What is the structure labelled X in the diagram below?
\n[Source: © International Baccalaureate Organization 2017]
\nA. Bicuspid valve
\nB. Tricuspid valve
\nC. Aortic valve
\nD. Pulmonary valve
\nWhich of the following defines momentum?
\nA. force × time
\nB. velocity × time
\nC. mass × velocity
\nD. mass × distance
\nC
\nAn easier question, with A as the main distractor followed by B.
\nWhich of the following describes Newton’s second law of motion?
\nA. The rate of change of momentum of a body is proportional to the force causing it.
\nB. To bring about motion a force must be applied.
\nC. When one body applies a force to another the second body will apply an equal and opposite force back.
\nD. The effect of a constant force on a mass will always be the same.
\nA
\nA challenging question at the more difficult end of the mid-difficulty continuum, with C as the main distractor.
\nWhich of the following is correct?
\nA. Ability = skill + selection of an appropriate technique
\nB. Skill = ability + selection of an appropriate technique
\nC. Technique = ability + skill
\nD. Skill = reaction time + movement time
\nB
\nAn easier question with C as the main distractor.
\nWhat describes a model of information processing?
\nA. processing and decision making → input → output
\nB. input → processing and decision making → output
\nC. feedback → output → processing and decision making
\nD. processing and decision making → feedback → output
\nB
\nThe easiest question on the paper, with D as the main distractor.
\nWhich of the following describes intrinsic feedback?
\nA. Post-response information concerning the outcome of an action
\nB. An awareness of the body’s position from sensors in the muscles and tendons
\nC. Information about the execution of a performance from video
\nD. Information received from the coach during an activity
\nB
\nA mid-difficulty question with A as the main distractor. There were 4 blank responses.
\nWhich of the following are roles of feedback?
\nI. To improve motivation to perform
\nII. To cause a positive acceleration in learning
\nIII. To provide information about an opponent’s strengths and weaknesses
\nA. I only
\nB. II only
\nC. I and II only
\nD. I, II and III
\nD
\nThis question had a negative discrimination index and was a challenging question, with C as the main distractor.
\nWhat factors contribute to reaction time?
\nA. Stimulus transmission and nerve transmission
\nB. Signal detection and muscle movement time
\nC. Nerve transmission and intrinsic feedback
\nD. Initiation of an action and extrinsic feedback
\nA
\nA difficult question, with B as the main distractor. More candidates chose B than A (correct response). It is possible a significant number of candidates confused reaction time with response time.
\nWhich of the following statements are correct for memory?
\nA. Short term memory will hold information for less than one second and the information will be lost if it is not attended to.
\nB. Long term memory has a capacity of 7 ± 2 bits and the movement of information to this stage relies on rehearsal.
\nC. The short term sensory store has a large capacity but any signal is lost very quickly.
\nD. Short term memory has a larger capacity than both the short term sensory store and long term memory.
\nC
\nA challenging question, with B and D as almost equal distractors. There were 3 blank responses.
\nWhat does standard deviation represent?
\nA. The ratio of the correlation to the mean
\nB. A causal relationship between two variables
\nC. The correlation between two variables
\nD. It summarises the spread of values around the mean
\nD
\nAn easy question, with A as the main distractor.
\nWhich is correct with regard to study design?
\nA. Validity is when you retest in similar conditions and achieve consistent results.
\nB. A power athlete performing a vertical jump test with their eyes closed is an example of using a blind study.
\nC. Reliability is when you undertake a test and it measures what you want.
\nD. An endurance athlete doing the Cooper’s 12 Minute Run to test aerobic power demonstrates specificity.
\nD
\nA question based on Cooper’s 12 minute run test, which is used to estimate aerobic power/VO2max/cardiovascular-respiratory fitness. A mid-difficulty question, with A as the main distractor and D as the correct answer.
\nWhat describes the force that a muscle or group of muscles can exert in a single contraction?
\nA. Muscular strength
\nB. Aerobic capacity
\nC. Speed
\nD. Muscular power
\nA
\nA more difficult question, with D as the main distractor.
\nWhat test is valid for measuring muscular endurance?
\nA. Sit and reach
\nB. Stork stand
\nC. Hand grip dynamometer
\nD. Flexed arm hang
D
\nThe 2nd easiest question on the paper, with C as the main distractor.
\nWhich bones form part of the appendicular skeleton?
\nA. Femur, radius, ribs, patella
\nB. Coccyx, humerus, ulna, tibia
\nC. Pelvic girdle, clavicle, fibula, carpals
\nD. Sternum, phalanges, femur, tarsals
\nC
\nSixth most difficult question. I suspect that this is due to confusion over the pelvic girdle as part of the appendicular skeleton.
\nWhich joint is formed at the proximal head of the femur?
\nA. Shoulder
\nB. Elbow
\nC. Hip
\nD. Knee
C
\nSeventh easiest question, suggesting positive knowledge of the skeletal system.
\nWhat type of joint is found where the radius and carpals articulate?
\nA. Hinge
\nB. Ball and socket
\nC. Gliding
\nD. Condyloid
\nD
\nFourth most difficult question. A surprising number of candidates believed that the radius and carpals created hinge joints.
\nWhich muscles form the quadriceps femoris?
\nA. Rectus femoris, vastus intermedialis, vastus medialis, vastus lateralis
\nB. Biceps femoris, vastus intermedialis, vastus medialis, vastus lateralis
\nC. Rectus femoris, biceps femoris, vastus medialis, semitendinosus
\nD. Biceps femoris, vastus intermedialis, biceps brachii, vastus lateralis
\nA
\nMid-range difficulty.
\nWhat factors may cause ventilation to increase during exercise?
\nA. Decreased oxygen levels and decreased blood acidity
\nB. Decreased carbon dioxide levels and increased blood acidity
\nC. Increased carbon dioxide levels and increased blood acidity
\nD. Increased oxygen levels and decreased blood acidity
\nC
\nMid-range difficulty.
\nWhat is vital capacity?
\nA. Total lung capacity + tidal volume
\nB. Tidal volume + inspiratory reserve volume + expiratory reserve volume
\nC. Tidal volume + inspiratory reserve volume + residual volume
\nD. Total lung capacity − inspiratory reserve volume
\nB
\nMost difficult question on the paper. Responses were fairly evenly spread across all four options, indicating that candidates are uncertain over what vital capacity is.
\nWhat is the structure labelled X in the diagram below?
\n[Source: © International Baccalaureate Organization 2017]
\nA. Bicuspid valve
\nB. Tricuspid valve
\nC. Aortic valve
\nD. Pulmonary valve
\nB
\nMid-range difficulty.
\nWhere in the heart is the electrical impulse generated for contraction?
\nA. Atrioventicular node
\nB. Left atrium
\nC. Sinoatrial node
\nD. Right ventricle
\nC
\nMid-range difficulty.
\nWhat are some of the principal structures of the ventilatory system?
\nA. Nose, mouth, pharynx, larynx, aorta
\nB. Bronchi, bronchioles, lungs, alveoli, trachea
\nC. Bronchioles, lungs, alveoli, trachea, pulmonary artery
\nD. Bronchioles, lungs, alveoli, pulmonary vein, bronchi
\nB
\nSixth easiest question, suggesting positive knowledge of the ventilatory system.
\nWhich describes pulmonary and systemic circulation?
\nA. Pulmonary circulation delivers oxygenated blood to the lungs, systemic circulation delivers deoxygenated blood to the body.
\nB. Pulmonary circulation delivers deoxygenated blood to the body, systemic circulation delivers oxygenated blood to the lungs.
\nC. Pulmonary circulation delivers oxygenated blood to the body, systemic circulation delivers deoxygenated blood to the body.
\nD. Pulmonary circulation delivers deoxygenated blood to the lungs, systemic circulation delivers oxygenated blood to the body.
\nD
\nMid-range difficulty.
\nWhich energy system is the quickest to re-synthesize ATP?
\nA. Anaerobic glycolysis
\nB. Aerobic glycolysis
\nC. Lactic acid
\nD. Creatine phosphate
\nD
\nSeventh most difficult question. Many incorrectly chose option B, meaning that they believed that aerobic glycolysis was quickest to re-synthesize ATP.
\nWhich of the following are major storage sites for triglycerides?
\nI. Skeletal muscle
\nII. Smooth muscle
\nIII. Adipose tissue
\nA. I and II only
\nB. I and III only
\nC. II and III only
\nD. I, II and III
\nB
\nMid-range difficulty.
\nWhat is the process by which glycogen is broken down to glucose?
\nA. Glycogenolysis
\nB. Glycolysis
\nC. Gluconeogenesis
\nD. Lipolysis
\nA
\nMid-range difficulty.
\nWhich type of process is taking place when ATP is converted to ADP and phosphate?
\nI. Metabolism
\nII. Anabolism
\nIII. Catabolism
\nA. I only
\nB. I and II only
\nC. III only
\nD. I and III only
\nD
\nSecond most difficult question. Answers were evenly split between options C and D. D was the correct answer, recognising that both metabolism and catabolism as taking place when ATP is converted to ADP and phosphate. Those selecting option C did not recognise the role of metabolism.
\nWhich is an example of the application of Newton’s second law of motion?
\nA. A sprinter accelerating down the track
\nB. A cyclist travelling at a constant velocity
\nC. A basketball player pushing against the ground to jump upwards
\nD. A diver standing motionless before a dive on a springboard
\nA
\nMid-range difficulty.
\nWhich describes the centre of mass of an object?
\nA. The distance from the point of balance of the object
\nB. The point about which all particles of the object are evenly distributed
\nC. The point about which the object’s mass is evenly distributed
\nD. The point at which when a force is applied only rotational motion will result
\nC
\nFourth easiest question, suggesting positive knowledge of centre of mass.
\nWhy is the knee bent during the recovery phase of running?
\nA. To move the centre of gravity higher
\nB. To increase the length of the lever
\nC. To decrease the moment of inertia
\nD. To decrease angular velocity
\nC
\nThird most difficult question. Although many answered this incorrectly, responses were fairly evenly spread, indicating that candidates were largely unaware of rationale behind running phases.
\nWhat is the displacement of an 800 metre runner who runs two laps of a 400 metre running track and finishes at the same point as he started?
\nA. 0 metres
\nB. 200 metres
\nC. 400 metres
\nD. 800 metres
\nA
\nMid-range difficulty.
\nWhich of the following describes a third class lever?
\nI. Effort force acts between the fulcrum and the load force.
\nII. Load force acts between the fulcrum and the effort force.
\nIII. Fulcrum is between the load force and the effort force.
\nA. I only
\nB. II only
\nC. III only
\nD. I, II and III
A
\nMid-range difficulty.
\nWhich type of skill is knowledge of the rules of a sport?
\nA. Cognitive
\nB. Perceptual
\nC. Motor
\nD. Perceptual motor
\n\n
A
\nFifth easiest question, suggesting positive knowledge of skill classification.
\nWhich attribute is measured by the action used to perform sit and reach test?
\nA. Skill
\nB. Technique
\nC. Movement time
\nD. Ability
\nD
\nMid-range difficulty.
\nThe respiratory centre detects changes in pH levels. Which type of sensory input is this?
\nA. Exteroceptor
\nB. Executive programme
\nC. Proprioceptor
\nD. Interoceptor
\nD
\nMid-range difficulty.
\nWhich shows bilateral transfer?
\nA. Improving dynamic strength in order to start races better
\nB. Progressing from throwing a ball to throwing a javelin
\nC. A football player learning to kick with her weaker foot
\nD. Changing from three players per team in basketball to five players
\nC
\nMid-range difficulty.
\nWhat is transfer of learning?
\nA. The rate at which a person learns
\nB. The initial stage of learning a skill
\nC. Processing one stimuli before learning the next
\nD. The effect that practice of one skill has on the learning of another
\nD
\nThird easiest question, suggesting positive knowledge of transfer of learning.
\nThe table shows the distances in metres recorded by Sami in the shot put for six weeks. What type of learning curve is Sami demonstrating?
\nA. Linear
\nB. Negative acceleration
\nC. Plateau
\nD. Positive acceleration
\nA
\nMid-range difficulty.
\nWhich is a reliable and valid test of a basketball player’s leg power?
\nA. Illinois Agility Test
\nB. Ruler drop test
\nC. Stork stand
\nD. Vertical jump
\nD
\nEasiest question, suggesting positive knowledge of fitness testing.
\nWhat is a Physical Activity Readiness Questionnaire (PAR-Q) form used for?
\nA. To determine the goals of the programme
\nB. To ensure that it is safe for the person to undertake physical activity
\nC. To determine the person’s favourite activities
\nD. To establish a baseline so any improvements can be measured
\nB
\nSecond easiest question, suggesting positive knowledge of fitness testing.
\nWhich of these is a measure of perceived exertion, designed specifically to be used with adults?
\nA. Borg scale
\nB. OMNI scale
\nC. CERT scale
\nD. Heart rate
\nA
\nFifth most difficult question. Many incorrectly identified the OMNI or CERT scale as a measure of perceived exertion.
\nWhat do the error bars in the graph say about data?
\n[Source: © International Baccalaureate Organization 2017]
\nA. The data for Group 1 has a lower mean value.
\nB. The data for Group 2 has a higher degree of variability.
\nC. The data for Group 1 has a higher degree of accuracy.
\nD. The data for Group 1 and 2 has the same degree of coefficient of variation.
\nB
\nMid-range difficulty.
\nDefine the term cell respiration.
\nExplain the mechanics of inhalation in the human lungs.
\nDescribe the production of ATP from glucose by the aerobic system.
\ncell respiration is the controlled release of energy in the form of ATP <from organic compounds in cells>✔
\nBreathing in:
external intercostal muscles contract
OR
rib cage moves upwards and outwards✔
diaphragm flattens / contracts✔
\nthoracic cavity volume increases/lungs increase in size/capacity✔
\nthoracic cavity pressure decreases ‹therefore air rushes in›
OR
air rushes in from high pressure to low pressure/inhalation continues as long as the pressure difference exists / air flows from an area of higher pressure to an area of lower pressure✔
additional muscles can also be involved such as the trapezius, sternocleidomastoid / scalene / pectoralis minor / back muscles✔
\nthe aerobic energy system / aerobic glycolysis involves three processes: glycolysis, Krebs cycle, electron transport chain✔
\nglycolysis takes place in the cell cytoplasm / outside the mitochondria✔
\nKrebs cycle and electron transport chain takes place in mitochondria✔
\nthe aerobic energy system can produce ATP from all the main food groups of our diet✔
\nit involves the production of ATP with oxygen✔
\nin the presence of oxygen, pyruvate is processed by the Krebs cycle which liberates electrons that are passed through the electron transport chain producing energy ‹ATP›✔
\nthe oxidative system of energy production can generate up to 38 molecules of ATP from one molecule of glucose✔
\nGlucose oxidation:
during glycolysis glucose is firstly phosphorylated which uses up 2ATP✔
glucose is split into two pyruvate molecules during glycolysis, <which regenerates 4ATP>✔
\nglycolysis generates a net production of 2ATP✔
\nduring aerobic production of ATP pyruvate is converted to acetyl CoA which enters the Krebs cycle / which generates 2 ATP✔
\nCO2 and hydrogen ions are released from the Krebs cycle✔
\nhydrogen ions are carried to the electron transport chain where energy and water are produced / which produces 34 ATP✔
\nMany pupils repeated the definition found within the guide, however many pupils referred to aerobic respiration and regularly missed its key function which is to produce ATP.
\nMost pupils gained 2 marks by identifying the diaphragm contracting and the lungs expanding. However, many pupils were limited by identifying the intercostal muscles rather than the specific external intercostal muscle. A few pupils discussed exhalation rather than inhalation. Many pupils discussed gaseous exchange and the pathway of air flow and misunderstood the requirements of the question to discuss the mechanics of the action.
\nFew students achieved full marks for this question. Many pupils demonstrated confusion between the site of the Krebs cycle and electron transport chain. Very few pupils were able to identify that glycolysis is the first stage of the aerobic system and that it breaks down glucose into two pyruvate molecules.
\nList two general characteristics common to muscle tissue.
\nOutline the function of interoceptors in sensory input during movement.
\nExplain the signal-detection process.
\ncontractility✔
\nextensibility✔
\nelasticity✔
\natrophy✔
\nhypertrophy✔
\ncontrolled by nerve stimuli✔
\nfed by capillaries✔
\ninteroceptors provide information from within the body✔
\ninteroceptors ‹joint receptors, muscle spindles and Golgi tendon organs, vestibular apparatus> provide information about the position of the body and limbs✔
\nprovide information about internal states such as pH, lung stretch, temperature✔
\nsignal detection process consists of detection, comparison and recognition ‹DCR›✔
\nit is the process by which the brain interprets and makes sense of the information it is receiving from the sensory organs✔
\nthe most important sensory information present in the environment, are generally visual and auditory✔
\ndetection is the process by which the brain identifies that a stimulus is present✔
\ncomparison is when we attend to something we have sensed and compare it to information in long-term memory✔
\nrecognition occurs when the code of the incoming information matches a code stored in the long-term memory✔
\ndetection of a signal is dependent on the intensity of the signal compared to the intensity of the background noise✔
\nbackground noise is non-essential information such as auditory information or information from within the individual such as worrying about failure✔
\nlikelihood of detection is influenced by sensitivity of sense organs eg eyes✔
\nlikelihood of detection is influenced by experience with familiar signals✔
\narousal level can impact on detection. Low arousal will see the signal missed, over arousal can see detection of a signal that does not exist✔
\nsignal detection proficiency can be improved by ensuring the performer is optimally aroused and be aided by selective attention✔
\nselective attention can be improved through learning from past experience✔
\nSome pupils answered this well, however a few pupils listed the two characteristics, rather than describe them. Elasticity and Contractility were the most common answers.
\nFew students achieved full marks for this question. Many actually left this question blank. Very few were able to focus their response to the question.
\nFew pupils were able to identify the three stages of signal detection. Many students were able to identify the factors that influence detection of stimuli. However many students only focused on the stimuli being received and sent to the brain.
\nComment on the variability of diastolic blood pressure during dynamic and static exercise.
\nExplain the difference between adult males and females in maximal oxygen consumption.
\ndiastolic BP remains constant during dynamic exercise✔
\ndiastolic BP rises during static exercise✔
\n<absolute> VO2 values are considerably lower in aged-matched females ‹15–30 % below male levels on average›✔
\nfemale <absolute> VO2 values are considerably lower due to size differences
OR
gender differences are related to body composition due to non-oxygen using body fat in females✔
when compared in relative terms active, healthy adult females have lower VO2 max than males✔
\ngender differences are also related to greater hemoglobin concentration in males✔
\nOverall most students confused the question to rest and exercise. Most students were able to access 1 mark by stating that static exercise causes diastolic pressure rise. However very few students were able to identify that during dynamic exercise diastolic pressure remains constant.
\nOverall most pupils were able to achieve 1 mark but struggled to explain the cause for the difference between males and females.
\nUsing examples of specific bones, outline the function of the axial skeleton.
\nDescribe the process of gaseous exchange at the alveoli.
\nExplain the phenomenon of oxygen deficit.
\nList three tests of aerobic capacity.
\nEvaluate one of these tests.
\nprotection of vital organs eg ribs, skull✔
\nsupport and maintenance of posture / structure eg vertebral column✔
\nproviding attachment points for the muscles / movement eg sternum✔
\nstorage and release of minerals such as calcium and phosphorus eg ribs✔
\nblood cell production eg ribs, sternum✔
\nAn example together with the bone is required for the mark to be awarded.
Award [1 max] for each function.
gaseous exchange takes place through the process of diffusion✔
\nalveoli are one cell thick which assists in the process of gaseous exchange✔
\nalveoli are surrounded by a dense capillary network✔
\nalveoli have a large surface area✔
\ngas will move along a gradient of higher partial pressure to lower partial pressure✔
\nCO2 passes from the capillaries through the alveoli to the lungs✔
\nO2 passes from the lungs through the alveoli to the capillaries✔
\nOxygen deficit:
because oxygen needs and oxygen supply differ during the transition from rest to exercise your body incurs an oxygen deficit
OR
occurs when exercise/aerobic work is above the requirement for oxygen at rest✔
the oxygen deficit is calculated simply as the difference between the oxygen required for a given rate of work and the oxygen actually consumed✔
\nwhen exercise commences abruptly the demand for ATP is immediate✔
\nthe initial energy is met with ATP stores✔
\nin spite of insufficient oxygen, your muscles still generate the ATP needed through the anaerobic pathways✔
\noxygen deficit creates an oxygen debt which is paid back after exercise✔
\nMultistage Fitness test/bleep test/beep test/leger test✔
\nCooper’s 12 Minute Run✔
\nHarvard Step test✔
\nAward [2] for three correct and [1 max] for two correct.
\nAccept other recognised tests.
\nMultistage Fitness test:
\nValidity:
the correlation to actual VO2 max scores is high✔
there are published VO2 max score equivalents for each level reached✔
\nReliability:
the reliability of the beep test would depend on how strictly the test is run and the practice allowed for the subjects✔
reliability would be impacted by the running surface✔
\nStrengths:
the ability to test a large number of participants✔
no specialist equipment required✔
\ncost to perform the test is minimal✔
\nLimitations:
it is a maximal test so practice and motivation levels can impact on score✔
environmental conditions can affect results if the test is completed outside✔
\nmay be an advantage for team sports with an agility component✔
\nCooper’s 12 Minute Run:
Validity:
Cooper ‹1968› reported a correlation of 0.90 between VO2 max and the distance covered in a 12 minute walk/run✔
Reliability:
the reliability of this test would depend on practice, pacing strategies and motivation level. There should be good reliability if these issues are addressed✔
reliability would be impacted by the running surface✔
\nStrengths:
the ability to test a large number of participants✔
no specialist equipment required✔
\ncost to perform the test is minimal✔
\nLimitations:
practice and pacing is required, and performance on this test can be affected greatly by motivation as it is a maximal test✔
environmental conditions can affect results if the test is completed outside✔
\nrequires someone to accurately monitor the length of time of the test✔
\nrequires someone checking distance covered✔
\nHarvard Step test:
Validity:
correlation to VO2 max has been reported as between 0.6 to 0.8 in numerous studies✔
Reliability:
dependent upon the administration of the test and stepping at the correct cadence✔
Strengths:
can be used with larger groups✔
cost for equipment is limited✔
\nLimitations:
biomechanical characteristics vary between individuals. For example, considering that the step height is standard, taller people are at an advantage as it will take less energy to step up onto the step✔
body weight has also been shown to be a factor✔
\ntesting large groups with this test will be time consuming✔
\nspecific equipment is required eg metronome and bench at set height✔
\nAccept other recognised tests.
\nOften answered very poorly with most pupils only providing protection as a role of the axial skeleton. However most pupils provide suitable examples.
\nA few pupils were able to achieve full marks. However most pupils achieved 2 marks by identifying the correct direction of oxygen and carbon dioxide.
\nMost pupils were able to correctly identify when oxygen deficit occurs and how oxygen debt is paid back after exercise. However very few candidates were able to achieve full marks.
\nMost pupils were able to identify Harvard step test, 12-minute cooper’s run and Multistage Fitness test. However very few pupils achieved full marks. Many pupils inaccurately referred to a VO2 max test rather than direct gas analysis with something like the Bruce Treadmill Test.
\nMost pupils struggled with analysing these tests and struggled to achieve full marks. They were more intent on describing the test.
\nDistinguish between cognitive and perceptual motor skills.
\nState three different approaches to the classification of motor skills.
\nApply these three approaches to relevant sporting examples.
\nDiscuss the differences between a skilled and a novice footballer.
\nEvaluate the relative contributions of the three energy systems in a footballer during a match.
\nCognitive:
cognitive skill in team games such as rules, tactics and game objectives are associated with decision making in game play and contribute to success on the field✔
success in chess is not associated with the movement tasks✔
\neg playing chess requires mostly cognitive because it requires a lot of thinking✔
\nPerceptual Motor:
these skills involve the interpretation of environmental stimuli and the motor response to this sensory information✔
perceptual motor skills depend on high perceptual ability and are very important in activities that require the performer to adapt to the environment✔
\nmost sports involve perceptual motor skills because they involve thought, interpretation and movement✔
\neg dribbling with the ball to beat a defender in soccer✔
\nAward [2 max] per skill type.
\nAward [1 max] for an example per skill type.
\ngross – fine✔
\nopen – closed✔
\ndiscrete – serial – continuous✔
\nexternal – internal paced skills✔
\nindividual – coactive – interactive✔
\nAward [2] for three correct and [1 max] for two correct.
\ngross – fine
\neg gross = kicking a ball/fine = throwing a dart✔
\nopen – closed
\neg open = receiving in tennis/closed = serving in tennis✔
\ndiscrete – serial – continuous
\neg discrete = handstand/serial = tumbling routine in gymnastics/continuous = running✔
\nexternal – internal paced skills
\neg external = batting in cricket/internal = bowling in cricket✔
\nindividual – coactive – interactive
\neg individual = archery/coactive = running race/interactive = game of football✔
\nAward marks for examples of approaches stated in (bi), not for repeating the approach. Each approach stated in (bi) must have an example.
\nAward [2 max] per classification approach.
\nskilled footballer consistently performs at a high level eg regularly able to juggle ball with body over 100 times✔
\nskilled footballer is accurate in execution of skills eg penalty shots on goal at a high percentage✔
\nskilled footballer has the ability to control the ball eg under pressure from opposition✔
\nskilled footballer has learnt skills eg practiced over many years✔
\nnovice footballer lacks efficiency eg passing and dribbling skills are executed poorly with mistakes apparent✔
\nskilled footballer is goal directed eg when shooting at goal, passing to team mates, tackle attacking player✔
\nskilled footballer movements are fluent eg completed with ease and grace✔
\nAccept answers in the converse.
\nAward [2 max] if the underlined features are listed rather than discussed.
\nrelative contributions of the energy systems will be determined by the skill and fitness of the opposition / breaks in play/ pace of the game✔
\nrelative contributions of the energy systems will be determined by the position of the player✔
\nrelative contributions of the energy systems will be determined by the individual’s fitness level✔
\nATP–PC:
short duration ‹one to ten seconds› at maximal intensity✔
fuel source Creatine Phosphate✔
\nno fatigue causing by-products✔
\neg sprinting to stop an attacking move by opposition; goal kicker diving to save goal✔
\nLactic acid:
moderate duration at a high intensity, between 20 seconds to two minutes✔
fuel source is anaerobic glycolysis/ glucose✔
\nlactic acid is a fatigue causing by-product and will see cessation of activity or reduced intensity✔
\neg broken play up and down field for 20 + seconds✔
\nAerobic:
play at lower intensity✔
fuel source is aerobic glycolysis/ glucose, fat and protein✔
\nno fatigue causing by-products✔
\nduration can continue as long as fuel supply exists✔
\neg passing and low intensity play off ball✔
\nAward [2 max] for first three marking points.
\nAward [5 max] for just descriptions of energy systems.
\nAward [2 max] per energy system.
\nAward [1 max] for a valid example in a match per energy system.
\nThis was poorly answered with many students struggling to distinguish between the two types of skill.
\nThe most popular answer was gross and fine, open and closed. However many students struggled to offer a third component with some students referring to cognitive and perceptual motor skills as the classifications.
\nDue to the difficulty answering 6bi in full many students were unable to achieve full marks for this question. Many students struggled to offer suitable sporting examples for the full continuum.
\nMany students were able to describe the basic differences between a skilled and novice performer but were unable to clearly outline the characteristics of a skilled performance. This was one of those questions where listing the factors was simply not enough – they needed to prove clear discussion of the factors is required.
\nStudents found this the most difficult aspect of the question. Students mainly described the systems and rarely identified all three systems appropriately. Students were unable to link the use of the systems with the contributions made within the team sport.
\nDefine the term overload as a principle of training.
\nUsing examples, discuss two ways overload could be applied to an endurance training programme.
\nOutline the functions of two components of blood.
\nDescribe the cardiovascular adaptations resulting from endurance training.
\nExplain DOMS in relation to muscle contraction.
\nCompare and contrast slow and fast twitch muscle fibre types.
\nto train harder than you have previously✔
\noverload involves increasing intensity
\neg when running increasing target heart rate from 70% maximum HR to 75% maximum HR✔
\noverload involves increasing duration
\neg when running increasing training time from 20 minutes to 30 minutes✔
\noverload involves increasing frequency
\neg increasing training frequency from three times a week to five times a week✔
\nEach application method must have an example.
\nPlatelets/ thrombocytes:
assist in the process of repair following injury✔
allow the blood to clot✔
\nWhite blood cells / leucocytes:
involved in immune function / produce antibodies✔
protect the body from infection / foreign substances✔
\nRed blood cells / erythrocytes:
contain hemoglobin and transport oxygen✔
hemoglobin binds with oxygen forming oxyhemoglobin✔
\nhemoglobin increases the blood’s oxygen carrying capacity 65–75 times that above that normally dissolved in plasma✔
\nhemoglobin <contains a central iron ion which> can hold up to four oxygen atoms <per heme>✔
\nPlasma:
is the fluid component of the blood✔
assists in transport of substances such as food / waste products/ gases / hormones / antibodies✔
\nAward [2 max] per component.
\nMarks must come from 2 components only.
\nincreased left ventricular volume / increased stroke volume so that it pumps more blood per beat✔
\nlower resting heart rate as the heart is stronger from training doesn’t need to work so hard at the same level✔
\nlower exercising heart rate when working at the same load as when untrained✔
\nincreased arterio-venous oxygen difference so the muscles are able to extract a greater volume of oxygen from incoming blood✔
\nlarger and more numerous mitochondria in trained skeletal muscle to produce more aerobic energy/ assist with recovery✔
\nincreased level of aerobic system enzyme activity so it can create more ATP / energy✔
\nincreased ability of the muscle to mobilize, deliver and oxidize lipid to prevent glycogen stores from running out✔
\nincreased glycogen storage in the muscle due to increased muscle size / efficiency✔
\nincreased capacity for glycogenolysis so you are able to turn more glycogen into glucose for ATP production✔
\nslight cardiac hypertrophy/increase in heart size due to training of the heart muscle✔
\nincrease in blood ‹plasma› volume to support the bodies sweating needs and due to the increase in blood cells / maintain viscosity✔
\nincrease in cardiac output as the heart is stronger/ larger so the heart can potentially pump more blood in a minute✔
\nincrease in capillarization which will mean that greater volumes of blood / oxygen can be transported to muscle✔
\nincrease in blood volume/RBC which means blood can carry more oxygen✔
\nAward [3 max] if adaptations are listed rather than described
\nDOMS occurs after exercise / up to 48 hrs post exercise <and can last three or four days>✔
\neccentric and isometric actions tend to produce the greatest post exercise discomfort✔
\nconcentric contraction does not cause DOMS to the degree that it is produced by eccentric contractions, due to greater microscopic tears in eccentric contractions✔
\nwith DOMS comes a reduction in the force generating capacity of the affected muscles / negatively affects performance✔
\nDOMS can be produced by:
microscopic tears✔
osmotic pressure causing fluid retention in the surrounding tissues✔
\nmuscle spasms✔
\noverstretching and tearing of muscle connective tissue✔
\nacute inflammation✔
\nalteration in the cells’ mechanism for calcium regulation✔
\nAward [2 max] for what DOMS can be produced by
\nAward [1] per row.
\nMany students struggled to articulate their definition of overload to clearly demonstrate their knowledge.
\nMany students struggled to refer to the principles of overload and discuss the ways in which it can be applied to endurance training.
\nMany students were able to achieve 2 marks, commonly referring to the red white blood cells and the platelets. However many students wrote about three components rather than a detailed answer for the two components.
\nThis was a well answered question with many students identifying stroke volume increases and a reduction in resting heart rate. However many students struggled to achieve 5 marks because they simply listed the adaptations.
\nFew candidates gained more than two marks for this question. Many students referred to methods to prevent DOMS rather than explaining the causes and when DOMS occurs
\nStudents were generally able to compare the difference between their main function. However many students were unable to identify and compare the main structural characteristics for both types of fibre.
\nDistinguish between training and overreaching.
\nDiscuss three indicators of overtraining in athletes.
\nOutline the muscular action that occurs during plyometric training.
\ntraining is performing exercise in an organized manner on a regular basis with a specific goal in mind whereas overreaching is transient / short term overtraining OWTTE✔
\novertraining is when an athlete attempts to do more training than he or she is able to physically and/or mentally tolerate✔
\nOvertraining can result in the following symptoms:
decreased appetite✔
body weight loss/fat and muscle loss✔
\nmuscle tenderness / soreness✔
\nnausea✔
\nsleep disturbance✔
\nelevated resting HR✔
\nelevated BP✔
\nperformance decline✔
\nincreased susceptibility to infections / reduced immune function✔
\nloss of motivation/vigour✔
\nlack of mental concentration✔
\nfeelings of depression✔
\nlack of appreciation/enjoyment of training✔
\nAward [1 max] for listing three symptoms instead of discussing.
\nrapid eccentric muscle action✔
\n‹followed by› immediate concentric muscle action✔
\nAccept ‹rapid› lengthening and ‹immediate› shortening of muscle.
\nthere were some disappointing answers partly because some candidates did not respond to the command term, and others did not know or understand that overreaching is transient overtraining.
\ngenerally, very well answered.
\na large number of disappointing answers, and it would appear that many candidates did not understand what is meant by muscle action, with very few responses based on eccentric followed by concentric action.
\nList two classes of non-nutritional ergogenic aids that are currently banned by the International Olympic Committee.
\n1.
\n\n
2.
\nState the adverse health effects of long-term use of anabolic steroids.
\nExplain the proposed benefits to an athlete of using diuretics.
\nanabolic steroids✔
\nhormones and related substances✔
\ndiuretics✔
\nbeta blockers✔
\nstimulants✔
\nhttp://www.ukad.org.uk/resources/document/the-prohibited-list-2016
\npersonality change / aggressive behaviour✔
\nearly closure of epiphyses ‹of long bones›✔
\ntesticular atrophy / reduced sperm count ‹males›✔
\nprostate gland enlargement ‹males›✔
\ndisrupts ovulation / menstruation ‹females›✔
\nbreast regression / enlargement of clitoris / deepening of voice/facial hair ‹females›✔
\nliver damage✔
\ndiseased heart muscle✔
\ndepressed HDL/atherosclerosis✔
\nexcrete water for rapid weight loss✔
\nmeet a weight category/transiently reduce body weight in weight-class sports✔
\nused by athletes who believe that a lighter body will enhance their performance ‹eg gymnasts / dancers›✔
\nincrease urine volume to flush out banned substances✔
\ndilute/mask concentration of banned substance‹s› in urine making it more difficult to detect / allows athletes taking an illegal drug to compete✔
\nhelp prevent AMS / acute mountain sickness for athletes participating / competing at high altitude✔
\nsome candidates appeared to have misunderstood the term ‘classes’, and presented specific examples within a class.
\ngenerally well answered.
\nmore candidates need to focus on answering the question – and this question was about ‘benefits’ of using diuretics – not negative outcomes.
\nDefine the term personality.
\nOutline two issues associated with the measurement of personality.
\nDiscuss how attitudes and behaviours in sport or exercise settings are linked to social learning theory.
\nthose relatively stable and enduring aspects of individuals which distinguish them from other people, making them unique but at the same time permit a comparison between individuals OWTTE✔
\ndistinction between psychological traits and states / typical behaviour ‹traits› and situation’s effects on behaviour ‹states›✔
\nfluctuations before and during competition✔
\nlimitations of data collection method ‹interviews, questionnaires, observations›✔
\nvalid tests reliably developed can have measurement error✔
\nsocial learning theory explains behaviour in terms of observational learning ‹modelling› and social reinforcement ‹feedback›✔
\nSpecific attitudes and behaviours toward sport and exercise are learned:
through modelling / observational learning✔
reinforcement✔
social comparison✔
people’s social learning history determines their attitudes and behaviour in sport and exercise settings✔
\ncan have a positive / negative effect on sport and exercise behaviour✔
\nsport / exercise example✔
\nsome answers were too vague to be awarded the mark.
\nsignificant numbers of candidates identified ethical issues, which is puzzling.
\nnot conceptually difficult – but there were many candidates who struggled to explain social learning theory.
\nLabel the axes for the following graphical representation of the catastrophe theory.
\nFozey, J. A., and Hardy, L. (1988). The inverted-U hypothesis: A catastrophe for Sport Psychology? British Association of Sport Sciences Monography No. 1. Leeds: The National Coaching Foundation.
\nUsing an example from one sport of your choice, distinguish between cognitive and somatic anxiety.
\nDiscuss the acquisition phase of psychological skills training for the purpose of enhancing exercise performance.
\nFozey, J. A., and Hardy, L. (1988). The inverted-U hypothesis: A catastrophe for Sport Psychology? British Association of Sport Sciences Monography No. 1. Leeds: The National Coaching Foundation.
\n\n
Award [1] for two correct labels and [2] for three correct labels.
\nsporting example of somatic✔
\nsporting example of cognitive✔
\neg golf: somatic anxiety is a physical component of anxiety eg produces a shake when putting. Cognitive anxiety is a thought component eg produces negative thoughts about the outcome of a shot.
\nSport selected must be the same for both somatic and cognitive.
\nphase between the education and practice phases✔
\nfocus on strategies / techniques for learning the psychological skills✔
\nneeds analysis of the athlete✔
\nformal / informal meetings to evaluate athlete’s progress✔
\nteaching / learning specific strategies to performer’s unique needs and abilities✔
\nindividual sessions to practice or apply strategies✔
\nexercise performance example✔
\neg goal setting involves deliberately establishing/refining and evaluating progress towards a goal such as a person weight training might set a goal to improve squat technique.
\neg enhances exercise performance if able to use PST on their own ‹ie self-regulate›
\nvery few seemed aware of catastrophe theory as a multidimensional model. Recognising the multidimensionality of it is key to understanding performance anxiety.
\nanswered reasonably well.
\na wide range of responses for this question.
\nState two hypokinetic diseases.
\nDiscuss the relationship between major societal changes and hypokinetic disease.
\n‹coronary› heart disease✔
\nstroke✔
\nhypertension✔
\nobesity✔
\n‹type 2› diabetes✔
\nosteoporosis✔
\nthe introduction of the motor vehicle✔
\nchanges in employment, jobs are more office based leading to increasing sedentary bouts✔
\nchanges in diet including increase in fast food resulting in higher saturated fats and sugars✔
\ntechnological devices reducing manual labour✔
\nchildren spending greater number of hours playing computer games and watching TV✔
\nurbanisation/high density living reducing recreational space✔
\nan easy question and generally well answered.
\nmany candidates were secure on this question.
\nDistinguish between type 1 and type 2 diabetes.
\nOutline the major risk factors for type 2 diabetes.
\nType 1 involves destruction of the β-cells in the pancreas whereas type 2 is characterised by impaired glucose tolerance because of insulin resistance✔
\nType 1 may or may not be improved with exercise whereas type 2 responds well to exercise✔
\nType 1 generally has a sudden onset during childhood or young adulthood whereas the onset of type 2 is more gradual✔
\nType 1 is normally inherited whereas type 2 is often acquired via lifestyle✔
\nobesity plays a major role in the development of type 2 diabetes✔
\nassociated with physical inactivity✔
\nassociated with a diet high in saturated fat / sugar✔
\ngenetics/heredity is a factor in the development of type 2 diabetes✔
\nrisk factors are modifiable for type 2 diabetes✔
\ngenerally well answered, with a range of correct responses.
\nsome candidates appeared to confuse risk factors with consequences.
\nDefine the term mood.
\nExplain the role of exercise in reducing the effects of depression.
\na state of emotional or affective arousal of varying, and not permanent, duration OWTTE✔
\nthe relationship is correlational ie there is no causal link✔
\nincreases cerebral blood flow and oxygen supply to the brain✔
\nincreases endorphin production during and after exercise which promote feelings of well-being✔
\nchanges central serotonergic systems/increases serotonin levels from exercise which contributes to feelings of well-being and happiness✔
\nincreases the neurotransmitter noradrenaline heightening sense of alertness and vigour✔
\ndopamine levels increase due to exercise✔
\nimproved self-image/esteem✔
\nOWTTE applies to all marking points.
\nsurprisingly not well answered and there were some poor answers despite clarity within the teacher’s notes for this.
\ngenerally well answered question, with many candidates recognising specific hormonal effects.
\nList two enzymes responsible for the digestion of protein in the human body.
\n1.
\n\n
2.
\n\n
Using an example, explain how the components of a negative feedback mechanism help maintain homeostasis.
\nPepsin✔
\ntrypsin✔
\ntrypsinogen / chymotrypsinogen / carboxypeptidase✔
\nreceptor / input to control centre / nerve impulses / chemical signals✔
\neg changes in salt concentration are detected by receptors.
\ncontrol centre / sets range of values/evaluates input / generates output command ‹nerve or chemical› / to effector✔
\neg message is received at the hypothalamus that the salt concentration has changed.
\neffector / receives output from control centre / produces response✔
\neg pituitary gland adjusts the output of ADH.
\nthe result of the response is constantly being monitored by receptors and if the desired state is attained the control centre will stop sending the command✔
\nAward [1 max] for definition of homeostasis.
\nAccept flow diagram.
\nsurprisingly poorly answered by many candidates.
\nmany candidates did not appear to understand the question and did not respond to ‘using an example’ appropriately.
\nState two reasons why humans cannot live without water for a prolonged time.
\nOutline the body composition requirements of marathon runners.
\nprovides aqueous/water medium essential for all metabolic processes/reactions in the body✔
\nhelps to regulate body temperature✔
\nprovides transportation between and delivery to the body’s tissues✔
\nhelps to maintain blood pressure✔
\nenables cell to cell communication✔
\nlubricates joints✔
\nallows the body to rid itself of wastes ‹excretion›✔
\nwater constitutes about 50% ‹young adult female› and 60% ‹young adult male› total body weight✔
\nfat-free mass desirable for marathon runners ‹muscular endurance›✔
\nlarge fat-free mass made up of muscle is undesirable for marathon runner / additional load impairs performance/they tend to be leaner in body shape✔
\nrelative body fat / higher percentage of fat mass the poorer the performance of the marathoner✔
\nrelatively light / low body mass desirable for marathon runners✔
\ngenerally well answered.
\nresponses suggest that candidates need to improve their knowledge, understanding and application of body composition, weight, and sport performance.
\nDefine the term glycemic index.
\nDiscuss the implications of training on the recommended protein intake for athletes.
\nthe ranking system for carbohydrates based on their immediate effect on blood glucose concentrations when compared with a reference food such as pure glucose✔
\nprotein requirements are higher for individuals in training✔
\nstrength training individuals need up to 1.6 g/kg per day / approximately twice RDA / strength training requires additional amino acids for protein synthesis✔
\nathletes in endurance training need 1.2 to 1.4 g/kg per day ‹depending on training intensity› / endurance training places greater demand on protein to increase mitochondrial content / endurance training places greater demand on protein as a fuel✔
\nprotein ‹about 20 g› should be consumed early during the post-training recovery phase ‹immediately to two hours after exercise› / protein intake aids muscle recovery from training✔
\ndisappointingly poor responses, with many not reporting the ‘immediate effect on blood glucose concentrations’.
\na wide range of responses.
\nDistinguish between learning and performance using a sporting example.
\nExplain the motor skill profile of a swimmer who races in 100m freestyle events.
\nlearning is a continuous process while performance occurs at one time✔
OR
learning causes permanent change while performing is temporary✔
learning may be difficult to measure but performance can be measured accurately✔
OR
learning may be assessed but performance can have a quantitative measure✔
eg, a golfer’s handicap may change due to learning while a single good shot is performance✔
\nAward [1 max] if no example is given from a named sport.
\nAccept answers in the converse.
Accept other valid examples.
gross as involves large muscle movements✔
\nclosed as it takes place in a stable environment✔
\ncontinuous as cycle is repeated / no obvious beginning or end✔
\ninternally paced as swimmer controls the rate skill is executed✔
\ncoactive as performed at same time as others✔
\ncompetitors are performing at the same time but where they are physically separated✔
\nThis proved to be a very challenging question to most candidates. Students were not able to differentiate adequately between learning and performance and commonly made the mistake of describing performance as perfect execution of an action. Many of the stated examples were too vague.
\nMany candidates were unable to identify any skill profile continuums. The most common correct identification was use of gross skills in the freestyle swimming events. However, many of those who stated the correct named continuum, ignored the command term which required an explanation.
\nDescribe the following types of muscle contraction:
\nconcentric
\nDescribe the following types of muscle contraction:
\neccentric
\nExplain the role of ATP in muscle contraction.
\nConstruct a diagram showing a closed loop motor programme.
\nConcentric contraction:
the muscle shortens while developing tension✔
biceps during a bicep curl when the forearm comes up toward the upper arm✔
\n\n
Eccentric contraction:
the muscle lengthens while developing tension ✔
biceps when lowering a weight during the curl – the forearm is moved away from the upper arm✔
\n\n
ATP is the only usable source of energy by the cell/ releases energy for muscle contraction✔
\nATP is present at the myosin head <ready to be used>✔
\nATP gets broken down to ADP/ loss of Pi initiates power stroke✔
\nADP can be re-joined with P which can be achieved from the use of more ATP / the breakdown of CP / PC / ATP / ADP P is reversible✔
\n\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
The sketch needs to show that the components are linked in an enclosed loop.
\nAward [1] for loop from brain to movement.
\nAward [1] for movement/ output to feedback to brain.
\nCandidates struggled to describe the two muscle contractions correctly. Commonly there was a lack of reference to load or tension with the movement.
\nCandidates struggled to describe the two muscle contractions correctly. Commonly there was a lack of reference to load or tension with the movement.
\nOverall this was a positive question for many candidates. Many candidates were able to achieve at least 1 mark, identifying the role ATP had in providing energy for muscular contraction, however fewer candidates were able to link the role of ATP into the sliding filament theory.
\nThis was a very challenging question. Some students referred to the Welford’s model of information processing and others used Adam’s closed loop theory.
\nOutline two types of connective tissue of joints.
\nDescribe the functions of erythrocytes, platelets and leucocytes.
\nEvaluate the Harvard Step Test.
\nExplain the role of insulin in the body.
\nDescribe the types of movement of the ball and socket joint at the shoulder.
\nCartilage:
joins bone to bone ‹as in cartilaginous joints›✔
allows limited movement ‹in cartilaginous joints›✔
\nLigament:
attaches bone to bone ‹in synovial joints›✔
helps provide stability for synovial joints✔
\nTendon:
attaches ‹skeletal› muscle to bone✔
helps provide stability for synovial joints✔
\nAward [1] per type of connective tissue.
\nErythrocytes:
transports oxygen✔
transports carbon dioxide✔
\nLeucocytes:
fight disease and infection✔
Platelets:
responsible for clotting the blood✔
Award [1 max] per cell type.
\nStrengths
can do many subjects at once✔
minimal equipment needed✔
\nit has subjects working to their sub-max – not too stressful✔
\neasy to score/administer✔
\nLimitations
equipment is specific – bench of a set height, metronome set to a beat✔
specific to leg muscle and action/ not specific to a sport✔
\nset bench height favours taller participants✔
\nheart rate measure can be of varying accuracy✔
\nAward [2 max] if only strengths or limitations are given.
\ninsulin is released from the pancreas when blood glucose is high/when blood glucose levels increase after eating✔
\ninsulin helps to maintain a stable/normal level of blood glucose✔
\ninhibits gluconeogenesis✔
\ninsulin inhibits glucagon✔
\ninhibits lipolysis✔
\npromotes glycogenesis✔
\ninsulin promotes the uptake of glucose into fat cells✔
\nit encourages an anabolic reaction✔
\nAccept converse.
\nRotation:
movement of bone/limb around a central/longitudinal axis✔
Flexion:
bending or decreasing the angle between 2 bones✔
Extension:
increasing the angle between 2 bones✔
Abduction:
movement of the bone/ limb away from the midline of the body✔
Adduction:
movement of the bone toward the midline of the body✔
Circumduction:
when the end of the bone makes a circle and the bone makes the shape of a cone✔
Depression:
movement at the shoulder downwards towards the feet✔
Elevation:
movement of lifting the shoulders towards the head✔
Name it and describe it for [1].
Award [1 max] for each.
For abduction the intent must be shown for movement to be away from the midline and adduction toward the midline
\nMost students were able to answer this question well; however, some candidates listed the connective tissues and did not provide an outline.
\nMost students were able to answer this question well.
\nStudents struggled to evaluate the Harvard Step Test. Many students outlined the protocol for the Harvard Step Test while providing no reflection on strengths and limitations of the test. Students demonstrated knowledge of assessment statement 6.3.3 where candidates have to outline the tests, but more focus is required in class to enable students to evaluate the tests.
\nFew students gained full marks on this question. The most common correct response to this question contained reference to insulin contributing to the blood sugar regulation. Some candidates focused on providing the role of glucagon or diabetes and therefore explained a large amount of irrelevant material.
\nWhile candidates identified movements of this joint they were not able to describe the movements. Candidates should be advised that full marks cannot be awarded for a mere list of types of movement when a “describe” command term is used.
\nDistinguish between fibrous and cartilaginous joints.
\nDescribe the essential elements of a generalized training programme.
\nOutline cardiovascular drift.
\nDiscuss the characteristics of the lactic acid system during exercise.
\nExplain the process of oxygen exchange at the alveoli.
\nAward [1 max] per line.
\nWarm-up:
usually consists of light continuous activity which builds in intensity/aerobic activity to help warm up the body/ loads the blood with oxygen✔
Stretching activities:
are done as part of the warm-up and cool down phase✔
stretching may increase flexibility/reduce injury✔
Endurance training:
where a person works for long periods of time to exercise their heart, lungs and large muscle groups✔
Cool down:
done at the end of the exercise session to enable the body to gradually come back to a resting state✔
Flexibility training:
stretching of the body to help improve the range of movement/ can be dynamic, static, PNF✔
Resistance training:
loading the muscles while doing exercise to help promote the maintenance and growth of muscle tissue✔
Incorporation of recreational activities and sports:
this could be walking or jogging with others/this is to help motivate individuals✔
Name it and describe it for [1].
