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GCSE POD: https://members.gcsepod.com/shared/podcasts/title/7928/54508

Preventing injury in

physical activity and

training

Learners MUST KNOW… R A G

Preventing injury . Understand how the risk of injury in physical activity

and sport can be minimised and be able to apply

examples, including

✓ Personal protective equipment

✓ Correct clothing/footwear

✓ Appropriate level of competition

✓ Lifting and carrying equipment safely

✓ Use a warm up and cool down

Preventing injury . Know potential hazards in a range of physical activity

and sport settings and be able to apply examples,

including:

✓ Sports hall

✓ Fitness centre

✓ Playing field

✓ Artificial outdoor areas

✓ Swimming pool

https://members.gcsepod.com/shared/podcasts/title/7928/54508


Physical Education (9-1) Preventing Injury and Warm ups/Cool downs Rafferty Gunn

OCR ExamBuilder process constraints mean you may see slight differences between this paper and the original. Candidates answer on the Question Paper. A calculator may be used in this paper. OCR supplied materials: Additional resources may be supplied with this paper. Other materials required: • Pencil • Ruler (cm/mm)

Duration: Not set

Candidate

forename Candidate

surname

Centre number

Candidate number

INSTRUCTIONS TO CANDIDATES

• Write your name, centre number and candidate number in the boxes above. Please write clearly and in capital letters. • Use black ink. HB pencil may be used for graphs and diagrams only. • Answer all the questions. • Read each question carefully. Make sure you know what you have to do before starting your answer. • Write your answer to each question in the space provided. Additional paper may be used if necessary but you must clearly show your candidate number, centre number and question number(s).

INFORMATION FOR CANDIDATES

• The quality of written communication is assessed in questions marked with a pencil or an asterisk. • The number of marks is given in brackets [ ] at the end of each question or part question. • The total number of marks for this paper is 99.


Answer all the questions.

1. Which one of the following best describes the importance of the cool down following physical exercise?

(a) It helps to cope with failure in a sports competition ☐

(b) It lowers the temperature of the body more quickly ☐

(c) It repairs muscle damage ☐

(d) It speeds the removal of lactic acid ☐

[1]

2. Describe circuit training as a method of fitness training.

[4]

3. Which one of the following best describes the fartlek training method?

(a) A circuit training method that improves strength and flexibility ☐

(b) A continuous training method that improves speed and endurance ☐

(c) A weight training method that improves strength and power ☐

(d) A flexibility training method that improves stretching and endurance ☐

[1]


4. Describe four potential hazards when playing on an outdoor tennis court.

1)

2)

3)

4)

[4]

5. Which one of the following is not a reason to warm up before a physical activity?

(a) To reduce the risk of injury ☐

(b) To remove lactic acid ☐

(c) To prepare the body for exercise ☐

(d) To mentally prepare ☐

[1]

6. Give a practical example of a cool down activity and explain why a cool down is important after exercise.


[4]

7. Which one of the following is an example of an appropriate warm up activity?

(a) To do as many fast sprints as possible and then to mentally focus ☐

(b) To go for a light jog and then to stretch the main muscle groups ☐

(c) To wear a thick tracksuit and talk to your coach about the game ☐

(d) To do some stretching and then consume a warm drink before playing ☐

[1]

8. Which one of the following is an example of minimising risks in a leisure centre gymnasium?

(a) Let someone else work on the equipment after 20 minutes ☐

(b) Always work at maximum effort ☐

(c) Wear a brightly coloured top when training ☐

(d) Store the weights away when you have finished ☐

[1]

9. Frequency is one of the FITT principles for training effectively.

Which one of the following is an example of the frequency aspect of the FITT principle?


(a) Training at 70% of maximum heart rate ☐

(b) Training three times a week ☐

(c) Training with few rest intervals ☐

(d) Training by using a variety of methods ☐

[1]

10. Which one of the following best describes circuit training?

(a) Travelling to different venues to train ☐

(b) Training using the perimeter of the games pitch for running ☐

(c) A series of exercises or skill activities which are repeated ☐

(d) Exercises that are aerobic and involve dance movements ☐

[1]

11. Describe four examples of different personal protective equipment used in named physical activities.

1)


2)

3)

4)

[4]

12. Describe two potential hazards that might be found in an artificial outdoor area and suggest a way to reduce the risk of each hazard.

Hazard

Way to reduce risk

Hazard

Way to reduce risk

[4]

13. Explain why it is important to cool down following physical activity.


[4]

14. Compare continuous training and fartlek training.

[2]

15. Which one of the following is the best example of the overload principle of training?

Put a tick (✔) in the box next to the correct answer.

(A) A weightlifter who loses muscle hypertrophy due to not training because of injury. ☐

(B) A javelin thrower who lifts too much during a weights session. ☐

(C) A hockey player who adapts their training session to suit their needs. ☐

(D) A basketball player who works harder than normal during a training session. ☐

[1]

16. Leon has just taken part in a rugby match and needs to complete a cool down. Complete Table 1 below by:


(i) identifying the missing component of a cool down (ii) describing the missing cool down activity (iii) describing the physical benefit of the cool down activity.

