Exam Intelligence · 1 Official Documents Analysed

How to Score Higher in Cambridge AS & A Level Physical Education (9396)

Evidence-based Physical Education 9396 exam guide built from official examiner reports and mark schemes. Specialised and comprehensive study tips — specific, cited insights so you can achieve top grades.

View Past Papers

Evidence-BasedBuilt from 1 official examiner reports & mark schemes (2023–2023)

What Are Assessment Objectives (AOs)?

Before we dive in, you need to understand how Cambridge actually marks your answers.

AO stands for Assessment Objective. Think of AOs as the different “skills” Cambridge tests you on in every single question. When an examiner marks your paper, they don't just give you a mark out of 12 based on how “good” your answer feels — they allocate specific marks to each AO separately.

For example, a 12-mark question might be split as: AO1 (2 marks) + AO2 (2 marks) + AO3 (2 marks) + AO4 (6 marks). If you write a perfect textbook answer but don't evaluate, you can only score 6 out of 12 — because the other 6 marks are specifically reserved for evaluation.

This is why understanding AOs matters: they tell you exactly what the examiner is looking for and how many marks each skill is worth. Here are the 3 AOs for this subject:

AO1

Knowledge and Understanding

Paper-dependent

Demonstrate knowledge and understanding of anatomical, physiological, psychological and socio-cultural factors that affect performance in physical activity at an advanced level.

AO2

Application and Analysis

Paper-dependent

Apply theoretical knowledge to specific sporting contexts, analyse performance, and use precise technical language to explain concepts.

AO3

Evaluation

Paper-dependent

Evaluate strategies, theories and influences on sporting performance, including practical evidence drawn from filmed coursework and the Evaluation and Appreciation task.

The key takeaway: Most students lose marks not because they lack knowledge (AO1), but because they skip the higher-order skills — building chains of reasoning (AO2) and making supported judgements (AO3). Everything below shows you exactly how to hit each AO based on what examiners have written in their reports.

🚫

Top Mistakes in AS & A Level Physical Education 9396

The most common reasons students lose marks in AS & A Level Physical Education 9396, cited directly from official examiner reports across multiple sessions.

Vague terminology unsuitable for advanced level — generic terms instead of precise technical language

Flagged as a key message in Paper 11, 13, 31, 32, 33 (2023) · Affects: Paper 1, Paper 3

What examiners say

“Candidates need to answer questions with an appropriate depth of theoretical knowledge. Some general terms are too vague at advanced level.”
— 9396 Paper 11, May/June 2023

“Candidates should learn key terms precisely and use them with care.”
— 9396 Paper 31, May/June 2023

“Some weaker candidates answered with a term that was too vague for this level of qualification.”
— 9396 Paper 11, May/June 2023

How to fix this

At A Level, every anatomical, physiological and psychological term must be precise. Write 'rectus femoris' not 'thigh muscle'; 'radioulnar joint' not 'elbow'; 'cardiac output' not 'blood'; 'closed-loop control' not 'feedback control'. Build a glossary by topic (muscles, joints, energy systems, learning theories) and rehearse exact wording. If a 14-year-old IGCSE answer would satisfy the term, it is too vague for 9396.

Failing to satisfy the command word — describing when asked to explain, listing when asked to describe

Flagged as a key message in Papers 11, 13, 32 (2023) · Affects: Paper 1, Paper 3

What examiners say

“Candidates should consider the command word that is used so that the depth of their answer is in line with the command word set.”
— 9396 Paper 11, May/June 2023

“Weaker candidates found the command word here challenging and did not always explain the role of the valves in the cardiac cycle.”
— 9396 Paper 13, May/June 2023

“Candidates who read the question carefully and noted the command word usually answered well. Weaker answers that were limited to descriptions were only able to access partial credit.”
— 9396 Paper 32, May/June 2023

How to fix this

Underline the command word before writing. Describe = state features in detail. Explain = state cause AND effect (point + because + result). Evaluate = give positive AND negative + judgement. Justify = give a reason WHY the choice is correct. Listing the route of blood is not 'describe a function'; describing the process is not 'explain why'.

