GCE EXAMINERS' REPORTS
PHYSICAL EDUCATION
AS/Advanced
SUMMER 2014
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Unit
Page
PE1
1
PE2
3
PE3
6
PE4
8
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PHYSICAL EDUCATION
General Certificate of Education
Summer 2014
Advanced Subsidiary/Advanced
PE1 - IMPROVING PERFORMANCE IN PHYSICAL EDUCATION
Principal Examiner:
Click here to enter examiner name.
In 2014 there was a further increase in the number of centres and candidates, necessitating
changes to some of the cluster groupings. These clusters will be reviewed again ahead of
next year’s moderation. Once again host centres’ effective organisation of the moderation
days helped the moderation days to run smoothly. Their contribution continues to be greatly
appreciated.
Administration continues to improve with very few centres missing the submission date for
the PEAS1 forms. One area that still needs improvement is in the submission of the PPPs to
the lead moderator two weeks prior to the moderation. Centres are reminded that the lead
moderator should, whenever possible be informed prior to the day of candidates who are
unable to participate/attend the moderation. Dental appointments or driving tests are not
suitable reasons for non-attendance. Medical certificates are required for any candidate
unable to participate through illness or injury. Most centres acted on the feedback given by
the moderators when re-submitting their marks. The final decision on mark adjustments is
made on the basis of reviewing the written reports and recommendations made by
moderators and the identification of trends in either the over or under assessing of activities.
PERSONAL PERFORMANCE PROFILE
 There is still a tendency for the PPP to be over-marked especially in the aspect of
evaluation. Evaluations need to include links with changes/developments in
performance, and therefore must relate to the candidate’s performance in the chosen
activity, and not just in the tests used to monitor performance. Conclusions have a
tendency to be vague and largely subjective.
 More specific information is needed in the self-evaluation aspect to achieve marks within
Level 4.
 Candidates continue to set targets mainly relating to physical fitness despite identifying
technical aspects as weaker areas in their performance.
 A candidate’s PPP must be related to the activity in which they are being assessed.
 There was an improvement in the number of candidates keeping their work close to the
2000 word count, resulting in more focussed work.
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1
PRACTICAL PERFORMANCE
 Assessment of practical activities continues to improve in accuracy with most
assessments in the correct level.
 Standards of performance continue to be generally of a high standard, with some
exceptional performers seen.
 Major games are still the most popular activities.
 Video and supporting evidence of off-site activities was much improved again this year
with more assessments matching the level of performance seen in the video evidence.
 There was an increase in the number of candidates offering exercise activities this year.
Many of these candidates had insufficient detail in the logging of their training sessions in
their PPPs.
COACHING/OFFICIATING
 Coaching continues to be the more popular option, however, the number of candidates
offering officiating has increased.
 The accuracy of assessment of coaching continues to improve.
 Candidates offering coaching need to bring a plan of their session to the day.
 It is vital that candidates are made aware of the coaching rich task for their chosen
activity.
 Candidates must be assessed in either coaching or officiating of the activity in which they
are being assessed for their practical performance, i.e. they cannot be assessed in
practical performance in one activity and assessed in coaching of another activity.
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2
PHYSICAL EDUCATION
General Certificate of Education
Summer 2014
Advanced Subsidiary/Advanced
PE2
Principal Examiner:
Q.1
(a)
Click here to enter SUBJECT.
Explain why is validity and reliability are essential elements of
fitness tests.
(3)
Most candidates were successful in obtaining at least 1 mark for
defining both reliability and validity, but a far smaller number of
candidates developed their answers to explain the importance of
reliability and validity when identifying strengths and weaknesses,
comparing results and monitoring the progress of training etc.
(b)
Describe how exercise intensity can be increased when Fartlek
training.
(3)
This question was generally well answered with most candidates
getting 2 out the 3 available marks. The most popular answers for
increasing intensity were to increase the speed of the exercise or use
inclines. A few candidates focussed heavily on duration of activity and
not on intensity as the question asked
(c)
Increased capilliarisation of muscles is a long-term adaptation of
Fartlek training. Explain how this adaptation could help develop
sporting performance.
(4)
Almost all candidates achieved at least 1 mark with many achieving 2
or more. Most were able to correctly explain how increased
capilliarisation increases oxygen uptake, which in turn would help
them recover quicker after intense exercise or take longer to reach
anaerobic threshold. The better candidates provided more detailed
explanation e.g. recovery in terms of alactic and lactacid oxygen debt
and the role oxygen plays within this. Also many explained the
benefits of taking longer to reach anaerobic threshold e.g. preserve
creatine phosphate and muscle glycogen stores.
