Exercise and Sports Science vocabulary helps students explain why movement works, why athletes make certain decisions and how performance can improve safely. A student may know how to play basketball yet struggle to describe a tactical decision; another may run quickly but confuse speed with power, or training load with recovery. This guide explains 200 sports science words with simple meanings and practical examples for the 2027 SEC G3 course.

Singapore’s 2027 Secondary Education Certificate G3 Exercise and Sports Science is SEAB K354 (reference code 6081 for earlier exams). It focuses on five related disciplines: Exercise Physiology, Motor Learning and Development, Biomechanics, Sports Psychology, and Sports Sociology. The assessment combines an electronic theory paper with supervised practical coursework and a Development Log. These 200 definitions form an independent eduKate study glossary, not an official SEAB-prescribed 200-word list.

Quick answers:

• Theory: Paper 1 is a two-hour e-examination worth 40%.
• Coursework: Paper 2 spans 21 weeks and contributes 60%, including two chosen practical activities and a Development Log.
• The student chooses one individual/dual activity and one team activity from the official lists.
• Movement explanations should connect muscles, forces, technique, decision-making and the surrounding situation.
• Training plans must be safe, school-supervised and based on appropriate performance evidence.
• This glossary does not replace coaching, medical advice or independent practical assessment.

1–10: Exercise and sports-science foundations

1. exercise — Planned movement undertaken to develop or maintain fitness.
2. physical activity — Body movement requiring energy expenditure.
3. sport — Structured physical activity often involving rules and competition.
4. physical performance — How effectively a person carries out a movement or task.
5. movement — Change in position of the body or a body part.
6. exercise physiology — Study of body responses and adaptations to exercise.
7. biomechanics — Study of mechanical principles applied to movement.
8. motor learning — Process of acquiring or refining movement skills.
9. sports psychology — Study of mental factors influencing sport and exercise.
10. sports sociology — Study of how society and culture shape participation in sport.

Practice transfer: Describe a supervised movement example where one term can be observed.

11–20: Bones and joint structures

11. skeletal system — Body framework of bones, joints and supporting structures.
12. long bone — Bone with a shaft and expanded ends, such as the femur.
13. short bone — Bone that is relatively compact in shape.
14. flat bone — Bone with broad surfaces, often protective.
15. joint — Place where bones connect.
16. hinge joint — Joint mainly allowing movement in one plane.
17. ball-and-socket joint — Joint allowing movement around multiple axes.
18. cartilage — Supportive tissue cushioning joint surfaces.
19. ligament — Strong connective tissue joining bone to bone.
20. tendon — Connective tissue attaching muscle to bone.

Practice transfer: Compare two related terms and identify the difference in function.

21–30: Joint movements and planes

21. flexion — Decrease in the angle at a joint.
22. extension — Increase in the angle at a joint.
23. abduction — Movement away from the body’s midline.
24. adduction — Movement towards the body’s midline.
25. rotation — Turning a body part around an axis.
26. circumduction — Circular movement combining several joint actions.
27. sagittal plane — Vertical plane dividing the body into left and right portions.
28. frontal plane — Vertical plane dividing the body into front and back.
29. transverse plane — Horizontal plane dividing upper and lower portions.
30. axis of rotation — Imaginary line around which a movement turns.

Practice transfer: Explain how the concept could guide a safe performance judgement.

31–40: Muscles and contraction

31. skeletal muscle — Muscle that produces voluntary body movement.
32. smooth muscle — Involuntary muscle found in many internal organs.
33. cardiac muscle — Specialised muscle forming the heart wall.
34. agonist — Main muscle producing a particular movement.
35. antagonist — Muscle opposing or controlling the agonist’s movement.
36. synergist — Muscle helping another muscle perform an action.
37. muscle contraction — Development of tension by active muscle tissue.
38. concentric contraction — Muscle shortening while producing force.
39. eccentric contraction — Muscle lengthening while controlling a load.
40. isometric contraction — Tension produced without substantial change in muscle length.

Practice transfer: Identify which data or observation would be needed to test the idea.

41–50: Circulatory and respiratory systems

41. heart rate — Number of heart beats per minute.
42. stroke volume — Amount of blood pumped by one ventricle per beat.
43. cardiac output — Blood pumped by one ventricle per minute.
44. blood circulation — Movement of blood through the heart and vessels.
45. artery — Blood vessel carrying blood away from the heart.
46. vein — Blood vessel returning blood towards the heart.
47. capillary — Small blood vessel allowing exchange with tissues.
48. respiration — Cellular process releasing usable energy from nutrients.
49. ventilation — Movement of air into and out of the lungs.
50. gas exchange — Movement of oxygen and carbon dioxide across a respiratory surface.

