دبلومة البكالوريا الدولية · IB Diploma

Sports, Exercise and Health Science · HL

ورقات امتحان، وعينات، ووثائق المناهج لهذا المقرر.

مواد تعليمية، أوراق تمارين وشرائح عرض

تحتفظ المستندات المشتركة بموضوعاتها بأسماء دورتها وموضوعها الأصلي. استخدم مواصفات الهيئة التي اخترتها لتغطية المحتوى، ومستوى الصعوبة ومتطلبات الامتحان.

نشرات · دبلومة البكالوريا الدولية · IB Diploma · Sports, Exercise and Health Science · HL (12)

أوراق تمارين · دبلومة البكالوريا الدولية · IB Diploma · Sports, Exercise and Health Science · HL (9)

عروض تقديمية · دبلومة البكالوريا الدولية · IB Diploma · Sports, Exercise and Health Science · HL (12)

عروض تقديمية لتوضيح التمارين · دبلومة البكالوريا الدولية · IB Diploma · Sports, Exercise and Health Science · HL (9)

أدلة التدريس · دبلومة البكالوريا الدولية · IB Diploma · Sports, Exercise and Health Science · HL (1)

المهارات العملية

وحدات المقرر وأهداف التعلم

تعلم هذه الدروس أهدافاً محددة من المقرر. تحقق من فجوات التغطية المتبقية؛ المادة ليست برنامج تحضير شامل.

دروس →تدريب المفردات →

A.1 · الاتصالات

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.

الحجم القلبي: حجم الدم المضخوخ في الدقيقة الواحدة ⟦⟧
حجم الضربة: حجم الدم المضخوخ في كل نبضة

A.2 · الترطيب والتغذية

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.

ميزانية الماء: العلاقة بين مدخلات ومخرجات وتخزين الماء ⟦number⟧
معدل التعرق: حجم العرق المفقود لكل وحدة زمن تحت الظروف المحددة ⟦number⟧
الهضم: تحلل الجزيئات الغذائية الكبيرة
امتصاص: انتقال النواتج الذائبة إلى الجسم

A.3 · الاستجابة

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.

الحجم القلبي: حجم الدم المضخوخ في الدقيقة الواحدة ⟦⟧
حجم الضربة: حجم الدم المضخوخ في كل نبضة

B.1 · توليد الحركة في الجسم

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.

انفعال: قوة مدمجة زمنيًا، تساوي التغير في الزخم ⟦⟧
قاعدة الدعم: المساحة الداعمة للجسم

B.2 · القوى والحركة والتميز

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.

انفعال: قوة مدمجة زمنيًا، تساوي التغير في الزخم ⟦⟧
قاعدة الدعم: المساحة الداعمة للجسم

B.3 · الإصابات

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.

معدل الحدوث: الأحداث الجديدة مقسومة على مقياس تعرض محدد ⟦number⟧
إصابة فرط الاستخدام: إصابة مرتبطة بتحميل متكرر بمرور الوقت ⟦number⟧

C.1 · الاختلافات الفردية

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.

الدافع: العمليات المؤثرة على البدء والاستمرارية ⟦⟧
التكيف: استراتيجيات تُستخدم لإدارة المتطلبات

C.2 · التعلم الحركي

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.

التغذية الراجعة المعززة: معلومات إضافية عن المهمة يتم تقديمها فوق تغذية راجعة الحس الخاصة بالأداء ⟦number⟧
معرفة النتائج: تغذية راجعة حول نتيجة المهمة
احتباس: استمرارية التعلم بعد مرور فترة زمنية ⟦⟧

C.3 · الدافع

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.

الدافع: العمليات المؤثرة على البدء والاستمرارية ⟦⟧
التكيف: استراتيجيات تُستخدم لإدارة المتطلبات

C.4 · التوتر والتكيف

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.

الدافع: العمليات المؤثرة على البدء والاستمرارية ⟦⟧
التكيف: استراتيجيات تُستخدم لإدارة المتطلبات

C.5 · المهارات النفسية

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.

الدافع: العمليات المؤثرة على البدء والاستمرارية ⟦⟧
التكيف: استراتيجيات تُستخدم لإدارة المتطلبات

Practical · البرنامج التجريبي

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.

عدم اليقين: قيود كمية على نتيجة القياس
خطأ منهجي: انحياز قياس مستمر

الاستعداد لهذا المؤهل

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.

التغطية التدريس ما زالت مطلوبة

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