Download PHYSICAL EDUCATION

GENERAL CERTIFICATE OF EDUCATION
TYSTYSGRIF ADDYSG GYFFREDINOL
2009 – 2010
PHYSICAL EDUCATION
SPECIMEN QUESTION PAPERS
SPECIMEN MARKING SCHEMES
GCE PHYSICAL EDUCATION Specimen Assessment Materials 3
Contents
Page
Question Papers
Physical Education PE2
5
Physical Education PE4
7
Mark Schemes
Physical Education PE2
9
Physical Education PE4
19
GCE PHYSICAL EDUCATION Specimen Assessment Materials 5
CYD-BWYLLGOR ADDYSG CYMRU
Tystysgrif Addysg Gyffredinol
Uwch Gyfrannol/Uwch
WELSH JOINT EDUCATION COMMITTEE
General Certificate of Education
Advanced Subsidiary/Advanced
PHYSICAL EDUCATION
PE2
SPECIMEN PAPER
(1 hour 45 minutes)
ADDITIONAL MATERIALS
In addition to this examination paper, you will need a 12 page answer book.
INSTRUCTIONS TO CANDIDATES
Write your answers in the separate answer book provided.
Answer all the questions.
INFORMATION FOR CANDIDATES
The number of marks is given in brackets at the end of each question or part-question.
You are reminded that assessment will take into account the quality of written communication
used in answers that involve extended writing (question 4).
No certificate will be awarded to a candidate detected in any unfair practice during the
examination.
GCE PHYSICAL EDUCATION Specimen Assessment Materials 6
Answer all the questions.
1.
2.
3.
(a)
Examine the relationship between health, physical fitness and exercise.
[6]
(b)
Analyse how time management and work-life balance have influenced your
involvement in your chosen sport or exercise activity.
[6]
(a)
Physiological adaptations occur as a result of long-term training. In a named physical
activity consider how these physiological adaptations could improve performance.
[6]
(b)
Compare a training programme designed to improve a person's health status and a
training programme designed to improve sporting performance.
[6]
(a)
'Individual differences can influence the learning process and development of
performance."
Explain how personality and attitude can affect the motivational levels of a performer
in physical activity
[6]
(b)
4.
To what extent do you agree with the view that the most successful coaches adopt an
autocratic style of leadership?
[8]
Drawing on your own experience evaluate the considerations needed to improve physical
competence in a named sporting physical activity.
[14]
GCE PHYSICAL EDUCATION Specimen Assessment Materials 7
CYD-BWYLLGOR ADDYSG CYMRU
Tystysgrif Addysg Gyffredinol
Uwch
WELSH JOINT EDUCATION COMMITTEE
General Certificate of Education
Advanced
PHYSICAL EDUCATION
PE4
SPECIMEN PAPER
(2 hours)
ADDITIONAL MATERIALS
In addition to this examination paper, you will need a 12 page answer book.
INSTRUCTIONS TO CANDIDATES
Write your answers in the separate answer book provided.
Answer all the questions in Section A and one question from Section B.
INFORMATION FOR CANDIDATES
The number of marks is given in brackets at the end of each question or part-question.
You are reminded that assessment will take into account the quality of written communication
used in answers that involve extended writing (Section B).
You are reminded that the essay questions in Section B are synoptic and so will test understanding
of the connections between the different elements of the subject.
No certificate will be awarded to a candidate detected in any unfair practice during the
examination.
GCE PHYSICAL EDUCATION Specimen Assessment Materials 8
Answer all the questions in Section A and one question from Section B.
SECTION A
1.
2.
(a)
Explain how attribution can affect the motivation of a performer in a sporting activity.
[4]
(b)
Discuss the relationship between motivation and arousal and how they affect
performance in sporting activity.
[6]
"Performance is determined by a range of factors: technical, tactical, behavioural and
physical."
Examine the various analysis techniques that can be used to refine performance in a named
sporting activity.
[10]
3.
To what extent do you agree with the view that the health and well-being of the people in the
UK is matter of increasing concern?
[10]
SECTION B
Answer one question.
4.
"Commercialism and the media are the key factors affecting provision, choice and
participation in physical activity." Critically evaluate this statement.
[20]
5.
"Ensuring lifelong involvement in physical activity is the responsibility of the National
Government." Discuss.
[20]
GCE PHYSICAL EDUCATION Specimen Assessment Materials 9
PE2
MARK SCHEME
GENERAL MARKING GUIDANCE
Positive Marking
It should be remembered that candidates are writing under examination conditions and credit should
be given for what the candidates writes, rather than adopting the approach of penalising him/her for
any omissions. It should be possible for a very good candidate to achieve full marks and a very poor
one to achieve zero marks. Marks should not be deducted for a less than perfect answer if it satisfies
the criteria of the mark scheme, nor should marks be added as a consolation where they are not
merited.
The indicative content shown for each question is intended to give examiners examples of the types of
responses that might be expected from candidates. It gives much detail not all of which is expected in
a single answer.
