SPECIMEN ASSESSMENT MATERIAL – SECOND SET
GCSE PHYSICAL EDUCATION PAPER 1 THE HUMAN BODY AND MOVEMENT IN PHYSICAL ACTVITY AND SPORT Mark scheme Specimen material – Second set Version 0.1
MARK SCHEME – GCSE PHYSICAL EDUCATION – PAPER 1 – SPECIMEN ASSESSMENT MATERIAL
Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant questions, by a panel of subject teachers. This mark scheme includes any amendments made at the standardisation events which all associates participate in and is the scheme which was used by them in this examination. The standardisation process ensures that the mark scheme covers the students’ responses to questions and that every associate understands and applies it in the same correct way. As preparation for standardisation each associate analyses a number of students’ scripts. Alternative answers not already covered by the mark scheme are discussed and legislated for. If, after the standardisation process, associates encounter unusual answers which have not been raised they are required to refer these to the Lead Assessment Writer. It must be stressed that a mark scheme is a working document, in many cases further developed and expanded on the basis of students’ reactions to a particular paper. Assumptions about future mark schemes on the basis of one year’s document should be avoided; whilst the guiding principles of assessment remain constant, details will change, depending on the content of a particular examination paper.
Further copies of this mark scheme are available from aqa.org.uk
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MARK SCHEME – GCSE PHYSICAL EDUCATION – PAPER 1 – SPECIMEN ASSESSMENT MATERIAL
Level of response marking instructions Level of response mark schemes are broken down into levels, each of which has a descriptor. The descriptor for the level shows the average performance for the level. There are marks in each level. Before you apply the mark scheme to a student’s answer read through the answer and annotate it (as instructed) to show the qualities that are being looked for. You can then apply the mark scheme.
Step 1 Determine a level Start at the lowest level of the mark scheme and use it as a ladder to see whether the answer meets the descriptor for that level. The descriptor for the level indicates the different qualities that might be seen in the student’s answer for that level. If it meets the lowest level then go to the next one and decide if it meets this level, and so on, until you have a match between the level descriptor and the answer. With practice and familiarity you will find that for better answers you will be able to quickly skip through the lower levels of the mark scheme. When assigning a level you should look at the overall quality of the answer and not look to pick holes in small and specific parts of the answer where the student has not performed quite as well as the rest. If the answer covers different aspects of different levels of the mark scheme you should use a best fit approach for defining the level and then use the variability of the response to help decide the mark within the level, ie if the response is predominantly level 3 with a small amount of level 4 material it would be placed in level 3 but be awarded a mark near the top of the level because of the level 4 content.
Step 2 Determine a mark Once you have assigned a level you need to decide on the mark. The descriptors on how to allocate marks can help with this. The exemplar materials used during standardisation will help. There will be an answer in the standardising materials which will correspond with each level of the mark scheme. This answer will have been awarded a mark by the Lead Examiner. You can compare the student’s answer with the example to determine if it is the same standard, better or worse than the example. You can then use this to allocate a mark for the answer based on the Lead Examiner’s mark on the example. You may well need to read back through the answer as you apply the mark scheme to clarify points and assure yourself that the level and the mark are appropriate. Indicative content in the mark scheme is provided as a guide for examiners. It is not intended to be exhaustive and you must credit other valid points. Students do not have to cover all of the points mentioned in the Indicative content to reach the highest level of the mark scheme. An answer which contains nothing of relevance to the question must be awarded no marks.
