A-level Physical Education Mark scheme Unit 03 ... - AQA

A-Level Physical Education PHED3 Optimising Performance and Evaluating Contemporary Issues Within Sport Final Mark Scheme

2580 June 2017

Version/Stage: v1.0

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Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant questions, by a panel of subject teachers. This mark scheme includes any amendments made at the standardisation events which all associates participate in and is the scheme which was used by them in this examination. The standardisation process ensures that the mark scheme covers the students’ responses to questions and that every associate understands and applies it in the same correct way. As preparation for standardisation each associate analyses a number of students’ scripts. Alternative answers not already covered by the mark scheme are discussed and legislated for. If, after the standardisation process, associates encounter unusual answers which have not been raised they are required to refer these to the Lead Assessment Writer. It must be stressed that a mark scheme is a working document, in many cases further developed and expanded on the basis of students’ reactions to a particular paper. Assumptions about future mark schemes on the basis of one year’s document should be avoided; whilst the guiding principles of assessment remain constant, details will change, depending on the content of a particular examination paper. Further copies of this mark scheme are available from aqa.org.uk

MARK SCHEME – A-LEVEL PHYSICAL EDUCATION – PHED3 – JUNE 2017

3

Level of response marking instructions Level of response mark schemes are broken down into levels, each of which has a descriptor. The descriptor for the level shows the average performance for the level. There are marks in each level. Before you apply the mark scheme to a student’s answer read through the answer and annotate it (as instructed) to show the qualities that are being looked for. You can then apply the mark scheme. Step 1 Determine a level Start at the lowest level of the mark scheme and use it as a ladder to see whether the answer meets the descriptor for that level. The descriptor for the level indicates the different qualities that might be seen in the student’s answer for that level. If it meets the lowest level then go to the next one and decide if it meets this level, and so on, until you have a match between the level descriptor and the answer. With practice and familiarity you will find that for better answers you will be able to quickly skip through the lower levels of the mark scheme. When assigning a level you should look at the overall quality of the answer and not look to pick holes in small and specific parts of the answer where the student has not performed quite as well as the rest. If the answer covers different aspects of different levels of the mark scheme you should use a best fit approach for defining the level and then use the variability of the response to help decide the mark within the level, ie if the response is predominantly level 3 with a small amount of level 4 material it would be placed in level 3 but be awarded a mark near the top of the level because of the level 4 content. Step 2 Determine a mark Once you have assigned a level you need to decide on the mark. The descriptors on how to allocate marks can help with this. The exemplar materials used during standardisation will help. There will be an answer in the standardising materials which will correspond with each level of the mark scheme. This answer will have been awarded a mark by the Lead Examiner. You can compare the student’s answer with the example to determine if it is the same standard, better or worse than the example. You can then use this to allocate a mark for the answer based on the Lead Examiner’s mark on the example. You may well need to read back through the answer as you apply the mark scheme to clarify points and assure yourself that the level and the mark are appropriate. Indicative content in the mark scheme is provided as a guide for examiners. It is not intended to be exhaustive and you must credit other valid points. Students do not have to cover all of the points mentioned in the Indicative content to reach the highest level of the mark scheme. An answer which contains nothing of relevance to the question must be awarded no marks.


Descriptions of annotations Annotation Description

? NOT USED

0 NOT USED

1 NOT USED

-1 NOT USED

BP NOT USED

Cross NOT USED

IR Irrelevant points made in the answer

L1 NOT USED

L2 NOT USED

L3 NOT USED

L4 NOT USED

MAX Maximum marks for question reached in the answer

QWC+ NOT USED

REP Repeat answer

SEEN To show blank page seen

Tick Plus Extended answer

TICK_1 Optional answers

TV Too vague

On Page Comment Text box

VG NOT USED


Section A Applied Physiology to Optimise Performance Question 1 0 1 Explain the importance of a high VO2 max and outline how Excess Post-exercise

Oxygen Consumption (EPOC) aids recovery and performance. [14 marks]

Marks for this question: AO1 = 7 and AO3 = 7 Read the whole response and identify on the script the points made from the indicative content in the mark scheme. The number of correct points made in the response determines the band that it falls into. Once the band has been identified, use the band descriptors to determine whether to place the response in the top, middle or lower end of the band, based on the overall quality. This is dependent on the explanation of the points made and the linking of those points to form a coherent response. Marks can be awarded at the higher end of the band level if specific points are discussed in greater depth. A judgement has to be made on depth versus breadth.

