GCSE Physical Education Paper 3
Covers The Skeletal System, The Muscular System, The Cardiorespiratory System and Effects of Exercise and 9 more.
Questions
Question 1 [2 marks]
Diet, Nutrition and Hydration for Performance
A sports nutritionist recommends athletes eat wholegrain bread and plenty of vegetables alongside their usual meals.
Name the part of the diet mainly provided by foods like these, and state one function it has in the body.
Question 2 [2 marks]
Components of Fitness
A 100 m sprinter needs to reach maximum speed as quickly as possible after the starting gun.
Name the skill-related component of fitness most needed at the start of the race, and give its definition.
Question 3 [3 marks]
Classification of Skill and Guidance
A midfielder in football must decide whether to pass, dribble or shoot depending on where her opponents are positioned.
Identify whether this is an open or closed skill, and explain your answer using the basic/complex skill continuum.
Question 4 [3 marks]
Socio-cultural Influences on Participation
A national newspaper gives far more coverage to men's football than to women's football.
Explain how a lack of media coverage could affect participation in women's football.
Question 5 [3 marks]
Arousal, Goal Setting and Mental Preparation
A darts player becomes so nervous before a big match that her aim becomes much less accurate.
Using the inverted U theory, explain why the darts player's performance has been affected.
Question 6 [4 marks]
The Skeletal System
A footballer swings her leg backward, then forward, to strike a long pass.
Name the type of synovial joint found at the hip, and identify the joint action taking place there as the leg swings backward and then forward to strike the ball.
Question 7 [4 marks]
Principles of Training and Injury Prevention
A cricket batsman wears a helmet, pads and a box before facing fast bowling.
Explain how wearing appropriate protective equipment helps to prevent injury in this situation, and give one other general method of injury prevention that is not related to equipment.
Question 8 [5 marks]
The Muscular System
A rower drives explosively with her legs during the rowing stroke while keeping her trunk rigid and stable throughout the movement.
Identify the type of contraction taking place in the abdominal muscles to keep the trunk stable, and identify the type of contraction taking place in the leg muscles as they drive the seat backward, explaining the difference between the two.
Question 9 [5 marks]
Health, Fitness and Well-being
A PE class discusses the difference between physical activity and exercise, using the example of a student who walks to school every day and a student who attends a structured spin class three times a week.
Define physical activity and exercise, and explain which term best describes each student's behaviour, with a reason.
Question 10 [5 marks]
Training Methods and Fitness Testing Data
A gymnast uses two different stretching methods in her training: stretching and holding a position by herself, and stretching with a partner who applies gentle resistance before helping her stretch further.
Name each stretching method described, and state one advantage the second method can offer an experienced performer like this gymnast.
Question 11 [6 marks]
Movement Analysis: Levers, Planes and Axes
A high jumper uses the Fosbury flop technique, curving her run-up before taking off, arching her back as she clears the bar, and rotating to land on her shoulders.
Identify the plane and axis mainly used as she arches her back over the bar, and explain how the curved run-up contributes to the rotation needed to go over the bar backwards.
Question 12 [6 marks]
The Cardiorespiratory System and Effects of Exercise
Blood must travel back up from a runner's legs to her heart against gravity, even though veins carry blood at much lower pressure than arteries.
Explain two mechanisms that help venous return during exercise, and explain why efficient venous return is important for maintaining cardiac output.
Question 13 [6 marks]
Classification of Skill and Guidance
A complete beginner learning to serve in tennis mainly needs to know whether the ball landed in the service box, while an elite player already knows this and instead wants detailed feedback on her racket angle and follow-through.
Explain the difference between knowledge of results and knowledge of performance, and explain why each type of feedback suits a performer of that different ability level.
Question 14 [6 marks]
Health, Fitness and Well-being
A school health survey finds that students who report high stress levels also tend to report lower participation in physical activity, and vice versa.
Explain the relationship between stress and physical activity suggested by this survey, and explain two ways in which regular physical activity could help to manage stress.
