Look inside the Edexcel A-Level Physical Education guide (9PE0)

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Look inside the Edexcel A-Level Physical Education guide

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Edexcel · A-Level · 9PE0
Physical Education
Active Recall Guide
2,108 questions
Physical EducationContents
Contents
38 topics, 146 subtopics
  1. The Musculo-Skeletal System68
  2. Levers, Newton's Laws and Stability59
  3. The Respiratory System58
  4. The Cardiovascular System66
  5. The Neuromuscular System59
  6. Adaptations to Training44
  7. Energy Systems62
  8. Fatigue and Recovery59
  9. Diet, Nutrition and Supplements63
  10. Fitness Testing59
  11. Components and Principles of Training57
  12. Training Methods and Periodisation66
  13. and 26 more
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Levers, Newton's Laws and StabilityQuestions
Levers, Newton's Laws and Stability
Lever systems in the body
  1. Name the three components of a lever.
  2. What provides each component of a lever in the human body?
  3. How is a first-class lever arranged?
  4. How is a second-class lever arranged?
  5. How is a third-class lever arranged?
  6. What is the quickest way to identify the class of a lever?
  7. Which class of lever operates at the neck as a footballer tilts the head back to head the ball upwards?
  8. Which class of lever operates at the elbow as a tennis player extends the arm in a smash?
  9. Which class of lever operates at the ankle as a sprinter drives off the blocks?
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Levers, Newton's Laws and StabilityAnswers
Answers
Lever systems in the body
  1. A lever has a fulcrum, an effort and a load, also called the resistance.
  2. The joint acts as the fulcrum and the bone acts as the lever arm. The muscle supplies the effort, and the load is the body part or object being moved.
  3. A first-class lever has the fulcrum between the effort and the load.
  4. A second-class lever has the load between the fulcrum and the effort.
  5. A third-class lever has the effort between the fulcrum and the load.
  6. The component in the middle decides the class. A fulcrum in the middle gives first class, a load gives second class and an effort gives third class.
  7. Neck extension is a first-class lever. The joint between the skull and the top vertebra is the fulcrum, between the neck muscles and the weight of the head.
  8. Elbow extension is a first-class lever. The triceps brachii pulls on the point of the ulna behind the elbow, with the racket and forearm on the other side.
  9. The ankle works as a second-class lever. The ball of the foot is the fulcrum, body weight is the load and the gastrocnemius pulls up on the heel.
13
Coaching and Skill ClassificationQuestions
Coaching and Skill Classification
Tactics and strategies in competition
  1. What is a strategy in sport?
  2. What is a tactic?
  3. Give an example of a strategy and a tactic in football.
  4. How might a 1500 m runner use tactics during a race?
  5. How does a coach gather the information needed to develop a strategy?
  6. Explain why tactics must be adapted during a performance.
  7. How can conditions influence tactics in cricket?
  8. How are tactics developed in training?
  9. How might a tennis player use tactics against an opponent with a weak backhand?
34
Coaching and Skill ClassificationAnswers
Answers
Tactics and strategies in competition
  1. A strategy is an overall plan, made before a competition, for how to win or perform well. A strategy builds on the team's strengths and the opponent's weaknesses.
  2. A tactic is a specific action used during a competition to carry out the strategy. Tactics can change quickly in response to the score, the opponent or the conditions.
  3. A strategy might be to play a compact defensive game and hit opponents on the counter-attack. A tactic within the game might be a high press for the final ten minutes when chasing a goal.
  4. The runner may sit behind the leader, sheltered from air resistance, to save energy. A strong finisher will then sprint past in the final 200 m.
  5. The coach analyses opponents through video and match statistics, looking for patterns and weaknesses. The coach also assesses the team's own strengths, fitness and available players.
  6. The score, the weather, injuries and the opposition's play change as a match goes on. A team that cannot adapt will struggle once the original plan stops working.
  7. A captain may choose to bowl first on a damp, overcast day when the ball swings and seams. A captain on a dry, flat pitch will often bat first to set a big total.
  8. Set plays and tactical moves are rehearsed in training until performers can carry them out under pressure. Conditioned games reproduce match situations, so tactical decisions become quicker.
  9. The player directs most shots to the backhand side to force errors. Wide serves to the backhand, followed by an approach to the net, add further pressure.
35
Confidence and Self-EfficacyQuestions
Confidence and Self-Efficacy
Self-confidence and its effect on performance
  1. What is self-confidence?
  2. How does self-confidence differ from self-efficacy?
  3. How can high self-confidence improve performance?
  4. How does self-confidence affect anxiety?
  5. How can low self-confidence harm performance?
  6. Why is overconfidence a problem?
  7. How does self-confidence link to achievement motivation?
  8. How does self-confidence affect attention?
  9. Give two signs that a performer lacks confidence.
56
Confidence and Self-EfficacyAnswers
Answers
Self-confidence and its effect on performance
  1. Self-confidence is a performer's belief in their ability to succeed. Self-confidence can be general or specific to a situation.
  2. Self-confidence is a general belief in one's ability to succeed. Self-efficacy is confidence in a specific situation or task.
  3. Confident performers try harder and persist for longer. Confident performers also stay calmer and attempt more challenging skills.
  4. A confident performer sees competition as a challenge rather than a threat. Cognitive anxiety is lower, so arousal is easier to control.
  5. Low confidence brings worry, low effort and avoidance of difficult tasks. The performer may fear failure and choke.
  6. An overconfident performer may underestimate opponents and prepare poorly. Effort and concentration drop, which leads to mistakes.
  7. A performer who expects to succeed is motivated to approach challenges. High confidence is linked to a high need to achieve.
  8. A confident performer focuses on the task rather than on fear of failure. Attention is not wasted on negative thoughts.
  9. The performer avoids demanding situations, such as asking not to take a penalty. A lowered head and slumped shoulders are another sign.
57
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2,108
questions
146 subtopics

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2,108 questions
Across 146 subtopics, every one of them from specification 9PE0.
One PDF
Print it, or work from a screen with a notebook beside you.
Answers after, not beside
Covering the answers is a matter of not turning the page, which is what makes the closed-book pass possible.

How the guide is worked

Answering a question from memory stores it far better than reading the answer again. The guide runs that as a fixed procedure on one subtopic at a time, about twenty minutes a session.

  1. Step 1 · Closed book

    Cover the answers. Work through one subtopic and write down what you can. Leave blanks where you have nothing.

  2. Step 2 · Open book

    Go back to the top. Read each printed answer and write it out in full, including the ones you had right.

  3. Step 3 · Closed book again

    Same questions, same order, from memory. The gap between pass one and pass three is the session result.

Read the full method, the return schedule and the research behind it.

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