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Please do the following
1. Read the Learners must know section (see below)
2. Watch the GCSE POD video
3. Attempt Exam Questions
4. Mark your answers
5. Reflect and repeat until you are successful and understand all specification requirements
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
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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.
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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]
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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.
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[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?
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(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)
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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.
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[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:
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(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).
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[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?
Put a tick (✔) in the box next to the correct answer.
(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 ☐
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(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
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Example of cool down activity
Reason for cool down
Reason for cool down
Reason for cool down
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
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Warm up component Practical example
1........................................................................ ........................................................................
2........................................................................ ........................................................................
[2]
27. Which one of the following are the correct elements of FITT?
Put a tick (✔) in the box next to the correct answer.
(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]
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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.
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[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.
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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
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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 ☐
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(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 ☐
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[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?
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[5]
39.
Using practical examples, explain how you might reduce the risk of injury when performing physical activities outdoors.
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[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.
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[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?
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[6]
END OF QUESTION PAPER
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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
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
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)
Examiner’s Comments
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
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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
Four marks for four from:
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
Examiner’s Comments
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
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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).
Examiner’s Comments
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
Four marks for four from:
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
Examiner’s Comments
Most candidates could describe two potential hazards,
although some confused hazard with injury. For example,
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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
4. Prevent blood pooling
5. Prevent feeling tired or fatigued / recover
quicker
6. Gradually decrease heart rate / blood pressure
/ maintain blood pressure
7. Gradually decrease body temperature
8. Gradually decrease breathing rate
9. To stop you feeling dizzy or faint or sick
10. Psychological benefits or makes you calm
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’
Examiner’s Comments
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
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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.
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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]
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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
4. Prevent blood pooling
5. Prevent feeling tired or fatigued
6. Gradually decrease heart rate/blood
pressure/maintain blood pressure
7. Gradually decrease body temperature
8. Gradually decrease breathing rate
9. To stop you feeling dizzy or faint or sick
10. Psychological benefits or makes you calm
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
Examiner’s Comments
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)
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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
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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.
Level 2 (3–4 marks)
• satisfactory knowledge & understanding
• some success in practical application of
knowledge & understanding
• 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.
Level 1 (1–2 marks)
• basic knowledge & understanding
• little or no attempt at practical application of
knowledge & understanding
• 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
• technical and specialist vocabulary used with
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
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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
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36
a. A series of bounding, hopping and jumping movements [1]
Total 1
37
Four marks for four from:
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
Examiner’s Comments
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
Examiner’s Comments
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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.
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• 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
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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
Examiner’s Comments
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.
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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
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.
Level 2 (3-4 marks)
• satisfactory knowledge & understanding
• some success in practical application of
knowledge & understanding
• 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
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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
knowledge & understanding
• 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
• technical and specialist vocabulary used with
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)
application are Level 1.
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• 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
application are Level 1.
• 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
top related