Practice transfer: Describe a supervised movement example where one term can be observed.

51–60: Energy systems and effort

51. adenosine triphosphate — Molecule supplying usable energy for many cellular activities.
52. ATP-PC system — Rapid energy system relying on stored phosphocreatine.
53. anaerobic glycolysis — Energy pathway breaking down glucose without requiring oxygen directly.
54. aerobic energy system — Energy production relying predominantly on oxygen-supported processes.
55. carbohydrate — Nutrient group used as an important fuel for exercise.
56. fat oxidation — Process releasing energy by breaking down fatty acids.
57. exercise intensity — Level of physical effort demanded.
58. exercise duration — Length of time an activity continues.
59. energy contribution — Relative share of energy supplied by a pathway.
60. recovery — Processes allowing the body to return towards readiness after activity.

Practice transfer: Compare two related terms and identify the difference in function.

61–70: Health-related fitness components

61. cardiorespiratory endurance — Ability to sustain activity using heart and lung support.
62. muscular endurance — Ability to repeat muscle contractions or sustain effort.
63. muscular strength — Maximum force muscles can produce under specified conditions.
64. flexibility — Available range of movement at a joint.
65. body composition — Relative proportions of body tissues including fat and lean mass.
66. aerobic capacity — Ability to sustain oxygen-dependent energy supply.
67. muscular power — Ability to produce force rapidly.
68. speed — Rate of movement over a distance.
69. balance — Ability to control body position.
70. coordination — Effective organisation of movements among body parts.

Practice transfer: Explain how the concept could guide a safe performance judgement.

71–80: Training principles

71. specificity — Training should match the demands of the intended activity.
72. progressive overload — Gradually increasing appropriate training demand.
73. reversibility — Training adaptations can decline when stimulus is removed.
74. individualisation — Adjusting training to a person’s condition and needs.
75. frequency — How often training takes place.
76. intensity — How hard a session or exercise is.
77. time — Duration of work within a session.
78. type — Kind of activity chosen for training.
79. FITT principle — Framework relating frequency, intensity, time and type.
80. training adaptation — Longer-term body change arising from suitable training.

Practice transfer: Identify which data or observation would be needed to test the idea.

81–90: Training methods and load

81. continuous training — Relatively steady activity performed without planned intervals.
82. interval training — Alternating work periods and recovery periods.
83. circuit training — Series of exercises performed at successive stations.
84. resistance training — Exercise working against a load or resistance.
85. plyometric training — Movements using rapid stretch-shortening muscle actions.
86. skill practice — Repeated attention to performing a sport technique.
87. training volume — Total amount of work completed.
88. work-to-rest ratio — Comparison between effort and recovery intervals.
89. training load — Combined demand placed on an athlete.
90. periodisation — Planned variation of training across time.

Practice transfer: Describe a supervised movement example where one term can be observed.

91–100: Fitness testing and analysis

91. fitness test — Standardised assessment of a fitness component.
92. baseline — Starting measurement used for later comparison.
93. protocol — Defined procedure for carrying out a test.
94. validity — How well a test measures its intended quality.
95. reliability — Consistency of a measurement or assessment.
96. standardisation — Keeping test conditions and procedures consistent.
97. measurement error — Difference between recorded and actual values.
98. quantitative data — Information expressed numerically.
99. performance trend — Pattern of change in performance across time.
100. test limitation — Factor reducing how confidently a result can be interpreted.

Practice transfer: Compare two related terms and identify the difference in function.

101–110: Injury prevention and safe participation

101. hazard — Something that could cause harm.
102. risk assessment — Evaluation of possible danger and its likelihood or severity.
103. control measure — Action intended to reduce exposure to a hazard.
104. warm-up — Preparatory movement before more demanding activity.
105. cool-down — Gradual transition after exercise.
106. hydration — Maintaining appropriate fluid levels.
107. fatigue — Reduction in readiness or ability after effort.
108. sprain — Injury affecting a ligament.
109. strain — Injury affecting muscle or tendon.
110. overuse injury — Condition developing through repeated loading without adequate adaptation.

Practice transfer: Explain how the concept could guide a safe performance judgement.

