Syllabus: Cambridge IGCSE (9-1) Physical Education 0995

Syllabus
Cambridge IGCSE™ (9–1)

Physical Education 0995
Use this syllabus for exams in 2025 and 2026.
Exams are available in the June series.
Version 1
Please check the syllabus page at www.cambridgeinternational.org/0995
to see if this syllabus is available in your administrative zone.
For the purposes of screen readers, any mention in this document of Cambridge IGCSE
refers to Cambridge International General Certificate of Secondary Education.
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Contents
Why choose Cambridge International?......................................................................... 2
1 Why choose this syllabus? ......................................................................................... 4
2 Syllabus overview ........................................................................................................ 7

Aims 7
Content overview 8
Assessment overview 9
Assessment objectives 10
3 Subject content ..........................................................................................................11
4 Details of the assessment ........................................................................................ 30

Paper 1 – Theory 30
Component 2 – Coursework 30
5 What else you need to know .................................................................................... 37

Before you start 37
Making entries 38
Accessibility and equality 38
After the exam 39
How students and teachers can use the grades 40
Grade descriptions 40
Changes to this syllabus for 2025 and 2026 41
Important: Changes to this syllabus

The latest syllabus is version 1, published September 2022. There are no significant changes which affect
teaching.
Any textbooks endorsed to support the syllabus for examination from 2019 are still suitable for use with this
syllabus.
Cambridge IGCSE (9–1) Physical Education 0995 syllabus for 2025 and 2026.
1 Why choose this syllabus?
Key benefits
Cambridge IGCSE is the world’s most popular international
qualification for 14 to 16 year olds, although it can be taken by
students of other ages. It is tried, tested and trusted.
Students can choose from 70 subjects in any combination – it is

taught by over 4500 schools in over 140 countries.
Cambridge
Our programmes balance a thorough knowledge and learner
understanding of a subject and help to develop the skills
learners need for their next steps in education or employment.
Cambridge IGCSE (9–1) Physical Education encourages

learners to develop:
• knowledge, skills and understanding of a range of relevant
physical activities
• an ability to plan, perform and evaluate physical activities
• an understanding of effective and safe performance
• an understanding of the role of sport and physical activity in society and in the wider world
• an excellent foundation for advanced study
• an enjoyment of physical activity.
School feedback: ‘The strength of Cambridge IGCSE qualifications is internationally

recognised and has provided an international pathway for our students to continue their studies
around the world.’
Feedback from: Gary Tan, Head of Schools and CEO, Raffles International Group of Schools, Indonesia
Back to contents page www.cambridgeinternational.org/igcse 4

Cambridge IGCSE (9–1) Physical Education 0995 syllabus for 2025 and 2026. Why choose this syllabus?
International recognition and acceptance

Our expertise in curriculum, teaching and learning, and assessment is the basis for the recognition of our
programmes and qualifications around the world. The combination of knowledge and skills in Cambridge
IGCSE (9–1) Physical Education gives learners a solid foundation for further study. Candidates who achieve
grades 9 to 4 are well prepared to follow a wide range of courses including Cambridge International AS Level
Sport & Physical Education.
Cambridge IGCSEs are accepted and valued by leading universities and employers around the world as
evidence of academic achievement. Many universities require a combination of Cambridge International
AS & A Levels and Cambridge IGCSEs or equivalent to meet their entry requirements.
UK NARIC*, the national agency in the UK for the recognition and comparison of international qualifications and
skills, has carried out an independent benchmarking study of Cambridge IGCSE and found it to be comparable
to the standard of the GCSE in the UK. This means students can be confident that their Cambridge IGCSE
qualifications are accepted as equivalent to UK GCSEs by leading universities worldwide.
* Due to the United Kingdom leaving the European Union, the UK NARIC national recognition agency function was re-titled as UK ENIC
on 1 March 2021, operated and managed by Ecctis Limited. From 1 March 2021, international benchmarking findings are published
under the Ecctis name.
Learn more at www.cambridgeinternational.org/recognition
School feedback: ‘Cambridge IGCSE is one of the most sought-after and recognised
qualifications in the world. It is very popular in Egypt because it provides the perfect
preparation for success at advanced level programmes.’
Feedback from: Managing Director of British School of Egypt BSE

Cambridge IGCSE (9–1) Physical Education 0995 syllabus for 2025 and 2026. Why choose this syllabus?
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2 Syllabus overview
Aims
The aims describe the purposes of a course based on this syllabus.
The aims are to enable students to:

• develop their knowledge and understanding of the theory underpinning physical performance in a modern
world
• use and apply this knowledge and understanding to improve their performance
• perform in a range of physical activities, developing skills and techniques, and selecting and using tactics,
strategies and/or compositional ideas
• understand and appreciate safe practice in physical activity and sport
• understand and appreciate the benefit of physical activity and sport for health, fitness and well-being
• gain a sound basis for further study in the field of Physical Education.
Cambridge Assessment International Education is an education organisation and politically

neutral. The contents of this syllabus, examination papers and associated materials do not endorse
any political view. We endeavour to treat all aspects of the exam process neutrally.

Cambridge IGCSE (9–1) Physical Education 0995 syllabus for 2025 and 2026. Syllabus overview
Content overview
The syllabus provides candidates with an opportunity to study both the practical and theoretical aspects of
Physical Education. It is also designed to foster enjoyment in physical activity. The knowledge gained should
enable candidates to develop an understanding of effective and safe physical performance.
Candidates will study all of the following topics:

1 Anatomy and physiology
2 Health, fitness and training
3 Skill acquisition and psychology
4 Social, cultural and ethical influences
Candidates will also undertake four different physical activities chosen from at least two of the seven categories
listed on pages 30–31. Physical activities make a significant contribution to syllabus aims and objectives,
serving as a source of material to facilitate learning.

