GCSE PHYSICAL EDUCATION Specimen Assessment Materials 1. For teaching from 2009 For awards from 2011 PHYSICAL EDUCATION SPECIMEN ASSESSMENT MATERIALS

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1 GCSE PHYSICAL EDUCATION Specimen Assessment Materials 1 For teaching from 2009 For awards from 2011 PHYSICAL EDUCATION SPECIMEN ASSESSMENT MATERIALS

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3 GCSE PHYSICAL EDUCATION Specimen Assessment Materials 3 Contents Page Question Paper 5 Mark Scheme 19

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5 GCSE PHYSICAL EDUCATION Specimen Assessment Materials 5 Candidate Name Centre Number Candidate Number 0 GCSE PHYSICAL EDUCATION SPECIMEN PAPER SUMMER HOUR 30 MINUTES INSTRUCTIONS TO CANDIDATES Write your name, centre number and candidate number in the spaces at the top of this page. Answer all questions. Write your answers in the spaces provided in this booklet. INFORMATION FOR CANDIDATES The number of marks is given in brackets at the end of each question or part-question. You are reminded that assessment will take into account the quality of written communication used in your answers that involve extended writing (Section A questions 2 (b)(iii), 3(b)(i) and (ii). Section B questions 10, 11 and 12).

6 GCSE PHYSICAL EDUCATION Specimen Assessment Materials 6 Section A Q.1 (Video clip of three people running around on school field.) (a) What method of training is taking place? [1] Circuit Interval Plyometrics Continuous Weight (b) (i) Identify the component of health related fitness that can be developed from this method of training. [1] Cardio vascular endurance Muscular endurance Muscular strength Flexibility (ii) Give a definition of the health related fitness component being identified in b (i). [1]

7 GCSE PHYSICAL EDUCATION Specimen Assessment Materials 7 (c) How could this method of training be made more demanding? [2] (d) Describe the health benefits that can be gained from this method of training. [4] (e) (i) Identify one way in which the health related fitness component defined in (b) (i) can be measured. [1] Multi Stage fitness test Sit up bleep test Sit and Reach 1 Rep max Skinfold measurement

8 GCSE PHYSICAL EDUCATION Specimen Assessment Materials 8 (ii) Describe the correct procedure for the recognised test in b (ii). [2] (iii) Explain why testing is important to a health or fitness exercise programme. [5]

9 GCSE PHYSICAL EDUCATION Specimen Assessment Materials 9 Q.2 (a) Match the following components of fitness with the definitions. [5] Flexibility Strength Power Speed Local muscular endurance range of movement at a joint maximal muscular contraction muscles ability to sustain exercise without fatiguing ability to get from A to B quickly Move a force through a distance to quickest possible time (b) (i) Using a specific component of fitness other than cardio vascular endurance identify a method of training that could be used to develop that component. Give reasons for your answer. [2] (ii) Briefly describe a training session that demonstrates the method of training in b(i). [2]

10 GCSE PHYSICAL EDUCATION Specimen Assessment Materials 10 (iii) Explain how the principles of training (SPORT/FITT) would be used in a Health or Fitness related exercise programme. [6] Q.3 (Video clip of a group of boys and girls dancing). (a) (i) What type of physical activity is observed in the video? [1] Competitive Creative Adventurous Health Fitness and Wellbeing

11 GCSE PHYSICAL EDUCATION Specimen Assessment Materials 11 (ii) Explain your answer to 3a(i). [1] (iii) The video shows only one boy, suggest two possible reasons for this. [2] (iv) Suggest two reasons why so many girls are participating in this activity. [2] (b) (i) Explain the reasons why this activity might help with an improvement in an individuals health and lifestyle. [6]

12 GCSE PHYSICAL EDUCATION Specimen Assessment Materials 12 (ii) 'Much has been done to encourage participation in physical activity.' Discuss the factors that can affect participation in physical activity. [6]

13 GCSE PHYSICAL EDUCATION Specimen Assessment Materials 13 SECTION B 1. (a) How can LIFESTYLE affect the energy needs of a person? [1]. (b) Identify one reason why it is advisable to follow an active, healthy lifestyle. [1]. (c) Identify one method of encouraging someone to maintain an active, healthy lifestyle. [1]. 2. (a) Give one reason to explain why OPEN skills are usually more difficult to learn than CLOSED skills. [1]. (b) What type of PRACTICE is best used for learning OPEN skills? [1]. (c) Identify one reason why FEEDBACK helps in developing skill and sustaining involvement in an active, healthy lifestyle. [1]. 3. (a) During movement, if the contracting muscle is the AGONISTIC or PRIME MOVER, what is the relaxing (flexing) muscle called? [1]. (b) What attaches muscle to a bone to help in movement? [1]. (c) Why are synovial joints so important for a person engaged in physical activity? [1].

