Nine-mark extended writing questions GCSE Physical Education

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Nine-mark extended writing questions – GCSE Physical Education

This document includes four examples of candidate answers to extended response questions from

the 2019 summer series.

Before looking at the examples a quick summary of the requirements of the extended responses

should be helpful.

Nine marks are available per extended response. The nine marks are allocated depending on the

quality of the response, how well, as a whole, the response demonstrates the skills of:

Recall of knowledge (AO1)

Application of knowledge (AO2)

Analysis/evaluation (based on relevant AO1/AO2 content) (AO3)

Each of these skills is allocated a maximum of three marks thus a response that only demonstrates

knowledge, no matter the extent of the knowledge, would only gain a maximum of three marks.

There is no one ‘right’ way to address the extended responses, however one successful approach

implemented by many candidates is to structure their response in ‘developed paragraphs’. So that,

each paragraph recalls information, applies this knowledge to the question context, and then,

depending on the command word, analyses or evaluates the information presented in terms of the

question context.

The examples contained in this document are all in response to the command word ‘evaluate’. Page

55 of the specification provides a list of command words and definitions. Regardless of the

command word used for the extended response questions the same principles will apply, i.e. a

maximum of three marks will be awarded per assessment objective, dependent on the quality of

each skill demonstrated.


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The first and second examples are from Paper 1, question 14 from the 2019 examination series.

The question has the context of shot put and candidates were asked to evaluate the training

methods causing three long-term training effects, and the impact of these effects on shot put

performance.

To fully address the question and to meet all of the required AO’s candidates needed to:

Show knowledge of the training methods that could cause the long-term training effects (AO1)

Consider the effect of these training methods on shot put performance (AO2)

Evaluate the training methods given the question context, i.e. provide a reasoned judgment

about the value of each method (AO3)

Two aspects of the question had some relevance to shot put performance, one did not, this should

have been reflected in the candidate evaluation. Those achieving level three tended to recognise

that a reduced resting heart rate was not of direct value to the shot putter and could justify why.

The examples here reflect the approach taken by many candidates, i.e. they:

Identify the type of training method that would bring each training effect (AO1)

Link this training effect to performance in the shot put (AO2)

Make a reasoned judgement about whether the training method was valuable to the shot putter

based on the impact it would have on performance (AO3)


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Example 1

This response contains three paragraphs, one paragraph for each long-term training effect given in

the question. This is a good approach as it helps ensure no section of the question is omitted. This is

important if candidates are to satisfy the levels-based mark scheme, for example to achieve level 3

(7-9 marks) there needs to be accurate knowledge throughout, application of knowledge to question

context throughout and valid and well-reasoned conclusions.

Whilst not specifically a training method, increased bone density has been correctly linked to weight

bearing activity, demonstrating appropriate knowledge. There is an attempt to apply this knowledge,

linking increased bone density to shot put, but the linkage is flawed as applying greater force to

throw the shot further would be due to the muscular system rather than the skeletal system.

However, there is an argument presented that the stronger bones (as a result of the training) will

decrease the risk of injury meaning that training will not be disrupted, preventing reversibility, thus

improving performance. This is a valid, reasoned point about the impact on shot put performance,

thus this paragraph contains evidence of AO1 (knowledge) and AO3 (evaluation). Reference to injury

was on the right lines for application but it needed to be a little more specific to shot put, e.g. there

could have been reference to injury at the wrists to make the point applied rather than a general

knowledge point about the benefit of increased bone density.


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The second paragraph focuses on the second long-term training effect, a decreased resting heart

rate. Again, knowledge is shown, linking the training effect to a relevant training method and there is

good additional knowledge shown to explain the reasons for the drop in resting heart rate. The

effect this has on shot put performance is not given, for example, it could have been applied in

relation to increasing cardiovascular fitness (as part of improvement in his general fitness) or linked

to recovery. Similarly, although there is an attempt to evaluate ‘This won’t have that much of an

impact as resting heart rate won’t have an affect’ this is not reasoned, there is no evidence

presented to back-up this statement. This could have been achieved by referencing the fact that the

explosive, anaerobic nature of shot put would not be improved through increased cardiovascular

fitness. Therefore, the second paragraph contains evidence of AO1 (knowledge) only.

The third paragraph provides evidence of AO2 (application) and AO3 (evaluation). Although weight

training is a form of interval training so are many other training methods, for example, running

based. As not all forms would be appropriate this was insufficient to demonstrate the required

knowledge of the causes of muscular hypertrophy. Whilst the theoretical link to the training method

was a little vague, the reasoning and application was sound. I.e. that hypertrophy would result in

bigger, stronger, more powerful muscles which would be able to exert a greater force resulting in a

better distance being achieved.


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This example response was placed in level 2, 5 marks. The levels-based descriptors for this question

are:

Example 2

In contrast to the previous example this response was placed at level 3, 8 marks.

The format of the response is similar, but this response provides greater detail and application of

knowledge.


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Again, increased bone density is linked to weight-bearing activity and again there is justification for

including this type of training into the shot-put performer’s training programme, i.e. to avoid injury

so that reversibility does not occur, causing time away from training. There is a little more detail in

this response, however at this point AO2 (application) has not been demonstrated.

