📚 AS Cambridge Physical Education: 2026 Exam Changes and Trends | AS 剑桥体育：2026年考试变化与趋势
The 2025–2027 syllabus update for Cambridge International AS & A Level Physical Education (9990) marks a significant turning point for both learners and educators. With first teaching starting in 2025 and the first AS examinations in June 2026, this revised qualification brings a sharper focus on applied knowledge, contemporary issues, and the integration of theory and practice. Understanding these changes is essential for students aiming to excel in the new assessments, as well as for teachers adapting their planning and delivery.
剑桥国际 AS & A Level 体育（9990）2025–2027 年教学大纲更新，对学习者和教育者而言都是一个重要的转折点。新大纲从 2025 年开始教学，2026 年 6 月进行首次 AS 考试，更加注重应用知识、当代议题以及理论与实践的融合。无论是希望在新评估中脱颖而出的学生，还是需要调整教学计划和授课方式的教师，理解这些变化都至关重要。
1. New Syllabus for First Assessment in 2026 | 2026年首次评估的新大纲
The most fundamental shift is the introduction of syllabus 9990 to replace the previous 9396 specification. This new syllabus has been restructured to reflect modern sports science pedagogy and to strengthen links between theoretical concepts and real-world sporting contexts. The qualification remains linear, but the content has been redistributed across the two examined papers and the practical component, with greater coherence and progression built in.
最根本的变化是引入新教学大纲 9990，取代了之前的 9396 大纲。新大纲经过重新构架，以反映现代体育科学教学法，并加强理论概念与真实运动情境之间的联系。该资格仍为线性结构，但内容在两份笔试和一项实践考核之间重新分配，内在的连贯性和递进性得到了显著增强。
The AS Level comprises two written papers and one practical assessment. Paper 1 focuses on anatomy, physiology and movement analysis; Paper 2 addresses skill acquisition and sport psychology; and the practical component tests performance and the ability to apply theory in chosen activities. The shift to first teaching in 2025 gives schools a full year to prepare before candidates sit the new-style examinations.
AS 阶段包含两份书面试卷和一项实践评估。试卷一侧重解剖学、生理学与运动分析；试卷二关注技能习得与运动心理学；而实践部分则考核运动表现以及在选定项目中应用理论的能力。调整为 2025 年首次教学，为学校提供了一整年的准备时间，然后考生再参加新式考试。
2. Updated Assessment Objectives | 更新的评估目标
Cambridge has refined the assessment objectives (AOs) to place greater emphasis on higher-order thinking. The three AOs now are: AO1 – Knowledge and understanding; AO2 – Application of knowledge and understanding; and AO3 – Analysis and evaluation. The weighting has shifted to increase the proportion of marks allocated to AO2 and AO3, meaning that simple recall of facts will no longer be enough to secure high grades.
剑桥国际考试委员会优化了评估目标（AO），以更强调高阶思维。三个评估目标现为：AO1 – 知识与理解；AO2 – 知识与理解的应用；AO3 – 分析与评价。分数权重发生变化，增加了 AO2 和 AO3 的占比，这意味着仅靠简单的事实回忆已不足以获得高分。
For AS Level, approximately 40% of the marks come from AO1, 40% from AO2, and 20% from AO3. This distribution expects candidates to not only describe physiological systems but also to explain how they function during physical activity, and to critically evaluate theories or data. Assessment items often combine AOs within a single question, requiring integrated thinking.
对于 AS 阶段，约 40% 的分数来自 AO1，40% 来自 AO2，20% 来自 AO3。这一分布要求考生不仅能描述生理系统，还要能解释其在体育活动中的运作方式，并批判性地评价相关理论或数据。评估题目经常在一道题内综合考查多个 AO，考生需要具备综合思维能力。
3. Changes in Paper 1: Anatomy, Physiology and Movement Analysis | 试卷一：解剖学、生理学与运动分析的变化
Paper 1 has been reorganised to include a dedicated strand on movement analysis and biomechanics. Previously embedded within anatomy and physiology, biomechanical principles such as Newton’s laws of motion, levers, and projectile motion now form a more explicit component. This elevates the scientific rigour of the paper and aligns it with university-level sport science courses.
