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CAPEPS: French EPS teaching foundations study materials
CAPEPS: French EPS teaching foundations study resources

CAPEPS: French EPS teaching foundations practice questions

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Question 1Capeps History Sociology

What is the core pedagogical maxim and foundation of Georges Hébert's 'Méthode Naturelle' in French physical education history?

  1. 'Être fort pour être utile' (Be strong to be useful), emphasizing natural utilitarian motor families in open-air environments Correct answer.
  2. 'Citius, Altius, Fortius' (Faster, Higher, Stronger), promoting elite competitive athletic specialization and record-breaking
  3. 'Mens sana in corpore sano' (A sound mind in a sound body), relying on rigid Swedish analytical gymnastics drills in indoor halls
  4. 'L'effort par le jeu' (Effort through play), prioritizing institutionalized competitive team sports over individual physical conditioning

Explanation

Georges Hébert founded the 'Méthode Naturelle' (Natural Method) around the core altruistic and utilitarian motto 'Être fort pour être utile' (Be strong to be useful). His doctrine rejected artificial indoor gymnastics and specialized sports competition in favor of 10 fundamental natural movement families (walking, running, jumping, crawling/quadrupédie, climbing, balancing, throwing, lifting, swimming, and self-defense) practiced outdoors in nature.

Question 2Capeps History Sociology

How did Georges Demenÿ's scientific gymnastics differ fundamentally from the military gymnastic traditions established earlier in 19th-century France?

  1. He introduced mandatory Olympic track and field events to prepare soldiers directly for trench warfare
  2. He rejected jerky, angular, and militaristic movements in favor of continuous, rounded, and physiologically economical movements Correct answer.
  3. He banned all female participation from physical education to concentrate exclusively on male conscripts
  4. He replaced all physical activity with seated theoretical lectures on anatomy and cardiovascular physiology

Explanation

Georges Demenÿ, collaborating with physiologist Étienne-Jules Marey, applied chronophotography and biomechanics to physical training. He argued that military gymnastics relied on rigid, static, jerky, and angular postures that wasted energy. Demenÿ advocated for 'complete, continuous, and rounded movements' (mouvements complets, continus et arrondis) that respected biological laws, muscular harmony, and physiological economy.

Question 3Capeps History Sociology

What historic institutional reform occurred in France in 1981 regarding the ministerial supervision of Physical and Sports Education (EPS)?

  1. The CAPEPS competitive recruitment examination was eliminated and replaced with regional vocational diplomas
  2. EPS was removed from the compulsory secondary school curriculum and made an optional extracurricular club
  3. EPS was permanently transferred from the Ministère de la Jeunesse et des Sports to the Ministère de l'Éducation Nationale Correct answer.
  4. Physical education was merged with military defense training under the Ministère des Armées

Explanation

In 1981, following the election of François Mitterrand and under Education Minister Alain Savary, EPS was transferred to the Ministère de l'Éducation Nationale, ending decades of administrative attachment to the ministry responsible for youth and sport. This transfer cemented EPS as a full academic discipline with the same institutional status as other school subjects, and remains the reference date used in CAPEPS history questions.

Question 4Capeps History Sociology

What defining pedagogical formulation regarding Physical, Sports, and Artistic Activities (APSA) was established by the French Instructions Officielles of 19 October 1967?

  1. Physical and sports activities (APSA) are defined as the cultural means of physical education, not its ultimate educational ends Correct answer.
  2. Physical education must exclusively prepare students for military conscription through gymnastics drills
  3. Sports are considered harmful bourgeois distractions that must be excluded from public school grounds
  4. Physical education is restricted to teaching competitive Olympic rules without any biological or motor objectives

Explanation

The landmark Instructions Officielles (IO) of 1967, deeply influenced by Maurice Herzog's earlier initiatives and pedagogical modernization, established the famous principle: 'L'EPS utilise les activités physiques et sportives comme moyens d'une éducation' (EPS uses physical and sports activities as means of education). The APSA were no longer just recreational games, but the fundamental cultural tools used to develop motor skills, mastery of the body, and social attitudes.

Question 5Capeps History Sociology

What is the primary statutory function of the Union Nationale du Sport Scolaire (UNSS) in French secondary education?

  1. To recruit and employ professional referees for national commercial sports leagues
  2. To federate school sports associations (AS) in collèges and lycées, promoting voluntary student sports competition and civic responsibility Correct answer.
  3. To administer compulsory physical education grading for the national Baccalauréat diploma
  4. To supply school cafeterias with nutritional meal plans for elite youth athletes

Explanation

The UNSS (Union Nationale du Sport Scolaire) is the French public school sports federation under the authority of the Ministry of National Education. Every public secondary establishment must have a school sports association (Association Sportive - AS). The UNSS organizes voluntary sports competitions, promotes associative citizenship, and trains students in civic roles through its 'Jeunes Officiels' program (arbitres, juges, secouristes, dirigeants).

Question 6Capeps History Sociology

In the sociology of French physical education, how do researchers Annick Davisse and Catherine Louveau distinguish 'mixité' from 'co-éducation'?

  1. 'Mixité' requires completely separate classes for boys and girls, whereas 'co-éducation' requires boys and girls to compete in contact sports
  2. 'Mixité' applies exclusively to primary schools, while 'co-éducation' applies strictly to university sports programs
  3. 'Mixité' is merely placing boys and girls together in the same physical space, whereas 'co-éducation' actively deconstructs gender stereotypes to ensure equitable learning Correct answer.
  4. 'Mixité' refers to mixing social classes, while 'co-éducation' refers exclusively to integrating disabled students

Explanation

In French pedagogical sociology (notably Davisse & Louveau, 1991), 'mixité' is an administrative condition: co-presence of both sexes in the same gymnasium. 'Co-éducation' is a deliberate pedagogical project that examines curricular choices, teaching interactions, and assessment rubrics to ensure that girls and boys have equal access to motor culture, preventing male domination in sports like football and rugby and valuing diverse expressive and motor skills.

