Exemplar: Component Two PE – Exemplar Component 2 Learners should use the mark allocation for the...

Exemplar: Component Two GCSE (9-1) Physical Education

Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Physical Education (1PE0)

GCSE (9-1) Physical Education 2016 Exemplar on SAMs – component 2

Contents

Paper 2 2

Question 1 2

Question 2 2

Question 3 2

Question 4 5

Question 5 6

Question 6 7

Question 7 7

Question 8 9

Question 9 11

Question 10 12

Question 11 14

Question 12 16

Question 13 19

GCSE PE – Exemplar Component 2

Paper 2

Question 1

Learners should be encouraged to attempt all of the multiple choice questions rather

than leave a ‘blank’ response.

Some confusion over the most likely activity to reduce the risk of osteoporosis, with

many learners opting for Cycling rather than the weight bearing activity, Aerobics.

Most learners were able to achieve at least 1 of the available marks for the data

questions, (e) being slightly more accessible than (f).

Question 2

This question was well answered overall. The question focused on the benefits of regular

participation. Historically learners do well with this type of question as the concepts are

straightforward and therefore accessible to all.

Some learners made reference to ‘mental’ benefits; terminology will need to be changed

to ‘emotional’ for the new specification.

Question 3

(a) Learners were given two graphs linking obesity figures to age or gender. They were

asked to analyse the data to determine changing patterns in obesity levels. A popular

correct response was that obesity rates rose with age


In this example the learner achieves one mark for each part of the response. Whilst the

response in relation to age is clear, the wording in relation to gender is borderline in

terms of gaining credit. It is always a good idea to reinforce the point being made by

linking back to the question and trying to be as specific as possible. For example, this

candidate could have stated that obesity trends for boys and girls are nearly the same,

but 11-15 year boys had higher levels in 2014.

In this example the statement is partially correct and therefore does not gain credit.

Boys do have lower obesity rates in 1994 provided they are not in the 2-5 year age

group. When tackling this type of analysis, question learners must be explicit and the

points they make must be reflected by the data.

Not all candidates were able to link their responses to the data provided, for example, in

the response below a statement has been made to try to justify why girls might be obese

rather than make a comparison between obesity levels for boys and girls.


Learners should use the mark allocation for the question as a guide to the required

length of the response. In (a) two marks were available for analysis of age and a further

2 marks available for analysis of gender, therefore learners would be advised to provide

at least two statements regarding the analysis of the age related data and a further two

statements for the data associated with gender. Some learners were able to provide two

points as demonstrated in the response below.

(b) For this part of the question learners had to use the data in the graphs to predict the

future trend in obesity levels for 11-15 year old boys. Some even went as far as to

estimate the increase. It is worth noting that if a ‘trend’ is asked for in a 1 mark

question estimating an increase will not be necessary, just a general idea of the direction

is required, i.e. up, down or the same.

Whilst the majority of learners were able to correctly identify an upward trend this was

not the case for all learners.


Question 4

This question asked learners to explain how aerobic exercise could reduce two different

long-term health risks. The question was made more challenging by including two health

risks in the question, therefore preventing their use in the response. It is important that

learners read questions carefully to ensure they do not give answers already supplied in

their response, as these will not be credited.

Some learners gave examples of risks of participating in physical activity rather than the

risks physical activity could reduce, whilst others identified short-term responses to

exercise, or long-term benefits to fitness rather than health.

Learners accessed all of the stated responses in the mark scheme, although some points

were more popular than others. For example, popular correct responses linked to

prevention or reduction in heart disease or stroke. In this example the learner identifies

a benefit to emotional health and expands on this, indicating how this is achieved to gain

two marks. To gain the final mark the learner needed to be clearer about ‘satisfy you’,

for example, a learner explanation of the ‘feel-good’ aspect of this.


In this example the learner gains all three available marks:

Question 5

This question asked about the negative impact of smoking on health and wellbeing.

In the main, learners were able to link smoking to lung cancer.

Whilst many learners were unable to explain the link between smoking and lung cancer,

some were able to and therefore gained further credit.

Incorrect responses tended to focus on immediate responses to exercise as a smoker

rather than the long-term effects on health.


Question 6

This question focused on a new area of specification content: sport psychology, and in

particular, the link between skill classification and the impact of this on how the skill

should be practised.

In this example the learner has explained (through example) that the open skills should

be in pressured situations and the closed in closed conditions. To gain the final mark a

reason needed to be given why the different practice structure would be used, i.e. so the

players could get used to playing the skill under high pressure, or match the needs of the

changing situations in a game.

