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© HarperCollinsPublishers Ltd 2010

The following are the answers to the activities in Collins’ BTEC First Sport Student Workbook. Guidance on

allocating marks is provided – a tick indicates where a mark can be awarded, and maximum marks per question are shown in bold, in brackets, at the end

of each question. There is not always one right answer to a question, but where this is the case examples or other guidance are given,

and marks should be awarded for any correct answer up to the maximum marks for the question.

BTECFIRST

Sport

Student Workbook Activity Answers

BTEC 1st Sport WB ANS q8_Layout 1 28/07/2010 17:23

Unit 1 Fitness testing and training1.1 Fitness and training requirements necessary to achieve

excellence in sport1. Aerobic endurance is the body’s ability to transport oxygen to where it is needed and provide energy for

activities over a long period of time. ✓

Muscular endurance refers to the muscles’ ability to repeatedly contract without fatigue, e.g. completingpress-ups and sit-ups or lifting weights repeatedly. ✓

Flexibility refers to the range of motion around a joint. ✓

Speed is the ability to move all or parts of the body as quickly as possible. ✓

Strength is the maximum ability of a muscle to provide force. ✓

Body composition refers to how the body is made up. It includes how much fat and lean tissue the body has. ✓(max 6 marks)

2. Dynamic strength is the strength needed to support your own body weight or the ability to apply force againstsome type of object. An example is a weight lifter completing a chest press. The weight is dynamic (it ismoving) and strength is applied throughout the lift. ✓

Explosive strength is used in one sharp burst or movement, such as sprinting out of the blocks in the 100 m. Allof the muscle contracts quickly to produce the maximum force possible. ✓

Static strength is the greatest amount of strength that can be applied to an immoveable object. An exampleof static strength is a wall squat activity. ✓ (max 3 marks)

3. Agility is a combination of flexibility and speed. It is the ability to change direction quickly without losingbalance. ✓

Balance is the ability to maintain the body’s centre of gravity over its base of support. ✓

Coordination is the ability to use two or more body parts together. ✓

Power is a combination of maximum speed and maximum strength. ✓

Reaction time is how quickly a performer can respond to something. ✓ (max 5 marks)

4. Dynamic balance involves maintaining balance when moving or changing position, e.g. hitting a tennis shot onthe run with accuracy. ✓

Static balance is where your centre of mass remains the same, e.g. handstand. ✓ (max 2 marks)

5. Skill-related fitness refers to components of fitness that are affected through practice. Each sport requiresdifferent levels of each component. ✓

Health-related fitness or physical fitness are components that can have an impact on your health and everydayactivities as well as your performance in sport. ✓ (max 2 marks)

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BTEC First Sport Student Workbook Activity Answers



6.

(max 11 marks)

7. All of the following could be given in answers:

Aerobic endurance is required for running for 90 minutes or more without becoming unduly fatigued. ✓

Muscular endurance is needed in the legs as the muscles are repeatedly contracting. ✓

Flexibility is needed in the hamstrings to prevent hamstring injuries and increase the range of movement at thethigh, increasing power during shooting. ✓

Speed is essential in closing down attackers or breaking away from defenders. ✓

Strength is needed to shield the ball from the opposition. ✓

Body composition – footballers need to have low levels of fat. Any extra weight can affect balance, agility andspeed. The extra weight from fat can also make it harder to exercise, because weight may limit aerobicperformance. ✓

Agility is important for dribbling with the ball and in making runs into the box off the ball. ✓

Balance is important for good technique in heading, volleying, crossing and dribbling. ✓

Coordination is essential for good technique. Foot–eye coordination and good control is needed in all skillactivities. ✓

Power is mainly used in shooting over longer distances. Often taking a free kick will involve driving the ball ashard as possible in the hope that the ball beats the keeper and drives through his/her grip into the net. ✓

Reaction time – players have to react to situations quickly. When a cross comes into the box players react witheach other to try and win the ball. If there is a mistake, good strikers react quickly and pounce on the error toscore. ✓ (max 5 marks)

8. Any two answers can be provided as long as they are clearly supported with a reasonable explanation. Forexample, aerobic endurance could be the most important because even professional players can struggletowards the end of a game. Aerobic endurance enables a player to maintain their energy levels throughout the match. ✓

Flexibility could be argued to be the second most important factor, as footballers often injure their hamstrings.Flexibility exercises reduce the risk of injury from hamstring problems. ✓ (max 2 marks)

Component of fitness Body system

Aerobic endurance Heart, lungs and blood vessels ✓

Muscular endurance Muscular system ✓

Flexibility Tendons and muscles ✓

Speed Muscular system ✓

Strength Muscular system ✓

Body composition Muscles and fat ✓

Agility Muscles and tendons ✓

Balance Muscles and tendons ✓

Coordination Nerves and muscles ✓

Power Muscles and tendons ✓

Reaction time Nerves and muscles ✓

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9. This is a suggested order. However, this could be open to interpretation, so any order can be used as long as itis explained. Marks can only be awarded when there is a matching appropriate explanation.

Coordination

Agility

Speed

Balance

Reaction time

Body composition

Coordination is the most important component because you need to be able to time when to kick the ball tohave any success. Players with excellent coordination have excellent dribbling ability and can cross and shooteffectively, e.g. David Beckham. ✓

Agility and speed are important. Fast and agile players can make excellent attacking players and are able toquickly break and attack on the wing. ✓✓

Balance and reaction time may be less important. A footballer with poor reaction times can be excellent inattack, a great dribbler or fantastic at set pieces but slow to get back and support in defence. ✓✓

Body composition – footballers whose percentage of body fat is too high can still be effective players, especially when used in midfield. This is still an important component but ranks last out of the list of six. ✓(max 6 marks)

10. Strength training involves lifting weights at 75% of your maximum lift for 8–10 repetitions. ✓

Power training involves lifting weights up to your maximum lift 2–3 times (100% 1rm). ✓ (max 2 marks)

11. 65%–85% of maximum heart rate ✓ 20 minutes, 3 times per week ✓ (max 2 marks)

12. For example, 30-metre sprints with a walk-back recovery repeated 8 times. ✓ (max 1 mark)

13. Any answers from agility,✓ flexibility, ✓ speed, ✓ aerobic endurance, ✓ power, ✓ body composition ✓(max 3 marks)

14. Depending on the methods selected, answers could include the following:

Flexibility training involves a range of static, ballistic and pnf stretches. Static stretches should be held for aminimum of 20–60 seconds to develop flexibility; this should be repeated 5 times per week. A range ofstretches including hamstrings, quadriceps, glutes, deltoids, gastrocnemius and soleus stretches arerecommended. ✓

Speed training see task 12. ✓

Weight training is recommended to develop power. This involves working with heavy weights close to aperson’s maximum lift (see task10). ✓

Agility training could involve shadow runs within a badminton court area, e.g. front-to-back practices orcorner-to-corner runs, footwork practices, badminton lunges. ✓

Aerobic endurance – as badminton involves running, the activity for aerobic work most suitable would berunning using continuous training (see task 11), interval training or Fartlek training. However, cross-trainingcould also be useful to reduce the risk of repetitive injury. Interval training involves working at several intervalswhere heart rate reaches the correct training zone. For instance training could be four bouts of exercise, withexercise lasting 5 minutes in the athlete’s training zone. Fartlek training involves different regular intervals. Forinstance an athlete may use lampposts as markers and run alternately fast and then slow between eachmarker. ✓

Body composition – aerobic endurance is recommended to reduce or maintain body weight. ✓(max 3 marks)

