PHE · Topic 7.1
Advanced Training & Leadership
At Grade 10, PHE reaches its highest level of sophistication. You are expected to design, implement, evaluate, and improve advanced training programmes with physiological justification. Sport psychology, leadership theory, and ethical issues in sport add depth. The ePortfolio is the assessment vehicle: evidence-based, reflective, and improvement-focused.
What You'll Learn
- Design advanced training programmes using macro-, meso-, and micro-cycle periodisation
- Apply tapering strategies for competition preparation
- Explain sport psychology concepts: self-efficacy, arousal, motivation, mental skills
- Analyse leadership styles and their effectiveness in different sporting contexts
- Evaluate ethical issues in sport: doping, fair play, commercialisation
- Produce a comprehensive ePortfolio with performance evidence and justified evaluations
ePortfolio Assessment
Component 1 — Performance evidence: Video or observation report showing your performance in a physical activity.
Component 2 — Planning documentation: Training programme with SMART goals, FITT principles, periodisation plan, and rationale.
Component 3 — Reflective writing: Evaluation of your training programme using data; identification of improvements with physiological justification.
Key focus: Criterion D (Reflecting and Improving) requires you to use performance data to evaluate your programme and justify improvements with physiological reasoning — not just describe what happened.
Key Vocabulary
| Term | Definition |
|---|---|
| Periodisation (advanced) | Systematic division of training into macro- (annual), meso- (monthly), and micro- (weekly) cycles |
| Tapering | Reducing training volume (while maintaining intensity) in 1–2 weeks before competition to allow recovery and peak performance |
| Self-efficacy | Belief in your own ability to succeed in a specific situation; strongly predicts performance |
| Intrinsic motivation | Drive from within — enjoyment, mastery, personal achievement |
| Extrinsic motivation | Drive from external rewards — trophies, money, grades, praise |
| Arousal | Level of physiological and psychological activation; optimal arousal improves performance (Yerkes-Dodson law) |
| Sport psychology | The study of mental factors affecting athletic performance — motivation, confidence, anxiety, concentration, goal-setting |
| FITT principles | Frequency, Intensity, Time, Type — the variables of exercise programming |
| Overtraining syndrome | Decline in performance due to excessive training without adequate recovery; accompanied by fatigue, mood disturbance, and injury risk |
| Ethics in sport | Principles governing fair play, respect, integrity, anti-doping, and social responsibility in athletic competition |
PHE · Topic 7.1
Advanced Periodisation
Periodisation is the systematic planning of training to maximise performance at key times. At Grade 10, you must understand and apply three levels of periodisation with physiological justification for each phase.
Three Levels of Periodisation
Macrocycle (Annual Plan)
The full training year. Divided into phases: Off-season (recovery/base), Pre-season (build), In-season (maintain/compete), and Post-season (active recovery).
Mesocycle (4–6 weeks)
A training block within the macrocycle. Each mesocycle has a specific objective: building aerobic base, developing strength, increasing speed, or peaking for competition.
Microcycle (1 week)
A single week's training plan, specifying each session: exercise type, intensity, volume, and rest. Must include progressive overload and adequate recovery.
Tapering
Tapering Principle
Reduce training volume by 40–60% in the final 1–2 weeks before major competition.Maintain training intensity to preserve neuromuscular adaptations.
Allow full glycogen replenishment, tissue repair, and psychological freshness.
Physiological rationale: Heavy training causes micro-damage to muscle fibres. The repair process (supercompensation) requires recovery time. If competition occurs during peak training load, the athlete is fatigued and underperforms. Tapering ensures competition occurs at the peak of supercompensation.
Training Principles Summary
| Principle | Definition | Application |
|---|---|---|
| Progressive overload | Gradually increasing training stimulus to force adaptation | Increase load by ~5–10% per week; never reduce without physiological reason |
| Specificity (SAID) | Train for the specific demands of your sport | Sprinter trains with explosive sprint sessions, not long slow runs |
| Reversibility | Fitness gains are lost if training stops (detraining) | Plan active recovery, not full rest; maintain minimum threshold during off-season |
| Individual differences | Each athlete responds differently to the same stimulus | Monitor athlete data; individualise programmes; avoid one-size-fits-all |
| Recovery | Adaptation occurs DURING rest, not during training | Build rest days into microcycle; monitor for overtraining signs |
ePortfolio Criterion D: When evaluating your training programme, you MUST justify improvements with physiological reasoning — not just say "I should train more." For example: "My VO₂ max data suggests my aerobic base is limiting performance; I would add two Zone 2 sessions per week to the mesocycle to address this, as sustained sub-lactate-threshold training is the most effective stimulus for mitochondrial density."
