Year 7 Cambridge Physical Education: Vocabulary & Terminology Quick-Memorisation Guide | Year 7 Cambridge 体育：词汇术语速记指南

📚 Year 7 Cambridge Physical Education: Vocabulary & Terminology Quick-Memorisation Guide | Year 7 Cambridge 体育：词汇术语速记指南

Building a strong foundation in Physical Education starts with mastering the language of movement, anatomy, and sport. For Year 7 learners following the Cambridge curriculum, understanding key terminology not only boosts confidence in practical lessons but also sharpens the analytical skills needed for written assessments. This guide organises essential PE vocabulary into thematic clusters, pairing each term with a clear definition, memorable cues, and sports-specific examples to accelerate recall and deepen comprehension.

在体育学科中建立扎实的基础，首先要掌握运动、解剖和竞技的语言。对于学习剑桥课程的 Year 7 学生来说，理解关键术语不仅能增强实践课上的自信心，还能磨砺书面评估所需的分析能力。本指南将核心体育词汇按主题分组，为每个术语配以清晰的定义、记忆线索和运动专项示例，以加速记忆并加深理解。

1. Fundamental Movement Skills | 基本动作技能

Fundamental Movement Skills (FMS) are the building blocks of all physical activity, typically divided into locomotor, object control, and stability categories. A Year 7 student should be able to identify and demonstrate these patterns fluently, as they underpin more complex sport-specific techniques taught later in the curriculum.

基本动作技能（FMS）是所有身体活动的基石，通常分为移动性技能、物体控制技能和稳定性技能三大类。Year 7 学生应当能够流畅地识别和展示这些动作模式，因为它们是后续课程中更复杂的运动专项技术的基础。

Locomotor Skills involve moving the body from one place to another: running, jumping, hopping, skipping, galloping, side-sliding, leaping. | 移动性技能指将身体从一处移动到另一处：跑步、跳跃、单脚跳、蹦跳、滑步跑、侧滑步、跨步跳。
Object Control Skills involve sending, receiving, or travelling with an object: throwing, catching, kicking, striking, dribbling (hand/foot), volleying. | 物体控制技能涉及送出、接住或带着物体移动：投掷、接球、踢球、击打、运球（手/脚）、凌空击球。
Stability Skills involve balancing and controlling the body’s centre of mass: static balance, dynamic balance, twisting, turning, bending, landing. | 稳定性技能涉及平衡和控制身体重心：静态平衡、动态平衡、扭转、转身、弯曲、落地。

When learning to throw overarm, focus on the ‘T-position’ cue: non-throwing shoulder points to the target, elbow leads the throw, and weight transfers from back foot to front foot. In gymnastics, a controlled landing requires ‘soft knees’ and ‘head up’ to absorb force through the ankles, knees, and hips.

学习上手投掷时，要关注”T 形姿势”提示：非投掷肩指向目标，肘部引领投掷，重心从后脚转移到前脚。在体操中，有控制的落地需要”屈膝缓冲”和”抬头”，通过踝、膝、髋关节吸收冲击力。

2. Health, Fitness, and Wellbeing | 健康、体能与福祉

Cambridge PE emphasises the holistic connection between physical activity and lifelong health. Students must distinguish between ‘health’ (a state of complete physical, mental, and social wellbeing) and ‘fitness’ (the ability to perform physical activity), and begin to link exercise habits to specific health outcomes.

剑桥体育课程强调身体活动与终身健康之间的整体联系。学生必须区分”健康”（一种身体、心理和社交全面安好的状态）和”体能”（完成身体活动的能力），并开始将锻炼习惯与具体的健康结果联系起来。

