PK Q]_rels/PK Q] docProps/PK Q]ppt/PK Q] ppt/_rels/PK Q] ppt/charts/PK Q]ppt/charts/_rels/PK Q]ppt/embeddings/PK Q] ppt/media/PK Q]ppt/slideLayouts/PK Q]ppt/slideLayouts/_rels/PK Q]ppt/slideMasters/PK Q]ppt/slideMasters/_rels/PK Q] ppt/slides/PK Q]ppt/slides/_rels/PK Q] ppt/theme/PK Q]ppt/notesMasters/PK Q]ppt/notesMasters/_rels/PK Q]ppt/notesSlides/PK Q]ppt/notesSlides/_rels/PK Q]SzRR[Content_Types].xml PK Q]]] _rels/.rels PK Q]WK2I I docProps/app.xml 0 0 Microsoft Office PowerPoint On-screen Show (16:9) 0 45 45 0 0 false Fonts Used 2 Theme 1 Slide Titles 45 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 45 PptxGenJS false false false 16.0000 PK Q]ldocProps/core.xml C3 Content Area A Teacher Deck PptxGenJS Presentation DHS PE Department DHS PE Department 1 2026-08-31T10:12:37Z 2026-08-31T10:12:37Z PK Q]Appt/_rels/presentation.xml.rels PK Q]Oݨ ppt/theme/theme1.xmlPK Q]s;;ppt/presentation.xml PK Q]Xppt/presProps.xml PK Q]ppt/tableStyles.xml PK Q]D >00ppt/viewProps.xml PK Q]H7t!ppt/slideLayouts/slideLayout1.xml PK Q]ђ77,ppt/slideLayouts/_rels/slideLayout1.xml.rels PK Q]н""ppt/slides/slide1.xml DHS BTEC SPORT · COMPONENT 3Content area B.Investigate fitness testing to determine fitness levelsYear 11 · Weeks 22 to 24 · Exam: Thu 6 May 2027PK Q]3 ppt/slides/_rels/slide1.xml.rels PK Q]ppt/notesSlides/notesSlide1.xml Area B is the largest content area and the most practical. Spec Issue 4 pp.42-44. Demonstration videos for the tests are in Component 3/B Fitness testing/Videos. Every week has a testing practical: students should perform every test they will be asked to describe.1PK Q]:A*ppt/notesSlides/_rels/notesSlide1.xml.rels PK Q]>v>v>ppt/slides/slide2.xml DHS BTEC Sport · Component 3 · Content area BContent area BFour questions this block answers.B1Why do we test, and how do we test properly?Reasons for testing, pre-test procedures, and whether a test is reliable, valid and practical.B2Which test for which physical component?Aerobic and muscular endurance, flexibility, speed, strength, body composition.B3Which test for which skill-related component?Agility, balance, coordination, power, reaction time.B4What do the results actually mean?Comparing to normative data, analysing, and recommending improvements.You will perform every test in this block. The tests you have done yourself are the ones you can describe in May.PK Q]2- ppt/slides/_rels/slide2.xml.rels PK Q]dppt/notesSlides/notesSlide2.xml Three weeks. B2 and B3 are long lists of protocols: the practicals are what make them stick.2PK Q]xշ*ppt/notesSlides/_rels/notesSlide2.xml.rels PK Q]>>ppt/slides/slide3.xml DHS BTEC Sport · Component 3 · Content area BWeek 22 · Lesson 1LESSON 1Why we testBy the end of this lesson…Give the reasons a coach carries out fitness testingExplain what test results let a coach do nextAnswer a one-mark state question preciselyPK Q]W/ ppt/slides/_rels/slide3.xml.rels PK Q]cwppt/notesSlides/notesSlide3.xml Area B opens. B1 is the theory that frames every test that follows.3PK Q]9 Y*ppt/notesSlides/_rels/notesSlide3.xml.rels PK Q]QYQ&&ppt/slides/slide4.xml DHS BTEC Sport · Component 3 · Content area BLesson 1RETRIEVALDo now.In your book, full sentences, on your own. 5 minutes.1. State the formula for maximum heart rate2. State the aerobic training zone as a percentage3. Name the three technologies that measure exercise intensityAnswers: reveal after 5 min1. 220 minus age2. 50 to 85% of HR max3. Heart rate monitors · smart watches · appsPK Q]` ppt/slides/_rels/slide4.xml.rels PK Q]`ppt/notesSlides/notesSlide4.xml Doors-open routine. Circulate to check SEND students have started; read questions aloud after 1 minute.4PK Q]J *ppt/notesSlides/_rels/notesSlide4.xml.rels PK Q]5д88ppt/slides/slide5.xml DHS BTEC Sport · Component 3 · Content area BLesson 1LEARNReasons for fitness testing.Gives baseline datafor monitoring and improving performance: you cannot see improvement without a starting pointDesign training programmesthe programme is built from what the results show is weakestDetermine if training is workingretest later and compare: has the score moved?Something to aim fora target score gives the performer a reason to trainProvide goal setting aimsresults turn into specific, measurable goalsPK Q]5 ppt/slides/_rels/slide5.xml.rels PK Q]IZZppt/notesSlides/notesSlide5.xml Spec B1 verbatim. In January 2026 this was a one-mark 'state one reason why fitness testing is important' question, and the mark scheme accepted any of these. One clean reason is all it needs.5PK Q]Qe*ppt/notesSlides/_rels/notesSlide5.xml.rels PK Q]Z1ppppt/slides/slide6.xml DHS BTEC Sport · Component 3 · Content area BLesson 1APPLYWhat would you test, and why?For three performers from