Question 7Capeps History Sociology

In Pierre Bourdieu's sociological framework ('La Distinction', 1979), how does social class habitus influence sporting choices and bodily engagement in French society?

  1. Sporting choice is exclusively determined by individual genetic muscle fiber composition with zero social correlation
  2. All social classes participate equally in all sports activities due to the universalizing influence of televised media
  3. Working-class habitus favors sports emphasizing instrumental strength and direct contact, whereas dominant-class habitus favors exclusive, self-paced, and distance-maintaining sports Correct answer.
  4. The working class participates exclusively in high-cost luxury sports to emulate the aristocracy

Explanation

Pierre Bourdieu demonstrated that sport practices correspond to social spaces and classes of habitus. Working-class culture values physical strength, bodily sacrifice, direct confrontation, and instrumental uses of the body (e.g., boxing, rugby, soccer). In contrast, the dominant classes favor sports that maintain spatial distance, emphasize aesthetic restraint, minimize direct injury, and require high economic or cultural capital (e.g., tennis, golf, sailing, skiing).

Question 8Capeps History Sociology

In his seminal epistemological history 'De la gymnastique aux sports modernes' (1965), what core thesis does philosopher Jacques Ulmann develop?

  1. Sports performance is purely mechanical and has never been influenced by cultural values or religious beliefs
  2. Physical education exists completely independently of political, economic, or philosophical ideologies
  3. Physical doctrines throughout history reflect changing philosophical conceptions of the human body, balancing nature, health, and ascetic discipline Correct answer.
  4. Gymnastics was invented in the 20th century by commercial shoe companies to sell apparel

Explanation

Jacques Ulmann demonstrated that the history of bodily education is not a mere technical succession of exercises, but an ideological and philosophical history. From antiquity through Rousseau, Amoros, Ling, and modern sport, physical education practices embody changing social conceptions of human nature, morality, health, ascetic discipline, and the relationship between the individual and the State.

Question 9Capeps History Sociology

What historical role did the Fédération Sportive et Gymnique du Travail (FSGT) and the 'Stages Maurice Baquet' play during the 1960s and 1970s in French physical education?

  1. They banned working-class youth from participating in school athletics competitions
  2. They organized military counter-insurgency training for university physical education professors
  3. They advocated for the complete privatization of public school gymnasiums across France
  4. They served as vibrant incubators for didactic innovation, democratizing sports pedagogy and developing educational models for athletics and swimming Correct answer.

Explanation

The FSGT, a worker sports federation with progressive and trade-union roots, organized the famous 'Stages Maurice Baquet' starting in the 1960s. These workshops brought together innovative teachers and researchers (such as Robert Mérand, René Deleplace, and Antoine Delaunay) to rethink sports pedagogy. They rejected elitist sports drills, creating child-centered didactics that democratized sports like swimming, track, and rugby.

Question 10Capeps History Sociology

According to sociological studies by Annick Davisse, what structural bias historically characterized traditional French national EPS grading scales in secondary schools?

  1. An over-reliance on raw physical performance metrics (speed, explosive power) calibrated to male physiological norms, penalizing female motor achievements Correct answer.
  2. Systematic grade deflation targeting students who joined extracurricular club sports
  3. The mandatory awarding of 20/20 to all female students regardless of participation
  4. Evaluating students solely on written philosophical essays about sports sociology

Explanation

Annick Davisse documented that traditional EPS evaluation scales (baremes) relied heavily on explosive power, raw sprint times, and upper-body strength. These scales took male athletic performance as the universal biological baseline. Consequently, girls systematically received lower average grades across France, while the curriculum undervalued rhythm, flexibility, tactical intelligence, and aesthetic motor control.

Question 11Capeps History Sociology

How did the national EPS programs of 2000/2001 (lycée) and 2008 (collège) conceptually organize physical activities to structure student learning?

  1. By strictly dividing sports between boys' aggressive games and girls' rhythmic dances
  2. By ranking sports hierarchically based on commercial television advertising revenues
  3. By allowing schools to teach only one single sport throughout a student's entire seven-year secondary career
  4. By grouping activities into standardized activity families linked to specific cultural and motor competencies (compétences propres / attendus) Correct answer.

Explanation

The 2000/2001 Lycée and 2008 Collège programs grouped APSA into distinct clusters linked to 'Compétences Propres' (e.g., CP1 performance, CP2 outdoor adaptation, CP3 artistic expression, CP4 confrontation, CP5 self-conditioning). This ensured curriculum polyvalence (eclecticism), preventing schools from restricting physical education to a single sport while establishing progressive learning outcomes.

Question 12Capeps History Sociology

In Pierre Parlebas' motor praxeology ('Contribution à un lexique commenté en science de l'action motrice', 1981), how are motor situations fundamentally classified under the CAI criteria?

  1. By the monetary cost (C), aerobic capacity (A), and injury frequency (I) of the sport
  2. By the presence or absence of partner communication (C), adversary counter-communication (A), and environmental uncertainty (I) Correct answer.
  3. By the student's chronological age (C), athletic altitude (A), and impact force (I)
  4. By cardiovascular heart rate (C), articular flexibility (A), and isometric endurance (I)

Explanation

Pierre Parlebas founded 'praxéologie motrice' (the science of motor action) and introduced the CAI operational classification of motor situations. Activities are defined by three binary interaction criteria: Coaction/communication with partners (C or no C), Adversary opposition/counter-communication (A or no A), and Uncertainty stemming from the physical environment (I or no I). This produces 8 distinct operational classes of motor interaction.

Question 13Capeps Sciences Physiology

Which human muscular energy system provides the highest peak power output (puissance maximale) but has the most limited metabolic capacity (capacité), depleting in approximately 7 to 10 seconds of all-out effort?

