PAST PAPER QUESTIONS FOR B453
DEVELOPING SKILLS
SPECIMEN PAPER
18) How would you use extrinsic motivation to encourage a teenager to follow an
active, healthy lifestyle? (3)
-
Give praise / encouragement
Badges (tangible) rewards
Give opportunity to join a team / club
Point out the health / fitness benefits
Show others as role models
Show positive benefits for body image / to look good
To make friends / do as friends do
23) Explain how skills in physical activities can be learned effectively (5)
-
Practice / rehearsal
Copying / watching others / imitating
Role models / qualified teachers / coaches will motivate them
Training for better physical fitness / fitness training
Trial and error / having a go at the skills
Being taught
Extrinsic motivation / rewards
Enjoyment / having fun
Learning part of a skill then building on it / whole part whole
25) Explain how goal setting can help to develop self confidence to follow an active
lifestyle (6)
-
Ensuring / giving / enabling success
Recognising progress / progress made obvious / measurable / recorded
Encouraging and exciting
Gives evidence of faster / stronger / fitter
Motivating
Control over what happens
Identifying challenges
Gives more time
28) Identify and explain two extrinsic motivating factors that are important for a
performer learning new skills (2)
-
rewards / badges / trophies
Positive feedback / encouragement from teachers and coaches
Knowing how well you are doing / KR
-
Raises arousal levels
Raises confidence
Control anxiety
JANUARY, 2010
16) Identify four types of feedback (4)
-
Intrinsic
Extrinsic
Knowledge of Results
Knowledge of Performance
Terminal
Concurrent / continuous
Positive
Negative
17) A key process in physical education is to learn and develop skills and techniques.
Describe, using practical examples, three methods that might be used to learn and
develop skills and techniques (6)
-
Copying / Modelling
Practical example of above
Trial and error
Practical example of above
Watching
Practical example of above
Trying hard / effort / motivated
Practical example of above
Get feedback / reinforcement
MAY 2010
22) Explain, using practical examples, how you might motivate a young
person to be involved as an official in a physical activity.
Six marks max. One mark for each correct response.
1 To try something different/novel/variety in life/let them have a go/experience
officiating/past-time
2 Show them/teach/coach them how to officiate
3 Give praise
4 Give rewards/badges
5 To make money
6 To gain qualifications
7 To get involved in an activity even though you may not be a very good
practitioner
8 Show them role models
9 To try at low level at first/have a go to see whether you enjoy it/set goals
10 Opportunities to make friends/join with others
11 Good for enjoyment/fun
12 Help to be active/get exercise/be more healthy show how it might help
health/fitness
13 Show how it might help you become a better performer/better at your sport
14 To help others/give something back to the activity (if ex-player)
15 As a career route/chance to participate in high level events/Olympics
16 Make it a rota of responsibility/all have to officiate at some time/
fairness/leadership opportunities/want to be a role model
24) Research indicates that most people have good intentions to exercise and to
keep healthy and often start on a healthy programme, but as with New Year’s
resolutions, they soon give up.
Explain how you might help a young person stick to their exercise and
healthy lifestyle programme and not give up too readily.
Five marks max. One mark for each correct response
1 Set goals
2 Encourage/praise/motivate
3 Educate about the benefits of the programme
4 Join others/friends to do the programme/join a club
5 Show others who have stuck to it and benefitted/role models
6 Show previous success/recognition of past success/recognising success
7 Give reward for progress/extrinsic reward
8 Give goals that are specific/short term goals/a little at a time
9 Measure/record their progress/let them know how they are doing
10 Make goals achievable/realistic/within their reach/don’t be too ambitious
11 Ensure there is time available/good time management
12 Make the activity/healthy eating enjoyable/exciting/their favourite
activities/foods/vary the activities/foods
13 Show negative consequences of not following the programme
14 Punish by withdrawal of privileges
25) Explain how you might motivate someone to follow an active, healthy lifestyle (6)
1 Use of intrinsic and extrinsic methods
2 Give rewards/badges/accolades/praise
3 Make it fun/enjoyable/varied/interesting/exciting/competition
4 Set goals (SMART)/a plan of action
5 Encourage/persuade/educate/enthuse/inspire
6 Show the positive effects/show progress made
7 Give success/feeling of success
8 Show role models/lead by example
9 Show or educate about the detrimental effects of a poor lifestyle/poor health
10 Measure fitness/health to show need to change
11 Punish unhealthy/inactive behaviour
12 More information about healthy meals/eating well
13 Get them to join a club/get with others who may exercise/follow a healthy
lifestyle/get them a personal trainer
MAY, 2011
Explain the SMART principle of goal setting and describe why goal setting is
important for an active, healthy lifestyle.
6 marks max
SMART – (must be explain rather than just i/d sub max of 1 if i/d only) 5 Marks
Max
1.
S – Specific activity to your needs
2.
M – Measurable – goals need to be assessed to see how well you are doing
3.
A – Achievable/agreed – goals must be within your reach/capabilities or they
can be agreed with your teacher/coach
4.
R – Realistic/recorded – goals must not be too challenging or you will fail or
they should be recorded so that you can refer back to them to see how you are
getting on
5.
T – Time (phased) – because goals should be planned over a period of time
Why
3 marks max
1.
To get better/increase/optimise performance/ to keep fit
2.
To ensure participation continues/keep exercising/training/ensure exercise
adherence
3.
To control anxiety/stress
4.
To motivate/enthuse / gain satisfaction / enjoyment / raises confidence /
something to aim for.
Describe the effects of mental preparation on the performance of physical
activities.
4 marks for 4 from:
1.
Improves performance / enables tactical or strategic decision- making / fewer
mistakes
2.
Helps to prevent injury
3.
Helps to control emotions / motivates you / psyches you up / thinks positively /
not afraid
4.
Helps to relax/cope with stress / controls arousal
5.
Helps to focus/selective attention / concentrate
6.
Able to visualise/use imagery
7.
Quicker reactions /responses / quicker decision making
8.
Helps to raise confidence / self esteem
9.
Enables fair play
Physical activity skills can be learned by using a variety of methods.
Describe, using practical examples, methods that assist in the learning of physical
activity skills.
1. Practice / rehearsal / types of practice (whole/part)
2. Through trial and error / having a go / learn by doing
3. Via a demonstration / visual guidance / modelling
4. Watching and copying others / observation learning
5. Watching video’s / reading books
6. More likely if others are significant/role models
7. Being coached / taught/verbal guidance
8. Feedback from others
9. Knowledge of results / performance
10. You understand what you need to learn
11. (Operant) conditioning
12. Being praised / reinforcement / rewards
13. Setting yourself (SMART) goals
14. Mental practice / rehearsal
15. Being determined / well motivated
16. Via mechanical / manual guidance
JANUARY 2012
Describe the SMART principle of goal setting to improve performance in physical
activities.(5)
(SMART) 5 marks from:
1. S = Specific - need to make the goal a particular target / to
your sport / you know what you are trying to achieve or eg
beat your personal best time
2. M = Measurable - need to be able to measure the goal or
to know how well you have done/to assess progress
3. A = Achievable - must be within the capabilities of the
individual/or A = Agreed - or eg you can agree your targets
with your coach or peer
4. R = Recorded - goals should be written down
or R = Realistic - must be within the capabilities of the
individual/or attainable
5 = Time-phase/timed / time - goals should have a time given
for completion.
