PK I]_rels/PK I] docProps/PK I]ppt/PK I] ppt/_rels/PK I] ppt/charts/PK I]ppt/charts/_rels/PK I]ppt/embeddings/PK I] ppt/media/PK I]ppt/slideLayouts/PK I]ppt/slideLayouts/_rels/PK I]ppt/slideMasters/PK I]ppt/slideMasters/_rels/PK I] ppt/slides/PK I]ppt/slides/_rels/PK I] ppt/theme/PK I]ppt/notesMasters/PK I]ppt/notesMasters/_rels/PK I]ppt/notesSlides/PK I]ppt/notesSlides/_rels/PK I]5N\\[Content_Types].xml PK I]]] _rels/.rels PK I]i docProps/app.xml 0 0 Microsoft Office PowerPoint On-screen Show (16:9) 0 51 51 0 0 false Fonts Used 2 Theme 1 Slide Titles 51 Arial Calibri Office Theme Slide 1Slide 2Slide 3Slide 4Slide 5Slide 6Slide 7Slide 8Slide 9Slide 10Slide 11Slide 12Slide 13Slide 14Slide 15Slide 16Slide 17Slide 18Slide 19Slide 20Slide 21Slide 22Slide 23Slide 24Slide 25Slide 26Slide 27Slide 28Slide 29Slide 30Slide 31Slide 32Slide 33Slide 34Slide 35Slide 36Slide 37Slide 38Slide 39Slide 40Slide 41Slide 42Slide 43Slide 44Slide 45Slide 46Slide 47Slide 48Slide 49Slide 50Slide 51 PptxGenJS false false false 16.0000 PK I]AdocProps/core.xml C3 Content Area A Teacher Deck PptxGenJS Presentation DHS PE Department DHS PE Department 1 2026-08-31T09:14:51Z 2026-08-31T09:14:51Z PK I]8 ppt/_rels/presentation.xml.rels PK I]Oݨ ppt/theme/theme1.xmlPK I]ppt/presentation.xml PK I]Xppt/presProps.xml PK I]ppt/tableStyles.xml PK I]D >00ppt/viewProps.xml PK I]H7t!ppt/slideLayouts/slideLayout1.xml PK I]ђ77,ppt/slideLayouts/_rels/slideLayout1.xml.rels PK I]Mhppt/slides/slide1.xml DHS BTEC SPORT · COMPONENT 3Content area A.Explore the importance of fitness for sports performanceYear 11 · January · Exam: Thu 6 May 2027PK I]3 ppt/slides/_rels/slide1.xml.rels PK I]tppt/notesSlides/notesSlide1.xml Content area A runs the first three weeks of January (weeks 19-21). C3 is the only externally examined component: 60 marks, 1.5 hours, sat in the May/June series. Spec Issue 4 pp.41-42. Exam technique is taught inside every lesson, not bolted on at the end.1PK I]:A*ppt/notesSlides/_rels/notesSlide1.xml.rels PK I]T:00ppt/slides/slide2.xml DHS BTEC Sport · Component 3 · Content area AThe examWhat the exam actually is.60 marks1.5 hours, supervisedScenario-ledevery question is about a named performer and their sportFour content areasA, B, C and D, all sampledMarked by Pearsonnot by us, so the words on the page are all that countComponents 1 and 2 were marked in this building. Component 3 is marked by someone who has never met you, using a mark scheme. Learning how that mark scheme works is worth as much as learning the content.PK I]2- ppt/slides/_rels/slide2.xml.rels PK I]SIppt/notesSlides/notesSlide2.xml Frame the whole component: this is a different game from the PSAs. Sample assessment materials and past papers are in Component 3/Past papers.2PK I]xշ*ppt/notesSlides/_rels/notesSlide2.xml.rels PK I]j**ppt/slides/slide3.xml DHS BTEC Sport · Component 3 · Content area AHow marks are awardedEXAM TECHNIQUEIdentify, then expand.The mark scheme's own words: "Award 1 mark for identifying a correct reason and 1 mark for a linked expansion." and "Must have the identification to be awarded the expansion."The identificationthe thing itself: name it, using the spec's wordThe linked expansionwhat it does, why it matters, how it works. It must link to the thing you namedAn expansion with no identification usually scores nothing. Two identifications with no expansions score half. Name it, then say something about it.PK I]W/ ppt/slides/_rels/slide3.xml.rels PK I]^nnppt/notesSlides/notesSlide3.xml This is the single highest-value slide of the whole component. Return to it constantly. Exceptions exist (some mark schemes credit the expansion alone, e.g. resistance training in Jan 2026) but the rule is: identify first.3PK I]9 Y*ppt/notesSlides/_rels/notesSlide3.xml.rels PK I]M8<<ppt/slides/slide4.xml DHS BTEC Sport · Component 3 · Content area ACommand verbsEXAM TECHNIQUEThe command verb tells you the price.State, name, identify, giveRecall from memory, or select the correct answer. No explanation neededDescribeTwo or more linked descriptive points on features, uses or processes. No reason neededExplainA justification of the point: the reason, way, benefit or importanceComplete the table by statingOne point that identifies, and a second that justifies or explains the firstAssess, evaluateWeigh the factors and reach a supported judgement. Marked in levelsReading the verb first tells you how much to write. A one-mark state question with a paragraph under it wastes time you need later.PK I]` ppt/slides/_rels/slide4.xml.rels PK I]-1o((ppt/notesSlides/notesSlide4.xml