试卷一经过重组，增加了专门的运动分析与生物力学板块。此前，牛顿运动定律、杠杆原理、抛体运动等生物力学原理是嵌入在解剖学与生理学中的，如今已成为一个更明确的组成部分。这提升了试卷的科学严谨性，并使其与大学水平的体育科学课程接轨。
The anatomy and physiology content remains substantial, covering the skeletal, muscular, cardiovascular and respiratory systems as well as energy systems. However, the new syllabus asks candidates to apply this knowledge to specific sporting examples and exercise scenarios. For instance, rather than just listing the characteristics of fast-twitch muscle fibres, a question might ask how they contribute to a 100 m sprinter’s performance.
解剖学和生理学内容依然丰富，涵盖骨骼、肌肉、心血管和呼吸系统以及能量系统。但是，新大纲要求考生将这些知识应用于具体的运动实例和锻炼情景中。例如，题目可能不只是要求列出快肌纤维的特征，而是询问它们如何影响 100 米短跑运动员的表现。
4. Paper 2: Skill Acquisition and Sport Psychology – Refocused Content | 试卷二：技能习得与运动心理学——调整的内容
Paper 2 has been updated to integrate current research and to remove outdated theories. Skill classification, practice methods, and feedback types remain central, but the syllabus now includes deeper exploration of cognitive processes such as decision-making and anticipation. In sport psychology, topics like anxiety, arousal, motivation and group dynamics are examined in relation to real coaching scenarios.
试卷二经过更新，融入了当前的研究成果并移除了过时的理论。技能分类、练习方法和反馈类型仍是核心内容，但新大纲还纳入了对决策、预判等认知过程的深入探讨。在运动心理学部分，焦虑、唤醒、动机和团体动力学等主题将结合真实的教练情景进行考核。
New emphasis is placed on the interaction between performer, task and environment. Candidates must be able to select and justify appropriate psychological strategies for specific athletes, such as using imagery for a gymnast or goal-setting for a marathon runner. The updated content encourages a holistic view of the performer, moving beyond the purely theoretical.
新大纲强调了运动员、任务和环境三者之间的交互作用。考生必须能够为特定运动员选择并论证恰当的心理策略，例如为体操运动员运用表象训练，或为马拉松运动员设定目标。更新后的内容鼓励以整体视角看待运动员，超越了纯理论的范畴。
5. Practical Coursework: Modified Assessment Criteria | 实践课程作业：调整后的评估标准
The practical component for AS Level continues to be assessed by teachers and externally moderated. However, the new syllabus introduces refined criteria that place a stronger focus on the quality of skills in conditioned and competitive situations, rather than isolated drill performance. Candidates must demonstrate tactical awareness, decision-making, and the ability to adapt techniques under pressure.
AS 阶段的实践部分继续由教师评估并接受外部审核。但新大纲引入了精细化的评分标准，更加注重在有条件限制的比赛情境下的技能质量，而非孤立的练习表现。考生必须展示战术意识、决策能力以及在压力下调整技术的能力。
Students choose activities from a prescribed list that includes team games, individual pursuits, and alternative sports. The assessment requires video evidence for moderation, and schools must ensure that all criteria are clearly evidenced in the footage. A change in 2026 is the stricter requirement for authenticity and the expectation that candidates analyse their own performance using theory from Papers 1 and 2.
学生从规定的活动列表中选择项目，包括团队游戏、个人项目和其他运动。评估要求提供视频证据以供审核，学校必须确保所有评分标准在录像中有清晰体现。2026 年的一个变化是对真实性的要求更加严格，并期望考生运用试卷一和试卷二的理论来分�析自己的表现。
6. Emphasis on Applied Knowledge and Synoptic Thinking | 强调应用知识和综合思维
A clear trend across both written papers is the move from descriptive to applied questioning. Straightforward definitions and labeling of diagrams have been reduced in favour of questions that require candidates to explain how a physiological or psychological concept manifests in a specific sport. This synoptic approach means that topics are often linked within a single question.
