Lesson video

Hi there.

Welcome to your lesson.

Today's lesson is on exam technique and answering extended questions.

My name's Miss Hacking, and I'm really looking forward to being your teacher today.

So by the end of today's lesson, I'm hoping that we can all develop AO3 skills to approach the extended answer questions with confidence.

Our keywords today include analyse, which is to separate information into components and identify the characteristics, discuss, which means present key points and provide strengths and weaknesses of an idea.

Evaluate means to judge from available evidence and justify means to support a case with evidence.

These are all words you're going to need to know to be able to answer extended questions.

So you might want to take a note of the definitions.

So our lesson today is split into three parts.

In the first part of today's lesson, we're going to look at understanding the command words and how to justify.

In the second part of today's lesson, we're going to look at approaching evaluate and discuss questions.

And in the third part of today's lesson, we're going to look at approaching analyse questions.

So let's get started.

So Lucas says, "I have noticed that the 9 mark questions always start with an AO3 command word.

I have seen 'analyse', 'discuss', 'evaluate' and 'justify' used," and that's an accurate observation because these are the command words often used in 9 mark questions.

So it's really important that we know what they mean and what they're looking for in the answer.

So an extended question will require the skill determined by the command word, and Aisha said, "Aren't they all the same? You have to give an opinion and reach a conclusion." Do you agree with Aisha? No, each command word requires a slightly different skill.

Therefore, understanding and practising these skills will really help answer these questions successfully.

So Aisha then says, "Oh, this is good to know.

How can I understand the difference in the four command words?" So let's talk about that.

Justify means support a case with evidence.

So look at what evidence is available to support what you're saying or support what opinion you have in your writing.

Evaluate means judge from the available evidence.

So you're judging from the available evidence.

To analyse means that you're separating information into components and identifying the characteristics and the impact that they might have on the scenario, and to discuss would be presenting key points and providing strengths and weaknesses of an idea.

Okay, let's have a go to check.

True or false? The discuss skill means the strengths and weaknesses of an idea are presented.

That's true.

Can you tell me why? Yean, that's true.

We know that discuss means you need to present key points and provide strengths and weaknesses of an idea.

So well done if you got that right.

So when answering a 9 mark question, you'll be awarded marks based on how well you demonstrate this knowledge.

So there's three types of knowledge that you're going to demonstrate in a 9 mark question.

AO1 knowledge is where you recall the knowledge that you know.

So you're just sort of repeating what it is that you're talking about.

So if it's about components of fitness, for example, you would just maybe define and say the components of fitness that you know.

You would then need to support that with AO2 knowledge, which would then be applying that knowledge to the question, so not only just saying the components of fitness but applying the components of fitness, for example.

And the AO3 knowledge is then where you would analyse, evaluate, justify or discuss the knowledge.

So that's where you would then use the AO1 knowledge and AO2 knowledge to support what you're saying.

So to help us justify, the question will make a suggestion and our skill is to support this with our knowledge of the topic and sporting context.

For example, justify the importance of balance, speed, and reaction time for a goalkeeper in football.

So here, we would use our knowledge of balance, speed, and reaction time, the components of fitness.

We would apply specifically to the goalkeeper, as that's what it's talked about in the question, and then we would support the statement and say why it is important, and that comes from our knowledge.

So let's have a look at the question again.

Justify the importance of balance, speed, and reaction time for a goalkeeper in football.

Now, if I was in an exam and this was a question that came up, the first thing that I would do would be to BUC the question.

Now, BUC stands for box the command word, underline the knowledge and circle the sport/context.

I wonder if you can have a go at that of BUCing this question.

So here I would've boxed justify, as that's the command word.

I would've underlined the knowledge which were the components of fitness, balance, speed and reaction time, and then I would've circled a goalkeeper in football.

Now, I wouldn't have just circled a goalkeeper because a goalkeeper, if I hadn't related it to football and talked about netball, for example, I may not have talked about the right thing for the context.

So it's really important that you circle the full context, which is a goalkeeper in football.

Similarly, if I just circled football, well, speed for a goalkeeper might be different to a speed for a midfielder, for example.

