International Baccalaureate · IB Diploma

Sports, Exercise and Health Science · HL

Экзаменационные билеты, образцы и документы программы для этого курса.

Раздаточные материалы, рабочие листы и слайды

Общие документы по темам сохраняют исходные названия курса и темы. Используйте спецификацию выбранной вами экзаменационной системы для охвата, уровня сложности и требований к экзамену.

Раздаточные материалы · International Baccalaureate · IB Diploma · Sports, Exercise and Health Science · HL (12)

Листы заданий · International Baccalaureate · IB Diploma · Sports, Exercise and Health Science · HL (9)

Презентационные слайды · International Baccalaureate · IB Diploma · Sports, Exercise and Health Science · HL (12)

Слайды с разбором упражнений · International Baccalaureate · IB Diploma · Sports, Exercise and Health Science · HL (9)

Методические руководства · International Baccalaureate · IB Diploma · Sports, Exercise and Health Science · HL (1)

Практические навыки

Учебные модули и цели обучения

Эти уроки охватывают выбранные цели курса. Проверьте оставшиеся пробелы в материале; это не является полной программой подготовки.

Уроки →Практика лексики →

A.1 · Связь и коммуникация

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.

минутный объём крови: Объем крови, перекачиваемый за минуту
ударный объём: Объем крови, перекачиваемый за одно сокращение сердца

A.2 · Гидратация и питание

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.

водный баланс: Соотношение между притоками воды, оттоками и накоплением
скорость потоотделения: Объем пота, потерянного за единицу времени при указанных условиях
пищеварение: Расщепление крупных молекул пищи
поглощение: Перемещение растворимых продуктов в организм

A.3 · Ответ

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.

минутный объём крови: Объем крови, перекачиваемый за минуту
ударный объём: Объем крови, перекачиваемый за одно сокращение сердца

B.1 · Генерация движений в организме

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.

импульс: Импульс силы (сила, интегрированная по времени), равный изменению импульса движения
опорная поверхность: Площадь, поддерживающая тело

B.2 · Силы, движение и механика

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.

импульс: Импульс силы (сила, интегрированная по времени), равный изменению импульса движения
опорная поверхность: Площадь, поддерживающая тело

B.3 · Травмы

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.

частота встречаемости: Новые события, деленные на установленную меру воздействия
травма от перенапряжения: Травма, связанная с повторными нагрузками со временем

C.1 · Индивидуальные различия

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.

мотивация: Процессы, влияющие на начало и поддержание
копинг (стратегии совладания): Стратегии, используемые для управления требованиями

C.2 · Моторное обучение

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.

расширенная обратная связь: Дополнительная информация о задаче, предоставляемая помимо собственной сенсорной обратной связи исполнителя
обратная связь о результатах: Обратная связь о результате выполнения задания
удерживания: Сохранение результатов обучения после перерыва

C.3 · Мотивация

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.

мотивация: Процессы, влияющие на начало и поддержание
копинг (стратегии совладания): Стратегии, используемые для управления требованиями

C.4 · Стресс и способы совладания

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.

мотивация: Процессы, влияющие на начало и поддержание
копинг (стратегии совладания): Стратегии, используемые для управления требованиями

C.5 · Психологические навыки

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.

мотивация: Процессы, влияющие на начало и поддержание
копинг (стратегии совладания): Стратегии, используемые для управления требованиями

Practical · Экспериментальная программа

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.

неопределенность: Количественное ограничение измеренного результата
систематическая ошибка: Систематическая ошибка измерения

Подготовка к этой квалификационной программе

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.

Требуются дополнительные учебные материалы

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

Спецификации и образцы документов

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

Материалы курса

Подготовка к курсу

Документы доступны. Заметки, специфичные для экзаменационного органа, тесты и интерактивная практика с прошлыми экзаменами еще не доступны для всех курсов.

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