WA · SCSAQ&A
Physical EducationQ&A by dot point
A short Q&A bank for every WA Physical Education syllabus dot point. Each question and answer is drawn directly from our worked dot-point page, so you can scan key concepts before opening the long-form answer.
Unit 3: Factors Affecting Performance
- Explain the aerobic energy system, including its fuels, rate and yield of energy, by-products and predominant use in sport1Q&A pairs
- Explain the anaerobic glycolytic energy system, including its fuel, rate and yield of energy, by-products and predominant use in sport2Q&A pairs
- Explain the ATP-PC energy system, including its fuel, rate and yield of energy, by-products and predominant use in sport3Q&A pairs
- Apply Newton's laws of motion and the principles of force, momentum, stability and projectile motion to analyse sporting performance3Q&A pairs
- Explain the role of carbohydrate, fat, protein, fluids and the timing of intake in fuelling performance and recovery4Q&A pairs
- Explain the interplay of the three energy systems during activity and how intensity and duration determine the predominant system2Q&A pairs
- Explain the three energy systems, their interplay during activity, and how training principles produce physiological adaptations2Q&A pairs
- Explain the causes of fatigue in different intensities and durations of exercise and relate them to the energy systems3Q&A pairs
- Explain the types of feedback and their functions and apply appropriate feedback to learners at different stages2Q&A pairs
- Identify the health and skill related components of fitness and explain how fitness tests are used to assess them validly and reliably2Q&A pairs
- Explain the fluid mechanics principles of drag, lift and the Magnus effect and apply them to performance in air and water3Q&A pairs
- Explain the principle of force summation and apply the correct sequencing and timing of body parts to maximise force in sporting actions1Q&A pairs
- Explain how the skeletal and muscular systems interact through joints, lever systems and muscle contraction to produce movement3Q&A pairs
- Classify first, second and third class levers in the body and explain their mechanical advantage and effect on force and speed4Q&A pairs
- Identify the major muscles and the joint actions they produce, and explain the roles of agonist, antagonist, synergist and fixator2Q&A pairs
- Define momentum and impulse and apply the impulse momentum relationship to generate force and to absorb force safely in sport2Q&A pairs
- Explain the stages of learning, types of practice and feedback, and how coaches structure skill acquisition3Q&A pairs
- Describe the structure of the motor neuron and skeletal muscle fibre, and explain the role of each component in stimulating a contraction4Q&A pairs
- Describe the structural and functional characteristics of slow twitch and fast twitch muscle fibres and relate fibre type to performance3Q&A pairs
- Apply Newton's first, second and third laws of motion to analyse and explain sporting movements0Q&A pairs
- Explain oxygen uptake during exercise, including oxygen deficit, steady state and excess post-exercise oxygen consumption, and their link to recovery2Q&A pairs
- Explain the types of practice including whole and part, massed and distributed, and fixed and varied, and apply them to skill learning0Q&A pairs
- Explain the principles of training and apply them to the design of an effective training program1Q&A pairs
- Explain how angle, speed and height of release determine the flight path of a projectile and apply this to sporting actions3Q&A pairs
- Classify skills using the open and closed, gross and fine, discrete continuous and serial, and self and externally paced continua0Q&A pairs
- Explain the process of the sliding filament theory, including the role of calcium, actin, myosin and ATP in producing a muscle contraction0Q&A pairs
- Explain the factors affecting stability and balance and apply them to situations requiring stability or rapid loss of balance1Q&A pairs
- Explain the cognitive, associative and autonomous stages of learning and how practice and feedback are matched to each stage3Q&A pairs
- Describe the major training methods and explain the chronic physiological adaptations they produce in the body3Q&A pairs
- Explain the types of transfer of learning and how practice can be structured to promote positive transfer and limit negative transfer4Q&A pairs
- Describe concentric, eccentric, isometric and isokinetic contractions and identify examples of each in sporting movements3Q&A pairs
Unit 4: Enhancing Performance and Maintaining Participation
- Explain periodisation, advanced training methods, overtraining and recovery strategies used to peak performance4Q&A pairs
- Explain information processing, reaction time and attention, and how decision making is refined under competitive pressure2Q&A pairs
- Explain the sociocultural factors that influence participation and the strategies used to maintain lifelong involvement3Q&A pairs
- Explain arousal and anxiety theories and the psychological skills used to optimise performance2Q&A pairs