  1. The lactic anaerobic (fast glycolysis) pathway
  2. The ATP-CP (phosphagen / alactic anaerobic) pathway Correct answer.
  3. The aerobic oxidative carbohydrate pathway
  4. The aerobic beta-oxidation lipid pathway

Explanation

The ATP-CP (adenosine triphosphate - creatine phosphate) phosphagen pathway provides the highest rate of energy production (maximal power ~ 70-100 kcal/min) through the rapid cleavage of intracellular phosphocreatine by creatine kinase without requiring oxygen or producing lactate. However, its capacity is extremely small, depleting within 7 to 10 seconds of maximal sprint effort.

Question 14Capeps Sciences Physiology

Using the classic Fox and Haskell formula (HRmax = 220 - age), what is the estimated maximal heart rate of a 15-year-old secondary school student?

  1. 175 bpm
  2. 190 bpm
  3. 220 bpm
  4. 205 bpm Correct answer.

Explanation

Using Fox and Haskell's formula: HRmax = 220 - age = 220 - 15 = 205 bpm. While modern formulas (e.g. Tanaka's 208 - 0.7 × age ≈ 197.5 bpm) provide slightly different estimates, Fox's formula remains a classic benchmark used in secondary school EPS.

Question 15Capeps Sciences Physiology

According to Newton's second law of motion (F = m × a), how can a 60 kg sprinter achieve greater horizontal acceleration out of the starting blocks?

  1. By maximizing the net horizontal ground reaction force exerted against the blocks Correct answer.
  2. By increasing vertical head movement while minimizing foot contact force
  3. By reducing muscular force application to allow gravity to pull the torso forward
  4. By increasing body mass without altering the force generated by the leg extensors

Explanation

Newton's second law states that acceleration is directly proportional to net force and inversely proportional to mass (a = F / m). For a sprinter of fixed mass (60 kg), increasing horizontal acceleration requires maximizing the net horizontal ground reaction force (Fnet) exerted backwards against the starting blocks during the push-off phase.

Question 16Capeps Sciences Physiology

Which anatomical lever class is represented by the action of the biceps brachii flexing the elbow joint against a handheld dumbbell?

  1. First-class lever (fulcrum located between the effort and the load)
  2. Third-class lever (effort applied between the fulcrum and the load) Correct answer.
  3. Second-class lever (load located between the fulcrum and the effort)
  4. Fourth-class lever (rotary wheel with zero mechanical resistance)

Explanation

In elbow flexion by the biceps brachii, the elbow joint serves as the fulcrum ($F$), the biceps tendon inserts onto the radial tuberosity applying effort ($E$) just distal to the joint, and the weight of the forearm/dumbbell is the load ($L$) further distal. Because the effort is applied between the fulcrum and the load ($F - E - L$), it is a third-class lever, which trades mechanical force advantage for high speed and range of motion.

Question 17Capeps Sciences Physiology

A 16-year-old student has a measured resting heart rate (HRrest) of 60 bpm and a maximal heart rate (HRmax) of 200 bpm. Using the Karvonen formula [Target HR = HRrest + Intensity% × (HRmax - HRrest)], what is the student's target heart rate for training at 75% of Heart Rate Reserve (HRR)?

  1. 165 bpm Correct answer.
  2. 150 bpm
  3. 175 bpm
  4. 140 bpm

Explanation

Step 1: Calculate Heart Rate Reserve (HRR): HRR = HRmax - HRrest = 200 - 60 = 140 bpm. Step 2: Apply 75% intensity: 140 × 0.75 = 105 bpm. Step 3: Add resting heart rate: Target HR = HRrest + 105 = 60 + 105 = 165 bpm.

Question 18Capeps Sciences Physiology

A student in a Lycée demi-fond class has a measured VO2max of 56 mL·kg⁻¹·min⁻¹. Assuming an average energetic cost of running (Cr) of 0.20 mL O2·kg⁻¹·m⁻¹, what is the student's theoretical Vitesse Maximale Aérobie (VMA) in km/h?

  1. 14.0 km/h
  2. 16.8 km/h Correct answer.
  3. 18.2 km/h
  4. 15.5 km/h

Explanation

Step 1: Calculate running speed in meters per minute: v = VO2max / Cr = 56 / 0.20 = 280 m/min. Step 2: Convert to meters per hour: 280 × 60 = 16,800 m/h. Step 3: Convert to km/h: 16,800 / 1000 = 16.8 km/h.

Question 19Capeps Sciences Physiology

An athlete accelerates uniformly from rest out of the starting blocks, covering the first 30 meters in 4.0 seconds. Assuming constant acceleration, what is the athlete's acceleration (a) and instantaneous velocity (v) at the 30-meter mark?

  1. a = 1.875 m/s² and v = 7.5 m/s
  2. a = 7.50 m/s² and v = 30.0 m/s
  3. a = 3.75 m/s² and v = 15.0 m/s Correct answer.
  4. a = 2.50 m/s² and v = 10.0 m/s

Explanation

From kinematics with initial velocity v0 = 0: d = 0.5 × a × t² => 30 = 0.5 × a × (4.0)² = 8 a => a = 30 / 8 = 3.75 m/s². Instantaneous velocity at t = 4.0 s is v = a × t = 3.75 × 4.0 = 15.0 m/s (or v = 2 × d / t = 2 × 30 / 4 = 15.0 m/s).

Question 20Capeps Sciences Physiology

A 70 kg high school student performs a countermovement jump on a force plate. During the push-off phase lasting Δt = 0.5 seconds, the student produces a net average upward vertical force of 420 N in excess of body weight. What is the student's vertical takeoff velocity (v) and theoretical jump height (h) above takeoff (g = 9.8 m/s²)?