Most responses linked to the first bullet point in the mark scheme, identifying the

different types of practice for each type of skill.

Question 7

This question also focused on a new area of specification content from the sport

psychology topic, although this time the focus was on intrinsic and extrinsic feedback. In

the main, learners were able to differentiate between the two types of feedback,

identifying extrinsic as feedback from the coach and intrinsic from themselves, although

there was some confusion amongst some learners with motivation.


‘Assess’ questions require some sort of evaluation of a point, therefore it is important

that learners justify why they think one type of feedback is more important than the

other rather than simply stating one is, in order to gain full credit.

In this example the learner is able to justify why each type of feedback is more or less

important to the beginners.


Question 8

This question was based on a new specification topic area, this time socio-cultural

influences. Learner responses tended to show greater understanding of this area than

the sports psychology. Learners were asked to describe the difference between sporting

behaviours.

In (a) learners were knowledgeable about sportsmanship, often being able to describe

this sporting behaviour, although gamesmanship seemed harder to describe and was

occasionally omitted from the response. As a general rule if asked to describe a

difference between two things it is important to state something about each to illustrate

the difference.

In this example maximum marks are achieved. The learner does make correct reference

to both behaviours showing a high level of knowledge about both.


In (b) learners had the opportunity to expand on their knowledge through application

and an evaluation of the importance of sportsmanship at elite level. There were some

good responses here, mainly focusing on the idea of setting a good example for others to

follow. Some learners took this further, giving the impact of this as meaning less

contentious games, thus demonstrated the skill of AO3 as well as AO1.

In the example below the learner achieves all three available marks. They provide

knowledge of commercial sport (role models), the application to football (watched by

millions) and its importance (influence ‘kids’ to do the same).

This learner also achieved 3 marks, this time focusing on the impact on participation

rates.


Some learners explored more than one reason why sportsmanship was important. In a

three-mark question where the command word is ‘assess’, learners will only need to

focus on one aspect unless the question specifically references more than one to allow

learners to look in the required depth to evaluate.

Question 9

Question 9 was again from the social-influences area of the specification, this time asking

learners to consider ‘personal factors’ affecting participation.

(a) This part of the question targeted knowledge only, asking learners to state two

personal factors affecting participation.

Not surprisingly, some learners linked to the current specification stating the key

influences affecting participation as shown below.

However, many were able to correctly identify at least one personal factor. With

increased familiarity of terms such as ‘personal factors’ learners will begin to find these

questions more accessible.

(b) Learners were asked to explain two reasons why socio-economic groups could

influence participation; answers relating to time or income were required. Some learners

focused on health benefits of participation, or current key influences, trying to link to the


current specification rather than the new specification. However, some learners

understood the link between socio-economic groups and its influence on choice of sport

due to disposable income, or status.

In this example the learner gains one mark for correctly identifying the cost of activities

as a limiting factor.

It is important when asked to provide more than one reason that the responses given are

different, and not just the reverse of the point made in the first part of the answer. For

example, in the first part of this response, credit is given in relation to income and

money to pay for equipment. This is not credited again in the second response.

Question 10

This question asks learners to explain two ways in which the media can help to increase

participation. For questions of this nature learners could draw on their own experience of

sport to try to determine a link between the media and participation rates. Raising the

profile through adverts was a popular correct response, as was funding.


In this example the learner gains one mark for reference to advertising. The second part

of the response also links to increasing awareness, but not a role of ‘the media’ in the

required context for further credit.

In this example the learner gains three marks. In the first part of the response, credit is

for use of celebrities to raise profile/advertise to attract more to play. The second

response identifies that media can be used to ‘educate’ therefore attracting more people

due to the benefits of sport. To gain full credit learners needed to link to increasing

participation as they wanted to gain those health benefits (or similar).


In this example the learner has identified the role of the media in educating us about the

nature of the sport, and by increasing our knowledge of a sport, it could encourage us to

participate.

In this final example the learner gains maximum marks. They have explained two

different ways the media can increase participation: through advertising and raising

awareness, and through use of role models.

Question 11

The question asks learners to assess one negative and one positive impact of an under-

16 team accepting sponsorship from a company that sells alcohol.

As this is an ‘assess’ question learners are expected to show evidence of evaluation as

part of their response. In other words what do they think a likely positive or negative

outcome will be? Assessment of a negative impact seemed more accessible than the

positive, however, some learners were able to provide both.