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1.2 Lifestyle factors affecting sports training and performance1. Choose any from: stress, ✓ alcohol, ✓ smoking, ✓ drugs, ✓ sleep, ✓ demands of work, ✓ medical history, ✓

level of activity, ✓ diet, ✓ weight, gender, ✓ culture, ✓ sports participation. ✓ (max 4 marks)

2. Any sport can be used where arousal is a factor, e.g. sprinting will improve with increased motivation andarousal. ✓ Some sports arousal can be detrimental, e.g. an over-motivated golf player could suffer a decreasein performance. (max 1 mark)

3. Any sport can be used where arousal needs to remain low, e.g. golf, archery, shooting. ✓ Concentration,relaxation and fine motor skills are more important than motivation. ✓ (max 2 marks)

4. Any three from:

Prevents muscle growth and leads to muscles shrinking. ✓

Contains calories so leads to potential weight problems. ✓

Can cause long-term damage to the liver. ✓

Can lead to an increased risk of injury. ✓ (max 3 marks)

5. Contains substances that encourage the development of cancer. ✓

Reduces aerobic fitness levels by up to 15%. ✓ (max 2 marks)

6. Prescription drugs are recommended by a doctor for medical conditions. ✓

Illegal drugs tend to be recreational. ✓

Performance-enhancing drugs are taken either to take a short cut to better results or to beat competitors bycheating. ✓ (max 3 marks)

7. Performance-enhancing drugs. ✓ Athletes take these for a variety of reasons, e.g. for muscle growth, asstimulants, as relaxants, to mask other drugs, to increase oxygen levels, and for pain relief. ✓ (max 2 marks)

8. Rest is important to allow the body time to recover from injury or adapt and develop after training. Insufficientrecovery will lead to an increase in injury risk. ✓ (max 1 mark)

9. Previous injuries can lead to problems with exercise. They are often weak areas that may result in re-injury.Training will need to take into account problem areas. ✓ Medical problems such as asthma will also need to beplanned for so that an inhaler is available. This may limit the intensity or type of exercise that an athletechooses. ✓ (max 2 marks)

10. Carbohydrates provide quick and regular release of energy. Insufficient carbohydrates may result in a decrease inperformance levels. ✓ (max 1 mark)

11. Extra weight can produce extra load on joints, leading to potential injury. ✓

Low weight limits strength and power. It may also place undue stress on the heart and could affect thestrength of the skeletal system. ✓ (max 2 marks)

12. Any four from: sleep, ✓ weight, ✓ alcohol, ✓ diet, ✓ medical history, ✓ smoking. ✓ (max 4 marks)

13. Any one of the above as long as the answer is explained. The easiest ones to focus on are sleep and asthma.These can be planned and accommodated for. Alcohol and smoking are addictive and diet is habitual so theseare more difficult to address, and may require long-term solutions. Weight loss and maintenance can beplanned, but again may require long-term solutions including diet and exercise. ✓ (max 1 mark)

1.3 Assessing levels of fitness1. Reliability refers to how repeatable a test is. For a reliable test, the result when repeated should always remain

the same. ✓ Reliability can be affected by the temperature (flexibility tests), practice (coordination tests) andmotivation (maximum tests, sprinting, MSF test). ✓ (max 2 marks)

2. Does the test measure what it is supposed to? For example, the sit and reach test is designed to testhamstring flexibility, but it also measures flexibility of the back. An improved result may be a lengthening of theback muscles rather than the hamstrings. ✓ (max 1 mark)

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3. Take your shoes off. ✓

Sit with both of your legs straight against the floor, facing the sit and reach box. ✓

Push forward as far as possible and hold the stretch for 2 seconds. ✓

Record your results. (max 3 marks)

4. Adjust the grip size of required. Check the dynamometer and ensure that it is set for 0. ✓

Holding the grip dynamometer, raise your arm above your head. Squeeze while bringing your arm back downto your side, keeping your arm straight throughout. ✓

Record your results. (max 2 marks)

5. Measure and mark a 20-meter area. Set up the CD. ✓

Check for any medical condition that could be a problem with the test. Check that athletes have their inhaler ifthey have a known asthma problem. ✓

Instruct athletes on the test procedure. They need to run until they cannot keep up with the timed beats fortwo consecutive shuttles, or they voluntarily withdraw. ✓ (The test is a maximal test. To be an accuratemeasure of aerobic fitness athletes need to run until they cannot keep up with the level.)

Line the athletes up on the start line and start the CD. ✓

Athlete’s run back and forth to the beat. The level at which the athlete withdraws or is withdrawn is recorded. ✓ (max 5 marks)

6. Sergeant Jump or Wingate. ✓ (max 1 mark)

7. Body Mass Index. ✓ (max 1 mark)

8. Height � weight ✓ and compare to a relevant BMI chart to score. ✓ (max 2 marks)

9. Obese. ✓ (max 1 mark)

10. For example: Tracey Blankley, Basketball

Any appropriate answers for the sport chosen can be accepted. (max 8 marks)

11. Award marks for the following: purpose and explanation of test, ✓ certification of good health, ✓risks involved, ✓ potential benefits, ✓ confidentiality, ✓ freedom of consent and right to withdraw. ✓(max 6 marks)

12. Award marks for questions about the following: heart problems, ✓ dizziness, ✓ pulmonary disease, ✓shortness of breath, ✓ diabetes, ✓ illness, ✓ injury, ✓ joint problems, ✓ high blood pressure, ✓ asthma. ✓(max 8 marks)

13. Award 1 mark for each score accurately assessed and 1 mark for each score correctly graded and commentedon. (max 8 marks)

14. Award 1 mark for each strength and 1 mark for each improvement. (max 4 marks)

15. Award 1 mark for each excellence score correctly identified and1 mark for each evaluation. (max 8 marks)

Component of fitness Test

Aerobic Endurance ✓ MSF test ✓

Agility ✓ Illinois Agility test ✓

Speed ✓ 30 m Sprint ✓

Power ✓ Sergeant Jump ✓

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1.4 Psychological factors affecting sports training and performance

1 Motivation is the desire and determination a person has to do well. ✓ (max 1 mark)

2 Intrinsic – motivated by yourself. ✓

Extrinsic – motivated by external influences such as money, fame, praise. ✓ (max 2 marks)

3 Any correct explanation relating to internal or external motivation. (max 3 marks)

4 Arousal is a term used to describe the body’s physical response to exercise before or during an activity. It is aform of stimulation. ✓ In football arousal levels need to be moderate. Players need to be motivated and havesome arousal to increase performance. However, an over-aroused player can often be aggressive and makedangerous tackles. The player’s decision-making may also be affected. ✓ (max 2 marks)

5 Anxiety can affect performance as it can make a player perform badly, leading to the player making too manymistakes. ✓ Anxiety can also prevent players from committing themselves to a tackle because they are afraidof injury. ✓ (max 2 marks)

6 Introverts have high levels of internal arousal already and tend to choose individual sports. ✓

Extroverts need higher levels of arousal from their surroundings and tend to choose team sports. ✓

Extroverts are more likely to take part in sport because they cope better with competition and stressfulsituations. ✓ (max 3 marks)

7 Concentration is important to maintain a high standard of performance. ✓ As soon as a player’s concentrationlevel falls, their performance decreases and injuries may occur. ✓ (max 2 marks)

8 Short-term effects of motivation, arousal and anxiety – goal setting with the aid of a coach should enable thedevelopment of clear targets and an improved attitude to training. ✓

Long term – athletes should maintain and improve their skills and develop an improved performance toachieve the goal set. ✓ (max 2 marks)

9 Award 1 mark for each correctly identified psychological factor. (max 15 marks)

10 Award 1 mark for each factor appropriately questioned, 1 mark for presentation and 1 mark for appropriatelanguage (max 7 marks)

