Physical Education Q&A by dot point

Biomechanical principles: motion (linear, angular), force, momentum, levers, projectile motion, Newton's laws of motion, the application of biomechanics to improving performance

Motor learning theory: stages of learning (cognitive, associative, autonomous), types of skills, types of practice, types of feedback, principles of skill acquisition

Physical activity, exercise and sport participation in Australia; health implications of inactivity; sociocultural barriers and enablers; the role of policy in shaping participation

Application of biomechanical principles (force summation, balance and stability, projectile motion, angular kinetics, fluid mechanics) to refine technique and tactics in a chosen physical activity

Body and movement concepts (body awareness, space awareness, quality of movement, relationships) and how they interact to produce specialised movement sequences and movement strategies in a selected invasion or net and court activity

Dynamic models of motor learning (dynamic systems theory and the ecological model) and the constraints-led approach (learner, task and environmental constraints) as the basis for developing tactical awareness in a selected invasion or net and court activity

The ethical decision-making framework: identifying an ethical dilemma and the tension between values, analysing the dilemma, devising an ethics strategy as a course of action, and evaluating its effectiveness on stakeholders to optimise integrity and engagement

Ethics and integrity in sport: ethical frameworks applied to contemporary issues (drugs in sport, gender equity, race and indigenous participation, gambling, technology, violence), the role of sport governance

Tactical awareness in a chosen physical activity: principles of attack and defence, decision-making, the recognition and application of patterns of play

Components of fitness: health-related components (aerobic capacity, muscular strength, muscular endurance, flexibility, body composition) and skill-related components (speed, power, agility, coordination, balance, reaction time), their assessment and their prioritisation for a chosen activity

Gathering and analysing primary and secondary data on energy and fitness demands and on the effectiveness of a training strategy: data validity and reliability, analysis methods, and using evidence to justify and evaluate training decisions for a chosen activity

Energy systems (ATP-PC, anaerobic glycolysis, aerobic), fitness components, and the integration of energy and fitness principles into training programs for a chosen physical activity

Periodisation and training phases: the annual macrocycle, mesocycles and microcycles, the preparatory (base, specific), competitive and transition phases, tapering and peaking, and the application of periodisation to a chosen physical activity

Principles of training: specificity, progressive overload, frequency, intensity, time, type (FITT), reversibility, individuality, variety and recovery; their application to programming for a chosen activity

Recovery principles and the training adaptation process: the general adaptation syndrome and supercompensation, types of recovery (immediate, short-term, long-term), and the role of recovery in optimising performance and avoiding overtraining in a chosen activity

Training methods: continuous training, fartlek, interval training (short, long, repeat-sprint), resistance training, plyometric training, flexibility training and circuit training, matched to energy systems and components of fitness

VO2 max and lactate threshold (including onset of blood lactate accumulation) as measures of aerobic capacity, the factors that determine them, how they limit performance, and how training shifts them in a chosen physical activity