Diploma del Bachillerato Internacional · IB Diploma

Sports, Exercise and Health Science · HL

Papers, samples and curriculum documents for this course. · ⁨Papeles, muestras y documentos curriculares para este curso.⁩

← Exams · ⁨Exámenes⁩

Course units and learning goals · ⁨Unidades del curso y objetivos de aprendizaje⁩

These lessons teach selected course objectives. Check the remaining coverage gaps; the material is not a complete preparation programme. · ⁨Estas lecciones enseñan objetivos del curso seleccionados. Revisa los vacíos de cobertura restantes; el material no es un programa completo de preparación.⁩

Lessons · ⁨Lecciones⁩ →Vocabulary practice · ⁨Práctica de vocabulario⁩ →

A.1 · Communication

Blood volume pumped per minute.
An acute response occurs during or soon after exercise. A training adaptation develops over repeated sessions. A lower post-exercise heart rate cannot alone establish greater fitness without comparable workload and participant conditions.
Use voluntary informed participation, school supervision and an approved low-intensity protocol. Record baseline, a standardized workload and timed recovery measurements. Stop for discomfort and do not use maximal exertion or health diagnosis as a classroom task.

cardiac output: Blood volume pumped per minute
stroke volume: Blood volume pumped per beat

A.2 · Hydration and nutrition

Relationship between water inputs, outputs and storage.
For a simplified field estimate, sweat loss in kilograms is approximately pre-activity mass minus post-activity mass plus drink mass minus urine mass. Express the estimate per hour only after recording duration. This approximation omits some respiratory and metabolic mass changes and assumes comparable dry clothing and a suitable balance.
Analyse fictional or consented teacher-approved low-risk data. Record balance resolution, time, intake and whether clothing conditions match. Students need not exercise or disclose personal body mass. Never restrict drinking or induce dehydration to create a result. Compare uncertainties and alternative explanations before interpreting a difference.
Breakdown of large food molecules.
Absorption moves soluble products into blood or lymph. Thin exchange surfaces and a large surface area shorten diffusion paths and increase transfer. Enzyme activity and transport are different processes.
Use Benedict reagent with controlled heating for reducing sugars, iodine for starch, Biuret reagent for protein, and the ethanol emulsion test for lipids. Keep ethanol away from flames. Use positive and negative controls.

water balance: Relationship between water inputs, outputs and storage
sweat rate: Sweat volume lost per unit time under stated conditions
digestion: Breakdown of large food molecules
absorption: Movement of soluble products into the body

A.3 · Response

Blood volume pumped per minute.
An acute response occurs during or soon after exercise. A training adaptation develops over repeated sessions. A lower post-exercise heart rate cannot alone establish greater fitness without comparable workload and participant conditions.
Use voluntary informed participation, school supervision and an approved low-intensity protocol. Record baseline, a standardized workload and timed recovery measurements. Stop for discomfort and do not use maximal exertion or health diagnosis as a classroom task.

cardiac output: Blood volume pumped per minute
stroke volume: Blood volume pumped per beat

B.1 · Generating movement in the body

Force integrated over time, equal to momentum change.
A biomechanical analysis must define the segment, direction and phase of movement. Net force and a single muscle force are not interchangeable. A longer lever arm can change torque without changing applied force.
Use teacher-approved video of a safe movement with consent. Calibrate distance and time, identify frames consistently, and avoid making medical claims from a two-dimensional recording. Camera perspective can bias apparent joint angles.

impulse · ⁨impulso⁩: Force integrated over time, equal to momentum change
base of support: The area supporting a body

B.2 · Forces, motion and movement

Force integrated over time, equal to momentum change.
A biomechanical analysis must define the segment, direction and phase of movement. Net force and a single muscle force are not interchangeable. A longer lever arm can change torque without changing applied force.
Use teacher-approved video of a safe movement with consent. Calibrate distance and time, identify frames consistently, and avoid making medical claims from a two-dimensional recording. Camera perspective can bias apparent joint angles.

impulse · ⁨impulso⁩: Force integrated over time, equal to momentum change
base of support: The area supporting a body

B.3 · Injury

New events divided by a specified exposure measure.
An incidence rate divides new injury events by exposure time, often expressed per 1,000 athlete-hours. Use the same case definition and exposure method in comparisons. Severity, recurrence and missing records also matter; two groups with equal incidence can have different time lost or different injury types.
Use anonymized fictional surveillance tables. Identify what counts as an injury and how training or match exposure was recorded. Calculate comparable rates, check sample sizes and reporting changes, and propose prevention hypotheses for qualified staff to evaluate. Students do not induce injuries, diagnose peers or decide return-to-play clearance.

incidence rate: New events divided by a specified exposure measure
overuse injury: Injury associated with repeated loading over time