Assessment overview
All candidates take two components. Candidates will be eligible for grades 9 to 1.
All candidates take: and:
Paper 1 1 hour 45 minutes Component 2

Theory 50% Coursework 50%
100 marks 100 marks
Short and structured questions. Candidates undertake four physical activities
Candidates answer all questions. from at least two different categories.
Externally assessed Internally assessed and externally moderated
Information on availability is in the Before you start section.

Assessment objectives
The assessment objectives (AOs) are:
AO1
Demonstrate knowledge and understanding of the theoretical principles that underpin performance in physical
activity / sport
AO2
Apply knowledge and understanding of the theoretical principles to a variety of physical activities / sports,
including the analysis and evaluation of performance
AO3
Demonstrate the ability to select and perform appropriate skills to produce effective performance in practical
activities
Weighting for assessment objectives

The approximate weightings allocated to each of the assessment objectives (AOs) are summarised below.
Assessment objectives as a percentage of the qualification

Assessment objective Weighting in IGCSE %
AO1 25
AO2 25
AO3 50
Total 100
Assessment objectives as a percentage of each component

Assessment objective Weighting in components %
Paper 1 Component 2
AO1 50 0
AO2 50 0
AO3 0 100
Total 100 100

3 Subject content
This syllabus gives you the flexibility to design a course that will interest, challenge and engage your learners.
Where appropriate you are responsible for selecting suitable subject context, resources and examples to
support your learners’ study. These should be appropriate for the learners’ age, cultural background and
learning context as well as complying with your school policies and local legal requirements.
The following areas of study are designed to contribute to the development of understanding and knowledge of
the principles involved in safe, health-related exercise. All these sections are interrelated.
Candidates should be able to:

• show an understanding of the learning objectives listed in this section
• apply their knowledge and understanding of the content to physical activities (as listed on pages 30–31).
1 Anatomy and physiology

Skeletal and muscular system
Functions of the skeleton
The functions of the skeleton, to include:

• shape and support
• muscle attachment for movement
• protection
• red blood cell production.
Skeleton
The location and function of the following bones:

• cranium
• clavicle
• scapula
• humerus
• radius
• ulna
• carpals, metacarpals, phalanges
• ribs
• pelvis
• femur
• tibia
• fibula
• patella
• talus
• tarsals, metatarsals, phalanges.
Classify bones as long, short or flat.

Cambridge IGCSE (9–1) Physical Education 0995 syllabus for 2025 and 2026. Subject content
Joint types
Examples of the different types of joints:

• fixed or immovable joints / fibrous joints
• slightly movable / cartilaginous joints
• freely movable joints / synovial joints – ball and socket and hinge.
Joint structure and function
The structure of a synovial joint and function of its components:

• synovial membrane
• synovial fluid
• joint (fibrous) capsule
• cartilage
• ligaments.
Movement at joints
Describe types of movement in physical activities:

• flexion / extension
• abduction / adduction
• rotation
• plantar flexion / dorsiflexion.
Compare the range of movement and stability of ball and socket joints with hinge joints.
Muscles
The location and role of the following muscles:

• latissimus dorsi
• trapezius
• deltoid
• pectorals
• biceps
• triceps
• abdominals
• gluteals
• hip flexors
• hamstring group (not individual names)
• quadriceps group (not individual names)
• gastrocnemius
• tibialis anterior.
The role of tendons.

Antagonistic muscle action
With reference to the shoulder, elbow, hip, knee and ankle:

• the action of agonists (prime movers) and antagonists
• how the muscles / muscle groups work using isotonic (concentric / eccentric) and isometric contractions.
Muscle fibre types
The differences between muscle fibre types (slow and fast twitch) with reference to physical activities, limited
to:
• force created
• fatigue tolerance
• aerobic/anaerobic energy supply.
Respiratory system
Pathway of air
The pathway of air into the body:

• mouth/nasal passage
• trachea
• bronchi
• bronchioles
• alveoli.
Gaseous exchange at the alveoli
Identify and explain the characteristics of alveoli that enable gaseous exchange to occur.
Mechanics of breathing
The function of the diaphragm and intercostal muscles in normal breathing.
Breathing volumes and minute ventilation
Describe and explain:

• tidal volume
• vital capacity
• residual volume
• minute ventilation.
The effect of exercise on these volumes.

Circulatory system
Components of blood
The function of:

• plasma
• red blood cells
• white blood cells
• platelets.
Haemoglobin
The role of haemoglobin in carrying oxygen and carbon dioxide.
Blood vessels
The basic structure (wall thickness, lumen size and presence of valves) and function of:
• arteries
• capillaries
• veins.
Heart structure and function
The function and location of:

• atria
• ventricles
• valves. (Valve names are not required.)
The pathway of blood through the heart, to include:

• aorta
• vena cava
• pulmonary artery
• pulmonary vein.
Cardiac output
Explain the terms cardiac output, stroke volume and heart rate with reference to how cardiac output can be
calculated.
The effect of exercise on the heart.

Energy supply and the effects of exercise on the body

Aerobic and anaerobic respiration
Outline how energy can be released, summarising the equations as:

• aerobic
(glucose + oxygen → carbon dioxide + water)
• anaerobic
(glucose → lactic acid).
Link duration and intensity to the use of aerobic and anaerobic respiration:
• longer, low-intensity activities require aerobic
• shorter, intense activities require anaerobic
• examples of aerobic and anaerobic energy demands in physical activities.
Recovery
Recovery is required after exercise, with reference to:

• Excess Post-exercise Oxygen Consumption (EPOC) (also known as oxygen debt)
– caused by anaerobic exercise, producing lactic acid and requiring high breathing rate after exercise to
remove lactic acid
• factors affecting recovery time.
Short-term effects of exercise
The short-term effects of exercise:

• heart rate increases
• breathing rate increases
• red skin / heat control / sweating
• fatigue (feeling tired)
• suffering from nausea / feeling light-headed.
Long-term effects of exercise
The long-term effects of exercise on:

• heart size (hypertrophy)
• resting pulse rate (bradycardia)
• stroke volume
• ability to tolerate lactic acid.

