End of year 10 Physical Education

Transcription

1 Name: End of year 10 Physical Education Date: Time: 1 hour Total marks available: 56 Total marks achieved:

2 Questions Q1. Figure 3 This is the most relevant fitness test from those shown in Figure 3, to measure cardiovascular fitness. A Cooper's 12-minute run B Illinois agility run test C 30-metre sprint D Standing broad jump (Total for Question = 1 mark) Q2. Figure 4 is an extract from a Year 10 student's log. Breakfast Lunch Dinner Snacks Drinks Burger and Egg and 1 litre water Monday None None chips chips 1 litre coke Toast with 1 litre coke Chicken and Pizza with Chocolate Tuesday chocolate and apple chips extra cheese bars 2 spread juice Wednesday Thursday Cereal Boiled egg and toast Tuna sandwich from home Tuna sandwich from home Chicken potatoes, peas Sausage and mash with green beans Figure 4 Using Figure 4 identify the day with the healthiest, most balanced diet. A Monday B Tuesday C Wednesday D Thursday Crisps Carrot'sticks' & apple 1 litre water Fresh orange juice 2 litre water (Total for Question = 1 mark) Q3.

3 Which one of the following would be most important to a rower 8 minutes into a 12-minute race? A Muscular strength B Muscular endurance C Flexibility D Body composition Q4. Which one of the following is a socio-economic key influence that can impact on achieving sustained involvement in physical activity? A Role models B Fashion C Disability D Cost Q5. Which of the following is a test of power? A Sergeant Jump test B Cooper's 12-minute run test C 30-metre sprint test D Harvard Step Test Q6. Which one of the following performers relies most heavily on a high level of cardiovascular fitness for success? A 200m runner B 400m runner C 800m runner D 1500m runner Q7. Which one of the following nutrients should form the largest proportion of our diet? A Vitamins B Fats C Proteins D Carbohydrates Q8.

4 As a result of adopting an active lifestyle an individual may improve aspects of health-related exercise. Which of the following is not an aspect of health-related exercise? A Cardiovascular endurance B Muscular strength C Power D Muscular endurance Q9. Which one of the following statements is false? A The components of the FITT principle are Frequency, Interval, Time, Type B The FITT principle overlaps with the principle of Specificity C Reversibility can result in a drop in fitness levels D The principle of Individual Differences considers the needs of the individual rather than just the sport Q10. Which one of the following methods of training is least likely to improve both aerobic and anaerobic fitness? A Circuit B Fartlek C Cross D Weight Q11. Which one of the following statements is true? A There is no need to wait to exercise after eating a large meal B During exercise blood is redistributed away from the muscles being used C The amount of exercise, work and rest has no impact on personal health D Blood shunting is the term used to describe the redistribution of blood during exercise Q12. As part of a school's focus on healthy living, Year 10 students were asked to keep a log of all the food

5 they ate over a one-week period. Figure 2 is an extract from a student's log. Breakfast Lunch Dinner Snacks Drinks Egg and Chocolate chips bars 2 Monday None Burger and chips 1 litre water 1 litre coke Tuesday Cereal Tuna sandwich from home Chicken, potatoes, peas Crisps 1 litre water Figure 2 Which of the two days, Monday or Tuesday, provided a more balanced diet? Q13. The table below states three of the responses made by GCSE PE students when asked about their healthy, active lifestyle choices. In the table: briefly describe how each lifestyle choice could benefit an individual (3) Responses made by GCSE PE students about their healthy, active lifestyle choices classify each identified benefit as social, physical or mental. (3) Description of how each Classification of each lifestyle choice could benefit identified benefit as social, an individual physical or mental Previously I would get the bus to school but now I walk Despite the pressure of my examinations I still made sure that I had time to stop revising and play sport for a break I've always enjoyed running, and would often go on long runs on my own, but I joined my local athletics club and now run with other runners from the club