Cardiovascular Endurance: The ability of the heart, lungs, and blood vessels to deliver oxygen to working muscles during sustained activity. | 心血管耐力：心脏、肺和血管在持续活动中向工作肌肉输送氧气的能力。
Muscular Strength: The maximum force a muscle or muscle group can exert against a resistance. | 肌肉力量：一块或一组肌肉对抗阻力时能产生的最大力。
Muscular Endurance: The ability of a muscle to perform repeated contractions without fatigue. | 肌肉耐力：肌肉在无疲劳状态下进行反复收缩的能力。
Flexibility: The range of motion available at a joint. | 柔韧性：关节可达到的活动幅度。
Body Composition: The proportion of fat, muscle, bone, and other tissues in the body. | 身体成分：身体中脂肪、肌肉、骨骼和其他组织的比例。

A simple mnemonic for the five health-related fitness components is ‘Can My Friend Be Silent?’ — Cardiovascular, Muscular strength, Flexibility, Body composition, Stamina (muscular endurance). Remember that flexibility is joint-specific: a gymnast may have excellent hip flexibility but limited shoulder range.

五个健康相关体能要素的简单记忆法是”Can My Friend Be Silent?”——心血管耐力(Cardiovascular)、肌肉力量(Muscular strength)、柔韧性(Flexibility)、身体成分(Body composition)、肌肉耐力(Stamina)。请记住，柔韧性是关节特定的：体操运动员可能有出色的髋关节柔韧性，但肩关节活动范围有限。

3. Skeletal System: Bones and Joints | 骨骼系统：骨与关节

Every movement analysed in PE lessons originates from the skeletal system’s levers and articulations. Year 7 students should name major bones, classify joints by structure and function, and begin linking bones to the movements they permit at specific joints.

体育课上分析的每一个动作都源于骨骼系统的杠杆和关节连接。Year 7 学生应能说出主要骨骼的名称，按结构和功能对关节分类，并开始将骨骼与其在特定关节处允许的运动联系起来。

Cranium, Clavicle, Scapula, Humerus, Radius, Ulna, Vertebral Column, Pelvis, Femur, Patella, Tibia, Fibula. | 颅骨、锁骨、肩胛骨、肱骨、桡骨、尺骨、脊柱、骨盆、股骨、髌骨、胫骨、腓骨。
Ball-and-Socket Joint (shoulder, hip): allows movement in three planes — flexion/extension, abduction/adduction, rotation. | 球窝关节（肩、髋）：允许在三个平面运动——屈/伸、外展/内收、旋转。
Hinge Joint (elbow, knee, ankle): allows movement in one plane only — flexion and extension. | 铰链关节（肘、膝、踝）：仅允许在一个平面运动——屈和伸。
Pivot Joint (neck — atlas and axis): allows rotational movement. | 枢轴关节（颈部——寰椎和枢椎）：允许旋转运动。
Gliding Joint (carpals, tarsals): bones slide over each other, allowing limited movement. | 滑动关节（腕骨、跗骨）：骨骼彼此滑动，允许有限运动。

Memorise the vertebral column sections top to bottom using ‘C T L S C’ — Cervical (7 vertebrae), Thoracic (12), Lumbar (5), Sacrum (5 fused), Coccyx (4 fused). The femur is the longest bone in the body; its head fits into the pelvis at the hip joint, forming a ball-and-socket arrangement that provides the large range of motion needed for kicking a football.

用”C T L S C”从上到下记忆脊柱分段——颈椎(7块椎骨)、胸椎(12块)、腰椎(5块)、骶骨(5块融合)、尾骨(4块融合)。股骨是人体最长的骨骼；其头部在髋关节处嵌入骨盆，形成球窝结构，为踢足球所需的大范围运动提供了条件。

4. Muscular System: Key Muscles and Actions | 肌肉系统：关键肌肉与动作

Muscles work in pairs across joints to create movement: while one muscle contracts (agonist), the opposing muscle relaxes (antagonist). Year 7 learners should identify major superficial muscles and understand the basic mechanics of muscle action.

