Year 11 Paper 6: Full Course Review
Covers a broad spread of topics from across both years: the skeletal and cardiorespiratory systems, training principles and fitness testing data, skill classification, mental preparation, health and well-being, and socio-cultural influences.
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]
Training Methods and Fitness Testing Data
A rugby player trains using circuit training, moving between different exercise stations.
State two advantages of circuit training as a method of improving fitness.
Question 2 [2 marks]
Socio-cultural Influences on Participation
A local council builds a new all-weather 3G football pitch in a town that previously only had grass pitches.
State two ways this development could increase participation in football in the local area.
Question 3 [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 4 [2 marks]
The Cardiorespiratory System and Effects of Exercise
Blood travels from the heart to the lungs and back again before being pumped around the body.
Name the blood vessel that carries deoxygenated blood from the heart to the lungs, and the blood vessel that carries oxygenated blood from the lungs back to the heart.
Question 5 [3 marks]
The Skeletal System
A gymnast grips the uneven bars tightly with both wrists while her chest presses close to the bar during a transition.
Name a short bone found in the wrist and a flat bone found at the front of the chest, and state one function of either type of bone.
Question 6 [3 marks]
Principles of Training and Injury Prevention
A swimmer always completes a warm-up before training and a cool-down afterwards.
State three benefits of completing a warm-up before taking part in exercise.
Question 7 [3 marks]
Classification of Skill and Guidance
A sprinter chooses exactly when to drive out of the blocks once she is set, while a boxer must react to the exact moment her opponent throws a punch.
State whether the sprinter's start and the boxer's reaction are self-paced or externally-paced, giving a reason for each.
Question 8 [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 9 [4 marks]
The Cardiorespiratory System and Effects of Exercise
A netball player's resting heart rate is measured at 78 beats per minute before starting a 12 week training programme, and 66 beats per minute at the end of it.
Calculate the percentage decrease in her resting heart rate over the 12 weeks, giving your answer to 1 decimal place.
Question 10 [4 marks]
Arousal, Goal Setting and Mental Preparation
A rugby player finds that her performance in tackling drills is best when she feels a moderate level of nervous energy before training, rather than feeling either completely relaxed or extremely anxious.
Using the inverted U theory, explain why her performance is best at a moderate level of arousal, and explain what tends to happen to her performance at very low arousal.
Question 11 [4 marks]
Health, Fitness and Well-being
An office worker spends most of each day sitting at a desk and does very little physical activity outside of work.
Define a sedentary lifestyle, and explain how it increases the risk of developing type 2 diabetes.
Question 12 [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 13 [4 marks]
The Cardiorespiratory System and Effects of Exercise
During a hard training run, more blood needs to reach a runner's leg muscles, while less is needed by her digestive system.
Explain, using the term vascular shunt, how blood flow is redirected towards the working muscles during exercise.
Question 14 [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 15 [4 marks]
Arousal, Goal Setting and Mental Preparation
A hockey player sets herself the goal: improve my passing accuracy from 60% to 75% by the end of this term, by practising for 20 minutes after every training session.
Explain, using the SMART principle, why this is a well set goal.
Question 16 [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 17 [6 marks]
Health, Fitness and Well-being
A student is 1.75 m tall and has a mass of 82 kg. Body mass index (BMI) is calculated using BMI = mass in kg / (height in m)^2.
Calculate the student's BMI to 1 decimal place, state which BMI category this places him in, and explain why this classification may be misleading if he is a very muscular rugby player.
Question 18 [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 19 [6 marks]
Training Methods and Fitness Testing Data
A PE department compares fartlek training and continuous training as options for a cross country squad preparing for a hilly race with varied terrain.
Compare fartlek training and continuous training as methods of preparing this squad, and recommend which is more appropriate for the demands of the race, with reasons.
Question 20 [6 marks]
Health, Fitness and Well-being
A student who smokes and regularly stays up very late before matches asks his PE teacher why this could be affecting his performance in football.
Explain how smoking and a lack of sleep, as two lifestyle choices, could each negatively affect his sporting performance and his long term health.
Question 21 [6 marks]
The Skeletal System
A netball player who has just recovered from a dislocated shoulder returns to training.
Explain how the structure of a synovial joint, such as the shoulder, allows a netball player to move freely while also protecting the joint from injury.