PHE · Topic 7.1
Sport Psychology
Mental factors are as important as physical ones in elite performance. Sport psychology provides evidence-based strategies to optimise motivation, confidence, arousal, and concentration.
Motivation
Intrinsic Motivation
Driven by internal rewards: the joy of the activity, mastery, personal growth. Most associated with long-term commitment and psychological wellbeing. Self-determination theory (Deci & Ryan) identifies autonomy, competence, and relatedness as core needs.
Extrinsic Motivation
Driven by external rewards: trophies, money, praise, rankings, grades. Effective short-term but can undermine intrinsic motivation if overemphasised ("over-justification effect").
Arousal and the Yerkes-Dodson Law
Inverted-U Hypothesis
Performance is best at an optimal level of arousal (moderate activation). Too low = poor performance (under-aroused, sluggish). Too high = poor performance (over-aroused, anxious, "choking").
Optimal arousal varies by:
• Task complexity: fine motor tasks (golf putting, archery) = low optimal arousal
• Gross motor tasks (weightlifting, sprint start) = higher optimal arousal
• Individual differences: experienced athletes often perform well at higher arousal
• Task complexity: fine motor tasks (golf putting, archery) = low optimal arousal
• Gross motor tasks (weightlifting, sprint start) = higher optimal arousal
• Individual differences: experienced athletes often perform well at higher arousal
Mental Skills for Performance
| Mental Skill | Technique | Application |
|---|---|---|
| Concentration | Focus cues, process goals, mindfulness | Select one technical cue to focus on during performance; ignore outcome |
| Confidence (self-efficacy) | Mental rehearsal, mastery experiences, positive self-talk | Visualise successful execution; recall past successes before competing |
| Arousal management | Progressive relaxation, breathing techniques, activation cues | 4-7-8 breathing for over-arousal; power poses and music for under-arousal |
| Goal-setting | SMART performance goals, process goals, outcome goals | Focus on process (technique) and performance goals rather than only outcomes (winning) |
| Imagery / visualisation | Mental rehearsal of skill execution | Practise mental walk-through of performance before competition; include kinaesthetic and visual detail |
Self-Efficacy (Bandura's Theory)
Self-efficacy = belief in your ability to perform a specific task. Different from general confidence. Four sources of self-efficacy (Bandura):
- Mastery experiences: Past successes are the most powerful source
- Vicarious experiences: Watching a similar peer succeed ("if they can do it, I can")
- Verbal persuasion: Encouragement from coaches and teammates
- Physiological states: Interpreting arousal as readiness rather than anxiety
PHE · Topic 7.1
Leadership in Sport
Effective leadership is critical for team performance and individual athlete development. At Grade 10, you analyse different leadership styles, their effectiveness in different contexts, and the ethics of leadership in sport.
Leadership Styles
| Style | Description | Best for | Limitations |
|---|---|---|---|
| Autocratic | Leader makes all decisions; athletes follow instructions | Emergencies; novice athletes who need clear direction | Can reduce motivation; athletes may not develop decision-making |
| Democratic | Leader consults athletes; decisions involve input from group | Experienced athletes; building team cohesion and buy-in | Slower decision-making; may be difficult in time-pressured situations |
| Laissez-faire | Leader gives little direction; athletes self-direct | Elite self-motivated athletes; creative exploration | Can lead to lack of structure, poor discipline, inequity |
| Transformational | Leader inspires and motivates through vision, values, and personal example | Building long-term culture; increasing intrinsic motivation | Requires exceptional communicator; can create dependency on charismatic leader |
Ethics in Sport
Fair Play
Competing honestly within the rules; respecting opponents, officials, and the spirit of the game. More than rule compliance — a value system.
Anti-Doping
WADA (World Anti-Doping Agency) prohibits performance-enhancing drugs. Issues: health risks, competitive equity, role modelling, national pressure on athletes.
