Supported HL focus. First assessment 2026; current SL/HL brief acquired. Remaining guide, assessment and practical requirements retain their recorded holds.
Prerequisites: read the stated quantities and units, use arithmetic and the model conditions below. Each lesson develops its own method before independent transfer.
These are original or explicitly fictional teaching examples, not actual measurements or completed assessed learner investigations.
Example:
Heart rate is 100 beats/min and stroke volume is 70 mL/beat. Find cardiac output in L/min. Use the same sequence: known quantities → model → relation → substitution → unit and interpretation.
Warn:
A single heart-rate reading proves a person fitness level. This claim is false: A heart-rate monitor measures one response, not every dimension of performance. Hydration, stress, medication and recent activity can confound comparisons.
Key:
Exercise physiology: responses and recovery: 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.
| English | 中文 | 拼音 |
|---|---|---|
| cardiac output/ˈkɑːdiæk ˈaʊtpʊt/ | 心输出量 | xīn shū chū liàng |
| stroke volume/strəʊk ˈvɒljuːm/ | 每搏输出量 | měi bó shū chū liàng |
Supported HL focus. First assessment 2026; current SL/HL brief acquired. Remaining guide, assessment and practical requirements retain their recorded holds.
Prerequisites: read the stated quantities and units, use arithmetic and the model conditions below. Each lesson develops its own method before independent transfer.
These are original or explicitly fictional teaching examples, not actual measurements or completed assessed learner investigations.
Example:
Fictional mass changes from 70.0 to 69.7 kg, with 0.40 kg drink and 0.10 kg urine in one hour. Estimate sweat loss. Use the same sequence: known quantities → model → relation → substitution → unit and interpretation.
Warn:
Body-mass change during an activity directly measures sweat loss without other information. This claim is false: A change in mass is not necessarily a change in body fat. A modelled sweat estimate does not justify fluid restriction, diagnosis, or a one-size-fits-all sports recommendation.
Key:
Hydration: interpret balance without forcing dehydration: 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.
| English | 中文 | 拼音 |
|---|---|---|
| water balance/ˈwɔːtə ˈbæləns/ | 水平衡 | shuǐ píng héng |
| sweat rate/swet reɪt/ | 出汗率 | chū hàn lǜ |
Example:
9 of 36 participants report an outcome. Calculate the percentage. Use the same sequence: known quantities → model → relation → substitution → unit and interpretation.
Warn:
A correlation between diet and illness proves causation. This claim is false: Bile is not an enzyme. A positive food test identifies a component under the test conditions; it does not show that a food is healthy or unhealthy in every diet.
Key:
Digestion, transport and health evidence: 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.
| English | 中文 | 拼音 |
|---|---|---|
| digestion/daɪˈdʒestʃn/ | 消化 | xiāo huà |
| absorption/əbˈsɔːpʃn/ | 吸收 | xī shōu |
Supported HL focus. First assessment 2026; current SL/HL brief acquired. Remaining guide, assessment and practical requirements retain their recorded holds.
Prerequisites: read the stated quantities and units, use arithmetic and the model conditions below. Each lesson develops its own method before independent transfer.
These are original or explicitly fictional teaching examples, not actual measurements or completed assessed learner investigations.
Example:
Momentum change is 120 kg metres per second over 0.40 s. Find average force magnitude. Use the same sequence: known quantities → model → relation → substitution → unit and interpretation.
Warn:
A video from one angle proves the cause of a sports injury. This claim is false: The largest force is not the same as average force. A school movement study should not deliberately create high-impact landings to test a prediction.
Key:
Biomechanics: movement and impulse: 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.
| English | 中文 | 拼音 |
|---|---|---|
| base of support/beɪs ɒv səˈpɔːt/ | 支撑面 | zhī chēng miàn |
| impulse/ˈɪmpʌls/ | 冲量 | chōng liàng |
Supported HL focus. First assessment 2026; current SL/HL brief acquired. Remaining guide, assessment and practical requirements retain their recorded holds.
Prerequisites: read the stated quantities and units, use arithmetic and the model conditions below. Each lesson develops its own method before independent transfer.
These are original or explicitly fictional teaching examples, not actual measurements or completed assessed learner investigations.
Example:
A fictional group records 9 injuries in 4,500 athlete-hours. Calculate injuries per 1,000 hours. Use the same sequence: known quantities → model → relation → substitution → unit and interpretation.