different sports: which two components would you test first, and why those?For each: what would you do with the result if it came back poor?One-mark practice: write a single sentence stating why fitness testing is important, with no wasted wordsPK Q]ج+ ppt/slides/_rels/slide6.xml.rels PK Q]p  ppt/notesSlides/notesSlide6.xml The one-sentence discipline matters: students routinely write a paragraph for one mark and run out of time on the six-marker.6PK Q]=|*ppt/notesSlides/_rels/notesSlide6.xml.rels PK Q]K..ppt/slides/slide7.xml DHS BTEC Sport · Component 3 · Content area BWeek 22 · Lesson 2LESSON 2Pre-test proceduresBy the end of this lesson…Name the four pre-test proceduresExplain why each one is carried outExplain what PAR-Q and informed consent are forPK Q]F ppt/slides/_rels/slide7.xml.rels PK Q])lppt/notesSlides/notesSlide7.xml 7PK Q]|g*ppt/notesSlides/_rels/notesSlide7.xml.rels PK Q]!\%'%'ppt/slides/slide8.xml DHS BTEC Sport · Component 3 · Content area BLesson 2RETRIEVALDo now.In your book, full sentences, on your own. 5 minutes.1. Give two reasons why fitness testing is important2. What does baseline data let a coach do?3. Name a test you have already performed in PEAnswers: reveal after 5 min1. Any two: baseline data · design programmes · check if training is working · something to aim for · goal setting2. Monitor and improve performance by comparing later results to the starting point3. Open answerPK Q]6 ppt/slides/_rels/slide8.xml.rels PK Q]i̴ppt/notesSlides/notesSlide8.xml Doors-open routine. Circulate to check SEND students have started; read questions aloud after 1 minute.8PK Q]pO*ppt/notesSlides/_rels/notesSlide8.xml.rels PK Q];44ppt/slides/slide9.xml DHS BTEC Sport · Component 3 · Content area BLesson 2LEARNFour things before the test starts.Calibration of equipmentchecking the equipment measures accurately, so the result is trustworthyInformed consentthe participant is told what the test involves and any risks, and agrees to take partPhysical Activity Readiness Questionnairethe PAR-Q: a set of health questions that checks the participant is safe to exerciseParticipant pre fitness test checkchecking things like prior exercise participation, food, illness and injury before testingPAR-Q stands for Physical Activity Readiness Questionnaire. Papers ask for the words behind the letters.PK Q]>$ ppt/slides/_rels/slide9.xml.rels PK Q] z6Z))ppt/notesSlides/notesSlide9.xml Spec B1 verbatim. Show a real PAR-Q and a real informed consent form. Students complete both before the first practical, which makes the theory concrete.9PK Q]1*ppt/notesSlides/_rels/notesSlide9.xml.rels PK Q]wjjppt/slides/slide10.xml DHS BTEC Sport · Component 3 · Content area BWeek 22 · Lesson 3LESSON 3Reliability, validity and practicalityBy the end of this lesson…Define reliability, validity and practicality separatelyName the five factors that affect reliabilityChoose the right word when a question offers all threePK Q]Ѳ!ppt/slides/_rels/slide10.xml.rels PK Q]9t ppt/notesSlides/notesSlide10.xml The three-way distinction is examined directly, including as a multiple choice question where the wrong options are the other two words.10PK Q]T+ppt/notesSlides/_rels/notesSlide10.xml.rels PK Q]&&ppt/slides/slide11.xml DHS BTEC Sport · Component 3 · Content area BLesson 3RETRIEVALDo now.In your book, full sentences, on your own. 5 minutes.1. Name the four pre-test procedures2. What does PAR-Q stand for?3. Why is equipment calibrated?Answers: reveal after 5 min1. Calibration of equipment · informed consent · PAR-Q · participant pre fitness test check2. Physical Activity Readiness Questionnaire3. So it measures accurately and the result can be trustedPK Q];!ppt/slides/_rels/slide11.xml.rels PK Q]' ppt/notesSlides/notesSlide11.xml Doors-open routine. Circulate to check SEND students have started; read questions aloud after 1 minute.11PK Q]O+ppt/notesSlides/_rels/notesSlide11.xml.rels PK Q]ȚGI0I0ppt/slides/slide12.xml DHS BTEC Sport · Component 3 · Content area BLesson 3LEARNThree words that get confused.ReliabilityThe test results are consistent. Repeat the test in the same conditions and you get the same result.ValidityThe test measures what it says it measures. A sit and reach test is not a valid test of speed.PracticalityHow easy the test is to run: cost, time to set up, time to perform, time to analyse, and how many people can be tested at once.A real exam question: "Which one of the following is the correct definition of reliability?" The wrong options were "the test is quick to carry out" and "the test is cheap to carry out" (both practicality) and "the test measures what it says it measures" (validity). The answer was "the test results are consistent."PK