111–120: Motor learning and skill categories

111. motor skill — Learned action requiring coordinated body movement.
112. gross motor skill — Skill involving larger muscle groups.
113. fine motor skill — Skill using small precise movements.
114. open skill — Skill performed in a changing and less predictable environment.
115. closed skill — Skill performed in a more stable environment.
116. discrete skill — Skill with a clear beginning and end.
117. serial skill — Sequence of discrete actions linked together.
118. continuous skill — Skill without an obvious fixed finishing point during repetition.
119. novice — Person at an early stage of learning a skill.
120. expert — Person demonstrating highly developed skill and understanding.

Practice transfer: Identify which data or observation would be needed to test the idea.

121–130: Information processing and feedback

121. stimulus — Information detected from the environment.
122. perception — Interpretation of incoming sensory information.
123. decision selection — Choosing an action based on available information.
124. response execution — Performing the selected movement.
125. reaction time — Time between receiving a stimulus and initiating response.
126. intrinsic feedback — Information sensed from one’s own movement.
127. extrinsic feedback — Information provided from outside the performer.
128. knowledge of results — Feedback about the outcome of a performance.
129. knowledge of performance — Feedback about how a movement was executed.
130. delayed feedback — Performance information given after a time interval.

Practice transfer: Describe a supervised movement example where one term can be observed.

131–140: Games and tactical decisions

131. tactic — Immediate plan used to gain advantage in a game.
132. strategy — Broader approach governing decisions over a contest.
133. spatial awareness — Understanding positions and available space.
134. offensive play — Actions aimed at creating scoring opportunities.
135. defensive play — Actions aimed at preventing opponents from scoring.
136. support play — Movement providing useful passing or movement options.
137. marking — Following or covering an opponent to limit options.
138. interception — Stopping an opponent’s pass or movement by taking possession.
139. transition play — Change between attack and defence.
140. decision-making — Choosing a suitable response within a game situation.

Practice transfer: Compare two related terms and identify the difference in function.

141–150: Biomechanics: forces and stability

141. force — Push or pull able to change movement.
142. Newton’s first law — Law relating constant motion to absence of net external force.
143. Newton’s second law — Net force equals mass times acceleration.
144. Newton’s third law — For every action force there is an equal opposite reaction force.
145. centre of mass — Balance point representing the distribution of mass.
146. base of support — Area enclosed by the body’s contact points with its supporting surface.
147. stability — Resistance to unwanted change in balance or position.
148. friction — Force opposing relative motion at contact surfaces.
149. impulse — Force applied over a time interval, producing momentum change.
150. momentum — Quantity equal to mass multiplied by velocity.

Practice transfer: Explain how the concept could guide a safe performance judgement.

151–160: Projectiles and motion analysis

151. projectile motion — Movement of an object after launch under forces such as gravity.
152. release angle — Direction of an object’s initial motion relative to a reference.
153. release speed — Speed at the instant an object leaves contact.
154. release height — Height of an object when it is launched.
155. trajectory — Path followed by a moving object.
156. air resistance — Force exerted by air opposing relative motion.
157. Magnus effect — Force on a spinning object moving through a fluid.
158. summation of forces — Combining coordinated forces or movements to produce an outcome.
159. preparatory phase — Initial stage setting up a skill movement.
160. follow-through — Movement continuing after the key force-producing action.

Practice transfer: Identify which data or observation would be needed to test the idea.

161–170: Technical performance analysis

161. performance analysis — Structured examination of sport actions and their outcomes.
162. technical analysis — Assessment of how a movement skill is performed.
163. tactical analysis — Assessment of choices made during game situations.
164. phase analysis — Examining a skill through identified movement stages.
165. video analysis — Using recordings to study movement and decisions.
166. notational analysis — Systematically recording defined performance events.
167. observation checklist — List of features to watch during performance.
168. coding category — Defined event or action recorded in a dataset.
169. success rate — Successful attempts divided by total relevant attempts.
170. actionable feedback — Information specifying a practical change to attempt.

Practice transfer: Describe a supervised movement example where one term can be observed.

171–180: Sports psychology and confidence

171. motivation — Reasons and processes that prompt continued effort.
172. intrinsic motivation — Drive arising from interest or satisfaction in the activity.
173. extrinsic motivation — Drive arising from rewards or pressures outside the activity.
174. arousal — Degree of mental and physiological activation.
175. state anxiety — Temporary worry linked to a situation.
176. trait anxiety — More persistent tendency to experience anxiety.
177. inverted-U theory — Model suggesting performance may peak at a moderate arousal level.
178. self-confidence — Belief in one’s ability to perform a task.
179. cognitive appraisal — Interpretation of how demanding or threatening a situation is.
180. coping strategy — Learned method used to manage stress or attention.