Explain how different types of feedback can motivate people to follow an active,
healthy lifestyle. (6)
Types of feedback:
1. Intrinsic will tell you how well you are doing/feeling the right movement
2. Extrinsic will give external feedback
3. Positive feedback is encouraging
4. Negative feedback involves criticism
5. Knowledge of results will give motivation to try harder
6. Knowledge of performance will give info about technique
7. Others - eg terminal feedback/concurrent feedback
etc.
How they can motivate:
6. By giving information to improve
7. Praising
8. Rewarding
9. By reinforcing good actions/performance/participation / want to continue or persist
10. Giving targets/goals to go for
11. Can help you enjoy the activity/have fun
12. Showing others that you have achieved something
13. Give you the drive to improve
14. Raise self-esteem/self-belief / confidence
15. Negative feedback/criticism can spur you on or encourage you to prove yourself
or shown then that they are wrong
JUNE 2012
20) A key process in physical education is to learn and develop skills and techniques.
Describe three methods that might be used to learn skills and techniques (6)
6 marks from:
1. Copying others/modelling
2. Description or a practical example – watching a netball pass and doing the same
3. Trial and error
4. Description or a practical example – trying to hit the shuttle in badminton and
eventually hitting it correctly and then repeating the correct action
5. Being influenced by role models/significant others/those we look up to/experts/
written or video information
6. Description or a practical example – watching a Premiership footballer and using
their techniques
7. Trying hard/effort/being (intrinsically or extrinsically ) motivated
8. Description or a practical example - trying really hard to learn to hit the ball in
tennis
9. Practise/rehearsal/whole or part learning/other practice methods
10. Description or a practical example – going over and over the skill of shooting in
basketball
11. Get feedback/reinforcement/ reward
12. Description or a practical example – coach saying ‘well done’ if skills in netball
are performed correctly watching own performance video
JANUARY 2013
18) Using practical examples explain the importance of goal setting when performing
physical activities (6)
Six marks for six from:
1. To optimise performance/to play as well as you can/help you improve or be more
skilful/work on specific skills
2. Eg goal setting can encourage a netball player to score as many points as
possible (because SMART)
3. To work on specific fitness/body areas
4. Eg to develop upper body strength for a rugby player
5. To know what you have achieved/measurable goals/gives satisfaction
6. Eg Timing a sprint run after training
7. Eg The goals encourage you to stick to the weekly exercise class (because the
goals are realistic)
8. To control your stress or anxiety or to increase your confidence
9. Eg The goals make you calmer when training for an athletics event (because they
are achievable)
10. To focus your attention/ you know what to do or to help concentration/to get in the
zone
11. Eg The rugby player concentrates in training (because the goals are specific)
12. To motivate or encourage you
13. Eg You attend a yoga class willingly/regularly
21) Describe how we might control emotions when participating in physical activities.
Give one reason why controlling our emotions is so important when performing
physical activities (5)
Five marks for five from:
Four marks sub max for how to control emotions
1. Relaxing (mentally) or Practical example, eg controlling anxiety in a tennis game
2. Keeping calm/‘chilled’/deep or slow breathing/lowering arousal/controlling arousal
or time-outs eg calming down before performing/getting in the zone
3. positive thinking/self-talk or setting goals or Practical example, eg thinking that you
can complete a somersault in trampolining
4. Therefore not getting carried away/overexcited/ controlling anger/channelling
emotions or Practical example, eg trying to be less angry when
6. Don’t make inflammatory comments/avoid criticising
others or Practical example, eg no back-chat to ref in
football
7. Be able to see other people’s point of view/weigh
things up more rationally or Practical examples, eg
can see why another player in netball is angry
because you have fouled them
8. Focus/ignore/block out the crowd or Practical
example, eg being focused in basketball will enable you to react quickly to referee
decisions
9. Use mental rehearsal/imagery/imagine success/visualisation
10. Practical example a gymnast imagines a successful floor routine.
11. Use music to calm you down or psych you up
One mark for one of: (reason)
12. Show etiquette/sportsmanship/be well mannered or courteous
13. Practical example, eg in golf letting someone through who may be a quicker
player
14. So that you do not show your feelings to opponents or put yourself at a
disadvantage or so you don’t panic
15. To avoid punishment/sanctions
16. To be more prepared/psyched-up for performance/increase motivation/to
increase concentration/confidence
17. To control stress or to relax /to avoid the emotions getting the better of you so we
don’t get carried away or so that we can make decisions/quick decisions/to
shorten reaction time
24) Explain what might motivate someone to be an official in a physical activity (4)
Four marks for four from:
1. To try something different/novel/variety in life/let them have a go or experience
officiating
2. Show them/teach/coach them how to officiate
3. To gain praise/positive feedback or to raise confidence
4. To gain rewards/badges
5. To make money eg by refereeing
6. To gain qualifications in order to eg umpire
7. To get involved in an activity because you are not a good player or because you
enjoy power /authority
8. See role models as officials/see others officiate and want to do the same
9. To try at low level at first/have a go to see whether you enjoy it/set goals
10. Opportunities to make friends/join with others
11. Good for enjoyment/fun
12. Help to be active/get exercise/be more healthy, show how it might help
health/fitness
13. Show how it might help you become a better performer/better at your sport
14. To help others/give something back to the activity (if ex-player)
15. As a career route/chance to participate in high level events/Olympics
16. All have to officiate at some time/fairness/leadership opportunities/want to be a
role model
17. To make the game fairer or to reduce unfairness
JUNE 2013
18) Using examples for each, describe three ways of using extrinsic motivation to
encourage young people to lead an active and healthy lifestyle (6)
1. Badges
2. Eg getting a swimming badge for successfully swimming a particular distance
3. Medals/cups/prizes/trophies/gain a title or recognition or fame
4. Eg gaining a medal/cup for winning a cycle race Eg county champion in tennis
5. Certificates
6. Eg for following a healthy lifestyle programme at school
7. Money/financial reward/gifts/sponsorship
8. Eg if you give up smoking your parents will give you £100
9. Praise
10. Eg Your teacher praises you for taking up exercise
11. Being accepted into a group/making friends
12. Eg you now have friends you gained whilst attending the gym club
13. Role models
14. Eg watching a premier league football player and wanting to be like him
15. Gaining a qualification
16. Eg achieving a GCSE in PE, a coaching award in gymnastics.
21) Explain how the SMART principle of goal setting can help someone stick to an
exercise programme (5)
1. S = Specific–need to make the goal a particular target or eg to lose weight by 5 lbs
2. M = Measurable–need to be able to measure the goal or to know how well you
have done/to assess progress
3. A = Achievable–must be within the capabilities of the individual/or A = Agreed–or
eg you can agree your targets with your coach
4. R = Realistic–must be within the capabilities of the individual/or attainable/or
R=Recorded–goals should be written down/able to see your progress
5. T = Time-phase/timed–goals should have a time given for completion
Other valid points:
6. Can motivate/encourage
7. Can help to control stress or anxiety.
DEVELOPING PHYSICAL AND MENTAL CAPACITY
SPECIMEN PAPER
16) How can physical activity keep our joints healthy (2)
-
Strengthening the connective tissue
Strengthening muscle
Keeping an varied exercise programme
Exercising regularly but with capabilities of younger person
17) Name one long term effect of exercise on the heart and the lungs. Describe how
this effect enables people to follow an active healthy lifestyle (2)
- Lower resting heart rate, stroke volume and cardiac output
- Better lung and tidal volumes
- Prevent heart disease
- To be able to keep going
- To recover quicker
- Be able to exercise without risk of health problems
- To avoid lung disease / problems
JANUARY 2010
19) Explain, using practical examples, how a healthy, active lifestyle can maintain
and develop the health of muscle (5)
-
Elasticity of muscles
Build muscle / hypertrophy / more fibres / strengthen muscle
-
Develop a good range of muscle
Less likely to get injured
Healthy eating
Resting muscles
Rehabilitation / physiotherapy
Increase in speed
Increase power
More endurance
MUST include practical examples of the above to gain a mark
20) Explain why mental preparation can enable fair play and improve performance in
physical activities (4)
-
Helps control emotions / arousal / calms you down
Make you more logical / calmer decisions / play fairer
Cope better with stress / anxiety
Helps concentration / selective attention
React quicker
Raises confidence
Raises motivation / “psychs” you up
23) Explain the function of synovial fluid in joints (3)
-
Lubricates the joint
Protects and prevents injury
Ensures smooth efficient movement
Secreted by synovial membrane
Nourishes the cartilage
Helps stabilise the joint
MAY 2010
20) Identify two major muscle groups of the upper body that are used when
performing a standing throw of a ball. Explain how an active lifestyle can keep
muscles healthy.
Five marks available.
Two marks max for: (mark first two only)
1 Deltoids
2 Trapezius
3 Latissimus Dorsi
4 Pectorals
5 Biceps
6 Triceps
7 Abdominals
Accept other relevant muscle groups
Three marks max for: (explain how activity can keep muscles healthy)
8 Makes them stronger/more powerful
9 Bigger/hypertrophy/more toned
10 Less likely to strain/injury
11 Good blood/oxygen supply
12 Increase tolerance to lactic acid/tire less easily
13 Can keep going/helps (muscular) endurance
21) Why is lactic acid produced in our muscles? Briefly describe the effects of lactic
acid.
Four marks max. One mark for each correct response.
Two marks max for:
1 Produced because of lack of oxygen
2 After prolonged/hard high intensity exercise/overworked/working too hard
Three marks max for:
3 Causes fatigue/tiredness
4 May cause us to stop
5 Performer has to slow down/decreases effectiveness
6 Can hurt/painful/aches/soreness
23) Describe the main functions of the skeletal system that keep the body healthy
and active.
Five marks max. One mark for each correct response.
1 Shape/support
2 Eg to give correct posture/supporting muscular system
3 Blood cell (red) production
4 Eg to enable us to have energy
5 Mineral production/store
6 Eg to keep us fit and healthy/body needs to be healthy
7 Protection
8 Eg to protect internal organs
9 To be able to move/keep moving/being mobile
10 Eg to be able to participate in physical exercise/acts as muscle attachment
11 Leverage
12 Eg to be able to make strong/effective movements
JANUARY, 2011
Identify and describe two functions of the skeletal system. (4)
Four marks for four from:
2 marks max for i/d (odd numbers)
2 marks max for description (even numbers)
1 Shape/support/structure
2 To help posture/keep shape of body/hold up
3 Blood cell production
4 Blood cells important for energy/minerals/carrying oxygen/to fight infection
5 Protection
6 Avoids injury/allows risk free movement/protects (vital) organs
7 Movement/leverage
8 Provides ability to move/lift/throw etc in physical activities/muscle attachment
9 Mineral store
10 Stores minerals for health such as calcium
Describe four long term effects of exercise on muscles. (4)
Four marks for four from:
1 Increase in size (of muscle fibres)/hypertrophy of muscles
2 Increase in strength (of muscle fibres)/tone/power
3 Increase in muscular endurance/last longer
4 Increase in flexibility(of muscle)/elasticity
5 Increased tolerance to lactic acid
6 Increased rate of removal of lactic acid
7 Greater potential for energy production/more energy available
8 Size/number of mitochondria increased
9 Increase in myoglobin (within muscle cells)
10 Increase in capillaries in muscles/more oxygen/haemoglobin to (working) muscles
11 Helps prevent injury/helps recovery from injury
12 Causes injury/strains/damage/can decrease mobility
MAY, 2011
Give three short term effects of exercise on the heart.
3 marks for 3 from:
1.
Increase in heart/pulse rate
2.
Increase in cardiac output / more blood pumped out per minute
3.
Increase in stroke volume / increase in blood (pumped out per beat)
Explain when and how lactic acid affects the ability of the body to maintain
physical activity.
4 marks for 4 from:
1.
During exercise
2.
When there is a lack of oxygen / anaerobic
3.
When working hard/high intensity activity
4.
Builds up in muscle
5.
Causes fatigue / tiredness
6.
Causes pain / discomfort / aches / soreness
7.
So more likely to stop the activity
8.
Decrease performance level in the activity / slows you down
JANUARY, 2012
Describe three long term effects of exercise on the muscular system.
1. Increase in size (of muscle fibres)/hypertrophy of muscles / increase in muscle
fibres
2. Increase in strength/power/speed (of muscle fibres) / increase in muscle tone
3. Increased tolerance to lactic acid/onset of fatigue delayed
4. Greater potential for energy production/more energy available / increase in energy
stores
5. Size/number of mitochondria increased
6. Increase in myoglobin (within muscle cells)
7. More oxygen to working muscles / increase in blood flow / increase in capillaries
8. Increased (muscular) endurance
9. Increased flexibility
10. Increased rate of removal of lactic acid
11. Causes injuries
12. Helps prevent injuries
Tendonitis can be a barrier to participating in physical activities.
Describe the symptoms of tendonitis. (3)
1. Inflammation of the tendon / redness
2. Skin can be warm/hot
3. Tenderness / painful
4. Swelling can occur
5. Reduction in mobility/can’t move very well/ stiffness / Weakness
Describe the structure of a joint. Give an example of a hinge joint. (4)
1. Where two or more bones meet
2. Has a joint capsule
3. Has synovial fluid
4. Synovial membrane
5. Has cartilage (on articulating surfaces)
6. Has ligaments (linking bone to bone)
(1 mark max for example of a hinge joint)
7. Elbow or knee or ankle
JUNE 2012
19) Identify where synovial fluid is found and explain its function (4)
4 marks from:
1 mark sub max for identifying location:
1.
Found in / around (synovial) joints
3 marks sub max for function:
1.
It lubricates the joint
2.
Thus protecting (cartilage)/prevents injury/ wear and tear
3.
Ensures smooth/unobstructed/ efficient movement/ prevents friction/ stiffness
/ pain
4.
This is secreted into the joint by the synovial membrane. eg knee joint
5.
Nourishes the cartilage/ keeps joint healthy
6.
