H555-03 Mark Scheme May 17

Practice paper A Level Physical Education H555/03 Socio-cultural issues in physical activity and sport

MARK SCHEME

Duration: 1 hour

MAXIMUM MARK

60

Final Version

This document consists of 18 pages

© OCR 2017

H555/03

Mark Scheme

Practice Paper

MARKING INSTRUCTIONS PREPARATION FOR MARKING SCORIS 1. Make sure that you have accessed and completed the relevant training packages for on-screen marking: Scoris Assessor Online Training; OCR Essential Guide to Marking.

2. Make sure that you have read and understood the mark scheme and the question paper for this unit. These are posted on the RM Cambridge Assessment Support Portal http://www.rm.com/support/ca 3. Log-in to Scoris and mark the 10 practice responses (“scripts�) and the 10 standardisation responses YOU MUST MARK 10 PRACTICE AND 10 STANDARDISATION RESPONSES BEFORE YOU CAN BE APPROVED TO MARK LIVE SCRIPTS. MARKING 1.

Mark strictly to the mark scheme.

2.

Marks awarded must relate directly to the marking criteria.

3.

The schedule of dates is very important. It is essential that you meet the Scoris 50% and 100% (traditional 40% Batch 1 and 100% Batch 2) deadlines. If you experience problems, you must contact your Team Leader (Supervisor) without delay.

4.

If you are in any doubt about applying the mark scheme, consult your Team Leader by telephone or the Scoris messaging system, or by email.

5.

Work crossed out: a. where a candidate crosses out an answer and provides an alternative response, the crossed out response is not marked and gains no marks. b. if a candidate crosses out an answer to a whole question and makes no second attempt, and if the inclusion of the answer does not cause a rubric infringement, the assessor should attempt to mark the crossed out answer and award marks appropriately.

6.

Always check the pages (and additional objects if present) at the end of the response in case any answers have been continued there.

If the candidate has continued an answer there then add a tick to confirm that the work has been seen.

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Mark Scheme

Practice Paper

7.

There is a NR (No Response) option. Award NR (No Response) - if there is nothing written at all in the answer space - OR if there is a comment which does not in any way relate to the question (e.g. ‘can’t do’, ‘don’t know’) - OR if there is a mark (e.g. a dash, a question mark) which isn’t an attempt at the question Note: Award 0 marks - for an attempt that earns no credit (including copying out the question)

8.

The Scoris comments box is used by your team leader to explain the marking of the practice responses. Please refer to these comments when checking your practice responses. Do not use the comments box for any other reason.

If you have any questions or comments for your team leader, use the phone, the Scoris messaging system, or e-mail.

9.

Assistant Examiners will send a brief report on the performance of candidates to your Team Leader (Supervisor) by the end of the marking period. The Assistant Examiner’s Report Form (AERF) can be found on the RM Cambridge Assessment Support Portal (and for traditional marking it is in the Instructions for Examiners). Your report should contain notes on particular strengths displayed as well as common errors or weaknesses. Constructive criticism of the question paper/mark scheme is also appreciated.

10.

For answers marked by levels of response: a. To determine the level – start at the highest level and work down until you reach the level that matches the answer. b. To determine the mark within the level, consider the following:

Descriptor On the borderline of this level and the one below Just enough achievement on balance for this level Meets the criteria but with some slight inconsistency Consistently meets the criteria for this level

Award mark At bottom of level Above bottom and either below middle or at middle of level (depending on number of marks available) Above middle and either below top of level or at middle of level (depending on number of marks available) At top of level

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H555/03 11.

Mark Scheme

Practice Paper

Annotations

  

?

Unclear

BOD

Benefit of doubt

Cross

Incorrect

L1

Level 1

L2

Level 2

L3

Level 3

REP

Repeat

Tick

Correct

VG

Vague

SEEN

Noted but no credit given

S

S (indicates ‘sub max reached’)

EG

Example

K

Knowledge

DEV

Development

Sub-maxes are indicated with S; the guidance section of the mark scheme shows which questions these are relevant to.

K and DEV used instead of ticks on the extended response question to indicate where knowledge or development points from the indicative content have been made.

On this extended response question, one K or DEV does not necessarily equate to one mark being awarded; the marking is based on a levels of response mark scheme which awards a level and mark holistically based upon the quality of the response overall against the levels descriptors.