So we need to make sure that we circle the whole context.

So when we would be answering the question, to support our AO1 knowledge, the first things we would need to do would be to have a definition of our knowledge, so the definition of the components of fitness.

So for example, I might start with balance and give the AO1 knowledge of I know the definition of balance.

I would then look at applying.

When does a goalkeeper require balance? And this would be me demonstrating how I can show my AO2 knowledge to answer this question.

And then finally, I would support and say why balance is important for the goalkeeper.

So that would be how I would structure one paragraph in my written answer.

I would of course need to do it for the other components of fitness too.

So for example, my first paragraph might look a little bit like this.

I would firstly show off my AO1 knowledge by showing what I know, so the definition of balance, which is balance is being able to keep the body stable while at rest or in motion.

I would then apply that knowledge of balance to the sporting context, which would be a goalkeeper would need it to catch the ball from a corner, and then I would say why that is important.

I would justify why therefore balance is important to the goalkeeper.

So I could say that balance is important to avoid falling over and taking the catch cleanly, but I could also say that without balance, they may drop the ball, allowing the opposition to score and potentially lose the game.

So again, I'm applying it to that context of the goalkeeper in football.

And then you might talk about how balance is important for other examples as well, so not only catching from a corner, but maybe when taking a kick out, a goal kick, they might need balance in order so that the kick is more accurate, they don't fall, they don't slip, but you could use any other examples of how the goalkeeper might also need balance in order to help their performance.

So if we were looking at this in a bigger context for the nine marks, so we would want to say the know, so the definition of the component of fitness.

We would want to apply it, so taking a goal kick, for example, and say why that is important for the goalkeeper to have balance while taking a goal kick.

You could then apply it again, so saying when they make a save, they would require balance, and then you would need to justify that and say why, and then you could apply it again, so 1v1 with a striker, they would again need balance and you could say why.

So you don't need to just pick one example.

You can try and justify using different examples why they would need that component of fitness.

Right, let's have a go to check.

Which student is justifying? Is it a, Aisha? She says, "If the keeper has dynamic balance, they will not fall over when they kick the ball." Or is it b, Sam? They say that flexibility is more important to be able to reach far when the ball is in the corner.

Or is it c, Andeep? He says, "However, coordination is more important to move and catch the ball at the same time." Yeah, it's Aisha.

If the keeper has dynamic balance, they will not fall over when they kick the ball.

So well done if you got that right.

It's important to note that Sam and Andeep were both evaluating the component to fitness, not justifying.

Okay, so we've talked a little bit about the AO1, AO2 and AO3 knowledge, but this is how a structure of a paragraph should be looking.

You would first start with the AO1 knowledge.

Define.

Tell me what you know.

Balance is being able to keep the body stable while at rest or in motion.

You would then apply it with your AO2 knowledge.

When making a save, the goalkeeper needs dynamic balance to move towards the ball.

This is important because a goalkeeper can keep the body in the correct position to be able to keep the eyes on the ball so the save is successful to prevent a goal.

Those words, "this is important", is really useful when we're looking at justifying and applying the knowledge that we know to the practical example.

You would then say why.

Why is this important for the goalkeeper? That would demonstrate your AO3 knowledge.

So you would say when the goalkeeper is 1v1 with a striker, balance is important to remain upright on their feet as long as possible to look big and not fall over so the striker is unable to have a clear shot at goal.

Again, the important bit there is the "so", the saying, "so what, why is it important?" Why do they need to have it? So that the striker is unable to have a clear shot at goal.

Therefore, you could even go even further and say they're less likely to score.

Okay, now it's your turn to have a go at task.

Here's a question, justify the importance of balance, speed, and reaction time for a goalkeeper in football.

Now, we've already done the plan and the paragraph for balance.

So what I would like you to do is for the first part, I would like you to plan using know, apply, and say why for speed and use your plan to construct a know, apply and say why paragraph for speed.

For the third part, I would like you to plan using know, apply and say why for reaction time, and for the final part of the task, I like to use that plan to construct a know, apply, and say why paragraph for reaction time, remembering to apply your AO1, your AO2, and your AO3 knowledge.

