GCSE MARKING SCHEME PHYSICAL EDUCATION FULL COURSE / SHORT COURSE

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1 GCSE MARKING SCHEME PHYSICAL EDUCATION FULL COURSE / SHORT COURSE SUMMER 2011

2 INTRODUCTION The marking schemes which follow were those used by WJEC for the Summer 2011 examination in GCSE PHYSICAL EDUCATION FULL / SHORT COURSE. They were finalised after detailed discussion at examiners' conferences by all the examiners involved in the assessment. The conferences were held shortly after the papers were taken so that reference could be made to the full range of candidates' responses, with photocopied scripts forming the basis of discussion. The aim of the conferences was to ensure that the marking schemes were interpreted and applied in the same way by all examiners. It is hoped that this information will be of assistance to centres but it is recognised at the same time that, without the benefit of participation in the examiners' conferences, teachers may have different views on certain matters of detail or interpretation. WJEC regrets that it cannot enter into any discussion or correspondence about these marking schemes.

3 PHYSICAL EDUCATION FULL COURSE (SECTIONS A and B) SHORT COURSE (SECTION A ONLY) SECTION A Q.1 (a) (i) Realistically, looking for AGILITY or CO-ORDINATION, despite the fact that some very able candidates might be able to justify Reaction Time or Speed. [1] (ii) (iii) (iv) Definition of Agility changing direction at speed Routines including e.g. rotational and twisting movements (as in the clip) certainly involve agility. Definition of Co-ordination the ability to use 2 or more parts of the body at the same time OR the ability to carry out a series of movements smoothly and efficiently. Knowledge of the definition in relation to the activity of trampolining is needed. Give credit if explain wrong answer from (a) (i) [2] Realistically, looking for POWER or FLEXIBILITY, despite the fact that some very able candidates might be able to justify BODY COMPOSITION. [1] Definition of POWER the combination of strength and speed of movement. Hurdles need to contract muscles with speed and force in one explosive act:- (1) out of the blocks (2) over the hurdles (3) duration of race in this case 60 metres. Definition of FLEXIBILITY the ability to move joints through their full range of movement controlled use of the full range of movement allows for the execution of the correct technique over the hurdles:- (1) position of legs (2) low position over hurdles (3) position of arms. This allows an improvement in performance Knowledge of the definition in relation to the activity of hurdling is needed. Give credit if explain wrong answer from (a) (iii) [2] (b) (i) ALL-IN-ONE question. The method chosen should relate to the improvement of the physical fitness components identified in 1(a)(i) and 1(a)(iii). If the reasons for the chosen method can be applied to either trampolining or hurdling then marks can be allocated. 1 mark for naming a method. e.g. Trampolining Circuit training conditioning strength core stability exercises e.g. hurdling circuit weight sprint training intervals. Justification of method chosen. More able candidates might refer to energy systems demands and skill requirements of the activities. [3] (ii) Progession Overload Specificity [3] 1

4 (c) (i) Reasons could include:- slowly increases heart rate, breathing and blood supply to working muscles slowly increase body temperature to working rate slowly moves muscles and joints in ways that will be used in the activity stretches and prepares ligaments and muscles for the required intensity introduces skills to be used in the activity prevents injury gives a mental focus 1 x 2 [2] (ii) Reasons could include:- compare with norms to take into account any adaptations the body might have made controls intensity and duration of the training programme. Identification of needs. identifies strengths and weaknesses. Measures progress. setting of personal targets (goal-setting) adherence. aiding self-motivation helping in recovery from injury supporting selection by coaches baseline measure monitoring the programme 1 x 2 [2] Q.2 (a) (i) Realistically, looking for POWER, MUSCULAR STRENGTH or MUSCULAR ENDURANCE. 1 x 2 [2] Knowledge of the definitions in relation to the training method shown in the clip is all important. [2] (ii) Explanations of physical fitness components in (a) (i) e.g. of power. (iii) Definitions for the 3 physical fitness components which are correct in 2 (a)(i). 1 x 2 [2] Definition of POWER the combination of strength and speed of movement. The persons in the clip are using interval training which suggests periods of recovery, are working competitively which suggests speed and carrying weighted bags of sand which supports strength. Definition of MUSCULAR STRENGTH the ability to use muscles to apply maximum force to an immovable object. The persons in the clip are carrying sand weights, with recovery periods. Definition of MUSCULAR ENDURANCE the ability to work muscles very hard for a period of time. By carrying the sand weights, albeit with short recovery times, the persons in the video are repeatedly exercising the same muscle groups. 2