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Mark Scheme

Practice Paper

Section A Question 1

Answer • • •

2

3

4

• •

Marks 2 (AO1)

Two marks for: Participation Teamwork Two marks from:

Guidance

2 (AO1)

1. Increased anxiety to make correct decision 2. Decision can be overruled by video replay 3. Punditry / action replays/ TV exposure can highlight errors 4. Difficult for referees to avoid overuse of technology and disrupt the game 5. Potential litigation as easier to find evidence of negligence One mark for: Definition: 1. When a sports competition is played to a result that is partly or completely predetermined / when result is known in advance / when a player or team or official is bribed to throw a match.

One mark for: Example: 2. Hansie Cronje in cricket 3. Chris Cairns in cricket 4. Stephen Lee in snooker 5. Italian football scandal in 2006 – Juventus, Lazio, Fiorentina 6. Floodlight failures in football / Asian betting scam in 1997 Two marks from: 1. Unwritten rules for sports such as mob football due to illiteracy 2. Simple rules for lower classes / peasants 3. More sophisticated / advanced rules for upper class

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2 (1 x AO1)

Do not accept: ‘When a sports competition/ match is fixed’ – repeats question.

Do not accept spot fixing.

(1 x AO2)

Credit any recognised example of match fixing.

2 (AO1)

Do not accept: ‘Simple rules’ without qualification of which class Do not accept: ‘no rules’

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Mark Scheme

Practice Paper

Section A Question 5

Answer

Marks 2 (AO1)

Two marks from: 1. More sports available to stream live e.g. during Olympics on BBC 2. Can watch on demand / on catch up / at any time 3. Can watch sport while travelling / outside home / on phone / no longer need television 4. Can watch some live sports or highlights for free

6

Guidance

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Mark Scheme

Practice Paper

Section B Question 6

(a)

Answer Five marks from: Analysis of table data (sub max 3): 1. (Car increase) 2. (Air increase) 3. (Rail decline) 4. (Bus decline)

Guidance

6 (6 x AO3)

Sub max 3 for inferences use of data from table

Car journeys has increased from 27 to 83 % / is three times more popular than in 1952 / has become the most important form of transport compared to other modes.

Air travel is ten times more popular – from 0.1% to 1.1%

For analysis of the table, figures indicating change must be given to receive marks.

Rail travel was not very important in either the 20th or 21st century – only 17 and 9% respectively Bus travel was the most common form of transport (42% in 1952) but is now one of the rarest types of journey (5%)

Accept other valid inferences from the table data.

Transport changes and their effects on sport (sub max 3): 5. (Participation) 6.(Spectatorship) 7. (Flexibility /scheduling) 8. (Activity levels) 9. (International sport) 10. (Rail fares)

Marks

Increased participation due to increased private car ownership Increased spectatorship due to increased private car ownership Increased flexibility of playing sport due to increased car ownership Reduced activity levels as more journeys taken by car rather than walking Increased opportunity for international sport due to cheap air travel Increased rail fares may limit participation

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Credit use of data only when describes change. Quoting individual figures is too vague.

Sub max 3 for points from own knowledge Points must state effects on sport to receive credit.

‘More people own cars in the 21st century’ = too vague

H555/03

Mark Scheme

Practice Paper

Section B Question (b)

Answer

Marks

Five marks from: 1. (Legislation) 2. (Negligence) 3. (E.g.)

4. (Litigation) 5. (E.g.)

6. (CAS) 7. (E.g.)

8. (Criminal) 9. (E.g.)

10. (E.g.)

11. (Match-fixing) 12.

(Discrimination) 13. (E.g.)

5 (AO2) Legislation has become more complicated /more involved in sport Increased cases of negligence Rugby referee being sued for poor control of the scrum Referees / players / coaches are more likely to be sued Eva Carneiro suing Jose Mourinho for sexual discrimination Increased number of appeals to Court of Arbitration for Sport Russian Olympic ban appeal 2016 Increased criminal prosecutions against sports people for violent conduct on the field Duncan Ferguson jailed for on-field assault Spectator banning orders for violent behaviour Increased police attention to match fixing / illegal betting has made it easier to detect Racial and gender equality laws have reduced discrimination Golf club membership rules cannot discriminate based on gender

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Guidance Credit other valid examples.