两张书面试卷的一个明显趋势是从描述性提问转向应用性提问。直接要求给出定义或标注图表的题目有所减少，取而代之的是要求考生解释某个生理或心理学概念如何在特定运动中体现的问题。这种综合性的考核方式意味着，一道题往往会关联多个主题。
For example, a question might combine cardiac dynamics with training principles and injury prevention. To answer effectively, a candidate must draw on knowledge from different sections of the syllabus simultaneously. This reflects the interdisciplinary nature of real-world sports science and better prepares students for higher education.
例如，一道题可能将心脏动力学与训练原则和损伤预防结合起来。要有效作答，考生必须同时调动教学大纲中不同板块的知识。这反映了现实世界体育科学的跨学科性质，并能更好地为学生进入高等教育做好准备。
7. Integration of Contemporary Issues in Sport | 现代体育问题的融合
The 2026 syllabus incorporates modern themes that influence sport today. These include the role of technology in performance analysis and coaching, the ethics of doping and genetic enhancement, and the commercialisation of sport. While these were touched upon in the previous syllabus, they now feature more prominently and are assessed across both theory papers and practical reflection.
2026 年大纲融入了影响当今体育的现代主题，包括技术在运动表现分析和执教中的作用、兴奋剂与基因增强的伦理问题，以及体育的商业化。尽管旧大纲也曾涉及这些内容，但如今它们的地位更加突出，在两张理论试卷和实践反思中都会被考查。
Candidates are expected to discuss contemporary case studies, such as the use of VAR in football or the impact of sponsorship on athlete behaviour. This not only makes the subject more engaging but also develops critical thinking about the societal role of sport. Students should regularly read sport news and connect it to their theoretical study.
考生应能讨论当代案例，如足球中视频助理裁判（VAR）的使用，或赞助商对运动员行为的影响。这不仅让学科更具吸引力，还能培养对体育社会角色的批判性思考。学生应定期阅读体育新闻，并将其与理论学习联系起来。
8. Enhanced Use of Data Analysis and Interpretation | 加强数据分析与解释能力
Data-handling skills are now woven throughout the syllabus. Candidates must be able to interpret graphs, tables and numerical data related to physiological measurements (e.g. VO₂ max, lactate threshold) or psychological inventories (e.g. SCAT, CSAI-2). Calculations such as cardiac output, stroke volume, and energy expenditure may be required, expressed using straightforward arithmetic and units.
数据处理技能现在贯穿整个教学大纲。考生必须能够解释与生理测量（如最大摄氧量 VO₂ max、乳酸阈）或心理量表（如 SCAT 运动竞赛焦虑测试、CSAI-2 竞赛状态焦虑量表）相关的图表、表格和数值数据。考试可能要求进行心输出量、每搏输出量和能量消耗等计算，并使用直接的算术和单位表达。
A typical question might present a table of heart rate data before, during and after intermittent exercise and ask the candidate to identify recovery patterns or evaluate training intensity. This reflects the increasing importance of sport analytics in elite performance. Practice with data response questions is vital for success in both papers.
一道典型的题目可能提供一份间歇运动前、中、后的心率数据表，并要求考生识别恢复模式或评价训练强度。这反映了运动数据分析在精英表现中日益增长的重要性。练习数据反应题对于在两张试卷上取得成功至关重要。
9. Recommended Teaching and Learning Approaches | 推荐的教学与学习方法
The revised syllabus encourages a more practical and discussion-based classroom. Teachers are advised to use real sporting examples, laboratory-style practicals, and digital tools for movement analysis. Video analysis software, heart rate monitors, and biomechanics apps can help bring abstract concepts to life and develop the applied skills that the exam now demands.
修订后的教学大纲鼓励更具实践性和讨论性的课堂教学。建议教师利用真实的运动实例、类似实验室的实践活动以及数字化工具进行运动分析。视频分析软件、心率监测器和生物力学应用程序，有助于将抽象概念具体化，并培养考试所要求应用技能。
Interleaving topics rather than teaching them in isolated blocks is recommended to promote synoptic understanding. For example, while studying the cardiovascular system, a teacher might simultaneously introduce training methods and recovery strategies. This mirror the integrated nature of the exam questions and helps students to form connections early on.