Award [1 max] for each.
cardiovascular drift is the gradual increase in HR seen in an athlete doing prolonged ‹steady state› exercise✔
\ndehydration contributes to cardiovascular drift✔
\ncardiovascular drift is associated with increased blood viscosity✔
\nover prolonged periods of exercise stroke volume decreases✔
\nblood being sent to the skin/vasodilation for cooling reduces stroke volume to active muscles causing HR to increase✔
\nto maintain cardiac output HR increases✔
\nexercise in a hot environment exaggerates cardiovascular drift✔
\nuses glucose as the fuel✔
\nused at the start of exercise
OR
is dominant for up to 3 minutes✔
used in high intensity exercise/eg, 400m sprint✔
\nanaerobic✔
\nhas lactic acid as a byproduct✔
\nlactic acid limits longer duration exercise✔
\n<1 glucose> makes 2 ATP with this system✔
\noccurs in the cell cytoplasm/sarcoplasm/outside the mitochondria✔
\nthe breakdown of glucose is activated by a reduction in PC levels✔
\ndifferences in the partial pressure/concentration of oxygen in the alveoli and blood create a pressure/concentration gradient✔
\noxygen travels from areas of high partial pressure/concentration to low partial pressure/ concentration✔
\ntransfer of O2 is into the blood stream/capillary ‹at the alveoli›✔
\noxygen is dissolved at the alveoli in order to move across and into the blood stream✔
\noxygen diffusion increases as one moves from rest to exercise✔
\nwhile exercising, muscles require more O2 to be used in the metabolic proces
OR
venous oxygen is depleted and O2 exchange at the alveoli is facilitated✔
Many students were able to answer this question well. There was uncertainty regarding the amount of movement for each joint.
\nCandidates were not able to describe the elements of the generalized training program well. Commonly students referenced only warm-up and cool-down. Many candidates misconstrued this question to be about the principles of training and principles of overload. When candidates were able to identify the correct elements, they found it hard to describe the role or activities that form part of these elements.
\nThis question was still a challenge for some students; however, many students were also able to outline some parts of the process very well.
\nMany students answered this question adequately.
\nCandidates struggled to explain the oxygen exchange at alveoli often delivering responses that were too vague or discussed carbon dioxide as well as discussion on the pathway for ventilation.
\nOutline two characteristics common to muscle tissue.
\nExplain how acetylcholine contributes to skeletal muscle contraction.
\nOutline six different types of feedback used in sport.
\nDescribe how coding, chunking and association can be used to improve memory when learning a new skill.
\nExplain the concept of reciprocal inhibition occurring at the knee when kicking a ball.
\nMuscle contractility:
the ability of a muscle to contract forcefully✔
Extensibility:
a muscle can be stretched beyond its normal resting length✔
Elasticity:
the ability of a muscle to recoil back to its original resting length after stretching✔
Excitability:
control by nerve stimuli✔
Atrophy:
a decrease in size due to a lack of exercising a muscle group✔
this change in size is primarily due to a decrease in the number of myofibrils and sarcomeres inside the muscle fiber✔
Hypertrophy:
an increase in muscle size✔
Fed by capillaries:
which supply oxygen/ remove CO2✔
Award [1 max] per characteristic.
\nacetylcholine is the neurotransmitter/initiates muscle contraction✔
\nallows electrical impulse to pass from the nerve to the muscle✔
\nOR
\nconverts electrical impulse into a chemical message✔
\nAcetylcholine is produced in the cytoplasm of the terminal end/ stored in vesicles✔
\nacetylcholine diffuses across the synaptic cleft✔
\nbinds with post synaptic receptors/receptors at motor end plate✔
\nacetylcholine increases the permeability ‹of sarcolemma› to sodium/ stimulates the release of calcium ions✔
\nIntrinsic:
information received from inside the performer/is received via proprioceptors/it is the “feel” associated with movement✔
could be positive or negative✔
\nExtrinsic:
received from outside the performer/received via senses/such as sight and sound through exteroceptors from coaches✔
Knowledge of performance:
information about the execution of the performance✔
usually from external sources but can be internally obtained if the performer is experienced enough✔
\nKnowledge of results:
information about the outcome of performance/it is obtained externally from your senses✔
Positive:
used to encourage and reinforce good behaviour such as praise, rewards✔
could be the feeling or sound created from a good contact✔
\nNegative:
received if performance is not correct ‹the aim is to discourage performance›✔
Concurrent:
received during the activity✔
could be intrinsic or extrinsic✔
\nTerminal:
received after the activity has occurred✔
Award [1 max] for each type of feedback.
\nCoding
changing the information into a word/number/movement code, ‹which is shorter and easier to remember›✔
eg, in many sports key moves are coded to help team members recall information quickly ‹as well as hide information from opposition›✔
\nChunking
information is grouped together, instead of being presented/taught as individual items✔
eg, in the breaststroke the three actions of “reach, glide and pull” are better grouped together/ practised as one movement✔
\nallows more information to be memorized in a single glance/situation✔
\nAssociation
new learning is linked to what players already know/ movement patterns are matched to something already known to the performer✔
eg, throwing a javelin is like throwing a water polo ball✔
\nAward [1 max] per method.
\nmuscles work in opposing/antagonistic pairs/groups✔
\na contracting muscle/prime mover is the agonist✔
\nthe relaxing muscle/muscle that opposes the action is the antagonist✔
\nwhen an agonist is stimulated the antagonist neuron is inhibited✔
\nExample for knee:
During the preparation phase/flexion at the knee:
hamstring group is acting as the agonist✔
\nquadriceps is acting as the antagonist✔
\nAs the leg extends at the knee/action/execution phase:
quadriceps is the agonist✔
hamstring is the antagonist✔
\nStudents can identify either the backswing (preparation) or the action stage.
\nAward [4 max] for a description.
\nAward [4 max] for the example.
\nThis was a poorly answered question for the few candidates that selected Q6. This is an area that requires review during class teaching.
\nMany candidates achieved 1 mark but struggled with the process of transmission of the action potential across the synapse and the effect this had on the muscle. Students had a tendency to mix up ACh with ATP when answering this question.
\nThis was a well-answered question; however, students failed to earn full marks if they did not provide a brief account of each type of feedback.
\nStudents did well describing association. Chunking and coding were commonly described in vague terms or confused with each other.
\nMany candidates were unable to access marks for this question. The length of response in relation to the number of marks awarded was often very poor. Candidates were unable to use technical language such as agonist and antagonist appropriately. Many candidates failed to complete a movement analysis example for kicking a ball.
\nWhat type of bones are the phalanges?
\nA. Flat bones
\nB. Long bones
\nC. Short bones
\nD. Irregular bones
\nB
\nThe most difficult question on the paper. More people answered C - short bone.
\nWhat is the definition of the term insertion of a muscle?
\nA. The attachment of a muscle tendon to a moveable bone
\nB. The attachment of a muscle tendon to a stationary bone
\nC. A muscle contraction where there is movement at a joint
\nD. A muscle contraction where there is no movement at a joint
\nA
\nBased on AS 1.2.4 in the SEHS syllabus, this question had a satisfactory discrimination index.
\nWhich muscle is on the anterior region of the body?
\nA. Soleus
\nB. Pectoralis
\nC. Biceps femoris
\nD. Latissimus dorsi
\nB
\nA mid-difficulty question, with a good discrimination, and D was the main distractor.
\nWhat are the principal structures of the ventilatory system?
\nA. Mouth, trachea, ribs, intercostal muscles
\nB. Nose, pharynx, aorta, diaphragm
\nC. Nose, trachea, bronchioles, alveoli
\nD. Mouth, larynx, diaphragm, lungs
\nC
\nSeen as an easy question, and D was the main distractor. Students have been exposed to this type of question previously and have clearly got their heads around the different features.
\nWhat are the functions of the nose during inspiration?
\nI. To moisten the air
\nII. To diffuse oxygen from the air
\nIII. To filter the air
\nA. I and II only
\nB. I and III only
\nC. II and III only
\nD. I, II and III
\nB
\nAn easy question for most students. This question had a good discrimination index.
\nWhich combination is used to calculate vital capacity?
\nA. Total lung capacity + expiratory reserve volume + tidal volume
\nB. Total lung capacity + residual volume + expiratory reserve volume
\nC. Inspiratory reserve volume + expiratory capacity + residual volume
\nD. Inspiratory reserve volume + tidal volume + expiratory reserve volume
\nD
\nThe 5th hardest question on the paper, with a good discrimination index.
\nWhat is the relationship between heart rate, cardiac output and stroke volume?
\nA. Cardiac output = stroke volume × heart rate
\nB. Cardiac output = stroke volume + heart rate
\nC. Cardiac output = stroke volume − heart rate
\nD. Cardiac output = stroke volume ÷ heart rate
\nA
\nThe 3rd easiest question which had a low discrimination index. Despite this it is a key area of the syllabus for students to know. The challenge for candidates is to be able to understand the application of this knowledge in various contexts.
\nWhat percentage of oxygen in the blood is transported by hemoglobin as oxyhemoglobin within red blood cells?
\nA. 68 %
\nB. 95 %
\nC. 98.5 %
\nD. 99.5 %
\nC
\nThe 6th hardest question with B and D as the main distractors.
\nWhich cardiovascular adaptions are a result of endurance exercise training?
\nI. Increased stroke volume
\nII. Lower resting heart rate
\nIII. Increased exercising heart rate
\nA. I and II only
\nB. I and III only
\nC. II and III only
\nD. I, II and III
\nA
\nA mid-difficulty question which a good discrimination index. D was the main distractor.
\nWhich is a micronutrient?
\nA. Lipid
\nB. Fibre
\nC. Water
\nD. Protein
\nB
\nA relatively easy question, which candidates have come across before. Surprisingly some students are still identifying well known macronutrients; which may indicate that they are not reading the question clearly.
\nWhich is an unsaturated fat?
\nA. Palm oil
\nB. Olive oil
\nC. Tropical oil
\nD. Coconut oil
\nB
\nThe 4th most difficult question – the different oils is a tricky one to recall. A and D were the main distractors.
\nWhat is the chemical composition of a protein molecule?
\nA. Oxygen and nitrogen
\nB. Carbon, oxygen and nitrogen
\nC. Hydrogen, nitrogen and oxygen
\nD. Carbon, hydrogen, oxygen and nitrogen
\nD
\nAn easier question, with B as the main distractor.
\nWhich are major triglyceride storage sites?
\nA. Adipose tissue and liver tissue
\nB. Adipose tissue and cardiac muscle
\nC. Adipose tissue and nerve tissue
\nD. Adipose tissue and skeletal muscle
\nD
\nA good question, with A as the only distractor. It had a good discrimination index.
\nWhat is the definition of cell respiration?
\nA. All biochemical reactions that occur within an organism
\nB. The controlled release of energy from organic compounds in the form of ATP
\nC. Energy requiring reactions whereby small molecules are built up into larger ones
\nD. Chemical reactions that break down complex organic compounds into simpler ones
\nB
\nThis is clearly an area and an answer familiar to students. A was the only distractor.
\nSwimmers may wait for up to 30 minutes (transition time) between warming up in the pool and competing in a race. A study compared four conditions for swimmers during the transition time:
\nThe three graphs show the results of the different conditions on 100 m and 15 m swim times and change in core body temperature.
\n100 m swim time relative to control
\n\n
15 m swim time relative to control
\n\n
Mean change in core body temperature during the 30-minute transition time
\nIdentify the condition that showed the least improvement in 100 m swim time in comparison to the control.
\nCalculate the difference in the mean change in core body temperature, in °C, between conditions 1 and 2.
\nUsing the data from this study, deduce which warm-up condition a competitive swimmer should use to maximise their performance.
\nCondition 2/sitting and wearing heated jacket ✔
\n[1]
\n–0.6 – –0.45 ✔
\n= –0.15 «°C»
OR
= 0.15 «°C» ✔
Accept in the converse
\nAccept ±0.02 for the second mark
\n[2]
\nCondition 4/combination of heated jacket and warm-up on land would be the best approach ✔
\nthe core temperature reduced by the least «0.1 °C» ✔
\nthe 100 m sprint time showed the greatest improvement compared to the control «−1%» ✔
\nthe time to 15 m showed the greatest improvement compared to the control «−0.4%» ✔
\n[3 max]
\nWhich are vector quantities?
\nI. Momentum
\nII. Speed
\nIII. Velocity
\nA. I and II only
\nB. I and III only
\nC. II and III only
\nD. I, II and III
\nB
\nA mid difficulty question, with C and D as the main distractors.
\nWhich affects the flight path of a javelin when released?
\nA. Speed
\nB. Centre of mass
\nC. Moment of inertia
\nD. Displacement
\nA
\nA straight forward question, with B and C as the main distractors.
\nWhich equation represents the relationship between technique, skill and ability?
\nA. Selection of an appropriate technique = skill + ability
\nB. Skill = ability + selection of an appropriate technique
\nC. Ability = skill × selection of an appropriate technique
\nD. Skill = selection of an appropriate technique − ability
\nB
\nThis was the easiest question, with the lowest discrimination index. It is a formula which students are clearly familiar with.
\nWhich component of Welford’s model is labelled X in the diagram below?
\nA. Effectors
\nB. Perception
\nC. Effector control
\nD. Decision making
\nA
\nThe 2nd hardest question with C and D as the main distractors. It had a good discrimination index.
\nOutline how the body maintains a stable core temperature when the external environment cools.
\nExplain why swimming in cold water is a challenge to the thermoregulation process.
\n«peripheral» vasoconstriction to areas not being used or outside the core ✔
\nshivering which is involuntary contractions of skeletal muscles ✔
\nnon-shivering thermogenesis occurs which is an increase in heat production due to increasing cellular metabolic rates ✔
\nreduction in sweat production ✔
\n[2 max]
\nin water heat is conducted away from the body faster than air ✔
\nheat loss in water is faster when the water is moving due to the convective heat loss «26x faster in water» ✔
\nswimming at high speeds may allow the metabolic rate to increase and compensate for the heat loss ✔
\nAward [1 max] for a list.
\n[2 max]
\nIn this question, the students fully understood shivering as many answered the question with this as a response. Fewer students were able to identify vasoconstriction as a correct response. Very few students provided non-shivering thermogenesis as a response.
\nMost were able to provide either conduction or convection with fewer providing both as a response. The student’s difficulty here was with the reasoning and description of how either thermoregulating process would challenge a swimmer.
\nWhich term explains deception in sport?
\nA. Reaction time
\nB. Response time
\nC. Selective attention
\nD. Psychological refractory period
\nD
\nA good question on the paper, with C as the main distractor. The discrimination index was fair.
\nWhich describes a motor programme?
\nA. The act of performing a movement at a specific time
\nB. Consistent production of goal-oriented movements
\nC. Adaptation of performance based on feedback
\nD. Set of movements stored as a whole in the memory
\nD
\nA mid-difficulty question with A as the main distractor. The discrimination index was fair.
\nWhat is the order of the learning phases (stages) for a performer acquiring new skills?
\nA. Associative → cognitive → professional
\nB. Cognitive → associative → autonomous
\nC. Associative → cognitive → autonomous
\nD. Cognitive → autonomous → professional
\nB
\nThis question had a fair discrimination index and was answered quite easily, with C as the main distractor.
\nWhich is an example of a bilateral transfer of learning?
\nA. A football kick improving a player's rugby kick
\nB. From \"three on three\" basketball to the full game
\nC. Left hand spike in volleyball improving a right hand spike
\nD. Improving leg power to jump higher in a high jump competition
\nC
\nA mid-difficult question, with A as the main distractor. It had a good discrimination index.
\nWhat does PAR-Q stand for?
\nA. Physical activity readiness questionnaire
\nB. Physiological activity readiness quantifier
\nC. Physiological assessment regularity quantifier
\nD. Physical assessment readiness questionnaire
\nA
\nAn easy question, as it should be for a question on this topic area, with a poor discrimination index.
\nWhat is the mean of these three javelin throws?
\nThrow 1: 40 metres; Throw 2: 53 metres; Throw 3: 60 metres
\nA. 40 metres
\nB. 45 metres
\nC. 51 metres
\nD. 53 metres
\nC
\nThe 2nd easiest question, as expected for a question on this topic area, with a poor discrimination index.
\nState two classes of non-nutritional ergogenic aids currently banned by the International Olympic Committee (IOC).
\nEvaluate the use of beta blockers by an archer to positively influence their performance.
\nanabolic steroid ✔
hormones and related substances ✔
diuretics and masking agents ✔
beta blockers ✔
stimulants ✔
blood doping ✔
[2 max]
\nStrengths:
\nreduce tremors/shaking in sports where a steady hand is required
OR
increase precision ✔
reduce feelings of anxiety ✔
\nincrease concentration ✔
\ndecrease in blood pressure/heart rate ✔
\nLimitations:
can cause cardiac failure / heart attack «if there is an underlying heart issue» ✔
hypotension ✔
\ngetting caught and banned ✔
\nexcessive use maybe related to depression ✔
\nfatigue ✔
\nAward [2 max] for strengths and limitations.
\n[2 max]
\nMost students did very well with discussion of how beta blockers positively alter performance. Many students had difficulty with or did not provide many negative aspects, which limited their marks to 2 of 4 possible marks.
\nWhich are tests for body composition?
\nI. Body mass index
\nII. Anthropometry
\nIII. Underwater weighing
\nA. I and II only
\nB. I and III only
\nC. II and III only
\nD. I, II and III
\nD
\nThe 3rd most difficult question with the wrong answers having similar numbers of candidates selecting them – showing that there is some uncertainty in the various tests. One of the issues could be that very few candidates would have experienced the body composition tests as opposed to the other tests in the syllabus.
\nWhich is a health-related fitness component?
\nA. Speed
\nB. Power
\nC. Reaction time
\nD. Muscular strength
\nD
\nAn easy question, with a poor discrimination index as it should be for a question on this topic area.
\nWhich component of fitness is estimated when undertaking Cooper’s 12 Minute Run?
\nA. Agility
\nB. Muscular endurance
\nC. Coordination
\nD. Aerobic capacity
\nD
\nAn easy question, with a good discrimination index. B was the biggest distractor.
\nA study investigated sweat rate in endurance-trained cyclists. Two groups of cyclists followed a 10-day training programme. The experimental group trained in an environment at 40oC and the control group trained at 13oC. Sweat rate was measured at rest and at three increasing exercise intensities in 40oC and 13oC environments. The results are shown in the following diagram.
\n[Source: S Lorenzo and C Minson, (2010), Journal of Applied Physiology, pages 1736–1743]
\nIdentify the group and exercise intensity with the highest post-training sweat rate.
\nCalculate the difference in sweat rate between the 80 % VO2max and the rest conditions for the experimental group pre-training.
\nCompare sweat rate responses for the experimental and control groups.
\nOutline the physiological adaptations impacting the sweat mechanism that occur with heat acclimatization.
\nexperimental group✔
\n80 % ‹VO2 max›✔
\n0.5 − 0.1✔
\n0.4 mg cm−2 min−1
\nOR
\n0.1 − 0.5✔
\n−0.4 mg cm−2 min−1
\nUnits not required for marks.
\ngreater sweat rate with increased exercise intensity✔
\ngreater sweat rate for experimental group✔
\ngreater sweat rate in post-training condition when exercising for both experimental groups✔
\nincreased plasma volume✔
\nearlier onset of sweating✔
\nincreased sweat rate✔
\na more dilute sweat composition✔
\nMany candidates were able to identify the greater sweating rate for Experimental group compared to Control; however they didn’t identify the increase in sweat rate for both groups in post-training.
\nCandidates must address question. Some simply explain the process of sweating or explained cardiovascular adaptations.
\nOutline overreaching and overtraining.
\nSuggest ways an athlete can avoid overtraining.
\novertraining is when an athlete attempts to do more training than they are able to physically and/or mentally tolerate ✔
\noverreaching is when an athlete completes a brief period of heavy training that is beyond their current limit of tolerance «in order to stimulate a training response» ✔
\n[2]
\nuse periodization in their exercise plan ✔
\nensuring that they include rests/days off in their plan to allow for recovery ✔
\ngradually build up the load and intensity of training ✔
\nto include variety in the training programme ✔
\n[2 max]
\nThere was a surprisingly wide range of possible definitions provided here by the students.
\nMany students were able to identify how to avoid overtraining, provided they were able to correctly identify overtraining. Some students just provided a description of macrocycles and subsequent smaller divisions.
\nState the normal physiological range for core body temperature.
\nExplain the characteristics of heat stroke.
\n36 – 38 degrees Celsius / 97 – 99 Fahrenheit✔
\nDehydration:
if a person becomes dehydrated sweat mechanism is impaired✔
Thermoregulatory failure:
low fluid levels in the body impair sweating✔
Disorientation / twitching / seizures / coma:
dizziness and fainting results from reduced blood flow to the brain✔
heat causes an increase in blood flow to the skin and pooling of blood in the legs, which can lead to a sudden drop in blood pressure✔
feeling of light-headedness before fainting occurs✔
Lack of sweating:
occurs to preserve fluid levels✔
dangerously high core temperature ‹greater than 40° C › results✔
There were many vague responses about heat stroke that did not address the question. Students were quite weak at ‘explaining’ the characteristics.
\nA study assessed the effect of task and ego motivations on behaviour of 90 participants during soccer games. They were divided into three groups and were told:
\nProsocial and antisocial behaviour was observed during games; the mean results (and standard deviation) are shown in the graph.
\nIdentify the group that demonstrated the most antisocial behaviour.
\nCalculate the difference in prosocial behaviour between the task and ego groups.
\nUsing the data, discuss the effect of the different motivating conditions on behaviour.
\nego/group 2 ✔
\n[1]
\n6.40 – 5.10 ✔
\n= 1.30 ✔
\nAccept answer in the converse.
\n[2]
\nthe task groups focus on performance influenced the behaviour so that they had more prosocial behaviours being exhibited/the least antisocial behaviours across all groups possibly due to team work being an important factor in influencing overall performance ✔
\nthe focus on rewarding goal scoring / ego condition negatively impacted on prosocial behaviour / increased antisocial behaviour possibly due to the focus on the outcome/goal scoring which is an individual performance ✔
\nthe control group had a more balanced frequency of both behaviours / prosocial and antisocial behaviours possibly because people will be influenced by many different motivating factors when no reward is offered ✔
\n[2 max]
\nDefine ergogenic aid.
\nOutline two possible harmful effects of long term use of anabolic steroids.
\nDiscuss the benefits for athletes of using beta blockers.
\nan ergogenic aid is any substance or phenomenon that improves an athlete’s performance✔
\nCardiovascular:
decreased HDL cholesterol / Increased LDL cholesterol / cardiac hypertrophy / increased risk of coronary heart disease / increased risk of heart attack✔
Liver:
liver toxicity / liver cancer✔
Psychiatric:
mood changes / increased aggression / depression/dependence & addiction✔
reproductive and hormonal changes for males and females✔
improve performance by blocking noradrenaline/reducing stress✔
\nreduce heart rate which can improve hand steadiness and performance in fine motor skills✔
\nimproved precision and accuracy in fine motor skills which is crucial in sports such as archery / shooting✔
\nreduced symptoms of anxiety ‹eg, hand tremors›✔
\nAward [1 max] for list.
\nGenerally well answered but some too vague such as referring to “heart problems” rather than specifically outlining a heart problem.
\nI was disappointed with the number of candidates that did not know what beta blockers were. Some confused them with diuretics, others with muscle-enhancing substances. Those who did know, generally answered it very well and obtained full marks.
\nExplain indicators of over-training.
\nreduced level of performance due to overload on body✔
\nincrease in resting heart rate as altered resting heart rate results from increased metabolic rate responding to imposed demands of training✔
\nchronic muscle soreness is a sign that muscles aren’t recovering appropriately✔
\nreduced immune function continual catabolic state✔
\nsleep disturbance combination of nervous system and or hormonal system overload✔
\nfatigue associated with insomnia✔
\nAward [1 max] for list.
\nAccept alternatives as appropriate if provided with explanation.
\nA recent study investigated motivation among ten-pin bowlers. They were asked why they practised sport. The table below shows the mean scores for responses, with higher scores indicating a higher level of intrinsic motivation.
\n[Source: Eng-Wah Teo, Selina Khoo, Rebecca Wong, Eng-Hoe Wee, Boon-Hooi Lim and Shabesan Sit Rengasamy
(2015) ‘Intrinsic and Extrinsic Motivation Among Adolescent Ten-Pin Bowlers in Kuala Lumpur, Malaysia.’
Journal of Human Kinetics, pages 241–251.]
State the score in the table with the greatest spread of data.
\nCalculate the difference between the lowest male and lowest female mean scores.
\nBy considering items 2 and 3, compare and contrast the mean scores of males and females.
\nOutline extrinsic motivation used in sport.
\n4.60 /±1.84 / females for item 1✔
\n5.16 − 4.39✔
\n= 0.77✔
\nOR
\n4.39 − 5.16✔
\n= −0.77✔
\nSimilarities
for both, item 3 has the highest score✔
for both, item 2 has lowest score✔
Differences
males always have higher scores than females✔
females always have lower scores than males✔
difference between 2 and 3 much greater in males / less in females✔
Award [1 max] for similarities and [1 max] for differences.
\nrefers to behaviour driven by external rewards✔
\nmonetary reward / prizes✔
\ntrophy✔
\npraise from others✔
\npopularity/status/fame✔
\nMany students were able to identify males having higher scores than females (differences) but many had difficulty in identifying the similarities.
\nThere is a common over-simplification about extrinsic motivation that it must come from a source external to the individual, which is not true. It can also be internally derived but as a means to a specific end. For example, undertaking a behaviour to remove feelings of guilt (introjected regulation) is a common form of internally-derived extrinsic motivation.
\nDefine the term motivation.
\nDistinguish between intrinsic and extrinsic motivation in exercise.
\nEvaluate the effect of using extrinsic rewards to influence motivation.
\nthe internal mechanisms and external stimuli which arouse and direct our behaviour ✔
\nthe direction and intensity of a person's effort ✔
\nOr words to that effect
\n[1]
\nintrinsic motivation: reason for exercise are derived internally (eg enjoyment, knowledge, fun)
AND
extrinsic motivation: is stimulated from outside/external sources (eg praise from others, money, awards) ✔
[1]
\nStrengths
\nextrinsic rewards can provide information about quality of performance ✔
\ninformation rewards increase intrinsic motivation ✔
\nLimitations
\nextrinsic rewards can be seen as controlling behaviour ✔
\ncontrolling rewards reduce intrinsic motivation ✔
\nthe individual does not have control ✔
\nAward [2 max] for either strengths or limitations.
\n[3 max]
\nThere was a wide variety in definitions again here but, in general, students leaned in the correct direction.
\nStudents struggled to make definitive links between motivation and extrinsic rewards. Many students just reworded their response for question 6(b).
\nDefine the term personality.
\nExplain the interactionist approach to personality.
\nthose ‹relatively› stable and enduring aspects of individuals which distinguish them from other people, making them unique ‹but at the same time permit a comparison between individuals›. ‹Gross, 1992›✔
\nOWTTE
\npersonality / behaviour is due to interaction between the person and their environment✔
\npersonality can be modified as the person responds to environmental situations✔
\nexperiences cannot be understood if personal and situational factors are separated✔
\ngenetic and environmental influences are intertwined✔
\nthe interaction of cognitive factors with environmental situations results in the expression of personality✔
\npersonality traits can be used to predict behaviour ‹in some situations›✔
\nMany did not understand the interactionist approach to personality but predictably made a guess at people who interact with others. Most were able to describe the interaction between the individual and their environment. This was commonly awarded 1/3 marks.
\nDescribe the relationship between arousal and sporting performance for a weightlifter according to the inverted-U hypothesis.
\nDiscuss the effect of specific positive and negative emotions on a cyclist’s performance during an endurance race.
\nthe optimum level of arousal for the weightlifter will tend to be high
OR
initially as arousal increases performance increases «to an optimum level» ✔
above this level of arousal their performance will tend to deteriorate again ✔
\nthere will be individual differences in optimal arousal ✔
\na weightlifter feeling under aroused will tend to perform poorly ✔
\n\n
Award [1 max] for labelled graph
\n[2 max]
\nPositive emotions:
\nexcitement masks pain / fatigue / stimulates adrenalin ✔
\nrelief could calm the nerves and increase confidence ✔
\njoy creates a positive mindset and makes it more likely that they will be optimally aroused ✔
\npride will improve motivation and striving to achieve ✔
\nNegative emotions:
\nanger may mean that the athlete has tunnel vision and miss key cues ✔
\nguilt may mean an athlete does not push themselves and they withdraw in the game ✔
\nfear may mean they may avoid situations and try to avoid contact with others ✔
\nanxiety may mean they are distracted by their own thoughts and miss cues ✔
\nboredom may mean that cues are missed due to arousal being low ✔
\nAward [2 max] for positive or negative.
\n[3 max]
\nStudents did well with this question. A large number of students did not directly link the question to weightlifting.
\nThis was a difficult question for many students. Many students had difficulty linking specific emotions to the effect on performance. In most cases where links were provided, they were overly general.
\nExplain the mechanics of pulmonary ventilation in the human lungs at rest.
\nExplain how the application of Newton’s third law of motion enables an athlete to run uphill.
\nOutline three types of transfer that a sports coach needs to take into account when planning a practice, with reference to sporting examples.
\nBreathing in:
diaphragm flattens/contracts ✔
external intercostal muscles contract
OR
rib cage moves upwards and outwards ✔
thoracic cavity volume increases ✔
\nthoracic cavity pressure decreases «therefore air rushes in» ✔
\nair rushes in from high pressure to low pressure
OR
inhalation continues as long as the pressure difference exists ✔
Breathing out:
diaphragm relaxes ✔
external intercostal muscles relax
OR
rib cage moves down and inwards ✔
thoracic cavity volume decreases ✔
\nthoracic cavity pressure increases «therefore air rushes out» ✔
\nAward [4 max] for breathing in.
\nthe player applies force by extending his/her legs against the ground/pushing back against the ground/earth ✔
\nthe force from the extension of the legs is the action
OR
the action force is caused by muscle contraction ✔
the ground/earth exerts an equal and opposite force on the athlete ✔
\nthe push back from the ground/earth is the reaction ✔
\nbecause the ground/earth is a larger mass than the mass of the athlete, the effect on the athlete is greater than the effect on the ground/earth ✔
\nthe result of the reaction force is to displace the relatively small mass of the athlete/produces the uphill movement of the athlete ✔
\nthe faster/harder the athlete pushes «action» the greater the force will be ✔
\nAward [3 max] if response makes no reference to uphill running.
\nskill to skill/between two skills eg rugby union to rugby league OR basketball to netball OR tennis to badminton ✔
\npractice to performance/positive transfer likely only to occur if environmental conditions are similar in both situations/authentic/realistic practice ✔
\neg attack versus defence at set plays in soccer ✔
\nabilities to skills ✔
\neg balance to balance on the beam in gymnastics ✔
\nbilateral/limb to limb/positive transfer of learning and training occurs between limbs «hand to hand, leg to leg» ✔
\neg striking a football with the right/left foot OR reverse sweep in cricket ✔
\nprinciples to skill ✔
\neg principles of defensive play in invasion games such as soccer and field hockey ✔
\nstages of learning/stage to stage ✔
\neg skills that are learned in the cognitive phase of named activity will develop until the associative stage of named activity ✔
\nAward [3 max] for types of transfer without reference to sporting examples.
\nThis was a strong question for many candidates, often accessing 4-6 marks. Some candidates confused the responses with 6a and explained gaseous exchange. Further reference to specifically the external intercostal muscles and changes in thoracic cavity would improve the quality of the answer for this question.
\nMany candidates defined Newton’s third law, and then applied this to uphill running. From an examination technique candidates are advised to apply the law directly unless the definition is directly requested. Most candidates were able to access two marks from their applied definition but struggled to provide greater detail to discuss the impact of Newton’s third law on uphill running.
\nThis question was the least accessible question for Q7. Many candidates focused on positive, negative and zero transfer and struggled to apply this to a suitable relevant example. Some candidates were unable to accurately link the type of transfer to appropriate examples. A revision of the definition of each type of transfer would benefit candidates answering this question.
\nDescribe the inverted-U hypothesis in terms of arousal and performance.
\nDiscuss the advantages of the Sport Competition Anxiety Test (SCAT).
\nthe hypothesis states that the initial stage of the graph sees increasing arousal indicating increasing attention and interest✔
\noptimal arousal and optimal performance are indicated at the peak of the graph✔
\nperformance declines with increased arousal beyond the peak of the graph✔
\nperformance declines with decreased arousal beyond the peak of the graph✔
\nsome sports are performed best at low arousal. ie those that require precision, fine motor movements✔
\nMarks can be awarded for a fully annotated graph.
\nAccept any of the marking points if displayed in an annotated diagram.
\ncan be used to inform interventions / monitor progression✔
\nsimple to administer / can be scored / interpreted quickly✔
\nmore than one athlete can conduct the test at one time✔
\neasy to generate a large amount of data✔
\naffordable / cost effective✔
\nspecific to sport✔
\nI was surprised at how poorly this question was answered. Most candidates indicated that it measured Anxiety (and this could be used to monitor progress or inform interventions). Many failed to discuss the other advantages.
\nParticipants completed a standard 20-minute exercise in hot (40°C) and temperate (22°C) conditions, before and after a 5-day heat acclimatization at 40°C. The table below shows the mean core and skin temperature for hot and temperate conditions at rest and during exercise.
\n[Source: Republished with permission of R. A. Neal et al. (2016) Scandinavian Journal of Medicine & Science in Sports, 26 (Wiley), pp. 875–884.permission conveyed through Copyright Clearance Center, Inc.]
\nIdentify the lowest skin temperature.
\nCalculate the difference in core temperature during exercise between hot and temperate conditions after acclimatization.
\nCompare and contrast the core and skin temperatures at rest shown in the table.
\n29.65 «°C» ✔
\n37.77 − 37.41 ✔
\n= 0.36 «°C» ✔
\nOR
\n37.41 − 37.77 ✔
\n= −0.36 «°C» ✔
\nAccept subtraction in a different order.
\nskin temperature is cooler than the core temperature for every condition and temperature ✔
\nboth core and skin temperatures decrease after acclimatization ✔
\nthe difference between skin temperatures from hot to temperate is large compared to core temperatures ✔
\ndifference between core temp before acclaim in hot is greater than in temperate whereas for skin temp the greatest difference occurred in temperate temp/the biggest difference observed is in skin temp at rest in temperate conditions ✔
\nthe difference between resting core temperature and resting skin temperature is smaller in the hot condition than in temperate condition ✔
\nthe difference in core and skin temp in hot is smaller than the difference in skin and core temperature in temperate ✔
\nNo marks for explaining or suggesting reasons for differences
\nGenerally well done.
\nGenerally well done.
\nThe command term with this question makes it quite complex to answer.
\nDiscuss psychological skills training (PST).
\ndeveloping psychological skills involves three phases: general education phase, acquisition phase, and practice phase✔
\neducation phase: the athlete learns about the importance of psychological skills and how they can affect performance✔
\nacquisition phase: the athlete learns about the strategies and techniques to improve the specific psychological skills that they require✔
\npractice phase: the athlete develops their appropriate psychological skills through repeated practice, simulations and actual competition✔
\nis not a quick fix✔
\nnot only used by elite / problem athletes✔
\n\n
Examples of PST interventions:
\ngoal setting involves setting outcome / performance/process goals✔
\nsetting effective goals involves using the SMARTER process (Specific, Measurable, Achievable, Realistic, Time-based, Exciting, Review)✔
\nmental imagery involves using all the senses to create an experience in the mind and has been shown to enhance motor task performance✔
\nthought stopping / concentration / distraction techniques✔
\nrelaxation techniques help athletes to cope with anxiety and pressure situation and include progressive muscle relaxation/ breathing techniques/ self-talk techniques✔
\nAward [1 max] for example of PST interventions.
\nMany candidates did not answer this well and gave quite vague responses. It did discriminate those students who really knew the concepts and those that did not.
\nOutline ethical issues associated with the measurement of personality.
\nExplain the interactionist approach to personality using a sporting example.
\nconfidentiality of data so that subjects are not identified ✔
\nuse of results from a group to make broad predictions for how others will behave ✔
\ngaining informed consent to use the results or findings ✔
\nthe use of personality data and athlete recruitment ✔
\n[2 max]
\nan interactionist’s approach says that neither nature nor nurture can fully be held accountable for an individual’s behaviour/personality ✔
\npersonalities are developed «over time» through an interaction between the person and their environment ✔
\nfor example: a person may respond positively to an autocratic leadership style when they are new to a team; however, as their experience grows they may become irritated by this approach
OR
for example: a performer who has a short fuse may not always show this type of behaviour, given the right environmental triggers they will show these personality traits ✔
we can better predict behaviour through knowledge of the specific situation and the ways individuals respond to particular situations ✔
\nAward [2 max] for answer without example.
\n[3 max]
\nMany students struggled to discuss ethical issues and simply talked about issues with measurement of personality.
\nMany students were not familiar with the theory and very few were able to explain how it would apply in a sport.
\nOutline how convection and evaporation transfer heat from the skin to the environment.
\nExplain the effects of three physiological adaptations that occur with heat acclimatization.
\nconvection:
transfer of heat via movement of a gas or liquid across/ blood within the body ✔
evaporation:
heat loss through the conversion of water/ sweat to vapour ✔
Award [1 max] for each.
\nBoth response & effect required for 1 mark.
\nStudents generally answered this well but a deeper understanding is required about how the evaporation and change of sweat from liquid to gas uses the body’s heat and that this cools the body down.
\nThe difficult part to this question is that it asks for the effects of the adaptation to be explained.
\nIn 1982, a study of the incidence of coronary heart disease was conducted in nurses of three different age groups. This was repeated every two years until 1994. The results are shown below.
\n[Source: From: New England Journal of Medicine, Frank B. Hu, Meir J. Stampfer, JoAnn E. Manson, Francine Grodstein,
Graham A. Colditz, Frank E. Speizer and Walter C. Willett, ‘Trends in the Incidence of Coronary Heart Disease and
Changes in Diet and Lifestyle in Women’. 343: 530, Copyright © (2000) Massachusetts Medical Society.
Reprinted with permission from Massachusetts Medical Society.]
State the year with the highest incidence of coronary heart disease for Group A.
\nCalculate the difference in the incidence of coronary heart disease between Group B and Group C in 1990.
\nCompare and contrast the trend in coronary heart disease from 1990 to 1994 for the three groups.
\nOutline what is meant by the term atherosclerosis.
\n1986✔
\n150 − 50 ✔
= 100 ✔
OR
50 − 150 ✔
= −100 ✔
Similarities
B and C both decrease slightly from 1990–1992 / decrease from 1992–1994 / show a maximum in 1992✔
Differences
A always higher than B/C✔
C is always lower than A/B✔
\nA is lowest in years when B/C highest✔
\nA increased between 1992-1994 while B and C decreased✔
\nAward [1 max] for similarities and [1 max] for differences.
\ndamage to arteries✔
\natherosclerosis is accumulation of fat/cholesterol/other substances in the walls of the arteries✔
\natherosclerosis can cause a narrowing of the arteries;✔
\natherosclerosis can lead to formation of plaque✔
\ndisrupts the blood flow which can lead to the formation of blood clots✔
\natherosclerosis is a major cause of CHD and stroke✔
\nallows LDL cholesterol to accumulate✔
\nDefine overreaching.
\nExplain how a macrocycle training structure can avoid overtraining and injury.
\ntransient overtraining ✔
\na brief period of heavy overload without adequate recovery ✔
\nmacrocycle training structure is the big picture of a persons’ load / usually looks across a year or potentially several years to enable an athlete to peak at the right time / to achieve peak levels of fitness for competition ✔
\nwithin a macrocycle there are smaller mesocycles/phases such as transition, preparation, competition / post season, pre-season, in season ✔
\nwithin a mesocycle there are microcycles ✔
\nEach of these cycles will:
gradual adjust specificity, intensity, and volume of training / the principles of training ✔
methods of training will also vary depending on the point in time in the cycle / recovery needs ✔
\nto avoid overtraining or injury training loads will be adjusted to allow for recovery ✔
\nFor example:
training load may peak a week before an event then gradually drop away / taper away as the day of the event arrives ✔
Award [2 max] for the first 3 mark points.
\nGenerally done well.
\nFew candidates were able to get full marks. The parts to the macrocycle are known the difficult thing was then to explain how it can help reduce overtraining.
\nUsing an example, describe the placebo effect.
\nDiscuss why banned pharmacological substances should not be used by Olympic athletes.
\nthe placebo effect is when an ineffective intervention has an effect because the subject believes that it will work / a favourable outcome arising from the belief that one has received a beneficial treatment ✔
\nit is used in experimental procedures to help determine whether a treatment actually does have an effect / it helps to evaluate whether the observed effect is produced by the treatment or is a psychological effect ✔
\na «control» group receives a substance/pill that in every way appears like the real substance being investigated ✔
\neg, Control group receives a flavoured water instead of an electrolyte filled drink and the experimental group receives the electrolyte drink before exercise ✔
\nif the control group responds in a similar manner to the experimental group then this may be due to the placebo effect ✔
\nusing techniques such as blinding/double blinding and having both groups do both conditions / cross-over is helpful in determining causation ✔
\nAward [2 max] without an example.
\nMarking points can be embedded within an example [3 max].
\nmoral obligation to compete fairly / gives some athletes an unfair advantage ✔
\nif caught then disqualified/banned ✔
\nmay coerce / pressure other athletes into taking them ✔
\nsafety of athletes
OR
to protect the health of athletes ✔
Most candidates understood that the placebo effect was a about the belief that a substance will help performance but they did not always understand that it actually does positively affect performance. Few candidates made reference to experimental design (control groups), which is really the main use of placebos.
\nAnswered well overall.
\nMotivation can be affected by association and dissociation.
\nA researcher investigated the effects of association and dissociation on types of motivation during an exercise class. Participants completed an exercise motivation questionnaire after the exercise class. The mean scores for association and dissociation are shown in the figure below.
\n[Source: Republished with permission L. Jones et al. (2017) Scandinavian Journal of Medicine & Science in Sports, 27, John Wiley and Sons, pp. 124–135; permission conveyed through Copyright Clearance Center, Inc.]
\nIdentify which type of motivation has the lowest mean association score.
\nCalculate the difference for the dissociation score between amotivation and intrinsic motivation to accomplish.
\nUsing the data, discuss the effect of the exercise class on intrinsic motivation.
\namotivation ✔
\n15 − 5 ✔
\n= 10 ✔
OR
5 − 15 ✔
= −10 ✔
\nAccept subtraction in a different order.
\nparticipants reported higher association scores than dissociation scores for all types of intrinsic motivation measured / higher scores for association linked with intrinsic motivation ✔
\nhighest scores were for intrinsic motivation to experience stimulation ✔
\ndissociation linked to intrinsic motivation to experience stimulation is «slightly» higher than association linked to intrinsic motivation to learn ✔
\nlowest score were for dissociation linked to intrinsic motivation to learn ✔
\nthe biggest difference between association and dissociation was in intrinsic motivation to accomplish ✔
\nAccept in the converse.
\nThe diagram below shows the ultrastructure of an animal cell. What is the structure labelled X?
\n[Source: https://en.wikipedia.org/wiki/Eukaryote#/
media/File:Animal_cell_structure_en.svg, by Mariana Ruiz]
A. Nucleus
\nB. Mitochondrion
\nC. Lysosome
\nD. Golgi apparatus
\nB
\nThis was an easy question with a low discrimination index. Students have been exposed to this type of question previously and clearly are performing well.
\nDefine hypokinetic disease.
\nExplain the relationship between major societal changes and hypokinetic disease.
\ndisease associated with sedentary / physical inactivity✔
\nmodern life has evolved from rurally based farming practices to initially urban based industrial activity and now urban based office / sedentary lifestyle✔
\ntechnology has reduced levels of labour/physical activity eg motor car / electricity / electrical appliances / computer games eg washing machine✔
\nreduced levels of physical activity increases incidence of some forms of cancer / type II diabetes / osteoporosis/obesity / musculoskeletal issues/mental health issues✔
\nwork expectation ‹24/7› has reduced opportunity for physical activity✔
\navailability of fast food at relatively low cost has contributed to a poor diet, high in fat / sugar✔
\nMany students were able to pick out 1 or 2 points; however, many repeated themselves with regards to technological changes.
\nWhich is the correct sequence of neural impulse transmission to the muscle?
\nA. cell body → dendrite → axon → motor end plate
\nB. motor end plate → dendrite → axon → cell body
\nC. dendrite → axon → cell body → motor end plate
\nD. dendrite → cell body → axon → motor end plate
\nD
\nThis was a difficult question for candidates in this session. This question had a good discrimination index with A and C as the main distractors.
\nDescribe locus of stability and locus of causality, using examples from a sport or exercise of your choice.
\nstability:
a factor to which one attributes success/failure is stable «fairly permanent» or unstable ✔
Marking points can be embedded within an example.
sport/exercise example, eg, soccer ability is stable but soccer “form” can be unstable ✔
\ncausality:
a factor is either external or internal to the individual ✔
Marking points can be embedded within an example.
sport/exercise example, eg, soccer ability is an internal attribution whereas poor weather is an external attribution ✔
\nAward [2 max] for each.
\n\n
this was a question which many struggled with.
\nOutline ethical issues associated with the measurement of an athlete’s personality.
\nExplain the relationship between personality and success in sport.
\nconfidentiality ✔
eg, participants have the right to confidentiality
use of results ✔
eg, the results can be attributed to the treatment used
predicting performance ✔
eg, error and bias will always be present in any assessment of personality
\n
Reference to athlete not required.
\nOutline required.
\npersonality alone does not account for success in sport ✔
\nthe relationship is very complex ✔
\nparticular personality types might be drawn to particular sports ✔
\nambiguity in definition of a sportsperson (non-sportsperson) ✔
\nPoorly answered. Generally, I think there is significant confusion over the personality section of the curriculum.
\nPoorly answered. Some misunderstood 7b to be about need achievement theory. Generally, I think there is significant confusion over the personality section of the curriculum.
\nWhat is the muscle contraction where length of the muscle remains the same?
\nA. Isotonic concentric
\nB. Isotonic eccentric
\nC. Isometric
\nD. Isokinetic
\nC
\nSeen as an easy question, as expected, but it had a fair discrimination index. Students have been exposed to this type of question previously and clearly are performing well.
\nWhich is the equation for force?
\nA. Force = mass × acceleration
\nB. Force = displacement ÷ time
\nC. Force = velocity ÷ time
\nD. Force = velocity × mass
\nA
\nSeen as an easy question with a low discrimination index. D was the main distractor. This is a formula which students are clearly familiar with.
\nAn athlete in training finds they are losing weight. Discuss this in relation to the concept of energy balance.
\nenergy intake < energy expenditure = weight loss✔
\nathletes in training require a higher energy intake✔
\na reduction in energy intake will lead to a reduction in metabolic rate and hence energy expenditure✔
\nenergy expenditure is a combination of basal metabolic rate ‹BMR› and physical activity ‹to lose weight energy expenditure must be greater than energy intake›✔
\nMany did not elaborate on the basic weight loss equation and only received one mark.
\nWhat is the centre of mass of a body?
\nA. The geometric centre of the body
\nB. The average weight between the appendicular and axial skeletons
\nC. The point equidistant between the navel and the third lumbar vertebrae
\nD. The point at which the mass and weight of a body/object are balanced in all directions
\nD
\nThe easiest question on the paper with low discrimination index. Students have been exposed to this concept well and clearly are performing accordingly.
\nA study looked at the relationship between the level of physical activity, inactive behaviour, and the risk of cardiovascular disease in adults. The mean results are shown in the table.
\nIdentify the group that had the highest risk of developing cardiovascular disease.
\nCalculate the difference in time inactive, in min day–1, between the group that was the most inactive and the most active.
\ncouch potatoes/inactive ✔
\n[1]
\n640 – 408 ✔
\n=232 «min day–1» ✔
\nAccept answer in the converse.
\n[2]
\nOutline three physical activity guidelines for the promotion of good health in adults.
\nExplain the major risk factors for type 2 diabetes.
\nWHO guidelines:
adults should do ‹at least 150 minutes of› moderate-intensity aerobic physical activity throughout the week or ‹do at least 75 minutes of› vigorous-intensity aerobic physical activity throughout the week or an equivalent combination of moderate and vigorous intensity activity✔
aerobic activity should be performed in bouts of at least 10 minutes duration✔
\nmuscle strengthening activities, involving major muscle groups, should be done on 2 or more days a week✔
\nobesity eg, often linked with high fat diet✔
\nphysical inactivity eg, often linked with obesity✔
\ndiet high in saturated fat eg, often linked with obesity✔
\nfamily history eg, there is a genetic predisposition to type 2 diabetes✔
\nhigh prevalence in some ethnic groups eg, Pima Indians living in southern Arizona and those of South Asian decent eg, India, Bangladesh, Pakistan✔
\nAn explanation of risk factors required.
\nMany struggled with this question, not recognising it was pointing to WHO guidelines. Many also mentioned diet and other health factors not relating to exercise guidelines.
\nThis is fairly consistent over the past few years, but some misinterpret what is meant by a risk factor and explain only consequences.
\nState one symptom of a sportsperson’s somatic anxiety.
\nDiscuss how emotions experienced during sports competition can influence performance.