Question 22 [6 marks]
Socio-cultural Influences on Participation
A professional cyclist is found to have used a banned performance enhancing drug and is banned from the sport for two years.
Discuss the reasons why some athletes choose to use banned drugs, and the negative effects this can have on sport.
Question 23 [6 marks]
Health, Fitness and Well-being
A stressed office worker wants to feel less stressed day to day and also reduce his long term risk of poor health, but currently does very little physical activity.
Recommend how increasing his physical activity could help with both of these goals, and recommend one further lifestyle change that would also help, with reasons.
Question 24 [6 marks]
Socio-cultural Influences on Participation
A national newspaper runs a feature asking whether increased social media coverage of women's sport, alongside traditional TV coverage, is changing participation levels among young girls.
Discuss the ways in which increased media coverage, including social media, could influence participation in sport among young girls, and explain one possible limitation of this influence.
Model solutions
| Question 1[2 marks] | |
|---|---|
| Answer or working | Marks |
| many components of fitness being trainable in one session, e.g. strength, muscular endurance and cardiovascular fitness | B1 |
| the method being easy to adapt to be sport specific, or suiting large groups training at once | B1 |
| Final answer: Any two of: trains multiple components at once, easy to adapt/make sport-specific, suits large groups, easy to monitor progress | |
| Question 2[2 marks] | |
|---|---|
| Answer or working | Marks |
| a valid reason, e.g. matches and training can now take place even in bad weather, so more sessions are available | B1 |
| a further valid reason, e.g. the higher quality surface may attract more local people to take part or join a club | B1 |
| Final answer: It allows play in more weather conditions/all year round (more sessions available), and the improved surface quality may attract more people to take part or join a club | |
| Question 3[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 4[2 marks] | |
|---|---|
| Answer or working | Marks |
| pulmonary artery (heart to lungs) | B1 |
| pulmonary vein (lungs to heart) | B1 |
| Final answer: Pulmonary artery (heart to lungs); pulmonary vein (lungs to heart) | |
| Question 5[3 marks] | |
|---|---|
| Answer or working | Marks |
| carpals (short bones of the wrist) | B1 |
| sternum (flat bone of the chest) | B1 |
| a correct function, e.g. short bones such as the carpals allow a wide range of small movements, or flat bones such as the sternum protect organs underneath them | B1 |
| Final answer: Carpals (wrist, short bones) and sternum (chest, flat bone); e.g. the sternum protects the heart and lungs | |
| Question 6[3 marks] | |
|---|---|
| Answer or working | Marks |
| raising muscle and body temperature, improving the speed and force of muscle contractions | B1 |
| increasing heart rate and blood flow to the working muscles, preparing the cardiovascular system | B1 |
| increasing the range of movement at joints (mobilising them) or mentally preparing the performer, reducing the risk of injury | B1 |
| Final answer: Any three of: raises muscle temperature, increases heart rate/blood flow, mobilises joints, reduces injury risk, mental preparation | |
| Question 7[3 marks] | |
|---|---|
| Answer or working | Marks |
| the sprinter's start being self-paced | B1 |
| a correct reason, e.g. she controls the timing of her own movement | B1 |
| the boxer's reaction being externally-paced, controlled by when the opponent throws the punch | B1 |
| Final answer: Sprinter's start is self-paced (she controls the timing); the boxer's reaction is externally-paced (controlled by the opponent) | |
| Question 8[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 9[4 marks] | |
|---|---|
| Answer or working | Marks |
| finding the decrease, 78 - 66 = 12 | M1 |
| dividing the decrease by the original value, 12 / 78 | M1 |
| multiplying by 100 | M1 |
| 15.4% (to 1 decimal place) | A1 |
| Final answer: 15.4% decrease | |
| Question 10[4 marks] | |
|---|---|
| Answer or working | Marks |
| the inverted U theory stating that performance improves as arousal rises, up to an optimum (moderate) point | B1 |
| a correct explanation, e.g. at this optimum point she is alert and ready to perform without being overwhelmed by nerves | B1 |
| a correct explanation of very low arousal, e.g. at very low arousal she may lack focus, motivation or energy to perform at her best | B1 |
| a correct overall summary, e.g. performance is worse at both very low and very high arousal, peaking somewhere in between | B1 |
| Final answer: Performance peaks at a moderate, optimum level of arousal (inverted U theory); at very low arousal she lacks focus/energy, so performance is also reduced | |