Levels of Response
Some questions are awarded marks on the basis of the level of response. The purpose of this is to
award the so-called higher level skills, particularly of analysis and evaluation. In practice, the good
Physical Education candidate is likely to demonstrate a good grasp of the information presented to
him/her. He/she will be able to weigh this up in the light of his/her theoretical understanding of the
subject and will be able to suggest appropriate strategies to deal with the situation. Candidates who
have a deficiency in their theoretical understanding or who are unable to properly analyse a situation
are unlikely to be able to synthesise or evaluate in a meaningful way.
In addition candidates will be assessed on their Quality of Written Communication. Levels are used
in question 4 for QWC and these levels will help to determine where in a level a candidate's response
lies.
GCE PHYSICAL EDUCATION Specimen Assessment Materials 10
1.
(a)
Examine the relationship between health, physical fitness and exercise.
[6]
The following is indicative of the material that might be included in the answer.
Level 1
1-3
Candidate is able to define health, physical fitness and exercise.
Level 2
4-6
Candidate is able to recognise the relationship with exercise as the
central link.
HEALTH
-
PHYSICAL FITNESS
-
EXERCISE
-
"a state of complete physical, mental and social wellbeing and not just the absence of illness".
"the state of well-being, free from disease and physically,
mentally and emotionally in good shape".
"the ability to cope effectively with the stresses of
everyday life".
"the capacity to carry out everyday activities (work and
play) without excessive fatigue".
"a capability of the heart, blood vessels, lungs and
muscles to function at optimal efficiency.
"planned, structured physical activity that enhances
aspects of physical, mental and social health and fitness".
Candidate recognises the:
•
Importance of exercise in the relationship.
•
Lifestyles and levels of stress differ for individuals and so do levels of fitness.
•
Fitness is made up of several components which can be subdivided into health related
components contributing to a healthy body and skill related components which are more
appropriate to sports persons, who might wish to develop skill levels.
•
Being fit can add to your feeling of well-being and make you less likely to suffer from illhealth.
•
Health concerns affecting people of all ages centre largely on fitness, obesity and cardiac
problems. The main way of preventing problems in these areas is through following an
increased level of exercise.
•
From a health perspective, increasing exercise will bring associated health benefits and
may enhance fitness.
•
Exercise does not have to be strenuous to produce health benefits.
•
Perhaps the total amount of exercise (measured in energy expenditure) is the important
factor when considering health benefits (rather than simply the intensity of the activity).
•
You cannot be healthy without being fit enough to meet the demands of the environment.
•
You can be fit but not healthy – exercise is the link between the two.
GCE PHYSICAL EDUCATION Specimen Assessment Materials 11
(b)
Analyse how time management and work-life balance have influenced your
involvement in your chosen sport or exercise activity.
[6]
Level 1
1-2
Candidate describes time management and work-life balance.
Level 2
3-4
Candidate relates time management and work-life balance to their
chosen sport or exercise activity.
Level 3
5-6
Candidate fully analyses how both time management and work-life
balance have influenced involvement in their chosen sport or exercise
activity.
The following is indicative of the material that might be included in the answer.
Candidates should reflect upon the factors that have affected their ability to pursue their
sporting/exercise activity.
•
Each person has his or her own individual reasons for engaging in a sporting or
exercise activity.
•
The ability to succeed in the goals set relies on many factors – pressures of
adherence – resources, costs, transport, social (peers/parental influence).
•
The organisation of one's TIME and a WORK-LIFE BALANCE is paramount in
achieving fitness/sporting goals.
•
WORK-LIFE BALANCE "is about people having a measure of control over
when, where and how they work/study. It is achieved when an individual's right
to a fulfilled life inside and outside work/study is accepted and respected as the
norm, to the mutual benefit of the individual, work/study placements and
society".
•
TIME MANAGEMENT issues are two-fold:
- How much time is spent in work, and work at home (study, etc.).
- How is the time out of work managed, to accommodate participation in
sporting or exercise activity.
•
Are there strategies which can be used to manage one's time at work/place of
study, better? This can create more time out of work.
•
However, pressures do exist to prevent this happening, • full workload/timetable
• poor management of study time • extra curricular commitments.
•
Getting workload under control means you can restore your work-life balance and
make different choices about the way you use your time.
•
Time management is the difference between:
PASSIVE LIVING
• down trodden
• victimised
and
ACTIVE LIVING
• in control and positive
• choices open.
GCE PHYSICAL EDUCATION Specimen Assessment Materials 12
2.
(a)
Physiological adaptations occur as a result of long-term training. In a named
physical activity consider how these physiological adaptations could improve
performance.
[6]
Level 1
1-2
Candidate outlines the adaptations as a result of long-term training.
Level 2
3-4
Candidate explains the adaptations of long-term training.
Level 3
5-6
Candidate explains and applies the adaptations accurately in a named
physical activity.