Helps to stabilise the joint
21) Describe how lactic acid affects the ability of the body to maintain physical
activity (3)
3 marks from:
1. Builds up during exercise / builds up/ produced in muscle/ when there is a lack of
oxygen / when working hard / high intensity activity
2. Causes fatigue/tiredness
3. Causes pain / discomfort / stiffness/ soreness/ aching
4. So more likely to stop
5. Can lead to decrease performance / activity / restricts movements / slows you
down/ can’t do as much
22) Explain using practical examples how an active lifestyle can be good for the
health of muscles (6)
6 marks from:
1. Helps with the elasticity of muscles prevents stiffness
2. Practical examples – stretching during warm–ups/cool downs
3. Muscle use can build muscle/hypertrophy/build more fibres/strengthens muscles
stops weakening of muscles / stops reversibility / keeps toned/ stops muscle wastage
/ atrophy
4. Practical examples – regular walking/running gardening/training/exercise classes
5. Variety of exercise will maintain and strengthen / develop a good range of
muscles
6. Practical examples – varied trained methods/walking and swimming
7. Less likely for injury
8. Practical examples – regular exercise maintains health/posture
9. Improve recovery/ increases rate of lactic acid removal/ Resting
muscles/recuperation (after injury) can help to maintain and heal
10. Practical examples – resting during and after exercise
11. Rehabilitation/specialist therapy/ physiotherapy/ massage can help to maintain
and develop
12. Practical examples – if pulled a muscle then go to doctor to be referred/go to
physio for treatment/use rehab exercises
13. Increase in speed
14. Practical examples – can run faster
15. Increase power
16. Practical examples – can lift/do physical work more effectively
17. More endurance/can work for longer/ increase tolerance to lactic acid/ increase
in 02/ more efficient/ increase energy production
18. Practical examples – can keep going/not get tired
JANUARY 2013
19) Giving a practical example for each, describe what is meant by adduction and
abduction in joint movements (4)
Four marks for four from:
Sub max three marks from:
1. (adduction) is movement towards (the midline of) the body
2. Eg In swimming the propulsive/kicking of the legs during the breaststroke leg kick
involves adduction
3. (abduction) is movement away from (the midline of) the body
4. Eg Box splits in gymnastics shows abduction
20) Describe three long term effects of exercise on the heart and three long long term
effects of exercise on the lungs (6)
Six marks for six from:
Three marks sub max heart
1. Increase size/muscle of heart/hypertrophy/heart is stronger
2. Increase in stroke volume (resting/maximum)/ more blood per beat
3. Increase in (maximum) cardiac output/more blood (per minute)
4. Decrease in (resting) heart rate
5. Decrease in likelihood of CHD or related heart problems/healthier heart
Three marks sub max lungs
6. Increase in lung volume or capacity/increase in resting lung volume/increase in
alveoli/more air or more oxygen
7. Increased capillarisation
8. Increase in (maximum) pulmonary ventilation
9. Increase in minute volume
10. Increase in tidal volume
11. Increase in strength of respiratory muscles
12. Decrease in lung disease/healthier lungs
JUNE 2013
19) Identify the type of joint found at the knee. Explain the role of the quadriceps and
the hamstrings in flexing the knee (4)
1 mark sub max for named joint:
1. Hinge/synovial hinge.
3 marks sub max for the role of muscles in flexion at knee:
2 marks sub max for quads
2. Quads will help by stabilising/working against/opposes the hamstrings
3. Quads relax/lengthen
4. Quads are the antagonists.
2 marks sub max for hams
5. Hamstrings will bend the knee
6. Hamstrings will contract/shorten
7. Hamstrings are the agonists/the prime mover.
22) Describe tendonitis and suggest one way in which this might be avoided (4)
4 marks for 4 from:
Sub max 3 marks for description:
1. Often through overuse (of tendon)
2. Tenderness/sensitivity (of tendons) increased/painful/sore (tendon)
3. Swelling of area
4. Rise in temperature (of surrounding connective tissue)/ inflammation/redness
5. Reduced movement/stiffness.
Sub max 1 mark for avoidance strategy:
6. Avoid repetitive movements or not doing too much at any one time or to rest or
strengthen the muscles/ tendons or to bandage/ice/anti-inflammatory
painkillers/steroid injection or surgery (in extreme cases)or antibiotics (if
infected)/appropriate footwear/ appropriate equipment/correct technique/treatment.
23) When does the build up of lactic acid occur? Identify two effects of the build up
of lactic acid (3)
25) Explain the short and long term effects that regular exercise has on the heart (6)
Programme is relevant and should include the following
principles or within the description the principles are recognised:
(Overload)
Work harder than normal/puts body under stress/adaptation
will follow/comes about by increasing frequency/intensity/duration
Eg Lifting heavier weights.
(Specificity)
Training should be particular/relevant to needs
(Do not accept specific on its own without explanation)/relevant energy
system used/relevant muscle groups used
Eg choosing main muscle groups used in activity to train for strength.
(Progression)
(Gradually) becomes more difficult/demanding/challenging g/once adapted then
more demands on body
Eg Doing more repetitions of sprints at each training session.
(Reversibility)
Performance can deteriorate if training stops/decreases
INFORMED DECISION MAKING
SPECIMEN PAPER
21) Describe an occasion when correct carrying technique will reduce the chance of
injury during or preparing for a physical activity (2)
-
Bending legs / use of large muscle groups
Keeping back straight / protecting the back muscles
When lifting / carrying in the sports hall
Do not lift / carry unless necessary
Enlist the help of others / use lifting / carrying equipment
22) Describe the difference between aerobic and anaerobic exercise, giving an
example of each (4)
Aerobic:
-
Cardiovascular fitness / heart, blood and blood vessels
Involves oxygen
Ability to work for long period of time
Examples e.g interval / fartlek / circuit etc
Anaerobic:
-
Ability to work at high intensity
For a short period of time
Without oxygen
Examples: sprinting. Sprint swim
24) Choose the role of either participant, leader or official and describe how you
might reduce risks and injuries to yourself in that particular role (4)
-
correct clothing
personal protective clothing
follow health and safety
Lift, carry and place equipment safety procedures
Participate at the right level
Warm up and down
Keep fit and healthy
26) Exercise is important in maintaining an active, healthy lifestyle. Describe a warm
up exercise. Explain the importance of a warm up when exercising (4)
-
To improve skills and techniques
To increase flexibility
-
To improve the speed of movement
To improve strength of muscular contraction
To reduce injury
27) State three long term benefits of training on a performer’s well being (3)
-
Feel better about yourself
Feel better about the way you look
Feel better within yourself
Cope better with stress
More likely to be fit and healthy
Body systems work better
JANUARY 2010
21) Describe the training method of plyometrics. What type of physical activities is
plyometrics particularly good for (4)
-
Plyometrics involves bounding / hopping
Jumping / in depth jumping
When athlete jumps onto and off boxes
Muscles have to work concentrically (jumping)
And eccentrically (landing)
Important that the muscles are warm
This is very strenuous and need reasonable amount of fitness
Type of Activity (1 mark)
-
Dynamic strength
Speed
Power
Throwing
Jumping
24) Give four ways in which a participant in a physical activity might minimise the
risk of injury (4)
-
-
Correct footwear / clothing
Personal protective equipment
Follow health and safety procedures
Lift and carry equipment correctly
Exercise to correct standard
Warm up and cool down
Correct technique
Stop / cease activity
MAY 2010
18) Other than frequency, what are the other components of the FITT principle?
Three marks for:
1 Intensity
2 Time
3 Type
4 Tedium
19) To help with the management of stress in physical activities.
Four marks max. One mark for each correct response (Max of two marks without
practical examples).
