Name: ________________________

U5 Mock Exam Class: ________________________

Date: ________________________

Time: 92 minutes

Marks: 78 marks

Comments:

St John's School, Leatherhead Page 1 of 14

St John's School, Leatherhead Page 2 of 14
Mark schemes
[AO1 = 1]
1.
C – To move two or more body parts together smoothly
[1]

[AO1 = 1]
2.
B – Praise
[1]

[AO1 = 1]
3.
A
[1]

[AO2 = 1]
4. A
[1]

[AO1 = 1]
5. B
[1]

[AO2 = 1]
6.
D
[1]

[AO2 = 2]
7.
Award one mark for each of the following points up to a maximum of two marks.

Hip – Extension (1)

Ankle – Plantar flexion (1)
Max 2 marks
[2]

[AO1 = 1]
8.
Award one mark for each of the following points up to a maximum of one mark.

•   Hip (1)

•   Shoulder (1)
Max 1 mark
[1]

St John's School, Leatherhead Page 3 of 14

 [AO1 = 1]
9.
Award one mark for each of the following points up to a maximum of one mark.

•   Elbow (1)

•   Knee (1)
•   Ankle (1)
Max 1 mark
[1]

[AO1 = 1 AO2 = 1]
10.
Award one mark for defining rotation and one mark for an example from a sporting action

AO1 (sub-max 1 mark)

•   Abduction - movement of the bone or limb from the midline of the body (1)

AO2 (sub-max 1 mark)

•   Performing the pull phase in the breaststroke (1)

•   Extending an arm sideways when stretching to catch a ball (1)

Accept any other suitable definition of abduction. Sporting examples must relate to where
abduction occurs with the performer in that sport. Only one example can be credited.
Max 2 marks
[2]

[AO1 = 1]
11.
Award one mark for each of the following points up to a maximum of one mark.

•   A body mass index (BMI) of over 30 (1)

•   Over 20% above standard weight for height ratio (1)
•   A person with a large fat content, caused by an imbalance of calories consumed to energy
expenditure (1)

Accept any other suitable definition of obesity.

Max 1 mark
[1]

[AO1 = 2]
12.
Award one mark for each of the following points up to a maximum of two marks.

•   Inability to leave home (as they are ashamed of their body) (1)
•   Inability to socialise or make friends (1)

Accept any other suitable negative effect of obesity on social health. The negative effect must be
related to the individual.
Max 2 marks
[2]

St John's School, Leatherhead Page 4 of 14

 [AO1 = 2 AO2 = 2]
13.
Award one mark for each of the following points up to a maximum of four marks. Award up to a
maximum of two AO1 marks and up to a maximum of two AO2 marks.

AO1 (sub-max 2 marks)

•   Vasoconstriction (1)

•   Vasodilation (1)

AO2 (sub-max 2 marks)

•   Vasoconstriction – arterioles feeding the areas not needing so much blood become smaller,
restricting blood flow to those tissues that are not needed during exercise (1)
•   Vasodilation – arterioles feeding the areas needing more blood (muscles, skin or heart)
become wider, increasing blood flow / to move tissues that are needed during exercise (1)

NB For AO2, only award a mark for responses that refer to both the changing life of a blood
vessel and area of redistribution.
Max 4 marks
[4]

[AO1 = 1]
14.
Award one mark for stating what an open skill is.

•   A skill which is performed in a certain way to deal with a changing or unstable environment
(1)

Accept any other suitable definition of an open skill.

Max 1 mark
[1]

[AO1 = 2 AO2 = 2]
15.
Award one mark for each of the following points up to a maximum of four marks. Award up to a
maximum of two AO1 marks and two AO2 marks.

AO1

•   Self-paced – started when the performer decides to start it / the speed, rate or pace of the
skill is controlled by the performer (1)
•   Externally paced – started because of an external factor / the speed, rate or pace of the
skill is controlled by external factors (1)

AO2

•   Self-paced – javelin throw / conversion in rugby / marathon running (1)

•   Externally paced – sprint start / when you respond to your opponent's movement whilst
marking (1)

Accept any outline of the difference between self-paced and externally paced skills. The sporting
examples must be appropriate to the type of skill being outlined.
Max 4 marks
[4]
St John's School, Leatherhead Page 5 of 14
 [AO1 = 1 AO2 = 2]
16.
Accept one mark for each of the following points up to a maximum of three marks.

Type of joint Agonist muscle Type of contraction

AO1 AO2 AO2

Hinge (1) Tricep / triceps brachii (1) Concentric (1)
(Do not accept isometric)
Max 3 marks
[3]

[AO1 = 2 AO2 = 1]
17.
Accept one mark for each of the following points up to a maximum of three marks.

AO2
•   First (class lever system) (1)

AO1
•   Fulcrum / pivot positioned in the middle (positioning of resistance / load and effort / force
can be either side) (1)
•   Correct labelling of lever system, i.e. resistance / load, fulcrum / pivot and effort / force (1)

Accept the lever system being drawn the other way round. Fulcrum must be in the middle.
Max 3 marks
[3]

St John's School, Leatherhead Page 6 of 14

 [AO2 = 3]
18. (a) Award one mark for each of the following points up to a maximum of four marks.

• Correctly labelled x axis (time minutes) and correctly labelled y axis (heart rate bpm)
(1)
• Appropriate numbering on each axis (1)
• Points plotted correctly and joined up (1)

[AO3 = 2]
(b) Award one mark for each of the following points up to a maximum of two marks.

• 4 to 6 minutes: Increase in intensity / running speed / possibly started running after

warm up (1)
• 4 to 6 minutes: Possibly an anticipatory rise (1)
• 6 to 12 minutes: Intensity has remained the same / running speed has remained
constant / steady state running (1)

Accept any other relevant suggestion of what has happened to the athlete between 4 and 6
minutes, and/or 6 and 12 minutes. Answers must be related to an analysis of the data
shown in Table 2.
2
[5]

(i) Award up to one mark for correctly identifying a correct type of physical
19. activity.

Example ‒ either endurance identified specifically or an activity/event

which clearly requires high endurance levels.
1

St John's School, Leatherhead Page 7 of 14

 (ii) Award up to two marks for explaining what altitude training is.

• this involves performers going to specific areas where they are

able to train at high altitude at heights significantly above sea
level

• the air becomes less dense/ and the pressure of the oxygen
decreases.

Accept the above plus any other suitable examples.

2

(iii) Award up to two marks for correct examples of benefits gained.

• This means that some actual physiological changes occur,

/ which increases the oxygen carrying capacity of the blood

• Increases red blood cells

• Improves overall standard of performance.

2
[5]

[AO1 = 2]
20. (a) Award one mark for each of the following points up to a maximum of two marks.

• Tidal volume – volume of air inspired or expired / exchanged per breath (1)
• Residual volume – volume of air left in the lungs after maximal expiration (1)

Accept any other suitable definitions of tidal volume and residual volume.
2

[AO2 = 2]

(b) Award one mark for each of the following points up to a maximum of two marks.

• Tidal volume increases (once exercise starts) (1)

• Residual volume stays the same (once exercise starts) (1)
2
[4]

St John's School, Leatherhead Page 8 of 14

 (i) Award one mark for each of the correctly named air passages
21.
• mouth

• nose

• pharynx

• epiglottis

• larynx

• trachea

• bronchi

• bronchioles
2

(ii) Award up to three marks for a correct answer.

• award up to two marks for correctly describing it as the

oxygen being taken in / being exchanged for the carbon
dioxide which is to be breathed out

• award one mark for stating that gaseous exchange occurs

in the lungs / alveoli
3
[5]

[AO2 = 3]
22. Award one mark for each of the following points up to a maximum of three marks.

The answer must include the factor to consider and an explanation that is applied to a weight
training session.

• Robert should ensure that he understands the correct lifting technique before starting the
session (1)
• Robert should ensure that he has a ‘spotter’ available for the session (1)
• Robert should plan to avoid over-training by following the correct intensity / use of one rep
max test to calculate correct intensity (1)
• Robert should wear appropriate clothing / footwear during the session, e.g. a clothing that
cannot get caught in the weights / footwear to provide support during weight lifting whilst
standing (1)
• Robert should use taping / bracing to protect wrists / elbow support when lifting weights (1)

Accept any other suitable explanation of what should be considered at the start of a weight
training session to reduce the chance of injury occurring. Explanation must be applied to a weight
training session.
[3]

St John's School, Leatherhead Page 9 of 14

 [AO1 = 3]
23.
(a) Award one mark for each of the following points up to a maximum of three marks.

•   Specific (1)

•   Measurable (1)
•   Time-bound (1)
Max 3 marks

[AO3 = 4]

(b) Award one mark for each of the following points up to a maximum of four marks.

•   It is specific to the race / event (1)

•   It is measurable as it is a time (1)
•   It is accepted by Anna as she wrote it down (1) (Accept that to be fully accepted it
would be good to be accepted by her coach as well, if she has one)
•   It is realistic as she has a personal best of 2 hours, 20 minutes so could possibly
manage 2 hours, 15 minutes (1)
•   It is time phased, i.e. by the end of the marathon (1)

Accept any other suitable justification as to why Anna’s target of finishing the half marathon
in under 2 hours, 15 minutes is SMART.
Max 4 marks

[AO1 = 2]

(c) Award one mark for each of the following points up to a maximum of two marks.

•   Performance goals – personal standards to be achieved / compare themselves

against what they have already done / suggest what they are going to do / there is no
comparison with other performers (1)
•   Outcome goals – focus on end result / winning (1)

Accept any other suitable definition of performance goals and / or outcome goals.
Max 2 marks

[AO2 = 2]

(d) Award one mark for each of the following points up to a maximum of two marks.

•   Performance goal – to get a good start / get out of the blocks quickly / stay low at the
start (1)
•   Outcome goal – to win the race / win a medal (1)

Accept any other suitable suggestion of a performance goal and / or an outcome goal.
Answers must relate to a 100 m sprinter.
Max 2 marks
[11]

St John's School, Leatherhead Page 10 of 14

 [AO1 = 1 AO2 = 2 AO3 = 3]
24.
Level Marks Description

Knowledge of the stages of information processing is

accurate and generally well detailed. Application to a
performer hitting a ball/shuttlecock is mostly clear and
3 5–6 effective. Analysis is thorough, reaching valid and
well-reasoned links to all stages. The answer is generally
clear, coherent and focused, with appropriate use of
terminology throughout.

Knowledge of the stages of information processing is evident

but is more detailed for some stages than others. There is
some appropriate and effective application to a performer
hitting a ball/shuttlecock, although not always presented with
2 3–4
clarity. Any analysis is clear but reaches valid and
well-reasoned links to only some of the stages. The answer
lacks coherence in places, although terminology is used
appropriately on occasions.

Knowledge of the stages of information processing is limited.

Application to a performer hitting a ball/shuttlecock is either
absent or inappropriate. Analysis is poorly focused or absent,
1 1–2
with few or no reasoned links to any stage. The answer as a
whole lacks clarity and has inaccuracies. Terminology is
either absent or inappropriately used.

0 No relevant content.

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Possible content may include:

AO1 – Knowledge of the stages of information processing, e.g.

• The stages are input, decision making, output, and feedback

AO2 – Application to a performer hitting a ball/shuttlecock, e.g. tennis

• Input – sight of the ball moving towards the player
• Decision making – which shot to play / movement to make
• Output – shot selected to play
• Feedback – did you play a good shot / hit the ball?

AO3 – Analysis/evaluation of the stages of information processing being used by a

performer hitting a ball/shuttlecock, e.g. tennis
• (Input) Information from the display – how is the opponent holding the racket / swinging the
racket / how is the ball flying (with spin) / where is the ball after it has landed
• (Input) Selective attention – blocking out everything, e.g. noise / other visual stimuli / other
than key focus points above, i.e. the ball
• (Decision making) Selection of appropriate response from memory – have you dealt with
this before / have you seen this a similar type of shot before
• (Decision making) – Recall of relevant tennis shot from the long term memory / executed by
short term memory
• (Output) Information sent to muscles to carry out the response – choice of shot / movement
of feet / movement of racket
• (Output) Credit use of appropriate muscles for a tennis shot, i.e. deltoid / pectorals
• (Feedback) Received via self (intrinsic / kinaesthetic) and / or others (extrinsic) – did you hit
ball / how did it feel / where did it go / did you misread the ball

Credit other suitable responses relevant to the question. This can relate to any racket sport.

St John's School, Leatherhead Page 12 of 14

 [AO1 = 2 AO2 = 2 AO3 = 5]
25.
Level Mark Description

Knowledge of the training seasons, training zones and

other factors to optimise training effectiveness is
accurate and generally well detailed. Application to a
1500m runner is mostly clear and effective. Analysis is
3 7-9 thorough, reaching valid and well-reasoned conclusions
as to the effectiveness of training seasons, training
zones and other factors. The answer is generally clear,
coherent and focused, with appropriate use of
terminology throughout.

Knowledge of training seasons, training zones and other

factors to optimise training effectiveness is evident.
There is some appropriate and effective application to a
1500m runner, although not always balanced and
2 4-6 presented with clarity. Any analysis is clear but reaches
valid and well-reasoned conclusions for either the
training seasons, training zones or other factors. The
answer lacks coherence in places, although terminology
is used appropriately on occasions.

Knowledge of training seasons, training zones and other

factors to optimise training effectiveness is limited.
Application to a 1500m runner is either absent or
inappropriate. Analysis is poorly focused or absent, with
1 1-3 few or no reasoned links to the effectiveness of training
seasons, training zones or other factors to optimise
training effectiveness. The answer as a whole lacks
clarity and has inaccuracies. Terminology is either
absent or inappropriately used.

0 No relevant content.

Possible content may include:

AO1 – Knowledge of the training year

•   Runners will have various phases of training including pre-season (preparation),
competition or peak season and post season (transition)
•   Splitting the training year into different blocks/ phases or cycles

St John's School, Leatherhead Page 13 of 14

AO2 – Application to a 1500m runner

•   1500m runners need to run at different intensities during the race therefore have to train
accordingly
•   Competitive situations can be replicated in training by varying the distance, workload and
intensities
•   Training methods identified to improve performance in a 1500m race these must be
qualified in relation to the correct phases of the race
•   Training intensities – using different percentages of zone training (aerobic and anaerobic)
along with repetitions and sets
•   They will need to do more things to aid recovery, depending on the season

AO3 – Analysis of how a 1500m runner would use their knowledge of training seasons to
plan their training in the year before a major event. (Such as a World Championship or
Olympic Games)

•   Competitive season – maintain fitness but specific high intensity training depending on the
schedule of races. Aiming at quality over quantity training. Vary intensities of MHR to
replicate race conditions
•   Alter distances run along with sets and repetitions
•   Building up lactate tolerances so they can delay fatigue during training and races
•   Having ice baths / massages after training and races to prevent delayed onset of muscle
soreness / DOMS and enable them to maintain the level of performance in next training
activity or race
•   They may use weight training as a way of increasing strength, particularly pre-season.
They would determine the weights used by performing one rep max tests
•   If they want to build strength they would train with a high weight and low repetitions. About
70% of the one rep max for approximately 3 sets of 4-8 repetitions
•   If they want to work on muscular endurance they would train with low weights but high
repetitions. These would be below 70% and be approximately 3 sets of 12-15 repetitions
•   Need to taper training so can peak for major races, competitions. This will involve
decreasing training prior to major races to conserve energy
•   Manipulation of diet – have carbohydrates in advance of a race to give them more energy,
have protein after a race / training for muscle tissue repair
•   Ensuring that they keep hydrated after a race / training to maintain level of performance /
intensity, e.g. dehydration leads to blood thickening, which slows blood flow meaning that
oxygen transport round the body slows, thus leading to a dip in performance
•   Post season / transition – active rest to maintain fitness levels. This is vital for them to
remain active but equally to take a break from running full time. Runners need to remain
fresh and motivated
•   The runner would need a structured training programme so that they can successfully peak
for a World championships or Olympic Games.
Max 9 marks
[9]

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