11 Award 1 mark for identification of psychological profile, 1 mark for explanation of profile and 1 mark foranalysis of each psychological factor. (max 7 marks)

12 Award 1 mark for each factor in its correct order. (max 4 marks)

13 Award 1 mark for each appropriate suggestion. (max 2 marks)

14 Award 1 mark for each appropriate suggestion. (max 2 marks)

15 Award 1 mark for an appropriate target and 1 mark for an appropriate timescale. (max 2 marks)

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Unit 2 Practical sport2.1 Skills, techniques and tactics

1. Award 1 mark each for three team sports and 1 mark each for three individual sports. (max 6 marks)

2. Award 1 mark for each appropriate technique associated with the chosen sport, up to a maximum of 10.(max 10 marks)

3. Award 1 mark for each ability rating matched against technique. (max 10 marks)

4. Award 1 mark for each appropriate technique associated with the chosen sport, up to a maximum for 10.(max 10 marks)

5. Award 1 mark for each ability rating matched against technique. (max 10 marks)

6. A tactic is a plan for attack or defence in a game or activity. ✓ (max 1 mark)

7. Man-to-man marking: each defender marks a specific player and tracks the player everywhere on the pitchwhen the opposition has the ball. This cuts down the available players to pass to and, it is hoped, forces theopposition to make a bad pass, allowing the ball to be intercepted . ✓

Zone defence: players cover a specific area, often around the goal or net. This deprives the opposition of theability to break into the box or key and often forces them to shoot from long distance. ✓ (max 2 marks)

8. Tactical plays could be as simple as playing to a person’s backhand, ✓ varying play, ✓ playing front and back inbadminton, ✓ playing to your strengths, ✓ formations in football and basketball, ✓ or even in choosing tojump short but safe in long jump, saving a longer and riskier jump to a later round. ✓

Award 1 mark for each tactical description, up to a maximum of 4 per sport. (max 8 marks)

9. This section could be reflective. The student should think about the opposition and identify clear areas ofweakness that they think they can exploit.

Award 1 mark for each appropriate justification. (max 4 marks)

10. Award 1 mark for each appropriate justification. (max 4 marks)

11. This should be during an observation, given as a witness statement peer review, or teacher written feedback.Award 1 mark for each tactic used. (max 4 marks)

12. This should be during an observation, given as a witness statement peer review, or teacher written feedback.Award 1 mark for each tactic used. (max 4 marks)

13. Award 2 marks for each technique identified and appropriately scored. (max 20 marks)

14. Award 2 marks for each technique identified and appropriately scored. (max 20 marks)

2.2 Rules, regulations and scoring systems1. Rules often relate to general playing or performing of a sport (e.g. no two-footed tackles etc.). ✓ Regulations

tend to be concerned with greater detail about the field of play, size, game times and equipment used (e.g.how big is the goal, what size is the pitch. ✓ (max 20 marks)

2. The student needs to research ten rules associated with their individual sport. Award 1 mark for each rule.(max 10 marks)

3. The student needs to research ten rules associated with their team sport. Award 1 mark for each rule. (max 10 marks)

4. The student needs to research five regulations associated with their individual sport. Award 1 mark for eachregulation. (max 5 marks)

5. The student needs to research five regulations associated with their team sport. Award 1 mark for eachregulation. (max 5 marks)

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6. Award 1 mark each for two issues relating to scoring in their individual sport. (max 2 marks)

7. Award 1 mark each for two issues relating to scoring in their team sport. (max 2 marks)

8. The Defender should be sent off. ✓ The challenge is from the last man denying a potential goal-scoringopportunity, and it is two-footed with studs showing. It is therefore dangerous and deserves a red card. ✓As the challenge is on the edge of the box and not inside the box, it should be rewarded with a direct free kick from where the offence occurred. ✓ (max 2 marks) Refer to http://www.thefa.com/TheFA/RulesandRegulations/~/media/Files/PDF/Get%20into%20Football/Referees/LOTG201011.ashx/LOTG201011.pdf for research material.

9. Two equal periods of 45 minutes ✓ or 40 minutes if there is insufficient light. ✓ (max 2 marks)

10. A penalty can be awarded for each of the ten offences that would result in a direct free kick, inside the penalty area when the ball is in play, where it is seen to be careless reckless or with excessive force. This includes if a player:

kicks or attempts to kick an opponent ✓

trips or attempts to trip an opponent ✓

jumps at an opponent ✓

charges an opponent ✓

strikes or attempts to strike an opponent ✓

pushes an opponent ✓

tackles an opponent ✓

holds an opponent ✓

spits at an opponent ✓

handles the ball deliberately (except for the goalkeeper within his own penalty area). ✓ (max 7 marks)

11. A goal is scored when the whole of the ball passes over the goal line, under the crossbar and between the goalposts. The team scoring the greater number of goals during a match is the winner. ✓

If both teams score an equal number of goals, or if no goals are scored, the match is drawn. ✓(max 2 marks)

12. Award 1 mark for each rule, ✓✓ 1 mark for each regulation ✓✓ and 1 mark for the scoring system. ✓(max 5 marks)

2.3 Roles and responsibilities of officials1. Award 1 mark for team and 1 mark for individual. (max 2 marks)

2. Award 1 mark for each role. (max 2 marks)

3. Award 1 mark for each responsibility. (max 4 marks)

4. Award 1 mark for each responsibility. (max 4 marks)

5. To officiate a match in a normal PE lesson or an inter-school match, you will need to have experience and tohave your ability checked by a qualified member of staff, ✓ or you will need to have a formal qualification atLevel 2. ✓ (max 2 marks)

6. Yellow ✓ and red cards. ✓ (max 2 marks)

7. Etiquette is the unwritten rules or conventions of a sport or activity. ✓ (max 1 mark)

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8. Examples might include:

Clapping a player in, at cricket. ✓

Shaking hands at the end of a game of badminton or tennis. ✓

Kicking a ball out of play if a player is injured in football. The opposition usually throws the ball back to theside that kicked the ball out. ✓

Clapping players off the pitch in rugby. ✓ (max 4 marks)

9. Examples might include:

Rugby – there is now a video referee who can be called upon to determine if a try is scored. ✓

Tennis – Hawkeye is used to determine if the ball was in or out. ✓

Cricket – video replay is used to determine lbw decisions ✓ and to determine if the ball hit the wickets. ✓(max 4 marks)

10. Award 1 mark for each role and responsibility. (max 10 marks)

2.4 Reviewing sports performance1. Any four factors, e.g. time, ✓ distance, ✓ height, ✓ the number of passes or interceptions made, ✓

goals/baskets scored. ✓ (max 4 marks)

2. Skills, techniques or tactics must be explained, e.g. a sportsperson could review their smash performance inbadminton and compare it with a coaching model. Or in basketball they could examine their free throw. Award marks for any two aspects explained. (max 2 marks)

3. Participate fairly and check your knowledge of the rules and regulations. ✓ You could talk to a moreexperienced coach who will clarify any rules and regulations that you are not sure of. ✓ You could also monitorin a game the number of times you break rules and regulations. ✓ (max 2 marks)

4. Teamwork can be monitored by checking how the team performs a task. For example, does a team effectivelydefend and attack? Can the team pull together to achieve a goal? Do the team support each other, or are theyplaying as individuals? ✓ (max 1 mark)

5. Award 1 mark for skills improvement suggestion, 1 mark for tactical improvement, 1 mark for teamworkimprovement, e.g. zone defence or cohesion, if appropriate, 1 mark for fitness improvement, which couldinclude, aerobic fitness, flexibility, strength, agility, speed etc. (max 4 marks)