Simple biomechanics
Principles of force
Explain the concepts of force, mass and acceleration:

• a force can be a pull or a push
• force = mass × acceleration
• increases / decreases in force can cause acceleration / deceleration.
Applications of force
Identify and explain the forces acting upon:

• a moving performer (gravity, air resistance, muscular force)
• a sprinter in the blocks (gravity, ground reaction force, air resistance)
• an object flying through the air (force applied at release, air resistance, gravity).
Levers
Identify and draw the three classes of levers:

• first class
• second class
• third class.
Identify the fulcrum, resistance and effort.

State an example of each type of lever in the body.

2 Health, fitness and training

Health and well-being
The World Health Organization (WHO) defines health as ‘a state of complete physical, mental and social well-
being and not merely the absence of disease or infirmity’.
Physical health and well-being:

• all body systems working well
• free from illness / injury / disease
• able to carry out everyday tasks.
Mental health and well-being:

• able to cope with stress
• can control emotions
• feeling good / self-esteem.
Social health and well-being:

• essential human needs are met
• friendship and support
• having value within society
• ability to mix with other people.
Fitness
Definition of fitness – the ability to cope with (or meet) the demands of the environment.
The relationship between health and fitness
The relationship between health and fitness, including:

• decreased fitness because of ill health, e.g. ill health can lead to an inability to train (lowering fitness)
• increased fitness despite ill health, e.g. unhealthy but able to train (increasing fitness).
The need to:

• live a healthy, active lifestyle
• eat a balanced diet
• maintain a level of fitness to help maintain health.
Exercise and fitness can have positive effects on physical, mental and social health.

Diet and energy sources
The function of nutrients, including carbohydrates, fats, proteins and water.

Examples of sources of these nutrients in food.
The energy balance suitable for physical activities.
Different energy needs for performers: males compared with females, teenagers compared with children,
active lifestyles compared with sedentary lifestyles.
Unused energy is stored as fat, which could cause obesity.
Energy is derived from food sources:

• muscle cells release energy from glucose in a process called respiration
• some glucose is converted to glycogen and stored in the muscles and liver.
Components of fitness
The recognised components of health-related and skill-related fitness, linking these to performance in
physical activities:
• agility
• balance: static and dynamic
• cardiovascular endurance / stamina
• coordination
• flexibility
• muscular endurance
• power
• reaction time
• speed
• strength.
Test protocols
How to carry out the following fitness tests:

• cardiovascular endurance / stamina (Multi-Stage Fitness Test / 12-Minute Cooper Run)
• flexibility (Sit and Reach Test)
• muscular endurance (Multi-Stage Abdominal Curl Conditioning Test)
• power (Vertical Jump Test)
• speed (30-Metre Sprint Test)
• strength (1 Rep Max Test / Hand Grip Dynamometer Test).
Skill-related components of fitness:

• agility (Illinois Agility Test)
• balance: static and dynamic (Standing Stork Test – static)
• coordination (Anderson Wall Toss Coordination Test)
• reaction time (Ruler Drop Test).

Reasons for fitness testing
The main reasons for carrying out fitness tests, linked to:
• suitability for different physical activities
• identifying strengths and weaknesses
• monitoring improvement
• comparison to others
• informing the design of a training programme
• motivation.
VO2 max (maximum oxygen uptake)
Describe and explain VO2 max and its importance as a measure of cardiovascular endurance / stamina.
Factors which affect VO2 max level:

• age
• gender
• genetics
• lifestyle
• training.
Principles of training and overload
How to apply SPORT and FITT to a training programme.
Principles of training (SPORT):

• Specificity
• Progression
• Overload
• Reversibility
• Tedium.
Principles of overload (FITT):

• Frequency
• Intensity
• Time
• Type (method of training).
Identify the dangers of overtraining.

Methods of training
The reasons for using the following training methods, including a description of each type and how to
achieve the training aim.
Continuous training:
• advantages and disadvantages
• methods to use – run, swim, cycle, row
• calculating a suitable intensity for aerobic gains – 60–80% of maximal heart rate
• safety considerations, e.g. footwear.
Weight training:
• methods to use (isotonically) – free weights, kettle bells, resistance machines
• use of one rep. max. to calculate suitable intensity
• safety considerations, e.g. spotter.
Fartlek training:
• methods to use – running, cycling (variation of speed and terrain), etc.
• use of Borg scale to measure intensity
• safety considerations, e.g. equipment checks.
Plyometric training:
• links to improvement in power
• methods to use, e.g. depth jumping, hurdle jumps
• safety considerations, e.g. injury prevention.
Circuit training:
• stations can be assigned to improve different components of fitness
• periods of work and rest that can be manipulated for different gains
• safety considerations, e.g. equipment.
High-Intensity Interval Training (HIIT):

• periods of work and rest that can be manipulated for different gains
• reasons for the period of rest – removal of waste products
• safety considerations, e.g. risk of overexertion.

High-altitude training as a specialist training method
The reasons for carrying out altitude training:

• increase in red blood cell count
• advantages with link to endurance activities
• disadvantages with link to difficulties in completing the training.
Reasons for warming up and cooling down
The physiological and psychological reasons for a warm up and cool down.
The phases of a warm up and cool down.
Describe a suitable warm up and cool down related to a specific physical activity:
• warm up – pulse raiser, stretches, familiarisation / skill-related activities
• cool down – gradual decrease in pulse, stretches.

3 Skill acquisition and psychology

Skill and ability
The difference between skill and ability.
The factors affecting variations in skill level:

• age and maturity
• culture
• motivation
• anxiety
• arousal conditions
• facilities
• environment
• teaching and coaching.
Skilled performance
The characteristics of a skilled performance, including:

• fluent
• aesthetically pleasing
• consistent
• accurate
• goal-directed
• coordinated.
Skill classification continua
Different types of skills, including:

• basic and complex
• fine and gross
• open and closed.
Place specific physical skills on the various continua and justify these choices.