5 (b) (i) Interval Fartlek. If answer varies from those, it must relate/be explained in (ii) for the mark. [1] (ii) (iii) The method of training in the clip involves bursts of high intensity work alternated with periods of rest or low activity:- the intervals in training. [1] An applied question. Candidates are asked to relate their response to a chosen sporting activity. Application of method of training and/or application of component of fitness to an activity. E.g. By performing high intensity intervals (as in the clip) that produce lactic acid during practice, the body adapts and burns lactic acid more efficiently during exercise. This means sports people can exercise at a higher level of intensity for longer periods of time before fatigue kicks in. [2] (c) Tests POWER (1) Standing Long Jump (2) Sargent Jump /Standing Vertical Jump MUSCULAR STRENGTH (1) One repetition max. test (2) Handgrip dynamometer MUSCULAR ENDURANCE (1) Press ups 60 seconds (2) Sit ups 60 seconds (3) Abdominal curl test bleep test/ncf 2 x 2 [4] Full description of procedures for each test E.g. Vertical jumps - reach up high make a mark - jump as high as you can - measure the difference between the marks - repeat 3 times 3

6 (d) The desired outcomes would be different e.g. Health or Specific Performance benefits. Low intensity work usually to burn fat High intensity work developing fitness Athlete able to exercise for longer Intensity and duration of training are the two main factors which determine the main energy systems used in any sporting activity and the level of performance e.g. recreational/competitive. For 2 marks intensity and duration must be mentioned. IDENTIFIED NEEDS HEALTHY LIFESTYLES PERFORMANCE CORRECT TRAINING METHODS INTENSITY AND DURATION OF TRAINING METHODS LOW HIGH [2] 4

7 Q.3 (a) (i) Access Facilities Safety Lack of staff expertise/qualification Lack of time in school day/curriculum/year Financial constraints Lack of enthusiasm on the part of school PE staff who usually satisfy National Curriculum requirements through easier to organise activities such as: Problem solving activities On school site orienteering 1 week Outdoor Activities sessions 1 x 3 [3] (ii) This is an all embracing question. Health refers to: mental, physical and social benefits Physical Fitness Health issues More efficient movement because of better flexibility CV efficient Body image Mental feel good Tension/stress relief Emotions not experienced elsewhere success, exhilaration, important, part of something, self-esteem. Social Increases confidence in stressful situations Teamwork and co-operation development Fulfilment challenge worth Friendship meeting people Self dependency Life skills Adherence Opportunities List type answers? 1 mark [3] 5

8 (b) MEDIA COVERAGE EXTRA/CURRICULAR/ SOCIAL RACE/DISABILITY AGE ROLE MODELS FAMILY FRIENDS ME HEALTH BENEFITS COACHING INITIATIVES SCHOOL/STAFF/NC FACILITIES OPPORTUNITIES GENDER FINANCE TRANSPORT Positive and/or negative factors. This is an applied question. Where candidates are required to discuss factors influencing this participation. Responses must relate to the candidate s experiences. [6] This question should be personalised. The 3 levels of assessment will reflect the varying degree to which this has occurred. Level 1: 1-2 Level 2: 3-4 Level 3: 5-6 No or little personalisation. Some relevant points, perhaps itemised, no amplification. Some personalisation, some relevant points with amplification. Answers well developed, comprehensive, fully engaged with the question personalised. Read Award Level Award Mark 6

