Physical Education (9-1)
Goal Setting
Mr Robinson
16th July 2019
Please note that you may see slight differences between
this paper and the original.
Duration: 50 mins
Candidates answer on the Question paper.
OCR supplied materials:
Additional resources may be supplied with this paper.
Other materials required:
• Pencil
• Ruler (cm/mm)
Candidate
Candidate
forename
surname
Centre number
Candidate number
INSTRUCTIONS TO CANDIDATES
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•
•
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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 25.
• The total number of marks may take into account some 'either/or' question choices.
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1.
Which one of the following best explains the difference between a performance goal and an outcome goal?
(a) A performance goal is concerned with the end result and an outcome goal is concerned with tactics
(b) A performance goal is concerned with targets and an outcome goal is concerned with beating an
opponent
(c) A performance goal is concerned with technique and an outcome goal is concerned with winning
(d) A performance goal is concerned with a personal best and an outcome goal is concerned with trying hard
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[1]
2.
Which one of the following is the best example of goal setting to optimise performance?
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(a) To focus on one thing at a time when training for a marathon
(b) Setting a target to score 15 goals in half a season in hockey
(c) Playing each game at a time and adjusting your hopes and ambitions as you go along
(d) The coach of an athlete promising a financial bonus if the athlete wins the next race
[1]
3.
Which one of the following best shows a SMART goal for a skilled hockey player?
Put a tick (✔) in the box next to the correct answer.
(a) To agree with the coach that you will win the league and score more goals than the previous season
(b) To be selected for the GB team ready for a future Olympic Games
(c) To improve flicking the ball over a distance of 25 metres and writing down the results of practice over a
six-week period
(d) To increase cardiovascular fitness by training harder
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[1]
4.
Which one of the following is a good reason for setting goals when participating in physical exercise?
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(a) To increase anxiety levels
(b) To move on to other interests
(c) To challenge beyond your capabilities
(d) To try to work as hard as you can
[1]
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5.
Stephanie has been going to a tennis club for two years. Her play has improved in lots of ways but her serve is
still inconsistent and often loses her points during matches, as shown in Table.1 below:
Table.1
st
1 serve
nd
2
serve
Serves which are ‘in’ (%)
Points won on serve (%)
52%
45%
58%
30%
Complete the table below to give an example of how each of the SMART principles could be applied to help
Stephanie improve her tennis.
SMART element
Practical example of goal to improve her tennis
Specific
Measurable
Achievable
Recorded
Timed
[5]
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6.
Which one of the following pairs is part of SMART goal setting?
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(a) Sports and Time-phased
(b) Movement and Specific
(c) Achievable and Tedium
(d) Realistic and Measurable
[1]
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7.
Using practical examples, explain how SMART goal setting can improve a specific skill in a physical activity or
sport of your choice.
Physical activity/sport:
Skill:
Explanation:
[4]
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8.
Using practical examples, explain the importance of goal-setting when performing physical activities.
[6]
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9.
Explain how the SMART principle of goal-setting can help someone stick to an exercise programme.
[5]
END OF QUESTION PAPER
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Mark Scheme
Question
1
2
3
Answer/Indicative content
Marks
c. A performance goal is concerned with
technique and an outcome goal is
concerned with winning*
[1]
Total
1
b. Setting a target to score 15 goals in half
a season in hockey
[1]
Total
1
One mark for:
1
1 x (AO2)
(c)
4
5
Total
1
D
1
Total
1
Five marks from (examples used such as):
1(Specific) – to improve the serve in
tennis (AO2)
2(Measureable) – to serve with at least
70% in serve box (AO3)
3(Achievable) – to win 40% of points on
second serves (AO3)
4(Recorded) – to write down the number
of serves that are in. (AO2)
5(Timed) – to improve over a two week
training programme (AO2)
6
5
3 x (AO2)
2 x (AO3)
Total
5
d. Realistic and Measurable
[1]
Total
1
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Guidance
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Each goal must be relevant to the scenario
for a mark to be awarded.
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Mark Scheme
Question
7
Answer/Indicative content
Four marks for:
Marks
Guidance
4
One specific skill must be used for marks
to be awarded. Accept if embedded in
examples and not listed on the line
provided.
Accept only the first named skill in the
explanation.
Do not accept other named skills as
examples in the explanation.