The following is indicative of the material that might be included in the answer.
Responses should relate to the named physical activity.
CARDIO-RESPIRATORY adaptation:
•
CR training effects lead to improved, more efficient delivery of oxygen to the
working muscles which, in turn, improves performance on aerobic tasks.
•
Cardiac Hypertrophy – training increases the size of the heart. Endurance athletes
develop larger chambers and non-endurance athletes increase the thickness of the
ventricular wall.
•
Heart becomes stronger, producing a greater cardiac output.
•
Increased stroke volume – it ejects a greater volume of blood with each beat because
of the ability to produce a greater force of contraction.
•
Decreased heart rate (brachycardia) because the cardiac output required at rest is
constant, increases in stroke volume are accompanied by corresponding decreases in
the heart rate.
•
Increased blood volume and haemoglobin – training stimulates increased plasma and
red blood cell volumes, thus improving the effectiveness of oxygen delivery and
waste removal.
•
Blood pressure – reduces towards normal.
•
Respiratory effects – training induces slight increase in all lung volumes and
increases a person's pulmonary diffusion capacity.
•
Training effects during sub maximal exercise – because training produces an
increased stroke volume in the heart, the heart rate during sub maximal exercise
decreases, and the cardiac output remains stable. VO2 tends to decrease and blood
flow to the working muscles also decreases, because the muscles are able to extract
increased amounts of O2 from the blood.
•
During maximal exercise, the VO2 maximum increases because of increased cardiac
output and improved O2 extraction by the muscles.
GCE PHYSICAL EDUCATION Specimen Assessment Materials 13
MUSCULAR adaptations:
•
Hypertrophy – caused by an increase in the number and size of myofibrils per fibre,
with a consequent increase in the amount of protein (myosin) – as a result, there will
be greater strength in the muscle.
•
Endurance training effects – considerable improvements in the ability of muscle to
extract and use the O2 passing in the blood capillaries – since training increases the
ability of muscle to utilise O2, the blood leaving highly trained muscle will be lower
in O2 – size and number of mitochondria increased – increase in fuel stores of
glucose – improved ATP production via the aerobic system.
•
Non-endurance training effects – increased capacity of the ATP-CP system because
of increased muscle stores of ATP and PC and increased level of ATP turnover
enzymes – increased glycolytic capacity – increased speed of muscle contraction –
muscle hypertrophy – increased fibre size and number – increased capillary density
per fibre – increased lean body weight – increased resting length of muscles –
increased range of movement around joints – more forceful contractions.
GCE PHYSICAL EDUCATION Specimen Assessment Materials 14
(b)
Compare a training programme designed to improve a person's health status
and a training programme designed to improve sporting performance.
[6]
Level 1
1-2
Candidate identifies one or two features of a training programme which
are designed to improve sporting performance.
Level 2
3-4
Candidate is able to distinguish features of a training programme
designed to improve a persons health status from one designed to
improve a persons sporting performance.
Level 3
5-6
Candidate fully compares a learning programme designed to improve a
person's health status with one designed to improve sporting
performance.
The following is indicative of the material that might be included in the answer.
Programmes to
same elements:
•
•
•
•
•
improve sporting performance and improve health status very often train the
cardio vascular/respiratory;
strength;
muscular endurance;
flexibility;
body composition.
TRAINING PROGRAMME - IMPROVEMENT OF HEALTH STATUS
• Health related exercise is generally performed at a lesser intensity.
• Therefore, training is not necessarily specific to a sport.
• Progression is gradual.
• Overload is important but is achieved gradually through frequency and
duration rather than high density.
TRAINING PROGRAMME - IMPROVEMENT OF SPORTING PERFORMANCE
• There will be skill-related components in performance specific components.
• The training is specific to the designated sport.
• Progression is far quicker.
• Regular overload with high intensity training is a common feature.
• Duration and frequency will be greater.
3.
(a)
'Individual differences can influence the learning process and development of
performance."
Explain how personality and attitude can affect the motivational levels of a
performer in physical activity
[6]
Level 1
1-2
Candidate defines personality and attitude or makes a few relevant
points.
Level 2
3-4
Candidates defines personality and attitude and is able to relate these to
the motivational levels of a performer in physical activity.
Level 3
5-6
Candidate defines personality and attitude and fully explains how both
can affect the motivational levels of a performer in physical activity.
GCE PHYSICAL EDUCATION Specimen Assessment Materials 15
The following is indicative of the material that might be included in the answer.
(a)
(b)
PERSONALITY is a factor which can affect performance.
•
"An individual's unique characteristics which make them behave differently in
sporting situations."
•
TRAIT theory suggests that we are born with personality characteristics that are
stable so we tend to behave in the same way in most situations.
Extrovert – Introvert
•
SOCIAL LEARNING theory suggests that personality traits are developed from
experiences and association with others.
•
INTERACTIONIST theory combines both – we are born with traits that are then
adapted to a situation.