Band range Band descriptors Number of points

Level 4 10 – 12 marks + additional QWC marks

Very good response Demonstrates a wide range of knowledge in substantial depth

Excellent linking of knowledge and development of points, with application to applied situations

Correct use of technical language

Addresses all areas of the question for top of band

If response is limited in one part of the question, maximum 10 marks

Minimum of 16 points to get into the mark band


Good response Demonstrates a range of knowledge in reasonable depth Good linking of knowledge and development of points, with some application to applied situations

Generally correct use of technical language with minor inaccuracies

Addresses most areas of the question





Basic response Demonstrates some knowledge in some depth

Some linking of knowledge and development of points, with limited application to applied situations

Some use of technical language Addresses some areas of the question




Limited response Demonstrates a limited range of knowledge in limited depth

Limited linking of knowledge and development of points, which are vague or irrelevant, with little/no application to applied situations

Limited use of technical language

Addresses the question with limited success


Minimum of 1 point to get into the mark band

Level 0 0 marks Addresses no aspect of the question 0 points

Quality of Written Communication (QWC) Once you have awarded a mark for the theoretical content, up to two further marks can be awarded for the QWC. This mark is determined by the accuracy of the spelling, punctuation and grammar of the overall response, and can move the response into the above band. Use the QWC descriptors (below) to help guide your judgement.

Mark Awarded Mark Descriptor

2 marks Few errors in spelling, punctuation and grammar

1 mark Some errors in spelling, punctuation and grammar

0 mark Major errors in spelling, punctuation and grammar


Indicative content A. (explanation of VO2 max) the maximum

volume of oxygen utilised per minute/unit of time

B. More oxygen available means lactic acid broken down quickly/prevents build-up of lactic acid

C. (explanation) Lactate threshold/OBLA – the point at which lactic acid starts to accumulate in the blood

D. OBLA delayed / lactate threshold higher E. OBLA/lactate threshold occurs at a higher

percentage VO2 max F. Increased oxygen carrying capacity/more red

blood cells carry oxygen to the muscle G. Performer able to work at higher intensity for

longer periods of time H. Performer able to recover quicker as more

oxygen supplied to muscles/during EPOC I. (EPOC explanation) – volume of oxygen

consumed in recovery above the resting rate J. (Two components) - Fast component and

Slow component K. (Fast component) alactacid/alactic

component L. Re-saturation of myoglobin/haemoglobin

with oxygen M. Re-synthesise ATP/PC levels N. Uses 2-4 litres of oxygen O. Completed in 2-3 minutes P. 50% PC stores replenished within 30

seconds/75% within 60 seconds Q. Allows performer to complete high intensity

exercise again in short period of time R. (Slow component) lactic acid

component/lactacid component S. Uses oxygen/oxidation/aerobic T. Removes lactic acid U. Converted to muscle

glycogen/glucose/protein/CO2 and H2O V. Maintains higher heart rate/respiratory rate W. Maintains elevated body temperature X. Completed in up to 2 hours/several hours Y. Allows performer to reduce the impact of

DOMS/delayed onset of muscle soreness

Point A – accept alternative words to ‘utilised’ if used in correct context No marks for annotated diagrams – must be explained Point Y. only accepted if used during EPOC

Maximum 14 marks


Question 2 0 2 Explain each of the following terms:

• micro-cycle • meso-cycle • macro-cycle.

