Dear OCR A-level PE student, this is how to ace your PE exams in 2026!

If you are an A-level PE student, it is in your interest to read this post. The OCR A-level PE exams are tough challenges ahead of you and I want to try and help you navigate them with more clarity, confidence and awareness. By way of an introduction, I am James Simms. I am an experienced PE teacher and Head of PE and I spent a large chunk of my career managing very large scale A-level PE programmes in specialist sixth form colleges. I am also a PE teacher on TheEverLearner.com with the specific intent of supporting A-level PE students to perform better in exams.
Within this article, I am aiming to provide you with 10 critical tips that will help you to achieve better in your OCR A-level PE exams this summer. You will notice that I am not including base concepts such as making an exam timetable, getting plenty of sleep and managing stress. Anyone can give you these suggestions. My 10 tips are specific to OCR A-level PE and, in most cases, will not be provided to you by other people. 

The 10 tips are not in priority order. Each will have greater and lesser meaning for each of you individually. Take your time with this post. Read it in sections if you need to but, most importantly, take action based on what is contained.

Before we get started, I am writing this post aimed specifically at students of OCR A-level PE. If you are an AQA A-level PE student, please see my AQA A-level PE specific post. 🙂

OK, so without further ado, let's dive in.

 Top Tip #1: Practise skills as much as you practise content 

It is incredibly easy to view your A-level PE exams as content exams. You’re probably thinking about energy systems and learning theories, the impact of commercialisation on performers, etc. This is completely normal. However, I want to encourage you to think about this content in context so that when you are asked about energy systems, say, you can represent your knowledge in the best possible way. 

Your specification has assessment objectives. In essence, these are how you represent your knowledge. The assessment objectives can be summarised as follows:

I am simplifying these requirements but, in all cases, these objectives are represented by types of questions (skills) in your exams. 

Let’s focus on Paper 1. On average, 55 out of the 90 marks available come from something other than just knowledge (AO1):

And this is represented by the typical commands that OCR provide within questions:

“Explain” (a broadly AO2 skill) is the most used command. After that, “Describe” and “Evaluate” are pretty even, as these are AO1 and AO3 skills respectively. In other words, we can establish not just what you might be asked but also how you might be asked it. This is a major advantage to an A-level PE student (you). If you are able to over-focus your preparations on explanations, descriptions and evaluations, this will stand you in good stead assuming that you do not neglect the other skills, all of which are relevant too. 

 Top Tip #2: Over-learn common question types 

By reading tip #1, you probably already realise that I strongly believe in having full awareness of what to expect in your exams. With this in mind, I want to focus on question types. 

Once again, focusing on OCR paper 1 (for papers published since 2018), take a look below:

OCR Paper 1

From this data, we can summarise that practising four-mark questions would have a very significant impact when preparing for Paper 1. We already know that the 20-marker is critical - that is a banker. But, if we combine our awareness of the importance of 4-markers with our awareness of the “Explain” skill, for example, we can summarise further that practising four-mark “Explain” questions for Paper 1 would be worthwhile. Once again, we need to ensure that we practise all question types but the data analysis helps us to prioritise our time.

Now, let’s compare this to Paper 2 and Paper 3:

OCR Paper 2

OCR Paper 3

For Paper 2, two-markers emerge as essential for our preparations as well as four-markers. For Paper 3, the two-, four- and even five- and six-markers are our bread and butter and need to occupy the majority of your practice time.

Now that you know this, how does this impact your preparations for each paper? What are you going to do differently as a result? If the answer is “Nothing”, you are under-preparing. Equally, if you tell me that you are only going to practise four-mark “Explain” questions for Paper 1, you are over-applying these principles. 

 Top tip #3: Be prepared to explain why/how on every topic 

It is essential that you learn your PE studies for meaning. Being able to define or identify is not enough. You must be able to explain why and explain how something happens. Get in the habit of expecting this from your teacher too. Asking them questions (see below) such as “Sir, why is that the case?” or “Miss, could you tell me how that happens?” is essential and you should do this relentlessly. Your teacher will typically provide you with these explanations without you asking but if you feel unsure or, perhaps, the explanation needs to be provided again, make a point of asking this question. 

