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This type of data can be counted, measured and compared using numerical values."},{"text":"Qualitative data.","correct":false,"explanation":"The tempting mistake is to confuse all performance information with observations. Qualitative data uses descriptive comments, whereas a measured sprint time is quantitative data because it is numerical."},{"text":"Subjective data.","correct":false,"explanation":"Subjective data is based on personal opinions or judgements, not a measured result. A time recorded in seconds is quantitative data because it is numerical and measurable."},{"text":"Primary data.","correct":false,"explanation":"Primary data describes information collected directly by the performer or coach, regardless of its form. The numerical sprint result is specifically quantitative data, not a different data type based on its source."}]},{"id":"573a9286-ed44-4438-8aaa-7ae3ea9d0b51","cardType":"basic","points":1,"front":"A coach’s comment about “poor head placement” is what type of data?","back":"Qualitative data.","mcqOptions":[{"text":"Qualitative data.","correct":true,"explanation":"A coach’s comment describes a technical feature using words rather than numbers. Descriptive observations such as head placement are qualitative data."},{"text":"Quantitative data.","correct":false,"explanation":"Quantitative data consists of numerical measurements, such as time, distance or score. A coach’s descriptive technical comment is qualitative data because it uses words to explain performance."},{"text":"Objective data.","correct":false,"explanation":"Objective data is recorded without personal judgement, usually through a measurement. A coach’s evaluative comment is descriptive and potentially subjective, so it is qualitative data."},{"text":"Secondary data.","correct":false,"explanation":"Secondary data has already been collected by someone else, which concerns the source rather than the format. The comment is qualitative data because it describes performance in words."}]},{"id":"154fa1ca-da63-4f4e-817f-5bd2ecbcaa43","cardType":"cloze","points":null,"front":"[ ] data uses numbers; [ ] data uses descriptive words.","back":"Quantitative data uses numbers; qualitative data uses descriptive words.","mcqOptions":[{"text":"Quantitative data uses numbers; qualitative data uses descriptive words.","correct":true,"explanation":"Quantitative data is expressed using numbers, such as times, distances and scores. Qualitative data uses descriptive words to record observations about technique or performance."},{"text":"Qualitative data uses numbers; quantitative data uses descriptive words.","correct":false,"explanation":"The two definitions have been reversed. Quantitative data uses numerical measurements, while qualitative data records descriptive observations using words."},{"text":"Objective data uses numbers; subjective data uses descriptive words.","correct":false,"explanation":"Objective and subjective describe how information is judged or collected, not whether it is numerical or descriptive. The correct terms are quantitative for numbers and qualitative for words."},{"text":"Primary data uses numbers; secondary data uses descriptive words.","correct":false,"explanation":"Primary and secondary identify whether data is collected first-hand or obtained from another source. They do not define numerical and descriptive information; those are quantitative and qualitative."}]},{"id":"c2ee8c36-e036-44b2-bee0-bd24d1ede6b2","cardType":"basic","points":1,"front":"In a timed fitness test, what usually shows improvement?","back":"A lower time.","mcqOptions":[{"text":"A lower time.","correct":true,"explanation":"In a timed fitness test, completing the same distance in fewer seconds shows improved speed or performance. Therefore, a lower time normally indicates improvement."},{"text":"A higher time.","correct":false,"explanation":"A higher time means the performer took longer to complete the same test, which usually indicates reduced speed. Improvement in a timed test is shown by a lower time."},{"text":"A higher distance.","correct":false,"explanation":"Distance may show improvement in a distance-based test, but it is not the usual comparison for a fixed timed test. For the same distance, improvement means recording a lower time."},{"text":"A lower score.","correct":false,"explanation":"A lower score could indicate improvement only in some penalty-based systems. In a timed fitness test covering the same task, the clearest improvement is a lower time."}]},{"id":"05d70d63-ef6c-408e-bf97-2ae1375fae58","cardType":"basic","points":1,"front":"Sprint trials: 4.62 s, 4.55 s, 4.48 s. Which is best?","back":"4.48 s, the lowest time.","mcqOptions":[{"text":"4.48 s, the lowest time.","correct":true,"explanation":"The best sprint performance is the fastest trial. Among these results, 4.48 seconds is the smallest value, so it represents the quickest sprint."