肌肉在关节两侧成对工作以产生运动：一块肌肉收缩（主动肌）时，对侧肌肉放松（拮抗肌）。Year 7 学习者应能识别主要浅层肌肉，并理解肌肉动作的基本力学。

Biceps brachii / Triceps brachii: agonist-antagonist pair at the elbow; biceps flexes, triceps extends. | 肱二头肌/肱三头肌：肘部的主动肌-拮抗肌对；肱二头肌屈肘，肱三头肌伸肘。
Quadriceps / Hamstrings: agonist-antagonist pair at the knee; quadriceps extend, hamstrings flex. | 股四头肌/腘绳肌：膝关节的主动肌-拮抗肌对；股四头肌伸膝，腘绳肌屈膝。
Gastrocnemius / Tibialis anterior: ankle pair; gastrocnemius plantar-flexes (points toes), tibialis anterior dorsiflexes (lifts toes). | 腓肠肌/胫骨前肌：踝关节对；腓肠肌跖屈（绷脚尖），胫骨前肌背屈（勾脚尖）。
Deltoid, Pectorals, Latissimus dorsi, Abdominals, Gluteals: muscles that move the shoulder, trunk, and hip. | 三角肌、胸肌、背阔肌、腹肌、臀肌：移动肩、躯干和髋的肌肉。

Use the phrase ‘Busy Bees Travelling Quietly’ to recall Biceps (flex), Triceps (extend), Quadriceps (extend), Hamstrings (flex) — though note the quad-hamstring function is opposite to biceps-triceps if thinking pure elbow vs. knee analogy. A practical drill: during a bicep curl, the concentric phase (lifting) features the bicep shortening; the eccentric phase (lowering) features the bicep lengthening under tension.

用短语”Busy Bees Travelling Quietly”来记忆肱二头肌(屈)、肱三头肌(伸)、股四头肌(伸)、腘绳肌(屈)——不过要注意，单纯从肘关节和膝关节类比来看，股四头肌-腘绳肌的功能与肱二头肌-肱三头肌是相反的。实践练习：在肱二头肌弯举中，向心阶段（上举）肱二头肌缩短；离心阶段（下放）肱二头肌在张力下拉长。

5. Movement Terminology: Planes, Axes, and Directions | 运动术语：平面、轴与方向

Describing movement precisely requires a shared directional vocabulary. Cambridge Year 7 introduces the fundamental planes of movement and the directional terms that allow students to analyse technique across all sports.

精确描述运动需要一套共同的方向词汇。剑桥 Year 7 介绍了基本运动平面和方向术语，使学生能够分析所有运动项目的技术。

Sagittal Plane: divides body into left and right; movements include flexion, extension (e.g., running, bicep curl). | 矢状面：将身体分为左右两部分；运动包括屈、伸（如跑步、肱二头肌弯举）。
Frontal Plane: divides body into front and back; movements include abduction, adduction (e.g., star jumps, side lunges). | 冠状面：将身体分为前后两部分；运动包括外展、内收（如开合跳、侧弓步）。
Transverse Plane: divides body into top and bottom; movements include rotation (e.g., discus throw, golf swing). | 水平面：将身体分为上下两部分；运动包括旋转（如铁饼投掷、高尔夫挥杆）。
Superior / Inferior: towards the head / towards the feet. | 上/下：朝向头部/朝向足部。
Anterior / Posterior: front of body / back of body. | 前/后：身体前方/身体后方。
Medial / Lateral: closer to midline / further from midline. | 内侧/外侧：更靠近中线/更远离中线。
Proximal / Distal: closer to trunk / further from trunk. | 近端/远端：更靠近躯干/更远离躯干。

Visualise the sagittal plane as a pane of glass slicing between your eyes: any movement parallel to that glass (cycling legs, sprinting arms) occurs in the sagittal plane. A star jump’s arm and leg travel occurs in the frontal plane because limbs move away from the midline laterally.

把矢状面想象成一块玻璃板从双眼之间切开：任何与该玻璃板平行的运动（自行车腿部动作、冲刺摆臂）都发生在矢状面。开合跳中手臂和腿的运动发生在冠状面，因为四肢在外侧远离中线。

6. Components of a Warm-Up and Cool-Down | 热身与放松的组成部分

Structuring an effective warm-up and cool-down is a core practical skill assessed throughout Cambridge PE. Students must name the phases, explain their physiological purpose, and design activities appropriate to the upcoming sport.