Warn:
The group with more recorded injuries necessarily has a greater injury rate per hour. This claim is false: A rate estimate from a small number of events is uncertain. A low recorded rate can reflect under-reporting, and exposure-normalized association is not proof of a prevention intervention’s causal effect.
Key:
Injury evidence: compare exposure as well as counts: 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.
| English | 中文 | 拼音 |
|---|---|---|
| incidence rate/ˈɪnsɪdəns reɪt/ | 发生率 | fā shēng lǜ |
| overuse injury/ˌəʊvəˈjuːs ˈɪndʒəri/ | 过度使用损伤 | guò dù shǐ yòng sǔn shāng |
Supported HL focus. First assessment 2026; current SL/HL brief acquired. Remaining guide, assessment and practical requirements retain their recorded holds.
Prerequisites: read the stated quantities and units, use arithmetic and the model conditions below. Each lesson develops its own method before independent transfer.
These are original or explicitly fictional teaching examples, not actual measurements or completed assessed learner investigations.
Example:
Scores are 3, 5, 5 and 7. Find the mean. Use the same sequence: known quantities → model → relation → substitution → unit and interpretation.
Warn:
A self-report stress score is a medical diagnosis. This claim is false: Correlation does not prove that stress caused a performance result. Students should not induce distress to investigate coping.
Key:
Motivation, stress and evidence in sport: 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.
| English | 中文 | 拼音 |
|---|---|---|
| coping/ˈkəʊpɪŋ/ | 应对 | yìng duì |
| motivation/ˌməʊtɪˈveɪʃn/ | 动机 | dòng jī |
Supported HL focus. First assessment 2026; current SL/HL brief acquired. Remaining guide, assessment and practical requirements retain their recorded holds.
Prerequisites: read the stated quantities and units, use arithmetic and the model conditions below. Each lesson develops its own method before independent transfer.
These are original or explicitly fictional teaching examples, not actual measurements or completed assessed learner investigations.
Example:
Success rate changes from 80% in practice to 55% in retention. Find the decrease in percentage points. Use the same sequence: known quantities → model → relation → substitution → unit and interpretation.
Warn:
A strong score with continuous prompts proves lasting motor learning. This claim is false: Open-loop and closed-loop are models, not a claim that an athlete’s nervous system uses only one mechanism. Feedback timing, task complexity and sensory availability affect what can be inferred.
Key:
Motor control: feedback, timing and evidence: 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.
| English | 中文 | 拼音 |
|---|---|---|
| augmented feedback/ɔːɡˈmentɪd ˈfiːdbæk/ | 附加反馈 | fù jiā fǎn kuì |
| knowledge of results/ˈnɒlɪdʒ ɒv rɪˈzʌlts/ | 结果反馈 | jié guǒ fǎn kuì |
| retention/rɪˈtenʃn/ | 保持 | bǎo chí |
Example:
15 of 25 retention attempts succeed. Find success percentage. Use the same sequence: known quantities → model → relation → substitution → unit and interpretation.
Warn:
High performance during guided practice always proves lasting motor learning. This claim is false: More feedback is not always better for independent performance. A short-term improvement alone does not demonstrate a lasting learning change.
Key:
Motor learning, feedback and retention: 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.
Supported HL focus. First assessment 2026; current SL/HL brief acquired. Remaining guide, assessment and practical requirements retain their recorded holds.
Prerequisites: read the stated quantities and units, use arithmetic and the model conditions below. Each lesson develops its own method before independent transfer.
These are original or explicitly fictional teaching examples, not actual measurements or completed assessed learner investigations.
Example:
A 40 cm reading has an absolute uncertainty of 1 cm. Find percentage uncertainty. Use the same sequence: known quantities → model → relation → substitution → unit and interpretation.
Warn:
Repeating a measurement always removes a calibration offset. This claim is false: Repeating readings reduces random uncertainty in a mean but does not automatically remove a zero error. Do not quote more decimal places than your measurement can support.
Key:
Uncertainty, gradients and model testing: 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.
| English | 中文 | 拼音 |
|---|---|---|
| systematic error/ˌsɪstəˈmætɪk ˈerə/ | 系统误差 | xì tǒng wù chā |
| uncertainty/ʌnˈsɜːtənti/ | 不确定度 | bù què dìng dù |
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