SEHS

1. What makes SEHS distinct?

An SEHS EE must:

• investigate human performance, physiological response, or biomechanical behaviour

• focus on variables that can be measured ethically and safely

• use accepted SEHS theory such as energy systems, training principles, biomechanics or motor learning

• collect or analyse reliable human performance data

• apply methods appropriate for school level sport science investigations

• interpret results using SEHS concepts and physiological reasoning

• evaluate validity, limitations and the applied significance of findings

Your essay should feel grounded in sport science rather than general health, psychology or biology.

2. What counts as a suitable SEHS topic?

A strong topic is:

• linked to a specific aspect of performance, physiology, biomechanics or training

• supported by measurable and ethical testing methods

• appropriate for school facilities and safety requirements

• grounded in SEHS theory rather than clinical or medical science

• able to generate sufficient data for meaningful comparison

Examples of suitable topic types

• effects of different training intensities on a measurable performance indicator

• comparison of flexibility, strength or power across conditions

• impact of recovery strategies on muscle fatigue

• biomechanical analysis of movement efficiency

• responses of cardiovascular or respiratory systems during exercise

Examples of unsuitable topic types

• clinical or medical studies outside SEHS scope

• invasive procedures or unsafe testing

• broad health or wellness questions with no measurable variables

• projects relying on self-reported wellbeing rather than performance data

• topics requiring specialised laboratory equipment

SEHS requires measurable human performance variables under safe, controlled conditions.

3. Using data in SEHS

Your essay must draw upon human performance or physiological data, such as:

• timing, speed, distance or power measurements

• heart rate, ventilation rate or lactate data

• strength, flexibility or reaction time assessments

• movement or biomechanical recordings

• reliable secondary datasets from sport science research

Avoid

• subjective or self-reported wellbeing scores without measurement

• online health information with unclear scientific basis

• datasets lacking context, methodology or verification

• data collected with inconsistent testing protocols

Evidence must be interpreted using SEHS principles, not simply described.

4. Research methods appropriate for SEHS

Your methods may include:

• field-based performance testing with standardised protocols

• laboratory-style tests available in school settings

• ergometer, treadmill or cycle-based measurements

• flexibility, strength or power tests validated in sport science

• movement analysis using video or observational tools

• interpretation of published sport science datasets

The method must be ethical, repeatable and matched to the research question.

5. Expectations for analysis

SEHS analysis should:

• process data using relevant calculations and comparisons

• interpret physiological or biomechanical responses through SEHS theory

• explain observed trends with reference to energy systems, training principles or movement mechanics

• use graphs, tables and figures meaningfully

• remain closely focused on the variable or performance factor in the research question

Analysis must show sport science understanding rather than simple reporting.

6. Evaluation in SEHS

Evaluation may include:

• reliability and standardisation of testing protocols

• limitations of equipment accuracy

• impact of participant variation or motivation

• underlying assumptions in sport science models

• ethical constraints shaping the investigation

• extent to which conclusions can be generalised to broader populations

A strong SEHS EE explains what the findings mean for human performance or training.

7. Common pitfalls in SEHS EEs

Avoid these issues, as they frequently lead to weak outcomes:

• topics that belong in Biology or Psychology rather than SEHS

• unsafe or unethical data collection

• insufficient or inconsistent performance data

• testing protocols that are poorly standardised

• projects relying on subjective responses rather than measurable variables

• questions too broad to evaluate rigorously

• dependence on equipment unavailable in a school environment

8. Model research questions

Here are high quality examples of SEHS research questions:

1. How does interval training intensity influence peak blood lactate concentration in adolescent athletes?

2. To what extent does dynamic stretching improve vertical jump height compared with static stretching?

3. How does cadence affect cycling power output at constant resistance?

4. To what extent does forefoot versus rearfoot striking alter ground contact time in recreational runners?

5. How does recovery duration influence sprint performance across repeated maximal efforts?

Each question is measurable, ethical and grounded in SEHS theory.