  1. Takeoff velocity v = 4.5 m/s and jump height h ≈ 1.03 m (103 cm)
  2. Takeoff velocity v = 6.0 m/s and jump height h ≈ 1.84 m (184 cm)
  3. Takeoff velocity v = 1.5 m/s and jump height h ≈ 0.11 m (11 cm)
  4. Takeoff velocity v = 3.0 m/s and jump height h ≈ 0.46 m (46 cm) Correct answer.

Explanation

Step 1: Net vertical impulse: J = Fnet × Δt = 420 N × 0.5 s = 210 N·s. Step 2: From the impulse-momentum theorem (J = m × Δv): Δv = J / m = 210 / 70 = 3.0 m/s. Step 3: Theoretical vertical jump height from projectile mechanics: h = v² / (2g) = (3.0)² / (2 × 9.8) = 9.0 / 19.6 ≈ 0.459 m ≈ 46 cm.

Question 21Capeps Sciences Physiology

In a Cycle 4 demi-fond unit, a teacher prescribes an intermittent 30-30 training session (30 seconds running / 30 seconds passive recovery) at 105% of VMA. For a student whose measured VMA is 15.0 km/h, what exact distance must the student cover during each 30-second running bout?

  1. 131.25 meters (approx. 131 m) Correct answer.
  2. 125.00 meters
  3. 142.50 meters
  4. 115.00 meters

Explanation

Step 1: Calculate target running speed at 105% of VMA: 15.0 km/h × 1.05 = 15.75 km/h. Step 2: Convert speed to meters per second: 15.75 / 3.6 = 4.375 m/s. Step 3: Multiply by running duration (30 s): d = 4.375 m/s × 30 s = 131.25 m.

Question 22Capeps Sciences Physiology

From a mechanical and biomechanical perspective, why is the Fosbury Flop technique in high jump superior to the older Western Roll and Scissors techniques?

  1. It eliminates the need for any horizontal approach speed on the runway
  2. It increases the athlete's total body mass during the aerial flight phase
  3. It allows the jumper's center of mass (COM) to travel at or even below the level of the crossbar while the segmented body clears it Correct answer.
  4. It forces the landing to occur on wooden floorboards without requiring foam crash mats

Explanation

In the Fosbury Flop, the jumper arches the torso into a hyperextended hyperbolic curve over the crossbar. By clearing the bar segment by segment (head, shoulders, hips, then legs), the athlete's center of mass (COM) can remain several centimeters below the bar while the body clears it. Older upright techniques (scissors, straddle) required the entire body and COM to be elevated well above the bar.

Question 23Capeps Sciences Physiology

During the first 4 to 6 weeks of a school resistance training unit (musculation), what primary physiological mechanism accounts for the initial rapid gains in student strength?

  1. Significant proliferation of new skeletal muscle fibers through cellular hyperplasia
  2. Massive structural skeletal muscle fiber hypertrophy and myofibrillar proliferation
  3. Neural adaptations, including increased motor unit recruitment, higher firing rates (rate coding), and decreased antagonist co-activation Correct answer.
  4. Complete calcification of tendon tissue converting elastic tissue into bone

Explanation

In the initial 4 to 6 weeks of resistance training, strength gains occur primarily due to neural adaptations within the central and peripheral nervous system. These include increased recruitment of high-threshold motor units, elevated motor unit firing frequencies (rate coding), improved motor unit synchronization, and reduced co-contraction of antagonist muscles. Significant structural hypertrophy requires 6 to 8+ weeks of sustained overload.

Question 24Capeps Sciences Physiology

What is 'running economy' (coût énergétique de la course, Cr), and how does it influence distance running performance in secondary school runners?

  1. The percentage of class time spent resting between physical exercises
  2. The retail financial cost of purchasing athletic footwear per school semester
  3. The total amount of glycogen consumed during a 60-meter maximum sprint
  4. The steady-state oxygen consumption required to run a standardized distance (e.g. mL O2/kg/km); runners with superior economy consume less oxygen at a given velocity Correct answer.

Explanation

Running economy (Cr) represents the metabolic energy or volume of oxygen consumed per kilogram of body mass per unit distance (mL O2·kg⁻¹·km⁻¹ or mL O2·kg⁻¹·m⁻¹). Among runners with similar VO2max, the runner with superior economy uses less oxygen at any submaximal speed, conserving glycogen and delaying fatigue, which enables a higher sustainable fractional utilization of VMA.

Question 25Capeps Sciences Physiology

A student performs a 10-second sprint test on a friction-loaded cycle ergometer. The flywheel travels 6.0 meters per pedal revolution. The mechanical resistance is set to a constant braking force of 50 N. The student completes exactly 20 pedal revolutions during the 10-second test. What is the total mechanical work performed (W) and the average mechanical power output (P)?

  1. W = 12,000 J and P = 1,200 W
  2. W = 6,000 J and P = 600 W Correct answer.
  3. W = 3,000 J and P = 300 W
  4. W = 1,000 J and P = 100 W

Explanation

Step 1: Calculate total linear distance traveled by the flywheel: d = 20 revolutions × 6.0 m/revolution = 120 meters. Step 2: Calculate mechanical work: W = Force × distance = 50 N × 120 m = 6,000 Joules (J). Step 3: Calculate average power output: P = W / t = 6,000 J / 10 s = 600 Watts (W).

Question 26Capeps Sciences Physiology

In post-exercise recovery physiology, what physiological processes account for the 'fast component' of Excess Post-Exercise Oxygen Consumption (EPOC) occurring within the first 2 to 3 minutes following high-intensity exercise?