Another thing that I recommend that you get in the habit of is demonstrating that you can explain things. Once you have learned a concept, ask a peer, your teacher or a parent if you can explain it to them. If they understand it too, your explanation is likely to be strong.

Take this example:

This is the statement of a fact. In other words, it is knowledge (AO1) but we want to elevate it to the level of understanding. Here’s my explanation of how this happens:

It might not seem like much but I am taking my knowledge further. I am stating how. 

Now consider me providing you with an explanation without the concept being named. Can you tell me what I am explaining?

I am ensuring that I understand the concept. This is what you must ensure too. If you achieve it, other skills such as making examples or even evaluating become far easier. 

 Top tip #4: Over-learn the most assessed topics but learn EVERYTHING well 

Trying to predict an exam is a dangerous game and what I write below is certainly not an attempt to achieve that. However, data trends do inform us of areas of priority. Let’s focus on OCR A-level PE as our example. Take a look at the most assessed topics across Papers 1, 2 and 3 (since 2018):

Most examined topics Paper 1

 

 

 

Most examined topics Paper 2

Most examined topics Paper 3

Let’s use the example of Paper 2 and focus on learning theories. We know that learning theories has accrued 45 marks across all papers since 2018. We also know that learning theories have appeared on every paper since 2018:

So, would you agree with me that establishing an outstanding understanding of the learning theories is a good use of your exam preparation time? We know that operant conditioning has tended to be asked about the most and cognitive learning theory the least. We know that learning theories is a possibility for an extended-writing piece. We know that learning theories can be questioned using AO1, AO2 and AO3 skills. For these reasons, you can make informed decisions on how to prepare your knowledge of this topic in preparation for the summer Paper 2 exam. 

IMPORTANT: It is my responsibility to tell you categorically that revising only some material for your exams is a very bad idea. Look back at the title of this section. It says: Top tip #4: Over-learn the most assessed topics but learn EVERYTHING well. Ensure that this is exactly what you do.

 Top tip #5: Use these questions when revising every single topic 

You have already read about the need to be able to “explain why” and “explain how” but we can take this further. Your A-level PE exams are skill papers just as much as they are content papers. Therefore, “thinking about” each topic with the following prompts in mind will help you. Typically it is me (a classroom teacher) asking these questions to my students but, as you will probably be revising alone, you can ask them of yourself. If you are a teacher, ask these questions of your students throughout their study:

• Define X precisely.
• Explain to me exactly how X happens.
• Explain to me exactly why X happens.
• Explain to me exactly why X is important to a performer of your choice.
• Convince me that X is true.
• Can X be broken down into segments/sections? If so, what are they?
• Can X be broken down into phases? If so, what are they?
• Describe the data trend to me from the table. Use specific values to support your answer.
• Describe the data trend to me from the graph. Reference the title, axes and data points from the graph to support your answer.
• Tell me how X and Y are different.
• Tell me how X and Y are similar.
• Is X definitely true? Has anyone ever argued X differently?
• Tell me why you broadly agree/disagree with this statement about X.
• Now you have the facts, tell me the other side of the story. When is X different from how we have learned it?
• Criticise X. Find everything that is wrong with X.
• Regardless of your own opinion of X, tell me why someone would agree/disagree with X.
• Based on your opinion of X, tell me what evidence you would need to receive to change your opinion about X.

Now, I could go on and on and on. My students, all of whom I am going to ask to read this article, will be familiar with these questions. Give or take, they are the only questions/prompts that I use when teaching. If you are a teacher, I want you to notice that I am putting agency in the hands of students. I also want you to notice that these are skill questions. I ask them because they focus on the relevant skills of A-level PE learning via A-level PE content.

Teachers who are interested in this type of questioning should definitely read my series on classroom questioning techniques. I currently have three articles on this and you can find them here:

• Questioning Techniques Part 1
• Questioning Techniques Part 2
• Questioning Techniques Part 3

 Top tip #6: Complete the National Mock Exam and act on your diagnostic 

Many of the ideas from above are best expressed if you take the National Mock Exam for your course. The National Mock Exam is all of the following:

• An exact replica of the exam-board requirements for your course.
• Based on the data trends.
• Completely unseen questions and mark schemes.
• Utterly free to everyone that wishes to use it.