6 Q14. The performers in Figure 3 will have a different optimum weight compared to performers in other athletic activities such as sprinting and shot put. State two factors that will cause optimum weight to vary between individuals competing in the same event. (2) Q15. GCSE PE students were determined to help their parents, Janet and John, become involved in sport so that Janet and John could benefit from a healthy, active lifestyle. Janet wants to increase her fitness. (i) Explain the term "fitness". (ii) How does fitness relate to a balanced, healthy lifestyle? (2)

7 Q16. GCSE PE students were determined to help their parents, Janet and John, become involved in sport so that Janet and John could benefit from a healthy, active lifestyle. Select the two most appropriate fitness tests, from those shown in Figure 6, to measure Janet's current level of cardiovascular fitness. (2) Fitness test Fitness test Q17. The graph in Figure 4 shows suggested target heart rate zones depending on age. Using Figure 4, state the suggested heart rate values that a 40-year-old should work between to ensure they are in the correct target zone to improve their cardiovascular fitness.

8 Q18. Regular participation in physical activity is thought to be beneficial to the individual. Explain how participation in physical activity can stimulate: Competition Q19. Regular participation in physical activity is thought to be beneficial to the individual. Explain how participation in physical activity can stimulate: Physical challenge (2) Q20. Theo's family regularly participates in physical activity and introduced Theo to a variety of sports. A hockey club is only five minutes walk from home so Theo has decided to play hockey. Which two different categories of key influences have impacted on Theo's involvement in physical activity? Q21. GCSE PE students were determined to help their parents, Janet and John, become involved in sport so that Janet and John could benefit from a healthy, active lifestyle. Janet needs to select a relevant method of training to improve her cardiovascular fitness. Four different methods of training are shown in Figure 7.

9 (i) Identify the most relevant and least relevant method of training to help Janet improve her cardiovascular fitness from Figure 7. Most relevant Least relevant (ii) Identify a sporting activity where the performers would use the training method you identified as least relevant to Janet. (2) Q22. GCSE PE students were determined to help their parents, Janet and John, become involved in sport so that Janet and John could benefit from a healthy, active lifestyle. Before returning to physical activity Janet and John should complete a PAR-Q. What is the purpose of a PAR-Q? Q23. GCSE PE students were determined to help their parents, Janet and John, become involved in sport so that Janet and John could benefit from a healthy, active lifestyle. Other than participation, identify three different roles available to Janet and John for becoming involved in physical activity. (3) Q24.

10 Rob and Imran regularly participate in physical activity. Rob takes part in cross-country runs on a regular basis. Imran plays for the school football team. Both boys were encouraged by their teachers to set SMART targets to help them improve their performance in their activities. (i) Give two reasons why target setting could help improve performance. Reason 1 Reason 2 (ii) Give an example of a measureable target for Rob. (2) Q25. (d) The 30-metre sprint fitness test is used as a test of speed. Explain why a table tennis coach is unlikely to use this test to measure his players' speeds. (3) Q26. When setting goals to plan involvement in physical activity it is important to apply the principles of SMART targets. The statements below are all examples of Year 10 students' SMART targets. A I need to take 60 seconds off my 3000m time as soon as possible. B I want to improve by one lap in the Cooper's run test within the next month. C I will complete a two mile run in under 10 minutes. Explain which of the Year 10 targets, above, would be considered to be the most effective target for a performer. (3)

11 Q27. GCSE PE students were determined to help their parents, Janet and John, become involved in sport so that Janet and John could benefit from a healthy, active lifestyle. Name and briefly explain the principle of training Janet should apply in order to safely improve her fitness. (2) Q28. Explain the requirements of a balanced diet. (4) Q29. Rob regularly represents his school in cross-country and runs for his county in inter-county championships. What stage of the sports participation pyramid will Rob have achieved? Q30. Rob and Imran regularly participate in physical activity. Rob takes part in cross-country runs on a regular basis. Imran plays for the school football team. Both activities require the boys to work aerobically and anaerobically. For each of the following statements, state whether the activity is aerobic or anaerobic. (i) Rob kept a steady pace for the first mile and a half of the race. (ii) At one point near the end of the race Rob had to sprint to prevent the runner behind overtaking him and going into the lead. (iii) During the fifth minute of the game Imran had a chance to score a goal, he struck the ball hard and gave his team an early lead. (iv) In the second half of the game Imran spent a lot of time slowly jogging back into position.