•
Personality – Sport Links
NACH (Need to Achieve)
NAF (Need to Avoid Failure)
The ideal performer in sport should have a high NACH and low NAF.
•
PERSONALITY – STRESS LINKS
TYPE A.
PERSONALITY – strong competitive drive, experience high
levels of stress – need to be in control - intolerant – easily
aggravated – generally need to work at a fast pace – easily
aroused.
TYPE B.
PERSONALITY – more relaxed, less competitive, tolerant,
calmer, experience low levels of stress.
Motivation levels are influenced by the person and the situation he or she is put
in. Therefore, to influence motivation levels we have to consider the
characteristics of the person and the situation.
ATTITUDE:
•
•
•
•
Core personality is made up of a combination of attitudes,
beliefs, values and motives.
Attitudes influence behaviour.
"Attitudes are mental states of expectation directed towards something."
Attitudes can be POSITIVE or NEGATIVE – formed by past experiences and
association with significant (or otherwise) others and from the media.
Attitudes are evaluative – they lead us to think and behave positively or
negatively about the attitude object.
Motivation can make a person of average skill excel.
Motivation is concerned with: innate drive, desire to achieve, level of aspiration.
Personality and attitude contribute strongly to a person's performance in terms of
correct motivational influences.
GCE PHYSICAL EDUCATION Specimen Assessment Materials 16
(b)
To what extent do you agree with the view that the most successful coaches
adopt an autocratic style of leadership?
[8]
Level 1
1-2
Candidate identifies at least two recognised leadership styles.
Level 2
3-4
Candidate applies different leadership styles using appropriate
examples.
Level 3
5-8
In addition to Level 2 candidate considers the appropriateness of
differing leadership styles to different situations.
An additional 1-2 marks for some evaluation.
An additional 3-4 marks for good evaluation based on sound logical
argument.
The following is indicative of the material that might be included in the answer.
LEADERSHIP – "The behavioural process of influencing individuals and groups towards set
goals."
•
One of the main influences on the performance of a team is the quality of the team
leader – captain or coach.
•
Leaders assume control of a group in one of two ways:
• Prescribed – appointed by an outside source.
• Emergent – assumes control from within the group.
•
A leader can adopt one or more of a number of leadership styles, depending on the
situation, the leader's personality and the make-up of the group members.
•
Task-Orientated leadership style (Focus – Task Production).
•
Personal Relationship Orientated leadership style (Focus - concern for people).
AUTOCRATIC STYLE – Leader makes all decisions, dictatorial – strong rule structures –
non flexible – rare personal interaction. (Task-orientated).
- Associated with performance of specific tasks/meeting specific goals.
- Little input into group decisions – team members could become demotivated.
- Effective when decisions have to be made quickly.
- More likely to be effective in team sports/large numbers.
- Better in most favourable and less favourable situations.
- Appropriate for dangerous situations.
DEMOCRATIC STYLE – leader only makes decisions after consulting group – usually
more informal, relaxed and active within the group.
- Performer (Group Member) centred.
- Involvement with decision making (group members).
- More likely to be successful in individual sports.
- Better in moderately favourable conditions.
- Better when decisions do not have to be made quickly.
LAISSEZ-FAIRE STYLE – leader lets the group 'get on' by themselves – generally plays a
passive role – very little evaluative input.
- Leader acts as a consultant.
- Makes no decisions.
- Group determines the work to be done and the pace of it.
- Not recommended.
- Only appropriate for very experienced players.
GCE PHYSICAL EDUCATION Specimen Assessment Materials 17
4.
Drawing on your own experience evaluate the considerations needed to improve
physical competence in a named sporting activity.
[14]
Level 1
1-4
Candidate makes some valid points and attempts to relate the answer to
their own experience.
Information is poorly organised. There is limited use of specialist
terminology/vocabulary and frequent errors in spelling, punctuation
and grammar.
Level 2
5-9
Candidate applies knowledge and understanding to their own
experience and assesses, using examples, the importance of some
relevant points needed to improve physical competence.
Information is well organised and ideas are expressed in a logical
manner. There is good use of specialist terms/vocabulary with some
errors in spelling, punctuation and grammar but these are not intrusive.
Level 3
10-14
Candidate demonstrates excellent knowledge and understanding and
applies this knowledge to evaluate the significance of how each of the
considerations identified is needed to improve physical competence.
Information is very well organised and argument is presented clearly
and coherently. There is very good use of specialist terms/vocabulary
with few, if any, errors in spelling, punctuation and grammar.
The following is indicative of the material that might be included in the answer.
Physical Competence – Knowledge of:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Correct training methods/programmes.
Applying training principles/training intensities.
Testing and monitoring.
Rest and recovery.
Preparation.
Periodisation.
Nutrition/hydration – energy balance/expenditure.
Movement patterns/muscle contractions.
Biomechanical principles.
Effects of training on body system/energy systems.