14 GCSE PHYSICAL EDUCATION Specimen Assessment Materials (a) Why is the intake of water important for those involved in an active, healthy lifestyle? [1]. (b) (i) Why is it undesirable for people involved in physical activity to have a high percentage of body fat? [2] (ii) How can the level of body fat be controlled? [2] 5. The energy system used for any physical activity depends on which two factors? [2] Explain the relationship between HEALTH and FITNESS. [2] (a) Describe three ways of minimising risk when following an active lifestyle. [3] (b) Explain how you have been motivated to take part in physical activity and follow an active, healthy lifestyle. [3]

15 GCSE PHYSICAL EDUCATION Specimen Assessment Materials Discuss how recent technological developments have created improved resources to promote and sustain involvement in physical activity and healthy lifestyles. [4] The following headings might help you:- materials and equipment facilities and surfaces I.T. Analysis of fitness and performance

16 GCSE PHYSICAL EDUCATION Specimen Assessment Materials The diagram below shows how a sixteen-year-old can use heart rate to work out how hard to exercise. (a) What heart rate is indicated at 204 bpm (A)? [1]. (b) What threshold is indicated at 163 bpm (C)? [1]. (c) Which training zone is important for improving aerobic fitness? Is it B, D or F? [1]. (d) Explain why Training Zone F has little effect on aerobic fitness. [1].

17 GCSE PHYSICAL EDUCATION Specimen Assessment Materials Using the SMART principle, explain and give examples of how goal-setting can lead to improved health and fitness. [6] 'Taking part in exercise makes the body respond by changing both immediately and adapting over time to the level of activity.' Analyse the short and long term effects of exercise on a participant's health, fitness and well-being. [6]

18 GCSE PHYSICAL EDUCATION Specimen Assessment Materials Name a physical activity of your choice and evaluate fully a skilful performance. How could an improvement in skill levels lead to sustaining involvement in the physical activity? [6] Name of physical activity:

19 GCSE PHYSICAL EDUCATION Specimen Assessment Materials 19 MARK SCHEME GENERAL MARKING GUIDANCE Positive marking It should be remembered that candidates are writing under exam conditions and credit should be given for what the candidates writes rather than being penalised for any omissions. Marks should not be deducted for a less than perfect answer if it satisfies the criteria of the mark scheme, nor should they be added as a consolation where they are not merited Unexpected but acceptable answers The mark scheme gives an indication of the likely responses of candidates but examiners must be prepared to award marks appropriately for answers which are unexpected but are nevertheless worthy of credit. If an examiner is unsure about the validity of such a response they should seek advice from the chief examiner. Levels of Response Some questions are awarded marks on the basis of the levels of response. The purpose of this is to award the so-called higher level skills, particularly of analysis and evaluation. In practice, the good Physical education candidate is likely to demonstrate a good grasp of the information presented to him/her. He/she will be able to weigh this up in the light of his/her theoretical understanding of the subject and will be able to suggest appropriate strategies to deal with the situation. Candidates who have a deficiency in their theoretical understanding, or who are unable to analyse properly a situation, are unlikely to be able to synthesise or evaluate in a meaningful way. Quality of Written Communication For components involving extended writing, candidates will be assessed on the quality of their written communication within the overall assessment of that component. Candidates will be assessed on their Quality of Written Communication in Section A 2 b(iii), 3b(i) and (ii) and Section B 10, 11 and 12. Levels of response are used for QWC. These levels are integrated within the mark scheme and will help to determine where in a level a candidate's response lies. Mark schemes for these components include the following specific criteria for the assessment of written communication: legibility of text; accuracy of spelling, punctuation and grammar; clarity of meaning; selection of a form and style of writing appropriate to purpose and to complexity of subject matter; organisation of information clearly and coherently; use of specialist vocabulary where appropriate.