  1. The complete conversion of all body fat into structural protein fibers
  2. The rapid resynthesis of intramuscular phosphocreatine (PCr) stores and the replenishment of dissolved oxygen in myoglobin and hemoglobin Correct answer.
  3. The immediate decrease of core body temperature below normal resting baselines
  4. The total cessation of blood circulation to skeletal muscle tissues

Explanation

EPOC consists of a fast (alactic) component and a slow component. The fast component lasts approximately 2 to 3 minutes post-exercise and consumes roughly 2 to 4 liters of oxygen. This elevated oxygen uptake is utilized almost exclusively to resynthesize high-energy intramuscular phosphates (ATP and PCr) through oxidative phosphorylation and to re-saturate tissue myoglobin and venous hemoglobin with oxygen.

Question 27Capeps Didactics Curriculum

What are the three sequential stages of motor learning in the classic model proposed by Paul Fitts and Michael Posner (1967)?

  1. Preparatory stage, Competitive stage, Transitional stage
  2. Sensory stage, Reflexive stage, Unconscious stage
  3. Cognitive stage, Associative stage, Autonomous stage Correct answer.
  4. Isometric stage, Isokinetic stage, Isotonic stage

Explanation

Fitts and Posner (1967) established that motor skill acquisition progresses through three stages: 1) Cognitive stage (conscious deliberate verbalization, high error rate, understanding the task goal); 2) Associative stage (refining movement coordination, detecting errors, reduced cognitive load); and 3) Autonomous stage (skill becomes automatic, highly consistent, and resistant to environmental distraction).

Question 28Capeps Didactics Curriculum

In Richard Schmidt's Schema Theory of motor control, which characteristics of a Generalized Motor Program (GMP) remain invariant across movement executions?

  1. Visual reaction time and the external ambient room temperature
  2. Absolute movement duration, absolute muscle force, and the specific muscle group used
  3. Blood lactate concentration, heart rate recovery, and arterial oxygen saturation
  4. Relative timing, relative force, and the sequential order of muscular contractions Correct answer.

Explanation

In Schmidt's Generalized Motor Program (GMP) theory, a class of actions is governed by stored motor programs containing invariant features: the relative timing (phasing), relative force proportion, and order of elements. In contrast, surface parameters (overall duration, overall force, and specific muscle effectors) are scaled flexibly to adapt to situational constraints.

Question 29Capeps Didactics Curriculum

In motor skill instruction, how is Knowledge of Results (KR) distinguished from Knowledge of Performance (KP)?

  1. KR provides external feedback about the outcome of the action relative to the environmental goal, while KP provides feedback about the kinematics and execution quality of the movement Correct answer.
  2. KR is delivered exclusively by computer algorithms, while KP is delivered exclusively by peers
  3. KR applies only to team invasion games, while KP applies only to individual swimming strokes
  4. KR occurs prior to movement initiation, while KP occurs 24 hours after the lesson concludes

Explanation

In augmented feedback literature (Salmoni, Schmidt, Magill), Knowledge of Results (KR) is externally presented information about the outcome of achieving an environmental goal (e.g. 'the ball landed 20 cm wide of the baseline'). Knowledge of Performance (KP) is information about the movement characteristics that led to that outcome (e.g. 'your elbow dropped during the follow-through').

Question 30Capeps Didactics Curriculum

What is the 'contextual interference effect' discovered by Shea and Morgan (1979) in motor skill practice organization?

  1. Practicing skills while listening to loud music permanently degrades motor memory consolidation
  2. Random practice schedules produce poorer acquisition performance during practice but superior long-term retention and motor transfer compared to blocked practice Correct answer.
  3. Practicing identical movements repetitively in blocks produces superior long-term retention in all testing conditions
  4. Motor skills learned in indoor gyms cannot be transferred to outdoor sporting fields under any circumstances

Explanation

The contextual interference effect shows that high contextual interference (random practice, interweaving different skills or variations unpredictably) causes more errors and slower progress during initial acquisition, but results in significantly higher retention and transfer. Low contextual interference (blocked practice, repeating skill A 50 times, then skill B) creates an illusion of mastery during practice that fades rapidly.

Question 31Capeps Didactics Curriculum

In Richard Schmidt's Schema Theory, what is the specific operational distinction between the 'Recall Schema' and the 'Recognition Schema' during motor execution?

  1. The Recall Schema is stored in the spinal cord, while the Recognition Schema is stored in muscle spindles
  2. The Recall Schema operates only during sleep consolidation, while the Recognition Schema operates only during awake practice
  3. The Recall Schema specifies the motor parameters to initiate and control the movement, while the Recognition Schema uses expected sensory consequences to evaluate performance and detect errors Correct answer.
  4. The Recall Schema evaluates cognitive written exam questions, while the Recognition Schema measures physical jumping height

Explanation

Schmidt's Schema Theory (1975) posits two distinct memory states. The Recall Schema is responsible for movement production: it takes initial conditions and the desired goal to parameterize the Generalized Motor Program (selecting overall force, duration, muscle effectors). The Recognition Schema is responsible for movement evaluation: it generates expected sensory consequences (proprioceptive and exteroceptive), comparing actual feedback to expected feedback to detect errors.

Question 32Capeps Didactics Curriculum

According to Gabriele Wulf's attentional focus research and the 'Constrained Action Hypothesis', why does an external focus of attention produce superior motor performance and learning compared to an internal focus?

  1. An external focus (focusing on the movement effect on an implement or environment) allows motor systems to self-organize automatically, whereas an internal focus (focusing on body parts) constrains the motor system by interfering with automatic control processes Correct answer.
  2. An external focus eliminates all sensory feedback, forcing the brain to bypass the motor cortex completely
  3. An internal focus prevents muscle contractions by inducing reciprocal parasympathetic paralysis
  4. An external focus is effective only for elite professional athletes and severely harms novice secondary students

Explanation

Gabriele Wulf's 'Constrained Action Hypothesis' explains that focusing internally (on one's own limbs, joint angles, or muscle groups) causes conscious interference in the motor system, disrupting automated motor synergies and reducing movement efficiency. Focusing externally (on the trajectory of the ball, the target, or the implement) allows the motor control system to self-organize fluidly using non-conscious, automatic reflexes.