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MARK SCHEME – GCSE PHYSICAL EDUCATION – PAPER 1 – SPECIMEN ASSESSMENT MATERIAL
01
Which one of these is incorrect? [1 mark]
Marks for this question: AO1 = 1 A
02
During inspiration, which one of these must air first pass through before entering the bronchi? [1 mark]
Marks for this question: AO1 = 1 D
03
Which one of these performers is most likely to use altitude training? [1 mark]
Marks for this question: AO2 = 1 D
04
What does HIIT stand for? [1 mark]
Marks for this question: AO1 = 1 B
05
Which one of these performers relies most heavily on agility? [1 mark]
Marks for this question: AO2 = 1 D
06
The Wall Toss Test measures which component of fitness? [1 mark]
Marks for this question: AO1 = 1 C
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MARK SCHEME – GCSE PHYSICAL EDUCATION – PAPER 1 – SPECIMEN ASSESSMENT MATERIAL
07
For which type of training would you most commonly alter the speed and terrain? [1 mark]
Marks for this question: AO1 = 1 B
08.1
Complete Table 1 to identify: the type of joint operating at the elbow the agonist muscle causing the movement at the elbow from Position A to Position B the type of contraction occurring at the agonist muscle at the elbow to cause this movement. [3 marks]
Marks for this question: AO1 = 1, AO2 = 2 Accept one mark for each of the following points up to a maximum of three marks. Type of joint
Agonist muscle
Type of contraction
AO1
AO2
AO2
Hinge (1)
Tricep / triceps brachii (1)
Concentric (1) (Do not accept isometric) Maximum 3 marks
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MARK SCHEME – GCSE PHYSICAL EDUCATION – PAPER 1 – SPECIMEN ASSESSMENT MATERIAL
08.2
Using Figure 1, name, sketch and label the lever system operating at the elbow during the movement from Position A to Position B. [3 marks]
Marks for this question: AO1 = 2, AO2 = 1 Accept one mark for each of the following points up to a maximum of three marks. AO2 AO1
First (class lever system) (1)
Fulcrum / pivot positioned in the middle (positioning of resistance / load and effort / force can be either side) (1) Correct labelling of lever system, ie resistance / load, fulcrum / pivot and effort / force (1) Resistance
Fulcrum
Effort
Accept the lever system being drawn the other way round. Fulcrum must be in the middle. Maximum 3 marks
09 09.1
Adam plays badminton every week at a local leisure centre. How would the mechanics of Adam’s breathing change during inhalation as a result of exercise? [2 marks]
Marks for this question: AO2 = 2 Award one mark for each of the following points up to a maximum of two marks.
(During inhalation) his lungs can expand more during exercise (1) Due to the use of other muscles (sternocleidomastoid / pectorals) (1)
Accept any other relevant point about how an aspect of the mechanics of breathing changes as a result of exercise. Answers must refer to inhalation. Maximum 2 marks
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MARK SCHEME – GCSE PHYSICAL EDUCATION – PAPER 1 – SPECIMEN ASSESSMENT MATERIAL
09.2
Evaluate the importance of flexibility for a badminton player. Use examples in your answer. [3 marks]
Marks for this question: AO1 = 1, AO3 = 2 Award one mark for each of the following points up to a maximum of three marks. AO1
Knowledge of flexibility / the range of movement possible at a joint (1)
AO3 (sub-max 2 marks) Relative importance is high as many / most joints are used when playing badminton / you use a joints in the upper and lower body (1) Many different shot types require a wide range of movement at the shoulder to reach / at the hip to lunge to reach a shot, therefore vital (1) Changing direction at speed (agility) could be deemed more important to move round the court / or equivalent component of fitness (1) Accept any other suitable evaluative point about the importance of flexibility for a badminton player. Answers must be linked to an example from badminton. Maximum 3 marks
10
10.1
Fitness testing is used to determine a performer’s strengths and weaknesses. The Vertical Jump Test is used to measure anaerobic power of the legs. Define anaerobic power. [1 mark]
Marks for this question: AO1 = 1 Award one mark for each of the following points up to a maximum of one mark.
The product of strength and speed (1) Strength x speed (1)
Accept any other suitable definition of anaerobic power. Maximum 1 mark
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MARK SCHEME – GCSE PHYSICAL EDUCATION – PAPER 1 – SPECIMEN ASSESSMENT MATERIAL
10.2
Describe the procedure to carry out the Vertical Jump Test. [3 marks]
Marks for this question: AO1 = 3 Award one mark for each of the following points up to a maximum of three marks.
Preparation – chalks / licks his / her finger tips / use measuring device (1) Pre-jump – reaches up as high as possible with one hand and marks wall / pushes green scale up wall with tips of fingers (1) Jumps as high as possible (1) Distance above stretch height = power measure (1)
Accept any other suitable description of the procedure used to carry out the Vertical Jump Test. Maximum 3 marks
10.3
Performers should use the principles of overload (frequency, intensity and time) when training. Define frequency, intensity and time. [3 marks]
Marks for this question: AO1 = 3 Award one mark for each of the following points up to a maximum of three marks.