20 GCSE PHYSICAL EDUCATION Specimen Assessment Materials 20 Assessment Objectives Candidates will be required to demonstrate their ability to: Recall, select and communicate their knowledge and understanding of physical activity AO2 Apply skills, knowledge and understanding in physical activity AO3 Analyse and evaluate physical activity and identify action to bring about improvement The weighting of assessment objectives across examination components is as follows: AO2 AO3 Total Unit 1 Written Paper 13% 3% 4% 20% Section A Section B 13% 3% 4% 20% Unit 2 Controlled 4% 44% 12% 60% Assessment Total Weighting 30% 50% 20% 100%

21 GCSE PHYSICAL EDUCATION Specimen Assessment Materials 21 SECTION A Q.1 (a) What method of training is taking place? [1] Circuit Interval Plyometrics Continuous Weight (b) (i) Identify the component of health related fitness can be developed from this method of training? [1] Cardio vascular endurance Muscular endurance Muscular strength Flexibility (ii) Give a definition of the health related fitness component being identified in b (i). [1] The ability to sustain exercise without fatiguing Ability of the heart and lungs to deliver oxygen (c) How could this method of training be made more demanding? [2] (d) Increase the time Increase the distance Increase the intensity 60 80% need to qualify More competitive Describe the health benefits that can be gained from this method of training. [4] lower resting heart rate healthy heart live for longer reduce body fat more efficient lungs reduce cholesterol (e) (i) Identify one way in which the health related fitness component defined in (b) (i) can be measured. [1] Multi Stage fitness test Sit up bleep test Sit and Reach 1 Rep max Skinfold measurement (ii) Describe the correct procedure for the recognised test in b (ii).[2] progressive, 20m shuttle run keep in time with the bleeps record the number of shuttles per level each level lasts for 1 minute

22 GCSE PHYSICAL EDUCATION Specimen Assessment Materials 22 (iii) Explain why testing is important to a health or fitness exercise programme. [5] it allows the participant to identify their strengths and weaknesses measures improvement identifies a starting point compare with themselves enables participant to set personal targets aids self motivation helps recover from injury supports the coach in selection Monitor success of programme AO2-2 AO3-3 Q.2. (a) Match the following components of fitness with the definitions. 1x5 [5] 2. flexibility 3. strength 4. power 5. speed 6. local muscular endurance 2. range of movement at a joint 3. maximal muscular contraction 6. muscles ability to sustain exercise without fatiguing 5. ability to get from A to B quickly 4. Move a force through a distance in quickest possible time

23 GCSE PHYSICAL EDUCATION Specimen Assessment Materials 23 (b) (i) Using a specific component of fitness other than cardio vascular endurance identify a method of training that could be used to develop that component. Give reasons for your answer. [2] (ii) (iii) Speed - interval Strength - weight training Power - plyometrics LME - circuit Flexibility - stretching Briefly describe a training session that demonstrates the method of training in b(i). [2] Answers should develop the following: Intensity Duration Reps, sets Explain how the principles of training (SPORT/FITT) would be used in a Health or fitness related exercise programme. [6] Specific examples are required E.g. Centre midfield requires specific training such as faartlek because the position demands a variety of intensities. E.g. CV development for a health programme could show overload e.g. 15 minutes swim Week 1, 20 minutes swim Week 2. Or continuous training to help with weight loss. Slow progression to avoid injury. Variance used to sustain motivation through the training programme. -2 AO2-2 AO3-2 Level 1 (0-3) Information is poorly organised with limited use of specialist vocabulary. There are frequent errors in spelling, punctuation and grammar. There is limited knowledge of the principles of training and little attempt to apply knowledge to a health, fitness exercise programme. Level 2 (4-6) Information is well organised with good use of specialist terms. There are some errors in spelling, punctuation and grammar but these are not intrusive. There is a good knowledge of the principles of training and a clear application of knowledge to a health, fitness exercise programme.