Question 33Capeps Didactics Curriculum

How does Physical and Sports Education (EPS) specifically contribute to Domaine 1 ('Les langages pour penser et communiquer') of the French Socle Commun (S4C)?

  1. By forbidding all spoken language and forcing students to use sign language exclusively
  2. By requiring students to translate English sports rulebooks into French during every lesson
  3. By assessing students strictly on spelling and calligraphy in their PE notebooks
  4. By developing bodily, motor, and artistic languages through which students express emotions, read non-verbal cues, and communicate motor intentions Correct answer.

Explanation

Domaine 1 of the Socle Commun includes 'les langages du corps'. EPS makes a unique contribution by developing the body as an expressive, communicative, and semiotic medium. Students learn to decode non-verbal motor intentions (feints, postural alignments, trajectory anticipation in CA 4), express emotions through artistic movement (dance, arts du cirque in CA 3), and use precise technical motor vocabulary.

Question 34Capeps Didactics Curriculum

In the structural cycle architecture of the French school system, which grade levels constitute Cycle 3 (cycle de consolidation) and Cycle 4 (cycle des approfondissements)?

  1. Cycle 3 comprises CM1, CM2, and 6e; Cycle 4 comprises 5e, 4e, and 3e Correct answer.
  2. Cycle 3 comprises CP, CE1, and CE2; Cycle 4 comprises CM1 and CM2
  3. Cycle 3 comprises 2nde, 1ère, and Terminale; Cycle 4 comprises university Master 1 and Master 2
  4. Cycle 3 comprises 6e and 5e; Cycle 4 comprises 4e, 3e, and 2nde

Explanation

Under the 2013/2015 French educational reforms, Cycle 3 ('cycle de consolidation') links the last two years of elementary school with the first year of collège: CM1, CM2, and 6e (sixième). Cycle 4 ('cycle des approfondissements') spans the remaining three years of collège: 5e (cinquième), 4e (quatrième), and 3e (troisième).

Question 35Capeps Didactics Curriculum

In physical education instructional design, what is the fundamental didactic difference between a 'Critère de réussite' (success criterion) and a 'Critère de réalisation' (realization/execution criterion)?

  1. A critère de réussite is used only for grading, while a critère de réalisation is used only for disciplinary punishments
  2. A critère de réussite identifies the observable outcome or goal achieved, whereas a critère de réalisation specifies the motor actions and bodily postures required to achieve that result Correct answer.
  3. A critère de réussite applies exclusively to team sports, while a critère de réalisation applies exclusively to swimming
  4. A critère de réussite is determined by parents, while a critère de réalisation is chosen by school administrators

Explanation

In French didactics of EPS (e.g. Famose, Dhellemmes), a 'critère de réussite' answers the learner's question: 'How do I know if I succeeded?' (outcome indicator: e.g., landing inside the designated target zone 4 times out of 5). A 'critère de réalisation' answers: 'What must I do with my body to succeed?' (process indicator: e.g., flexing the knees upon contact, aligning the elbow with the target, looking forward).

Question 36Capeps Didactics Curriculum

Which set of non-practicing social roles ('rôles sociaux et méthodologiques') must be systematically taught and assessed alongside physical performance in French secondary EPS?

  1. Agent sportif (sports agent), avocat (attorney), and sponsor commercial (commercial sponsor)
  2. Vendeur de billets (ticket vendor), concierge (custodian), and chauffeur de bus (bus driver)
  3. Arbitre (referee), juge (judge/scorer), observateur (peer observer), and aide/pareur/coach (spotter/assistant/coach) Correct answer.
  4. Journaliste de presse people (celebrity reporter) and parieur sportif (sports bettor)

Explanation

The national EPS programs mandate the learning of civic, methodological, and social roles across all learning fields: Arbitre (referee enforcing rules and fairness), Juge (scorer/timer evaluating technical criteria), Observateur (collecting objective data to provide peer feedback), and Aide/Pareur/Conseiller (spotting for safety in gymnastics/climbing or coaching tactical adjustments).

Question 37Capeps Didactics Curriculum

Which of the following groups of activities belongs exclusively to Champ d'Apprentissage 1 (CA 1: 'Produire une performance optimale, mesurable à une échéance donnée')?

  1. Badminton, Tennis de table, Basketball, Rugby
  2. Escalade (rock climbing), Course d'orientation (orienteering), Canoë-kayak, VTT (mountain biking)
  3. Acrosport, Danse contemporaine, Gymnastique au sol (floor gymnastics), Arts du cirque
  4. Demi-fond (middle-distance running), Sprint-haies (hurdles), Saut en longueur (long jump), Natation de vitesse (speed swimming) Correct answer.

Explanation

Champ d'Apprentissage 1 (CA 1) focuses on producing an optimal, standardized, measurable individual motor performance against time, distance, or height. It encompasses track and field events (demi-fond, sprint, hurdles, jumps, throws) and speed swimming.

Question 38Capeps Didactics Curriculum

What is the primary motor and cognitive challenge that defines Champ d'Apprentissage 2 (CA 2: 'Adapter son déplacement à des environnements variés ou incertains')?

  1. Reading changing environmental cues and managing emotional risk to navigate unfamiliar, complex, or natural terrains safely and efficiently Correct answer.
  2. Scoring points by throwing a ball past an opposing goalkeeper defending a goal
  3. Memorizing a predetermined choreography to evoke emotional responses from an audience
  4. Running on an indoor track at a constant target heart rate to tone muscle fibers

Explanation

CA 2 involves activities where the environment presents informational uncertainty, varied terrains, or physical risk (e.g. climbing, orienteering, kayaking). The central pedagogical challenge is for students to collect environmental information (reading rock features, map symbols, water currents), manage emotional apprehension, and adapt motor locomotion while ensuring active safety.

