Cambridge Ordinary Level

5016 Physical Education November 2022

PHYSICAL EDUCATION

Paper 5016/12
Theory

Key messages

Candidates should note the number of marks available for each question to ensure they answer the
questions in appropriate depth.

Where questions require the use of a physical activity in an answer, candidates should carefully consider
their choice before beginning to answer.

Weaker candidates should ensure that questions are read carefully and that responses are not repeated
from the question.

General comments

The majority of candidates responded to all questions and there was no evidence to suggest that there was
insufficient time to complete the paper. The standard of responses was generally good with answers clearly
constructed in many cases.

Comments on specific questions

Question 1

Most candidates gained credit with many achieving full credit for three different functions.

Question 2

(a) (i) Many candidates were able to describe some structural differences between arteries and veins.
Weaker candidates usually described either the structure of arteries or the structure of veins rather
than describing how they differed.

(ii) Weaker candidates were generally unable to describe the role of haemoglobin clearly.

(b) The majority of candidates were able to describe heart rate well. The descriptions from weaker
candidates of cardiac output and stroke volume often lacked the required detail.

Question 3

(a) (i) Only some candidates referred clearly to oxygen being used or consumed in their answer. Stronger
candidates also referred to time for full credit.

(ii) This question was answered well by most candidates.

(iii) Most candidates answered the question well with a number achieving full credit. Weaker
candidates did not always describe the effect in their answer.

(b) Few weak candidates appeared to fully understand what the Multi-Stage Fitness Test involved.
Some candidates referred to the performance of a number of different exercises in their answer.
Stronger candidates were able to achieve full credit.

© 2022
 Cambridge Ordinary Level
5016 Physical Education November 2022
Principal Examiner Report for Teachers

Question 4

(a) (i) Most candidates were able to place the letters relating to levels of arousal in an appropriate
position.

(ii) Most candidates were able to demonstrate some understanding of the three levels of arousal.
Some weak candidates did not apply this understanding to their named activity and instead gave a
generic description of each level of arousal. Some candidates chose an activity that proved difficult
to write an explanation for and may have benefited from more careful consideration of their choice.

(b) (i) Most candidates answered this question well.

(ii) There was some confusion between physiological and psychological. Those candidates who
understood these terms generally answered the question well.

Question 5

(a) Most candidates were able to identify at least one appropriate component of fitness. Weaker
candidates found it difficult to apply the named components of fitness to cricket.

(b) Most candidates gained credit for identifying the Illinois Agility Test.

Question 6

(a) (i) The majority of candidates gained credit for identifying an advantage of circuit training. Only
stronger candidates were usually able to identify a suitable disadvantage.

(ii) Most candidates gained partial credit by identifying a method of training. The description of the
named method of training by weaker candidates often lacked the clarity needed for credit to be
awarded.

(b) Stronger candidates were able to provide the named phases of a warm up and also described
using appropriate examples. Weaker candidates tended not to apply their knowledge well.

Question 7

Some weaker candidates did not answer this question. Many candidates were able to partly describe some
characteristics of each stage of learning. These were generally only supported with an appropriate example
from the named physical activity in the responses of stronger candidates.

Question 8

(a) Most candidates gained credit for this question. Weaker candidates often did not relate their
answers to the named physical activity. Generally only stronger candidates gained credit for a clear
explanation for winding.

(b) Most candidates gained at least partial credit for naming the components of RICE. Stronger
candidates were able to give appropriate descriptions for each component. Some weaker
candidates tended not to be able to respond clearly to the second part of the question.

Question 9

(a) The majority of candidates gained credit for this question.

(b) Most candidates identified gravity and air resistance as appropriate forces acting on the ball.
Stronger candidates were also able to identify muscular force or force applied at release. Many
candidates gave reasonable responses for how forces act on the ball.

Question 10

(a) Many candidates were able to identify the gastrocnemius. Usually stronger candidates were able to
identify the other muscle.

© 2022
 Cambridge Ordinary Level
5016 Physical Education November 2022
Principal Examiner Report for Teachers

(b) Only stronger candidates were able to precisely name the type of muscle contraction.

(c) Most candidates gained partial credit for naming fast-twitch fibres. Responses then needed to be
applied to the performance of the sprinter. Generally only the stronger candidates were able to
provide sufficient detail in their explanations to gain full credit.

Question 11

Most candidates gained credit for this question, with some achieving full credit. An issue for some weaker
candidates was not describing the benefits for each group in sufficient detail. The response for performers
was generally the best understood. However, the benefits for spectators and officials were often too vaguely
described by weaker candidates.

Question 12

This was a well answered question with many candidates showing a good understanding of the topic and
achieving full credit. Stronger candidates were able to give a comprehensive range of advantages for a host
nation. Weaker candidates sometimes repeated advantages previously covered.

Question 13

Only stronger candidates provided sufficient detail to gain credit. Weaker candidates often found this
question challenging.

Question 14

(a) Many candidates achieved credit for this question by identifying glucose and the use/non-use of
oxygen for each energy system. An issue for some weaker candidates was the use of the incorrect
equations.

(b) Most candidates were able to describe what could have been an appropriate example in the named
physical activity. However, the justification given was often too vague to achieve credit for weaker
candidates.