\nincreased muscle tension ✔
\nhaving “butterflies” ✔
\nhaving a headache ✔
\nhaving a racing heart ✔
\ndry mouth and sweating ✔
\npositive emotions such as excitement/ relief/ pride can affect attentional focus and improve performance as they motivate the performer to keep working hard ✔
\nFor example:
an athlete at the Olympics watching a fellow athlete perform well may provide a sense of pride which encourages the performer to try and emulate this ✔
negative emotions such as anger/guilt/shame/anxiety/boredom can result in de-motivation and reduce performance/ can result in a positive change in performance due to motivating the performer to change ✔
\nFor example:
a performer who gets angry during an event may find that their focus is distracted and misses what the opposition is doing to win ✔
A well understood area.
\nMany answered this well but some were unable to specify specific emotions and wrote in very general terms. Candidates need to recognise when the question uses a high-level command term and requires a more in-depth response.
\nWhich describes skill in sport?
\nA. Selection of an appropriate technique
\nB. Inherent characteristics that allow for effective learning
\nC. Consistent production of goal-oriented movements
\nD. The ability to perform well in a sport
\nC
\nA mid-difficulty question with a good discrimination index with D as the main distractor.
\nWhat is the definition of technique in sport?
\nA. Growth oriented practice
\nB. Ability to mimic professional athletes
\nC. Efficient information processing
\nD. The way of doing or performing
\nD
\nThe third easiest question on the paper with low discrimination index. Students have been exposed to this type of question previously and clearly are performing well.
\nDiscuss three uses of mental imagery with examples from sport.
\nimprove concentration/ focus for example a player setting up to kick a penalty imagines the strike and then the ball flying successfully / helps to take their mind away from the pressure of the moment ✔
\nbuild confidence for example a skier imagining a successful run down a difficult section helps to make them feel confident ✔
\ncontrol emotional responses for example a surfer imagining they are catching a big wave under pressure of a competition ✔
\nacquire and practice sports skills for example a rock climber mentally rehearses themselves climbing a route ✔
\ncope with pain and injury for example a rugby player blocking out the fact that they have hurt part of their body so that they can perform successfully ✔
\nsolve problems / imagining all the possible problems they may have during the game/sport and solving them mentally before they could happen ✔
\nacquire skills for example a novice tennis player imagines completing a serve before executing it themselves ✔
\nMarking points must include a sporting example.
\nThis was variable in the way students answered. Some students achieved fewer marks because they failed to provide examples.
\nA study was conducted with two groups of elite gymnasts to consider the effect of low carbohydrate (A) and high carbohydrate (B) diets. The mean body weight and body fat were measured before and after 30 days of identical training for both groups. The results are shown in the following diagram.
\n[Source: Antonio Paoli, Keith Grimaldi, Dominic D’Agostino, Lorenzo Cenci, Tatiana Moro, Antonino Bianco and
Antonio Palma (2012) ‘Ketogenic diet does not affect strength performance in elite artistic gymnasts.’
Journal of the International Society of Sports Nutrition, 9, page 34.
DOI: 10.1186/1550-2783-9-34]
Identify which diet results in the greatest loss of body fat.
\nIdentify which diet results in the greatest loss of body weight.
\nCalculate the difference in body fat between low carbohydrate and high carbohydrate diets after training.
\nCompare and contrast changes in body weight before and after training.
\nOutline the association between body composition and athletic performance in an endurance athlete.
\nlow CHO / ‹diet› A✔
\nlow CHO / ‹diet› A✔
\n5 − 3.5✔
\n= 1.5 ‹kg›✔
\nOR
\n3.5 − 5✔
\n= −1.5 ‹kg›✔
\nSimilarity
high carbohydrate diet pre and post training same body weight✔
Difference
low carbohydrate diet yields reduced body weight✔
lower body fat is associated with better improved endurance performance✔
\nhigher relative fat free mass is associated with improved endurance performance✔
\nlower absolute body mass is associated with improved endurance performance✔
\nathletes who have ectomorphic characteristics/lean with long legs tend to perform well in endurance activities✔
\nWhat is the relationship between skill, technique and ability?
\nA. Ability = skill × technique
\nB. Skill = ability + technique
\nC. Technique = skill × ability
\nD. Ability = skill + technique
\nB
\nAs expected, this was seen as an easy question with a good discrimination index. D was the main distractor. It is a formula which students are clearly familiar with.
\nWhich characteristic describes short-term memory?
\nA. Information that is readily available for a short period
\nB. Capacity for large amounts of information
\nC. Information that is selected for future reference
\nD. Most of the information is lost in less than one second
\nA
\nSeen as an easy question with a low discrimination index, which was surprising given the complexity of the topic and past candidate performance.
\nWhat do small standard deviation error bars show?
\nC
\nSeen as an easy question with a low discrimination index. Students have been exposed to this type of question previously and clearly are performing well.
\nAn eight-week study investigated physical activity and health in office workers. Participants were assigned to either an intervention group (with an adjustable sit–stand workstation), or a control group (sitting at a desk). The table below shows the mean data for both groups before and after the study.
\n[Source: Lee E. F. Graves, Rebecca C. Murphy, Sam O. Shepherd, Josephine Cabot and Nicola D. Hopkins (2005)
‘Evaluation of sit-stand workstations in an office setting: a randomised controlled trial.’
BMC Public Health, 15, pages 1145–1159. https://doi.org/10.1186/s12889-015-2469-8]
Identify the group that has more back pain after the study.
\nCalculate the difference in mean sitting time between the control and intervention groups after the study.
\nUsing the data from cholesterol, blood pressure, and neck pain, deduce why the adjustable sit-stand workstations can lead to health benefits.
\ncontrol ✔
\n402.2 − 322 ✔
\n= 80.2 «minutes» ✔
\nthere was a reduction in «total» cholesterol after 8 weeks ✔
\nthere was a reduction in systolic/diastolic BP/lower blood pressure after 8 weeks ✔
\nboth cholesterol and blood pressure reduced more for subjects who were in the intervention group than the control ✔
\nthere was a reduction in neck pain/less neck pain after 8 weeks «it increased in the control» ✔
\n\n
Discuss how an inactive lifestyle increases the risk of cardiovascular disease.
\nIdentify the arteries labelled X and Y on the diagram.
\nhave higher risk of having high blood pressure ✔
\nhigher risk of having type II diabetes ✔
\natherosclerosis ✔
\nhigher risk of high blood cholesterol because they aren’t burning fats ✔
\nby carrying extra weight/being obese which puts greater stress on the cardiovascular system to do the same job as someone not overweight ✔
\nthere is a greater chance of comorbidity of factors occurring ✔
\n[3 max]
\nX= right coronary artery ✔
\nY= left anterior descending artery ✔
\n[2]
\nAnswered well, but some students focused on obesity aspects over the pathophysiology of cardiovascular disease.
\nThis was a very difficult question for all but a few students. Most students did not know the cardiac arteries.
\nWhat percentage of the normal distribution lies within ±1 standard deviation of the mean?
\nA. 98 %
\nB. 65 %
\nC. 95 %
\nD. 68 %
\nD
\nA challenging question in the mid-difficulty continuum with a good discrimination index. A, B, and C as distractors, which was surprising given the performance on the previous question.
\nDefine hypokinetic disease.
\nExplain the relationship between major societal changes and hypokinetic disease.
\ndisease associated with physical inactivity / sedentary behaviour ✔
\nproliferation of motorised transport / technology results in less walking which results in an increase in health conditions such as cardiovascular/hypokinetic disease ✔
\nchanges in employment and working patterns mean less physical effort required resulting in an increase in cardiovascular/hypokinetic disease ✔
\nchange in diet, such as rise in fast food leads to people not expending as much effort getting food which results in cardiovascular disease ✔
\naging populations in the developed world are associated with increased levels of hypokinetic disease as the elderly find it harder to keep as active as they used to be ✔
\nreduction in personal safety/increase in crime rate leading to reduction of walking and exercising ✔
\nAward [1 max] if societal changes are listed.
\nDone well; at times confused with poor diet.
\nDone well overall; one of the errors was again discussing fast food as a societal change but not connecting that fact that the ease of food without the effort of preparation is the issue in this case.
\nOutline habitual physical activity and exercise.
\nDefine hypokinetic disease.
\nUsing examples, discuss the relationship between major societal changes and hypokinetic disease.
\nHabitual physical activity:
is any bodily movement produced by contraction of skeletal muscles that substantially increases energy expenditure ✔
Exercise:
is a subcategory of physical activity where «planned, structured and repetitive» bodily movements are performed to improve or maintain one or more components of fitness ✔
Award [1 max] for each.
\n[2]
\na disease associated with physical inactivity ✔
\n[1]
\nincrease in use of motor vehicles reducing the amount of activity undertaken for example, the convenience and speed of going to a local shop is now more likely to be done in a car ✔
\nchanges to working patterns, for example, people working shifts may mean that they’re working at night and sleeping in the day or are too tired to exercise / means people cannot be at training sessions ✔
\nthe use of technology to communicate now means that people can communicate from their room to others in different spaces where they may have had to walk to see these people previously ✔
\nthe rise of fast food and deliveries means that people are not as active in their making of food as they may have previously been ✔
\nnature of many occupations has changed so fewer people work in manual jobs and more work in jobs aligned with sedentary behaviour ✔
\nAward [1 max] for a list of factors.
\n[4 max]
\nStudents struggled here with clear definitions delineating differences between the two.
\nOutline how appetite is regulated after eating.
\nAnalyse type 2 diabetes.
\nhormones are produced by the stomach and small intestine ✔
\nhormone «leptin» secreted by fat cells/adipose tissue ✔
\nhormones enter the blood stream ✔
\nhormones/leptin/ghrelinact on the appetite control centre ✔
\nleptin inhibits eating/causes satiety✔
\nghrelin increases the desire to eat ✔
\ntype 2 diabetes is the inability to use insulin/ insulin target cells are less sensitive/ insulin resistant ✔
\ntype 2 most often occurs in obese people who are over age 35 / older people/ caused by inactivity/ poor diet ✔
\ntype 2 is increasing in children «due to poor diet and low levels of physical activity» ✔
\ntype 2 can be controlled by diet/exercise / weight loss / oral medication / insulin ✔
\ntype 2 is more common than type 1 ✔
\nGenerally done well – sometimes the hormones involved were mixed up.
\nThis was understood very well.
\nWhich is the equation for coefficient of variation?
\nA. Coefficient of variation = standard deviation − mean
\nB. Coefficient of variation = standard deviation ÷ mean × 100 %
\nC. Coefficient of variation = mean − standard deviation
\nD. Coefficient of variation = mean ÷ standard deviation × 100 %
\nB
\nThe 4th most difficult question on the paper with a good discrimination index. D as the main distractor. It is important to recognize that the understanding of the statistics questions is tested on Paper 1 due to their significance in data analysis during Internal Assessments.
\nState the typical pH range found in the mouth.
\nState the typical pH range found in small intestine.
\nDiscuss the role of enzymes in digestion.
\nMouth:
5.5 to 7.5✔
Small intestine:
6.0 to 8.0✔
enzymes are a class of proteins that support biochemical reactions / speed up/catalyse reactions✔
\nenzymes are secreted by salivary glands/ stomach / pancreas / liver / small intestine✔
\ndigestive enzymes are essential for the breakdown of carbohydrates / fats / proteins into small absorbable molecules✔
\ndigestive enzymes are secreted in an inactive form and are only activated at the site of function to protect the secretion organs from any damaging, premature enzymatic action✔
\nenzymes work most efficiently when the environment is optimal in temperature ‹37° C › and pH value✔
\nwithout enzymes the process of digestion would be a long and inefficient process, with energy not being supplied at an appropriate rate✔
\nWhich fitness component can be assessed by anthropometry?
\nA. Flexibility
\nB. Body composition
\nC. Strength
\nD. Aerobic capacity
\nB
\nA mid-difficulty question with a fair discrimination index. A was the main distractor.
\nWhat are essential elements of a general training programme?
\nA. Warm-up, stretching activities, endurance training
\nB. Resistance training, physical fitness, selection of task
\nC. Overload, specificity, periodization
\nD. Cognitive, associative, autonomous learning
\nA
\nA mid-difficulty question with a fair discrimination index. C was the main distractor.
\nWhat is the position of the scapula relative to the rib cage?
\nA. Medial
\nB. Inferior
\nC. Posterior
\nD. Proximal
\nC
\nDescribe the use of creatine as a ergogenic aid in sport.
\nExplain water distribution in trained and untrained individuals.
\nincreases muscle creatine content, facilitates rapid PCr resynthesis in the rest periods during repeated high intensity exercise✔
\ncreatine ingestion may also augment the effects of training by stimulating muscle anabolism✔
\nrecommended dosage 15–20 g per day for 4–7 days followed by a maintenance dosage of 2 g per day✔
\nbenefits exercise that relies on the PCr energy system such as strength, power and sprinting sports✔
\nfat present in fat storage cells adiposites contains no water as such overweight people have a large proportion of body mass made up of tissue containing little water✔
\ntrained person has more muscle and less fat and therefore athletes bodies have greater percentage of body water✔
\nfat free tissue comprised 60–80 % water✔
\ntrained person has improved temperature regulation ‹sweats more easily›✔
\n45 % water in body is extracellular ‹plasma, lymph, saliva› trained individual✔
\n55 % water in body is intracellular in trained individual✔
\ntrained individuals have increased metabolism requiring greater water ‹storage› requirements✔
\nMany did not score any marks here, missing the water content of muscle and instead focusing on hydration/sweat.
\nWhat structure is labelled X in the diagram below?
\n[Source: adapted from OpenStax, Anatomy & Physiology, 9.4 Synovial Joints, Figure 1, by Rice University,
Feb 26, 2016, https://cnx.org/contents/FPtK1zmh@12.7:bFtYymxt@7/Synovial-Joints. Licensed under a
Creative Commons Attribution 4.0 International License, https://creativecommons.org/licenses/by/4.0.]
A. Articular capsule
\nB. Synovial fluid
\nC. Articular cartilage
\nD. Synovial membrane
\nD
\nNinth most challenging question (57.47% correct).
\nOutline how social support from others can enhance adherence to exercise.
\nExplain features of an exercise programme that can help to reduce the effects of depression and anxiety.
\nthrough them joining in with you ✔
\nthrough them transporting you to a venue ✔
\nthrough providing money for costs or equipment ✔
\nrole model’s / coach’s / friend’s / family’s encouragement motivates you to keep being active/involved in exercise ✔
\n[2 max]
\nwhether it is enjoyable or rewarding to the person to boost feelings of achievement/self-esteem ✔
\nthe absence of competition which removes the focus from winning and losing ✔
\naerobic exercise enhancing blood flow to the brain which helps to remove wastes and stimulate the brain ✔
\nrhythmic exercise increases dopamine/serotonin levels/helps to reduce stress/tension ✔
\nachievability so that the individual is having feelings of success/level of intensity not too high so that success is achieved ✔
\nresistance training to improve posture which creates noticeable changes in stature ✔
\ntime frame that enables a feeling of having done something ✔
\n[3 max]
\nThere was a wide variety of responses in this question. Not all students were fully able to link social support and adherence to exercise.
\nMany students listed the features that reduce depression but struggled when explaining how they related to an exercise programme.
\nWhat muscle is labelled X in the diagram below?
\n[Source: adapted from https://commons.wikimedia.org/wiki/File:Sartorius_3D.gif, BodyParts3D,
© The Database Center for Life Science licensed under CC Attribution-Share Alike 2.1 Japan.]
A. Iliopsoas
\nB. Sartorius
\nC. Vastus lateralis
\nD. Vastus intermedialis
\nB
\nSecond most challenging question (34.48% correct). This becomes the most challenging question when correcting for Q23. A straightforward label recognition question but lesser common muscles used, which many found difficult.
\nOutline the World Health Organization recommended levels of aerobic physical activity for adults aged 18–64 years.
\nat least 150 min of moderate-intensity physical activity per week
OR
at least 75 min of vigorous-intensity physical activity per week ✔
activity should be performed in bouts of at least 10 minutes duration ✔
\nfor additional health benefits, adults should increase their moderate-intensity physical activity to 300 min physical activity per week ✔
\nNot well understood.
\nWhich is a principal structure of the ventilatory system?
\nA. Capillary
\nB. Bronchiole
\nC. Hemoglobin
\nD. Pulmonary artery
\nB
\nFourth easiest question (90.42% correct).
\nExplain why lack of dietary calcium is a major risk factor for osteoporosis.
\nskeleton contains more than 99% of body’s total calcium ✔
\nwhen lack of calcium in diet, the body draws on calcium reserves to restore deficit ✔
\nbones lose calcium mass/concentration ✔
\nprolonged lack of dietary calcium / negative imbalance results in osteoporosis ✔
\nVery few recognised that almost all of calcium is stored in the bones and that is why a lack dietary calcium can lead to osteoporosis. It's a key mark point that almost all missed.
\nWhat is residual volume?
\nA. Volume of air in the lungs after maximum inhalation
\nB. Inflow and outflow of air between the atmosphere and the lungs
\nC. Volume of air still contained in the lungs after maximal exhalation
\nD. Additional inspired air over and above tidal volume
\nC
\nSecond easiest question (92.34% correct). Qs 4 and 5 both recall ventilator system questions.
\nWhat is the action of the diaphragm and the external intercostal muscles during exhalation?
\nA
\nSixth most challenging question (52.87% correct).
\nWhich are types of synovial joints?
\nA. Condyloid, saddle, gliding
\nB. Immovable, slightly movable, ball and socket
\nC. Intervertebral joints, pubic symphyses, gliding
\nD. Fibrous, cartilaginous, condyloid
\nA
\nA mid-difficulty question with a good discrimination index. D was the main distractor.
\nWhat is the equation for cardiac output?
\nA. Heart rate ÷ stroke volume
\nB. Tidal volume × frequency
\nC. Heart rate ÷ tidal volume
\nD. Stroke volume × heart rate
\n\n
D
\nThird easiest question (91.57%) correct. Another recall based question that almost all correctly identified.
\nDescribe the absorption of amino acids from the intestinal lumen to the capillary network.
\ncrosses the brush-border membrane «using a specific transporter» ✔
\npasses through the «cytosol of the» absorptive cell ✔
\ncrosses the basolateral membrane ✔
\nenters the capillary network ✔
\nGenerally done well.
\nList three places where extracellular fluid is located in the body.
\nCompare and contrast water distribution in Olympic sprinters and inactive individuals.
\nExplain how an antidiuretic hormone helps conserve water when sweating during muscular activity.
\nblood plasma ✔
\nlymph ✔
\nsaliva ✔
\neyes ✔
\nglands ✔
\ndigestive tract / lumen ✔
\ngall bladder ✔
\nsurrounding nerves & spinal cord ✔
\nskin/kidneys ✔
\nsynovial joints ✔
\nAward [2 max] for three correct.
\nAward [1 max] for two correct.
\nAward [0] for one or zero correct.
\nSimilarities
sprinters and inactive individuals will have water distributed in the same places of their body/ intra and extracellularly ✔
although body water content varies greatly between individuals the water content of the various tissues remains relatively constant ✔
\nglycogen in both muscle «and liver» is stored with about 3 gram of water for every gram of glycogen ✔
\nDifferences
Olympic sprinters will have higher water content in plasma «associated with improved thermoregulation» ✔
sprinters have a lower percentage of their body composition as adipose tissue/fat which has a low water content «10%» ✔
\nsprinters have higher amounts of muscle glycogen compared to untrained individuals which increases water content ✔
\nsprinters will have a higher muscle mass than inactive individuals which has a high water content «76%» ✔
\nathletes have higher proportion of fat free mass, which contains water so therefore higher water content for athletes ✔
\nAward [3 max] for each.
\nsweating leads to reduced blood plasma ✔
\nloss of blood plasma results in increased blood osmolality / increased salinity ✔
\nincreased blood osmolality/salinity stimulates the hypothalamus ✔
\nhypothalamus sends neural signal to the pituitary gland ✔
\npituitary gland secretes ADH into the blood ✔
\nADH acts on the kidneys, increasing water permeability of the «distal» tubules/ collecting ducts ✔
\nADH acting on the kidneys leads to increased reabsorption of water ✔
\nAward [2 max] for the first 5 mark points.
\nAlso done well overall.
\nWas challenging because it was worth four marks. The command term is demanding and requires some points to be about similarities and differences. In this case the difficult last point was the similarity.
\nThe responses to this were mixed where some candidates connected the hormone to affecting sweating rather than having an effect on the kidney.
\nA study was conducted during a practice soccer game in which participants completed a dribbling test every 15 minutes. The participants were randomly allocated to two groups and consumed a gel product after 85 minutes:
\nParticipants then continued playing for an extra 35 minutes, and testing continued.
\nThe dribbling test required participants to dribble a ball around a series of obstacles; their precision (distance from obstacle), speed, and success (avoiding the obstacles) were measured. The mean results are shown in the graphs.
\n\n
Graph showing the mean precision (distance from obstacle) of participants in the dribbling test.
\n\n
Graph showing the mean speed of participants in the dribbling test.
\n\n
Graph showing the mean success (avoiding the obstacles) of participants in the dribbling test.
\nState what happened to the speed of participants between 90 and 105 minutes for the group who consumed the carbohydrate gel.
\nCalculate the difference in precision between the carbohydrate gel and placebo gel conditions at 120 minutes.
\nEvaluate the consumption of carbohydrate gel during the soccer match.
\nstayed the same ✔
\n[1]
\n40 – 25 ✔
15 cm ✔
Accept answers in the converse.
[2]
\nStrengths:
\ndribbling precision is improved through carbohydrate consumption ✔
\n% success got better between 85 and 105 min / 0–15 min after consumption/initially improved after consumption ✔
\nLimitations:
\n% success got worse/decreased between 105 and 120 min / 20–35 min after consumption ✔
\ndribbling speed was unchanged due to consumption of CHO gel ✔
\nAward [2 max] for either strength or limitation.
\n[3 max]
\nWhich is the most lateral in the anatomical position?
\nA. Sternum
\nB. Ulna
\nC. Radius
\nD. Skull
\nC
\nThe 5th most difficult question on the paper, which was surprising given the strength of past candidate performance in this area. This question had a good discrimination index with A and B as the main distractors.
\nWhich demonstrates how blood is redistributed to the working muscles during exercise?
\n\n
C
\nThird most challenging question (36.78% correct). This was a good question that delved a little deeper into blood circulation with some good distractors. An effective discriminator.
\nWhich defines maximal oxygen consumption?
\nA. Maximum volume of oxygen inhaled and used per minute
\nB. Maximum volume of air exhaled after a maximum inhalation
\nC. Maximum volume of oxygenated blood ejected per minute
\nD. Maximum volume of oxygen breathed in or out per breath
\n\n
A
\nMid-ranking question.
\nWhat is the structure labelled X on the sarcomere in the diagram below?
\n[Source: © International Baccalaureate Organization 2017]
\nA. Z line
\nB. Myofibril
\nC. Myosin filament
\nD. Actin filament
\nC
\nThe 3rd most difficult question on the paper. This question had a good discrimination index with A, B, and C as evenly strong distractors. This was also surprising given that students had been exposed to this area and performed well in the past.
\nDefine glycemic index.
\nDiscuss how an athlete can adjust carbohydrate intake and training load in the week prior to an event in order to maximise endurance performance.
\nit is a ranking system indicating the rate of glucose absorption in blood ✔
\n[1]
\nincreasing stored glycogen delays fatigue ✔
\nTraining:
\ncomplete an exhaustive session approximately 7 days/1 week prior to the event ✔
\nthe training load «intensity and volume» is reduced/tapered over the remaining «6» days ✔
\nDiet:
\napproximately 7 to 4 days prior the diet is low in CHO «high in fat and protein» ✔
\nthis increases the activity of the enzyme glycogen synthase / results in greater glycogen storage when CHO diet increases ✔
\nthe final «3» days has a high CHO diet ✔
\nOther valid methods to be accepted.
\nAward [2 max] for diet or training.
\n[4 max]
\nMost students struggled to define glycemic index.
\nThere was a wide variety of answers to this question from simple benefits of carbohydrates on exercise to detailed instructions for carbohydrate loading. There were a small number of students who effectively tied carbohydrate loading to training.
\nWhich is a function of protein?
\nA. Primary source of energy
\nB. Provide insulation under the skin
\nC. Protect vital organs from impact
\nD. Provide structure to build tissues
\nD
\nMid-ranking question.
\nWhich is the breakdown of glycogen into glucose?
\nA. Glycolysis
\nB. Glycogenesis
\nC. Glycogenolysis
\nD. Beta oxidation
\nC
\nMid-ranking question.
\nDescribe one strategy to increase muscle glycogen for an endurance runner preparing for a marathon.
\ncomplete an exhaustive training bout «about» 7 days before event/competition ✔
\nfor «about» the next 3 days eat high fat and protein diet / low CHO diet to deprive the muscles of carbohydrate «increases the activity of glycogen synthase» ✔
\neat a carbohydrate-rich diet for «about» the next 3 days before the event/competition ✔
\nreduce training intensity and volume during this 6-day period / for several days before the marathon «to prevent additional muscle glycogen depletion» ✔
\nAnswer does not need to be specific on the number of days. However, the strategy needs to be described i.e. exhaustive training bout followed by several days of high fat & protein/ low CHO diet followed by several days of high CHO diet and all combined with reduced training intensity & volume in the week before the marathon.
\nIt was surprising how many could not explain carbohydrate loading effectively. Very few recognised the exhaustive training needed to deplete stores first.
\nWhat is pulmonary ventilation?
\nA. Exchange of respiratory gases between the lungs and blood
\nB. Diffusion of oxygen in the alveoli
\nC. Volume of air breathed in and out in one breath
\nD. Inflow and outflow of air between the atmosphere and the lungs
\nD
\nSeen as mid-difficulty question with a fair discrimination index. A was the main distractor.
\nWhich are involved in neural control of ventilation?
\nA. Sinoatrial and atrioventricular nodes
\nB. Lung stretch receptors and chemoreceptors
\nC. Adrenaline and breathing rate
\nD. Diaphragm and accessory muscles
\nB
\nA mid-difficulty question with a good discrimination index. A was the main distractor.
\nOutline the two forms of digestion that take place inside the mouth.
\nState the enzymes responsible for the digestion of fats and proteins.
\nmechanical digestion which involves the teeth breaking up the food into smaller particles / increase surface area of food ✔
\nchemical digestion which is due to the presence of enzymes «amylase» in saliva ✔
\nAward [1 max] for a list.
\n[2]
\nFats:
\n«pancreatic» lipase ✔
\nProteins:
\npepsin
OR
trypsin
OR
protease ✔
Award [1 max] for each.
\n[2]
\nWhere is hemoglobin located?
\nA. In white blood cells
\nB. In platelets
\nC. In muscle cells
\nD. In red blood cells
\nD
\nThe 2nd easiest question on the paper as expected from this area of the course guide. This question had a low discrimination index. Students have been exposed to similar questions in this topic area and clearly are performing well.
\nWhat is the function of glucagon during fasting?
\nA. Stimulate the breakdown of glycogen into glucose
\nB. Stimulate the uptake of glucose to form glycogen
\nC. Stimulate the uptake of glycogen to form glucose
\nD. Stimulate the production of adipose tissue from glucose
\nA
\nMid-ranking question.
\nLong bones are one type of bone found in the body. List two other types of bone.
\n1.
\n\n
2.
\n\n
\n
Outline the function of a ligament in a shoulder joint.
\nflat ✔
\nshort ✔
\nirregular ✔
\nAccept “sesamoid”.
\nattach bone to bone ✔
\nprovide strength/stability to a joint ✔
\nOverall, this question was answered very well; however, some candidates used more words than necessary in their answer.
\nOverall, this question was answered well. A confusion with functions of a tendon happened occasionally.
\nWhat is the net amount of ATP molecules produced from one glucose molecule in the lactic acid system?
\nA. 36
\nB. 4
\nC. 2
\nD. 1
\nC
\nMid-ranking question.
\nWhich are involved in the regulation of heart rate?
\nI. Sinoatrial node
\nII. Autonomic nervous system
\nIII. Adrenaline
\nA. I and II only
\nB. I and III only
\nC. II and III only
\nD. I, II and III
\n\n
D
\nThis was the most difficult question on the paper with a good discrimination index. The responses A and B were equally good distractors. The question proved to be more challenging than anticipated.
\nWhat is the structure labelled X in the diagram below?
\n[Source: Designua/Shutterstock]
\n\n
A. Axon
\nB. Muscle
\nC. Dendrite
\nD. Cell body
\nA
\nMid-ranking question.
\nState one major storage site of triacylglycerol.
\nOutline how a marathon runner produces ATP from fatty acids.
\nadipose tissue ✔
\nskeletal muscle ✔
\nfats are broken down during beta (β) oxidation ✔
\nfatty acids are broken down into acetyl CoA ✔
\nacetyl CoA enters the Krebs cycle ✔
\nOverall, this question was mostly answered well; however, there was some confusion with the storage site of glucose or glycogen.
\nOverall, this question was typically answered poorly. Many candidates were able to recall that ATP is produced through beta oxidation of fatty acids. However very few candidates were able to outline the how ATP is produced through beta oxidation (i.e. conversion of fatty acids to acetyl-CoA and the role of the Kreb’s cycle).
\nWhere does blood exert the force measured as systolic blood pressure?
\nA. On the arterial walls during ventricular relaxation
\nB. On the venous walls during ventricular contraction
\nC. On the arterial walls during ventricular contraction
\nD. On the venous walls during ventricular relaxation
\n\n
C
\nSeen as an easy question with a fair discrimination index. Students have been exposed to this type of question previously and clearly are performing well overall.
\nWhich movement is performed at the ankle joint in the diagram below?
\n[Source: adapted from https://pixabay.com]
\n\n
A. Eversion
\nB. Inversion
\nC. Dorsi flexion
\nD. Plantar flexion
\nD
\nSeventh easiest question (77.39% correct). While some movements might provide an applied challenge, plantar vs dorsi flexion is one that is very well known.
\nWhich muscle contraction occurs when the muscle lengthens under tension?
\nA. Isokinetic
\nB. Isometric
\nC. Eccentric
\nD. Concentric
\nC
\nMid-ranking question.
\nWhat describes acceleration and the direction of travel during X on the graph below?
\n[Source: © International Baccalaureate Organization 2018]
\nC
\nMid-ranking question.
\nDefine the concept of transfer.
\nThe diagrams show a long jumper at take-off and a triple jumper during the hop phase.
\n[Source: © International Baccalaureate Organization 2017]
\n[Source: © International Baccalaureate Organization 2017]
\n\n
Outline the type of transfer that occurs between a long jumper moving to triple jump as a new event.
\nEvaluate the use of submaximal tests in sport and exercise science.
\nthe effect of learning/performance of one skill on the learning/performance of another ✔
\nstage to stage transfer/positive transfer/skill to skill transfer✔
\n«motor skill development» depends on building each new skill upon those learned previously ✔
\ntriple jump adds the stage of hop & step to the long jump ✔
\nAccept other applicable explanations.
\npose less risk to the performer ✔
\ncan be used by a wide range of the population/children/elderly/untrained ✔
\ndo not require high levels of motivation ✔
\nallow estimation of an individual’s maximal capacity ✔
\nthe prediction of data is made to an unknown maximum and small inaccuracies in measurement can make significant errors in estimating maximal capacity ✔
\nOverall, the quality of answers to this question varied widely. Candidates should be encouraged to be precise and succinct in their definitions.
\nOverall, the quality of answers to this question varied widely. Many candidates were able to identify an appropriate transfer; however, few candidates were able to outline how the type of transfer applied to the specific case examples provided by the image and the question (i.e. from long jump to triple jump).
\nOverall, the quality of answers to this question varied widely. Many candidates provided an example of a test and evaluated that specific test but did not evaluate submaximal tests in general as the question requires. Many candidates referred to the repeatability of submaximal tests which was too vague for a mark. Candidates need to link the concepts of repeatability to the second mark point in the markscheme concerning how maximal tests are not suitable to the entire population.
\nWhich are micronutrients?
\nA. Water, lipids, proteins
\nB. Fibre, vitamins, minerals
\nC. Carbohydrates, fibre, proteins
\nD. Vitamins, minerals, water
\nB
\nA question that proved to be in the mid-difficulty continuum, with a good discrimination index and D as the main distractor.
\nList two components of daily energy expenditure.
\nUsing a sporting example, discuss body composition and how it affects performance.
\nbasal metabolic rate ✔
\n«thermic effect of» physical activity ✔
\n«thermic effect of» feeding ✔
\n[2 max]
\nbody composition is composed of 2 main components, fat and fat-free mass ✔
\nfat-free mass is made up of water, bone and tissues such as muscle ✔
\neg
\nfor a «marathon» runner/jumper/gymnast they will look to minimise the fat mass as this does not add to power output ✔
\nfor a power athlete like a shot putter/prop in rugby/sumo wrestler a higher level of fat mass does not limit performance ✔
\nAward [2 max] for answer without example.
\n[3 max]
\nVery few students were able to list the exact components to daily energy expenditure; instead many discussed general aspects when the markscheme required specific definitions.
\nThere were many students who did not relate this question to fat vs. fat-free mass. Instead they tended to just discuss general aspects of body type and the benefits to certain sports.
\nWhat is the composition of the triacylglycerol molecule?
\nA. Three glycerol molecules and one fatty acid
\nB. Three glycerol molecules and three fatty acids
\nC. One glycerol molecule and two fatty acids
\nD. One glycerol molecule and three fatty acids
\nD
\nA mid-difficulty question with a good discrimination index and A as the main distractor.
\nWhat characterizes saturated fats?
\nA. They contain one or more double bonds between carbon atoms within the fatty acid.
\nB. They originate from plant-based foods such as avocado and cashew nuts.
\nC. They have no double bonds between the individual carbon atoms of the fatty acid.
\nD. They are often found as liquids at room temperature.
\nC
\nThis proved to be a difficult question with a fair discrimination index and A as the main distractor. The candidates still find the characteristics of saturated and unsaturated fats tricky to recall.
\nWhat is the relationship between angular momentum, angular velocity and moment of inertia?
\nA. Moment of inertia = angular velocity × angular momentum
\nB. Angular momentum = angular velocity ÷ moment of inertia
\nC. Angular velocity = moment of inertia ÷ angular momentum
\nD. Angular momentum = angular velocity × moment of inertia
\nD
\nMid-ranking question.
\nWhat is glycogen?
\nA. A disaccharide built from glucose molecules
\nB. A polysaccharide built from glucose molecules
\nC. A form of glucagon
\nD. A storage molecule for proteins
\nB
\nA mid-difficulty question with a fair discrimination index, and A as the main distractor.
\nWhat happens to the centre of mass when the basketball player prepares to shoot, moving from position A to position B?
\n[Source: adapted from sdart/iStock]
\n\n
A. Does not move
\nB. Moves upwards
\nC. Moves downwards
\nD. Moves forwards
\nB
\nMid-ranking question.
\nUsing examples, outline the function of the axial and appendicular skeleton during physical activity.
\nDescribe the mechanics of inspiration in the final stages of a cycling race.
\nExplain the relative contributions of the three energy systems during a hockey or soccer match.
\nExplain how characteristics of type IIb muscle fibres could enhance the performance of a sprinter.
\nAxial skeleton:
provides protection of vital organs ✔
eg, skull protects the brain «during a tackle in rugby» ✔
\nsupports the weight of the upper body ✔
\neg, vertebral column supports the weight of the upper body «while balancing on a beam in gymnastics» ✔
\nAppendicular skeleton:
provides attachment for muscles ✔
eg, scapula provides attachment for rotator cuff muscles «which support the shoulders during the rings and vaulting» ✔
\nprovides levers to allow movement ✔
\neg, humerus and ulna articulate to form a lever «that allows for a more effective release of a javelin» ✔
\nAward [2 max] per skeleton type for both function and example.
\nAward [1 max] if either an outline or example has not been provided.
\nAccept any other suitable examples.
\ndiaphragm contracts
OR
flattens ✔
«external» intercostal muscles contract ✔
\nraising the rib cage upwards and outwards ✔
\nthis increases the thoracic volume ✔
\nthis decreases the thoracic pressure ✔
\nfinal stages of the race accessory muscles contract (eg, pectoralis minor, sternocleidomastoid and scalenes) increase (thoracic) volume further ✔
\nAward [4 max] if there is no reference to accessory muscles.
\nall energy systems work in a continuum during physical activity depending on the intensity / duration / fuel availability / oxygen availability ✔
\nATP-CP System/PC system/alactic system:
resynthesizes ATP during brief high intensity exercise «for more than 3 seconds to less than 10 seconds» ✔
eg, in hockey/soccer when performing a sprint/explosive movement for the ball at speed 20-60 m ✔
\nThe lactic acid system / anaerobic glycolysis:
resynthesizes ATP during short/medium high intensity exercise «between 10s−2 mins range» ✔
eg, in hockey/soccer during transition of play such as a counter attack from defense ✔
\nAerobic system:
hockey/soccer requires moderate/high intensity movements but is ongoing «more than 2 minutes» ✔
used during recovery between high intensity bouts or during lower intensity periods ✔ [2 max]
\neg, returning to the half way line after a goal is scored ✔
\nAccept any reasonable ranges for duration. Accept other suitable examples.
\nAward [5 max] if all three systems are not mentioned.
\nAward [3 max] without applied examples.
\ngreater fibres per motor neuron therefore more fibre recruitment per contraction ✔
\nfast motor neuron conduction transports action potential quickly ✔
\na highly developed sarcoplasmic reticulum helps spread the action potential across the muscle fibre quickly ✔
\n«therefore» delivery of calcium is increased to the muscle cell ✔
\n«therefore» the contractile speed is fast ✔
\nhigh PC and ATP stores provide immediate source of energy for fast muscle contraction ✔
\nhigh glycogen stores provide energy for high intensity movements ✔
\nhave a high anaerobic capacity «which is important for sprinters» ✔
\ncan produce an explosive performance «which is required at the start of the event» ✔
\nOverall, this was a very popular and well answered question. Candidates who struggled with this question failed to provide appropriate examples for physical activities particularly with regards to appendicular skeleton.
\nOverall, this question was answered more poorly than anticipated because candidates did not answer about the mechanics of inspiration, but rather, about the causes of laboured breathing, energy systems, the mechanics of gaseous exchange, or blood distribution, and therefore and missed the focus of the question. A very limited number of candidates identified that accessory muscles are used during maximal exercise or final stages a race.
\nOverall, candidates did not appear to be well prepared for this question. Candidates were able to provide simple comments regarding intensity. However, many candidates focused on how ATP is produced during each energy as opposed to the contribution of each system to different types of exercise over the course of a match. Often the concept of all three energy systems working at the same time was not explicitly stated by candidates.
\nThere was a large variety of answers to this question. Overall, candidates identified a few of the main characteristics of type IIb fibres but many failed to connect characteristics with enhanced performance of a sprinter. Both concepts were needed in order to be awarded many of the individual mark points. Confusion with type I muscle fibres was common.
\nWhat type of skill is used to decide and perform a pass in soccer?
\nA. Cognitive skill
\nB. Perceptual skill
\nC. Motor skill
\nD. Perceptual motor skill
\nD
\nSixth easiest question (79.31% correct). Candidates surprisingly good at answering a potentially challenging skill classification question.
\nWhich defines response time?
\nA. Time from the introduction of a stimulus to completion of an action
\nB. Time from the onset of a stimulus to the beginning of an action
\nC. Time taken to carry out motor aspects of a performance
\nD. Time between the introduction of first and second stimuli
\nA
\nSeventh most challenging question (53.64% correct). Many incorrectly defined response time, though the question and response options were legitimate.
\nWhich describes the associative stage of learning?
\nA. Performers’ movements are regularly practised and refined.
\nB. Performers consistently complete actions with fluency.
\nC. Performers’ movements are erratic and lack fluency.
\nD. Performers regularly focus on irrelevant stimuli for movements that require perception.
\nA
\nMid-ranking question.
\nWhat type of transfer occurs from a 3 versus 3 training game to a 5 versus 5 competitive basketball game?
\nA. Skill to skill
\nB. Abilities to skill
\nC. Practice to performance
\nD. Stage to stage
\nC
\nFourth most challenging question (50.19% correct). Many identifying incorrect transfer option but legitimate question and response options.
\nWhat can be represented by error bars on a graph?
\nA. Ratio of the standard deviation to the mean value of a set of data
\nB. Variability of a set of data from the median
\nC. Variability of the mode value of a set of data
\nD. Variability of a set of data from the mean
\nD
\nMid-ranking question.
\nWhich is a component of performance-related (skill-related) fitness?
\nA. Muscular endurance
\nB. Body composition
\nC. Power
\nD. Strength
\nC
\nFifth most challenging question (52.11% correct). A challenging fitness component question and not surprised to see this result in varied responses.
\nDescribe how cardiovascular drift occurs during a marathon.
\nOutline the process of the sliding filament theory after calcium has been released and until it is pumped back into the sarcoplasmic recticulum.
\nAnalyse how rehearsal and organization improve memory in a sporting routine.
\nEvaluate two fitness tests used to assess body composition.
\nis an increase in HR during prolonged exercise ✔
\nblood volume is reduced through sweating
OR
increased blood viscosity
therefore causing a reduction in venous return ✔
\nstroke volume is directly affected by venous return
OR
reduction in stroke volume/SV ✔
HR × SV = Q/ cardiac output is the product of HR times SV ✔
\nthe compensation takes place to help maintain cardiac output during exercise ✔
\nexercise in a hot environment exaggerates cardiovascular drift
OR
dehydration contributes to cardiovascular drift ✔
as blood is redirected to the skin to help temperature regulation ✔
\nCa2+ binds with troponin ✔
\ntropomyosin are lifted from the actin filament binding sites ✔
\nmyosin heads attach to actin to form a cross bridge ✔
\nheads of myosin tilt and drag the actin filaments, referred to as the power stroke ✔
\ncross bridge breaks as ATP splits ✔
\nZ lines move closer together
OR
H zone disappears ✔
ratchet mechanism continues until the ends of the myosin filaments reach the ends of the Z lines ✔
\nRehearsal:
by practising the sequence as much as possible they can become overlearned ✔
this means that they become automatic and therefore effective in establishing a memory trace ✔
\nhowever this requires time and may not be accessible to the performer ✔
\ntherefore other methods such as mental rehearsal may be required ✔
\nOrganization:
the sequence can be organized in meaningful ways to help learn and remember them more easily ✔
for example ensuring that the movements are practised in sequence so the end of one movement is followed by the start of one movement ✔
\nverbalizing the routine as it is organized may also assist the learner to memorize the routine ✔
\norganization of the routine still requires rehearsal and therefore in isolation may not be the only method ✔
\nAward [3 max] per method.
\nBMI (body mass index):
Body mass index is a measure of an adult’s weight in relation to height/weight in kg divided by their height in metres squared ✔
Strengths:
more accurate than standard height and weight tables ✔
easy to administer ✔
\nnon invasive ✔
\nLimitations:
BMI is not a direct measure of body fat ✔
not suitable for certain populations eg, children, pregnant women, elderly or athletes ✔
\ndespite its inaccuracy it is still used as a medical standard to assess obesity ✔
\n\n
Anthropometry:
most common field technique is skinfold calipers ✔
where skin fat thickness is measured at a number of sites and the sum of these sites used in an equation estimates percentage body fat ✔
\nStrengths:
accuracy is greater than BMI ✔
more detailed protocol and equations are used to focus on gender specific differences ✔
\nwidely used due to its accessibility ✔
\nlimited cost implications ✔
\nnon-invasive ✔
\nLimitations:
reliability of the data is affected by the experience and consistency of the tester ✔
accuracy is affected by the number of sites and the calculation being used to determine density ✔
\nequations are based mostly on cadaver studies ✔
\n\n
Underwater weighing/Hydrostatic weighing:
the athlete is weighed totally immersed in water OR where the difference between their scale weight and underwater weight is measured ✔
Strengths:
considered one of the most accurate measures of body composition ✔
perhaps considered the most reliable and valid ✔
\nLimitations:
major weakness is in the conversion of body density to estimate relative body fat ✔
equation assumes that fat mass and fat-free mass is constant in all people ✔
\nspecialized equipment ✔
\nhigh cost ✔
\n\n
Award [3 max] per test.
\nAt least one strength and one limitation per test. Accept other suitable examples of strengths and limitations.
\nThis was one of the best responses to this type of question and candidates were clearly well prepared for this type of question.
\nMany candidates were well prepared for this question and answered it very well; however, several candidates wrote much more than was required for a 4-mark question wasting valuable time that could have been used elsewhere. Candidates were able to describe the sequence of events accurately, but some responses lacked specificity of the steps that were required to earn full marks.
\nOverall, this question was typically answered very poorly. Candidates struggled to provide enough detail to achieve full mark points. Answers were not focused and candidates did not appear to be prepared for this question.
\nOverall, this question was answered well. Some candidates struggled to identify the correct fitness tests, confused tests, or described the mechanics of the tests rather than evaluated them.
\nWhich test measures muscular strength?
\nA. Maximum sit-ups
\nB. Hand grip dynamometer
\nC. Maximum press-ups
\nD. Vertical jump
\nB
\nMid-ranking question.
\nWhich outlines progression as a principle of training programme design?
\nA. Training muscles that are relevant to the actions of the sport
\nB. Training is high intensity for short bursts
\nC. Training by gradual increase in physical challenge to induce adaptations
\nD. Training with a range of methods to maintain motivation
\nC
\nEasiest question (92.34% correct). Perhaps the distractors made this a little too obvious.
\nWhich are the four types of bones?
\nA. Short, periosteum, long, regular
\nB. Long, short, irregular, flat
\nC. Compact, irregular, flat, long
\nD. Flat, short, compact, regular
\nB
\nVery-low difficulty question (95.01 % correct) with a poor level of discrimination. This was the easiest question of the paper. Perhaps the distractors made this a little too obvious.
\nThe diagram below shows a long bone. What is the structure labelled X?
\n[Source: reprinted from The Lancet, Diabetes & Endocrinology, Vol. 2, no 5, M.G. Vervloet et al., Bone: a new endocrine
organ at the heart of chronic kidney disease and mineral and bone disorders, Pages 427–436, Copyright 2014,
with permission from Elsevier. https://www.thelancet.com/journals/landia/home ]
A. Compact bone
\nB. Spongy bone
\nC. Diaphysis
\nD. Cartilage
\nB
\nUsing anatomical terminology, what is the position of the sacral bones relative to the lumbar bones?
\nA. Inferior
\nB. Lateral superior
\nC. Medial
\nD. Superior
\nA
\nAn athlete’s broken leg is immobilized in a cast. Which muscle characteristic causes difficulty in walking after the prolonged inactivity?
\nA. Extensibility
\nB. Elasticity
\nC. Atrophy
\nD. Hypertrophy
\nC
\nMid-difficulty question with a strong discrimination index.
\nWhat is the muscle labelled X in the diagram?
\n
A. Abdominus rectus
\nB. External obliques
\nC. Erector spinae
\nD. Iliopsoas
\nA
\nMid-difficulty question. Answer C provided the greatest distraction. It appears candidates struggled with anterior view and the muscle in isolation. It is a surprise that iliopsoas was an equal distraction to external obliques. However, a legitimate question and responses.
\nDescribe how a glucose molecule forms a polysaccharide molecule.
\nDistinguish between the skill profile of a javelin throw and a forehand shot in table tennis.
\nExplain the application of Newton’s three laws of motion to a swimmer as they start a race from the blocks.
\nAnalyse the distribution of blood during maximal exercise.
\naddition of monosaccharides/glucose «molecules» form disaccharide «if two molecules»/polysaccharide «if many molecules»/glycogen ✔
\na condensation reaction takes place to form a disaccharide/polysaccharides/ glycogen ✔
\ncondensation polymerization/condensation reaction releases/removes a water «molecule» from the reaction ✔
\nglycogenesis is the formation of glycogen from glucose ✔
\nAccept answers presented in a diagram.
\nCandidates can only be credited for identifying the skill profile continuum if they apply the skill profile to the javelin throw and table tennis forehand.
\nNewton’s first law/law of inertia:
swimmer is at rest as no external force is acting upon them ✔
after the starting signal they apply a force to overcome their inertia to start moving ✔
\n\n
Newton’s second law/law of acceleration:
the greater the force they apply as the push off from the blocks the faster they accelerate ✔
the swimmer’s movement is made in the direction of the force applied ✔
\nacceleration is dependent on swimmer’s mass ✔
\n\n
Newton’s third law/law of reaction:
swimmer applies action force down and back on the blocks ✔
the blocks apply an upwards and forwards reaction force ✔
\n\n
Award [2 max] per law.
\nAccept reference to impulse momentum relationship.
\nANS/sympathetic nervous system shunts blood from an area of low demand to high demand ✔
\nredistribution increased to 80–85 % blood flow (Q) to the «working» muscles ✔
\ncauses a reduced blood flow to kidneys/liver/stomach/pancreas/intestines
OR
15–20 % blood flow / Q to non-essential organs ✔
blood flow to the brain remains constant/slightly lower ✔
\nvasodilation «of arterioles» in the «working» muscles
OR
local dilation substances prevent vasoconstriction of the muscle tissue ✔
vasoconstriction «of arterioles» in the organs ✔
\nconstriction of pre-capillary sphincters to the organs ✔
\ndilation of pre-capillary sphincters to the «working» muscles ✔
\nif the body starts to overheat as a result of exercise or high environmental temperatures more blood is redirected to the skin ✔
\nthe percentage blood flow to the heart remains the same at rest and during exercise
OR
in absolute values the heart receives greater volumes of oxygen as exercise intensity increases ✔
Candidates struggled to achieve full marks for this question.
\nThis question was generally answered well, although some students were clearly unfamiliar with the concepts of skill profiles. Candidates are encouraged to use a t-chart to answer the question as it makes it easier for the candidates to organize their thoughts and for the examiners to clearly see and gauge the quality of candidate responses.