C.1 · Individual differences

Processes influencing initiation and persistence.
A self-report scale measures reported experience under its design. It does not diagnose a disorder or establish a universal relationship between arousal and performance. Analyse within-person and between-person variation separately.
Use anonymous voluntary questionnaires approved by the school, avoid sensitive personal disclosure, and allow withdrawal. Compare the same task and time point, define the scale and explain its limitations.

motivation: Processes influencing initiation and persistence
coping: Strategies used to manage demands

C.2 · Motor learning

Additional task information supplied beyond the performer’s own sensory feedback.
Distinguish knowledge of results from knowledge of performance. A score reports the outcome; a description of arm position reports movement features. Feedback can guide practice, yet immediate success with continuous prompts may not persist when prompts are removed. Retention and transfer therefore provide stronger learning evidence than one practice score.
Use a voluntary, low-risk seated target or tracing task. Define the outcome, keep practice opportunities equal, give an agreed feedback schedule and assess delayed performance without feedback. Counterbalance group order where feasible and use anonymous records. Do not claim the task completely models elite performance.
Persistence of learning after a delay.
A retention test after a delay and without the same assistance can provide evidence of learning. Practice conditions, prior experience and task difficulty need control before comparing feedback methods.
Use a low-risk target task, equal practice time, random or balanced assignment, and a delayed retention test. Record outcome accuracy separately from movement quality. Seek consent and avoid labels about a participant ability or personality.

augmented feedback: Additional task information supplied beyond the performer’s own sensory feedback
knowledge of results: Feedback about the task outcome
retention: Persistence of learning after a delay

C.3 · Motivation

Processes influencing initiation and persistence.
A self-report scale measures reported experience under its design. It does not diagnose a disorder or establish a universal relationship between arousal and performance. Analyse within-person and between-person variation separately.
Use anonymous voluntary questionnaires approved by the school, avoid sensitive personal disclosure, and allow withdrawal. Compare the same task and time point, define the scale and explain its limitations.

motivation: Processes influencing initiation and persistence
coping: Strategies used to manage demands

C.4 · Stress and coping

Processes influencing initiation and persistence.
A self-report scale measures reported experience under its design. It does not diagnose a disorder or establish a universal relationship between arousal and performance. Analyse within-person and between-person variation separately.
Use anonymous voluntary questionnaires approved by the school, avoid sensitive personal disclosure, and allow withdrawal. Compare the same task and time point, define the scale and explain its limitations.

motivation: Processes influencing initiation and persistence
coping: Strategies used to manage demands

C.5 · Psychological skills

Processes influencing initiation and persistence.
A self-report scale measures reported experience under its design. It does not diagnose a disorder or establish a universal relationship between arousal and performance. Analyse within-person and between-person variation separately.
Use anonymous voluntary questionnaires approved by the school, avoid sensitive personal disclosure, and allow withdrawal. Compare the same task and time point, define the scale and explain its limitations.

motivation: Processes influencing initiation and persistence
coping: Strategies used to manage demands

Practical · Experimental programme

A quantified limitation on a measured result.
For a product or quotient, adding fractional uncertainties is a common maximum-uncertainty approximation. For a difference, add absolute uncertainties. A nonzero intercept can reveal an offset or an incomplete model.
Show units on axes and choose a sensible scale. Plot uncertainty bars where justified, draw a best-fit line rather than joining every point, and estimate steepest and shallowest plausible gradients when the course method calls for them.

uncertainty: A quantified limitation on a measured result
systematic error: A consistent measurement bias

Preparing for this qualification · ⁨Preparación para esta cualificación⁩

Three themes: exercise physiology/nutrition, biomechanics, sports psychology/motor learning. No old optional-topic model.
SL Paper 1: 1.5 h, Paper 2: 1.5 h; HL: 1.75 h, 2.5 h. Weights 36% and 40%; individual investigation 24%, maximum 3,200 words.
Practical work 40 h, collaborative sciences project 10 h and investigation 10 h.
Investigations use informed consent, school risk assessment, voluntary low-risk tasks and privacy; do not provoke injury, dehydration, maximal exertion or psychological distress.

Teaching coverage still needed · ⁨Cobertura docente aún necesaria⁩

Full current SEHS guide required for exact SL/AHL objectives; anatomy, physiological regulation and psychology depth are not established by the brief.

Specifications and sample documents · ⁨Especificaciones y documentos de muestra⁩

Sports, Exercise and Health Science — Subject brief · 2026 ↗
First assessment: 2026

Course materials · ⁨Materiales del curso⁩

Course preparation · ⁨Preparación del curso⁩

Documents are available. Board-specific notes, assessments and interactive past-paper practice are not yet available for every course. · ⁨Los documentos están disponibles. Las notas específicas de la entidad evaluadora, las evaluaciones y la práctica interactiva deantiguos exámenes no están disponibles aún para todos los cursos.⁩

Lessons · ⁨Lecciones⁩ →