Year 11 Paper 4: Movement, Skill and Wellbeing
Covers the skeletal and muscular systems, movement analysis, principles of training, classification of skill, health and well-being, and socio-cultural influences on participation.
Year 11 here means a typical teaching order, not a syllabus rule. No exam board defines what belongs to Year 11, and schools sequence the course differently. Check it against your own scheme of work before using it to decide what a class has covered.
Questions
Question 1 [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 2 [3 marks]
Classification of Skill and Guidance
A snooker player must judge the exact power and angle needed to pot a ball, a skill that involves very small, precise movements of the cue.
State whether this shot is a gross or a fine skill, and give two reasons for your answer.
Question 3 [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 4 [3 marks]
Principles of Training and Injury Prevention
Before starting a new exercise class, a gym asks every new member to complete a short health questionnaire.
Name this type of questionnaire, and state two reasons why completing it before exercise helps to prevent injury.
Question 5 [3 marks]
The Muscular System
During a press-up, an athlete's triceps and pectorals work together while her biceps relax.
Explain the roles of the agonist and the antagonist in this movement, using the triceps and biceps as your example.
Question 6 [3 marks]
Health, Fitness and Well-being
A PE teacher tells her class that being fit and healthy is about more than just doing sport twice a week.
State three factors, other than participation in sport, that together make up a balanced, healthy, active lifestyle.
Question 7 [4 marks]
Socio-cultural Influences on Participation
England Athletics, the national governing body for athletics, funds coaching courses and grassroots club development across the country.
Identify two roles a national governing body plays in trying to increase participation in a sport, using this example.
Question 8 [4 marks]
Classification of Skill and Guidance
An experienced golfer is shown a slow-motion video replay of her swing, alongside a professional's swing, to help her spot small technical differences.
Identify the type of guidance being used, and explain why it is well suited to this experienced performer.
Question 9 [4 marks]
Health, Fitness and Well-being
A rugby prop has a naturally muscular, wedge-shaped build, while his teammate who plays as a distance-covering winger has a leaner, narrower build.
Identify the somatotype best suited to each player, and explain why each somatotype benefits their different roles.
Question 10 [4 marks]
Classification of Skill and Guidance
A trampolining coach uses a spotting belt attached to overhead ropes to support a beginner safely while she learns a new somersault.
Identify the type of guidance being used, and explain two reasons why it is well suited to this situation.
Question 11 [4 marks]
Socio-cultural Influences on Participation
A leisure centre introduces a low cost parent and toddler swimming session, and a separate women-only gym session.
Identify two factors that can affect participation in physical activity, and explain how each session is designed to overcome one of them.
Question 12 [4 marks]
The Skeletal System
During a basketball free throw, a player bends and then straightens her knee and elbow.
Identify the type of synovial joint found at the knee and at the elbow, and state the type of movement each joint allows during the free throw.
Question 13 [4 marks]
Principles of Training and Injury Prevention
A 15 year old hockey player wants to train aerobically. Maximum heart rate can be estimated using 220 minus age.
Calculate her estimated maximum heart rate, then calculate the lower boundary of her aerobic training zone, which is 60% of her maximum heart rate.
Question 14 [5 marks]
The Skeletal System
A marathon runner relies on a high number of red blood cells to transport oxygen, and on strong bones to cope with the repeated impact of training.
Explain how the bone marrow and the mineral content of bone support this runner's training, referring to blood cell production and mineral storage.
Question 15 [6 marks]
Socio-cultural Influences on Participation
After a home Olympic Games, a national newspaper reports a short term rise in people signing up for Olympic sports, but questions whether this rise will last.
Evaluate whether a short term rise in participation after a major event like a home Olympics is likely to be sustained in the long term, and explain what would need to happen for it to last.
Question 16 [6 marks]
The Muscular System
A weightlifter performs a back squat, slowly lowering the bar under control before driving back up to standing.
Explain the type of contraction taking place in the quadriceps during the lowering phase and during the upward drive phase of the squat, and explain one reason why the lowering phase can still build strength even though the muscle is lengthening.