Q]c!ppt/slides/_rels/slide12.xml.rels PK Q]K'b44 ppt/notesSlides/notesSlide12.xml From January 2026 question 3(a) with its mark scheme, including why each distractor was wrong. Drill this three-way distinction hard: it is free marks once secure.12PK Q]Fb+ppt/notesSlides/_rels/notesSlide12.xml.rels PK Q]u99ppt/slides/slide13.xml DHS BTEC Sport · Component 3 · Content area BLesson 3LEARNFive things that make a test unreliable.Calibration of equipmentuncalibrated equipment gives a different reading for the same performanceMotivation of the participanta performer who tries harder on the second test scores better without being fitterConditions of the testing environmentinside versus outside: wind, temperature and surface all change resultsExperience of the person administering the testan inexperienced tester starts the stopwatch late or measures from the wrong pointCompliance with the standardised test procedurechanging the protocol between tests means you are no longer comparing like with likePK Q]x!ppt/slides/_rels/slide13.xml.rels PK Q]! X ppt/notesSlides/notesSlide13.xml Spec B1 verbatim. Link each factor to a testing mistake students will actually make in the practical this week.13PK Q]yv+ppt/notesSlides/_rels/notesSlide13.xml.rels PK Q]@ָppt/slides/slide14.xml DHS BTEC Sport · Component 3 · Content area BWeek 22 · PracticalPRACTICALPractical: run the pre-test procedures.Complete a PAR-Q and an informed consent form before anyone testsCalibrate what can be calibrated: check the tape measure, the scales, the stopwatchesFirst tests: sit and reach, and the 30 metre sprint. Record every result in your bookletThen repeat one test with a deliberate reliability error and compare the two scoresPK Q]O!ppt/slides/_rels/slide14.xml.rels PK Q]d}[[ ppt/notesSlides/notesSlide14.xml The deliberate-error repeat is the lesson: a different surface, an untrained timer or a shouted crowd changes the number. That is reliability made visible. Demonstration videos are in the Videos folder.14PK Q]?ݤ+ppt/notesSlides/_rels/notesSlide14.xml.rels PK Q]-\\ppt/slides/slide15.xml DHS BTEC Sport · Component 3 · Content area BWeek 23 · Lesson 4LESSON 4Tests for aerobic and muscular enduranceBy the end of this lesson…Name the tests for aerobic endurance and muscular enduranceDescribe how each test is carried outMatch the test to the component it measuresPK Q]*R!ppt/slides/_rels/slide15.xml.rels PK Q]Qz ppt/notesSlides/notesSlide15.xml 15PK Q]$Q+ppt/notesSlides/_rels/notesSlide15.xml.rels PK Q]?oyR&&ppt/slides/slide16.xml DHS BTEC Sport · Component 3 · Content area BLesson 4RETRIEVALDo now.In your book, full sentences, on your own. 5 minutes.1. Define reliability2. Define validity3. Name three factors that affect reliabilityAnswers: reveal after 5 min1. The test results are consistent2. The test measures what it says it measures3. Any three: calibration · motivation · testing conditions · experience of the tester · compliance with the standardised procedurePK Q] !ppt/slides/_rels/slide16.xml.rels PK Q]h ppt/notesSlides/notesSlide16.xml Doors-open routine. Circulate to check SEND students have started; read questions aloud after 1 minute.16PK Q] y+ppt/notesSlides/_rels/notesSlide16.xml.rels PK Q]PYGKGKppt/slides/slide17.xml DHS BTEC Sport · Component 3 · Content area BLesson 4LEARNAerobic endurance, then muscular endurance.AEROBIC ENDURANCEMulti-stage fitness testalso called the bleep test. Run 20 metres between markers in time with the bleeps, which get faster each level. Record the level and shuttle reachedYo-Yo testshuttle running with a short recovery period between each shuttleHarvard step teststep up and down on a box at a set rate for a set time, then measure recovery heart rate12-minute Cooper run or swimcover as much distance as possible in 12 minutes. Record the distanceMUSCULAR ENDURANCEOne-minute press-up, one-minute sit-upmaximum repetitions with correct technique in 60 secondsTimed plank testhold the plank position, timed until the position can no longer be heldPK Q]檋!ppt/slides/_rels/slide17.xml.rels PK Q] ppt/notesSlides/notesSlide17.xml Spec B2 verbatim. The bleep test is 20 metres: that number is examinable. Protocols are practised in this week's practical.17PK Q]BI+ppt/notesSlides/_rels/notesSlide17.xml.rels PK Q]ur%qqppt/slides/slide18.xml DHS BTEC Sport · Component 3 · Content area BWeek 23 · Lesson 5LESSON 5Tests for flexibility, speed, strength and body compositionBy the end of this lesson…Name the tests for the remaining physical componentsDescribe how each is carried outExplain what BMI, BIA and waist to hip ratio each measurePK Q]Yh!ppt/slides/_rels/slide18.xml.rels PK Q] ppt/notesSlides/notesSlide18.xml 18PK Q]N+ppt/notesSlides/_rels/notesSlide18.xml.rels PK Q]''ppt/slides/slide19.xml DHS BTEC Sport · Component 3 · Content area BLesson 5RETRIEVALDo now.In your book, full sentences, on your own. 5 minutes.1. Name two tests for aerobic endurance2. How long is the shuttle in the multi-stage fitness test?3. Name two tests for muscular enduranceAnswers: reveal after 5 min1. Any two: multi-stage fitness test · Yo-Yo test · Harvard step test · 12-minute Cooper run or swim2. 