Qualification
Accredited
GCSE (9–1)
Candidate Style Answers
PHYSICAL
EDUCATION
J587
For first teaching in 2016
Examined units J587(01) –
Physical factors
affecting performance
Version 1
www.ocr.org.uk
GCSE (9–1) Physical Education
Sample Candidate Answers
Contents
Question 1
Sample answer
3
Commentary3
Mark scheme extract
3
Question 2
Sample answer
4
Commentary4
Mark scheme extract
4
Question 3
Sample answer
5
Commentary5
Mark scheme extract
6
Question 4
Sample answer
7
Commentary7
Mark scheme extract
8
Question 5
Sample answer 1
9
Commentary10
Sample answer 2
Commentary12
Sample answer 3
Commentary14
Mark scheme extract
11
13
15
2
Copyright © OCR 2016
GCSE (9–1) Physical Education
Sample Candidate Answers
Question 1
Explain three functions performed by the skeleton. [3]
Examiner commentary
Mark = 2/3
This candidate has given two valid points that describes the
functions of the skeleton, rather than merely naming the
functions. The first point is given for maintaining good posture
which is linked to how this performs its function by referring
to the alignment of the back and neck (point to on the mark
scheme).
The second mark is given for linking the function of mineral
storage with calcium for bone health (point 6 on the mark
scheme).
The answer could have been improved by adding a further
function, rather than limiting the answer to only two functions.
Mark scheme extract
Question
1
Answer
Marks
Guidance
3
Any three from:
Must explain the function to be awarded
marks, examples may form part of the
3x
1. support – keeps body upright/provides framework to support
(AO1) explanation e.g. cranium protecting the
muscles/tissues in body
brain on impact.
2. posture – gives correct shape to the body
3. protection - protect internal organs (e.g. ribs protect the
heart, reduces risk of injury/damage on impact)
4. movement – allows muscle attachment/provides leverage
5. (red) blood cell production – bone marrow in some larger
bones produces blood cells
6. storage of minerals – bones release minerals in to the blood
as needed (calcium phosphorus)
3
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GCSE (9–1) Physical Education
Sample Candidate Answers
Question 2
Describe the role of a fixator muscle during movement. [2]
Examiner commentary
Mark = 0/2
This candidate did not score a mark for their response. The
question asks for a description of the role of a fixator and the
candidate describes the attachment without any reference to
function. Candidates were expected to refer to stabilising the
joint or to assist the agonist rather than simply referring to the
location of the fixator.
Mark scheme extract
Question
2
Answer
Any two from:
1. The fixator supports/stabilises the joint/body
Marks
Guidance
2
Examples may be included as part of the
response, e.g. deltoid supporting the movement
during a biceps curl.
2x
(AO2)
2. It assists the agonist
3. It acts as a synergist
4
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GCSE (9–1) Physical Education
Sample Candidate Answers
Question 3
Explain how the long term effects of exercise on the muscular system could be beneficial to a footballer.
[4]
Examiner commentary
Mark = 3/4
later at the base of the answer, the candidate states that this
would then be ‘good to reach’... and therefore links flexibility
with the goalkeeper and scores another mark (point 5 on the
Mark Scheme).
This candidate has identified three long term effects of exercise
on the muscular system and has made some attempt to
link these adaptations with a footballer as demanded by the
question.
Finally, the candidate identifies capillarisation as a long term
effect and successfully links this with more blood and enabling
the player to play for longer which together is worth credit for
point 11 on the Mark Scheme.
Stating that the muscles become bigger and denser is not
worth credit on its own, but the candidate then goes on to link
this with the footballer having more power and strength which
is a valid point (point 2 on the Mark Scheme).
To improve this answer, the candidate should have identified
two further adaptations to the muscular system and again
linked these to a footballer, eg an increase in speed that would
enable a player to reach the ball before his/her opponent.
The candidate then identifies that the mobility around a joint
will be effected giving more flexibility. This does not deserve
credit on its own because there is no link with a footballer but
5
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GCSE (9–1) Physical Education
Sample Candidate Answers
Mark scheme extract
Question
3
Answer
Four marks from:
1. increase in size/mass/hypertrophy/growth (of muscle) e.g. – Easier
for player to shield the ball away from opponent
Marks
Guidance
4
Only accept answers that are linked to how they
may actually benefit a footballer.
