Year 11 PE Mock Jan 11
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This document contains a physical education exam paper with multiple choice and short answer questions testing knowledge of physical education concepts. The questions cover topics like cardiovascular fitness, benefits of exercise, healthy active lifestyles, sports injuries, fitness components, and muscle function.
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![Edexcel GCSE Name:<br />Physical Education <br />Unit 1: The Theory of Physical Education<br />Time: 1 hour 30 minutes<br />Tuesday 11th January 2011 <br />5PE01/01<br />Instructions<br />• Use black ink or ball-point pen. • Fill in your name at the top of this page <br />. • Answer all questions. • Answer the questions in the spaces provided<br />Information<br />• The total mark for this paper is 80. • The marks for each question are shown in brackets<br />Advice<br />• Read each question carefully before you start to answer it. • Keep an eye on the time. <br />• Try to answer every question. • Check your answers if you have time at the end.<br />1. Which of the following is a correct definition of cardiovascular fitness:<br />A a long-term benefit of exercise <br />B the ability to exercise the entire body for long periods of time <br />C the ability to use voluntary muscles many times without getting tired <br />D an effect of regular training (1) <br />2. Which of the following statements is a benefit of a cool down?<br />AIncreases the production of lactic acid<br />BReduces the risk of muscle stiffness after exercise <br />CFurther increases blood flow to the muscles immediately after exercise <br />Dreduces the chance of injury during the activity <br /> (1)<br />3. Which one of the following physical activities is least likely to prevent<br />osteoporosis? <br />A Walking<br />B Cycling<br />C Running<br />D Aerobics (1) <br />4. In order to achieve a healthy active lifestyle an individual needs to consider several different factors. <br />Which of the following statements best represents a healthy active lifestyle?<br />A Playing sport and training twice a week<br />B Walking 20 minutes each day and eating regularly<br />C Making sure there is opportunity for recovery after activity and eating a balanced diet<br />D Playing in a football match (1) <br />5. PESSCLs is an initiative developed to provide an opportunity for people to become or remain involved in physical activity. Which of the following statements represents this initiative?<br />A Physical education, social sport and competition links<br />B Physical education school sport and club links<br />C Physical exercise and school sport club liaison<br />D Performance, exercise, sport, skill and competency lessons (1) <br />6. Which of the following options, if taken in the correct proportions, would meet the<br />macronutrient requirement of a balanced diet for a healthy active lifestyle?<br />A Carbohydrates, fats, proteins<br />B Carbohydrates, fats, proteins, minerals, vitamins<br />C Carbohydrates, fats, proteins, minerals, vitamins, water<br />D Carbohydrates, fats, proteins, minerals, vitamins, water, fibre (1) <br />7. The performers below are related. Player A is David Beckham and player B is his son Brooklyn. A variety of influences will have an impact on an individual’s choice of activity.<br />Decide which of the following statements, A, B, C or D, identifies the most likely key influence that has had an impact on Brooklyn’s choice of activity.<br /> Player A………………………..Player B <br />A Resources<br />B People<br />C Culture<br />D Image(1) <br />8. (i) Figure 2 shows a lady jogging. Pick A,B.C or D to complete the sentences. Blood flow to the digestive system is ……………………………………… at rest compared with when the jogger is exercising.<br />A the same<br />Figure 2 <br />B lower<br />C greater<br />D decreases(1) <br />(ii) Blood flow to the muscular system ……………………………………… at rest compared with when exercising<br />A is the same<br />B is lower<br />C is greater<br />D increases (1) <br />(iii) Reduced blood flow to specific areas of the body is achieved through<br />A a balanced diet<br />B blood shunting<br />C increased blood flow<br />D an excess of vitamins and minerals in the blood stream(1) <br />9. As mentioned in Q7 David Beckham has a son Brooklyn. David plays at elite level, while Brooklyn who plays for a local club.<br /> (a) Sketch the sports participation pyramid and identify both the participation and the elite stage<br />(2) <br />10. Smoking does not form part of a healthy lifestyle. Explain two of the possible negative effects of smoking on health.<br />. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . <br />. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .<br />. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .<br />. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (2)<br />11 One way to improve health is through regular exercise. How does the skeleton allow<br />movement and provide protection during physical activity?<br />Movement<br />. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . <br />Protection<br />. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. (2)<br />12 Although precautions are taken to reduce the number of injuries in sport, they still happen.<br />Complete the following statements which relate to sport injuries.<br />(i) In young children a …………………………………….……………………………………………………………. is when a bone ‘bends’ or partially breaks. (1) <br /> (ii) Occasionally, during running events, an athlete may suddenly stop, holding the back of the thigh, clearly in pain. What specific injury are they likely to have sustained?<br />. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (1)<br />(iii) …………………………………….………………………………. is a technique commonly used to treat soft tissue injuries. (1) <br />13 Sulliman is a 16-year-old student interested in improving his health and fitness.<br />(a) Explain the term fitness.<br />. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . <br />. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. (1)<br />(b) Why is it possible to be fit and yet not healthy?<br />. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . <br />. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. (1)<br /> <br />(c) Sulliman was aware that when he started to exercise this caused changes to his respiratory and cardiovascular systems.