Physical Education (A level) Contemporary Issues in Sport C Jones Please note that you may see slight differences between this paper and the original.
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Candidates answer on the Question paper. OCR supplied materials: Additional resources may be supplied with this paper. Other materials required: • Pencil • Ruler (cm/mm)
INSTRUCTIONS TO CANDIDATES • • • • • •
Write your name, centre number and candidate number in the boxes above. Please write clearly and in capital letters. Use black ink. HB pencil may be used for graphs and diagrams only. Answer all the questions, unless your teacher tells you otherwise. Read each question carefully. Make sure you know what you have to do before starting your answer. Where space is provided below the question, please write your answer there. You may use additional paper, or a specific Answer sheet if one is provided, but you must clearly show your candidate number, centre number and question number(s).
INFORMATION FOR CANDIDATES • The quality of written communication is assessed in questions marked with either a pencil or an asterisk. In History and Geography a Quality of extended response question is marked with an asterisk, while a pencil is used for questions in which Spelling, punctuation and grammar and the use of specialist terminology is assessed. • The number of marks is given in brackets [ ] at the end of each question or part question. • The total number of marks for this paper is 36. • The total number of marks may take into account some 'either/or' question choices.
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Answer all the questions.
1.
Suggest two ways modern technology increases the pressure on officials in sport.
[2]
2.
Define the term ‘match fixing’ and give an example of when match fixing has occurred in sport. Definition:
Example:
[2]
3.
Describe two ways the internet has changed how spectators watch sport.
[2]
4(a).
Describe four ways modern technology has made televised sport more entertaining for viewers.
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[4]
(b).
The ‘golden triangle’ concerns the relationship between sport, sponsorship and the media. Evaluate the effects of the ‘golden triangle’ on sport today.
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(c).
Outline four ways the British education system contributes to elite sporting success.
[4]
(d).
Using examples, explain why sports have been unable to eliminate the use of performance enhancing drugs.
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[6]
5.
Throughout sporting history there have been debates about whether sports should remain amateur or become professional. Discuss, using examples, the arguments for and against amateur sports becoming professional between post 1850 industrial Britain and today.
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[10]
END OF QUESTION paper
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Mark scheme Question
Answer/Indicative content
Marks
Guidance
Two marks from:
1.
Increased anxiety to make correct decision
2.
Decision can be overruled by video replay
3.
Punditry / action replays / TV exposure can
1
highlight errors 4.
2 (AO1)
Difficult for referees to avoid overuse of technology and disrupt the game
5.
Potential litigation as easier to find evidence of negligence
Total
2
One mark for: Definition:
1.
When a sports competition is played to a result that is partly or completely pre- determined / when result is known in advance / when a player or team or official is bribed to throw a Do not accept: ‘When a sports competition/ match is
match.
fixed’ – repeats question. One mark for: Do not accept spot fixing.
Example: 2 2
2.
Hansie Cronje in cricket
3.
Chris Cairns in cricket
(1 x AO1) (1 x AO2)
Credit any recognised example of match fixing. 4.
Stephen Lee in snooker
5.
Italian football scandal in 2006 – Juventus, Lazio, Fiorentina
6.
Floodlight failures in football / Asian betting scam in 1997
Total
2
Two marks from:
1.
More sports available to stream live e.g. during
2.
Can watch on demand / on catch up / at any
3.
Can watch sport while travelling / outside home
Olympics on BBC
3
2 (AO1)
time
/ on phone / no longer need television
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4.
Can watch some live sports or highlights for free
Total
2
Four marks from:
1. (Replays)
Action replays / slow motion replays can add drama / rewatch entertaining moments
Rewind/ fast-forward function means people 2. (Rewind) can rewatch key moments or fastforward dull moments New camera angles / more cameras can increase 3. entertainment e.g. (Cameras) stump camera in cricket, helmet cameras in motor racing / horse racing. 4
a
4. (Screens)
Giant screens in stadia / larger televisions increase entertainment.
4 (AO1)
More camera angles / 5. replays can improve (Education) knowledge of sport
6. (Punditry)
Replays, multiple camera angles facilitate punditry which can increase entertainment before, after and during games.
7. (Motion capture)
Motion capture analysis can add information e.g. how far footballers have run and where.