Commercialisation
Corporate sponsorship and media coverage fund sport but can distort values: athlete exploitation, prioritising entertainment over integrity, gambling influence.
Inclusion and Equity
Ensuring equal access regardless of gender, disability, sexuality, ethnicity, and socioeconomic status. Ongoing challenges in sport governance and media representation.
Criterion D connection: When evaluating your own performance and training, consider the ethical dimensions: Was your training approach fair to teammates? Did you demonstrate leadership values in your performance context? How did the social environment affect your motivation and performance?
PHE · Topic 7.1
ePortfolio Guide
The PHE ePortfolio is your assessment submission for Grade 10. It must demonstrate performance ability, planning quality, and reflective depth. Each component must be strong for top marks.
What the ePortfolio Must Include
| Component | Requirements | Key criteria |
|---|---|---|
| Performance evidence | Video or teacher observation report showing your physical performance | Demonstrates technique, decision-making, and execution at Grade 10 level |
| Training plan | 6–8 week programme with SMART goals, FITT details, periodisation rationale | Physiologically justified; progressive; specific to your sport/activity |
| Monitoring data | Performance data collected during the programme (heart rate, time, scores, RPE) | Quantitative evidence used in evaluation; shows systematic approach |
| Evaluation | Assessment of whether the programme achieved its goals; specific improvements proposed | Data-based; justified improvements; honest assessment of limitations |
Criterion D Evaluation Structure
- State your SMART goal and success criteria clearly
- Present your performance data (before and after measurements)
- Evaluate against each criterion: What was achieved? What wasn't? What evidence supports this?
- Propose specific improvements with physiological justification — not "I should train harder" but "I would add two HIIT sessions per week targeting anaerobic threshold, because my lactate testing shows..."
- Reflect on the process: What did you learn about your own body and training? How would you modify the plan?
FITT Principles in Training Design
| FITT Component | Definition | Grade 10 Example |
|---|---|---|
| Frequency | How often you train per week | 4×/week for in-season football player |
| Intensity | How hard you train (% max HR, RPE, % 1RM) | 70–80% max HR for aerobic sessions; 85% 1RM for strength |
| Time | Duration of each session | 60 min aerobic; 45 min strength; 90 min team practice |
| Type | Mode of exercise, specific to goal | Aerobic: interval running; Strength: compound free-weight exercises |
PHE · Topic 7.1
Worked Examples
These examples model the quality of response expected in the ePortfolio evaluation and in theoretical questions about sport science.
EVALUATIONModel a Criterion D evaluation paragraph for a 6-week training programme.
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Full Solution
"My SMART goal was to improve my 1500m run time from 5:42 to under 5:20 over 6 weeks. Post-programme testing recorded a time of 5:26 — an improvement of 16 seconds. While this did not fully meet my target of 5:20, it represents significant improvement.
Analysis: My Week 1–4 aerobic interval data shows progressive improvement in time-to-fatigue at 75% max HR (from 18 min to 24 min), indicating improved aerobic efficiency. However, Weeks 5–6 data showed a plateau, suggesting I reached overreaching without adequate recovery. My resting heart rate increased from 58 to 66 bpm during this period, which is a recognised marker of overtraining.
If I were to repeat this programme, I would: (1) reduce training volume in Week 5 by 30% to allow supercompensation before the final 6-week test; (2) add 1 rest day per week from Week 4; (3) introduce one VO₂max interval session per week from Week 3 to target the aerobic ceiling more directly. This would be justified physiologically by the evidence that high-intensity interval training (HIIT) produces superior VO₂max adaptations compared to the predominantly steady-state work I used."
Analysis: My Week 1–4 aerobic interval data shows progressive improvement in time-to-fatigue at 75% max HR (from 18 min to 24 min), indicating improved aerobic efficiency. However, Weeks 5–6 data showed a plateau, suggesting I reached overreaching without adequate recovery. My resting heart rate increased from 58 to 66 bpm during this period, which is a recognised marker of overtraining.
If I were to repeat this programme, I would: (1) reduce training volume in Week 5 by 30% to allow supercompensation before the final 6-week test; (2) add 1 rest day per week from Week 4; (3) introduce one VO₂max interval session per week from Week 3 to target the aerobic ceiling more directly. This would be justified physiologically by the evidence that high-intensity interval training (HIIT) produces superior VO₂max adaptations compared to the predominantly steady-state work I used."