Skilled performance characteristics.
Individual differences/attitude.
Feedback.
Motivation/attribution/personality/leadership.
Group dynamics/self concept - esteem.
Observational strategies to analyse and develop performance.
GCE PHYSICAL EDUCATION Specimen Assessment Materials 18
ASSESSMENT OBJECTIVES GRID
Question
AO1
AO2
AO3
Total
1(a)
2
4
1(b)
2
2
2(a)
4
2
6
2(b)
2
4
6
3(a)
4
2
6
3(b)
2
2
4
8
4
4
4
4
12
Total
20
20
10
50
6
2
6
GCE PHYSICAL EDUCATION Specimen Assessment Materials 19
PE4
MARK SCHEME
GENERAL MARKING GUIDANCE
Positive Marking
It should be remembered that candidates are writing under examination conditions and credit should
be given for what the candidates writes, rather than adopting the approach of penalising him/her for
any omissions. It should be possible for a very good candidate to achieve full marks and a very poor
one to achieve zero marks. Marks should not be deducted for a less than perfect answer if it satisfies
the criteria of the mark scheme, nor should marks be added as a consolation where they are not
merited.
The indicative content shown for each question is intended to give examiners examples of the types of
responses that might be expected from candidates. It gives much detail not all of which is expected in
a single answer.
Levels of Response
Some questions are awarded marks on the basis of the level of response. The purpose of this is to
award the so-called higher level skills, particularly of analysis and evaluation. In practice, the good
Physical Education candidate is likely to demonstrate a good grasp of the information presented to
him/her. He/she will be able to weigh this up in the light of his/her theoretical understanding of the
subject and will be able to suggest appropriate strategies to deal with the situation. Candidates who
have a deficiency in their theoretical understanding or who are unable to properly analyse a situation
are unlikely to be able to synthesise or evaluate in a meaningful way.
In addition candidates will be assessed on their Quality of Written Communication. Levels are used
in Section B for QWC and these levels will help to determine where in a level a candidate's response
lies.
GCE PHYSICAL EDUCATION Specimen Assessment Materials 20
SECTION A
1.
(a)
Explain how attribution can affect the motivation of a performer in a sporting
activity.
[4]
Level 1
1-2
Candidate identifies one or two relevant points.
Level 2
3-4
Candidate explains how attribution affects the motivation of a
performer in sporting activity.
The following is indicative of the material that might be included in the answer.
ATTRIBUTION: "the perceived cause of events or behaviour."
MOTIVATION: "the external stimuli and internal mechanisms that arouse and direct
behaviour."
•
•
•
Attribution looks at reasons given for winning and losing in sport.
Important, because they affect: • future effort • future motivation and • future behaviour.
Coaches can use the attribution process to develop understanding and motivation of the
performer.
By identifying the reasons for a performance, the performer can be encouraged to
improve.
•
OUTCOME/RESULT
↓
ATTRIBUTION
(allocation of reasons for the result)
|
EXPECTANCY
(how will we perform
in the future?)
EMOTIONS
(pride, satisfaction,
enjoyment)
↓
LEARNED HELPLESSNESS
MASTERY – ORIENTATION
↓
DECISIONS ABOUT THE FUTURE
•
•
•
Attribution can be used to give confidence.
In order to maintain motivation, coaches/teachers should attribute the loss of a game to
UNSTABLE and EXTERNAL reasons – they might blame: the referee for a bad decision;
bad luck/hitting the post; strong opponents.
WEINER'S ATTRIBUTION MODEL
LOCUS OF CAUSALITY
INTERNAL
STABLE
ABILITY
EFFORT
PRACTICE
UNSTABLE
UNSTABLE ABILITIES
PSYCHOLOGICAL FACTORS
EXTERNAL
COACHING
LUCK
TASK DIFFICULTY
TEAMWORK
OFFICIALS
PLAYING CONDITIONS
GCE PHYSICAL EDUCATION Specimen Assessment Materials 21
•
Attributing defeat to external attributions sustains confidence and establishes a winning
expectation. Such factors take away the responsibility of the loss from the players. This
would maintain self-esteem, sustain motivation and instil pride and confidence.
•
STABLE elements are considered to be permanent.
•
UNSTABLE elements are considered to be temporary and can be changed:
e.g. after a failure a coach might say – "With sustained effort you can succeed" – this
gives the athlete control over the situation and provides the possibility of working through
to success.
•
Other attributions in the Internal/Unstable box could be:
concentration – commitment – arousal control – confidence – attitude – attention – mental
preparation – physical preparation.
•
All of the above are within a performer's control and are also in the span of motivational
directives.
•
Motivation – one of the best ways to use the attribution approach is to gain greater effort
in training. A coach who instils attribution in the performers can make them realise what
needs improving and how hard they need to work even when they are winning and
playing well. If the performer/team wins then the result should be attributed to stable and
internal reasons.