Question 17 [6 marks]
Movement Analysis: Levers, Planes and Axes
A weightlifter performs a bicep curl, lifting a dumbbell by bending his elbow.
Explain, using the terms fulcrum, effort and load, how a third class lever system operates at the elbow during this movement, and state one advantage this type of lever gives the weightlifter.
Question 18 [6 marks]
The Muscular System
A long jumper drives explosively from the take-off board, extending fully at the hip, knee and ankle to generate maximum lift.
Identify the muscle acting as the agonist at the hip, at the knee and at the ankle during this extension, and explain why fast twitch muscle fibres are especially important in these muscles for the take-off.
Question 19 [6 marks]
The Skeletal System
A trampolinist lands from height repeatedly, transmitting large forces through her legs and pelvis with every bounce.
Explain how the structure of long bones in the leg, together with the pelvic girdle, helps the trampolinist withstand repeated landings without injury.
Model solutions
| Question 1[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 2[3 marks] | |
|---|---|
| Answer or working | Marks |
| fine skill | B1 |
| a correct reason, e.g. it involves small, precise movements | B1 |
| a correct reason, e.g. it requires a high degree of accuracy and control from small muscle groups (e.g. the hand and fingers) | B1 |
| Final answer: Fine skill - small, precise, accurate movements using small muscle groups | |
| Question 3[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 4[3 marks] | |
|---|---|
| Answer or working | Marks |
| a PAR-Q (physical activity readiness questionnaire) | B1 |
| a correct reason, e.g. it identifies any existing medical conditions or injuries that could make certain types of exercise unsafe | B1 |
| a correct reason, e.g. it allows the instructor to adapt or avoid exercises that could be risky for that individual | B1 |
| Final answer: A PAR-Q; it identifies medical conditions or injury risks so exercise can be adapted or avoided where necessary | |
| Question 5[3 marks] | |
|---|---|
| Answer or working | Marks |
| the agonist (triceps) contracting to produce the movement, straightening the elbow | B1 |
| the antagonist (biceps) relaxing (lengthening) to allow the movement to happen | B1 |
| correct use of the term antagonistic pair to describe how the two muscles work together | B1 |
| Final answer: The triceps (agonist) contracts while the biceps (antagonist) relaxes, working as an antagonistic pair | |
| Question 6[3 marks] | |
|---|---|
| Answer or working | Marks |
| a correct factor, e.g. a balanced diet providing the right nutrients | B1 |
| a correct factor, e.g. enough good quality sleep for recovery | B1 |
| a correct factor, e.g. avoiding negative choices such as smoking, excessive alcohol or recreational drug use | B1 |
| Final answer: Any three of: a balanced diet, enough good quality sleep, and avoiding negative choices such as smoking, alcohol or drug use | |
| Question 7[4 marks] | |
|---|---|
| Answer or working | Marks |
| a correct role, e.g. funding and supporting grassroots clubs so more people have somewhere local to take part | B1 |
| a correct additional detail, e.g. this can improve the quality and availability of sessions at a local level | B1 |
| a correct role, e.g. running or funding coaching qualifications, increasing the number of qualified coaches available | B1 |
| a correct additional detail, e.g. more/better coaches can improve the experience for beginners, encouraging them to continue | B1 |
| Final answer: Funding grassroots clubs and running coaching qualifications, both increasing the quality and availability of local opportunities to take part | |
| Question 8[4 marks] | |
|---|---|
| Answer or working | Marks |
| visual guidance | B1 |
| a correct explanation, e.g. it allows the performer to see and compare the correct technique in detail | B1 |
| correctly linking this to experience, e.g. experienced performers can already produce the basic movement, so detailed visual feedback helps them refine small technical points | B1 |
| a correct additional detail, e.g. slow motion or video allows aspects too fast to see in real time to be analysed | B1 |
| Final answer: Visual guidance - suits an experienced performer refining fine technical detail | |
| Question 9[4 marks] | |