TAPERINGExplain why tapering improves athletic performance before competition.
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Full Solution
Heavy training creates micro-damage to muscle fibres and depletes glycogen stores. The body's adaptive response (supercompensation) repairs this damage and builds stronger structures, but only if adequate recovery time is provided.
Without tapering, competition during peak training load means competing in a state of accumulated fatigue. By reducing training volume by 40–60% in the final 1–2 weeks (while maintaining intensity to preserve neuromuscular adaptations), the athlete:
1. Replenishes muscle glycogen stores fully
2. Allows muscle fibre repair to complete
3. Reduces neuromuscular fatigue
4. Achieves peak psychological freshness and motivation
Research shows tapering improves performance by 2–3% in many sports, which can be decisive at elite level. The key mistake is tapering by reducing intensity — this leads to neuromuscular detraining. Only volume should drop significantly.
Without tapering, competition during peak training load means competing in a state of accumulated fatigue. By reducing training volume by 40–60% in the final 1–2 weeks (while maintaining intensity to preserve neuromuscular adaptations), the athlete:
1. Replenishes muscle glycogen stores fully
2. Allows muscle fibre repair to complete
3. Reduces neuromuscular fatigue
4. Achieves peak psychological freshness and motivation
Research shows tapering improves performance by 2–3% in many sports, which can be decisive at elite level. The key mistake is tapering by reducing intensity — this leads to neuromuscular detraining. Only volume should drop significantly.
SELF-EFFICACYHow would you use Bandura's four sources of self-efficacy to help a nervous young athlete?
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Full Solution
Bandura's four sources and their application:
1. Mastery experiences: Break the competition skill into smaller sub-skills; create situations where the athlete can succeed progressively. Each small success builds efficacy for the next challenge. "You have successfully completed this pass under pressure in training 20 times."
2. Vicarious experiences: Show the athlete video of a similar-level peer performing the same skill successfully. "If they can execute this under pressure, so can you."
3. Verbal persuasion: Provide specific, genuine, credible encouragement. Not "you're amazing" (dismissible) but "I've watched your training data — your reaction time has improved by 0.15 seconds over 6 weeks. You are ready for this."
4. Physiological states: Teach the athlete to interpret pre-competition arousal (elevated heart rate, adrenaline) as readiness rather than anxiety. Use breathing techniques; reframe "I'm nervous" as "I'm activated and ready."
1. Mastery experiences: Break the competition skill into smaller sub-skills; create situations where the athlete can succeed progressively. Each small success builds efficacy for the next challenge. "You have successfully completed this pass under pressure in training 20 times."
2. Vicarious experiences: Show the athlete video of a similar-level peer performing the same skill successfully. "If they can execute this under pressure, so can you."
3. Verbal persuasion: Provide specific, genuine, credible encouragement. Not "you're amazing" (dismissible) but "I've watched your training data — your reaction time has improved by 0.15 seconds over 6 weeks. You are ready for this."
4. Physiological states: Teach the athlete to interpret pre-competition arousal (elevated heart rate, adrenaline) as readiness rather than anxiety. Use breathing techniques; reframe "I'm nervous" as "I'm activated and ready."
LEADERSHIPCompare autocratic and democratic leadership styles in sport. When is each most appropriate?
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Full Solution
Autocratic leadership: The coach/leader makes all decisions without athlete input. Faster decision-making; clear structure; athletes always know what to do. Most appropriate for: beginners who need clear guidance; emergencies (injury, substitution); sports requiring precise technical execution with little room for variation.
Limitation: athletes may not develop decision-making skills; reduced intrinsic motivation and ownership; resentment from experienced athletes who want autonomy.
Democratic leadership: The leader consults athletes and incorporates their input. Builds team cohesion and buy-in; develops athlete autonomy and decision-making; increases intrinsic motivation. Most appropriate for: experienced athletes; building team culture; long-term programme decisions.
Limitation: slower; may not be feasible mid-competition; requires maturity from athletes; consensus-seeking can be disruptive in time-pressured situations.
Conclusion: Effective coaches typically adapt their style — more autocratic in crisis situations, more democratic in planning and team building.