You are going to need to pause the video now to give yourself a chance to complete the task.

Good luck.

Okay, so for the first part of the task, you were asked to plan for speed.

So you should have hopefully thought about how you're going to demonstrate your knowledge.

So you would give the definition of speed, which is the rate at which someone can perform a movement or cover a distance.

You would then apply it into the situation surrounding a goalkeeper in football.

So you might say beating attackers to the ball, like 1v1.

You would then support this by saying why speed is important, so talking about how it would be beneficial that the goalkeeper got to the ball first, fastest, because then they would have more chance of saving a goal and kicking it to their teammates and less a chance of the ball getting scored by the attacker, for example.

You would then apply and again saying again how or why the goalkeeper might need speed.

So they might need speed to adjust their position on the goal line.

To say why, so that they're able to save a ball quickly, and then you could apply it again, so say in generating power in goal kicks, so a speedy kick would help generate more power, and you would say why that's important, so that you can hit it far upfield to the attackers at the front, which gives your team the advantage.

So then when you're asked to write your second paragraph, you may have written something along these lines.

Demonstrating your AO1 knowledge, you would say speed is the rate at which someone can perform a movement or cover a distance.

So there, you're giving that definition of speed.

You would then use your AO2 and AO3 knowledge to apply to the goalkeeper in football and say why.

So for example, in a game, a goalkeeper could be 1v1 with an attacker.

Speed is important because a goalkeeper moves quickly so is able to get to the ball quicker than the attacker and prevent the goal.

And then you could go again and apply and say why.

So saying something like, well, when attackers move towards a goal, speed is important to the goalkeeper so they can quickly adjust their position and block any chances to shoot.

Therefore, the attackers would not score the goal.

So that is an example there of a paragraph that has demonstrated AO1, AO2 and AO3 knowledge.

Well done if you wrote something along those lines.

Okay, so for the third part of the task, you were asked to create a plan for reaction time.

So here you would've said about your knowledge.

You would define what reaction time was, so the time taken to initiate a response to a stimulus.

You would then apply it to a practical situation for the goalkeeper in football, so for example, reaction time would've been important for a penalty save.

You would then support that application by saying why that is important.

Obviously being able to react quickly to a penalty will mean you're more likely to save the goal and less likely for the attackers to score a goal against you.

You could then apply it again, so a deflection, so reacting quickly would benefit you being able to deflect the ball from a shot on target.

You would say why that's important, obviously to save the goal.

You could apply again from a close range shot, so an attacker that's managed to get in close and you reacting as a goalkeeper very quickly will give you more chance of saving that ball and preventing the opposition from scoring.

So that would be something along the lines of what your plan would look like, but then using it in a paragraph, again using your AO1, AO2 and AO3 knowledge, you might have written something along these lines.

So reaction time is the time taken to initiate a response to a stimulus.

You would apply the AO2 and say why with the AO3.

In a game, a player can take a shot and it can deflect off a defender.

Reaction time is important because a goalkeeper responds quickly so is able to change the body position and make a save to prevent the goal.

Could also have gone on to say that when a goalkeeper faces a penalty kick, reaction time is important to respond to players' movements and the direction the ball is kicked so they dive in the correct direction to save the goal.

So well done if you talked about something along those lines, but more specifically you've structured your paragraph with that AO1, AO2 and AO3 know, apply, and say why knowledge.

Okay, let's move on to the second part of today's lesson.

We're looking at approaching, evaluate, and discuss questions.

So here's an example question.

Evaluate the use of visual and manual guidance for a beginner in swimming, and the first question they've asked you is, can you BUC the question? Box the command word, underline the knowledge, and circle the sport or context? This would be the first thing I would do with an extended question in an exam so that I could quickly identify the command word, the knowledge and the sport/context.

So I'm hoping that you've put a box around evaluate, you've underlined visual and manual guidance, and you've put a circle around a beginner in swimming, not just swimming but the beginner in swimming.

Okay, let's have a go to quick check.

Which of the following is the correct description for evaluate? Is it a judge, from the available evidence? Is it b, justify with evidence? Is it c, judge the key points? Or is it d, justify and reach a conclusion? Yeah, well done if you said that evaluate is judge from the available evidence.

