This pack contains all revision resources on the ethics and deviance in sport unit for the edexcel A-level PE course (5.4). 5.4.1 Knowledge and understanding of ethics and deviance in sport. The pressures on sports performers and spectators to behave in a deviant way. 5.4.2 The impact of commercialisation on the sportsmanship ethic and the growth of gamesmanship in the UK. 5.4.3 Deviance in sport: use of performance enhancing drugs, (early conception of drug use up to the modern day); blood doping and transfusions; diuretics and pain relief; simulation; bribery; ‘bungs’; match fixing, betting syndicates and other contemporary forms of deviance. 5.4.4 Different responses of national and international governing bodies, governments and the law to combat deviance in sport, including the utilisation of technology. 5.4.5 The role of the World Anti-doping Agency (WADA) in combating the use of performance enhancing drugs.

This pack contains all revision resources for the commercialisation of sport unit for A-level edexcel PE (5.3). 5.3.1 Knowledge and understanding of the commercialisation of sport and its impact on society. 5.3.2 An understanding of the concept of commercialisation and commodities. Comparisons between advertising, sponsorship, endorsement and merchandising. 5.3.3 The historical and social context of commercialisation: broken time payments; spectatorism; developments in the media. 5.3.4 The events of the 1968, 1972 and the 1976 Olympics and their impact on the 1984 games in Los Angeles. The blueprint for the commercialisation of future sport created by Peter Ueberroth at the 1984 Games. 5.3.5 Franchises in sport (USA and UK), the concept of the ‘golden triangle’. Sports stars as global stars. The Americanisation of sport. The concept of competitive sports fixtures and events being played on other continents. For example, NFL, NBA, Tour de France.

This pack contains all revision resources for the globalisation of sport unit in A-level edexcel PE (5.2). 5.2.1 Overview of the concept of the ‘globalisation of sport’; definition, features and the impacts on sport and society. 5.2.2 Colonial diffusion of sport across the British Empire; roles of the Army, Church, Industry and Education. Overview of the further creation and development of international sport. 5.2.3 The creation, development and impact of national and international governing bodies on sport and society. 5.2.4 The context and impact of participating at the modern Olympic Games, World Cups, and major international sporting events. Exploration of the issues of bidding for, staging and competing at world events.

This pack contains all revision resources on the the factors leading to the emergence and development of modern day sport unit of A-level edexcel PE (5.1). 5.1.1 Overview of the emergence and development of modern-day sport. The historical and social context of popular recreations: characteristics of mob activities (peasants) and those for the courtly/aristocracy in pre-industrial Britain – field sports, games and pastimes. 5.1.2 The effect of the Industrial Revolution on British society and how it was reflected in recreational activities. The impact on recreational activities leading from: industrialisation, urbanisation, education and transport developments. 5.1.3 The social cultural factors that influenced the development of rational recreation of sport in the post-industrial era. The role played by Thomas Arnold, Muscular Christianity and the cult of athleticism, the development of factory teams; the growth of the sporting press; establishment of the early national governing bodies (NGBs). 5.1.4 The emergence of competing for corporations rather than geographically-based teams; advantages and disadvantages. 5.1.5 Equality and diversity in disability sport and for gender, with specific reference to the ParaSport movement and improved opportunities for women in global sport. 5.1.6 Migration patterns of sporting labour and the impact on domestic competitions and national teams.

This pack contains my revision resources for the self-confidence and self-efficacy unit of A-level edexcel PE (4.5). 4.5.1 Knowledge and understanding of self-confidence. Knowledge and understanding of Vealey’s model of sport-specific confidence, including relevant sporting examples. 4.5.2 Self-efficacy Bandura Self-Efficacy: Explanation and effect of the four factors that build sport-specific self-confidence: past accomplishments, verbal persuasion, emotional arousal and vicarious experiences (modelling). Learned helplessness and its impact on performance.

This contains my revision resource for Weiner’s attribution theory, in correlation with unit 4.4 of the A-level PE edexcel specification. 4.4.1 A knowledge and understanding of reasons for success and failure in sport. Weiner’s attribution theory and the four attributions: ability, effort, luck, task difficulty. The three main dimensions of attribution: locus of causality, locus of stability and locus of controllability. Strategies to allow for attribution retraining.