Question 15

Many candidates were able to identify three appropriate factors. Weaker candidates were often too vague in
their attempted explanations for how each factor may influence the performer’s choice of activity.

Question 16

Most candidates achieved credit for their answers relating to input and decision making. The response for
feedback was generally less effective for weaker candidates.

© 2022
 Cambridge Ordinary Level
5016 Physical Education November 2022
Principal Examiner Report for Teachers

PHYSICAL EDUCATION

Paper 5016/02
Coursework

Key messages

Centres should read the assessment conditions for each physical activity prior to filming to ensure marks can
be supported by the evidence.

For many activities at many centres, filmed evidence is best organised by activity with multiple candidates
tagged, and not separately for each candidate.

Filmed evidence for each activity should be continuous and not a series of short clips.

Order of Merit Forms and logs should be uploaded at the component level of the Submit for Assessment
platform and not against the individual candidates. Please upload typed copies where possible to ensure all
content is legible.

General comments

The overall standard of the coursework paperwork was good and there were few arithmetical mistakes by
centres. Most centres used the sample database effectively.

The filmed evidence was generally clear and in activities such as tennis the action of the performer and the
outcome of the skill could usually be seen. However, some centres submitted many small clips for each
activity instead of linking the clips together in a continuous film.

Some centres seemed to have spent a lot of time inserting additional music and introductions to the
activities, which resulted in elaborate films. However, this was not always helpful and generally did not aid
moderation. It is important that the sound from the activities can be heard.

Before uploading films and documentation onto the platform please save them with the name of the activity
and suitable other additions to the file names. Many forms and films from some centres were not labelled,
making it difficult to find the activity that needed to be watched or to locate the paperwork that supported the
activity.

Comments on specific activities

Orienteering

Maps should be provided of the course. Some centres inserted a picture of the course as part of the filmed
evidence. Maps need to be uploaded on to the Submit for Assessment platform so the moderator can verify
the course that is run. Hand-drawn maps are not usually appropriate as they do not provide the necessary
scale and detail, e.g. contour lines, walls, woods, streams etc. Some candidates carried descriptions about
the location of the check point. Supplying this information is seen as a low level of demand and does not
require candidates to use the skills needed to achieve marks at the higher levels.

Some candidates ran over terrain that was considered unsafe or were running on a circular course. The
difficulty of the orienteering course is determined by the length of the course, the location of the check point,
the layout of the control points, and the type and difficulty of obstacles on the course. Centres should provide
a target time for the course and the control cards used by the candidates. Some centre submissions did not
meet these requirements.

© 2022
 Cambridge Ordinary Level
5016 Physical Education November 2022
Principal Examiner Report for Teachers

When describing the course that the candidates will follow, it is not just the distance that describes the level
of the course. A sufficient number of control points, the frequency of the routes crossing, control points
located well away from footpaths and use of attack points that are away from distinctive features are needed
when designing the higher-level courses.

Some candidates were interviewed once and stated what skills they had used. When awarding the higher
levels, candidates need to be seen using these skills, reading the map, measuring distances and converting
distances into time and the number of paces that will be taken.

Games

The level of demand must be appropriate for the ability of the candidate and match the mark awarded. An
issue for some evidence was that candidates were only filmed in very small-sided games or games where
the opposition (and team mates) did not provide sufficient level of demand to enable skills to be performed at
a level that supported the awarded marks. Please read the assessment conditions for each activity in the
Coursework Guidelines booklet. This will help to determine the best activities that will support the marks
awarded. For higher marked candidates, a school/club level game or game of a similar standard is required.
For higher marked candidates, the balance of the filmed evidence can be strongly in favour of applied
situations with isolated/basic skills allocated only a short time.

Weight Training

Many centres submitted logs and filmed evidence. Good evidence clearly showed the technique and
included a summary of the exercise where candidates applied theoretical knowledge. Weaker candidates
needed a greater understanding of the principles that underpin this activity. All sections of the log should be
completed, and more than one sheet is required to provide an effective programme. The Coursework
Guidelines booklet states that candidates should be filmed giving a brief verbal explanation of the exercise.
Candidates should not provide a running commentary over the film they have submitted. Good filmed
evidence included the optimum performances and the candidate being able to demonstrate the effect the
exercise would have on their performance.

Cross-country running

Maps must be used as evidence of the cross-country course, with a scale. It should be possible to verify the
height climbed and distance covered. The best evidence included scales to confirm inclines rather than
simply annotations. The course must be on open terrain and should not include artificial surfaces, roads or
footpaths (unless they are being crossed). Some centres provided very short evidence for this activity.
Centres that submitted the best evidence of stronger candidates provided around 15 minutes of evidence
and showed the stop watch at the start and the end of the course to support marks awarded.

Track and field athletics

When measuring the different activities in track and field athletics candidates must adhere to the official rules
of that activity. The shot must be held correctly throughout, and it is a foul throw if a candidate walks out of
the front of the throwing area etc.

Times for both the 100 and 200 meters achieved by each candidate must be filmed. Each one should be a
continuous film from one angle. Some centres filmed candidates from several angles and joined clips
together making confirmation difficult.

© 2022