J58701 Physical Factors Affecting Performance June 2023 (1) (1)

Mark Scheme
Question Answer/Indicative content Marks Guidance
1 One mark for: 1 Do not accept: tests of other components

(AO1) of fitness, e.g. press-up test / sit-up test /
1 rep max OR 1RM OR grip (strength) standing jump / vertical jump
dynamometer Do not accept: ‘grip test’ on its own = TV
Do not accept: ‘weightlifting’ = TV
Accept: hand grip test = BOD

Accept: ‘dynamometer’ on its own = BOD
Accept: grip dynometer (or other similar
misspellings) as BOD
Examiner’s Comments
Many responses correctly identified a

suitable test for strength. Some responses
named tests for other components of
fitness which were not required and were
not given the mark.
Total 1
2 i One mark for: 1 Do not accept: straight or versions of this

(AO1) word = TV
(Left knee) extension Do not accept: extension and flexion
Accept: flexion to extension = ✓

Accept: extend / extended
© OCR 2024. You may photocopy this page. 1 of 29 Created in ExamBuilder

Mark Scheme
ii One mark for: 1 N.B. The word ‘class’ is not required as it is

(AO2) in the question.
Third / 3 (class lever)
Candidates who understood the structure

of the knee joint applied this knowledge to
identify that the lever system at the knee
during extension is a third-class lever.
Assessment for learning
Centres are reminded that the specification

says:
‘In many areas of this specification, it is

expected that practical examples from
physical activities and sports will be used
to show how theoretical concepts can be
applied’.
Centres are encouraged to develop

understanding through analysis of joint
movements in sport. Students should be
taught to independently analyse sporting
movements and apply their knowledge and
understanding of anatomy and physiology
to a wide range of scenarios.
Total 2

Mark Scheme
3 a One mark for: 1 Do not accept: calm = TV

(AO1)
Low / moderate / medium (intensity) Accept: equivalent terms, e.g. light / slow /
steady = ✓
b Two marks for two of: 2 Mark first two responses only (see Point 5
(AO2) in Marking Instructions – Short Answer
Questions)
1. Helps the body’s transition back to a If 2 correct benefits given under 1 on
resting state OR speeds up recovery scaffold credit both.
2. Gradually lowers heart rate OR If a wrong answer is given under 1 but 2
maintains elevated heart rate correct benefits are given under 2, one
3. Gradually reduces blood pressure mark only
4. Maintains circulation of blood / oxygen Do not accept: Lowers heart rate or
5. Gradually reduces breathing rate OR breathing rate or body temperature without
maintains elevated breathing rate ‘gradually’ or equiv = TV.
6. Gradually reduces body / muscle Do not accept: prevents / reduces build-up
temperature OR maintains elevated of lactic acid = TV
body / muscle temperature Do not accept: removes lactic acid = TV
7. Speeds up removal of waste products / (must say speeds up / helps or equiv.)
lactic acid Do not accept: reduce muscle fatigue = TV
8. Reduces the risk of muscle soreness / Do not accept: Gets oxygen into body = TV
aching muscles / DOMS / stiffness Do not accept: Reduces oxygen debt = TV
9. Reduces the risk of blood pooling Do not accept: reduced risk of injury = TV
10.Reduces the risk of damage to joints N.B. For pt. 8–11 use BOD for prevent /
11.Reduces the risk of fainting / stop, e.g. prevent blood pooling = BOD
lightheadedness / nausea
The most successful responses gave two

correct benefits of cooling down after a
basketball game. Less successful
responses stated processes that happen
after exercise naturally, without the help of
cooling down. Some candidates
misunderstood the question and named
the two components of a cool down.
Misconception
Many responses did not address the

benefits of cooling down. These are listed
in the specification content. Instead,
candidates often described changes that
happen after exercise. Candidates are
reminded that the benefits of cooling down
must help the processes that occur

Mark Scheme
naturally without a cool down. For

example, lactic acid will be removed
without a cool down, but the process will
take longer. Therefore, the benefit of
cooling down is to speed up lactic acid
removal.
Candidates are also reminded that if two

responses are asked for, a third response
will not be considered.
Exemplar 1
The question paper is scaffolded to

indicate where each of the two responses
should be written. The first answer is too
vague because it does not say that cooling
down helps or speeds up the removal of
lactic acid. The place in the scaffold for the
second response has a response that
correctly describes two benefits of cooling
down, namely gradually lowering heart and
breathing rate. So, three answers have
been offered by the candidate. Only the
first two answers can be considered
because the question specifically asks for
two benefits. The first response has
already been marked as too vague.
Therefore, ‘gradually lowers heart rate’ is
credited and ‘gradually lowers breathing
rate’ must be ignored.
Total 3

Mark Scheme
4 i One mark for: 1 Accept: phonetic spellings

(AO1)
Alveoli Accept: alveolus = ✓
ii One mark for: 1 Do not accept: ‘out / outwards’ on its own =