12 Q31. * Discuss the relative importance of agility and reaction time for performers competing in the types of activity shown in Figure 7. Candidates are not expected to use all the space provided.

13 Scheme Q1. A Cooper's 12-minute run Q2. D Thursday Q3. Q - would be most important to a rower 8 minutes into a 12 minute race B - (Muscular endurance) Q4. Q - a socio-economic key influence that can impact on achieving sustained involvement in physical activity D (Cost) Q5. A Sergeant Jump test

14 Q6. D 1500 m runner 1 Q7. D Carbohydrates 1 Q8. C Power Q9. Q - Which of the following statements is false? A - (The components of the FITT principle are Frequency, Interval, Time, Type) Q10. D Weight 1

15 Q11. Q - Which of the following statements is true? D (Blood shunting is the term used to describe the redistribution of blood during exercise) Q12. Tuesday Do not accept Monday any other day of the week Additional Guidance Accept Tues s Total 1 1 1

16 Q13.

17 Q14. Any two factors from: Heig ht Sex OR Gender Bone structure OR bone density Muscle mass OR muscle size OR muscle girth (allow body compositi on) Do not accept Diet Training Age Body shape Size Body type Muscle density Addition al Guidanc e Do not accept genetics unless qualified in relation to height; bone density accept bone size/how tall s Total 2 1 2

18 Q15. Q Harvard step test 2. Cooper's 12-minut e run Any order Point 2: Accept 12 min Cooper run; Cooper run 2 1 2

19 Q17. Do not accept Addition al Guidanc e Total The following target zone: 108:1 44 bpm Any other numbers 144:108 bpm Can accept 108: to % 1x1 108:144 (bpm) Q Working against an opponent/trying to beat personal best/equiv / trying to win / trying to be the best NB Do not award if reference to standard of competition Do not allow goal setting / targets / personal challenge / playing a match unless qualified (1 1) Q19. Accept any two from the following (max one/line) 1. Work body to limit / push yourself harder 2. Because you are working physically hard you need to be mentally tough to keep going/keep motivated/equiv 3. E.g. Not wanting to give up in marathon even though body is tired/scared of abseiling but overcome fear and complete activity Do not accept target setting (2 1) (2)

20 Q20. Do not accept Additional Guidance Total s People Resource Anything else Accept - Phonetic spelling: R esponses in any order: Acc ept if correct answer appears after egs of 'people' or 'resources' For example: Fa mily, friends, people Ac cess, availability, resources 2x1 (2) Q21.

21 Q22. Any one from Chec king participa nts are healthy enough to start physical activity OR To establish a baseline of intensity for physical work Establish training goals How fit they are/physi cal readines s Their ability Accept reference to safe to exercise or medical condition s 1 1 1

22 Q23. Any three different roles in any order maximu m one from each point: Lead ership OR coach OR leader OR captain Voluntee ring OR specific volunteer role (e.g. first aider) Official OR referee OR umpire OR judge Do not accept Particip ation Teacher Physio ; Organise r Voluntary Fundrais er 'Refing' Addition al Guidanc e Accept any specific role, e.g. manager (pt 1); Secretar y (pt 2); Timekee per (pt 3); Point 3: Accept helper if linked with role e.g. helps with organisat ion of the club. s Total 3 1 3