[3 marks]

Marks for this question: AO1 = 3 3 marks for 3 of:

A. Micro-cycles – periods of a week/day/individual training sessions

B. Meso-cycles – periods of two to eight weeks/months

C. Macro-cycles –yearly/two yearly cycle/Olympic cycle

Must state the term and linked explanation to award mark

Maximum 3 marks

0 3 Describe the process of ATP resynthesis in the mitochondria. [4 marks]

Marks for this question: AO1 = 4 4 marks for 4 of: A. Breakdown of pyruvic acid/

pyruvate/glycerol/fatty acids B. Converted to acetyl CoA C. Krebs Cycle D. Oxidation of citric acid E. Production of carbon dioxide F. Produces 2 molecules of ATP G. Electron transport chain H. Water formed/Hydrogen combines with

oxygen I. Produces 34/32-36 molecules of ATP

Do not accept diagrams.

Maximum 4 marks


Question 3 0 4 Identify which impulse graph represents the start, middle and end of the race. For

each graph justify your reason. [3 marks]

Marks for this question: AO3 = 3 3 marks for 3 of: A. (start of the race) Graph C – large positive

impulse indicating acceleration. B. (middle of the race) Graph A – positive and

negative impulse equal showing constant speed.

C. (end of the race) Graph B – large negative impulse indicting deceleration.

D. If all three graphs in correct order (C, A, B) but explanation incorrect.

Maximum 3 marks

0 5 Outline the process of muscle contraction that occurs within the muscle sarcomere.

[4 marks] Marks for this question: AO1 = 4 4 marks for 4 of: A. Actin and myosin filaments need to bind

together B. Filaments unable to bind due to tropomyosin C. Receipt of nerve impulse/action

potential/electrical impulse/wave of depolarisation

D. Sarcoplasmic reticulum (releases) E. Calcium (ions released) F. (Calcium) Attach to troponin (on actin

filaments) G. Causes change of shape of troponin/moves

tropomyosin H. Exposes myosin binding site (on actin

filament) I. Cross bridge formation J. Powerstroke occurs/Ratchet

Mechanism/Reduce H zone/z lines closer together

Correct order must be implied/need to be in the correct sequence. B. If tropomyosin & troponin named – no mark

J. Do NOT accept general description of movement

Maximum 4 marks


Question 4 0 6 Explain the possible advantages of taking the following substances and identify the

type of sporting activities in which they may be used.

• Human growth hormone (HGH) • Beta blockers

[2 marks]

Marks for this question: AO3 = 2 2 marks for 2 of:

A. (Human growth hormone) increased muscle mass/repair of bones/ligaments and tendons used for high intensity activities eg sprinting, weight lifting, power activities or equivalent.

B. (Beta blockers) block the effects of adrenalin/slows sympathetic nervous system/slows heart rate/lower blood pressure used for activities requiring accuracy eg archery, snooker, shooting or equivalent.

Need advantage and sporting activity

Maximum 2 marks

0 7 Identify and explain how a performer maintains their optimum body temperature by

thermoregulation during warm conditions. [5 marks]

Marks for this question: AO3 = 5 5 marks for 5 of: A. Thermoreceptors – detect temperature

changes and send messages B. Thermoregulatory

centre/medulla/hypothalamus – receives messages/controls temperature

C. Vasodilation – opening of blood vessels/blood closer to skin

D. Radiation – heat lost by infrared rays/no physical contact needed

E. Conduction – heat lost from (skin) to object/air

F. Convection – heat lost by movement of gases/air

G. Evaporation – heat lost by liquid to vapour/sweating

Maximum 5 marks


Section B Psychological Aspects that Optimise Performance Question 5 0 8 Name and explain the stages of group formation and using Chelladurai’s and

Fiedler’s leadership models, explain how a leader can ensure a group work together to achieve success.