<br />In the table below:<br />(i) Give an example of an immediate effect of exercise on his:<br />• respiratory system<br />• cardiovascular system.(2)<br />(ii) Explain why Sulliman’s respiratory and cardiovascular systems alter in this way<br />exercise.(2) <br />SystemImmediate effect exercise has Why this effect occurs Respiratory Cardiovascular <br /> (d) Sulliman wanted to improve his cardiovascular fitness and so designed a Personal<br />Exercise Programme (PEP) based on continuous training.<br />What is the main difference between continuous and interval training?<br />. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . <br />. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ………………………………………………….(1)<br /> (e) Sulliman’s PEP involves a lot of running. Complete the table below by:<br />(i) Naming the missing leg muscles (3)<br />(ii) identifying the muscle action of the stated muscles (2)<br />,[object Object], (f) (i) Which of the muscles in the table above work as an antagonistic pair?<br />. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . <br />. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .(2)<br /> (ii) Explain the term antagonistic pair in relation to muscle movement.<br />. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . <br />. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .(1)<br />14. Different people will have different body types depending, in part, on their lifestyle choices. The participants below all have appropriate body types for the physical activity they participate in.<br /> <br />Complete the table below.<br />(a) Name the body type of each participant shown (3) <br /> (b) State one reason why this body type is an advantage to the participant in their physical activity.(3) <br />,[object Object],15. Physical activity and exercise has an impact on the growth and development of body systems. Figure 3 shows the skeletal system of George and his friend whilst they play basketball.<br />lefttopFigure 3 <br /> (i) What long term effect does George’s regular participation in basketball and exercise have on his bones?<br />. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (1). <br />(ii) Name four weight-bearing exercises, aside from basketball, that George can do to prevent osteoporosis in the future.<br />1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . <br />. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .<br />2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . <br />. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .<br />3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . <br />. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .<br />4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . <br />. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .(4)<br />16. Specificity and meeting individual needs are two principles of training. Explain the meaning of each principle and the difference between them <br />Specificity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . <br />. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .<br />Individual needs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . <br />. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .<br />Difference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . <br />. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .(3)<br />17. Which aspect of skill-related fitness is the most important in each of the following situations?<br />,[object Object]](https://image.slidesharecdn.com/year11pemockjan11-110408042713-phpapp02/85/Year-11-PE-Mock-Jan-11-1-320.jpg)
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This document provides guidance to students preparing for their GCSE exams. It begins by asking students to reflect on their mock exam results and identify things that went well and could be improved. It then outlines important steps for effective exam revision, including starting revision now, creating a schedule with focused study times in a distraction-free location, and using active study techniques like rewriting notes and testing comprehension. Sample revision timetables are also included to help students structure their preparation during both regular school and upcoming study leave periods. The overall message is that focused, well-planned study is crucial for success in the final GCSE exams.
KS4 Student Voice - 2011.12 Term 1
Students provided feedback on various aspects of their school experience. [1] The vast majority enjoy being pupils. [2] Most students disagree that target setting is useful. [3] A house points system is preferred by 79% of students. [4] Tutors are viewed as effective because they provide clear communication, academic advice and support, and maintain a positive environment. [5] Students suggested ways tutors could provide additional support such as reminders and feedback.
Key dates for Y11s In Jan
This schedule outlines important upcoming dates for Year 11 students, including mock GCSE exams from the 8th to 9th of January, a Sixth Form Taster Day on the 11th, an Options Evening on the 11th, mock exam results released on the 22nd, a Parents Evening and interviews on the 23rd, and a deadline for Sixth Form option forms on the 26th.
Y12 @ DBS
This document provides information on several A-Level courses offered at a sixth form college including English Literature, Media Studies, Drama & Theatre Studies, Economics, Business Studies, Sociology, Psychology, and History. It outlines the course content, assessment structure, requirements, and progression options for each subject. Contact information is provided for further questions.
Bowling letter Dec 2011
This letter is informing parents about a bowling trip opportunity for students in Years 10 and 11. The event will take place on December 8th at Switch Bowling Centre from 1:30-4:00pm. It will cost 50 AED per student, which covers transportation to the venue, one hour of bowling, and a meal. Parents are asked to indicate if their child will participate and how they will get home from the venue.
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Year 11 PE Mock Jan 11
- 2. A high jumper at take off……………………. (1)
- 5. The amount of air breathed in or out of the lungs in one breath ……………………. (1)
- 6. The volume of blood pumped out of the heart by each ventricle during one contraction
- 8. Give a specific sporting example of each type of injury and state why it might have occurred
- 10. What do the letters RICE stand for?
- 12. 22. (i) Which type of training method is being described in the box below?