20 metres3. Any two: one-minute press-up · one-minute sit-up · timed plankPK Q]~!ppt/slides/_rels/slide19.xml.rels PK Q]"c ppt/notesSlides/notesSlide19.xml Doors-open routine. Circulate to check SEND students have started; read questions aloud after 1 minute.19PK Q]i+ppt/notesSlides/_rels/notesSlide19.xml.rels PK Q]Ow7w7ppt/slides/slide20.xml DHS BTEC Sport · Component 3 · Content area BLesson 5LEARNThe remaining physical tests.Flexibilitysit and reach test · calf muscle flexibility test · shoulder flexibility testSpeed30 metre sprint test · 30 metre flying sprintMuscular strengthgrip dynamometer · 1 Rep MaxBody compositionBody Mass Index (BMI) · Bioelectrical Impedance Analysis (BIA) · waist to hip ratioBody composition, precisely: BMI is weight in kilograms divided by height in metres squared. BIA passes a small electric current through the body to measure body fat and muscle mass. Waist to hip ratio divides waist circumference by hip circumference.PK Q]g_!ppt/slides/_rels/slide20.xml.rels PK Q]X Spec B2 verbatim. The BIA explanation is from the January 2026 mark scheme: 'body composition (1) electric current flows through the body, measures muscle mass or body fat (1)'. Two marks, identify and expand.20PK Q]SB+ppt/notesSlides/_rels/notesSlide20.xml.rels PK Q]b]FFppt/slides/slide21.xml DHS BTEC Sport · Component 3 · Content area BWeek 23 · Lesson 6LESSON 6Describing a test protocolBy the end of this lesson…Describe a fitness test step by stepEarn every mark on a describe questionKnow how many points a three-mark describe question needsPK Q]z!ppt/slides/_rels/slide21.xml.rels PK Q]Zg   ppt/notesSlides/notesSlide21.xml The highest-value exam skill in area B: describe questions are worth up to three marks and each protocol point is one mark.21PK Q]HΩ+ppt/notesSlides/_rels/notesSlide21.xml.rels PK Q]Ez&&ppt/slides/slide22.xml DHS BTEC Sport · Component 3 · Content area BLesson 6RETRIEVALDo now.In your book, full sentences, on your own. 5 minutes.1. Name the three flexibility tests2. Name the two speed tests3. What does BMI stand for, and how is it calculated?Answers: reveal after 5 min1. Sit and reach · calf muscle flexibility · shoulder flexibility2. 30 metre sprint · 30 metre flying sprint3. Body Mass Index: weight in kilograms divided by height in metres squaredPK Q]dV!ppt/slides/_rels/slide22.xml.rels PK Q] ppt/notesSlides/notesSlide22.xml Doors-open routine. Circulate to check SEND students have started; read questions aloud after 1 minute.22PK Q]aeZ+ppt/notesSlides/_rels/notesSlide22.xml.rels PK Q]EEppt/slides/slide23.xml DHS BTEC Sport · Component 3 · Content area BLesson 6LEARNOne mark per protocol point.The real question: "Describe how the standing long or broad jump test is carried out." (3 marks)The mark scheme awarded one mark for each of these, up to three:· Tape measure is laid on the floor· Participant stands on or behind a line· Feet slightly or shoulder width apart· Participant jumps from a standstill· Must take off with two feet· Participant bends their knees· Participant swings their arms· Jumps forward, as far as possible· Lands on two feet· Should not fall backwards· Measured from the take-off line to the back of the heels· Three attempts, best recordedTwelve possible marking points, three marks available. Write four to be safe, and make each one a separate step.PK Q]A!ppt/slides/_rels/slide23.xml.rels PK Q]wVV ppt/notesSlides/notesSlide23.xml January 2026 question 2(c) with its full mark scheme. This slide teaches the strategy for every describe question in the paper: separate steps, one per line, slightly more than the marks available.23PK Q] ~t+ppt/notesSlides/_rels/notesSlide23.xml.rels PK Q]nDDppt/slides/slide24.xml DHS BTEC Sport · Component 3 · Content area BLesson 6APPLYWrite the protocols.For four tests you have performed: write the protocol as separate numbered stepsCount your steps. A three-mark question needs at least four to be safeSwap: could your partner run the test from your steps alone, without asking anything?PK Q]Y!ppt/slides/_rels/slide24.xml.rels PK Q]az   ppt/notesSlides/notesSlide24.xml The could-they-run-it test is the quality bar, same as the C1 warm-up plan. Booklet pages 6 and 7 hold the protocol tables.24PK Q]8+ppt/notesSlides/_rels/notesSlide24.xml.rels