Table 1

Component of cool down

Description of cool down

activity

Physical benefit

(i)

light jogging around the rugby pitch

(iii)

stretching

(ii)

promotes recovery of muscles for next rugby match

[3]

17. Mobility is a key component of warm ups. Describe two different practical examples of mobility exercises which could be used as part of a warm up for named physical activities or sports. Mobility exercise

Physical activity or sport:

[1]

Mobility exercise

Physical activity or sport:

[1]

18. Outline what is meant by High Intensity Interval Training (HIIT).


[1]

19. Using a practical example, explain one way correct footwear can minimise the risk of injury in sport or physical activity.

[1]

20. Which one of the following is the best practical example of muscular endurance?


(A) An athlete running a 1500 metre race. ☐

(B) A sprinter driving out of the blocks at the start of a race. ☐

(C) A rugby player who sprints from the half way line to score a try. ☐

(D) A basketball player dribbling around an opponent to score a basket. ☐

[1]

21. Which of the following is not a potential hazard to a performer?

(a) A faulty piece of apparatus in gymnastics ☐

(b) Concussion in a football game ☐

(c) A high level of chlorine in a swimming pool ☐

(d) Dog faeces on a rugby pitch ☐

[1]

22. Which one of the following training methods is mainly concerned with developing power?

(a) Fartlek ☐


(b) Plyometrics ☐

(c) Circuits ☐

(d) Interval ☐

[1]

23. Which one of the following is the most accurate description of the circuit training method of exercise?

(a) A variety of music and movement activities indoors ☐

(b) A mixture of speed and power activities in competition ☐

(c) A range of activities that involve resistance and repetition ☐

(d) A series of combat exercises with a partner ☐

[1]

24. Which one of the following is the best reason for completing a warm up before a physical activity?

(a) To remove lactic acid which prevents soreness ☐

(b) To decrease the temperature of working muscles ☐

(c) To help the digestion of food taken before the game ☐

(d) To help to reduce the risk of injury during the game ☐

[1]

25. Give two examples of cool down activities and give four reasons why a cool down is important following physical activities. Example of cool down activity


Example of cool down activity

Reason for cool down




[6]

26. Footballers will often use jogging as a pulse raiser and stretch various muscles to increase flexibility. Other than pulse raising and stretching, complete Table 1 below identifying two other key components of a warm up, giving a practical example for each component.

Table 1


Warm up component Practical example

1........................................................................ ........................................................................

2........................................................................ ........................................................................

[2]

27. Which one of the following are the correct elements of FITT?


(A) Frequency, Intensity, Time and Tedium ☐

(B) Frequency, Interval, Type and Time ☐

(C) Frequency, Intensity, Type and Tedium ☐

(D) Frequency, Intensity, Time and Type ☐

[1]

28. Using practical examples, describe two physical benefits of a cool down.

[2]

29. Give one example of personal protective equipment that will help prevent injury in a physical activity.

[1]


30. Complete Table 2 below by using an example to explain how a performer can minimise injury by lifting and carrying heavy sports equipment safely in a fitness centre.

Table 2

Prevention of injury Example of how risk of injury can be

minimised

Lifting and carrying equipment safely

[1]

31. Use two words from the box below to complete the description of plyometrics. Plyometric exercises consist of ................................... and ...................................

jogging sprinting bounding flexing frequency

hopping intensity extending stretching weight training

[1]

32(a).

Using practical examples from sport, explain the principles of training and goal setting to optimise a personal training programme.


[6]

(b). The Illinois Agility Test is a suitable test that can measure a performer’s agility.

i. Complete Fig. 6 by drawing the specified route taken by a performer completing the Illinois Agility Test.


Fig. 6

[1]

ii. Using the Illinois Agility Test, a basketball coach assessed the agility of an under eighteen male and female basketball team. After a 6 week training programme both teams were retested. Use the tables below to analyse the data and answer the following questions.

Agility Test Rating

Males Females Rating

<15.2 <17.0 Excellent

16.1-15.3 17.9-17.1 Good

18.1-16.2 21.7-18.0 Average

18.3-18.2 23.0-21.8 Fair

>18.3 >23.0 Poor

iii.

Males Time Retest time Females Time Retest time

Martin 18.4 18.0 Fayha 17.8 17.7

Paul 15.3 15.2 Mary 22.2 22.4

Andrew 23.5 22.5 Sheila 18.5 18.5


Aakash 17.7 18.1 Siobhan 24.1 23.2

Brian 16.1 16.1 Janet 17.1 17.2

iv. Identify the male with the slowest agility time and the female with the quickest agility time. Slowest Male:

v.

vi. Quickest Female:

vii.

viii.

[1]

ix. Identify the players who are rated ‘good’ following the retest.

[1]

x. Identify the player who made the most improvement from the first test to the retest.