Spec p.49 verbatim, condensed. Print as a bookmark. Drill: show a question stem, students call the verb and the expected length before writing anything.4PK I]J *ppt/notesSlides/_rels/notesSlide4.xml.rels PK I]Ϝ3;G/G/ppt/slides/slide5.xml DHS BTEC Sport · Component 3 · Content area AContent area AThree questions this block answers.A1Which fitness components does a sport need, and why?The components, matched to sports, events and playing positions.A2What rules does good training follow?FITT, and the additional principles of training.A3How hard is the performer working, and how do we know?Heart rate, target zones, the Borg RPE scale, 1RM and 15RM, and the technology that measures it.PK I]5 ppt/slides/_rels/slide5.xml.rels PK I]ǻppt/notesSlides/notesSlide5.xml Three weeks, roughly one content statement per week. A3 carries the calculations, which is where marks are most often dropped.5PK I]Qe*ppt/notesSlides/_rels/notesSlide5.xml.rels PK I] ȅppt/slides/slide6.xml DHS BTEC Sport · Component 3 · Content area AWeek 19 · Lesson 1LESSON 1Fitness components and the sports that need themBy the end of this lesson…Recall all eleven components of fitnessMatch each component to the sports and events that rely on itJustify why a sport needs a component, using the spec's own examplesPK I]ج+ ppt/slides/_rels/slide6.xml.rels PK I]55ppt/notesSlides/notesSlide6.xml First C3 lesson of January. The eleven components are already known from Component 2 Task 1, so this is retrieval plus a new layer: which SPORT needs which, and why.6PK I]=|*ppt/notesSlides/_rels/notesSlide6.xml.rels PK I]Q|''ppt/slides/slide7.xml DHS BTEC Sport · Component 3 · Content area ALesson 1RETRIEVALDo now.In your book, full sentences, on your own. 5 minutes.1. Name the six components of physical fitness2. Name the five components of skill-related fitness3. Which component would a marathon runner rely on most?Answers: reveal after 5 min1. Aerobic endurance · muscular endurance · muscular strength · speed · flexibility · body composition2. Power · agility · reaction time · balance · coordination3. Aerobic endurancePK I]F ppt/slides/_rels/slide7.xml.rels PK I]Rppt/notesSlides/notesSlide7.xml Doors-open routine. Circulate to check SEND students have started; read questions aloud after 1 minute.7PK I]|g*ppt/notesSlides/_rels/notesSlide7.xml.rels PK I]]@@ppt/slides/slide8.xml DHS BTEC Sport · Component 3 · Content area ALesson 1LEARNWhich sports need which component.Aerobic enduranceevents and sports lasting more than 30 minutesMuscular enduranceevents and sports lasting more than 30 minutesMuscular strengthactivities requiring force, for example throwing eventsSpeedactivities requiring fast movement, for example sprintingFlexibilityactivities requiring a wide range of movement around a joint, for example gymnastics and martial artsBody compositionlow body fat, for example gymnastics; high muscle mass, for example sprintersPK I]6 ppt/slides/_rels/slide8.xml.rels PK I]@#++ppt/notesSlides/notesSlide8.xml Spec A1 verbatim, physical components. The spec's own examples are the safest ones to use in the exam: they are what the mark scheme was written from.8PK I]pO*ppt/notesSlides/_rels/notesSlide8.xml.rels PK I]꿃99ppt/slides/slide9.xml DHS BTEC Sport · Component 3 · Content area ALesson 1LEARNSkill-related components and their sports.Poweractivities requiring explosive movement, for example gymnastics and basketballAgilityactivities requiring quick changes of direction, for example dodging the opposition in a team game, and freestyle skiingReaction timeany activity where a quick decision or response to a stimulus is neededBalancean activity requiring the control of the distribution of weight, or to remain upright and steadyCoordinationany activity requiring the movement of two or more body parts, which can include sporting equipment, for example hand, eyes and tennis racquet to connect with the tennis ballPK I]>$ ppt/slides/_rels/slide9.xml.rels PK I]3ppt/notesSlides/notesSlide9.xml Spec A1 verbatim, skill-related. Note coordination's spec example is hand-eye-racquet: that exact phrasing appears in mark schemes.9PK I]1*ppt/notesSlides/_rels/notesSlide9.xml.rels PK I]Ȑ3%3%ppt/slides/slide10.xml DHS BTEC Sport · Component 3 · Content area ALesson 1APPLYSport, position, component.For four sports, name the three components that matter most, and say what each one lets the performer doThen go one level finer: pick a team sport and compare two playing positions. Which components change, and why?Exam habit: every answer names the