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WACE · WACE Year 12 ATAR · official past papers

WACE Physical Education Studies past exams 2020–2025, by year and topic

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ATARMAxxing indexes 12 official SCSA Physical Education Studies papers from 2020 to 2025, with 41 questions mapped to 6 topics. Every paper opens on the SCSA website.

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Syllabus for teaching from 2025 (current) — SPEA replaces the practical examination · 2025–2026Syllabus to 2024 — separate external practical (performance) examination · 2020–2024

WACE Physical Education Studies exams by year: official papers & marking guidance

Past exams indexed: 2025, 2024, 2023, 2022, 2021, 2020. Open the official SCSA papers, with marking guidance where available.

YearStudy designOfficial paper(s)Marking guidance
2025 WACE Physical Education Studies examSyllabus for teaching from 2025 (current) — SPEA replaces the practical examinationWritten examination ↗ · Marking key ↗Marking guidance ↗
2024 WACE Physical Education Studies examSyllabus to 2024 — separate external practical (performance) examinationWritten examination ↗ · Marking key ↗Marking guidance ↗
2023 WACE Physical Education Studies examSyllabus to 2024 — separate external practical (performance) examinationWritten examination ↗ · Marking key ↗Marking guidance ↗
2022 WACE Physical Education Studies examSyllabus to 2024 — separate external practical (performance) examinationWritten examination ↗ · Marking key ↗Marking guidance ↗
2021 WACE Physical Education Studies examSyllabus to 2024 — separate external practical (performance) examinationWritten examination ↗ · Marking key ↗Marking guidance ↗
2020 WACE Physical Education Studies examSyllabus to 2024 — separate external practical (performance) examinationWritten examination ↗ · Marking key ↗Marking guidance ↗

12 official papers across 6 years (2020–2025), 6 with marking guidance, published by SCSA. These span more than one study design; the most recent is Syllabus for teaching from 2025 (current) — SPEA replaces the practical examination. Earlier papers may cover material that has since changed.

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Unit 3 — Functional anatomy · 9 mapped questions

Sliding filament theory: actin, myosin, cross bridges and the role of calcium

Force–velocity relationship (concentric contraction)

Neural pathway from decision to muscle response

Type I, Type IIa and Type IIb fibre characteristics

Force–length relationship

Structure of skeletal muscle

Also in this topic: Structure of skeletal muscle (epimysium, perimysium, endomysium, fascicle, myofibril, sarcomere) · Force–length relationship (shortened, mid-length, lengthened) · Motor neuron structure (dendrite, axon, cell body) · 'All or none' law, motor unit size and number, fibre recruitment — question-level mapping in progress; the year table above links every official paper.

Unit 3 — Exercise physiology · 12 mapped questions

Thermoregulation in heat, humidity, cold and altitude

  • 2025Syllabus for teaching from 2025 (current) — SPEA replaces the practical examinationWritten examination Section Two Q2412 marksOutlines three physiological effects of competing in extreme heat with causes, then names three temperature-regulation mechanisms and compares heat risk between two named sports.Official paper ↗Marking guidance ↗Check tutors for this question →
  • 2024Syllabus to 2024 — separate external practical (performance) examinationWritten examination Section Three Q28(a)12 marksDescribes physiological adaptations from altitude training and explains why lower-altitude sessions permit higher intensity, for a distance runner.Official paper ↗Marking guidance ↗Check tutors for this question →
  • 2024Syllabus to 2024 — separate external practical (performance) examinationWritten examination Section Three Q29(b)12 marksLists physiological effects of extreme heat and humidity, describes heat acclimatisation, and identifies resulting adaptations for a driver competing in a hot night race.Official paper ↗Marking guidance ↗Check tutors for this question →

Principles of training: peaking, tapering, recovery, maintenance

  • 2025Syllabus for teaching from 2025 (current) — SPEA replaces the practical examinationWritten examination Section Two Q2712 marksIdentifies two physical recovery strategies for an athlete racing on a busy multi-day schedule and explains each, then compares a checklist against video analysis as coaching feedback tools.Official paper ↗Marking guidance ↗Check tutors for this question →

Periodisation: micro, meso and macro cycles

Performance enhancers: caffeine

Performance enhancers: anabolic steroids and a legal alternative

Energy demands and nutrition timing

Periodisation; principles of training

  • 2025Syllabus for teaching from 2025 (current) — SPEA replaces the practical examinationWritten examination Section Three Q3020 marksCompletes a periodised strength-training table and load graph against a stated goal and constraints, then identifies the training principle involved and explains how the program addresses each training phase.Official paper ↗Marking guidance ↗Check tutors for this question →

