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A-LEVEL Physical Education - AQA

A-LEVEL . Physical Education 7582/1 - Paper 1 Factors affecting participation in Physical activity and sport Mark scheme 7582. June 2018. Version/Stage: Final 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.

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 ...

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Transcription of A-LEVEL Physical Education - AQA

1 A-LEVEL . Physical Education 7582/1 - Paper 1 Factors affecting participation in Physical activity and sport Mark scheme 7582. June 2018. Version/Stage: Final 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.

2 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 Copyright 2018 AQA and its licensors. All rights reserved. AQA retains the copyright on all its publications. However, registered schools/colleges for AQA are permitted to copy material from this booklet for their own internal use, with the following important exception: AQA cannot give permission to schools/colleges to photocopy any material that is acknowledged to a third party even for internal use within the centre. MARK SCHEME A-LEVEL Physical Education 7582/1 JUNE 2018. Level of response marking instructions Level of response mark schemes are broken down into levels , each of which has a descriptor.

3 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.

4 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.

5 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. 3. MARK SCHEME A-LEVEL Physical Education 7582/1 JUNE 2018. Section A. Applied anatomy and physiology 0 1 Which receptor is responsible for detecting a change in blood pressure? [1 mark]. Marks for this question: AO1 = 1. A. 0 2 Which method of estimating energy expenditure involves measuring the production of CO2 and/or the consumption of O2? [1 mark]. Marks for this question: AO1 = 1. A. 0 3 . 1 Define the term A-VO2 diff. [1 mark]. Marks for this question: AO1 = 1.

6 Difference between oxygen content/partial pressure of oxygen in arterial and venous blood (1). How much O2 is extracted and used by muscles (1). Accept other appropriate definitions of the term A-VO2 diff. Maximum 1 mark 0 3 . 2 Explain the change in A-VO2 diff during exercise. Use the data in Table 1 in your answer. [3 marks]. Marks for this question: AO2 = 3. Award one mark for each of the following up to a maximum of three marks. A-VO2 diff increases from 5 to 15ml. Means more oxygen is needed / extracted by the muscles. Used / needed for energy / ATP production for endurance / stamina / aerobic exercise /. delays fatigue. Accept other appropriate explanations of the change in A-VO2 diff during exercise. Answers must relate to Table 1. Maximum 3 marks 4. MARK SCHEME A-LEVEL Physical Education 7582/1 JUNE 2018. 0 4 . 1 Identify the main agonist, and plane and axis of movement at the right shoulder as the tennis player in Figure 1 moves from position A to position B. [3 marks].

7 Marks for this question: AO2 = 3. Award one mark for each of the following points. Agonist: Pectorals / anterior deltoid. Plane: Transverse plane. Axis: Longitudinal axis. Maximum 3 marks 0 4 . 2 State three characteristics of this muscle fibre type. [3 marks]. Marks for this question: AO1 = 3. Accept first three answers only. Award one mark for each of the following up to a maximum of three marks. Large motor neurone size Large muscle fibre diameter More sarcoplasmic reticulum development High PC stores High glycogen stores Low mitochondrial density Low myoglobin content Low capillary density High myosin ATPase/glycolytic enzyme activity High fatigability / low aerobic capacity / high anaerobic capacity High force production / speed of contraction White in colour Accept other appropriate characteristics of fast twitch glycolytic muscle fibres (type IIx). Maximum 3 marks 5. MARK SCHEME A-LEVEL Physical Education 7582/1 JUNE 2018. 0 5 Analyse the factors which explain Chris Froome's higher VO2 max and the effects these factors have on his performance.

8 [8 marks]. Marks for this question: AO1 = 2, AO2 = 3, AO3 = 3. Students are expected to answer in continuous prose, use good English, organise information clearly and use specialist vocabulary where appropriate. Level Marks Description Knowledge is consistently accurate and well detailed. Application of breadth or depth of knowledge is clearly evident. Analysis and/or evaluation is coherently and consistently made between 4 7-8 different relevant factors and their impact. Relevant terminology is consistently used. The answer almost always demonstrates substantiated reasoning, clarity, structure and focus. Knowledge is usually accurate and detailed. Application of breadth or depth of knowledge is often evident. Analysis and/or evaluation is often made between different relevant 3 5-6 factors and their impact, and is usually coherent. Relevant terminology is often used. The answer usually demonstrates substantiated reasoning, clarity, structure and focus. Knowledge is sometimes accurate with some detail.

9 Application of breadth or depth of knowledge is sometimes evident. Analysis and/or evaluation is sometimes made between different relevant 2 3-4 factors and their impact, but may lack coherence. Relevant terminology is sometimes used. The answer occasionally demonstrates substantiated reasoning, but may lack clarity, structure and focus. Knowledge may be limited. Application of breadth or depth of knowledge may be limited or not evident. There may be little or no analysis and/or evaluation between different 1 1-2. relevant factors and their impact. Relevant terminology is occasionally used. The answer may lack substantiated reasoning, clarity, structure and focus. 0 No relevant content. 6. MARK SCHEME A-LEVEL Physical Education 7582/1 JUNE 2018. Possible content may include: AO1 Knowledge of VO2 max and factors affecting this eg VO2 max is maximum volume of oxygen that can be utilised per minute/unit of time. It is directly proportional to an athlete's aerobic power. The higher your VO2 max the greater your aerobic power.

10 Factors that affect VO2 max include: Genetics, age, gender, physiology, training, lifestyle, body composition, drugs. AO2 Application of the factors affecting VO2 max to Chris Froome and comparison to average cycist eg Chris Froome has a high VO2 max due to the training he has undertaken. As a professional cyclist Froome will undergo high levels of continuous training spending hours on his bike at a time. This training will have affected his physiology, increasing his red blood cell count and the capillary density in his body. Chris Froome's higher VO2 max may be in part due to his age. As he is still relatively young/not old age will not be a limiting factor for his VO2 max. If the average cyclist is older the impact of aging may have started to decrease their VO2 max. AO3 Analysis/evaluation of the impact of Chris Froome's increased VO2 max on performance and the relevance of the factors eg having a high VO2 max means that Chris Froome has an increased oxygen carrying capacity and can supply his working muscles with more oxygen, increasing his lactate threshold.


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