建议采用交叉穿插式教学，而不是孤立地按单元授课，以促进综合理解。例如，在学习心血管系统的同时，教师可以一并引入训练方法和恢复策略。这反映了考题的综合特性，有助于学生及早建立知识之间的联系。
10. Trends in Assessment Style and Question Formats | 评估风格与题型趋势
The 2026 examination papers feature a variety of question types, including multiple-choice, short-answer, and extended-response questions. However, the balance has shifted towards more extended writing, with 8- to 12-mark questions requiring developed arguments, application to novel scenarios, and evaluation. The number of simple recall one-mark questions has been reduced.
2026 年的考试试卷包含了多种题型，如选择题、简答题和拓展回答题。然而，题型比例已向拓展写作倾斜，8 到 12 分的大题需要考生展开论述、应用于新情境并进行评价。简单的一分回忆题数量有所减少。
Examiners’ reports from previous years consistently highlight that candidates struggle most with evaluation and discussion questions. The new format will likely include command words such as 'evaluate', 'justify', 'analyse' and 'discuss' more frequently. Students need to practicedeconstructing questions and structuring coherent answers that address all AOs.
往年考官报告反复指出，考生在评价和讨论题上失分最多。新试卷格式很可能更频繁地使用“评价”、“论证”、“分析”和“讨论”等指令词。学生需要练习解构问题，并构建能够涵盖所有评估目标的条理清晰的答案。
11. Implications for Students and Teachers | 对学生和教师的影响
For students, the 2026 changes mean that a deeper, more interconnected understanding of physical education is essential. Rote learning of the textbook is no longer a viable strategy. Success will depend on the ability to think like a sport scientist – to observe, hypothesise, apply and critique. Regular self-review of practical performances against theoretical models will be necessary.
对于学生而言，2026 年的变化意味着对体育教育更深层次、更相互关联的理解必不可少。死记硬背教材已不再是可行的策略。成功将取决于能否像体育科学家一样思考——观察、假设、应用和批判。学生需要经常对照理论模型自我审视运动实践表现。
Teachers face the challenge of updating schemes of work, resources, and formative assessments to align with the new syllabus. They will need to create more opportunities for data analysis, interdisciplinary discussion, and practical problem-solving. Professional development on biomechanics and contemporary issues may be required to deliver the updated content confidently.
教师则面临着更新教学计划、资源和形成性评估以符合新大纲的挑战。他们需要创造更多机会让学生进行数据分析、跨学科讨论和实践问题解决。要自信地教授更新后的内容，教师可能需要在生物力学和当代体育问题方面进行专业发展。
12. Preparing Effectively for the 2026 AS Examination | 有效备考2026年AS考试
Effective preparation for the 2026 assessment cycle should begin with a thorough review of the syllabus document and the specimen papers published by Cambridge. These reveal the precise wording of AO command terms, the scope of each topic, and the style of new questions. Students should map their revision to the AOs, ensuring they can not only recall information but also apply and evaluate it.
为 2026 年考试周期进行有效备考，应首先彻底研读教学大纲文件和剑桥发布的样卷。这些材料揭示了 AO 指令术语的确切措辞、每个主题的范围以及新题型的风格。学生应使复习与评估目标保持一致，确保不仅能回忆信息，还能应用和评价信息。
Creating a study schedule that alternates between theoretical units, practical skills practice, and data-response exercises is advisable. Joining study groups, using flashcards for key terms, and regularly writing timed answers to past-paper-style questions will build confidence and exam technique. Above all, maintaining a genuine curiosity about sport and sports science will make the learning journey more enjoyable and rewarding.
建议制定一份学习计划，轮流安排理论单元复习、实践技能练习和数据反应题训练。参加学习小组、使用记忆卡片复习关键术语，并定期限时作答类似于历年真题的题目，将有助于建立信心和应试技巧。最重要的是，保持对体育和体育科学的真正好奇心，会让学习之旅更加愉快且富有成效。
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