Model solutions
| Question 1[2 marks] | |
|---|---|
| Answer or working | Marks |
| fibre | B1 |
| a correct function, e.g. it aids digestion and helps prevent constipation by keeping food moving through the gut | B1 |
| Final answer: Fibre - aids digestion and helps prevent constipation | |
| Question 2[2 marks] | |
|---|---|
| Answer or working | Marks |
| reaction time | B1 |
| a correct definition, e.g. the time taken to respond to a stimulus | B1 |
| Final answer: Reaction time - the time taken to respond to a stimulus | |
| Question 3[3 marks] | |
|---|---|
| Answer or working | Marks |
| open skill | B1 |
| a correct reason, e.g. the skill is affected by and must adapt to a changing environment, such as the position of opponents and teammates | B1 |
| a correct point on the basic/complex continuum, e.g. it is a complex skill because many decisions must be made quickly | B1 |
| Final answer: Open skill - affected by the changing environment; also a complex skill, requiring quick decision-making | |
| Question 4[3 marks] | |
|---|---|
| Answer or working | Marks |
| less media coverage meaning fewer role models are visible to inspire young girls to take up the sport | B1 |
| less coverage also meaning less sponsorship, as sponsors want their brand seen by a large audience | B1 |
| a correct overall link, e.g. reduced funding and visibility together can limit facilities, opportunities and interest, lowering participation | B1 |
| Final answer: Less coverage reduces visible role models and sponsorship, which can lower participation over time | |
| Question 5[3 marks] | |
|---|---|
| Answer or working | Marks |
| the inverted U theory stating that performance improves as arousal increases, up to an optimum point | B1 |
| performance declining once arousal rises beyond this optimum point | B1 |
| a correct application, e.g. her arousal has risen past her optimum level (into the over-aroused zone), so her fine motor control and accuracy have dropped | B1 |
| Final answer: Her arousal has risen above her optimum point on the inverted U, so her performance (accuracy) has declined | |
| Question 6[4 marks] | |
|---|---|
| Answer or working | Marks |
| identifying the hip as a ball and socket joint | B1 |
| extension occurring as the leg swings backward | B1 |
| flexion occurring as the leg swings forward to strike the ball | B1 |
| a correct additional detail, e.g. the ball and socket structure allows this large range of movement in more than one plane | B1 |
| Final answer: Ball and socket joint; extension as the leg swings back, flexion as it swings forward to strike the ball | |
| Question 7[4 marks] | |
|---|---|
| Answer or working | Marks |
| a correct explanation, e.g. the equipment absorbs or deflects impact from the ball, protecting vulnerable areas such as the head and shins from direct injury | B1 |
| a correct additional detail, e.g. this allows him to focus on his batting technique rather than fear of being hit | B1 |
| a valid other method identified, e.g. warming up correctly, checking the pitch/facility for hazards, or using correct technique | B1 |
| a correct explanation of that other method, e.g. warming up raises muscle temperature and mobilises joints, making them less likely to be strained | B1 |
| Final answer: Protective equipment absorbs/deflects impact, protecting vulnerable areas; another method is warming up correctly, which prepares the muscles and joints | |
| Question 8[5 marks] | |
|---|---|
| Answer or working | Marks |
| isometric contraction in the abdominals | B1 |
| a correct explanation, e.g. the abdominals stay the same length, keeping the trunk fixed and stable without producing movement | B1 |
| isotonic (concentric) contraction in the leg muscles | B1 |
| a correct explanation, e.g. the leg muscles shorten as they contract, producing the movement that drives the seat backward | B1 |
| a correct comparison, e.g. isometric contraction holds a body part still while isotonic contraction changes the joint angle to create movement | B1 |
| Final answer: Isometric contraction in the abdominals stabilises the trunk; isotonic (concentric) contraction in the legs drives the movement; isometric holds position, isotonic creates movement | |
| Question 9[5 marks] | |
|---|---|
| Answer or working | Marks |
| a correct definition of physical activity, e.g. any bodily movement produced by the skeletal muscles that requires energy expenditure | B1 |
| a correct definition of exercise, e.g. a subset of physical activity that is planned, structured and repetitive, done to improve or maintain fitness | B1 |
| walking to school correctly classed as physical activity | B1 |
| the spin class correctly classed as exercise | B1 |
| a correct reason, e.g. the spin class is planned and structured with the specific purpose of improving fitness, whereas walking to school is incidental movement | B1 |
| Final answer: Walking to school is physical activity; the spin class is exercise, being planned and structured to improve fitness | |
| Question 10[5 marks] | |
|---|---|
| Answer or working | Marks |
| static stretching, for stretching and holding a position alone | B1 |
| PNF (proprioceptive neuromuscular facilitation) stretching, for the partner-assisted method | B1 |