6. Arana’s strength is her volley or forehand. Both have high, effective and normal scores compared rather thanineffective. ✓ (max 1 mark)

7. Her lob ✓ and smash ✓ are mainly ineffective, with very few effective or normal shots played. (max 2 marks)

8. She needs to concentrate on smash practices in training. ✓ In her game she should play to her strengths andtry to volley and play forehands where possible. ✓ (max 2 marks)

9. Award 1 mark for each appropriate review section that includes skills, techniques, application of rules andregulations, communication, teamwork and safety. (Each section should be addressed.) (max 20 marks)

10. Award 1 mark for each completed part of the checklist. (max 20 marks)

11. Award 1 mark for each strength and 1 mark for each improvement. (max 4 marks)

12. Award 1 mark for each justification. (max 2 marks)

13. Award 1 mark for each completed part of the checklist. (max 20 marks)

14. Award 1 mark for each strength; 1 mark for each improvement (max 4 marks)

15. Award 1 mark for each justification. (max 2 marks)

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Unit 33.1 Organisation and provision of outdoor and

adventurous activities1. For example:

BCU Formed 1936 for the Berlin Olympic games, based in Nottingham, represents the interests ofparticipants in all paddlesports, promotes and is active in access and conservation issues, responsible for a range of personal performance, coaching and leadership awards. ✓ ✓ ✓

MLTE formed 1964 … (and continue with similar details to those above). ✓ ✓ ✓(max 6 marks, 3 for each activity)

Details of local clubs, centres and other providers will relate to individual areas. ✓ ✓ ✓ ✓(max 4 marks, 2 for each activity)

The range of options, or different disciplines, available in each of the activities will depend on those chosen,e.g. paddlesport examples might include sea kayaks, open canoes; ✓ ✓ climbing examples might includebouldering, sport-climbing. ✓ ✓ (max 4 marks, 2 for each activity)

The type of environments/venues in which the activities take place, e.g. for paddlesport examples might include the sea, rivers; climbing examples might include boulders or outcrops, indoor walls or boltedcrags. ✓ Geographical differences between the range of disciplines, e.g. paddlesport: for sea kayaking –harbours, open sea, beaches or sea cliffs; for open canoe – grade 1–5 rivers); climbing: types of rock (e.g. sandstone/granite), indoor or outdoor, size. ✓ (max 2 marks, 1 for each activity)

Access issues or barriers to participation, e.g. paddlesport: for sea kayaking need access to the sea, seakayaks and an appropriate geographical environment for level of ability; ✓ ✓ climbing: indoor wall,membership and entrance fees, equipment. ✓ ✓ (max 4 marks, 2 for each activity)

2. BOF: Link with orienteering picture (compass), ✓ British Orienteering Federation, ✓ based in Matlock,Derbyshire, near the Peak District ✓ (max 3 marks)

RYA: Link with windsurfing picture, ✓ Royal Yachting Association, ✓ based in Southampton near the mainsailing venues in UK ✓ (max 3 marks)

BASI: Link with skiing picture, British Association of Snowsport Instructors, ✓ based in Grantown-on-Spey nearAviemore in the Scottish Highlands, one of the main UK ski resorts ✓ (max 3 marks)

GNAS: Link with archery picture, Grand National Archery Society ✓ based at Lilleshall National Sports Centre, Nr Newport, Shropshire. Archery can take place anywhere, so no major geographical requirements regardinglocation of NGB. ✓ (max 3 marks)

BCA: Link with caving picture, British Caving Association ✓ based in Buxton, Derbyhire, near the Peak District, a major caving area in the UK ✓ (max 3 marks)

MLTE: Link with mountaineering picture, Mountain Leader Training England ✓ based in Capel Curig, N. Wales,close to Plas Y Brenin, the National Mountain Centre for England & Wales ✓ (max 3 marks)(max 18 marks in total, 3 per NGB)

3. Award 1 mark per employment opportunity identified. (max 3 marks)

4. Award 1mark per coaching award and 1 mark per leadership award for each job. (max 6 marks)

5. Award 1mark for each correct prerequisite identified for each award. (max 9 marks)

6. Award 1for each correct training opportunity and half a mark for each example. (max 4 marks)

7. Award 1for each correct example. (max 4 marks)

3.2 Health, safety and environmental considerations1. Adventurous Activities Licence. ✓ The centre would need this because they are offering adventurous activities

identified by AALA on a commercial basis for under 18s. ✓ The licence shows that the centre has beensuccessfully inspected by AALA in relation to its safety management systems. ✓ (max 3 marks)

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2. High ropes ✓ and archery. ✓ These two activities don’t currently fall into the list of activities identified by AALAas needing a license. ✓ (max 3 marks)

3. BCA (British Caving Association), ✓ RYA (Royal Yachting Association), ✓ MTB Britain (Mountain Biking Britain) ✓(max 3 marks)

4. Recommended training, ✓ qualifications, ✓ ratios, ✓ equipment, ✓ etc. (max 3 marks)

5. Who is affected, ✓ potential outcome injury, ✓ control measures, ✓ severity of hazard, ✓ likelihood ofoccurrence, ✓ risk rating. ✓ (max 6 marks)

6. The AALA was introduced in April 1996 as a government-sponsored scheme under the Adventure ActivitiesLicensing Regulations. ✓ They inspect centres offering certain O and AAs on a commercial basis to under 18s. ✓In April 2007, the Health and Safety Executive (HSE) was designated as the AALA. ✓ This means that theorganisation that carries out the inspections and issues licences on behalf of the HSE and AALA is now theAdventure Activities Licensing Service (AALS). ✓ The Health and Safety Executive (HSE) is the government bodyin charge of guidance and legislation in matters of health and safety. ✓ One of the industries identified by theHSE is the entertainment and leisure industry. This, combined with their designation of AALA, highlights therelevance of HSE in relation to outdoor and adventurous activities. ✓ (max 5 marks)

7. Each person’s risk assessment is likely to differ slightly from the next, and indeed the level of risk identified maybe subjective in relation to the person’s level of experience in the activity. Bellow is an example of some of thekey information that you would expect to see in a detailed risk assessment which should act as a guide forawarding marks.

Award 1 mark if all column headings are correct.

Award 1 mark for each column correctly completed for each hazard chosen. (max 16 marks)

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Activity: Canoeing trip (grade 2) from to

on the river

Risk assessment carried out by: (your name)

Date of risk assessment: Date for review:

Hazard How isaffected?

Potentialoutcome/injury

Control measures Severityof hazard

Likelihoodof

occurrence

Risk rating

Water/rapids Canoeists Drowning All to wear buoyancy aids.Organisation and group control when paddling rapids.

1 C Medium

Pollutedwater

Canoeists Infectious waterborne disease, sickness anddiarrhoea

Monitor water quality (pay particular attention after heavyrain). Inform agencies if signsof pollution and don’t paddle ifconcerned of pollution.Avoid unnecessary swimming.Rescues carried out swiftly.Cover all cuts. Group to washhands before eating. Carry antibacterial hand-wash for group.

2 C Medium

Overhangingtrees

Canoeists Canoeist/kayakstuck (pinned)in trees,capsize/drown.

Avoid trees, instructor control,Safety equipment carried

1 C Medium

continued


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Rocks on theriver

Canoeists Canoeist/kayakstuck (pinned)on rocks/capsize/drown,head injury.

Avoid rocks, instructor control,safety equipment carried,wear helmets.

1 C Medium

Weather Canoeists Increased waterlevels, effects of cold, e.g.hypothermiathroughexposure.