Very often a specific knowledge point about the impact of alcohol on health was omitted.

For example, the response above gains two marks for the first part of the response; the

impact on the team is that they are given ‘more money’, and the specific impact is the

‘money could be spent on improving the pitch’. However, there is no link made between

alcohol and lifestyle for an ‘under-age’ team.

Popular responses for this question linked to increased funding as a positive impact, and

under-age drinking as a negative impact. Some learners were able to expand on these

responses, gaining two marks for each response, for example, linking more money with

increased facilities, or under-age drinking with health issues. Often these health issues

were vague, referred to as ‘damage’ rather than giving specific examples. In this

example the learner scores 3 marks. Reference to damage is too vague for credit;

learners need to be clear this is in relation to ‘health’, especially as this is the focus for

this paper.

In the final example below the response is credited with 5 marks. In response two,

reference is made to the legal drinking age (AO1), the impact of encouraging under-age

drinking (AO3) and its application as they would be advertising the product to their own

and other teams (AO2).


Question 12

This is the first of the levels based questions on the paper. Learners are credited with a

maximum of 9 marks: 3 marks for their knowledge of the topic area, 3 marks for their

ability to apply this knowledge to the question context, and 3 marks for considering the

impact of each of the applied points they make. This question asked learners to evaluate

the need for an endurance athlete to have a balanced diet; content that overlaps with

the current specification.

In this example the response is placed at level 1. It gains 2 marks for AO1. The learner

makes reference to carbohydrates, protein and water and their specific role but omits

any reference to a ‘balanced diet’ or the other food groups (not that all would have to be

covered to score maximum marks for AO1). The application and impact is missing from

the response. For example, reference to water and dehydration could have been linked to

performance, i.e. during the event they will lose a lot of fluids due to sweating and these

need replacing to prevent dehydration otherwise the performer will start to feel dizzy and

their time will get slower.


The next example response is placed at level 2. It gains all available marks for AO1 and

there is some attempt to apply this knowledge, for example when linking protein to

quicker recovery from injury of muscle tears (AO2). Had this part of the response been

extended to identify the impact of this there would also have been evidence of AO3. For

example, therefore the athlete does not miss time from training or an important event

due to injury.

Some candidates provided a bulleted list. Whilst this might be sufficient to demonstrate

knowledge this is unlikely to allow them to expand their responses to demonstrate

application and evaluation therefore bulleted lists are not recommended.


In this final example the response achieves level 3, 7 marks. The learner demonstrates

accurate knowledge and understanding, and applies most of these points to long distance

running. There is also evidence of evaluation, the impact of the point they have been

making in relation to performance.

To gain a higher mark within the level more precise application and evaluation would be

required.


Question 13

This question covered a new specification topic: visual and verbal guidance, and although

not a complex topic, it proved more challenging for learners than question 12. The

question asks learners to evaluate the use of visual and verbal guidance to improve

badminton performance of a group of beginners. Therefore, learners had to consider

which would be the most effective. To gain AO1 marks, learners needed to demonstrate

knowledge of the two different types of guidance. For AO2 they would need to apply this

knowledge to use when teaching a racket sport such as badminton, and finally for AO3,

learners needed to use this content to justify which method they felt would be most

effective.

It is important that learners use the question context they are given, i.e. some learners

applied their knowledge to cricket or netball and although this may have been accurate,

it must be linked to the question scenario.

This is an example of a level 2 response (4 marks). The learner demonstrates accurate

knowledge and understanding of these types of guidance. They also highlight potential

problems with the types of guidance, therefore evaluating the types. However, the

response lacks application to badminton. For example, reference is made to

demonstrations, however an example of a serve could have been given here.

With greater knowledge and familiarity of this topic area learners will find it easier to look

for links between their knowledge and the question context to increase the marks gained.

Learners should be aware that the extended answer 9 mark questions are levels based.

Therefore, learners should try to develop the points they make as there are only a

limited number of marks available for how much they know about a topic. One approach

could be to try to demonstrate each assessment objective within each paragraph of the

response. For example, the learner could start with a relevant statement, then apply this

to the question context and finally evaluate. Therefore, the paragraph becomes:


Verbal guidance is when you are told how to complete the skill, for example the coach

could tell the beginner that they need to transfer their weight from the back to the front

foot as they strike the shuttle, to clear it to the back of the court. This type of guidance

is helpful provided the player understands what this means, therefore the coach would

probably need to show the player what they meant first and then remind them verbally

whilst they were executing the shot.

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