE Exam Mistakes

Vocabulary Errors

Joint and Muscle Errors

• Always name the joint (e.g. "at the elbow joint" not "at the arm")
• Always name the joint action (e.g. "flexion occurs at the elbow" not "the arm bends")
• Always identify both the agonist and antagonist when asked about muscle pairs
• Don't confuse antagonist (muscle that relaxes) with antagonistic (the system/pair)

Lever System Errors

• Students often misidentify 1st class vs 3rd class — use the FEL mnemonics
• Must state the specific sporting example: "heading a football" not just "in sport"
• Must identify fulcrum, effort, and load separately, not just name the class

Training Principles Errors

• FITT = overload principles; SPORT = general training principles — know the difference
• Specificity = training must match the demands of the sport (e.g. a marathon runner should train at low intensity for long duration, not sprint training)
• Progressive overload = gradually increasing the training load — don't define it as just "doing more"
• Don't confuse reversibility (fitness lost if training stops) with overtraining (fitness decreases due to training too hard)

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Worked Example: 6-mark Question

Question: "Evaluate the use of Performance Enhancing Drugs (PEDs) in sport." (6 marks)

Strong answer:

Anabolic steroids allow athletes to build muscle mass at a faster rate because they replicate the effects of testosterone, increasing protein synthesis. This benefits strength and power athletes, such as sprinters, who need explosive muscle contractions to generate maximum speed.

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However, the use of anabolic steroids carries significant health risks, including liver damage, cardiovascular disease, and hormonal disruption, which can have long-term irreversible consequences for the athlete.

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From an ethical standpoint, PED use undermines the principle of fair play in sport, as an athlete using drugs gains an unfair advantage over clean competitors. This damages the integrity and credibility of the sport itself.

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On balance, while PEDs may offer short-term performance benefits, the combination of health risks, bans and career damage, and the ethical harm to sport outweigh any potential gain. Clean sport should be prioritised through rigorous testing programmes such as those run by UKAD.

Why this scores Level 3:

• Uses specific terminology (anabolic steroids, protein synthesis, testosterone, UKAD)
• Applies to a sporting context (sprinters)
• Covers both sides (performance benefit + health risks + ethical dimension)
• Concludes with a clear judgement

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Worked Example: 4-mark "Explain" Question

Question: "Explain two effects of a warm-up on the body before exercise." (4 marks)

Strong answer:

First, a warm-up increases heart rate and blood flow to the working muscles, because the cardiovascular system responds to increased demand. This means more oxygen is delivered to the muscles, reducing the risk of injury.

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Second, a warm-up increases the temperature of the muscles, which increases the elasticity of muscle fibres. This reduces the risk of muscle tears or pulls during activity.

Why this scores 4/4:

• Two separate, clearly explained effects
• Each uses "because" or "which means" to provide the causal link
• No irrelevant information added

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Data Questions (embedded across all papers)

GCSE PE embeds data interpretation tasks — reading tables, graphs, and test results. Tips:

• Read axes and units carefully before interpreting
• Use values from the graph in your answer: "at Level 10 on the bleep test, the heart rate reached 185 bpm"
• If asked to calculate, show the formula and working: cardiac output = 70 × 80 = 5,600 ml/min
• If asked to compare, use comparative language: "Group A improved by X%, which was greater than Group B's Y%"

GCSE PE — Revision Strategies (2026)

Use this file when a student asks how to revise effectively, wants a revision plan, or needs memory techniques for PE theory content.

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Key Mnemonics — Memorise These First

These acronyms appear frequently in exam questions. Knowing them off by heart is non-negotiable.

FITT — Principles of Overload (how to apply progressive overload)

SPORT — Principles of Training

SPORT is sometimes written as SPORT+ with an extra O for Overload. Check your board's version.

SMART — Goal Setting

RICE — Immediate Treatment for Soft Tissue Injuries

• Rest — stop the activity immediately
• Ice — apply ice pack wrapped in a cloth for 15–20 minutes to reduce swelling
• Compression — bandage the area to limit swelling
• Elevation — raise the limb above heart level to reduce blood flow to the area

Lever Classes — EFL / FLE / FEL

The middle letter tells you what's in the middle of each lever:

• 1st class: F in middle → Effort – Fulcrum – Load (e.g. heading a football)
• 2nd class: L in middle → Fulcrum – Load – Effort (e.g. rising onto toes)
• 3rd class: E in middle → Fulcrum – Effort – Load (e.g. bicep curl) — most common in the body

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2026 Exam Dates to Anchor Your Revision

Work backwards from these dates to plan your revision.