Limitation: athletes may not develop decision-making skills; reduced intrinsic motivation and ownership; resentment from experienced athletes who want autonomy.
Democratic leadership: The leader consults athletes and incorporates their input. Builds team cohesion and buy-in; develops athlete autonomy and decision-making; increases intrinsic motivation. Most appropriate for: experienced athletes; building team culture; long-term programme decisions.
Limitation: slower; may not be feasible mid-competition; requires maturity from athletes; consensus-seeking can be disruptive in time-pressured situations.
Conclusion: Effective coaches typically adapt their style — more autocratic in crisis situations, more democratic in planning and team building.
ETHICSEvaluate the use of performance-enhancing drugs from multiple perspectives.
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Full Solution
Against doping (majority view): Creates unfair competitive advantage; violates sport's founding principle of natural human excellence. Health risks (cardiovascular damage, hormonal disruption, psychological effects). Role modelling: elite athletes are watched by millions of young people. Corrupts the integrity of results and records. WADA sanctions and legal consequences.
Counter-argument (devil's advocate): Some argue that sport already involves unfair natural advantages (genetics, altitude of birth, access to facilities) and that the line between permitted and prohibited substances is arbitrary. Where is the ethical line between caffeine (legal) and EPO (illegal)?
Conclusion: Despite the philosophical complexity, the current anti-doping framework is justified by: the principle that competition should test natural human capability enhanced by effort and training; the health protection of athletes who might feel compelled to dope if it becomes normalised; and the integrity of sport as a cultural institution. The rules may be imperfect, but without them sport loses its meaning.
Counter-argument (devil's advocate): Some argue that sport already involves unfair natural advantages (genetics, altitude of birth, access to facilities) and that the line between permitted and prohibited substances is arbitrary. Where is the ethical line between caffeine (legal) and EPO (illegal)?
Conclusion: Despite the philosophical complexity, the current anti-doping framework is justified by: the principle that competition should test natural human capability enhanced by effort and training; the health protection of athletes who might feel compelled to dope if it becomes normalised; and the integrity of sport as a cultural institution. The rules may be imperfect, but without them sport loses its meaning.
TRAINING PLANWrite a SMART goal and two success criteria for a 6-week swimming training programme.
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Full Solution
SMART Goal: "Over the next 6 weeks, I will improve my 100m freestyle time from 1:18 to under 1:12 by training 4 times per week using interval sets targeting stroke efficiency and aerobic capacity, within the context of my school swimming programme."
Success Criterion 1: My 100m freestyle time (measured in a controlled time trial in the same pool under the same conditions) will be under 1:12 by the end of week 6.
Success Criterion 2: My stroke count per length will decrease from 22 strokes to 19 strokes by the end of week 6, as measured by coach observation, indicating improved stroke efficiency rather than just increased effort.
Success Criterion 1: My 100m freestyle time (measured in a controlled time trial in the same pool under the same conditions) will be under 1:12 by the end of week 6.
Success Criterion 2: My stroke count per length will decrease from 22 strokes to 19 strokes by the end of week 6, as measured by coach observation, indicating improved stroke efficiency rather than just increased effort.
OVERTRAININGA student's performance declines despite increasing training load. Suggest a physiological explanation and recommended action.
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Full Solution
Physiological explanation: The student may be experiencing overtraining syndrome or at minimum overreaching. When training stress exceeds the body's ability to recover, the hormonal and neuromuscular systems become dysregulated: cortisol (stress hormone) rises and testosterone falls; muscle glycogen is chronically depleted; inflammation persists; and the central nervous system becomes fatigued. Performance declines, motivation drops, and injury risk increases.
Markers of overtraining: elevated resting heart rate; disrupted sleep; mood disturbance; increased perception of effort for submaximal workloads; frequent illness.
Recommended action:
1. Immediate reduction in training volume by 40–60% for 7–14 days (active recovery: light exercise only)
2. Nutritional review: ensure adequate carbohydrate intake for glycogen replenishment
3. Implement structured monitoring (resting HR, RPE logs) going forward
4. Rebuild with periodised loading: harder weeks followed by deliberate easier recovery weeks
Markers of overtraining: elevated resting heart rate; disrupted sleep; mood disturbance; increased perception of effort for submaximal workloads; frequent illness.