Frequency – how often you train (1) Intensity – how hard / demanding the training is (1) Time – how long the training lasts (1)
Accept any other suitable definition of frequency, intensity and/or time. Maximum 3 marks
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MARK SCHEME – GCSE PHYSICAL EDUCATION – PAPER 1 – SPECIMEN ASSESSMENT MATERIAL
10.4
With reference to a named fitness test for cardiovascular endurance, explain how you could evaluate your test performance quantitatively and qualitatively. [3 marks]
Marks for this question: AO1 = 1, AO2 = 2 Award one mark for each of the following points up to a maximum of three marks. AO1 AO2
Multi stage fitness test / any other suitable test for cardiovascular endurance (1)
Applied knowledge and understanding of quantitative judgement, eg multi stage fitness test scored in levels / bleeps (quantity) / applied to any other suitable test (1) Applied knowledge and understanding of qualitative judgement, eg multi stage fitness test – feeling that I tried my hardest/ did well within the class (an opinion) / applied to any other suitable test (1)
Accept any other suitable fitness test for cardiovascular endurance. Explanations of how you could evaluate performance must demonstrate a quantitative / qualitative judgement of success. Maximum 3 marks
11
11.1
Amar has been training for months in preparation to complete a half marathon. He trains four times a week and does a mixture of steady state running, stretching and weight training. Amar’s cardiovascular endurance will improve as a result of completing steady state running. State three other long term effects that Amar is likely to experience as a result of completing steady state running. [3 marks]
Marks for this question: AO2 = 3 Award one mark for each of the following points up to a maximum of three marks.
Body shape may change to less fat content / leaner (1) Improved muscular endurance (1) Improved stamina (1) Increase in the size of the heart / hypertrophy (1) Lower resting heart rate / bradycardia (1)
Accept any other long term effect of completing steady state running. Do not accept improved cardiovascular endurance. Maximum 3 marks
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MARK SCHEME – GCSE PHYSICAL EDUCATION – PAPER 1 – SPECIMEN ASSESSMENT MATERIAL
11.2
Just before exercising, Amar may encounter a slight rise in heart rate. What is this slight rise called and what is it caused by? [2 marks]
Marks for this question: AO1 = 2 Award one mark for each of the following points up to a maximum of two marks.
(It is called) anticipatory rise (1) (It is caused by the) release of adrenaline (1) Maximum 2 marks
11.3
During one of his training sessions, Amar decided to record his heart rate every two minutes. Some of the figures he recorded are shown in Table 2. Table 2 Time into run (minutes)
12
14
16
18
20
Heart rate (BPM)
128
130
130
132
134
If Amar is 20 years old, do the recorded figures suggest that he was working in his aerobic training zone? Justify your answer. [3 marks] Marks for this question: AO1 = 1, AO2 = 1, AO3 = 1 Award one mark for each of the following points up to a maximum of three marks. AO1
220 - age (60-80%) (1)
AO2
220 – 20 = 200, 60 - 80 % = 120 - 140 bpm (1)
AO3
All figures in this zone so it is the aerobic training zone (1) Maximum 3 marks
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MARK SCHEME – GCSE PHYSICAL EDUCATION – PAPER 1 – SPECIMEN ASSESSMENT MATERIAL
12.1
Identify the blood vessel that carries oxygenated blood away from the heart. [1 mark]
Marks for this question: AO1 = 1 Award one mark for each of the following points up to a maximum of one mark.
Artery (1) Accept aorta Maximum 1 mark
12.2
State two characteristics of the blood vessel identified in 12.1. [2 marks]
Marks for this question: AO1 = 2 Award one mark for each of the following points up to a maximum of two marks.