|---|---|
| Answer or working | Marks |
| mesomorph identified for the prop | B1 |
| a correct explanation, e.g. a muscular build gives him the strength and power needed for scrums and contact | B1 |
| ectomorph (or a mesomorph-ectomorph blend) identified for the winger | B1 |
| a correct explanation, e.g. a leaner build means less body mass to carry at speed over the pitch, supporting his running role | B1 |
| Final answer: Mesomorph suits the prop, giving strength and power for contact; a leaner, more ectomorphic build suits the winger, reducing body mass to carry while running | |
| Question 10[4 marks] | |
|---|---|
| Answer or working | Marks |
| mechanical guidance | B1 |
| a correct reason, e.g. the belt physically supports and controls the beginner, reducing the risk of a serious fall while learning a dangerous new skill | B1 |
| a correct reason, e.g. it lets the beginner attempt the full skill safely at an earlier stage than she otherwise could without support | B1 |
| a correct additional detail, e.g. it differs from manual guidance because the support comes from equipment rather than directly from a person's hands | B1 |
| Final answer: Mechanical guidance - equipment such as a spotting belt supports the beginner safely and lets her attempt the full, dangerous skill earlier than she otherwise could | |
| Question 11[4 marks] | |
|---|---|
| Answer or working | Marks |
| cost identified as a factor | B1 |
| a correct explanation, e.g. the low cost session removes a financial barrier that might otherwise stop some parents attending | B1 |
| a social or cultural factor identified, e.g. body image, confidence, or a preference for single-sex exercise | B1 |
| a correct explanation, e.g. a women-only session can make some women feel more comfortable and confident to take part, removing that barrier | B1 |
| Final answer: Cost and a social/cultural barrier such as confidence or preference for single-sex sessions, each addressed by the sessions described | |
| Question 12[4 marks] | |
|---|---|
| Answer or working | Marks |
| identifying the knee as a hinge joint | B1 |
| identifying the elbow as a hinge joint | B1 |
| the knee allows flexion and extension | B1 |
| the elbow allows flexion and extension | B1 |
| Final answer: Both are hinge joints, allowing flexion and extension | |
| Question 13[4 marks] | |
|---|---|
| Answer or working | Marks |
| maximum heart rate = 220 - 15 | M1 |
| 205 beats per minute | A1 |
| 60% of 205 | M1 |
| 123 beats per minute | A1 |
| Final answer: Maximum heart rate = 205 bpm; lower training zone boundary = 123 bpm | |
| Question 14[5 marks] | |
|---|---|
| Answer or working | Marks |
| red bone marrow, found inside certain bones, producing red blood cells | B1 |
| a correct application, e.g. more red blood cells increase the oxygen-carrying capacity of the blood, supporting her aerobic training | B1 |
| bones storing minerals such as calcium and phosphorus | B1 |
| a correct application, e.g. these minerals keep bones strong and dense, helping them withstand the repeated impact forces of running | B1 |
| a correct overall link, e.g. both functions support her ability to train hard and recover, by supplying oxygen and providing a strong structural base | B1 |
| Final answer: Bone marrow produces red blood cells for oxygen transport; bones store calcium and phosphorus, keeping them strong enough to withstand repeated impact | |
| Question 15[6 marks] | |
|---|---|
| Answer or working | Marks |
| a correct explanation of the short term rise, e.g. the excitement and visibility of a home Olympics/home success can inspire many people to try a sport for the first time | B1 |
| a correct evaluation point, e.g. this initial rise is often not sustained, since the novelty and media attention fade relatively quickly after the event ends | B1 |
| correct reasoning, e.g. many of the barriers that existed before the event, such as cost or a lack of local clubs and facilities, have not actually changed | B1 |
| a correct requirement for lasting change, e.g. sustained investment in facilities, coaching and school sport programmes would be needed to keep new participants engaged | B1 |
| a correct additional requirement, e.g. ongoing promotion/marketing beyond the event itself, rather than relying on the event alone to maintain interest | B1 |
