GCSE PE Paper 2 MS - SAMs 2

SPECIMEN ASSESSMENT MATERIAL – SECOND SET

GCSE PHYSICAL EDUCATION PAPER 2 SOCIO-CULTURAL INFLUENCES AND WELL-BEING IN PHYSICAL ACTVITY AND SPORT Mark scheme Specimen material – Second set Version 0.1

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Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant questions, by a panel of subject teachers. This mark scheme includes any amendments made at the standardisation events which all associates participate in and is the scheme which was used by them in this examination. The standardisation process ensures that the mark scheme covers the students’ responses to questions and that every associate understands and applies it in the same correct way.

As preparation for standardisation each associate analyses a number of students’ scripts. Alternative answers not already covered by the mark scheme are discussed and legislated for. If, after the standardisation process, associates encounter unusual answers which have not been raised they are required to refer these to the Lead Assessment Writer.

It must be stressed that a mark scheme is a working document, in many cases further developed and expanded on the basis of students’ reactions to a particular paper. Assumptions about future mark schemes on the basis of one year’s document should be avoided; whilst the guiding principles of assessment remain constant, details will change, depending on the content of a particular examination paper.

Further copies of this mark scheme are available from aqa.org.uk

Level of response marking instructions Level of response mark schemes are broken down into levels, each of which has a descriptor. The descriptor for the level shows the average performance for the level. There are marks in each level.

Before you apply the mark scheme to a student’s answer read through the answer and annotate it (as instructed) to show the qualities that are being looked for. You can then apply the mark scheme.

Step 1 Determine a level Start at the lowest level of the mark scheme and use it as a ladder to see whether the answer meets the descriptor for that level. The descriptor for the level indicates the different qualities that might be seen in the student’s answer for that level. If it meets the lowest level then go to the next one and decide if it meets this level, and so on, until you have a match between the level descriptor and the answer. With practice and familiarity you will find that for better answers you will be able to quickly skip through the lower levels of the mark scheme.

When assigning a level you should look at the overall quality of the answer and not look to pick holes in small and specific parts of the answer where the student has not performed quite as well as the rest. If the answer covers different aspects of different levels of the mark scheme you should use a best fit approach for defining the level and then use the variability of the response to help decide the mark within the level, ie if the response is predominantly level 3 with a small amount of level 4 material it would be placed in level 3 but be awarded a mark near the top of the level because of the level 4 content.

Step 2 Determine a mark Once you have assigned a level you need to decide on the mark. The descriptors on how to allocate marks can help with this. The exemplar materials used during standardisation will help. There will be an answer in the standardising materials which will correspond with each level of the mark scheme. This answer will have been awarded a mark by the Lead Examiner. You can compare the student’s answer with the example to determine if it is the same standard, better or worse than the example. You can then use this to allocate a mark for the answer based on the Lead Examiner’s mark on the example.

You may well need to read back through the answer as you apply the mark scheme to clarify points and assure yourself that the level and the mark are appropriate.

Indicative content in the mark scheme is provided as a guide for examiners. It is not intended to be exhaustive and you must credit other valid points. Students do not have to cover all of the points mentioned in the Indicative content to reach the highest level of the mark scheme.

An answer which contains nothing of relevance to the question must be awarded no marks.

01

How many calories does an average adult male require per day?

[1 mark]

Marks for this question: AO1 = 1 C 02

Which one of these is an example of intrinsic motivation?

[1 mark]

Marks for this question: AO1 = 1 C 03

How much protein should a balanced diet contain per day?

[1 mark]

Marks for this question: AO1 = 1 A 04

Which one of these types of drug is taken to mask the pain caused by injury?

[1 mark]

Marks for this question: AO1 = 1 C 05

Which one of these is an example of a football coach giving feedback in the form of knowledge of results?

[1 mark]

Marks for this question: AO2 = 1 D 06

Which one of these activities is most suited to an extrovert?

[1 mark]

Marks for this question: AO2 = 1 B

07.1

State two possible negative effects of obesity on physical health.