Recommended action:
1. Immediate reduction in training volume by 40–60% for 7–14 days (active recovery: light exercise only)
2. Nutritional review: ensure adequate carbohydrate intake for glycogen replenishment
3. Implement structured monitoring (resting HR, RPE logs) going forward
4. Rebuild with periodised loading: harder weeks followed by deliberate easier recovery weeks
PHE · Topic 7.1
Practice Q&A
Attempt each question before revealing the model answer.
DEFINEWhat is tapering and what does it involve physiologically?
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Model Answer
Tapering is the deliberate reduction of training volume (typically by 40–60%) in the 1–2 weeks before competition, while maintaining training intensity. Physiologically, this allows: full muscle glycogen replenishment; repair of training-induced muscle micro-damage; reduction of neuromuscular fatigue; and the completion of supercompensation (the adaptive response to previous training). The result is the athlete competing at the peak of their physical readiness.
DISTINGUISHWhat is the difference between intrinsic and extrinsic motivation?
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Model Answer
Intrinsic motivation: Drive from within — playing for the joy of the game, for personal mastery, or for the satisfaction of improving. Associated with sustained commitment, psychological wellbeing, and long-term engagement.
Extrinsic motivation: Drive from external rewards — trophies, money, selection, social recognition. Effective short-term but can undermine intrinsic motivation if overemphasised (over-justification effect: when external rewards become the only reason to participate, intrinsic interest declines if rewards are removed).
Extrinsic motivation: Drive from external rewards — trophies, money, selection, social recognition. Effective short-term but can undermine intrinsic motivation if overemphasised (over-justification effect: when external rewards become the only reason to participate, intrinsic interest declines if rewards are removed).
EXPLAINWhat is the Yerkes-Dodson law and how does it apply to different sports?
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Model Answer
The Yerkes-Dodson law (inverted-U hypothesis) states that performance improves with increasing arousal up to an optimal point, after which further arousal causes performance to decline.
Application varies by task complexity:
• Fine motor, precision tasks (archery, golf putting, snooker) require low optimal arousal — high arousal causes shaking, loss of control
• Gross motor, power tasks (weightlifting, 100m sprint) benefit from higher arousal — more activation energy improves explosive output
Individual differences also matter: experienced athletes may perform well at higher arousal levels than novices. Athletes must learn their personal optimal arousal zone and the techniques to reach it (activation or calming strategies).
Application varies by task complexity:
• Fine motor, precision tasks (archery, golf putting, snooker) require low optimal arousal — high arousal causes shaking, loss of control
• Gross motor, power tasks (weightlifting, 100m sprint) benefit from higher arousal — more activation energy improves explosive output
Individual differences also matter: experienced athletes may perform well at higher arousal levels than novices. Athletes must learn their personal optimal arousal zone and the techniques to reach it (activation or calming strategies).
DESIGNOutline the key components of a PHE ePortfolio that would score 7-8 on Criterion D.
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Model Answer
For Criterion D 7–8, the evaluation must:
1. Present performance data collected during the programme (not just anecdotal reports)
2. Evaluate against SMART goals — were criteria met? Evidence?
3. Propose specific improvements justified with physiological reasoning (not "train more" but "add X sessions targeting Y system because Z physiological rationale")
4. Be honest about what did and did not work
5. Connect to sport science principles (FITT, periodisation, energy systems, etc.)
6. Show reflection on personal growth as an athlete and trainee
1. Present performance data collected during the programme (not just anecdotal reports)
2. Evaluate against SMART goals — were criteria met? Evidence?
3. Propose specific improvements justified with physiological reasoning (not "train more" but "add X sessions targeting Y system because Z physiological rationale")
4. Be honest about what did and did not work
5. Connect to sport science principles (FITT, periodisation, energy systems, etc.)
6. Show reflection on personal growth as an athlete and trainee
EVALUATEA student says: "My programme was effective because I enjoyed it and felt fitter." Why is this an insufficient evaluation?
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Model Answer
This is description and subjective feeling, not evaluation. "I enjoyed it" tells us about motivation but nothing about physiological outcomes. "I felt fitter" is anecdotal and cannot be objectively assessed.