This pack contains all revision resources for the group dynamics unit of edexcel A-level PE (4.2). 4.2.1 Knowledge and understanding of the characteristics of a successful and cohesive group/team. Understanding that group cohesion is based on a combination of task or social cohesion. Theories Carron: the four factors that affect formation and development of a cohesive group/team – environmental, personal, leadership and team factors. Steiner: actual productivity = group productivity – losses due to faulty processes Group dynamics and how they can influence the performance of an individual and/or team. Social loafing: causes and factors that contribute to minimising its effect. Coordination/cooperation factors: Ringlemann Effect Strategies to develop group cohesion.

This pack contains all revision resources for the factors that can influence an individual in physical activities unit in A-level PE edexcel specification (4.1). 4.1.1 Knowledge and understanding of different personality theories and their application to different sporting situations. Personality theories Trait (Innate) theory – introvert/extrovert, neurotic/stable (Eysenck, Cattell’s 16 Personality Factors) Interactionist theory Behaviour = function (personality, environment) Hollander’s and Martens personality structure. 4.1.2 Wood’s Triadic Model: ideas/cognitions, emotions/effects and actions/behaviour. Understanding how attitudes are formed and shape behaviour. Changing attitudes: negative to positive – create ‘cognitive dissonance’ – Festinger. 4.1.3 Arousal and its effect on performance. Positive/negative effects, under-/over-arousal, introverts/extroverts. Arousal and achieving optimal levels for performance – task differences, e.g. simple/gross skills, situational factors, stage of learning and personalities – Inverted-U hypothesis, Hull’s Drive Theory. Catastrophe Theory. 4.1.4 Anxiety and its effect on performance. The three dimensions of anxiety: cognitive, somatic and behavioural. Types of anxiety, state and trait anxiety. The effects of anxiety of performance: over arousal, choking and catastrophe theory. Relationship between arousal and anxiety. Stress and stressors leading to anxiety – physiological, psychological, behavioural symptoms. Cognitive/Somatic strategies: mental practice/rehearsal, use of visualisation and imagery, ‘self talk’, pre-game routines, relaxation techniques, centring, thought stopping, PMR (Progressive Muscle Relaxation). 4.1.5 Aggression v. Assertion Knowledge and understanding, in relation to the player, coach and spectator, of aggression and assertion and the difference between the two. Theories Instinct (Lorenz), Social Learning (Bandura), Aggressive-Cue Hypotheses (Berkowitz) and Frustration-Aggression Hypothesis (Dollard). Types of aggression: hostile, channelled, reactive and instrumental. Causes of aggression, e.g. over-arousal, under developed moral reasoning, bracketed morality, and application to specific sporting situations. Strategies to reduce aggression/aggressive play. 4.1.6 Knowledge and understanding of motivation Types of motivation – self-motivation characteristics, positive, negative, intrinsic and extrinsic; link to rewards – internal/external, tangible/intangible. Theories of motivation Achievement Motivation Theory (Atkinson and McClelland). NAF (Need to Avoid Failure) and NACH (Need to Achieve). Characteristics of each and how they may be reflected in the same individual but in different circumstances and/or times. An application of these theories to optimise performance. Factors that influence behaviour: situation, personality, motivation and expectation. Use of goal setting to develop and enhance motivation.

This pack contains revision resources for the memory models unit of A-level PE edexcel specification (3.7). 3.7.1 Information processing Components of information processing, including: input, stimulus identification, perception and selective attention, response selection, response programming, output – based on the models of Welford and Whiting. Detection, comparison and recognition (DCR) phases. 3.7.2 The three memory systems as short-term sensory store (STSS), short-term memory (STM) and long-term memory (LTM). 3.7.3 STM and STSS: capacity, duration, encoding, chunking, selective attention. 3.7.4 LTM: capacity, duration, encoding, recall, multi-store memory. 3.7.5 Link between STSS, STM and LTM in terms of retrieval and rehearsal and how this affects output. 3.7.6 Measuring reaction and response times using appropriate technology. Hick’s Law, simple/choice reaction time. Plotting, interpreting and analysing data generated from reaction and response times. Psychological refractory period. Implications to a coach and performer in optimising performance. 3.7.7 Understanding that schema theory is an organised package of information stored in LTM that updates and modifies motor programmes. Recall schema as in information about producing the movement. Recognition schema as in judging the movement. Schemas based on knowledge of the initial conditions, response specifications, sensory consequences and movement outcomes. Implications of schema theory to a coach and performer in optimising performance.