Thick elastic walls (1) Small lumen (1) Smooth muscle layer (1) Carries blood at high pressure (1)
Accept any other suitable characteristic of the type of blood vessel identified in 12.1. Maximum 2 marks
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MARK SCHEME – GCSE PHYSICAL EDUCATION – PAPER 1 – SPECIMEN ASSESSMENT MATERIAL
12.3
Evaluate the importance of vasodilation when taking part in physical exercise. [4 marks]
Marks for this question: AO1 = 1, AO2 = 1, AO3 = 2 Award one mark for each of the following points up to a maximum of four marks. AO1
Vasodilation is part of the vascular shunt / opening of vessels to allow more blood through (1)
AO2
Exercise requires more blood to the working muscles / more oxygenated blood (1)
AO3
Vasodilation allows more blood to travel through the arteries to the muscles which need a greater supply of oxygen during exercise (1) Vasodilation must work with vasoconstriction, ie limit the blood to the areas which do not need large supply during exercise (1) To maintain exercise intensity / sustained performance (1) The higher the intensity, the greater the importance that oxygen is supplied to the desired areas (1) A lack of oxygen during exercise would result in waste products / lactic acid, etc (1)
Accept any other suitable evaluative point about the importance of vasodilation when taking part in physical exercise. Maximum 4 marks
13.1
Figure 2 shows a gymnast performing a cartwheel. Identify the plane and the axis about which the movement is taking place. [2 marks]
Marks for this question: AO2 = 2 Award one mark for each of the following points up to a maximum of two marks.
Frontal (plane) (1) Sagittal (axis) (1) Maximum 2 marks
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MARK SCHEME – GCSE PHYSICAL EDUCATION – PAPER 1 – SPECIMEN ASSESSMENT MATERIAL
13.2
Flexibility is a key component of fitness for gymnasts. Identify a suitable type of training to increase flexibility and suggest appropriate safety precautions that should be taken for this type of training. [3 marks]
Marks for this question: AO1 = 1, AO2 = 2 Award one mark for each of the following points up to a maximum of three marks. AO1
Static stretching / equivalent stretching method (1)
AO2 (sub-max 2 marks) Include a pulse raiser prior to stretching (1) Avoid over-stretching (1) Taping / bracing could be worn to protect vulnerable areas (1) Correct technique should be used, eg no bouncing (1) Accept any other suitable suggestion of an appropriate safety precaution that should be considered for a static stretching / equivalent stretching method to reduce the chance of injury occurring. Suggestion must be applied to an appropriately chosen training type. Maximum 3 marks
14.1
Figure 3 shows a trampolinist performing a seat drop. Identify the type of movement that has taken place at the hip from Position A to Position B and the agonist muscle which has caused the movement. [2 marks]
Marks for this question: AO2 = 2 Award one mark for each of the following points up to a maximum of two marks.
Type of movement – Flexion (1) Agonist muscle – Hip flexor (1) Maximum 2 marks
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MARK SCHEME – GCSE PHYSICAL EDUCATION – PAPER 1 – SPECIMEN ASSESSMENT MATERIAL
14.2
Evaluate the importance of muscular endurance to a trampoline performer when performing a routine. [4 marks]
Marks for this question: AO1 = 1, AO2 = 1, AO3 = 2 Award one mark for each of the following points up to a maximum of four marks. AO1
(Muscular endurance is the) ability of a muscle or muscle group to undergo repeated contractions avoiding fatigue (1)
AO2
Body is constantly moving / uses arms and legs throughout (1) Often 10 bounces (1) Specific moves may be repeated, eg bounces (1)
AO3
Marks could be lost in a competitive routine if muscles fatigue and cause loss of technique (1) Routine is not that long and not particularly enduring (1) Argument that other components are more important (strength, power, balance, flexibility) (1) Eg power needs to be generated off of the bed to gain the height required (1)
Accept any other suitable evaluative point about the importance of muscular endurance to a trampoline performer. Answers must be linked to performance in a routine. Maximum 4 marks
15
There are many different types of strength. Outline what static strength is and using a sport of your choice, justify why it is important to performers in that sport. [4 marks]
Marks for this question: AO1 = 1, AO2 = 1, AO3 = 2 Award one mark for each of the following points up to a maximum of four marks. AO1
AO2 AO3