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Prioritising Topics

Not all topics are equal. Some appear on nearly every paper; others are niche.

High-priority topics (appear almost every year):

• Components of fitness and their definitions
• Fitness tests (which test tests which component, and how)
• FITT and SPORT principles
• Named muscles and antagonistic pairs
• Joints and joint actions
• Lever systems (especially identifying which class)
• Golden Triangle (sport/media/sponsorship)
• Sportsmanship vs gamesmanship vs PEDs
• Benefits of exercise vs sedentary lifestyle
• Cardiovascular and respiratory responses to exercise

Lower priority (but worth covering if time allows):

• Somatotypes
• Specific named PEDs and their effects
• Detailed lung volumes
• Specific social participation statistics
• Detailed nutrition micronutrients

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Building a Revision Plan

Step 1: Audit Your Knowledge

Rate each topic 1–3:

• 🔴 1 = need to learn from scratch
• 🟡 2 = understand but can't recall under pressure
• 🟢 3 = confident, can explain to someone else

Focus revision time on 🔴 topics first, then revisit 🟡 topics.

Step 2: Spaced Repetition — The 2357 Rule

After learning a topic, review it again at these intervals:

• 2 days later → 3 days later → 5 days later → 7 days later

This forces memories to be repeatedly recalled before they fade, which strengthens long-term retention.

6-Week Revision Schedule (from ~mid-April)

This works for AQA/OCR with exams on 22 May and 1 June:

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Active Revision Techniques (More Effective Than Re-reading)

Flashcards

• Write the term on one side, definition + sporting example on the other
• High-value flashcard sets for PE: muscle pairs, joint types, fitness tests, lever classes, training methods, PED types
• Use apps like Anki or Quizlet for spaced repetition

Blank Diagram Labelling

• Print a blank body diagram — label bones, muscles, joints from memory
• Print a blank heart diagram — label chambers, valves, vessels
• Print a blank lever diagram — draw the three classes and add sporting examples

The Teach-It-Back Method

Explain a topic out loud as if teaching it to someone who knows nothing.

• If you stumble or go vague, that's the gap to fix
• Say it in 60 seconds — forces concise, precise recall

Past Paper Practice

• Use AQA, OCR, Edexcel, or WJEC past papers (free on their websites or Revision World / Save My Exams)
• Time yourself — don't look at notes during the attempt
• Then mark using the mark scheme and colour-code: correct (green), close but missing a term (amber), wrong/blank (red)
• Only re-read notes to fill in red gaps — don't re-read everything

Mind Maps

Useful for connecting topics (e.g. how training principles link to fitness improvements and then to health benefits). Best made by hand — the act of drawing improves recall over just reading one.

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PE-Specific Revision Tips

Connecting Theory to Sport

Always link theory to a real-world sport when revising. For each concept, ask: "When does this happen in a game or activity I know?"

• Cardiovascular endurance → marathon running, football
• Agility → basketball defender dodging, rugby tackle
• Lever systems → cricket bowling (shoulder circumduction), gymnastics tumbling
• Arousal theory → penalty shoot-out nerves, pre-race anxiety

Keyword Cards

For each major topic, write a keyword card with:

• Term
• Definition in your own words (under 20 words)
• One sport example
• One common exam mistake to avoid

Example card:

TERM: Cardiac hypertrophy
DEFINITION: Thickening of the heart muscle walls due to regular aerobic training
SPORT EXAMPLE: A trained marathon runner has a larger, stronger left ventricle
EXAM MISTAKE: Don't just write "the heart gets bigger" — specify it's the muscle wall and it results in higher stroke volume

Revision for the NEA Written Task

If writing an AEP or PEP:

• Use PE terminology in every sentence — name the principles, muscles, and components
• Structure each section: justify → apply FITT/SPORT → link to performance goal (SMART)
• Use subheadings and tables — easier to mark and shows organised thinking
• Proofread for vague language like "helps the body" — replace with specific terminology

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Quick-Fire Recall Drills

Use these when you have 5–10 minutes (e.g. on the bus, before bed):

Fitness tests drill: Name the test for each component — cardiovascular endurance, agility, power, flexibility, strength, speed (answer from memory, then check)

Muscle pairs drill: Say the agonist for kicking, curling, sprinting push-off, raising arms sideways — then say the antagonist for each

Lever classes drill: Heading a football → what class? → Why? → What's the fulcrum/effort/load?

Command word drill: Cover a 6-mark question with a piece of paper. Reveal only the command word. Plan your structure before you look at the full question.