Question 39Capeps Didactics Curriculum

In Champ d'Apprentissage 3 (CA 3: 'S'exprimer devant les autres par une prestation artistique et/ou acrobatique'), what constitutes the primary object of evaluation during a student presentation?

  1. The total monetary value of the costumes worn by the performers
  2. The motor mastery, aesthetic composition, emotional intent, and bodily communication presented to a judging audience Correct answer.
  3. The absolute linear speed achieved across the performance mat
  4. The decibel sound level produced by the audience cheering at the conclusion

Explanation

In CA 3 (acrosport, dance, gymnastics, circus arts), evaluation centers on motor control, technical execution (body tension, alignment, precision), composition (spatial staging, timing, synchronization, transitions), and the capacity to project emotion and meaning to spectators/judges.

Question 40Capeps Didactics Curriculum

What is the defining tactical and pedagogical characteristic of Champ d'Apprentissage 4 (CA 4: 'Conduire et maîtriser un affrontement collectif ou interindividuel')?

  1. Navigating dense forest terrain using a compass and topographical map
  2. Executing solitary repetitive motions without any interaction with other human beings
  3. Managing reversible dynamic interactions involving cooperation with teammates and tactical opposition against adversaries under regulatory rules Correct answer.
  4. Performing bench presses until complete neuromuscular muscular failure

Explanation

CA 4 encompasses dual sports (badminton, table tennis, combat) and collective team sports (basketball, handball, football, rugby, volleyball). Its essential nature is the management of tactical confrontation: coordinating with partners (in team sports), anticipating adversary reactions, balancing offensive risk and defensive protection, and respecting fair play rules.

Question 41Capeps Didactics Curriculum

In the Lycée EPS curriculum, what is the specific educational purpose of Champ d'Apprentissage 5 (CA 5: 'Réaliser et orienter son activité physique pour développer ses ressources et s'entretenir')?

  1. To test students' maximum tolerance for extreme dehydration and caloric starvation
  2. To prepare students for professional bodybuilding competitions and commercial fitness modeling
  3. To force all high school students to run a full marathon within four hours
  4. To empower students to independently design, regulate, and sustain a personalized physical conditioning project (mobile personnel) for long-term health and wellbeing Correct answer.

Explanation

CA 5 in Lycée (encompassing musculation, course en durée, natation en durée, step, yoga) is designed to cultivate lifelong physical literacy and autonomy in health management. Students choose a personalized motive ('mobile personnel': e.g., Mobile 1 volume/tonus, Mobile 2 puissance/explosivité, Mobile 3 forme/entretien/santé), design a training sequence, monitor physiological intensity (heart rate, RPE, load percentages), and adjust their workload safely.

Question 42Capeps Didactics Curriculum

In didactic theory (Yves Chevallard, 1985; Jean-Louis Martinand, 1986), how does the 'Transposition Didactique' operate when integrating a sport like rugby or badminton into the French EPS curriculum?

  1. Social reference practices (pratiques sociales de référence) are transformed into curriculum knowledge (savoirs à enseigner), taught classroom tasks (savoirs enseignés), and student learning acquisitions (savoirs appris) Correct answer.
  2. Professional sports federations sell commercial broadcasting rights directly to public secondary schools
  3. Olympic rules are copied word-for-word into school textbooks without adapting rules to child development
  4. Teachers completely eliminate all rules to allow children to invent unrelated games spontaneously

Explanation

The didactic transposition describes the necessary epistemological transformation that cultural practices undergo to become school subjects. Social reference practices (elite sport, recreational dance) are selected and codified by institutions into curricular knowledge ('savoirs à enseigner'). Teachers then adapt these into classroom tasks ('savoirs enseignés') suited to student developmental stages. Finally, students internalize these as acquired motor and conceptual skills ('savoirs appris').

Question 43Capeps Didactics Curriculum

In Guy Brousseau's didactic theory, how does a 'Didactic Variable' (variable didactique) differ from an 'Organizational Variable' (variable d'organisation) in a physical education lesson?

  1. A didactic variable applies only to grading scales, while an organizational variable applies only to locker room supervision
  2. A didactic variable is manipulated only by the school principal, while an organizational variable is controlled by students
  3. Altering a didactic variable changes the fundamental motor problem and forces the learner to adopt a new motor coordination or strategy, whereas an organizational variable merely changes logistical management without altering the core motor problem Correct answer.
  4. Didactic variables must never be modified during a lesson, while organizational variables must change every two minutes

Explanation

In didactic design, a Didactic Variable is a task parameter that, when modified by the teacher (e.g. narrowing the court width in badminton, adding an offside line in football, raising the hurdle height), destabilizes the student's current motor solution and forces the emergence of a more advanced technical or tactical coordination. An Organizational Variable (e.g. rotating bib colors, dividing students into pairs vs trios for roll call) manages group flow without fundamentally changing the motor problem.

Question 44Capeps Didactics Curriculum

In a CA 2 Course d'Orientation (orienteering) learning progression in Collège, what is the didactic sequence from novice navigation to expert autonomy?

  1. Beginning with blindfolded night navigation, then progressing to indoor hallway sprints without maps
  2. Progressing from following linear handrails (lignes directrices / mains courantes) to using prominent attack points (points d'attaque), taking compass bearings (visée azimutale), and navigating fine contour details under running pace Correct answer.
  3. Memorizing GPS coordinates without ever using a topographical map or compass
  4. Running exclusively on paved asphalt tracks before being allowed to look at a map

Explanation

Didactic progression in orienteering begins with linear navigation along unmistakable handrails ('mains courantes': forest paths, stone walls, fences). Once students master map orientation to terrain (aligning north), they learn to identify distinct point features ('points d'attaque' like boulder clusters or trail junctions) to attack hidden controls (balises), eventually mastering precision compass bearings (azimut) and fine contour contour-line interpretation at racing speed.

