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Command words are the instructions in an exam question that tell you exactly what the examiner wants you to do. Misunderstanding a command word is one of the most common reasons students lose marks in OCR GCSE PE — they write an answer that contains good knowledge but does not actually do what the question asked. This lesson breaks down every command word used in OCR GCSE PE (J587) papers so you know precisely what is expected for each one.
Consider these two questions:
These questions require completely different answers. If you "describe" when asked to "evaluate," you will be capped at the lower levels of the mark scheme — regardless of how good your knowledge is.
Exam Tip: Before you start writing any answer, underline the command word. This focuses your mind on exactly what the examiner wants. Make it a habit in every practice paper you complete.
These command words appear in questions worth 1–3 marks. They require you to recall and state facts without needing to explain or analyse.
| Command Word | What It Means | What the Examiner Wants | Typical Marks |
|---|---|---|---|
| State | Write down a fact briefly | A short, precise answer with no explanation required | 1 |
| Give | Provide a fact or example | Same as "state" — a brief factual answer | 1 |
| Identify | Name or recognise something | Pick out the correct answer from your knowledge or from a given source | 1 |
| Define | Give the meaning of a term | A precise, complete definition using the correct PE terminology | 1–2 |
| Outline | Give the main features briefly | A concise summary covering the key points without going into detail | 2–3 |
"State two components of fitness." (2 marks)
That is all you need. No explanation, no examples, no sentences — just two correct components.
"Define 'fitness'." (1 mark)
Exam Tip: For "state," "give," and "identify" questions, resist the urge to write long answers. You will not gain extra marks for writing more, and you are wasting valuable time. One clear, accurate point per mark is the rule.
These command words appear in questions worth 2–6 marks. They require you to demonstrate understanding and apply your knowledge to specific contexts.
| Command Word | What It Means | What the Examiner Wants | Typical Marks |
|---|---|---|---|
| Describe | Give a detailed account of something | A clear, detailed account covering key features. You do NOT need to explain why — just what happens or what it looks like | 2–4 |
| Explain | Give reasons or causes | Say what happens AND why it happens. You must provide a reason or link cause to effect | 2–6 |
| Compare | Identify similarities and/or differences | Directly link two things together, pointing out how they are alike and/or different. Use comparative language ("whereas," "in contrast," "similarly") | 3–4 |
This is the single most important distinction to master in GCSE PE. Getting this wrong costs students more marks than any other mistake.
| Describe | Explain | |
|---|---|---|
| What you do | Say WHAT happens | Say WHAT happens and WHY it happens |
| Example topic | Effects of exercise on heart rate | Effects of exercise on heart rate |
| Describe answer | "During exercise, heart rate increases. It rises rapidly at the start of exercise and then levels off at a steady state." | — |
| Explain answer | — | "During exercise, heart rate increases because the working muscles need more oxygen. The heart beats faster to pump more oxygenated blood to the muscles to meet the increased demand for aerobic respiration." |
| Key difference | No reasons given — just an account of what happens | Reasons and causes are given — the "because" or "so that" is present |
Exam Tip: A simple test: if your answer to an "explain" question does not contain the word "because," "so," "therefore," "this means that," or "as a result," you are probably only describing. Go back and add the causal link.
"Compare intrinsic and extrinsic feedback." (4 marks)
A good answer uses direct comparison:
A weak answer describes each in isolation without comparing:
These command words appear in extended response questions worth up to 6 marks. They require higher-order thinking: weighing up evidence, making judgements, and constructing sustained arguments.
| Command Word | What It Means | What the Examiner Wants | Typical Marks |
|---|---|---|---|
| Evaluate | Judge the value or importance of something, considering different viewpoints | A balanced answer considering arguments for AND against, followed by a conclusion or judgement | 6 |
| Analyse | Break something down into its parts and examine each part | Separate the topic into key elements, examine how they work and why they are important | 6 |
| Discuss | Consider different aspects or viewpoints | Explore different sides of an argument, with evidence and examples | 6 |
| Justify | Give reasons to support a particular view or conclusion | Provide evidence and reasoning to explain why something is the case or why a decision is appropriate | 4–6 |
graph TD
A["Point: State your argument"] --> B["Develop: Explain how/why<br/>this is a benefit or drawback"]
B --> C["Example: Give a sporting context"]
C --> D["Counter: Present the<br/>opposing view"]
D --> E["Develop the counter point<br/>with a sporting example"]
E --> F["Conclude: Make a judgement —<br/>which side is stronger and why?"]
style A fill:#2c3e50,color:#fff
style B fill:#34495e,color:#fff
style C fill:#2980b9,color:#fff
style D fill:#8e44ad,color:#fff
style E fill:#9b59b6,color:#fff
style F fill:#27ae60,color:#fff
Exam Tip: For "evaluate" and "discuss" questions, always include both sides of the argument. An answer that only presents one side will be capped at the lower levels of the OCR mark scheme — even if the knowledge is excellent. Always finish with a clear conclusion.
| Mistake | What Students Do | What They Should Do |
|---|---|---|
| Describing when asked to explain | Write what happens without saying why | Include a causal link ("because," "so that," "this means") |
| Explaining when asked to evaluate | Give reasons for one side only | Present both sides and make a concluding judgement |
| Writing too much for "state" questions | Write a full paragraph for a 1-mark question | Give a brief, precise answer |
| Not concluding an "evaluate" answer | Present for and against but do not state which is more important | Always finish with a judgement: "Overall, I believe... because..." |
| Treating "compare" as two separate descriptions | Describe A, then separately describe B | Use comparative language to directly link A and B |
| Confusing "analyse" and "evaluate" | Present a balanced argument for an analyse question | For analyse: break down into parts and examine each. For evaluate: additionally make a judgement |
Use this as a revision aid. Cover the right column and test yourself on what each command word requires.
| Command Word | Memory Trigger |
|---|---|
| State / Give / Identify | Just say it — brief and factual |
| Define | Give the textbook definition — precise wording |
| Outline | Summary of key features — like bullet points |
| Describe | Paint a picture with words — WHAT happens |
| Explain | WHAT happens + WHY it happens (use "because") |
| Compare | Side by side — use "whereas" and "similarly" |
| Evaluate | For and against + your judgement at the end |
| Analyse | Break it down into parts and examine each |
| Discuss | Explore different viewpoints with examples |
| Justify | Defend your position with evidence and reasoning |
The best way to master command words is to practise answering questions with different command words on the same topic. Here is an example using the topic of "the cardiovascular system":
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