component AND says what it lets the performer do in that sportThe two-part answerIdentification: "Aerobic endurance."Linked expansion: "so she can keep running for the full cross-country race without fatiguing."One without the other is half the marks.PK I]Ѳ!ppt/slides/_rels/slide10.xml.rels PK I] V:&& ppt/notesSlides/notesSlide10.xml Positions matter: a rugby prop and a winger need different components, and papers do ask position-specific questions. Booklet page 4 holds the table.10PK I]T+ppt/notesSlides/_rels/notesSlide10.xml.rels PK I]nnppt/slides/slide11.xml DHS BTEC Sport · Component 3 · Content area AWeek 19 · Lesson 2LESSON 2Applying components to a performerBy the end of this lesson…Choose the right components for a named performer in a scenarioWrite two-part answers that identify and then expandAnswer a past-paper style question on componentsPK I];!ppt/slides/_rels/slide11.xml.rels PK I]s6ӑ ppt/notesSlides/notesSlide11.xml 11PK I]O+ppt/notesSlides/_rels/notesSlide11.xml.rels PK I]lO&'&'ppt/slides/slide12.xml DHS BTEC Sport · Component 3 · Content area ALesson 2RETRIEVALDo now.In your book, full sentences, on your own. 5 minutes.1. Which component do events lasting more than 30 minutes need?2. Give the spec's example for flexibility3. Give the spec's example for coordinationAnswers: reveal after 5 min1. Aerobic endurance (and muscular endurance)2. Activities requiring a wide range of movement around a joint: gymnastics, martial arts3. Hand, eyes and tennis racquet connecting with the tennis ballPK I]c!ppt/slides/_rels/slide12.xml.rels PK I]ꥴ ppt/notesSlides/notesSlide12.xml Doors-open routine. Circulate to check SEND students have started; read questions aloud after 1 minute.12PK I]Fb+ppt/notesSlides/_rels/notesSlide12.xml.rels PK I]Y--ppt/slides/slide13.xml DHS BTEC Sport · Component 3 · Content area ALesson 2EXAM PRACTICEExam-style: components for a performer.Rachel is a cross-country runner. She competes in races that last around forty minutes over uneven ground.Explain one component of fitness that Rachel needs for cross-country running. (2 marks)How this one is marked1 mark: identifying a correct component.1 mark: a linked expansion that says what it lets Rachel do.So: "Aerobic endurance (1) so she can keep running for the full forty minutes without fatiguing (1)."Just naming the component: 1 mark out of 2.Now the same question for a sprinter, a gymnast and a badminton player. Two-part answers each time.PK I]x!ppt/slides/_rels/slide13.xml.rels PK I]m,c ppt/notesSlides/notesSlide13.xml Rachel is from the January 2026 paper. Using real performers from real papers means students meet the actual register of the exam.13PK I]yv+ppt/notesSlides/_rels/notesSlide13.xml.rels PK I]`ddppt/slides/slide14.xml DHS BTEC Sport · Component 3 · Content area AWeek 19 · Lesson 3LESSON 3The basic principles of training: FITTBy the end of this lesson…Define frequency, intensity, time and typeApply FITT to a named performer's programmeTell the difference between intensity and time in an answerPK I]O!ppt/slides/_rels/slide14.xml.rels PK I]0 ppt/notesSlides/notesSlide14.xml 14PK I]?ݤ+ppt/notesSlides/_rels/notesSlide14.xml.rels PK I]'V ' 'ppt/slides/slide15.xml DHS BTEC Sport · Component 3 · Content area ALesson 3RETRIEVALDo now.In your book, full sentences, on your own. 5 minutes.1. Name a component a throwing event relies on, and what it lets the athlete do2. Name a component a basketball player relies on, and why3. What does the mark scheme want after the identification?Answers: reveal after 5 min1. Muscular strength, to generate force in the throw2. Power, for explosive movement such as jumping to rebound3. A linked expansionPK I]*R!ppt/slides/_rels/slide15.xml.rels PK I]=E ppt/notesSlides/notesSlide15.xml Doors-open routine. Circulate to check SEND students have started; read questions aloud after 1 minute.15PK I]$Q+ppt/notesSlides/_rels/notesSlide15.xml.rels PK I]V S44ppt/slides/slide16.xml DHS BTEC Sport · Component 3 · Content area ALesson 3LEARNFITT.Frequencythe number of training sessions completed over a period of time, usually per weekIntensityhow hard an individual will trainTimehow long an individual will train forTypehow an individual will train, by selecting a training method to improve a specific component of fitnessIntensity is how hard. Time is how long. Answers that swap them lose the mark, and it is the most common slip in this topic.PK I] !ppt/slides/_rels/slide16.xml.rels PK I]-wee ppt/notesSlides/notesSlide16.xml Spec A2 verbatim. Drill with a real programme: 'runs four times a