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8666 Physical Education November 2007
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Paper 8666/01
Theory
General comments
A wide range of marks were achieved by candidates showing that for some the exam is extremely
challenging, whilst candidates in some of the more experienced Centres scored consistently well. Taking the
overall distribution of marks into account there was little change made to the grade boundaries from last year
which reflects a consistency in the accessibility of the paper. It was disturbing to note that a small number of
Centres seemed to have advised their candidates to ignore the rubric and to answer as many of the
questions on the paper as possible. As stated in previous reports this is not advantageous to the candidate,
as only the best four questions answered that satisfy the rubric are credited. This practice usually lowers the
candidate’s mark. This is because the candidate has less time to spend on each question and therefore the
answers lack detail and clarity. In contrast the majority of the Centres had prepared their candidates well for
the examination and candidates exhibited a good knowledge and understanding of the specification. Strong
candidates continue to demonstrate their understanding through practical application and effective and
appropriate use of technical terminology, whereas, weaker candidates still show little evidence of being able
to give applied answers and in general lack the use of technical language. It was pleasing to note that there
were very few instances where candidates misinterpreted questions. The only question that candidates
seemed to have very little knowledge of concerned the velocity of blood and this topic appears not to have
been covered well by Centres. Candidates achieved similar scores on all three sections of the paper and
Section C seemed more popular this year with less bias shown towards Anatomy and Physiology and Skill
Acquisition. The level of presentation remains high and scripts were clearly numbered and labelled. The
quality of the spelling, grammar and punctuation was good, again with some particularly well written scripts
that were a pleasure to mark.
Comments on specific questions
Section A
Applied Anatomy and Physiology
Question 1
(a) (i)
(ii)
The majority of candidates answered this well.
Many candidates achieved maximum marks for this question.
(b)
Candidates were quite clear on how to relate structure to stability but few candidates scored two
marks for relating structure to flexibility.
(c)
Candidates showed a sound knowledge of concentric muscle action, however, some candidates
failed to use an example from sport and therefore did not access all the marks available.
(d)
Candidates showed an extremely detailed knowledge of the cardiac cycle with many candidates
achieving maximum marks. This topic had obviously been well taught by Centres. Some
candidates failed to differentiate between the two phases and did not access the marks purely
because of poor exam technique.
(e)
This was a very straight forward question and most candidates scored both marks.
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8666 Physical Education November 2007
(f)
This question was meant to help differentiate between candidates but very few candidates had the
subject knowledge to attempt the question. The topic did not appear to have been covered by
Centres, apart from one, where candidates accessed all four marks. Centres can sometimes rely
purely on past papers as a revision tool however as PE is still a relatively new specification there
may well be a question that has not appeared on any previous paper.
Overall this question was answered well with some outstanding answers showing considerable knowledge
and understanding and practical application.
Question 2
(a)
The majority of candidates correctly identified both the preparation phase and main action of the
movement. Candidates should be reminded that only the first answer will be considered for a one
mark answer and that a list of movements will be disregarded.
(b)
A straight forward question that was well answered.
(c)
The ‘All or None’ law continues to differentiate between stronger and weaker candidates. Most of
the weaker candidates appear to panic and do not even describe a motor unit accurately. Some
Centres have covered the law very thoroughly and answers given were well detailed with good use
of technical language and maximum marks were achieved.
(d)
The majority of candidates gave accurate descriptions of two mechanisms which tended to be the
valves in the veins and the skeletal pump mechanism.
(e) (i)
The lung volumes were identified but in many cases candidates failed to give an accurate
definition. Definitions have to be precise in order for a mark to be awarded.
(ii)
The majority of candidates were able to describe the changes that occurred to the volumes during
exercise.
(f)
Candidates sometimes failed to access maximum marks because they did not mention which
pressure was greater/smaller nor did they refer to the change in diffusion gradient that occurs
during exercise. Stronger candidates made reference to the role of carbon dioxide and how this
impacts on dissociation of oxygen from Hb. Some weaker candidates did misinterpret the question
and wrote about how gases are transported in the blood stream.
Again some outstanding scripts were marked with candidates being awarded maximum marks on most
sections.
Section B
Acquiring, Developing and Performing Movement Skills
Question 3
(a) (i)
This question was generally answered well.
(ii)
Some candidates failed to state the obvious and did not differentiate between whole body
movements and use of large muscle groups.
(b) (i)
Weaker candidates did find this question difficult as they did not have an understanding of why
continua were used to classify skills and why the use of discrete categories would not be
appropriate.
(c) (i)
Generally answered well.
(ii)
Again, generally answered well, however weaker candidates did not apply their answer to a
situation in tennis and there is still some confusion about the use of negative reinforcement (i.e.
some candidates think it has the same impact as punishment).
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8666 Physical Education November 2007
(d) (i)
(ii)
The majority of candidates answered this well.
This question is quite straight forward and was answered well, however some candidates failed to
read the question carefully and wrote about extrinsic and intrinsic feedback.
Overall some examples of extremely detailed scripts showing thorough understanding.
Question 4
(a) (i)
Generally answered well.
(ii)
This question was, rather surprisingly, quite poorly answered even by strong candidates.
Descriptions were vague and candidates struggled to give an appropriate example of a
psychomotor ability.
(b) (i)
In contrast the definitions given for the three terms in this question were very clear and well written.
(ii)
Most candidates gave comprehensive, applied answers and this is clearly a topic area where
understanding is very good.
(c) (i)
Sound understanding was shown by most candidates and candidates did go into quite a lot of
detail about closed loop control gaining maximum marks (more detail than is asked for in the
specification and the mark scheme reflects this).
