Present data (including tables and graphs) — AQA GCSE Physical Education

Tables organise data so a reader can compare results quickly. A well-built table has a clear title stating what is shown, column and row headings that name the variable and its unit, and data entered in consistent units throughout. For example, a table of sprint times might head one column 'Athlete' and another 'Time (s)', with each row holding one athlete's result. Tables suit exact values and side-by-side comparison, and they prepare data for graphing later. When presenting data in a table, keep the layout simple, align values so they are easy to scan, and avoid mixing units such as seconds and minutes in the same column. A reader should be able to find any single result without reading the whole table. Choosing a table over a graph is sensible when precise numbers matter more than showing a trend.

Plotting basic data means turning a table of results into a graph a reader can interpret at a glance. First choose the graph type that fits the data: a bar chart for categories such as activity type, a line graph for continuous change over time such as heart rate during exercise. Draw and label both axes with the variable name and its unit, for example 'Time (s)' and 'Heart rate (beats min⁻¹)'. Choose a sensible, even scale that uses most of the grid and mark it in equal steps. Plot each point accurately against both axes, then join points or draw bars as the type requires. Add a clear title and a key if more than one data set is shown. Check every plotted value against the original table before finishing.

A bar chart presents data in separate categories, such as the number of students choosing each activity or the count of injuries by body part. Each category gets its own bar, and the height of the bar shows the value for that category. Bars are drawn with equal width and separated by gaps, because the categories are distinct rather than continuous. Label the category axis with the variable, for example 'Activity', and the value axis with the measure and its unit, for example 'Number of students'. Use an even scale on the value axis so bar heights can be read accurately. A bar chart suits discrete or categorical data; for continuous change over time, a line graph is usually more appropriate.

A line graph presents continuous data by plotting points and joining them, so a trend across time or across a continuous variable is visible at a glance. In GCSE Physical Education you might plot heart rate against time during exercise, or a performer's sprint times across a training block. Each point represents one measurement, and the line between points shows how the value changes. Use a line graph only when the variable on the horizontal axis is continuous and ordered, such as time or distance; use a bar chart for separate categories. Plot each pair of values accurately, join points with straight ruled lines unless told otherwise, and keep the scale even so the slope is not distorted.

Every bar chart and line graph needs both axes labelled so a reader can interpret the data without the original table. The horizontal x axis carries the independent variable, such as time, distance or category of activity; the vertical y axis carries the dependent variable being measured, such as heart rate, speed or number of participants. Each label should name the quantity and give its unit, for example 'Time (s)' on the x axis and 'Heart rate (beats min⁻¹)' on the y axis. Keep the scale even and mark it clearly. A graph with unlabelled or unit-less axes cannot be read reliably, so labelling is part of presenting data correctly.