8666 Physical Education November 2008
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PHYSICAL EDUCATION
Paper 8666/01
Theory
General comments
The paper, this year, was generally answered very competently and the majority of candidates had been
prepared well for the examination. It was particularly pleasing to see candidates from new Centres perform
to a high standard. The overall distribution of marks has resulted in little change from last year which reflects
a degree of consistency in the accessibility and differentiation of the paper. Candidates achieved similar
scores on all three topic areas and no one combination of questions appeared to be more popular than
another. Strong candidates continue to provide excellent practical examples to illustrate theoretical concepts
and therefore show thorough understanding of the syllabus; weaker candidates find practical application
more demanding. Despite comments made in last year’s report, there was still a small number of Centres
who failed to explain the rubric to their candidates. This resulted, yet again, in candidates answering either
five or six questions when only four answers are credited; this is clearly a disadvantage to the candidate.
Generally, exam technique was sound and candidates paid attention to the command word with few
candidates misinterpreting questions. The one exception is when candidates answered some of the
Contemporary Studies questions in list form. Candidates should be reminded that all points made should be
incorporated into a complete sentence in order for a mark to be awarded. The questions on the oblique
muscles and the blood supply to the heart were generally poorly answered as the subject content didn’t
appear to have been covered in any detail. Candidates should be reminded that all syllabus content will be
examined at some point and an over reliance on previous papers to question spot is ill advised. Technical
language continues to be used appropriately and generally questions are well written with a high standard of
spelling, grammar and punctuation. There were some exceptional scripts which reflects both the quality of
the candidates and the high level of preparation by the Centres; both should be commended.
Comments on specific questions
Section A
Applied Anatomy and Physiology
Question 1
(a) (i)
The majority of candidates answered this well.
(ii)
Many candidates achieved maximum marks for this question.
(iii)
Some candidates identified the triceps brachii which does assist in the movement but it is not
recognised in text books as the prime mover for extension of the shoulder joint.
(b)
The majority of candidates assumed that the external obliques contracted together and that the
internal obliques worked together in a similar fashion to the internal and external intercostal
muscles. The muscle function of the obliques perhaps needs to be covered in greater detail to
achieve full understanding of how these muscles work together to produce movement.
(c) (i)
This question was generally answered well but some candidates still fail to include the units of
measurement. As this is a straight forward question; precise definitions need to be provided and
this was not always the case.
(ii)
Some excellent answers were written with candidates demonstrating a good knowledge of the
neural control of the heart.
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8666 Physical Education November 2008
(iii)
(d)
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The majority of candidates had a secure knowledge of the vascular shunt mechanism and
answered this question well with many achieving maximum marks.
Most candidates realised that the question was about how more air could be ventilated during
exercise and structured their response accordingly.
Some excellent answers were marked with candidates being awarded maximum marks on most sections.
Question 2
(a) (i)
(ii)
The majority of candidates answered this well.
Many candidates achieved maximum marks for this question.
(b)
Candidates were very secure in their knowledge concerning fibre type and answered this question
well.
(c) (i)
Only a small percentage of candidates answered this question well with many candidates missing
out the question all together. Where candidates were prepared to make an educated guess (peri
meaning around and cardium relating to the heart) then at least one mark was credited.
Candidates should always be encouraged to attempt an answer.
(ii)
Again candidates did not seem to be familiar with the coronary artery and in some cases failed to
read the question carefully enough and talked about the inferior and superior vena cava and the
aorta.
(d)
Candidates showed an extremely detailed knowledge of the neural control of the heart but then
failed to describe the hormonal and intrinsic factors of the heart. Therefore they were only awarded
two marks. Candidates need to look at the question and the number of marks allocated and
balance their answer accordingly
(e)
This was answered well by candidates and good understanding was demonstrated.
Overall this question was answered well and was accessible to the majority of candidates.
Section B
Acquiring, Developing and Performing Movement Skills
Question 3
(a) (i)
This question was generally well answered with full descriptions written.
(b)
The majority of candidates explained stages two and three but disappointingly didn’t seem to
understand how motor ability underpins the development of FMS. Few candidates identified the
motor abilities required for a high jump e.g. explosive strength, coordination.
(c)
Those who attempted this question answered in detail and achieved maximum marks realising why
the nature of the movement makes feedback impossible. Weaker candidates did not attempt this
question.
(d) (i)
The majority of candidates achieved maximum marks on this question.
(ii)
(e) (i)
(ii)
Most candidates applied the theory to a practical situation very well and provided a variety of
strategies to maintain motivation.
Most candidates provided characteristics to differentiate between the two memories.
Answers to this question were generally vague with candidates finding it difficult to express with
clarity the relationship between the two memories.
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(iii)
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The majority of candidates showed a good understanding of the importance of selective attention
but some candidates failed to gain marks because they did not apply their answer to the high jump
e.g. performer must block out the noise of the crowd and other performers etc.
Some excellent scripts showing sound understanding and application to practical situations.
Question 4
(a) (i)
Generally answered well, however some answers were not labelled very clearly particularly when
continua were drawn.