[1]

33. Which one of the following is an example of reducing risks and injuries during physical activities?

(a) Always trying your best in an activity ☐

(b) Wearing a mouth guard in hockey ☐

(c) Playing to win at all times ☐


(d) Shaking hands with your opponents after the game ☐

[1]

34. Which one of the following identifies the FITT principle?

(a) Frequency, Intensity, Type and Tapering ☐

(b) Frequency, Improvement, Type and Time ☐

(c) Frequency, Improvement, Talent and Time ☐

(d) Frequency, Intensity, Time and Type ☐

[1]

35. Which one of the following is a hazard in a swimming pool?

(a) Concussion of a swimmer after diving in ☐

(b) Lockers for your clothes and valuables are broken ☐

(c) Too much chlorine in the water ☐

(d) Cutting your foot on the way into the pool ☐

[1]

36. Which one of the following is a good description of plyometrics as a type of training?

(a) A series of bounding, hopping and jumping movements ☐

(b) A mixture of aerobic and anaerobic training methods ☐

(c) Long distance running and walking with very little rest ☐

(d) Short sharp pliability exercises with intervals of rest and work ☐


[1]

37. Describe fartlek training and identify two ways it can improve fitness.

[4]

38. Describe two features of circuit training as a method of training. How would you use the fitness principles of overload, specificity and progression when planning circuit training?


[5]

39.

Using practical examples, explain how you might reduce the risk of injury when performing physical activities outdoors.


[6]

40. ‘Type’ is one of the components of the FITT principle of training. High Intensity Interval Training is an example of a ‘type’ of training. Give two other practical examples of ‘type’ in personal exercise programmes and assess two ways in which applying this principle might help someone who is carrying out this programme.


[4]

41.

Using practical examples, explain the benefits of using mental preparation techniques in a warm up before a sports competition. In what ways does a warm up physically benefit the sports performer?


[6]

END OF QUESTION PAPER


Mark scheme

Question Answer/Indicative content Marks Guidance

1

d. 1

Total 1

2

Four marks for four from:

1. A series of different exercises or stations

2. Repetition of actions (at each station) or sets or

repetition of circuit

3. Timing involved (of activities or circuit)

4. Use of resistance / body weight or weights or

examples of activities such as dips / press-ups

/ star jumps etc

5. Working different muscle groups / parts of body

to avoid fatigue / injury

6. Can be skill based or examples of skills that

can be incorporated eg footballers dribbling

skills followed by passing etc

7. Rest intervals between stations / circuits

8. Circuit training can work on specific muscle

groups / activities / skills

9. Scores at the end can be related to time or

duration and / or number of reps or intensity /

tracking progress over period of time

10. Has aerobic and anaerobic benefits or all-

round fitness

11. Can be good for muscular endurance.

4

Examiner’s Comments

Many candidates were well aware of the circuit training

method but only those who described fully the method

rather than merely identifying the components of circuit

training scored high marks.

Total 4

3

b. 1

Total 1

4


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

4

• ‘The rain makes the court slippy’ is pt 3 not pt 9

because it is the slippy court that is the hazard

• ‘It is raining’ on its own = pt 9 (because rain

can be a hazard on its own)


Most candidates recognised some of the potential

hazards of playing on an outdoor tennis court. Some

candidates did not identify hazards associated with this

type of facility while others identified injuries rather than


hazards for example concussion if you fall over on court.

The best candidates ensured that they had identified four

clearly different hazards to score the full marks.

Total 4

5

b. To remove lactic acid* [1]

Total 1

6


Sub max of one mark for practical example

1. A pulse-lowering exercise or an exercise that

shows a decrease in activity eg (slow) jogging

or (steady) swimming or a stretching / flexibility

exercise

Sub max three marks for importance

2. To (speed up) removal or get rid of lactic acid

or waste products / helps repay oxygen debt

3. Decreases risk of injury or pulling a muscle

4. Decreases risk of (muscle) soreness / pain or

stiffness or tightening / DOMS

5. Prevent blood pooling

6. Prevent feeling tired or fatigued

7. Gradually decrease heart rate / blood pressure

/ maintain blood pressure

8. Gradually decrease body temperature

9. Gradually decrease breathing rate

10. To stop you feeling dizzy or faint or sick

11. Psychological benefits or makes you calm

down or lower anxiety

[4]

Accept for points 7, 8, 9 slowly for gradually or maintain

elevated levels of or regulates

Accept prevents for point 3 and 4 (BOD)

Do not accept to relax muscles under point 4


In this question most candidates could give an

appropriate example of a cool-down activity after exercise

but many did not explain fully enough the importance of a

cool-down activity. Many simply stated that the heat rate

slows or body temperature decreases; but these

responses take place when exercise ceases even without

a cool-down. The important aspect of the cool-down, as

identified by the better candidates, is that these

responses occur gradually or slowly as a result of the

cool-down activity.

Total 4

7 b. To go for a light jog and then to stretch the main

muscle groups [1]

Total 1

8

D 1

Total 1


9

B 1

Total 1

10

C 1

Total 1

11

4 marks for 4 from:

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.