| Question 11[4 marks] | |
|---|---|
| Answer or working | Marks |
| a correct definition, e.g. a lifestyle involving very little physical activity, with long periods spent sitting or inactive | B1 |
| a correct explanation, e.g. inactivity reduces how effectively the body's cells respond to insulin (insulin sensitivity) | B1 |
| a correct additional detail, e.g. this can allow blood sugar (glucose) levels to remain too high over time | B1 |
| a correct overall link, e.g. persistently high blood sugar increases the long term risk of developing type 2 diabetes | B1 |
| Final answer: A sedentary lifestyle means very little physical activity; inactivity reduces insulin sensitivity, allowing blood sugar to stay high, which raises the long term risk of type 2 diabetes | |
| Question 12[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 13[4 marks] | |
|---|---|
| Answer or working | Marks |
| vasodilation of the arterioles supplying the working muscles, widening them to allow more blood flow | B1 |
| vasoconstriction of the arterioles supplying areas such as the digestive system, narrowing them to reduce blood flow there | B1 |
| this redistribution of blood flow being known as the vascular shunt mechanism | B1 |
| a correct explanation of the benefit, e.g. this ensures the working muscles receive more oxygenated blood to meet their increased demand during exercise | B1 |
| Final answer: Vasodilation increases blood flow to the working muscles while vasoconstriction reduces it to areas such as the digestive system - the vascular shunt mechanism | |
| Question 14[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 15[4 marks] | |
|---|---|
| Answer or working | Marks |
| specific, as the goal clearly states which skill (passing accuracy) is being targeted | B1 |
| measurable, as the goal uses a percentage (60% to 75%) so progress and success can be checked | B1 |
| time-bound, as the goal has a clear deadline (end of term) | B1 |
| achievable/realistic, e.g. a 15 percentage point improvement with regular extra practice is a reasonable, attainable target | B1 |
| Final answer: It is specific, measurable, achievable/realistic and time-bound, matching the SMART principle | |
| Question 16[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 17[6 marks] | |
|---|---|
| Answer or working | Marks |
| squaring the height, 1.75^2 = 3.0625 | M1 |
| dividing mass by this value, 82 / 3.0625 | M1 |
| BMI = 26.8 (1 decimal place) | A1 |
| correctly identifying this as the overweight category | B1 |
| a correct explanation of why this could be misleading, e.g. muscle is denser and heavier than fat, so a muscular person can have a high BMI without having excess body fat | B1 |
| a correct alternative measure that could give a fairer picture, e.g. body fat percentage or waist-to-hip ratio | B1 |
| Final answer: BMI = 26.8 (overweight category); this may be misleading for a muscular rugby player, since muscle adds weight without adding fat, and body fat percentage would give a fairer picture | |
| Question 18[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 19[6 marks] | |
|---|---|
| Answer or working | Marks |
| continuous training involving working at a steady, moderate pace without rest for a sustained period | B1 |
| fartlek training involving varying the pace and/or terrain throughout the session (fast/slow, hills/flat) | B1 |
| a correct advantage of continuous training, e.g. it is simple to plan and directly builds aerobic (cardiovascular) endurance | B1 |
| a correct advantage of fartlek training, e.g. it better replicates the changing pace and terrain demands of the actual race | B1 |
| a recommendation made, e.g. fartlek training | B1 |
| correct justification for the recommendation, e.g. because varying the intensity and terrain in training matches the varied demands of a hilly cross country race more closely than a steady pace would | B1 |
| Final answer: Fartlek training is more appropriate, since its varied pace and terrain more closely match the demands of a hilly cross country race than steady continuous training | |
| Question 20[6 marks] | |
|---|---|
| Answer or working | Marks |
| smoking reducing lung function/damaging the airways and reducing the amount of oxygen the blood can carry | B1 |
| a correct performance effect, e.g. this lowers his aerobic capacity, causing him to tire more quickly during a match | B1 |
| a correct long term health effect of smoking, e.g. an increased long term risk of respiratory disease or coronary heart disease | B1 |
| lack of sleep reducing the time available for the body to recover and repair itself, including muscle repair | B1 |
| a correct performance effect of poor sleep, e.g. reduced reaction time, concentration and decision-making during the match | B1 |