The second paragraph considers the drop in resting heart rate. This is accurately linked to aerobic

exercise, in particular continuous training such as fartlek or aerobic circuit training. There is also

application of knowledge here, linking the type of training and the training adaptation to an increase

in the performer’s cardiovascular fitness. This then provides the evidence for a reasoned justification

why this type of training would not be suitable for shot put, i.e. that the athlete will not be working at

a moderate intensity for long periods of time, that their sport involves high intensity work for very

short periods thus this type of training would not improve performance. This part of the response is

really well justified and good evidence of the candidate’s ability to make an evaluation. This

paragraph contains evidence of AO1 (knowledge), AO2 (application) and AO3 (evaluation).

The third paragraph also addresses all of the assessment objectives. Muscular hypertrophy is

accurately linked to a number of potential training methods, this knowledge is applied as the effect

this has on the athlete’s muscular system is clearly stated, as is the method of using weight training,

i.e. low reps at 80-90% of his 1RM and that this would target the fast twitch muscle fibres. There is

also some justification for inclusion of these forms of training to bring about this long-term effect.

This is given at the start of the paragraph, e.g. hypertrophy increases power and strength to throw

the shot put further, this is reiterated in the fourth paragraph.


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The fourth paragraph is an attempt to summarise the essay.

There is no need to provide a concluding paragraph that repeats points already made, however,

some candidates may prefer to include their knowledge and application in the main part of the

response and finish with a concluding paragraph that justifies the relevance, or not, of the training

adaptations and therefore methods used. The issue with this approach, as mentioned previously, is

that it is easier to forget some vital linkage which would be better made within each individual

paragraph.

As the points stated here have already been made (and in more appropriate detail) this concluding

paragraph does not add to the quality of the response in terms of AO1, AO2 or AO3.


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The third and fourth examples are from Paper 2, question 14 from the 2019 examination series.

The method to determine the level of a response and the marks within that level for this paper is

identical to that required for Paper 1.

The question assessed:

Knowledge of intrinsic and extrinsic feedback (AO1)

Ability to apply knowledge to context of an U12 hockey team (AO2)

Ability to evaluate the importance of the two types of feedback given the context of a young

team (AO3)

Of the nine marks available a maximum of three marks could be achieved for each assessment

objective: AO1; AO2 and AO3.

Example 3

This response is well-organised, points are made and developed further so that the required skills of

recall, application and evaluation of this knowledge can be demonstrated.

The opening, introductory paragraph defines both types of feedback. Knowledge of the types of

feedback is immediately demonstrated thus contributes towards AO1.

The second and third paragraphs focus on extrinsic feedback, initially why it is of importance and

then a potential issue with the type of feedback. On balance however there is a well-reasoned case

for the use of extrinsic feedback with this age group. Accurate examples of the positive use of this

type of feedback are given, e.g. the coach telling the children to bend the knees whilst dribbling to

improve their performance or its use in telling the children about positioning of themselves and the

passes (AO2). There is justification for its use, focusing on the children’s inexperience and therefore

not yet having the kinaesthetic feel of the skill (AO3). Further justification is provided in terms of

motivation, the correction of errors by the coach leading to early success and therefore motivation

to continue to play.


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The fourth paragraph covers intrinsic feedback. An example of effective intrinsic feedback is given

(AO2), and the argument presented to justify why a young performer would not be able to achieve

this (AO3). This justification draws on other relevant knowledge as well as that of feedback, i.e. the

nature of the skills within the game of hockey. This shows very good linkage between relevant topics

(although maximum marks could still be achieved without this cross-over between topics).

The final paragraph is a concluding point, but the valuable justifications have already been made in

the earlier paragraphs.

This response was placed at level 3 and awarded 9 marks.


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Example 4

This response provides evidence of elements of knowledge, for example that extrinsic feedback is

from an external source such as a coach, or that extrinsic feedback is more useful when

inexperienced. (AO1). There is also justification why extrinsic feedback would be the more important,

for example, due to the team’s inexperience therefore not knowing what the correct skill should be

and also as a tool to provide motivation and confidence to the young side when they saw

improvement in their play (AO3).

There is a statement that intrinsic feedback would not be important due to their minimal experience

so therefore they won’t know if the pass is a good pass or not (AO3).


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A conclusion is provided, but this repeats points already made.


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The greatest weakness in this response is the lack of AO2 content, i.e. much of the content is

‘theoretical’ in nature. Examples to link to game play could have been given throughout, for example,

in the first paragraph, an example of the sort of feedback the coach may give to ‘guide the players’

could have been stated.

This response was placed at level 2 and awarded 5 marks.

It is hoped that this supporting document will prove to be positive and constructive in helping to

raise achievement in future series. Centres are encouraged to read the Principal Examiner’s

Feedback Report on 2019 examination papers at the link here.

https://qualifications.pearson.com/en/qualifications/edexcel-gcses/physical-education-2016.coursematerials.html#filterQuery=Pearson-UK:Category%2FExam-materials

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Nine-mark extended writing questions GCSE Physical Education