4

• Accept any relevant examples for personal

protective equipment

• Each example must be linked to an activity eg

helmet for cricket

• Do not accept helmet for cricket and helmet for

hockey (must be different equipment)

• Do not accept footwear

• Do not accept clothing (on its own)

• Do not accept strapping

• Do not accept high viz vest

• Do not accept stop button on jogging machine

(not personal).


Most candidates recognised several examples of personal

protective equipment. The question asked for different

examples and so could only use once a piece of

equipment such as a helmet. Some candidates gave

examples of life-saving equipment which is not classed as

personal protection. The vast majority scored well for this

question.

Total 4

12


1. The (artificial) surface or unforgiving or hard

surface or synthetic surface

2. Reduce risk by wearing (the right trainers) or

warning people of the hazard or other

protective clothing

3. Uneven / broken / holes / badly maintained

surface

4. Reduce by regular maintenance or checking

5. Surface slippery or frozen or wet

6. Reduce by wearing (the right) trainers or

mopping up water and reducing the slippiness

or (if frozen) leave to melt / dry or check the

area or cover the area

7. Litter or (broken) glass / plastic or debris /

syringes or rocks / stones /sticks / branches on

surface

8. Reduce by regular cleaning / clearing up or the

provision of litter bins or ban glass from area or

regular checks

[4]

• 2 marks max for description of hazards

• 2 marks max for ways to reduce risk of each

hazard described

• If hazard incorrect then description of reducing

hazard is incorrect

• Accept alternative appropriate ways of

reducing the risks posed by hazards

• Do not accept: not wearing the correct

equipment / clothing

• Do not accept: objects, spectators (Vg)

• Accept: surrounding hazard using cones for pt.

4,6,8,10.

• Do not accept: stop the activity or call the game

off


Most candidates could describe two potential hazards,

although some confused hazard with injury. For example,


9. Animal faeces on surface or animals / dogs

10. Reduce by banning animals / dog walking or by

clearing the mess up or by ensuring dogs are

on a lead or shutting gates

11. Poorly maintained equipment or poor

lighting

12. Reduce by regular maintenance or checking

13. Equipment / goalposts / corner posts or

improperly housed / stored equipment or

floodlight (poles) or fences

14. Reduce by regular maintenance or checking or

by using protection on equipment or putting

away / store unwanted equipment

15. Footwear

16. Reduce by wearing the correct / suitable

footwear or by wearing footwear in good

condition

17. Electrical equipment

18. Reduce by regular maintenance or checking or

protective housing

19. Crowded area / too many people / other

participants

20. Reduce by limiting the size of the crowd or

through health and safety measures or by

having strict rules of behaviour or through use

of barriers or by having stewards (to control)

21. Weather or examples of poor weather or

sunlight or lightning

22. Reduce by appropriate clothing or using

sunscreen or go indoors

instead of describing the hazard of the surface of the

artificial outdoor area being wet, some candidates

described the performer slipping over and actually

describing the injury. Most candidates wrote about

relevant ways to reduce the risk posed by their named

hazard.

Total 4

13

4 marks for 4 from:

1. (To speed up) remove or get rid of lactic acid or

waste products

2. Decreases / prevent risk of injury or pulling a

muscle

3. Decreases / prevent risk of muscle soreness or

cramp or stiffness or relaxes muscles


5. Prevent feeling tired or fatigued / recover

quicker

6. Gradually decrease heart rate / blood pressure

/ maintain blood pressure





down or lowers anxiety.

4

• 4 marks for the explanation of the importance

of the cool down

• For point 4 accept maintain blood flow to

muscles / venous return.

Do not allow:

‘stops the build-up of lactic acid’


This was a well-answered question by most candidates,

many of whom scored at least two out of the four possible

marks. Good candidates were able to come up with four

good reasons for the cool down and showed good depth

of knowledge.

Total 4


14

Two marks from:

1. Fartlek is a variation of speed / speed play

whereas continuous more constant speed / no

(little) rest

2. Fartlek consists of a variety of activities / cross

country running with sprints / different terrains

whereas continuous just jogging / running with

no variation

3. Fartlek includes short and long distance work /

running and walking / different intensities /

aerobic and anaerobic work whereas

continuous mainly long distance / same

intensity / aerobic

2

2 x (AO1)

Must compare fartlek and continuous training to award

each mark.

Total 2

15 (D) - A basketball player who works harder than normal

during a training session

1

1 x (AO2)

Total 1

16

Three marks for:

(i) lower intensity exercise (AO1)

(ii) static/maintenance or any example of a targeted

stretch e.g. hamstring stretch (AO2)

(iii) gradually lowers heart rate/reduce temperature

(AO1)

3

2 x (AO1)

1 x (AO2)

Must answer all three parts to gain three marks.

Accept equivalent examples for stretching as long as

qualified, i.e. stretching a targeted area or a type of

stretching.

Gradually or equivalent required for physical benefit (part

iii).