(ii)
Some candidates accurately described a running catch and throw back to wicket in a game
situation as a serial skill and were awarded a mark.
(iii)
Many candidates achieved maximum marks.
(b)
Candidates showed an awareness of the theory behind operant conditioning but many candidates
still find it difficult to relate the theory to a practical situation where shaping occurs.
(c) (i)
Candidates seemed confused by the straight forward nature of this question and failed to state the
obvious.
(ii)
Some excellent answers were written and a full explanation of the model was provided.
(d)
Candidates seemed to lack the depth of knowledge to achieve all four marks for this question and
didn’t seem aware of how positive transfer can be used to accelerate learning.
(e)
This question was answered well with clear descriptions given of the characteristics of this phase in
relation to the performer.
Some outstanding scripts with some candidates achieving 24 marks.
Section C
Contemporary Studies in Physical Education and Sport
Question 5
(a) (i)
(ii)
The majority of candidates answered this question well and achieved maximum marks. Some
candidates, however, confused the characteristics of recreation with the benefits of recreation.
As mentioned last year some candidates were not awarded marks because they purely listed
characteristics rather than provide a full description of each characteristic within a sentence.
Generally answered well but see comments above re lists.
(b)
The majority of candidates expressed some good ideas as to how a team would adopt the spirit of
sportsmanship. Many candidates achieved four or five marks.
(c) (i)
A straight forward question which prompted some detailed answers.
(ii)
(d)
The majority of candidates were aware of the attitudes but again tended to list the attitudes e.g.
age, gender and religion, without providing a description e.g. a female may be put off taking part in
sport because they may be made to feel unfeminine, or not as competent as their male
counterparts.
Only the most able candidates achieved maximum marks on this question. Most candidates talked
about the positive outcome of the shop window effect but were very vague about possible negative
outcomes.
Overall some very detailed scripts achieving very high marks.
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Question 6
(a)
A small number of candidates gave a comprehensive explanation of the characteristics of leisure
but failed to relate their answer to a leisure activity. Again, some candidates only wrote out a list of
key words which is not acceptable, however overall this question was well answered.
(b)
Outdoor education continues to cause confusion amongst some candidates. They seem to think
that as long as an activity takes place outside e.g. netball, then it is considered outdoor education.
(c)
This question was answered very well by some candidates and they had a comprehensive
knowledge of how excellence is promoted. In some cases, however, candidates didn’t really read
the question carefully enough and focused their answer on the promotion of mass participation,
which wasn’t credited with any marks.
(d) (i)
This question was not answered, as well as expected, by the majority of candidates. Candidates
provided vague answers or repeated the same point several times. Candidates who had answered
Question 5 seemed to write extensively about attitudes but that only achieved one mark; more
reasons needed to be provided. Only a few candidates achieved maximum marks.
(ii)
In contrast this part of the question was answered well with possible solutions to the problem being
explained in detail.
Again some well written scripts demonstrating good knowledge and understanding.
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PHYSICAL EDUCATION
Paper 8666/02
Coursework
General comments
Most Centres made efforts to follow the coursework guidelines.
In the individual activities, in many cases the video clips were too long. Approximately 3 minutes per
candidate, per activity should be adequate. This clip should focus on skills, followed by some film of the
candidate in a competitive situation.
Whereas some commentary from the teacher is helpful to the Moderator in identification of the candidates, it
is unnecessary to interview the candidate at this stage to discuss their strengths and weaknesses. These
should be clearly outlined in the action plan.
Centres do not always follow the banded criteria. If a candidate is worth 30/30 – then please give them this
mark. Many candidates who merit this mark were not given it.
Centres which chose Mountain / Hill Walking did not follow the guidelines. There was little or no evidence of
route planning. The log of the activity must be submitted for moderation, otherwise candidates could be
penalised.
A very wide range of ability was evident throughout all the Centres. Centres who allowed all candidates to
work to their strengths were more successful.
The action plans were good and of the correct length. Evaluation of the plans was good and showed good
understanding of improvement made.
Analysis and comment was not well done. The scheme for the marking of this is clearly outlined in the
guidelines. The analytical phases of the skill were weak. These are as identified in the guidelines and are
for example, preparation, execution, recovery, results and overall efficiency. It is not appropriate for the
candidate to speak from pre written notes. Centres where candidates did this were marked down on this
section. Candidates should observe a live skill and then comment on it. Candidates are not required to
teach, merely comment on a skill performed by another candidate.
If a candidate is ill or injured and cannot complete the coursework, the Centre should apply for special
consideration, with all the appropriate evidence, to CIE through their Centre. Some candidates were given a
low mark through no fault of their own.
Identification of candidates was good. Named and numbered T-shirts are a very successful method. It was
sometimes difficult where Centres included film of candidates who were not involved in the assessment.
Other candidates should only be involved where they are required to make up numbers to carry out an
activity.
Filming was generally good and the production of the DVDs was excellent.
Paper work was generally good.
Most Centres made excellent efforts to produce the evidence for moderation, especially those who
experienced difficulties in the production of DVDs / videos.
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