Repeating points already given in the question stem instead of adding new content

Flagged across Papers 11, 32 (2023) · Affects: Paper 1, Paper 3

What examiners say

“Very weak candidates resorted to repeating the points already given in the question.”
— 9396 Paper 11, May/June 2023

“The strongest candidates stated a benefit of short-term goals. Motivation was in the question so this was not awarded credit. Despite this, some weaker candidates still gave this as their answer.”
— 9396 Paper 32, May/June 2023

“Stronger candidates described a range of relevant characteristics. Weaker candidates tended to repeat the words in the question or use synonyms for motivation and achievement. Words that were in the question, or synonyms, did not gain credit.”
— 9396 Paper 31, May/June 2023

How to fix this

Read the stem twice. Circle every concept already given. Cross out synonyms that would also count as repetition (motivation = drive = desire to succeed). Then build your answer using only NEW points. If the question gives 'motivation', your benefits of short-term goals must be different — e.g. 'they break down a long task into manageable chunks', 'they allow progress to be measured', 'they reduce the perception of failure'.

Omitting units and typical values in physiology questions

Flagged in Paper 11 1(e) and Paper 12 1(d)(i) (2023) · Affects: Paper 1

What examiners say

“The stronger candidates referred to suitable values with units for all three parts of this question. Many candidates identified a value and unit for maximal heart rate during exercise, but fewer candidates were able to suggest an appropriate value with unit for the other items.”
— 9396 Paper 11, May/June 2023

“In this question, correct units were needed with each response. The stronger candidates gave correct typical values for stroke volume and cardiac output during intense exercise.”
— 9396 Paper 12, May/June 2023

How to fix this

Memorise typical values WITH units for resting and intense exercise: maximal HR (~200 bpm), stroke volume rest 70–80 ml, exercise 100–120+ ml, cardiac output rest 5 l/min, exercise 20–30 l/min, tidal volume rest 0.5 l, exercise up to 3 l. A value without a unit, or a unit without a value, scores zero. Practise reciting the full triple — quantity + value + unit — for every cardio-respiratory variable.

Confusing similar syllabus terms — open vs closed-loop, recall vs recognition schema, drive vs inverted-U, sponsorship vs other funding

Flagged across Papers 12, 13, 33 (2023) · Affects: Paper 1, Paper 3

What examiners say

“A few very weak candidates misread the question and described a closed skill instead.”
— 9396 Paper 12, May/June 2023

“Only the stronger candidates could explain the features of recognition schema. Weaker candidates often wrote about recall schema rather than recognition schema or did not seem to know the topic area.”
— 9396 Paper 13, May/June 2023

“Most candidates correctly explained the drive theory of arousal. For stronger candidates this was usually to the level of depth required to score full credit. Most candidates gained at least partial credit. Weaker candidates often explained the Inverted-U theory rather than Drive theory.”
— 9396 Paper 13, May/June 2023

How to fix this

Build paired-comparison cards for every easily-confused pair: closed-loop (feedback used during skill, slow, conscious) vs open-loop (no feedback, fast, autonomous); recall schema (initiates movement, used before) vs recognition schema (evaluates movement, used during/after); drive theory (linear: arousal up = performance up) vs inverted-U (optimum arousal mid-point); funding sources (sponsorship + grants + lottery + ticket sales + merchandise + scholarships). Read the question stem twice and answer the SPECIFIC term, not its sibling.