23 Q24. (i) (ii) Any two from: 1. Motivates therefore likely to continue to train / push / makes them work harder / reduces boredom / task persistence / challenge yourself / increase self-esteem when achieved. 2. Gives clear/specific goals / aims to achieve so once achieved can aim higher / gives focus / something to work towards 3. Allows them to monitor progress / analyse progress / decrease stress / know that you have improved 4. Encourages training to be planned/structured to achieve targets so therefore more effective training Do not accept improves performance unless qualified (2 1) (2) Credit any appropriate example, e.g. beat PB by 10 seconds/ complete race within 25 min/equiv NB. Need to consider individual candidate response as alternative acceptable answers could be given based on distance of race NB Needs numbers/ equivalent NB Accept answers relating to Imran Do not accept measure how fast he can run

24 Q25. Do not accept Additional Guidance Total Credit explanation consisting of any three aspects of following linked explanation: Description of the 30m sprint test e.g. how fast you can run 30m e.g. sprint in a straight line Therefore useful to measure speed of whole body/lower body/speed in a straight line/test speed in legs Description of type of movement in table tennis e.g. no need to run 30m in TT/no need to sprint e.g. need upper body speed e.g. side to side movement e.g. involves change of direction Therefore no need to test sprint speed as not valid e.g. therefore not valid as not specific to their sport Sprint test more suitable for activities where longer sprints required e.g. would be used by sprinters e.g. reaction time test more relevant e.g. test of arm speed/how fast they can hit the ball more relevant Pt 4 this is for credit for developmen t of point 3, i.e. the concept there is a mismatch between the test and the activity Pt 5 accept reference to other tests that would be more suitable, e.g. coach devised test of agility or reaction time/. 1x3 (3)

25 Q26. Do not accept Addition al Guidanc e Total Credit explanatio n consisting of any three aspects of linked explanatio n: B is time bound/ha s time limit/time frame this means the performer has a deadline/ endpoint by which to achieve their target/the y have given themselve s a month to complete /when to achieve/a complish by theref ore each session they can see if they are moving closer to their target or if it needs to be re-establis hed This will allow them to maintain their motivation Do not credit reference to other aspects of SMART principle Pt 1 - No credit for stating 'B' without explanatio n Point 1 - Credit first point if candidate makes this point by referring to A and C as not being time-boun d or provides actual statement from question and says time-boun d Point 3/4 only credit if clear this is in relation to time bound (i.e. not 'measurea ble' target) 3x1 (3)

26 Q27. Name: Progressi ve overload Explanat ion: To gradually increase the amount of work (so that injury does not occur) Do not accept Other principles of training e.g. overload Explanati on that does not imply need for gradualin crease in intensity; Explanati on that relies on use of word progress/ progressi vel y Addition al Guidanc e Accept: Graduall y building up training s Total 1 2 2

27 Q28.

28 Q29. Performance, Elite, Professional, Excellence Do not accept Performer, Performs, Performing, Participant, Semi-pro Q30. (i) (ii) (iii) (iv) Aerobic / Aerobically Anaerobic / Anaerobically Anaerobic / Anaerobically Aerobic / Aerobically (4 1) (4)