[2 marks]

Marks for this question: AO1 = 2 Award one mark for each of the following points up to a maximum of two marks.    

Cancer (1) Heart disease / heart attacks (1) Diabetes (1) High cholesterol (1)

Accept any other suitable negative effect of obesity on physical health.

Maximum 2 marks

07.2

Explain three negative effects that obesity could have on performance in a named racket sport of your choice (eg tennis, badminton).

[3 marks]

Marks for this question: AO2 = 3 Award one mark for each of the following points up to a maximum of three marks. Answers must link a negative effect of obesity to a named racket sport, eg tennis, badminton.    

Limits stamina / cardiovascular endurance – so cannot perform for the whole game / set(s) (1) Limits flexibility – so cannot reach for the ball / shuttlecock (1) Limits agility – so cannot change direction to intercept ball / shuttlecock / move around the court quickly enough (1) Limits speed / power – so cannot get to the ball / shuttlecock quickly enough / cannot jump high enough to reach for the ball / shuttlecock / cannot create the power to win the rally (1)

Accept any other suitable explanation of a negative effect that obesity could have on performance.

Explanation must be applied to a named racket sport.

Maximum 3 marks

07.3

Define sedentary lifestyle.

[1 mark]

Marks for this question: AO1 = 1 Award one mark for each of the following points up to a maximum of one mark. 

A lifestyle with irregular or no physical activity (1)

Accept any other suitable definition of sedentary lifestyle.

Maximum 1 mark

08 08.1

Tackling is a skill used in rugby.

Define skill.

[1 mark]

Marks for this question: AO1 = 1 Award one mark for each of the following points up to a maximum of one mark. 

A learned action / learned behaviour (with the intention of bringing about pre-determined results with maximum certainty and minimum outlay of time and energy) (1)

Accept any other suitable definition of skill.

Maximum 1 mark

08.2

Classify the skill of a rugby tackle using each of the following classifications:    

basic/complex open/closed self-paced/externally-paced gross/fine.

Justify your choices.

[4 marks] Marks for this question: AO2 = 4 Award one mark for each of the following points up to a maximum of four marks. Classifications must be justified.    

Complex – requires decision making/timing to complete tackle / action which requires thought or cognitive ability to be safe (1) Open skill – action is affected by the environment / carried out in a way to tackle moving performers (1) Self-paced – the speed / pace / rate of the movement is controlled by you / when to tackle, you decide when to wrap arms around opponent (1) / (Accept externally-paced if linked to tackle completed when the opponent is there to be tackled) Gross – involves big movements of the body / involves the use of large muscle groups / movements when running do not tend not to rely on accuracy and precision (1) / (Accept fine if linked to a tap tackle)

Accept any other suitable justification of how a rugby tackle can be classified. Classifications must be justified.

Maximum 4 marks

08.3

Figure 1 shows the arousal level of three rugby players.

Analyse the information in Figure 1 and suggest which player is most likely to successfully perform a rugby tackle. Justify your answer.

[3 marks]

Marks for this question: AO2 = 1, AO3 = 2 Award one mark for each of the following points up to a maximum of three marks. Answers must not relate to Player 3 being the most likely to be successful when performing a rugby tackle.

AO2  

Accept Player 1 if linked to controlled arousal and therefore controlled movement (1) Accept Player 2 if linked to the high arousal required for large muscle movements (1)

AO3 Player 1  Linked to a different type of tackle, eg tap tackle / controlled arousal / not being over aroused (1)  Controlled arousal prevents a loss of performance as per inverted-U theory / mistimed / high tackle / equivalent (1)  Player 2 maybe over-aroused and Player 3 may be under-aroused, therefore Player 1’s arousal level is best (1) Player 2  Optimal level of arousal tends to be high when tackling / arousal to knock someone down (1)  Rugby tackling generally requires the creation of a large force as the opponent is often moving at speed, thus high arousal (1)  Has the highest level of arousal so is most likely to generate the power required (1)  Players 1 and 3 maybe under-aroused (1) Accept any other suitable suggestion about which player is most likely to successfully perform a rugby tackle. Answers must be justified. Do not accept answers that relate to Player 3 being the most likely to successfully perform a rugby tackle.