设计有效的热身和放松是贯穿剑桥体育课程评估的一项核心实践技能。学生必须说出各阶段名称，解释其生理目的，并设计与即将进行的运动相适应的活动。

Warm-Up Phase 1: Pulse Raiser — light aerobic activity (jogging, skipping) to gradually increase heart rate and blood flow to muscles. | 热身第一阶段：脉搏提升——轻度有氧活动（慢跑、蹦跳）以逐步提高心率和肌肉血流量。
Warm-Up Phase 2: Dynamic Stretching — controlled, sport-specific movements through full range of motion (leg swings, arm circles, lunges with rotation). Avoid static holds. | 热身第二阶段：动态拉伸——通过完整活动范围进行的、有控制的运动专项活动（摆腿、手臂绕环、旋转弓步）。避免静态保持。
Warm-Up Phase 3: Skill-Rehearsal — sport-specific drills at gradually increasing intensity (dribbling, passing, short sprints). | 热身第三阶段：技能演练——强度逐步增加的运动专项练习（运球、传球、短距离冲刺）。
Cool-Down Phase 1: Pulse Lowering — low-intensity cardiovascular activity to gradually return heart rate to resting levels, preventing blood pooling. | 放松第一阶段：脉搏降低——低强度心血管活动，使心率逐步恢复到静息水平，防止血液淤积。
Cool-Down Phase 2: Static Stretching — held stretches (15-30 seconds) targeting major muscles used; aids flexibility and reduces muscle soreness. | 放松第二阶段：静态拉伸——针对所使用的主要肌肉进行保持性拉伸（15-30秒）；有助于柔韧性并减轻肌肉酸痛。

Never use static stretching during a warm-up: cold muscles stretched statically can reduce power output and increase injury risk. Instead, dynamic lunges prepare the quadriceps and hip flexors for football more effectively. A cool-down static hamstring stretch, held for 20 seconds, helps return the muscle to its resting length after repeated sprint contractions.

热身时切勿使用静态拉伸：对尚未热身的肌肉进行静态拉伸会降低爆发力输出并增加受伤风险。相反，动态弓步能更有效地为足球运动准备好股四头肌和髋屈肌。放松时的腘绳肌静态拉伸，保持20秒，有助于在反复冲刺收缩后使肌肉恢复到静息长度。

7. Principles of Training: SPORT and FITT | 训练原则：SPORT 与 FITT

Training principles provide the framework for designing safe, effective exercise programmes that improve fitness over time. Cambridge Year 7 introduces two acronyms — SPORT and FITT — that students apply when setting goals or evaluating a training plan.

训练原则为设计安全有效的锻炼方案提供了框架，以逐步提升体能。剑桥 Year 7 引入两个缩略词——SPORT 和 FITT，学生可在设定目标或评估训练计划时加以应用。

SPORT:
- Specificity: training must be relevant to the sport or fitness goal. | 针对性：训练必须与运动项目或体能目标相关。
- Progression: gradually increase the difficulty or load to continue improving. | 渐进性：逐步增加难度或负荷以持续进步。
- Overload: work harder than normal to stress the body’s systems (linked to FITT). | 超负荷：比平时更努力地训练以对身体系统施加压力（与 FITT 相关）。
- Reversibility: fitness gains are lost when training stops (‘use it or lose it’). | 可逆性：停止训练后体能提升会丧失（”用进废退”）。
- Tedium: avoid boredom by varying training methods; essential for motivation and adherence. | 枯燥性：通过变换训练方法避免无聊；对保持动力和坚持至关重要。

FITT:
- Frequency: how often training occurs (e.g., 3 times per week). | 频率：训练多久进行一次（如每周3次）。
- Intensity: how hard training is (heart rate, weight lifted, speed). | 强度：训练的艰苦程度（心率、举起重量、速度）。
- Time: duration of each session (e.g., 30 minutes). | 时间：每次训练的持续时间（如30分钟）。
- Type: the kind of training (continuous, interval, circuit, resistance). | 类型：训练的种类（持续训练、间歇训练、循环训练、抗阻训练）。

To achieve overload, manipulate one FITT variable at a time. A runner wanting to improve 1500m time might first increase Frequency (from 2 to 3 weekly runs), then Time (longer sessions), then Intensity (incorporating interval sprints). Reversibility explains why a student returning after a six-week holiday feels less fit: cardiovascular endurance declines noticeably within 2-4 weeks of inactivity.