A valid evaluation requires: specific, measurable data (heart rate, time trials, strength tests, RPE scores); comparison against stated success criteria; evidence of physiological adaptation (not just perception); and honest assessment of where targets were not met.
Example of adequate evaluation: "My 20m sprint time improved from 3.4s to 3.1s (success criterion: under 3.2s — met). My resting heart rate decreased from 68 to 62 bpm, indicating improved cardiovascular fitness. However, my vertical jump (target: +5cm) improved only 2cm, suggesting my plyometric component was insufficient."
A valid evaluation requires: specific, measurable data (heart rate, time trials, strength tests, RPE scores); comparison against stated success criteria; evidence of physiological adaptation (not just perception); and honest assessment of where targets were not met.
Example of adequate evaluation: "My 20m sprint time improved from 3.4s to 3.1s (success criterion: under 3.2s — met). My resting heart rate decreased from 68 to 62 bpm, indicating improved cardiovascular fitness. However, my vertical jump (target: +5cm) improved only 2cm, suggesting my plyometric component was insufficient."
APPLYWhat are the three levels of periodisation? Give an example of each for a rugby player preparing for a season.
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Model Answer
Macrocycle (annual plan): Off-season (June–Aug): recovery and aerobic base building. Pre-season (Aug–Sep): strength and conditioning intensification, team tactics. In-season (Oct–Mar): performance maintenance, weekly competition. Post-season (Apr–May): active recovery.
Mesocycle (4–6 week blocks): Example mesocycle in pre-season: Weeks 1–2: maximum strength (heavy compound lifts, 85–90% 1RM). Weeks 3–4: power conversion (Olympic lifts, plyometrics). Weeks 5–6: rugby-specific conditioning (game simulations, sprint intervals).
Microcycle (weekly): Example: Monday — strength session; Tuesday — team practice (high intensity); Wednesday — recovery (mobility, light conditioning); Thursday — team practice (technical/tactical); Friday — activation session; Saturday — match; Sunday — rest.
Mesocycle (4–6 week blocks): Example mesocycle in pre-season: Weeks 1–2: maximum strength (heavy compound lifts, 85–90% 1RM). Weeks 3–4: power conversion (Olympic lifts, plyometrics). Weeks 5–6: rugby-specific conditioning (game simulations, sprint intervals).
Microcycle (weekly): Example: Monday — strength session; Tuesday — team practice (high intensity); Wednesday — recovery (mobility, light conditioning); Thursday — team practice (technical/tactical); Friday — activation session; Saturday — match; Sunday — rest.
ETHICSWhy is doping considered an ethical issue rather than just a rule violation in sport?
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Model Answer
Doping is an ethical issue because it goes beyond technical rule violation to challenge the fundamental values of sport:
1. Fairness: Doping creates unfair advantage, undermining the competitive principle that outcomes reflect natural talent enhanced by effort and training.
2. Integrity: It corrupts records, results, and role models. Fans invest emotionally in performances they believe are authentic.
3. Health: Many performance-enhancing substances carry serious long-term health risks (cardiovascular damage, hormonal disruption, psychological effects). Athletes may feel coerced to dope if others do.
4. Role modelling: Athletes have influence over millions of young people. Normalising doping sends destructive messages about achievement and shortcuts.
Even if a rule could be changed to permit doping, most sports ethicists argue this would fundamentally alter what sport is and what it means to be an athlete.
1. Fairness: Doping creates unfair advantage, undermining the competitive principle that outcomes reflect natural talent enhanced by effort and training.
2. Integrity: It corrupts records, results, and role models. Fans invest emotionally in performances they believe are authentic.
3. Health: Many performance-enhancing substances carry serious long-term health risks (cardiovascular damage, hormonal disruption, psychological effects). Athletes may feel coerced to dope if others do.
4. Role modelling: Athletes have influence over millions of young people. Normalising doping sends destructive messages about achievement and shortcuts.
Even if a rule could be changed to permit doping, most sports ethicists argue this would fundamentally alter what sport is and what it means to be an athlete.
PSYCHOLOGYDescribe three strategies a coach could use to build a young athlete's self-efficacy before a major competition.
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Model Answer
1. Mastery experience recall: Remind the athlete of specific recent training successes: "You completed 10 sets at this pace with good form last Tuesday — your body can do this." Mastery experiences are the most powerful source of self-efficacy (Bandura).