So well done.

Okay, so when we look at evaluate questions, we are going to look at also identifying the know, apply and say why.

So with this question, for example, we would talk about the know, which is talking about what is the type of guidance that it's talked about in a question.

So we would say, for example, visual guidance is a method of giving information for the individual to see, often via demonstrations.

We would then apply it to the context.

So for a beginner in swimming, the teacher can be on the side of the pool showing the key parts to the arm action to breaststroke.

So for example, a teacher might be stood at the side showing the movements that the individual would need to do.

Now there, they've applied it to the swimming context of what the teacher would do to ensure that visual guidance could be used for the swimmer.

You would then say why.

Why is this positive for the beginner? But you may also say why not.

So why might this be negative for the beginner? So that is you evaluating from the evidence whether it's positive or negative or whether there's aspects of both.

So for example, you could have said it leads to forming a mental image of the correct technique.

Therefore, the swimmer is able to copy the action causing a better understanding of the skill.

So it's positive.

So they've said why it's positive for a beginner, but you might also say why not.

However, a beginner may not be able to process all the information and not copy the skill correctly.

So again, they've evaluated from the evidence why that might be good but why it also may not be as useful for a beginner.

To help you feel a bit more confident about answering the evaluate questions, it's sometimes a good idea to remember ITCH.

Using the term it leads to, therefore, causing and however would help you really demonstrate that AO3 knowledge in your paragraph.

ITCH, it leads to, therefore, causing and however.

So if we're looking at evaluating manual guidance, it leads to the swimmer feeling afloat and safe, therefore they can practise the correct leg kick causing an increased confidence to continue.

However, this type of guidance involves physical touch so the swimmer might feel uncomfortable.

So this would be your AO3 knowledge that you are demonstrating using ITCH, it leads to, therefore, causing, however.

That will help you really feel confident writing your evaluate questions.

Okay, let's have a go to check.

Which student is starting to use ITCH to evaluate? Is it a, Laura? She says, "Manual guidance means less fear in the water to be able to learn to swim." Is it b, Jun? He says, "You have more confidence." Or is it c, Sam? They say, "It leads to the swimmer feeling the correct body position, therefore.

." So obviously Sam would probably talk a little bit more I think.

Who do you think is starting to use the ITCH to evaluate? Well done if you said c, Sam.

She's starting to use ITCH to evaluate because she said "it leads to" and "therefore".

So she's using the IT of ITCH.

So well done if you got that right.

So if we were answering this question, we would want to demonstrate know, apply and say why for visual guidance first of all.

So we would define what visual guidance is, so therefore we know it.

Visual guidance is a method of giving information for the individual to see, often via demonstrations.

We would apply it, saying for a beginner in swimming, the teacher can be on the side of the pool showing the key parts to the arm action to breaststroke.

We would then use our AO3 knowledge to say why that would be a positive thing.

It leads to forming a mental image of the correct technique.

Therefore, the swimmer is able to copy the action, causing a better understanding of the skill, and then we demonstrate our AO3 knowledge by saying why not.

However, a beginner may not be able to process all the information and not copy the skill correctly.

So that AO3 paragraph has used ITCH to ensure that it is fully evaluating visual guidance.

Then because the context has asked for visual and manual guidance, you would use know, apply and say why for manual guidance.

So it would look something like this.

You would demonstrate your know, your AO1 knowledge.

Manual guidance is a method of moving a performer through a skill using physical touch.

You would then apply it, demonstrating your AO2 knowledge.

For a beginner, the teacher can be in the pool at the same time and use their hands to move the swimmer into the streamline position.

You could then talk about the AO3 knowledge by saying why that may be beneficial because it leads to the swimmer feeling afloat and safe.

Therefore, they can practise the correct leg kick, causing an increased confidence to continue, but then also adding into your AO3 paragraph saying why not.

However, this type of guidance involves physical touch, so the swimmer might feel uncomfortable.

Mechanical guidance might be more suitable as a beginner might prefer to hold the noodle to stay afloat.