[14 marks]






Correct use of technical language Addresses all areas of the question for top of band




Good response Demonstrates a range of knowledge in reasonable depth Good linking of knowledge and development of points, with some application to applied situations


























Indicative content Stages of group formation

A. Forming – developing relationships/meet new members of the group/getting to know others

B. Storming – individuals determine position within the group/conflict/establishing roles

C. Norming – co-operation/working together/cohesion starts to develop/accepting common goal/norms established

D. Performing – working to common goal/cohesive team/support for other

E. Adjourning/Mourning - completing the task and breaking up the team

Theories of Leadership (Chelladurai’s Model)

F. (depends on) situational characteristics/situation G. E.g. group size/nature of the task/difficulty of the task/time

available or equivalent H. (depends on) leaders characteristics/leader I. E.g. experience/personality/ skill level or equivalent J. (depends on) Group/member characteristics K. E.g. motivation/ability/age or equivalent L. Required behaviour/description – based on the needs of the

situation M. Actual behaviour/description – behaviour of the leader N. Preferred behaviour/description – behaviour the group

prefer from leader O. If the required behaviour and the actual behaviour match

the preferred behaviour the group will work together/ accept applied example

(Fiedler’s Model)

Q. (depends on) Favourableness of situation R. (favourableness depends on) task/leaders relationship with

group/ability of the group/leaders position of authority or equivalent

S. Mark for second named factor from point R T. (leadership style) Task-orientated approach/task

centred/autocratic U. (task orientated) Most/least favourable situation V. Applied example of task orientated e.g. dangerous situation

with novices or equivalent W. (leadership style) Person orientated approach/relationship-

centred/democratic X. (person orientated) moderately favourable situation Y. Applied example of person orientated e.g. new members

joining a team for pre-season training

Stages of group formation have to be in the correct order Leadership Theories must be identified to be credited with marks Point X & Y accept other suitable examples

Maximum 14 marks


Question 6 0 9 Explain how learned helplessness can affect the performance of an individual.

[3 marks] Marks for this question: AO3 = 3 3 marks for 3 of: A. Performer perceives failure is inevitable/only

option B. feel they have no control over the situation C. (causes) avoidance behaviour/no task

persistence/giving up is the only option/lack of effort

D. (causes) Global/general learned helplessness – general sporting situations, e.g. not good at racket sports

E. (causes) Specific/Situational learned helplessness – specific sporting situations, e.g. not good at serving to win the match

Maximum 3 marks

1 0 Suggest strategies a coach could use to avoid a performer experiencing learned

helplessness. [4 marks]

Marks for this question: AO3 = 4 4 marks for 4 of: A. Performance accomplishments/success

from previous performances/reminding performer of previous success/or equivalent

B. Ensure success/gradually increase task difficulty/make task easier/ avoid failure

C. Vicarious experiences/watching successful performances

D. Verbal persuasion/encouragement/positive feedback/ reinforcement from coach

E. Control Emotional arousal/stress management techniques/mental rehearsal/establish set routines

F. Set goals/targets/performance goals rather than outcome goals/reduce importance of the outcome

G. Avoid social comparison with other performers

H. Use attributions correctly/attribution retraining/ encourage self-serving bias

Maximum 4 marks


Question 7 1 1 Outline other disadvantages of using questionnaires as a method for testing

personality. [3 marks]

Marks for this question: AO1 = 3 3 marks for 3 of: A. No agreed definition of personality affects

validity of questionnaire B. Individual may not understand the

question/misinterpret the question C. Questions may be too limited/yes or no

answers only/no opportunity to range of answer

D. Inappropriate questions/biased questions E. Answers affected by time of

completion/mood of performer or equivalent F. (therefore) Reliability is affected G. Ethically it is difficult to assess your own

personality accurately

Maximum 3 marks

1 2 Outline how the interactionist perspective of personality explains the differing

behaviour of individual players. [4 marks]

Marks for this question: AO3 = 4 4 marks for 4 of: A. Behaviour affected by traits and situation/ combination of trait and social learning theory B. Players can change their behaviour

depending on the situation C. (Lewin) B = f (P.e) D. B = Behaviour, f = function, P = Personality, e = environment E. (Hollander) three inter-related layers/levels/3 named levels b

ut not explained F. Psychological core – traits/values/beliefs G. Typical response – usual behaviour in a

situation H. Role related behaviour – specific behaviour due to the situati

on I. (Applied example) e.g. a player may normally be quiet and reserved but in a match situation be more outspoken and verbal or equivalent.