Simple information processing model
The stages of a basic information processing model:

• input
• decision-making
• output
• feedback.
Identify the role of each stage.

Explain the difference between short-term and long-term memory.
Apply the stages of information processing to physical activities.
Explain the concept of limited channel capacity / single-channel hypothesis.
The stages of learning
The characteristics of a performer at each stage of learning, naming and explaining:

• cognitive
• associative
• autonomous.
Feedback
The different types of feedback, naming and describing:

• intrinsic
• extrinsic
• knowledge of performance
• knowledge of results.
Explain examples of how the types of feedback may be given, e.g. extrinsic feedback from a coach.
Make links between the most appropriate types of feedback and the stages of learning:
• cognitive performers make more use of extrinsic feedback / knowledge of results
• autonomous performers can use intrinsic feedback / knowledge of performance.
Explain the importance of receiving feedback.
Guidance
The different types of guidance, naming and describing:

• visual
• verbal
• manual / mechanical.
Explain examples of how the types of guidance may be given, e.g. visual guidance via demonstrations.
Make links between the most appropriate types of guidance and the different stages of learning.

Goal setting
The principles of SMARTER goal setting (Specific, Measurable, Agreed, Realistic, Time-phased, Exciting,
Recorded).
Apply knowledge of goal setting to suggest appropriate use of SMARTER targets in physical activities.
Using goal setting as a means to control anxiety.
Motivation
The types of motivation, naming and describing:

• intrinsic
• extrinsic.
Provide examples of intrinsic and extrinsic motivation.

Explain the effect of intrinsic motivation and extrinsic motivation and how they can be used in physical
activities.
Arousal
The definition of arousal.

Draw and explain the Inverted-U theory (Yerkes–Dodson law).
Explain how optimal arousal varies for different skills; e.g. fine skills require lower levels of arousal than gross
skills.
Apply knowledge to explain the effects of underarousal and overarousal.
Anxiety
The two types of anxiety, naming and describing:

• cognitive
• somatic.
Explain the causes of anxiety in physical activities.
Relaxation techniques
The need to combine techniques to control arousal and anxiety.

Describe appropriate relaxation techniques, including mental rehearsal, visualisation and deep breathing.
Explain how relaxation techniques control arousal, including:

• increased concentration
• controlled breathing
• reduced heart rate.

Personality types
The terms introvert and extrovert.

Describe the typical characteristics of introvert and extrovert personality types.
Suggest physical activities usually adopted by introvert and extrovert personality types.
4 Social, cultural and ethical influences

Leisure and recreation
The terms:
• leisure time
• (physical) recreation
• play
• sport.
Identify and explain factors that influence what recreational activities people do during leisure time:
• age
• interests
• social circumstances
• family influences
• peer influences
• facilities available
• area where you live, e.g. geography / culture / tradition.
Growth in leisure activities
The factors that influence growth in leisure activities:

• increase in leisure time
• advances in technology
• improvements in healthcare
• better health awareness
• more leisure facilities
• reduced cost of equipment
• improvements in travel methods
• wider media coverage.

The sports development pyramid
The characteristics of each level of the sports development pyramid:

• elite (highest)
• performance
• participation
• foundation (lowest).
Sponsorship
The types of sponsorship:

• financial support
• clothing / footwear / equipment
• provision of specialist facilities.
Advantages and disadvantages of sponsorship to:

• the performer or team
• the sponsor
• the sport or event
• the audience / spectators.
Media
The types of media coverage:

• television
• internet and social media
• print
• radio.
The advantages and disadvantages of media coverage to:

• the performer
• the sport or event
• the audience / spectators.
Global events
The advantages of being a host nation:

• stadia and training facilities
• home advantage
• increase in national pride
• improved tourism
• increased employment
• legacy implications
• infrastructure.

Professional and amateur performers
The difference between being a professional and an amateur:

• traditional differences
• increased blurring between professional and amateur status
• both amateurs and professionals competing at the Olympic Games.
Technology
The use of technology in sport, including:

• decision-making by officials, e.g. in tennis, football and rugby
• recording time and distance, e.g. in athletics
• enhancing performance, e.g. in cycling.
The positive and negative impact of technology on:

• officials
• performers
• the audience / spectators
• the sport or event.
Factors affecting access and participation in physical activities
The factors that affect access to physical activity:

• age
• gender
• disability
• social and cultural influences.
The factors that affect participation:

• access
• discrimination
• education
• environment and climate
• family
• financial considerations
• media coverage
• role models
• time and work commitments.
Explain strategies to increase participation and overcome barriers (promotion, provision and access).

Performance-enhancing drugs (PEDs)
The reasons why some performers use prohibited performance-enhancing drugs, including:
• to enhance performance
• to keep up with the competition
• fame and increased wealth.
The types of PEDs and their effects:

• anabolic steroids – increase muscle mass
• beta blockers – reduce anxiety
• stimulants – increase alertness
• diuretics – weight loss.
The role of organising bodies in preventing and reducing the use of PEDs:
• types of testing
• reasons for banning drugs.
Suggest physical activities in which these PEDs could give an advantage.
Disadvantages of PEDs
The disadvantages of PEDs, including:

• health implications
• financial penalty
• public humiliation
• disqualification or being banned
• effect on other competitors.
The negative consequences of drugs scandals.
Blood doping
The reasons why some performers use blood doping.

How blood doping is carried out.
The effects of blood doping on performance.
The potential side effects of blood doping.

Sportsmanship and gamesmanship
The terms sportsmanship and gamesmanship, including:

• how sportsmanship can be displayed
• how gamesmanship can be displayed.
Examples of sportsmanship and gamesmanship in physical activities.
Risk
The difference between real risk and perceived risk.