Periodisation; overtraining: signs and symptoms

  • 2024Syllabus to 2024 — separate external practical (performance) examinationWritten examination Section Two Q2313 marksIdentifies a competition phase from a sample periodised rugby program, describes periodisation and its purpose, explains a training-load risk late in the block, and lists reasons for and symptoms of overtraining.Official paper ↗Marking guidance ↗Check tutors for this question →

Energy demands and nutrition timing; hydration strategies

Also in this topic: Energy demands and nutrition timing (fats, protein, carbohydrate, glycaemic index) · Hydration strategies pre-, during and post-competition · Acclimatisation, adaptations and environmental management strategies · Performance enhancers: protein powders, anabolic steroids, caffeine, creatine, EPO, blood doping · Periodisation: micro, meso and macro cycles; pre-season, in-season, off-season · Overtraining: signs and symptoms — question-level mapping in progress; the year table above links every official paper.

Unit 4 — Motor learning and coaching · 6 mapped questions

Knudson and Morrison qualitative-analysis model

Coaching activities: shaping, chaining, static-dynamic

  • 2025Syllabus for teaching from 2025 (current) — SPEA replaces the practical examinationWritten examination Section Two Q258 marksAnalyses the biomechanical principle behind a children's bike accessory, then names and explains the coaching activity it represents for learning to ride without it.Official paper ↗Marking guidance ↗Check tutors for this question →

Transfer of learning: categories and effects

Leadership styles; correction and feedback tools

  • 2025Syllabus for teaching from 2025 (current) — SPEA replaces the practical examinationWritten examination Section Three Q3120 marksOutlines a situation suited to each of three leadership styles for a professional sporting coach, then describes two feedback strategies and how to apply them effectively.Official paper ↗Marking guidance ↗Check tutors for this question →

Coaching activities; leadership styles; Knudson and Morrison model

  • 2024Syllabus to 2024 — separate external practical (performance) examinationWritten examination Section Two Q2719 marksNames and describes a coaching activity used in a youth soccer drill, justifies the most suitable leadership style for the coach, and works through the four Knudson and Morrison steps for improving the players.Official paper ↗Marking guidance ↗Check tutors for this question →

Also in this topic: Transfer of learning: categories and positive/negative/zero effects · Leadership styles: democratic, authoritarian, laissez-faire · Correction and feedback tools: video analysis, checklists, questionnaires — question-level mapping in progress; the year table above links every official paper.

Unit 4 — Biomechanics · 10 mapped questions

Impulse–momentum relationship

Coefficient of restitution and its influencing factors

Moment of inertia, angular velocity and angular momentum

Summation of forces: simultaneous and sequential

Fluid mechanics: laminar/turbulent flow, Bernoulli's principle

Third-class levers in the body and in sport; 'all or none' law

  • 2024Syllabus to 2024 — separate external practical (performance) examinationWritten examination Section Two Q246 marksIdentifies a lever class from a diagram of a knee-flexion (hamstring) exercise, requires a labelled lever diagram, and outlines how the 'all or none' law applies as load increases.Official paper ↗Marking guidance ↗Check tutors for this question →

Fluid mechanics: drag types

  • 2024Syllabus to 2024 — separate external practical (performance) examinationWritten examination Section Two Q2510 marksIdentifies and defines the drag type reduced by a wheelchair racer's forward lean, discusses how the chair's design reduces drag, and explains the biomechanical principle behind an outrigger wheel.Official paper ↗Marking guidance ↗Check tutors for this question →

Fluid mechanics: Magnus effect

Also in this topic: Third-class levers in the body and in sport · Balance: base of support, height and line of centre of gravity · Optimal projection · Fluid mechanics: laminar/turbulent flow, drag types, Bernoulli's principle, Magnus effect — question-level mapping in progress; the year table above links every official paper.

Unit 4 — Sport psychology · 4 mapped questions

Factors affecting cohesion, including social loafing

Pre-performance psychological strategies

Pre- and during-performance psychological strategies

Task and social cohesion; strategies to improve group cohesion

Also in this topic: Pre- and during-performance psychological strategies (self-talk, relaxation, routines, goal-setting, imagery) · Task and social cohesion · Strategies to improve group cohesion — question-level mapping in progress; the year table above links every official paper.

The rest of the syllabus

Question-level mapping for this area is still being verified. Every official paper covering them is in the year table above.

  • Unit 3 — Developing physical skills and tactics — Refining and adapting sport-specific skills and techniques · Advanced tactical responses to conditions and opposition · Assessed mainly through the practical (performance)/SPEA component, not the written exam

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