2. Specific verbal persuasion: Provide data-based encouragement: "Your 6-week performance data shows a 12% improvement in this component. The numbers show you're ready." Vague praise ("you'll be great!") is less effective than evidence-based reassurance.
3. Arousal reframing: Teach the athlete to interpret pre-competition physiological arousal (elevated heart rate, adrenaline) as activation and readiness rather than anxiety. Use breathing control (4-7-8 breathing) and cognitive reframing: "My heart is racing because my body is ready to perform."
2. Specific verbal persuasion: Provide data-based encouragement: "Your 6-week performance data shows a 12% improvement in this component. The numbers show you're ready." Vague praise ("you'll be great!") is less effective than evidence-based reassurance.
3. Arousal reframing: Teach the athlete to interpret pre-competition physiological arousal (elevated heart rate, adrenaline) as activation and readiness rather than anxiety. Use breathing control (4-7-8 breathing) and cognitive reframing: "My heart is racing because my body is ready to perform."
PHE · Review
Flashcard Review
Tap each card to reveal the answer. Try to answer from memory first.
What is tapering?
Reducing training VOLUME (not intensity) by 40-60% in the 1-2 weeks before major competition to allow full recovery, glycogen replenishment, and supercompensation. Competing at peak physical readiness.
Tap to reveal
What is the difference between intrinsic and extrinsic motivation?
Intrinsic: internal drive — enjoyment, mastery, personal growth. Extrinsic: external rewards — trophies, money, grades, praise. Intrinsic motivation is more sustainable long-term.
Tap to reveal
State the Yerkes-Dodson inverted-U hypothesis.
Performance improves with increasing arousal up to an optimal point (moderate activation), after which further arousal causes performance to decline. Optimal level varies by task complexity and individual.
Tap to reveal
What is self-efficacy?
A person's belief in their own ability to perform successfully in a specific situation. High self-efficacy correlates with better performance under pressure. Different from general confidence.
Tap to reveal
Name Bandura's four sources of self-efficacy.
1. Mastery experiences (most powerful). 2. Vicarious experiences (watching similar peers). 3. Verbal persuasion (credible encouragement). 4. Physiological states (interpreting arousal as readiness).
Tap to reveal
What are the three levels of periodisation?
Macrocycle (annual plan), Mesocycle (4-6 week training block with specific objective), Microcycle (weekly detailed training schedule).
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What does FITT stand for?
Frequency (how often), Intensity (how hard), Time (duration), Type (mode of exercise). The four variables of training programme design.
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What is overtraining syndrome?
Performance decline due to training stress exceeding recovery capacity. Markers: elevated resting HR, mood disturbance, fatigue, increased illness rate, declining performance despite maintained training.
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What should a PHE ePortfolio evaluation include?
Performance data compared to goals; honest evaluation against each success criterion; specific improvement strategies with physiological justification; reflection on what was learned.
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What is periodisation?
Systematic planning of training into phases (macro/meso/micro cycles) to build fitness progressively and peak performance at the right competition time.
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Compare autocratic and democratic leadership styles.
Autocratic: leader decides alone; best for beginners/emergencies; limits athlete autonomy. Democratic: consults athletes; builds buy-in; best for experienced athletes; slower decision-making.
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Why is doping an ethical issue in sport?
It violates fairness (unfair advantage), integrity (corrupts records), athlete health (serious risks), and role modelling (destructive messages about achievement). Challenges the fundamental values of sport, not just its rules.
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What is progressive overload?
Gradually increasing the training stimulus (load, frequency, or duration) over time to continuously force physiological adaptation. Without progressive overload, the body adapts and improvement plateaus.
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Why is "I felt fitter" an insufficient PHE evaluation?
It is subjective and not measurable. A valid evaluation requires specific data (sprint times, heart rate, strength tests) compared against SMART success criteria, with honest assessment of what was and was not achieved.
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What is the specificity principle (SAID) in training?
Specific Adaptation to Imposed Demands: training must mimic the specific demands of your sport/event. A sprinter should train with explosive sprint sets, not long slow runs, to achieve specific neuromuscular adaptations.
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PHE · Practice Test
Practice Test — 20 Questions
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