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How to Score Higher in IB Higher Level Sports, Exercise and Health Science (HL)

Evidence-based IB Higher Level Sports, Exercise and Health Science exam guide built from official examiner reports and mark schemes.

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Evidence-BasedBuilt from 4 official examiner reports & mark schemes (2023–2025)

What Are Assessment Objectives (AOs)?

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

AO stands for Assessment Objective. Think of AOs as the different “skills” the IB 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

Knowing and Understanding

~30% — Paper 1 MCQs, Paper 2 definitions and outlines

Demonstrate knowledge of SEHS facts, concepts and terminology. Subject specialists repeatedly flag confusion between similar-sounding terms (anaerobic/aerobic, saturated/unsaturated, erythrocytes/leucocytes, peripheral/central fatigue). Precise technical vocabulary is essential.

AO2

Applying and Analysing

~40% — Paper 2 data-based questions, Paper 3 options

Apply SEHS theory to sport, exercise and health contexts. Interpret data, graphs and tables. Subject specialists note that students with breadth of knowledge often fail to apply it — questions increasingly require contextual application to familiar AND unfamiliar activities.

AO3

Synthesising and Evaluating

~30% — Paper 2 Section B, Paper 3 extended response

Discuss, analyse and evaluate using SEHS terminology. Requires balanced points, depth of explanation and the ability to apply principles (e.g., Newton's laws, principles of training) to specific sporting examples rather than rote recital.

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.

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Top Mistakes in Higher Level Sports, Exercise and Health Science

The most common reasons students lose marks in Higher Level Sports, Exercise and Health Science , cited directly from official examiner reports across multiple sessions.

1

Failing to apply theory to sport, exercise and health contexts — listing knowledge instead of applying it

Flagged across every Paper 2 and Paper 3 report from 2023 to November 2025 · Affects: Paper 2, Paper 3

What examiners say

“Candidates struggled to apply their knowledge to the context of the question and were often unable to expand their points. They were therefore unable to access the higher marks.”

— Paper 2 HL, May 2023

“At times responses appeared to be repeated rehearsed responses with little attempt to apply and utilise their knowledge to address the questions specifically.”

— Paper 2 HL, May 2025 TZ1

How to fix this

For every concept you study, write a 'sport application' card: theory + named sport/activity + how the theory applies. When you read a question, underline the sport context (kayaking, basketball, marathon) and force every paragraph to reference it. Generic answers like 'increases performance' lose marks; 'increases the kayaker's stroke power because…' earns them. Practise applying knowledge to UNFAMILIAR activities — subject specialists deliberately use niche sports (flatwater kayaking, ballet, tennis serve) to test transfer.

2

Misinterpreting command terms — listing when 'discuss', 'explain' or 'evaluate' is required

Cited in every Paper 2 and Paper 3 report across all four sessions · Affects: Paper 2, Paper 3

What examiners say

“Addressing the questions in full and interpreting the requirements of the command term was the largest challenge for candidates. Often responses were extended prose of just lists of information, rather than sufficient detail for a description, explanation, or discussion.”

— Paper 2 HL, May 2023

“There appears to be difficulty in fully understanding the command terms to provide the requisite depth needed for higher marks.”

— Paper 3 SL, November 2025

How to fix this

Memorise the command-term hierarchy from the SEHS Subject Guide: outline (brief points) < describe (detailed account) < explain (give reasons/mechanism) < discuss (balanced argument with evidence) < evaluate (judgement weighing strengths and limitations). For 'discuss' and 'evaluate' questions, write at least one strength AND one limitation. For 'explain', use 'because/therefore/this leads to' chains — never just list. If a question is worth 4 marks, write 4 distinct points.

3

Confusing closely-related SEHS terms — saturated/unsaturated, anaerobic/aerobic, erythrocytes/leucocytes, peripheral/central fatigue

Flagged in Paper 1 and Paper 2 across all sessions · Affects: Paper 1, Paper 2

What examiners say

“Some candidates confused the terms erythrocytes and leucocytes. Continue to encourage candidates to understand the technical vocabulary involved.”

— Paper 1 SL, May 2023

“Candidates continue to confuse the difference between peripheral and central fatigue. When considering peripheral fatigue, they should describe the factors that lead to a reduction in muscle cell force and contraction.”