(See high water levels below.)Obtain weather forecast, dressappropriately, carry spareclothes/food/hot drink andgroup shelter etc.

2 C Medium

Weirs Canoeists Canoeist/kayakstuck in weir(stopper)capsize/drown/hypothermiathroughimmersion.

Inspect, put protection inplace with a throw line ifnecessary, if in doubt – walkaround.

1 C Medium

High waterlevels

Canoeists Toofast/powerfulfor group,increase inseriousnessand grade ofriver, increasedcapsizes andrisk of drowningand of losingequipment.

Only paddle if the group andleader are at the appropriateability level. Cancel/postponetrip if this is not the case andhave a contingency plan.

1 C Medium

Limiteddaylight

Canoeists Failure to reach‘get off’ pointbeforedarkness,effects of coldand poorvisibility, e.g.hypothermiaand moredifficultcommunicationbetween group.

Allow plenty of time (have veryearly start), consider/plan asecond ‘get off’ point in casetrip has to be shortened, carryhead torches, spare food etc.in safety kit, increased groupcontrol by leader if light fades.

2 C Medium

Poortechnique

Canoeists Muscle/jointinjury, loss ofcontrol overkayak.

Appropriate coaching ontechnique prior to trip, warm-up, feedback ontechnique from riverleader/coach during trip.

2 C Medium


8. Example answers:

Kayaking: NGB = BCU; venues: rivers, canals, lakes, sea. ✓ Bank and footpath erosion at launch sites on rivers;overuse canoeists getting on at same place/sliding down bank in kayak. ✓ Varying the venues of participationwould help dilute the problems, e.g. there are ‘honey pot’ venues in all activities; a national improvement inaccess to rivers for kayaking could help with this, as people would have more choice; canoeists should beresponsible and launch their boats on the river rather than sliding down the bank. ✓

Rock climbing: NGBs = MLTE/BMC; venues: crags, sea cliffs, gorges. ✓ Abrasion of rock; dirty footwear cancause abrasion on rock (especially to softer rock types such as sandstone) as dirt/grit can rub and damage toplayer of rock; once the top layer of soil or rock has been damaged, the erosion process can be speeded upthough weathering. ✓ Varying the venues of participation would help dilute the problems, e.g. there are‘honey pot’ venues in all activities; climbers should clean footwear before climbing and look to vary the usageof crags and routes – centres should pay particular attention to this and avoid using the same crag and routesfor every session, as the impact from groups can be significant. ✓

Other environmental impacts: wildlife disturbance, pollution. ✓

Measures: try not to disturb wildlife, e.g. give birds a wide birth when kayaking, keep noise down, observe anynesting restrictions on crags or sea cliffs. ✓ Take all litter home, be careful not to pollute water source (e.g. goto toilet well away from water, etc.) and avoid any damage to flora and fauna (e.g. protect trees from frictionif putting ropes around them for climbing). ✓

Further considerations: Leave any gates on the way to the river or crag as you find them; follow signswhere possible and know the access situation; consider other people (local community, other river or crag usersetc., e.g. think about your parking at the venue, how and where you get changed, support the local economyetc.); if you have a dog with you at the crag (or in a canoe) keep it under close control. ✓

(max 14 marks, 7 per activity)

9. Planning permission, ✓ meets building regulation standards, ✓ is environmentally friendly and sympathetic,e.g. no pollution (e.g. fuel, chemicals) caused by facility and it’s proximity to the lake, ✓ fits visually with thesurrounding environment. ✓ (max 4 marks)

3.3 Techniques and skills for outdoor and adventure activities 1. Award 1 mark for each row completed correctly. (max 22 marks)

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O and AA Technique, moveor skill

Explanation

Orienteering running on a bearing A technique/skill using a compass and map to identify the directionfrom one feature to another when running between orienteeringmarkers. Very useful in poor visibility and often combined withpacing.

Orienteering pacing Knowing how many double paces are taken in 100 meters andcounting these when walking or running, to help aid navigation andtrack the distance covered.

Rock climbing crimp A technique where extra pressure is applied through the fingerends/pads when using small holds.

Rock climbing belaying The technique of controlling the rope (paying out/taking in/lockingoff) using a ‘belay device’.

Skiing parallel turn A fast/dynamic turn keeping the skis together and created bytransferring weight and using the edges of the skis.

Skiing snow plough A slow/controlled turn, where the skis are placed in a downwards Vposition and the weight is kept on the inside edges.

Snowboarding side slip Sliding along the fall line of a slope using the edges of thesnowboard to control the slide.

continued


2. Answers will depend on the activities chosen. Ensure that answers are correct and examples appropriate.Award 1 mark for each correct point made. (max 9 marks)

3. For example: Kayaking down a river with rapids involves: watching out for each other and providing safety coveron tricky sections of rapids, ✓ planning which line to take down the rapids and how/where to place the safetycover, ✓ giving each other encouragement/support in challenging conditions ✓ and rescuing each other ifsomething goes wrong. ✓ All of this can only be achieved with effective teamwork, clear communication, trustand the appropriate skills. ✓ Because this happens in an environment involving risk, ✓ the memories andresulting bonds are very strong. ✓ (max 6 marks)

4. Members of the public ✓ and other venue users, ✓ competitors. ✓ (max 2 marks)

5. See page 77 of the textbook. Award 1 mark for each method correctly explained. (max 7 marks)

6. See page 77 of the textbook. Award 1 mark for each correct pro and each correct con. (max 8 marks)

7. Answers will depend on the activities chosen. Ensure that explanations are correct, examples appropriate andthat decisions are backed up with good reasoning. Award 1 mark for each correct point made. (max 7 marks)

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Snowboarding tail grab air An advanced aerial manoeuvre in which the rider grabs the tail of thesnowboard.

Canoeing pry A stroke used to turn the canoe or move it sideways.

Canoeing J-stroke A forward steering/correction stroke.

Sailing tacking Turning the front of the boat through the wind.

Sailing gybing Turning the back of the boat through the wind.

Windsurfing carved gybe A technique where the windsurfer adjusts the rig and carves theboard to perform a downwind turn.

Windsurfing forward looping An advanced aerial manoeuvre where the board and person performa full loop before landing flat to continue the ride.

Mountain biking the manual Lifting the front wheel of the bike (manually) to clear an obstacle.

Mountain biking the track stand A technique that bikers use to stay balanced on their bikes byholding their weight equally on both feet and while moving onlyminimal distances.

Body boarding El Rollo A move performed when the body boarder hits the lip of the waveand uses its power to throw him/herself out with the lip in a perfectarc to complete a barrel-roll before landing on the wave face or in thewhite water.

Body boarding 360 spin A move performed on the wave face, as part of the ride, where theboard and person complete a full 360-degree spin.

Surfing top turn Turning the board at the top of the wave in order to drop back downthe face.

Surfing cut-back Turning back along the wave to where the ‘break’ or steepest/mostpowerful part of the wave is.

Caving (also used inclimbing)

abseiling A technique used to descend a section of rock that is too steep ortoo wet to climb down. The caver descends a rope using an abseildevice.

Caving (also used inclimbing)

chimneying Climbing a chimney-shaped rock feature using a technique wherethe caver’s back and palms are on one side of the chimney and feetare pressed on the opposite side. The caver then shimmies up thefeature.


