Hi there, you PE wizards. How does it feel to have your major block of Unit 3 revision done? Give yourself a pat on the back, take yourself on a walk, make yourself a milo – you deserve it. Once you’ve done all that, it’s time to move on to Unit 4 revision.
The great thing about revising for Unit 4 is that it’s much less work. Most of the content is still pretty fresh in your mind, for example if you have just finished covering chronic adaptations or psychological strategies in class you don’t need to spend much time revising this at all! Some of you may still have a final SAC coming up early in term 4 and so reviewing the content for that SAC can double as your revision.
Because Unit 4 might be a bit more familiar to you, it’s important to really think about what areas you need to invest your time into in your revision. The brainstorming and planning activities I outlined in last week’s entry on Unit 3 revision will still be very helpful for you for Unit 4. So, the first step I took in starting my Unit 4 revision was figuring out what I actually needed to revise.
Now let’s talk study methods. Revising the content for your subjects doesn’t need to be a long, boring process that has you chained to your desk- this is especially true for PE. These are some of the methods I found most useful when doing my PE revision.
The first thing I did was to look over my notes briefly- and I mean briefly. I made sure that I didn’t spend more than a day or two looking over notes because, as important as it is to revisit the information and refresh your memory, this is not the most effective way to do it! When looking over my notes, I used a highlighter to isolate the most important points and also paid attention to the areas that I had highlighted throughout the year. Highlighting or underlining as you read really helps to make sure that you are engaged in what you are doing. Highlighting the most important bits to you – maybe areas that you struggled with or that you forgot about, will also help to bring your attention to these topics. Remember – you DO NOT need to rewrite your notes, you have enough, use what you’ve got.
Once I had looked over the content a little bit, I found it useful to look over the SACs for that topic (you may not have them on you, but often if you ask your teacher will lend them to you) or any practice SACs or practice questions I had done for the topic. This really helped me to start thinking about the content in application again and to consider how it is tested and what terms and structures I should use to respond. Often this aspect of revision would really remind me of some key elements that you need to include in your answers for certain topics. For example, in chronic adaptations I was reminded of the importance of linking the content back to improvement in overall sporting performance for the specific athlete.
For any topics that I was still feeling a little bit unsure about, I would jump onto YouTube and find a video of someone explaining it a bit further or in a different way. Getting some new perspectives really added to my depth of understanding and prepared me to answer questions that were phrased in a way that was different from what I was used to in my SACs. Videos where the content is applied practically by a sporting group were the ones I found most useful.
Particularly for the topic of training program design, I found practical study to be the most effective way of remembering the different training methods. This also provided a nice break from other revision. Quickly designing a training session or a program and then doing one of the sessions is a really great way of integrating the revision process into your day to day activities. After the session, you can then evaluate the program in terms of training methods, training principles and fitness components and figure out which kind of athlete this session would be useful for and which kind of athlete it would be less useful for. This is a great revision activity to do with friends, either in person or over video call.
My goal throughout the revision process was to end up with a really clear idea of what definitions/terms I really need to know and how larger concepts work. For these I use cue cards and posters respectively. As I revised each topic, I would try to identify the most important information and put that on a cue card or a poster so that I could continue small revision sessions throughout the coming weeks.
Next week, we will talk in detail about how to continue your revision on a smaller scale up to the exam. For now, keep working on finishing up the bulk of your revision, keep yourself strict on the times when you are supposed to be working and allow yourself to relax during rest periods. Keep going, you’re smashing it!
Have a question?
In the final weeks before exams Jo will be hosting 2 Live Q&A sessions to help everyone get fully prepared for exams. If you have a question on how to best get prepared, have been stuck on an exam question or want to clarify an area of content send it through here, and Jo might answer it live!