CAPEPS: French EPS teaching foundations cheat sheet
CAPEPS: French EPS teaching foundations · Keep the key ideas within reach.
French EPS planning, motor learning and evidence of pupil progress
Begin with intended learning and acceptable evidence.
Match assessment to the construct, not merely convenient equipment.
Distinguish formative feedback, summative judgments, criterion reference and peer norms.
Use clear criteria, appropriate access and multiple observations.
Learning is inferred from relatively permanent change, measured by retention and transfer
Fitts and Posner stages: cognitive, associative, autonomous
Knowledge of results = outcome; knowledge of performance = technique
History, social inequalities and the educational purposes of EPS
Distinguish educational ends from sporting means.
Analyze continuity and change using actual dated evidence.
A sociological pattern does not determine every individual.
Mixed attendance does not automatically establish equitable learning.
Socialisation occurs through primary and secondary agents
Equity differs from equality by accounting for differing needs
Barriers and enablers operate at personal, social, environmental and organisational levels
Physiology, biomechanics and bounded training models
Relate skeleton, joint structure and muscle action to the specific movement.
Agonist and antagonist activation can overlap to control or stabilize a joint.
Distinguish concentric, eccentric and isometric muscle action.
Newton's laws underpin force, acceleration and reaction analyses
Impulse equals average net force times duration and equals change in momentum
All three energy systems contribute simultaneously; dominance shifts with intensity and duration
Phosphagen, glycolytic and oxidative pathways overlap; their rates and capacities differ
Participation, French support plans and supervised safety
Physical activity, exercise, fitness and health describe different things.
Use age- and context-appropriate current guidance when a numerical target is required.
Plan supervision, equipment checks, communication and emergency roles.
Suspected concussion requires removal and appropriate assessment; a coach does not provide clinical clearance.
Do not diagnose health or injury from body size or one performance measurement.
PAI, PPS and PAP are distinct French support arrangements.
A generic equipment adaptation does not meet every pupil’s needs.