— Paper 2 HL, May 2024 TZ1

How to fix this

Build paired flashcards for high-confusion terms: erythrocytes (red, oxygen transport) vs leucocytes (white, immunity); saturated (single bonds, animal-typical, solid at room temp) vs unsaturated (double bonds, plant-typical, liquid); anaerobic glycolysis (no oxygen → lactic acid) vs aerobic respiration (oxygen → CO₂ + H₂O); peripheral fatigue (at the muscle — Ca²⁺, ATP, electrolytes) vs central fatigue (CNS — neurotransmitters, motivation). The subject specialist specifically warns these have similar spellings — slow down when you read them.

4

Energy systems — failing to identify the predominant system from duration/intensity, or describing only one system when the question asks about the continuum

Flagged across all four reports for both HL and SL · Affects: Paper 2, Paper 3

What examiners say

“Candidates should be able to apply their knowledge of energy systems to the duration of the activity. A number of candidates focused on the ATP-PC system, however the question asked for the predominant energy system. Therefore marks were credited for reference to the lactic acid system/anaerobic glycolysis only.”

— Paper 2 HL, May 2023

“Most students were able to provide an accurate analysis of the fuel and duration of the three energy systems and were able to access four to six marks.”

— Paper 2 HL, November 2025

How to fix this

Memorise the energy continuum precisely: ATP-PC system (~0–10s, fuel = phosphocreatine, anaerobic alactic), lactic acid system / anaerobic glycolysis (~10s–2min, fuel = glucose/glycogen, by-product = lactate/H⁺), aerobic system (>2min, fuel = glucose, fats, eventually proteins, by-products = CO₂ + H₂O). For continuum questions, always discuss ALL THREE systems and the cross-over points. The dominant system is determined by intensity AND duration — read both before answering.

5

Sliding filament theory and muscle contraction — confusing roles of Ca²⁺, ATP, troponin and tropomyosin

Specifically flagged in Paper 1 May 2025 and Paper 2 May 2024 reports · Affects: Paper 1, Paper 2

What examiners say

“ATP is needed to break the cross bridge so the myosin head can reposition on the actin filament. B is incorrect because Ca2+ is used for exposing the actin binding sites. C is incorrect because Na2+ is the trigger for the release of calcium as the action potential crosses the neuromuscular junction.”

— Paper 1 HL, May 2025 TZ1

“There was some confusion around the role of troponin and tropomyosin and how they interact with calcium during muscle contraction.”

— Paper 2 HL, May 2024 TZ1

How to fix this

Sequence the steps verbatim: (1) Action potential reaches neuromuscular junction → Na⁺ depolarises sarcolemma. (2) Ca²⁺ released from sarcoplasmic reticulum. (3) Ca²⁺ binds to troponin → troponin shifts tropomyosin off the actin binding sites. (4) Myosin heads bind to exposed actin sites = cross-bridge formed. (5) Power stroke pulls actin past myosin (ADP + Pi released). (6) ATP binds to myosin head → cross-bridge breaks → myosin re-cocks. Practise drawing/labelling this sequence with the role of every molecule.

6

Newton's laws and angular momentum — applying them to sporting actions with sufficient depth

Flagged in Paper 2 across all four sessions · Affects: Paper 2

What examiners say

“Many candidates demonstrated a limited understanding of the concept of the conservation of angular momentum. Many candidates replaced angular velocity with the term angular momentum.”

— Paper 2 HL, May 2023

“Students demonstrated their understanding of the concepts of the three laws. In general, they were confident applying N1 and N2. However, they lacked depth in their response to demonstrate they could effectively apply N3. Responses often lacked reference to the action and the reaction force and the directions they are applied in relation to the sporting context provided.”

— Paper 2 HL, November 2025

How to fix this

Newton's 3rd Law application requires THREE elements: (1) name the action force (e.g., foot pushes ground backward), (2) name the equal-and-opposite reaction force (ground pushes foot forward), (3) state the resulting motion in the sport context. For angular momentum: L = I × ω (moment of inertia × angular velocity). When a figure skater pulls arms in, I decreases, so ω increases — L (angular momentum) is CONSERVED, not changed. Never substitute 'angular velocity' for 'angular momentum'.