This pack contains all revision resources for the guidance unit of A-level PE edexcel specification (3.5). 3.5.1 The types, purpose and effectiveness of guidance methods: visual, verbal, manual and mechanical. Visual guidance in the form of demonstration and visual materials. Verbal guidance in the form of knowledge of direct, indirect and prompting. Manual and mechanical guidance in the form of physical support and aids, restrictions and forced responses. 3.5.2 Uses of technology to underpin guidance methods in order to optimise performance, e.g. to measure, monitor and evaluate performance.

This pack contains all revision resources for the practices unit for A-level PE edexcel specification (3.4). 3.4.1 Knowledge and understanding of practice methods and structure as a coach and for a performer and their impact on performance. 3.4.2 Practice methods as part, progressive part, whole, whole-part-whole. Practice structure as in massed, distributed, fixed and variable

This pack contains all revision resources for the learning theories unit for A-level PE edexcel specification (3.3). 3.3.1 The associative theories (classical and operant conditioning). Reinforcement – positive, negative, punishment, stimulus– response (S-R) bond – and its use in skill learning. 3.3.2 Thorndike’s three laws in relation to learning as effect, exercise and readiness and their application to practical situations. 3.3.3 Fitts and Posner’s three stages of learning (cognitive, associative and autonomous). The characteristics and coaching requirements at each stage. The type and role of different types of feedback at each stage.

This pack contains all revision resources on the coach and performer unit for A-level PE edexcel specification (3.1). 3.1.1 Coaching styles to improve the performance of learners: command, reciprocal, guided discovery and problem solving. 3.1.2 The development of tactics and strategies in a competition or performance to optimise outcome. 3.1.3 Dissection of a skill in order to identify technical elements: preparation, execution and recovery phases leading to the correct result or outcome. Exploration of how to analyse a skill in order to identify any technical strengths and weaknesses. How to compare to higher-level performer.

This pack contains all revision resources for linear, angular and projectile motion, as well as fluid mechanics. This comes under the edexcel A-level PE specification of sub-topics 2.4, 2.5, 2.6 and 2.7. 2.4 - Linear motion: 2.4.1 Knowledge and understanding of the factors associated with linear motion and the application of definitions, equations, calculations and units of measurement in a sporting context. 2.4.2 Calculation of the distance and displacement, speed and average speed, velocity and acceleration. Speed = distance/time (s =d/t) Velocity = displacement/time or distance/time (m/s) Acceleration = (final velocity – initial velocity)/time taken (m/s²) 2.5 - Angular motion: 2.5.1 Knowledge and understanding of how angular motion is applied in a sporting context. 2.5.2 Factors affecting moment of inertia: mass and distribution of mass from axis of rotation. 2.5.3 Effects of increasing or decreasing the moment of inertia when rotating about an axis (whole body or specific joint). 2.5.4 Conservation of angular momentum during flight, moment of inertia and its relationship with angular velocity 2.6 - Projectile motion: 2.6.1 Knowledge, understanding and application of projectile motion in refining technique in different sporting contexts. 2.6.2 Forces acting during flight that affect projectile motion: gravity, air resistance and lift forces. 2.6.3 Factors that determine the horizontal displacement of a projectile: velocity of release, height of release, angle of release. 2.6.4 Technique modification through the application of technology by the performer and coach in order to improve performance. 2.7 - Fluid mechanics s 2.7.1 Knowledge, understanding and application of aerodynamics and hydrodynamics to appropriate sports contexts. 2.7.2 Factors affecting fluid friction and air resistance: velocity, drag force, mass, streamlining and surface characteristics of body. 2.7.3 Interaction of lift forces with objects: upward and downward lift forces, angle of attack and the Bernoulli effect. 2.7.4 Types of spin: topspin, backspin, sidespin. Magnus effect and how they impact on flight path and bounce. 2.7.5 Principles of fluid mechanics and how it has influenced technological advancements in technique modification, clothing/suits, equipment/apparatus.