Maximum 3 marks

08.4

Name two stress management techniques that could be used to control arousal.

[2 marks]

Marks for this question: AO1 = 2 Award one mark for each of the following points up to a maximum of two marks.     

Deep breathing (1) Mental rehearsal (1) Visualisation (1) Imagery (1) Positive self-talk (1)

Accept any other suitable named stress management techniques. Answers must relate to controlling arousal.

Maximum 2 marks

09.1

Outline the roles of protein and vitamins/minerals in your diet [2 marks]

Marks for this question: AO1 = 2 Award one mark for each of the following points up to a maximum of two marks.  

Protein is for growth and repair of muscle tissue (1) Vitamins and minerals are for maintaining the efficient working of body systems and general health (1)

Accept any other suitable outline of the roles of protein and vitamins/minerals in your diet.

Maximum 2 marks

09.2

Explain why a long distance runner requires carbohydrates and fats in his/her diet.

[3 marks]

Marks for this question: AO2 = 3 Award one mark for each of the following points up to a maximum of three marks.    

For a long race carbohydrate would be the preferred energy source but it may run out / runner hits the wall (1) Carbohydrates can provide energy for differing intensities throughout the race if required (1) Fats will work in long periods of low intensity and long distance running cannot be run at high intensity (1) Fats can provide more energy than carbohydrates but only at low intensity and a long distance race may be run at a low intensity (1)

Accept any other suitable explanation of why a long distance runner requires carbohydrates and/or fats in their diet.

Maximum 3 marks

09.3

What effect does dehydration have on blood?

[1 mark]

Marks for this question: AO1 = 1 Award one mark for each of the following points up to a maximum of one mark. 

Thickens / becomes more viscous / slows down (1)

Accept any other suitable point regarding the effect of dehydration on blood.

Maximum 1 mark

10.1

Define the terms contract to compete and sportsmanship.

[2 marks]

Marks for this question: AO1 = 2 Award one mark for each of the following points up to a maximum of two marks.  

Contract to compete – unwritten agreement to follow and abide by the written and unwritten rules (1) Sportsmanship – Conforming to the rules, spirit and etiquette of a sport / fair play / appropriate / polite (1)

Accept any other suitable definition of contract to compete and/or sportsmanship.

Maximum 2 marks

10.2

Describe two examples of how the contract to compete is followed in sporting activities of your choice.

[2 marks]

Marks for this question: AO2 = 2 Award one mark for each of the following points up to a maximum of two marks.    

Shaking hands before a football match (1) Rugby players respecting the referee’s decision (1) Tennis players showing sportsmanship by not serving before their opponent is ready (1) In a long jump qualifying round, the performer tries their best with the final jump, even when they have already qualified for the final (1)

Accept any other suitable explanation of how the contract to compete is followed. Answers must be linked to sporting activities.

Maximum 2 marks

11

Suggest three possible negative effects of having spectators at a sporting event.

[3 marks]

Marks for this question: AO1 = 3 Award one mark for each of the following points up to a maximum of three marks.     

Negative effect on performance of performer(s) / team(s) as a result of increased pressure from the spectators (1) Potential for crowd trouble / hooliganism / violence / unruly behaviour (1) Safety costs / concerns / policing / CCTV (1) Negative effect on participation numbers amongst younger performers who have been put off by crowd / spectator behaviour (1) Creation of a negative atmosphere (1)

Accept any other suitable outline of a possible negative effect of having spectators at a sporting event.

Maximum 3 marks

12.1

Sports performers need to process information to make decisions. These decisions can affect the outcome of their performance.

Complete Figure 2 to show the various stages of a basic information processing model.

[3 marks]

Marks for this question: AO1 = 3 Award one mark for each of the following points up to a maximum of three marks.