Total 3

17

1. Shoulder circles – taking arm

through full range of movement at

the shoulder

2. Arm swings - swing both arms out to

your sides and then cross them in

front of your chest

3. Lateral rotations of neck - turn your

chin laterally toward your left

shoulder and then rotate it toward

your right shoulder

Examples of activities could include:

swimming, volleyball, tennis, javelin,

etc…

1. Hip circles - with your hands on your hips and

feet spread wider than your shoulders, make

circles with your hips in a clockwise direction

2

2 x (AO2)

Accept other suitable examples of physical activities /

sports but must be related to the mobility exercise

described.

Both description of mobility exercise and applicable

physical activity / sport required for each mark.


2. Side bends - knees slightly bent, hands resting

on hips, bend first to one side, then the other,

avoiding the tendency to lean either forwards

or backwards

3. Leg swings - Weight on your left leg and your

right hand on the wall for balance; swing your

right leg forward and backward

4. Lunges - Keeping the back straight lunge

forward with the right leg; return to the starting

position and repeat with the left leg

Examples of activities: football, hockey, high

jump, basketball, netball, etc….

Total 2

18

One mark from:

1. a training idea in which high intensity periods

are alternated with low / moderate intensity

intervals

2. involves high overload with (short) rest periods

in between

3. involves repetition of short bursts of anaerobic

activity followed by aerobic activity

1

1 x (AO1)

Do not accept single word answers.

Do not accept ‘high intensity’ on its own.

Total 1

19

One mark for:

1. can stop you slipping over e.g. spikes in

athletics

2. prevent blisters when performing if well-fitting

e.g. for endurance events

3. protection from impact e.g. toe protectors in

cricket boots

4. provides stability and support for foot and / or

ankle e.g. basketball boots

5. absorbs the impact e.g. cushioned soles for

road running

1

1 x (AO2) Only accept if a suitable practical example

Total 1

20 C. The rugby player who sprints from the half way line to

score a try is showing good muscular endurance.

1

1 x (AO2)

Total 1

21

b. [1]

Total 1

22

b. [1]


Total 1

23

c. [1]

Total 1

24

d. [1]

Total 1

25

Six marks for Six from:

(examples of cool down activities)Sub max of two

marks for 2 from:

1. Jogging or (slow) running or skipping or

walking

2. Stretching

3. (low level) skill practice

4. Ice baths

(reasons for cool down) Sub max of four marks

1. (To speed up) remove or get rid of lactic acid or

waste products

2. Decreases/prevents risk of injury/ pulling a

muscle

3. Decreases/prevents risk of muscle soreness or

cramp or stiffness or DOMS


5. Prevent feeling tired or fatigued

6. Gradually decrease heart rate/blood

pressure/maintain blood pressure





down or lowers anxiety.

[6]

Examiners - please be aware that you may have to

scroll down the zone to read all the candidates’

responses

• Do not accept ‘mental’ related responses as

an example of cool down activity

Do not allow for reasons:

• ‘stops/reduces the build-up of lactic acid’

• ‘relaxes muscles’ = vg

• To recover quicker = vg

• To stop muscles seizing up = vg

• Accept alternatives for gradually for points

6-8


This question proved highly accessible to most

candidates, many of whom scored well. Candidates

generally showed a good awareness of the reasons for a

cool down, although weaker candidates struggled to give

four separate factors or simply wrote that heart rate would

decrease, rather than an awareness of a gradual

decrease in heart rate and other body systems.

Total 6

26

2 marks from:

1. Mobility – e.g. arm circles / hip circles

2. Dynamic movements – e.g. shuttle runs /

running in and out of cones

3. Skill rehearsal / skill drill – e.g. dribbling /

passing in basketball

2

2 x (AO2)

Do not accept:

Pulse raising and stretching (in the question) Responses

with no suitable practical example

Total 2

27

(D) Frequency, Intensity, Time and Type 1

1 x (AO1)


Total 1

28

2 marks from:

1. A walk around the pitch can help the body’s

transition back to a resting rate

2. A slow jog around the pitch gradually lowers

heart rate

3. Stretching / jogging can help circulate blood /

oxygen

4. Gentle side stepping gradually reduces

breathing rate

5. Jogging increases removal of waste products /

lactic acid

6. A (hamstring) stretch reduces the risk of

muscle soreness / stiffness (in the legs)

7. Stretching muscles after exercise and sport

aids recovery

2

2 x (AO2)

Do not accept:

Responses that don’t link examples to the benefits e.g.

Gradually lowers heart rate = too vague

Accept:

Gentle jogging helps to gradually lower the heart rate =

Pt 2

Other suitable examples for a cool down

Total 2

29

1 mark from:

Wearing shin pads in football or hockey / using a

gumshield in boxing or rugby / wearing a scrumcap in

rugby / helmet for cycling (other suitable examples of

personal protective equipment)

1

1 x (AO1)

Do not accept:

Reference to protective equipment e.g. post protectors in

rugby

Reference to general clothing / football boots

Total 1

30

1 mark from:

1. Keep the load close to the waist for as long as

possible while lifting to reduce the amount of

pressure on the back / keep the heaviest side

of the load next to the body

2. Adopt a stable position / Your feet should be

apart with one leg slightly forward to maintain

balance

3. Don’t bend your back when lifting / avoid

twisting your back or turning sideways when

lifting

4. Get assistance when moving the item if it is too

heavy or too large.