3.4 Reviewing performance in outdoor and adventure activities1. C ✓ (max 1 mark)

2. Allow performer time for own internal feedback. ✓ Ensure performer is in as safe and as comfortableenvironment as possible for receiving the feedback; ✓ this may involve moving them). ✓ Make sure feedback is positive ✓ and constructive. ✓ (max 5 marks)

3. Identifying strengths ✓ and areas for improvement. ✓ (max 2 marks)

4. The participant, ✓ peers, ✓ supervisors, ✓ observers. ✓ (max 4 marks)

5. Against a performance ‘plan’ ✓ and governing body guidelines award criteria. ✓ (max 2 marks)

6. Help them put together development plans ✓ based on SMART targets ✓ and which look to identifydevelopment opportunities, e.g. specific training and courses. ✓ (max 3 marks)

7. Training: fitness (specifically endurance/aerobic); ✓ long-distance hill and mountain walking carrying rucksacks; ✓ ability to cover large distances at speed (sustained 5 kph) over two or three days, ✓ some basic technical winter mountaineering skills (crampons, axe and rope-work), ✓ map reading and navigation skills. ✓

Courses: winter skills courses, ✓ map and navigation courses (identified through outdoor centres, e.g. Glenmoore Lodge, Plas Y Brenin, Jagged Globe etc.). ✓ A course in the Alps leading up to Mont Blanc could be a possibility and help participants acclimatise a week before tackling the main target. ✓ Climbing Mont Blanc itself as part of a course or with a guide could be a sensible option. ✓

SMART targets ✓ and development plan ✓ should be built around the above. (max 3 marks)

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Unit 4 Anatomy and physiology for sport4.1 Structure and function of the skeletal system

1. See Figure 4.1 on page 86 of the textbook. Award 1 mark for each correct label. (max 21 mark)

2.

(max 5 marks)

3.

(max 9 marks)

4. Fixed joints allow no movement. ✓ This can be important for protection. ✓ An example of a fixed joint is theskull. ✓ (max 3 marks)

5. Slightly moveable joints allow some limited movement, ✓ e.g. the vertebrae in the spine ✓ (max 2 marks)

Function Description

1 Protection The skeleton provides protection for the internal organs: the rib cage protects theheart and lungs, the cranium protects the brain, and the spinal column protectsthe spinal cord. ✓

2 Movement Muscles attach to bone to create movement. The muscles contract and pull thebone in a direction. ✓

3 Support The skeleton provides a framework for the body. ✓

4 Blood production Bone marrow produces blood cells. ✓

5 Mineral storage Bones can store minerals such as calcium and phosphorus. ✓

Function Rugby Marathon Badminton

1 Protection: Rugby is acontact sport and playersneed a very strongskeletal system ✓

Movement: Long bonesprovide excellent leversfor movement. Tallerathletes have longerstride lengths and cancover the ground moreeffectively ✓

Movement: Taller playersare able to reach higherand smash at a greaterangle making it morelikely to win a point. Arm reach will also makeit easier to cover thecourt ✓

2 Movement: Long bonesprovide excellent leversfor movement. Tallplayers are more efficientat jumping in line-outs. ✓

Blood production: Thebodies ability to carryoxygen is improved withlarger numbers of redblood cells produced inbone marrow resulting inimproved performance ✓

Support: A rigidframework allows playersto control their balanceand produce skilledperformances ✓

3 Support: A rigidframework enablesplayers to break throughthe opposition line toscore ✓

Support: A rigidframework allows themuscles to contracteffectively allowing thelegs to move the bodyover long distances ✓

Blood production: Betteroxygen carrying capacityfrom red blood cellproduction increasesperformance andprevents players fromtiring ✓

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6.

(max 10 marks)

7.

(max 8 marks)

4.2 Structure and function of the muscular system1. See Figure 4.8 on page 92 of the textbook. Award 1 mark for each correctly labelled muscle. (max 19 marks)

2. Voluntary muscles are under conscious control and you can move them at will. ✓

Involuntary muscles contract and relax automatically, e.g. the muscles in the digestive system. ✓

Cardiac muscles are involuntary muscles in the wall of the heart. ✓ (max 3 marks)

3. Slow twitch muscle fibre is red because it has a good blood supply. It contracts slowly and is connected withaerobic exercise. ✓

Fast twitch muscle fibre is white and has a reduced blood supply. It contracts quickly and is associated withspeed or power events. ✓ (max 2 marks)

4. Award 1 mark for completion of practical task, 1 mark for providing a list of recorded scores, 1 mark foridentification of position in the class, 1 mark for calculating of rank, ✓ and 1 mark for rating of individual score. ✓ (max 5 marks)

5. Muscles always work in pairs or groups: when one muscle is contracting and shortening ✓ the other muscle is lengthening and gradually relaxing. ✓ For example, in a bicep curl the bicep contracts and shortens (agonist)and the tricep contracts and lengthens (antagonist) during the upward phase of the movement. ✓(max 3 marks)

6. A synergist is a muscle that can assist or help with a movement. ✓ (max 1 mark)

Type Example

1 Gliding joints ✓ hands and feet ✓

2 Hinge joints ✓ elbow and knee ✓

3 Pivot joints ✓ neck ✓

4 Ball and socket joints ✓ hip ✓

5 Condyloid joints ✓ wrist ✓

Activity Synovial joint 1 Movement Synovial joint 2 Movement

footballer heading a ball

knee Extension: the angleincreases as the legstraightens toenable a player to jump. ✓

neck Flexion: the neckangle decreases as a player heads theball with a forwardmotion of the head. ✓

footballer taking athrow-in

hips Flexion: the hips flexas the body movesforward to throwthe ball. ✓

shoulders Flexion: as the armsmove forwards theshoulders flex. ✓

footballer taking apenalty

hip Flexion: as the legdrives to kick theball the hips flex and the angledecreases. ✓

knee Extension: the kneeextends as the legkicks; the angleincreases at thejoint. ✓

goalkeeperthrowing a ball out

shoulder Flexion: the angleincreases as the ballis thrown. ✓

elbow Extension: theelbow extends asthe triceps contractto throw the ball. ✓

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7. The origin is the muscle attachment that is fixed to a bone and moves the least at a joint. ✓The insertion is the muscle attachment that moves the most at a joint and is at the opposite end to the origin. ✓ (max 2 marks)

8. Concentric – the muscle contracts and shortens ✓Eccentric – the muscle contracts and lengthens ✓Isometric – the muscle contracts and stays the same length ✓ (max 3 marks)

9. Concentric contractions can be seen in the bicep in the upward phase of a bicep curl. ✓

Eccentric contractions can be seen in the tricep in the downward phase of a bicep curl. (negative curl) ✓

Isometric contractions can be seen in the quadriceps during a wall squat, or in a rugby scrum where sides are equally matched. ✓ (max 3 marks)

4.3 Structure and function of the cardiovascular system1.

(max 3 marks)

2. See Figure 4.12 on page 96 of the textbook. Award 1 mark for each correct label. (max 11 marks)

3. The heart is a pump that helps to provide oxygen and remove carbon dioxide by pumping blood around the body. ✓ (max 1 mark)

4.

