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AQA GCE AS & A Level PE
The following is a cross-reference of the AQA GCE AS and A-level Physical Education course (June 2014 onwards)[1] and the location of related information on the Sports Coach website. The links indicate the page where you will find the information -you may have to search that page to find the specific topic.
Unit 2 PHED2 Analysis and evaluation of physical activity as
a performer and in an adopted role/s
Section B - Application of theoretical knowledge
for effective performance
Applied Exercise Physiology in practical situations |
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Principles of training – concepts of specificity, progression, over-training, overload, reversibility and tedium, FITT principles. |
Training Principles
FITT Principles |
Calculating working intensities for optimal gains through heart rate and Borg scale, weights – one rep max. |
Heart Rate
Maximum Heart Rate
Borg Scale
One Rep Max |
Fitness testing – reasons for testing, principles of maximal and sub-maximal tests, limitations of testing, specific test protocols, issues relating to validity and reliability. |
Performance Evaluation |
The physiological and psychological value of a Warm-up and cool-down; types of stretching exercises, active, passive, static and ballistic; principles of safe practice. |
Warm-up & cool-down
Types of Stretching
Static Stretching Exercises
Dynamic Stretching Exercises |
Training methods – continuous, intermittent, circuit, weights, plyometrics and mobility training; explanation of the principles of each method, specific examples, advantages and disadvantages. |
Interval & Continuous Training
Circuit Training
Weight Training
Plyometrics
Mobility |
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Skill Acquisition in practical situations |
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Factors to consider when developing skills and planning training/coaching sessions. |
Skill Classification
Skill Development
Skill, Technique and Ability
Planning the Training
Personal Exercise Plan |
Teaching styles – command, reciprocal, discovery and problem-solving. |
Teaching Styles
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Methods of presenting practice – whole, progressive part and whole-part-whole. |
Methods of Practice |
Types of practice – massed, distributed, variable and mental practice. |
Types of Practice |
Methods of guidance – verbal, visual, manual and mechanical. |
Methods of Guidance |
Feedback – types of feedback, Knowledge of Performance, Knowledge of Results, terminal, concurrent, delayed, positive and negative, intrinsic, extrinsic. |
Feedback |
Unit 3 PHED3 Optimising performance and evaluating contemporary issues within sport
Section A - Applied physiology to optimise
performance
Aerobic energy system |
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Simplified biochemistry in the breakdown, release and regeneration of ATP in glycolysis,
the Kreb cycle and Electron transport chain, the role of mitochondria, and use in sporting situations. |
ATP
Electron Transport
Kreb Cycle
Mitochondria |
Oxygen deficit, Excess Post-exercise Oxygen Consumption, including fast and slow components of the recovery process. |
Oxygen deficit |
VO2 max-limiting factor to performance. |
VO2 max |
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Anaerobic energy systems |
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Simplified biochemistry in the anaerobic lactate system – use in sporting situations. |
Exercise Intensity and Energy Source |
Lactate threshold/Onset of Blood Lactate Accumulation (OBLA) and fatigue; relationship with VO2 max. |
OBLA
Lactate Threshold
VO2 max |
ATP-PC energy system – used in sporting situations. |
Energy Systems |
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Muscles |
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Structure and function |
Muscle Types |
Characteristics of different fibre types (slow-twitch (type I), fast glycolytic (type IIb) and fast oxidative glycolytic (type IIa)) and examples in
sport. |
Muscle Types |
Sliding filament hypothesis. |
Muscle Movement |
Motor units; spatial summation. |
Speed Training |
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Preparation and training |
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The role and effectiveness of creatine, protein supplements, herbal remedies, bicarbonate of soda and caffeine. |
Creatine
Supplements
Sodium Bicarbonate
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Water and electrolyte balance; the athlete's diet. |
Sports Drinks |
Achieving optimal weight for activities. |
Weight Management
Ideal Weight |
Effects of ergogenic aids, EPO, anabolic steroids, Human Growth Hormone and beta-blockers. |
Supplements
Ergogenic Aids |
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Specialised training |
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Plyometrics. |
Plyometrics |
PNF stretching. |
PNF |
Altitude training. |
Altitude |
Glycogen loading. |
Carbohydrate Loading |
Periodisation |
Planning |
Thermoregulation in differing environments. |
Environmental Effects |
Lactate sampling, respiratory exchange ratio (RER). |
Respiratory Exchange Ratio (RER) |
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Sports injuries |
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Prevention and rehabilitation – use and effect of hyperbaric chambers, oxygen tents and ice baths on recovery. |
Cryotherapy
Injury Prevention
Hot & Cold Contrast Baths
Oxygen Tent |
Delayed onset of muscle soreness (DOMS). |
DOMS |
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Mechanics of movement |
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Vectors and scalars – velocity, acceleration and momentum /impulse in sprinting. |