(ii)
Candidates did find it more difficult to apply their knowledge to the practical situation but the
question was answered particularly well by a few candidates who gained maximum marks.
(d) (i)
Weaker candidates did have problems giving an applied answer.
(e)
Candidates generally did answer the question well although teachers need to make sure that
candidates know the difference between tangible and intangible extrinsic rewards. Similarly few
candidates mentioned that it would be important for a swimmer to enjoy the sessions to increase
intrinsic motivation.
There were some outstanding scripts with candidates achieving near full marks.
Section C
Contemporary Studies in Physical Education and Sport.
Question 5
(a)
The majority of candidates answered this question well and achieved maximum marks. Some
candidates however confused the benefits of leisure with the characteristics of leisure. It should
also be noted that candidates will not be credited for a list of benefits. Each benefit should be fully
explained for a mark to be awarded.
(b) (i)
Questions concerning outdoor pursuits were quite poorly answered, again with characteristics
being discussed rather than values. Some candidates give poor examples of outdoor pursuits such
as golf or netball on outside courts.
(ii)
Where candidates were aware of the nature of outdoor pursuits they made a reasonable attempt to
explain the difference between real and perceived risk.
(c)
This question was answered very well by the majority of candidates. Far more detail was given
than in previous years and specific examples were provided to highlight points made.
(d) (i)
This was a straight forward question and was answered very well by nearly all candidates that
attempted this question.
(ii)
This was a straight forward question and was answered very well by nearly all candidates that
attempted this question.
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8666 Physical Education November 2007
(e)
Most candidates struggled to answer this question in any detail with few scoring more than three
marks. This question has not been asked before and again highlights the need to give candidates
ample opportunity in class to fully discuss all issues on the specification and not to just rely on past
questions for revision purposes.
Some excellent scripts were received showing good knowledge and understanding of Physical Education
and Sport in their country.
Question 6
(a)
Many candidates gave a very comprehensive explanation of the characteristics of play and gained
maximum marks. Some confused characteristics with benefits and again some candidates only
wrote out a list of key words which is not acceptable at this level.
(b)
This was a straight forward question which was answered very well.
(c)
Some candidates got rather bogged down when answering this question and wrote a lot about
motivation, commitment, attitude, determination etc. which was only awarded one mark.
Candidates must be reminded that making an equivalent point/comment is just repetition and is
poor exam technique. Some candidates however gave an excellent response to the question.
(d) (i)
Candidates were very comfortable with this question and it has obviously been well revised.
Answers written by the majority of candidates were very comprehensive.
(ii)
Candidates were obviously familiar with what is expected in terms of a detailed answer. As such
the standard of answer was high.
(e)
Candidates had many factors that they could have incorporated into the answer, however most
talked about gender, race and ability. In general it was a well answered question with candidates
achieving the majority of marks.
Again some excellent answers; very detailed and well written.
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8666 Physical Education November 2007
PHYSICAL EDUCATION
Paper 8666/02
Coursework
General comments
There has been a gradual improvement in all areas yet again from the Centres which have previously
entered candidates. All accompanying paper work is sound. Efforts are made to transfer marks accurately
to the final activity assessment forms.
The quality of filming on DVDs and videos is excellent. DVDs are more than acceptable as a method of
recording performance. It is obvious that Centres have spent many hours of time and a tremendous amount
of effort in the production of this material. Identification of candidates is very good. Those Centres whose
candidates have numbered tee-shirts are the easiest to work with. Candidates should certainly keep the
same number throughout.
Those Centres who send accompanying notes with the DVD /Video are very helpful. Thank you.
A reminder of the requirements of a sample. Where there are 5 or more candidates in an activity only 5 need
to be sampled. These should be taken from the top, the middle and the bottom of the mark range for the
Centre. Should there be less than 5 candidates then all video evidence should be submitted. This means
that the maximum numbers of action plans to be sent to the Moderator is 5. It also means that only 5
candidates need to show the analysis and comment.
Individual activities are very wide ranging. This is good as it is an indication that Centres are allowing
candidates to work to their strengths which must be beneficial to the marks awarded. Few candidates were
awarded 30/30 for their activity, yet many were given a mark of 27, 28 or 29. Some of these appeared to
merit 30/30. Centres should not be afraid to award this mark where appropriate. Many of the candidates are
extremely talented. (Some candidates given a mark of 30 may actually be above the scale)
Care should be taken when assessing boys alongside girls as often it seems that the girls are compared to
the boys instead of being given an assessment in their own right.
Competitive situations need to challenge candidates – often a cricket bowler is seen bowling endless balls at
an imaginary wicket in the nets. Place all candidates in situations where their skills are challenged e.g., half
games, a tie break, an over.
Dancers should choreograph their own dance lasting 2-3 minutes.
Assessment is continuous and not to be done on the “day of the filming”
The action plans should follow the mark scheme on page 8 of the coursework guidelines. Some are still
lesson plans. It is a plan for improvement. This should therefore have an evaluation at the end to prove the
success or failure of the plan. Many candidates really improved their performance and gave sound evidence
of this. Some are still too long 12 sides of A4 should be adequate.
The weakness of the assessment as a whole is the analysis and comment.
Centres should follow the plan on page 9 of the coursework guidelines. The candidate should be allowed to
speak freely without notes. This needs to be done on a skill from one of their chosen activities, performed by
another candidate in a practice/ demonstration situation. The candidate needs to show knowledge of the
analytical phases of the skill all of which are outlined in the guidelines prior to saying what is good and not so
good about the skill. Finally an action plan for improvement of a weakness or strength should be given.
Some Centres are brilliant, but some still expect a candidate to analyse a whole game of football or squash
for example.
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