\nOverall, many candidates accurately defined at least one of the Newton’s three laws, yet struggled to explain the application of the laws to the situation, missing out on valuable marks. Overall Newton’s third law was applied the best, with many candidates struggling to appropriately apply the second law. Commonly there was also a confusion in the application of the first and second law.
\nOverall the stronger candidates were able to outline the overall amount of blood distributed to the working muscles and non-essential tissues during maximal exercise. However very few candidates were able to explain the vascular shunt mechanism and analyse how this was achieved. The weaker student responses contained many physiological contradictions.
\nWhich types of muscles are only under involuntary control?
\nI. Smooth muscle
\nII. Cardiac muscle
\nIII. Skeletal muscle
\nA. I and II only
\nB. I and III only
\nC. II and III only
\nD. I, II and III
\nA
\nWhat is vital capacity?
\nA. Inspiratory reserve volume plus total lung capacity
\nB. Total lung capacity minus residual volume
\nC. Tidal volume plus inspiratory reserve volume
\nD. Residual volume minus expiratory reserve volume
\nB
\nMid-difficulty question.
\nWhich component of blood is greatest by volume?
\nA. Electrolytes
\nB. Plasma
\nC. Erythrocytes
\nD. Leucocytes
\nB
\nMid-difficulty question with a low discrimination index. Answer C provided the greatest distraction.
\nHow does an increased erythrocyte level benefit an athlete?
\nA. By increasing the oxygen carrying capacity of the blood
\nB. By decreasing the capacity of the blood to clot in case of an injury
\nC. By increasing the ability of the body to fight infection
\nD. By decreasing viscosity of the blood
\nA
\nVery low-difficulty question (84.09 % correct) a simple recall question with a low discrimination index. The fourth easiest question on the paper.
\nWhich term is defined as the volume of air breathed in and out in one breath?
\nA. Pulmonary ventilation
\nB. Tidal volume
\nC. Vital capacity
\nD. Residual volume
\nB
\nWhat type of blood is pumped by each of the blood vessels listed?
\n
C
\nMid-difficulty question with a strong discrimination index.
\nThe diagram shows an anterior view of the heart. Which blood vessel is labelled X?
\n[Source: adapted from Heart diagram with labels in, ZooFari, https://en.wikipedia.org/wiki/Cardiology#/media/File:Heart_
diagram_blood_fl ow_en.svg, licensed under the Creative Commons Attribution-Share Alike 3.0 Unported license,
https://creativecommons.org/licenses/by-sa/3.0/legalcode]
A. Aorta
\nB. Pulmonary artery
\nC. Pulmonary vein
\nD. Vena cava
\nB
\nHow does the heart meet the demand for oxygenated blood during physical activity?
\nA. Increasing cardiac output, decreasing stroke volume, increasing heart rate
\nB. Decreasing cardiac output, decreasing stroke volume, decreasing heart rate
\nC. Increasing cardiac output, increasing stroke volume, increasing heart rate
\nD. Decreasing cardiac output, increasing stroke volume, increasing heart rate
\nC
\nMid-difficulty question. Answer A provided the greatest distraction.
\nWhat does diastolic blood pressure measure?
\nA. The force exerted by blood on arterial walls during ventricular contraction
\nB. The force exerted by blood on venous walls during ventricular relaxation
\nC. The force exerted by blood on arterial walls during ventricular relaxation
\nD. The force exerted by blood on venous walls during ventricular contraction
\nC
\nMid-difficulty question with a strong discrimination index. Another recall question and not a surprise that answer A provided the greatest distraction.
\nWhat describes the sequence of excitation of the heart muscle?
\nA. Sinoatrial node → atrioventricular node → ventricles
\nB. Atrioventricular node → ventricles → sinoatrial node
\nC. Ventricles → atrioventricular node → sinoatrial node
\nD. Sinoatrial node → ventricles → atrioventricular node
\nA
\nWhat describes the effect of exercise on cardiac output?
\nA
\nA study examined physical fitness levels of 10-year-old children who regularly participate in sports. The 900 participants were divided evenly between three groups according to their training level:
\n● Low: training less than 1 hour per week
● Moderate: training between 1 and 5 hours per week
● High: training more than 5 hours per week.
Each participant performed the standing broad jump fitness test. The mean results are shown in the graph.
[Source: © International Baccalaureate Organization 2018]
\nIdentify the training level and sport for the group that has the highest mean score on the standing broad jump fitness test.
\nCalculate the difference of mean standing broad jump fitness test score between moderate and high training levels for the group stated in 1(a)(i).
\nUsing the data, deduce the effect of high level of participation in sport on performance in the standing broad jump test.
\nA two-tailed, unpaired t-test was conducted on the data. The calculations yielded the following results:
\nComment on the meaning of the results from the t-test.
\nState an alternative test (other than standing broad jump) for measuring leg power.
\nOutline the procedure for measuring leg power in the test stated in 1(b)(i).
\ngymnasts with high training level ✔
\nBoth gymnast and high required for [1] mark.
\n160−140 ✔
\n=20 «cm» ✔
\nAccept the subtraction in a different order.
\nAccept correct calculation if (a)(i) is incorrect.
\nchildren who regularly participate in sport perform better on standing broad jump ✔
\ngymnasts perform better than children from other sports across all participation levels ✔
\nA high level/>5hr per week of training appeared to have a significant effect on standing broad jump performance in every sport when compared to the other 2 groups/ the greater the training the greater the effect✔
\nAccept other reasonable hypothesis.
\nlow to moderate training level group did not show «statistically» significant results ✔
\nmoderate and high training level group did show «statistically» significant results/ showed they were significantly different to 95 % ✔
\nlow and high training level group did show «extremely statistically» significant results/ showed they were significantly different to 99 % ✔
\nAccept response if “significant” is mentioned once but implied in the rest of the answers. Eg the low to moderate training level did not show significant results but the moderate and high training level group and the low and high training level group did.
\nvertical jump/Sargent test ✔
\nAccept valid tests eg Wingate, Margaria-Kalamen.
\nplace a vertical marker from a standing position
OR
create a “baseline” measurement ✔
perform a two-foot take-off ✔
\nbending knees/swinging the arms for the take-off ✔
\nplace a vertical marker at the apex of the jump ✔
\npower is measured as the distance from standing position marker to marker at the apex of the jump✔
\nDespite current research award [1] mark for warm-up.
\nAccept protocols for alternate valid test from (b)(i).
\nWhich molecule is represented by the diagram below?
\n
A. Glucose
\nB. Fat
\nC. Amino acid
\nD. Protein
\nA
\nVery low-difficulty question (84.80 % correct). The third easiest question on the paper.
\nWhere does blood exert the force measured as systolic blood pressure?
\nA. On the arterial walls during ventricular relaxation
\nB. On the venous walls during ventricular contraction
\nC. On the arterial walls during ventricular contraction
\nD. On the venous walls during ventricular relaxation
\nC
\nWhat is the chemical composition of a protein molecule?
\nA. Glycerol and three fatty acids
\nB. Only carbon, hydrogen and oxygen
\nC. Only carbon and oxygen
\nD. Carbon, hydrogen, oxygen and nitrogen
\nD
\nMid-difficulty question with a strong discrimination index.
\nHow does blood pressure respond during a warm-up?
\nD
\nWhich element distinguishes an amino acid from a fatty acid?
\nA. Carbon
\nB. Hydrogen
\nC. Oxygen
\nD. Nitrogen
\nD
\nWhat is the correct order (greatest to least) for the amount of energy contained in 100 g of each body fuel?
\nA. Carbohydrate, protein, lipid
\nB. Lipid, carbohydrate, protein
\nC. Protein, carbohydrate, lipid
\nD. Lipid, protein, carbohydrate
\nB
\nMid-difficulty question with a strong discrimination index. Answer A provided the greatest distraction.
\nThe diagram shows the nutritional information from an energy gel packet. Which nutrient provides the most energy per serving?
\n[Source: © International Baccalaureate Organization 2019]
\nA. Total fat
\nB. Total carbohydrate
\nC. Protein
\nD. The nutrients provide equal amounts of energy
\nA
\nA study compared the effects of two recovery techniques on quadriceps muscle mass over a 12-week strength training programme. Twenty-one participants were randomly assigned to one of two groups:
\n• Active recovery (ACT)
• Cold water immersion (CWI) .
The CWI group laid in cold water for 10 minutes immediately after exercise, whereas the ACT group rode for 10 minutes at low intensity on an exercise bike. The results are shown in the graph.
\n[Source: Republished with permission of BLACKWELL PUBLISHING LTD. from Roberts, L. A., et al. 2015. Post-exercise cold water immersion attenuates acute anabolic signalling and long-term adaptations in muscle to strength training.The Journal of physiology, 593: 4285-4301. doi:10.1113/JP270570; permission conveyed through Copyright Clearance Center, Inc.]
\nState the mean muscle mass of the active recovery (ACT) group post-training programme.
\nCalculate the difference in mean muscle mass for the active recovery (ACT) group pre-training and post-training programme.
\nUsing the data, deduce the relative effectiveness of the recovery techniques.
\n3200 «g» ✔
\n3200−2800 ✔
\n= 400 «g» ✔
\nAccept the subtraction in a different order.
\nCWI did not affect muscle mass ✔
\nACT helped in the development of muscle mass ✔
\nCWI is «significantly» less effective than ACT in developing muscle mass ✔
\nAccept in the converse.
\nDefine overreaching.
\nDefine overtraining.
\nDiscuss indicators of overtraining in an athlete.
\noverreaching is transient overtraining ✔
\nincreasing frequency/intensity/duration of an exercise for improvement ✔
\novertraining is when an athlete attempts to do more training than he or she is able to physically and/or mentally tolerate ✔
\ndecreased appetite. Noticeable behavioural change in food intake leading to body weight loss/fat and muscle loss ✔
\nchronic soreness such as muscle or bone tenderness/soreness «which is a sign the muscles are not recovering» ✔
\nfatigue indicators including sleep disturbance «combination of nervous system and or hormonal system overload»/nausea ✔
\nelevated resting HR/BP ✔
\nunexplained decline in performance ✔
\nincreased susceptibility to infections/reduced immune function/ continual catabolic state ✔
\nAward [1 max] for listing three indicators.
\nClear, textbook definitions typically provided.
\nClear, textbook definitions typically provided.
\nCandidates generally very well prepared for this. Those who failed to get more than one mark were typically because they listed rather than discussed indicators.
\nWhich is a major storage site for glycogen?
\nA. Pancreas
\nB. Brain
\nC. Liver
\nD. Kidney
\nC
\nWhat type of process is lipolysis?
\nA. Aerobic anabolism
\nB. Anaerobic anabolism
\nC. Aerobic catabolism
\nD. Anaerobic catabolism
\nC
\nHigh-difficulty question (44.80 % correct). Answer D provided the greatest distraction.
\nWhich outlines lipolysis?
\nA. Two glucose molecules combine to form a disaccharide
\nB. One glycerol and three fatty acids combine to form a triglyceride
\nC. One disaccharide breaks down to form two glucose molecules
\nD. One triglyceride breaks down to form glycerol and three fatty acids
\nD
\nWhich energy system is the most rapid to resynthesize ATP?
\nA. Anaerobic glycolysis
\nB. Aerobic glycolysis
\nC. Lactic acid
\nD. Creatine phosphate
\nD
\nMid-difficulty question with a strong discrimination index. Answer B provided the greatest distraction.
\nA skier, when snowplowing, turns the soles of their feet outwards. What action are the feet performing?
\n
A. Extension
\nB. Circumduction
\nC. Inversion
\nD. Eversion
\nD
\nHigh-difficulty question (43.29 % correct). Fourth most difficult question on the paper. More candidates selected answer C than the correct answer which was expected to be the main distractor. An area for candidates to develop in the future.
\nWhat are the products of anaerobic glycolysis?
\nA. 2 ATP per glucose molecule and lactic acid
\nB. 2 ATP per glucose molecule and no lactic acid
\nC. 34−36 ATP per glucose molecule and no lactic acid
\nD. 34−36 ATP per glucose molecule and lactic acid
\nA
\nDescribe the formation of sweat.
\nExplain the impact of high humidity on performance during a 10-kilometre race.
\nplasma is the source of sweat formation ✔
\nsympathetic nervous system activates sweat glands ✔
\nsweat is produced in the coiled hollow/tubular glands in the dermis of the skin ✔
\nthe amount of sweat the body can produce is dependent on the amount of sweat the gland can produce ✔
\ndependent on the number/density of sweat glands «per cm2» of sweat glands an individual has ✔
\namount of sweat depends on the individual/ exercise intensity/ acclimatization/ hydration status ✔
\n«relative» high water content of ambient air decreases capacity to accept more water molecules ✔
\nimpacts the efficiency of the sweating mechanism/response/skin evaporation «temperature regulation» ✔
\nlack of evaporation of sweat inhibits cooling ✔
\ncore temperature rises, having a negative effect on physiological functioning ✔
\nleads to potential decreased performance ✔
\nAward [2 max] if no reference made to performance
\nThis was by some distance the hardest question in Option A. The purpose was to describe a very narrow element of the stress process. Many included a description of what happens before or after the formation of sweat, rather than the formation itself. It was however, a useful discriminator for depth of knowledge.
\nGenerally well answered but many provided longer, superficial answers that did not include enough depth. Others did not refer to performance to answer the question directly.
\nWhich type of contraction occurs in the rectus femoris while performing a squat (moving from position A to B)?
\nA. Isometric
\nB. Isotonic eccentric
\nC. Isotonic concentric
\nD. Isokinetic eccentric
\nB
\nHigh-difficulty question (39.45 % correct). Second most difficult question on the paper. More candidates selected answer C than the correct answer. This was expected to be the main distractor. An area for candidates to develop in the future.
\nWhat describes the role of acetylcholine in skeletal muscle contraction?
\nA. To open an axon’s synaptic vesicle
\nB. To close an axon’s synaptic vesicle
\nC. To open a motor-end plate channel
\nD. To block a motor-end plate channel
\nC
\nWhich is an example of a second-class lever?
\nA. The ankle joint during plantar flexion
\nB. The elbow during flexion
\nC. The knee during extension
\nD. The hip during abduction
\nA
\nMid-difficulty question with a strong discrimination index. Answer B provided the greatest distraction.
\nThe diagram shows a right foot. Which type of movement happens from Position A to Position B?
\n[Source: used with permission]
\nA. Dorsi flexion
\nB. Plantar extension
\nC. Eversion
\nD. Inversion
\nD
\nWhich of Newton’s laws predicts the increase in acceleration of the swing when a child uses a lighter baseball bat?
\nA. First
\nB. Second
\nC. Third
\nD. First and second
\nB
\nMid-difficulty question with a strong discrimination index. A challenging applied question and not surprising to the see the range of responses.
\nDefine ergogenic aid.
\nEvaluate the use of beta blockers by athletes.
\na substance/device/phenomenon that can improve an athlete’s performance ✔
\nStrengths:
«inhibit adrenaline and therefore» reduce nervousness/anxiety ✔
steady hand allows more motor control ✔
\nuseful for target-based sports «such as archery, shooting, baseball pitching» ✔
\nLimitations:
illegal «in accordance with WADA code» ✔
can lead to cardiac arrest/excessive slowing of heart rate/ poor peripheral circulation ✔
\nerectile dysfunction ✔
\ndigestive problems eg upset stomach/constipation/diarrhoea/nausea ✔
\nCandidates cannot be marked down for omitting limitations in this section.
\nClear definitions provided.
\nThis was answered reasonably well but many candidates only made three points in their evaluation and therefore restricted their marks for this question. There were a minority who did not understand what beta blockers do.
\nA study investigated the magnitude of the impact force, in Newtons (N), at the shoulder during tackling in 35 experienced rugby union players. The researchers looked at the effect of the following variables on the impact force at the shoulder:
\n[Source: Steve Haag/Gallo Images/Getty Images.]
\nTable 1 shows the mean maximum impact force in Newtons (and standard deviation) for Conditions 1 and 2.
\n[Source: Reprinted from Journal of Science and Medicine in Sport, [e-journal] 14, Usman, J., Mcintosh, A. S.,
Fréchède, B., 2011. An investigation of shoulder forces in active shoulder tackles in rugby union football. pp.547-552.
with permission from Elsevier. Available at: https://www.jsams. org/article/S1440-2440(11)00106-X/pdf
[accessed 05 September 2019].]
Table 2 shows the mean maximum impact force for trials conducted in the laboratory and on the field (Condition 3).
\n[Source: Reprinted from Journal of Science and Medicine in Sport, [e-journal] 14, Usman, J., Mcintosh, A. S.,
Fréchède, B., 2011. An investigation of shoulder forces in active shoulder tackles in rugby union football. pp.547-552.
with permission from Elsevier. Available at: https://www.jsams. org/article/S1440-2440(11)00106-X/pdf
[accessed 05 September 2019].]
The possibility of brain injuries is a concern in certain sports. A recent study tested the effect on the impact force (N) of adding a soft-covering cap to a helmet when dropped from a set height. The graph shows the results for three different brands of helmet, A, B, and C.
\n[Source: Breedlove KM, et al. The Ability of an Aftermarket Helmet Add-On Device to Reduce Impact-Force Acceleration
During Drop Tests. J Athl Train. 2017;52(9):802-808.]
Identify which shoulder has the greatest mean impact force.
\nCalculate the difference, in Newtons, between mean maximum impact force for dominant and non-dominant shoulders for players wearing pads.
\nUsing the data, discuss the hypothesis that wearing padding could reduce the incidence of injuries to the tackler in rugby union.
\nSuggest reasons for the lower impact forces recorded in the laboratory setting.
\nEvaluate field and laboratory testing for human performance.
\nIdentify the brand of helmet that demonstrated the lowest mean impact force.
\nDeduce the effect of having a soft-covering cap on the impact force of the different helmets.
\ndominant ✔
dominant without pads ✔
1697−1573 ✔
= 124 <N> ✔
Accept the subtraction in the converse.
Units not required.
shoulder impact force was lower for both dominant and non-dominant with padding
OR
for dominant shoulder impact force was highest without padding <1719 versus 1697>
OR
for non-dominant shoulder also highest without padding <1648 versus 1573> ✔
there is a possible reduction in injury / hypothesis is supported✔
\nData must be interpreted; numbers don’t need to be stated.
\nground surface may have allowed for the player to apply more force / drive from their legs ✔
\ndifferences in footwear may enable better force application ✔
\nlanding ability may have allowed more force to be applied in field e.g. synthetic surface may not encourage proper technique ✔
\nplayers may have found it easier to apply themselves mentally to the task in the real environment / greater levels of arousal✔
\nfield measurement might have systematic error / as not as accurate. ✔
\nMP3, 4, 5 accept in the converse.
\nLab:
\ngreater accuracy / reliability of measured variable / tool used e.g. O2 extraction for maximal oxygen consumption (VO2max) ✔
\ngreater control of environmental factors ✔
\nField:
\nmore specific to performance environment / greater ecological validity / motivate the performer to perform to their optimal level ✔
\nfield tests use less specialised / technical equipment / expertise ✔
\neasier to test large numbers e.g. Cooper’s 12 minute run ✔
\ncheaper ✔
\nAccept in the converse.
\nAward [1 max] for each category of response.
\nAward [3 max] if only strengths or limitations.
\nNote: accept ‘inaccurate’ as meaning ‘not as accurate’, if this is considered an ESL issue.
\nhelmet A ✔
\nfor all helmets, with cap the results/impact forces are lower
OR
the cap has a greater effect on helmet C than the others ✔
standard deviations for all overlap/there is very little difference between the conditions, so there is no significant difference between them ✔
\np value shows no significant effect ✔
\nThe calculations and interpretation of the graph was generally very well done.
\nThe calculations and interpretation of the graph was generally very well done.
\nDiscussion of the hypothesis and use of control was solid with most students earning the two marks on offer.
\nMost candidates were unable to put themselves into this situation and imagine what the possible issues beyond \"motivation\" or \"accuracy\" could cause an issue.
\nGenerally candidates were able to gain some marks here. This is a 4 mark question and candidates may have missed out because they did not provide enough points. They must be aware that if they say that laboratory testing may use more expensive equipment they cannot get the mark again for saying that the equipment for a field experiment is cheaper.
\n1(d) and (e) were well done by the candidates.
\n1(d) and (e) were well done by the candidates.
\nWhy does a diver use the tuck position?
\nA. To reduce spin by decreasing moment of inertia
\nB. To reduce spin by increasing moment of inertia
\nC. To increase spin by decreasing moment of inertia
\nD. To increase spin by increasing moment of inertia
\nC
\nMid-difficulty question with a strong discrimination index. Answer D provided the greatest distraction.
\nThe velocity–time graph below shows the performance of two sprinters. Which statement describes the sprinters at 1 second?
\n[Source: adapted from www.liacoseducationalmedia.com]
\nA. Sprinter A is moving faster than Sprinter B at 1 second.
\nB. Sprinter B is moving faster than Sprinter A at 1 second.
\nC. Sprinter A and Sprinter B are moving at the same velocity at 1 second.
\nD. Sprinter A and Sprinter B are not moving at 1 second.
\nB
\nDefine motivation.
\nDiscuss possible impacts of extrinsic rewards on intrinsic motivation in sport.
\nthe internal mechanisms and external stimuli which arouse and direct our behaviour ✔
\nAccept other appropriate definitions.
\nextrinsic rewards can be a controlling influence on behaviour ✔
\nextrinsic/controlling rewards reduce intrinsic motivation «while possibly increasing extrinsic motivation» ✔
\nextrinsic rewards seen as information providing feedback on performance ✔
\ninformation rewards can increase intrinsic motivation ✔
\nIntrinsic motivation leads to greater satisfaction with performance therefore satisfaction may be decreased with extrinsic rewards ✔
\nTypically well defined, at least by those who appeared to have a rudimentary understanding.
\nThis was poorly answered. Many candidates appear to be completely unaware of the relationship between rewards and intrinsic motivation. A minority provided excellent answers, indicating that when taught well, it can be grasped comfortably within the SL content.
\nWhat is the sequence of a motor unit signal travelling from the brain to the muscle?
\nA. Synapse, axon, cell body, dendrite, motor end plate
\nB. Synapse, dendrite, cell body, axon, motor end plate
\nC. Motor end plate, dendrite, cell body, axon, synapse
\nD. Synapse, dendrite, axon, cell body, motor end plate
\nB
\nMid-difficulty question. An area for candidates to develop in the future.
\nApply social learning theory to a novice who wants to learn from an experienced performer.
\nDescribe issues associated with the measurement of personality through questionnaires.
\nnovice learns through observing «paying attention to» the experienced teammate ✔
\nnovice retains «through coding or images» the behaviours of the experienced teammate in memory ✔
\nnovice reproduces/replicates/models behaviour of experienced teammate ✔
\ncan have a positive or negative effect depending on the behaviours modelled ✔
\nnot all questionnaires are valid ✔
\nthe context within which the questionnaires are used is important eg not appropriate for use in young children «when validated in adult samples» ✔
\nquestionnaire administration could be in breach of confidentiality ✔
\nathletes may fake/falsify responses to conceal a perceived weakness ✔
\nuse of results determines the effectiveness rather than the test itself, eg feedback given or knowledge of test administrator ✔
\nVery well answered. Candidates clearly have a good grasp of the theory.
\nThe variance in answers here indicates that this particular assessment statement is taught very differently. I am concerned that many of the issues raised are not issues at all.
\nWhich levers have the effort and the load on the same side of the fulcrum?
\nI. First class lever
\nII. Second class lever
\nIII. Third class lever
\nA. I and II only
\nB. I and III only
\nC. II and III only
\nD. I, II and III
\nC
\nWhich motor skill classifications apply when an athlete runs a 100 m race?
\nA. Gross, interactive, externally paced
\nB. Fine, individual, internally paced
\nC. Gross, coactive, externally paced
\nD. Fine, coactive, internally paced
\nC
\nMid-difficulty question with a strong discrimination index. Answer B provided the greatest distraction.
\nWhat is measured by the drop test?
\n
A. Reaction time
\nB. Response time
\nC. Movement time
\nD. Coordination
\nA
\nMid-difficulty question with a poor discrimination index. Answer B was the only distractor.
\nWhich illustrates Newton’s second law of motion during a baseball game?
\nA. The ball changes direction when hit by the bat due to an unbalanced outside force.
\nB. The ball exerts a force on the bat when hit in the opposite direction.
\nC. The distance the ball travels depends on the angle at which it is hit by the bat.
\nD. The ball accelerates from the bat in proportion to the velocity of the bat swing.
\nD
\nAs a golfer hits the ball they feel a sharp pain in the right bicep; this is an example of which types of feedback?
\nA. Knowledge of result, negative, terminal
\nB. Knowledge of result, positive, concurrent
\nC. Knowledge of performance, negative, concurrent
\nD. Knowledge of performance, positive, terminal
\nC
\nMid-difficulty question. Answer A was the main distractor.
\nDefine anxiety.
\nEvaluate possible emotions experienced by a soccer player preparing to take an important penalty kick.
\na feeling of worry/nervousness/unease about something with an uncertain outcome ✔
\nAccept other appropriate definitions.
\nPositive emotions:
excitement «encourages optimum levels of arousal and attention» ✔
joy «encourages positive memories and reduces stress» ✔
\nrelief «is associated with endorphine release» ✔
\npride «may help to boost confidence and foster intrinsic motivation» ✔
\nNegative emotions:
anxiety/fear «can lead to attentional narrowing, somatic symptoms, and promotes negative memories» ✔
anger «can lead to attentional narrowing and tension» ✔
\nguilt/shame «leading to a belief of failed personal responsibility» ✔
\nAward [2 max] from positive.
\nAward [2 max] from negative.
\nAward [1 max] for list.
\nTypically well defined, at least by those who appeared to have a rudimentary understanding.
\nI was surprised that this question did not yield higher average marks. Many candidates failed to identify a range of emotions. Anxiety is near-ubiquitous in responses but overall, many are unaware of common emotions.
\nThe diagram shows elbow extension. Which type of lever is used?
\n[Source: © International Baccalaureate Organization 2019]
\nA. First
\nB. Second
\nC. Third
\nD. No lever is used during elbow extension
\nA
\nA teacher introduced fencing to a group of judo athletes. Actions in judo are initiated by the foot whereas fencing actions are initiated by the hand. The judo athletes were slow to master the fencing skills. What learning transfer took place?
\nA. Positive
\nB. Negative
\nC. Bilateral
\nD. Stage to stage
\nB
\nMid-difficulty question with a strong discrimination index.
\nA coach is teaching a large group of students in a potentially dangerous situation, for example shot put training. What is the safest teaching style to use?
\n
A. Command
\nB. Reciprocal
\nC. Problem-solving
\nD. Mental
\nA
\nMid-difficulty question. Answer B was the main distractor.
\nWhich skill profile outlines the motor skills involved in a tennis rally?
\nA. Discrete and open
\nB. Serial and open
\nC. Continuous and closed
\nD. Serial and closed
\nB
\nDefine coronary heart disease.
\nDiscuss how routine physical inactivity can lead to cardiovascular disease.
\na condition that involves narrowing or blockage of blood vessels that supply the heart «leading to heart attack/angina ✔
\nInactive individuals are more likely to have:
high blood pressure ✔
atherosclerosis ✔
\nobesity ✔
\ntype 2 diabetes ✔
\nlow HDL-cholesterol ✔
\nAward [2 max] for list.
\nLargely defined OK, some too vague.
\nLike many of the longer answers, less prepared candidates expand their answer with tangential statements from than greater depth.
\nThe diagram shows the heart.
\n[Source: ilusmedical/shutterstock.com.]
\nState the blood vessels A, B and C in the diagram.
\nA:
\nB:
\nC:
\nDistinguish between the pulmonary and systemic circulatory systems.
\nExplain the changes in blood distribution that occur during an endurance training run.
\nA: <inferior> vena cava ✔
\nB: pulmonary artery ✔
\nC: aorta ✔
\npulmonary involves blood flow to the lungs <from the heart> whereas systemic involves blood flow to the body <from the heart> ✔
\npulmonary from the right ventricle to the lungs and systemic from the left ventricle (through aorta) to (organs of) the body ✔
\npulmonary from the lungs to the left atrium and systemic from the body to the right atrium ✔
\npulmonary blood leaving the heart is low in oxygen whereas systemic blood leaving the heart is high in oxygen ✔
\npulmonary blood returning to the heart is high in oxygen whereas systemic blood returning to the heart is low in oxygen ✔
\npulmonary circulation is under lower pressure than systemic circulation ✔
\nblood moves to working muscles as the need for oxygen and nutrients increases / need to get rid of wastes from these regions increase ✔
\nblood moves to working muscles because of vasodilation ✔
\nblood distribution to regions such as stomach / liver / kidneys decreases because of vasoconstriction ✔
\nblood flow will increase to heart and lungs as they are vital for moving blood and getting rid of wastes and getting oxygen ✔
\nincreased acidity / CO2 / temperature detected by the brain trigger vasodilation and vasoconstriction ✔
\nReason must be given for each change stated.
\nAlmost all students could name one vessel and a large number could do all three but it seemed that a surprising number had not seen a diagram like this before.
\nSimilar to 2a; this was well done by some and poorly handled by others.
\nVasodilation, vasoconstriction was picked up by only a handful of candidates. Overall, this was poorly answered.
\nWhich term is defined as a capacity of the individual that is related to the performance potential of a variety of tasks?
\nA. Skill
\nB. Ability
\nC. Technique
\nD. Learning
\nB
\nWhat can be represented by error bars on graphs?
\nA. Reliability of data
\nB. One standard deviation of data
\nC. Percent change of data
\nD. Validity of data
\nB
\nHigh-difficulty question (41.16 % correct). The third most challenging question. Answer A was the main distractor.
\nWhich statement characterizes Hick’s Law?
\nA. As the number of stimuli increases, the reaction time increases.
\nB. The response time increases as stimuli are presented in close succession.
\nC. Reaction time decreases as the number of stimuli presented increases.
\nD. The time it takes to respond includes the reaction to stimulus and the movement.
\nA
\nOutline two methods for determining obesity.
\nDescribe how chemical signals from the gut and adipose tissue affect appetite regulation.
\nBody Mass Index (BMI) by determining the ratio of height to weight «and reference to normative values» ✔
\nskinfold thickness by measuring subcutaneous fat deposit ✔
\nwaist circumference to hip ratio «with reference to normative values» ✔
\nbio-impedance to determine the extent to which the body impedes electric current flow ✔
\nAward [1 max] for list.
\nhormones are produced by the stomach and small intestine after eating ✔
\nleptin produced by adipose tissue ✔
\nhormones pass to an appetite control centre in the brain that regulates feelings of hunger ✔
\nAnswered well.
\nLargely well answered, particularly with regards to the release of leptin.
\nDescribe two steps an athlete can take to prevent heat-related disorders in a marathon in a hot climate.
\n1.
\n\n
2.
\n\n
\n
Describe how the body maintains core temperature when mountain walking in a cold environment.
\nExplain the relationship between the body surface area-to-body mass ratio and heat preservation in a mountain walker.
\nperform in the cooler part of the day to reduce solar radiation/shaded areas/coverage of skin to protect from sun eg waterproof sunscreen/hat ✔
\nusing ice vests/cooling aids before the race to help to delay heat accumulation during warm up ✔
\nensure appropriate hydration before/during/after exercise ✔
\nensure appropriate consumption of electrolytes/salt to maintain muscle function
OR
increase fluid and electrolyte intake ✔
wear appropriate «breathable» fabrics that draw moisture away from the skin «allow cooling through evaporation»
OR
wear light coloured clothing to reduce heat absorption ✔
acclimatization up to 14 days prior to the event ✔
\n\n
Shivering
increase in muscular activity to produce metabolic heat ✔
Peripheral vasoconstriction
constriction of blood vessels to the extremities/peripheral shell ✔
reduces loss of heat between the core and the shell of the body ✔
\nin extreme whole body exposure, the peripheral shell includes the limbs
OR
core temperature is maintained in the core and decline in skin and muscle temperature of the limbs ✔
Non-shivering thermogenesis
increase in metabolic process where excess calories are used to produce heat rather than stored as fat ✔
sympathetic nervous system increases the rate of «brown» fat oxidation ✔
\n\n
a walker with a low surface area-to-body mass ratio helps to conserve heat and therefore less susceptible to hypothermia
OR
a walker with a large body surface area-to-body mass ratio makes it more difficult for them to maintain normal body temperature in the cold as they have a greater area for the loss of heat/energy ✔
a walker with a short, squat body shape will help retain body heat
OR
a walker with a tall, long, lean limbed body shape will lose body heat quicker ✔
heavy individuals have a small body surface area-to-body mass ratio ✔
\nchildren will tend to have a higher body surface area to mass ratio ✔
\n\n
Candidates answered this well.
\nFew listed the features, but most were able to describe the features.
\nMost understood that a larger surface area leads to a greater loss of heat.
\nWhat is the role of selective attention?
\nA. To filter relevant information from noise
\nB. To hold all information for seconds
\nC. To store relevant information for years
\nD. To pass all information to the long-term memory
\nA
\nWhat is coefficient of variation?
\nA. The ratio of the standard deviation to the mean expressed as a percentage
\nB. The sum of the standard deviation and the mean
\nC. The ratio of the mean to the standard deviation expressed as a percentage
\nD. The sum of the standard deviation subtracted from the mean
\nA
\nMid-difficulty question with a strong discrimination index. Answer C was the main distractor.
\nWhich graph shows a negatively accelerated learning curve?
\n[Source: copyright International Baccalaureate Organization, 2019]
\nC
\nList two health risks of diabetes.
\n1.
\n2.
\n\n
Compare and contrast type 1 and type 2 diabetes.
\nblindness ✔
\nkidney disease ✔
\nnerve damage ✔
\ncardiovascular disease ✔
\nOR
\namputation/ limb loss ✔
\nSimilarities:
both forms represent an imbalance of insulin ✔
both can be treated with insulin ✔
\nDifferences:
type 1 is characterised by the destruction of insulin producing cells of the pancreas whereas type 2 is a disease of insulin resistance ✔
type 1 usually manifests in young people whereas type 2 is usually diagnosed in older adults ✔
\ntype 1 is often treated with insulin injections/pump whereas type 2 is often treated through dietary modification/exercise modification ✔
\ntype 1 is often associated with higher normal ketone levels and not associated with excess body weight whereas type 2 is associated with hypertension and/or high cholesterol levels and excess body weight ✔
\nAward [3 max] for differences.
\nThe issues arising here are common in Option C where students confuse risk factors and health risks.
\nCandidates are very well prepared in distinguishing between type I and type II diabetes but generally failed to note any similarities.
\nWhich terms apply to the use of the multistage fitness test to evaluate the muscular power of a 100 m swimmer?
\nA. Reliable and valid
\nB. Not reliable and not valid
\nC. Not reliable but valid
\nD. Reliable and not valid
\nD
\nHigh-difficulty question (38.23 % correct). The most challenging question on the paper for candidates.
\nOutline the functions of protein.
\nDescribe essential amino acids.
\nIdentify a source of essential amino acids.
\nprotein:
\nused for muscle tissue / structures in the body ✔
\ncomponents/amino acids are used for making enzymes ✔
\nhormonal communication (insulin eg must be proteinaceous) / produce hormones✔
\ncellular transport ✔
\nsupport the body's immune response ✔
\n<in extreme circumstances> it can be used as an energy source ✔
\nAccept any other valid responses.
\ncannot be synthesized by the human body and must be obtained from diet ✔
\nmeat / fish / processed soybean / bread / protein bars ✔
\nGenerally done well by most.
\nGenerally done well by most.
\nGenerally done well by most.
\nWhich fitness component is most important when a soccer player dribbles a ball around opponents while maintaining their balance?
\nA. Muscular endurance
\nB. Aerobic capacity
\nC. Flexibility
\nD. Agility
\nD
\nVery low-difficulty question (91.45 % correct) with a poor discrimination index.
\nWhich type of presentation involves the repetitive practice of a single part of a skill?
\nA. Whole
\nB. Whole–part–whole
\nC. Progressive part
\nD. Part
\nD
\nWhy would an athlete work at different heart rate training zones rather than a maximum heart rate zone?
\nA. To avoid overreaching
\nB. To increase the number of fast-twitch fibres
\nC. To target specific training adaptations
\nD. To reduce excess post-exercise oxygen consumption (EPOC)
\nC
\nMid-difficulty question with a low discrimination index. Answer A is the main distractor.
\nDefine the term ergogenic aid.
\nDiscuss the benefits for an athlete using anabolic steroids.
\nSuggest how a soccer player could use periodization to optimise their performance in the preparation phase for the 2018 soccer world cup in Russia.
\na substance/device/phenomenon that can improve an athlete’s performance ✔
\n\n
stimulates and promotes bone maturation and protein synthesis to help strengthen bone and increase muscle growth ✔
\nan increase in muscle growth leads to an increase in muscle mass ✔
\ngreater increase in muscle mass when combined with a high protein diet ✔
\n«hypertrophy» leads to an increase in muscular strength/power ✔
\nprotein synthesis aids the repair of muscle tissue during recovery from exercise/allows athletes to train more frequently ✔
\n«proposed» aggressive and competitive effects allows performer to train for longer✔
\npreparation phase «pre-season» used for developing and improving aerobic fitness «where the load will be quite high and the training will start broad and become more specific» ✔
\nprogressively increase volume, intensity and exercise selection specific for football ✔
\nmacrocycles are divided into mesocycles ✔
\nlength of preparation phase would be a meso cycle «2–8weeks» ✔
\nmeso cycle/preparation phase would be broken down into microcycles «7–14 days» ✔
\npreparation phase/meso cycle would be used for national team training specific for the goals of the team ✔
\n\n
Well answered and well understood.
\nWell answered.
\nNot an easy question and getting full marks was difficult.
\nWhat describes the difference between the two sets of group data in the table?
\n[Source: copyright International Baccalaureate Organization, 2019]
\nD
\nList two enzymes that are responsible for the digestion of proteins from the mouth to the small intestine.
\n1.
\n2.
\n\n
Describe the function of enzymes in macronutrient digestion.
\npepsin ✔
\ntrypsin ✔
\nTwo required in list to award [1] mark.
\na catalyst for the breakdown of large food molecules into smaller molecules ✔
\nsmaller molecules are more soluble ✔
\nsubstances, which can be absorbed from the gut into the bloodstream ✔
\nspeed up the rate of digestion ✔
\ncarbohydrates are acted on by amylase ✔
OR
proteins are acted on by pepsin ✔
OR
fats are acted on by lipase ✔
Award 1 [max] for specific example.
\nAccept other relevant examples.
\nWell prepared.
\nDepth issue again.
\nWhat makes a fitness test reliable?
\nA. It is repeatable.
\nB. It is relevant to a given sport.
\nC. It is inconsistent.
\nD. It measures the factors that it is designed to measure.
\nA
\nDefine basal metabolic rate.
\nDiscuss dietary practices sometimes employed by athletes to manipulate body composition.
\nthe rate of metabolism measured under standard or basal conditions «awake, at rest, fasting»
OR
the lowest rate of body metabolism that can sustain life ✔
Gaining muscle mass:
adequate protein intake must be consumed «in addition to correct strength training» ✔
changes in body composition as a result of this strategy occur slowly over time ✔
\nexcess protein cannot be stored in the body and is excreted ✔
\nthere are risks associated with excessive protein intake relating to damaging the kidneys «in addition to causing dehydration and constipation» ✔
\nReducing fat mass:
low energy intake «negative energy balance» causes the body to metabolize stores of fat «causing them to lose weight» ✔
associated with lean athletes and particularly women ✔
\nthere are risks associated with losing excessive levels of body fat that can prevent the normal functioning of the body «eg amenorrhea / electrolyte imbalance / development of gall stones » ✔
\nDehydration:
participants may deliberately avoid or restrict food and fluid intake in order to remain weight category
OR
to gain entry to a lower weight category «eg boxing/martial arts and rowing» ✔ there are risks associated with dehydration «due to the impact on the functioning of the cardiorespiratory system» ✔
Most defined well.
\nSurprisingly poorly answered. I like this question. It seems simple but is applied and requires a broader perspective, so it highlights deficiency in this important skill.
\nWhich fitness test provides an assessment of muscle endurance?
\nA. Hand grip dynamometer
\nB. Maximum push-ups
\nC. Harvard step test
\nD. Standing broad jump
\nB
\nUsing a sporting example, outline a closed skill.
\nDiscuss a sporting example of an externally-paced skill.
\nclosed:
has a stable and fixed environment ✔ e.g. putting in golf has a stationary ball and target
OR
throwing a dart at a dart board ✔
Award [2 max] if two correct examples are given.
\nexternally paced:
\nactions are determined by external sources/the performer is reacting to an external stimulus / external factors in the environment ✔
\ne.g. receiving a serve in tennis the receiver is waiting for the server to initiate their movement before they can respond appropriately ✔
\nAward [2 max] if two correct examples are given.
\nStudents were generally able to get 1 mark for the example but struggled with the definition. They must note that there are 2 marks needed for a sporting example and consider how they can get an additional mark point.
\nStudents were generally able to get 1 mark for the example but struggled with the definition. They must note that there are 2 marks needed for a sporting example and consider how they can get an additional mark point.
\nDescribe two methods of monitoring the hydration status of athletes.
\nExplain how antidiuretic hormone (ADH) helps conserve water when sweating during vigorous exercise.
\nmonitoring of urine colour: darker colour indicates dehydration ✔
\nurine osmolarity measures the concentration of urine, which is affected by hydration ✔
\nvariation in body mass loss/weight may be indicative of change in hydration ✔
\na hydrometer measures the specific gravity of urine ✔
\nAward [1 max] for list.
\nsweating leads to reduced blood plasma ✔
\nloss of blood plasma results in increased blood osmolality ✔
\nincreased blood osmolality stimulates the hypothalamus ✔
\nhypothalamus sends neural signal to the pituitary gland ✔
\npituitary gland secretes ADH into the blood ✔
\nADH acts on the kidneys, increasing water permeability of the renal tubules and collecting ducts ✔
\nADH acting on the kidneys leads to increased reabsorption of water ✔
\nStraightforward, well prepared.
\nReasonably well prepared, though sometimes superficial.
\nAn athlete is engaged in consistent regular training. Which key principle is being met?
\nA. Overload
\nB. Specificity
\nC. Reversibility
\nD. Variety
\nC
\nA company has developed a drink to improve the performance of athletes during endurance events, such as the Tour de France cycling race.
\nDescribe four study design features which could be used in an experiment to test if the sports drink is beneficial to endurance performance.
\nDiscuss how you would use the key principles of training to help you prepare for a long-distance cycle race.
\nOutline six cardiovascular changes that would be expected as a result of an endurance cycling training programme.
\nExplain the physiological changes which contribute to a person experiencing cardiovascular drift during an endurance event such as the Tour de France.
\ncontrol groups:
they will need to have a group that does not receive the condition/sports drink <and a group that will receive the condition> ✔
randomization:
subjects will be randomly allocated to receive the drink condition and the control ✔
placebos:
the experimenter will try to ensure that a placebo effect is avoided by using a drink which in all ways matches the real drink they are testing so that subjects cannot tell the difference ✔
blinding:
the subjects will not know that they are receiving the real drink or the placebo/blinding eliminates subjects being affected by the placebo effect ✔
double-blinding:
the experimenter will not know which drink each subject is consuming so that they are not unduly influencing the subjects behaviour / performance ✔
statistical analysis:
once they have collected the data the experimenter will use statistical tests/t-tests/anova/to help establish whether the effect from the drink is statistically significantly different from the control/placebo ✔
Award [1 max] for each feature.
\nprogression:
gradually build up the distances ridden over time ✔
gradually build up the pace ridden over time ✔
\noverload:
cycling further than previously done to put strain on the body ✔
frequency:
build up the frequency of rides so that you may be riding every other day ✔
ensure that there is a good balance between training days and rest days to allow recovery ✔
\nduration:
gradually build up the duration/time cycling so that the body is used to the distance needed ✔
push the training time beyond what you are normally training/beyond the event time so that you will cope on the day ✔
\nintensity:
gradually build up the riding speed over the distances so that you are maximizing this aspect ✔
train on hills/have periods of high intensity effort and periods of recovery on a training ride ✔
\nvariety:
train/cycle in a variety of different environments e.g.: hills, flat; spinning (gym) ✔
periodization:
plan the programme to develop endurance for the first few weeks followed by speed endurance ✔
specificity:
training should mimic performance / movement / muscle groups / energy systems / etc. ✔
reversibility:
be conscious that if no training occurs for whatever reason then training effects will slowly diminish ✔
Award [2 max] for each principle.
\nNote: principle doesn’t need to be named; description of principle is sufficient.
\nincreased left ventricular volume/an increase in stroke volume ✔
\nlower resting heart rate ✔
\nlower exercising heart rate <when completing the same submaximal task> ✔
\nincreased maximal level cardiac output ✔
\nincreased capillarization to lungs and trained muscles ✔
\nincreased red blood cell count ✔
\nincreased myoglobin in muscle cells ✔
\nincreased mitochondrial density ✔
\nincreased arterio-venous O2 difference ✔
\nincreased plasma volume ✔
\na rise in body temperature which causes blood flow to be diverted to the skin ✔
\nthis increased blood flow away from working muscles puts increased strain on the heart to pump harder / faster ✔
\nloss of blood plasma due to the sweat process which reduces blood volume / stroke volume ✔
\ntherefore increases heart rate to maintain cardiac output ✔
\nthis reduced blood volume makes the heart work harder due to there being less blood and increased viscosity ✔
\n5(a), (b) and (d) The knowledge in each of these questions was quite poor. Sometimes candidates could name the features but not describe or apply them to a situation.
\n5(a), (b) and (d) The knowledge in each of these questions was quite poor. Sometimes candidates could name the features but not describe or apply them to a situation.
\nCandidates gained marks for aspects which revolved around the heart but they were less likely to mention deeper aspects such as red blood cell or mitochondrial changes.
\n5(a), (b) and (d) The knowledge in each of these questions was quite poor. Sometimes candidates could name the features but not describe or apply them to a situation.
\nDraw a graphical representation of the drive reduction theory.
\nDescribe Atkinson’s model of Achievement Motivation.
\nOutline how a golfer who is feeling stressed about an upcoming championship may feel physically.
\nachievement motivation is a personality trait, which is activated by a situation
OR
situation comprises of the probability of success and incentive value of success ✔
two personality traits which determine achievement motivation are high achievers «high need to achieve» and low achievers «low need to avoid failure» ✔
Must mention both traits to be awarded the second MP.
Need to achieve (NACH)
high achievers are associated with low need to avoid failure where the desire to succeed far outweighs the need to avoid failure ✔
high achievers show persistence, perseverance and are risk takers ✔
\nattribute success to internal factors OWTTE ✔
\nNeed to avoid failure (NAF)
low achievers are associated with a high need to avoid failure where the fear of failure outweighs the desire to succeed ✔
tend to choose tasks which are either very easy or very difficult or similar ability opponent ✔
\nlow achievers lower effort when the task is difficult and success is attributed to external factors ✔
\nAward credit for the use of an annotated diagram.
\na surge of adrenaline in the golfer may lead to the feeling of butterflies in the stomach/nausea/vomiting/diarrhoea ✔
\nadrenalin can lead to a pounding heart/increased respiration rate/increased blood pressure ✔
\nsleeplessness
OR
loss of appetite ✔
the golfer may suffer from excessive sweating/clammy hands and feet ✔
\nfeeling of tension or tightness in areas such as the neck and shoulders ✔
\nsuffering with a dry mouth or voice distortion ✔
\nthey may suffer with trembling/pacing up and down with nervous energy/twitching and tapping/incessant talking ✔
\nAward mark for reference to somatic anxiety, which each of these describe.
\n\n
Mostly done well.
\nGenerally understood.
\nThe trick here is to read the question and answer it as it intends. Generally answered well.
\nA study investigated the effect of practice on the improvement of four field hockey skills. Participants engaged in pre-test and post-test competitions before and after a six-week training programme. During the training programme, participants were randomly allocated to one of three practice groups:
\nResults for the successful performance of each skill during the competitions are shown in the table.
\n\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
* p < 0.05
\nState the mean percentage for successful passing by the fixed practice group in the pre-test competition.
\nIdentify the practice group and skill with the highest mean percentage of successful post-test performances.
\nCalculate the difference in mean percentage between successful pre-test and post-test game-based trapping.
\nUsing the data, deduce the effect of each practice group on each skill.
\nOutline fixed practice.
\nDescribe the type of transfer used by the game-based practice group during post-test competition.
\nDefine performance.
\nDraw a positive acceleration learning curve.
\nExplain how physical maturation and motivation can affect the rate of learning.
\n67.95 ✔
\ndribbling, variable ✔
\n82.73–65.23 ✔
17.50/17.5 ✔
Accept in the converse.
\nvariability reduced for all skills/practice groups post-test ✔
\nshooting and dribbling appear to be more advanced skills compared to trapping and passing ✔
\npost-test mean for trapping improved significantly (p<0.05) through variable and game-based practice and passing improved significantly for game-based practice ✔
\nspecific movement pattern / skill (eg. passing in pairs) ✔
\nthe performer completes the skill through blocks
OR
practised repeatedly ✔
there is limited variance in the practice ✔
\nlow levels of cognitive interference
OR
practice is in a closed environment✔
practice to performance ✔
\nperformers develop skills through practice, which they then transfer into a competitive environment ✔
\na temporary occurrence fluctuating over time ✔
\nTo be awarded WTTE, the candidate must differentiate clearly between learning (permanent change) and performance (temporary change).
\nAxes must be correctly labelled (performance OR learning / time) to award the mark.
\na coordination of physical maturation and motivation has an optimal (positive) effect on learning ✔
\nmotivation is required to help/have a positive effect on how a performer learns ✔
\na lack of physical maturation has a negative effect on physically demanding skills ✔
\nlearning cannot go beyond / capped by a learners' physical development / developmental readiness ✔
\nphysical maturation within a particular school/college year group can have a positive effect on learning ✔
\nAccept answers in the converse.