1 Relaxes you/takes away pressure
2 Practical example, eg controlling anxiety in a tennis game
3 Keeps you calm/‘chilled’/lowers arousal/controls arousal/positive self-talk
4 Practical example, eg calms you down before performing a gymnastics
floor routine
5 Therefore do not get carried away/over-excited/more angry
6 Practical example, eg less angry when someone fouls you in hockey
7 Can make decisions more effectively/makes you more confident
8 Practical examples, eg a cricket captain can set a field calmly and
effectively
9 Less likely to be physically abusive/violent
10 Practical example, eg will not retaliate if punched in rugby
11 Less likely to make inflammatory comments/avoid criticising others
12 Practical example, eg no back-chat to ref in football
13 Be able to see other people’s point of view/weigh things up more
rationally
14 Practical examples, eg can see why another player in netball is angry
because you have fouled them
15 Focussing/will not miss important cues/hearing the whistle/officials
decisions that might lead to foul play/to ignore the crowd/makes you
work harder (on what is important)
JANUARY, 2011
The main training principles are overload; specificity; progression and reversibility.
Describe three of these training principles and give a practical example for each. (6)
Six marks for six from:
One mark max for description
One mark max for practical example/equivalent
Overload:
Work harder than normal/puts body under stress/adaptation will follow/comes about
by increasing frequency/intensity/duration.
Eg Lifting heavier weights
Specificity:
Training should be particular/relevant to needs/relevant energy system used/relevant
muscle groups used.
Eg choosing main muscle groups used in activity to train for strength.
Progression:
(Gradually) becomes more difficult/demanding/challenging/once adapted then more
demands on body (suggest time)
Eg Doing more repetitions of sprints at each training session
Reversibility:
Performance/fitness can deteriorate if training/exercise stops/decreases.
Eg If you stop endurance training your stamina will reduce in time.
Describe ways in which you might reduce the potential risks in outdoor, adventurous
activities. (5)
Five marks for five from:
1 Activity supervised/qualified instructor/go with someone else/being trained/know
what you are doing
2 Correct clothing/footwear/shoes/properly fastened clothing/fits well
3 Personal protective equipment/the right equipment
4 Wear sun tan lotion
5 Risk assessment/knowledge of risks of activity
6 Follow health and safety procedures/take first aid kit/regulation of activity/safety
briefing
7 Check equipment (for faults)
8 Take the climate/weather/environment/surfaces into account (when
planning/continuing)/keep track of where you are/checking the area
9 Activities suitable for the age/ability/experience of the participants
10 Lift and carry equipment correctly
11 Exercise/compete at appropriate level/don’t overdo it
12 Warm up/cool down/stretching exercises
13 Correct technique/skills
14 Take telephone/tell someone where you are going
15 Cover any cuts/abrasions (with a plaster)
16 Rehydration/eat (regular) snacks
Describe four ways in which continuous training can improve performance in
physical activities. (4)
Four marks for four from:
Improves fitness/stamina/(cv)endurance/you can keep going/increases energy levels
Can assist weight control/weight loss
Decrease in fatigue/less need for rest
Increase tolerance to lactic acid
Emulates/duplicates the ‘real game’ situation/prepares for competition
Reduces resting heart rate
Increases heart efficiency/or adaptations identified (other than reducing resting heart
rate)
Improved efficiency of vascular shunt
Increases lung efficiency/better use of O2/or adaptations identified
Increases muscular efficiency or adaptations identified
Reduces blood pressure
Reduces risk of health problems/or examples of these problems
MAY, 2011
Identify the four components of the FITT principle of training.
4 marks for 4 from:
1.
Frequency
2.
3.
4.
Intensity
Time
Type
Identify five potential hazards that may be found in a fitness centre.
5 marks for 5 from:
1.
Poorly maintained / faulty / broken / unclean equipment
2.
Equipment / wires (trip hazard) that are obstacles/gets in the way/improperly
housed / blocked fire doors
3.
Falling equipment/weights/unstable
4.
Floor slippy/rough/uneven / dirty / water / hard floor
5.
Litter/discarded objects/bags
6.
Improper use of the equipment/lifting too many weights/overdoing the
exercise / lack of knowledge
7.
Electrical equipment
8.
Crowded area/too many people/other participants
9.
Clothing/improper footwear/jewellery/loose hair
10.
Door handles / radiators / fixtures and fittings (other than activity equipment) /
walls
11.
Air conditioning / heating problems / too hot / too cold
12.
Swimming pool water
JANUARY 2012
Plyometrics and weight training are two ways of exercising to improve fitness.
Describe both of these training methods. (6)
1. Plyometrics involves bounding/hopping / jumping/depth jumping
2. When the athlete jumps onto and off boxes
3. Muscles have to work concentrically (jumping up)
4. (and) eccentrically (landing)
5. Usually working the leg muscles
6. Important that the muscles are warmed and stretched before attempting this type
of training
7. This type of training is very strenuous on the muscles / joints
4 marks sub-max for weight training
8. This involves lifting (different) weights
9. Can involve machines or free weights
10. Weights provides resistance/makes you work hard
11. Involves repetitions/sets
12. Important that a warm up takes place (if not given for plyometrics)
13. Targets specific muscle groups
14. Is a type of interval training/enables recovery / mainly anaerobic
15. This type of training is very strenuous on the muscles and joints (if not given for
plyometrics)
Describe, using practical examples, the following training principles: overload;
specificity; progression. (6)
(Overload)
1. Work harder than normal/puts body under stress/adaptation will follow/comes
about by increasing frequency/intensity/duration.
2. Eg Lifting heavier weights.
(Specificity)
3. Training should be particular/relevant to needs (Do not
accept specific on its own without explanation)/relevant energy system used/relevant
muscle groups used / specific sport or specific area of the body.
4. Eg choosing main muscle groups used in activity to train for strength.
(Progression)
5. (Gradually) becomes more difficult/demanding/challenging/once adapted then
more demands on body.
6. Eg Doing more repetitions of sprints at each training session.
Describe how good personal hygiene can help to avoid minor infections when
participating in physical activities. (4)
1. Wash your hair regularly
2. Keep nails short/cut (to avoid infection from dirt)
3. Keep your nails clean (to avoid infection/passing on infection)
4. Wash your skin/hands/shower (after activities to avoid infections) / wash your feet
(to avoid infections)
5. Dry your feet (to avoid picking up (fungal) infections)
6. Shower before swimming to avoid taking dirt/infection into the pool
7. Wash your clothes/change your clothes / underwear/change your socks.
8. Cover or clean cuts or abrasions / to form a barrier / infections against spreading
infection
JUNE 2012
17) Give three short term effects of physical activity on the respiratory system (3)
3 marks from:
1.
Increase in breathing rate / faster or heavy breathing/ out of breath/ shortness
of breath
2.
Increase in tidal volume/ increase (slight) in residual volume
3.
Increase in minute volume
4.
Increase in oxygen uptake/ gaseous exchange
18) The FITT principle for exercise and training identifies that frequency, intensity,
time and type are important factors. Describe how you would plan an exercise
programme by using these factors of the FITT principle (4)
4 marks from:
1.
(Frequency) – how often / eg the number of training sessions each week
2.
(Intensity) – how hard / eg create a training zone / how hard the performer
trains / how much weight they are lifting
3.
(Time) – How long / the length of time you train/ The duration that the training
takes up / 20+ minutes for aerobic exercise/ the number of reps
4.