week' is frequency, 'for 45 minutes' is time, 'at 70% HR max' is intensity, 'continuous training' is type.16PK I] y+ppt/notesSlides/_rels/notesSlide16.xml.rels PK I]Ossppt/slides/slide17.xml DHS BTEC Sport · Component 3 · Content area AWeek 19 · Lesson 4LESSON 4Additional principles of training, part oneBy the end of this lesson…Define progressive overload, specificity, individual differences and adaptationApply each to a named performerDescribe how a principle would change a programmePK I]檋!ppt/slides/_rels/slide17.xml.rels PK I]r. ppt/notesSlides/notesSlide17.xml 17PK I]BI+ppt/notesSlides/_rels/notesSlide17.xml.rels PK I]h&&ppt/slides/slide18.xml DHS BTEC Sport · Component 3 · Content area ALesson 4RETRIEVALDo now.In your book, full sentences, on your own. 5 minutes.1. What does the F in FITT stand for, and what does it mean?2. What does intensity mean?3. What does type mean?Answers: reveal after 5 min1. Frequency: the number of sessions over a period of time, usually per week2. How hard an individual will train3. How they will train: selecting a training method to improve a specific componentPK I]Yh!ppt/slides/_rels/slide18.xml.rels PK I]8h ppt/notesSlides/notesSlide18.xml Doors-open routine. Circulate to check SEND students have started; read questions aloud after 1 minute.18PK I]N+ppt/notesSlides/_rels/notesSlide18.xml.rels PK I]00ppt/slides/slide19.xml DHS BTEC Sport · Component 3 · Content area ALesson 4LEARNFour additional principles.Progressive overloadin order to progress, training needs to be demanding enough to cause the body to adapt, improving performanceSpecificitytraining should meet the needs of the sport, or the physical or skill-related fitness goals to be developedIndividual differencestraining should meet the needs of an individualAdaptationchanges to the body due to increased training loadsPK I]~!ppt/slides/_rels/slide19.xml.rels PK I]9{{ ppt/notesSlides/notesSlide19.xml Spec A2 verbatim. Progressive overload and specificity are the two most examined: the Jan 2026 paper asked students to name and apply both. Mark scheme accepts 'increase the weight' as an application of progressive overload.19PK I]i+ppt/notesSlides/_rels/notesSlide19.xml.rels PK I]\ߓssppt/slides/slide20.xml DHS BTEC Sport · Component 3 · Content area AWeek 20 · Lesson 5LESSON 5Additional principles of training, part twoBy the end of this lesson…Define reversibility, variation, and rest and recoveryExplain what happens to fitness when training stopsApply all seven additional principles to one programmePK I]g_!ppt/slides/_rels/slide20.xml.rels PK I]7 ppt/notesSlides/notesSlide20.xml 20PK I]SB+ppt/notesSlides/_rels/notesSlide20.xml.rels PK I]~&&ppt/slides/slide21.xml DHS BTEC Sport · Component 3 · Content area ALesson 5RETRIEVALDo now.In your book, full sentences, on your own. 5 minutes.1. Define progressive overload2. Define specificity3. Define adaptationAnswers: reveal after 5 min1. Training needs to be demanding enough to cause the body to adapt, improving performance2. Training should meet the needs of the sport, or the fitness goals to be developed3. Changes to the body due to increased training loadsPK I]z!ppt/slides/_rels/slide21.xml.rels PK I] ppt/notesSlides/notesSlide21.xml Doors-open routine. Circulate to check SEND students have started; read questions aloud after 1 minute.21PK I]HΩ+ppt/notesSlides/_rels/notesSlide21.xml.rels PK I]:T//ppt/slides/slide22.xml DHS BTEC Sport · Component 3 · Content area ALesson 5LEARNThe last three, and the full set.Reversibilityif training stops, or the intensity of training is lowered, fitness gains from training are lostVariationaltering types of training to avoid boredom and maintain motivation to trainRest and recoveryto allow the body to recover and adaptThe seven additional principles: progressive overload · specificity · individual differences · adaptation · reversibility · variation · rest and recoveryPK I]dV!ppt/slides/_rels/slide22.xml.rels PK I]& ;; ppt/notesSlides/notesSlide22.xml Spec A2 verbatim. Papers ask for principles 'represented by a letter', so students must be able to go from an initial to the full principle and its application.22PK I]aeZ+ppt/notesSlides/_rels/notesSlide22.xml.rels PK I]^--ppt/slides/slide23.xml DHS BTEC Sport · Component 3 · Content area ALesson 5EXAM PRACTICEExam-style: name and apply.Mai's coach uses the additional principles of training to design a training programme for Mai, a high jumper.Complete the table by naming the additional principle represented by each letter, and describing how it would be applied to Mai's programme. (4 marks)The mark scheme1 mark for naming each principle. 