Identify examples of real and perceived risks.
Risk assessment
Risks in different environments, including indoor sports halls, playing fields, swimming pools, artificial
surfaces.
Strategies to reduce the risk and severity of injury in physical activities:

• protective clothing and equipment
• appropriate clothing and footwear
• lifting and carrying equipment safely
• maintaining hydration
• use of warm up and cool down
• following rules
• suitable level of competition.
Injuries
Potential causes of, and simple treatments for, the following minor injuries:
• winding
• simple cuts or grazes
• blisters.
Explain the causes of bruises, muscle, tendon and ligament injuries and the RICE method for treating these
injuries.

4 Details of the assessment
All candidates take two papers.
Paper 1 – Theory
Written paper, 1 hour 45 minutes, 100 marks
Candidates should answer all the questions.
Short answer questions and structured questions testing AO1 and AO2. Candidates are required to
demonstrate skills of description, interpretation and evaluation. Note that candidates may only use physical
activities listed on pages 30–31 as examples in their answers to Paper 1.
Externally assessed.
Component 2 – Coursework
100 marks
The coursework component assesses candidates’ performance in four physical activities. Each activity is
marked out of 25 marks.
This component tests assessment objective AO3.
Candidates must undertake physical activities from at least two of the seven categories listed below.
The physical activities are:
Categories Physical activities
Games • Association Football • Lacrosse

• Badminton • Netball
• Baseball, Rounders or Softball • Rugby League or Rugby Union
• Basketball • Squash
• Cricket • Table Tennis
• Golf • Tennis
• Handball • Volleyball
• Hockey
Gymnastic Activities • Artistic Gymnastics (Floor and • Trampolining

Vault) or Rhythmic Gymnastics
• Individual Figure Skating
Dance Activities • Dance
Athletic Activities • Cross-Country Running • Track and Field Athletics

• Cycling • Weight Training for Fitness
• Rowing and Sculling

Cambridge IGCSE (9–1) Physical Education 0995 syllabus for 2025 and 2026. Details of the assessment
Categories Physical activities
Outdoor and • Canoeing • Rock Climbing

Adventurous Activities • Hill Walking or Orienteering • Sailing
• Horse Riding • Skiing or Snowboarding
• Mountain Biking • Windsurfing
Swimming • Competitive Swimming • Water Polo

• Life Saving or Personal Survival
Combat Activities • Judo or Taekwondo
Planning physical activities

The performance of physical activities is a central and integral part of the course. Wherever possible, in the
delivery of the course, theory is related to practice and practice is related to theory. This approach enables
candidates to understand, as well as to apply, the theoretical concepts.
Physical activities make a significant contribution to syllabus aims and objectives, serving as a source of
material to facilitate learning.
The selection of physical activities should be influenced by:

• interests, stages of development and abilities of candidates
• teaching resources and the expertise of staff
• facilities and equipment
• time
• number of candidates.
Candidates may use external facilities and local clubs, but in all cases the centre must retain the responsibility
for monitoring the work and for its assessment and standardisation.
Safety
Candidates may be placed in physically demanding situations when taking part in physical activities. It is the
responsibility of the centre, through the Head of Physical Education or equivalent, to ensure that:
• candidates are capable of taking part in physical activities; if there is any doubt then medical advice should
be sought
• the health and safety of candidates is paramount and is maintained at all times when candidates are
engaged in physical activities as part of this course
• the necessary facilities and equipment are available and safe for each activity that candidates take part in.
A textbook that centres may find helpful is Safe Practice in Physical Education, Sport and Physical Activity, by
the Association for Physical Education (2016; ISBN 978-1-909012-35-6).

Pupils with disabilities

You should not prevent candidates from participating in any of the physical activities required by Cambridge
IGCSE Physical Education on the grounds of disability.
Within the range of physical activities offered, candidates with disabilities will be capable of achievement in the
assessment objectives with or without adaptation in their chosen activities.
Where a candidate with a disability chooses an activity which needs adaptation to meet their needs, you must
take steps to ensure that they are not penalised. In such instances, and before beginning to teach the course,
you must inform Cambridge International, indicating the nature of the candidate’s disability and suggesting
ways in which the activity might be adapted. Cambridge International and the Principal Moderator will then
consider the situation. See ‘Access arrangements’ in the Cambridge Handbook for the relevant year of
assessment.
Teaching physical activities

For each physical activity candidates must:
• respond readily to instructions
• recognise and follow relevant rules, laws, codes, etiquette and safety procedures for different activities or
events, in practice and during competitions
• understand the safety risks of wearing inappropriate clothing, footwear and jewellery, and why particular
clothing, footwear and protection are worn for different activities
• know how to use equipment safely
• be familiar with a warm-up routine prior to exercise and cool-down routine after exercise relevant to the
exercise or physical activity
• be familiar with the practices, drills and games that are used for assessment.
The assessment, including the production of filmed evidence, of candidates performing in physical activities is
an integral part of the Cambridge IGCSE Physical Education course.
It is the responsibility of the centre, through the Head of Physical Education or equivalent, to ensure that:
• they oversee the assessment process and that there is effective internal standardisation across the centre’s
assessments and all the staff involved in the assessments, including off-site activities
• the filmed evidence is sufficiently comprehensive and in the correct format, see ‘Submission of filmed
evidence’ on page 36, to enable external moderation to take place efficiently.
Centres must refer to the Cambridge IGCSE Physical Education Coursework Guidelines Booklet for the relevant
year of assessment.
Method of assessment
The mark for Component 2: Coursework is the total of the marks for the four physical activities. Each activity is
marked out of 25, giving a total mark out of 100.
It is recommended that assessment takes place at least three times during the course so that records of
progress are available and to allow for any unforeseen circumstances, such as candidate ill health, that may
prevent a final assessment taking place. Centres are reminded that if physical activities are taught on a modular
basis over the course, filmed evidence of candidates’ ability may need to be recorded at the end of a module
and retained for moderation purposes.
Teachers must ensure that all work produced by candidates and records of assessment are retained and are
available for inspection, if required, by the external Coursework Moderator.