(Type) – This must be chosen that suits the needs of or relevant to the
performer eg a games player would have anaerobic/sprinting work as well as aerobic
/ continuous training
JANUARY 2013
16) Intensity is one of the elements of the FITT principle. Identify the other three
elements of the FITT principle (3)
Three marks for three from:
1. Frequency
2. Time
3. Type
22) Describe how examination courses in Physical Education can help promote a
healthy lifestyle (4)
Four marks for four from:
1. Raises awareness of positive reasons/health benefits of participation/educates
about health and fitness or diet
2. Keeps you fit/you become fitter
3. To enhance performance/ encourages you to get better at your sport or activity
4. Enjoyment/fun of following these courses leads to a healthy lifestyle
5. Measures health/fitness/diet
6. Helps to set goals for better health/fitness/diet motivates you to get fitter or be
healthier
7. School provides resources/(better) equipment that can be used by all
8. Encourages participation (because of the practical element)/you have to
participate in practical activities to complete the course/ to be more active
9. Provides role models in the school/others want to copy successful pupils/others
around you are motivated
10. You get to try new/a range of different games/activities/different opportunities
11. You make friends with others who participate and this encourages you to
participate in games/competitions with friends
12. You get reward/a certificate/qualification through participation
13. Links often made with outside clubs/agencies which encourage participation
outside school
14. Extra-curricular activities are often taken up for exam candidates to
improve/curricular activities are often taken up for exam candidates to improve
23) Identify three roles of the International Olympic Committee (3)
Three marks for three from:
1. Administers the Olympic Movement/Parallel Olympics
2. Promotes the Olympic values/run education programmes/promotes fair play
3. Selects the venue/host/city/country (for summer and winter)
4. Inspect/monitor the progress of the host
5. Owns/administers the rights to the Olympic symbol and the Games
6. Markets the Olympic Games/promotes or seeks sponsorship
7. Distributes funding.
8. Chooses the sports to be included
9. Leads in anti-doping measures/sets protocols/set up the World Anti-Doping
Agency/WADA
10. Invites or withdraws invitations to compete
JUNE 2013
25) Decribe an exercise programme which includes the training principles of:
overload, specificity, progression and reversibility (6)
(Overload)
Work harder than normal/puts body under stress/adaptation
will follow/comes about by increasing frequency/intensity/duration
Eg Lifting heavier weights.
(Specificity)
Training should be particular/relevant to needs
(Do not accept specific on its own without
explanation)/relevant energy system used/relevant muscle groups used
Eg choosing main muscle groups used in activity to train for strength.
(Progression)
(Gradually) becomes more difficult/demanding/challenging g/once adapted then
more demands on body
Eg Doing more repetitions of sprints at each training
session.
(Reversibility)
Performance can deteriorate
OPPORTUNITIES AND PATHWAYS
SPECIMEN PAPER
19) Describe two government initiatives to promote active, healthy lifestyles (2)
-
Five hours of high quality PE and sport per week
One hour of physical activity per day
Eating five fruit and vegetables a day
Any other current initiatives
20) Explain how local provision can encourage participation in physical activity (6)
- Facilities provided by local authority
- Through private enterprise
- Wide variety to choose from
- Subsidies / making it affordable
- Easy access
- Specific target groups e.g age, gender
- Gives taster courses / specific coaching
- Encouraging those with disabilities e.g access
- Provide transport
- Effective advertising / promotion of their activities
JANUARY 2010
22) Describe the roles of both the International Olympic Committee and the British
Olympic Association
IOC:
-
Owns all the rights to the Olympic symbol and the games
This is the world body that administers the Olympic movement
Members are responsible for selecting the host cities of the Olympics
(Summer and Winter)
Consider activities included in the Olympics
BOA:
-
Supplies delegates for the National Olympic Committee (NOC)
-
Responsible for planning and execution of the Great Britain Olympic team
participation
Works with the Olympic Governing Bodies
Selects the TEAM GB
Independent from government / no political issues
Dependent on commercial sponsorship and fundraising
Responsible for developing the Olympic movement
Delegating funding
25) Using your knowledge of current government initiatives related to healthy eating
and exercise, explain how they help young people to follow a healthy, active lifestyle
(6)
-
Healthy Living Programme
Aimed to tackle barriers of limited parental awareness
5 a day messages
Walking to school / use of bikes
Simple message easy to understand
Top tips for mums / advice to mothers
Encourages parents to share tips and ideas with each other, on how to get child
to eat 5 a day
MAY 2010
16) Describe how the British Olympic Association might help you if you
were an Olympic athlete.
Three marks max. One mark for each correct response
1 The BOA selects Team GB/select the best
2 Helps prepare and acclimatise before the Olympics
3 Organises visits to the host city prior to the Olympic Games
4 Has an (exclusive) preparation camp
5 With the (best) facilities for Team GB/places to stay
6 Provide some (top class) equipment/kit
7 Provides (top-class) facilities at the British Olympic Training Centre/places to train
(Austria)
8 Runs programmes which assist athletes throughout their training
9 Help with funding/providing discounts at national and local sports centres
10 Helping athletes find jobs (which fit around their training and competition)
11 Help with travel
17) Explain how assessment courses in physical education can help to
promote an active, healthy lifestyle.
Four marks max. One mark for each correct response.
1 Raises awareness of positive reasons/health benefits of participation
2 Enjoyment/fun of following these courses leads to a healthy lifestyle
3 Measures health/fitness/diet
4 Educates about health and fitness
5 Helps to set goals for better health/fitness/diet
6 School provides resources/(better) equipment that can be used by all
7 Encourages participation because of the practical element/you have to
participate in practical activities to complete the course
8 Provides role models in the school/others want to copy successful pupils/others
around you are motivated
9 You get to try new/a range/different games/activities/different opportunities
10 You make friends with others who participate and this encourages you to
participate in games
11 You get reward/a certificate/qualification through participation
12 Links often made with outside clubs/agencies which encourage participation
outside school
13 Extra-curricular activities are often taken up for exam candidates to
improve/curricular activities are often taken up for exam candidates to
improve
25) Explain how the media influences those who participate in physical
activities.
Levels marked question
Level 1 (1-2 marks)
Candidates make only one or two valid points about the media influences
and describes, rather than explains, and only very superficially. Few links
are made with participation.
There is little or no use of technical vocabulary and sentences have limited
coherence and structure.
There is much irrelevant material.
Errors in grammar, punctuation and spelling may be noticeable and
intrusive.
Level 2 (3-4 marks)
Candidates make a few valid points about media influences and
demonstrate good knowledge and understanding. Good links are made with
participation.
There is some use of technical vocabulary and sentences for the most part
are relevant and coherent.
There are occasional errors in grammar, punctuation and spelling.
Level 3 (5-6 marks)
Candidates make several developed points about media influences and
these are fully explained possibly with advantages and disadvantages.
Excellent links made with participation.
Candidates demonstrate excellent knowledge and understanding of the
factors involved.
Candidates give relevant material that is clearly structured and using
appropriate terminology and technical vocabulary.
There are few if any errors in grammar, punctuation and spelling.
JANUARY, 2011
Give three examples of current government initiatives to promote a healthy lifestyle.
(3)
Three marks for three from:
1 Healthy Living programme
(aimed to tackle barriers of limited parental awareness of weight status and
associated health risks/parental beliefs that a healthy lifestyle is too
challenging/pressures on parents which undermine healthy food choices/a perception
that there are limited opportunities for active lifestyles.)