This pack contains my lengthy revision pack of information on the injury prevention and the rehabilitation of injuries unit for A-level edexcel PE (2.3). 2.3.1 Knowledge and understanding of the different classifications of common sporting injuries. 2.3.2 Acute injuries: cruciate ligament injury; soft tissue damage, sprain, Achilles tendon injury, fracture, dislocation. 2.3.3 Overuse injuries: strain, shin splints (periostitis), tendonitis (including tennis elbow and golfer’s elbow), stress fractures. 2.3.4 Prevention of injuries Conditioning, muscle balance, technique, protective equipment, managing risks. Pearson Edexcel Level 3 Advanced GCE in Physical Education Specification – Issue 2 – September 2020 © Pearson Education Limited 2020 13 Subject content What students need to learn 2.3.5 Rehabilitation from injuries Contemporary recovery methods and timescales for return to play for injuries in 2.3.1, e.g. ultrasounds, physiotherapy, hyperbaric chambers, oxygen tents, compression garments, ice baths, nutrition, climate chambers, cryotherapy. POLICE – Protection, Optimal Loading, Ice, Compression, Elevation. RICE – Rest, Ice, Compression, Elevation. Advantages and disadvantages of rehabilitation strategies.

This pack contains most of the information needed for the Preparation and training methods in relation to maintaining and improving physical activity and performance (2.2) for the A-level PE edexcel specification. 2.2.1 Knowledge and understanding of preparation and training methods in relation to maintaining and improving physical activity and performance. 2.2.2 Fitness tests: functional thresholds, lactate threshold/anaerobic threshold/maximum steady state, gas analysis, multi-stage fitness test, step tests, yo-yo test, Cooper minute run, Wingate test, maximum accumulated oxygen deficit (MAOD), RAST (repeat anaerobic sprint test), Cunningham and Faulkner, jump tests, Margaria-Kalaman, strength tests, agility tests, sprint tests < 100 m. 2.2.4 Determinants of movement/running performance and their application to sprint, endurance and intermittent activities. 2.2.5 Components of fitness: localised muscular endurance, V O2 max, anaerobic capacity, maximal strength, strength, power, speed, agility, coordination, reaction time, balance, flexibility, exercise economy, maximal and ‘submaximal’ aerobic fitness. 2.2.6 Principles of training: individual needs, specificity, progressive overload, Frequency Intensity Time and Type (FITT), overtraining, reversibility. 2.2.9 Contemporary technologies used by the performer and coach to monitor fitness and performance. 2.2.10 Periodisation: Macro, Meso and Micro Cycles Knowledge and understanding of the preparation phase (general and specific), competition phase and transition phase. 2.2.11 Methods of training and their appropriateness for different activities: interval, circuits, cross, continuous, fartlek, flexibility (static, ballistic and proprioceptive neuromuscular facilitation (PNF)), weights (free weights and machines), resistance (including pulleys, parachutes), assisted (including bungees, downhill), plyometrics, speed agility quickness (SAQ) and functional stability. Advantages and disadvantages of each method of training.

This pack contains all revision resources on the A-level PE edexcel specification on diet and nutrition (2.1). 2.1.1 Knowledge and understanding of dietary manipulation for performance pre-, during and post-physical activity. 2.1.2 Optimal weight for performance to include energy balance, energy intake and expenditure. 2.1.3 Electrolytes, hypotonic, hypertonic and isotonic solutions and their importance in maintaining hydration and performance. 2.1.4 The role and use of supplementation to enhance energy stores, hydration, recovery, metabolic process and delay fatigue. 2.1.5 Contemporary supplements. 2.1.6 Strategies for ensuring optimal food, fuel and fluid intake for pre-, during and post-physical activity: carbohydrate (CHO) loading, two-hour window of opportunity, protein intake, pre-, during and post-event hydration.