},{"text":"4.62 s, the first time recorded.","correct":false,"explanation":"Choosing the first result confuses the order of the trials with performance quality. Sprint performance is best when the time is lowest, so 4.48 seconds is correct."},{"text":"4.55 s, the middle time.","correct":false,"explanation":"The middle value is not automatically the best result. For a sprint, the lowest time represents the fastest performance, making 4.48 seconds the correct choice."},{"text":"4.62 s, the highest time.","correct":false,"explanation":"A higher sprint time means the performer took longer and was therefore slower. The fastest trial is the lowest value, 4.48 seconds."}]},{"id":"1e87fc5c-b48b-48b1-85f3-2e26e1c0b7a7","cardType":"basic","points":1,"front":"A winger improves from 4.62 s to 4.48 s. What is the improvement?","back":"0.14 s.","mcqOptions":[{"text":"0.14 s.","correct":true,"explanation":"Subtract the improved time from the original time: $4.62 - 4.48 = 0.14$ seconds. The positive difference shows the time became 0.14 seconds faster."},{"text":"0.10 s.","correct":false,"explanation":"This likely comes from rounding both times before subtracting. Keeping the exact values gives $4.62 - 4.48 = 0.14$ seconds, so the improvement is 0.14 seconds."},{"text":"0.16 s.","correct":false,"explanation":"This difference usually results from subtracting the hundredths incorrectly. The correct calculation is $4.62 - 4.48 = 0.14$ seconds."},{"text":"9.10 s.","correct":false,"explanation":"Adding the two sprint times rather than finding the change gives a total, not an improvement. Improvement requires subtraction: $4.62 - 4.48 = 0.14$ seconds."}]},{"id":"5f20cca3-98b7-4a20-bc7a-e0967729577f","cardType":"cloze","points":null,"front":"Before interpreting a graph, check the axis [ ] to see what the numbers go up in.","back":"Before interpreting a graph, check the axis scale to see what the numbers go up in.","mcqOptions":[{"text":"scale","correct":true,"explanation":"The axis scale shows the intervals between labelled values and therefore how much each step represents. Checking it prevents misreading the size of changes on the graph."},{"text":"label","correct":false,"explanation":"An axis label identifies what is being measured, such as time or distance, but does not show the numerical intervals. The scale tells you what the numbers increase by."},{"text":"title","correct":false,"explanation":"The title gives the overall subject of the graph, not the value represented by each interval. The axis scale must be checked to interpret numerical changes accurately."},{"text":"key","correct":false,"explanation":"A key explains symbols, colours or patterns used in a graph. It does not determine the numerical intervals on an axis; that information comes from the scale."}]},{"id":"3718a2b1-3379-4638-98c1-0dac23d444ca","cardType":"basic","points":1,"front":"What does the title of a PE data table tell you?","back":"What the data is about.","mcqOptions":[{"text":"What the data is about.","correct":true,"explanation":"The title summarises the subject or topic represented by the table. It helps the reader understand what the measurements, scores or observations relate to."},{"text":"When the data was collected.","correct":false,"explanation":"The collection date may be included in a table, but it is not normally the purpose of the title. The title explains what the data is about."},{"text":"Who collected the data.","correct":false,"explanation":"The researcher, coach or performer may be named separately as the source. The table title identifies its subject, explaining what the data is about."},{"text":"How to calculate the average.","correct":false,"explanation":"Calculation methods may be given in instructions or notes, but the title does not normally explain them. Its role is to identify what the data is about."}]},{"id":"99fdcae5-93e6-412d-b5b2-ccfd8537c2d7","cardType":"basic","points":1,"front":"Why check units before interpreting fitness-test data?","back":"They show what the numbers measure.","mcqOptions":[{"text":"They show what the numbers measure.","correct":true,"explanation":"Units identify the quantity represented by each value, such as centimetres, seconds or repetitions, allowing fitness-test results to be interpreted accurately."},{"text":"They show how much effort was used.","correct":false,"explanation":"Units do not show whether the performer tried their hardest. The correct answer is that units show what the numbers measure, preventing misinterpretation of the data."