No marks available for ‘specific’ points
(specific in the question)
Each (S)MART point must be linked to a
practical example to score marks
Accept realistic for recorded but as a
substitute for achievable
1Skill practice should be measurable
4 × (AO2)
e.g. to improve shooting in hockey see
how many shots out of 20 you can
score.
2Skill practice should be achievable e.g.
the hockey player should be at the right
standard to be able to cope with the
practice
OR agreed e.g. the hockey player
accepts the target of scoring 10 goals
in the season
3Skill practice should be recorded or
realistic (see example for achievable)
e.g. the amount of shots scored should
be recorded / kept a diary by the
player/coach
4The goal set should be within a
time(-frame) e.g. After 3 weeks of
shooting practice the amount of goals
scored by the hockey player should be
greater
Examiner’s Comments
This question carried four AO2 assessment
objectives, therefore candidates are
expected to apply their knowledge and
understanding to physical activity and
sport. In this case practical examples are
required for each element of the SMART
principle of goal setting, apart from
‘Specific’ which formed part of the
question. The higher ability candidates
identified correctly a specific skill and then
explained well how the measurable,
achievable, recorded and time-frame
elements can lead to skill improvement
using practical examples linked to their
identified skill. Some excellent answers
were often drawn for candidates’ own
experiences in developing specific sports
skills.
The lower ability candidates did not give
any practical examples and often just
explained each element of the SMART
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Mark Scheme
Question
Answer/Indicative content
Marks
Guidance
principle without linking it to a chosen
specific skill. A few lower ability candidates
did not identify a specific skill, for example
just naming a sport.
Exemplar 3
This example scores the full four AO2
marks available showing good application
of knowledge. Each element of the SMART
principle is named, followed by a practical
example of how each element can improve
the specific skill – in this case shooting in
basketball. The candidate writes at length
but the marks are scored from the second
third of the answer, with some material that
is not worth credit related to specificity
which is part of the question. The
candidate addresses the specificity by
naming the specific skill to be improved.
Total
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4
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Mark Scheme
Question
8
Answer/Indicative content
Marks
Six marks for six from:
6
1To optimise performance / to play as
well as you can / help you improve or
be more skilful / work on specific skills
2Eg goal setting can encourage a
netball player to score as many points
as possible (because SMART)
3To work on specific fitness / body
areas
4Eg to develop upper body strength for
a rugby player
5To know what you have achieved /
measurable goals / gives satisfaction
6Eg Timing a sprint run after training
7To ensure you stick to the task / task
adherence / to not give up
8Eg The goals encourage you to stick to
the weekly exercise class (because the
goals are realistic)
9To control your stress or anxiety or to
increase your confidence
10Eg The goals make you calmer when
training for an athletics event (because
they are achievable)
11To focus your attention / you know
what to do or to help concentration / to
get in the zone
12Eg The rugby player concentrates in
training (because the goals are
specific)
13To motivate or encourage you
14Eg You attend a yoga class willingly /
regularly (because the goals are
achievable).
Total
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Guidance
Max of three marks for explanations
with no eg’s (odd numbers)
If an example is given max marks can
be attained
Examiner’s Comments
Candidates showed good knowledge of
goal setting but many candidates
concentrated too much on the SMART
principle rather than explaining the
importance of goal setting. This question
posed many difficulties for those who were
unable to understand fully the
requirements of the question. Some
candidates also ignored the request to use
practical examples and therefore lost
valuable marks.
6
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Mark Scheme
Question
9
Answer/Indicative content
Marks
5 marks for 5 from:
5
Guidance
No marks for identifying what SMART
stands for with no explanation.
Examiner’s Comments
1S = Specific–need to make the goal a
particular target or eg to lose weight by
5 lbs
2M = Measurable–need to be able to
measure the goal or to know how well
you have done / to assess progress
3A = Achievable–must be within the
capabilities of the individual / or A =
Agreed–or eg you can agree your
targets with your coach
4R = Realistic–must be within the
capabilities of the individual / or
attainable / or R=Recorded–goals
should be written down / able to see
your progress
5T = Time-phase / timed–goals should
have a time given for completion
Generally candidates showed good
understanding of SMART goal setting and
how it may be applied. Some candidates
were outstanding in their response and
gave an excellent account of how such
goal setting aids exercise adherence.
Weaker responses simply identified the
acronym SMART and did little to apply this
to exercise adherence.
Other valid points:
6Can motivate / encourage
7Can help to control stress or anxiety.
Total
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