1 mark for describing how it is applied."Progressive overload (1) training needs to get harder, for example increasing the weight, causing the body to adapt (1).""Specificity (1) training should be specific to her sport and the fitness goals to be developed (1)."Must have the name to get the description mark.P _______ O _______ and S _______. Name each, then apply it to a high jumper specifically.PK I]A!ppt/slides/_rels/slide23.xml.rels PK I]0G ppt/notesSlides/notesSlide23.xml Taken from January 2026 question 2(e), with its mark scheme. Students see the exact format and the exact credit.23PK I] ~t+ppt/notesSlides/_rels/notesSlide23.xml.rels PK I]zFVVppt/slides/slide24.xml DHS BTEC Sport · Component 3 · Content area AWeek 20 · Lesson 6LESSON 6Building a programme with the principlesBy the end of this lesson…Apply FITT and the additional principles togetherJudge whether a programme follows the principlesCorrect a programme that breaks themPK I]Y!ppt/slides/_rels/slide24.xml.rels PK I]`z ppt/notesSlides/notesSlide24.xml 24PK I]8+ppt/notesSlides/_rels/notesSlide24.xml.rels PK I]Iry&&ppt/slides/slide25.xml DHS BTEC Sport · Component 3 · Content area ALesson 6RETRIEVALDo now.In your book, full sentences, on your own. 5 minutes.1. Define reversibility2. Why does a programme need variation?3. Name all four parts of FITTAnswers: reveal after 5 min1. If training stops, or intensity is lowered, fitness gains are lost2. To avoid boredom and maintain motivation to train3. Frequency · intensity · time · typePK I]̜|g!ppt/slides/_rels/slide25.xml.rels PK I] ppt/notesSlides/notesSlide25.xml Doors-open routine. Circulate to check SEND students have started; read questions aloud after 1 minute.25PK I]#+ppt/notesSlides/_rels/notesSlide25.xml.rels PK I]'g&&ppt/slides/slide26.xml DHS BTEC Sport · Component 3 · Content area ALesson 6APPLYFind the fault.Four training programmes, each breaking one principle: find which, and name itFor each: how would you fix it, and what would happen to the performer if you did not?Then build a correct week for a named performer using all of FITTThe four faultsSame session every week for six months.A footballer training only on the bench press.Seven sessions a week with no rest day.A beginner starting on an elite programme.PK I]5b?!ppt/slides/_rels/slide26.xml.rels PK I]=ȄII ppt/notesSlides/notesSlide26.xml Answers: no progressive overload (and no variation), no specificity, no rest and recovery, no individual differences. Students should be able to name the principle AND the consequence.26PK I]${+ppt/notesSlides/_rels/notesSlide26.xml.rels PK I]FRYYppt/slides/slide27.xml DHS BTEC Sport · Component 3 · Content area AWeek 20 · Lesson 7LESSON 7Measuring intensity: heart rateBy the end of this lesson…Explain why heart rate is used to measure intensityCalculate maximum heart rate for any performerWork out a training heart rate from a percentagePK I]PG!ppt/slides/_rels/slide27.xml.rels PK I]t` ppt/notesSlides/notesSlide27.xml A3 begins. This is the calculation-heavy part of the component: get the arithmetic automatic.27PK I]e+ppt/notesSlides/_rels/notesSlide27.xml.rels PK I]܅I%'%'ppt/slides/slide28.xml DHS BTEC Sport · Component 3 · Content area ALesson 7RETRIEVALDo now.In your book, full sentences, on your own. 5 minutes.1. Name three of the seven additional principles2. What does adaptation mean?3. What does the I in FITT stand for?Answers: reveal after 5 min1. Any three: progressive overload · specificity · individual differences · adaptation · reversibility · variation · rest and recovery2. Changes to the body due to increased training loads3. Intensity: how hard an individual will trainPK I] [R]!ppt/slides/_rels/slide28.xml.rels PK I]UrK ppt/notesSlides/notesSlide28.xml Doors-open routine. Circulate to check SEND students have started; read questions aloud after 1 minute.28PK I]i+ppt/notesSlides/_rels/notesSlide28.xml.rels PK I]2Ջ00ppt/slides/slide29.xml DHS BTEC Sport · Component 3 · Content area ALesson 7LEARNMaximum heart rate.HR max = 220 minus ageRachel is 16220 − 16 = 204 beats per minuteWorking at 70% of HR max204 × 0.7 = 142.8, so about 143 beats per minuteWorking at 85% of HR max204 × 0.85 = 173.4, so about 173 beats per minuteShow the calculation. A wrong final number with the right method still earns method marks; a bare wrong number earns nothing.PK I]->w!ppt/slides/_rels/slide29.xml.rels PK I]hԛ ppt/notesSlides/notesSlide29.xml Spec A3. Drill until automatic: call an age, students call HR