| a correct overall evaluation, e.g. without this kind of follow up investment, a home Olympics is likely to produce only a temporary rise rather than a genuine, lasting increase in participation | B1 |
| Final answer: A home Olympics can spark a genuine but usually short-lived rise in participation, since the event itself does not remove barriers such as cost or facility access; lasting change would need sustained investment in facilities, coaching and promotion after the event, not the event alone | |
| Question 16[6 marks] | |
|---|---|
| Answer or working | Marks |
| eccentric contraction occurring in the quadriceps during the lowering phase | B1 |
| a correct explanation, e.g. the muscle lengthens under tension, controlling the speed of the descent rather than driving movement | B1 |
| concentric contraction occurring in the quadriceps during the upward drive | B1 |
| a correct explanation, e.g. the muscle shortens as it contracts, extending the knee to drive the bar upward | B1 |
| a correct reason strength can still develop eccentrically, e.g. the muscle still generates high tension while resisting the weight, even though it is lengthening | B1 |
| a correct additional detail, e.g. eccentric contractions can often resist greater loads than concentric ones, making them an effective way to build strength | B1 |
| Final answer: Eccentric contraction (quadriceps lengthens under tension) controls the lowering phase; concentric contraction (quadriceps shortens) drives the upward phase; the muscle still generates high tension eccentrically, which builds strength | |
| Question 17[6 marks] | |
|---|---|
| Answer or working | Marks |
| the fulcrum being the elbow joint, which acts as the pivot point | B1 |
| the effort being applied by the biceps muscle, pulling on the radius (forearm bone) | B1 |
| the load being the weight of the dumbbell (plus the forearm and hand) | B1 |
| stating that in a third class lever the effort lies between the fulcrum and the load | B1 |
| noting that most joints in the human body, including the elbow, work as third class levers | B1 |
| a correct advantage identified, e.g. the lever allows a large range of movement and fast movement of the load, even though more effort force than load is needed | B1 |
| Final answer: Fulcrum = elbow; effort = biceps pulling the radius; load = dumbbell; effort lies between fulcrum and load (third class); gives speed and range of movement | |
| Question 18[6 marks] | |
|---|---|
| Answer or working | Marks |
| gluteals (gluteus maximus) as the agonist at the hip, extending it | B1 |
| quadriceps as the agonist at the knee, extending it | B1 |
| gastrocnemius as the agonist at the ankle, causing plantarflexion | B1 |
| a correct explanation of why fast twitch fibres matter, e.g. they contract quickly and forcefully, generating the power needed for the movement | B1 |
| a correct link to the event, e.g. take-off lasts a very short time, so fibres that fatigue quickly are not a disadvantage here | B1 |
| a correct overall link, e.g. all three muscles must contract together, powerfully and quickly, to convert the horizontal speed of the run-up into the vertical lift needed at take-off | B1 |
| Final answer: Gluteals (hip), quadriceps (knee) and gastrocnemius (ankle) all act as agonists, extending fully; fast twitch fibres in each give the fast, powerful contraction needed for the short, explosive take-off | |
| Question 19[6 marks] | |
|---|---|
| Answer or working | Marks |
| long bones having a shaft (diaphysis) of compact bone, which is dense and strong, resisting bending forces | B1 |
| a correct application, e.g. this lets the femur and tibia absorb the repeated compressive force of landing without fracturing | B1 |
| the wider ends (epiphyses) of long bones containing spongy bone, which is lighter and helps absorb shock at the joints | B1 |
| a correct application, e.g. this cushions the impact transmitted through the knee and hip on landing | B1 |
| the pelvic girdle being a strong, basin-shaped structure that transmits force from the legs to the spine | B1 |
| a correct application, e.g. this spreads the landing force across a wide, stable base rather than concentrating it in one place | B1 |
| Final answer: Compact bone in the shaft resists bending, spongy bone at the ends absorbs shock, and the pelvic girdle spreads the landing force safely to the spine | |