Sub max 3 if no examples given Sub max 4 if one example given Sub max 5 if two or more examples given

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Mark Scheme

Practice Paper

Section B Question (c)

Answer

Marks

Five marks from: 1. (Urbanisation) 2. (Hours) 3. (Health) 4. (Income) 5. (Saturday half day) 6. (Factory owners) 7. (Reduced hours) 8. (Middle class) 9. (Seaside excursions)

Guidance

5 (AO2) Urbanisation reduced space to play sport 72-hour week left little time to participate in sport Poor hygiene /disease / injury limited participation Low wages meant lack of disposable income to participate Saturday half day increased opportunity for participation Factory Owners set up teams to increase participation 56-hour week increased time and energy to participate.

Emergence of middle class gave them increased wealth to participate in greater range of sport Seaside excursions increased participation in swimming / bathing

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Points must describe effect on working class participation to gain credit. ‘People had low wages’ = too vague.

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Mark Scheme

Practice Paper

Section B Question

(d)

Answer

Marks

Four marks from:

4 (AO3)

Benefits (sub max 3) 1. (Govt. credit) 2. (Pride / unity) 3. (Shop window) 4. (Trade) 5. (Employment)

Political leaders / ruling party can gain credit for success Create national pride and unity Shop window effect for the country’s culture and political system May attract more investment and trade if successful Employment pledges / increases may improve government popularity

Drawbacks (sub max 3) Cost of hosting event may be politically unpopular 6. (Cost) 7. (Failure) Failure may reduce national self-esteem / productivity 8. (Protest) Political protest might undermine event / embarrass government 9. (Terrorism) Increased threat of terrorism / security risk 10. (Environment Negative environmental impacts reduce popularity of ruling party damage) 11. (Legacy) Lack of legacy may make government unpopular

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Guidance

H555/03 7

(a)

Mark Scheme Four marks from: 1. (Replays) 2. (Rewind) 3. (Cameras)

4. (Screens) 5. (Education) 6. (Punditry) 7. (Motion capture)

Practice Paper 4 (AO1)

Action replays / slow motion replays can add drama / rewatch entertaining moments Rewind/ fast-forward function means people can rewatch key moments or fast-forward dull moments New camera angles / more cameras can increase entertainment e.g. stump camera in cricket, helmet cameras in motor racing / horse racing.

Giant screens in stadia / larger televisions increase entertainment.

More camera angles / replays can improve knowledge of sport Replays, multiple camera angles facilitate punditry which can increase entertainment before, after and during games.

Motion capture analysis can add information e.g. how far footballers have run and where.

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H555/03 (b)

Mark Scheme Six marks from:

6 (AO3)

Positives (sub max 4) 1. (Sponsorship)

Sports gaining media coverage will gain more sponsorship which can benefit athletes.

2. (Funding) Sports gaining media coverage and sponsorship can increase funding to develop participation / facilities / elite performance 3. (Rule changes Media pressure may lead to rule changes that make sport / entertainment) more entertaining e.g. 20/20 cricket, Hawkeye reviews in tennis / cricket 4. (Spectators) Increased availability of sport for spectators due to increased media coverage.

5. (Sponsors) Sponsors generate revenue from association with sports and performers and from increased media coverage Negatives (sub max 4) 6. (Event timings) 7. (Inequality) 8. (Reduction in funding) 9. (Pressure to win) 10. (Participation imbalance) 11. (Advertising) 12. (Life pressure)

Practice Paper

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 Sponsorship disproportionately benefits athletes in sports in which the media is particularly interested e.g. men’s football Lack of media interest in some sports reduces sponsorship and funding Media funding increases pressure to win or get sponsorship so can damage integrity of sport / win at all costs attitude / increase drug taking / violence Sportspeople may disproportionately choose sports with extensive media coverage and sponsorship at cost of other sports.

Advertising increases due to sponsorship and media pressure can detract from the sporting event itself.

Media and sponsorship can add to pressure on athletes and their families

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Look for points that combine consideration of sport, media and sponsorship.

H555/03 (c)

Mark Scheme Four marks from: 1. (PE) 2. (Range) 3. (Club Links) 4. (Competition) 5. (Pyramid) 6. (Skills) 7. (Qualifications) 8. (Universities)

(d)

4 (AO1) Provide compulsory PE for all students Introduce a range of sports to students Provide links to clubs Introduce young people to competition early Widen base of performance pyramid / increase participation Develop fundamental, transferrable motor skills A Levels and GCSEs in PE prepare students for future careers in sport science / teaching Universities provide elite facilities / sport science support / specialist coaching

Six marks from: 1. (Win at all costs) 2. (Commercial incentives) 3. E.g.