max. Then percentages. Calculator use is allowed but the method must be visible.29PK I](Lk+ppt/notesSlides/_rels/notesSlide29.xml.rels PK I]0Q[^^ppt/slides/slide30.xml DHS BTEC Sport · Component 3 · Content area AWeek 20 · Lesson 8LESSON 8Target zones and training thresholdsBy the end of this lesson…State the aerobic and anaerobic training zones as percentagesWork out both zones for a named performerExplain what training in each zone developsPK I]*!ppt/slides/_rels/slide30.xml.rels PK I] q) ppt/notesSlides/notesSlide30.xml 30PK I]+ppt/notesSlides/_rels/notesSlide30.xml.rels PK I]m&m&ppt/slides/slide31.xml DHS BTEC Sport · Component 3 · Content area ALesson 8RETRIEVALDo now.In your book, full sentences, on your own. 5 minutes.1. What is the formula for maximum heart rate?2. Calculate HR max for a 15-year-old3. What is 60% of 200 beats per minute?Answers: reveal after 5 min1. 220 minus age2. 220 − 15 = 205 bpm3. 120 bpmPK I]!ppt/slides/_rels/slide31.xml.rels PK I] ppt/notesSlides/notesSlide31.xml Doors-open routine. Circulate to check SEND students have started; read questions aloud after 1 minute.31PK I]{+ppt/notesSlides/_rels/notesSlide31.xml.rels PK I]j**ppt/slides/slide32.xml DHS BTEC Sport · Component 3 · Content area ALesson 8LEARNThe two training zones.Aerobic training zone50 to 85% of HR maxTraining with oxygen. Develops aerobic endurance: the performer can work for longer before fatiguing.Anaerobic training zone80 to 100% of HR maxTraining without enough oxygen. Develops speed and power, and tolerance to lactic acid. Cannot be sustained for long.These are the percentages the mark scheme accepts. Any figure inside each range is credited.PK I];!ppt/slides/_rels/slide32.xml.rels PK I]7Kcc ppt/notesSlides/notesSlide32.xml Taken from the January 2026 mark scheme, question 3(e): aerobic 50-85%, anaerobic 80-100%, and a percentage or a range anywhere inside is accepted. Some textbooks say 60-85%: teach the mark scheme's range.32PK I]|+ppt/notesSlides/_rels/notesSlide32.xml.rels PK I]T32KKppt/slides/slide33.xml DHS BTEC Sport · Component 3 · Content area AWeek 21 · Lesson 9LESSON 9The Borg RPE scaleBy the end of this lesson…State what RPE stands for and the range of the scaleConvert an RPE score into a heart rateExplain why a coach would use RPE alongside heart ratePK I]^r!ppt/slides/_rels/slide33.xml.rels PK I]\ ppt/notesSlides/notesSlide33.xml 33PK I]=cu+ppt/notesSlides/_rels/notesSlide33.xml.rels PK I]%&&ppt/slides/slide34.xml DHS BTEC Sport · Component 3 · Content area ALesson 9RETRIEVALDo now.In your book, full sentences, on your own. 5 minutes.1. State the aerobic training zone as a percentage range2. State the anaerobic training zone as a percentage range3. Calculate 80% of HR max for a 20-year-oldAnswers: reveal after 5 min1. 50 to 85% of HR max2. 80 to 100% of HR max3. 220 − 20 = 200, then 200 × 0.8 = 160 bpmPK I]iC!ppt/slides/_rels/slide34.xml.rels PK I]*t ppt/notesSlides/notesSlide34.xml Doors-open routine. Circulate to check SEND students have started; read questions aloud after 1 minute.34PK I]Ŷ+ppt/notesSlides/_rels/notesSlide34.xml.rels PK I]|00ppt/slides/slide35.xml DHS BTEC Sport · Component 3 · Content area ALesson 9LEARNRating of Perceived Exertion.The Borg scale runs from 6 to 20. RPE × 10 = heart rate (bpm)An RPE of 1313 × 10 = 130 beats per minuteAn RPE of 1717 × 10 = 170 beats per minuteWhy a coach uses itthe performer can report how hard it feels without stopping to measure a pulse, and it works when no technology is availableThe scale starts at 6, not 1. That is the detail papers check.PK I] !ppt/slides/_rels/slide35.xml.rels PK I]u ppt/notesSlides/notesSlide35.xml Spec A3 verbatim: the Borg (6-20) RPE scale, RPE x 10 = HR. Two-way drill: give RPE, get HR; give HR, get RPE.35PK I]:+ppt/notesSlides/_rels/notesSlide35.xml.rels PK I]&/77ppt/slides/slide36.xml DHS BTEC Sport · Component 3 · Content area AWeek 21 · Lesson 10LESSON 101RM and 15RMBy the end of this lesson…Explain what 1RM and 15RM measureCalculate a training weight from a 1RMMatch the right measure to the right component of fitnessPK I]!ppt/slides/_rels/slide36.xml.rels PK I]xZԑ ppt/notesSlides/notesSlide36.xml 36PK I]9z+ppt/notesSlides/_rels/notesSlide36.xml.rels PK I]I(;&&ppt/slides/slide37.xml DHS BTEC Sport · Component 3 · Content area ALesson 10RETRIEVALDo now.In your book, full sentences, on your own. 5 minutes.1. What does RPE stand for?2. What is the range of the Borg scale?3. An athlete reports RPE 15. What is their approximate heart rate?Answers: reveal after 5 min1. Rating of Perceived Exertion2. 