It is essential that athletes and coaches have knowledge of oxygen
debt and the methods that speed up the recovery process
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3
Q.2
(a)
(i)
Describe the Alactic component of Oxygen Debt during
the recovery process.
(3)
Many candidates had good knowledge of the alactic
component replenishing creatine phosphate stores and the
widely accepted timescales it takes for this to be done e.g. 3-4
mins for 98% recovery. However, many candidates did get
confused with lactacid oxygen debt and explained about the
removal of lactic acid and the replenishment of glycogen.
(ii)
How can a sportsperson reduce the effects of delayed
onset of muscle soreness (DOMS) which sometimes
occurs after high intensity exercise?
(3)
As with previous answers, many candidates achieved at least
1 mark with many gaining 2 marks for this question. The two
favoured methods of recovery were cool down and ice baths.
Better candidates explained these in detail and were awarded
amplification marks.
There is a continual use of all three energy systems during
sports performance
Q.3
(b)
Explain in detail how exercise intensity determines the
predominant energy system used.
(4)
Almost all candidates had some knowledge of the energy systems, but
many failed to develop and really explain their answers by providing
specific information. In terms of intensity, a specific % was required for
all 3 energy systems in order to access the full 4 marks. Unfortunately
many candidates focussed only on duration rather than intensity as
the question stated.
A sportsperson requires a positive attitude if high levels of
performance are to be maintained.
(a)
Using examples from physical activity, describe how Persuasive
Communication and Cognitive Dissonance are used to change
the mind-set of an individual with a negative attitude.
(5)
Many candidates struggled with this question and provided very vague
answers that lacked the specific detail required at AS level. The
majority of marks were obtained through a description of persuasive
communication or cognitive dissonance, but generally there was a
failure to expand on this and fully explain how the techniques can be
used to change a sportsperson with a negative attitude.
(b)
Using the diagram, discuss how each of the personality theories
attempt to explain behaviour in sport.
(5)
As with the previous question there was some knowledge and
understanding of the 3 personality theories provided in the diagrams,
which provide a maximum of 2 marks. However, there was often a
failure to apply the answer and to explain behaviour in sport.
A poor diet can have a negative effect on a person’s level of fitness
and health
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4
Q.4
(a)
Explain how a high percentage of body fat could have a
detrimental effect on both aerobic and anaerobic levels of fitness
(4)
Very often there was a lack of detail in explaining how a high % of
body fat will affect levels of fitness. The more detailed answers from
candidates often approached this question either from an increased
unproductive body weight perspective or from cholesterol blocking the
lumen in arteries and arterioles perspective. The higher marks were
then obtained by explaining the impact these on levels of fitness e.g.
more weight = more energy/oxygen consumption causing greater
fatigue, slower recovery etc.
(b)
Explain how an individual’s diet can affect both short and long
term health
(6)
It was clear that many candidates had some knowledge and
understanding of the impact of diet on an individual’s health. There
was often specific terminology used in terms of diseases and the
processes that occur in the build up to long-term health problems e.g.
heart attack and stroke etc. Some candidates did not cover both short
and long-term health problems, which meant the higher marks, could
not be accessed.
Q.5
Using examples from your chosen sporting activity, explain how
guidance, practice and feedback can vary during the stages of
learning.
(10)
There only a very few candidates that had very little knowledge of
guidance, practice and feedback within the stages of learning.
Nevertheless many candidates only achieved a Level 1 answer
because they failed to provide the necessary examples from their
sport or activity. However, there were many high quality answers
which provided specific terminology and detail with excellent use of
examples, demonstrating knowledge and
understanding of skill acquisition.
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5
PHYSICAL EDUCATION
General Certificate of Education
Summer 2014
Advanced Subsidiary/Advanced
PE3 - REFINING PERFORMANCE IN PHYSICAL EDUCATION
Principal Examiner:
Click here to enter SUBJECT.
In 2014 there was a further increase in the number of centres, necessitating changes to
some of the cluster groupings. The cluster moderation process continues to be effective;
however, cluster groupings will be looked at for the 2015 moderations to ensure that their
effectiveness is maintained. Once again host centres’ effective organisation of the
moderation days helped the moderation days to run smoothly. Their contribution continues
to be greatly appreciated.
Administration continues to improve with very few centres missing the submission date for
the PEA1 forms. Centres are reminded that the lead moderator should, whenever possible
be informed prior to the day of candidates who are unable to participate/attend the
moderation. Dental appointments or driving tests are not suitable reasons for nonattendance. Medical certificates are required for any candidate unable to participate through
illness or injury. Most centres acted on the feedback given by the moderators when resubmitting their marks. The final decision on mark adjustments is made on the basis of
reviewing the written reports and recommendations made by moderators and the
identification of trends in either the over or under assessing of activities.