(AO1) TV (answers must say where O2 goes to)
(Oxygen diffuses) into capillaries / blood / Do not accept: oxygen goes to the heart =
red blood cells / haemoglobin TV
iii One mark sub-max for feature: 2 N.B. Mark 1st feature described only. If
One mark sub-max for function: (AO1) more than one feature is described, only
mark the function of the first feature.
Function cannot be credited unless feature
Feature Function is marked as correct.
If feature is correctly identified in function it
1.Thin walls / one- 2.Small distance for
may be credited as long as a different
cell thick / semi- oxygen / carbon
answer for feature has not already been
permeable dioxide / gases to
marked
pass through
faster OR more
Do not accept: features of capillaries =
efficient / faster
IRRL
gaseous
Do not accept: ‘thin’ on its own = TV
exchange /
Do not accept: surrounded by a capillary =
diffusion
TV
3.Surrounded by 4.To provide blood
capillaries for gaseous Accept: ‘membrane’ = BOD 1
exchange / Accept: allows for diffusion / gas exchange
diffusion = BOD 2 or 8 but TV for 4 and 6
5.Large surface 6.more gases / Accept: ‘more blood at the alveoli’ = BOD 4
area OR large oxygen / CO2 can
number of alveoli pass through OR Examiner’s Comments
more efficient
gaseous Most responses correctly named A as
exchange / alveoli or an alveolus. Incorrect answers
diffusion for A included bronchioles and capillaries.
Candidates who did not gain a mark for
7.Walls of alveoli 8.Gases dissolve to
naming A correctly could still answer
are moist pass through OR
Question 4(a)(ii) correctly. For Question
more efficient
4(a)(iii) credit was given for a feature and a
gaseous
correct function of the named feature of the
exchange /
alveoli, even if alveoli were not named in
diffusion
Question 4(a)(i). Responses that did not
9.Walls of alveoli 10. Allows the walls describe a feature of alveoli could not be
contain elastic to increase given a mark for the function as this had to
fibres surface area be linked to the feature.
slightly during
inspiration A few candidates did not attempt to answer
Question 4(a)(iii).

Mark Scheme
Students should be taught that the alveoli

are where gas exchange takes place.
Furthermore, the specification content
states that students should understand
about alveoli as the site of gas exchange.
This means that they need to understand
how the structure of alveoli helps gas
exchange to occur. For example, gas
exchange will happen to some extent with
only a few alveoli present. The existence of
millions of alveoli creating a large surface
area means that much more diffusion takes
place.
Total 4

Mark Scheme
5 Two marks for two of: 2 Do not accept: Warming up (in question) or
(AO2) reference to warm up components = REP
or cooling down (question states before the
1. (Wearing / using) personal protective activity) = X
equipment / PPE OR e.g. knee / elbow Do not accept: hydration / sleep = TV
pads / ankle supports / gumshield Do not accept: fair play / sportsmanship /
2. (Wearing / using) correct clothing / play by rules = TV (not before a game)
suitable / supportive footwear OR e.g. Do not accept: unused equipment not put
volleyball shoes with grip / to absorb away = TV
impact of landings Do not accept: protective footwear = TV
3. Having an appropriate level of Do not accept: use correct techniques =
competition OR e.g. players or teams of TV (not before a game)
similar standard
4. Lifting / carrying / using equipment Accept: Knee / medical tape = BOD 1
safely OR e.g. 2 people to carry posts / Accept: Examples on their own, e.g. knee
ball trolleys pads = ✓ 1
5. Completing risk assessments or safety Accept: correct equipment = BOD 1
checks OR e.g. check court / floor is Accept: equipment set up properly = BOD
not wet / slippery / no jewellery / hair 5
tied back
This question requires knowledge of

measures to minimise the risk of injury to
be applied to the specific example of a
game of volleyball. Answers were accepted
if they referred to the surface/pitch or floor
rather than the court. However, a general
statement about equipment not put away
did not show any application to the game
of volleyball and did not gain credit as a
result. Answers could be general, for
example, wear personal protective
equipment, or specific, e.g., wear knee
pads. This was to make sure that
candidates with limited knowledge of
volleyball could still access all the marks in
the mark scheme.
Misconception
Some candidates did not read the question

carefully enough. This question asks for
measures that can be done before a game,
other than a warm up. Some responses
gave two components of a warm up.
Others described playing with correct

Mark Scheme
technique, which can only occur during a

game. Some stated that a cool down would
help. Candidates are reminded to read
questions carefully. Many more successful
responses circle or underline key words in
the question to help understand and make
sure answers are relevant.
Total 1
6 i One mark for: 1