PK Q]9"ppt/slides/slide25.xml DHS BTEC Sport · Component 3 · Content area BWeek 23 · PracticalPRACTICALPractical: the physical component tests.Circuit of stations: multi-stage fitness test, one-minute press-up, sit and reach, 30 metre sprint, grip dynamometerRun each test to the standardised protocol, and record every result in your bookletOne person at each station administers: that is where compliance with the procedure gets realAfter each test, write the protocol from memory while it is freshPK Q]̜|g!ppt/slides/_rels/slide25.xml.rels PK Q]W   ppt/notesSlides/notesSlide25.xml Demonstration videos are in Component 3/B Fitness testing/Videos if a station needs modelling. Results feed the normative data work in week 24.25PK Q]#+ppt/notesSlides/_rels/notesSlide25.xml.rels PK Q]X.ZZppt/slides/slide26.xml DHS BTEC Sport · Component 3 · Content area BWeek 24 · Lesson 7LESSON 7Tests for skill-related fitnessBy the end of this lesson…Name the tests for agility, balance, coordination, power and reaction timeDescribe how each is carried outMatch a test to a performer's sportPK Q]5b?!ppt/slides/_rels/slide26.xml.rels PK Q]Aʑ ppt/notesSlides/notesSlide26.xml 26PK Q]${+ppt/notesSlides/_rels/notesSlide26.xml.rels PK Q]$:':'ppt/slides/slide27.xml DHS BTEC Sport · Component 3 · Content area BLesson 7RETRIEVALDo now.In your book, full sentences, on your own. 5 minutes.1. Describe three steps of the standing long jump protocol2. Name the two muscular strength tests3. What does BIA measure, and how?Answers: reveal after 5 min1. Any three protocol points, e.g. stands behind a line, takes off from two feet, measured to the back of the heels2. Grip dynamometer · 1 Rep Max3. Body composition: an electric current flows through the body to measure body fat or muscle massPK Q]PG!ppt/slides/_rels/slide27.xml.rels PK Q]I ppt/notesSlides/notesSlide27.xml Doors-open routine. Circulate to check SEND students have started; read questions aloud after 1 minute.27PK Q]e+ppt/notesSlides/_rels/notesSlide27.xml.rels PK Q]b"<"<ppt/slides/slide28.xml DHS BTEC Sport · Component 3 · Content area BLesson 7LEARNFive components, ten tests.AgilityIllinois agility run test · T TestBalancestork stand test · Y balance testCoordinationAlternate-Hand Wall-Toss test · stick flip coordination testPowervertical jump test · standing long or broad jump · Margaria-Kalamen power testReaction timeruler drop test · online reaction time test, also called a reaction test timerLearn them in pairs by component. The exam asks which test measures which component, both ways round.PK Q] [R]!ppt/slides/_rels/slide28.xml.rels PK Q]I'!! ppt/notesSlides/notesSlide28.xml Spec B3 verbatim. Note the standing long jump appears here as a POWER test, and it is the one the January 2026 paper asked students to describe.28PK Q]i+ppt/notesSlides/_rels/notesSlide28.xml.rels PK Q]ۗ99ppt/slides/slide29.xml DHS BTEC Sport · Component 3 · Content area BLesson 7LEARNHow the skill-related tests are run.Illinois agility runa marked course of cones run as fast as possible, weaving through the middle cones. TimedStork standhands on hips, place one foot against the opposite knee, raise the heel, and time how long balance is heldAlternate-hand wall tossstand a set distance from a wall, throw with one hand and catch with the other, counting catches in 30 secondsVertical jumpreach up and mark the highest point, then jump and mark again. Measure the difference between the twoRuler dropa partner holds a ruler above the open hand and drops it without warning. Catch it, and record the distance fallenPK Q]->w!ppt/slides/_rels/slide29.xml.rels PK Q] ppt/notesSlides/notesSlide29.xml Protocols in enough detail to answer a describe question. Students perform all five in this week's practical.29PK Q](Lk+ppt/notesSlides/_rels/notesSlide29.xml.rels PK Q] W[[ppt/slides/slide30.xml DHS BTEC Sport · Component 3 · Content area BWeek 24 · Lesson 8LESSON 8Reading results against normative dataBy the end of this lesson…Use a normative data table to give a ratingState a rating precisely, using the table's own wordsExplain what a rating tells a performerPK Q]*!ppt/slides/_rels/slide30.xml.rels PK Q]ʇ   ppt/notesSlides/notesSlide30.xml B4. Reading a table for one mark is the easiest mark in the paper, and it is regularly dropped by reading the wrong row.30PK Q]+ppt/notesSlides/_rels/notesSlide30.xml.rels PK Q] ż&&ppt/slides/slide31.xml DHS BTEC Sport · Component 3 · Content area BLesson 8RETRIEVALDo now.In your book, full sentences, on your own. 5 minutes.1. Name the two agility tests2. Name the three power tests3. Which component does the stork stand test measure?Answers: reveal after 5 min1. Illinois agility run test · T