The Exam 40% of your grade Marked out of 80 Every 2 marks are 1% of your overall GCSE PE grade Lets get as many as possible and not drop silly marks!!!

Difference between success and failure The less successful candidates: Did not appear to have the same breadth of knowledge of the specification topics Experienced difficulty when providing specific examples when required Essay responses were often difficult to interpret due to standard of written communication

Tips for the exam Read the questions carefully Look for ‘clues’ in the questions as a guide to where to pitch their responses Give obvious examples (do not try to be too clever!) If the question asks for two examples and gives two spaces to record them use both spaces, do not put both answers in the first space; do not leave a blank Use the bullet points in the essay questions as a guide and make sure you comment on every bullet point in the order they are given Try to keep within the space allocated for your responses, there should be enough room!

Exam command words Identify- just state Describe- say how Explain- say because

Be clear and to the point

Don’t get confused- know your definitions Age was a popular incorrect response. This candidate states age but in reality really means height. If height had been stated rather than age, a mark would have been gained

Where are the errors? Learn the Definitions! You will need them in every question

Use the correct terms Where candidates give two 'conflicting' answers, the first answer recorded in the correct part of the answer booklet becomes the 'marked' answer. This 'rule' is applied to ensure consistency of marking for all candidates.

Correct

Only Graph you ever have to draw Join the dots!!

Describe don’t just state This is a good example of where a candidate could easily have gained credit if only they had explained their response a little more. The first point 'variety' was not credited as it could have been in reference to training methods, activities, intensity and so on and thus was considered too vague.

Always look for clues- here it asks for ‘influences on personal health’ and not fitness

Being too vague Question asks for specifi c type of injury, this candidate refers to ‘head injury’ which is too vague for the purposes of this question, therefore candidate only gains one mark for first response

This response was too vague and therefore failed to gain the mark (0/0). Candidates had a wide range of responses they could have used, for example, any fitness adaptation as a result of regular training; any improvement in one of the components of fitness or any long term health gain

Repetition If the question asks for two points, they have to be different

2/3 why? This candidate scored two marks for this question. They failed to achieve maximum marks as they repeated a ‘type’ of answer. I.e. ‘studs down in tackle’ and ‘elbows down’ are both rules.

Be specific to health risks Technically is true, it is not accepted as an answer

Use the correct terminology!

Even simple slip may cost a mark Always use the correct terminology to link to the questions

Oxygen Debt always an issue This response gained no credit (0/3). The candidate appears to have a vague notion regarding the concept but insufficient detail is given. They appreciate that red blood cells carry oxygen and that lactic acid will accumulate if insufficient oxygen but the question asks for an explanation of the term not what causes it to occur.

Candidate is focusing on when oxygen debt would be paid back rather than when it would be experienced in the performer's activity. No credit for any of these responses.

Using examples from the information

Look at the next two slides in relation to the following question. Eshan is inspired by performers in the run up to the London 2012 Olympic and Paralympic Games, and is determined to improve his performance. He decides to set SMART targets as a first step to achieving his long-term goal. Discuss the use of target setting to improve performance. You must make reference to examples in your answer. (6)

Extended Questions

This candidate clearly knows most of the aspects of the principles of SMART target setting and identifies four clearly. The question however asks for a discussion of the use of target setting, rather than a description or outline of the SMART principles. Therefore whilst indicating some knowledge, this is a good example of a level 1 response in relation to this question.

This is an extract from a level 3 response. The candidate develops their arguments in line with the demands of the question, (discuss the use of target setting), and does so in a succinct manner. The response is balanced, discussing SMART principles, providing examples and discussing how these principles can improve performance. For example, in the second line the candidate explains that SMART targets are required; by knowing when you have reached your target this will help planning the next and provide a reward (motivation) for achieving.