GCSE Physical Education Paper 1
Covers The Skeletal System, The Muscular System, The Cardiorespiratory System and Effects of Exercise and 9 more.
Questions
Question 1 [2 marks]
Health, Fitness and Well-being
A rugby player drinks several alcoholic drinks the night before a training session.
State one way that drinking alcohol the night before could negatively affect his performance in training the next day.
Question 2 [2 marks]
The Cardiorespiratory System and Effects of Exercise
Oxygenated blood arrives at the heart from the lungs before being pumped out to the rest of the body.
Name the two chambers on the left side of the heart that this oxygenated blood passes through.
Question 3 [2 marks]
The Skeletal System
A gymnast performs a handstand, supporting her whole body weight through her wrists and shoulders.
Name the bone found in the upper arm and the bone found in the forearm on the thumb side.
Question 4 [3 marks]
Arousal, Goal Setting and Mental Preparation
A free throw shooter in basketball is distracted by a crowd trying to put her off just before her shot.
Suggest a technique she could use to refocus her concentration, and explain how it would help.
Question 5 [3 marks]
Movement Analysis: Levers, Planes and Axes
A PE student performs a star jump, moving her arms and legs out to the sides and then back in again.
Name the plane and axis this movement takes place in, and name the joint action occurring at the hip and shoulder as the limbs move outward.
Question 6 [4 marks]
Training Methods and Fitness Testing Data
A rugby squad follows a weight (resistance) training programme in the gym during pre-season, lifting free weights and using machines.
State two advantages and one disadvantage of weight training as a method of improving fitness.
Question 7 [5 marks]
Diet, Nutrition and Hydration for Performance
A triathlete estimates she will use 3800 kcal during a half-distance triathlon and plans to consume 2900 kcal of food and drink, including energy gels, during the event itself.
Calculate her energy balance during the event, and calculate what percentage of her energy used during the race is replaced by what she consumes, to the nearest whole percent.
Question 8 [5 marks]
Socio-cultural Influences on Participation
A wheelchair basketball club struggles to find enough accessible venues and specialist coaches in its local area.
Identify two factors affecting participation for this club, and explain how each one acts as a barrier.
Question 9 [5 marks]
Classification of Skill and Guidance
A swimming coach praises a young beginner for her effort after every length, but gives a more experienced swimmer detailed, corrective feedback on a technical fault in her stroke.
Explain the difference between positive and negative (corrective) feedback, and explain why the coach has chosen to use each type with these two different swimmers.
Question 10 [5 marks]
Components of Fitness
In a 100 m race, sprinters must respond to the starting gun as quickly as possible before then running at their maximum pace to the finish line.
Identify the two skill-related components of fitness required at the start and during the race, define each one, and explain the difference between them.
Question 11 [6 marks]
The Skeletal System
A cricketer's shoulder allows a wide circular arm action during a fast bowl, but the same range of movement makes the joint prone to dislocation.
Explain how the structure of the shoulder joint allows this wide range of movement, and explain one structural feature that helps stabilise the joint to reduce the risk of dislocation.
Question 12 [6 marks]
The Muscular System
A shot putter explodes into the put, driving powerfully from a crouched position, then holds her follow through position steady for a moment to avoid fouling.
Explain which type of muscle contraction is used during the explosive drive, and which is used while holding the follow through position, and explain which muscle fibre type is best suited to the drive phase.
Question 13 [6 marks]
Principles of Training and Injury Prevention
A marathon runner's coach wants her training to be highly specific to the demands of a marathon, but is also aware that running long distances at the same steady pace, session after session, carries its own risks.
Explain the principle of specificity as it applies to marathon training, and explain why applying it too strictly, without variety, could create problems for this runner.
Question 14 [6 marks]
The Skeletal System
A weightlifter's spine must remain stable and take significant compressive force while she lifts a heavy barbell from the floor.
Explain the role of the vertebral column in protecting the body during this lift, referring to its curves, the intervertebral discs and the spinal cord.
