<p>2.2.1 The use of goal setting to improve and/or optimise performance</p> <p>2.2.2 Principles of SMART targets (specific, measureable, achievable, realistic, time-bound) and the value of each principle in improving and/or optimising performance</p> <p>2.2.3 Setting and reviewing targets to improve and/or optimise performance</p>

<p>Edexcel 1-9 GCSE PE - Socio-cultural influences - Commercialisation in Sport</p> <p>The relationship between commercialisation, the media and physical activity and sport</p> <p>The advantages and disadvantages of commercialisation and the media for: the sponsor, the sport, the player/performer, the spectator</p> <p>Interpretation and analysis of graphical representation of data associated with trends in the commercialisation of physical activity and sport</p>

<p>Edexcel 1-9 GCSE PE - Health, fitness and well-being - Energy use,<br /> diet, nutrition and hydration - Balanced Diet</p> <p>The nutritional requirements and ratio of nutrients for a<br /> balanced diet to maintain a healthy lifestyle and optimise<br /> specific performances in physical activity and sport</p> <p>The role and importance of macronutrients (carbohydrates,<br /> proteins and fats) for performers/players in physical<br /> activities and sports, carbohydrate loading for endurance<br /> athletes, and timing of protein intake for power athletes</p> <p>The role and importance of micronutrients (vitamins and<br /> minerals), water and fibre for performers/players in physical<br /> activities and sports</p> <p>The correct energy balance to maintain a healthy weight</p> <p>Hydration for physical activity and sport: why it is important, and how correct levels can be maintained during physical activity and sport</p>

<p>2.3.1 Types of guidance to optimise performance: visual, verbal, manual and mechanical</p> <p>2.3.2 Advantages and disadvantages of each type of guidance and its appropriateness in a variety of sporting contexts when used with performers of different skill levels</p> <p>2.3.3 Types of feedback to optimise performance: intrinsic, extrinsic, concurrent, terminal</p>

<p>1.2 The consequences of a sedentary lifestyle</p> <p>1.2.1 A sedentary lifestyle and its consequences: overweight, overfat, obese, increased risk to long-term health, e.g. depression, coronary heart disease, high blood pressure, diabetes, increased risk of osteoporosis, loss of muscle tone, posture, impact on components of fitness</p>

<p>Edexcel 1-9 GCSE PE - Socio-cultural influences - Engagement Patterns</p> <p>Participation rates in physical activity and sports and the impact on participation rates considering the following personal factors: gender, age, socio-economic group, ethnicity, disability</p>

<p>2.4.1 Mental preparation for performance: warm up, mental rehearsal</p>

<p>Edexcel 1-9 GCSE PE - Health, fitness and well-being - Diet Manipulation</p>

<p>3.3 Ethical and socio-cultural issues in physical activity and sport</p> <p>3.3.1 The different types of sporting behaviour: sportsmanship, gamesmanship, and the</p>

<p>Edexcel 1-9 GCSE PE - Sport Psychology - Classification of Skills. Classification of skills (basic/complex,open/closed)</p> <p>Classification of a range of sports skills using the open-closed, basic (simple)-complex, and low organisation-high organisation continua</p> <p>Practice structures: massed, distributed, fixed and variable</p> <p>Application of knowledge of practice and skill classification to select the most relevant practice to develop a range of skills</p>