The global politics component of the A-level Edexcel Politics course is all about case studies. Case studies can build the bulk of a good argument in a 30 mark question. This pack includes: The growth of China Dominance of the USA The emergence of BRIC Countries The European Union The rise of terrorism How effective is liberal democracy?

This pack contains all the information needed for the nationalism ideologies component of the Edexcel A-level Politics course.

This bundle contains all sub unit sections of the Edexcel A-level PE specification for unit 1; Muscular skeletal system. These resource notes are A grade. 1.1.2 The stretch-shortening cycle, including the different types of contraction/muscular action: isotonic/eccentric, isotonic/concentric and isometric. Application of how movement or stability is produced as a result of these different contractions/muscular actions during physical activity and sporting movements. 1.1.3 The concept of agonist, prime mover, antagonist, fixator, synergist and how a muscle can take on these different roles when providing stability or movement in a variety of physical or sporting situations. 1.1.4 The components of an anatomical lever and how the body uses the lever systems (1st, 2nd and 3rd class) in physical activity and sport. This should include the mechanical advantages and disadvantages of each lever. 1.1.5 Newton’s Three Laws of Motion and how they apply to sporting contexts: Law of Inertia, Law of Acceleration and Law of Action and Reaction. 1.1.6 The principles related to the stability of the body in relation to the centre of mass and its implication in physical activities. 1.1.7 The calculation of force and resultant force: a mass of 1 kg exerts a force of 9.81 N (down). 1.1.8 How the muscular and skeletal systems respond, acutely, both structurally and functionally to the stress of warming up and immediate physical or sporting activity

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.

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 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 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 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 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 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 Development routes from talent identification through to elite performance unit for A-level edexcel PE (5.6). 5.6.1 Knowledge and understanding of UK talent identification and development: novice to elite performer.

This pack contains all revsision resources for the participation and health of the nation unit for A-level edexcel PE (5.7). 5.7.1 Knowledge and understanding of barriers to participation, the benefits of mass participation and the impact of wearable technology on participation. 5.7.2 Concept of mass participation and initiatives/programmes to promote community participation in the UK. 5.7.3 Participation trends in the UK in the 21st century

This document contains all the information a A-level student needs to know about law in society for the nature of law unit of OCR A-level law to achieve an A-A*.

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.

The OCR A-level law course requires students to answer 8 & 12 mark questions on the English legal system. These examplar essay plans was graded at A-A*.

Essay plans for the Edexcel A-level Politics course.

Essay plans for the Edexcel A-level Politics course.

Essay plans for the Edexcel A-level Politics course.

The OCR A-level law course requires students to answer a 20 mark evaluation question on the nature of law. With a good essay plan, the student can afford to memorise one essay plan for each section of the nature of law. This examplar essay plan was graded at A-A*.