QCAA Physical Education study plan
QCAA Physical Education · Give each week a clear focus.
8 weeks · About 6 hours per week
Motor learning, biomechanics and skill acquisition
Define and contrast the stages of motor learning (cognitive, associative, autonomous) with a written example of a learner in each stage
Classify given sporting actions as open or closed skills using classification continua (environment predictability, pacing, muscular involvement)
Explain how practice distribution (massed versus distributed) and practice variability affect retention and transfer
Draw and label a simple model of the information-processing stages of skill execution
Your checkpoint
A one-page skill-classification table placing 10 named sporting skills on at least three continua, with a justification sentence for each placement
Motor learning, biomechanics and skill acquisition
Apply Newton's three laws of motion to analyse linear motion in two named sporting actions
Calculate speed, velocity and acceleration from displacement and time data using worked examples
Explain how levers (first, second and third class) operate in the human body and identify the class of lever for three joint actions
Describe how the summation of forces and the stretch-shortening cycle contribute to power production
Your checkpoint
A worked biomechanics problem set of eight calculations (velocity, acceleration, force, momentum) with full working and a labelled lever diagram for three joint actions
Motor learning, biomechanics and skill acquisition
Distinguish between feedback types (intrinsic, extrinsic, knowledge of results, knowledge of performance) and match each to a coaching scenario
Explain the role of transfer of learning (positive, negative, zero) and propose strategies to minimise negative transfer
Describe how attentional focus (internal versus external) and cueing influence skill performance
Evaluate one teaching style (command, reciprocal or discovery) against a chosen learner group
Your checkpoint
A 400-word coaching session plan for a novice learner that specifies feedback type, practice design and cueing choices, each justified by a motor learning principle
Exercise physiology, energy systems and training
Compare the three energy systems (ATP-PC, anaerobic glycolysis, aerobic) on fuel source, rate and yield of ATP, duration and by-products
Identify the dominant energy system for six named physical activities of differing intensity and duration
Explain the interplay of energy systems during a single maximal effort and during steady-state exercise
Interpret a simple ATP resynthesis graph across time
Your checkpoint
A comparison table of the three energy systems with at least six criteria plus a timeline diagram showing which system dominates across a 2-minute maximal effort
Exercise physiology, energy systems and training
Describe the acute cardiovascular and respiratory responses to exercise (heart rate, stroke volume, cardiac output, ventilation, a-vO2 difference)
Explain oxygen deficit, steady state, oxygen debt and excess post-exercise oxygen consumption
Outline the structure and function of skeletal muscle fibre types and relate fibre type to performance demands
Explain the role of haemoglobin, myoglobin and capillarisation in oxygen transport
Your checkpoint
A labelled flowchart tracing oxygen from inhalation to mitochondrial use during submaximal exercise, annotated with the acute responses at each stage
Exercise physiology, energy systems and training & Sport psychology, motivation and performance
Design a four-week training program applying the principles of specificity, overload, progression, reversibility and recovery
Justify the choice of continuous, interval or resistance training for a stated performance goal
Explain how intrinsic and extrinsic motivation interact and apply self-determination theory (autonomy, competence, relatedness) to a coaching context
Describe how arousal (inverted-U, drive theory) and anxiety (state versus trait) influence performance
Your checkpoint
A four-week periodised training program for one athlete with each training principle explicitly justified, plus a one-page motivation and arousal intervention plan for the same athlete
Sport psychology, motivation and performance & Sociocultural influences on physical activity and sport
Analyse how goal setting (SMART or process, performance and outcome goals) can be structured to enhance motivation
Evaluate psychological strategies including imagery, self-talk, relaxation and pre-performance routines against evidence-based criteria
Explain how sociocultural factors such as gender, culture, socioeconomic status and media shape participation in physical activity
Discuss the influence of commercialisation, sponsorship and the media on sport at elite and community levels
Your checkpoint
A 500-word analytical response that uses one psychological strategy and one sociocultural factor to explain a change in participation or performance for a defined group
Physical activity, health and well-being & Motor learning, biomechanics and skill acquisition & Exercise physiology, energy systems and training & Sport psychology, motivation and performance & Sociocultural influences on physical activity and sport
Define health and well-being using physical, mental, social and emotional dimensions and link each to physical activity benefits
Explain the relationship between physical activity, sedentary behaviour and risk of chronic disease
Apply the physical activity guidelines for a specific population (adolescent, adult or older adult) and justify modifications
Synthesise content from all five domains in timed practice responses under exam conditions
Your checkpoint
A full timed practice paper (short and extended responses) marked against a self-built criteria sheet, with a written reflection identifying the three weakest areas and a revision action for each
Milestones
Week 2: Score at least 80% on a self-marked 20-question quiz covering motor learning and biomechanics, and correctly complete all eight biomechanics calculations without notes
Week 4: Explain the three energy systems from memory in under five minutes, correctly assigning the dominant system to at least five of six activities
Week 6: Produce a training program where every principle of training is explicitly justified, and correctly answer 10 mixed-domain exam-style questions at 70% or higher
Week 8: Achieve at least 75% on the full timed practice paper with no domain scoring below 60%, and submit the reflection with a revision action for each weak area