Generic answers with no application to a named sport or named country / vague sporting examples

Flagged across Papers 11, 13, 31, 33 (2023) · Affects: Paper 1, Paper 3

What examiners say

“Practical examples to support an answer should include wording to show how this exemplifies the concept or theory.”
— 9396 Paper 12, May/June 2023

“Stronger candidates usually gave accurate sporting examples that showed clearly what was being focused on. Weaker candidates tended to name a sport or skill generally and not give sufficient indication as to where the performer's focus should be. These examples were too vague and could not gain credit.”
— 9396 Paper 31, May/June 2023

“Some candidates were very general rather than using the country of their choice. Policies and initiatives from weaker candidates tended to lack the descriptive content required for credit.”
— 9396 Paper 11, May/June 2023

How to fix this

Pick ONE country (your own, UK, USA or Australia) and learn its specific policies, initiatives and elite sport pathways in detail — name them. Pick a small set of named sports (e.g. football, basketball, athletics, swimming, gymnastics) and develop precise examples. 'A basketball player' is too vague — 'a point guard scanning the court for the open team-mate while dribbling at speed' applies focus to a defined moment. The example must explicitly exemplify the theory.

Drifting off-topic — describing a different syllabus area than the one asked

Flagged across Papers 11, 12, 13, 31, 32 (2023) · Affects: Paper 1, Paper 3

What examiners say

“Some weak candidates wrote about irrelevant syllabus terms given the question asked.”
— 9396 Paper 11, May/June 2023

“Some weak candidates focused instead on unhealthy lifestyle choices.”
— 9396 Paper 12, May/June 2023

“Some candidates wrote generically about phases of learning instead or did not articulate the level of performance clearly enough for credit.”
— 9396 Paper 11, May/June 2023

How to fix this

Before writing, restate the question's exact focus in your head: 'this asks about elite sport, NOT phases of learning'; 'this asks about blood doping effects, NOT anabolic steroids or the doping process'; 'this asks about blood pressure increase from exercise, NOT lifestyle disease'. If a known fact does not directly answer the question, leave it out — irrelevant material wastes time and earns no credit.

Underdeveloped responses that ignore mark allocation — short, repetitive, single-word answers

Flagged across Papers 11, 31, 32 (2023) · Affects: Paper 1, Paper 3

What examiners say

“Some weaker candidates did not describe characteristics and instead gave limited, sometimes one-word, responses.”
— 9396 Paper 11, May/June 2023

“Stronger candidates considered the mark allocation and gave several reasons to explain why one activity was at the end of the energy continuum. Some weaker responses were sometimes left underdeveloped and too vague for credit to be awarded.”
— 9396 Paper 32, May/June 2023

“Weaker responses often made a point and repeated it using variations on the same theme. Candidates should be advised to think broadly on some concepts to demonstrate their full understanding.”
— 9396 Paper 31, May/June 2023

How to fix this

Use the mark allocation as your point counter. 4 marks = 4 distinct, developed points (not 4 ways of saying the same thing). Spread breadth: if you have explained 'oxygen delivery', do not also explain 'blood flow' as a separate point — they are the same theme. List four DIFFERENT mechanisms or factors. Aim for a sentence per mark, each carrying a separate idea.

Apply what you've learned

Practice identifying these mistakes in real papers. Try a recent paper and mark yourself — you'll spot these patterns immediately.

Try 2023 May-June All 9396 Papers

✅

What AS & A Level Physical Education 9396 Examiners Reward

Patterns that consistently earn high marks in AS & A Level Physical Education 9396, based on examiner report commentary on top-scoring answers.

Using precise technical terminology consistent with advanced level

Stronger candidates named exact muscles, joint features, bones and physiological terms; weaker candidates lost marks for vague substitutes such as 'thigh muscle' or 'elbow' instead of identifying the specific labelled feature.

Source: 9396 Paper 11, May/June 2023

Reading the question carefully and matching answer depth to the command word

'Many candidates were well prepared for this examination. These candidates set out their answers clearly in a logical structure and used correct technical language. Stronger candidates it seemed read each question carefully and gave detailed examples which supported the theoretical knowledge that was required.'