要实现超负荷，一次只需操控一个 FITT 变量。一位想提高1500米成绩的跑者可能首先增加频率（从每周2次增至3次），然后增加时间（更长的训练课），最后增加强度（加入间歇冲刺）。可逆性解释了为什么休假六周后返校的学生会感觉体能下降：心血管耐力在停止活动2-4周内就会明显衰退。

8. Sports-Specific Terminology: Invasion Games | 运动专项术语：侵入性球类运动

Invasion games — including football, netball, basketball, hockey, and rugby — share tactical concepts despite differing rules. Mastering the terminology of space, possession, and transition equips Year 7 students to analyse and improve performance across multiple sports.

侵入性球类运动——包括足球、无挡板篮球、篮球、曲棍球和橄榄球——尽管规则不同，但共享战术概念。掌握空间、控球和攻防转换等术语，能让 Year 7 学生分析和提升多项运动中的表现。

Possession: the team or player with the ball; maintaining possession requires accurate passing and effective support. | 控球：持球的球队或球员；保持控球需要准确传球和有效支援。
Attacking Principles: width (spread out to stretch defence), depth (players behind the ball for support), penetration (breaking through defence), mobility (movement off the ball). | 进攻原则：宽度（拉开以牵制防守）、深度（球后有球员支援）、渗透（突破防守）、机动性（无球跑动）。
Defensive Principles: delay (slow down attack), depth (cover behind challenging defender), balance (compactness), concentration (numbers near ball area). | 防守原则：延误（减慢进攻速度）、纵深（在逼抢后卫身后保护）、平衡（紧凑性）、集中（球区附近的人数优势）。
Transition: the moment possession changes from attack to defence or vice versa; the first few seconds are critical. | 攻防转换：控球权从进攻转为防守或反之的瞬间；最初几秒至关重要。
Man-to-Man Marking vs. Zone Defence: marking a specific opponent versus guarding a designated area. | 人盯人防守 vs. 区域防守：盯防特定对手与守卫指定区域。

In netball, the ‘Dodge and Drive’ movement uses a sharp change of direction to lose a marker before receiving a pass — this applies the attacking principle of mobility. In football, a ‘Give and Go’ (wall pass) demonstrates penetration: player A passes to B, runs past a defender, and receives the return pass.

在无挡板篮球中，”Dodge and Drive”动作利用突然变向来摆脱盯防者再接球——这运用了机动性的进攻原则。在足球中，”Give and Go”（墙式传球）展示了渗透原则：球员A传球给B，跑过防守者，再接回传球。

9. Sports-Specific Terminology: Net and Wall Games | 运动专项术语：隔网与墙类运动

Net and wall games — such as badminton, tennis, table tennis, volleyball, and squash — demand precise shot selection and court positioning vocabulary. Year 7 learners benefit from categorising shots by trajectory, purpose, and tactical intent.