Model solutions
| Question 1[2 marks] | |
|---|---|
| Answer or working | Marks |
| a correct effect, e.g. alcohol dehydrates the body, which can reduce endurance performance and increase the risk of cramp | B1 |
| a correct further effect, e.g. it can also slow reaction time and impair coordination, or disturb sleep and therefore recovery | B1 |
| Final answer: Alcohol dehydrates the body and can slow reaction time/impair coordination, harming next-day performance | |
| Question 2[2 marks] | |
|---|---|
| Answer or working | Marks |
| left atrium | B1 |
| left ventricle | B1 |
| Final answer: Left atrium and left ventricle | |
| Question 3[2 marks] | |
|---|---|
| Answer or working | Marks |
| humerus (upper arm) | B1 |
| radius (forearm, thumb side) | B1 |
| Final answer: Humerus (upper arm) and radius (forearm, thumb side) | |
| Question 4[3 marks] | |
|---|---|
| Answer or working | Marks |
| a correct technique, e.g. a fixed pre-shot routine, a cue word, or a set breathing pattern | B1 |
| a correct explanation, e.g. following the same, familiar routine every time helps her attention return to the relevant cues (the ball and the hoop) rather than the crowd | B1 |
| a correct additional detail, e.g. this makes her performance more consistent regardless of the environment or distractions around her | B1 |
| Final answer: A fixed pre-shot routine or cue word can refocus her attention onto the ball and hoop rather than the crowd, keeping her performance consistent | |
| Question 5[3 marks] | |
|---|---|
| Answer or working | Marks |
| the frontal plane | B1 |
| the sagittal axis | B1 |
| abduction, occurring at both the hip and shoulder as the limbs move outward | B1 |
| Final answer: Frontal plane, sagittal axis; abduction at the hip and shoulder | |
| Question 6[4 marks] | |
|---|---|
| Answer or working | Marks |
| a correct advantage, e.g. it can be targeted at specific muscle groups relevant to the sport | B1 |
| a further correct advantage, e.g. the resistance/intensity can be precisely adjusted and progressively increased | B1 |
| a correct disadvantage, e.g. it requires access to equipment/a gym, which may not always be available | B1 |
| a further valid detail supporting the disadvantage, e.g. incorrect technique with free weights carries a risk of injury | B1 |
| Final answer: Advantages: targeted, easily adjustable resistance; disadvantage: needs equipment/access and carries an injury risk if technique is poor | |
| Question 7[5 marks] | |
|---|---|
| Answer or working | Marks |
| subtracting energy consumed from energy used, 3800 - 2900 | M1 |
| a deficit of 900 kcal | A1 |
| dividing energy consumed by energy used, 2900 / 3800 | M1 |
| multiplying by 100 | M1 |
| 76% (nearest whole percent) | A1 |
| Final answer: Energy deficit of 900 kcal during the event; about 76% of the energy used is replaced during the race itself | |
| Question 8[5 marks] | |
|---|---|
| Answer or working | Marks |
| access to facilities identified as a factor | B1 |
| a correct explanation, e.g. without enough wheelchair-accessible venues, the club cannot easily find places to train or play matches | B1 |
| provision of specialist coaching identified as a factor | B1 |
| a correct explanation, e.g. without coaches trained in adapted/disability sport, the quality and availability of sessions is limited | B1 |
| a correct overall link, e.g. together these barriers can restrict how often the club can train and how many new members it can take on | B1 |
| Final answer: Facility access and specialist coaching provision, both limiting how often and how well the club can operate | |
| Question 9[5 marks] | |
|---|---|
| Answer or working | Marks |
| a correct definition of positive feedback, e.g. feedback that reinforces or praises what was done well | B1 |
| a correct definition of negative (corrective) feedback, e.g. feedback that identifies and corrects what was done incorrectly | B1 |
| a correct reason for using positive feedback with the beginner, e.g. it keeps her motivated and confident while she is still learning | B1 |
| a correct reason for using corrective feedback with the more experienced swimmer, e.g. she has the basic skill secure enough to usefully act on detailed correction without being discouraged | B1 |
| a correct overall link, e.g. the balance between positive and corrective feedback should be adapted to the performer's confidence and experience | B1 |
| Final answer: Positive feedback reinforces what went well; corrective feedback identifies faults; the coach uses positive feedback to keep the beginner motivated, and corrective feedback with the more experienced swimmer, who can act on the detail without losing confidence | |