1

1 x (AO2)

Total 1

31

Bounding and hopping 1

1 x (AO2)

Total 1


32 a

Indicative content

Principles of training (AO2 and 3)

1. Overload

2. Work harder than normal / puts body under

stress / adaptation will follow / comes about by

increasing frequency / intensity / duration.

o e.g. lifting heavier weights.

3. Specificity

4. 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.

o e.g. choosing main muscle groups

used in activity to train for strength.

5. Progression

6. (Gradually) becomes more difficult / demanding

/ challenging / once adapted then more

demands on body.

o e.g. Doing more repetitions of

sprints at each training session.

6. Reversibility

7. Fitness can deteriorate if training stops

o e.g. Performer performs worse in

training / fitness tests

Goal setting (AO2 and AO3)

1. S = Specific - need to make the goal a

particular target / to your sport / you know what

you are trying to achieve

o e.g. beat your personal best time or

to improve your chest pass in

basketball

2. M = Measurable - need to be able to measure

the goal

o e.g. to know how well you have

done / to assess progress on a

gymnastic apparatus

3. A = Achievable - must be within the capabilities

of the individual / or A = Agreed

o e.g. a golfer aiming to reduce their

handicap by 3 shots over a year

o e.g. you can agree your targets with

your coach or peer for athletics

6

4 x (AO2)

2 x (AO3)

Level 3 (5–6 marks)

• detailed knowledge & understanding

• clear and consistent practical application of

knowledge & understanding

• effective analysis / evaluation and / or

discussion / explanation / development

• relevant information drawn upon from other

areas of the specification

• accurate use of technical and specialist

vocabulary

• there is a well-developed line of reasoning

which is clear and logically structured. The

information presented is relevant and

substantiated.


• satisfactory knowledge & understanding

• some success in practical application of


• analysis / evaluation and / or discussion /

explanation / development attempted with

some success

• some relevant information drawn upon from

other areas of the specification

• technical and specialist vocabulary used with

some accuracy

• there is a line of reasoning presented with

some structure. The information presented

• is in the most-part relevant and supported by

some evidence.


• basic knowledge & understanding

• little or no attempt at practical application of


• little or no attempt to analyse / evaluate and /

or discuss / explain / develop

• little or no relevant information drawn upon

from other areas of the specification


limited success

• the information is basic and communicated in

an unstructured way. The information is

supported by limited evidence and the

relationship to the evidence may not be clear.

(0 marks)

• no response or no response worthy of credit.

Discriminators


throwing event or agreed with coach

/ parent

4. R = Recorded - goals should be written down

when agreed with your netball coach or R =

Realistic - must be within the capabilities of the

individual / or attainable

o e.g. a javelin thrower writing their

agreed goals down in a training log

o e.g. scoring at least one goal every

two games for a striker in football

5. T = Time-phase / timed / time

o e.g. goal of improving serving

technique in tennis should be

achieved in six weeks’ time.

• Level 3: Both AO2 and AO3 are well covered

for Level 3; some imbalance between the two

may be present for 5 marks. At 6 marks, both

are equally well addressed.

• Detailed practical examples applied to both

principles of training and goal setting

• Detailed description linking how both assist in

optimising a training programme.

• Level 2: Some success at more developed

AO2 and / or AO3 points moves the response

into Level 2 (AO2 or AO3 would be 3 marks;

both attempted with some success = 4 marks).

• Description of some principles of training and

use of goal setting with some reference to

improving performance

• Use of some practical examples linked to both

principles of training and goal setting

• Level 1: Responses only demonstrating basic

AO2 knowledge and understanding are Level

1.

• Listing the principles of training and goal

setting with little or no development and few if

any practical examples

• b i

4

1 x (AO1)

3 x (AO3)

ii

Slowest Male: Andrew

Quickest Female: Janet

iii Brian, Fayha and Janet

iv Andrew

Total 10

33

b. Wearing a mouth guard in hockey [1]

Total 1

34

d. Frequency, Intensity, Time and Type [1]

Total 1

35

c. Too much chlorine in the water [1]

Total 1


36

a. A series of bounding, hopping and jumping movements [1]

Total 1

37


2 marks max for description:

1. Known as speed play / variation of speed /

moving at different speeds

2. [Variety of activities] a mixture of different

types of activities or cross country running with

sprint activities or e.g. cross country running

and sprinting 100m or different terrains

3. [Short and long] Includes short and long

distance work / running / walking or different

intensities or aerobic and anaerobic work

2 marks max for benefits:

4. Improves aerobic capacity or

(cardiovascular)endurance / stamina or

increase in oxygen to muscles

5. (as well as) Improves anaerobic capacity

6. More tolerant/resistant/effective removal of

lactic acid

7. Improves muscular endurance / go for longer /

do more without tiring

8. Improves speed

9. Improves power/strength

[4]

Pt2 look for variety of different activities.