(AO1)
De-oxygenated
ii One mark for one of: 1 Do not accept: Has valves = X

(AO1) Do not accept: ‘lumen’ on its own = TV
Do not accept: thick lumen = TV
1. Thin walls Do not accept: Carries (deoxygenated)
2. Large diameter OR wide / large lumen blood (in question 6ai) or carries blood
3. Does not have valves under low pressure (not a structure)
Do not accept: large surface area = TV
Many candidates identified that the vena

cava is a vein. However, unlike most veins
it does not contain pocket valves to
prevent backflow. This question does not
ask for one named structure so candidates
who described more than one structure
were given credit for a correct response
even if other answers were wrong. Some
candidates described the function of the
vena cava and did not gain credit for this
as it did not answer the question. A small
number of candidates did not attempt this
question.
Total 2
7 One mark for: 1

(AO1)
C Vasoconstriction
Total 1

Mark Scheme
8 One mark for: 1 Do not accept: contains synovial fluid /

(AO1) cartilage = TV
(Freely) moveable joint OR a joint that Do not accept: definitions of a joint, e.g.
allows movement where 2 bones meet
Do not accept: ‘movement at a joint’ = TV
More successful responses identified that

synovial joints are freely moveable joints.
Less successful responses showed a lack
of knowledge or a misreading of the
question and described a joint as a place
where two or more bones meet. Some
responses named features of a synovial
joint. These features alone do not define
what is meant by a synovial joint.
Total 1
9 One mark for: 1 Accept: lactate

(AO1)
Lactic acid
Total 1
10 Two marks for: 2

(AO3)
1. The frontal plane runs vertically and

divides the body into front and back
sections.
2. A star jump is a practical example of a
movement taking place in this plane.
Total 2
11 One mark for: 1 Accept: Trapezius / trapezium = BOD

(AO1)
Deltoid
Total 1

Mark Scheme
12 a One mark for one of: 1 Mark 1st response only

(AO2) N.B. The question says on the surface of
1. Slippery / wet surface / water / ice / the cricket pitch, not the cricket ground.
frozen Do not accept: the effects of a hazard, e.g.
2. Litter / glass / stones / faeces / stumps / Astro burn
wickets / bails / ball / bags / equipment Do not accept: answers that are not found
3. Uneven / damaged surface / holes / on the surface of an artificial pitch or are
bare patches found off the pitch.
4. Hard surface Do not accept: short run-off (or equivalent)
5. Sightscreen / boundary rope / boundary = TV
flags Do not accept: footwear / spikes = TV
Do not accept: sharp objects = TV
Accept: tree (as a few pitches have a tree

on pitch)
Both parts (a) and (b) of this question were

generally well answered. A wide range of
possible hazards were credited. There
were more correct answers for a grass
cricket pitch than an artificial cricket pitch.
Very few responses gave the same hazard
for both surfaces.

Mark Scheme
b One mark for one of: 1 Mark 1st response only

(AO2) Do not accept: Same response for 12 a
1. Slippery / wet surface / water / muddy / (questions states different hazards) but
ice / frozen answers can be from the same marking
2. Litter / glass / stones / faeces / stumps / point
wickets / bails / ball / bags / equipment Do not accept: ‘grass’ on its own (in
3. Uneven / damaged surface / holes / question) = REP
bowlers footmarks Do not accept: Hay fever / pollen = TV (not
4. Hard surface on surface)
5. Sightscreen / boundary rope / boundary Do not accept: short run-off (or equivalent)
flags = TV
Do not accept: footwear / spikes = TV
Do not accept: sharp objects = TV
Accept: overgrown grass / clumps of grass

/ mole hills = ✓ pt. 3
Accept: tree (as a few pitches have a tree
on pitch)
Both parts (a) and (b) of this question were

generally well answered. A wide range of
possible hazards were credited. There
were more correct answers for a grass
cricket pitch than an artificial cricket pitch.
Very few responses gave the same hazard
for both surfaces.
Total 2
13 One mark for: 1 N.B. Drowning is a risk, not hazard

(AO1)
False Examiner’s Comments
The responses to this question were

almost equally split. Students are reminded
that hazards tend to be objects or people,
in this case the water. Hazards are not the
outcome, such as drowning, which is a risk
when the hazard is present.
Total 1

Mark Scheme
14 One mark for: 1 Do not accept: Healthy bones (in question)

(AO1) use REP
Increased bone density OR stronger bones Do not accept: reduced risk of arthritis
OR reduced risk of osteoporosis OR bones (question is about bones, not joints) = TV
stay strong OR improve bone marrow OR Do not accept: Increased mineral storage =
increase blood cell production TV
Accept: (opposites, e.g.) stops bones

becoming weak / brittle = BOD
Total 2
15 One mark for: 1 Accept: references to range of movement

(AO1) or allows movement = BOD
They are flexible / elastic OR they can
stretch Examiner’s Comments
More successful responses explained that

pliability refers to the amount of elasticity or
flexibility in these tissues. Responses
which stated that pliability allowed
movement were also given the mark. Less
successful responses tended to link
pliability to strength or stated a function of
one or both connective tissues. Some
candidates did not attempt this question.
Total 1
16 One mark for: 1