Input

Decision making (1)

Output (1)

Feedback (1)

Do not credit Input stage.

Maximum 3 marks

12.2

Using a named skill from a team sport of your choice (eg football, hockey), explain the input stage of information processing.

[2 marks]

Marks for this question: AO2 = 2 Award one mark for each of the following points up to a maximum of two marks.   

Performer takes in information from the display / environment via senses (sight, hearing, etc), eg sight of the ball / noise from team mates (1) They choose what information is most important to them at that time / blocking out irrelevant information, eg sight when watching a cricket ball flying through the air (1) This is called selective attention, ie attending to the most relevant sense, eg the ball (1)

Accept any other suitable explanation of the input stage of information processing. Explanations must be related to performing a skill in a named team sporting activity.

Maximum 2 marks

13.1

What do the S, M and T in SMART stand for?

[3 marks]

Marks for this question: AO1 = 3 Award one mark for each of the following points up to a maximum of three marks.   

Specific (1) Measurable (1) Time-bound (1) Maximum 3 marks

13.2

Anna is running a half marathon. Her previous best of 2 hours, 20 minutes was achieved last year. She has set herself the following target for this year: ‘Finish in under 2 hours, 15 minutes.’

Justify why this is a SMART target.

[4 marks]

Marks for this question: AO3 = 4 Award one mark for each of the following points up to a maximum of four marks.     

It is specific to the race / event (1) It is measurable as it is a time (1) It is accepted by Anna as she wrote it down (1) (Accept that to be fully accepted it would be good to be accepted by her coach as well, if she has one) It is realistic as she has a personal best of 2 hours, 20 minutes so could possibly manage 2 hours, 15 minutes (1) It is time phased, ie by the end of the marathon (1)

Accept any other suitable justification as to why Anna’s target of finishing the half marathon in under 2 hours, 15 minutes is SMART. Maximum 4 marks

13.3

Define the terms performance goals and outcome goals.

[2 marks]

Marks for this question: AO1 = 2 Award one mark for each of the following points up to a maximum of two marks.  

Performance goals – personal standards to be achieved / compare themselves against what they have already done / suggest what they are going to do / there is no comparison with other performers (1) Outcome goals – focus on end result / winning (1)

Accept any other suitable definition of performance goals and/or outcome goals.

Maximum 2 marks

13.4

Suggest one performance goal and one outcome goal for a 100 m sprinter. []

[2 marks]

Marks for this question: AO2 = 2 Award one mark for each of the following points up to a maximum of two marks.  

Performance goal – to get a good start / get out of the blocks quickly / stay low at the start (1) Outcome goal – to win the race / win a medal (1)

Accept any other suitable suggestion of a performance goal and/or an outcome goal. Answers must relate to a 100 m sprinter.

Maximum 2 marks

14.1

Define commercialisation. []

[1 mark]

Marks for this question: AO1 = 1 Award one mark for each of the following points up to a maximum of one mark.  

To manage or exploit (an organisation / activity) in a way designed to make a profit / introducing new products to the market to make a profit (1) Sponsorship and the media (1)

Accept any other suitable definition of commercialisation.

Maximum 1 mark

14.2

Evaluate the role of the media in the relationship between sport, sponsorship and the media. [] [2 marks]

Marks for this question: AO3 = 2 Award one mark for each of the following points up to a maximum of two marks.    

The media attracts businesses / sponsors who want to promote their merchandise (1) Because the sport / spectators are interested in the media to watch the sport (1) Media can rely on subscription payments from the spectators (1) Sport spectators may buy merchandise via media / advertising (1)

Accept any other suitable evaluative point around the importance of the media in the relationship between sport, sponsorship and the media.

Maximum 2 marks

15.1

Using the data in Figure 3, compare the physical activity rates for men and women.

[2 marks]

Marks for this question: AO3 = 3 Award one mark for each of the following points up to a maximum of two marks.    