Pt3 look for different distances / intensities

Interval training is too vague

Pt4 accept answers linked to the utilisation of oxygen or

CV endurance

Do not accept ‘makes you fitter’

Do not accept identifications unrelated to fitness eg

enjoyment / mimicking the game

Improves cardiovascular system / fitness = too vague

Improves aerobic fitness = too vague


The better candidates for this question described fartleck

training well and gave two clear description points. Others

repeated the same point related to changes in pace when

undertaking this type of training. The best candidates then

went on to identify clearly two separate points related to

fartleck improving fitness.

Total 4

38

Five marks for five from:

Sub max two marks for description of features:

1. Series / variety of / multiple exercises or

exercises / activities arranged in a particular

order or stations of exercises

2. Main muscle groups should be separated at

each station / exercise

3. Involve exercise such as press-ups etc. or with

apparatus or with skills or examples of

exercises

4. Repetition / reps of exercises

5. Uses (mostly) the body as resistance

6. Each station is timed

[5]

• Do not accept circuit for pt 1 (in the question)

• Two marks max for features – then mark with

an S if two marks for features scored

• Do not accept specific for pt 9 (in the question)

• Example can be used for each principle.

• Pt 8 overwork/working to your max = too vague



7. There is a rest period between each station

Sub max three marks for application of fitness

principles:

8. (Use of Overload):

• Work / get harder than normal / puts body

under stress / adaptation will follow / comes

about by increasing frequency / intensity /

duration.

• E.g. Doing more reps at each station

9. (Use of Specificity):

• Training should be particular / relevant to

needs / relevant energy system used / relevant

muscle groups used or relevant to type of

activity / sport / skill.

• E.g. choosing main arm muscle groups used in

activity to train for arm strength.

10. (Use of Progression):

• (Gradually) becomes more difficult / harder /

demanding / challenging / once adapted then

more demands on body

• E.g. Trying to complete the circuit in a shorter

time or spending more time at each station

Many candidates produced excellent responses showing

a good understanding of the circuit training method of

training. The best candidates clearly described two

features of circuit training and then went on to explain

how they would use the key principles of training when

planning circuit training.

Total 5

39

Six marks total.

Indicative content

Possible situations that could be referred to are:

• Outdoor swimming pool

• Playing field

• Artificial outdoor area

• Court areas

• Outdoor adventurous areas

Practical examples of reducing risks might include:

1. Activity supervised

• qualified instructor / go with someone else

• codes of behaviour

2. Correct clothing

[6]

Content Levels of Response

Differentiating between levels look for:

Levels marked question

Level 1 (1-2 marks): - Description rather than explanation - Very narrow range of strategies with little or no development - Only one situation or environment referred to, if at all with

Level 1 (1-2 marks) Candidates describes only very superficially. Little or attempt at explanation. There is little or no use of technical vocabulary and sentences have limited coherence and structure.


• footwear / shoes / properly fastened clothing /

fits well

3. Personal protective equipment / the right

equipment

• Gum shield / helmet etc.

4. Risk assessment

• Follow health and safety procedures

• Follow rules / no jewellery

• Remove litter / leaves / faeces

5. Check equipment for faults

• Regular maintenance

6. Take the climate / weather / environment /

surfaces into account

• (when planning / continuing) / keep track of

where you are

• appropriate pitch or surface

7. Activities suitable for the age / ability /

experience of the participants

8. Lift and carry equipment correctly

9. Exercise / compete at appropriate level or

fitness

• don’t overdo it

10. Warm up / cool down

• stretching exercises

11. Use correct technique / skills

12. Take telephone

• tell someone where you are going

13. Cover any cuts / abrasions with a plaster

• Carry first aid equipment or have a first aider or

qualified person on hand

superficial or incorrect examples

There is much irrelevant material. Errors in grammar, punctuation and spelling may be noticeable and intrusive.

Level 2 (3-4 marks): - Some explanation - Some different strategies with some development points - At least two different situations or environs included for mostly good practical examples

Level 2 (3-4 marks) Candidates make some attempt at explanation with good knowledge and understanding. Material largely relevant. There is some use of technical vocabulary and sentences for the most part are relevant and are coherent. There are occasional errors in grammar, punctuation and spelling.

Level 3 (5-6 marks): - Points are developed / expanded - Clear explanations - Different situations or environs included (prob 3+)for excellent practical examples

Level 3 (5-6 marks) Candidates make many explained and developed points. Candidate demonstrates excellent knowledge and understanding of the factors involved.

Examiners: Always indicate the level at the end of the response

Candidate gives relevant material that is clearly structured and using appropriate terminology and


Bullet points indicate possible development points but could be stand-alone knowledge points Give credit to practical examples if they exemplify indicative content points Use EG annotation when examples given

technical vocabulary. There are few if any errors in grammar, punctuation and spelling


This question included the variables of an explanation of

reducing risks, outdoor activities and practical examples.