(Static strength is the) ability to hold a body part (limb) in a static position / muscle length stays the same / maximum force that can be applied to an immoveable object (1)
How it is used in the chosen sport, eg gymnast who holds a handstand (1)
Development of the argument / justification linking the use of static strength to its importance, eg if a handstand is not held the move is incorrect / marks could be deducted in a competition / the proceeding move may not be possible (1)
Accept any other suitable justification of why static strength is important. Answers must be linked to a named sport and be applicable to performers in that sport. Maximum 4 marks 14
MARK SCHEME – GCSE PHYSICAL EDUCATION – PAPER 1 – SPECIMEN ASSESSMENT MATERIAL
16.1
Figure 4 shows the lung volumes recorded on a spirometry trace. Identify the lung volumes labelled X and Y. [2 marks]
Marks for this question: AO1 = 2 Award one mark for each of the following points up to a maximum of two marks. X = Inspiratory reserve volume / IRV (1) Y = Expiratory reserve volume / ERV (1) Maximum 2 marks
16.2
Using the information in Figure 4, suggest a sporting activity that may be being performed. Justify your answer. [3 marks]
Marks for this question: AO2 = 1, AO3 = 2 Award one mark for each of the following points up to a maximum of three marks. AO2
Any suitable named steady state activity, eg jogging, cycling, rowing, marathon (1)
AO3
The named activity is a steady state activity (1) Breathing rate will largely remain the same for that activity (1) Oxygen demand will not require a significant increase in breathing for that activity (1)
Accept any other suitable sporting activity that may be being performed. Justification must be relevant to that sporting activity. Maximum 3 marks
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MARK SCHEME – GCSE PHYSICAL EDUCATION – PAPER 1 – SPECIMEN ASSESSMENT MATERIAL
17
Evaluate how appropriate an ice bath may be to aid the recovery of a performer immediately after a game of badminton. [6 marks]
Marks for this question: AO1 = 1, AO2 = 2, AO3 = 3 Level 3
Marks 5–6
2
3–4
1
1–2
0
Description Knowledge of ice baths is accurate and generally well detailed. Application to performers in badminton is mostly appropriate, clear and effective. Evaluation is thorough, reaching valid and well-reasoned conclusions as to the appropriateness of badminton players using ice baths to aid recovery. The answer is generally clear, coherent and focused, with appropriate use of terminology throughout. Knowledge of ice baths is evident. There is some appropriate and effective application to performers in badminton, although not always presented with clarity. Any evaluation is clear but links to the appropriateness of badminton players using ice baths to aid recovery are not always valid and wellreasoned. The answer lacks coherence in places, although terminology is used appropriately on occasions. Knowledge of ice baths is limited. Application to performers in badminton is either absent or inappropriate. Evaluation is poorly focused or absent, with few or no reasoned conclusions for the appropriateness of badminton players using ice baths to aid recovery. The answer as a whole lacks clarity and has inaccuracies. Terminology is either absent or inappropriately used. No relevant content.
Possible content may include: AO1 – Knowledge of ice baths, eg A method used for recovery purposes to remove lactic acid / procedures for using an ice bath (Involves sitting in ice cold water for) between 5–20 minutes / physiological explanation AO2 – Application to badminton, eg Badminton can be aerobic and anaerobic, ie can be long duration and low intensity but equally can be fast paced / intensive Recovery may be needed after badminton due to lactic acid build up Changes of direction / speed around the court / movement around the court means that EPOC required due to anaerobic components Rallies can be long and exhaustive DOMS may occur after badminton / muscle soreness AO3 – Analysis/evaluation of the appropriateness of an ice bath to aid the recovery of a performer after a game of badminton Ice baths may not be readily accessible in indoor spaces / sports halls / leisure centres Would require some help assistance / to prepare ice bath / help in and out Because of the nature of badminton (sprints / anaerobic elements) lactic acid can be a major issue and any method to reduce this is viable If available, fairly quick and simplistic method requiring little / no specialist equipment Could be incorporated into a cool down after a badminton match fairly easily All muscles used in a badminton match can be submerged in water thus causing extremities to 16
MARK SCHEME – GCSE PHYSICAL EDUCATION – PAPER 1 – SPECIMEN ASSESSMENT MATERIAL