隔网与墙类运动——如羽毛球、网球、乒乓球、排球和壁球——要求精准的击球选择和对场地站位词汇的掌握。Year 7 学习者通过按轨迹、目的和战术意图对击球进行分类来获益。

Clear (Badminton) / Lob (Tennis): a high, deep shot that pushes the opponent to the back of the court; used defensively to regain position or offensively to create space. | 高远球（羽毛球）/ 挑高球（网球）：将对手逼到底线附近的高而深的球；防守性用于重新站位，进攻性用于创造空间。
Drop Shot: a soft shot that barely clears the net and falls close to it, forcing the opponent to rush forward. | 网前轻吊球：刚好过网并落在近网处的软球，迫使对手前冲。
Smash / Spike: a powerful overhead shot hit steeply downwards, aimed at winning the point outright or forcing a weak return. | 扣杀/扣球：大力的上手击球，向下陡直击出，旨在直接得分或迫使对手回球质量低。
Volley: hitting the ball before it bounces (tennis, volleyball, table tennis variations apply). | 凌空球：在球落地反弹之前击球（适用于网球、排球、乒乓球等各项变体）。
Ready Position: feet shoulder-width apart, knees slightly bent, weight forward on balls of feet, racket head up — allows quick movement in any direction. | 准备姿势：双脚与肩同宽、膝微屈、重心前置于前脚掌、拍头举起——便于向任何方向快速移动。

In badminton, a well-disguised drop shot is most effective when set up by a series of deep clears: the dramatic change of pace exploits the opponent’s rear-court anticipation. The ready position is universal across net sports: a tennis player recovering to the centre baseline after each shot returns to this balanced, alert stance.

在羽毛球中，通过一连串深远高远球铺垫后的假动作网前轻吊球最有效：节奏的剧烈变化利用了对手对后场球的预期。准备姿势在隔网运动中具有通用性：网球运动员每次击球后回到底线中央，都会恢复到这个平衡、警觉的站姿。

10. Sports-Specific Terminology: Striking and Fielding Games | 运动专项术语：击打与守备类运动

Cricket, rounders, and softball share a common tactical structure: one team bats to score runs while the other fields to restrict scoring and take wickets or force outs. The terminology below helps Year 7 students communicate roles and strategies clearly.

板球、圆场棒球和垒球具有共同的战术结构：一方击球得分，另一方守场限制得分并拿下三柱门或迫使出局。以下术语帮助 Year 7 学生清晰地沟通角色和策略。

Striker / Batter: the player facing the delivery and attempting to hit the ball. | 击球员：面对投球并试图击球的球员。
Non-Striker: the batter standing at the bowler’s end, ready to run. | 非击球员：站在投球手一端、准备跑垒的击球员。
Wicketkeeper / Backstop: the fielder positioned behind the batter to stop missed balls. | 守门员/接手：位于击球员身后的守场员，负责拦截漏球。
Fielding Positions: slips, gully, point, cover, mid-off, mid-on, square leg, fine leg — names indicating angular position relative to batter. | 守场位置：滑垒区、沟壑区、得分点、内场覆盖区、中外野、内野直区、内野方区、外野边区——指示相对于击球员的角位。
Run / Single: both batters safely reach the opposite popping crease or base. | 得分跑/一分：两名击球员均安全到达对面的击球线或垒包。

In cricket, shouting ‘Yes’, ‘No’, or ‘Wait’ for calling runs is a fundamental communication skill: the striker calls for shots forward of square, the non-striker calls for shots behind square. A ‘Long Barrier’ fielding technique — kneeling with one knee behind the ball to block its path — ensures safe gathering along the ground.

在板球中，喊”跑”、”别跑”或”等待”来进行跑分呼叫是一项基本的沟通技能：击球员负责为前方区域的击球呼叫，非击球员负责为后方区域的击球呼叫。”长挡板”守场技术——单膝跪地，用膝盖挡住球路——确保了地面的安全接球。

11. Safety, Rules, and Officiating | 安全、规则与裁判

Understanding safety protocols and basic rules is integral to the Cambridge PE curriculum. Year 7 learners should recognise common hazard types, officiating signals, and the role of etiquette in maintaining fair play.