\nExplain the phenomena of oxygen deficit and oxygen debt for an individual hiking 20 km in mountains.
\nDuring the 20 km hike, the hiker stops briefly to have a sandwich for lunch.
\nDiscuss the effects of insulin and exercise on glucose uptake in the hiker’s leg muscles.
\nDescribe the structural features of the hiker’s femurs.
\nDuring the weeks of training prior to the journey, the hiker’s leg muscles increased in size.
\nOutline four other general characteristics which are common to muscle tissue.
\noxygen deficit:
as exercise commences the breathing rate increases/an oxygen deficit is incurred ✔
oxygen deficit may further increase as a result of walking up inclines and vice versa ✔
\nATP will be supplied via anaerobic pathways ✔
\nat a steady submaximal level there will be a plateauing of breathing rate and heart rate ✔
\nPC stores can be resynthesized during steady state ✔
\noxygen debt:
at the end of the hike, the walkers breathing rate <and heart rate> remains elevated
OR
at the end of the hike, excess post-exercise oxygen consumption occurs
OR
oxygen deficit is paid back after exercise/oxygen debt ✔
the greater the oxygen deficit the greater the oxygen debt✔
\nATP/ PC stores are replenished <in the muscles>✔
\nmyoglobin/ hemoglobin are reoxygenated ✔
\nphosphagen stores and myoglobin stores can be replenished within a few minutes of recovery <alactacid/fast component> ✔
\naerobically metabolize lactic acid
OR
resynthesize lactate to glycogen ✔
replacement of muscle/liver glycogen stores ✔
\nthe recycling/removal of lactate and replenishment of glycogen stores may take several hours after exercise <lactacid/slow component> ✔
\nAward [4 max] from oxygen debt OR oxygen deficit.
\nAccept a suitably annotated drawing.
\neating will stimulate the release of insulin / glycogenesis✔
\ninsulin increases the uptake of glucose to be stored as glycogen ✔
\nmuscle contraction / 20 km hike will stimulate the uptake of glucose ✔
\nthe pathway via exercise is different / phosphorylases the glucose / allows for the glucose to be used rather than stored ✔
\nthe effects of the muscular contractions during the hike will persist into early post-exercise in order to restore glucose stores ✔
\nexercise inhibits the release of insulin ✔
\nAward [3 max] for insulin or exercise.
\ndiaphysis:
the long shaft of the long bone / femur ✔
compact bone:
type of bone found in the shaft / solid bone structure ✔
epiphysis:
found on the ends of the long bone / femur ✔
spongy bone / cancellous bone:
bone tissue found on the ends / honeycombed in appearance ✔
articular cartilage:
tissue found on the ends of the femur where it will articulate with other bones / joints ✔
bone marrow:
found inside the shaft / in spongy bone ✔
marrow cavity:
found in the hollow region of the shaft ✔
blood vessel:
bone is living tissue and is supplied by blood through vessels ✔
periosteum:
outer skin of bone ✔
muscle contractility:
the ability of a muscle to contract forcefully ✔
extensibility:
a muscle can be stretched beyond its normal resting length ✔
elasticity:
the ability of a muscle to recoil back to its original resting length after stretching ✔
atrophy:
a decrease in size due to a lack of exercising a muscle group ✔
a decrease in size is primarily due to a decrease in the number of myofibrils and sarcomeres inside the muscle fibre ✔
\ncontrolled by nerves:
enable movement to occur / send sensations back to the brain to inform tension and angles ✔
fed by capillaries:
these supply nutrients / oxygen and remove wastes✔
Characteristic does not need to be named; description is sufficient.
\nVery few students achieved full marks with this question. They generally understood that oxygen deficit occurs at the start and that the debt is at the end but beyond that they struggled with these phenomena.
\nCandidates were seldom aware that insulin affects the uptake of glucose differently during exercise, so full marks were elusive in this question.
\nA good number of candidates managed this question well.
\nA good number of candidates managed this question well.
\nThe soccer player David Beckham could bend the path of a ball through the air in order to deceive a goalkeeper and score a goal.
\nDiscuss the Bernoulli principle with respect to the ball’s flight during a free kick.
\nUsing examples, outline Newton’s three laws of motion during a soccer match.
\nUsing examples, describe two different types of practice that a coach can use to improve skill performance.
\nA football coach is trying to maximize the performance of the individuals in the team.
\nDiscuss factors that will contribute to the players’ different rates of learning.
\nif a footballer can apply spin to the ball it will change the way it moves through the air ✔
\nthe ball rotating will experience high pressure on one side of the ball/low pressure on the other side of the ball ✔
\nthe high pressure side will result in low velocity ✔
\nlow pressure side will have high velocity ✔
\nthe ball will move towards the side with the low pressure / high velocity ✔
\nthe curved movement of the ball is caused by the magnus effect ✔
\nAccept MPs on a correctly annotated diagram.
\nFirst law:
a body will continue in its state of rest or uniform motion <in a straight line> unless acted upon by an external or internal force / law of inertia ✔
at the start of the game or during a penalty the ball is placed on a particular spot and is stationary with balanced forces until the player strikes it ✔
\nSecond law:
when a force acts on a mass, the result is acceleration of that mass/F=ma ✔
when the ball is struck by the players’ foot in a penalty the player applies a force to ball which causes the ball to accelerate toward the goal ✔
\nThird law:
for every action there is an equal and opposite reaction ✔
the player applying a force to the ball has an equal and opposite force applied back to them ✔
\nthe differences in the apparent accelerations of the ball compared to the player are due to the differences in mass between the ball and the player ✔
\nAward [2 max] per law; [1] for the law, [1] for the example.
\nAccept an example from any type of football.
\nAccept all appropriate examples.
\ndistributed:
practice is interspersed with breaks which can either be rest or practising another skill ✔
e.g. players having a walking recovery break after completing a short hard sprinting task dribbling the ball at high speed ✔
\nmassed:
practising a skill without breaks ✔
e.g. players playing a continuous game of one touch passing in a 3 vs 3 situation for an extended period of time ✔
\nfixed/drill:
specific movement patterns are practiced repeatedly / in a controlled way ✔
e.g. a coach setting up cones for players to dribble around and practising the skill going up and back then passing to the next player who repeats the task ✔
\nvariable:
practising a skill in a variety of different contexts attempting to experience the full range of situations in which the technique or tactic might be used ✔
e.g. dribbling the ball without cones, then dribbling with cones as obstacles, then dribbling with stationary people, then dribbling with opponents who are looking to tackle you ✔
\nmental:
mental practice where the performer runs through the performance in their mind ✔
e.g. watching a video of the task / listening or reading instructions about the task / using mental imagery to imagine yourself completing the task ✔
\nAward [2 max] for each:
[1] for type, [1] for explanation.
physical maturation:
how physically matured are the players / do they have the stamina / strength / speed / power to perform the tasks expected ✔
if they are unable to perform the tasks because they are physically too difficult then this will hamper learning ✔
\ne.g. can they kick the ball with enough force for it to complete the task set ✔
\nphysical fitness:
fitness / motor skills competence / ability of the players will impact on whether they are able to practice and learn skills that are set / if they are not fit / competent / do not have the ability, players will not be able to complete drills and practice tasks to improve ✔
e.g. an unfit player will quickly fatigue and not be able to focus on the set task such as one touch ball retention drill and the task cannot be completed / practised ✔
\ncoach:
the style of coaching can determine whether the players will learn effectively ✔
e.g. a dictatorial coach may hinder the players’ ability to apply skills when they play the game as the players have to make decisions by themselves in a fluid / game situation ✔
\ne.g. a coach who only provides negative feedback may turn players off from being involved ✔
\nage:
age of players can affect their experience / physical maturation / mental ability to understand and apply tactics ✔
younger players may pick skills up quickly and be uninhibited by previously-learnt poor techniques ✔
\nolder players may pick up skills more quickly as they have the ability to adapt and apply previously-learnt skills ✔
\ndifficulty of task:
a difficult task may be physically difficult or complex in application / could put performers off trying ✔
the simpler the task the easier it should be to learn ✔
e.g. passing the ball along the ground with the inside of the foot is a simple task and can be quickly learnt, compared to other more complex tasks such as heading the ball ✔
\nteaching environment:
this can determine the opportunities that there are for practice ✔
e.g. is there enough equipment to maximise time practising ✔
\nmotivation:
a highly motivated player will persevere during difficult tasks / times until they have mastered the task ✔
Award [2] max per factor.
\nStudents generally understand that there is high pressure on one side of the ball and low on the other but in this scenario, they believed that it was above and below rather than left or right.
\nGenerally answered well.
\nMost could get marks for one type, but they could not provide an alternative.
\nGenerally answered well.
\nAn athlete performs a vertical jump on a force plate. The graph shows the recorded ground reaction force of the athlete.
\n[Source: adapted from American Journal of Physics 69, 1198 (2001),
with the permission of the American Association of Physics Teachers]
State what happens to the athlete between C and D.
\nOutline power, a performance-related component of fitness.
\nEvaluate the vertical jump test as a method of assessing power in volleyball players.
\nAthlete is in flight / in the air ✔
\nit is the combination of speed and strength
OR
the ability to perform a maximum effort within the shortest period of time ✔
Strengths:
easy to administer / limited training required ✔
limited cost / equipment required ✔
\nathlete can conduct test on their own ✔
\nrelevant to the actions of a volleyball player ✔
\ngood for assessing lower limb power ✔
\nLimitations:
requires timing of the participant to mark at the peak of their jump ✔
performance could improve with practice ✔
\ncan only test one person at a time ✔
\nreliability decreases with fatigue with repeated, continuous trials ✔
\nAward max [3] if only strengths or limitations are provided.
\nAward max [3] if the answer does not make reference to volleyball.
\nA study investigated the effect of plyometric exercise on sprint speed. (Plyometric exercise involves rapid and repeated stretching and contracting of the muscles.) The mean speed of each participant was measured during a 20 m sprint as a baseline and then in a further five 20 m sprints. During the first 75 seconds of the interval between sprints the participants carried out one of the following activities:
\nThe graph shows the mean sprint speed and positive standard deviation value for both conditions.
\nA paired t-test was conducted to compare mean sprint speed at 4 minutes with mean sprint speed at baseline. The results were:
\nIdentify the time and condition with the highest mean sprint speed.
\nCalculate the difference in mean sprint speed, in m s–1, between baseline and at 4 minutes for the plyometric condition.
\nUsing the data, discuss the hypothesis that plyometric exercise can improve sprint performance.
\nExplain the reason for using a control condition in this study design.
\n8 minutes
AND
plyometric ✔
[1]
\n6.75 – 6.55 ✔
= 0.20 «m s–1» ✔
Accept calculations in the reverse.
Consider ECF
[2]
\nplyometric exercise improved performance / hypothesis is supported ✔
The t-test supports the hypothesis that plyometric exercise improves performance with p<0.05 «at 4 minutes» ✔
plyometric exercise did not improve performance prior to 4 minutes ✔
plyometric exercise was less effective after 8 minutes / plyometric condition speed increased/was better than the control up to the 12-minute test period ✔
For mark point 1, accept the use of the actual data for discussion. Also the reason for the judgement needs to relate to the data.
\n[2 max]
\nthe control condition allows for a comparison point for the experimenter to compare the subjects speed with
OR
shows if there is an effect of the plyometric condition compared to walking only ✔
a control allows one factor to be investigated while all others are kept constant
OR
there are confounding variables in comparing outcomes with baseline data ✔
the control condition allows the researcher to determine warm-up / fatigue effects ✔
\ncontrol condition increases «internal» validity ✔
\n[2 max]
\nThe calculations and interpretation of the graph was generally very well done.
\nThe calculations and interpretation of the graph was generally very well done.
\nDiscussion of the hypothesis and use of control was adequate with most students earning at least one of the two marks on offer. However, candidates often supported the hypothesis without using the paired t-test p value given, suggesting that they did not understand this statistical concept. Many proposed the hypothesis describing generalities of plyometric muscular contraction without providing supporting data – indicating that they did not read the question properly.
\nDistinguish the movement permitted between a fibrous and a cartilaginous joint.
\nThe articular capsule, meniscus and ligaments provide stability at the knee. Outline two other features of a synovial joint.
\nUsing an example, outline an agonist.
\nOR
cartilaginous joints allow more movement than fibrous joints ✔
Bursae:
a small sac lined with synovial membrane containing synovial fluid ✔
often found between a bone and soft tissue, such as tendons or ligaments ✔
\nreduces friction / facilitates movement between structures in and/or around a joint✔
\nSynovial membrane:
lines the inner surface of the capsule ✔
secretes synovial fluid into the cavity ✔
\nencloses synovial fluid ✔
\nSynovial fluid:
thick stringy fluid that helps to lubricate the joint ✔
nourishes articular cartilage ✔
\nArticular cartilage:
smooth tissue that covers the end of articulating bones ✔
allows bones to glide smoothly over each other ✔
\nabsorbs shock ✔
\nAward max [1] per feature outlined
\nthe prime mover is known as the agonist, eg. the quadriceps when the knee extends to kick a ball ✔
\nCorrect example required for [1].
\nDiscuss how social learning theory can help a sports coach promote physical activity in children.
\nExplain the issues in personality research and sports performance of athletes and non-athletes.
\n«social learning theory» explains behaviour in terms of observational learning «modelling» and social reinforcement «feedback»
OR
«social learning theory» proposes that the behaviour, the environment and the person continuously change and influence each other ✔
people learn through observing others/modelling physical activity behaviours
OR
modelling is a way that children learn to engage in physical activity ✔
children imitate people that appear to be similar to them ✔
\nchildren are likely to imitate someone that appears to have control or power over something desirable
OR
the sports coach can be a role model to promote physical activity in children ✔
the sports coach may demonstrate/present skills for players to model ✔
\nreinforcement for exhibiting/learning similar actions/behaviour/ physical activity/personal «eg behavioural/emotional factors»/social/physical/environmental factors must be considered when trying to understand physical activity behaviours ✔
\ndifficulty to define the term athlete ✔
\npersonality is complex and multifaceted ✔
\ndisagreement in research of validity, reliability and sophistication of models ✔
\ndifficulties comparing data between different questionnaires ✔
\ncontroversy between the value of personalities impact on performance ✔
\nno single personality trait exists that determines successful sports performance ✔
\nsome personalities are better suited to some sports «eg boxers must have aggression» ✔
\nGenerally understood well.
\nVery challenging question where candidates struggled to get more than two marks. Many answers given indicated a lack of truly understanding the question.
\nDefine the term hypokinetic disease.
\nDiscuss how studies of different populations provide evidence of the link between physical activity and hypokinetic disease.
\nOutline the major health consequences for someone who is obese.
\na disease associated with physical inactivity ✔
\nlow/decreasing physical activity levels often correspond with a high/rising GNP ✔
\ninactivity is often attributed to inaction during leisure time and sedentary activities on the job and at home ✔
\nurbanisation can lead to a reduction on physical activity ✔
\neg high density of traffic/pollution
OR
eg reduction of parks/sidewalks/recreational facilities ✔
an increase in age of populations is likely to increase the likelihood of hypokinetic diseases and a reduction in physical activity ✔
\nlong term stress on the cardiovascular system can lead to coronary heart disease such as angina/heart attack ✔
\nincreased risk of hypertension due to increased plaque/fatty deposits within the arteries ✔
\nincreased risk of developing type 2 diabetes due to insulin resistance from poor diet ✔
\nincreased risk of osteoarthritis due to overload on joints «particularly the lower limbs» ✔
\nincreased risk of developing cancer eg bowel cancer ✔
\nobesity often reduces lung volumes and can lead to diseases such as asthma/hyperventilation syndrome ✔
\nDone well.
\nThis was sometimes a struggle to articulate fully what was needed. Many appeared to fail to grasp what the question was asking.
\nGenerally answered well.
\nExplain the cause of the blood pressure response shown in the graph.
\n[Source: adapted, with permission, from G. Haff and C. Dumke, Laboratory Manual for Exercise Physiology,
1st edition, © 2012 Human Kinetics, Inc.]
increased systolic blood pressure due to dynamic exercise, eg, running ✔
\nsystolic BP increases (with dynamic workload) as a result of increased stroke volume ✔
\nsystolic blood pressure increases proportionally as cardiovascular workload increases ✔
\ndiastolic BP remains constant through the repetitive action of the muscles on the blood vessels ✔
\ndiastolic BP is constant due to a decrease in total peripheral resistance ✔
\nDescribe the endurance element of a general training programme.
\nThe diagram shows an athlete throwing a discus.
\nOutline how Bernoulli’s principle acts on the discus whilst in flight.
\nExplain the reason for elevated breathing in the first minutes after a swimming sprint.
\nAnalyse the long-term effect of training on maximal oxygen consumption.
\nFrequency:
frequency of training can be from 2-7 sessions per week ✔
Intensity:
often working at an intensity of 60–80 % MHR to improve aerobic capacity ✔
interval training can be used working at a higher intensity with medium to long intervals, eg, 75–90 % MHR, 2–1/3–1 work–relief ratio ✔
\nTime:
training over 20 minutes in a continuous manner ✔
Type:
activities such as running/swimming/cycling/rowing/HIIT ✔
HIIT circuit, including endurance activities in bouts of 30–60s, eg. burpees/spotty dogs/jumping jacks ✔
\nfartlek training can be used to replicate the change intensities within a team game ✔
\nHeadings are not necessary to obtain the marks.
\nthe discus acts as an aerofoil ✔
\nthe angle of flight of the discus causes air to travel faster over the top ✔
\nair pressure is lower above the discus ✔
\ndifference in air velocity creates a differential pressure above and below the discus ✔
\nlift is generated as a result of the pressure gradient ✔
\nflight of discus becomes horizontal at apex of flight ✔
\nwhen the pressure is equal above and below the discus ✔
\nunbalanced forces acting on the discus <eg, gravity> cause the angle of the discus to change ✔
\nso, air travels slower on the top, causing a pressure gradient ✔
\ndiscus accelerates towards ground ✔
\ncreates an asymmetrical flight path ✔
\nThe greater the intensity of the exercise, the greater the EPOC ✔
\ninitial stages of exercise, oxygen demand cannot be met by the aerobic system <oxygen deficit>
OR
initial stages are met by anaerobic processes ✔
oxygen deficit is paid back after exercise/oxygen debt ✔
\nalactic/fast component is replenished with <3–4 litres of> oxygen ✔
\nATP and CP/PC stores are replenished ✔
\nmyoglobin oxygen levels are replenished ✔
\naerobically metabolize lactic acid ✔
\nresynthesize lactate to glycogen ✔
\nreplacement of muscle / liver glycogen stores ✔
\naerobic training is likely to cause a higher VO2 max than those with no training ✔
\nanaerobic non-interval training is likely to have little effect on VO2 max compared to those with no training
OR
high-intensity interval training produces improvements in maximum oxygen consumption ✔
activities where individuals have trained a greater area of muscle mass are likely to have a higher VO2 max ✔
\ndue to an increase in stroke volume/maximal cardiac output ✔
\nincreased oxygen carrying capacity/hemoglobin content ✔
\nincreased capillary density in muscles ✔
\nincreased mitochondrial density / increased arteriovenous oxygen difference ✔
\nincreased maximal minute ventilation/increased muscular endurance of respiratory muscles ✔
\nAccept other appropriate physiological adaptations.
\nAward max [4] if only physiological adaptations given.
\nOutline how bone density changes as an individual gets older.
\nDiscuss three major risk factors for osteoporosis.
\nbone density increases «from birth» through to around 35–45 years of age ✔
\nfrom this age onwards bone density decreases ✔
\na decrease in female bone density occurs rapidly after the menopause as women age ✔
\na lack of dietary calcium especially in youth and adolescents can reduce bone density ✔
\ntoxins and free radicals produced by cigarette smoking affect the balance of estrogen ✔
\ncigarette smoking can damage osteoblasts ✔
\nhaving lower bone density compared to other build types makes ectomorphs more susceptible to osteoporosis
OR
a low BMI increases the risk of osteoporosis ✔
early menopause in older women which leads to reduced estrogen levels can reduce bone density ✔
\nthe female triad
OR
females who exercise intensely suffer from a pause in their menstruation similar to early menopause
OR
athletic Amenorrhea regular weight bearing dynamic exercise helps to build and maintain bone mass, therefore bone density decreases with physical inactivity ✔
Generally well understood.
\nGenerally well understood.
\nAnalyse type 1 diabetes and type 2 diabetes.
\nState two different approaches used to enhance adherence to exercise.
\nType 1 diabetes
autoimmune disorder resulting in the destruction of insulin producing cells of the pancreas ✔
usually manifests in young people ✔
\noften treated with insulin injections/pump ✔
\ncannot be controlled without use of insulin ✔
\noften associated with higher normal ketone levels ✔
\nnot associated with excess body weight ✔
\nType 2 diabetes
disease of insulin resistance ✔
usually diagnosed in older adults ✔
\noften treated through dietary modification/exercise modification ✔
\nmedication and in some cases insulin ✔
\nassociated with hypertension and/or high cholesterol levels ✔
\noften associated with excess body weight ✔
\nAward [2 max] for each type.
\nenvironmental approaches ✔
\nreinforcement of adherence ✔
\ngoal setting and cognitive approaches ✔
\nConsistently excellent answers.
\nGenerally well answered.
\nState one component transported by blood.
\nExplain how cardiac output is maintained during prolonged exercise.
\nCells (erythrocytes / leucocytes / platelets) ✔
plasma ✔
electrolytes ✔
proteins ✔
gases ✔
nutrients ✔
waste products ✔
hormones ✔
Accept suitable examples of any component eg oxygen would be awarded the mark for gases
\n[1 max]
\nHR and/or SV need to increase to maintain/increase Q during prolonged exercise ✔
\nsweating/fluid loss/decrease in blood plasma/increased viscosity/decrease in SV can be compensated for by a «gradual» increase in HR / cardiovascular drift ✔
\nrise in body temperature / diversion of blood flow to the skin / reduced blood volume to working muscles can be compensated for by an increase in HR / cardiovascular drift ✔
\nto maintain blood volume / to maintain Q an athlete can ingest electrolyte drink or water and foods during prolonged exercise «to avoid cardiovascular drift» ✔
\nSimply stating the equation for cardiac output is not enough for a mark
\n[3 max]
\nAlmost all students could name one component
\nFull marks were rare on this question with many candidates unable to make the connection with cardiac drift. Commonly, they did not answer the question which asked how to maintain cardiac output. The majority of candidates understood the relation between cardiac output, HR and SV but could not apply it to the context of the question.
\nThe diagram shows a skeletal muscle.
\nIdentify the structures A, B and C in the diagram.
\nDefine the term origin of a muscle.
\nExplain the role of ATP in providing energy for a sprinter’s muscles to contract.
\nExplain reciprocal inhibition during knee extension when kicking.
\nThe diagram shows the lower leg.
\nIdentify the elements A, B and C of the lever system.
\nUsing anatomical terminology, state the location of the tibia relative to the femur.
\nUsing anatomical terminology, state the location of the fibula relative to the tibia.
\nUsing anatomical terminology, state the location of the patella relative to the tibia.
\nA: epimysium ✔
B: muscle fibre/muscle cell/endomysium ✔
C: perimysium/ «muscle» fascicle ✔
[3]
\n«often proximal» attachment of a muscle tendon to a stationary bone ✔
\nMust refer to stationary/non-moving/fixed end.
\n[1]
\nmyosin heads use the breakdown of ATP to trigger the contraction process ✔
\nthe breakdown of ATP to ADP releases phosphate molecule ✔
\nthe release of a phosphate molecule provides the energy for muscle contraction ✔
\nATP reattaches to the myosin head and this causes the detachment of the cross bridge ready for the next phase if necessary ✔
\nduring sprinting the ATP will come from stores (2 seconds approximately) / from the ATP-PC system ✔
\ndepending on the length of the sprint the lactic acid process will provide sources of ATP ✔
\n[3]
\nreciprocal inhibition is a neuromuscular reflex that inhibits opposing muscles «to enable voluntary movements» ✔
\nthe quadriceps act as the agonist / concentrically contracting ✔
\nthe hamstrings act as the antagonist / relaxing to enable knee extension ✔
\n[3]
\nA: effort/muscular force ✔
B: load/resistance force ✔
C: fulcrum/pivot ✔
[3]
\nInferior
OR
distal ✔
[1]
\nposterior
OR
lateral ✔
[1]
\nanterior
OR
proximal
OR
superior ✔
[1]
\nMany candidates did not get endomysium and perimysium correct. There were many spelling mistakes. A few students struggled to use the correct anatomical terminology: -osteum instead of – mysium or described it as a nerve fibre or some other part of the body. This indicates that they did not read the descriptor indicating it was a diagram of a skeletal muscle.
\nMany candidates did not mention that it was a tendon attached to a ‘stationary bone’
\nNot many students were able to get full marks for the role of ATP in muscle contraction. Most understood that ATP is split into ADP + P and that this is somehow connected to contraction, but in general student knowledge of how the power stroke occurs was poorly associated to this process.
\nAbout half of candidates scored more than 2 on this question. Again, the clarity of student’s answers generally held them back.
\nThis was either very poorly or well done. The fulcrum was most often correct with the other components sometimes mixed up or the student wrote “force” for the effort force which was too vague.
\nThe results for this were mixed – most knew the relationship for the tibia and femur and the patella to the tibia but struggled with the fibula to the tibia.
\nA few students clearly did not know what they were being asked for and they listed several conflicting options (e.g. inferior, superior), and a few did not use appropriate anatomical terminology.
\nThe results for this were mixed – most knew the relationship for the tibia and femur and the patella to the tibia but struggled with the fibula to the tibia.
\nA few students clearly did not know what they were being asked for and they listed several conflicting options (e.g. inferior, superior), and a few did not use appropriate anatomical terminology
\nThe results for this were mixed – most knew the relationship for the tibia and femur and the patella to the tibia but struggled with the fibula to the tibia.
\nA few students clearly did not know what they were being asked for and they listed several conflicting options (e.g. inferior, superior), and a few did not use appropriate anatomical terminology
\nDiscuss water distribution in trained athletes.
\nExplain the roles of the medulla and the loop of Henlé in maintaining the water balance of the blood.
\npercentage of water distribution depends on body composition ✔
\nmuscle contains 65–75 % water whereas fat mass is 5–20 % water ✔
\na trained athlete is likely to have more muscle mass compared to an untrained individual ✔
\na trained athlete has greater muscle glycogen stores, which store more water ✔
\nexercise training increases percentage water distributed within the intracellular compartment ✔
\na trained athlete will have greater water content in their body both intra and extracellularly ✔
\nsweat of a trained athlete is more dilute than an untrained individual which can affect water distribution during exercise ✔
\na trained athlete has improved temperature regulatory process ✔
\na trained athlete has increased blood plasma volume ✔
\nAccept answers in the converse.
\nthe medulla is a region in the lower/mid-section of the kidney which has an increasing/high salt concentration ✔
\n«generally» the loop of Henle descends through into the medulla ✔
\nthe high salt concentration/osmolarity in the medulla causes water to «passively» be drawn out of the descending loop of Henle ✔
\nthe ascending loop of Henle actively pumps out salt ✔
\nthe ascending is impermeable to water ✔
\nthe descending is «only» permeable to water ✔
\ncreates a concentration gradient between the medulla ✔
\nregulates a high concentration of urea near the medulla ✔
\n\n
not always clear and an area for improvement.
\nnot always clear and an area for improvement.
\nList two sources of protein, one for a vegetarian and one for a non-vegetarian diet.
\n1. Vegetarian diet
\n\n
2. Non-vegetarian diet
\n\n
\n
State one enzyme responsible for the digestion of protein from the mouth to the small intestine.
\nDescribe the possible harmful effects of excessive protein intake on an Olympic weightlifter.
\nExplain the benefits of the use of creatine as a nutritional ergogenic aid in sport.
\nVegetarian sources of protein
pulses/beans
lentils
nuts
quorn
oats/wheat
tofu
rice
eggs
cheese
milk/yoghurt
Non-vegetarian sources of protein
red meat
poultry
fish
eggs
Award [1 max] for vegetarian and [1 max] for non-vegetarian.
\nOnly accept eggs once.
\n\n
pepsin ✔
\ntrypsin ✔
\nAccept protease as general term.
\nloss of renal/kidney function due to increased excretion of nitrogen through urine ✔
\nincrease kidney damage by placing greater demand to excrete the unused excess protein ✔
\nincreased secretion of calcium which can lead to an increased risk of osteoporosis ✔
\nincreased risk of cancers such as prostate or bowel cancer ✔
\nincreased body weight/extra fat/risk of CHD due to increase in saturated fat typically found in some protein sources ✔
\nmay cause dehydration due to the requirement of water to aid protein synthesis or to dilute protein and convert into urea ✔
\nincreases/improves PCr in muscle ✔
\nimproves peak power/performance during intense exercise ✔
\nimproves strength ✔
\npossibly stimulates protein synthesis ✔
\nGenerally answered well.
\nGenerally answered well.
\nGenerally answered well.
\nGenerally answered well for two marks though most struggled to get three.
\nUsing an example from sport, apply the concept of psychological refractory period.
\nCompare and contrast the structure of fast-twitch (type IIa and IIb) muscle fibres.
\nDescribe how breathing is controlled during exercise.
\nExplain how the mechanics of exhalation change from rest to exercise.
\nWhen a stimulus is closely followed by a second stimulus, the first stimulus must be cleared before the second can be processed
OR
S2 only becomes relevant when S1 is finished with ✔
the delay in reaction time to a second stimulus is called the psychological refractory period ✔
\na performer/defender has to sort out new and correct stimulus, but first they have to disregard the old and now useless stimuli, which causes the delay ✔
\nany other action/response must wait until the first response has been completed ✔
\neg, in soccer an attacker may lean to the left/fake/dummy to move the defender; this is S1 ✔
\nthe defender will begin to respond (R1) to S1/ to the initial stimulus first ✔
\nthe attacker immediately moves to their right to beat the defender; this is S2 ✔
\nthe defender cannot respond to S2 until they have completed R1 <therefore they appear to be slow and beaten by the attacker> ✔
\nAward max [4] if no example has been provided.
\nAward max [2] for an explanation of the PRP including a schematic representation if no example provided.
\n[Source: Psychological refractory period adapted from Multidix, https://creativecommons.org/licenses/by-sa/4.0/, Single channel hypothesis by International Baccalaureate Organization]
\nAward max [3] for each of contrast / compare
\nan increase in CO2 causes a decrease in pH ✔
\ndecrease in pH is detected by the chemoreceptors ✔
\nmovement is detected by the proprioceptors ✔
\nthis stimulates the ANS to increase the depth of breathing ✔
\nbaroreceptors inform the ANS to increase the rate of breathing ✔
\nthe increase in rate of breathing causes the lungs to stretch further ✔
\nstretch receptors initiate exhalation ✔
\nthe diaphragm and/or <internal> intercostal muscles contract more forcefully ✔accessory muscles are required to
\npull the rib cage in during exercise ✔
\nthe rib cage moves downwards and inwards further when exercising ✔increasing the depth of breathing ✔
\nthe rate of breathing is increased ✔
\nthe thoracic volume decreases further ✔
\nthe thoracic cavity pressure raises higher than at rest ✔
\nair rushes out faster due to a greater difference between the lungs and the atmosphere ✔
\nAward max [5] if no mention of accessory muscles.
\nState the general characteristic common to muscle tissue that allows the muscle to stretch and return to its original resting length.
\nDescribe the functions of ligaments and tendons in a joint such as the knee joint.
\nDistinguish between maximal oxygen consumption during cycling and arm ergometry.
\nDescribe the process of oxygen exchange between the lungs and pulmonary capillaries at rest.
\nDistinguish how cardiac output, stroke volume and resting heart rate would differ between trained and untrained women during exercise.
\nelasticity ✔
\ntendons connect muscles to bones ✔
\nligaments connect bones to bones ✔
\nligaments/ tendons stabilize joints ✔
\ntendons enable flexion and/ or extension of the joint✔
\n1 max for ligaments or tendons
\ncycling produces higher maximal oxygen consumption/VO2max values than arm ergometry ✔
\nAccept in the converse.
\nGases/O2 move from a high to low partial pressure / concentration gradient✔
\nOxygen partial pressure is higher in the lungs than in the capillary
OR
oxygen/O2 moves from the lungs/alveoli to the pulmonary capillaries ✔
Gases/O2 diffuse across the membranes / into blood✔
\nThe capillary and alveoli walls are 1 cell thick <which assists in the high rate of diffusion>✔
\nA large surface area increases diffusion rate✔
\nthe amount and rate of gas exchange that occurs across the membrane depends on the partial pressure of O2, the thickness of the wall and the surface area <which is Fick’s Law>✔
\n<98 %> oxygen combines with hemoglobin <to form oxyhemoglobin>✔
\n(a), (b) and (c) were all generally well understood and appeared straight forward.
\nGenerally well understood and appeared straight forward.
\nGenerally well understood and appeared straight forward.
\nThe process of oxygen exchange was not always clear. Some candidates would discuss CO2, while many others outlined the pathway of oxygen into the blood from the mouth. This indicates that students are not reading the question carefully.
\nCandidates managed (e) on cardiac output, stroke volume and heartrate very well.
\nState the type of synovial joint that is found at the distal end of the femur.
\nAnalyse the ankle joint movement at take-off when rebounding in basketball in relation to joint action and type of muscle contraction.
\nhinge «joint» ✔
\n\n
Joint action:
plantar flexion ✔
Type of muscle contraction:
«gastrocnemius» contracts concentrically ✔
gastrocnemius/soleus is/are the agonist/prime mover ✔
\ntibialis anterior is relaxing «and acting as the antagonist» ✔
\nDo not accept isotonic as a sole answer.
\nAward [1 max] for muscle contraction.
\nOverall a very strong question for candidates with most accurately identifying the hinge joint.
\nMany candidates were able to identify the movement as plantar flexion. A high proportion of candidates just referred to flexion and identified the muscle; however the question required the specific muscle contraction and this was often omitted in the candidate’s answer.
\nThe diagram shows a figure skater spinning on ice.
\n[Source: © David Darling, http://www.daviddarling.info/encyclopedia/A/angular_momentum.html]
\nExplain the concept of angular momentum when a figure skater spins on ice.
\nAnalyse the movement taking place at the figure skater’s shoulder when moving from Position A to Position B.
\nOutline the process of glycogenolysis.
\nOutline the characteristics of muscle.
\nangular momentum is defined as moment of inertia x angular velocity ✔
\nangular velocity and moment of inertia are inversely proportional ✔
\nangular momentum is when a body is spinning about an axis ✔
\na moment of inertia is determined by the distance of the load from the rotational axis ✔
\nangular momentum remains constant unless the figure skater is acted upon by an unbalanced force ✔
\nfigure skater rotates in the transverse plane about the longitudinal axis ✔
\na figure skater can increase their moment of inertia by moving their limbs away from the centre of their body/axis
OR
a figure skater can increase their angular velocity by moving their limbs close to the centre of the body/axis ✔
in picture A, the figure skater has a large moment of inertia and therefore their rate of spin (angular velocity) is low
OR
in picture B, the figure skater has a small moment of inertia and therefore their rate of spin (angular velocity) is high ✔
Accept in the converse
\nAward max [5] if the student does not refer to figure skating.
\njoint is a ball and socket joint ✔
\nmovement is adduction ✔
\nagonist pectoralis major and/or latissimus dorsi ✔
\nantagonist deltoid ✔
\nconcentric contraction of the agonist ✔
\nthird-class lever ✔
\ndefined as the removal of glucose units from glycogen, producing glucose-1-phosphate
OR
defined as the breakdown of glycogen to glucose ✔
glycogen is stored in the liver ✔
\nglucagon acts on the liver to stimulate glycogenolysis ✔
\ninsulin inhibits glycogenolysis ✔
\nrequires enzymes for optimal function
OR
phosphorylase is the main enzyme ✔
it provides a rapid rate of production of glucose-6-phosphate ✔
\nadrenalin is released during the fight or flight system, which also stimulates glycogenolysis to raise glucose levels ✔
\nglucose is taken up by the muscle cells, where glycolysis takes place ✔
\ninvolves a hydrolysis reaction ✔
\nis controlled by nerve stimuli ✔
\nis fed by capillaries ✔
\nContractility:
ability to generate force / create tension ✔
Extensibility:
ability to be stretched beyond its normal resting length ✔
Elasticity:
ability to return to resting length after it has been stretched ✔
Atrophy:
a decrease in myofibrils / fibre diameter due to a lack of physical activity ✔
Hypertrophy:
an increase in myofibrils / fibre diameter due to an increase in activity/training ✔
Award max [2] if only a list of characteristics is given.
\nList one type of blood cell.
\nState the receptor in the aorta which responds to carbon dioxide and pH levels in the blood.
\nOutline the role of cholinesterase in muscle contraction.
\nExplain the role of myosin in muscle contraction after adenosine triphosphate (ATP) is broken down and releases energy.
\nerythrocytes/red blood cells ✔
\nleucocytes/white blood cells ✔
\nplatelets/thrombocytes ✔
\nAny correct name of a type of white blood cell would be accepted, eg neutrophils, monocytes, eosinophils and basophils.
\n\n
«peripheral» chemoreceptors ✔
\ndegrades/breaks down Acetylcholine/Ach «within 5 milliseconds» ✔
\nimmediately repolarizes the membrane ✔
\nstops synaptic transmission of impulse
OR
allows the muscle to relax ✔
myosin head tilts toward actin to attach to exposed binding site «to form a cross-bridge» ✔
\nmyosin head drags actin and myosin filaments in opposite directions/performs a power stroke/generation of force ✔
\npulling of the actin filament past the myosin results in muscle/sarcomere/Z line shortening ✔
\nthe myosin head detaches from the actin when an ATP molecule binds to the myosin head ✔
\nrepeated attachments and power strokes cause the filaments to slide/contract past one another ✔
\nH-zone disappears «and thus shortens» ✔
\nAnother strong question for many candidates, with most candidates responding with erythrocytes. Very few candidates identified platelets.
\nGenerally candidates answered this accurately; however there were a number of candidates who confused this for the sinoatrial node.
\nMany candidates scored 1 mark for this question identifying that cholinesterase is the enzyme which breaks down acetylcholine. However, there is still a misconception that cholinesterase is a neurotransmitter. Cholinesterase is also known as acetylcholinesterase.
\nOverall this question was answered well, although many candidates failed to recognise the specific focus of this question and discussed the synapse and depolarisation of the muscle and changes to troponin and tropomyosin which were irrelevant to this question.
\nDefine systolic blood pressure.
\nPredict the effect of a 100 m sprint on a runner’s systolic and diastolic blood pressure.
\nthe force exerted by blood on arterial walls during ventricular contraction ✔
\n[1]
\nincrease in systolic blood pressure ✔
\nno change/slight decrease in diastolic blood pressure ✔
\n[2]
\nWhile many understood what systolic pressure was, many gave incomplete answers or confused systolic and atrial pressure.
\nMost understood that systolic goes up but several thought that diastolic also increased. Many candidates merely stated that diastolic decreases, without mentioning by how much. Some mentioned that diastolic remains the same.
\nDescribe the mechanics of ventilation during high intensity interval training.
\nExplain different methods of presentation when teaching a skill.
\nDescribe long-term vascular adaptations to endurance training.
\nExplain how anaerobic energy systems could contribute to ATP production during a 3-minute round of boxing.
\nInhalation:
diaphragm contracts and flattens ✔
internal intercostal muscles relax ✔
\nexternal intercostal muscles contract ✔
\nraising the rib cage upwards and outwards ✔
\nthis increases the thoracic volume ✔
\nthis decreases the thoracic pressure ✔
\nthe result of this is that air moves into the lungs ✔
\naccessory muscles contract such as trapezius / sternocleidomastoids / scaleni ✔
\nExhalation:
diaphragm relaxes and moves upwards ✔
internal intercostal muscles contract ✔
\nexternal intercostal muscles relax ✔
\nlowering the rib cage downwards and inwards ✔
\nthis decreases the thoracic volume ✔
\nthis increases the thoracic pressure ✔
\nthe result of this is that air moves out of the lungs ✔
\naccessory muscles contract such as the abdominal muscles ✔
\nMark points must clearly be linked to the relevant process of inhalation or exhalation.
\nAward [4 max] from inhalation/exhalation.
\nAward [5 max] if no mention of accessory muscles
\nThe movement of air needs to be clearly linked to the factors of changing volume or pressure or some other relevant variable
\n[6 max]
\nWhole
the skill is demonstrated and practised as a whole, from start to finish ✔
commonly used for skills that cannot be easily broken into parts because they are quick and fluent / discrete in nature or simple serial skill ✔
an example would be completing a dig in volleyball / long jump ✔
Whole-part-whole
the whole skill is demonstrated and practised first, before being broken down into its constituent parts and then progressed back to the whole skill ✔
commonly used for complex skills that contain specific parts / serial in nature ✔
an example could be tennis serve by doing the whole action followed by practising the parts «ball toss, arm phases, grip, contact» then putting them together again ✔
Progressive part
parts of the skill are practised individually before being linked together ✔
commonly used for skills that contain discrete parts that form a sequence ✔
an example could be in basketball practising the dribble, then the 2 steps then the jump off one foot before combining ✔
Part
parts of the skill are demonstrated and practised individually ✔
commonly used for complicated or serial skills, where the coach may wish to isolate a particular component to practise ✔
an example could be learning how to do the arm action of a swim stroke using a pull buoy and then the legs using a kick board before putting them together ✔
Explanation must correctly match method for mark.
\nAward [2 max] for presentation method.
\n[4 max]
\nincreased capillarisation in lungs/ trained muscles ✔
\nblood plasma increases ✔
\nred blood cell count / hemoglobin increases ✔
\nmore effective blood redistribution ✔
\nthese factors result in increased arterio-venous oxygen difference (a-VO2 difference) ✔
\ndecreased resting blood pressure ✔
\nimproved elasticity of blood vessels ✔
\ndecreased resting heart rate ✔
\nincreased stroke volume ✔
\nlower working heart rate when working at the same intensity as to prior to the training occurred ✔
\nLower working HR needs to be clearly linked to when working at the same intensity as prior to training
\n[4 max]
\nall systems work concurrently / at all times ✔
\ndominant system is determined by intensity and duration / the anaerobic system will dominate due to the short duration «3 minutes» and high intensity of many of the actions «punching is explosive» ✔
\nATP-CP:
\ndominant for the first 7–10 seconds ✔
\nsystem replenishes initially used ATP ✔
\none ATP produced from one CP ✔
\nhas a high rate but low yield ✔
\nduring quieter phases in the round the system may be replenished to assist the seamless flow of ATP ✔
\nLactic acid / anaerobic glycolysis:
\ndominant from five seconds to 1–2 minutes ✔
\nsource of ATP is glucose molecule ✔
\n2–4 ATP produced from one glucose molecule ✔
\nbi-product of «hydrogen ions» / lactic acid inhibits effectiveness of ATP production ✔
\nAward [3 max] per energy system.
\nAward [5 max] if the explanation does not refer to the energy systems during boxing
\n[6 max]
\nThose students that understood they were being asked about mechanics of ventilation generally answered well. However, full marks were rarely awarded as few students mentioned accessory muscles which is a key aspect of the question.
\nThose students who understood the question answered it well; however, many answered something else. Several referred to ‘teaching styles’ such as command or reciprocal.
\nThis was answered well, with most students able to get 2 marks of the 4 on offer. Most students gave the same two responses (lower stroke volume and resting heart rate). If they had thought deeply about the changes to blood and blood vessels then it should have been possible to gain full marks.
\nMany candidates did not understand the timeframes, or the exact roles of the different fuel systems, and many seemed confused by the “3-minute” round of boxing. This lead them into a discussion about aerobic sources. Other candidates had no idea (e.g. stating ATP-CP lasts 30 minutes). Many candidates mixed the content up for 5(d) with 3(c), suggesting that candidates did not read the question carefully or understand the main point of the question. Candidates appeared to see \"ATP\" and wrote all they knew about that topic without considering the actual question.
\nState the chemical composition of a glucose molecule.
\nExplain how glucose molecules combine to form disaccharides and polysaccharides.
\nOutline the function of glucagon in relation to the breakdown of glycogen when fasting.
\nDescribe the strengths of the ATP-CP system with regard to the re-synthesis of ATP during a 50-metre sprint.
\nCHO «1:2:1»
\nOR
\ncarbon hydrogen oxygen ✔
\noccurs with a condensation reaction
OR
glucose molecules bond together to form disaccharide/polysaccharide molecules with the loss of water ✔
each polysaccharide molecule contains many «tens/hundreds» of monosaccharides joined «through dehydration synthesis reactions» ✔
\nwhen two monosaccharides are attached together they do so by means of a glycosidic bond «and this results in the formation of a disaccharide»
OR
a glycosidic bond is the essential bond that provides the backbone of larger carbohydrate molecules ✔
joining two –OH groups results in a disaccharide «containing an –O– bridge between the 2 monosaccharide units» ✔
\nAccept in the form of a diagram.
\nfasting reduces blood glucose which stimulates the release of glucagon ✔
\nglucagon is a hormone released by the pancreas when blood sugar levels are low ✔
\nglucagon increases the blood glucose level when it falls below normal levels ✔
\nglucagon accelerates the conversion of glycogen in the liver into glucose/promotes glycogenolysis ✔
\nglucagon promotes glucose formation from amino acids ✔
\nallows ADP to gain a phosphate molecule very quickly/almost instantaneously so recovery time is quick ✔
\ndoes not require oxygen ✔
\nthe CP is readily available «inside skeletal muscle» ✔
\nprovides energy for explosive high intensity exercise/movement ✔
\nno fatiguing by-products ✔
\nThis question was answered very well. Many candidates were able to give the specific chemical formula for glucose.
\nMany candidates were able to identify that a condensation reaction occurs and this causes a release of a water molecule. However, many candidates struggled to gain a second mark for this question. Further detail of the condensation reaction process is required.
\nMany candidates understood the role of glucagon; however many believed that glycogen breakdown to glucose is called glycogenesis. Therefore specific advice should be given to candidates to help them understand the key difference between similar key terms. Some candidates failed to focus on the question regarding fasting. Some candidates became confused between glucagon and glycogen.
\nMany candidates could describe the ATP-PC system but struggled to analyse the strengths of the energy system. Very few candidates gained two marks for this question.
\nOutline the structural components of skeletal muscle.
\nAnalyse the systolic blood pressure response of an endurance runner.
\nExplain the importance of reliability and validity in fitness testing, for a sport of your choice.
\nepimysium is the outer surrounding layer «which consists mainly of collagen fibres» ✔
\nperimysium surrounds bundles of muscle fibres ✔
\nmuscle fibres which are surrounded in a layer called the endomysium ✔
\nthese all connect to a tendon which attaches to the bone to allow muscles to move ✔
\nthe muscle cell/fibre is composed of smaller units called myofibrils ✔
\na myofibril is composed of contractile components «protein filaments» known as myosin and actin ✔
\nsarcomere is a basic/functional unit of the muscle cell ✔
\nDo not award for reference to striped/striated appearance.
\nAward [3 max] if they draw and label a diagram.
\nduring endurance running, systolic BP increases ✔
\nsystolic BP increases in direct proportion to the increase in running intensity ✔
\nincreased systolic BP results from increased CO ✔
\nincrease in systolic BP helps increase in blood flow «to muscles involved in running» ✔
\nincrease in systolic BP aids substrate delivery to working muscles/muscles involved in running ✔
\n\n
fitness tests can be reliable even if they are not a valid test ✔
\nvalid inferences cannot be made from a fitness test unless it is reliable ✔
\nValidity:
is the extent to which a method/measurement of an investigation possesses the property of doing what it has been designed to do/measure ✔
eg testing the sprint speed of a cyclist using a running test such as a 40m sprint would not yield valid results of the cyclist’s cycling sprint speed as it employs a different mode of transport not applicable to the sport ✔
\nachieving external validity would enable your experimental results to be applicable to real situations/generalized to the population as a whole/reliant «in part» upon the adequacy of the sample ✔
\ninternal validity is the extent to which the outcome/result of an investigation is a function of the variables that are measured/controlled/manipulated ✔
\nAward [3 max] for validity.
\nAward [2 max] if there is no reference to sport of choice.
\nReliability:
a test is reliable when you undertake a retest under the same conditions as the original and a similar result is obtained ✔
it is important for tests to be repeatable so that any improvements in performance can be identified and tracked/the effect of the manipulated variable can be clearly seen ✔
\nreliability in any kind of testing questions the accuracy of test results ✔
\nAward [2 max] if there is no reference to sport of choice.
\nFor those candidates who had selected Q5 many confused the requirements of the question with the characteristics of muscle. Candidates should develop their ability to describe anatomical structures as those who attempted this question found it difficult to express their understanding coherently. Some candidates drew a diagram to demonstrate their knowledge and this helped to provide evidence to support their response.
\nMany candidates were able to identify that systolic pressure rises with endurance running. However very few candidates were able to access further marks for this question. Overall this was a poorly answered question.
\nThis was a poorly answered question. Candidates struggled to relate the concept of validity and reliability to a sport of their choice. Many candidates confused validity with accuracy and many candidates were unable to access more than one mark per term.
\nDescribe the recommended relative contribution of macronutrients in a healthy balanced diet.
\nUsing an example, discuss the effect of experience and memory on selective attention.
\nOutline how the Bernoulli principle affects a golf ball in flight.
\nApply Newton’s second law of motion to the distance travelled by a golf ball after being struck.