},{"text":"They show whether the test is reliable.","correct":false,"explanation":"Units alone cannot establish whether a test was reliable, which requires consistent repeated results. They show what the numerical values measure."},{"text":"They show who recorded the results.","correct":false,"explanation":"Units do not identify the person who collected the results. They indicate what each number measures, such as time, distance or repetitions."}]},{"id":"83bf7276-a40e-478b-b0f3-04b43111101e","cardType":"cloze","points":null,"front":"A [ ] is the overall pattern; an [ ] is an unusual result that stands out.","back":"A trend is the overall pattern; an anomaly is an unusual result that stands out.","mcqOptions":[{"text":"A trend is the overall pattern; an anomaly is an unusual result that stands out.","correct":true,"explanation":"A trend is the general direction or pattern across the data, whereas an anomaly is an individual result that differs noticeably from that pattern."},{"text":"A anomaly is the overall pattern; an trend is an unusual result that stands out.","correct":false,"explanation":"The two terms have been reversed. A trend is the overall pattern in a data set, while an anomaly is an unusual result that stands out."},{"text":"A mean is the overall pattern; an anomaly is an unusual result that stands out.","correct":false,"explanation":"A mean is a calculated average rather than the overall pattern. The overall pattern is a trend, while an unusual result is an anomaly."},{"text":"A trend is the overall pattern; a range is an unusual result that stands out.","correct":false,"explanation":"A range measures the difference between the highest and lowest values, not one unusual result. An unusual result is an anomaly, while the overall pattern is a trend."}]},{"id":"cbb2d599-f098-49cf-b9c4-dcffee420f62","cardType":"basic","points":1,"front":"Bleep-test scores rise from 7.2 to 8.9. What trend does this show?","back":"Improving aerobic endurance.","mcqOptions":[{"text":"Improving aerobic endurance.","correct":true,"explanation":"The higher bleep-test score indicates that the performer can continue running for longer as the pace increases, showing improved aerobic endurance."},{"text":"Declining aerobic endurance.","correct":false,"explanation":"The scores rise rather than fall, so the direction has been misread. Increasing bleep-test scores indicate improving aerobic endurance."},{"text":"Improving muscular endurance.","correct":false,"explanation":"The bleep test primarily assesses aerobic endurance, not muscular endurance. Rising levels show an improved ability to sustain exercise using the aerobic energy system."},{"text":"Improving speed.","correct":false,"explanation":"Although running speed increases during the test, its main fitness component is aerobic endurance. The rising scores therefore show improving aerobic endurance, not speed."}]},{"id":"62ccbd66-ad1b-4358-907b-7463330b19ed","cardType":"basic","points":1,"front":"Scores: 7.2, 7.6, 8.0, 7.4, 8.5, 8.9. Which may be anomalous?","back":"Week 4: 7.4.","mcqOptions":[{"text":"Week 4: 7.4.","correct":true,"explanation":"The scores generally increase, but week 4 drops from 8.0 to 7.4 before the upward pattern resumes, making it the likely anomaly."},{"text":"Week 1: 7.2.","correct":false,"explanation":"Week 1 begins the rising sequence, so its lower value fits the overall progression. Week 4 is anomalous because it interrupts the upward trend."},{"text":"Week 3: 8.0.","correct":false,"explanation":"Week 3 continues the steady increase from 7.2 to 7.6 to 8.0. Week 4 is the likely anomaly because its score unexpectedly falls."},{"text":"Week 6: 8.9.","correct":false,"explanation":"Week 6 continues the improvement and is consistent with the overall upward trend. Week 4 stands out because its value drops unexpectedly."}]},{"id":"c0a8c8b6-d4a8-4a4b-ba75-0ec9afc8a08d","cardType":"cloze","points":null,"front":"An anomaly may happen due to illness, incorrect [ ], or [ ].","back":"An anomaly may happen due to illness, incorrect test protocol, or recording error.","mcqOptions":[{"text":"An anomaly may happen due to illness, incorrect test protocol, or recording error.","correct":true,"explanation":"Failing to follow the standard test protocol can distort performance, while a recording error can introduce a value that does not reflect the actual result."},{"text":"An anomaly may happen due to illness, incorrect mean calculation, or recording error.","correct":false,"explanation":"Calculating the mean does not create an unusual raw test result. Anomalies may arise from illness, an incorrect test protocol or a recording error."},{"text":"An anomaly may happen due to illness, incorrect test protocol, or overall trend.","correct":false,"explanation":"An overall trend is a pattern across several results, not an error that creates one unusual result. The relevant cause is a recording error."