24 GCSE PHYSICAL EDUCATION Specimen Assessment Materials 24 Q.3. (a) (i) What type of physical activity is observed in the video? [1] Competitive Creative Adventurous Health Fitness and Wellbeing (ii) Explain your answer to 3a (i) [1] (iii) (iv) Creative because it is dance HFW because the activity is social, and is something that might be done outside of school. The video shows only one boy, suggest 2 possible reasons for this. [2] Dance is perceived as a predominantly girls activity Boys generally play more competitive sports Not as accessible for boys Intimidated by the amount of girls in the group Gender stereotyping Suggest two reasons why so many girls are participating in this activity. [2] Modern music Friends Street dance is popular Social aspect Improvement Opportunity Socially acceptable (b) (i) Explain the reasons why this activity might help with an improvement in an individuals health and lifestyle. Physical Fitness Social interaction Improved body image Improved self esteem Mental fitness motivation, self confidence 2x3 [6] -1 AO2-2 AO3-3 Level 1 (0-3) Information is poorly organised with limited use of specialist vocabulary. There are frequent errors in spelling, punctuation and grammar. There is limited knowledge of the reasons why dance may contribute to a healthy lifestyle and little amplification. Level 2 (4-6) Information is well organised with good use of specialist terms. There are some errors in spelling, punctuation and grammar but these are not intrusive. There is a good knowledge of the reasons why dance may contribute to a healthy lifestyle. Answers show some clear amplification.

25 GCSE PHYSICAL EDUCATION Specimen Assessment Materials 25 (ii) 'Much has been done to encourage participation in physical activity.' Discuss the factors that can affect participation in physical activity. [6] Gender, race, and social issues Influence of school physical education programme e.g. initiatives 5 x 60, National curriculum, extra curricular, wider curriculum Risks associated with sedentary lifestyle Financial constraints Media coverage Government policies/funding/target groups e.g. health agenda, SCW, Sport England School and community links e.g. Physical Education and School Sport Provision of community resources/facilities opportunities -1 AO2-2 AO3-3 Level 1 (0-3) Information is poorly organised with limited use of specialist vocabulary. There are frequent errors in spelling, punctuation and grammar. There is limited knowledge of factors that can affect participation. There is little attempt to apply these factors. Level 2 (4-6) Information is well organised with good use of specialist terms. There are some errors in spelling, punctuation and grammar but these are not intrusive. There is a good knowledge of the factors that can affect participation. There is a clear application of these factors.

26 GCSE PHYSICAL EDUCATION Specimen Assessment Materials 26 MARK SCHEME SECTION B 1. (a) More active you are, the more energy you will need. Less active you are, the less energy you need. [1] (b) To live longer to be healthy avoid illness. Any reference to physical fitness components to be stronger to be able to exercise for long periods of time. Any physiological adaptations. Recover quicker after exercise. Social and mental benefits. [1] (c) Any adherence strategy exercise to music, exercise with a friend. [1] 2. (a) More information to process more decisions to be made. [1] (b) Variable. [1] (c) Identifying strengths/weaknesses. Shapes future behaviour retirement of technique. Motivational. Knowledge of performance plus knowledge of result leads to learning. [1] 3. (a) Antagonist [1] (b) Tendon [1] (c) Freely movable allow a greater degree of movement. [1] Contribute to health and Essential for active lifestyle. 4. (a) Water regulates body temperature when exercising. Sweating cools down when exercising. The more active you are, the more water you lose this can cause dehydration. Therefore, it is important to take in water frequently, but especially during exercise. [1] (b) (i) Strain on the heart and muscles. Interferes with flexibility. Contributes to fatigue. Negative affect on performance. [2] (ii) Diet and exercise. Energy balance. [2]

27 GCSE PHYSICAL EDUCATION Specimen Assessment Materials Intensity and duration of the activity. [2] 6. Health is the state of complete physical, mental and social well-being and not merely the absence of illness. Fitness is the ability to meet the demands of the environment. You can be fit, but not healthy. You cannot be healthy without being fit enough to meet the demands of the environment. Exercise is the link between the two. Fitness for physical activity is more specific than just being in a state of good health (especially at a higher level of activity). [2] 7. (a) Candidates might draw from the following: Fitness Techniques/skills Warm up/cool down Physical development Preparation Environment Rules Skill levels Equipment. [3] (b) Personalised response expected: Performers can be motivated in many ways Intrinsic Extrinsic receiving praise gaining reward in a variety of ways being participant of good teaching/coaching participating in competition at a suitable level inter need/desire/determination to be the best following clearly, any goals set setting realistic and attaining goals success in performance self-motivated working relationships with others [3] 8. Developments need not be from one activity. Developments might include, but are not exclusive to those names in the question. Looking for recent developments with an explanation of how these encourage involvement in physical activity and healthy lifestyles. [4] 9. (a) MHR (b) Anaerobic threshold (c) D (d) Exercising is too easy No stress No adaptation [4] -1 AO AO3-2 -4