9 (c) Central Government Governing Bodies Sports Council TV rights Sponsorship Lottery Fund Raising Donations Merchandise Local Initiatives: PESS Dragon Sports 5 x 60 Entrance Fees Membership Fees This is a Discuss question. This question does not ask for personalisation, however many candidates will draw upon their own experiences. Level 1: 1-2 Level 2: 3-4 Level 3: 5-6 Relevant points listed with no amplification Relevant points included with some explanation and amplification Well developed answers with engagement with the debate raised by the question. Discuss impacts positive or negative. [6] Read Award Level Award Mark 7

10 SECTION B (FULL COURSE ONLY) Q.4 (a) A state of complete mental, physical and social well-being. [1] (b) Either of last two statements. [1] (c) Exercising. [1] (d) ADHERENCE Set realistic measurable goals (performance + outcome) Make a plan Train to music Keep a diary Use electronic monitoring Be committed to the cause Re-evaluate plans if not achievable Establish a time frame Short and snappy training Convenience fitting in exercise Location gym/home Use utilitarian exercising [note From editor: is this the best term to use here?] Share goals Set a routine Use fitness testing ADHERENCE STRATEGIES Use competition Establish social support friends/ family Monitor progress (feedback assistance and motivation) Choose an activity you like Manage time Have back up plans Learn a new activity presents a challenge Set goals which are achievable Set intensity and duration of exercise to suit purpose Begin with easy tasks Have fun Correct facilities affordable Safe facilities 1 x 2 [2] Q.5 (a) Puts a strain on the heart. Puts a strain on muscles. Interferes with flexibility correct technique suffers Contributes to fatigue Decreases speed [1] (b) Carbohydrates supply energy for both anaerobic and aerobic work. Energy from carbohydrates can be released up to 3 times as quickly as from fat. Ideal for SHORT TIME + HIGH INTENSITY WORKOUT Carbohydrate is broken down into glucose and stored in both the muscles and liver. Therefore, carbohydrate is in exactly the right place (muscles) to supply immediate energy to muscles working hard. Quick release of energy. (c) Dehydration [1] [1] 8

11 (d) Energy Equation the relationship between diet, energy and weight. ENERGY IN ENERGY OUT Taking in calories Using up calories - diet - exercise ENERGY IN ENERGY USED WEIGHT GAINED ENERGY IN ENERGY USED 1 mark for equation. 1 mark for either gain, loss or balance. WEIGHT LOST Q.6 (a) TYPE of physical activity. INTENSITY of physical activity DURATION of physical activity 1 x 2 [2] [1] (b) LACTIC ACID [1] (c) ATP/PC or CP system LACTIC ACID system Aerobic system ATP/PC System provides an immediate source of energy. There is a limited source Lasts up to 10/15 seconds. Very important for bursts of explosive speed/action Suitablefor short duration events 100m, throwing/jumping athletic events, phases of team game play. LACTIC ACID Energy from this source lasts longer up to 3 minutes before a build up of lactic acid prevents further energy production. Very important for continuous short bursts of activity Suitable for 200m 400m 800m and games players who need to keep up continuous short bursts of activity. 9

12 AEROBIC Supplies energy to atheletes who are woking sub-maximally at 60-80% of max effort Provides most of the energy required for physical activity lasting longer than 3 minutes Suitable for long distance activity runners/cyclists and games players More able candidates might enter into more scientific debate when explaining the 3 systems 3 x amplification [5] 2 x amplification Q.7 GOAL SETTING Achieve more (work harder) Determine exactly what is to be achieved Gain direction (sign posting) Gain confidence Improve quality of training Evaluate your performance Focus your attention Be prepared mentally for performing BY SETTING GOALS YOU CAN Increase motivation to achieve Feel in control Check progress against targets Be less anxious Increase pride and satisfaction in your performance 4 x 1 [4] Q.8 (a) Flexion [1] (b) Biceps (A) [1] (c) Antagonist [1] (d) Attach a bone to a bone across the joint [1] They control the movement and stability of the joint (e) Hinge [1] (f) Ball and socket [1] 10