(AO1)
D Tibia
Total 1

Mark Scheme
17 One mark for: 1 Mark 1st response only

(AO3) Do not accept: somersault (in question) or
(Examples include but are not limited to:) front flip or back flip Use REP
sprinting / running / forward roll / biceps Do not accept: sports skills that have
curl / kicking a football / heading a football / movements in other planes as well, e.g.
football throw-in / cycling / sit up / burpees / tennis serve / cricket bowling / diving /
squats / deadlift / tumble turn / chest pass throwing a ball / flat spin are all TV
Do not accept: balances, e.g. handstand
Do not accept: passing / shooting /
throwing on its own = TV
Accept: sports skills where the only

movements are flexion / extension at joints
A wide range of sports skills were named

and those that only move through the
sagittal plane were credited. In many
sporting situations a front somersault is
referred to as a front flip and a back flip is
equivalent to a back somersault, so these
responses were not credited. Candidates
are reminded that they need to produce
correct sporting examples that do not
include movements in other planes.
Complex examples such as a tennis serve,
bowling in cricket or throwing a ball should
not be used for this reason.
Total 1
18 One mark for: 1

(AO3)
Longitudinal
Total 1

Mark Scheme
19 One mark for (practical example applied to 1 Do not accept: Response with no practical
training for a sprinter): (AO2) example, e.g. no reference to sprints /
weights / reps or equivalent
Increase the number of sprints OR Do not accept: Responses to other sports /
increase the number of reps / sets activities even if correct e.g. a body builder
OR increase the weight / resistance / increases the amount of weight they lift =
distance / speed run TV (question is for a sprinter)
OR decrease recovery time between Do not accept: make exercises harder =
sprints / reps / sets TV
Do not accept: use overload = TV
Do not accept: Increase frequency / time /
duration (different components of FITT) =
TV
Do not accept: sprint for longer = TV
(duration)
Do not accept: change in terrain = TV
(must show an increase in intensity)
Accept: increase gradient or greater

resistance from the ground, e.g. run in
water / on sand.
Accept: sprint for a faster time = BOD
The best responses showed a clear

increase in intensity, often using actual
examples to support their answers.
Sprinters do a variety of training so
answers showing an increase in weight
training, for example, were given the mark.
Some responses showed examples of
overload but did not specify an increase in
overload and were therefore too vague to
be given the mark. Other responses
implied an increase in duration which is the
time element, not the intensity part of FITT,
and did not gain credit. Candidates who
misread the question and stated how a
different sports performer, such as a
footballer, could increase intensity, were
unable to gain the mark.
Candidates are encouraged to practice

applying knowledge in a range of

Mark Scheme
situations. This is particularly relevant to

the FITT principles of training and the
principles of training. Answers should
differentiate between increasing each of
frequency, intensity and time for a range of
popular sports. Candidates should also
prepare to make comparisons and show
differences between the training
programmes of two different sports
performers, and between performers of
varying ability and fitness.
Total 1
20 One mark for: 1

(AO1)
B
Total 1

Mark Scheme
21 a i One mark for: 1

(AO3)
2 OR Finley AND Li
ii One mark for: 1

(AO3)
Zayn
iii One mark for: 1

(AO3)
Finley
iv One mark for: 1 Do not accept: multi-stage fitness test or

(AO1) bleep / beep test. Use REP
Cooper 12-minute run / walk (test) Do not accept: Running round a track = TV
Accept: ‘Cooper test’ ‘Cooper run’ and
‘12-minute run’ as BODs
Accept: Cooper 10-minute run (or other
time) = BOD
Accept: other suitable tests of stamina.
Question 21(a) was well answered by most

candidates who showed an ability to
analyse and interpret data from a table of
results. A few candidates misread
Question 21(a)(i) and included a third
person who had an average rating before
pre-season training. Some candidates did
not go back and review the question when
answering Question 21(a)(iv). This asked
for another suitable test to measure
stamina. Therefore, the multi-stage fitness
test could not be given as an answer.
Centres are reminded that they should call

the multi-stage fitness test by its correct full
name so students are aware that this is its
proper name, as terms such as the bleep
test or beep test will not be accepted in an
exam. This is because there are different
bleep tests that measure a different
component of fitness. For example, the
abdominal curl conditioning test is also a
bleep test that measures muscular
endurance.