7

Hormonal control and homeostasis — vague responses on hypothalamus-pituitary axis and insulin/glucagon mechanisms

Flagged in Paper 2 across all four sessions · Affects: Paper 2

What examiners say

“Candidates were mostly able to identify that the hypothalamus controlled the pituitary gland but were unable to explain the specific mechanisms involved.”

— Paper 2 HL, May 2023

“Very few students were able to accurately explain the role of insulin in relation to the steps within glycogen formation, often suggesting that insulin directly converted glucose into glycogen within the blood.”

— Paper 2 HL, May 2025 TZ1

How to fix this

Insulin does NOT convert glucose to glycogen directly. Sequence: (1) Blood glucose rises after a meal. (2) Pancreatic β-cells release insulin. (3) Insulin binds to receptors on muscle/liver cells. (4) GLUT4 transporters move to the membrane → glucose enters cell. (5) Inside the cell, enzymes (glycogen synthase) convert glucose → glycogen. For hypothalamus-pituitary: hypothalamus releases releasing hormones → anterior pituitary releases tropic hormones (e.g., GH, ACTH, TSH) → target gland responds → negative feedback loop closes.

8

Internal Assessment — Evaluation criterion remains the weakest; vague weaknesses without explaining their impact

Flagged as the most challenging IA criterion in every session 2023 through November 2025 · Affects: Internal Assessment

What examiners say

“Many students still do not evaluate data in terms of its validity, strengths, or limitations of the data collection procedure. Many of the students would be able to achieve ~2 marks more if they reflected critically on their method and the lack of detail in the variables.”

— IA report, May 2023

“Weaknesses should focus on the method (i.e. What errors did I make in selecting / applying the control variables?) rather than the procedure (i.e. Not enough subjects or trials, should have had a better stopwatch.).”

— IA report, November 2025

How to fix this

For each weakness: (1) state what it is specifically (e.g., 'controlled variable of pre-trial fatigue not measured'), (2) explain whether it caused systematic or random error, (3) estimate its relative impact, (4) propose a realistic improvement. Avoid procedural complaints ('not enough subjects', 'wanted a better stopwatch'). Compare your conclusion to scientific context using AT LEAST two new scholarly sources. A change in context (different subjects) is an EXTENSION, not an improvement.

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.

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What Higher Level Sports, Exercise and Health Science Examiners Reward

Patterns that consistently earn high marks in Higher Level Sports, Exercise and Health Science , based on examiner report commentary on top-scoring answers.

Apply theory to specific sport, exercise and health examples in every answer

'Candidates need to be able to apply their knowledge to a range of questions. Many candidates appear to struggle to apply their knowledge to conceptual questions. Understanding how theory can be translated to different sport, exercise and health situations is critical for this course.' Top scripts always name a sport and walk through the mechanism in that context.

Source: Paper 2 HL, May 2023

Use precise SEHS technical vocabulary throughout — match the syllabus terms exactly

'Continue to develop students' confidence in technical terminology, regularly encouraging students to distinguish, compare and contrast between technical terms and concepts. Often students selected the main distractor or opposite term, for example, the difference between positive and negative learning curves.' Vocabulary precision separates Grade 7 from Grade 5.

Source: Paper 1 HL, May 2025 TZ1

For Section B, answer TWO complete questions — never mix sub-parts across questions

'There were some candidates who failed to either complete two full questions for Section B or attempted to select different part questions from each question number (e.g. 5a, 6b, 7c, 8d).' Students who pick TWO questions and answer ALL sub-parts within each access more marks reliably.

Source: Paper 2 HL, May 2023

Show full workings on calculate questions — answers alone earn nothing

'A reminder that for calculate questions, students are required to show their workings in full to gain the mark. Answers alone will not be credited.' This is a free mark for any student who simply writes the formula and substitutes values before stating the result.

Source: Paper 2 HL, May 2024 TZ1

Reference the data directly when interpreting graphs and tables

'Most candidates commented that the hypothesis could be accepted, or that the data supported the benefits of the activity on cardiovascular health. However few candidates were able to directly refer to the data.' Quoting actual values, error bars and p-values from the stimulus consistently scores higher than generic conclusions.