4. (Level playing field) 5. E.g.

6. (Technology) 7. E.g.

8. (Missing tests) 9. (Country differences) 10. E.g.

11. (Statesponsored programmes) 12. E.g.

Practice Paper

6 (AO2) Win at all cost attitude remains Commercialisation / sponsorship increase incentives to cheat Lance Armstrong immense commercial and charity benefits from cycling.

Athletes may believe others are using them too and want to level the playing field Institutionalised doping in cycling Doping technology is always ahead of prevention efforts EPO undetectable in 1990s, THG designer steroid scandal – Marion Greene, Tim Montgomery, Dwain Chambers Athletes can miss two tests without any punishment Some countries’ anti-doping programmes are limited Kenya before 2016 Olympics State sponsored doping programmes add pressure on athletes to dope and help avoid detection Russian Olympic and Paralympic teams in 2016

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Sub max 3 for no examples.

Sub max 4 for one example.

Minimum two examples needed for full marks.

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Mark Scheme 13. (Punishments)

Some may see sanctions as too lenient

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Practice Paper

H555/03

Mark Scheme

Practice Paper

Section C Question 8*

Guidance

Answer Level 3 (8–10 marks)     

At Level 3 responses are likely to include: 

detailed knowledge and excellent understanding (AO1) well-argued, independent opinion and judgements which are well supported by relevant practical examples (AO2) detailed analysis and critical evaluation (AO3) very accurate use of technical and specialist vocabulary there is a well-developed line of reasoning which is clear and logically structured. The information presented is relevant and substantiated.

    

Level 2 (5–7 marks)     

detailed knowledge of the differences between amateur and professional sport relevant practical examples or case studies of sports that have professionalized and how the sport was affected well balanced arguments for and against professionalisation balanced coverage of both historical and contemporary issues with professional and amateur sport likely to be a clear conclusion or summary of the relative merits of professionalisation AO1, AO2 and AO3 all covered well in this level.

At Level 2 responses are likely to include:

good knowledge and clear understanding (AO1) independent opinions and judgements will be present but may not always be supported by relevant practical examples (AO2) good analysis and critical evaluation (AO3) generally accurate use of technical and specialist vocabulary there is a line of reasoning presented with some structure. The information presented is in the mostpart relevant and supported by some evidence.

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    

good knowledge of the different characteristics of amateur and professional sport. some relevant practical examples of sports that have gone from amateur to professional fairly well balanced arguments for and against professionalisation some coverage of both historical and contemporary issues regarding amateur and professional sport maximum of 3 marks to be awarded for AO1 and 3 marks for AO2; some AO3 evaluation required for top of this level.

H555/03

Mark Scheme

Practice Paper

Section C Question

Guidance

Answer Level 1 (1–4 marks)     

At Level 1 responses are likely to include:

satisfactory knowledge and understanding (AO1) occasional opinion and judgement but often unsupported by relevant practical examples (AO2) limited evidence of analysis and critical evaluation (AO3) technical and specialist vocabulary used with limited success the information is basic and communicated in an unstructured way. The information is supported by limited evidence and the relationship to the evidence may not be clear.

    



basic knowledge of the difference between amateur and professional sport limited analysis of the factors involved in staying amateur or becoming professional few relevant practical examples of amateur and professional sports likely to be imbalance between arguments for and against professionalisation may be imbalance between historical and contemporary examples maximum of 3 marks to be awarded for AO1 descriptions of amateur and professional sport with no application or evaluation.

(0 marks) No response or no response worthy of credit.

Question

Indicative content

Marks

8*

1. (Background - class) Upper classes / gentry originally valued amateur sport (AO1) - classes separated in e.g. cricket, athletics, swimming (AO1)

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2. (Background) Public schools promoted 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)

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(AO1 x3, AO2 x3, AO3 x4)

Guidance Maximum of 3 marks to be awarded for AO1.

Maximum of 3 marks to be awarded for AO2.

Maximum of 4 marks to be awarded for AO3.

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 lower classes.

H555/03

Question

Mark Scheme

Indicative content

Practice Paper

Marks

- 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) - 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)

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Guidance

H555/03

Question

Mark Scheme

Indicative content

Practice Paper

Marks

- 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) 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)

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Guidance