Marking criteria for coursework

The marking criteria for each physical activity can be found in the Coursework Guidelines Booklet. Assessment
of candidates’ performance should take place during the activity and should not be based on the filmed
evidence.
The general marking principles for activities are as follows:

• each level descriptor covers all the relevant assessment objectives
• the descriptors should be read and applied as a whole
• make a best-fit match between the whole performance and the level descriptors.
Candidates do not have to meet all the requirements within a level before a performance can be placed in that
level. The question to be asked about a performance is: does it match this level better than another level,
e.g. does it match Level 4 better than it matches Level 3?
To select the most appropriate mark within each set of descriptors, teachers/Examiners should use the
following guidance:
• If most of the descriptors fit the work, then the teacher/Examiner will award the middle mark in the band.
• If the descriptors fully fit the work (and the teacher/Examiner had perhaps been considering the band
above), the highest mark will be awarded.
• If there is just enough evidence (and the teacher/Examiner had perhaps been considering the band below),
then the lowest mark in the band will be awarded.
Activities should be standardised against each other to ensure that all activities and candidates have been
marked to a comparable standard (i.e. it should be equally difficult to achieve, for example, 21 marks in
Association Football as it is in Hill Walking).
For some activities, candidates’ performance is based on times/distances. The marking criteria are objective
and measurable and the above guidance may not apply.
Recording and submitting candidates’ marks and work

Please refer to the samples database at www.cambridgeinternational.org/samples for information, dates
and methods of submission of candidates’ marks and work. You should follow the instructions for Component 2
Coursework on the samples database.
You should record marks on the required form(s) which you should download each year from the samples
database at www.cambridgeinternational.org/samples. Follow the instructions on the form to complete it.
The marks on these forms must be identical to the marks you submit to Cambridge International.
Marks should be recorded on the Coursework Assessment Summary Form. For each activity an Order of
Merit sheet should also be completed. Please note that there are variations of this form for some activities
and a generic form for other activities. For some activities we may require the collection of additional evidence
produced by the candidates, such as route sheets for Hill Walking and Orienteering.

Internal moderation
If more than one teacher in your centre is marking internal assessments, you must make arrangements to
moderate or standardise your teachers’ marking so that all candidates are assessed to a common standard.
(If only one teacher is marking internal assessments, no internal moderation is necessary.) You can find further
information on the process of internal moderation in the Cambridge Handbook and on the samples database
for the relevant year of assessment.
You should record the internally moderated marks for all candidates on the required forms and submit
these marks to Cambridge International according to the instructions on the samples database at
www.cambridgeinternational.org/samples
External moderation
Cambridge International will externally moderate all internally assessed components.
• You must submit the marks of all candidates to Cambridge International.

• You must also submit the marked work of a sample of candidates to Cambridge International.
The samples database at www.cambridgeinternational.org/samples provides details of how to submit the

marks and work.
External moderators will produce a short report for each centre with feedback on your marking and
administration of the assessment.
Evidence of assessment
1 All centres must provide filmed evidence of performances in every physical activity.
2 All candidates assessed in an activity should be filmed together and not individually, where possible. Of
these, an appropriate sample should be identified who will represent the full range of marks awarded by
the centre. These candidates should be identified by large numbered bibs or card numbers pinned back
and front in each activity. The sample of candidates filmed in each activity should be from across the ability
range: ideally two high-scoring candidates including the top ranked candidate, two mid-scoring candidates
and one low-scoring candidate.
Using the samples database

The samples database refers you to key information about administering coursework, speaking tests and
examined coursework for each syllabus.
Use the database to find out:

• when and how to submit your marks for moderated coursework and non-coursework tests
• when and how to submit your candidates’ work
• which forms to complete and return with your candidates’ work.
The samples database at www.cambridgeinternational.org/samples will ask you for:

• your country/territory
• the syllabus code (i.e. 0995 for this syllabus).
The database will then take you to the information you need, including dates and methods of submission of
candidates’ marks and work, as well as any forms you may need to complete.

Filmed evidence
Centres assessing physical activities as part of the Cambridge IGCSE (9–1) Physical Education syllabus must
provide filmed evidence of their candidates’ performances in all activities.
The filmed evidence is used by the external Moderator as evidence to check on the standard of assessment.
It is therefore important that centres take great care in producing and checking that the filmed evidence
shows accurately the performance levels achieved by candidates. Centres could potentially disadvantage
their candidates by producing filmed evidence which is either of low quality or fails to provide the right level of
evidence to justify the marks awarded.
The filming should allow the following to be seen:

• candidate identifiers at all times
• the execution of skills
• the outcome, e.g. the result of a Tennis serve, the performance of a routine in Dance or Gymnastics, the
finish of an Outdoor and Adventurous Activity
• the interaction in conditioned team situations, e.g. marking in Netball.
Further guidance on the production of high-quality filmed evidence can be found in the Coursework Guidelines
Booklet and the Coursework Handbook.
Submission of coursework
Cambridge International will externally moderate all internally assessed components.
• You must submit the internally assessed marks of all candidates to Cambridge International.
• You must also submit the internally assessed work (filmed evidence and documentation) of a sample of
candidates to Cambridge International.
The samples database at www.cambridgeinternational.org/samples provides details of how to submit the

marks and work.
Documentation
The following documents should accompany the filmed evidence:
• MS1 (or equivalent)
• Coursework Assessment Summary Form
• Centre Order of Merit sheets for each activity showing all candidates’ marks in rank order, with boys and
girls in separate lists. The sample of candidates shown in the filmed evidence should be identified clearly
on the Centre Order of Merit sheets using identifiers, such as Red 2. The marks of all candidates from the
centre offering a particular activity should be listed on the Order of Merit sheets. The candidate identification
in the filmed evidence should match the identification on the Order of Merit sheets.
Order of Merit sheets, and the instructions for completing them, may be downloaded from
www.cambridgeinternational.org/samples. The database will ask you for the syllabus code (i.e. 0995)
after which it will take you to the correct forms.
• other supporting evidence for activities, e.g. Hill Walking log books, Orienteering competition results.