Source: Paper 2 HL, May 2023

Attempt EVERY multiple-choice question — there is no penalty for wrong answers

'It was disappointing to see that there were still a handful of candidates who did not attempt each of the questions. As this is multiple choice, it is strongly encouraged that all candidates select a response for every question.' Subject specialists repeat this advice in every single Paper 1 report — blank answers are a self-inflicted score loss.

Source: Paper 1 HL, May 2023

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Higher Level Sports, Exercise and Health Science Answer Frameworks

Structured approaches for each Higher Level Sports, Exercise and Health Science question type, derived from mark scheme requirements.

MCQ strategy (Paper 1)

~1.5 min/question average

Structure

Read the stem fully → identify the SEHS topic → eliminate factually wrong options → watch for 'opposite' distractor pairs → select the most precise answer

  • •No penalty for wrong answers — every blank is a guaranteed loss
  • •Watch for paired opposites: positive/negative learning curve, saturated/unsaturated, anaerobic/aerobic — subject specialists deliberately place these together
  • •Read the question AND the answer table fully before deciding (especially movement-analysis questions)
  • •Common-question (HL/SL shared) items tend to be slightly easier — don't overthink them
  • •Watch out for diagrams: many movement-analysis MCQs require you to identify the agonist/antagonist for the action shown
  • •Don't assume 'plants = unsaturated, animals = saturated' — coconut oil is ~90% saturated; the bond type is the only reliable rule

Section A — data-based and structured short answer (Paper 2)

~1.5 min per mark

Structure

Read the stimulus → identify the variables → for calculate questions show full workings → describe trends using comparative language → reference statistical markers (error bars, p-values, significance) → match depth to marks → apply SEHS theory to the sport in the stem

  • •Always show calculation steps for 'calculate' questions — answers alone earn zero
  • •Percentage change = (new − old) / old × 100. The original value is ALWAYS the denominator
  • •Quote actual values from the data table or graph, not just 'higher' or 'lower'
  • •Significance markers (asterisks, p<0.05) and overlapping/non-overlapping error bars must be referenced explicitly
  • •Underline the sport context in the stem (e.g., 'flatwater kayaking', 'football') and reference it in every paragraph
  • •For 4-mark questions, write 4 distinct points — repetition wastes time without earning marks
  • •Use full technical names: 'sympathetic nervous system' not 'nerves'; 'sinoatrial node' not 'SA'
  • •For movement-analysis questions: name the joint, the action, the agonist, the antagonist, the contraction type

Section B extended response (Paper 2)

~20 min per question

Structure

Choose 2 complete questions (NOT sub-parts from different questions) → plan key points for each sub-part → write each sub-part separately → use SEHS terminology and named sport examples → close each sub-part with a brief conclusion

  • •READ THE INSTRUCTIONS — pick TWO questions and answer ALL parts of each. Mixing parts (5a, 6b, 7c) blocks marks
  • •Use the lined paper at the BACK of the booklet for Section B — additional pages only if you fill it
  • •Label every answer with the question and sub-part letter (e.g., 5(c)) on additional paper
  • •For 'explain' or 'discuss' (3-6 marks), structure as: definition/concept + mechanism + named sport application + balanced point
  • •Do NOT repeat the question stem in your answer — it wastes space without earning marks

Paper 3 Options

Plan options BEFORE the exam — don't read all four cold

Structure

Choose 2 options (Option A is most popular and most accessible) → use option-specific subject vocabulary → for each question, identify the command term and depth required → relate concepts to specific sports/health scenarios

  • •Option A (Optimising Physiological Performance) and Option C (Physical Activity and Health) are consistently the highest-scoring combinations
  • •NEVER answer more than two options — subject specialists flag this every session and only the first two count
  • •Use option-specific terms: PST phases (education, acquisition, practice), Atkinson's model, Peliosis hepatis, hypokinetic disease, GI (glycaemic index), ergogenic aids
  • •Avoid generic substitutions — 'liver problems' will not score for 'Peliosis hepatis'; 'lack of appetite' will not score for 'eating disorder'
  • •For data-analysis questions in Paper 3, reference statistical significance/p-values where given
  • •If a question says 'using the data', refer to it directly — do not recite memorised general answers