},{"text":"An anomaly may happen due to illness, incorrect range calculation, or mean score.","correct":false,"explanation":"Range calculations and mean scores describe or summarise existing data rather than causing an anomalous test result. Incorrect test protocol and recording error are genuine causes."}]},{"id":"1b5b28ba-a46f-4206-b5ce-965c59990114","cardType":"basic","points":1,"front":"How do you calculate the mean of fitness-test scores?","back":"$$\\text{mean}=\\frac{\\text{sum of scores}}{\\text{number of scores}}$","mcqOptions":[{"text":"$$\\text{mean}=\\frac{\\text{sum of scores}}{\\text{number of scores}}$","correct":true,"explanation":"The mean is found by adding every fitness-test score and dividing that total by the number of scores included in the data set."},{"text":"$$\\text{mean}=\\frac{\\text{number of scores}}{\\text{sum of scores}}$","correct":false,"explanation":"This reverses the required division, producing a very small and meaningless value. The sum of the scores must be divided by the number of scores."},{"text":"$$\\text{mean}=\\text{sum of scores}\\times\\text{number of scores}$","correct":false,"explanation":"Multiplying the total by the number of scores greatly inflates the result. To calculate the mean, divide the sum by the number of scores."},{"text":"$$\\text{mean}=\\text{highest score}-\\text{lowest score}$","correct":false,"explanation":"Subtracting the lowest score from the highest calculates the range, not the mean. The mean is the sum of all scores divided by their number."}]},{"id":"e46e0eae-905b-409c-930a-9bf2b7bc4ed6","cardType":"basic","points":1,"front":"How do you calculate the range of fitness-test scores?","back":"Highest score - lowest score.","mcqOptions":[{"text":"Highest score - lowest score.","correct":true,"explanation":"The range measures the spread between the extreme values, so it is calculated by subtracting the lowest score from the highest score."},{"text":"Lowest score - highest score.","correct":false,"explanation":"Reversing the subtraction produces a negative value rather than the range. The lowest score must be subtracted from the highest score."},{"text":"Highest score + lowest score.","correct":false,"explanation":"Adding the extreme scores does not measure the spread of the data. The range is calculated as the highest score minus the lowest score."},{"text":"Sum of scores ÷ number of scores.","correct":false,"explanation":"Dividing the sum by the number of scores calculates the mean, not the range. The range is the highest score minus the lowest score."}]},{"id":"3c605763-1ceb-4fe3-afde-056519ee4bf3","cardType":"basic","points":1,"front":"Vertical jumps: 42 cm, 44 cm, 43 cm. What is the mean?","back":"43 cm.","mcqOptions":[{"text":"43 cm.","correct":true,"explanation":"The three jumps total 129 cm, and dividing by three gives a mean vertical-jump score of 43 cm."},{"text":"42 cm.","correct":false,"explanation":"This selects the lowest score instead of calculating the average. Adding the values gives 129 cm, which divided by three equals 43 cm."},{"text":"44 cm.","correct":false,"explanation":"This selects the highest score rather than the mean. The total of 129 cm must be divided by three, giving 43 cm."},{"text":"129 cm.","correct":false,"explanation":"This is the sum of the three jumps, not their mean. Dividing 129 cm by the three recorded scores gives 43 cm."}]},{"id":"4f70fb11-0559-4d7b-a3d2-79ef15f55b34","cardType":"basic","points":1,"front":"Vertical jumps: 42 cm, 44 cm, 43 cm. What is the range?","back":"2 cm.","mcqOptions":[{"text":"2 cm.","correct":true,"explanation":"The range is found by subtracting the lowest score, 42 cm, from the highest score, 44 cm. This gives 2 cm."},{"text":"1 cm.","correct":false,"explanation":"Subtracting the middle score from the highest gives 1 cm, but range uses the highest and lowest scores. The correct range is 44 cm - 42 cm = 2 cm."},{"text":"86 cm.","correct":false,"explanation":"Adding the highest and lowest scores, or confusing range with a total, can produce this value. The correct range is the difference between 44 cm and 42 cm: 2 cm."},{"text":"3 cm.","correct":false,"explanation":"Using the middle score and lowest score gives 43 cm - 42 cm = 1 cm, not the full spread. The correct range is 44 cm - 42 cm = 2 cm."}]},{"id":"a6f9a0f5-e391-442d-9788-1128034a9775","cardType":"basic","points":1,"front":"What does a small range in repeated test scores suggest?","back":"The results were consistent.","mcqOptions":[{"text":"The results were consistent.","correct":true,"explanation":"A small range means the repeated scores are close together, showing that the results were consistent across the tests."