So again in that AO3 paragraph, they've used ITCH to make sure that it comes across really confidently written that manual guidance has positive impact for the swimmer, the beginner swimmer, but also there may be some negative things to think about, such as the swimmer might not like the physical touch.

So here, they've said that knowledge of both types of guidance is accurate and well detailed.

We've demonstrated that AO1 knowledge well.

They've used application is clear and effective to a beginner in swimming.

So again, they've reverted it back, related it back to the context of the question, the swimmer that is a beginner, and they evaluate.

The evaluation is thorough, reaching valid conclusions.

So again, using that ITCH technique, they've been able to evaluate really thoroughly.

So they demonstrated their AO3 knowledge.

And Lucas has mentioned, "Is the approach for evaluate very similar to discuss?" Yes, discuss is providing strengths and weaknesses of an idea, and with evaluate, you reach a judgement , often providing a balanced opinion.

So they are quite similar.

So Lucas has asked though, "But would I do anything different for evaluate?" Yeah, for evaluate, it may be appropriate to offer an alternative when reaching a judgement.

For example, mechanical guidance could be suitable, could be more suitable as a beginner can use a noodle to stay afloat.

So in our last example, we did offer the fact that a noodle might be more comfortable for the swimmer, the beginner swimmer to use.

Whereas for discuss, strengths and weaknesses of the topic in the question is the best approach, so just sticking to what the question has asked.

Okay, so with that in mind, I would like you to have a go at a discuss question.

You're going to discuss use of verbal and mechanical guidance for a beginner in trampolining.

The first thing I would like you to do is BUC the question.

The second thing I would like you to do is answer using know, apply and say why, and remember, as we say in the third part of the task, I would like you to, in the say why part of the answer, consider the strategy ITCH to show the strengths and weaknesses: it can lead to, therefore, causing, however.

You are going to need to pause the video now to give yourself time to complete this task.

Okay, so for the first part of the task, you were asked to BUC the question.

So I'm hoping that you put a box around "discuss", you underlined "verbal and mechanical guidance", and you circled "a beginner in trampolining".

Now for the answer, you could have said, "Verbal guidance is a method of giving information for the individual to hear, often via instructions." So that's the AO1 knowledge, the know.

"For a beginner in trampolining, the teacher can give teaching points to complete a shape, such as a tuck jump." So therefore you have applied it to the context of trampolining.

"A weakness of verbal guidance is it can lead to information overload, therefore confusion can occur, causing an incorrect movement pattern for the skill being stored in the memory.

However, the key teaching points will be given for the beginner to put into practise." So this person has used the ITCH technique in order to write that really succinct and confident AO3 part of the paragraph.

And for the second paragraph, you would've talked about mechanical guidance for the beginner in trampolining.

So you might have put something along these lines.

"Mechanical guidance is using physical aids to help learn a movement." That's your knowledge.

That's your AO1 that you've demonstrated.

"For a beginner, a harness can be used when they learn to rotate for a somersault." Therefore, they've applied that AO2 knowledge correctly.

"This leads to them feeling safe, and therefore they can feel how the rotation would feel without injury, causing an increased motivation to continue.

However, the beginner can be over reliant on the harness and not feel confident to try it without." So again, they've used the ITCH technique to really confidently write the AO3 part of that paragraph.

So that would be the second paragraph for that question.

Well done if you wrote something along those lines.

We're now moving to the final part of today's lesson.

We're going to look at approaching analyse questions.

So Lucas has said, "So for analyse, the key skill is to include impact?" And yes, he's right.

Analyse is identifying characteristics, and this will include impact on the context of the question.

So the question we've asked here is analyse the use of specificity and overload as principles of training, and similarly to the other questions, your first thing that you should do in an exam if you see an analyse question is BUC the question, box the command word, underline the knowledge, and circle the sport/context.

Can you do that for this question? So I'm hoping that you've boxed "analyse", you've underlined "specificity" and "overload" as the principles of training, and you've circled "training" as a context that we're talking about.

And the impact is going to be, how can these principles be used to support training? What is the impact of these principles on the training? So let's have a go to quick check before we go any further.