•
SELF-SERVING BIAS is where competitors who lose tend to attribute their failure to
external causes and competitor who win attribute their success to internal causes. It limits
the sense of shame due to failure and highlights personal achievement in success.
•
Coaches need to avoid 'LEARNED HELPLESSNESS' – where players are consistently
blamed for losses or bad performances or the lack of ability (blaming internal and stable
reasons for losing).
GCE PHYSICAL EDUCATION Specimen Assessment Materials 22
(b)
Discuss the relationship between motivation and arousal and how they affect
performance in sporting activity.
[6]
Level 1
1-2
Candidate is able to establish relationship between arousal and
motivation.
Level 2
3-4
Candidate builds on Level 2 and applies motivation and arousal to
performance in sporting activity.
Level 3
5-6
Candidate discusses fully the relationship between motivation and
arousal and how they can affect sporting performance.
The following is indicative of the material that might be included in the answer.
AROUSAL:
"The degree to which we are activated and ready to perform the task
ahead."
MOTIVATION:
"The external stimuli and internal mechanisms that arouse and direct
behaviour."
•
Arousal represents the INTENSITY aspect of MOTIVATION.
•
Under and over arousal can produce a below-par performance and the optimum
performance occurs at a moderate level. (Inverted U-Theory).
•
Task and Performer can modify the shape of the inverted U.
•
Too much arousal – 'stressed out'.
Too little arousal – 'not interested'.
•
To achieve optimum arousal a coach will either need to increase it (psyche us up) or calm
us down depending on how we are feeling and how motivated we are.
•
Coaches need to know their performers in terms of personality, task, stage of learning and
motivational input in order to gain the arousal best suited for good performance.
•
Novices operate best at low arousal as they are inexperienced in dealing with the
pressures that an expert can deal with.
•
An introvert needs little stimulation to provoke increases in arousal and therefore needs to
keep arousal levels low, while an extrovert can tolerate an increased adrenalin rush.
•
Arousal will improve the quality of performance up to an optimal point. However, this
optimal threshold changes or moves for every individual and different situations.
•
The need to motivate or increase self-motivation is linked closely with arousal.
Knowledge of arousal is fundamental when task type, the stage of learning, experience
and personality are considered to improve sporting performance.
•
As motivation increases so does a person's level of arousal – task focus and concentration
will help performance.
•
Coaches are aware of arousal in sport and the effect it has on performers. They try to
manipulate it.
•
Motivation involves inner drives, external pressures, intensity and direction of behaviour.
GCE PHYSICAL EDUCATION Specimen Assessment Materials 23
2.
"Performance is determined by a range of factors: technical, tactical, behavioural and
physical."
Examine the various analysis techniques that can be used to refine performance in a
named sporting activity.
[10]
Level 1
1-4
Candidate identifies at least two recognised analysis techniques
and may attempt to explain how they are linked to performance.
Level 2
5-7
Candidate applies different analysis techniques linking them to
refining performance and the named sporting activity.
Level 3
8-10
Candidate analyses different analysis techniques and applies
them effectively to show how they can help to refine
performance.
The following is indicative of the material that might be included in the answer.
The focus of analysis depends very much on the sporting activity and the level of the
performer.
Sporting activities place a different emphasis on these components.
•
Technical
Quality, efficiency of movement and aesthetic – a thorough
understanding of the technical demands of the sport is essential to the
coach and performer.
•
Tactical
Important in many sports, especially games. Outcome significant as
well as execution. Good tactical play is about decision-making.
•
Behavioural
Observing behaviour and assessing why performers behave in a
certain way is crucial in sport.
•
Physical
Fitness is a critical factor in most sports – the physical training
programmes should match the demands made of the performer while
competing.
Analysis methods
•
Biomechanics
Analysis of technique is integral to the work of coaches in most
sports. It can determine how coaches devise and manipulate practice
sessions and what feedback they give to performers.
In order to carry out a technique analysis the coach needs to know
what good technique looks like and an understanding of the
biomechanical principles involved in its execution. Study of the
body motions in terms of force, time, distance.
GCE PHYSICAL EDUCATION Specimen Assessment Materials 24
•
Notation
Using symbols, etc to record information about performance –
statistical – patterns of play – technical errors and achievements –
work/rest intervals. Match analysis only provides raw data but it can
help in making more informed decisions about performance.
•
Tests
Outside competition to gain information on performance: physical
conditioning, technical efficiency or tactical effectiveness. Most
important use of fitness testing is to provide feedback to performers
about their progress in relation to their goals.
•
Questionnaires
Provides information from performers on issues and feelings about
performance.
•
Video
Provides objective information and can enhance performance
analysis. Permanent, immediate, technological aids (freezing, slow
motion).
Biomechanics
Notation
Tests
Technical
9
9
9
Questionnaire
X
Tactical
X
9
X
X
9
Behavioural
X
9
X
9
9
Physical
9
9
9
X
9
Aspect
9 Important
X Relatively unimportant
Video
9
Real
Time
↓
Objective
GCE PHYSICAL EDUCATION Specimen Assessment Materials 25
3.