The National Mock Exam will give you a true flavour of your exams. We anticipate that well over 50% of all the students sitting PE exams in 2026 will use the mock exams, so make sure you are one of them. Otherwise, you may be disadvantaged compared to others.

 Top tip #7: Over-learn the structure of my model answers when we publish them in the live revision shows

In May and June 2026, we will be broadcasting our live revision shows for the the three OCR A-level PE papers and these sessions will include model answers for many of the questions contained in the mock exam papers. I have a simple message for you: LEARN THEM! I want to be clear, I am not just asking you to read the model answers but to learn them, if necessary, by heart.

During the shows, you will be able to see me demonstrate model answers, how to write them, mark them and even think about them. You need to access this in order to prepare effectively.

When I write model answers for students, I am aiming to provide them with world-class responses to specific questions. If you remember from the points above that my mock exam papers are written with the exact data trends of your exam board in mind, learning the model answers is a very good use of your time and could have a significant impact on the quality of your own exam performance in the summer.

I will include below an example of a model answer from previous years. This is just for guidance and to give you an insight into what to expect in May and June 2026.

Example from model answers OCR A-Level PE Paper 1 2022

Example from my model answers OCR A-level PE Paper 2 2022

 Top tip #8: Learn the requirements for extended writing 

Every A-level PE paper includes the need for extended writing. Whether you are an OCR or AQA student, you will be writing essays in your exams. I have produced specific guidance on how to format your model answers but, beyond this, I strongly recommend that you are fully aware of the history of extended writing requirements for your exams. Take a look below:

OCR Paper 1 Extended Writing

What summary can we make of this table? We certainly know the following:

• You will write a 20-mark response.
• It is most likely that you will be asked to evaluate but other skills such as “Analyse” and “Discuss” should be considered.
• You will be required to cover two topics from two of the three content sections (A&P, Exercise Physiology or Biomechanics).

OCR Paper 2 Extended Writing

What summary can we make of this table? We certainly know the following:

• You will write a 10-mark response.
• It is most likely that you will be asked to discuss or evaluate but other skills such as “Analyse” should be considered, especially because it has featured on the last two papers.
• You will be required to cover two topics: one from Skill Acquisition and one from Sport Psychology.

OCR Paper 3 Extended Writing

What summary can we make of this table? We certainly know the following:

• You will write a 10-mark response.
• It is most likely that you will be asked to discuss or explain but other skills such as “Evaluate” and even “Analyse” should be considered.
• You will be required to cover two topics: one from Sport in Society and one from Contemporary Issues.

So, all in all, monitoring these trends gives us an excellent insight into how to prepare for extended writing.  If you have not previously used my extended-writing tools, all of which are free, please reach out to me here. 

 Top tip #9: Change the order in which you complete the papers 

In general, students start answering their exam papers at question 1 and end it by answering the extended-writing question. I recommend that you change this.

I want to be clear here: you have complete choice about whether you do this but here is my recommendation:

• Invigilator tells you to start.
• Turn straight to the back of the paper and read through the extended-writing question. Spend a few moments considering the extended writing and what it is asking of you.
• Return to the front of the paper and now spend 2-3 minutes reading each question in turn without answering them.
• Return to the front of the paper and answer question 1. Continue until the end of the paper.
• As you write your shorter-answer responses it is likely that your mind will process the other questions on the paper, including the extended writing. You may recall definitions or facts or even ideas about examples. You should have some extra exam paper (ask for this from the invigilator) next to you. Note down all of your ideas there so that when you arrive at the extended-writing question you already have some ideas recorded.

I would like to think that at the start of every A-level PE exam in every school, every A-level PE student will be asking for extra paper. You should do this as it is good practice. Whilst this might annoy a few invigilators, it will be a sign of students en masse doing things the right way. 

 Top tip #10: Take part in my pre-exam revision sessions in May 

To finish this off, I want to keep things very simple. In May and June 2026, you can take part in a series of online revision sessions with me. Full details can be found here. 

Every session guarantees you the following:

• Exam infographics.
• Downloadable notes booklet for students.
• Downloadable notes booklet for teachers.
• Mock exam to practise or review.
• Mock exam mark scheme to self-mark your writing.
• Mock exam model answers demonstrated during the show.
• Live and recorded session of us teaching both the content and the skills of your course.

Thank you for reading this post. Please leave a comment if you have a question about anything that is contained.