Internal Assessment — Individual Investigation (24 marks)

12-page limit (strictly enforced), font ≥11pt, margins ≥2cm, plan 4–6 hours data collection

Structure

Focused, contextualised research question → background research justifying method → controlled and confounding variables → multiple trials with raw + processed data → appropriate inferential test → conclusion answering the RQ → comparison to scientific context with ≥2 new scholarly sources → method-focused weaknesses with realistic improvements

  • •RQ must include independent variable (with units/uncertainties), dependent variable (with units/uncertainties), and the population context
  • •DO NOT investigate caffeine, food, or nutritional supplements — explicitly prohibited by IB sciences experimentation guidelines
  • •Multiple trials required (3 minimum, 5 better) — single trials = insufficient
  • •Mandatory: PAR-Q form, informed consent, parental consent for under-16s, sample raw data in body of paper
  • •Use SI units only — no inches, feet or psi
  • •Spearman's rank and Chi-square only valid for ranked data — should occur rarely in SEHS
  • •Evaluation must focus on METHOD errors (controlled variables, measurement choices) not procedure ('not enough subjects')
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Higher Level Sports, Exercise and Health Science Command Words Decoded

Each command word in Higher Level Sports, Exercise and Health Science is a scoring instruction. Understanding what examiners expect is critical to earning full marks.

outline1-2 marks

Give a brief account of the main points or characteristics. Less detail than 'describe'.

Common mistake

Writing a full essay when a concise list is needed. Match depth to marks: outline of 2 marks ≈ two short bullet-style points.

describe2-4 marks

Give a detailed account of features, structures, processes, or sequences in SEHS.

Common mistake

Giving reasons (that's 'explain'). Description is WHAT happens — for sliding filament theory, sequence the steps; don't justify why each occurs.

explain2-4 marks

Give reasons or mechanisms using cause-and-effect. Must show WHY something occurs in the body.

Common mistake

Describing without mechanism. For 'explain why HR increases with exercise', you must include sympathetic nervous system, adrenaline, increased cardiac demand — not just 'HR goes up'.

discuss3-6 marks

Present a balanced argument with at least one point in favour and one against (or strengths and limitations).

Common mistake

Listing only one side. 'Discuss the principles of training' requires multiple principles WITH application AND limitations or trade-offs for at least some of them.

evaluate3-6 marks

Make a reasoned judgement weighing strengths and limitations of a method, theory, or piece of evidence.

Common mistake

Listing benefits without limitations (or vice versa). For 'evaluate fitness tests', state the test, its strengths (specificity, accessibility), and its limitations (motivation effects, equipment cost). End with a judgement.

analyse3-5 marks

Break down into components, identify the key elements, and show their relationships — especially in data, biomechanical sequences, or training programmes.

Common mistake

Just describing what is shown. Analysing a phase-analysis model of a tennis serve means breaking it into preparation, force production, contact and recovery — and saying what happens in each phase mechanically.

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Topics Students Struggle With Most In Higher Level Sports, Exercise and Health Science

These Higher Level Sports, Exercise and Health Science topics consistently produce the lowest scores. Prioritise these in your revision.

!

Energy systems and the energy continuum — identifying predominant systems and discussing all three across an activity

'Inability to specify predominant energy systems based on duration and intensity of activities.' 'Candidates struggled to analyse the similarities and differences between the energy continuums for each activity.' Flagged across multiple sessions.

Affects: Paper 2

!

Cardiovascular drift and cardiac responses — distinguishing changes in HR, SV, Q over time during prolonged exercise

'Cardiovascular drift is still an area that is not fully understood by students. Many were able to explain that HR increased over time. However, they were unable to fully describe or discuss the factors that contribute to this drift.'

Affects: Paper 2

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Conservation of angular momentum and rotational biomechanics

'Candidates demonstrated a limited understanding of the concept of the conservation of angular momentum. Many candidates replaced angular velocity with the term angular momentum.' Persistent across HL Paper 2 reports.

Affects: Paper 2

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Drag and friction — types of drag (form, surface, wave), how drag is generated, methods to minimise/maximise

'Many are familiar with strategies to reduce drag, but few can truly outline how the drag occurs and often demonstrate rote learning rather than genuine application.' Candidates also confuse surface and form drag.