2 5 A Day message/5(+)fruit and veg each day
3 Walking to school/use of bikes to get to school
(Simple message easy to understand/has little scientific standing but is known by
many so very motivating)
4 Top Tips for Top Mums/advice to mothers
(Encourages parents across the country to share tips and ideas with each other on
how they get their children to eat more fruit and vegetables.)
5 Fruit and veg of different colours provide a wide range of vitamins, minerals, fibre
and healthy antioxidants, which can help to protect the body throughout life.
6 Promotion of healthy diets and physical activity in the run-up to the 2012
Olympics/2012 initiatives for health.
7 Change4Life healthy lifestyles marketing initiative.
(Partnerships with commerce to appeal to young people/more motivating/attractive to
young)
8 Five Choices to help you stay healthy
(You should not smoke/Do some regular physical activity/Eat a healthy diet/Try to
lose weight if you are overweight or obese/Don't drink too much alcohol)
9 30/60 minutes of moderate aerobic physical activity, on most days
10 minimum of two sessions of muscle-strengthening activities per week (not on
consecutive days).
The British Olympic Association is a national organisation involved in promoting
sport and participation in physical activities.
Identify three other types of organisations that promote participation in physical
activities. (3)
Three marks for three from:
1) Local authority
2) Schools
3) Private enterprise/commercial companies/National Lottery
4) Voluntary organisations/sports/local clubs
5) National organisations (other than the BOA)/NGB’s/Sport England Sport
UK/CCPR
6) International Olympic Committee/IOC/International federations eg FIFA
Explain how schools might encourage an active, healthy lifestyle. (6)
Six marks for six from:
1) Fitness/exercise/activity promotional campaigns/educate/inform parents/(health)
posters/PE activity days/sports days
2) Make physical activity enjoyable/inspire/use positive reinforcement/praise (for
following a healthy lifestyle)
3) Through healthy eating/healthy school meals/assemblies
4)Not allowing ‘junk food/drink’ machines/stopping/controlling poor health habits
5) Through the health/PSHE curriculum/health awareness programmes
6) Through PE lessons/National Curriculum/compulsory PE lessons/regular
exercise/varied PE programme
7) Sports College status
8) Examination courses/qualifications
9) Extra-curricular clubs/teams
10) Trips/skiing etc
11) Links with clubs/agencies
12) Use of role models/speakers coaches/teachers
13) Playgrounds
MAY, 2011
Identify and describe three ways that local authority provision can promote
participation in physical activities.
6 marks for 6 from:
1.
Sports centres/indoor facilities/equipment
2.
Local facilities that serve the community
3.
Swimming pools
4.
Available for all in locality
5.
Parks and sports grounds /green space /school fields / tennis courts
6.
For tennis / a range of outdoor activities
7.
Outdoor/adventurous Education Centres
8.
For outdoor education activities / climbing etc
9.
Sports development officers/5 x 60 Officers/ coaches
10.
Co-ordinate/promote activities in the locality
11.
Analyse local needs
12.
To know what people want/surveys/target resources
13.
Promotional campaigns/web site
14.
Healthy lifestyle/eating/exercise campaigns
15.
Courses/taster sessions/activities/events presentations/ (new) sports
available / teams / clubs / leagues
16.
These encourage people to participate
Give three examples of National Governing Bodies and name the sports they
represent.
3 marks for:
Eg FA – Football
LTA – tennis
ASA – swimming etc
Give two positive effects and two negative effects that the media may have on
following an active, healthy lifestyle.
2 marks sub/max for positive
Positive
1.
Promotes sport /exercise / increases interest through sports coverage / raises
profile
2.
Promotes healthy living
3.
Motivates through role models / sports stars / successful / attractive people /
want to look like them
4.
Promotional campaigns / public service broadcasting
5.
Wide variety on some channels / some minority sports
6.
Have created funds / sponsorship that can be used to encourage health /
more funding for sports
7.
Gives information about healthy lifestyles eg the internet
2 marks max for negative (only 1 mark max for opposites)
Negative
1.
May reinforce unhealthy lifestyle / alcohol / drugs consumption / gambling /
poor role-models
2.
Too much contact with the media discourages activity / ‘couch potato’
syndrome
3.
Minority sports under-represented / not many sports shown or represented /
only a narrow representation of sports are shown or represented
4.
Women’s sport / activity under-represented / mis-represented
5.
Disability sport under-represented / mis-represented
6.
Campaigns against provision.
JANUARY 2012
Explain how private enterprise can increase participation in physical activities.
1. Can provide good/better facilities to attract more
2. Can provide good/better equipment to attract more
3. Can offer other services of support/provide personal trainers to enable
participation / better coaching
4. Can offer an exclusive/comfortable environment so more likely to join and return /
social aspects
5. Can be locally available/good access so that people can participate easily / more
facilities or equipment.
6. Sponsoring teams or individuals to participate
7. Promotional campaigns / advertises facilities / benefits / free taster days
Describe recent government initiatives to promote active, healthy lifestyles.
1. Healthy Living programme - to encourage following healthy lifestyles
2. aimed to tackle barriers of limited parental awareness of weight status and
associated health risks/parental beliefs that a healthy lifestyle is too
challenging/pressures on parents which undermine healthy food choices/a perception
that there are limited opportunities for active lifestyles
3. 5 (+)A Day message
4. Fruit and veg / different colours/rainbow foods provide a wide range of vitamins,
minerals, fibre and healthy antioxidants, which can help to protect the body
throughout life
5. Run-up to the 2012 Olympics/2012 initiatives for health
6. Promotion of healthy diets and physical activity
7. Walking to school/use of bikes to get to school / Bikes around London / bikeability
8. Simple message easy to understand/has little scientific standing but is known by
many so very motivating
9. Top Tips for Top Mums/advice to mothers
10. Encourages parents across the country to share tips and ideas with each other
on how they get their children to eat more fruit and vegetables
11. Change4Life healthy lifestyles marketing initiative
12. Partnerships with commerce to appeal to young people/more
motivating/attractive to young / any relevant change towards a more healthy
lifestyle/Great Swapathon – change habits
13. Small Steps 4 Life
14. Healthy lifestyles through small changes in diet / exercise / wellness
15. Five Choices to help you stay healthy
16. You should not smoke/Do some regular physical activity/Eat a healthy diet/Try to
lose weight if you are
overweight or obese/Don't drink too much alcohol
17. 30 minutes of (moderate aerobic) physical activity, on most days
18. Minimum of two sessions of muscle-strengthening activities per week (not on
consecutive days)
19. Children and teenagers should get at least one hour a day of moderate physical
activity / 5X60 initiative (Wales)
