Question 1 — Explain five components of Health-Related Physical Fitness

1. Cardiovascular Endurance — The ability of the heart, lungs and blood vessels to supply oxygen during sustained physical activity.
2. Muscular Strength — The maximum force a muscle or group of muscles can exert in a single effort.
3. Muscular Endurance — The ability of muscles to perform repeated contractions or maintain a contraction over time without fatigue.
4. Flexibility — The range of motion available at a joint, important for movement efficiency and injury prevention.
5. Body Composition — The proportion of fat mass to lean mass (muscle, bone, organs); an indicator of overall health.

Question 2 — Five general misconceptions of Physical Education

1. PE is only about playing games — In reality it teaches fitness, motor skills, health knowledge and lifelong activity habits.
2. PE is less important than academic subjects — PE supports physical and mental health, concentration, and academic performance.
3. PE is for athletes only — PE is designed for all learners regardless of skill level to develop movement competence and health.
4. PE wastes instructional time — It develops discipline, teamwork, leadership and reduces stress—benefits that support learning.
5. PE causes more injuries than benefits — With correct instruction, equipment and safety practices, PE reduces long-term health risks.

Question 3a — Five physical benefits of Music and Dance in the school curriculum

1. Improves coordination and balance.
2. Enhances cardiovascular fitness and stamina.
3. Builds muscular strength and flexibility.
4. Supports healthy weight management through active movement.
5. Reduces stress and promotes relaxation, aiding overall physical well-being.

Question 3b — Five ways to address biases in a PE & Dance classroom

1. Gender inclusivity — Design activities that encourage equal participation of all genders.
2. Cultural sensitivity — Include and respect diverse dance/music traditions and allow student choice.
3. Adapted activities — Provide modifications so students with disabilities can participate meaningfully.
4. Equitable access — Ensure resources, time and equipment are fairly distributed to all students.
5. Positive encouragement — Avoid favoritism; focus on individual progress and effort over talent.

Question 4a — Five barriers to implementing PEMD in Initial Teacher Education

1. Inadequate facilities & equipment — Lack of gym space, instruments or safe dance areas limits practical learning.
2. Limited instructional time — Overloaded timetables reduce opportunities for practical PEMD sessions.
3. Shortage of trained teachers — Few teacher-educators specialise in PE, music or dance.
4. Low policy priority — PEMD may be undervalued by decision-makers and curriculum planners.
5. Negative attitudes & stereotypes — Cultural or institutional views that devalue arts and physical subjects.

Question 4b — Ten items in a school first aid box and their use

1. Adhesive bandages (plasters) — Cover small cuts and blisters.
2. Sterile gauze pads — Dress and protect larger wounds.
3. Adhesive tape — Secure dressings and bandages.
4. Antiseptic wipes/solution — Clean wounds and reduce infection risk.
5. Scissors — Cut tape, dressings or clothing in emergencies.
6. Tweezers — Remove splinters or small foreign objects.
7. Elastic (compression) bandage — Support sprains and strains.
8. Disposable gloves — Protect first aider and casualty from cross-contamination.
9. CPR mask/face shield — Provide barrier for rescue breaths during resuscitation.
10. Pain relievers (paracetamol / ibuprofen) — Relieve mild pain or reduce fever (follow school policy).