experience the process / vasoconstrict / vasodilate Not particularly pleasant due to extreme cold and similar results could be experienced simply by cooling down / stretching
Credit other suitable responses relevant to the question. Maximum 6 marks
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MARK SCHEME – GCSE PHYSICAL EDUCATION – PAPER 1 – SPECIMEN ASSESSMENT MATERIAL
18
Using a team sporting activity of your choice (eg football, hockey), evaluate how appropriate it would be for a performer to use a mixture of interval training and weight training. [9 marks]
Marks for this question: AO1 = 2, AO2 = 2, AO3 = 5 Level
Marks
3
7–9
2
4–6
1
1–3
0
Description Knowledge of interval and weight training is accurate and generally well detailed. Application to a named team sporting activity is mostly appropriate, clear and effective. Evaluation is thorough, reaching valid and well-reasoned conclusions for both training types. The answer is generally clear, coherent and focused, with appropriate use of terminology throughout. Knowledge of interval and weight training is evident but is more detailed for one than the other. There is some appropriate and effective application to a named team sporting activity, although not always presented with clarity. Any evaluation is clear but reaches valid and well-reasoned conclusions for one training type more than the other. The answer lacks coherence in places, although terminology is used appropriately on occasions. Knowledge of interval and weight training is limited. Application to a named team sporting activity is either absent or inappropriate. Evaluation is poorly focused or absent, with few or no reasoned conclusions for either training type. The answer as a whole lacks clarity and has inaccuracies. Terminology is either absent or inappropriately used. No relevant content.
Possible content may include: AO1 – Knowledge of interval training and weight training, eg Knowledge of the two training types Interval training involves periods of work and rest Interval training can be altered / manipulated to meet specific fitness aims Often called High intensity interval training Weight training can be used to develop muscular strength or endurance Weight training involves sets and reps AO2 – Application to a team sporting activity, eg Application to an appropriate named sport, eg volleyball, football, netball Volleyball – Intermittent training that involves periods of work / rest, thus mimicking the demands of volleyball, ie not continuous High intensity periods can mimic the intensity of a rally Weight training can work on muscular endurance and / or muscular strength. Volleyball player would be more likely to work on both muscular strength / power, eg to jump and muscular endurance to match muscular demands from a long match Muscles worked / weights / weight training can be tailored to target training on the muscles required for volleyball
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MARK SCHEME – GCSE PHYSICAL EDUCATION – PAPER 1 – SPECIMEN ASSESSMENT MATERIAL
AO3 – Analysis/evaluation of the appropriateness of a performer using a mixture of interval training and weight training in a team sporting activity, eg Tedium / boredom may be prevented by using two types of training thus increasing motivation levels to train Both types of training can be adapted / tailored to the demands of the activity so therefore both appropriate Most team sports are played for a long duration and therefore an cardiovascular endurance may be more beneficial HIIT requires intense periods of work and this is not always mimicked within the sport, eg volleyball setter There has to be a suitable balance between HIIT and weight training, ie over use of weight training may result in a loss of speed (or equivalent) due to excess bulk Reasoned conclusions could judge that both are appropriate but other methods may also be required, eg plyometric training for power Credit other suitable response relevant to the question. Maximum 9 marks
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MARK SCHEME – GCSE PHYSICAL EDUCATION – PAPER 1 – SPECIMEN ASSESSMENT MATERIAL
Component 1 – The human body and movement in physical activity and sport Assessment objectives grid
Question 01 02 03 04 05 06 07 08.1 08.2 09.1 09.2 10.1 10.2 10.3 10.4 11.1 11.2 11.3 12.1 12.2 12.3 13.1 13.2 14.1 14.2 15 16.1 16.2 17 18 Total
20
AO1 1 1
AO2
AO3
1 1 1 1 1 1 2 1 1 3 3 1 2 1 1 2 1 1 1 1 2 1 2 32
2 1 2 2
2 3 1
1
1 2 2 2 1 1
2
1 2 2 27
2 3 5 19
2 2
Total 1 1 1 1 1 1 1 3 3 2 3 1 3 3 3 3 2 3 1 2 4 2 3 2 4 4 2 3 6 9 78
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