Point E - H. accept annotated diagram

Maximum 4 marks


Question 8 1 3 Describe how the nature of a task may affect the optimum level of arousal and

outline the possible impact of under-arousal on performance. [4 marks]

Marks for this question: AO1 = 2 and AO3 = 2 4 marks for 4 of: A. (Nature of the Task) complex or fine skills

need lower levels of arousal B. (Nature of the Task) simple or gross skills

need higher levels of arousal C. (impact on performance) poor selective

attention/cues missed D. (impact on performance) lack of

concentration/focus E. (impact on performance) social loafing/social

loafer F. (impact on performance) Ringelmann effect G. (impact on performance) slower/poor

reaction time/ response time/slower decision making

H. Attentional wastage I. Attentional narrowing J. Failed to reach zone of optimal functioning /

peak flow experience

Sub-max 2 marks points C - J

Maximum 4 marks

1 4 Describe how the technique of imagery can be used by the performer.

[3 marks] Marks for this question: AO3 = 3 3 marks for 3 of: A. Formation of mental images of good

performance B. Formation of images of calm place away

from competition C. Formation of images of possible situations

and possible outcomes D. Formation of emotional responses to specific

situations E. Internal imagery – creates kinaesthetic

feeling/feeling of the movement F. External imagery – seeing themselves

completing the movement

Maximum 3 marks


Section C Evaluating Contemporary Influences Question 9

1 5 Outline and explain the influence of social factors in the nineteenth century on the development of rational sport.

[14 marks]






Correct use of technical language

Addresses all areas of the question for top of band




Good response Demonstrates a range of knowledge in reasonable depth

Good linking of knowledge and development of points, with some application to applied situations


























Indicative content A. Reduction of working hours/ increased leisure time [accept examples

e.g. half day Saturday] B. (impact) time to attend matches/time to participate C. Increase in wages D. (impact) More money to spend on leisure E. Improvements in railways/transport (which allowed) F. (impact) easier access to events/able to attend matches played further

away/regional national G. Improved communication/media/newspapers/better literacy/more people

could read H. (impact) promotion role models/celebrities/awareness of sport/ events I. Emergence of middle classes J. (impact) opportunity for business/agents/social control/need to entertain

the masses/encourage better social morals/amateur ethos/social mobility K. Creation of governing bodies/ clubs L. (impact) organised competitions/leagues/international

events/standardised rules/regulations/codification/regular fixtures/ skills/Olympics etc

M. Creation of teams from factories/churches [accept muscular Christianity] /ex-public school boys / provision of access to facilities/ philanthropists

N. (impact) local opportunity for spectators/creation of sense of community/ productive workforce/opportunities to participate

O. Emergence of professional teams P. (impact) exciting spectacle/higher standard of play/local team to support/

broken time payments Q. (impact) more FEMALE participation or equivalent R. Urbanisation S. (impact) need for alternative to traditional sporting activities due to lack of

space/large population close together made spectating necessary/loss of mob games /building stadiums

T. Commercialisation/ U. (impact) opportunities to develop professional teams/spectator team

identity or equivalent/develop new stadiums / new business opportunities V. British Empire/colonial/Commonwealth W. (impact) spread of modern sport across the world/import of new sports X. public provision (local authority/government)/civilising of society Y. (impact) government spending on facilities/parks and baths/more

morals/less violence Z. technology/inventions AA.(impact) led to new equipment/indoor facilities/new sports etc. BB.Public schools/universities/old boys network CC. (impact) played regularly/rules/morals etc

No credit for list of ‘factors’ only must be linked to ‘impact’ DD accept any creditworthy points

Maximum 14 marks


Question 10 1 6 Explain why it is important to have a wide base for the Sport Development

Continuum. [2 marks]