Those candidates who read the question carefully and

addressed each of these variables did well. Those who

reached the top level, gave a variety of examples of how

to reduce the risk of injuries, for example protective

clothing / equipment, checking equipment and the correct

use of a warm up. These good candidates developed

each point to state how each might reduce the risk and

gave different practical examples. The weaker candidates

gave scant information or did not address each of the

variables stated in the question. This question also

assesses the quality of written communication and some

candidates struggled to express themselves clearly and

accurately whilst some simply wrote notes which lacked

fluency and development.

Total 6

40

Two marks from:

(examples of ‘type’)

1. continuous

2. fartlek

3. interval

4. circuit training

5. weight training

6. plyometrics

4

2 x (AO2)

2 x (AO3)

Give one mark for each of two suitable examples of

applying ‘type’ to a personal exercise training programme

Must assess how the principle can help for each mark.


Two marks from:

1. adherence – varying types of exercise / training

makes it less boring / reduces tedium

2. appropriateness / effectiveness - if the type(s)

of exercise are appropriate, then training will

be more effective

3. avoiding injury – can reduce risk of injury by

doing a range of exercises instead of repeating

the same ones

4. positive feelings / reinforcement – getting good

results from the right type(s) of training makes

you want to continue

5. clearer outcomes – easier to tell if your needs /

aims are being met if correct type(s) of training

used

Total 4

41

Indicative content

(Benefits of mental preparation in a warm up [AO2])

1. Heightens or controls arousal levels

o e.g. A gymnast using imagery to

keep calm before a floor routine

2. Get ‘in the zone’

o e.g. A netball player using positive

thinking before a game

3. Improves concentration / focus

o e.g. An athlete uses selective

attention to concentrate on the race

ahead

4. Increases motivation

o e.g. A football player uses positive

thinking to motivate herself before a

match

5. increases self-awareness

o e.g. A rugby player runs through his

strengths and weaknesses during

the warm up

6. Allows effective / clear / safe decision making

o e.g. A skier visualises each turn

before the slalom race

(Physical benefits of a warm up - synoptic (AO3)

element)

6

4 x (AO2)

2 x (AO3)

Level 3 (5-6 marks)

• detailed knowledge & understanding

• clear and consistent practical application of


• effective analysis / evaluation and / or

discussion / explanation / development

• relevant information drawn upon from other

areas of the specification

• accurate use of technical and specialist

vocabulary

• there is a well-developed line of reasoning

which is clear and logically structured. The

information presented is relevant and

substantiated.

Level 2 (3-4 marks)

• satisfactory knowledge & understanding

• some success in practical application of


• analysis/ evaluation and / or discussion /

explanation / development attempted with

some success

• some relevant information drawn upon from

other areas of the specification


some accuracy

• there is a line of reasoning presented with

some structure. The information presented is in


7. Decreases likelihood of injury

o Increase in muscle temperature

makes muscles more pliable

8. Decreases the likelihood of muscle soreness

o Helps to avoid DOMS

9. Releases adrenaline

o Enables the process of speeding up

O2 supply

10. Increase in muscle temperature

o Helps with supplying energy /

muscles become more flexible

11. Increases blood flow

o Enables more O2 to working

muscles

12. Increases speed of muscle contractions

o Prepare performer for making quick

reactions

the most-part relevant and supported by some

evidence.

Level 1 (1-2 marks)

• basic knowledge & understanding

• little or no attempt at practical application of


• little or no attempt to analyse/ evaluate and / or

discuss / explain / develop

• little or no relevant information drawn upon

from other areas of the specification


limited success

• the information is basic and communicated in

an unstructured way. The information is

supported by limited evidence and the

relationship to the evidence may not be clear.

(0 marks)

• no response or no response worthy of credit.

Discriminators

Level 3 (5-6 marks)

• Both AO2 and AO3 are well covered for Level

3; some imbalance between the two may be

present for 5 marks. At 6 marks, both are

equally well addressed.

• Responses demonstrating detailed (AO2)

application are Level 1.

• Fully explaining reasons for mental preparation

with much development and relevant practical

examples (AO2)

• Detailed description of physical benefits with

much development (AO3)

Level 2 (3-4 marks)

• Satisfactory level of success with more

developed AO2 and / or AO3 points moves the

response into Level 2 (AO2 or AO3 would be 3

marks; both attempted with some success = 4

marks).

• Responses demonstrating satisfactory (AO2)



• Explaining several reasons for mental

preparation with some development and

relevant practical examples (AO2)

• Describing several physical benefits with some

development (AO3)

Level 1 (1-2 marks)

• Responses only demonstrating basic AO2


• Listing few reasons for mental preparation with

little or no development and few if any relevant

practical examples (AO2)

• Listing few physical benefits with little or no

development (AO2)

• An attempt at an assessment of a physical

benefit would indicate the top of this level

(AO3)

• Total 6

1. learners must know section gcse pod attempt exam ... · answer all the questions. 1. ... put a...

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