Biomechanics |
Newton's Laws applied to movements– application of forces in sporting activities. |
Biomechanics |
Projectile motion – factors affecting distance, vector components of parabolic flight. |
Biomechanics
Factors affecting distance |
Angular motion – conservation of angular momentum during flight, the moment of inertia and its relationship with angular velocity. |
Biomechanics |
Section B - Psychological aspects that optimise
performance
Aspects of personality |
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Definition of personality. |
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Interactionalist perspective. |
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Personality as a predictor of performance. |
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Use of personality testing. |
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Profile of mood states (POMs). |
POMS |
Achievement motivation – motives to achieve. |
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(Nach) and avoid failure (Naf), and the characteristics of each. |
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Incentive value and the probability of success. |
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Development of approach and avoidance behaviour. |
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Arousal |
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Drive, inverted U and catastrophe theories. |
Inverted U
Catastrophe Theory |
Practical applications and impact on performance. |
Competitive Anxiety |
Zone of Optimal Functioning and peak flow experience. |
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Controlling anxiety |
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Different types of anxiety – somatic; cognitive, trait and state. |
Types of anxiety |
Measuring anxiety – Observations; questionnaires; SCAT, STA1, CSAI 2,
physiological measures. |
SCAT
CSAI-2 |
Cognitive techniques – imagery, mental rehearsal and stress management, attentional control and cue utilisation, thought stopping, self-talk. |
Imagery skills
Self Hypnosis
Stress Management
Self Confidence |
Somatic techniques – biofeedback, centring, breathing control and muscle relaxation. |
Centring
Breathing control
Relaxation Techniques |
Goal-setting – characteristics of effective goal setting. |
Goal Setting |
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Attitudes |
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Definitions and components of an attitude. |
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Influences on the formation of an attitude and behaviour. |
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Changing attitudes through cognitive dissonance and persuasive communication. |
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Aggression |
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Definitions and types – channelled and instrumental aggression, the difference between aggression and assertion.
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Theories of aggression – instinct theory, learning theory and aggressive cue theory. |
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Strategies to control aggression. |
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Confidence |
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Self-confidence and self-efficacy – Bandura's model – determinants and changes in self-efficacy. |
Self Confidence
Bandura's Model |
Social facilitation and inhibition |
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Evaluation apprehension, Baron's distraction conflict theory, home-field advantage. |
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Strategies to eliminate the adverse effects of all the above on performance. |
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Attribution theory |
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Weiner's model and its application to sporting situations. |
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The link between attribution and task persistence. |
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Attribution retraining, self-serving bias. |
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Learned helplessness, general and specific |
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Group success |
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Group formation and dynamics, Carron's antecedents. |
Group Dynamics |
Factors affecting cohesion – cooperation and coordination. |
Group Dynamics |
Task and social cohesion. |
Group Dynamics |
Steiner's model of potential and actual productivity, faulty group processes, strategies to overcome faulty processes. |
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Ringlemann effect and social loafing – strategies to overcome social loafing. |
Group Dynamics |
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Leadership |
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Qualities associated with leaders. |
Leadership |
Types of leadership – autocratic, democratic, laissez-faire. |
Leadership Styles |
The effectiveness of leadership styles. |
Leadership Styles |
Prescribed and emergent leaders. |
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Fiedler's Contingency model – task and person orientated and Chelladurai's multi-dimensional model. |
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References
- AQA (2014) GCE AS and A Level specification Physical Education, Version1.6
Page Reference
If you quote information from this page in your work, then the reference for this page is:
- MACKENZIE, B. (2007) AQA GCE AS & A Level PE [WWW] Available from: https://www.brianmac.co.uk/gcse.htm [Accessed
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