28 GCSE PHYSICAL EDUCATION Specimen Assessment Materials S Specific goals need to be set gives a focus. M A R T Gauge PROGRESS and know when to set new goals. Need to be agreed with participant so that she has OWNERSHIP and VALUES them. They need to be challenging but achieveable helps MOTIVATE participants. Time to achieve goals needs to be specified in order to focus the participant and so that short-term goals can lead to longer-term goals. Level 1 (0-3) Information is poorly organised. Limited use of specialist vocabulary. Errors in spelling, punctuation and grammar. There is limited knowledge of the SMART principles and why Goal-Setting can help in improving health and fitness. Level 2 (4-6) Information is well organised. Ideas are expressed logically. Good use of specialist terms. Few errors in spelling, punctuation and grammar. There is good knowledge of the SMART principle and why Goal-Setting can help in improving health and fitness. Appropriate examples are given. [6] 11. Content should include the short-term effects of exercise and the long-term benefits of exercising on health and fitness. Adaptations for CV Respiratory Muscular Skeletal and circulatory systems. -3 AO3-3 Short term effects Skin colour changes Heart-rate increases Body becomes hot Breathing increases Body becomes sweaty May become tired May get a stitch May pick up injury May get aching muscles/joints May become stressed Long term effects physical Increased CV endurance through efficient respiration/circulation. Increased VO 2 max. Increased vital capacity/cardiac output/larger-stronger heart. Improvements in physical fitness overall or for specific parts of the body. Increased effectiveness/efficiency of components of fitness. Improve performance in sport and impact on health. Lower resting heart rate. Recovery rate improves. Reduced risk of injury. Arteries larger and more elastic blood pressure reduced. Can cope with more lactic acid during exercise. Body uses more fat and less carbohydrate as fuel for exercise weight implications. Tendons become stronger. Bones become stronger. Ligaments more flexible. Increased capillarisation.

29 GCSE PHYSICAL EDUCATION Specimen Assessment Materials 29 Social/psychological benefits improved self-confidence/self-esteem increased vitality/energy levels consequential benefits to other aspects of life school, work, job etc Level 1 (0-3) Information is poorly organised. There is a limited knowledge of the short-term effects of exercise and the long-term benefits of exercise on the body. There is a limited use of specialist vocabulary and frequent errors in spelling, punctuation and grammar. Level 2 (4-6) Information is well organised. There is good knowledge of the long-term effects of exercise including social/psychological benefits and sense of well-being. There is good use of specialist terms with some errors in spelling, punctuation and grammar but these are not intrusive. [6] 12. Candidates must relate the characteristics of a skilled performance to the physical activity which has been named. AO2-3 AO3-3 Characteristics: Accuracy Smooth Consistency Successful Co-ordinated Specific physical components Controlled Technical model Aesthetic Maximum output with minimum outlay of energy and time Improving skills levels could be used as an adherence strategy. The better one becomes the more likely there is of continued participation. Enjoyment fun success. Success motivational to progress.

30 GCSE PHYSICAL EDUCATION Specimen Assessment Materials 30 Level 1 (0-3) Information is poorly organised. There is limited use of specialist terminology/vocabulary and frequent errors in spelling, punctuation and grammar. There is limited knowledge of the characteristics of a skilled performer and little application to a sporting activity. There is a limited knowledge of now improved skills could sustain involvement in physical activity. Level 2 (4-6) Information is well organised and ideas are expressed in a logical manner. There is good use of specialist terms/vocabulary with some errors in spelling, punctuation and grammar but these are not intrusive. There is good knowledge of characteristics of skilled performance and candidates apply these to a sporting activity. There is good knowledge of how improved skills could sustain involvement in physical activity. [6] AO2-3 AO3-3

31 GCSE PHYSICAL EDUCATION Specimen Assessment Materials 31 ASSESSMENT OBJECTIVES GRID SECTION A AO2 AO3 TOTAL QUESTION TOTAL SECTION B QUESTION TOTAL Unit 1 Written Paper Section A Section B Unit 2 Controlled Assessment AO2 AO3 Total 31 marks 13% 31 marks 13% 8 marks 4% 8 marks 3% 8 marks 3% 88 marks 44% 11 marks 4% 11 marks 4% 24 marks 12% 50 marks 20% 50 marks 20% 120 marks 60% 30% 50% 20% 100% GCSE Physical Education SAMs (2011)/MLJ 8 September 2008