理解安全规程和基本规则是剑桥体育课程的组成部分。Year 7 学习者应能识别常见的危险类型、裁判信号，以及礼仪在维护公平竞赛中的作用。

Hazard: anything with the potential to cause harm (e.g., wet floor, jewellery, broken equipment). | 危险源：任何有可能造成伤害的事物（如湿地板、首饰、损坏的器材）。
Risk Assessment: identifying hazards, evaluating who might be harmed, and implementing control measures. | 风险评估：识别危险源，评估可能受伤害的人，并实施控制措施。
Personal Protective Equipment (PPE): gear worn to minimise injury risk — shin pads (football), helmet (cricket), gum shield (hockey/rugby). | 个人防护装备（PPE）：为减少受伤风险而穿戴的装备——护腿板（足球）、头盔（板球）、牙套（曲棍球/橄榄球）。
Hand Signals: umpires and referees use standardised gestures to communicate decisions (e.g., raised hand for travel in netball, two fingers up for a double hit in volleyball, penalty corner signal in hockey). | 手势信号：裁判员使用标准化手势传达判罚决定（如无挡板篮球中举手示意走步、排球中伸两指示意连击、曲棍球中短角球信号）。
Fair Play Code: respecting opponents, officials, and rules; shaking hands before/after competition regardless of outcome. | 公平竞赛准则：尊重对手、裁判和规则；无论结果如何，赛前赛后握手。

Before any PE lesson, conduct a mini risk assessment: check the playing surface for debris, ensure participants have removed watches and earrings, and confirm equipment is undamaged. In cricket, a raised index finger signals a batter is ‘out’; in netball, the umpire crosses both wrists overhead to indicate a contact foul.

在任何体育课前，进行一次小型风险评估：检查运动表面是否有异物，确保参与者已摘下手表和耳环，确认器材完好无损。在板球中，裁判举起食指表示击球员”出局”；在无挡板篮球中，裁判将双腕在头顶交叉表示接触犯规。

12. Measuring and Recording Performance | 测量与记录运动表现

Data collection underpins the analytical strand of Cambridge PE. Year 7 students learn to gather simple quantitative and qualitative data, then use it to identify strengths and set improvement targets in fitness and skill performance.

数据收集是剑桥体育分析模块的基础。Year 7 学生学习收集简单的定量和定性数据，然后用它来识别自身的优势领域，并设定体能和技能表现的改进目标。

Quantitative Data: numerical information — heart rate (beats per minute), time (stopwatch), distance (metres), repetitions completed, score. | 定量数据：数字信息——心率（每分钟心跳数）、时间（秒表）、距离（米）、完成重复次数、得分。
Qualitative Data: descriptive, non-numerical information — technique observations, coaching feedback, rating scales (e.g., ‘good, satisfactory, needs improvement’). | 定性数据：描述性、非数字信息——技术观察、教练反馈、评分量表（如”良好、合格、需改进”）。
Fitness Testing: standardised tests for health-related components — Multi-Stage Fitness Test (cardiovascular endurance), hand-grip dynamometer (strength), sit-and-reach test (flexibility). | 体能测试：针对健康相关要素的标准化测试——多阶段体能测试（心血管耐力）、握力计（力量）、坐位体前屈（柔韧性）。
Observation Checklist: a targeted list of technique points used to analyse a peer’s performance (e.g., for a basketball set shot: elbow under ball, follow-through with wrist flick). | 观察清单：用于分析同伴表现的技术要点清单（如篮球定位投篮：肘部在球下方、手腕挥动完成随球动作）。
Baseline and Re-Test: initial measurement before a training programme begins, repeated after a set period to quantify improvement. | 基线与复测：训练计划开始前的初始测量，在设定的周期后重复测量以量化进步。

When coaching a peer on the basketball set shot, record qualitative data first: ‘Elbow flared outward on release; limited follow-through causing flat trajectory.’ Then test quantitatively: count successful shots from 8 attempts at a fixed distance. Combining both data types yields actionable improvement goals.

在指导同伴进行篮球定位投篮时，首先记录定性数据：”出手时肘部外扩；随球动作有限导致弧线平直。”然后进行定量测试：在固定距离投篮8次，计算成功次数。结合两种数据类型可以得出切实可行的改进目标。

Published by TutorHao | Physical Education Revision Series | aleveler.com

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