How to Prepare for the PE Teacher License Test: An 8-Week Plan by Domain Weight

Last verified: 31 October 2026. The weights come from ETEC's candidate guide for Health and Physical Education teachers (pp. 6–7), and the standards from the standards document for Health and Physical Education teachers. This guide is independent: it is not affiliated with ETEC, Qiyas (the National Center for Assessment), the Ministry of Education or any government body.

In short: an eight-week plan that splits your time by domain weight: two weeks for health sciences (30%), one for curriculum and teaching methods (24%), two for motor behaviour and psychology (22%), one for games (12%), one for the three small domains (4% each) together with the first full mock exam, and a last week for review and full mock exams. The next sitting is expected in late January 2027, so adjust the plan to finish before your date (dates).

How we split the time

If a domain is already strong from your daily work, shorten its time and give it to your weakest domain after the week-one diagnostic.

Rules for every week

• Tie every fact to a teaching situation: ETEC's questions ask what the teacher should do, or which activity suits a particular student, so do not stop at memorising definitions. For each topic ask yourself how you would apply it in a lesson.
• Read the standard, then practise: each standard has indicators in what the test covers, and each question measures one indicator. Start every topic with its indicators, then work its questions in practice mode.
• Read the explanation of every option: a wrong option shows you the common misconception, so write down what you got wrong.
• Review your mistakes: every Sunday, redo last week's questions that you missed.
• No calculator: the test bans it. Work out things like the number of matches in a round-robin or knockout, and heart-rate percentages, on paper.
• End of every week: practise that week's units, then from week 7 take a full timed mock exam.

Week 1: diagnostic and health sciences (1)

• Day one: the free questions (20 of them) to see where you stand in every domain.
• 6.21.1: anatomy of the skeleton, muscles, joints and nervous system, and body composition.
• 6.21.2: body-system responses and adaptation to exercise, the three energy systems, and work-capacity tests.
• 6.21.5: fitness components, how to measure them, and the activity prescription (FITT). Note the guide's example on improving cardiorespiratory endurance with moderate-intensity aerobic activity for 20 to 30 minutes.
• End of week: practise this part and note your three weakest standards from the diagnostic.

Week 2: health sciences (2)

• 6.21.6: nutrition: energy sources and their timing around exercise, vitamins and minerals, supplements and the dangers of doping.
• 6.21.7: injuries and first aid: RICE, CPR, bandages and splints.
• 6.21.19: healthy lifestyle: activity recommendations, sleep, and the harm of energy drinks, smoking and drugs.
• 6.21.20: safety and security: safety rules, the first-aid kit, unsafe weather and equipment safety.
• End of week: practise the whole domain, since it is the largest in the test (30%).

Week 3: curriculum and teaching methods

• 6.21.15: teaching methods (whole, part and combined; cooperative and discovery) and Mosston's direct and indirect styles.
• 6.21.16: how curricula developed, and writing objectives in the cognitive, psychomotor and affective domains.
• 6.21.17: choosing a strategy by students and objectives, types of assessment (including formative) and using technology.
• 6.21.18: effective teaching and academic learning time, misconceptions, and action research.
• End of week: practise the domain and revisit the last two weeks' mistakes in health sciences.

Week 4: motor behaviour and psychology (1)

• 6.21.3: biomechanics: levers, Newton's laws, stability, momentum and projectiles.
• 6.21.4: motor learning: classifying skills, the stages of learning (cognitive, associative, autonomous) and feedback.
• 6.21.8: fundamental motor skills and movement concepts.
• End of week: practise these standards.

Week 5: motor behaviour and psychology (2)

• 6.21.10: physical growth and motor development across school stages, and the guide's example on the stage with the highest calorie need.
• 6.21.11: sport psychology: motivation, arousal and anxiety (the inverted-U hypothesis), and handling behaviour problems.
• Revisit the nutrition and injuries standards from week 2.
• End of week: practise the whole domain (22%).

Week 6: theoretical and applied foundations of games

• 6.21.13 (8% weight): technical skills and teaching steps for individual, team and racket games, the rules of the games in the curriculum, their history, and standards for designing lessons by gender and age group.
• 6.21.21: training principles and methods, game tactics and small-sided games.
• End of week: practise the domain, and restate the rules of each curriculum game in a sentence or two.

Week 7: the small domains and the first full mock exam

• 6.21.9: elements of management, organising competitions and counting matches without a calculator, and identifying gifted students.
• 6.21.12: adapted physical education: programmes for different disabilities, inclusion and assessment.
• 6.21.14: health and physical education and the community: health culture, values and etiquette, sportswear and national achievements with Vision 2030.
• End of week: practise these domains, then take your first full timed mock exam in two hours with no phone and no calculator. Compare the result with your week-one diagnostic, domain by domain.

Week 8: review

• Review the mistakes from the first full mock exam and go back to its two weakest domains. Start with health sciences if it is one of them, since it is 30% of the questions.
• A second full mock exam in mid-week, then review its mistakes.
• Two days before the test: a third full mock exam, then a light review. Do not start a new topic on the last day.
• On test day: check the required ID and what is allowed, sleep early and arrive early.

If you have less time

If fewer than eight weeks remain, start with the diagnostic and then squeeze the plan in this order: health sciences first, then curriculum and teaching methods, then motor behaviour and psychology, then games, then the rest. Keep the last three days for two full mock exams and a review of their mistakes.

This plan is our suggestion for organising your time and does not guarantee a particular score, and a mock-exam result is an estimate of your readiness, not an official result. Start in unit practice with health sciences (30%), and leave the full mock exam for the end of the plan.