Mark Scheme
b Two marks for two of: 2 Do not accept: ‘different playing positions’
(AO3) = TV
Do not accept: different starting points /
1. Lack of effort / motivation / drive OR obese = TV
trained at lower intensity OR trained Do not accept: stamina may be close to
less OR didn’t train OR poor attitude / their best = TV
poor work ethic Accept: opposite arguments for pt. 1, e.g.
2. (Unable to train) due to injury / illness / some put in more effort or ‘different
other commitments amounts of effort’ = ✓ 1
3. Fitter players may make less Accept: ‘injury’ on its own = BOD 2
improvement OR some players already Two marks for: e.g. ‘trained less hard due
have high (fitness) levels to injury’ or ‘didn’t train due to injury’ = ✓ ✓
4. Lack of (SMART) goals OR chose to 1 and 2
focus on a different fitness component,
e.g. strength Examiner’s Comments
5. Errors made in data collection /
recording of results The most common responses suggested
that some made less improvement than
others because they did not train as hard,
and that they could not train because of an
injury. Some responses gave opposite
arguments, for example, some put in more
effort than others. This was acceptable as
an alternative for lack of effort. Some
candidates missed out on a second mark
because they offered the same reason in
two opposite ways.
Candidates are strongly recommended to

plan their answers before committing to
paper. For this question, only the first two
different reasons can be credited. Some
candidates offered a third valid reason that
could not be credited because two other
answers had already been written.

Mark Scheme
c Four marks for: 4 N.B. descriptions of training principles do

(2xAO1) not have to be applied to swimming, but
1. (Specificity) training should be relevant / (2xAO2) the examples must be.
suited / appropriate / targeted to (one of:) N.B. mark can be given for example if the
performer’s sport / performer’s needs / description of the principle is not credited
energy system used / muscle groups used Where there is repetition of the name of
/ area of the body / fitness component / each principle, e.g. training must be
stroke specific to the sport or training must
progress in difficulty, put REP
2. (example) targeting the main muscle above the word. The answer may still be
groups in arms to improve front crawl OR credited if correct, e.g. ‘Meeting specific
training in the swimming pool OR focusing (REP) demands of the sport’ = ✓ 1
on front crawl because that is your event / Do not accept: gradually increase level =
race TV
Do not accept: ‘do front crawl’ on its own =
3. (Progression) training should become TV. For pt 2 answer must have some
gradually / slowly more demanding OR a explanation to show why you might do
gradual / slow increase in intensity front crawl.
Do not accept: examples of specificity that
4. (example) Doing more repetitions of say what you don’t do, e.g. ‘don’t do
lengths in the pool OR increase number of backstroke if you are a front crawl
(swimming) sessions per week swimmer’ = TV
Accept: target the area you want to

improve = BOD 1
Accept: focus on breaststroke leg kick =
BOD 2
Accept: Long / short distance swimmer
doing long / short distance training = BOD
2
Accept: swim for longer = BOD 4
The most successful responses gave clear

descriptions for each principle of training,
and offered a detailed practical example
that was applied to swimming. Many
responses repeated the words ‘specific’
and ‘progressive’ without developing an
answer that described each principle
clearly. Some practical examples were
applied to other sports and were not
relevant to swimming.
Some candidates linked the terms to goal

setting and did not make them relevant to
training.

Mark Scheme
Exemplar 2
In Exemplar 2, the description of specificity

is not accurate enough because it uses the
word ‘specific’ without replacing it or
supporting it with an alternative synonym
such as ‘relevant’ or ‘meets the demands’.
The description of progression is correct.
Both examples are excellent ways of
applying the principles of training to
swimming.
Total 10

Mark Scheme
22 a Four marks for: 4 N.B. If points are plotted correctly ignore

(AO3) any lines that may be drawn incorrectly.
1. 85 bpm at 10 minutes
4. 80 bpm at 45 minutes OR 15 minutes
after 3rd point plotted and at 80 bpm
Annotations must be close to each plotted

point.
Do not credit / annotate plotted point at 70
bpm.
Most candidates showed an ability to plot

points accurately on a graph. Candidates
who made an error plotting the third point
were able to gain credit for the fourth point
if it was plotted 15 minutes after the third
point and at 80 beats per minute.

Mark Scheme
b i Three marks for three of: 3 N.B. short-term effects must be to

(AO2) cardiovascular system so blood is a key
1. Increase in stroke volume OR more word in pts. 5-7.
blood pumped out of the heart per beat Use IRRL for references to other systems
2. Increase in cardiac output OR more Do not accept: long-term adaptations to
blood pumped out of the heart per training = IRRL
minute Do not accept: increase in heart rate (in
3. Increase in blood flow / oxygen question) use REP
transport / oxygen delivery Do not accept: heart works harder = TV
4. Vascular shunt OR vasodilation of Do not accept: increase in (body)
blood vessels to muscles OR temperature = TV
vasoconstriction of blood vessels to Do not accept: stronger blood flow = TV
other organs OR less blood to other Do not accept: more gas exchange
organs (respiratory or muscular system) = IRRL
5. Increase in blood pressure
6. Increase in blood lactate / lactic acid / Accept: more deoxygenated blood to heart
CO2 OR decrease in blood ph = BOD 3
7. Increase in blood temperature
8. Blood vessels near skin dilate Examiner’s Comments
Most responses stated that stroke volume

and cardiac output increase as short -term
effects of exercise on the cardiovascular
system. More successful responses gave a
third correct answer. Less successful
responses did not describe three effects
and included responses that described
long-term effects on this system or
described short-term effects on the
respiratory system. Responses describing
an increase in lactic acid needed to be
applied to the cardiovascular system by
linking lactic acid to the blood. This was to
differentiate from lactic acid in muscles
which would be a short -term effect on the
muscular system.