Men are generally closer to the expected guidelines than women (1) Men are higher in their physical activity rate than women for all age ranges (1) The difference between men and women’s figures is the highest at the youngest age range (1) Both men and women participate less as they get older (1)

Accept any other suitable comparison between the physical activity rates of men and women. Answers must relate to the data in Figure 3.

Maximum 2 marks

15.2

68% of women between the ages of 16 and 24 years achieved the expected physical activity rate.

Suggest three factors that may be preventing other women from meeting the expected physical activity rate.

[3 marks]

Marks for this question: AO2 = 2 Award one mark for each of the following points up to a maximum of three marks.         

Attitudes formed due to poor experiences in female lessons (1) Lack of female role models (1) Accessibility (to facilities / clubs / activities / clubs) less for girls (1) Media coverage tends to focus on male dominated sports (1) Sexism / stereotyping / expectations (1) Culture / religion / religious festivals means women have to remain covered (1) Family commitments / stereotypical female role (1) Less familiar with some activities / lack of exposure to certain activities for girls (1) Uninspiring PE lessons for girls (1)

Accept any other suitable suggestion of a barrier that may be preventing women from meeting the suggested physical activity rate. Answers must relate to physical activity rates of women.

Maximum 3 marks

16.1

Identify two types of guidance.

[2 marks]

Marks for this question: AO1 = 2 Award one mark for each of the following points up to a maximum of two marks.    

Visual / seeing (1) Verbal / hearing (1) Manual / (physically) assisted movement (1) Mechanical / use of objects / aids (1)

Accept any other suitable identification of a type of guidance.

Maximum 2 marks

16.2

For each type of guidance that you have identified in 16.1, explain how they could be provided during a swimming lesson.

[2 marks]

Marks for this question: AO2 = 2 Award one mark for each of the following points up to a maximum of two marks.    

Visual / seeing – watching the coach demonstrate / video footage of stroke (1) Verbal / hearing – instructions from the coach at the side of the pool (1) Manual / (physically) assisted movement – coach guiding swimmer through the stroke on the pools edge / moving their arms / legs (1) Mechanical / use of objects / aids – armbands / woggle / inflation device (1)

Accept any other suitable explanation of how a type of guidance could be provided during a swimming lesson. Answers must relate to the types of guidance that the student has identified in 16.1.

Maximum 2 marks

17

John is extremely tall and thin. His father is encouraging him to join a local basketball club.

Evaluate whether or not basketball is a suitable activity for John to take part in.

[6 marks]

Marks for this question: AO1 = 1 AO2 = 2 AO3 = 3 Level 3

2

1

Marks 5–6

3–4

1–2

0

Description Knowledge of somatotypes is accurate and generally well detailed. Application to a performer in basketball is mostly clear and effective. Discussion is thorough, reaching valid and well-reasoned links to John’s suitability to playing basketball. The answer is generally clear, coherent and focused, with appropriate use of terminology throughout.

Knowledge of somatotypes is evident but is more detailed for some than others. There is some appropriate and effective application to a performer in basketball, although not always presented with clarity. Any discussion is clear but reaches valid and well-reasoned links to John’s suitability to playing basketball. The answer lacks coherence in places, although terminology is used appropriately on occasions.

Knowledge of the stages of somatotypes is limited. Application to a performer in basketball is either absent or inappropriate. Discussion is poorly focused or absent, with few or no reasoned links to John’s suitability to playing basketball.

The answer as a whole lacks clarity and has inaccuracies. Terminology is either absent or inappropriately used.

No relevant content.

Possible content may include: AO1 – Knowledge of somatotypes, eg  Knowledge of somatotype, ie ectomorph  Likely to have a low fat content AO2 –    

Application to a performer in basketball, eg Ectomorphs are often seen playing basketball In basketball, height is a key component as you are closer to the height of the basket Less likely to have shots blocked if tall Need to be able to reach to catch the ball/rebound

AO3 –     

Analysis/evaluation of John’s suitability to playing basketball, eg It does provide a distinctive advantage so would be a good sport to try Being tall is not enough on its own to be good at basketball You also need specific skills, eg dribbling Not all players are tall that have been elite Argument that mesomorph body type is equally important to have the muscular strength to play basketball John may be better combining some muscle bulk to his naturally ectomorph frame to increase his chances of success John may simply not like the sport so his body type is irrelevant

 

Credit any other suitable responses to the question.