This pack contains all revision resources on energy systems (1.4) under the A-level PE edexcel specification. 1.4.1 Knowledge and understanding of the concepts of energy, with specific reference to physical activity and sport. 1.4.2 Understanding of the forms of energy, processes by which it is regenerated, how depletion occurs and the recovery process. 1.4.3 Forms of energy to include: mechanical, electrical, potential, chemical and kinetic. The role of energy as adenosine triphosphate (ATP) in muscular contraction and the use of phosphocreatine (PC), glycogen and fat as sources for ATP re-synthesis. 1.4.4 The characteristics and physiology of the three energy pathways (ATP-PC, glycolytic and aerobic). 1.4.5 The characteristics of the three pathways with regards to ease and speed of ATP production, the force of contraction that each will support, the intensity and duration of exercise supported by each as the dominant energy provider, and the regeneration of ATP for each pathway. 1.4.6 The principle of the energy continuum when based around athletic running events. 1.4.7 Use of the continuum as a medium to support understanding of the joint and collaborative role of the three energy pathways in physical activity. 1.4.8 Positioning of athletic running events on the energy continuum. 1.4.9 The concept of fatigue and factors that contribute to fatigue: energy depletion, dehydration and the build-up of waste products (including an exploration of the role of lactic acid in performance). 1.4.10 Stages of recovery and their application to specific physical and sporting contexts. 1.4.11 The fast component of recovery and re-phosphorylisation; the speed and rate of phosphogen replenishment. 1.4.12 The slow component of recovery; the oxidation of lactate (removal of lactate and H+), replenishment of energy stores and the two-hour window of opportunity: rehydration, physical cooling and thermoregulation; the 48-hour window of opportunity: resaturation of myoglobin, re-synthesis of protein, glycogen and carbohydrate (CHO); exercise induced muscle damage (EIMD) and delayed onset muscular soreness (DOMS). 1.4.13 EPOC (excess post-exercise oxygen consumption), and the stages of recovery. 1.4.14 Understanding of how the energy systems respond acutely to the stress of warming up/priming exercise.

This contains all revision resources for the A-level PE edexcel specification neuromuscular system unit (1.3). 1.3.1 Knowledge, understanding and application of the anatomy and physiology and the function of the neuro-muscular system during physical activity. 1.3.2 The characteristics and anatomical make-up of the different fibre types: slow twitch (type I), fast oxidative glycolytic (IIa) and fast glycolytic (type IIx, formerly known as IIb). 1.3.3 The different structure of each fibre type: how it facilitates their physiology and affects their suitability for particular types of physical activities. 1.3.4 The fibre recruitment patterns for endurance and power-based events, and how specific training can enable athletes to gain control over the recruitment pattern. 1.3.5 The anatomy of the neuro-muscular system, including the central nervous system, muscle fibres, myofibrils, sarcomeres, motor units, motor neurones and neuro-muscular end plates, the protein filaments of actin and myosin, and the roles of the globular proteins of troponin and tropomyosin. 1.3.6 The physiology of a muscular contraction, from a nervous impulse to a muscular response. To include: the neuro-muscular transfer, sliding filament theory, the all-ornone law. Knowledge of the five stages of a muscle contraction (resting, excitation, contraction, recharge and relaxing). Understanding of wave summation and gradation of contraction. 1.3.7 Understanding of how the neuro-muscular system responds acutely, both structurally and functionally, to the stress of warming up and immediate physical or sporting activity. 1.3.8 The chronic adaptations of the cardiorespiratory, cardiovascular, muscular-skeletal and neuro-muscular systems to training.

This pack contains revision resources for the whole of the A-level edexcel PE course specification for the cardio-respiratory system (1.2). 1.2.1 Knowledge, understanding and application of the anatomy and physiology of the cardiovascular, circulatory and respiratory systems in physical activity. Understanding of how they function individually and in conjunction with each other. 1.2.2 The structure and function of the respiratory system to include the larynx, pharynx, trachea, bronchus, bronchiole, alveoli. 1.2.3 The physiology of the respiratory system as a mechanical process of ventilation (inspiration and expiration). The cause and effect process, including the role of pressure gradients, partial pressure (pp) and diffusion. 1.2.4 Respiratory values and capacities: tidal volume, inspiratory reserve volume, expiratory reserve volume, residual volume, vital capacity, inspiratory capacity, functional residual capacity, total lung capacity. 1.2.5 The anatomical components and structure of the cardio vascular system to include, the heart – atria, ventricles, valves, septum, atrioventricular (AV) and sinoatrial (SA) nodes, myocardia – blood, and blood vessels (arteries, veins, and capillaries). 1.2.6 The physiology of the cardiovascular system with regards to the cardiac cycle, systemic and pulmonary circulation, venous return, vascular shunting, heart rates, (resting, working, maximum, heart rate reserve and recovery), stroke volume, cardiac output, end diastolic and end systolic volumes. 1.2.7 Understanding of bradycardia, why it may be beneficial and how, anatomically and physiologically, it may occur. 1.2.8 The cardiorespiratory and cardiovascular systems and how they respond acutely, both structurally and functionally, to the stress of warming up and immediate physical or sporting activity. 1.2.9 Understanding of what constitutes an unhealthy lifestyle and its effects on the cardiovascular and cardiorespiratory systems.