To what extent do you agree with the view that the health and well-being of the people in
the UK is matter of increasing concern?
[10]
Level 1
1-4
Candidate identifies reasons why the health and well-being of the
people is important to the UK.
Level 2
5-7
Candidate applies knowledge and considers the importance of
health and well-being to people in the UK.
Level 3
8-10
In addition to Level 2 candidate fully engages with the debate –
is it a matter of increasing concern?
The following is indicative of the material that might be included in the answer.
•
Health concerns affecting people of all ages centre largely on physical fitness, obesity and
cardiac problems.
•
The main way of preventing these problems is an increased level of exercise.
•
From a health perspective, increasing exercise will bring associated health benefits and
may enhance fitness.
•
Health:
"The state of well-being, free from disease and physically, mentally and
emotionally in good shape."
•
Exercise:
"A planned, structured physical activity that enhances aspects of physical,
mental and social health and fitness as well as well-being."
•
Fitness:
"The ability to cope effectively with the stresses of everyday life."
•
Research shows that moderate levels of physical activity have beneficial effects on health
and such benefits may occur as a result of physical activity levels that are well below the
intensity necessary for fitness change.
•
In Wales only 55% of boys and 39% of girls are active for the recommended one hour on
five or more days per week. This recommendation halves the prospects of developing
chronic disease.
•
Exercise is paramount for health – only 6% of heart attacks are due to obesity, 37% are
due to physical inactivity.
•
The immediate causes of poor health are over-consumption of energy rich foods
accompanied by too little exercise.
•
Remedy: HEALTH PROMOTION and REGULATION.
•
Lifestyles are becoming far more sedentary.
This change in lifestyle causes health problems: mainly obesity and obesity linked
diseases – diabetes, heart disease, cancer, bone disease.
GCE PHYSICAL EDUCATION Specimen Assessment Materials 26
•
Lack of joint strategies – the agencies involved show some responsibility but it needs the
national government to take the initiative for forming a joint strategy – involving more
coherent and sustained action.
•
Existing arguments over issues of access and/or provision of sporting facilities, funding
and promotion of sport/physical activity (pressing medical or health-based concerns) are
no longer simply to do with the 'right to play' in a leisure context but have wider
implications for a nation's health.
•
Lack of health education/promotion – Government policy – preventative or curative.
There should be greater emphasis on the former.
•
Social status is the biggest determinant of longevity. To improve the health of the nation
the working classes need to be educated and persuaded to adopt healthier, active
lifestyles.
•
Socio-economic factors – socially deprived areas. Is there a lifestyle choice? Whose
responsibility is it to be healthy?
•
Body and self-image: media perspective of a socially accepted image – influences on
young people.
•
Is there access, opportunity and provision for all – in terms of resources, exercise/activity
regimes/opportunities, costs, transport, gender, lifestyle influences/pressures.
•
Obstacles to the adoption of healthy public policies in non-health related sectors –
removing them.
•
Health promotion supports personal and social development by providing information,
education for health and enhancing life skills. This must continue to increase the options
available so that choices can be made.
•
Overcome non-supportive environments – systemic assessment of the health impact of a
rapidly changing environment – in areas of technology, work, urbanisation is essential
and must be followed by action to ensure positive benefit to the health of the public.
•
Participation programmes/are the interested agencies doing enough?
GCE PHYSICAL EDUCATION Specimen Assessment Materials 27
SECTION B
The following levels should be applied to both questions.
LEVEL
MARK
BAND
DESCRIPTOR
Candidate makes few, if any relevant points with no real application.
There may be an attempt to draw conclusions but understanding of
connections between different areas of subject content is limited or not
demonstrated.
Level 1
1-5
Information is poorly organised. There is limited use of specialist
terminology/vocabulary and frequent errors in spelling, punctuation and
grammar.
Level 2
6-10
Candidate makes some valid points using relevant principles, concepts and
theories. There may be some application with valid conclusions drawn. Some
ability to make connections between different parts of the subject content is
demonstrated.
Information is well organised and ideas are expressed in a logical manner.
There is good use of specialist terms/vocabulary with some errors in
spelling, punctuation and grammar but these are not intrusive.
Candidate shows good knowledge and understanding of relevant principles,
concepts and theories. There is good application and analysis with sound
logical conclusions drawn. The ability to make connections between different
parts of the subject content is demonstrated on several occasions.
Level 3
11-15
Information is very well organised and argument is expressed clearly and
coherently. There is good use of specialist terms/vocabulary and spelling,
punctuation and grammar are generally accurate.
Candidate demonstrates excellent knowledge, understanding, analysis, and
evaluation using relevant principles, concepts and theories. The ability to
synthesise and make connections between different parts of the subject content
is fully demonstrated throughout the answer.