4x
(AO3)
2. increase in strength/stronger/power/tone/force e.g. – Able to kick
the ball harder/further
3. increase in speed (of contraction) e.g. – Beating an opponent in a
sprint to get the ball first
4. increase in muscular endurance or able to last longer/decrease in
fatigue e.g. – Easier to perform for the entire game/90 minutes
5. increase in flexibility/able to stretch further/elasticity e,g. – Able
to stretch for the ball further when making a tackle/less likely to get
injured
6. increase tolerance to lactic acid e.g. – Able to keep playing for
longer/ harder/increased chances of lasting 90 minutes
7. increase in recovery rate e.g. – Player ready for next game/training
quicker
8. increased rate of removal of lactic acid e.g. - Able to keep playing for
longer/harder/increased chances of lasting 90 minutes
9. greater potential for energy production e.g. - Able to keep playing for
longer/ harder/increased chances of lasting 90 minutes
10. increase in size/number of mitochondria e.g. Able to compete in a
game faster/longer
11. increase in capillaries/more oxygen/haemoglobin available e.g. the
player is able to work harder/longer
12. helps to prevent injury/assists with recovery from injury e.g. – Less
prone to injury during a game of football
6
Copyright © OCR 2016
GCSE (9–1) Physical Education
Sample Candidate Answers
Question 4
The heart is responsible for pumping blood around the body.
Describe the double circulatory system. [4]
Examiner commentary
Mark = 1/4
This candidate scores a single mark out of a possible four marks.
The candidate is asked to describe how the double circulatory
system performs its function.
This candidate attempts a description but is too superficial to
score more marks. The mark is given for the candidate showing
the blood entering the heart twice (point 2 on the MS).
For more marks to be scored, the candidate should have been
more specific about the vessels leading to and from the heart
and to and from the lungs as well as naming the pulmonary
and systemic systems that make up the double circulatory
system.
7
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GCSE (9–1) Physical Education
Sample Candidate Answers
Mark scheme extract
Question
4
Answer
Four marks from:
1. heart consists of two separate loops/circuits/one loop for heart and
lungs and one for heart and rest of body
Marks
Guidance
4
Accept drawing of double circulatory system
of the heart as long as appropriately labeled.
Labels must cover points from 3-7 and 8-12 on a
diagram for full marks to be achieved.
4x
(AO1)
2. blood travels through the heart twice (during a complete cycle
around the body)
(Sub-max three marks for):
3. pulmonary circulation
4. deoxygenated blood from right ventricle to lungs
5. pulmonary artery carries deoxygenated blood to lungs
6. oxygenated blood back to left atrium
7. pulmonary vein carries oxygenated blood back to left atrium
(Sub-max three marks for):
8. systemic circulation
9. oxygenated blood from left ventricle to body/muscles
10. Aorta carries oxygenated blood to body tissues/muscles
11. deoxygenated blood back to right atrium
12. vena cava carries deoxygenated blood back to right atrium
8
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GCSE (9–1) Physical Education
Sample Candidate Answers
Question 5 – Sample Answer 1
Using practical examples, explain how a personal trainer might reduce the risk of injury to a participant
when delivering a training session in a fitness centre. [6]
9
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GCSE (9–1) Physical Education
Sample Candidate Answers
Examiner commentary
Mark = 3/6 (mark band Level 2)
This question is marked using a levels mark scheme that
includes the quality of written communication.
This candidate has explained how a personal trainer might use a
warm up and cool down and to check that the participant is not
working too hard. There is some development of these points,
for example ‘you don’t want to pull a muscle...’ The candidate
also links cool down with removing lactic acid although this is
incorrectly linked with stomach cramps. The candidate has a
good idea of monitoring the well-being of the participant and
therefore reducing the risk of injury but the second part of the
question about how the general health, fitness and well-being
of a participant influences their risk of injury is not addressed.
Overall the candidate’s response can be placed in level 2 of the
levels mark scheme and a mark of three out of a possible six
marks awarded. The candidate shows satisfactory knowledge
and understanding and the candidate’s explanation is
attempted with some success. The practical application of
knowledge is at a satisfactory level, although the second half
of the question was not effectively addressed. The candidate
uses some technical and specialist vocabulary used with some
accuracy and there is a logical line of reasoning presented by
the candidate with some structure. The information presented
is in the most-part relevant and supported by some evidence.
For this response to score full marks, the second part of the
question should be addressed with reference to the general
health of the participant being tested through health screening,
along with appropriate fitness tests to assess suitability for
exercise. The candidate should also have included a reference
to the well-being of the participant, achieved through the
personal trainer’s encouragement and suitability of the training
session. Less repetitive material could have been included on
the warm up and cool down. More material could also have
been included on how to make the exercise environment safer,
for example by carrying out an equipment check. The quality of
written communication is sound but the lack of paragraphing
leads to a continuous stream of information, rather than a
structured response.
See page 15 for the mark scheme extract for question 5.
10
Copyright © OCR 2016
GCSE (9–1) Physical Education
Sample Candidate Answers
Question 5
Using practical examples, explain how a personal trainer might reduce the risk of injury to a participant
when delivering a training session in a fitness centre. [6]
11
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GCSE (9–1) Physical Education
Sample Candidate Answers
Examiner commentary
Mark = 2/6 (mark band Level 1)
This question is marked using a levels mark scheme that
includes the quality of written communication.