13 (g) The ball and socket joint allows: flexion/extension, rotation, abduction/adduction Any sporting example showing the above type of movement is acceptable. e.g. Astride vault for adduction and abduction Any circular movement at a joint shows rotation e.g. at hips for a golf swing [1] Shot-putting for flexion/extension [1] Q.9 Technology applied to physical activity has played an important role both in training and competition. This is evident in a variety of ways that range from the creation of new sports, to facilities, to the equipment used, officiating, safety, analysis and training technology. MATERIALS TECHNOLOGY CLOTHING EQUIPMENT MATERIALS FACILITIES OFFICIATING ICT TECHNOLOGICAL DEVELOPMENTS SAFETY FEATURES PERFORMANCE ANALYSIS TRAINING TECHNOLOGY Level 1: 1-3 Level 3: 4-6 Basic knowledge and understanding of technological development in physical activity, with some amplification. Well developed answers with knowledge and understanding of a broad spectrum of technological development in many aspects: IT / Facilities / Materials / Performance Analysis / Training / Technology / Officiating / Safety [6] 11

14 Q.10 To obtain marks, candidates must apply their knowledge of each of the stages by using an appropriate sporting example. Basic theory:- Input is all the information received from inside and outside the body. It is added to our experience. Decision making the brain processes all the information received and makes a decision. It interrupts the information (perception) and decides on a response. For both steps it has to search memory and experience and then tells muscles what to do. Selective attention. Output is the action taken as a result of the brains decision. If the memory is well laden with skills the output is more likely to be successful. Feedback is the response to the output. It tells you whether it was successful or not. Feedback should attest your next decision and improve performance. Example: A player waiting to return a serve in tennis Input the player senses the opponents position, his stance, racket angle and the speed, spin and flight of the ball. The player also notices where his opponent has moved to after he has served. Decision making calling on long term memory and experience of similar situations, the player has to quickly decide on the most appropriate return e.g. a low hard return to the opponents feet as he approaches the net. Output the players brain sends messages to his muscles to coordinate his movements and execute the shot. Feedback was the shot successful very memorable outcome (failure to return shot or not) KR. How did the player perform (execute) his shot was it too high and therefore more accessible to his opponent giving him a chance of returning. Must be applied 4 x 1 [4] 12

15 Q.11 VISUAL GUIDANCE + VERBAL MANUAL ME WHOLE PART FIXED VARIABLE PRACTICE IMPROVEMENT OF MY PERFORMANCE This question is applied. Candidates should use a sporting activity to explain their answers. Level 1: 1-2 Level 2: 3-4 Level 3: 5-6 Basic descriptive knowledge and understanding of guidance and practice, with no application to self or performance. Better knowledge and understanding of guidance and practice, with some application to self and performance. Well developed answer with high order knowledge and understanding of guidance and practice relevant to a sporting activity and how both have contributed to an improvement in performance. [6] 13

16 PHYSICAL BENEFITS SOCIAL BENEFITS MENTAL BENEFITS Q.12 All embracing discuss question with benefits as main point Definitions needed: exercise, health, lifestyle. Health involves the benefits of physical activity. Healthy lifestyle is about both physical and mental well-being in a social context. Demands will differ according to the need of the individual. Diet Diseases. Health Fitness Exercise Lifestyle Continium. Level 1: 1-2 Level 2: 3-4 Level 3: 5-6 Basic knowledge and understanding of the concepts involved in the question. Little ability to engage or discuss. Better knowledge and understanding of the concepts involved in the question. Some understanding of the links between the areas of healthy lifestyles, sporting performance and exercise. Well developed, logical answer with high order knowledge and understanding of the questions involved in the question. A clear engagement with the question. [6] GCSE Physical Education MS - Summer

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GCSE MARKING SCHEME PHYSICAL EDUCATION SUMMER 2014 INTRODUCTION The marking schemes which follow were those used by WJEC for the SUMMER 2014 examination in GCSE PHYSICAL EDUCATION. They were finalised