Level 4
16-20
Information is very well organised and the form and style of communication is
highly appropriate. There is very good use of specialist terms/vocabulary with
few, if any, errors in spelling, punctuation and grammar.
GCE PHYSICAL EDUCATION Specimen Assessment Materials 28
4.
"Commercialism and the media are the key factors affecting provision, choice and
participation in physical activity." Critically evaluate this statement.
[20]
The question is synoptic and is designed to test understanding of the connections between
different elements of the subject.
Undoubtedly candidates will respond according to their own experiences, so, therefore they
could agree or disagree with the premise posed by the question.
The following is indicative of the material that might be included in the answer.
A. MEDIA
•
Powerful and direct influence on the values and morals of a society because it reaches
such a large percentage of the population.
•
Media has turned sport into a commodity that can be bought and sold.
•
Breadth of coverage; range of sporting activities; stage to show off talent and gain wealth;
gender issues/stereotyping issues/ethnic issues; art form; multi-faceted input; role models;
dramatisation; sports adaptation/rules; promotion of sporting activity; new
markets/channels; creation of 'passiveness'; focus on trivial/dramatic/educational/emotive/
violent; rule changes; sports adaptation.
Finance – Sponsorship – Promotion – Sporting Activity
B. COMMERCIALISM
•
Wealth generated – whole city and country involvement – TOP marketing.
COMMODIFICATION OF SPORT
DISPLAY
BUSINESS
INDUSTRIALISATION
COMMERCIAL PACKAGE
COMMERCIAL
SPORT
ENTERTAINMENT
SPECTACLE
INCREASE IN LEISURE
TIME
AFFLUENT
SOCIETY
URBANISATION
MARKET
ECONOMY
•
Profit potential of sport is huge – globalism.
•
Money dictates; brand awareness; influence; products promotion; range of activities (to
detriment or otherwise of certain sports); media rights; merchandising; future
development.
The above (A and B) highlight the input of commercialism and the media into the provision,
choice and participation in physical activity.
GCE PHYSICAL EDUCATION Specimen Assessment Materials 29
Candidates should discuss these inputs, agree or disagree, but certainly enter the debate
regarding other determinants such as
•
Lifestyle choices; self interest; self determination; joint strategy at national and local
government levels – provision/finance.
•
Interested parties – agencies involved with participation – education authorities/schools/
PE Departments/Initiatives/Sports Councils and Governing Body influences/clubs/
society/cultural ethos.
GCE PHYSICAL EDUCATION Specimen Assessment Materials 30
5.
"Ensuring lifelong involvement in physical activity is the responsibility of the National
Government." Discuss.
[20]
The question is synoptic and is designed to test understanding of the connections between
different elements of the subject.
Undoubtedly candidates will respond according to their own experiences, so, therefore they
could agree or disagree with the premise posed by the question.
The following is indicative of the material that might be included in the answer.
•
Lifelong involvement is ultimately the choice of the individual.
•
Determinants which interplay with the choice are numerous:
-
Adherence factors.
Social status.
Enablement – equal opportunity/access – removing barriers.
Supportive environment.
Empowerment – education.
•
The style of life one leads is going to have an effect on an individual's quality of life –
whether it is a positive or negative effect. The main lifestyle choices that are open to us
are ones involving: exercise; diet; smoking; alcohol; drugs; stress.
•
Lifelong involvement in physical activity is directly related to one's lifestyle choices.
•
National Government has a role to play in lifelong involvement in physical activity:
-
Through initiatives/strategies e.g.
"Climbing Higher"
"Appetites for Life".
Welsh Assembly
"Health Challenge Wales".
"School Food Trust" – junk food ban in England.
"Education and Inspection Bill" – Westminster
-
Through Educational/Informative input:
'Healthy Schools' – National Curriculum – Physical Education – Health related
exercise. Good practice in informative years usually leads to good practice later in
life.
-
Through Resourcing – Leisure centres – Walkways/cycle paths; Catering for all
(mass participation) – older citizens, females in particular – free swimming for all
aged over 60 in county council pools. PESS projects in schools, Dragon Sports in
primary schools. Active Schools, etc.
•
Does the national government do enough in terms of joint strategies? Linking the work of
all other interested agencies – Collective Duty – NHS – SMA – BMA, etc. Recognition
of the problem of obesity and related diseases is not a problem, but having an united
approach to prevention is.
•
Should the national governments play more of a guiding part in terms of legislation and
enforcement.
•
Managing time and using time for lifelong participation in physical activity is a balance,
with individual's having the right to choose, but also with the national government having
an input into guiding the healthy option.
GCE PHYSICAL EDUCATION Specimen Assessment Materials 31
Question
AO1
AO2
1(a)
2
2
1(b)
3
1
2
6
2
5
3
2
10
3
4
3
3
10
4 or 5
6
6
8
20
Total
20
15
15
50
GCE Physical Education SAMs (2009-2010)/JD
8 August 2007
AO3
Total
4