| a correct long term health effect of poor sleep, e.g. a weakened immune system or an increased risk of health problems such as high blood pressure over time | B1 |
| Final answer: Smoking reduces oxygen-carrying capacity, lowering aerobic performance and raising long term disease risk; poor sleep reduces recovery and slows reaction time, also harming long term health | |
| Question 21[6 marks] | |
|---|---|
| Answer or working | Marks |
| synovial fluid lubricating the joint, reducing friction between the bones during movement | B1 |
| articular cartilage covering the ends of the bones, absorbing shock and preventing them grinding together | B1 |
| the joint capsule enclosing the joint and holding the synovial fluid in place, helping keep the joint stable | B1 |
| ligaments connecting bone to bone and holding the joint together, helping prevent dislocation | B1 |
| a wide range of movement being possible because the shoulder is a ball and socket joint | B1 |
| correct application to the netball player, e.g. this lets her shoot, pass and defend with a full range of arm movement while reducing the risk of a further dislocation | B1 |
| Final answer: Answer should cover synovial fluid, cartilage, the joint capsule, ligaments and range of movement at a ball and socket joint, applied to the netball player | |
| Question 22[6 marks] | |
|---|---|
| Answer or working | Marks |
| a reason for use, e.g. the desire to win or gain a competitive advantage, especially where the rewards for winning are very high | B1 |
| a second reason for use, e.g. pressure from a coach, sponsor, or the athlete's own high expectations of themselves | B1 |
| a negative effect on the individual, e.g. serious health risks or side effects from the drug, and damage to their reputation and career if caught | B1 |
| a negative effect on the sport's image, e.g. it undermines fair play and can make spectators or sponsors lose trust in the sport | B1 |
| a negative effect on other competitors, e.g. clean athletes are cheated out of fair competition, medals or prize money | B1 |
| a correct overall discussion, e.g. despite the risks, the pressure to succeed can outweigh these consequences for some athletes, which is why anti-doping testing and education remain important | B1 |
| Final answer: Reasons include pressure to win and external pressure; effects include harm to the athlete's health/reputation, damage to the sport's image and unfairness to other competitors | |
| Question 23[6 marks] | |
|---|---|
| Answer or working | Marks |
| a correct recommendation, e.g. building in regular moderate activity, such as a daily walk or several exercise sessions a week | B1 |
| a correct explanation of the stress benefit, e.g. exercise releases endorphins, which can improve mood and reduce feelings of stress | B1 |
| a correct explanation of the long term health benefit, e.g. regular activity also reduces the long term risk of conditions such as coronary heart disease and obesity linked to a sedentary lifestyle | B1 |
| a further correct lifestyle recommendation, e.g. improving his sleep, reducing alcohol intake, or improving his diet | B1 |
| a correct justification for that recommendation, e.g. better sleep would improve his recovery and further help manage stress, supporting the benefits gained from being more active | B1 |
| a correct overall evaluation, e.g. combining increased activity with this further change addresses both his immediate stress and his long term health risk more effectively than either change alone | B1 |
| Final answer: Regular moderate activity would reduce his stress through endorphin release and lower his long term disease risk; combining this with improved sleep (or reduced alcohol) would further support both his stress levels and his recovery | |
| Question 24[6 marks] | |
|---|---|
| Answer or working | Marks |
| increased visibility of female role models/athletes for young girls to relate to and be inspired by | B1 |
| a correct explanation, e.g. seeing people similar to themselves succeeding can increase a girl's belief that she could also take part | B1 |
| social media specifically allowing more direct, regular and interactive access to athletes compared with traditional TV coverage | B1 |
| a correct explanation, e.g. this can build a stronger sense of connection and interest than occasional TV appearances alone | B1 |
| a correct limitation identified, e.g. seeing coverage alone does not remove other barriers, such as cost or a lack of local clubs/facilities | B1 |
| a correct explanation of the limitation, e.g. a girl inspired by what she sees online may still be unable to take part if there is nowhere accessible or affordable nearby | B1 |
| Final answer: Greater visibility of relatable role models, especially through social media, can inspire participation, but this influence is limited unless barriers such as cost and access are also addressed | |