},{"text":"The results were inconsistent.","correct":false,"explanation":"A large spread, rather than a small one, suggests inconsistency. Scores close together indicate that the results were consistent across repeated tests."},{"text":"The results were valid.","correct":false,"explanation":"Validity concerns whether the test measures what it should, not how similar repeated scores are. A small range indicates that the results were consistent."},{"text":"The results were unreliable.","correct":false,"explanation":"Unreliable results usually vary considerably between attempts. A small range shows little variation, so the results were consistent rather than unreliable."}]},{"id":"ce27641b-18e5-4a5d-81b6-191ac61b4bcc","cardType":"cloze","points":null,"front":"Normative data compares a performer’s result with a [ ] or [ ].","back":"Normative data compares a performer’s result with a wider population or specific group.","mcqOptions":[{"text":"Normative data compares a performer’s result with a wider population or specific group.","correct":true,"explanation":"Normative data provides a benchmark by comparing an individual’s performance with results from a wider population or a specific relevant group."},{"text":"Normative data compares a performer’s result with an individual performer or training programme.","correct":false,"explanation":"A personal previous result and a training programme do not provide population-based benchmarks. Normative data compares performance with a wider population or specific group."},{"text":"Normative data compares a performer’s result with a fitness component or skill-related factor.","correct":false,"explanation":"Fitness components and skill-related factors describe what is measured, not groups whose scores provide norms. The correct comparison is with a wider population or specific group."},{"text":"Normative data compares a performer’s result with a previous personal result or personal target.","correct":false,"explanation":"A previous personal score or target can support individual monitoring, but it is not normative data. Normative comparisons use a wider population or specific group."}]},{"id":"90ab7752-9709-42f7-80d6-1e913e10fe70","cardType":"basic","points":1,"front":"A score of 8.2 is compared with 7.5-9.4 = Good. What category is it?","back":"Good.","mcqOptions":[{"text":"Good.","correct":true,"explanation":"The score of 8.2 lies between 7.5 and 9.4, so it falls within the interval labelled Good."},{"text":"Excellent.","correct":false,"explanation":"Excellent would require the score to fall within a higher performance band. Since 8.2 is specifically within the 7.5-9.4 Good interval, the category is Good."},{"text":"Average.","correct":false,"explanation":"Average is not the category assigned to the interval containing 8.2. The stated 7.5-9.4 band is labelled Good, so 8.2 is Good."},{"text":"Poor.","correct":false,"explanation":"Poor would describe a lower performance band, not a score inside 7.5-9.4. Because 8.2 falls in that interval, the correct category is Good."}]},{"id":"72b892b7-d8a3-4976-b3aa-07401009e026","cardType":"basic","points":2,"front":"Why should normative data use the same age group?","back":"To make the comparison fair.","mcqOptions":[{"text":"To make the comparison fair.","correct":true,"explanation":"Using normative data from the same age group controls for age-related differences in development and ability, making the comparison fair."},{"text":"To make the comparison reliable.","correct":false,"explanation":"The purpose is not mainly to make the comparison reliable, because reliability concerns consistency of measurement. Matching age groups makes the comparison fairer."},{"text":"To make the comparison difficult.","correct":false,"explanation":"Using the same age group does not make the comparison physically harder. It controls for developmental differences so the comparison is fair."},{"text":"To make the comparison specific.","correct":false,"explanation":"The age group should be matched to the performer, but the aim is not simply to make the comparison specific. The key purpose is to make it fair."}]},{"id":"3ab3617a-b766-4946-8c89-9f18bac41014","cardType":"cloze","points":null,"front":"To [ ] data is to explain patterns and relationships; to [ ] is to judge usefulness or limitations.","back":"To analyse data is to explain patterns and relationships; to evaluate is to judge usefulness or limitations.","mcqOptions":[{"text":"To analyse data is to explain patterns and relationships; to evaluate is to judge usefulness or limitations.","correct":true,"explanation":"To analyse data means identifying and explaining patterns or relationships. To evaluate data means judging its usefulness, strengths, weaknesses, or limitations."