Mark Scheme
ii Three marks for three of: 3 Do not accept: increase in breathing rate
(AO2) or faster breathing or shortness of breath
1. Increase in tidal volume OR increased (in question) use REP
depth of breathing Do not accept: references to other
2. Increase in minute volume / minute systems, e.g. more oxygen to working
ventilation muscles (circulatory or muscular) = IRRL
3. Respiratory / intercostal / diaphragm Do not accept: long-term adaptations to
muscles work harder / contract stronger training, e.g. increase in lung capacity =
/ contract faster IRRL
4. Increase in gaseous exchange / Do not accept: lungs work harder = TV
diffusion Do not accept: oxygen debt = TV
OR increase in concentration gradient Do not accept: fatigue in respiratory
OR more oxygen breathed in muscles = TV
OR more carbon dioxide breathed out Accept: more air taken in or larger thoracic
cavity = BOD 1
Accept: increase in respiratory muscle
temperature = BOD 3
The most successful responses described

an increase in tidal volume and minute
ventilation and an increase in gas
exchange. Less successful responses
tended to include cardiovascular
responses to exercise, or left spaces to
indicate that they were unable to produce
valid descriptions of short-term effects of
exercise on the respiratory system.
Total 10

Mark Scheme
23 a i Two marks for two of: 2 Each answer must show a difference by
(AO1) stating both sides of one point in the table
Accept: aerobic is long/er duration AND

Aerobic Anaerobic anaerobic is short/er duration = BOD 2
(exercise) (exercise) Accept: aerobic is lower intensity AND
anaerobic is higher intensity = BOD 3
1. Uses / requires No / little / not
oxygen OR no enough oxygen
oxygen debt used / required
OR oxygen debt
More successful responses showed good
created
exam technique by making each difference
2. Continuous Short bursts of between aerobic and anaerobic exercise
exercise OR 3+ exercise OR up to very clear. Candidates are reminded that
minutes 30 seconds questions that ask for differences or use
3. Low / moderate High intensity the command word ‘contrast’ need to
intensity outline exactly how each feature differs
from one concept to the other.
4. No lactic acid Lactic acid
produced OR produced
Some candidates only offered one
CO2 / H2O
difference. Other candidates got the two
produced
types of exercise mixed up and gave
opposite wrong answers.
Misconception
There were two misconceptions to be

highlighted. The first was an assumption
that the examiner would know which type
of exercise the candidate was comparing
with the other. For example, ‘one uses
oxygen and the other doesn’t’ shows a
difference but is not clear enough to gain
credit at this level. Candidates are
recommended to start each sentence with
the subject, in this case ‘aerobic exercise’,
state the feature and then follow this with
the other subject and state how that
feature differs.
The second misconception was made by

less successful candidates who stated one
difference but spread this across the two
numbers of the scaffold. Some of these
candidates may have thought making two
points to show one difference would be
enough.

Mark Scheme
ii Two marks for: 2 Do not accept: distances between 401 –

(AO2) 799m = TV (50:50 aerobic: anaerobic)
1. (Aerobic event) 800m / 1500m / 3000m / Do not accept: ‘sprint’ ‘sprinting’ ‘short
5000m / 5k(m) / 10000m / 10k(m) / distance running’ ‘walking’ on its own = TV
steeplechase / race walking Do not accept: long distance running /
triathlon / parkrun / cycling / swimming /
2. (Anaerobic event) 60m / 100m / 200m / rowing or games activities = TV
300m / 400m / hurdles / long jump / triple Do not accept: if units make the answer
jump / high jump / pole vault / javelin / shot wrong, e.g. 800cm = X
/ discus / hammer Accept: any correct distance given without
metres, e.g. 1500 = BOD (but not 5 or 10
without kilometres / k)
Accept: relay = ✓ 2
Accept: 800m sprint / 1500m sprint = BOD
1
Accept: mile / marathon / cross country =
BOD 1
Accept as aerobic: any distance 800m+ =
BOD 1
Accept as anaerobic: any distance 50 –
400m = BOD 2
Level 3 (5–6 marks)
detailed knowledge & understanding

clear and consistent practical
application of knowledge &
understanding
effective analysis/evaluation and/or
discussion/explanation/development
relevant information drawn upon from
other areas of the specification
accurate use of technical and specialist
vocabulary
there is a well-developed line of
reasoning which is clear and logically
structured. The information presented
is relevant and substantiated.
satisfactory knowledge &

understanding
some success in practical application
of knowledge & understanding
analysis/ evaluation and/or
discussion/explanation/development
attempted with some success
some relevant information drawn upon