Marks for this question: AO2 = 2 2 marks for 2 of: A. can draw talent from the greatest number of

people B. the wider the base the more likelihood of

more performers reaching the apex / increased number reaching elite level

C. ensure a sport system/country demonstrates equal opportunities are being addressed

D. develops basic sports skills / foundation skills / transferable skills / physical competency

Maximum 2 marks

1 7 Describe the support available within sporting organisations that allow talented

individuals to become elite performers. [5 marks]

Marks for this question: AO3 = 5 5 marks for 5 of: A. Provide equal opportunities policies / reduce

discrimination / democratise sports B. Talent identification / talent development

systems/Widespread screening and testing / testing in schools / systematic system

C. Profiles of physiological/psychological attributes of successful athletes to measure against

D. Liaison between organisations e.g. NGB and UK Sport [need 2 named organisations]

E. Coherent sport policy / government guidelines / UK Sport strategy/ Whole Sport Plans/ named performance pathway initiatives e.g. World Class Performance Pathway or equivalent

F. Competition pathway/structured levels of competition G. Targeting resources effectively / access to high

quality coaching/facilities/biomechanics or equivalent H. NGB’s accountable for lottery money received /

distributions of funding grants

Maximum 5 marks


Question 11 1 8 State three other ways in which amateur athletes can be financially supported.

[3 marks] Marks for this question: AO1 = 3 3 marks for 3 of: A. SportsAid B. Sponsorship/endorsement C. scholarships D. family support E. grants from NGB / local authority F. appearance money

Accept first three answers only. Do not accept TASS/Lottery funded schemes

Maximum 3 marks

1 9 Outline the advantages and disadvantages of lottery funding of elite sport in the UK.

[4 marks] Marks for this question: AO3 = 4 4 marks for 4 of: sub max 2 marks per section Advantages A. Allows more competitive opportunities within

a sport B. Allows for more sports to be supported C. Raises profile of sport within society / seen

as a good cause D. NGB’s and performers are supposed to be

accountable E. Allows government to spend money

elsewhere e.g. health Disadvantages F. Certain sports are overlooked / refused

funding G. Pressure on NGB / performers to be

accountable/ ‘no win no funding’ culture’ H. Can provide the government with a ‘get out’

for funding sport I. Over reliant on funding J. Lack of funding may influence choice of

sport for an elite athlete

Maximum 4 marks


Question 12 2 0 Explain the advantages of media coverage to a sport and the disadvantages it can

have for an elite performer. [7 marks]

Marks for this question: AO3 = 7 7 marks for 7 of: Sub max of 4 per section Advantages to sport

A. Brings in extra funding e.g. TV rights for facilities/ equipment /coaches or equiv.

B. More competitions / extended seasons

C. Raises profile of a sport D. Raises participation E. Public educated and informed about

the sport F. Provides role models G. Gradually covered more opportunities

for female/disabled sport Disadvantages to performer

H. Control by sponsors / media companies e.g. perform when injured / have to use certain brands equipment when other may be best for them/withdrawal of sponsorship

I. Extended seasons / player burnout J. Ethical issues - May not agree with

company products e.g. tobacco K. May have to change image

/personality L. Can lead to deviancy to gain

extensive material rewards M. Lose traditional values of sport e.g.

process rather than outcome / loss of respect for opposition

N. Privacy issues O. Some sports get more funding

/support than others e.g. football versus judo

P. Elite female and disabled athletes get less opportunities/focus on appearance rather than skill

Q. Open to criticism from pundits/unrealistic expectations of performance

Point A – ‘funding’ too vague and needs an impact on use of funding

Maximum 7 marks


Assessment Objective Grid

AO1 AO3 Total Applied Physiology to Optimise Performance

01 7 7 14 02 3 3 03 4 4 04 3 3 05 4 4 06 2 2 07 5 5

Psychological Aspects that Optimise Performance 08 7 7 14 09 3 3 10 4 4 11 3 3 12 4 4 13 2 2 4 14 3 3

Evaluating Contemporary Influences 15 7 7 14 16 2 2 17 5 5 18 3 3 19 4 4 20 7 7

Total 42 60 105

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A-level Physical Education Mark scheme Unit 03 ... - AQA