Submission of filmed evidence

• Select an appropriate sample of candidates from each submitted activity. Select candidates from across
the ability range.
• Identify candidates, e.g. using large numbered bibs or card numbers pinned back and front, in each
activity.
Supervising coursework
Coursework must be a candidate’s own, unaided work. The teacher must be able to authenticate the work is
the candidate’s own.
A general discussion on the progress of coursework is a natural part of the teacher–candidate relationship, as it
is for other parts of the course.
Teachers should not correct or edit draft coursework. Advice should be kept at a general level so that the
candidate leads the discussion and makes the suggestions for any amendments. Teachers must not give
detailed advice to individual candidates or groups of candidates on how their work can be improved to meet
the assessment criteria.
For further information about supervising coursework, see the Cambridge Handbook for the relevant year of
assessment at www.cambridgeinternational.org/eoguide
Authenticity and academic honesty/avoidance of plagiarism

It is the centre’s responsibility to make sure all assessed work is the candidate’s original work. Candidates must
not submit someone else’s work as their own, or use material produced by someone else without citing and
referencing it properly. You should make candidates aware of the academic conventions governing quotation
and reference to the work of others, and teach candidates how to use them.
A candidate taking someone else’s work or ideas and passing them off as their own is an example of
plagiarism. It is your responsibility as a teacher to prevent plagiarism from happening and to detect it if it does
happen. For more information, search for ‘Preventing plagiarism – guidance for teachers’ on our website at
www.cambridgeinternational.org/teachingandassessment

5 What else you need to know
This section is an overview of other information you need to know about this syllabus. It will help to share the
administrative information with your exams officer so they know when you will need their support. Find more
information about our administrative processes at www.cambridgeinternational.org/eoguide
Before you start

Previous study
We do not expect learners starting this course to have previously studied Physical Education.
Guided learning hours

We design Cambridge IGCSE syllabuses to require about 130 guided learning hours for each subject. This is
for guidance only. The number of hours a learner needs to achieve the qualification may vary according to each
school and the learners’ previous experience of the subject.
Availability and timetables

All Cambridge schools are allocated to one of six administrative zones. Each zone has a specific timetable.
This syllabus is not available in all administrative zones. To find out about availability check the syllabus page at
www.cambridgeinternational.org/igcse
You can view the timetable for your administrative zone at www.cambridgeinternational.org/timetables
You can enter candidates in the June exam series.
Check you are using the syllabus for the year the candidate is taking the exam.
Private candidates cannot enter for this syllabus. For more information, please refer to the Cambridge Guide to
Making Entries.
Combining with other syllabuses

Candidates can take this syllabus alongside other Cambridge International syllabuses in a single exam series.
The only exceptions are:
• Cambridge IGCSE Physical Education (0413)
• syllabuses with the same title at the same level.
Cambridge IGCSE, Cambridge IGCSE (9–1) and Cambridge O Level syllabuses are at the same level.

Cambridge IGCSE (9–1) Physical Education 0995 syllabus for 2025 and 2026. What else you need to know
Making entries
Exams officers are responsible for submitting entries to Cambridge International. We encourage them to work
closely with you to make sure they enter the right number of candidates for the right combination of syllabus
components. Entry option codes and instructions for submitting entries are in the Cambridge Guide to Making
Entries. Your exams officer has a copy of this guide.
Exam administration
To keep our exams secure, we produce question papers for different areas of the world, known as
administrative zones. We allocate all Cambridge schools to an administrative zone determined by their location.
Each zone has a specific timetable. Some of our syllabuses offer candidates different assessment options. An
entry option code is used to identify the components the candidate will take relevant to the administrative zone
and the available assessment options.
Support for exams officers

We know how important exams officers are to the successful running of exams. We provide them with the
support they need to make your entries on time. Your exams officer will find this support, and guidance for all
other phases of the Cambridge Exams Cycle, at www.cambridgeinternational.org/eoguide
Retakes and carrying forward marks

Candidates can retake the whole qualification as many times as they want to. Information on retake entries is at
www.cambridgeinternational.org/retakes
Candidates cannot resubmit, in whole or in part, coursework from a previous series for remarking.
Marks achieved in Component 2 Coursework, can be carried forward to future series, subject to the
requirements set out in the Cambridge Handbook at www.cambridgeinternational.org/eoguide
To confirm what entry options are available for this syllabus, refer to the Cambridge Guide to Making Entries for
the relevant series. Regulations for carrying forward internally assessed marks can be found in the Cambridge
Handbook for the relevant year of assessment at www.cambridgeinternational.org/eoguide
Language
This syllabus and the related assessment materials are available in English only.
Accessibility and equality

Syllabus and assessment design
Cambridge International works to avoid direct or indirect discrimination. We develop and design syllabuses and
assessment materials to maximise inclusivity for candidates of all national, cultural or social backgrounds and
candidates with protected characteristics; these protected characteristics include special educational needs
and disability, religion and belief, and characteristics related to gender and identity. In addition, the language
and layout used are designed to make our materials as accessible as possible. This gives all candidates the
fairest possible opportunity to demonstrate their knowledge, skills and understanding and helps to minimise the
requirement to make reasonable adjustments during the assessment process.