Affects: Paper 2

!

Psychological refractory period (PRP) and information-processing models

'Many candidates demonstrated limited or no understanding of the concept of psychological refractory period.' 'Students were poorly prepared for this question. Many described PRP as a state of readiness for competition.' Single-channel hypothesis frequently missed.

Affects: Paper 2

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Principles of training and their application to specific sports

'Students continue to find application of the principles of training challenging. There are still some misconceptions around progressive overload. This is an area of focus for future sessions, enabling students to truly apply their knowledge of principles of training to different sports.'

Affects: Paper 2

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Hypothalamus–pituitary axis and hormonal regulation — explaining the specific mechanisms of homeostasis

'Candidates were mostly able to identify that the hypothalamus controlled the pituitary gland but were unable to explain the specific mechanisms involved.' Recurs in May 2023, May 2024 and May 2025.

Affects: Paper 2

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Causes and prevention of DOMS (delayed onset muscle soreness) — eccentric exercise, microfibre tears, inflammation

'Although many understood that eccentric exercises were a cause of DOMS, they were unable to truly explain the mechanics of the causes and explain how to prevent it and therefore found this a very challenging question.' Candidates often select wrong MCQ option treating DOMS as a concentric/low-intensity outcome.

Affects: Paper 1, Paper 2

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 IB Sports, Exercise and Health Science Higher Level?

Paper 1 (multiple choice): 40 marks. Paper 2 (data-based + structured + Section B extended response): 90 marks — longer than the SL paper. Paper 3 (options-based): 50 marks — choose 2 options from A (Optimising Physiological Performance), B (Psychology of Sport), C (Physical Activity and Health), or D (Nutrition for Sport, Exercise and Health). HL Paper 3 has more sub-questions per option than SL (typically 3 questions per option vs 2 at SL). Internal Assessment (Individual Investigation): 24 marks, 12-page limit.

What is the single most-flagged issue in SEHS subject reports?

Failing to apply theory to sport, exercise and health contexts. Subject specialists write across every session that candidates have breadth of knowledge but recite rehearsed answers without referencing the named sport in the question. Underline the activity in the stem (kayaking, basketball, marathon, tennis serve) and force every paragraph to apply the concept to that activity — generic explanations cap your marks well below Grade 7.

Which Paper 3 options score best?

Option A (Optimising Physiological Performance) is consistently the most-answered and best-prepared option across May 2023, May 2024, May 2025 and November 2025. Option C (Physical Activity and Health) is also strong. Option B (Psychology of Sport) and Option D (Nutrition) are flagged as the most challenging — students struggle with PST phases, Atkinson's model, hormonal control of appetite, and glycaemic index applications. Subject specialists report A+C and A+D are the most popular combinations.

How many subject reports were used for this guide?

4 official IB subject reports covering 3 exam sessions: May 2023, May 2024 TZ1, May 2025 TZ1, and November 2025. Every quote and statistic in this guide is taken directly from those subject specialist documents — there is no synthetic or third-party content.

What separates a Grade 7 from a Grade 5 in IB SEHS HL?

Subject specialists highlight that Grade 7 scripts apply theory to specific sports throughout, use the exact SEHS technical vocabulary (sinoatrial node, sympathetic nervous system, sliding filament, anaerobic glycolysis, conservation of angular momentum), reference data and statistical markers when interpreting graphs, and respect command-term depth (discuss = balanced; evaluate = judgement). Grade 5 scripts have similar conceptual awareness but list points without applying them, confuse paired opposites (saturated/unsaturated, peripheral/central fatigue), and skip the workings on calculate questions.

Put It All Into Practice

You now know exactly what examiners reward and penalise. The next step is deliberate practice with real IB past papers for Higher Level Sports, Exercise and Health Science.

View All Past Papers

Methodology: Analysis of 4 official IB subject reports across 3 exam sessions (May 2023, May 2024 TZ1, May 2025 TZ1, November 2025). All examiner quotes are taken directly from official IB Diploma Programme principal examiner reports. Question references correspond to specific past paper questions. This guide is updated when new examiner reports are released. Last updated: 2026-05-04.