Free VCE Physical Education Flashcard Review

A body at rest remains at rest and a body in motion remains in motion at constant velocity unless acted upon by an unbalanced external force; inertia is the tendency of a body to resist change in its state of motion.

The acceleration of a body is directly proportional to the net force acting on it and inversely proportional to its mass; expressed as F = ma, where force equals mass multiplied by acceleration.

For every action, there is an equal and opposite reaction; forces always occur in pairs acting on different bodies.

Simple machines consisting of a rigid bar rotating about a fulcrum; classified into three classes (first-class with fulcrum between effort and load; second-class with load between fulcrum and effort; third-class with effort between fulcrum and load) to produce mechanical advantage or speed of movement.

Motion of a body moving through space under the influence of gravity alone; trajectories are parabolic and influenced by launch angle, velocity, and height of release; optimal launch angle for maximum distance on level ground is 45 degrees.

A push or pull that changes or tends to change the state of rest or motion of a body; measured in newtons (N) and described by magnitude and direction as a vector quantity.

The rotational effect of a force about an axis or fulcrum; calculated as torque = force × perpendicular distance from the axis; measured in newton-metres (Nm).

The quantity of motion possessed by a moving body; calculated as momentum = mass × velocity (p = mv); measured in kilogram-metres per second (kg·m/s); conserved in isolated systems.

The quantity of rotational motion of a body; calculated as angular momentum = moment of inertia × angular velocity; conserved in the absence of external torques, explaining why bodies spin faster when limbs are drawn inward.

The systematic observation and evaluation of movement using visual and descriptive methods to assess technique, form, and performance without relying on numerical measurements; identifies strengths and weaknesses to guide coaching feedback.

Motor skills performed in unpredictable, changing environments where environmental conditions are unstable; performer must adapt movement in response to external stimuli; examples include netball, rugby, and tennis in competitive play.

Motor skills performed in predictable, stable environments where conditions remain consistent; performer can plan movements in advance without adaptation; examples include gymnastics routines, diving, and bowling in ten-pin bowling.

Motor skills with a clear beginning, middle, and end point; typically brief and isolated actions; examples include a tennis serve, a penalty kick in soccer, or a single javelin throw.

Motor skills consisting of a sequence of discrete movements linked together in a specific order; success depends on the correct combination and timing of component movements; examples include swimming strokes and gymnastic routines.

Motor skills with no distinct beginning or end; movements flow continuously and can be repeated; examples include running, cycling, and swimming in endurance contexts.

Skills using large muscle groups and whole-body movements; involve significant force production and spatial awareness; examples include running, jumping, throwing, and kicking.

Skills requiring precise, controlled movements of small muscle groups and high hand-eye coordination; demand accuracy and delicate control; examples include aiming in darts, golf putting, and archery.

The first stage of learning where performers are highly conscious of movements, make many errors, show variable performance, rely heavily on external feedback, and require significant mental effort; understanding rules and basic technique is the focus.

The second stage of learning where performers refine skills, reduce errors, show more consistent performance, begin internalising movements, and gradually require less external feedback; practice becomes more systematic and purposeful.

The final stage of learning where movements become automatic, errors are minimal, performance is consistent and efficient, minimal conscious thought is required, and attention can focus on strategy or game tactics rather than technique.