Test2. Vertical jump · standing long or broad jump · Margaria-Kalamen power test3. BalancePK Q]!ppt/slides/_rels/slide31.xml.rels PK Q] ppt/notesSlides/notesSlide31.xml Doors-open routine. Circulate to check SEND students have started; read questions aloud after 1 minute.31PK Q]{+ppt/notesSlides/_rels/notesSlide31.xml.rels PK Q]qw2S2Sppt/slides/slide32.xml DHS BTEC Sport · Component 3 · Content area BLesson 8LEARNReading the table.Sit and reach, normative dataScoreRatingover 14cmExcellent14cm to 11cmAbove average10.9cm to 7cmAverage6.9cm to 4cmBelow averageunder 4cmPoorAdam scores 5.2cm.5.2 falls between 4cm and 6.9cm.So his rating is BELOW AVERAGE.One mark. Use the table's exact words: "below average", not "quite bad" or "needs work".Check the row twice. Reading the line above or below is the only way to lose this mark.PK Q];!ppt/slides/_rels/slide32.xml.rels PK Q]OPP ppt/notesSlides/notesSlide32.xml January 2026 question 3(b), where the answer was simply 'below average' for one mark. Practise with several tables and several scores, including ones that sit exactly on a boundary.32PK Q]|+ppt/notesSlides/_rels/notesSlide32.xml.rels PK Q]X[ppt/slides/slide33.xml DHS BTEC Sport · Component 3 · Content area BWeek 24 · Lesson 9LESSON 9Analysing results and recommending improvementsBy the end of this lesson…Analyse a set of results to find a performer's strengths and weaknessesRecommend improvements based on what the results showLink a weakness to a training method that would fix itPK Q]^r!ppt/slides/_rels/slide33.xml.rels PK Q]\ ppt/notesSlides/notesSlide33.xml 33PK Q]=cu+ppt/notesSlides/_rels/notesSlide33.xml.rels PK Q]''ppt/slides/slide34.xml DHS BTEC Sport · Component 3 · Content area BLesson 9RETRIEVALDo now.In your book, full sentences, on your own. 5 minutes.1. A performer scores 12cm on sit and reach. Using the table from last lesson, what is their rating?2. Why must you use the table's exact words?3. Name a test for coordinationAnswers: reveal after 5 min1. Above average2. The mark scheme credits the rating as written in the table3. Alternate-hand wall toss test, or the stick flip coordination testPK Q]iC!ppt/slides/_rels/slide34.xml.rels PK Q]*t ppt/notesSlides/notesSlide34.xml Doors-open routine. Circulate to check SEND students have started; read questions aloud after 1 minute.34PK Q]Ŷ+ppt/notesSlides/_rels/notesSlide34.xml.rels PK Q]y"/X,X,ppt/slides/slide35.xml DHS BTEC Sport · Component 3 · Content area BLesson 9LEARNFrom result to recommendation.1 · Compareput the score against the normative data and give the rating2 · Analysesay what that means for this performer in this sport: which component is a strength, which is a weakness3 · Recommendname a training method that would improve the weakness, and say why it would workStep 3 is where content area C arrives: the recommendation has to name a real training method, not just say "train harder".PK Q] !ppt/slides/_rels/slide35.xml.rels PK Q]j̄,, ppt/notesSlides/notesSlide35.xml Spec B4. This three-step chain is also the shape of the longer questions: compare, analyse, recommend. It sets up content area C in three weeks' time.35PK Q]:+ppt/notesSlides/_rels/notesSlide35.xml.rels PK Q];*.W)W)ppt/slides/slide36.xml DHS BTEC Sport · Component 3 · Content area BLesson 9EXAM PRACTICEArea B exam practice.A full set of area B questions: state, describe a protocol, read a normative table, explain a test, and one longer questionDescribe questions: separate steps, one more than the marks availableTable questions: check the row twice and use the table's own wordsThen mark your own against the real mark scheme and record your totalWhere area B marks go missingProtocol steps merged into one sentence, so three points read as one.Ratings written in your own words instead of the table's.Reliability, validity and practicality mixed up.A test named for the wrong component.PK Q]!ppt/slides/_rels/slide36.xml.rels PK Q]@** ppt/notesSlides/notesSlide36.xml Past papers with area B questions: Jan 2024, Jun 2024, Jan 2025, May 2025, Jan 2026 and the sample. Mark schemes and examiner reports sit alongside them.36PK Q]9z+ppt/notesSlides/_rels/notesSlide36.xml.rels PK Q]^ppt/slides/slide37.xml DHS BTEC Sport · Component 3 · Content area BWeek 24 · PracticalPRACTICALPractical: skill-related tests and your own data.Stations: Illinois agility run, stork stand, alternate-hand wall toss, vertical jump, ruler dropRecord every score, then rate each one against the normative tables in your bookletFinish with your own profile: two strengths, two weaknesses, and one recommendation for each weaknessPK Q]!ppt/slides/_rels/slide37.xml.rels PK Q](( ppt/notesSlides/notesSlide37.xml Their own data makes B4 real. Keep