20. Can be achieved by a mixture of play/PE/games/dance/cycling/a brisk walk to
school/sports/various outdoor activities or equivalent
21. School based initiatives.
22. Description of school-based initiatives eg walking to school or canteen provision
23. Free swimming
24. Access to swimming for young and older people
JUNE 2012
16) Describe three potential hazards that are associated with performing physical
activities on a public playing field (3)
3 marks from:
1. Litter / glass / debris on the field / animal faeces/ syringes/ sharp objects
2. Slippy/ muddy surface / wet / icy surface/ uneven ground/surface / (pot) holes /
stones or rocks/ mole hills
3. Hard surface /unforgiving surface
4. Goalposts / corner posts / netting / (personal) equipment/ footwear
5. Other people/ other activities / members of the public /dogs/animals
6. Weather/ sunlight
23) Explain how physical education examination courses in schools can help
promote an active healthy lifestyle (5)
5 marks from:
1. Educate about health and fitness / raises awareness of positive reasons/health
benefits of participation
2. Enjoyment/fun/ of following these courses leads to a healthy lifestyle /motivating/
feel good about yourself/ less stress
3. Measures health/fitness/diet / helps to (self) evaluate
4. Helps to set goals for better health/fitness/diet
5. School provides resources/(better) equipment that can be used by all
6. Encourages participation because of the practical element/you have to participate
in practical activities to complete the course / getting people into sport / getting
involved / extra PE lessons/ improving skills
7. Provides role models in the school/others want to copy successful pupils/others
around you are motivated
8. You get to try new/a range/different games /activities /different opportunities/
9. Get to try new roles/ being an official/ a coach
10. You make friends with others who participate and this encourages you to
participate in games
11. You get reward/a certificate/qualification through participation/ career pathway
12. Links often made with outside clubs/agencies which encourage participation
outside school
13. Extra-curricular activities are often taken up for exam candidates to
improve/curricular activities are often taken up for exam candidates to improve
24) Describe how the availability of funds can affect young people’s ability to follow
an active healthy lifestyle (5)
5 marks from:
1. Grants can be available from government / local authorities / schools which may
help participation.
2. If parents are able to fund activities more likely to participate/ if funds inadequate
less likely to afford activity
3. (If family) have good funds tendency to eat healthily
4. Funding via the lottery can improve provision for young people
5. Sponsorship may be available if young person is particularly good
6. Some clubs have membership fees that need to be paid to participate
7. Equipment / kit can be bought if funded well
8. Entrance fees / hiring facilities may affect participation
9. Provision/ quality of facilities
10. Set up clubs/ leagues / OSHL clubs
11. Can motivate to participate/ can de-motivate by spending available funds on
other priorities
12. Pay for transport to gain access
13. Coaching or teaching fees may be a barrier
JANUARY 2013
17) Describe four potential hazards when playing on an outdoor tennis court (4)
Four marks for four from:
1. Litter/glass/debris on the court/dog/animal faeces/leaves
2. Discarded tennis balls/rackets/equipment
3. Slippy surface/wet/icy surface
4. Uneven ground/surface/holes
5. Hard surface/unforgiving surface
6. Tennis posts/netting/umpire stand/faulty equipment
7. Surrounding fence/fence posts
8. Other people/players/officials/members of the public
9. Weather/heat/sun/cold/rain/wind
10. Inappropriate footwear/untied shoelaces
25) Using examples, explain the effects of the media on young people’s lifestyles (6)
Positive aspects:
1. Wide/intense/regular coverage of sport on TV– encourages participation
2. Eg watch Wimbledon tennis more likely to play
3. Internet/web-sites encourage interest and therefore participation
4. Eg blogs from sports people
5. Press/written media extensive coverage
6. Eg information about where to play sport
7. Encourages general interest in sport/physical activities/exercise
8. Gives ideas about new/novel activities
9. Promotes/educates/ advertises about benefits to health/well being
10. Eg shows active and healthy participants
11. Show consequences of low activity levels
12. Eg documentary about obesity
13. Can inform about how to participate
14. Can inform about where to participate
15. Entertains and therefore attracts participation (Match of the Day and football)
16. Media attracts sponsorship/funding to clubs/individuals that may then encourage
more participation
17. Leading to advertising linking products with active living/draws attention to activity
(via product)
18. Activity can be perceived as fashionable/cool thing to do/raise status
19. Eg extreme sports seen as ‘cool’
20. Media can attract funds for facilities/equipment participation can give prizes
21. Shows successful sportspeople that inspires others to participate in different
ways/role models
22. Eg Olympic athletes winning medals
Negative aspects:
23. Negative view that media may link activity to undesirable factors for some
people/alcohol/competitiveness/fast foods etc
24. Eg over-competitiveness of rugby players in TV match
25. Role models show unhealthy behaviour
26. Eg Famous athlete taking drugs
27. Role models deemed to be out of reach/unrealistic/can lower self-esteem
28. Eg athletes that are slim and fit in athletics
29. The availability of media may stop people participating in sport/making couch
potatoes
30. Eg Access to wide variety of sports via Sky TV
31. Can give activities a bad name/make it seem dangerous/injurious
32. Eg someone breaking their neck falling from the beam in gymnastics
33. Coverage can be limiting/only some sports represented
34. Eg mainly male sports and football represented
35. Over-emphasis on male/able bodied sport
36. Can encourage aggression
37. Eg watching a fight on a rugby pitch
38. Can encourage nationalism/prejudice/jingoism
39. Eg show prejudice against another country via an international football match
JUNE 2013
16) Identify three ways in which a school may promote a healthy lifestyle (3)
1. Exam courses/qualifications
2. Through PE lessons/(National) curriculum/teaching
about healthy lifestyle
3. Through extra-curricular activities/sports days/school
teams/variety of activities/fixtures
4. Through links with external clubs or agents or coaches
5. School trips (to appropriate venues)
6. Running health awareness programmes/campaigns/
posters/leaflets/assemblies
7. Through PSHE/Biology/other relevant lessons/cross
curricular initiatives/teaching impact of unhealthy
lifestyle
8. Healthy food (in canteen)/provide water fountains
9. Encourage active playtimes
10. Use role models/teachers/significant performers
11. Making facilities/equipment available for community
use.
17) Describe four different examples of personal protective equipment used in a
named physical activity (4)
1. Shin pads in football/hockey etc
2. Leg guards in cricket/hockey goalkeeper etc
3. Helmets in cricket/hockey/cycling/ water polo hats etc
4. Cricket box/protector
5. Body armour/shoulder pads in martial arts/back brace
for horse riding/hockey goalkeeper etc
6. Kickers in hockey goalkeeper etc
7. Mouth guard in rugby
8. Facemasks in hockey
9. Elbow/knee pads in mountain biking
10. Goggles for Swimming or skiing
11. Gloves for horse riding/boxing.
24) Explain how government initiatives can promote active and healthy lifestyles (4)
Healthy Living programme to encourage following
healthy lifestyles aimed to tackle barriers of limited
parental awareness of weight status and associated
health risks/parental beliefs that a healthy lifestyle is
too challenging/pressures on parents which undermine
healthy food choices/a perception that there are limited
opportunities for active lifestyles
2. 5 A Day message eating 5(+)fruit and veg each day
3. Walking to school/use of bikes to get to school/
simple message easy to understand/has little scientific
standing but is known by many so very motivating
4. Top Tips for Top Mums – advice to mothers
encourages parents across the country to share tips
and ideas with each other on how they get their
children to eat more fruit and vegetables
5. Fruit and veg of different colours/rainbow foods –
provide a wide range of vitamins, minerals, fibre and
healthy antioxidants, which can help to protect the
body throughout life
6. Promotion of healthy diets and physical activity –
in the run-up to the 2012 Olympics/2012 initiatives for
health and post-Olympics legacy drive for healthy
living
7. Change4Life healthy lifestyles – marketing initiative
partnerships with commerce to appeal to young
people/more motivating/attractive to young
8. Five Choices – to help you stay healthy you should
Not smoke/Do some regular physical
activity/Eat a healthy diet/Try to lose weight if you are
overweight or obese/Don't drink too much alcohol
9. 30 minutes of moderate aerobic physical activity,
on most days.