(max 8 marks)

5. Arteries have thick walls and carry blood away from the heart at high pressure. ✓ They are elastic and have no valves. ✓ (max 2 marks)

6. Veins are thinner than arteries. They contain valves and the walls are far less elastic. ✓They carry deoxygenated blood back to the heart. ✓ (max 2 marks)

7. Capillaries are microscopic vessels that link arteries with veins. They are very narrow. ✓ They allow carbondioxide, oxygen, nutrients and waste products to pass through their thin walls. ✓ (max 2 marks)

8. Transport, ✓ temperature control ✓ and protection ✓ (max 3 marks)

9. The body regulates temperature by controlling blood flow to the skin. When the body is too hot, capillariesdilate in the skin, increasing blood flow to this area. ✓ Heat warms the blood, the blood warms the skin andhelps evaporate sweat to reduce temperature. ✓When the body is cold, the capillaries vasoconstrict and blood flow to the skin is reduced, maintaining bodytemperature around the vital organs ✓ (max 3 marks)

1. Vena cava ✓

2. Right atrium ✓

3. Right ventricle ✓

4. Pulmonary artery ✓

5. Pulmonary vein ✓

6. Left atrium ✓

7. Left ventricle ✓

8. Aorta ✓

Description 1 Description 2

Red blood cells Contains the pigment calledhaemoglobin. ✓

Carries oxygen to where the bodyneeds it. ✓

White blood cells Defence against infection anddisease. ✓

Produces antibodies. ✓

Platelets Helps to seal the skin. ✓ Helps the blood to clot. ✓

Plasma A liquid mainly made up of water. ✓

Contains fibrinogen, protein. ✓

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4.4 Structure and function of the respiratory system1. See Figure 4.14 on page 100 of the textbook. Award 1 mark for each correct label. (max 10 marks)

2. Nasal passages – warm the air as it enters ✓

Mouth – air enters here; it is separated from the nostrils by the palate ✓

Epiglottis – a flap of tissue at the base of the tongue protecting the trachea ✓

Trachea – the windpipe, constructed of rings of cartilage ✓

Bronchus – the base of the trachea branching into two tubes ✓

Bronchioles – division of the bronchus into smaller tubes ✓

Alveoli – air sacs where gas exchange takes place ✓ (max 7 marks)

3. Intercostal muscles ✓

Diaphragm ✓ (max 2 marks)

4. Transfers oxygen to working muscles and tissues; ✓ removes carbon dioxide. ✓ (max 2 marks)

5. The intercostal muscles contract, lifting the ribs upwards and outwards. ✓ (max 1 mark)

6. The diaphragm becomes flatter and moves downwards. ✓ (max 1 mark)

7. Pressure reduces. ✓ (max 1 mark)

8. Air moves into the lungs. ✓ (max 1 mark)

9. The diaphragm relaxes. ✓ The intercostal muscles relax. ✓ (max 2 marks)

10. Gaseous exchange is the process of exchanging carbon dioxide for oxygen. ✓ (max 1 mark)

11. The intercosatal muscles contract and lift the ribs upwards and outwards. ✓

The diaphragm becomes flatter and moves downwards. ✓

Both of these actions reduce pressure, causing gas to move into the lungs. ✓

Oxygen passes from the alveoli into the haemoglobin of the blood. ✓

The heart pumps the blood containing oxygen to working muscles. ✓

The oxygen passes into the muscle and carbon dioxide passes out of the muscle and into the haemoglobin. ✓

The heart pumps blood to the lungs. ✓

Carbon dioxide passes into the alveoli and is then exhaled. ✓ (max 8 marks)

12. Example provided for a 15-year-old male, height 175 cm, but award marks for correct information for eachindividual:

a) Peak flow score: 540 litres ✓ Rating: Above average ✓

b) The results indicate that the individual has above average peak flow scores. This indicates that he has aboveaverage lung capacity and that his respiratory system has an advantage in transferring oxygen to theworking muscles. ✓

c) Organise and run the multi-stage fitness test. ✓

MSF test level: 7/1 ✓ Vo2 max: 37.1 ✓ Rating: fair ✓

d) Compare your results with those of other people in your class and see how you did. ✓ In the example, theresults indicate that the athlete struggles with aerobic fitness. ✓ When peak flow is also taken into accountthe problems would seem to be related to transfer of oxygen to the muscles from the cardiovascularsystem. ✓ (max 10 marks)

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Unit 5 Injury in sport5.1 Types of injuries and illness associated with

sports participation1. Extrinsic ✓ Intrinsic ✓ (max 2 marks)

2. Extrinsic risks – those that occur outside of the body, often from other players, different surfaces, or equipment.

Internal risk factors – those that relate to problems within the body, e.g. previous injury or previous medicalcondition, postural problem, or muscle imbalance. ✓ (Both reasons must be given for a mark to be awarded.)(max 1 mark)

3. The load can be too great (e.g. when someone chooses to lift too much weight). The load causes an injury asmuscles rupture because they can’t cope with the force. ✓

Repeatedly lifting with poor posture or poor technique will lead to overuse injuries as the pressure, particularlyon the lower back, can lead to problems with spinal discs. ✓

Insufficient recovery time and too much of one specific training exercise can gradually lead to repetitive straininjuries. The muscle gradually tears and bones gradually crack. Tendons swell and joints can wear down anddislocate. ✓ (max 3 marks)

4. Body alignment problems indicate that some muscles are stretched and tight, causing pain. The opposingmuscles may shrink, causing reduced flexibility and increased injury risk. (Signs of this are one shoulder lowerthan the other, slouched stance, or hunched shoulders.) ✓ (max 1 mark)

5. Any appropriate pre-exercise questionnaire can be used. It should contain sections identifying coronary heartdisease risk, joint problems, previous injuries and any additional problems associated with exercise. ✓(max 1 mark)

6. Marks for coronary heart disease risks, ✓ joint problems, ✓ previous injury, ✓ additional problems associatedwith exercise. ✓ (max 4 marks)

7. Intrinsic risk factors include muscle imbalance, previous injuries, previous medical problems, and fitness levels.

Muscle imbalance – there should always be an appropriate strength ratio between muscle groups. Thehamstring must be able to cope with the contractions of the quadriceps. If it cannot it will rupture. This oftenhappens when an athlete sprints. ✓

Previous injuries leave scar tissue and potential weak areas. The healed injury site can often suffer anotherinjury when put under pressure, as it cannot cope with additional force. ✓

Previous medical problem, e.g. asthma, diabetes, heart disease, risk of strokes and heart attacks should bescreened for. In the case of asthma, if an athlete is put under pressure they could suffer an attack as theirrespiratory system is already under stress before exercise. ✓

Fitness level – if an athlete is not strong enough to withstand the demands of the sport they are likely tosuffer an injury. ✓ (max 4 marks)

8. Weather – rain can make the ground slippery. This may result in a higher risk of collisions and impact injurieslike bruising. Dry weather makes the ground hard and increases the risk of fractures. ✓

Playing surface – grass produces the fewest injuries, but different sports require different lengths or grass.Artificial surfaces can cause friction burns and an increase in ankle sprains. ✓

Other players – contact sports can produce fractures and impact injuries. It is vital that referees control gamesto reduce the risk of contact problems from overly aggressive players. ✓

Equipment – poorly maintained equipment, e.g. sharp boot studs, can cause injuries. The coach and/or refereeshould check equipment before a game and ensure that players wear the appropriate safety equipment for thesport (e.g. shin pads for football, box for cricket, gum shield for boxing/rugby) ✓ (max 4 marks)

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9. Any four external factors associated with the above. Award 1 mark for each factor (max 4 marks)

10. Award 1 mark for each factor. (max 4 marks)

11. Award 1 mark for each reason. Any two reasons that match the rank order. (max 2 marks)

5.2 Dealing with injuries and illnesses1. Award 1 mark for any correct answers, for example:

(max 8 marks)

2. Award 1 mark for each injury area.

(max 9 marks)

3. Tennis elbow is an inflammation of the tendon. Tiny tears from repetitive practices cause inflammation,swelling and pain. ✓ (max 1 mark)

4. Insufficient rest gradually decreases the strength of a tendon or bone. ✓ (max 1 mark)

5. The bone may be positioned at an odd angle. There will be swelling, pain at the point of the injury and aninability to bear weight. ✓ (max 1 mark)