\ncarbohydrates are primary energy source «40–70%» ✔
\ncarbohydrates provide 4 calories per gram / 1760 kJ per 100 grams ✔
proteins contribute a smaller amount «10–30%» ✔
proteins provide 4 calories per gram / 1720 kJ per 100 grams ✔
lipids make up a relatively small amount of intake «10–30%» ✔
fats provide 9 calories per gram / 4000 kJ per 100 grams ✔
recommendations vary by country / age / gender / height / weight / RMR / activity level ✔
calorie intake should be 2000–3000 for males and 1600–2400 females ✔
\nthere is much contention about recommended ranges ✔
\nAccept other reasonable recommendations.
\n[5 max]
\nExperience:
\nmore experienced athletes can better use their long-term memory to improve their selective attention ✔
\nexperienced athletes selectively attend to stimuli quicker than less experienced athletes ✔
\nselective attention can be improved through over-learning ✔
\nmore experienced athletes better filter stimuli into relevant and irrelevant «noise» ✔
\nMemory:
\nthe apparent limited capacity of the short-term memory indicates that there is some form of selective attention to prioritise stimuli ✔
\nmore long-term memories provide a greater source to draw from for selective attention ✔
\nselective attention operates in the short-term sensory store ✔
\nonly relevant information is passed to the short-term memory ✔
\nLong-term memory will enable a person to attend quickly to the correct stimuli in future situations ✔
\nAward [4 max] for experience or memory
\nAward [5 max] if there is no link to a sporting example
\n[6 max]
\nthe Bernoulli principle explains how relative air pressure «from backspin» around a golf ball means that it experiences a lift force and travels further through the air ✔
\nas a golf ball travels with backspin, it experiences higher air pressure on the bottom of the ball and lower air pressure on the top of the ball ✔
\nthe ball/object is attracted to the area of lower air pressure, which is above the ball and therefore experiences lift ✔
\nthe lift force is perpendicular to the direction of the airflow ✔
\nthe faster the ball travels / spins, the greater the differences in relative air pressure and therefore the greater the lift force ✔
\nthe dimples on the golf ball encourage small turbulent air, which protects the ball against drag force ✔
\na ball struck off «laterally» centre will spin in the air, therefore creating lower relative air pressure on one side and generating curve ✔
\nAccept annotated diagram to outline the principles.
\n[5 max]
\nthe acceleration of an object as produced by a net force is directly proportional to the magnitude of the net force, and inversely proportional to the mass of the object
OR
F = ma ✔
the ball will travel in the same direction as the direction of the net force applied to the ball ✔
\nwhen the club contacts the ball, the change in momentum of the club is transferred to the ball/conservation of momentum ✔
\nthe greater the change in momentum of the ball, the longer distance the ball will travel
OR
the greater the impulse applied to the ball, the longer distance the ball will travel ✔
larger clubs /club with greater mass will generate a greater force and therefore propel the ball further
OR
a lighter golf ball will accelerate faster when struck by the golf club ✔
Accept annotated diagrams for suitable mark points.
\n[4 max]
\nMost knew which macronutrients were important and gained 3 or 4 marks. In general, appreciation of the differences for different populations or the overall caloric intake was not discussed.
\nMost gained 3 marks for discussing the effect of experience and memory on selective attention with relevant sporting examples. However, few linked short- and long-term memory to selective attention. The influence of experience was generally answered better.
\nThis was poorly understood by many candidates. Some only stated that it involved air pressure others said it was about gravity stopping the ball. An annotated diagram could have been used to support their explanations.
\nFew gained full marks but many understood ‘F=ma’ and the relationship between how hard the ball was hit and the distance the ball travelled.
\nExplain how acetylcholine (ACh) initiates skeletal muscle contraction.
\nAnalyse how capillary and mitochondrial densities affect slow twitch (type I) muscle fibres.
\nExplain the role of insulin and muscle contraction on glucose uptake during exercise.
\nchanges the electrical/neural impulse into a chemical stimulus at the motor end plate
OR
ACh is released when an action potential arrives at the motor end plate ✔
ACh binds to post synaptic receptors✔
\nincreases membrane permeability to sodium ions/Na+ ✔
\nwhich causes Ca++ to be released <into the muscle cell> ✔
\nACh is broken down < by cholinesterase> to prevent continual muscle stimulation✔
\nType I has a high density of capillaries and mitochondria✔
\nhigh capillary density allows for increased oxygenation ✔
\nhigh mitochondrial density allows for increased use of oxygen
OR
high mitochondrial density allows for use of aerobic respiration «producing high amounts of ATP» ✔
both contribute to activities that require prolonged energy supply
OR
increases fatigue resistance ✔
insulin production is a response to high blood sugar/glucose levels ✔
\ninsulin stimulates glucose uptake from the blood into skeletal muscle
OR
insulin improves cell membrane permeability to glucose ✔
muscle contraction stimulates glucose uptake from the blood into skeletal muscle
OR
exercise improves cell membrane permeability to glucose ✔
increased sensitivity leads to decreased insulin/glycogen production ✔
\nAward [2 max] for either insulin or muscle contraction
\nGetting full marks for (a) was not always easy for candidates.
\nWas generally well done with the vast majority of students knowing that capillary and mitochondrial density was high in type I muscle and the implications of this in terms of function.
\nCandidates generally showed good understanding of insulin and its effect on glucose uptake but struggled with the muscle contraction component.
\nUsing an example, describe the phases of learning a skill.
\nEvaluate two valid tests of aerobic capacity.
\nExplain the process of gaseous exchange at the alveoli.
\nDiscuss the role of hormones on glucose uptake during exercise.
\nPhases:
\ncognitive/verbal phase, associative/motor phase, autonomous phase ✔
\nCognitive/verbal phase:
\nthe activity is completely new to the learner/they are in the beginning/initial stage of the learning continuum ✔
\nperformance is highly variable/shows a lack of consistency from one attempt to the next ✔
\nlearners are less likely to self-correct/ require an external coach to provide feedback ✔
\nduring the cognitive stage of learning, the beginner focuses on cognitively-orientated problems, for example, body position for skill execution/ how fast should I move this arm / rules of the game ✔
\nthe change in the rate of improvement is faster in the cognitive phase ✔
\nAssociative/motor phase:
\na performer practices the task and can associate their movements with the mental image of the skill ✔
\na performer begins to “feel” what a good performance is like kinaesthetically
OR
a performer begins to detect and correct errors in their performance/ begins to develop consistent movements ✔
Autonomous phase:
\nreaction time is shorter as motor programmes are well learnt «stored in long-term memory» ✔
\nskills appear automatic/instinctive as attention is focused elsewhere ‹for example on tactics, the move or pass or shot and on using fakes› ✔
\na performer judges their own performance and is able to make changes without external feedback from a coach ✔
\na performer will perform with a greater level of skill/consistency/accuracy/fluency / as they get closer to the autonomous phase ✔
\nAward [2 max] for each phase.
\nAward [5 max] if no example used.
\nAward [1 max] for an example for a phase.
\n[6 max]
\napply to all:
\nstrengths:
\ncan administer to many at once ✔
\ninexpensive ✔
\nminimal equipment ✔
\nno training required to administer ✔
\nlimitations:
are indirect measures of VO2 max ✔
ALTERNATIVE TEST 1: Multistage fitness test/bleep test/Leger test
\nstrengths:
\nlarge normative data available ✔
\ncorrelation with VO2 max is good ✔
\nlimitations:
\nas a maximal test, it relies heavily on psychological attributes ✔
\nrequires lots of turning, which can be a confounding factor ✔
\nALTERNATIVE TEST 2: Cooper’s 12-minute run
\nstrengths:
\nlimited turning involved ✔
\neasier for athletes to motivate themselves ✔
\nlimitations:
\nrelies on athlete pacing themselves correctly ✔
\nsubmaximal, meaning less accurate VO2 max estimation ✔
\nALTERNATIVE TEST 3: Harvard step test
\nstrengths:
\nclearly paced by metronome ✔
\nsubmaximal nature makes it effective for people with health issues ✔
\nlimitations:
\nsignificantly affected by lower body muscular endurance ✔
\nsubmaximal, meaning less accurate VO2 max estimation ✔
\nAward [1 max] for listing 2 valid aerobic tests
\nAward [4 max] for each aerobic test.
\nAward [2 max] for strength or limitation for each test
\n[6 max]
\ngases diffuse across the alveoli membrane ✔
\nmovement is from high to low partial pressure/concentration gradient ✔
\noxygen partial pressure is higher in air breathed in compared to blood ✔
\ncarbon dioxide has a higher partial pressure in blood compared to lungs ✔
\nthe concentration gradient is maintained due to ventilation / blood flow ✔
\ndiffusion is facilitated by the thin / moist barrier/ large alveoli surface area between blood and alveoli ✔
\ngreater volumes of gases diffusing across alveoli membrane when exercising ✔
\nAccept answers in the converse where appropriate.
\n[4 max]
\nduring exercise insulin is inhibited
OR
during exercise increased levels of sympathetic nervous system hormones «catecholamines» inhibits the release of insulin ✔
insulins role is to increase glucose uptake by muscle for glucose storage/gylcogensis ✔
\nduring exercise adrenaline is released ✔
\nadrenaline stimulates glucose uptake «for glucose to be used» ✔
\nadrenaline promotes the conversion of glycogen to glucose/ glycogenolysis ✔
\nadrenaline promotes lipolysis/ catabolism of fatty acids ✔
\nwhen glucose levels in blood drop during exercise glucagon is released glucagon stimulates the conversion of glycogen to glucose/ glycogenolysis ✔
\nduring exercise glucose uses transporters (GLUT4) ✔
\nvesicles containing GLUT4 are mobilised to the plasma membrane by exercise ✔
\n[4 max]
\nHalf of the candidates understood the phases and achieved 4 or 5 marks but the other half had no idea. Therefore, the responses to this question were either very good or very poor.
\nMost students could name one test; however, several ‘described’ rather than ‘evaluated’ the tests.
\nSeveral students could name two valid tests and give 4 marking points on this question. They were able to identify the general strengths and limitations found in most field tests but many were unable to focus their responses on specific strengths or limitations that are unique to the tests mentioned.
\nWhen the candidates answered the correct question, they answered it very well. Most understood that the process involved diffusion and how O2 and CO2 are affected. Very few, if any, mentioned that greater volumes of gas move during exercise.
\nMany could not name specific hormones and when they did, many confused glucagon and insulin. Additionally, few mentioned adrenaline.
\nExplain the process of gaseous exchange between the lungs and pulmonary capillaries at rest and during exercise.
\nCompare and contrast the characteristics of the lactic acid and aerobic system.
\nDescribe the characteristics associated with the three phases (stages) of learning, with reference to the progression from novice to skilled performance.
\nOutline why sports science students must be careful when interpreting the correlation between two variables.
\nAt rest:
differences in the partial pressures of the gases in the alveoli and blood create a «pressure» diffusion gradient across the respiratory membrane ✔
gases move from an area of higher pressure to one of lower pressure ✔
\nthe amount and rate of gas exchange that occurs across the membrane depends on the partial pressure of each gas
OR
Fick’s Law ✔
the «pressure» diffusion gradient for CO2 is less than for oxygen exchange ✔
\nPO2 at the alveoli is 105mm Hg/higher and PO2 of the blood in the pulmonary capillaries is 40mm Hg/lower ✔
\nPCO2 in blood in pulmonary capillaries passing beside alveoli is 46mm Hg/higher and air in the alveoli has a PCO2 of 40mm Hg/is lower ✔
\noxygen/O2 enters the blood and carbon dioxide/CO2 leaves it ✔
\nCO2 crosses the alveolar membrane more readily than oxygen without a large pressure gradient ✔
\ngases move randomly across the membrane when at equilibrium, but the net movement stays the same
OR
the number of particles moving across the membrane in one direction is equal to the number moving in the opposite direction ✔
During exercise:
oxygen diffusion capacity increases as one moves from rest to exercise ✔
greater arterio-venous difference facilitating O2 exchange ✔
\nexercise increases CO2 production and facilitates CO2 removal ✔
\nAward [4 max] if there is no reference to changes during exercise.
\n
Award [1 max] per row.
\nAward [4 max] for contrasting only.
\nFor duration accept within the range of 15s–120s for lactic acid system and 55s–infinite time.
\nCognitive/verbal (early phase):
learning occurs through verbal labels/physical demonstrations, videos, films, reading information or listening to a description of the skill
OR
to aid memory learning occurs through trial and error ✔
Associative/motor phase (intermediate phase):
a performer practices the task and can associate their movements with the mental image of the skill ✔
a performer begins to “feel” what a good performance is like kinaesthetically
OR
a performer begins to detect and correct errors in their performance ✔
Autonomous phase (final phase):
reaction time is shorter as motor programmes are well learnt «stored in long-term memory» ✔
skills appear automatic as attention is focused elsewhere «for example on tactics, the move or pass or shot and on using fakes» ✔
\na performer judges his/her own performance and make changes without external feedback from a coach ✔
\nProgression novice-skilled performer:
a novice performance will typically occur during the «early» cognitive and associative phase ✔
a performer will gradually get more skilled in their performance as they get closer to the autonomous phase ✔
\nAward [1 max] if the three phases are stated and not explained.
\nAward [3 max] 1 mark per description per phase.
\nAward [3 max], 1 mark for correctly relating novice and/or skilled performance to each phase.
\ncorrelational research is where we observe what naturally goes on in the world without directly interfering with it ✔
\nthe only way to infer causality is through comparison of two controlled situations «one in which the cause is present and one in which the cause is absent» ✔
\nthese situations should be identical in all senses except the presence of cause ✔
\nwith ecological validity it can be difficult to ensure identical situations ✔
\na confounding variable «third-variable»
OR
causality between two variables cannot be assumed because there may be other measured or unmeasured variables affecting the results ✔
correlation coefficients say nothing about which variable causes the other to change ✔
\nthe inductive approach has a logical flaw eg although night and day are perfectly correlated, neither causes the other «both are caused by an external factor – the spinning of the Earth in relation to the Sun» ✔
\n\n
Most candidates scored high marks on this question. They were able to correctly identify the flow of gases, how this occurred and the changes that occur during exercise.
\nSome candidates demonstrated excellent examination techniques and placed this information into a table. Many candidates struggled to compare the two systems and only accessed the contrasting marking points. Candidates lacked specific knowledge of the number of ATP molecules produced in each system and this requires further revision and clarification. Many candidates were able to identify some by-products but lacked depth in their answer and rarely scored more than 3 marks for this question.
\nMost candidates were able to refer to the changes from novice to skilled performer across the three stages of learning. Generally, most candidates correctly identified the stages of learning; however few candidates could accurately describe the stages in enough detail to allow them to access the full marks.
\nCandidates had a strong understanding that correlation does not mean causation; however they struggled to apply this further to gain more than 2 marks for this question.
\nDistinguish between the three different types of muscle.
\nDefine motor programme.
\nApply the concept of motor programme to improving performance of a gymnastics routine.
\nExplain how running versus static exercise (such as holding a plank position) affect systolic and diastolic blood pressure levels.
\nUsing Welford’s model of information processing, describe how information enters the short-term memory (STM).
\nDiscuss how the three energy systems contribute to ATP production during an 800-metre run.
\nmotor programme is a set of movements stored as a whole in the memory «regardless of whether feedback is used in their execution»
OR
consists of an executive programme and subroutines✔
practice of the motor programme/subroutines for a jump/gymnastics routine improves proficiency ✔
\nimproved proficiency reduces executive programmes to subroutines as the movement has become more fluid ✔
\nthis results in opportunity to practice more complex motor programmes such as a hand spring ✔
\nAccept any valid example that refers to a gymnastics routine.
\nthe nature of muscle contraction during static and dynamic exercise affect the peripheral vascular resistance differently ✔
\nduring static exercise muscles create higher pressure on the blood vessels in contrast to dynamic exercise which results in lower pressure on the blood vessels ✔
\nduring static exercise there is an increase even in diastolic BP because the muscles exert continuous pressure on the vascular system / the loss of the vascular pump ✔
\nAward [2 max] if no explanation.
\ninput detection occurs / detected by the sense organs/interoceptors/exteroceptors ✔
\ninformation can come from intrinsic and extrinsic feedback/sources✔
\ninformation is briefly stored in short term sensory store ✔
\nrelevant information is perceived/attended to through selective attention/signal detection process ✔
\nthe necessary information is passed on to short-term memory ✔
\nduring «approximately» the first minute all energy systems will be working ✔
\nduring an 800 m run, energy systems do not respond in a sequential manner ✔
\nATP-CP system:
ATP production is from the breakdown of phosphocreatine <anaerobically> during initial seconds of activity ✔
1 PC = 1 ATP ✔
may contribute at other times of rapid change in energy demand <as long as a steady state is found where the athlete settles into a pace> such as at the end of the race ✔
\ncan only last for 10–15 seconds/ short bursts ✔
\nLactic Acid System:
partial breakdown of glucose anaerobically to produce ATP ✔
1 glucose molecule = <net> 2ATP ✔
\nwill dominate after the ATP-PC system up to 1–2 minutes <while the aerobic system gets fully functional> ✔
\nThe lactic acid system will dominate at other times where effort increases towards 100% such as during the final sprint ✔
\nAerobic System:
The aerobic system will dominate from approx. 1–2 minutes as the runner settles into their race pace ✔
1 glucose molecule = 38 ATP with the aerobic system ✔
\nComplete breakdown of glucose molecule in the presence of oxygen ✔
\nAward [3 max] for each energy system and [5 max] if only 2 energy systems are discussed
\nMany candidates struggled with the command term here and neglected to have the comparative component for each type of muscle.
\nNot always well understood.
\nNot always well understood. The application of the motor programme to performance improvement in gymnastics was not easy.
\nGenerally well done.
\nGenerally well done.
\nThe focus of the question on ATP production was missed by many and they discussed general characteristics of the systems instead.
\nOutline the chemical control of ventilation during exercise.
\nDescribe the phenomenon of oxygen deficit.
\nOutline two named methods of memory improvement.
\nUsing a sporting example, predict how a change in radius affects speed of rotation.
\nExplain sliding filament theory after acetylcholine (ACh) increases muscle membrane permeability.
\nventilation is «chemically» regulated by blood acidity levels/low pH ✔
\nblood acidity levels increase/pH drops due to an increase in carbon dioxide levels ✔
\nblood acidity levels are detected by chemoreceptors ✔
\nmedulla oblongata/ANS/respiratory control centre receive information from receptors ✔
\nincreased blood acidity «and information from the proprioceptors» increases the depth / rate of ventilation ✔
\nAccept appropriately labelled diagram.
\ndeficit is calculated as the difference between the oxygen required for a given rate of work and the oxygen actually consumed ✔
\ndeficit takes place during the initial stages of exercise ✔
\nmuscles generate ATP through anaerobic pathways ✔
\noxygen transport system is not immediately able to supply the needed quantity of oxygen to the active muscles
OR
oxygen consumption requires several minutes/time before a homeostatic level is reached ✔
homeostatic level is reached when the aerobic system meets the demands ✔
\nis repaid after exercise is finished✔
\nrehearsal ✔
\ninformation is processed mentally or physically ✔
\ncoding ✔
\nlabelling sets of information to make it easier to access ✔
\nbrevity ✔
\ngiving a learner a small amount of information at a time to avoid overload ✔
\nclarity ✔
\nkeeping learning / teaching simple at the beginning ✔
\navoiding to teach / learn similar but distinct items in the same session «to avoid interference with the memory of the other» ✔
\nchunking ✔
\nlearners retain more if the information is chunked «instead of being presented as individual items» ✔
\norganization ✔
\nwe remember more easily if we organize the way in which we are to learn and ensure that the information is meaningful ✔
\nassociation ✔
\nensuring that new learning is linked to what players already know ✔
\npractice ✔
\nestablishes memory trace/pathway ✔
\nAward [1 max] for a list of methods.
\nAward [2 max] per memory aid.
\nDescription must correspond to the named method to obtain the mark.
\nAngular momentum=moment of inertia x angular velocity ✔
\nangular momentum is conserved after push off/take off
OR
the magnitude of angular momentum remains constant ✔
with decrease in radius the body has lower moment of inertia ✔
\nthe speed of rotation/rotational velocity increases with decreased radius/body being in a compact shape
OR
eg moving arms/legs closer in will increase the speed of rotation ✔
when an athlete wants to stop the spin, they increase the radius to decrease the rotational velocity ✔
\nAward [2 max] if no reference to an example is included.
\nsodium ions/Na+ enter the muscle and change the polarization in the myofibril ✔
\nthe sarcoplasmic reticulum releases calcium ions ✔
\ncalcium ions bind to troponin ✔
\nTropomyosin/troponin complex exposes the binding site «on actin» ✔
\nmyosin «head» creates a cross-bridge with the actin ✔
\npower stroke takes place ✔
\nz lines come closer together / H zone gets smaller✔
\nmyosin releases actin if new ATP appears ✔
\nmyosin head reattached further down the actin filament repeating the cycle < called the ratchet mechanism>✔
\nprocess goes on until acetylcholine-esterase breaks the acetylcholine down ✔
\nMost candidates managed to articulate that an increase in CO2 changes the pH which is detected by chemoreceptors.
\nOverall a good understanding was shown here with very few getting this mixed up with oxygen debt.
\nVery well articulated.
\nGenerally well done and understood and able to use a relevant example from sport to show understanding.
\nVery well articulated. Candidates clearly know the sliding filament theory and the associated steps.
\nDistinguish between the movement permitted in different types of joints.
\nDescribe how cardiovascular drift takes place.
\nOutline the re-synthesis of ATP by the ATP–CP system.
\nUsing an example, analyse conditions for acceleration.
\nUsing examples from team sports, evaluate the concept of the psychological refractory period (PRP).
\nCardiovascular drift is an increase in heart rate during prolonged exercise <despite effort remaining the same>✔
\nduring prolonged exercise there is an increase in core temperature ✔
\nthe rise in core temperature causes redistribution of blood to the periphery in order to cool ✔
\nthe blood volume redistribution causes the heart to work harder in order to maintain muscle blood flow / energy demands✔
\nblood flow to skin increases and water is lost via sweating ✔
\nprolonged cooling/sweating causes a decrease in blood volume / increase in viscosity✔
\nreduction in venous return/stroke volume causes the heart rate to increase to maintain cardiac output ✔
\ncreatine phosphate/CP/PCr is a high-energy molecule/fuel ✔
\nspeed of breakdown is increased by creatine kinase ✔
\nCP is broken down to provide a phosphate molecule for the re-synthesis of ATP/ energy released is used to add Pi to ADP «endothermic reaction» ✔
\nreaction is a coupled reaction where one reaction is linked to another reaction ✔
\nreleases energy «exothermic reaction» and phosphate molecule/Pi ✔
\n1 PC = 1ATP✔
\ndoes not require oxygen✔
\nis the first system to provide ATP / occurs in the first 10–15sec of exercise✔
\nAccept a reaction equation.
\nforce is proportional to acceleration / F=ma
OR
more force yields greater acceleration ✔
eg kicking harder/application of more force increases the acceleration of a ball ✔
\nmass is proportional to the force / m =
OR
smaller mass yields greater acceleration with application of the same amount of force ✔
eg decreasing the weight of gear in cycling allows for more acceleration when the same force in pedaling is applied ✔
\nlonger application of the same force causes greater acceleration ✔
\nacceleration occurs in the direction of the force ✔
\nAccept other valid examples.
\nAward [3 max] if no example provided
\npsychological refractory period/PRP is the increase in reaction time to a second stimulus caused when the second stimulus has been delivered while the performer is responding to the first stimulus
OR
it is the time delay in reaction time caused by the arrival of a second stimulus before the first is processed ✔
this is believed to take place due to brain processing information on a single track/using the single channel mechanism ✔
\nin sports you can use PRP as an advantage by introducing a dummy stimulus before the real movement ✔
\nstrengths:
can be used to help a performer have greater chances of success eg pretending to pass / run one direction then quickly changing to pass / run the other way ✔
provides a performer with a greater range of options in their play ✔
\nexternal noise eg other players calling, or crowd noise can enhance the effectiveness of the PRP ✔
\nthe more options that a player has will increase the reaction time to the stimulus <Hick’s law> ✔
\nlimitations:
if a performer uses it too often, they will become predictable and this limits success✔
PRP may be reduced by anticipation / early cue detection / effective coach analysis / practicing «open» skills ✔
\nanxiety might make the performer get the timing wrong and thus the PRP is not effective ✔
\nAward [2 max] for an annotated diagram of the single channel hypothesis for mark points 1 and 2.
\nAward 4 [max] if only strengths or limitations provided
\nAward [4 max] if no example given
\nWas a very easy question and generally well done.
\nThere was a good understanding of this concept and the associated triggers and changes which occur.
\nThe level of understanding here was very good with many candidates being aware of the enzyme involved.
\nMany candidates struggled with this question in understanding exactly what was being asked.
\nThis concept was generally well understood and easily associated to a dummy move.
\nWhat are the functions of the axial skeleton?
\n\n
C
\nLow to mid-difficulty question. Answer B was the main distractor.
\nWhich statement is correct about the insertion of a skeletal muscle?
\nA. The attachment of a muscle tendon to a moveable bone
\nB. The attachment of a muscle tendon to a stationary bone
\nC. The attachment of a muscle tendon at the proximal end
\nD. The attachment of a muscle tendon on the anterior aspect
\nA
\nCommon higher level question. Mid-difficulty question. Answer B was the main distractor.
\nThe diagram shows the skeletal muscles in the anterior upper leg. Which muscle is labelled X?
\nA. Rectus femoris
\nB. Vastus medialis
\nC. Sartorius
\nD. Vastus lateralis
\nD
\nCommon higher level question. Mid-difficulty question Answers A & B were the main distractors. G2 comments suggest that the diagram lacked clarity. Although the diagram does not specifically annotate the leg the features of the skeletal system provide anatomical information which allows candidates to determine the muscle being identified.
\nThe graph below represents lung volume. What is labelled X?
\n\n
A. Tidal volume
\nB. Vital capacity
\nC. Expiratory reserve volume
\nD. Inspiratory reserve volume
\nB
\nMid-difficulty question. Answer A was the main distractor.
\nWhich statement(s) about the functions of the conducting airways is/are correct?
\nI. Provide a low resistance pathway for airflow
\nII. Provide a site for gaseous exchange
\nIII. Warm and moisten the air
\nA. I and II only
\nB. I and III only
\nC. II and III only
\nD. I, II and III
\nB
\nLow-difficulty question (47.05 % correctly answered). Answer D was a very strong distractor.
\nWhat causes an increase in ventilation?
\nA. A decrease in carbon dioxide content in the blood
\nB. A decrease in hydrogen ions in the blood
\nC. A decrease in blood pH
\nD. A decrease in blood acidity
\nC
\nCommon higher level question. High-difficulty question (25.85 % correctly answered). B was a very strong distractor with more candidates selecting B rather than the correct answer of C. B was accepted as an answer because in a hypoxic environment this can be correct. (Note: the wording has been amended for the published version.) Therefore the difficulty of this question changed to 85.95 % candidates correctly answered.
\nWhat is the primary role of platelets?
\nA. Supporting immune function
\nB. Carrying dissolved substances
\nC. Transporting oxygen
\nD. Blood clotting and preventing bleeding
\nD
\nCommon higher level question. 5th easiest question (87.20 % correctly answered).
\nThe diagram shows the ultrastructure of a generalized animal cell. What is the main function of the organelle labelled X?
\n[Source: Siyavula Education, Grade 10 Life Science: Cell Structure And Function, https://www.siyavula.
com/read/science/grade-10-lifesciences/cells-the-basic-units-of-life/02-cells-the-basic-units-of-life-02. Everything
Maths and Sciences textbooks can be freely downloaded at www.siyavula.com. Republished under Creative
Commons Attribution 4.0 International licence, https://creativecommons.org/licenses/by/4.0/legalcode.]
\n
A. Protein synthesis
\nB. Digestion of macromolecules
\nC. Cellular respiration
\nD. DNA storage
\nC
\nThe ninth most challenging question (72.46 %). The main distractors were A and D. Although the diagram of the animal cell could have been clearer in other areas, the indicated organelle was clearly a mitochondrion.
\nWhat are major sites for triglyceride storage in the body?
\nI. Liver
\nII. Skeletal muscle
\nIII. Adipose tissue
\nA. I and II only
\nB. I and III only
\nC. II and III only
\nD. I, II and III
\nC
\nA challenging question.
\nWhat type of movement takes place from Position A to Position B in the diagram?
\n[Source: Adapted from Kanthi.M.H, George V.I, Mruthyunjaya H.S, “Fuzzy logic control for active Ankle Foot
Orthosis”, IEEE International Conference on Fuzzy Systems (Fuzz IEEE), Hyderabad, India, July 7–10, 2013.]
\n
A. Eversion
\nB. Inversion
\nC. Dorsi flexion
\nD. Plantar flexion
\nD
\nEasy question.
\nHow is cardiac output calculated?
\nA. Heart rate × stroke volume
\nB. Heart rate + stroke volume
\nC. Heart rate + tidal volume
\nD. Tidal volume × stroke volume
\nA
\nFourth easiest question (90.11 % correctly answered).
\nWhat does systolic blood pressure measure?
\nA. The force exerted on venous walls during atrial contraction
\nB. The force exerted on arterial walls during atrial contraction
\nC. The force exerted on venous walls during ventricular contraction
\nD. The force exerted on arterial walls during ventricular contraction
\nD
\nCommon higher level question. Mid-difficulty question. Answer B & C were the main distractors.
\nWhich are macronutrients?
\nI. Fats
\nII. Carbohydrates
\nIII. Water
\nA. I and II only
\nB. I and III only
\nC. II and III only
\nD. I, II and III
\nD
\nMid-difficulty question. Answer A was the main distractor. Teachers and candidates should be aware of the teacher's notes for assessment statement 3.1.1.
\nThe diagram shows joints in motion. Which shows a muscle undergoing eccentric contraction?
\n[Source: © International Baccalaureate Organization 2020.]
\nB
\nThe wording of the question was not clear. The intent of this question was for the student to recognize that an eccentric contraction involved a lengthening of the muscle. Also, the student should have recognized that in case C, the hamstrings would normally be relaxing by reciprocal inhibition. However, the question stated that all of the indicated muscles were “contracting.” Thus, both B and C were accepted as correct, making this an “easy” question.
\nWhat causes an increase in angular velocity during a spin where no additional forces are applied after the initial push?
\nA. Increase in radius
\nB. Increase in mass
\nC. Decrease in moment of inertia
\nD. Decrease in angular momentum
\nC
\nMid-ranking question.
\nThe diagram shows velocity–time graphs. Which graph shows the greatest change in velocity?
\nD
\nEasy question.
\nThe diagram shows a high jumper performing a Fosbury Flop. During which phase is the centre of mass outside the athlete?
\n[Source: © International Baccalaureate Organization 2020.]
\nC
\nEasy question.
\nWhat is the composition of triacylglycerol?
\nA. Three glycerol and one fatty acid molecules
\nB. One glucose and three fatty acid molecules
\nC. One glycerol and three fatty acid molecules
\nD. Three glucose and one fatty acid molecules
\nC
\nMid-difficulty question. A good discrimination index.
\nWhat is a function of adrenaline?
\nA. Increases stimulation of the parasympathetic nervous system
\nB. Increases heart rate
\nC. Decreases glycogenolysis
\nD. Decreases heart rate
\nB
\nMid-difficulty question. Answer A was the main distractor.
\nWhat causes a golf ball to lift after being hit?
\nC
\nMid-ranking question.
\nWhat is the definition of cell respiration?
\nA. The controlled release of energy in the form of adenosine triphosphate (ATP) from organic compounds in cells
\nB. The controlled release of energy in the form of adenosine diphosphate (ADP) from organic compounds in cells
\nC. The controlled release of energy in the form of glycogen from organic compounds in cells
\nD. The controlled release of energy in the form of carbon dioxide from organic compounds in cells
\nA
\nCommon higher level question. Mid-difficulty question, answer D was the main distractor.
\nWhat is an example of an open skill?
\nA. A serve in tennis
\nB. A free throw in basketball
\nC. A javelin throw
\nD. A pass in soccer
\nD
\nA challenging question.
\nWhich energy system is the predominant contributor of ATP for a runner participating in a marathon?
\nA. ATP–PC system
\nB. Anaerobic system
\nC. Lactic acid system
\nD. Aerobic system
\nD
\nCommon higher level question. Mid-difficulty question.
\nWhat shortens during muscular contraction according to the sliding filament theory?
\nA. Z line
\nB. A band
\nC. H zone
\nD. Actin
\nC
\n4th most difficult question (42.23 % correctly answered).
\nWhat is an ability?
\nA. A general trait or capacity of an individual
\nB. A learned movement that is specific to the task
\nC. A consistent production of goal-oriented movements
\nD. The way an action is learned
\nA
\nThe easiest question on the paper, at 97.83 % correct.
\nWhat is an example of a perceptual motor ability?
\nA. Strength
\nB. Reaction time
\nC. Flexibility
\nD. Endurance
\nB
\nA very easy question.
\nWhich is an example of information received through proprioceptors?
\nA. Recognition of a cool temperature
\nB. Recognition of wind resistance
\nC. Detection of blood glucose concentration
\nD. Detection of the location of one’s body in space
\nD
\nThe eighth most challenging question (70.29 %). The primary distractor was C, indicating an understanding that a proprioceptor is a form of interoceptor, but lacking the true understanding of its role.
\nWhich is an example of perceptual skill?
\nA. Knowledge of team tactics
\nB. Shooting in basketball
\nC. Assessing the putting green in golf
\nD. Receiving a serve in tennis
\nC
\nMid-difficulty question.
\nWhat does ability refer to?
\nA. The production of goal-orientated movements
\nB. The way in which a sports skill is performed
\nC. A learned skill that is specific to the task
\nD. The general trait or capacity of the individual
\nD
\nLow-difficulty question (82.46 % correctly answered).
\nWhat is an example of an isotonic eccentric contraction for the triceps?
\nA. Lowering phase (elbow flexion) in a push-up
\nB. Lifting phase (elbow extension) in a push-up
\nC. Execution phase (elbow extension) when throwing a ball
\nD. Preparation phase (elbow flexion) when throwing a ball
\nA
\nCommon higher level question. 3rd most difficult question (41.90 % correctly answered), answer B in the main distractor.
\nWhich term describes a scalar quantity?
\nA. Acceleration
\nB. Distance
\nC. Displacement
\nD. Velocity
\nB
\nCommon higher level question. High-difficulty question (48.13 % correctly answered) Answer C & D were main distractors.
\nWhat is an example of a first-class lever?
\nA. Triceps contracting, moving the elbow
\nB. Biceps contracting, moving the elbow
\nC. Quadriceps contracting, moving the knee
\nD. Hamstrings contracting, moving the knee
\nA
\nCommon higher level question. 2nd most challenging question on the paper (27.27 % correctly answered). Option B was the main distractor with more candidates selecting this answer. G2 comments suggested that all the answers are third-class levers; however based on the insertion of the triceps A is the correct answer.
\nWhat is rehearsal in memory improvement?
\nA. Grouping information into larger sets
\nB. Storing information through repetition
\nC. Associating information with prior experiences
\nD. Remembering specific details
\nB
\nEasy question.
\nWhy are yellow balls used in tennis?
\nA. To increase signal intensity
\nB. To limit background noise
\nC. To improve the efficiency of sense organs
\nD. To improve memory retrieval
\nA
\nCommon higher level question. Mid-difficulty question. Answer C was the main distractor.
\nWhat is the average capacity of short-term memory?
\nA. 1 bit of information
\nB. 2 + 7 bits of information
\nC. 7 + 2 bits of information
\nD. Unlimited
\nC
\n2nd most difficult question on the paper (53.37 % correctly answered). Answer B was the main distractor.
\nWhat is movement time?
\nA. Response time − reaction time
\nB. Response time + reaction time
\nC. Response time × reaction time
\nD. Response time ÷ reaction time
\nA
\nThe seventh most challenging question (66.67 %). The main distractor was B.
\nHow is angular momentum calculated?
\nA. Moment of inertia ÷ angular velocity
\nB. Moment of inertia - angular velocity
\nC. Moment of inertia × angular velocity
\nD. Moment of inertia + angular velocity
\nC
\nCommon higher level question. Mid to low-difficulty question.
\nFor successful completion, which event requires the greatest angle of release?
\nA. High jump
\nB. Long jump
\nC. Shot put
\nD. Discus
\nA
\nHigh-difficulty question (45.72 % correctly answered).
\nWhat does standard deviation represent?
\nA. Deviation of negative values from a mean
\nB. Deviation of positive values from a mean
\nC. Spread of the variability of data around a mean
\nD. Statistical significance of variation around a mean
\nC
\nEasy question.
\nThe diagram shows a gymnast performing a handstand. What is the position of the tarsals in relation to the femur?
\n\n
A. Superior
\nB. Inferior
\nC. Lateral
\nD. Medial
\nA
\nA was the correct answer for this question. A high proportion of candidates selected A as the answer. B was the main discriminator which is to be expected as it is the opposite. Lateral and medial were poor discriminators.
\nWhat is the function of a ligament?
\nA. To attach muscle to bone
\nB. To attach bone to bone
\nC. To reduce friction
\nD. To secrete synovial fluid
\nB
\nB was the correct answer with a high proportion of candidates selecting B. However the main discriminator was A, the other answers were weak discriminators but a number of candidates had selected this option.
\nThe diagram shows average respiratory volumes. What happens to the expiratory reserve volume (ERV) when an athlete begins to run?
\n[Source: William F. Ganong, MD: Review of Medical Physiology 19th Edition, Copyright © McGraw-Hill Education. All rights reserved.]
\n\n
A. It increases until the residual volume is 0 litres.
\nB. It decreases.
\nC. There is no change.
\nD. It increases but is limited by residual volume.
\nB
\nB was the correct answer however a larger number of candidates selected D. This is a contextual question and candidates need to be aware of the respiratory volumes and capacities and how they change with exercise.
\nWhich procedure would assess the reliability of an experiment?
\nA. Repeat the experiment to determine if the results remain the same
\nB. Test the degrees of precision of the instruments
\nC. Conduct similar tests that measure changes in the same dependent variable
\nD. Determine how close the measurements are to the true value
\nA
\nMid-ranking question.
\nDefine cross-training.
\nMuscle soreness and fatigue are two indicators of overtraining. Discuss how a coach could monitor two other possible indicators to prevent overtraining.
\ninvolves more than one type of activity/sport to exercise different muscle groups ✔
\ncan be applied to training multiple fitness components <eg strength, flexibility and endurance> within the same training session ✔
\nmeasure resting heart rate ✔
\nmeasure blood pressure ✔
\nassess training volume ✔
\ncheck athlete’s sleep diary ✔
\nmonitor athlete’s food intake ✔
\nmonitor athlete’s general wellbeing ✔
\nobserve body weight loss/muscle loss ✔
\ntrack performance data / observe technique ✔
\nWhat is Hick’s Law?
\nA. There is an increase in reaction time with increased number of choices.
\nB. There is a decrease in reaction time with increased number of choices.
\nC. There is an increase in movement time with increased number of choices.
\nD. There is a decrease in movement time with increased number of choices.
\nA
\nLow-difficulty question (49.04 % correctly answered). Answer B was the main distractor.
\nWhich occurs during the inhalation phase of ventilation during exercise?
\nC
\nThe correct answer was C with a high proportion selecting C. Interestingly A was the main distractor. A reminder that the internal intercostal muscles contract during forced exhalation during strenuous exercise to increase the rate of breathing.
\nState the standard range for a healthy core body temperature.
\nIdentify an example of heat conduction in a sport.
\n37 ± 0.6 °C ✔
\nAccept responses within the range provided.
\nskier’s foot touches the boot and transfers heat to it ✔
\nAccept any appropriate example.
\nWhich is correct about the Physical Activity Readiness Questionnaire (PAR-Q)?
\nA. PAR-Q is used to determine the possible health risks of an exercise programme
\nB. The PAR-Q form helps to diagnose cardiac issues
\nC. If a PAR-Q is completed, it confirms that there will be no risk of injury
\nD. PAR-Q is a screening tool based on a person’s athletic performance in previous competitive events
\nA
\nMid-ranking question.
\nWhich describes practice to performance transfer in tennis?
\nA. Hitting against a ball machine
\nB. Understanding the biomechanics of hitting
\nC. Training for strength to improve hitting
\nD. Hitting right-handed and left-handed
\nA
\nMid-difficulty question. Answer C was the main distractor.
\nWhat is a benefit of a maximal test?
\nA. Typically, it is safer than sub-maximal tests
\nB. Typically, it is more accurate than sub-maximal tests
\nC. Typically, it is easier to recruit participants
\nD. Typically, participants experience a quick recovery
\nB
\nEasy question.
\nStimulants are one class of non-nutritional ergogenic aids currently banned by the International Olympic Committee (IOC). List two other classes of non-nutritional ergogenic aids that are banned.
\nExplain the use of erythropoietin (EPO) by a cross-country skier.
\nanabolic steroids ✔
\nhormones and related substances ✔
\ndiuretics and masking agents ✔
\nbeta blockers ✔
\nAccept appropriate examples of classes of aids, not specific examples. Full names need to be used eg anabolic steroids not just steroids.
\nEPO elevates / regulates red blood cell production <by stimulating bone marrow cells>
OR
increases hemoglobin concentration ✔
EPO <ultimately> increases oxygen capacity/VO2 max ✔
\nremoves carbon dioxide from tissues ✔
\na cross-country skier predominantly uses aerobic respiration ✔
\nEPO increases time to exhaustion/endurance capacity ✔
\n[3 max] if no reference to skier.
\nAn athlete completed five timed trials of a 20 m sprint test. What is the mean time?
\n\n
A. 3.90 s
\nB. 3.95 s
\nC. 4.00 s
\nD. 4.05 s
\nC
\nCommon higher level question. Easiest question on the paper (92.44 % correctly answered).
\nWhat blood vessel does the cardiovascular system use to send deoxygenated blood to the lungs?
\nA. The aorta
\nB. The vena cava
\nC. The pulmonary vein
\nD. The pulmonary artery
\nD
\nCandidates addressed this question well. Most candidates selected D as the correct answer, C was the main distractor.
\nWhat does a large standard deviation indicate?
\nA. The data is clustered closely to the mean.
\nB. The data is spread widely around the mean.
\nC. The data is normally distributed.
\nD. The data is not normally distributed.
\nB
\nCommon higher level question. 3rd easiest question on the paper (90.94 % correctly answered).
\nThe diagram represents blood flow in the heart, muscle, brain and skin of an athlete (i) at rest and (ii) at maximal exercise.
\n[Source: Copyright © 2015 the American Physiological Society.]
\n\n
Which represents the blood flow for muscle when changing from rest to exercise?
\nA
\nG2 form comments liked the new presentation of this topic. Most candidates selected A which was the correct answer. A number of candidates did select B, C & D and therefore may not have read the question in full.
\nA study examined the relationship between motivation and engagement in regular physical activity. A survey determined motivational profiles based on participants’ personal experiences with physical activity:
\nMean weekly engagement in physical activity is shown in the graph.
\n[Source: adapted from Friederichs, S.A., Bolman, C., Oenema, A. et al. Profiling physical activity motivation based on
self-determination theory: a cluster analysis approach. BMC Psychol 3, 1 (2015) doi:10.1186/s40359-015-0059-2.
Reproduced under terms of the Creative Commons Attribution 4.0 International Public License
(http://creativecommons.org/licenses/by/4.0)]
State the motivational profile that resulted in the highest mean weekly engagement in physical activity.
\nCalculate the difference, in minutes, between the mean weekly engagement in sports for Group 1 and Group 3.
\nDeduce the relationship between motivational profile and engagement in physical activity.
\nExplain the impact of the different types of motivation on physical activity.
\nGroup 1
OR
intrinsically motivated ✔
140 − 55 ✔
= 85 <min> ✔
Accept the subtraction in a different order.
\nthe less intrinsically motivated the participants, the lower their mean weekly engagement in physical activity ✔
\nAccept in the converse.
\nAccept other ways of wording the same association.
\nintrinsically motivated people have a perceived internal locus of causality
OR
intrinsically motivated people are driven by interest in/enjoyment for the task itself / extrinsically motivated people have a perceived external locus of causality
OR
extrinsically motivated people are driven by an external demand that carries a social value ✔
extrinsic reward can be seen as a way of controlling behaviour
the more intrinsic motivation causes more enjoyment and sustainability in engagement in physical activity ✔
\nintrinsic motivation is preferable as it is not contingent on a reward ✔
\nthere is a more gradual decrease in weekly minutes spent on walking as motivation becomes more extrinsic ✔
\nthe higher rate of decrease in weekly minutes spent on sports as motivation becomes more extrinsic could be caused by the fact that engagement in sports is supported by more extrinsic motivators ✔
\nAccept other valid examples from the data.
\nWhich describes the cardiac output of an athlete recovering from strenuous exercise?
\nD
\nD was the correct answer and the majority of candidates selected this. The main distractor was B. Candidates recognised that there was a change between exercise and recovery but some were distracted by increasing.
\nWhich fitness component does the stork stand test?
\nA. Reaction time
\nB. Balance
\nC. Strength
\nD. Muscle endurance
\nB
\nCommon higher level question. 2nd easiest question on the paper (90.44 % correctly answered).
\nWhich are elements of a general training programme?
\nI. Warm up
\nII. Endurance training
\nIII. Recreational activities and sports
\nA. I and II only
\nB. I and III only
\nC. II and III only
\nD. I, II and III
\nD
\nFifth most challenging question on the paper (43.81 % correctly answered). Answer A is the main distractor. More candidates selected A than the correct answer. G2 comments suggest that there is limited information regarding recreational activities and sports as part of a general training programme in IB course related books. However please remember that the subject specification guide is the source for all information regarding content in the examinations.
\nThe maximal oxygen uptake of an athlete when tested on a treadmill is measured to be 53 ml kg–1 min–1. What happens to this measurement when using an arm ergometer?
\nA. It increases to 120 %–130 %.
\nB. It decreases to 70 %–80 %.
\nC. It remains unchanged.
\nD. It decreases to 20 %–30 %.
\nB
\nThis is a contextual question that candidates found challenging. Candidates are not expected to know specific percentages, but they need to have an appreciation of the size of difference between the modes of exercise. Most candidates selected D and therefore understood that arm ergometry has a lower value compared to treadmill running but were unable to distinguish between the size of the difference. This was expected to be a challenging question, but these types of contextual questions are to be included in the future papers. G2 form comments were raised regarding the language used for these questions and this will be taken on board for future papers.
\nIn percentage terms, which provides the greatest source of carbohydrate for an athlete?
\nA. Avocado
\nB. Chicken
\nC. Potato
\nD. Olives
\nC
\nMajority of candidates selected the correct answer C, none of the other responses were strong distractors.
\nWhich is formed from a catabolic reaction?
\nA. Glucose
\nB. Glycogen
\nC. Adipose tissue
\nD. Protein
\nA
\nMost candidates selected A which was the correct answer, but a high proportion of candidates were distracted by B. It appears candidates were confused by the term catabolic and therefore this requires further review.
\nWhich process occurs when blood glucose levels are decreased?
\nA. Glycolysis
\nB. Lipolysis
\nC. Glycogenolysis
\nD. Glycogenesis
\nC
\nMost candidates selected C which was the correct answer. B was a weak distractor however there were many candidates who found this question challenging. The distraction of glycolysis was expected. However glycogenesis was a popular choice and therefore further review of these terms and application are required.
\nWhich represents the production of adenosine triphosphate (ATP) via the aerobic glycolysis system?
\nA. PC + ADP → 1ATP + C
\nB. glucose → pyruvate → 2 ATP + lactate + H+
\nC. glucose → pyruvate + O2 → acetylCoA → Krebs cycle → electron transport chain → 38 ATP + H2O + CO2 + heat
\nD. ADP + P = ATP
\nC
\nCandidates confidently answered this question, answer C was the popular choice. This was one of the easier questions on the paper, however the question covered the topic in a different way and it was pleasing to see pupils score well on this question.
\nDefine personality.
\nDiscuss issues associated with studies on personality and sports performance.
\nthose relatively stable and enduring aspects of individuals which distinguish them from other people, making them unique but at the same time permit a comparison between individuals ✔
\nno single personality profile has been found that distinguishes athletes from non-athletes ✔
\nsports performers are all people and sport is only one facet of their life ✔
\npersonality alone does not account for behaviour in sport and exercise ✔
\nsome researchers believe that personality is closely related to athletic performance, others argue that personality is not related to athletic success ✔
\nThe diagram shows an animal cell. What is the function of X?
\n[Source: Siyavula, n.d. [Animal cell] [image] Available at: https://www.siyavula.com/science/lifesciences/grade-10/02-the-basicunits-of-life/02-the-basic-units-of-life-03.cnxmlplus This file is licensed under the Creative Commons Attribution-4.0 Unported (CC BY 4.0) license (http://creativecommons.org/licenses/by/4.0/) [Accessed 09 August 2017]. Source adapted.]
\n\n
A. Protein synthesis
\nB. Controlling gene expression
\nC. Cell respiration
\nD. Ingestion and removal of waste
\nA
\nPupils were well prepared for this question and a large proportion of candidates correctly selected protein synthesis for the function of ribosomes.
\nThe diagram shows a motor unit. In which area does the neurotransmitter acetylcholine act?
\n[Source: Designua / Shutterstock.]
\nD
\nThe majority of candidates were able to select D as the correct answer and appeared to be well prepared for this question, which is a little more applied than directly labelling structures. A relatively equal number of students were distracted by the other responses, therefore consider different ways of presenting information regarding the structure and function of a motor unit.
\nThe diagram shows an athlete extending their left elbow while throwing a javelin. According to the sliding filament theory, which occurs in the muscle fibres of the athlete’s left triceps?
\n[Source: Eric Shamus, Jennifer Shamus: Sports Injury Prevention & Rehabilitation www.accessphysiotherapy.com Copyright
© McGraw-Hill Education. All rights reserved.]