This candidate has been assessed as level 1 and shows basic
knowledge and understanding of how a personal trainer
might reduce the risk of injury. The candidate states how basic
levels of fitness might be assessed but rarely goes beyond the
superficial. For example ‘looking at cardiovascular health e.g.
putting them on a treadmill’ is identifying a method but there
is little development on this. The candidate goes on to state
that walking on a treadmill might be the low level but does
not link this to reducing the risk of injury. The candidate gives
a sense of progression in training, for example stating that ‘you
would want to push them further’ but again does not answer
the question set linked to reducing injury. Near the end of
the response the candidate states that they are less likely to
pull a muscle by following such training but this again is not
developed as an explanation.
The second part of the question is not addressed - how the
general health, fitness and well-being of a particular participant
influence the risk of injury. The candidate overall shows few
attempts to develop their idea and although there are some
practical examples of the training that might occur this is not
linked to reducing the likelihood of injuries. Technical and
specialist vocabulary is only basically described, for example
showing some understanding of reps and cardiovascular
fitness but not exploring these aspects of training and fitness to
address the question set.
See page 15 for the mark scheme extract for question 5.
12
Copyright © OCR 2016
GCSE (9–1) Physical Education
Sample Candidate Answers
Question 5
Using practical examples, explain how a personal trainer might reduce the risk of injury to a participant
when delivering a training session in a fitness centre. [6]
13
Copyright © OCR 2016
GCSE (9–1) Physical Education
Sample Candidate Answers
Examiner commentary
This question is marked using a levels mark scheme that
includes the quality of written communication.
This candidate has been assessed at level 2. Although the
work contains some spelling errors this does not detract
markedly from the satisfactory quality of the answer. The
development of points made is made with some success and
there are few points developed well. The candidate uses some
practical examples but these are less well developed. Technical
vocabulary is used satisfactorily but rarely goes beyond the
superficial
The candidate starts by identifying how the trainer might assess
the initial fitness levels, ‘ask questions about their weight, BMI,
age’. The candidate shows satisfactory knowledge of what
should be assessed and shows some development by stating
that observations could be made of the use of the treadmill ‘ to
figure out how intense workouts are’. The idea of progression
is illustrated but this is not directly linked to reducing injuries.
‘Teaching them how to use the equipment’ is a valid knowledge
point and is linked to avoiding injury and this again is worth
some credit. A warm up is recognised as important, along
with a cool down but little mention of how this might relate
to increased pliability of muscles that reduces the likelihood of
injury. a final valid point although poorly expressed and underdeveloped links confidence with avoiding injury.
Overall a satisfactory attempt at answering the first part of
the question, but the second half of the question is largely
unanswered.
14
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GCSE (9–1) Physical Education
Sample Candidate Answers
Mark scheme extract
Question
5
Answer
Equipment/facilities
1. maintenance and regular checking of machines/equipment
e.g. – checking treadmill before the start of each training session
2. replace broken equipment/prevent from using broken equipment
e.g. – replace exercise mats that are worn/display an out of use/faulty
sign on treadmill
3. ensure all equipment is put away
e.g. – stack step up boxes out of the way
4. ensure all equipment /machines/stations are safe distance from each
other
e.g. - rowing machine a safe distance from the treadmill
5. use ‘spotters’
e.g. – use other people to prevent falling equipment when using (free)
weights
6. clean floor so not slippy/rough/use mats for hard floor
e.g. – wipe up any spillages/water
7. ensure all litter/bags are put away to prevent slipping/
tripping
e.g. – place water bottles in the bin
Readiness of participants
8. teach correct use of equipment/proper technique
e.g. – induction session demonstrating safe use of equipment
9. proper warm up before exercise
e.g. – suitable description of warm up
10. proper cool down after exercise
e.g. – suitable description of cool down
11. posters displaying correct technique/rules
e.g. – diagram showing correct way to bench press
12. fitness tests/exercise questionnaires before first exercise
session
e.g. – suitable tests for components of fitness
15
Marks
Guidance
6
Level 3 (5–6 marks)
•
detailed knowledge & understanding
•
effective analysis/evaluation and/or
discussion/explanation/development
•
clear and consistent practical application of
knowledge & understanding
•
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.
3x
(AO2)
3x
(AO3)
Level 2 (3–4 marks)
•
satisfactory knowledge & understanding
•
analysis/ evaluation and/or discussion/
explanation/development attempted with
some success
•
some success in practical application of
knowledge
•
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 to analyse/ evaluate
and/or discuss/explain/develop
•
little or no attempt at practical application
of knowledge
•
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.
Points in bold type are more developed AO3
responses and as per the marks breakdown,
answers scoring 4-6 marks would need to
incorporate some development of this nature.
Do not credit injuries or hazards as questions
relates to reducing the risk of injury so stating
there is a slippy floor is not a way of reducing the
risk of injury.
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