the profiles: they are reused when content area C covers training methods, and again in area D for programme design.37PK Q]x"+ppt/notesSlides/_rels/notesSlide37.xml.rels PK Q]95D5Dppt/slides/slide38.xml DHS BTEC Sport · Component 3 · Content area BKnowledge organiserContent area B on one slide.B1 Why and how we testReasons: baseline data · design programmes · check training is working · something to aim for · goal setting.Pre-test: calibration of equipment · informed consent · PAR-Q (Physical Activity Readiness Questionnaire) · participant pre-test check.Reliability: results are consistent. Affected by calibration, motivation, testing conditions, tester experience, compliance with the procedure.Validity: the test measures what it says it measures.Practicality: cost, time to set up, perform and analyse, and how many can be tested at once.B2 Physical component testsAerobic endurance: multi-stage fitness test (bleep, 20m) · Yo-Yo · Harvard step · 12-minute Cooper run or swim.Muscular endurance: one-minute press-up · one-minute sit-up · timed plank.Flexibility: sit and reach · calf muscle · shoulder flexibility.Speed: 30 metre sprint · 30 metre flying sprint.Muscular strength: grip dynamometer · 1 Rep Max.Body composition: BMI (weight in kg divided by height in m squared) · BIA (electric current, measures fat and muscle mass) · waist to hip ratio.B3 and B4 Skill tests and resultsAgility: Illinois agility run · T Test.Balance: stork stand · Y balance.Coordination: alternate-hand wall toss · stick flip.Power: vertical jump · standing long or broad jump · Margaria-Kalamen.Reaction time: ruler drop · online reaction time test.Interpreting: compare the score to normative published data and give the rating in the table's own words, analyse what it means for this performer, then recommend a training method that would improve the weakness.Describe questions: one mark per protocol step, so write one more step than there are marks.PK Q]!ppt/slides/_rels/slide38.xml.rels PK Q]5. ppt/notesSlides/notesSlide38.xml Print A3 for the wall and A5 for books.38PK Q]txu+ppt/notesSlides/_rels/notesSlide38.xml.rels PK Q]ZW_ _ ppt/slides/slide39.xml Booklet answers.One slide per booklet page. The booklet page number is on each slide.PK Q]#y!ppt/slides/_rels/slide39.xml.rels PK Q]NCQf ppt/notesSlides/notesSlide39.xml 39PK Q]5cj+ppt/notesSlides/_rels/notesSlide39.xml.rels PK Q]g̎I)I)ppt/slides/slide40.xml DHS BTEC Sport · Component 3 · Content area BBooklet answersBOOKLET PAGE 3Why we test, and pre-test procedures.Reasons for testingbaseline data for monitoring and improving performance · design training programmes · determine if training is working · gives the performer something to aim for · provides goal setting aimsPre-test procedurescalibration of equipment · complete informed consent · complete the PAR-Q · participant pre fitness test check, e.g. prior exercise participationPAR-QPhysical Activity Readiness QuestionnairePK Q] !ppt/slides/_rels/slide40.xml.rels PK Q]`g#q ppt/notesSlides/notesSlide40.xml 40PK Q]]+ppt/notesSlides/_rels/notesSlide40.xml.rels PK Q]*g1g1ppt/slides/slide41.xml DHS BTEC Sport · Component 3 · Content area BBooklet answersBOOKLET PAGE 4Reliability, validity and practicality.Reliabilitythe test results are consistentValiditythe test measures what it says it measuresPracticalitycost · time taken to perform the test · time to set up · time to analyse the data · number of participants that can take part at any timeFactors affecting reliabilitycalibration of equipment · motivation of the participant · conditions of the testing environment, inside versus outside · experience of the person administering the test · compliance with the standardised test procedurePK Q]5ne!ppt/slides/_rels/slide41.xml.rels PK Q]趑 ppt/notesSlides/notesSlide41.xml 41PK Q]Fr+ppt/notesSlides/_rels/notesSlide41.xml.rels PK Q]5]@@ppt/slides/slide42.xml DHS BTEC Sport · Component 3 · Content area BBooklet answersBOOKLET PAGES 5 AND 6The physical component tests.Aerobic endurancemulti-stage fitness test (bleep test, 20 metres) · Yo-Yo test · Harvard step test · 12-minute Cooper run or swimMuscular enduranceone-minute press-up · one-minute sit-up · timed plank testFlexibilitysit and reach · calf muscle flexibility · shoulder flexibilitySpeed30 metre sprint · 30 metre flying sprintMuscular strengthgrip dynamometer · 1 Rep MaxBody compositionBMI · Bioelectrical Impedance Analysis · waist to hip ratioPK Q]ǿ=!ppt/slides/_rels/slide42.xml.rels PK Q]% ppt/notesSlides/notesSlide42.xml 42PK Q]/k+ppt/notesSlides/_rels/notesSlide42.xml.rels PK Q]J1o8o8ppt/slides/slide43.xml DHS BTEC Sport · Component 3 · Content area BBooklet answersBOOKLET PAGE 8The skill-related