Source: 9396 Paper 12, May/June 2023

Noting mark allocation and giving an appropriate number of distinct points

Strong candidates 'generally seemed to note the mark allocation for each question and gave responses appropriately', delivering a separate developed point for each mark rather than repeating one idea.

Source: 9396 Paper 12, May/June 2023

Applying knowledge to specific, well-chosen sporting examples

Top candidates linked theory to defined moments in named sports — e.g. clearly identifying each phase of a goalkeeper saving a penalty in a reaction-time question — instead of naming a sport in passing.

Source: 9396 Paper 12, May/June 2023

Direct comparative structure for 'difference' / 'compare' questions

'Differences between two concepts are often best presented in a direct comparison fashion. A table can be a good way to do this.' Strong candidates made clear and direct comparisons (e.g. open-loop vs closed-loop control, sport vs PE) instead of describing one side only.

Source: 9396 Paper 12, May/June 2023

Evaluating with both positive and negative effects when evaluation is required

On the blood doping question, 'stronger responses evaluated the effects of blood doping and gave positive benefits as well as the health risks', while weaker candidates only described the process.

Source: 9396 Paper 31, May/June 2023

📝

AS & A Level Physical Education 9396 Answer Frameworks

Structured approaches for each AS & A Level Physical Education 9396 question type, derived from mark scheme requirements.

Paper 1/3 — 'Explain' questions (3–5 marks)

5–7 minutes

Structure

Name the concept → State the precise mechanism → Apply to a named sport with a specific moment → Give the cause-and-effect reason ('because... so that...')

•State POINT + BECAUSE + CONSEQUENCE for every mark
•Use exact technical terms — 'rectus femoris' not 'thigh muscle'
•Explain WHY, not just WHAT
•Do not list relevant terms without explaining them — that is 'state', not 'explain'

Paper 1/3 — Movement analysis questions (3–6 marks)

4–6 minutes

Structure

Identify the joint → Name the joint type / synovial classification → Type of movement → Agonist (specific muscle, not muscle group) → Antagonist if asked

•Always identify the EXACT labelled feature on the diagram, not the parent joint
•Give the specific muscle name, not 'thigh muscle' or 'arm muscle'
•Use technical movement terms: flexion, extension, abduction, adduction, rotation, circumduction
•If asked for ankle, knee and hip, do not reuse the same movement type

Paper 1/3 — Comparison questions (4–6 marks)

5–8 minutes

Structure

Concept A feature → WHEREAS / WHILE → Concept B feature → repeat for each comparison point. Consider a table layout if permitted.

•Both sides in every statement — 'A does X whereas B does Y'
•A direct comparison table is a recommended format (per 9396 Paper 12 key messages)
•Pair the SAME feature on both sides (timing vs timing, feedback vs feedback)
•Cover the full range — open-loop vs closed-loop should give 3+ paired contrasts

Paper 1/3 — Extended Section C / sport psychology / theory questions (5–8 marks)

8–12 minutes

Structure

Define the theory / model → State each component (e.g. all four attributions in Weiner's model, both axes of inverted-U) → Apply each component with a precise sporting example → Conclude with overall judgement if asked to evaluate

•Match number of points to mark allocation — 6 marks = 6 distinct ideas, not one repeated
•Each example must SHOW the theory in action, not just be a sport name
•If the question gives a term in the stem (e.g. 'motivation'), do not list synonyms of it
•For evaluate: include positives AND negatives AND a final judgement

💬

AS & A Level Physical Education 9396 Command Words Decoded

Each command word in AS & A Level Physical Education 9396 is a scoring instruction. Understanding what examiners expect is critical to earning full marks.

define1–2 marks

Give the precise meaning of a term using exact, syllabus-correct wording. No examples needed.

Common mistake

Using everyday or vague wording rather than the technical definition (e.g. 'endurance' instead of 'muscular endurance — the ability of a muscle group to repeat contractions over time').

describe2–4 marks

Set out features or how something works in detail — features, characteristics, stages.