Practice transfer: Compare two related terms and identify the difference in function.

181–190: Goals and social contexts

181. SMART goal — Goal that is specific, measurable, achievable, relevant and time-bound.
182. outcome goal — Aim centred on a competitive result.
183. performance goal — Aim centred on an individual’s measured performance.
184. process goal — Aim focused on execution of a skill or behaviour.
185. sportsmanship — Fair and respectful conduct in sport.
186. gamesmanship — Exploiting rules or situations for advantage without necessarily breaking formal rules.
187. equity — Fairness in access and treatment recognising different barriers.
188. commercialisation — Growing business and media influence within sport.
189. sponsorship — Financial or material support provided in exchange for association.
190. performance-enhancing drugs — Substances used to influence performance that may violate anti-doping rules.

Practice transfer: Explain how the concept could guide a safe performance judgement.

191–200: Coursework and development log

191. practical activity — Chosen sport or exercise assessed through performance.
192. individual sport — Activity mainly judged on one participant’s performance.
193. dual sport — Competition between two opposing individual performers.
194. team sport — Activity involving coordinated players competing together.
195. development log — Record of performance analysis, planning, implementation and reflection.
196. training programme — Planned series of sessions designed towards a goal.
197. tactical decision analysis — Review of why particular choices were made during play.
198. implementation — Carrying out an approved plan in practice.
199. evaluation — Judgement of results and limitations using evidence.
200. original work — Evidence and explanations genuinely produced by the student.

Practice transfer: Identify which data or observation would be needed to test the idea.

Sports Science begins with a question: what actually changed?

A learner who becomes faster in a sprint may have improved technique, strength, coordination, confidence or some combination. A stronger performance time alone does not reveal the full mechanism. Exercise and Sports Science asks students to connect physical systems, learning processes, mechanical forces and mental or social factors. The subject rewards evidence-based interpretation, not claims such as “a harder workout always creates more improvement”. Any practical programme must balance appropriate challenge with safety and recovery.

Example 1: heart rate is not cardiac output

Heart rate counts heart beats per minute. Stroke volume is the amount of blood pumped by one ventricle per beat. Cardiac output is the volume pumped per minute, found by multiplying the two. In a simplified illustrative example, 70 beats/minute × 70 mL/beat = 4,900 mL/minute, or 4.9 L/minute. During physical activity these measures can change, and they help explain how the circulatory and respiratory systems support working muscles.

Real physiological values vary substantially across people, age, fitness, health and exercise intensity. The example is arithmetic for students, not a target heart rate or a medical assessment. Measuring a pulse cannot by itself establish an individual’s cardiac output; stroke volume must be estimated separately using an appropriate method.

Example 2: the same activity can use several energy systems

Students sometimes treat aerobic and anaerobic activities as if the body switches one system completely off when another starts. In reality, energy pathways contribute in overlapping proportions that vary with intensity and duration. An explosive effort may rely heavily on rapidly available energy, while longer sustained activities depend more on aerobic pathways. The precise contribution is not a single fixed percentage for every runner or sport.

To analyse a game, consider repeated bursts, pauses, total duration and recovery. Sports science vocabulary helps explain why different demands influence training design. However, no student should independently undertake maximal exertion or demanding interval programmes just because a term appears on this list. School supervision, personal readiness and sound safety procedures take priority.

Example 3: a movement can be strong but inefficient

Imagine an athlete making a basketball pass while off balance. The arms may produce substantial force, but the body position may reduce control and accuracy. A biomechanical explanation could discuss base of support, centre of mass, coordinated movement and the timing of force application. The issue is not only how powerful the athlete is: the movement’s sequence and interaction with teammates or defenders matter.

The same principle applies to throwing, jumping or swimming. A phase-based analysis can separate preparation, the main force-producing movement and the follow-through. Observers should describe the specific motion visible on a recording before assuming an underlying physiological or psychological cause.

Example 4: trajectory in a ball sport

A ball’s path after it leaves the player’s hand is influenced by initial speed, release angle, release height, gravity and air effects. These variables contribute to projectile motion. Spin can also influence the path through aerodynamic effects, including the Magnus effect. A student who changes two factors at once cannot easily claim which caused a different trajectory. A fair observation isolates the most relevant factor where practical and records conditions clearly.

For a learning diagram, draw several hypothetical arcs with the same origin and label them as illustrative, not measured from a real player. The goal is to explain the mechanism in a physically reasonable way. Sport and equipment vary, so one idealised arc is not a universal instruction for throwing, shooting or serving.