6 to 203. 150 beats per minutePK I]!ppt/slides/_rels/slide37.xml.rels PK I]p/ ppt/notesSlides/notesSlide37.xml Doors-open routine. Circulate to check SEND students have started; read questions aloud after 1 minute.37PK I]x"+ppt/notesSlides/_rels/notesSlide37.xml.rels PK I]j//ppt/slides/slide38.xml DHS BTEC Sport · Component 3 · Content area ALesson 10LEARNRepetition maximum.1RMthe maximum weight that can be lifted once, with correct technique. Used to measure and train muscular strength15RMthe maximum weight that can be lifted fifteen times. Used for muscular enduranceUsing it to set trainingtraining weights are set as a percentage of the 1RM, so the load grows as the performer gets strongerWorked example: a 1RM of 80kg, training at 70%, gives 80 × 0.7 = 56kg.PK I]!ppt/slides/_rels/slide38.xml.rels PK I]pVV ppt/notesSlides/notesSlide38.xml Spec A3: calculate 1RM for strength and 15RM for muscular endurance. High load and low reps builds strength; low load and high reps builds muscular endurance, which links forward to content area C.38PK I]txu+ppt/notesSlides/_rels/notesSlide38.xml.rels PK I]a[[ppt/slides/slide39.xml DHS BTEC Sport · Component 3 · Content area AWeek 21 · Lesson 11LESSON 11Technology to measure intensityBy the end of this lesson…Name the technology used to measure exercise intensityExplain what each one gives the performer or coachAvoid the answers the mark scheme refusesPK I]#y!ppt/slides/_rels/slide39.xml.rels PK I]NCQf ppt/notesSlides/notesSlide39.xml 39PK I]5cj+ppt/notesSlides/_rels/notesSlide39.xml.rels PK I]ܤ&&ppt/slides/slide40.xml DHS BTEC Sport · Component 3 · Content area ALesson 11RETRIEVALDo now.In your book, full sentences, on your own. 5 minutes.1. What does 1RM measure?2. What does 15RM measure?3. A performer's 1RM is 60kg. What is 50% of it?Answers: reveal after 5 min1. Muscular strength: the maximum weight lifted once2. Muscular endurance: the maximum weight lifted fifteen times3. 30kgPK I] !ppt/slides/_rels/slide40.xml.rels PK I]J ppt/notesSlides/notesSlide40.xml Doors-open routine. Circulate to check SEND students have started; read questions aloud after 1 minute.40PK I]]+ppt/notesSlides/_rels/notesSlide40.xml.rels PK I]od/d/ppt/slides/slide41.xml DHS BTEC Sport · Component 3 · Content area ALesson 11LEARNThe technology, and the traps.Heart rate monitorsmeasure heart rate live during the session, so intensity can be checked and adjustedSmart watchesmeasure heart rate and record the session, so training can be reviewed afterwardsAppsrecord and store sessions, track progress over time, and set targetsThe mark scheme refuses: "fitness tracker" or "fitness band" on its own, "heart rate" on its own, and "sports vest". Name the device: heart rate monitor, smart watch, or app.PK I]5ne!ppt/slides/_rels/slide41.xml.rels PK I]A ppt/notesSlides/notesSlide41.xml The refusals come straight from the January 2026 mark scheme, question 1(e), where the accepted answer was heart rate monitor and the DNA list was fitness tracker, fitness band, heart rate alone and sports vest. Teaching the refusals is as useful as teaching the answers.41PK I]Fr+ppt/notesSlides/_rels/notesSlide41.xml.rels PK I]ݤfllppt/slides/slide42.xml DHS BTEC Sport · Component 3 · Content area AWeek 21 · Lesson 12LESSON 12Content area A exam practiceBy the end of this lesson…Answer a full set of content area A questions under timed conditionsApply the identify-and-expand structure throughoutMark your own work against the real mark schemePK I]ǿ=!ppt/slides/_rels/slide42.xml.rels PK I]% ppt/notesSlides/notesSlide42.xml 42PK I]/k+ppt/notesSlides/_rels/notesSlide42.xml.rels PK I])r&&ppt/slides/slide43.xml DHS BTEC Sport · Component 3 · Content area ALesson 12RETRIEVALDo now.In your book, full sentences, on your own. 5 minutes.1. Name the three technologies that measure exercise intensity2. State both training zones as percentages3. What is RPE 12 as a heart rate?Answers: reveal after 5 min1. Heart rate monitors · smart watches · apps2. Aerobic 50 to 85% · anaerobic 80 to 100%3. 