Mark Scheme
from other areas of the specification

technical and specialist vocabulary
used with some accuracy
there is a line of reasoning presented
with some structure. The information
presented is in the most-part relevant
and supported by some evidence.
basic knowledge & understanding

little or no attempt at practical
application of knowledge &
understanding
little or no attempt to analyse/ evaluate
and/or discuss/explain/develop
little or no relevant information drawn
upon from other areas of the
specification
technical and specialist vocabulary
used with limited success
the information is basic and
communicated in an unstructured way.
The information is supported by limited
evidence and the relationship to the
evidence may not be clear.
(0 mark)
no response or no response worthy of

credit.
Level 3 Discriminators
detailed knowledge & understanding of

long-term benefits of exercise on the
cardiovascular system and the
emotional and social consequences of
sedentary lifestyle
long-term benefits of exercise on the
cardiovascular system are explained
different emotional and social
consequences are described and
supported with relevant practical
examples
all AOs are well covered for Level 3;
some imbalance between them may be
present for 5 marks. At 6 marks, both
are equally well addressed

Mark Scheme
satisfactory knowledge &

understanding of long-term benefits of
exercise on the cardiovascular system
and the emotional and social
consequences of sedentary lifestyle
some long-term benefits of exercise on
the cardiovascular system may be
explained and some may only be
described
some emotional and social
consequences are described with
some examples
some success at more developed AO2
and/or AO3 points moves the response
into Level 2 (AO2 or AO3 would be 3
marks; both attempted with some
success = 4 marks)
basic knowledge & understanding long-

term benefits of exercise on the
cardiovascular system and the
emotional and/or social consequences
of sedentary lifestyle
few emotional and social
consequences described with few
examples
responses only demonstrating AO1
knowledge and understanding are
Level 1
Candidates were asked to use events from

track and field athletics and the
specification is clear that candidates may
be asked to offer examples from a range of
common sporting activities. Centres are
reminded that students are expected to
have experienced activities such as
athletics and gymnastics at some stage of
their secondary physical education. If not,
these gaps in knowledge should be
addressed during the course in either a
theoretical or a practical way. In some
areas of the country the distances of track
events are modified at official athletics

Mark Scheme
meetings and these distances were

credited.
Some answers did not specify an event

and were deemed too vague to be given
the marks.
Some responses showed a lack of

understanding of the terms aerobic and
anaerobic or misread the terms and gave
events that were not appropriate for the
energy system named in the scaffold.
b Indicative content 6 Examiner’s Comments

(2xAO1),
(long-term benefits of exercise on the (2xAO2), The most successful responses gave
cardiovascular system) (2xAO3) detailed explanations of long-term benefits
1. Lower resting heart rate of exercise on the cardiovascular system
and covered adaptations to the blood and
Bradycardia blood vessels as well as the heart. These
Heart doesn’t need to work as hard / responses also described a range of social
more efficient and emotional consequences of a
sedentary lifestyle, using good examples to
2. Larger / stronger heart OR (cardiac) support their answer. As in previous years
hypertrophy there was often evidence of planning to
Stronger contractions structure answers in a clear and logical
fashion by the most successful candidates.
3. Increase in stroke volume
At rest and high intensity However, many responses gave a list of
More blood pumped from the heart in long-term cardiovascular benefits but did
one beat not develop these descriptions into
explanations as demanded in the question.
4. Increase in maximum cardiac output Moreover, many candidates chose to
Higher volume of blood ejected from describe the benefits of an active lifestyle
left ventricle in one minute during high without explaining that those who adopt a
intensity exercise sedentary lifestyle miss out on these
benefits and experience the negative
5. Capillarisation OR Increased capillary consequences instead.
density
Improved circulation Candidates are reminded to plan their
Greater surface area for gaseous answers and revisit the question to make
exchange OR more efficient / faster sure answers stay relevant.
diffusion
More oxygen to muscles OR faster Candidates are also reminded that
removal of CO2 / lactic acid answers that are correct but not relevant
will not gain any marks, for example,
6. More efficient vascular shunt benefits to other body systems or physical
mechanism consequences of a sedentary lifestyle.
More blood to (working) muscles / body
(credit once (DEV) in relation to any of Exemplar 3

Mark Scheme
pts. 2, 3, 4, 5 or 6)
7. Lower blood pressure

Less strain on the heart / blood vessels
Reduced risk of heart complications /
strokes / heart attacks
8. Increase in red / white blood cells