Example 5: open and closed skills need different attention

A relatively predictable drill performed in a stable setting can be treated as a more closed skill. A pass made during a moving match with defenders responding is an open skill because conditions change while the performer acts. These are descriptive categories rather than an absolute division: real tasks lie along a spectrum. A novice may need extra time to process information, while an experienced player often anticipates cues more quickly.

When evaluating a student, ask whether errors occurred under a predictable drill or only during a genuine game. The difference may indicate a need to practise decision-making under changing conditions, not simply repeat the same isolated movement indefinitely.

Example 6: intrinsic and extrinsic feedback

A swimmer may feel that their body is tilted or that a turn was mistimed; this is an example of intrinsic feedback. A teacher pointing out the swimmer’s head position supplies extrinsic feedback. A lap time offers knowledge of results, while advice about body position offers knowledge of performance. Both can be useful. The quality and timing of feedback matter because too much information may overwhelm a learner.

When students analyse a recorded skill, they should record what was actually visible and identify a reasonable next focus. For example, “the landing appeared unbalanced on two of three filmed attempts” is more precise than “the player has bad technique”. A video may reveal patterns, but it does not provide a full clinical or physiological diagnosis.

Example 7: tactics are choices made in context

Imagine a team moving into attack after winning possession. A player could pass quickly into available space, retain possession or attempt to beat a defender. Each is a tactical decision depending on teammate positioning, opponents, remaining time and the rules of the game. A strong analysis identifies the chosen action, the visible alternatives, likely reasoning and resulting effect. Do not simply label every unsuccessful pass “a bad decision” without considering the available options.

In sports science coursework, a student could use a recording to analyse where passes were attempted and which led to a useful opportunity. A notational table may count attempts, successful passes or interceptions. But a count without context can be misleading: a short safe pass and a difficult attacking pass may have different tactical aims. Combining quantitative data and carefully observed examples produces a better judgement.

Example 8: motivation and arousal are not the same thing

A motivated athlete may value participation and remain committed to training, while arousal describes current mental and physiological activation. A person can be motivated yet feel unusually tense before competition. The inverted-U model illustrates a possible relationship where performance improves with arousal up to a point before excessive arousal becomes unhelpful. It is a conceptual model, not proof that every athlete has the same ideal level.

Useful performance strategies should be appropriate to the individual and supported by coaches or teachers. Students can learn to set specific goals, reflect on preparation and identify manageable factors. Persistent distress or medical concerns require appropriate professional support; a syllabus concept is not a diagnosis or treatment.

Example 9: sports participation and social fairness

Two students may be equally interested in a sport but face different barriers, such as equipment costs, travel time, access to facilities or disability-related accessibility needs. Equity asks whether opportunities and support reflect these differences rather than assuming identical arrangements are fair for everyone. Commercialisation can bring sponsorship and greater media attention, but it may also change priorities around profit, broadcasting or access.

Sportsmanship concerns respect for rules and participants. The course also examines ethical issues such as the use of performance-enhancing drugs. A student can discuss fairness, health risk and sporting integrity without learning how to obtain, use or evade tests for prohibited substances. A mature answer analyses consequences and responsibilities, not sensational claims.

Example 10: what makes a Development Log credible?

The 2027 coursework includes a Development Log. One part focuses on tactical decisions in team practical activity. Another involves analysing performance and developing, implementing and evaluating a four- to five-week training programme within the coursework’s supervised framework. A useful entry identifies a baseline issue, provides relevant evidence, explains a goal, records what was actually done and evaluates the result honestly. Fabricated timings, videos, attendance or physiological data undermine assessment integrity.

Students should not ask an AI assistant, parent or outside coach to write assessed log responses as if they were the candidate’s own work. The official syllabus states that the log must be the student’s original work and sources—including any AI use—must be acknowledged. Supervisors also have specified limits on consultation. The purpose of learning the terms here is to let students understand and independently explain their observations, not to outsource coursework.

SEC 2027 K354 assessment: theory, practical activity and log

From the official 2027 G3 Exercise and Sports Science K354 syllabus, Paper 1 Theory is a two-hour e-examination, 80 marks, 40%. Section A contains varied item types worth 20 marks, Section B contains structured questions worth 40 marks, and Section C uses one or two videos for structured questions worth 20 marks. Videos or images are therefore part of the theory assessment, not decoration.