Common mistake

Giving one-word responses or simply listing without describing — e.g. listing the route of blood instead of describing a function of the cardiovascular system.

explain3–5 marks

Give reasons why or how something happens. Must include cause AND effect, not just description.

Common mistake

Stating relevant terms without explaining them. 'Only the stronger candidates satisfied the command word to explain here. Weaker candidates could usually state some relevant terms but generally could not explain these points.' (9396 Paper 13, 2023)

analyse3–6 marks

Break down into parts and examine how they interact. Often used in movement analysis (joint, agonist, type of movement).

Common mistake

Naming only the most obvious component (e.g. just the agonist at the shoulder) and missing the complete movement analysis with joint, action and muscle role.

evaluate4–8 marks

Weigh up positives and negatives and reach a judgement supported by evidence.

Common mistake

Describing the topic instead of evaluating. On blood doping, weaker candidates 'tended to describe the process' instead of giving both benefits and health risks.

suggest2–6 marks

Apply your knowledge to propose plausible answers — used when more than one answer is acceptable.

Common mistake

Resorting to repeating the question. 'Weaker candidates tended to resort to repeating the question rather than providing sufficiently detailed suggestions.' (9396 Paper 11, 2023)

justify2–4 marks

Give reasons WHY a classification, choice or example is correct.

Common mistake

Giving a classification without explaining why it fits, particularly with complex skills. 'Weaker candidates usually found the justification for complex skills the most challenging.' (9396 Paper 11, 2023)

compare3–6 marks

Identify similarities and differences between two concepts using comparative language.

Common mistake

Describing one side only. 'Differences between two concepts are often best presented in a direct comparison fashion. A table can be a good way to do this.' (9396 Paper 12, 2023)

📐

AS & A Level Physical Education 9396 Diagram Checklist

Incorrect diagrams in AS & A Level Physical Education 9396 are flagged in every examiner report. Use this checklist before every practice and in the exam.

Heart structure with conduction system — label SAN, AVN, Bundle of His, Purkinje fibres, atria, ventricles, valves (tricuspid, bicuspid/mitral, semilunar)

Why it matters: Paper 12 1(d)(ii) and Paper 13 1(d)(i) showed candidates confusing label C, mixing up sides of the heart, or describing blood flow instead of the conduction system. A practised diagram fixes orientation and component names.

Skeletal muscle / movement analysis — joint type (synovial classification), articulating bones, agonist and antagonist for major joints (shoulder, elbow, hip, knee, ankle)

Why it matters: Across all three Paper 1 variants, candidates lost marks for naming muscle GROUPS rather than specific muscles, or naming the parent joint (e.g. 'elbow') rather than the labelled feature (e.g. radioulnar joint). A labelled reference diagram per joint trains specificity.

Inverted-U theory of arousal — graph with arousal on x-axis, performance on y-axis, optimum arousal point marked

Why it matters: Paper 11 2(e) and Paper 13 2(h) showed candidates confusing drive theory with inverted-U. A clear graph with the optimum point and the descending curve at high arousal makes the difference visual and unforgettable.

Information processing / open-loop vs closed-loop control — flow diagram showing input, decision making, output, with feedback loop returning to comparison stage in closed-loop only

Why it matters: Paper 12 2(d)(i) and Paper 13 2(c) showed widespread confusion between open- and closed-loop control. A side-by-side flow diagram fixes the structural difference (no feedback vs continuous feedback).

⚠️

Topics Students Struggle With Most In AS & A Level Physical Education 9396

These AS & A Level Physical Education 9396 topics consistently produce the lowest scores. Prioritise these in your revision.