| a correct description of PNF, e.g. it involves stretching, then contracting the muscle against resistance, before relaxing into a deeper stretch | B1 |
| a correct advantage, e.g. PNF can produce a greater increase in flexibility/range of movement than static stretching alone | B1 |
| a correct additional detail, e.g. this makes it especially useful for an experienced performer looking to make further gains in flexibility | B1 |
| Final answer: Static stretching (alone) and PNF stretching (partner-assisted); PNF can produce a greater increase in flexibility than static stretching alone | |
| Question 11[6 marks] | |
|---|---|
| Answer or working | Marks |
| the sagittal plane being mainly used as she arches her back | B1 |
| the transverse axis being the axis of this rotation (hyperextension of the spine) | B1 |
| a correct description of the arching action, e.g. hyperextension of the spine and hips lets her clear the bar while her centre of mass stays lower than her body | B1 |
| the curved run-up creating rotational force (angular momentum) as she runs around the curve and drives off one leg | B1 |
| a correct explanation, e.g. this rotational force carries over into the take-off, helping turn her body so her back, rather than her front, faces the bar | B1 |
| a correct overall link, e.g. without the curved approach generating this rotation, she would not turn to face away from the bar in time to arch backward over it | B1 |
| Final answer: The back arches mainly in the sagittal plane about the transverse axis; the curved run-up generates rotational force that carries into take-off, turning her body to go over the bar backwards | |
| Question 12[6 marks] | |
|---|---|
| Answer or working | Marks |
| the skeletal muscle pump, where contracting leg muscles squeeze the veins running through them, helping push blood back towards the heart | B1 |
| a correct additional detail, e.g. this effect increases during exercise as the muscles contract more frequently and forcefully | B1 |
| one-way (pocket) valves in the veins, which stop blood flowing backward, away from the heart, between contractions | B1 |
| a correct additional detail, e.g. this ensures blood keeps moving in one direction, towards the heart, despite the low pressure in the veins | B1 |
| a correct explanation of the importance to cardiac output, e.g. cardiac output depends on stroke volume, which depends on enough blood returning to (filling) the heart between beats | B1 |
| a correct overall link, e.g. without efficient venous return, stroke volume and therefore cardiac output would fall, reducing the oxygen delivered to the working muscles | B1 |
| Final answer: The skeletal muscle pump and one-way valves in the veins help return blood to the heart against gravity; efficient venous return keeps the heart adequately filled, maintaining stroke volume and cardiac output | |
| Question 13[6 marks] | |
|---|---|
| Answer or working | Marks |
| a correct definition of knowledge of results, e.g. feedback about the outcome of a movement, such as whether it was successful | B1 |
| a correct definition of knowledge of performance, e.g. feedback about the quality or technique of the movement itself | B1 |
| a correct explanation for the beginner, e.g. a beginner first needs to know simply whether the serve worked at all, before finer technical detail is useful | B1 |
| a correct explanation for the elite player, e.g. she already knows the outcome, so detailed technical feedback helps her refine small remaining faults | B1 |
| a correct additional detail, e.g. too much detailed knowledge of performance could overload or confuse a beginner who cannot yet process it usefully | B1 |
| a correct overall link, e.g. the type of feedback that is most useful changes as a performer's experience and skill level develop | B1 |
| Final answer: Knowledge of results is feedback on the outcome; knowledge of performance is feedback on technique; beginners benefit most from knowledge of results, while more skilled performers benefit more from detailed knowledge of performance | |
| Question 14[6 marks] | |
|---|---|
| Answer or working | Marks |
| a correct description of the relationship, e.g. higher stress is associated with lower physical activity, and higher physical activity is associated with lower stress | B1 |
| a correct mechanism, e.g. exercise causes the release of endorphins, which can improve mood and reduce feelings of stress | B1 |
| a correct explanation of that mechanism's effect, e.g. this can leave a person feeling calmer or more positive after being active | B1 |
| a second correct mechanism, e.g. physical activity can provide a distraction/break from the source of stress, or improve sleep quality, which itself reduces stress | B1 |
| a correct explanation of that mechanism's effect, e.g. an improved mood or better sleep can then make it easier to cope with everyday pressures | B1 |
| a correct overall evaluation, e.g. this suggests a two-way relationship, where increasing physical activity could help reduce stress, and reducing stress could in turn make being active feel easier | B1 |
| Final answer: Higher stress is linked to lower physical activity and vice versa; exercise can reduce stress through endorphin release and by providing a distraction or improving sleep, which may in turn make staying active easier | |