Paper 2 Coursework is 80 marks, 60% over 21 weeks. Practical performance is worth 40 marks: 20 for one approved individual or dual activity and 20 for one team activity. The Development Log is 40 marks, comprising Task 1 on team tactical decisions (10 marks) and Task 2(A)–(C) on developing and reviewing a training programme (30 marks). Assessment is school-based with external moderation. The official syllabus lists the permitted activities—cross-country running, swimming, track and field, badminton, table tennis, tennis and selected team sports including basketball, floorball, football, hockey, netball, softball and volleyball.

The school is responsible for supervised practical arrangements, assessment sessions and submission requirements. Students should not assume that any favourite hobby or activity automatically qualifies. They need to check the school offering, approved sport selection and assessment procedures.

Four-week vocabulary learning plan

1. Week 1 — Human systems: focus on skeletal, muscular, circulatory, respiratory and energy systems. Label simple diagrams and explain how these systems interact in a familiar sport.
2. Week 2 — Movement mechanics: study forces, stability, projectiles and phases of technique. Watch a permitted educational recording and identify what can be directly observed and what is inferred.
3. Week 3 — Learning and psychology: use terms about skill categories, feedback, information processing, motivation and goals. Compare the demands of predictable drills and game situations.
4. Week 4 — Social questions and assessment practice: discuss access, equity, commercialisation and ethics, then practise analysing hypothetical tactical data with evidence-led conclusions.

Revisit weaker terms after several days. A student does not need to complete all 200 words in one sitting or copy definitions to show progress. When the learner can accurately explain a movement, connect theory to evidence and discuss safe improvement, the vocabulary is doing useful work.

Parent’s practical checklist

Does the child know which two activities their school has approved? Can they explain the difference between performance proficiency and a log of their learning? Do they understand the conditions under which videos and timings may be collected? Can they describe a weakness without exaggerating or inventing evidence? Are they following their teacher’s safety instructions, including the handling of fatigue and injury concerns? These questions are more informative than asking whether the child has memorised every sports-science label.

Local facilities and community sport in Punggol can inspire interest in movement, but the school determines assessment validity and safety. A casual session at a community court is not a substitute for an assessed practical activity, and a weekend training plan should not be designed solely from an online glossary.

Common mistakes to repair

• “All muscles contract by shortening”: eccentric and isometric contractions behave differently.
• “Heart rate equals cardiac output”: stroke volume also matters.
• “Aerobic means no anaerobic activity occurs”: energy systems overlap.
• “A failed pass proves the decision was poor”: investigate alternatives and context.
• “A video reveals every cause”: observations still have limits.
• “More effort always means better training”: appropriate load and recovery are necessary.
• “Confidence is the same as motivation”: psychological concepts describe different processes.
• “Any sport counts for coursework”: approved activity categories apply.
• “AI-written reflections are acceptable as my own”: the official syllabus requires original assessed work.

Frequently asked questions

Are all 200 terms officially examinable?

No. They are selected teaching terms, including some useful connecting concepts. The official K354 syllabus specifies what the examination assesses.

Is Exercise and Sports Science the same as Physical Education?

No. ESS is an examinable G3 subject with structured scientific, sociological and practical assessment requirements.

How much is the practical coursework worth?

Paper 2 contributes 60%: performance of chosen activities and a Development Log are both assessed within that paper.

Can a student choose any sport?

No. The syllabus provides approved individual/dual and team activity categories. Check the school’s availability and selection procedures.

Does the theory paper use videos?

Yes. K354 Paper 1 is an e-examination that includes text, images and videos or animations, including a video-based Section C.

Can a parent write or edit the Development Log?

The assessed work must be original to the student. Parents may support understanding and organisation within school rules but should not replace the student’s own analysis or writing.

Does studying the glossary replace training?

No. Theory and safe practical skill development reinforce one another. Students need supervised opportunities for authentic performance.

What if the student experiences pain or dizziness during exercise?

They should stop the activity and promptly seek help from the supervising adult or appropriate healthcare service. An educational glossary cannot evaluate symptoms or replace medical assessment.

Official syllabus and next reading

Check the official SEC 2027 G3 subject list and the G3 Exercise and Sports Science K354 syllabus for the latest requirements. For connected physical concepts, use the 200-term G3 Physics guide and the G3 Biology glossary. Vocabulary is most helpful when it connects safe movement, credible observations and honest independent reasoning.

eduKate Punggol educational glossary, November 2026. Does not provide personalised exercise prescriptions or reproduce an official 200-word list. All assessed coursework must comply with school and SEAB originality rules.