PRACTICAL PERFORMANCE
PERFORMING
 This continues to be the most popular option.
 Lead moderators endeavoured to see as wide a variety of activities as possible.
Therefore off-site activities were once again a focus. It was encouraging to see that most
candidates had new evidence of performance, acting on feedback given to centres last
year.
 As in previous years it was a pleasure to talk to candidates in all activities as many
demonstrate great enthusiasm, together with impressive knowledge of their activities.
 Assessment of this area continues to improve, however, the notion that all candidates
who choose performance at A2 are high level performers is not necessarily valid.
COACHING
 Most candidates offering coaching are actively engaged in coaching on a regular basis
either in their schools or in their local community.
 The quality of the coaching sessions was generally high.
 Those candidates assessed as being within level 5 displayed excellent communication
skills and in depth knowledge of their activity. Many candidates’ sessions were
comparable with lessons taught by initial teacher training students.
 Assessment of this area was generally accurate.
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6
OFFICIATING
 Once again this was the least popular option. Candidates choosing this option were
mainly those who officiate on a regular basis. Many had gained Level1/2 officiating
qualification sin their chosen sport.
 Assessment of officiating was generally accurate.
INVESTIGATIVE RESEARCH
 There was continued improvement in the number of candidates limiting their work to the
3,000 word count
 Similarly to last year there was a reduction in the number of more innovative ideas.
Some centres continue to guide all of their candidates towards one area to research e.g.
the effect of a particular type of training on performance. This defeats the purpose of the
research which is for the candidates to analyse their performance, thereby identifying
what is needed to refine their performance. Many titles were overly simplistic e.g. effect
of weight training to develop strength to refine performance in rugby.
 Candidates choosing to investigate the effect of diet/nutrition/hydration on performance
struggled to draw valid conclusions largely because of inability to control other variables.
 Research continues to be mainly Internet based, with few using books other than A Level
textbooks. Candidates cannot access the full range of marks allocated for this aspect
without wider research. There was a continued improvement in candidates’ summary of
research with fewer candidates cutting and pasting large chunks of text from the internet.
 There remains to be issues with achieving synopticity in candidates’ work. Many
candidates fail to capitalise on opportunities to look at the complete picture of their
performance, especially the effects that physical/technical improvements can have on
psychological factors.
 As in previous years the drawing of conclusions continues to be the weakest area for
most candidates. The conclusions continue to be very simplistic with subjective
conclusions drawn.
 Most centres annotated their work appropriately. Some centres also provided very useful
comments helping moderators to understand how marks had been allocated.
 Many centres are still omitting to include the PEA2 forms with the candidates’ work.
 Marking continues to be problematical for a minority of centres where candidates’ work is
significantly over marked.
 Internal standardisation of candidates’ work continues to be a problem. Where work has
been internally standardised marking is more accurate.
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7
PHYSICAL EDUCATION
General Certificate of Education
Summer 2014
Advanced Subsidiary/Advanced
PE4
Principal Examiner:
Q.1
Q.2
Click here to enter SUBJECT.
(a)
Candidates demonstrated a good grasp of this topic area. Many candidates
were able to access at least two marks. There was some good use of
technical language.
(b)
This was one of the least well answered questions on the paper. Although
some reasonable knowledge of biomechanics was shown, few could apply
this knowledge to the example given in the question.
(c)
This was a reasonably well answered question. There were, perhaps, too
many vague answers to this question with candidates not differentiating
between prior to and during performance as the question asked.
(a)
There was a mixed response to this question. The best candidates gave
specific examples relating to different types of attributions. Some made
reference to personality types and achievement motivation to help amplify
their response.
(b)
Again, the responses to this question were mixed. At the highest end of the
spectrum, candidates spoke with authority about the concept of learned
helplessness and provided examples to illustrate their points. In the lower
level responses, answers tended to be vague and made little or no reference
to self-esteem. There was limited use of subject-specific vocabulary.
Q.3
Again, the responses to this question were mixed. The majority of candidates scored
at the lower end of Level 2. The most able candidates used good examples to back
up their points and were able to discuss the role of the government. However, less
able candidates failed to discuss and debate the issue. Discussion and debate was
required to access the L4 marking bracket.
Q.4
This was by far the most popular of the two optional questions and was quite well
answered. The majority of candidates scored at the top-end of Level 2 and the lowerend of Level 3. Higher level candidates debated the issues in more depth and reach
reasoned judgements. Weaker candidates tended to only describe or explain some
aspects and examples were weak.
Q.5
There was a mixed response to the question. Too many candidates did not engage
fully with question and explained funding rather than debate the issue of the rights
and wrongs of funding elite sport in the manner described in the question.
GCE Physical Education Examiners Report Summer 2014
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