The document contains a physical education exam with multiple choice and short answer questions. It tests concepts like warm ups, feedback, motivation, roles in physical activity, and the functions of the skeleton. It also asks students to describe performance, decision making, types of feedback, ways to assess motor skills, and how flexibility can be affected by lifestyle. Key physical education concepts are evaluated such as intrinsic vs extrinsic feedback, and the roles of the skeleton in providing protection, movement, and mineral storage. Scoring guidelines provide the answers and grade thresholds for the exam.

1. Section A <br />Answer all questions. Please circle the correct answer. <br />1 <br />Which of the following is a physical education concept? <br />A frequency of training<br />B warm up<br />C creativity<br />D decision making (1) <br />2<br />Which of the following is the best example of evaluating and improving as a process in physical education? <br />A watching a tennis player and identifying the fault in the performer’s forehand and then showing them a better technique<br />B watching a hockey player and cheering them on, urging them to improve<br />C watching a gymnastics sequence and telling them the judges’ score at the end<br />D watching an exercise class and telling them they have to try harder (1)<br />3<br />Feedback on performance is especially important because:<br />A it gives the performer information about the result of the activity<br />B it increases competition<br />C it helps to control anxiety<br />D It helps to improve technique (1)<br />4<br />Which one of the following is an example of extrinsic motivation?<br />A trying to beat your personal best in a 100 metre sprint<br />B participating in badminton for enjoyment<br />C wanting to swim a length of the swimming baths to gain a badge<br />D Taking up aerobics to get fitter (1)<br />5<br />Which one of the following is not an active role in physical activity?<br />A an umpire<br />B a referee<br />C a spectator<br />D a coach (1)<br />6<br />The role of an official is primarily which of the following?<br />A fair but firm<br />B strict but friendly<br />C To keep to time <br />D to make money (1)<br />7<br />Which of the following describes most accurately cardiovascular endurance?<br />A the ability of our heart and lungs to cope with exercise over a long period of time<br />B the ability to use muscles over a long period of time without them getting tired<br />C to amount of force a muscle can exert against a resistance over a long time<br />D the ability to change the body’s movement quickly over a long time (1)<br />8<br />One of the functions of the human skeleton as a part of a healthy, active body is to provide:<br />A oxygen to the body<br />B protection to the internal organs<br />C a source of vitamins<br />D warmth for the body (1)<br />Section B<br />Answer all the questions<br />1 Describe the concept of performance in physical education, giving practical examples throughout your answer (4)<br /> 2 What is meant by the decision making process in physical education? (3)<br />3 Describe four different types of feedback (4)<br />4 Describe ways in which we might assess the motor skill learning of others (4)<br />5 Explain how our flexibility might be affected by our lifestyle choices. (4)<br /> <br />6 Identify and describe three roles of the skeleton in physical activities. (3)<br /> <br />Mark Scheme<br />Section A<br />C<br />A <br />D<br />C<br />C<br />A<br />A<br />B<br />Section B<br />1 <br />4 marks<br />Performance is when a performer uses their physical competence and<br />knowledge and understanding of physical activity to produce effective<br />outcomes whilst participating in physical activity.<br />Examples of performance include:<br />• Being physically able – A pupil in the school badminton team having the<br />physical capabilities such as flexibility when reaching to return the<br />shuttlecock, power in their smash, speed of footwork around the court<br />and stamina to complete a rally.<br />• Knowing what is required – A pupil in the school netball team being able<br />to read the game and having the tactics in mind to know when to pass<br />and where to run to create space.<br />2 <br />3 marks<br />The decision-making process in physical education will include pupils using<br />tactics and strategies, composition and creativity, planning for improved<br />performance and responding effectively during performance.<br />Examples of decision making in physical education will include:<br />• Pupils choosing the right skills to include in their gymnastics routine<br />during their end-of-unit assessment level.<br />• A pupil choosing suitable tactics to suit their individual needs during a<br />1500m race and being able to adapt the tactics chosen if the race<br />doesn’t go according to plan.<br />• GCSE pupils involved in making informed decisions about their lifestyle,<br />such as following relevant guidance on the amount of exercise they do<br />and the make-up of their diet.<br />3 <br />4 marks<br />Four from:<br />• intrinsic feedback – information about the muscles, co-ordination and<br />timing<br />• extrinsic feedback – information about the task from outside the body<br />(external sources – coach, video)<br />• knowledge of results – through the outcome of the activity/performance<br />• knowledge of performance – developing techniques for improvement,<br />analysis of performance through coach/video.<br />Other answers may include:<br />• positive<br />• negative<br />• continuous<br />• terminal.<br />4 <br />4 marks<br />Four from:<br />• motor skill learning can be analysed through observation of technique<br />and comparison to a correct technical model<br />• assessment of running is through timing over specific distances<br />• assessment of throwing is through the measurement of distances thrown<br />• assessment of kicking can be done through analysing the accuracy as<br />well as the technique used<br />• assessment of jumping is through the measurement of distances jumped<br />(height/distance)<br />• assessment of hitting can be measured through analysing the accuracy<br />and co-ordination as well as the technique used.<br />5 <br />4 marks<br />Four from:<br />• training ensures good mobility<br />• how active we are at work/getting to work/school<br />• amount of exercise/training we do/how sedentary we are<br />• less likely to have an injury/joint/muscular problems/previous injury<br />• body somatotype/muscular/body composition<br />• body fat/obesity/diet<br />• other lifestyle choices may be accepted, e.g. alcohol.<br />6 <br />3 marks<br />Three from:<br />• Mineral store – makes bones stronger and body systems more efficient<br />• Production of red/white blood cells (platelets) – red blood cells<br />carry/transport oxygen, white blood cells reduce chances of infection<br />and platelets to reduce blood loss<br />• Enables movement – muscle attachment, provides leverage, allows<br />participation in physical activity (running, jumping, kicking)<br />• Protection – internal organs (lungs, heart, liver, brain, spinal cord).<br />Grade thresholds (for paper )– normally the paper would be out of 60 so I have just halved everything<br /> A* A B C D E F G U<br /> 27 24 21 18 15 12 9 6 0<br />OCR<br />Physical Education<br />Unit B451: An introduction to Physical Education<br />Year 10 Exam<br />Name __________________________________ Form _________<br />GCSE PE Teacher _________________________<br />Time allowed: 45 minutes <br />Instructions:<br />Use black ink.<br />Read each question carefully and make sure you know what you have to do before starting to answer.<br />Answer all the questions.<br />Write your answer to each question in the space provided.<br />Information for students<br />The number of marks for each question is given in brackets () at the end of each question<br />The total number of marks for this paper is 30 <br />