Type of injury Sport Typical area affected

1. Muscular strain Football Hamstrings

2. Concussion Boxing/Rugby Brain ✓

3. Fracture Rugby Arms, ribs, shoulders, fingers ✓

4. Tendonitis Tennis Tendon of the elbow ✓

5. Spinal injuries Rugby/skiing/mountain biking Spinal cord ✓

6. Blisters Long-distance running Skin of the feet ✓

7. Sprain Football Ankle ligaments ✓

8. Stress fractures Long-distance running Tibia and fibula ✓

9. Dislocations Rugby Shoulder ✓

1. Muscular strain Hamstrings torn though overuse. ✓

2. Concussion Brain from collisions with other players. ✓

3. Fracture Clavicle from collision with another player. ✓

4. Tendonitis Achilles tendon may become swollen from someone standing on theback of the heal. It is then difficult for players to rest enough for it to recover. ✓

5. Spinal injuries Spinal cord can tear during collapsed scrums, particularly for props andhookers. ✓

6. Blisters Skin of the feet can blister towards to end of a game, particularly ifboots do not fit correctly or if socks are creased and rub. ✓

7. Sprain Ankle ligaments tear from side-stepping. If the ankle is planted butmovement continues the ankle rolls and ligaments tear or snap. ✓

8. Stress fractures Tibia and fibula may gradually break if inappropriate training is used.Hard ground, tarmac and concrete produce the greatest risks. ✓

9. Dislocations Shoulders are likely to suffer injuries from impact from differentdirections, or from players pulling each other’s arms physically out oftheir sockets. ✓

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6. Tackles, in particular sliding tackles or two-footed tackles, are the most likely to produce fractures. The player’sforce is greater than the force of the bone. The bone bends and then breaks. ✓ (max 1 mark)

7. A sprain affects the ligaments and a strain affects the muscles. ✓ (max 1 mark)

8. The symptoms are swelling on the site of the damaged ligaments, pain, a loss of function and an inability tobear weight. ✓ (max 1 mark)

9. The ankle is planted as a player tries to change direction, but the athlete continues to move and the ankle rolls,stretching the ligaments until they tear or snap. ✓ (max 1 mark)

10. The symptoms are unconsciousness, relaxed limbs with a very weak and irregular pulse, slow, shallowbreathing, large (dilated) pupils and sometimes bleeding from the ears. ✓ (max 1 mark)

11. A player’s head sometimes comes into contact with the knee or head of another player when they are tackled.This impact shakes the brain and produces shock, sometimes leaving the person unconscious. ✓(max 1 mark)

12. Asthma is a chronic (long-term) lung disease that inflames and narrows the airways. The airways become veryswollen and sensitive and tend to react strongly to certain substances in the air, such as pollen. The sufferer willneed to use an inhaler, which allows a controlled dose of a drug to go straight to the affected airways. ✓

Heart attack occurs when part of the heart muscle dies because it has been starved of oxygen. This is usuallycaused by a blood clot forming in one of the arteries, which breaks off during exercise and then blocks part ofthe blood flow in the heart. ✓ (max 2 marks)

13. Asthma – the additional stress from exercise and heavy breathing can further inflame the airways to the lungs,which restricts breathing. ✓

Heart attack – the additional stress during exercise may cause someone with poor arteries to throw off ablood clot. The blood clot will have formed previously and the additional blood pressure may dislodge it. Theclot will then travel to the heart and, depending on the clots size, block part of the heart. ✓ (max 2 marks)

14. Protect the casualty from further injury. ✓

Send for qualified help. ✓

Comfort and reassure the casualty. ✓

Fill in the appropriate reporting record. ✓ (max 4 marks)

15. Award 1 mark for the appropriate procedure. ✓ (max 1 mark)

16.

(max 6 marks)

17. Minor Injuries are those for which there are no ongoing symptoms and no ongoing treatment is required. ✓

Major Injuries are those that require significant treatment. They also may be life threatening and requireongoing treatment. ✓ (max 2 marks)

18. A minor illness only lasts for a limited time, and does not stop a person from carrying on their normalfunctions for more than a short period of time. ✓

A major illness is one that requires significant treatment. It also may be life threatening. ✓ (max 2 marks)

Group Problem 1 Problem 2

Adults Realise their problem and becomedistressed. ✓

Larger and more difficult to move. ✓

Children More likely to panic and cry. ✓ May not be able to talk and tellyou what the problem is. ✓

People with particular needs The casualty may have a physicaldisability. ✓

The casualty may have a learningdisability. ✓

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19. Scenario 1

Stop the game and ensure that the player is protected from other players and the ball. ✓

Send one of the players to his teacher to ask for assistance. ✓

Reassure the injured player. ✓

Complete any necessary paper work to record the incident. ✓ (max 4 marks)

20. Scenario 2

It is very likely that the player has a fracture.

She should stop the game immediately to protect the player. ✓

Send for qualified help and the help of her teacher. ✓

Reassure the casualty and keep other players calm if necessary. ✓

Complete records of the incident ✓ (max 4 marks)

21. Scenario 3

It is likely that the athlete has ruptured or partially torn their hamstring.

The event is very quick. It is likely that she will have completed her timing before realising that an athlete isinjured. The runners may complete the next 70 m in about 10 seconds and the runners will be well past theinjured person who is in no danger.

Jasmina will need to send for assistance, ✓ delay the next group if there is a rotation system ✓ and reassurethe athlete. ✓ She should encourage the athlete to stay still until assistance arrives. ✓ (max 4 marks)

22. Scenario 2 ✓

Scenario 1 ✓

Scenario 3 ✓ (max 3 marks)

5.3 Risks and hazards associated with sports participation1. a) Inappropriate warm-up or cool-down ✓

b) Physique ✓

c) Alcohol ✓

d) Technique ✓

e) Skill ✓

f) Physical fitness ✓

g) Over training ✓

h) Behaviour of other players ✓

i) Jewellery ✓

j) Food ✓ (max 10 marks)

2. Award 1 mark for any appropriate description and 1 mark for any appropriate justification. (max 4 marks)

3. a) Equipment set-up: trampolines may not have the legs correctly locked in and may collapse, causing crushinjuries. ✓ (Could be any equipment issue.)

b) The playing area may be too small for the activity, causing collisions and injuries. ✓ (max 2 marks)

4. Cold weather can cause a pitch to freeze. The pitch will be so hard it will be like playing on concrete and willincrease the risk of fractures. ✓

Rain can make surfaces very slippery, resulting in a greater number of collisions from sliding. In rugby, playerscould literally drown on a waterlogged pitch. ✓

Hot weather can cause players to dehydrate and collapse. They can also suffer from sunstroke. ✓(max 2 marks)

5. Award 1 mark for each rule, regulation and piece of legislation. (max 12 marks)

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5.4 Undertake a risk assessment relevant to sport1. To identify and plan for potential hazards, to minimise the risk of injury. ✓ (max 1 mark)

2. Example is given for netball, but any sport could be used.

Check the playing area is set up in accordance with the manufacturers guidelines. The area includes the set upof posts and nets. ✓

Warm-up ✓

Ensure there is sufficient space for practices. ✓

Control the game and enforce the rules especially about contact. ✓ (max 4 marks)

3. Award 1 mark for each appropriate risk assessment. (max 3 marks)

4. Any appropriate design can be used that covers 8 aspects. (max 8 marks)

5. Award marks for correctly completed form, 1 mark for each aspect. (max 8 marks)

6. A contingency plan is an alternative plan for wet weather, or a fallback plan for equipment failure where youhave to resort to modifying the game or changing the practice. ✓ (max 1 mark)

7. Award 1 mark for each appropriate contingency suggestion. (max 6 marks)

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