Question 45Capeps Didactics Curriculum

In teaching collective team invasion sports (sports collectifs, e.g. Handball, Football) in Collège, what fundamental tactical transition marks the shift from beginner play to intermediate mastery?

  1. Replacing the regulation ball with an iron medicine ball to reduce passing speed
  2. Transitioning from passing the ball to kicking opponents' shins during dead balls
  3. Having all five players stand completely immobile in the center circle throughout the entire match
  4. Transitioning from the 'grappe' (swarming around the ball) to purposeful spatial occupation creating width and depth, alternating fast breaks with structured attacks Correct answer.

Explanation

Beginner play in collective games is characterized by the 'effet grappe' (ball swarming / grappe): players are magnetically drawn to the ball, bunching together and collapsing space. The key didactic threshold is achieving rational space occupation: creating width (largeur) and depth (profondeur) to stretch opposing defenders, recognizing open passing lanes, and transitioning between counter-attack (contre-attaque) and structured positional play (attaque placée).

Question 46Capeps Didactics Curriculum

In CA 4 racket sports (e.g. Badminton), what tactical concept is central to creating an offensive advantage during a rally?

  1. Displacing the opponent away from the central recovery base ('T' central) by varying shot depths, widths, and trajectories to exploit empty court spaces (espaces libres) Correct answer.
  2. Always hitting the shuttlecock directly into the center of the opponent's chest at a slow velocity
  3. Standing permanently in the back-left corner without ever moving the feet
  4. Closing one's eyes during the serve to demonstrate sensory confidence

Explanation

In badminton didactics, tactical play is governed by the struggle for time and space. The server/striker seeks to break the opponent's temporal and spatial balance by playing into 'espaces libres' (empty spaces: alternating deep clears to the rear corners with short drop shots at the net) and varying shot speed (smashes). This forces the opponent away from the central balance zone ('T' central), opening up winning kill opportunities.

Question 47Capeps Didactics Curriculum

How does an EPS teacher implement genuine 'Pédagogie Différenciée' (differentiated pedagogy) in a heterogeneous secondary school class?

  1. By giving the best athletes full grades immediately and sending struggling students to the study hall
  2. By separating the class into distinct groups that never interact or share equipment
  3. By maintaining the same core learning objective while modulating task constraints, equipment, distances, and success criteria so that each student confronts an accessible yet challenging motor obstacle Correct answer.
  4. By eliminating all challenging movements and reducing physical education to seated board games

Explanation

Differentiated pedagogy (Perrenoud, Meirieu) does not mean lowering standards or creating segregated tracks. In EPS, the teacher maintains a shared core learning obstacle (e.g., striking the shuttlecock while moving backward) but differentiates the pathways to overcome it: adjusting court dimensions, providing varied racket sizes, offering graduated distance lines, or modulating peer opposition levels.

Question 48Capeps Didactics Curriculum

In contemporary EPS didactics, what is the primary pedagogical benefit of integrating deferred digital video feedback (tablettes numériques) during gymnastics or track-and-field lessons?

  1. It automatically uploads students' personal videos to commercial social media sites without consent
  2. It allows the teacher to leave the gym to attend personal appointments while students watch movies
  3. It eliminates the need for any verbal instruction or active physical movement by students
  4. It bridges the gap between the student's subjective internal sensations and objective motor reality, accelerating error identification and motor regulation Correct answer.

Explanation

Digital video feedback with a delayed buffer (différé de 5-10 secondes) allows a student who just performed a vault or high jump to immediately observe their own kinematic execution. Research demonstrates that novices frequently have inaccurate bodily representations (schéma corporel). Viewing objective video footage juxtaposed against criteria rubrics allows students to identify postural misalignments and self-regulate effectively.

Question 49Capeps Didactics Curriculum

What is the official role and statutory function of the 'Projet Pédagogique d'EPS' (PP EPS) within a French secondary school (collège or lycée)?

  1. It defines the local curriculum implementation designed by the school's EPS teaching team, aligning national programs with local facilities, student demographics, and the school's Projet d'Établissement Correct answer.
  2. It is an external commercial advertising contract signed with sports footwear manufacturers
  3. It is a confidential police dossier tracking students with poor attendance records
  4. It is a legal permit allowing teachers to cancel classes during rainy weather

Explanation

The Projet Pédagogique d'EPS is the foundational document of the school's physical education department (équipe disciplinaire). Built collaboratively by all EPS teachers, it operationalizes national curriculum texts by articulating local choices: APSA distribution across grades, facility scheduling, safety protocols, specific cross-curricular projects, and targeted pedagogical priorities responding to the local school population.

Question 50Capeps Didactics Curriculum

In instructional design, how does 'Diagnostic Assessment' (évaluation diagnostique) conducted at the beginning of an EPS unit differ from 'Formative Assessment' (évaluation formative) during the unit?

  1. Diagnostic assessment counts for 80% of the final grade, whereas formative assessment is completely prohibited by law
  2. Diagnostic assessment identifies students' initial motor profiles and misconceptions to calibrate upcoming tasks, whereas formative assessment provides continuous feedback during learning to guide self-regulation Correct answer.
  3. Diagnostic assessment evaluates only cardiovascular endurance, whereas formative assessment evaluates only written spelling
  4. Diagnostic assessment is conducted by medical doctors, whereas formative assessment is conducted by student parents

Explanation

Diagnostic assessment occurs at the beginning of an instructional sequence (séance 1): it reveals initial student representations, motor coordination hurdles, and skill levels, allowing the teacher to design appropriate learning situations. Formative assessment (Allal, Scallon) occurs continuously throughout the learning process without certifying high-stakes grades, offering feedback to help students correct errors and scaffold progress.