| Question 10[5 marks] | |
|---|---|
| Answer or working | Marks |
| reaction time identified for the start | B1 |
| speed identified for the race itself | B1 |
| a correct definition of reaction time, e.g. the time taken to respond to a stimulus | B1 |
| a correct definition of speed, e.g. the maximum rate at which a person is able to move over a set distance | B1 |
| a correct explanation of the difference, e.g. reaction time is about how quickly the body begins to move, while speed is about how quickly it then covers the ground | B1 |
| Final answer: Reaction time (responding to the gun) and speed (covering the distance); reaction time is about starting to move quickly, speed is about how fast the body then travels | |
| Question 11[6 marks] | |
|---|---|
| Answer or working | Marks |
| the ball and socket joint structure allowing movement in multiple directions/planes | B1 |
| the shallow socket (glenoid cavity), allowing a large range of movement | B1 |
| correctly linking this to the bowling action, e.g. this range lets the arm circle freely to generate speed | B1 |
| ligaments crossing the joint, connecting bone to bone and limiting how far it can move | B1 |
| the rotator cuff muscles/tendons surrounding the joint, holding the head of the humerus in the socket | B1 |
| a correct overall link, e.g. despite the wide range of movement these structures reduce (but do not remove) the risk of dislocation | B1 |
| Final answer: Ball and socket joint with a shallow socket gives a wide range of movement; ligaments and surrounding muscles/tendons help stabilise it and reduce dislocation risk | |
| Question 12[6 marks] | |
|---|---|
| Answer or working | Marks |
| isotonic (concentric) contraction used during the explosive drive | B1 |
| a correct explanation, e.g. the muscles shorten as they contract, producing the movement that drives the shot forward | B1 |
| isometric contraction used while holding the follow through position | B1 |
| a correct explanation, e.g. the muscles stay the same length, keeping the body still without visible movement | B1 |
| fast twitch fibres being best suited to the drive phase | B1 |
| a correct explanation, e.g. fast twitch fibres contract quickly and forcefully, producing the power needed for an explosive, short duration action | B1 |
| Final answer: Isotonic (concentric) contraction for the explosive drive, isometric contraction to hold the follow through; fast twitch fibres suit the drive | |
| Question 13[6 marks] | |
|---|---|
| Answer or working | Marks |
| specificity meaning training should match the demands of the event, e.g. focusing on long, steady-paced aerobic running for a marathon | B1 |
| a correct application, e.g. this directly develops the aerobic endurance and running economy needed on race day | B1 |
| a correct problem, e.g. repeating the same type of session constantly risks tedium/boredom, which can reduce motivation to train | B1 |
| a further correct problem, e.g. it also risks overuse injury, as the same muscles, tendons and joints are repeatedly stressed in the same way | B1 |
| a correct suggested balance, e.g. some variety, such as occasional cross-training or varied-pace sessions, can reduce these risks | B1 |
| a correct overall link, e.g. training should stay broadly specific to the marathon while still varying enough to protect motivation and reduce injury risk | B1 |
| Final answer: Specificity means training should match the demands of a marathon (long, steady aerobic running); applied too strictly, without variety, it risks both tedium and overuse injury, so some variation should still be built in | |
| Question 14[6 marks] | |
|---|---|
| Answer or working | Marks |
| the vertebral column's natural curves helping to distribute load and absorb shock through the spine | B1 |
| a correct application, e.g. this reduces the compressive stress on any single vertebra during the heavy lift | B1 |
| intervertebral discs sitting between the vertebrae, acting as shock absorbers/cushions | B1 |
| a correct application, e.g. this protects the vertebrae from being damaged by the sudden compressive force of the lift | B1 |
| the vertebral column surrounding and protecting the spinal cord running through it | B1 |
| a correct application, e.g. this protects the nervous pathway that controls the muscles used in the lift | B1 |
| Final answer: The spine's curves and discs absorb and distribute the compressive load of the lift, while the vertebral column protects the spinal cord running through it | |