120 beats per minutePK I]:!ppt/slides/_rels/slide43.xml.rels PK I] ppt/notesSlides/notesSlide43.xml Doors-open routine. Circulate to check SEND students have started; read questions aloud after 1 minute.43PK I]npjq+ppt/notesSlides/_rels/notesSlide43.xml.rels PK I]{&&ppt/slides/slide44.xml DHS BTEC Sport · Component 3 · Content area ALesson 12EXAM PRACTICEThe rules for today.Read the command verb first, and decide the length before you writeIdentify, then expand, on every question worth two or more marksShow every calculation, even when the answer looks obviousUse the performer's name and their sport in every applied answerMarking your ownThe real mark schemes are on the shared drive.Mark strictly: if the identification is missing, the expansion usually scores nothing.Record your mark out of the total, and the one topic you will revise tonight.PK I]M!ppt/slides/_rels/slide44.xml.rels PK I]iPP ppt/notesSlides/notesSlide44.xml Use past-paper questions filtered to content area A. Papers available: Jan 2024, Jun 2024, Jan 2025, May 2025, Jan 2026, plus the sample. Mark schemes and examiner reports are alongside them.44PK I]6+ppt/notesSlides/_rels/notesSlide44.xml.rels PK I]@FFppt/slides/slide45.xml DHS BTEC Sport · Component 3 · Content area AKnowledge organiserContent area A on one slide.A1 Components and sportsAerobic and muscular endurance: events over 30 minutes.Muscular strength: force, e.g. throwing.Speed: fast movement, e.g. sprinting.Flexibility: range of movement at a joint, e.g. gymnastics, martial arts.Body composition: low body fat (gymnastics), high muscle mass (sprinters).Power: explosive movement.Agility: quick changes of direction.Reaction time: quick response to a stimulus.Balance: control of weight distribution.Coordination: two or more body parts, e.g. hand, eyes and racquet.A2 Principles of trainingFITT: frequency (sessions per week), intensity (how hard), time (how long), type (which method).Additional principles: progressive overload (demanding enough to cause adaptation), specificity (meets the needs of the sport), individual differences (meets the needs of the individual), adaptation (changes due to increased loads), reversibility (gains lost if training stops), variation (avoid boredom, maintain motivation), rest and recovery (allow the body to recover and adapt).A3 Exercise intensityHR max = 220 − age.Aerobic training zone: 50 to 85% of HR max.Anaerobic training zone: 80 to 100% of HR max.Borg RPE scale: 6 to 20. RPE × 10 = heart rate.1RM: max weight lifted once, for muscular strength.15RM: max weight lifted fifteen times, for muscular endurance.Technology: heart rate monitors, smart watches, apps.Every answer worth two or more marks: identify, then give a linked expansion that names the performer's sport.PK I]j !ppt/slides/_rels/slide45.xml.rels PK I]M ppt/notesSlides/notesSlide45.xml Print A3 for the wall and A5 for books.45PK I]-3+ppt/notesSlides/_rels/notesSlide45.xml.rels PK I]W_ _ ppt/slides/slide46.xml Booklet answers.One slide per booklet page. 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I]+++ppt/notesSlides/_rels/notesSlide47.xml.rels PK I]N11ppt/slides/slide48.xml DHS BTEC Sport · Component 3 · Content area ABooklet answersBOOKLET PAGE 6FITT and the additional principles.FITTfrequency: sessions over a period, usually per week · intensity: how hard · time: how long · type: the training method chosenProgressive overload · specificitydemanding enough to cause the body to adapt · meets the needs of the sport or the fitness goalsIndividual differences · adaptationmeets the needs of the individual · changes to the body due to increased training loadsReversibility · variation · rest and recoverygains lost if training stops or intensity drops · alter training to avoid boredom and maintain motivation · allow the body to recover and adaptPK I]76!ppt/slides/_rels/slide48.xml.rels PK I]$ ppt/notesSlides/notesSlide48.xml 48PK I]'|+ppt/notesSlides/_rels/notesSlide48.xml.rels PK I]JA]@]@ppt/slides/slide49.xml DHS BTEC Sport · Component 3 · Content area ABooklet answersBOOKLET PAGE 9Intensity calculations.HR max220 − ageAerobic zone50 to 85% of HR maxAnaerobic zone80 to 100% of HR maxBorg RPEthe scale runs 6 to 20 · RPE × 10 = heart rate in bpm1RM and 15RMmax weight lifted once, for muscular strength · max weight lifted fifteen times, for muscular enduranceTechnologyheart rate monitors · smart watches · appsPK I]R!ppt/slides/_rels/slide49.xml.rels PK I]'> ppt/notesSlides/notesSlide49.xml 49PK I]fn+ppt/notesSlides/_rels/notesSlide49.xml.rels PK I]&6@6@ppt/slides/slide50.xml DHS BTEC Sport · Component 3 · Content area ABooklet answersBOOKLET PAGE 13Self-test.1Aerobic endurance and muscular endurance2Frequency, intensity, time, type3Progressive overload, specificity, individual differences, adaptation, reversibility, variation, rest and recovery4220 minus age5Aerobic 50 to 85%, anaerobic 80 to 100%66 to 20, and RPE multiplied by 10 gives heart ratePK I]A!ppt/slides/_rels/slide50.xml.rels PK I]^o ppt/notesSlides/notesSlide50.xml 50PK 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