Recognition schema vs recall schema

'Only the stronger candidates could explain the features of recognition schema. Weaker candidates often wrote about recall schema rather than recognition schema or did not seem to know the topic area.' (9396 Paper 13, 2023)

Affects: Paper 1

Conduction system of the heart

'Some candidates gave comprehensive descriptions of the conduction system of the heart. Weaker candidates sometimes described the flow of blood through the heart instead. Some weak candidates did not attempt this question.' (9396 Paper 12, 2023)

Affects: Paper 1

Open-loop vs closed-loop control

'The strongest responses showed an excellent understanding of closed-loop control. Weaker candidates were generally limited to knowledge that adjustments can be made during the performance of the skill. A few very weak candidates misread the question and described a closed skill instead.' (9396 Paper 12, 2023)

Affects: Paper 1

Drive theory vs inverted-U arousal

'Most candidates correctly explained the drive theory of arousal. Weaker candidates often explained the Inverted-U theory rather than Drive theory.' (9396 Paper 13, 2023)

Affects: Paper 1

Effects of blood doping (evaluation, not description)

'Stronger responses evaluated the effects of blood doping and gave positive benefits as well as the health risks. Weaker candidates tended to describe the process of blood doping instead. A few candidates seemed to describe the effects of anabolic steroids.' (9396 Paper 31/33, 2023)

Affects: Paper 3

Voluntary provision in sport

'Some candidates found this question challenging. Some weak candidates described private provision rather than voluntary provision. Other candidates could not go beyond the concept of volunteers, the stronger candidates tended to qualify this with sufficient detail for credit.' (9396 Paper 11, 2023)

Affects: Paper 1

Weiner's attribution model

'Stronger responses covered the four different attributions from Weiner's model and used suitable sporting examples for each. Weaker candidates sometimes did not show any knowledge of the model.' (9396 Paper 31/33, 2023)

Affects: Paper 3

Amateurism vs professionalism in the Olympic Games

'The strongest responses considered why there was a lack of policy over the transition from amateurism to professionalism... Some weak candidates did not attempt this question.' (9396 Paper 31/33, 2023)

Affects: Paper 3

Target your weak areas

The topics above are where most marks are lost. Use past papers and mark schemes to practice these specific areas until they become second nature.

Past Papers & Mark Schemes

Frequently Asked Questions

What papers make up Cambridge International A Level Physical Education 9396?

Four components. Paper 1: AS Theory written paper covering Anatomy/Physiology, Skill Acquisition and Contemporary Studies. Paper 2: AS Coursework — filmed practical performance plus an Action Plan. Paper 3: A Level Theory written paper covering Energy Systems/Training, Sport Psychology and Olympic/Historical Studies. Paper 4: A Level Coursework — performance evidence plus the spoken Evaluation and Appreciation task on a live observed performance.

How is the coursework assessed and what evidence do centres need to submit?

Coursework is centre-assessed and externally moderated. Centres must submit clearly identifiable filmed evidence (numbered bibs, lane numbers or coloured kit) showing competitive, high-demand situations from multiple angles, plus the required written components (Action Plan for Paper 2, performance log/programme for some activities, spoken Evaluation and Appreciation for Paper 4). Coursework Guidelines must be followed precisely — missing forms, missing written components or low-demand environments will limit marks.

How long is each PE 9396 paper?

Paper 1 (AS Theory) is 2h 30m, 90 marks, three sections covering Anatomy & Physiology, Skill Acquisition, and Contemporary Studies. Paper 3 (A Level Theory) is 2h 30m, also 90 marks, with the same three-section structure at deeper level. Paper 2 and Paper 4 are coursework.

How many examiner reports were used for this guide?

1 official Cambridge examiner report covering the May/June 2023 series across Paper 11, Paper 12, Paper 13, Paper 02 (AS Coursework), Paper 31, Paper 32, Paper 33 and Paper 04 (A Level Coursework). Every quote in this guide is taken directly from that document.

Put It All Into Practice

You now know exactly what examiners reward and penalise. The next step is deliberate practice with real papers. We have 19 exam sessions available for AS & A Level Physical Education 9396 — question papers, mark schemes, and examiner reports.

View All Past Papers Latest Session: 2023 May-June