29 Q31. A discussion of the relative importance of agility and reaction time in activities like badminton and 400m that makes reference to: Indicative content A - Definition of terms unrelated to activities - Simple statements Agility is being able to change position quickly (and to control the movement of the whole body) Reaction time is the time between the presentation of a stimulus and the onset of movement B - Importance in badminton (NB Must be applied to appropriate sporting situation) Badminton player Agility agility required to allow quick change of direction after completing one shot to play the next (SS) e.g. from backhand clear to front court forehand net shot (DS).] Response needs to relate to agility rather than speed, however, given dimensions of badminton court if talking of 'covering court when returning shuttle' this implies need for change in direction (DS)Badminton player - Reaction Time Reaction time required to change decision based on new information (SS) e.g. when shuttle hits top of net and changes flight path/to deal with an unexpected shot OR because shuttle moves quickly very little time (SS) to decide where shuttle is going/how to respond (DS)C - Importance in 400m (NB Must be applied to appropriate sporting situation) 400m runner Agility Agility used running bends (at speed) (SS) to allow them to maintain pace/lane positioning (DS). Not used much in 400m as not changing direction (SS) but do need to stay in lane and run bends/need some agility to move from start position to sprint position efficiently (DS)400m runner - Reaction Time Reaction time required to respond quickly to the starter's gun (SS) without it they will set off after others giving them a disadvantage/need it to get in front of others (DS)Credit discussion of these components in relation to other components if discussing 'relative' importance e.g. Agility is not vital in 400m compared to badminton as not changing direction in 400m (SS) power is much more important because need this to be the fastest over distance (DS)D - Relative importance (accept other accurate/reasonable alternate arguments) Both agility & reaction time important to badminton player. Without agility all opponent needs to do is move them around court to win points.(ss) Without good reaction time they will be too slow in deciding what shot to play so either miss the shuttle or give opponent too much time to play their next shot.(ds) Reaction time more important to sprinter because limited need for agility in event as part of event is run on straight track/not trying to avoid other runners whereas essential they get a good start (DS)Credit discussion around relative importance of components for one activity compared to the other, e.g. both components more important to badminton players than 400m runner because used throughout the game e.g. quickly changing direction to retrieve a shot compared to 400m runner who only uses agility to run bendse - Possible 'arguments' for conclusions However, good agility more important to a badminton player than reaction time because if they can't change direction quickly they won't be able to cover the court and return shots. However, good reaction time more important to a badminton player than agility because if they can't make quick decisions they won't be able to outwit their opponent and therefore they won't be able to win rallies. Level Descriptor Level 0 0 No rewardable material Level i) A number of simple statements that identify a benefit of agility or reaction time for badminton players

30 and/or 400 m runner E.g. good agility will allow badminton players to change direction quickly on court. Allows 400 m runner to run bend in track ii) A developed statement (discussing why agility/reaction time is important to specific activity) E.g. A fast reaction time is vital in badminton because the shuttle travels at high speed eg smash so there is little time to make an effective decision. Candidates will produce brief and narrative responses, making a limited number of simple statements, probably with limited reference to the question. Little knowledge and understanding of the range of requirements. Responses produced by candidates will be mostly generalised, and may not fully address the requirement of the question to discuss the relative importance of agility and reaction time on performance Candidates' writing communicates ideas using everyday language, but lacks clarity and organisation. There will be frequent errors in candidates' spelling, grammar and punctuation. Level Descriptor Level i) Developed statements, i.e. simple statements with explanation or additional information about the importance to performer. E.g. good reaction time is essential to both performers for following reasons. ii) Developed statements providing 'weighting' of importance. E.g. of the two components, reaction time is more important to the runner because iii) Basic (but accurate) conclusion in line with previous points. Candidates' responses will be mostly accurate and

31 include relevant factual material. Some knowledge and understanding of the importance of agility and reaction time. Candidates will have addressed the requirement of the question to discuss the relative value of each component in relation to performance with some success. Candidates' writing communicates ideas with accurate use of appropriate terminology, and the organisation of the response shows some direction and control. There will be few errors in spelling, punctuation and grammar. Level i) Developed statements (using relevant examples) balanced and succinct. ii) Conclusion provided based on points raised Candidates will offer factually accurate and sustained responses that relate well to the focus of the question and successfully addresses the discursive demands. Sound knowledge and understanding of these components of fitness and their relative importance. The discussion will be supported by accurate factual material that is relevant to the question. The relative importance of each to performance will be fully discussed with appropriate conclusions reached. Candidates' writing communicates ideas effectively using appropriate terminology, and organises material clearly and coherently. Spelling, punctuation and grammar will be accurate throughout the response.