What is the key skill when you are asked to analyse? Is it a, include impact? Is it b, include the strengths and weaknesses? Is it c, include a judgement ? Well done if you said a, include impact.

When we analyse, we want to talk about the impact.

So we would firstly create a plan for specificity, which is one of the things we need to talk about.

So as always, we would demonstrate our knowledge by describing the specificity.

We would apply it.

So why might someone need their training to be specific? And we would say why.

How and why will specificity support improvements in their training? That would be saying the impact.

So Alex has attempted to start the impact section of the say why part of the paragraph for specificity.

He said, "The impact of specificity is that it meets the needs of the individual." This is a good place to start.

Why would this support performance? So meeting the needs of the individual leads to improvements that are relevant.

So the individual is able to improve upon their specific weaknesses and therefore can perform better in their sport.

So a really good start made by Alex has helped us to have that really detailed, impactful paragraph.

Training that is specific to the individual is more enjoyable so they are more likely to keep up with the training schedule, therefore improving the fitness.

"So" and "therefore" seem to be used repeatedly to make this answer more detailed and more relevant to that question.

And here, Alex has said, "I can see the impact here," and this is what we always need to think about with analyse question.

What is the impact? Let's have a look at a plan for overload.

We would use our knowledge.

So we would describe overload.

We would apply that knowledge of overload and talk about why might someone need to use overload in their training, and we would say why.

We'd talk about the impact.

How and why will overload support improvements in their training? Let's have go to quick check.

Why might someone need to use overload in their training? Aisha said, "It provides a chance to specifically develop a weakness." Sam said, "It provides a chance to use a variety of training so they don't get bored." And Andeep said, "It gradually increases stress on the body, allowing for adaptations to occur." Who's right, a, Aisha, b, Sam, or c, Andeep? Well done if you said that it was Andeep.

He was describing overload.

Overload is gradually increasing stress on the body, allowing for adaptations to occur.

Okay, for your final task, I would like you to complete the extended answer.

Analyse the use of specificity and overload as principles of training.

Here are some paragraph starters to help you write your answer.

Remember to think about what the impact is, as that would help you develop the AO3 knowledge that you require for your paragraph.

Saying "therefore" and "so" will really help you develop that knowledge.

You may wish to pause the video now leaving the paragraph starters on so you're able to write and answer this question correctly.

Good luck.

So you were asked to complete the answer for the question.

So you were given the sentence starters or the paragraph starters.

"Specificity is when the training meets the relevant demands of the activity, sport, muscle groups or individual needs.

An individual who is taking part in a training programme will need to make their training specific to the components of fitness they have identified as a weakness.

The impact is that the training will be more effective so performance will improve by targeting the areas that needed development.

Therefore, focusing on specific components of fitness causes the individual to enhance their strengths, correct weaknesses, and improve overall ability in their sport and activity." So you've talked about the impact on their training and therefore on their performance in the sport or activity.

Well done if you wrote something along those lines.

For the second paragraph, you would be talking about overload.

So you were given that "Overload should be done progressively.

By gradually increasing the amount of stress on the body allows the individual to improve and adapt to training.

The impact is that the body adapts to the increased demands, so performance improves over time.

Therefore, the risk of injury is reduced, and the individual can train more effectively, causing further improvements to fitness and performance as well as general health." So the impact is that the body adapts and is better at training but also there's a wider impact looking at body health and less chance of getting injured.

So well done again if you've talked about something along those lines.

Okay, now we've got just enough time left to summarise today's lesson.

Extended answer questions will use one of the following command words and skills, analyse, which means identify and give impact, discuss, which means provide strengths and weaknesses, evaluate, where you reach a judgement by weighing up positive and negatives and offer an alternative if relevant, and justify, which means support a case with evidence.

Using know, apply and say why is an approach which can help build effective answers for the holistic level descriptors of AO1, AO2, and AO3 knowledge.

Now, today has been a really tough lesson looking at how we can answer those really long mark questions, but I'm hoping that it's given you a bit more confidence to go into the exam and know how to structure, how to write those longer answers so that you can get as many marks as possible.

Well done today.

You worked really hard, and I look forward to seeing you again soon.