},{"text":"To evaluate data is to explain patterns and relationships; to analyse is to judge usefulness or limitations.","correct":false,"explanation":"This reverses the two terms. Analysing explains patterns and relationships, whereas evaluating judges usefulness or limitations."},{"text":"To collect data is to explain patterns and relationships; to compare is to judge usefulness or limitations.","correct":false,"explanation":"Collecting data means gathering measurements, and comparing data means setting results against each other. The definitions required here are analysing patterns and evaluating usefulness or limitations."},{"text":"To present data is to explain patterns and relationships; to interpret is to judge usefulness or limitations.","correct":false,"explanation":"Presenting data means displaying results, while interpreting usually means making sense of them. The specific distinction here is analysing patterns and evaluating usefulness or limitations."}]},{"id":"cbecf2cd-8c4e-4818-8f31-2f7c8c4286da","cardType":"basic","points":2,"front":"Why is bleep-test improvement relevant for a hockey midfielder?","back":"It shows better aerobic endurance for working all match.","mcqOptions":[{"text":"It shows better aerobic endurance for working all match.","correct":true,"explanation":"A hockey midfielder covers substantial ground and repeatedly works throughout the match. Better aerobic endurance helps them sustain this activity and recover between efforts."},{"text":"It shows better muscular endurance for working all match.","correct":false,"explanation":"Muscular endurance helps repeated muscle contractions, but the bleep test mainly measures aerobic endurance. That fitness component is most relevant to sustaining work throughout a match."},{"text":"It shows better speed for working all match.","correct":false,"explanation":"Speed supports quick movement, but the bleep test assesses the ability to sustain progressively harder running. The relevant improvement is better aerobic endurance for working all match."},{"text":"It shows better flexibility for working all match.","correct":false,"explanation":"Flexibility supports range of movement, not prolonged running capacity. A bleep-test improvement indicates better aerobic endurance, which is important for working throughout a hockey match."}]},{"id":"4518be6b-ba9b-47cf-baba-5323921eeee1","cardType":"basic","points":1,"front":"If sit-and-reach improves by 3 cm, which fitness component improved?","back":"Flexibility.","mcqOptions":[{"text":"Flexibility.","correct":true,"explanation":"The sit-and-reach test measures the range of movement around the lower back and hamstrings. An improvement of 3 cm therefore shows improved flexibility."},{"text":"Muscular endurance.","correct":false,"explanation":"Muscular endurance concerns sustaining repeated contractions, which is not what the sit-and-reach measures. The 3 cm improvement indicates better flexibility."},{"text":"Power.","correct":false,"explanation":"Power is the ability to apply force quickly, whereas sit-and-reach measures range of movement. An increased reach shows improved flexibility."},{"text":"Balance.","correct":false,"explanation":"Balance is the ability to maintain stability, not the distance reached in a flexibility test. A 3 cm sit-and-reach improvement indicates better flexibility."}]},{"id":"3bef1fe3-fd86-4eab-8d34-b40e93643374","cardType":"basic","points":1,"front":"If 30 m sprint time gets 0.02 s slower, what does this suggest about speed?","back":"Speed did not improve.","mcqOptions":[{"text":"Speed did not improve.","correct":true,"explanation":"A longer sprint time means the distance was covered more slowly. As the time increased by 0.02 s for the same 30 m distance, speed did not improve."},{"text":"Speed improved slightly.","correct":false,"explanation":"This reverses the relationship between time and speed. Covering the same 30 m distance in a longer time indicates that speed did not improve."},{"text":"Speed stayed the same.","correct":false,"explanation":"This overlooks the 0.02 s increase in sprint time. For a fixed 30 m distance, taking longer indicates a reduction in speed, not unchanged performance."},{"text":"Speed improved greatly.","correct":false,"explanation":"This mistakes a slower sprint time for better performance and exaggerates the change. Taking 0.02 s longer over 30 m means speed did not improve."}]}]}],"examCountdown":{"examDate":"2027-05-13","paperLabel":"Component 1"},"heading":"Interpreting and evaluating data","title":"Interpreting and evaluating data Flashcards","topbar":{"backHref":"/gcse/physical-education/edexcel/flashcards"},"topicSidebar":"$L38"}]}],"topicId":"3fc5639b-49dc-5b8c-849f-7056f6080671","walled":"$L39"}],"$L3a","$L3b"]