\n
A. The H zone increases.
\nB. The A band shortens.
\nC. The Z lines move closer together.
\nD. The A band lengthens.
\nC
\nThis question was a little more challenging as candidates were required to consider the changes in the sarcomere during a specific sporting action. G2 form comments have suggested that some images are unnecessary. In light of accessibility and inclusivity some images are included to help candidates appreciate the context of the question. Although the images may not always be required for candidates to answer questions, they are often used to ensure candidates are not disadvantaged by limited exposure to the varying sport/exercise examples.
\nThe diagram shows a downhill speed skier. What type of muscle contraction occurs in the skier’s quadriceps during this action?
\n\n
A. Isotonic eccentric
\nB. Isotonic concentric
\nC. Isokinetic
\nD. Isometric
\nD
\nThis was another challenging question. For this question more candidates selected A as the answer rather than D the correct answer. The skier will remain in this position for large periods of downhill race. The muscles are neither shortening or lengthening during this phase of the race therefore isometric is the correct answer.
\nIn preparation for a downhill running event, what can an athlete do during initial training to prevent delayed onset muscle soreness (DOMS)?
\nA. Reduce eccentric muscle actions.
\nB. Increase eccentric muscle actions.
\nC. Reduce concentric muscle actions.
\nD. Increase intensity of muscle actions.
\nA
\nMost candidates selected the correct answer, A and in the most part were prepared for this question. However, B and C remained strong distractors.
\nLevers are working throughout the body when a basketball player performs a jump shot. Where is the effort applied in the lower right leg?
\nB
\nThis question was the most challenging on the paper. Most candidates selected A closely followed by C. The least popular answer for this question was B which was the correct response. The muscle contracting was the main distractor. It is understandable why many candidates selected A, as this is the belly of the gastrocnemius. However, the effort is applied through the tendon and therefore the correct answer is B as it is pointing to the attachment on the heel. C is referring to the load of the body and D is the fulcrum of the lever. This is the ankle joint showing a second class lever (Effort, Load, Fulcrum). Candidates find it challenging to apply levers to anatomical representations and therefore further practise of applying the three levers to varying sporting actions will build their confidence in these types of questions.
\nA ball hit during a game of tennis is subject to Newton’s laws of motion. What will increase the acceleration of the ball?
\nI. Increasing the angular velocity of the racket head
\nII. Increasing the force applied to the ball
\nIII. Increasing the mass of the ball
\nA. I and II only
\nB. I and III only
\nC. II and III only
\nD. I, II and III
\nA
\nCandidates confidently demonstrated they had good knowledge of this topic area. Answer A was by far the most popular answer choice.
\nDefine social learning theory.
\nOutline the concept of SMARTER goals in goal setting.
\nIdentify two benefits of using mental imagery in psychological skills training.
\npeople learn through observing demonstrations of others / modelling physical activity behaviours ✔
\n<SMARTER> is specific, measurable, achievable, realistic, time, evaluate, review goals
OR
is an acronym/tool that promotes effective goal-setting ✔
Accept reasonable alternatives
\nconcentration enhancement ✔
\nhigher self-confidence ✔
\nmore effective skill acquisition ✔
\nbetter emotional control / reduce anxiety / increase relaxation ✔
\nimproved practice strategy ✔
\nbetter coping with pain and injury ✔
\nThe image shows a 100 m freestyle swimming race. What is the classification of motor skills for a competitor in this race?
\nMcSmit. 2006. The switch to mid-race in a 100 m freestyle [online] Available at: https://en.wikipedia.org/wiki/100_metres_freestyle This file is licensed under the Creative Commons Attribution-ShareAlike 3.0 Unported (CC BY-SA 3.0) https://creativecommons.org/licenses/by-sa/3.0/deed.en [Accessed 24 March 2020]. Source adapted.
\n\n
A. Interactive
\nB. Discrete
\nC. Fine
\nD. Coactive
\nD
\nCandidates were well prepared for this topic area and confidently selected D which again was by far the most popular choice. Interestingly (C) was the main distractor for this question.
\nWhich feature of Welford’s model of information processing is directly linked to short-term memory?
\nA. Sensation
\nB. Perception
\nC. Output
\nD. Feedback
\nB
\nAnother topic area candidates were prepared for. Most popular choice was the correct answer B. The selection of the distractors was evenly distributed.
\nList two theoretical approaches to arousal.
\nDiscuss how trait anxiety and state anxiety are measured.
\ndrive <reduction> theory ✔
\ninverted-U hypothesis ✔
\ncatastrophe theory ✔
\nTrait anxiety:
\nmeasured using Sport Competition Anxiety Test (SCAT) ✔
\nthe test can be performed at any time/before competition ✔
\nquestions refer to how the participant generally feels in competitive sport situations
OR
each question has a three-point scale <often, sometimes, hardly ever> ✔
State anxiety:
\nmeasured using Competitive State Anxiety Inventory-2 (CSAI-2R) ✔
\nthe test should be performed <immediately> prior to <but sometimes is performed during/after> competition ✔
\nquestions refer to how the participant feels at the particular moment of the test
OR
test consists of statements that assess cognitive anxiety/somatic anxiety/self-confidence ✔
Award [2] max per measure
\nThe diagram shows a baseball player. What type of sensor is used by a hitter to gain information regarding the flight of a baseball?
\n[Source: inktycoon / istock.]
\n\n
A. Exteroceptors
\nB. Interoceptors
\nC. Chemoreceptors
\nD. Proprioceptors
\nA
\nAnother topic area candidates confidently answered, with a large majority of candidates selecting A exteroceptors. This appeared to be an easier question for candidates although it was an applied question.
\nWhich is an example of reaction time at the start of a 100 m swimming race?
\nA. The time it takes to sense the sound of the starter pistol.
\nB. The time from the sounding of the starter pistol to the initiation of movement.
\nC. The time taken to hear the starter pistol and complete the movement off the block.
\nD. The time taken to hear the starter pistol and enter the water.
\nB
\nThis question was placed in context, candidates were confidently able to define reaction time.
\nA study examined the effect of parental exercise on their daughters’ participation in exercise. Parents were grouped according to their exercise habits:
\nThe percentages of the girls’ exercise habits are shown in the diagram.
\n[Source: adapted from Journal of Sports Science and Medicine, Vol 13 no 3, S. Sukys et al., Do Parents’
Exercise Habits Predict 13–18-Year-Old Adolescents’ Involvement in Sport?, Pages 522–528,
with permission from the JOURNAL OF SPORTS SCIENCE AND MEDICINE]
State the parent group with the largest percentage of girls who exercise.
\nCalculate the difference between the percentage of girls who exercise in Groups 1 and 3.
\nDeduce the effect of parental exercise habits on the participation of girls in exercise.
\nAnalyse personal and environmental barriers that may affect girls’ adherence to exercise.
\nGroup 3 / both parents exercise ✔
\n46 − 23 ✔
\n= 23 <%> ✔
\nAccept the subtraction in a different order.
\ngirls are more likely to exercise if one or both parents engage in physical activity
OR
the majority of girls are more likely not to exercise even if their parents exercise ✔
Personal factors:
\npast behaviours, eg not having a positive experience in the past through poor modelling or discouragement ✔
\nInsecurities around body image ✔
\nEnvironmental factors:
\nsocial environment, eg lack encouragement/companionship from parents ✔
\nsocial and cultural norms within various ethnic groups, eg false belief/values/attitudes that females should not engage in exercise ✔
\nLack of effective leaders/role models ✔
\nThe diagram shows a gymnast performing a tuck somersault.
\nWhat type of transfer occurs when a gymnast learns that forming a tuck in a somersault will reduce the moment of inertia and allow them to spin faster?
\n\n
A. Skill to skill
\nB. Practice to performance
\nC. Stage to stage
\nD. Principles to skills
\nD
\nThis was another accessible question with a large majority of candidates selecting the correct answer, applying their knowledge of transfer.
\nWhich best describes variable practice in ice hockey training?
\nA. Practising shots on goal for 40 minutes.
\nB. Practising shots on goal for 5 minutes in between brief, competitive, small-sided games.
\nC. Practising shots on goal after moving through a series of markers.
\nD. Practising shots on goal while competing in small-sided games.
\nD
\nThis was the second most difficult question for candidates this session. The correct answer was the third most popular response. The majority of candidates selected B which was considered to be the main distractor, followed by C. However, the correct answer was D. When providing contextual questions there may not always be absolute answers and they apply to a scale. Therefore, when reading the question the candidates needed to consider the wording of the question where it says 'Which best describes variable practice in ice hockey training?'. A is an example of massed practice where there are limited breaks or change in the practice. B would be considered a variation of distributed practise where the breaks were periods of small-sided games. Breaks do not always need to be physical rest; it could be mental rest from a particular activity. C is an example of fixed practice where ice hockey players move through a series of markers therefore with limited to no variability. D is the correct answer as there is regular variability to the type of shooting experienced within the game situation due to the position of the individual in relation to the goal, their teammates and opposition players all contributing to the environment.
\nA researcher is designing a study to assess free-throw ability in basketball. How could they improve the reliability of the data?
\nI. Increase the number of participants
\nII. Allow participants to record their own scores
\nIII. Increase the number of trials per participant
\nA. I and II only
\nB. I and III only
\nC. II and III only
\nD. I, II and III
\nB
\nThis was considered the least difficult question on the paper. With nearly all candidates selecting the correct answer of B.
\nState one habit that increases susceptibility to cardiovascular disease.
\nSuggest two ways humans can overcome major societal changes that increase susceptibility to hypokinetic disease.
\ncigarette smoking ✔
\nphysical inactivity ✔
\npoor diet ✔
\n<proliferation of motor vehicles can be overcome by> exercising or walking / biking to school /work/friends/family ✔
\n<changes in employment and working patterns can be overcome by> choosing a standing desk / going for a walk during breaks ✔
\n<growth of processed and fast-food options can be overcome by> choosing to eat more nutritious foods/limiting fast food intake ✔
\nAccept other suitable examples.
\nA series of fitness tests were conducted before and after a training programme to evaluate the effectiveness of the programme. The table shows the mean results and probability (p) values.
\nWhich fitness component shows no significant change?
\nA. Speed
\nB. Agility
\nC. Reaction time
\nD. Power
\nB
\nThis was one of the more challenging questions on the paper. Most candidates discarded A as the answer. However, there was a relatively even distributed between selecting B, C & D. All p values answers are below 0.05 for A, C & D. However, B agility p value is above 0.07, therefore this demonstrated no significant change. Further review of this topic area in context is required. Consider offering similar style tables and graphs to support candidates drawing conclusion from data and applying their statistical knowledge and understanding.
\nA study investigated the effects of a carbohydrate-rich mouthwash on soccer players. The investigators used a double-blind protocol. What characterizes a double-blind study?
\nA. The investigators and participants know who is given the carbohydrate-rich mouthwash.
\nB. The investigators know which participants are given the carbohydrate-rich mouthwash but the participants do not.
\nC. Neither the investigators nor the participants know which participants are given the carbohydrate-rich mouthwash.
\nD. The investigators know which participants are given a placebo but the participants do not.
\nC
\nThis was the second easiest question on the paper with most candidates accessing a mark. C was the correct answer and A discarded by most as an incorrect answer.
\nWhat is required to calculate exercise intensity using the Karvonen method?
\nA. Resting heart rate and maximum heart rate
\nB. Training heart rate range and maximum heart rate
\nC. Rating of perceived exertion and resting heart rate
\nD. Maximal oxygen uptake and heart rate
\nA
\nA reasonably accessible question, with most candidates selecting the correct answer. A, B & D were the main distractors. This is still an area where candidates could develop their knowledge.
\nDefine atherosclerosis.
\nOutline how a lifestyle of physical inactivity increases the risk of cardiovascular disease.
\nThe diagram shows an anterior view of the heart.
\n[Source: adapted from Coronary arterial circulation, author: Addicted04, https://commons.m.wikimedia.org/wiki/File:Coronary_
arterial_circulation_-_es.svg. Licensed under the Creative Commons Attribution 3.0 Unported license
(https://creativecommons.org/licenses/by/3.0/deed.en).]
\n
Annotate parts X and Y of the coronary circulation.
\nX:
\nY:
\nhardening of artery walls / an artery becomes damaged and blocked <with cholesterol and other material> ✔
\npeople who are physically inactive are more likely to have risk factors for cardiovascular disease <such as high blood pressure, obesity, type 2 diabetes and low HDL-cholesterol> ✔
\nX: <left> circumflex artery: supplies blood to <most of> the left atrium and <the posterior and lateral walls of> the left ventricle
OR
circumflex artery / branches: provides blood to the SA node ✔
Y: left anterior descending artery: provides the major blood supply to the interventricular system
OR
left anterior descending artery: blockage of this artery due to coronary artery disease can lead to impairment or death ✔
Accept other valid annotations.
\nAccept labels as well as annotations.
\nA separate study focused on the physiology of muscle fibres. It investigated the effect of post-exercise massage on muscle stiffness over a five-day period after downhill running. Stiffness of four leg muscles (rectus femoris, biceps femoris, tibialis anterior and medial gastrocnemius) was assessed pre-run, immediately post-run, post-massage, and 24, 48, and 72 hours post-massage. For comparison, one leg was massaged and the other received a placebo treatment. (Note: an increase in N m–1 value means an increase in muscle stiffness.)
\n[Source: Adapted from Kong et al. “Effect of Post-Exercise Massage on Passive Muscle Stiffness
Measured Using Myotonometry – A Double-Blind Study,” Journal of Sports Science and Medicine 17(4), 599–606.]
Identify the massaged muscle with the greatest stiffness post-run.
\nCalculate the difference in stiffness, in N m–1, between massaged muscle and placebo post-massage for the muscle identified in 2(a).
\nDeduce the effect of post-exercise massage on muscle stiffness at 72 hours post-massage.
\ntibialis anterior;
\n415−388;
= 27 <N m–1>;
ECF
Accept calculation in the converse.
no / limited <significant / meaningful> effect;
\nData questions were generally answered correctly.
\nData questions were generally answered correctly.
\nThis was an easy question that not many answered appropriately.
\nWhat is the primary function of the skull and vertebral column?
\nA. Attachment
\nB. Movement
\nC. Support
\nD. Protection
\nD
\nThis question had a good difficulty index but did not distinguish well across candidates. A number of candidates chose option C (support) with the correct answer being option D (protection).
\nList two methods used to assess obesity.
\nExplain factors that increase susceptibility to type 2 diabetes.
\nbody mass index (BMI) ✔
\nwaist girth / anthropometry ✔
\nAccept other appropriate methods, eg underwater weighing.
\ncumulative effects of factors increase the susceptibility to type 2 diabetes ✔
\ninactive adults are more likely to gain weight ✔
\nobese adults are more likely to get type 2 diabetes ✔
\nsusceptibility to type 2 diabetes increases when eating a poor diet <low in unsaturated/high in saturated fat, and food that has high glycemic index and is low in fibre> ✔
\nlack of awareness of family history decreases the likelihood to change the behaviour and/or lifestyle towards lowering the risk ✔
\nWhich type of joint provides the greatest degree of movement?
\nA. Fibrous
\nB. Synovial
\nC. Cartilaginous
\nD. Gliding
\nB
\nThis was the easiest question and did not distinguish very well. It is good that candidates have a sound understanding of joint movement.
\nWhich defines the origin of a muscle?
\nA. The attachment of a muscle tendon to a stationary bone
\nB. The attachment of a muscle tendon to a movable bone
\nC. The attachment of a muscle tendon to an immovable joint
\nD. The attachment of a muscle tendon to a movable joint
\nA
\nThis was an easy question, with a good discrimination. The correct definition was confused with other responses referring to an attachment to a moving bone.
\nAn eight-week study examined the effects of time-restricted diet on body composition and strength. Participants were randomly assigned to two groups:
\nAll participants were assessed before (pre-test) and after (post-test) the eight-week study period. The mean results for body composition and strength are shown in the table.
\n[Source: adapted from Moro, T., Tinsley, G., Bianco, A. et al. Effects of eight weeks of time-restricted feeding (16/8)
on basal metabolism, maximal strength, body composition, inflammation, and cardiovascular risk
factors in resistance-trained males. J Transl Med 14, 290 (2016) doi:10.1186/s12967-016-1044-0.
Reproduced under terms of the Creative Commons Attribution 4.0 International Public License
(http://creativecommons.org/licenses/by/4.0).]
State the group with the lowest post-test fat mass.
\nCalculate the difference, in kilograms, between pre-test and post-test performance on the leg press 1 repetition max for the experimental group.
\nDeduce the effect of the time-restricted diet on fat mass and strength.
\nAnalyse the association between body composition and strength.
\nexperimental <group> ✔
\n302.00 − 282.80 ✔
\n= 19.20 <kg> ✔
\nAccept the subtraction in a different order.
\ntime-restricted diet decreased fat mass and had a positive effect / increased strength
OR
statistically significant change in fat mass bench press and leg press as a result of time-restricted diet ✔
body mass relates directly to the energy cost of exercise when the body is unsupported ✔
\nan increased fat mass increases the energy cost of movement ✔
\nfat contributes nothing to the production of force ✔
\nmaximizing fat-free mass is desirable for athletes involved in activities that require strength ✔
\ncorrelation does not establish that there is a causal relationship ✔
\ngreater fat free mass but lower fat mass is positively associated with increased strength ✔
\nAccept valid examples from the data.
\nWhich four are principal structures of the ventilatory system?
\nC
\nSeen as an easy question. The distracting features (epiphysis, nucleus) in the wrong answers do stand out a little.
\nWhat is total lung capacity?
\nA. The volume of air in the lungs after a maximum inhalation
\nB. The maximum volume of air that can be exhaled after a maximum inhalation
\nC. The volume of air in excess of tidal volume that can be exhaled forcibly
\nD. The volume of air still contained in the lungs after a maximal exhalation
\nA
\nAn easy question for most students. This question had a good discrimination index with option B being the main distractor which is the definition for vital capacity.
\nWhich does blood transport?
\nI. Proteins
\nII. Hormones
\nIII. Platelets
\nA. I and II only
\nB. I and III only
\nC. II and III only
\nD. I, II and III
\nD
\nThis was a hard question on the paper, with a good discrimination index. There was an even spread of candidates who selected the alternative answers. Those who got it wrong were evenly spread across the incorrect selections.
\nWhich circulation is responsible for the exchange of oxygen between the blood and the lungs?
\nA. Systemic circulation
\nB. Coronary circulation
\nC. Pulmonary circulation
\nD. Vascular circulation
\nC
\nAn easy question which had a good discrimination index.
\n[Source: © International Baccalaureate Organization 2020.]
\nState the fitness test shown in the diagram.
\nIdentify the movement at the hip on moving from position A to position B.
\nExplain the mechanics of inspiration for an athlete completing an aerobic fitness test.
\nsit & reach test;
\nflexion;
\ndiaphragm and <external> intercostal muscles contract <more forcefully>;
\ncausing the rib cage to move <further> upwards and outwards;
\nwith assistance of the accessory muscles, eg deltoids, pectoralis;
\ntherefore increasing the thoracic volume;
\ntherefore reducing the thoracic pressure;
\ncauses air to rush in <faster due to a greater pressure difference>;
\nincrease of the depth of inhalation <per breath>;
\nincrease of the frequency/rate of inhalation <per minute>;
\nAward [3] max if the student does not refer to the effect of exercise on the mechanism of inspiration.
\nGenerally answered correctly.
\nGenerally answered correctly.
\nMany students answered this question well enough to get 2 marks and a good number of students achieved the full marks. This topic (the effect of exercise on ventilation) has been asked repeatedly, in various ways in recent sessions and students are answering it much better.
\nDefine glycemic index (GI).
\nWith reference to glycemic index (GI), discuss the type of food recommended for consumption before and after an endurance race.
\nglycemic index (GI) is the ranking system for carbohydrates based on the immediate effect of the food on blood glucose concentrations <when compared with a reference food such as pure glucose> ✔
\nthere is some evidence that use of foods containing carbohydrates before and after exercise may be beneficial in aerobic performance and recovery ✔
\nlower GI foods/carbohydrates may be beneficial before exercise <as they supply energy source in a more gradual manner> ✔
\nhigher GI foods/carbohydrates may be beneficial after exercise <as they may aid in the recovery process> ✔
\nglycemic load <that considers both GI and the amount of carbohydrates> should be taken into account for before and after a race ✔
\nList one enzyme responsible for the digestion of proteins.
\nOutline the absorption of amino acids from the intestinal lumen into the capillary network.
\npepsin
OR
trypsin ✔
amino acids cross the brush-border membrane ✔
\nchannel is required in the apical membrane/ amino acids are transported by active transport ✔
\npass through the cytosol of the absorptive cell ✔
\ncross the basolateral membrane ✔
\nWhat changes occur to a boxer’s stroke volume and heart rate while punching during a bout?
\nA
\nThis question had a good difficulty level but a poor level of discrimination. This is a complex area (blood pressure during exercise) in our course when you factor in variations that occur due to static and dynamic exercise.
\nWhat action of the heart is responsible for the force of systolic pressure as measured on the walls of the aorta?
\nA. Aortic contraction
\nB. Aortic relaxation
\nC. Ventricular relaxation
\nD. Ventricular contraction
\nD
\nSeveral candidates wrongly selected option A indicating a need to understand the structure and function of the heart during a normal heartbeat.
\nWhich is considered a micronutrient?
\nA. Lipid
\nB. Vitamin
\nC. Water
\nD. Protein
\nB
\nA relatively easy question, which candidates have come across before.
\nState the function of platelets in response to a skin cut.
\nDescribe the pathway of the electrical impulse during excitation of the heart muscle.
\nplatelets help form a clot / scab at the site of the cut;
\npacemaker/SA node fires initiate electrical impulse;
\nimpulse travels across the atria walls;
\nimpulse arrives at the AV node <base of the right atrium>;
\nimpulse passes from the AV node down to the bundle of His <through the septum>;
\npasses down the <left and right> bundle branches <to the apex of the heart>;
\ntravels up through the Purkinje fibres <to stimulate the rest of the ventricles>;
\nAccept an annotated diagram.
Responses must be in chronological order to be credited, not just a list.
Generally answered correctly.
\nGenerally answered correctly to obtain at least 2 or 3 marks.
\nA study investigated the impact of heavy and moderate load-resistance training on nutritional intake. Nineteen resistance-trained athletes were randomly assigned to one of two groups:
\nBoth groups performed 3 sets of 7 exercises for the major muscle groups of the upper and lower body. Training took place 3 days a week for 8 weeks. The nutritional intake of participants was monitored during the study.
\nFigure 1: Nutritional intake pre- and post-intervention for the heavy and moderate training load groups, showing mean (±SD)
\n[Source: Schoenfeld, B. J., Contreras, B., Vigotsky, A. D., and Peterson, M., 2016. Differential effects of heavy versus moderate loads on measures of strength and hypertrophy in resistance-trained men. Journal of Sports Science and Medicine, 15, pp. 715–722.]
\nIdentify the training method and nutritional component that indicated the greatest proportional change pre- and post-intervention.
\nCalculate the difference in fat intake pre- and post-testing for the heavy training load group.
\nWith reference to Figure 1, discuss the effect of heavy and moderate training load on carbohydrate intake.
\nThe results in Figure 1 are inconclusive for fat intake in the moderate training load group. Outline the statistical reasons for this finding.
\nOutline two reasons for differences in protein intake between the heavy and moderate training load groups.
\nState the composition of a molecule of triacylglycerol.
\nIdentify one fitness component that the study cited in Question 1 is designed to improve.
\nExplain the benefits of field fitness tests.
\nheavy and protein;
\n90–80;
10 <g day–1>;
Accept 80–89
9 <g day–1>;
No ECF
for moderate exercise, carbohydrate intake is the same / does not change for both pre- and post-training <may be on 300 g day–1 both pre- and post->;
\nfor heavy training, carbohydrate intake increases / increases from 300 g day–1 <pre> to 340–350 g day–1 <post>;
\nmean values are similar / not substantively different;
\nstandard deviations large/greater than the difference in the mean/overlapping error bars, identifying a large spread of data about the mean, indicating unreliable results;
\ncoefficient of variation would be large/greater;
\nheavy workload causes greater muscle tissue damage, greater protein intake is used for repair;
\nheavier workload causes greater hypertrophy, protein required to build new muscle;
\nAccept in the converse.
\nDo not accept ‘more calories required’ or discussion of timings.
\nThere needs to be a specific function for protein.
\nglycerol and three fatty acids;
\npower;
\nstrength;
\nmuscular endurance;
\neasier to achieve high ecological validity due to familiarity of environment
\nOR
\nresults are more valid due to contextual/comfortable environment;
\nrelatively inexpensive/affordable compared to laboratory tests
\nOR
\noften accessible to coaches/athletes to use in their performance environments;
\ntherefore limited expertise required to deliver tests;
\nable to test multiple participants/test participants simultaneously
\nOR
\ncollection of data can be quicker/larger/more accessible compared to laboratory methods;
\ntypically, non-invasive therefore more engagement from coaches/athletes;
\nimprovements in technology have improved accuracy of field tests;
\nGenerally answered well. However, candidates that were not credited failed to identify the relevant nutritional component.
\nMost candidates approached this question correctly, providing the working and the correct answer. It is important to be aware that moving forward calculate questions will not be awarded 2 marks. They will be reduced to 1 mark for the correct answer only.
\nCandidates were able to confidently answer this question.
\nA poorly answered question, those candidates who were able to access a mark, referred to the size of the error bars/standard deviation. However, few referred to the mean values or the impact on coefficient of variation.
\nMost candidates appreciated the role of protein for muscle repair, with some identifying the use of protein to build muscle tissue. However few candidates were able to link the role of heavy training load and protein requirements.
\nMany candidates found this challenging with several responses stating glucose/glycogen and fatty acids as the composition.
\nA moderately well answered question. Those candidates who were unable to access the marks were unable to identify a component of fitness. This is an area to review with candidates to ensure what the components of fitness are.
\nThis was poorly addressed by candidates. Although they understood how field tests may be conducted, many were only able to list the benefits of field fitness tests. Whereas the command term for the question is explain. Candidates would benefit from greater analysis and discussion of field tests in comparison to laboratory-based tests.
\nList two ways of monitoring the hydration status of an athlete.
\nSketch the loop of Henlé, medulla, collecting duct and ADH during the process of water regulation when body fluid levels are low.
\nurine colour ✔
\nurine osmolarity ✔
\nvariation in body mass ✔
\nhydrometer ✔
\nAward [1] per correct identification of each part of the system.
\nWhile celebrating with their team, a basketball player wants to eat a pizza that contains unsaturated fatty acids. Which will contain the most unsaturated fatty acids?
\nA. Pepperoni
\nB. Olives
\nC. Coconut
\nD. Cheese
\nB
\nThe 4th most difficult question distinguishing between saturated and unsaturated is key here.
\nWhich reaction represents aerobic catabolism?
\nA. Gluconeogenesis
\nB. Lactate formation
\nC. Electron transport chain
\nD. Protein synthesis
\nC
\nAerobic catabolism in this context was unique in how it was asked and a difficult knowledge area making this the second most difficult question with an equally high discrimination index.
\nThe diagram shows two people boxing.
\n[Source: © International Baccalaureate Organization 2020.]
\n\n
Compare and contrast the motor skill classifications of a boxer and a road cyclist.
\n\n
Accept a justified answer for the relative positions of the sports on the continua.
\nMax [4] for comparison only
Max [4] for contrast only
In general, this question was well answered to get 2 or 3 marks, although some students did not approach it appropriately or included contradictory statements (open and internally-paced, for instance); some students used the wrong wording (individual for instance).
\nWhere is glycogen primarily stored in the body?
\nA. The liver and brain
\nB. The liver and skeletal muscle
\nC. Cardiac muscle and the brain
\nD. Cardiac muscle and the liver
\nB
\nThese are good solid standard questions from the course which most candidates handled easily.
\nWhich donates a phosphate group to adenosine diphosphate (ADP) during the initial stages of intense exercise to regenerate adenosine triphosphate (ATP)?
\nA. Glycogen
\nB. Glucose-6-phosphate
\nC. Amino acid
\nD. Creatine phosphate
\nD
\nThese are good solid standard questions from the course which most candidates handled easily. Careful reading of question 14 would have helped candidates to spot that it was focused on the initial stages of exercise, which should have drawn them to option C as the answer.
\nThe diagram shows a rower using a rowing machine.
\n[Source: © International Baccalaureate Organization 2020.]
\nAnalyse the movement at the knee and hip as the rower moves from position A to position B in the diagram.
\nOutline one type of muscle tissue.
\nDescribe how the characteristics of slow-twitch muscle fibres are suited to a rower.
\nDescribe the production of ATP from fatty acids.
\nDiscuss the increased maximal oxygen consumption of athletes after a period of endurance training.
\nKnee joint:
extension;
agonist is the quadricep/rectus femoris;*
\nconcentric contraction of agonist/quadricep;
\nantagonist is the hamstrings;
\nHip joint:
extension;
agonist is the gluteus maximus;
\nconcentric contraction of agonist/gluteus maximus;
\nantagonist is the iliopsoas;
\nQuadricep group is acceptable.
*Direct reference to agonist/prime mover as cause of extension is required.
Cardiac:
striated branches <of intercalated discs>;
myogenic/specialized cells contract on their own intrinsic rhythm
OR
involuntary muscle tissue which cannot be controlled consciously;
contracts to pump blood/only example is the heart;
\nextremely high resistance to fatigue;
\nSmooth:
non-striated tissue/spindle shaped tissue;
predominantly involuntary muscle <which cannot be consciously controlled>
OR
sustain long periods of contractions;
often found in the walls of hollow organs/blood vessels/eyes
OR
moves food/regulates blood flow/secretions;
Skeletal:
striated in appearance <due to cylindrical cells>;
voluntary control of contractions by nerve impulses
OR
contract in short, intense bursts;
attached to bones/ the skeleton <via tendons>;
\nsupport posture/movement of the skeletal system;
\nproduces heat and protects organs;
\nMuscle type must be named to be awarded marks.
\nAward [2] max for characteristics from only one muscle type (the one with the highest total marks).
\nhigh capillary density which allows large amounts of oxygen/nutrients to be delivered during rowing;
\nhigh myoglobin content which allows for increased transport of oxygen from capillaries into the cell;
\nhigh number of mitochondria which allows greater ATP production through aerobic processes;
\nhigh triglyceride stores therefore greater aerobic capacity and ability to metabolize large amount of ATP for rowing;
\ntherefore greater fatigue resistance and ability to maintain performance during distance rowing;
\nfatty acids are broken down by beta oxidation;
\ncatabolized into acetyl CoA;
\nacetyl CoA enters the Krebs cycle;
\nelectrons are released from the Krebs cycle and beta oxidation into the electron transport chain;
\nproduces triple the amount of glycogen / 100–150 ATP;
\nwaste products are CO2 and water;
\nendurance training results in increased stroke volume / left ventricular volume;
\ntherefore increase in cardiac output;
\nendurance training results in increased capillarization of muscle
OR
therefore increased delivery of blood flow to working muscles;
endurance training results in increased hemoglobin;
\nendurance training results in increased myoglobin
OR
therefore increase in arteriovenous oxygen difference;
A mixture of answers. Responses concerning the knee joint were generally answered better than those for the hip joint.
\nGenerally well answered.
\nChallenging for the students to achieve full marks.
\nQuite poor answers.
\nVery average and some students did not interpret the question appropriately, responding about something other than VO2max
\nThe diagram shows a motor unit. What structure is labelled X?
\nA. Dendrite
\nB. Axon
\nC. Cell body
\nD. Synapse
\nD
\nA number of candidates wrongly selected options A and B. It is a small component of the course but easy enough to recall for most.
\nThe diagram shows a swimmer performing backstroke. What type of movement correctly describes the motion at the shoulder joint?
\nA. Circumduction
\nB. Eversion
\nC. Adduction
\nD. Supination
\nA
\nGenerally, candidates were able to select the correct movement from the distractors provided.
\nWhich term is correctly matched to the type of quantity that it measures?
\nB
\nCandidates often struggle with this particular knowledge area (vectors) due to the lack of its application in our real-life sporting contexts where we often think and use distance.
\nThe diagram shows a gymnast. Which represents the correct location for the centre of mass?
\nC
\nThis question had a good level of difficulty but did not distinguish well.
\nDefine Newton’s first law of motion.
\nExplain how Newton’s laws of motion apply in a team sport.
\nDescribe the function of adrenaline during exercise.
\nDiscuss the distribution of blood at rest and redistribution of blood during strenuous exercise.
\nUsing examples, outline the different methods of transfer.
\nNewton’s first law states:
a body will remain/continue in a state of rest or uniform motion/velocity unless acted upon by external <or unbalanced> forces;
Newton’s first law:
remain stationary unless external or unbalanced forces applied, eg goal keeper during a penalty kick;
remain at constant velocity, eg midway in sprint for a ball;
\nNewton’s second law:
the greater the force applied to the ground / equipment the greater the acceleration of the performer / equipment, eg kicking a football;
Newton’s third law:
as the athlete pushes down and backwards on the ground, the ground pushes upwards, eg during a rebound in basketball;
Accept any relevant team sport example.
\nstimulate glycogenolysis <in the liver and active muscles>;
\nstimulate lipolysis <in adipose tissue and active muscles>;
\nblock glucose storage by the muscles;
\nfacilitate sympathetic nervous activity within the body;
\nincrease heart rate/cardiac output/contractility of the heart;
\nincrease vasodilation of blood vessels within the muscles;
\nBlood flow at rest:
blood flow is <approximately> 5 L min–1;
<approximately> 20% of blood flow is directed to the muscle tissue
OR
<approximately> 80% of blood flow is directed to organs;
Blood flow during strenuous exercise:
blood flow during exercise increases to <approximately> >15 L min–1 up to 25 L min–1 <approximately> >80% blood flow is directed to the working muscles;
blood flow to the muscles is diverted to slow-twitch fibres as a priority;
\nvasodilation directs more blood flow to working tissues;
\nvasoconstriction diverts blood away from non-essential tissue;
\ndecrease in blood flow to digestive organs;
\nincrease in absolute values of blood flow to heart & skin
OR
percentage of cardiac output to heart remains constant & decreases to the skin during maximal exercise;
absolute value of blood flow to the heart remains constant
OR
percentage of cardiac output to the brain decreases with exercise intensity highly trained individuals can limit the reduction in blood flow to the liver and kidneys;
Accept reasonable values.
\nSkill to skill:
transfer of learning from one skill has a positive effect on the learning of a similar new skill, eg throwing a ball and throwing a javelin;
Practice to performance:
through practising a skill in a routine and then putting it together for a performance, eg a gymnastic routine for a gymnastic competition;
Abilities to skills:
using an athlete’s movement abilities and uses this to perform a skill, eg ability to jump and developing the skill of long jump;
Bilateral:
transfer of learning from one limb to another, eg kicking a soccer ball with the right leg and then practising kicking a ball with the left leg;
Stage to stage:
transfer of learning from a basic skill to a more complex skill, eg a star jump to a straddle jump over a box in gymnastics;
Principles to skills:
application of fundamental knowledge of body position to a different sport/movement, eg principles of attack in soccer to principles of field hockey a similar invasion game or cyclist’s understanding of drag applied to bobsleigh rider;
Positive transfer:
occurs when previous experience of performing a skill is beneficial for learning a new skill, eg catching skills in netball and basketball;
Negative transfer:
occurs when previous experience of a skill inhibits learning a new skill eg the different way to hold an ice hockey stick and a field hockey stick;
Award max [3] if no examples are given.
Do not award mark if transfer outline is inaccurate but example is correct.
Generally, well answered. Some students clearly stated, \"at rest AND in movement\" whereas others generalised this aspect.
\nIn general, this question was well answered although candidates struggled to get the full marks. Students managed to provide examples of sports to illustrate each of Newton's laws.
\nStudents found it difficult to reach the full 4 marks. Students usually stated general adrenaline functions but without relating them to exercise.
\nAlthough normally straightforward, candidates found it challenging to achieve the full 6 marks on this question.
\nGenerally, a well answered question with a few candidates using poor wording. Great use of the examples.
\nA golfer wants to increase the force applied to their golf ball to make it travel further. Assuming the ball will be hit with the same acceleration each time, which golf club should they use?
\nA. The longest golf club
\nB. The heaviest golf club
\nC. The lightest golf club
\nD. The widest golf club head
\nB
\nThis was a complex question especially if you miss the fact that the acceleration remains constant. Another situation where taking your time and reading the question is important. It distinguished well.
\nWhen a golfer hits a golf ball with backspin, what is the effect of the spin on the ball?
\nA. It will create lift and bring the ball back down to the ground sooner.
\nB. It will generate a force that will cause the ball to curve to the side.
\nC. It will not alter the flight of the ball.
\nD. It will create lift and keep the ball in the air longer.
\nD
\nThis area is clearly well known by most candidates and distinguished well amongst candidates. Having students applying this in a variety of settings would help them to understand the implications better.
\nThe diagram shows a field hockey player. What is the correct classification of motor skills for dribbling in hockey?
\nA
\nThis was a solid question requiring candidates to consider factors. It had a good level of difficulty and discrimination.
\nThe diagram shows a basketball player shooting.
\n[Source: © International Baccalaureate Organization 2020.]
\nDistinguish between health-related and performance-related components of fitness.
\nApply four components of fitness to the movement of a basketball player.
\nUsing an example from a team sport, evaluate the concept of the psychological refractory period (PRP).
\nOutline five features of a synovial joint.
\nExplain what happens as an athlete breathes heavily after a basketball match.
\nMust include ALL components of fitness if listed.
\nspeed eg required to attack the opposition’s basket quickly;
\npower eg is required to jump up to shoot above a defender’s reach;
\n<hand-eye> coordination eg is required to catch/pass/dribble the basketball;
\nagility eg is required to change direction quickly when defending a player on the ball;
\nbalance eg is required when landing from a rebound/jump shot;
\nreaction time eg a defender swing the arm to steal the ball of an attacker when dribbling;
\nstrength eg is required when two opponent players grab the ball at the same time and pull;
\nflexibility eg good range of motion is required when performing a defensive stance;
\ncardio-respiratory fitness eg is required to sustain good performance throughout the length of the match;
\nmuscular endurance eg is required when a player performs multiple jumps to dispute a rebound;
\nbody composition eg having the appropriate percentages of fat, bone, water and muscle for a basketball player;
\nAccept any suitable application of any component of fitness (health-related / performance-related).
Award [1] max per component.
when a stimulus is closely followed by a second stimulus, the first stimulus must be cleared before the second can be processed
OR
S2 only becomes relevant when S1 is finished with;
the delay in reaction time to a second stimulus is called the psychological refractory period;
\nStrengths:
can be used to help a performer have greater chances of success eg pretending to pass / run one direction then quickly changing to pass / run the other way;
provides a performer with a greater range of options in their play;
\nexternal noise eg other players calling, or crowd noise can enhance the effectiveness of the PRP;
\nthe more options that a player has will increase the reaction time to the stimulus <Hick’s law> eg the defender sees that an attacker has a number of passing options;
\nLimitations:
if a performer uses it too often, they will become predictable and this limits success eg dummying once to the left before leading to the right;
PRP may be reduced by anticipation/early cue detection/effective coach analysis/ practising «open» skills eg a football player would be able to detect cues earlier than a swimmer;
\nanxiety might make the performer get the timing wrong and thus the PRP is not effective;
\nAward max [2] for an explanation of the PRP including a schematic representation if no example or evaluation is provided.
\nAward max [4] if only strengths or limitations provided.
\n[Source: Psychological refractory period adapted from Multidix, https:// creativecommons.org/licenses/by-sa/4.0/, Single channel hypothesis by International Baccalaureate Organization]
\nArticular cartilage:
smooth tissue which covers the surface of articulating bone;
absorbs shock and allows friction free movement;
\nSynovial membrane:
location just inside the articular capsule;
secretes synovial fluid into the joint;
\nSynovial fluid:
lubricating liquid with the joint capsule;
reduces friction and nourishes the articular cartilage;
\nBursae:
fluid filled sacs located where a tendon moves over a bone;
reduces the friction between tendons and bones;
\nMeniscus:
fibro-cartilage located at the knee joint;
shock absorption <and load bearing> at the knee;
\nLigaments:
tough bands of fibrous <slightly elastic> connective tissue;
connects bone to bone <stabilizing the joint during movement>;
\nArticular capsule:
a fibrous sac that surrounds/encloses the joint;
provides strength to the joint;
\nAward [1] max per feature.
\nthe greater the intensity of the exercise, the greater the EPOC;
\ninitial stages of exercise, oxygen demand cannot be met by the aerobic system <oxygen deficit>
OR
initial stages are met by anaerobic processes;
oxygen deficit is paid back after exercise/oxygen debt;
\nalactacid/fast component is replenished with the first few minutes
OR
alactacid/fast component requires relatively less oxygen compared to the lactacid/slow component;
ATP and CP/PC stores are replenished;
\nmyoglobin oxygen levels are replenished;
\naerobically metabolize lactic acid;
\nresynthesize lactate to glycogen;
\nreplacement of muscle / liver glycogen stores;
\nStudents who decided to list the fitness components performed better than the ones who tried to define both types (health/performance related).
\nGenerally, well answered with good examples. Some students are confusing strength and muscular endurance, and also speed and agility.
\nMost of the students were awarded at least 2 or 3 marks, but once again students did not approach the command term \"evaluate\" as the guide describes, so only a few wrote about the strengths/weaknesses. Good examples provided.
\nGenerally, well answered and most of students gained 3 or 4 marks, but some were confused between synovial membrane/articular capsule or synovial fluid/bursae
\nNot many students were awarded full marks in this question, although most of them identified the main topic as EPOC
\nIdentify the bone type of the scapula.
\nThe diagram shows a gymnast holding a position called an iron cross.
\n[Source: Gwoeii / Shutterstock.]
\n\n
Discuss the response of systolic and diastolic blood pressure to this static position.
\nflat;
\n<isometric> contraction of muscles compresses blood vessels leading to increased blood pressure;
\ndiastolic blood pressure increases;
\nsystolic blood pressure increases;
\nThis was poorly addressed by candidates. Most candidates attempted this question with many getting marks for increases in diastolic and systolic blood pressure. Many students attempted to get marks by mentioning that one increased where the other decreases. Very few achieved the full three marks and explained mark point one.
\nWhich phrase describes technique?
\nA. Learned movements that are specific to a certain task
\nB. The way in which a specific sports skill is performed
\nC. The general capacity of an individual to perform well
\nD. Characteristics that allow for effective learning
\nB
\nThis had a solid level of difficulty as the 4th most difficult question and a good level of discrimination whereas question 23, which is on the same knowledge area, was a much easier recall.
\nWhat is the relationship between ability, skill and technique?
\nA. Skill = ability + technique
\nB. Technique = ability + skill
\nC. Skill = ability × technique
\nD. Technique = ability − skill
\nA
\nDefine the term centre of mass.
\nThe diagram shows a gymnast performing a piked somersault.
\n[Source: www.gymdrills4profs.com.]
\n\n
Explain the manipulation of the moment of inertia during the flight and landing phases.
\nThe diagram shows skeletal muscle.
\n[Source: HENNING DALHOFF/SCIENCE PHOTO LIBRARY.]
\n\n
Identify the parts labelled A and B.
\nA:
\nB:
\nDescribe the sequence of excitation of the heart muscle.
\nA beginner participated in a seven-week tennis programme. Each week, they recorded their successful serves out of 50 attempts. Identify the type of learning curve represented by the data.
\nthe point around which the mass of a body is evenly distributed
\nOR
\nthe point which the body is balanced in all directions / OWTTE;
\nthe manipulation of moment of inertia directly affects the gymnast's angular velocity in order to conserve angular momentum throughout the skill
\nOR
\nrotating objects have angular motion, moment of inertia and angular velocity work inversely to conserve angular momentum once an object is in motion;
\nthe moment of inertia of a rotating object can be changed by redistributing the mass of the object about the axis of rotation <enabling the gymnast to perform a somersault>;
\nat the start of the flight phase, the gymnast begins flexes their hips to reduce their moment of inertia;
\nthe reduction in moment of inertia increases angular velocity, this allows the somersault to be executed;
\nprior to landing they extend their hips to increase moment of inertia;
\nincreasing moment of inertia reduces rotation / slows the gymnast for landing;
\nA: myofibril;
\nB: actin;
\nelectrical impulse is generated by the sinoatrial (SA) node;
\nimpulse travels across atria <exciting the tissue> and arrives at the AV/VA/atrioventricular node;
\nAV/VA node delays the impulse <0.1 sec> to allow time for atria to contract and force blood into ventricles;
\nimpulse passes from the AV/VA node to the AV/VA bundle / bundle of His <into the bundle branches>;
\nimpulse conducted rapidly through Purkinje fibres that spread along ventricle walls;
\nonce stimulated the ventricles contract/pressure in ventricles forces blood out through main arteries leaving heart;
\nMPs can only be awarded in correct sequence order.
\npositive <acceleration>;
\nMost candidates attempted this question and were able to provide a suitable definition of centre of mass. Some candidates confused centre of gravity with centre of mass and further review of this concept would be beneficial for candidates.
\nIt appeared that candidates either knew the concept or didn't, scoring either 4 marks or 0 marks. Candidates who struggled to access marks confused the relationship between angular momentum, angular velocity and moment of inertia or contradicted themselves. In terms of understanding the requirements of the question most candidates referred to the image and used this to break down their response to the question which was pleasing to observe.
\nMany candidates attempted this question and a large proportion were able to identify actin filament. However, candidates struggled with identifying myofibril. Many identifying muscle fibre or myofilament, further review of the structure with exposure to varying images may be beneficial to candidates.
\nThe fewest number of candidates attempted this question in section A. The question did not refer to intrinsic or extrinsic regulation which may be common trigger words for candidates. The question was specifically focusing on the sequence of excitation of the heart muscle. Most candidates were able to outline the role of the SA node. Fewer were able to list the conducting structures along the sequence of excitation. Some confused the bundle of His with the AV node. Many candidates were unable to describe the sequence. Therefore, further practice of describing the sequence is required. Lists were a common occurrence.
\nWhat is response time?
\nA. The amount of time between the stimulus and the initiation of the movement
\nB. The amount of time between the stimulus and the completion of movement
\nC. Response time = movement time − reaction time
\nD. The amount of time from the initiation of a movement to the completion of a movement
\nB
\nThe 3rd most difficult question in the paper and had a good level of discrimination. Response time is one of those concepts which gets confused with reaction time.
\nThe graphs represent how reaction time changes when additional possible outcomes are introduced into a situation. Which graph represents Hick’s Law?
\nC
\nThe most difficult question in the paper which had most candidates selecting option A. Something for teachers to go over with their students (Hick's Law) when they go over this part of the topic.
\nWhich type of transfer is best demonstrated when a baseball player learns to hit a ball both left handed and right handed?
\nA. Skill to skill
\nB. Stage to stage
\nC. Bilateral
\nD. Practice to performance
\nC
\nAn easy question, with a good discrimination index. Despite this the specific area of transfer can be a difficult area for students.
\nA group of baseball players hit both left handed and right handed. The mean distance travelled by the ball is shown in the chart. What might be concluded about the statistical significance of the data?
\n\n
A. LH group hits significantly further than the RH group.
\nB. RH group hits significantly further than the LH group.
\nC. LH group hits significantly shorter than the RH group.
\nD. RH group does not hit significantly further than the LH group.
\nD
\nThis is a tricky question in how it is presented and clearly made the candidates think hard. The way that the question is presented required candidates to consider a lot of information in order to select the correct response.
\nDescribe nervous control of ventilation during exercise.
\nDescribe the resynthesis of adenosine triphosphate (ATP) by the lactic acid (anaerobic glycolysis) system.
\nOutline three general features of muscle tissue.
\nAn attacking football player moves in one direction and immediately changes to the opposite direction. This deceives the defender.
\nExplain the concept the attacking player is using to evade the defender.
\nDiscuss the structure and function of the leg muscle fibres of an elite long jumper and a marathon runner.
\nnervous system:
\nbreathing is manipulated by the autonomic nervous system to increase rate <expiratory centre> & increase depth <inspiratory centre> of breathing in response to exercise;
\nrespiratory centre is found in the brain stem / medulla oblongata & pons in the brain;
\nchemoreceptors relay information to the respiratory centre regarding lower pH or O2 / higher CO2 levels
\nOR
\nproprioceptors relay information to the respiratory centre regarding action of muscles / spindles / joint receptors;
\n<inspiratory> respiratory centre increases stimulation <via phrenic nerve and intercostal nerves> to the inspiratory muscles <external intercostals and diaphragm>;
\nduring exercise inspiratory muscles are stimulated to contract more forcefully;
\n<inspiratory> respiratory centre stimulates additional accessory muscles <sternocleidomastoid, pectoralis minor, scalenes> to contract <to increase depth of breathing>;
\nduring forceful ventilation nerve impulses from the inspiratory area activate the expiratory area;
\nstretch / mechano receptors in the lungs <and bronchioles> relay information to the respiratory centre to prevent over inflation of the lungs;
\nin response to stretch receptors, <expiratory> respiratory centre shortens the duration of inspiration / Hering-Bruer reflex;
\n<expiratory> respiratory centre stimulates expiratory muscles <internal intercostals / obliques / rectus abdominus> to contract;
\nexpiration moves from passive to active control during exercise;
\nMax [2] if no reference to exercise.