Access arrangements
Access arrangements (including modified papers) are the principal way in which Cambridge International
complies with our duty, as guided by the UK Equality Act (2010), to make ‘reasonable adjustments’ for
candidates with special educational needs (SEN), disability, illness or injury. Where a candidate would otherwise
be at a substantial disadvantage in comparison to a candidate with no SEN, disability, illness or injury, we
may be able to agree pre-examination access arrangements. These arrangements help a candidate by
minimising accessibility barriers and maximising their opportunity to demonstrate their knowledge, skills and
understanding in an assessment.
Important:
• Requested access arrangements should be based on evidence of the candidate’s barrier to assessment
and should also reflect their normal way of working at school; this is in line with the Cambridge Handbook
www.cambridgeinternational.org/eoguide
• For Cambridge International to approve an access arrangement, we will need to agree that it constitutes
a reasonable adjustment, involves reasonable cost and timeframe and does not affect the security and
integrity of the assessment.
• Availability of access arrangements should be checked by centres at the start of the course. Details of our
standard access arrangements and modified question papers are available in the Cambridge Handbook
www.cambridgeinternational.org/eoguide
• Please contact us at the start of the course to find out if we are able to approve an arrangement that is not
included in the list of standard access arrangements.
• Candidates who cannot access parts of the assessment may be able to receive an award based on the
parts they have completed.
After the exam

Grading and reporting
Grades 9, 8, 7, 6, 5, 4, 3, 2 or 1 indicate the standard a candidate achieved at Cambridge IGCSE (9–1).
9 is the highest and 1 is the lowest. ‘Ungraded’ means that the candidate’s performance did not meet the
standard required for grade 1. ‘Ungraded’ is reported on the statement of results but not on the certificate.
In specific circumstances your candidates may see one of the following letters on their statement of results:
• Q (PENDING)
• X (NO RESULT).
These letters do not appear on the certificate.
On the statement of results and certificates, Cambridge IGCSE is shown as INTERNATIONAL GENERAL
CERTIFICATE OF SECONDARY EDUCATION (IGCSE).

How students and teachers can use the grades

Assessment at Cambridge IGCSE has two purposes:
1 to measure learning and achievement
The assessment confirms achievement and performance in relation to the knowledge, understanding and
skills specified in the syllabus.
2 to show likely future success
The outcomes help predict which students are well prepared for a particular course or career and/or which
students are more likely to be successful.
The outcomes help students choose the most suitable course or career.
Grade descriptions
Grade descriptions are provided to give an indication of the standards of achievement candidates awarded
particular grades are likely to show. Weakness in one aspect of the examination may be balanced by a better
performance in some other aspect.

Changes to this syllabus for 2025 and 2026

The syllabus has been updated. This is version 1, published September 2022.
You must read the whole syllabus before planning your teaching programme.
Changes to availability This syllabus is available in the June series only.
We review our syllabuses regularly to make sure they continue to meet the needs of our schools. In updating
this syllabus, we have made it easier for teachers and students to understand, keeping the familiar features that
teachers and schools value.
Any textbooks endorsed to support the syllabus for examination from 2019 are still suitable for
use with this syllabus.

School feedback: ‘While studying Cambridge IGCSE and Cambridge International A Levels, students
broaden their horizons through a global perspective and develop a lasting passion for learning.’
Feedback from: Zhai Xiaoning, Deputy Principal, The High School Affiliated to Renmin University of China
We are committed to making our documents accessible in accordance with the WCAG 2.1 Standard. We are always looking to improve
the accessibility of our documents. If you find any problems or you think we are not meeting accessibility requirements, contact us at
[email protected] with the subject heading: Digital accessibility. If you need this document in a different format, contact
us and supply your name, email address and requirements and we will respond within 15 working days.
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© Cambridge University Press & Assessment September 2022

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Syllabus

Cambridge IGCSE™ (9–1)

© Cambridge University Press & Assessment September 2022

Why choose Cambridge International?......................................................................... 2

1 Why choose this syllabus? ......................................................................................... 4

2 Syllabus overview ........................................................................................................ 7

3 Subject content ..........................................................................................................11

4 Details of the assessment ........................................................................................ 30

5 What else you need to know .................................................................................... 37

Important: Changes to this syllabus

1 Why choose this syllabus?

Students can choose from 70 subjects in any combination – it is

Cambridge IGCSE (9–1) Physical Education encourages

School feedback: ‘The strength of Cambridge IGCSE qualifications is internationally

Back to contents page www.cambridgeinternational.org/igcse 4

International recognition and acceptance

Learn more at www.cambridgeinternational.org/recognition

Back to contents page www.cambridgeinternational.org/igcse 5

Find out more at www.cambridgeinternational.org/support

Support for Cambridge IGCSE

Planning and Teaching and Learning and revision Results

• Cambridge Professional Development Qualifications

Supporting exams officers

Back to contents page www.cambridgeinternational.org/igcse 6

The aims are to enable students to:

Cambridge Assessment International Education is an education organisation and politically

Back to contents page www.cambridgeinternational.org/igcse 7

Candidates will study all of the following topics:

Back to contents page www.cambridgeinternational.org/igcse 8

All candidates take: and:

Paper 1 1 hour 45 minutes Component 2

Information on availability is in the Before you start section.

Back to contents page www.cambridgeinternational.org/igcse 9

Weighting for assessment objectives

Assessment objectives as a percentage of the qualification

Assessment objectives as a percentage of each component

Total 100 100

Back to contents page www.cambridgeinternational.org/igcse 10

Candidates should be able to:

1 Anatomy and physiology

The functions of the skeleton, to include:

The location and function of the following bones:

Classify bones as long, short or flat.

Back to contents page www.cambridgeinternational.org/igcse 11

Examples of the different types of joints:

Joint structure and function

The structure of a synovial joint and function of its components:

Describe types of movement in physical activities:

The location and role of the following muscles:

The role of tendons.

Back to contents page www.cambridgeinternational.org/igcse 12

Antagonistic muscle action

With reference to the shoulder, elbow, hip, knee and ankle:

Muscle fibre types

The pathway of air into the body:

Gaseous exchange at the alveoli

The function of the diaphragm and intercostal muscles in normal breathing.

Breathing volumes and minute ventilation

Describe and explain: