2024_AQA A-Level Physical Education Paper 1 Factors Affecting Participation in Physical Activity and Sport (Merged Question Paper and Marking Scheme)

2024_AQA A-Level Physical Education Paper 1 Factors Affecting Participation in Physical Activity and Sport (Merged Question Paper and Marking Scheme) Friday 24 May 2024 Please write clearly in block capitals. Centre number Surname Forename(s) Candidate signat ure A-level I declare this is my own work. Candidate number PHYSICAL EDUCATION Paper 1 Factors affecting participation in physical activity and sport Friday 24 May 2024 Materials For this paper you may use:  a calculator. Instructions Morning Time allowed: 2 hours For Examiner’s Use Section Mark A  Use black ink or black ball-point pen. Pencil should only be used for drawing.  Fill in the boxes at the top of this page.  Answer all questions. You must answer the questions in the spaces provided. Do not write on blank pages.  If you need extra space for your answer(s), use the lined pages at the end of this book. Write the question number against your answer(s).  Do all rough work in this book. Cross through any work you do not want to be marked. Information  The marks for questions are shown in brackets.  The maximum mark for this paper is 105.  Questions should be answered in continuous prose. You will be assessed on your ability to: – use good English – organise information clearly B C TOTAL – use specialist vocabulary where appropriate. A-Level Physical Education: Paper 1 - Factors Affecting Participation in Physical Activity and Sport Exam sections Preparation This paper focuses on the factors that influence participation in physical activity and sport. You’ll explore a range of topics including the psychological, social, and physiological aspects that impact individuals' engagement in physical activities, along with the barriers and strategies for increasing participation. 1. Social and Cultural Factors:  Socioeconomic Status: How wealth, class, and income affect access to and participation in sports (e.g., the cost of equipment, club memberships, and facilities).  Gender: Examining how gender influences participation, including cultural attitudes and opportunities in different sports.  Ethnicity and Race: How ethnicity and race impact participation, opportunities, and representation in sports.  Age: The role of age in determining the types of sports people participate in and how age-related factors (e.g., physical decline, interest changes) affect participation. 2. Psychological Factors:  Motivation: Theories of motivation such as intrinsic vs extrinsic motivation, and how these affect individuals’ participation in sport. o Self-determination theory and goal-setting theory are examples to consider.  Self-esteem and Confidence: How self-perception, self-worth, and confidence affect the willingness to participate in physical activity.  Mental Health: The role of mental health (stress, anxiety, depression) in affecting physical activity levels and the use of sport as a tool for improving mental well-being.  Personality: The impact of personality traits (e.g., extroversion vs introversion) on physical activity choices. 3. Environmental and Physical Factors:  Facilities and Accessibility: The availability and quality of sports facilities, and how accessible they are to different communities (e.g., availability of parks, gyms, and courts).  Climate and Geography: How weather and environmental factors influence the types of sports people participate in (e.g., outdoor vs indoor sports). Health and Physical Condition 4. Political and Economic Factors:  Government Initiatives and Funding: The influence of national and local government programs aimed at increasing participation, including funding for grassroots sports. Sports Policy: How national and international policies can either encourage or limit participation (e.g., 5. Barriers to Participation:  Time and Work-Life Balance: How busy schedules and work commitments prevent participation in regular physical activity.  Lack of Knowledge or Awareness: The lack of understanding of how to access physical activity opportunities, or awareness of the benefits of exercise.  Fear of Failure or Injury: Psychological barriers such as fear of not succeeding, or physical barriers like fear of injury. 7582/1 IB/H/Jun24/G4002/E6 2 Do not write outside the box Section A IB/H/Jun24/7582/1 Applied anatomy and physiology Answer all questions in this section. Only one answer per question is allowed. For each question completely fill in the circle alongside the appropriate answer. CORRECT METHOD WRONG METHODS If you want to change your answer you must cross out your original answer as shown. If you wish to return to an answer previously crossed out, ring the answer you now wish to select as shown. 0 1 Which one of the following is converted directly into lactic acid in the anaerobic glycolytic energy system? [1 mark] A Acetyl coenzyme A B Citric acid C Glucose D Pyruvic acid 3 Do not write outside the box IB/H/Jun24/7582/1 0 2 Figure 1 shows a tennis player performing a forehand shot as they move from position A to B. Figure 1 Position A Position B Which one of the following is the plane of movement for the joint action at the elbow from position A to B? [1 mark] A Frontal B Sagittal C Transverse 0 3 During exercise CO2 in the blood will increase. Describe how an increase in blood CO2 impacts the redistribution of blood. [3 marks] Turn over ► 4 Do not write outside the box IB/H/Jun24/7582/1 0 4 . 1 As a direct gas analysis VO2 max test progresses, minute ventilation would increase. Define ‘minute ventilation’. [1 mark] 0 4 . 2 Explain why minute ventilation needs to increase as the intensity of exercise gets harder. [3 marks] 0 5 Analyse how regular participation in exercise can decrease the likelihood of a stroke. [3 marks] 5 Do not write outside the box IB/H/Jun24/7582/1 You may use this space to plan your answer. [8 marks] Turn over ► 0 6 Evaluate the effectiveness of plyometric training for a basketball player. 6 Do not write outside the box IB/H/Jun24/7582/1 Extra space 7 Do not write outside the box IB/H/Jun24/7582/1 Turn over ► 8 Do not write outside the box IB/H/Jun24/7582/1 0 7 A sprinter is driving out of the blocks in a 100 m race. Analyse how the following factors help the sprinter to make an explosive start:  recruitment of muscle fibres  Newton’s Laws of linear motion. [15 marks] You may use this space to plan your answer. 9 Do not write outside the box IB/H/Jun24/7582/1 Turn over ► 10 Do not write outside the box IB/H/Jun24/7582/1 Extra space 11 Do not write outside the box IB/H/Jun24/7582/1 Turn over ► 35 12 Do not write outside the box Section B IB/H/Jun24/7582/1 Skill acquisition Answer all questions in this section. 0 8 Schmidt’s schema theory states that learning occurs through the development of a schema. Which one of the following shows the correct elements of recognition schema? [1 mark] A Initial conditions and response outcomes B Initial conditions and response specifications C Response specifications and sensory consequences D Sensory consequences and response outcomes 0 9 A badminton player watches the flight of the shuttlecock and hears shouts from the crowd. Which one of the following components of Baddeley and Hitch’s working memory model involves deciding which of these pieces of information to attend to? [1 mark] A Central executive B Episodic buffer C Phonological loop D Visuospatial sketchpad 13 Do not write outside the box IB/H/Jun24/7582/1 1 0 Describe the role of more knowledgeable others (MKOs) in Vygotsky’s social development theory. [3 marks] 1 1 Name the two types of anticipation. Explain how a goalkeeper could use each type to save a shot. [4 marks] Type of anticipation 1: Explanation: Type of anticipation 2: Explanation: Turn over for the next question Turn over ► 14 Do not write outside the box IB/H/Jun24/7582/1 1 2 Divers often practise somersaults using trampolines. Analyse how a coach can make sure positive transfer occurs between the somersaults practised on the trampoline and the somersaults performed into the water. [3 marks] 15 Do not write outside the box IB/H/Jun24/7582/1 1 3 Knowledge of performance and knowledge of results are two types of feedback available to a long jumper. Evaluate the effectiveness of other types of feedback for a long jumper in the cognitive stage of learning. [8 marks] You may use this space to plan your answer. Turn over ► 16 Do not write outside the box IB/H/Jun24/7582/1 Extra space 17 Do not write outside the box IB/H/Jun24/7582/1 Turn over ► 18 Do not write outside the box IB/H/Jun24/7582/1 1 4 ‘Whole practice is the most suitable type of practice for a basketball team’s training’. Evaluate this statement using your knowledge of the following skill continua:  Complex – Simple  High organisation – Low organisation. [15 marks] You may use this space to plan your answer. 19 Do not write outside the box IB/H/Jun24/7582/1 Turn over ► 20 Do not write outside the box IB/H/Jun24/7582/1 Extra space 21 Do not write outside the box IB/H/Jun24/7582/1 Turn over for Section C Turn over ► 35 22 Do not write outside the box Section C IB/H/Jun24/7582/1 Sport and society Answer all questions in this section. 1 5 Which one of the following is an agent of primary socialisation? [1 mark] A Friends B Internet C Parents D PE Teachers 1 6 Which one of the following was a specific aim of the Wenlock Olympian Games? [1 mark] A Develop international competition B Form an Olympian Class C Improve morals of the whole nation 1 7 Factories played a major role in increasing participation in rational recreation during the industrial and post-industrial period (1780–1900). State three ways factory owners helped to increase participation in rational recreation. [3 marks] 1 2 3 23 Do not write outside the box IB/H/Jun24/7582/1 1 8 . 1 The characteristics of mob football and real tennis reflected the two-tier society in pre-industrial Britain (pre-1780). One characteristic of mob football was that it was played by the lower class. State two other characteristics of mob football. [2 marks] 1 2 1 8 . 2 Explain why the characteristics of real tennis prevented the lower class from playing it. [2 marks] 1 9 Steven has started regularly attending a running club to train for a marathon. Explain one health benefit, one fitness benefit, and one social benefit of regularly attending training. [3 marks] Health benefit Fitness benefit Social benefit Turn over ► 24 Do not write outside the box IB/H/Jun24/7582/1 You may use this space to plan your answer. 2 0 Table 1 shows the total number of social media interactions for the top three and bottom three football clubs by final league position in the Premier League at the end of the 2019/2020 season. Table 1 Top 3 by final league position Club Total social media interactions 1. Liverpool 2. Manchester City 3. Manchester United Bottom 3 by final league position Club Total social media interactions 18. Bournemouth 1 257 279 19. Watford 2 211 768 20. Norwich City 1 584 177 Analyse how the growth in the use of social media in football may widen the performance gap between the top and bottom clubs in the Premier League. Refer to the Golden Triangle and the trends shown in Table 1 in your answer. [8 marks] 25 Do not write outside the box IB/H/Jun24/7582/1 Extra space Turn over ► 26 Do not write outside the box IB/H/Jun24/7582/1 27 Do not write outside the box IB/H/Jun24/7582/1 Turn over for the next question Turn over ► 28 Do not write outside the box IB/H/Jun24/7582/1 2 1 Ethnic minority groups still face many barriers to participation in sport. Solutions to increase participation amongst ethnic minorities have not been effective. Evaluate these statements. [15 marks] You may use this space to plan your answer. 29 Do not write outside the box IB/H/Jun24/7582/1 Turn over ► 30 Do not write outside the box IB/H/Jun24/7582/1 Extra space 31 Do not write outside the box IB/H/Jun24/7582/1 35 END OF QUESTIONS 32 Do not write outside the box There are no questions printed on this page IB/H/Jun24/7582/1 DO NOT WRITE ON THIS PAGE ANSWER IN THE SPACES PROVIDED 33 Question number Additional page, if required. Write the question numbers in the left-hand margin. IB/H/Jun24/7582/1 Do not write outside the box 34 Question number Additional page, if required. Write the question numbers in the left-hand margin. IB/H/Jun24/7582/1 Do not write outside the box 35 Question number Additional page, if required. Write the question numbers in the left-hand margin. IB/H/Jun24/7582/1 Do not write outside the box 36 Do not write outside the box There are no questions printed on this page IB/H/Jun24/7582/1 DO NOT WRITE ON THIS PAGE ANSWER IN THE SPACES PROVIDED Copyright information For confidentiality purposes, all acknowledgements of third-party copyright material are published in a separate booklet. This booklet is published after each live examination series and is available for free download from . Permission to reproduce all copyright material has been applied for. In some cases, efforts to contact copyright-holders may have been unsuccessful and AQA will be happy to rectify any omissions of acknowledgements. If you have any queries please contact the Copyright Team. Copyright © 2024 AQA and its licensors. All rights reserved. A-level PHYSICAL EDUCATION 7582/1 Paper 1 Factors affecting participation in physical activity and sport Mark scheme June 2024 Version: 1.0 Final MARK SCHEME – A-LEVEL PHYSICAL EDUCATION – 7582/1 – JUNE 2024 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 Examiner. 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. No student should be disadvantaged on the basis of their gender identity and/or how they refer to the gender identity of others in their exam responses. A consistent use of ‘they/them’ as a singular and pronouns beyond ‘she/her’ or ‘he/him’ will be credited in exam responses in line with existing mark scheme criteria. Further copies of this mark scheme are available from Copyright information 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. Copyright © 2024 AQA and its licensors. All rights reserved. 2 MARK SCHEME – A-LEVEL PHYSICAL EDUCATION – 7582/1 – JUNE 2024 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. 3 MARK SCHEME – A-LEVEL PHYSICAL EDUCATION – 7582/1 – JUNE 2024 Section A Applied anatomy and physiology 0 1 Which one of the following is converted directly into lactic acid in the anaerobic glycolytic energy system? [1 mark] Marks for this question: AO1 = 1 D – Pyruvic acid 0 2 Figure 1 shows a tennis player performing a forehand shot as they move from position A to B. Which one of the following is the plane of movement for the joint action at the elbow from position A to B? [1 mark] Marks for this question: AO2 = 1 B – Sagittal 0 3 During exercise CO2 in the blood will increase. Describe how an increase in blood CO2 impacts the