Six marks from:
Positives (sub max 4) b
1. (Sponsorship)
Sports gaining media coverage will gain more sponsorship which
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6 (AO3)
Look for points that combine consideration of sport, media and sponsorship.
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can benefit athletes. Sports gaining media coverage and sponsorship can increase funding to develop participation / facilities / elite performance
2. (Funding)
Media pressure may lead to rule changes that make 3. (Rule sport more changes / entertaining e.g. entertainment) 20/20 cricket, Hawkeye reviews in tennis / cricket Increased availability of sport 4. (Spectators) for spectators due to increased media coverage. Sponsors generate revenue from association with sports and performers and from increased media coverage
5. (Sponsors)
Negatives (sub max 4)
6. (Event timings)
Media can influence when and how sport is played so timings may not be good for certain audiences e.g. Olympic events designed for American audiences
7. (Inequality)
Sponsorship disproportionately benefits athletes in sports in which the media is particularly interested e.g. men’s football
8. Lack of media (Reduction in interest in some funding) sports reduces
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sponsorship and funding Media funding increases pressure to win or get sponsorship so can 9. (Pressure damage integrity of to win) sport / win at all costs attitude / increase drug taking / violence Sportspeople may disproportionately 10. choose sports with (participation extensive media imbalance) coverage and sponsorship at cost of other sports. Advertising increases due to sponsorship 11. and media pressure (Advertising) can detract from the sporting event itself. 12. (Life pressure)
c
Media and sponsorship can add to pressure on athletes and their families
1. (PE)
Provide compulsory PE for all students
2. (Range)
Introduce a range of sports to students
3. (Club Links)
Provide links to clubs
4. (Competition)
Introduce young people to competition early
5. (Pyramid)
Widen base of performance pyramid / increase participation
6. (Skills)
Develop fundamental, transferrable motor skills
4 (AO1)
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prepare students for future careers in sport science / teaching 8. (Universities)
Universities provide elite facilities / sport science support / specialist coaching
Six marks from:
1. (Win at all costs)
Win at all cost attitude remains
2. (Commercial incentives)
Commercialisation / sponsorship increase incentives to cheat
3. E.g.
Lance Armstrong immense commercial and charity benefits from cycling.
4. (Level playing field)
Athletes may believe others are using them too and want to level the playing field
5. E.g.
Institutionalised doping in cycling
6. (Technology)
Doping technology is always ahead of prevention efforts
7. E.g.
EPO undetectable in 1990s, THG designer steroid scandal – Marion Greene, Tim Montgomery, Dwain Chambers
8. (Missing tests)
Athletes can miss two tests without any punishment
9. (Country differences)
Some countries’ anti-doping programmes are limited
10. E.g.
Kenya before 2016 Olympics
d
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Sub max 3 for no examples. 6 (AO2)
Sub max 4 for one example.
Minimum two examples needed for full marks.
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State sponsored doping programmes add 11. (Statesponsored pressure on programmes) a thletes to dope and help avoid detection 12. E.g.
Russian Olympic and Paralympic teams in 2016
Some may see 13. sanctions as too (Punishments) lenient Total
20 At Level 3 responses are likely to include:
Level 3 (8–10 marks)
detailed knowledge and excellent
well-argued, independent opinion and
relevant practical examples or case studies of
judgements which are well supported by
sports that have professionalized and how the
relevant practical examples (AO2)
sport was affected
detailed analysis and critical evaluation (AO3)
well balanced arguments for and against
balanced coverage of both historical and
professionalisation
very accurate use of technical and specialist vocabulary
detailed knowledge of the differences between amateur and professional sport
understanding (AO1)
contemporary issues with professional and
there is a well-developed line of reasoning
amateur sport
which is clear and logically structured. The information presented is relevant and
likely to be a clear conclusion or summary of
AO1, AO2 and AO3 all covered well in this
the relative merits of professionalization
substantiated.
level. 10 5
Level 2 (5–7 marks)
(AO1 x 3,
At Level 2 responses are likely to include:
AO2 x 3, AO3 x 4)
good knowledge of the different characteristics
some relevant practical examples of sports that
good knowledge and clear understanding
of amateur and professional sport.