18

Hawkeye is an example of technology used in tennis.

Evaluate the use of technology in sport in relation to its effect on spectators and on performers.

[9 marks]

Marks for this question: AO1 = 2, AO2 = 2, AO3 = 5 Level 3

2

1

Marks 7–9

4–6

1–3

0

Description Knowledge of technology is accurate and generally well detailed. Application to sport is mostly appropriate, clear and effective. Evaluation is thorough, reaching valid and well-reasoned conclusions for technologies effect on both spectators and performers. The answer is generally clear, coherent and focused, with appropriate use of terminology throughout.

Knowledge of technology is evident but is more detailed for some uses more than others. There is some appropriate and effective application to sport, although not always presented with clarity. Any evaluation is clear but reaches valid and well-reasoned conclusions for one group (spectators or performers) more than the other. The answer lacks coherence in places, although terminology is used appropriately on occasions.

Knowledge of technology is limited. Application to sport is either absent or inappropriate. Evaluation is poorly focused or absent with few or no reasoned conclusions. The answer as a whole lacks clarity and has inaccuracies. Terminology is either absent or inappropriately used.

No relevant content.

Possible content may include: AO1 – Knowledge of technology, eg  Technology can be used to make decisions  Technology can be used to enhance performance  Technology can be used for analysis  Technology can be used for rehabilitation  Technology can be used for safety reasons  (Accept any other use of technology) AO2 – Application of technology to sport, eg  Officials will use decision making technology to prevent wrong decisions, eg Hawkeye in tennis  Performance can allow for enhanced performance through heart rate monitors, monitoring diet / calorie counter  Analysis of performance can allow photos / videos / biomechanics  Rehabilitation through ice baths, hypoxic tents  Safety implications relating to cycle helmets, goal keeper protection in hockey AO3 – Evaluation of the effect of technology on spectators and on performers, eg Spectators  Creates excitement for the audience whilst they wait on decisions so it is a positive  Audience can join in / interactive element by cheering / clapping / creates atmosphere  Can frustrate spectators who do not like waiting or feel the entertainment has been interrupted  Prevents unruly behaviour / hooliganism as the decision has been made by technology / less controversial

    

Makes the event last longer / more value for money Less likely to criticise officials Performers recover quicker so spectators get to see their favourites more often Spectators can get involved in the analysis of their favourite performers, eg statistics / performance analysis Technology enhanced performers can perform to a higher standard which audiences will enjoy

Performers  Greater care and support through the use of technology / prolonged career  Quicker recovery rate means less time on the treatment table / more time performing  Better understanding about their performance  Over reliance on technology to understand performance / recovery is a negative  Less frustrated with the official as the decision has been reviewed / proved / fairer outcome for the performers  Reliance on technology to keep up with other competitors can cost money  Easier to analyse competitors Credit other suitable responses relevant to the question.

Component 2 – Socio-cultural influences and well-being in physical activity and sport Assessment objective grid Question 01 02 03 04 05 06 07.1 07.2 07.3 08.1 08.2 08.3 08.4 09.1 09.2 09.3 10.1 10.2 11 12.1 12.2 13.1 13.2 13.3 13.4 14.1 14.2 15.1 15.2 16.1 16.2 17 18 Total

AO1 1 1 1 1

AO2

AO3

1 1 2 3 1 1 4 1

2

2 2 3 1 2 2 3 3 2 3 4 2 2 1 2 3 2 2 1 2 32

2 2 2 27

3 5 19

Total 1 1 1 1 1 1 2 3 1 1 4 3 2 2 3 1 2 2 3 3 2 3 4 2 2 1 2 3 2 2 2 6 9 78