tests.AgilityIllinois agility run test · T TestBalancestork stand test · Y balance testCoordinationAlternate-Hand Wall-Toss test · stick flip coordination testPowervertical jump test · standing long or broad jump · Margaria-Kalamen power testReaction timeruler drop test · online reaction time testPK Q]:!ppt/slides/_rels/slide43.xml.rels PK Q]= ppt/notesSlides/notesSlide43.xml 43PK Q]npjq+ppt/notesSlides/_rels/notesSlide43.xml.rels PK Q]*^@@ppt/slides/slide44.xml DHS BTEC Sport · Component 3 · Content area BBooklet answersBOOKLET PAGE 12Self-test.1Any: baseline data · design programmes · check training is working · something to aim for · goal setting2Calibration of equipment, informed consent, PAR-Q, participant pre fitness test check3Reliability: results are consistent. Validity: it measures what it says it measures4Multi-stage fitness test, Yo-Yo, Harvard step, 12-minute Cooper run or swim5Illinois agility run and the T Test6Compare to normative data, analyse what it means, recommend a training method to improve the weaknessPK Q]M!ppt/slides/_rels/slide44.xml.rels PK Q]Eؑ ppt/notesSlides/notesSlide44.xml 44PK Q]6+ppt/notesSlides/_rels/notesSlide44.xml.rels PK Q]U"llppt/slides/slide45.xml Next: content area C.Training methods: which method develops which component, and what it does to the body Weeks 26 to 28, after February half term Your own test results become the reason for choosing each methodDHS BTEC Sport · Component 3 · Content area BPK Q]j !ppt/slides/_rels/slide45.xml.rels PK Q]8% ppt/notesSlides/notesSlide45.xml 45PK Q]-3+ppt/notesSlides/_rels/notesSlide45.xml.rels PK Q]K !ppt/slideMasters/slideMaster1.xml PK Q]N),ppt/slideMasters/_rels/slideMaster1.xml.rels PK Q]6TT!ppt/notesMasters/notesMaster1.xml 7/23/19Click to edit Master text stylesSecond levelThird levelFourth levelFifth level‹#›PK Q]s **,ppt/notesMasters/_rels/notesMaster1.xml.rels PK Q]_rels/PK Q] $docProps/PK Q]Kppt/PK Q] mppt/_rels/PK Q] ppt/charts/PK Q]ppt/charts/_rels/PK Q]ppt/embeddings/PK Q] ppt/media/PK Q]Bppt/slideLayouts/PK Q]qppt/slideLayouts/_rels/PK Q]ppt/slideMasters/PK Q]ppt/slideMasters/_rels/PK Q]  ppt/slides/PK Q]3ppt/slides/_rels/PK Q] bppt/theme/PK Q]ppt/notesMasters/PK Q]ppt/notesMasters/_rels/PK Q]ppt/notesSlides/PK Q]ppt/notesSlides/_rels/PK Q]SzRRP[Content_Types].xmlPK Q]]] @V_rels/.relsPK Q]WK2I I XdocProps/app.xmlPK Q]l=cdocProps/core.xmlPK Q]Atfppt/_rels/presentation.xml.relsPK Q]Oݨ Bppt/theme/theme1.xmlPK Q]s;;Appt/presentation.xmlPK Q]Xppt/presProps.xmlPK Q]ppt/tableStyles.xmlPK Q]D >00ppt/viewProps.xmlPK Q]H7t!Bppt/slideLayouts/slideLayout1.xmlPK Q]ђ77,0ppt/slideLayouts/_rels/slideLayout1.xml.relsPK Q]н""ppt/slides/slide1.xmlPK Q]3 ppt/slides/_rels/slide1.xml.relsPK Q]ppt/notesSlides/notesSlide1.xmlPK Q]:A*ppt/notesSlides/_rels/notesSlide1.xml.relsPK Q]>v>v>ppt/slides/slide2.xmlPK Q]2- ppt/slides/_rels/slide2.xml.relsPK Q]dppt/notesSlides/notesSlide2.xmlPK Q]xշ*#ppt/notesSlides/_rels/notesSlide2.xml.relsPK Q]>>%ppt/slides/slide3.xmlPK Q]W/ \Appt/slides/_rels/slide3.xml.relsPK Q]cwhCppt/notesSlides/notesSlide3.xmlPK Q]9 Y*xJppt/notesSlides/_rels/notesSlide3.xml.relsPK Q]QYQ&&Lppt/slides/slide4.xmlPK Q]` osppt/slides/_rels/slide4.xml.relsPK Q]`{uppt/notesSlides/notesSlide4.xmlPK Q]J *|ppt/notesSlides/_rels/notesSlide4.xml.relsPK Q]5д88~ppt/slides/slide5.xmlPK Q]5 ηppt/slides/_rels/slide5.xml.relsPK Q]IZZڹppt/notesSlides/notesSlide5.xmlPK Q]Qe*qppt/notesSlides/_rels/notesSlide5.xml.relsPK Q]Z1ppppt/slides/slide6.xmlPK Q]ج+ 'ppt/slides/_rels/slide6.xml.relsPK Q]p  3ppt/notesSlides/notesSlide6.xmlPK Q]=|*}ppt/notesSlides/_rels/notesSlide6.xml.relsPK Q]K..ppt/slides/slide7.xmlPK Q]F ppt/slides/_rels/slide7.xml.relsPK Q])lppt/notesSlides/notesSlide7.xmlPK Q]|g* ppt/notesSlides/_rels/notesSlide7.xml.relsPK Q]!\%'%' ppt/slides/slide8.xmlPK Q]6 55ppt/slides/_rels/slide8.xml.relsPK Q]i̴A7ppt/notesSlides/notesSlide8.xmlPK Q]pO*u>ppt/notesSlides/_rels/notesSlide8.xml.relsPK Q];44@ppt/slides/slide9.xmlPK Q]>$ zuppt/slides/_rels/slide9.xml.relsPK Q] z6Z))wppt/notesSlides/notesSlide9.xmlPK Q]1*~ppt/notesSlides/_rels/notesSlide9.xml.relsPK Q]wjjppt/slides/slide10.xmlPK Q]Ѳ!ppt/slides/_rels/slide10.xml.relsPK Q]9t ppt/notesSlides/notesSlide10.xmlPK Q]T+ppt/notesSlides/_rels/notesSlide10.xml.relsPK Q]&&ppt/slides/slide11.xmlPK Q];!1ppt/slides/_rels/slide11.xml.relsPK Q]' ?ppt/notesSlides/notesSlide11.xmlPK Q]O+uppt/notesSlides/_rels/notesSlide11.xml.relsPK Q]ȚGI0I0ppt/slides/slide12.xmlPK Q]c! ppt/slides/_rels/slide12.xml.relsPK Q]K'b44  ppt/notesSlides/notesSlide12.xmlPK Q]Fb+ppt/notesSlides/_rels/notesSlide12.xml.relsPK Q]u99ppt/slides/slide13.xmlPK Q]x!UPppt/slides/_rels/slide13.xml.relsPK Q]! 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