(red) more haemoglobin / haemocrit
(red) Increased oxygen carrying
capacity to supply working muscles
(white) better able to fight infections /
disease
Exemplar 3 is a Level 1 response. Four
9. Increased plasma / blood volume long-term benefits of exercise on the
Decrease in blood viscosity cardiovascular system are described but
Blood flow is easier through blood none of these are developed into an
vessels explanation. There is basic knowledge and
understanding of the consequences of a
10.Faster / shorter recovery rate sedentary lifestyle. These are listed but not
Heart rate returns to resting value linked to practical examples, other than the
faster after exercise mention of body dysmorphia. To improve
Performer will recover quicker from this response the candidate needs to
playing sport / training explain the benefits of each of the
cardiovascular adaptations that are listed,
AO1 = numbered points (KU), AO3 = bullet and to use practical examples to exemplify
points (DEV), AO2 = E.g. (EG) the emotional and social consequences of
a sedentary lifestyle.
Do not credit: increased cardiovascular
endurance / stamina (tenuous link to
question. Question is limited to benefits on
CV system)
Do not credit opposites, e.g. benefits of an
active lifestyle. Use SEEN
N.B. Physical health issues may lead to

emotional / social consequences, e.g.
obesity. These can be credited with EG if
linked to an emotional / social
consequence.
(emotional consequences of a sedentary

lifestyle)
11.Poor mental health / depression /

anxiety / wellbeing
E.g. unable to benefit from release of
endorphins / serotonin from exercise
12.Low self-esteem / confidence OR
increased self-doubt

Mark Scheme
E.g. No experience of success or

competition OR feel unable to
participate in sport
13.Poor self-image / body image
E.g. due to being unfit / obese or
overweight / lack of muscle tone
14.Poor stress management OR unable to
relieve tension
E.g. not playing sport to take mind of
other stresses OR unable to channel
aggression / frustration / relax / unwind
/ gain catharsis through exercise
(social consequences of a sedentary

lifestyle)
15.Loneliness OR isolation
E.g. - Unable to make new friends with
other members of a sports team / club
16.Feeling of not belonging to a group
E.g. – Not a member of sports team /
club
17.Lack of friendships OR no common
experience (with others)
E.g. – Unable to share sporting
experiences / sporting success
18.Interests are inactive / do not support
healthy lifestyle
E.g. - Prefer own company / couch
potato syndrome / watching TV /
computer games OR copy friends who
have sedentary lifestyles
Total 10
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Mark Scheme

Question Answer/Indicative content Marks Guidance

1 One mark for: 1 Do not accept: tests of other components

Accept: hand grip test = BOD

Many responses correctly identified a

2 i One mark for: 1 Do not accept: straight or versions of this

Accept: flexion to extension = ✓

© OCR 2024. You may photocopy this page. 1 of 29 Created in ExamBuilder

Question Answer/Indicative content Marks Guidance

ii One mark for: 1 N.B. The word ‘class’ is not required as it is

Candidates who understood the structure

Assessment for learning

Centres are reminded that the specification

‘In many areas of this specification, it is

Centres are encouraged to develop

© OCR 2024. You may photocopy this page. 2 of 29 Created in ExamBuilder

Question Answer/Indicative content Marks Guidance

3 a One mark for: 1 Do not accept: calm = TV

The most successful responses gave two

Many responses did not address the

© OCR 2024. You may photocopy this page. 3 of 29 Created in ExamBuilder

Question Answer/Indicative content Marks Guidance

naturally without a cool down. For

Candidates are also reminded that if two

The question paper is scaffolded to

© OCR 2024. You may photocopy this page. 4 of 29 Created in ExamBuilder

Question Answer/Indicative content Marks Guidance

4 i One mark for: 1 Accept: phonetic spellings

ii One mark for: 1 Do not accept: ‘out / outwards’ on its own =

© OCR 2024. You may photocopy this page. 5 of 29 Created in ExamBuilder

Question Answer/Indicative content Marks Guidance

Assessment for learning

Students should be taught that the alveoli

© OCR 2024. You may photocopy this page. 6 of 29 Created in ExamBuilder

Question Answer/Indicative content Marks Guidance

This question requires knowledge of

Some candidates did not read the question

© OCR 2024. You may photocopy this page. 7 of 29 Created in ExamBuilder

Question Answer/Indicative content Marks Guidance

technique, which can only occur during a

6 i One mark for: 1

ii One mark for one of: 1 Do not accept: Has valves = X

Many candidates identified that the vena

7 One mark for: 1

© OCR 2024. You may photocopy this page. 8 of 29 Created in ExamBuilder

Question Answer/Indicative content Marks Guidance

8 One mark for: 1 Do not accept: contains synovial fluid /

More successful responses identified that

9 One mark for: 1 Accept: lactate

10 Two marks for: 2

1. The frontal plane runs vertically and

11 One mark for: 1 Accept: Trapezius / trapezium = BOD

© OCR 2024. You may photocopy this page. 9 of 29 Created in ExamBuilder

Question Answer/Indicative content Marks Guidance

12 a One mark for one of: 1 Mark 1st response only

Accept: tree (as a few pitches have a tree

Both parts (a) and (b) of this question were

© OCR 2024. You may photocopy this page. 10 of 29 Created in ExamBuilder

Question Answer/Indicative content Marks Guidance

b One mark for one of: 1 Mark 1st response only

Accept: overgrown grass / clumps of grass

Both parts (a) and (b) of this question were

13 One mark for: 1 N.B. Drowning is a risk, not hazard

The responses to this question were