(AO1)
independent opinions and judgements will be
have gone from amateur to professional
present but may not always be supported by relevant practical examples (AO2)
professionalisation
good analysis and critical evaluation (AO3)
some coverage of both historical and
generally accurate use of technical and
contemporary issues regarding amateur and
specialist vocabulary
professional sport
there is a line of reasoning presented with
maximum of 3 marks to be awarded for AO1
AO2; some AO3 evaluation required for top of
some structure. The information presented is in
and 3 marks for
the most-part relevant and supported by some evidence. Level 1 (1–4 marks)
fairly well balanced arguments for and against
this level.
At Level 1 responses are likely to include:
satisfactory knowledge and understanding (AO1)
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basic knowledge of the difference between amateur and professional sport
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occasional opinion and judgement but often
limited analysis of the factors involved in
few relevant practical examples of amateur and
likely to be imbalance between arguments for
unsupported by relevant practical examples
staying amateur or becoming professional
(AO2)
limited evidence of analysis and critical
professional sports
evaluation (AO3)
technical and specialist vocabulary used with
the information is basic and communicated in
and against professionalisation
limited success
may be imbalance between historical and
maximum of 3 marks to be awarded for AO1
contemporary examples
an unstructured way. The information is supported by limited evidence and the
descriptions of amateur and professional sport
relationship to the evidence may not be clear.
with no application or evaluation.
(0 marks) No response or no response worthy of credit.
Maximum of 3 marks to be awarded for AO1. Maximum of 3 marks to be awarded for AO2.
1.
(Background - class) Upper classes / gentry
Maximum of 4 marks to be awarded for AO3.
originally valued amateur sport (AO1) ‒classes separated in e.g. cricket, athletics, swimming (AO1)
Accept negatives and positives for a given point e.g. ‘professional sport enables social mobility for lower classes / amateur sport does not enable social mobility for
2.
(Background) Public schools promoted
lower classes.
amateur ethos (AO1) ‒cult of athleticism (AO1) ‒muscular Christianity (AO1) ‒sport played to develop teamwork, leadership, courage, fair play, character (AO1)
3.
(Characteristics) Amateur sport is unpaid (AO1) ‒played for its own sake (AO1) ‒participation ethic / not win at all costs (AO1) ‒sportsmanship emphasised (AO1)
4.
(Characteristics) Professional sport is paid (AO1) ‒win at all costs / Lombardian ethic (AO1) ‒opportunity for financial gain (AO1)
Arguments for remaining an amateur sport
3.
(Values) Preserve traditional amateur values (AO3) ‒maintain fair play / sportsmanship (AO1)
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‒counter-culture/participation ethic / not win at all costs (AO1)
4.
(Olympic Ideals) Maintain Olympic Ideals (AO3) ‒Excellence, determination, courage, friendship, respect (AO1)
5.
Maintain independence of sport from media / commercial influences (AO3) ‒but commercial interests can still grow over time e.g. Olympics (AO3)
Arguments for becoming a professional sport / to not remain amateur
6.
(Class) Improved opportunity for working classes (AO3) ‒E.g. pedestrianism (AO2) ‒rags to riches (AO1) ‒social mobility through sport (AO3)
7.
(Standards) Increased standards of professional sport (AO3) ‒E.g. Rugby Union professionals are stronger, fitter and game is higher impact (AO2)
8.
(Training time) Performers can take time off to train (AO3) ‒broken time payments (AO2) ‒E.g. factory teams such as Arsenal, (originally Royal Arsenal, a munitions company in Woolwich) in Industrial Revolution (AO2)
9.
(Media coverage) Media coverage increases as standards improve (AO3) ‒e.g. women’s netball on Sky sports (AO2)
10. (Revenue) Increase revenue / sponsorship benefits sport and athletes (AO3) ‒E.g. wage increases in football, Premiership TV deals (AO2)
Arguments against becoming professional sport
11. Undermines amateur ethos / original sporting values (AO3) ‒win at all costs / Lombardian ethic (AO1)
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E.g. Rugby code split in 1895 between professional league and amateur union (AO2)
12. Commercial pressures / opportunities lead to deviant behaviour (AO3) E.g. Lance Armstrong drug taking in cycling (AO2)
13. Commoditisation reduces control of sport by the sport itself (AO3) E.g., television match schedules in football (AO2)
14. Commoditisation can make sport unequal as larger clubs dominate (AO3) E.g. Real Madrid, Barcelona in football (AO2)
15. Game may become less entertaining as player fitness / strength improves (AO3) E.g. Rugby Union calls for reduced team sizes (AO2)
Total
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10
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