\nsystem can only use glycogen/glucose as a fuel source;
\nglucose is converted into pyruvate;
\nsystem produces a low yield / 1 glucose produces 2ATP <net>;
\nin the absence of oxygen pyruvate is converted to lactate/lactic acid;
\nbyproducts of lactic acid system are lactic acid, <hydrogen ions, lactate>;
\nsystem resynthesizes ATP at a rapid rate;
\ncontractility: capacity to shorten under tension;
\nextensibility: stretches beyond resting length when other muscles act across a joint;
\nelasticity: ability to return to resting length after being stretched beyond its normal resting length;
\natrophy: the partial or complete wasting away of muscle; muscular hypertrophy: the enlargement of muscle from the
\nincrease in size of its cells;
\ncontrolled by nerve stimuli and fed by capillaries;
\npsychological refractory period;
\nis the increase in response time (RT) to a second stimulus caused when the second stimulus has been delivered while the performer is responding to the first stimulus
\nOR
\ntime delay in RT caused by the arrival of a second stimulus before the first is processed
\nOR
\nwhen a second stimulus arrives before the first response is completed;
\nreaction to the second stimulus is longer as the first response is still being processed
\nOR
\nplayer has to sort out new and correct stimulus, but first they have to disregard the old and now useless stimulus and this causes the delay;
\nhoping the defender has been distracted by the fake move as they cannot respond until the full reaction/response 1 has been processed by the brain;
\nbrain processes one action at a time causing a time delay in responding to the second stimulus
\nOR
\nthe single channel hypothesis states that each stimulus can only be processed one at a time
\nOR
\na second stimulus must wait until the first has been processed
\nOR
\neach stimulus we process has to progress through a single track
\nOR
\nany subsequent stimulus must wait for the one before it to be processed before it can be dealt with;
\nAward [1] stating for the concept.
\nAccept diagram to assist with explanation.
\nRequire an explanation for mark, candidates cannot just list structural and functional characteristics.
\nMax [4] for either athlete.
\nThis was a poorly answered question. Many candidates completely misinterpreted the question and described the mechanics of breathing with no reference to exercise. Many of those who understood the requirements of the question focused on cardiovascular control rather than ventilatory control. Those who were able to access marks described the receptors involved but struggled to describe how this information was used to effect changes in breathing during exercise.
\nOf the candidates who selected question 4, many chose not to respond to this question. Surprisingly many candidates struggled to access full marks for this question. Most were able to identify glucose as the fuel and a net of 2ATP and a by-product of lactic acid.
\nMost candidates attempted this question with many able to outline that an increase in hemoglobin resulted in an increase in oxygen delivery. However not all of these candidates referred to the increased delivery to working muscles. From this some candidates were able to identify that this would increase the ability to work for longer periods/at a higher intensity or that there would be a greater exchange of oxygen at the muscles. Very few candidates were able to access 3-4 marks for this question as they were unable to apply the adaptation of training to the physiological and performance response.
\nMost candidates who attempted question 4 addressed this question. Many were able to explain that an athlete must complete their response to the first stimulus before they can respond to the second stimulus and that the introduction of a dummy fake as the first stimulus causes a delay in response. However few candidates referred to the single channel hypothesis or were able to identify the concept.
\nOf candidates who chose to answer question 4, many did not attempt this question. Candidates were required to discuss the structural and functional characteristics of the muscle fibres of two contrasting athletes. Most candidates were able to identify the correct dominant muscle fibre type for each sport. However, many struggled to identify the appropriate characteristics of these fibre types. For candidates who were able to accurately identify the appropriate characteristics they were often a list rather than a discussion. Candidates were required to apply their knowledge of the characteristic and provide more detail as to how this would enable the athlete to complete the relevant sport.
\nA student measures flexibility using five trials of the sit and reach test. They record the same result for each trial for the first participant. Which does this provide evidence for?
\nA. Specificity
\nB. Accuracy
\nC. Reliability
\nD. Validity
\nC
\nA good number of candidates understand this area which is fundamental to experimental design.
\nAlex signs up at the local gym and is required to complete a Physical Activity Readiness Questionnaire (PAR-Q). What is the purpose of this questionnaire?
\nA. To determine their level of fitness
\nB. To determine how long they will be able to exercise for
\nC. To determine their pre-existing skill level
\nD. To determine their pre-existing health conditions
\nD
\nThe second easiest question as it is difficult to assess this knowledge area in different ways.
\nA track athlete runs 800 m at 5-minute intervals over 30 minutes. Which element of their general training programme is this?
\nA. Endurance training
\nB. Progression
\nC. Resistance training
\nD. Reversibility
\nA
\nThis question made candidates think hard and discriminated well. They needed to think about the exercise task and the energy systems used and how it was presented in order to eliminate the distractors.
\nDistinguish the characteristics of smooth and cardiac muscle.
\nDescribe how a long jumper can manipulate the factors that affect projectile motion to increase their distance jumped during a competition.
\nA chronic adaptation of aerobic training is an increase in hemoglobin. Outline how this adaptation would benefit an athlete running a marathon.
\nExplain why an elite basketballer would be able to process relevant sporting signals more effectively than a novice.
\nUsing examples from sport, compare motor programmes from both open-loop and closed-loop perspectives.
\nCandidates must distinguish muscle characteristics to be awarded a mark.
\nAccept any suitable example of the location of smooth muscle. Do not accept organs only.
\nAccept any accurate additional structural difference.
\nvelocity / speed of take-off:
\nincreasing acceleration / momentum so that their greater force at take-off results in greater distance;
\nensure their run up is long enough to so that they are at maximum speed;
\nensure their run up is measured so that they do not do any stutter steps and lose speed;
\nensure that they jump off their favoured foot for maximum power transfer;
\nangle of take-off:
\nalter angle of take-off by jumping higher or lower to achieve optimal release angle;
\nheight of take-off:
\ncentre of mass higher on take-off than landing to increase flight time
\nOR
\nraising arms leads to a higher centre of mass which leads to greater flight time / distance jumped;
\nMax [1] if 3 factors are only listed.
\nMax [3] if only 1 described factor is given.
\nimproved oxygen transport <from the lungs> to the muscles;
\nincreased oxygen levels allow the body to utilize aerobic system to a greater degree;
\nwider availability / variety of fuel sources as aerobic system can use carbohydrates, fats and protein as fuels;
\nreduced reliance of lactic acid system which produces fatiguing byproducts;
\nable to work at a higher intensity for a longer period without fatigue;
\nimproved A-VO2 difference / efficiency of oxygen exchange;
\nelite athlete:
\ndetection:
\nable to filter actual signals from the distraction of “noise”;
\ncan correctly interpret signals more than novice athlete due to experience;
\nselective attention to correct stimulus / ability to detect signals sooner than novice;
\ncomparison:
\nhas a more extensive long-term memory bank to draw on to compare the stimuli to;
\nrecognition:
\nthe process of finding a corresponding stimulus in memory is more developed;
\nable to spend little/no attention focused on executing movement they are in autonomous phase of learning therefore full focus on signals received;
\nAccept appropriate explanation in the converse.
\nclosed loop:
\ne.g. handstand in gymnastics / downhill skiing;
\nerror detection made during the execution of motor programme;
\ncorrection made during execution of motor programme;
\nmemory trace: recall of previous actions initiates action;
\nmemory trace strengthened from practice and feedback;
\nperceptual trace: guidance of body part during the action. In the event of an error the limb is adjusted;
\nopen loop:
\ne.g. action phase of a golf swing / hitting a baseball;
\npostulated that movements require attention only for initiation of the first action;
\nfeedback is received however ongoing movements cannot be modified when unforeseen changes occur;
\nMax [4] per loop.
\nMax [2] for correct sporting examples; open [1] and closed loop [1] perspectives.
\nMany candidates were able to clearly identify a location of cardiac muscle within the heart. Many candidates correctly identified that smooth muscle is found within organs such as the stomach or intestines. However, many candidates just identified organs as the location and therefore were not credited the mark. Most candidates correctly identified cardiac muscle fibres have striations whereas smooth does not. Very few referred to nuclei and appeared to have a misconception that smooth muscles was multinucleated. As the question was distinguish, nuclei were not included in the mark scheme as both cardiac and smooth are uninucleate, although we appreciate some cardiac muscle can be binucleated therefore if candidates correctly distinguished between the two muscles, credit would have been provided.
\nThis was one of the more popular questions for question 5. Candidates appeared to be well prepared for this question and applied their knowledge effectively. G2 forms raised concerns about this question, however candidates approached this question logically. Many candidates were able to explain how experience of training lead to elite athletes being able to filter noise more easily, develop more selective attention, use their memory to compare stimuli and are able to focus their attention to signals as they are autonomous in their skills. This was a strong area for candidates.
\nThis was the question students struggled the most with completing, several candidates who chose question 5 skipped this part. Closed and open loop should be an area all schools should review for the future.
\nDescribe the most appropriate teaching style for a coach to use with a group of novice javelin throwers.
\nGiving an example, outline the characteristics of saturated fatty acids.
\nExplain the phenomenon of cardiovascular drift and one method of reducing it.
\nA table-tennis ball is hit with topspin. Apply the Bernoulli principle to the projectile motion of the ball.
\nDiscuss the factors that determine the dominant energy system.
\ncommand style teacher led instruction with minimal student autonomy;
\ninherent dangers within activity / to control safety factors;
\nteaching style most appropriate for novice / low skill level;
\nsolid/liquid at rtp;
\nmainly animal;
\nonly single bonds between carbon atoms;
\nMax [1] for an example.
\nAccept the converse for unsaturated fats.
\nPhenomenon
\noccurs during prolonged submaximal exercise;
\nreduction in blood volume due to sweating
\nOR
\nreduction in blood volume leads to increase blood viscosity;
\nreduced blood volume results in decrease in stroke volume;
\nheart rate increases to maintain cardiac output;
\nvasodilation causes a reduction of blood flow to working muscles;
\nPrevention
\nmaintain hydration to maintain blood viscosity;
\ndecrease exercise intensity;
\nexercise during cooler part of day;
\nwear clothing which allows air flow;
\nMax [4] for phenomenon.
\nMax [1] for prevention.
\naction of rotation causes the air to be dragged around the rotation of the ball;
\nthis causes increased air velocity underneath the ball and a decreased air velocity on the top;
\nthere is an inverse relationship between air flow velocity and air pressure which is expressed in the Bernoulli principle;
\nresulting in a high pressure area on the top and a low pressure on the bottom of the ball;
\nthe ball will move towards the low pressure area / downwards;
\nthe ball will drop on to the table sooner <than with either no spin or backspin> / reduce the distance the ball travels before hitting the table;
\nAccept marking points as annotations on a diagram.
\nintensity of activity;
\ne.g. in explosive activities the dominant activity is the ATP–PC system
\nOR
\ne.g. sprint finish which will cause a switch from aerobic to anerobic;
\nduration of activity;
\ne.g. 100m will be dominated by ATP–PC, 800m anaerobic glycolysis, marathonaerobic;
\navailability of fuel sources;
\ne.g. not having sufficient ATP–PC drives energy system to anaerobic glycolysis
\nOR
\ne.g. previous interval training loads will deplete muscle glycogen which will reduce the use of anerobic/aerobic
\nglycolysis and cause switch to fat oxidation;
\nthe amount of recovery time available;
\ne.g. submaximal activity / passive rest to replenish PC
\nOR
\ne.g. sufficient time to rid the body of <negative by-products> hydrogen ions/lactate;
\nMax [2] for each given factor.
\nMax [3] for stating the factors with no relevant example/explanation.
\nOf the candidates who chose question 6, a number did not choose to answer this question. This was another question raised by the G2 forms, however overall candidates approached this question very well. They were able to explain the effect of sweating on blood viscosity and the impact this had on stroke volume, cardiac output and heart rate respectively. Nearly all candidates were able to identify a method to reduce the effect of cardiovascular drift, with the most popular response being to maintain hydration. Some candidates need further review of when cardiovascular drift may occur.
\nA number of the candidates who selected question 6, chose not to answer this part. Many of the candidates were able to correctly identify the difference in air velocity and therefore air pressure. With the majority identifying the impact that this had on the flight of the ball. Although many candidates were able to understand the requirements of the question there were a number who were confused and started to discuss backspin. With many referring to back spin in their answer.
\nTherefore, reading through the question and reviewing their answers is encouraged.
\nA study tested the effects of a caffeine drink on physical performance in soccer. Eighteen female players took part in two soccer games. They consumed a caffeine drink 60 minutes before Game 1 and a placebo 60 minutes before Game 2.
\nEach player wore a GPS device to record their distance travelled and speed. Mean running distance (m) for each game is shown.
\n[Source: Reprinted by permission from Springer-Verlag Wien: Springer Nature, Lara, B., Gonzalez-Millán, C., Salinero, J.J. et al.
Caffeine-containing energy drink improves physical performance in female soccer players. Amino Acids 46, 1385–1392 (2014).
© Copyright 2014. https://doi.org/10.1007/s00726-014-1709-z.]
Identify the running speed, in km h–1, at which the difference in running distance between the two conditions is greatest.
\nCalculate the difference in mean running distance, in metres, for the speed identified in 1(a)(i).
\nComment on the statistical significance of the effect of the caffeine drink in this study.
\nOutline two reasons for a placebo condition in the study.
\nExplain the benefits of caffeine use for a soccer player.
\n3.1–8.0 <km h–1>;
\n2800−2500;
= 300 <m>;
Accept in different order. ECF.
\nRunning distance in the caffeine condition was significantly greater at 3.1–8.0/8.1–13.0/>18 km h–1;
\nthere was no significant effect at other speeds/0–0.4/0.5–3.0/13.1–18.0 km h–1 ;
\nTo control for the placebo effect where:
\nthe observed effect can only be attributable to the caffeine drink;
\nto counteract the psychological effects of increased effort due to the perceived use of a caffeine drink;
\nimprove concentration;
\nimproved alertness/improved reaction time;
\nlonger time to exhaustion/reduced fatigue;
\nincreased energy levels/ metabolism;
\nfacilities lipolysis / inhibits glycogenolysis;
\nincreased strength / facilitates motor unit recruitment;
\nincreases in calcium permeability of the sarcoplasmic reticulum;
\nbenefits experienced in low to moderate dosage;
\nNo issues.
\nNo issues.
\nNo issues.
\nMost candidates knew what a placebo was but had difficulty explaining the importance of placebos and their benefits in research.
\nCandidates were more adept at identifying caffeine benefits of concentration, alertness, and increased time to exhaustion. They were less able to identify changes to more detailed physiological aspects like the effect on lipolysis, calcium permeability, and glycogenolysis.
\nDistinguish between overtraining and overreaching.
\nDescribe fartlek training.
\nAnalyse a mesocycle unit of training.
\novertraining is when an athlete tries to do more than he or she can physically or mentally tolerate and has negative symptoms whereas overreaching is placing stress on the body that is beyond the athlete’s current limit of tolerance <short term> / transient overtraining;
\ncontinuous form of training / run;
\ncombination of interval and continuous training, not regimented <intensity, duration, rest>, regulated on how you feel;
\nvarying pace / terrain;
\nslower pace used to recover in time for next burst of speed / hill / higher intensity work;
\nlasts for a period covering weeks or months;
\nrequires overload/increase in intensity;
\ncomprises microcycles / constitutes macrocycles;
\nmay be transition, preparation, competition;
\nNo issues.
\nMore difficulty than expected on the structure and purpose of fartlek training.
\nCandidates appear to understand periodization and the associated cycles well.
\nThe Marathon des Sables is a 6-day, 250 km run across the Sahara Desert in temperatures reaching 50 °C. Describe how an athlete acclimatizes when preparing for the race.
\nExplain the physiological adaptations that occur during heat acclimatization.
\nperform training sessions in similar conditions / desert >5 days prior to race;
\nuse an environmental chamber;
\ninitially reduce intensity of training;
\nincreased plasma volume as a response to increased stroke volume;
\nlower rest and exercise core body temperature;
\nincreased sweat response, as sweat becomes more diluted;
\nreduced rate of muscle glycogen, as cardiac output increases;
\nCandidates identified the requisite time and aspects of training required for acclimatization. A surprising number did not mention training must occur at the desired environmental conditions.
\nCandidates struggled to do more than identify the physiological changes with a little explanation required to access more marks in this question.
\nA study investigated the effect of three different sports on force–time variables during a vertical jump performed by elite athletes. The variables measured were time during the eccentric phase (when the quadriceps lengthen to prepare for the jump), total jump time (eccentric and concentric phases), eccentric rate of force development, and jump height.
\nTable 1: Mean and standard deviation (SD) for the force–time variable data
\n[Source: Laffaye, G., et al., 2014. Countermovement jump height: gender and sport-specific differences in the force-time
variables. Journal of Strength and Conditioning Research, 28(4), pp. 1096–1105. Source adapted.]
Identify the sport with the greatest mean jump height.
\nCalculate the difference between mean eccentric rate of force development for baseball and basketball.
\nUsing the data from Table 1, analyse the differences in force–time variables for basketball, football and baseball players.
\nIdentify the sport with the smallest standard deviation for eccentric rate of force development.
\nComment on the meaning of the standard deviation with reference to Table 1.
\nfootball;
\n5.41 − 3.37;
= 2.04 < kN s–1 >;
eccentric time:
basketball players have the highest / footballers have the lowest eccentric times;
total jump time:
baseball has the highest jump time / basketball and baseball players have similar jump time/ footballers have the lowest jump time;
eccentric rate of force development:
baseball players have the highest / basketballers have the lowest rate of eccentric force development;
jump height:
baseball players have the lowest height / basketball and baseball players have similar jump heights/ footballers have the highest jump height;
baseball;
\nthe small standard deviation e.g. total jump time for baseball, indicates that the data is clustered around the mean;
\na large standard deviation e.g. jump height for football can indicate that there is an issue with reliability;
\nmost of the data has a relatively small standard deviation with the exception of jump height which suggests that there is a little variation in performance;
\njump height appears to be the least reliable force–time variable;
\nthe standard deviations for every sport for a particular measure are similar e.g. for eccentric time they range from 5, 7 and 8;
\nAward [1 max] if there is no reference to data.
\nAccept answer that refers to relative proportion of the SD to mean.
\nNote: statistical significance cannot be determined from the data.
\nAccept in the converse.
\nThe calculations and analysis of the graph was done very well. Overall, candidates had selected the correct data for the calculation, gave extensive analysis of the force–time variables for the full 3 marks and could identify the correct standard deviation.
\nMost candidates started this answer with the definition which did not gain a mark and then followed up by referring to the data as intended by the question. Candidates struggled to access the full 3 marks for this question.
\nDistinguish between state and trait anxiety.
\nList two examples of somatic anxiety in sport.
\nEvaluate the Competitive State Anxiety Inventory-2.
\ntrait anxiety refers to the general level of stress an individual experiences whereas state anxiety refers to a response to a specific situation;
\nAppropriate examples include:
pounding heart;
increased sweating / sweaty palms;
\ndry throat/mouth;
\nshakes;
\nbutterflies in stomach;
\nStrengths:
easy to conduct;
cheap;
\nrelatively valid assessment;
\nAward max [1] for strengths.
\nLimitations:
relies on self-report / susceptible to response bias;
requires complex knowledge to correctly interpret;
\ncannot provide instantaneous measurement;
\nAward max [1] for limitations.
\nNo issues.
\nCandidates were not good at identifying examples of somatic anxiety.
\nCandidates were only able to name a limited number of benefits or limitations here.
\nOutline the concept of learned helplessness.
\nAnalyse the impact of external rewards on intrinsic motivation.
\nan individual believes they are not capable of succeeding and therefore does not try or gives up;
\nan individual believes their actions have no effect on the desired outcome/feels doomed to failure;
\na result of previous attribution of stable factors;
\na result of previous attribution of uncontrollable factors;
\nextrinsic rewards can be seen as controlling;
\ncontrolling rewards reduce intrinsic motivation;
\nextrinsic rewards can be informational;
\ninformational rewards can enhance intrinsic motivation;
\nCandidates were able to define learned helplessness, but many had more difficulty identifying the conditions.
\nCandidates only provided a limited number of impacts here, limiting the award of less than three marks on many papers.
\nThe diagram shows a long bone.
\n[Source: OpenStax College – Anatomy & Physiology, Connexions Web site. http://cnx.org/content/col11496/1.6/, Jun 19, 2013.
Attribution 3.0 Unported (CC BY 3.0) https://creativecommons.org/licenses/by/3.0/.]
\n
Label structures A and B in the diagram.
\nA:
\n\n
B:
\n\n
State the location of the femur in relation to the tibia using anatomical terminology.
\nState the location of the sternum in relation to the vertebral column using anatomical terminology.
\nOutline three functions of cartilage.
\nA: <proximal> epiphysis;
B: diaphysis;
superior
OR
proximal;
anterior;
\njoins bone to bone ‹as in cartilaginous joints› / structural support;
\nallows limited movement ‹in cartilaginous joints›;
\nshock absorption;
\nreduce friction / protection of bone;
\nGenerally, candidates were able to identify the correct structures of the long bone.
\n(b)(i) and (ii) 2bi was well answered, but they found it tricky to give the location of the sternum.
\nMost candidates gained 2 marks from this question.
\nA nine-month trial investigated the effectiveness of exercise on Quality of Life for individuals with type II diabetes. 173 participants were randomly assigned to one of four training groups:
\nA Quality of Life questionnaire was used to measure physical functioning, bodily pain and general health. The mean change in questionnaire score between the start and the end of the trial is shown for each group.
\n[Source: Reprinted with permission from Valerie H. Myers, Megan A. McVay, Meghan M.
Brashear, Neil M. Johannsen, Damon L. Swift, Kimberly Kramer, Melissa Nauta Harris, William D. Johnson, Conrad P.
Earnest, and Timothy S. Church: Exercise Training and Quality of Life in Individuals With Type 2 Diabetes. Diabetes Care
2013 Jul; 36(7): 1884–1890: https://doi.org/10.2337/dc12-1153. Copyright 2013 by the American Diabetes Association.]
State the group with the greatest change in general health.
\nCalculate the mean change in physical functioning for the three exercise groups.
\nComment on the statistically significant results from this study.
\nList two health risks of diabetes.
\nThe family history of a person makes them susceptible to type II diabetes. Discuss lifestyle factors that they should consider to reduce their risk of developing the condition.
\nresistance;
\n(1 + 2 + 2)/3;
\n= 1.67;
\nAccept range from 1.60 to 1.70.
\nall forms of exercise had a significant positive effect on general health;
\naerobic and combined exercise had a significant positive effect on physical functioning;
\nresistance training was the only exercise to resist an increase in bodily pain scores/was the best type of training for reducing bodily pain;
\nAward max [1] per graph.
\nblindness;
\nkidney disease;
\nnerve damage / amputation;
\ncardiovascular disease / amputation;
\nA diet high in saturated fats / sugar
ensure diet is low in saturated fats/sugar/refined foods;
Physical inactivity
sufficient/suggested physical activity/exercise to maintain energy balance / ensure general health;
maintain efficient function of the pancreas;
\nObesity
ensure appropriate energy balance / adequate calorie intake to avoid becoming obese;
Ensure each factor is discussed appropriately.
Award max [1] for a list.
No issues.
\nNo issues.
\nNo issues.
\nNo issues.
\nSome candidates did not address this question's prescriptive nature, instead just listing lifestyle factors to reduce diabetes.
\nDefine mood.
\nIdentify symptoms associated with exercise addiction.
\nSuggest the nature of exercises that are more likely to reduce depressive symptoms.
\na state of emotional or affective arousal of varying, not permanent, duration;
\nchronic/repetitive/stereotyped pattern of regular exercise regardless of any negative consequences;
\nincreased priority of exercise;
\nnegative mood / irritable with withdrawal;
\na need to exercise more for the same psychological reward;
\nsubjective awareness of compulsion to exercise;
\nenjoyable / non-competitive;
\nsocial environments;
\ninvolves rhythmic exercise;
\nclosed / predictive environments;
\nmoderate intensity;
\nNo issues.
\nCandidates struggled to identify the diversity of symptoms of exercise addiction, and many provided limited responses.
\nSome candidates gave a description of how exercise reduces depression and did not suggest the nature of exercises that would reduce depression.
\nThe diagram represents the ultrastructure of a generalized animal cell.
\n\n
Annotate structures A, B and C in the diagram.
\nExplain cardiovascular drift and the relevance of hydration during a 50 km walk.
\nduring prolonged exercise there is an increase in body temperature / blood flow is diverted to the skin;
\ncooling/sweating causes fluid loss/decreases in blood plasma;
\nthis results in increased blood viscosity/decreased in stroke volume;
\nto maintain homeostasis/cardiac output (Q) there is a «gradual» increase in HR
OR
reduction in venous return/ stroke volume causes the heart rate to increase to maintain cardiac output;
during prolonged exercise an athlete can ingest drinks/stay hydrated to maintain blood volume/Q <to avoid/reduce cardiovascular drift>;
\nAward [3 max] for cardiovascular drift.
\nCandidates were less certain of how to annotate an animal cell. They usually correctly named the mitochondria but not the other 2 organelles.
\nCandidates did very well at showing their understanding of cardiovascular drift. They commonly missed the fact that the loss of water from the body due to sweating is connected to the loss of plasma and then that it is necessary to hydrate to replace this lost fluid.
\nDiscuss the variability of maximal oxygen consumption relative to age for trained and untrained individuals.
\nOutline how maximal oxygen consumption differs between running and arm ergometry.
\nVO2max/maximum oxygen consumption:
<absolute values> increase dramatically as people age/ up to peak VO2max;
peaks around age 20 for males and mid/late teens for females;
\nsteadily declines after peak as the individual ages;
\nis higher in a trained vs untrained individual <of a similar age>;
\nthe effect of training can overcome decreases due to aging;
\nrelative scores tend to be stable or decrease <depending on gender>;
\nthe effect/impact of aerobic training on an individual's VO2max is determined by their baseline VO2max level;
\narm ergometry involves less muscle mass compared to running;
\narm ergometry has a lower VO2max compared to running;
\nprevious training will influence the difference between VO2max between the two modes;
\nAccept in the converse.
\nMost candidates understood that the trained individual will have a higher VO2max compared to a similarly aged untrained person. The combination of expecting a discussion on the impact of age and level of training made this a complex question in which to get full marks.
\nStudents generally were able to gain the 2 marks available for this question.
\nOutline the effect of age on peak bone density
\nDiscuss the impact of exercise on bone density.
\nBone density:
increases from birth to the age of 35–45;
decreases from then on;
\nage of peak bone density is dependent on gender;
\nweight-bearing / resistance training have positive effects on bone density;
\nresistance training results in greater changes than aerobic training;
\novertraining can cause reduction in bone density;
\nquantity of training that leads to low body weight can cause reduction in bone density
OR
lack of exercise can cause reduction in bone density;
No issues.
\nLimited success here to fully apply the benefit of exercise on bone density.
\nUsing examples, describe two different types of practice.
\nPeriodization can be used to optimize an athlete’s performance. Explain how a coach uses the other key principles of training to maximize athletic development.
\nAnalyse the process of gaseous exchange at the alveoli during exercise.
\nUsing examples, outline the features of a skilled performer.
\ndistributed practice: type of practice alternates periods of practice with periods of rest;
e.g. practice of a certain move 5 times in gymnastics while being filmed, reviewing the recording, adjusting and practising again;
massed practice: type of practice has little or no rest between simple skills;
e.g. practice of many different passes of a soccer ball during a drill;
fixed/drill practice: doing a drill repeating the skill/repetition of a task in a controlled way;
e.g. shooting basketball from the same spot many times without a break;
variable practice: mix of individual skills, group drills and minor games / practising a skill in a variety of contexts;
e.g. performing free-throws, three-pointers and mid-range shots in a 3 v 2 situation;
mental practice: imagining doing the skill;
e.g. visualization of them performing a volleyball serve/rehearsing the skill in their mind;
Award [1 max] for a list of two types of practice with no description.
\nAward [2 max] for examples with no description and vice versa.
\nCandidates can only be credited for two types of practice.
\nprogression: coach needs to ensure that challenge of sessions increases gradually, e.g. gradual increases in weights or repetition sets;
\noverload: coach plans to increase intensity/frequency/time/FIT of sessions <with appropriate rest to elicit beneficial adaptations/ minimise risk of injury> e.g. increasing frequency of training per week;
\nspecificity: coach plans sessions that focus on developing muscles/skills/energy systems/movement patterns/strategy that are relevant for their performance, e.g. sprinter developing leg muscles;
\nreversibility: coach needs to plan sessions/ training to ensure that the loss of any performance gains does not occur;
\nvariety: to maintain motivation/prevent boredom, coach plans a range of activities/methods, e.g. crossfit training;
\nAward [1 max] for a list of two or more principles.
\nAward [2 max] per principle.
\ngases/O2 move from a high to low partial pressure / concentration gradient;
\nduring exercise, <rate of> diffusion will be greater because the relative partial pressures are greater;
\noxygen/O2 partial pressure is higher in the lungs/alveoli than in the <pulmonary> capillaries;
\noxygen/O2 moves from the lungs/alveoli/to the <pulmonary> capillaries/blood <across the membranes>;
\nthere is a short diffusion pathway between the alveoli and <pulmonary> capillary walls <as they are one cell thick which assists in the high rate of diffusion>
OR
a large surface area increases diffusion rate;
the amount and rate of gas exchange that occurs across the membrane depends on the partial pressure of gases, the thickness of the wall and the surface area <which is Fick’s Law>;
\nAccept in the converse CO2 for O2.
\nDo not accept reference to transport.
\nconsistent: gymnast is able to perform a set of movements consistently;
\naccurate: archer hits centre of target;
\nlearned: dancer performs the routine automatically;
\ncontrol: fencer displays no unnecessary movement;
\nefficient: basketball player movements look effortless;
\nfluency: hockey player has flowing movements;
\ngoal-directed: cross-fit athlete is focused on the goals of the practice;
\nThis was a tricky question for many as candidates confused types of presentation. Candidates tried to provide clear examples in addition to the definition, which was excellent.
\nThis was a hard question for which to get full marks, but many candidates were able to get close. Reversibility was a tricky principle to write about in the given context, but several candidates succeeded.
\nGenerally, this question was done well with many able to show that they understood the causes for the movement of gases at the alveoli, where the gases move to and from and the special features of this space. They were less likely to consider the effects of exercise in this process.
\nThis was a real strength for many candidates and possibly what drew them to this set of questions.
\nA study considered the hydration status of 345 athletes. To assess validity, the best urine measure of hydration (urine osmolarity) was compared with four other measures (urine specific gravity; urine colour; thirst perception scale; and bioelectrical impedance analysis).
\nCorrelation to urine osmolarity is shown in the scattergrams.
\n[Source: Fernández-Elías VE, Martínez-Abellán A, López-Gullón JM,
Morán-Navarro R, Pallarés JG, De la Cruz-Sánchez E, et al. (2014) Validity of Hydration Non-Invasive
Indices during the Weightcutting and Official Weigh-In for Olympic Combat Sports. PLoS ONE 9(4): e95336.
https://doi.org/10.1371/journal.pone.0095336. © 2014 Fernández-Elías et al. Published under the terms of
Creative Commons CC by 4.0 licence: https://creativecommons.org/licenses/by/4.0.]
State the measure with a non-significant correlation to urine osmolarity.
\nCalculate the difference in the strength of the correlation (r) with urine osmolarity between urine colour and thirst perception scale.
\nUrine osmolarity is considered the most accurate measure of hydration that does not require blood. Comment on the relative validity of each of the other methods in this study.
\nState two reasons why water is vital to sustain human life.
\nDiscuss regulation of electrolyte balance in endurance exercise.
\nbioelectrical impedance analysis;
\n0.74 – 0.30;
\n= 0.44;
\nAccept in different order.
\nurine specific gravity is the most strongly related to urine osmolarity / therefore the most valid;
\nurine colour strongly positively related to urine osmolarity / therefore valid;
\nthirst perception scale only shows a small positive relationship with urine osmolarity / therefore questionable validity;
\nbioelectrical impedance is unrelated to urine osmolarity / therefore not valid;
\nbasic substance for all metabolic processes in the body;
\nregulates body temperature;
\nenables transport of substances essential for growth;
\nallows for the exchange of nutrients and aids the removal/excretion of metabolic end products;
\nelectrolyte balance can become a problem when electrolyte levels are too high or too low/balance is disrupted;
\nathletes lose large amounts of water through sweat, which must be replaced;
\nprofuse sweating includes loss of sodium/electrolytes;
\ntoo much water intake can dilute electrolyte balance / hyponatremia;
\ncramping;
\nfewer electrolytes are lost through urine, as urine production declines;
\ndehydration induces ADH, which promotes the retention of sodium;
\nNo issues.
\nNo issues.
\nNo issues.
\nNo issues.
\nCandidates struggled with the application nature of this question.
\nDescribe the regulation of heart rate.
\nAnalyse oxygen deficit.
\nExplain the differences in dietary recommendations for a runner during marathon training and a sedentary individual both with healthy body mass index (BMI).
\nThe diagram shows a person performing a somersault dive from a 10 m platform.
\n\n
Outline how they use the law of conservation of angular momentum to perform a somersault dive.
\nheart has its own pacemaker / SA node/ is intrinsically regulated;
\nheart rate is regulated by brain/ medulla oblongata/pons/ is influenced by extrinsic factors/ autonomic nervous system;
\nactions of the parasympathetic system slow down the heart rate;
\nactions of the sympathetic system increase the heart rate;
\nheart rate is regulated by adrenaline/noradrenaline/epinephrine;
\ndeficit is calculated as the difference between the oxygen required for a given rate of work and the oxygen actually consumed
OR
deficit takes place during the initial stages of exercise;
muscles generate ATP through anaerobic pathways;
\noxygen transport system is not immediately able to supply the needed quantity of oxygen to the active muscles
OR
oxygen consumption requires several minutes before a homeostatic level is reached;
homeostatic level is reached when the aerobic system meets the demands;
\nthe greater the intensity of exercise, the greater the oxygen deficit;
\ndeficit is repaid during rest period/after exercise;
\noxygen deficit can be minimised by the athlete doing a <suitable> warm-up;
\nif the exercise intensity is too high the athlete will have to stop exercising or reduce their intensity;
\n<aerobically> trained individuals may have a smaller deficit/smaller EPOC compared to an untrained individual at the same intensity;
\nAccept appropriate labelled diagram 1st and 6th mp.
\nMarathon runner:
use more calories <than sedentary individuals> and therefore are recommended to have a higher calorie intake/ energy intake;
has a high training volume and therefore have a much higher recommendation for carbohydrate intake;
\nneed some fat stores and are recommended a <slight> increase in fat consumption;
\nneed to recover after activity and are recommended a <slightly> higher protein intake;
\nthermoregulate more and are recommended to have a higher water/ electrolyte intake;
\ngreater mineral and vitamin intake for bone strength/blood cell production/growth;
\nAccept in the converse.
\nangular momentum is defined as angular velocity × moment of inertia;
\nNewton’s first law / a rotating body will continue to rotate with constant momentum unless an external force / torque is applied
OR
angular momentum of the diver is constant during the dive
OR
there is an inverse relationship between moment of inertia and angular velocity;
first point of the dive:
the diver starts off with a high moment of inertia before jumping;
during somersault:
in order to complete sufficient rotations in the dive, diver tucks body in towards centre of mass/ reduces the moment of inertia;
therefore causing an increase in angular velocity;
\npreparation for entry:
in order to safely enter the water <in streamlined position> diver straightens out body / increases moment of inertia;
therefore slows them down and reduces their angular velocity;
\nAward [1 max] for aspects of definition of angular momentum.
\nA good number of candidates managed these questions well. They were able to describe the intrinsic control mechanism and then the impact of adrenaline was also a common effector. The other extrinsic control mechanisms were less likely to come up in their responses.
\nCandidates generally knew key features of oxygen deficit, especially that it occurred at the start of exercise and that the anaerobic energy systems were what was used to get through the initial phase. They knew that oxygen deficit was paid back at the end of exercise. The other responses on the mark scheme were less common.
\nCandidates generally did well with this question and knew that the marathon runner needed more carbohydrates, protein and even fat. The last marks about water or micronutrient intake were less likely to be mentioned.
\nFor a fairly complex biomechanical concept, this question was usually done very well. Those candidates that wrote down the equation and then applied it to the diagram tended to achieve top marks.
\nState the function of the gall bladder.
\nOutline the function of trypsin in macronutrient digestion.
\nstorage of bile;
\nacts as catalyst;
\nprotein digestion;
\nacts in small intestine;
\nSeveral candidates stated that the gall bladder produced bile, confusing its function with the liver.
\nNo issues.
\nOutline the possible long-term consequences of consuming excessive protein in the diet.
\nDiscuss recommendations for the consumption of high and low GI foods before and after a soccer match.
\nEvaluate the use of caffeine-free sports drinks in a team sport.
\ndisorders of bone / calcium homeostasis;
\ndisorders of renal function;
\nincreased cancer risk <breast, bowel, prostate>;
\ndisorders of liver function;
\nincreased risk of coronary artery disease;
\nhigh GI foods post competition may assist the body in restoring glycogen stores more rapidly;
\nhigh GI foods post competition may aid readiness for next training session;
\nlow GI foods before competition may be beneficial for slow release of energy during performance;
\nhigh GI foods immediately pre competition may assist performance;
\nStrengths:
promote/maintain/replenish hydration/electrolyte replacement;
promote glucose replacement, therefore increase endurance/maintains exercise intensity;
\nless likely to cause palpitations than caffeine drinks;
\nLimitations:
long-term overconsumption can cause energy imbalance;
can cause nausea/vomiting;
\nAward max [2] for strengths.
\nNo issues.
\nMany responses lacked sufficient depth of analysis to suggest how several GI food recommendations might impact on a soccer match.
\nCandidates struggled more than expected with this question.
\nCarbohydrates are important for muscular contraction during hill walking. Describe the role of insulin on glucose uptake when walking.
\nDiscuss the structural differences between slow twitch and fast twitch muscle fibre types.
\nAnalyse how research design and statistical analysis aid the validity of studies conducted by sports scientists.
\nMotor skills are classified into various continua. Using examples, outline the motor skills along the interaction continuum.
\ninsulin is released from pancreas <beta cells> in response to elevated levels of blood glucose;
\ninsulin promotes glycogenesis;
\nthis process maintains blood glucose homeostasis;
\nif glycogen storage sites are full, insulin stores glucose as adipose tissue <through lipogenesis>;
\nduring exercise insulin release is inhibited/ decreases due to the sympathetic nervous system operating;
\nexercise enhances transport of glucose across the cell membrane <due to glut-4 transporters>;
\ninsulin enhances glycolysis which is useful when walking;
\nslow twitch fibres:
higher myoglobin content;
higher capillary density allows for increased oxygenation;
\nhigher triglyceride storage;
\nlower glycogen storage;
\nhigher mitochondrial density;
\nlower phosphocreatine stores;
\nsmaller fibre diameter;
\nlower sarcoplasmic reticulum amounts;
\nContrast for each function must be provided.
\nAccept in the converse for fast-twitch.
\nDo not accept colour.
\nuse of dependent and independent variables demonstrate causality;
\ncontrol groups ensure that changes observed are attributable solely to the intervention and not to any other factors;
\nplacebos are inactive substances or conditions that should have no effect on the subject;
\nuse of blind / double blind allocation prevents bias;
\nuse of <inferential> statistics shows the significance of the findings / informs researcher whether or not to accept null hypothesis;
\nrandomization guards against ordering/learned/fatigue effects;
\ndesign a method / use valid measuring tools that permit repetition and replication;
\nAward [3 max] if no reference to statistics.
\nindividual:
performed in isolation;
e.g. running by yourself;
coactive:
performed at the same time as others but without direct confrontation;
e.g. running a race in your own lane (such as 100 m);
interactive:
performed where other performers are directly involved / space is shared / performance can be influenced by the opposition;
e.g. soccer game;
Award [1 max] for list of three elements within the continuum.
\nAward [3 max] if no examples given.
\ni.e. Note: [1] for description, [1] for example.
\nThis is a complex question because role of insulin and exercise are different in how they impact on the movement of glucose, yet they do the same thing: encourage the movement of carbohydrate into a cell.
\nCandidates found it difficult to recall the \"structural\" differences of the two types of muscle fibre.
\nCandidates were generally able to show their understanding for the use of statistical analysis to get a mark. They struggled to gain the other marks for the study design features.
\nIn general, candidates did well on this question; some became confused with the other types of continua such as \"open versus closed\".
\nWhich are parts of the pectoral girdle?
\nA. Ribs and clavicle
\nB. Clavicle and scapula
\nC. Scapula and humerus
\nD. Humerus and ribs
\nB
\nTied for third most challenging question (55.80 %). Had an ideal discrimination index, indicating a well-written question. The main discriminator was A.
\nWhich are functions of the axial skeleton?
\nI. To protect internal organs
\nII. To provide sites for attachment of muscle
\nIII. To stabilize parts of appendicular skeleton
\nA. I and II only
\nB. I and III only
\nC. II and III only
\nD. I, II and III
\nD
\nThe most challenging question on the paper (34.78 %). More students selected B than the correct answer (D). Answer B would have been correct had the question asked for the “primary” functions of the axial skeleton. This emphasizes the need to take care in reading the question.
\nWhich feature of the synovial joint covers the ends of the bones?
\nA. Synovial membrane
\nB. Bursa
\nC. Meniscus
\nD. Articular cartilage
\nD
\nEasy question.
\nWhich are principal structures of the ventilatory system?
\nI. Lungs
\nII. Heart
\nIII. Alveoli
\nA. I and II only
\nB. I and III only
\nC. II and III only
\nD. I, II and III
\nB
\nEasy question.
\nThe diagram shows various lung volumes. Which label represents tidal volume?
\nA
\nTenth most difficult question (73.91 %). The main discriminator was C.
\nWhat promotes passive diffusion during inspiration?
\nC
\nThe sixth most challenging question (63.77 %). The principal distractor was D. This indicates an understanding that diffusion requires a pressure gradient, but confusion over the direction thereof in the pulmonary capillaries.
\nThe diagram shows the human heart. Which valve is labelled X?
\n[Source: Adapted from Heart diagram with labels in, ZooFari, https://en.wikipedia.org/wiki/
Cardiology#/media/File:Heart_diagram_blood_flow_en.svg, licensed under the Creative Commons Attribution-Share
Alike 3.0 Unported license, https://creativecommons.org/licenses/by-sa/3.0/legalcode.]
\n
A. Bicuspid
\nB. Tricuspid
\nC. Aortic
\nD. Pulmonary
\nA
\nA challenging question with a decent discrimination index.
\nWhat causes an increase in cardiac output during exercise?
\nA
\nMid-ranking question.
\nWhich competitive activity requires the highest maximal oxygen consumption for a well-trained athlete?
\nA. 10 km cross-country skiing
\nB. 20 minutes arm ergometry
\nC. 40 minutes cycling
\nD. 1 km canoe slalom
\nA
\nFifth most challenging question (60.87 %). The main discriminator was C. This was a common question between SL and HL students, and the results were similar. The students had difficulty recognizing that cross-country skiing requires the use of major muscle groups in both the upper and lower body.
\nWhich is a condensation reaction?
\nA. Breaking of the bonds in glycogen and creation of a water molecule
\nB. Addition of two glucose molecules and creation of a water molecule
\nC. Breaking of the bonds in glycogen and absorption of a water molecule
\nD. Addition of two glucose molecules and absorption of a water molecule
\nB
\nThe second most challenging question (39.13 %), with a very good discrimination index. Answers were distributed across all three distractors, indicating that this is an area for improvement.
\nAn untrained individual with healthy BMI starts to train for a marathon. What change should they make to their diet?
\nD
\nFourth-most challenging question (55.80 %). The main discriminator was B. The key to this question was in recognizing that the individual was untrained, with a healthy BMI. The addition of training to their routine would require a caloric increase.
\nWhat is an anabolic reaction?
\nA. When small molecules are combined into larger molecules
\nB. When complex molecules are broken into smaller molecules
\nC. When there is a net release of energy
\nD. When no energy is used or released within the reaction
\nA
\nMid-ranking question.
\nWhich bones form part of the appendicular skeleton?
\nA. Sternum, clavicle, coccyx
\nB. Skull, clavicle, humerus
\nC. Clavicle, humerus, tibia
\nD. Skull, clavicle, sternum
\nC
\nC was the correct answer, and a high proportion of candidates selected this answer. This was considered one of the easier questions on the paper.
\nWhat type of joint is the ankle?
\nA. Saddle joint
\nB. Pivot joint
\nC. Hinge joint
\nD. Gliding joint
\nC
\nThe 3rd most difficult question on the paper, B was the main distractor, very poor discrimination. This was a ‘structural’ question (AS 1.1.10) i.e. this is not a ‘functional’ question. The term ‘ankle’ is used within the SEHS syllabus under AS 4.3.6.
\nWhich of the following bones has the movement of the body as its main function?
\nA. Fibula
\nB. Skull
\nC. Coccyx
\nD. Sternum
\nA
\nBased on AS 1.1.1 in the SEHS syllabus, this question had a good discrimination index, and C and D were the main distractors.
\nWhat is the main function of the knee joint ligament?
\nA. To secrete synovial fluid
\nB. To absorb shock
\nC. To help with joint stability
\nD. To provide a friction-free environment
\nC
\nA mid-difficulty question, with a good discrimination, and B was the main distractor.
\nWhich of the following applies to hemoglobin?
\nA. It binds strongly to oxygen when there is a low partial pressure
\nB. It is an iron compound
\nC. It transports approximately 80 % of oxygen in the blood
\nD. It is a component of white blood cells
\nB
\nThe most difficult question on the paper. C was the main distractor and A was the 2nd distractor. More candidates chose C or A than B (correct response). It was highlighted in one of the G2s that the term ‘iron compound’ (B) was misleading, it should have been ‘iron-containing’.
\nWhich of the following is the correct order for carbon dioxide moving from the pulmonary artery to the atmosphere?
\nA. trachea → larynx → nose
\nB. alveoli → trachea → bronchi
\nC. bronchi → trachea → bronchioles
\nD. nose → trachea → bronchi
\nA
\nThe 3rd easiest question on the paper, and B was the main distractor.
\nWhat does the elevated breathing rate after exercise allow the body to do?
\nA. To stimulate the peripheral chemoreceptors
\nB. To increase the pH of the blood
\nC. To trigger the Hering-Breuer reflex
\nD. To stimulate muscle proprioreceptors
\nB
\nBased on AS 2.1.5 in the SEHS syllabus and found within AS 3.3.8 a mid-difficulty question, and D was the main distractor. It is noted that the term ‘Hering-Breuer reflex’ (C), although a familiar term used in Physical Education and/or Sports Science, is not in the SEHS guide and possibly was then easily discarded.
\nWhich of the following are correct statements about the pulmonary and systemic circulatory systems?
\nI. Pulmonary circulation is driven from the right ventricle to drop off carbon dioxide at the lungs.
\nII. Systemic circulation brings back oxygen from the lungs for the rest of the body.
\nIII. The vena cava is involved with the systemic circulatory system.
\nIV. Pulmonary circulation has lower blood pressure than the systemic system.
\nA. I only
\nB. II and III only
\nC. I, III and IV only
\nD. I, II, III and IV
\nC
\nOne of the more difficult questions, with C and D as main distractors. There were 5 blank responses for this question. One of the G2s highlighted a typo within this question i.e. ‘systematic’ should have been ‘systemic’.
\nWhich of the following is correct for an athlete who is exercising at a steady pace on flat terrain for a prolonged period of time?
\nA. Stroke volume gradually decreases and submaximal heart rate gradually increases
\nB. Cardiac output gradually decreases as they get used to the exercise load
\nC. Stroke volume and submaximal heart rate gradually decrease
\nD. Stroke volume and submaximal heart rate gradually increase
\nA
\nAnother difficult question based on AS 2.2.2 and 2.2.8 (which includes the term ‘cardiovascular drift’ in the SEHS syllabus), with D as the main distractor. More candidates chose D than A (correct response).
\nWhich of the following correctly describes the sequence of excitation of heart muscle?
\nA. AV node → bundle of HIS → SA node
\nB. SA node → AV node → bundle of HIS
\nC. bundle of HIS → SA node → AV node
\nD. AV node → SA node → bundle of HIS
\nB
\nA mid-difficulty question, with A and D almost equal main distractors. There were 3 blank responses for this question.
\nWhat is the chemical composition of a glucose molecule?
\nA. CH3 and COOH
\nB. C, H and O
\nC. C, H, O and N
\nD. C, H and OH
\nB
\nA question about ‘composition’ i.e. AS 3.1.3 (and not ‘structure’ i.e. AS 3.1.4). A mid-difficulty question, with D as the main distractor closely followed by A.
\nWhich of the following describes lipolysis?
\nA. The process of releasing triglycerides from the body’s fat stores
\nB. The process of converting glucose to pyruvate
\nC. The aerobic anabolism of a substance
\nD. The process of converting carbohydrates to fats in the liver
\nA
\nAn easier question, with D as the main distractor.
\nWhat is the function of adrenaline during exercise?
\nA. Stimulates the storage of glycogen
\nB. Stimulates the breakdown of glycogen
\nC. Stimulates the breakdown of glucagon
\nD. Stimulates the storage of glucagon
\nB
\nAn easier question, with C as the main distractor.
\nWhich of the following is the function of the Golgi apparatus?
\nA. It is involved in the processing and packaging of proteins and fats
\nB. It is involved in organising the cell during cell division
\nC. It is involved in the anaerobic production of ATP
\nD. It assists in the breakdown of food particles
\nA
\nThe term ‘Golgi apparatus’ is used in the SEHS syllabus AS 3.3.1, under ‘Teacher’s Notes’. A mid-difficulty question with C as the main distractor followed by D and B in that order.
\nWhich of the following are features of the ATP-CP system?
\nI. It provides the energy for the first three minutes of activity.
\nII. CP is broken down to provide a phosphate molecule.
\nIII. It creates lactic acid as a by-product.
\nA. I only
\nB. II only
\nC. I and II only
\nD. II and III only
\nB
\nA more difficult question, with D as the main distractor and C as another distractor. More candidates chose D than B (correct response).
\n