Cambridge A Level Physical Education 9396 — 2010 Oct/Nov Paper 1 · Variant 3

This document consists of 4 printed pages. DC (CW/CGW) 24421/2 © UCLES 2010 [Turn over UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS General Certificate of Education Advanced Subsidiary Level and Advanced Level READ THESE INSTRUCTIONS FIRST If you have been given an Answer Booklet, follow the instructions on the front cover of the Booklet. Write your Centre number, candidate number and name on all the work you hand in. Write in dark blue or black pen. You may use a soft pencil for any diagrams, graphs or rough working. Do not use staples, paper clips, highlighters, glue or correction fluid. Answer all questions. At the end of the examination, fasten all your work securely together. The number of marks is given in brackets [ ] at the end of each question or part question. * 8 8 9 1 9 9 3 1 6 1 * PHYSICAL EDUCATION 9396/13 Paper 1 October/November 2010 2 hours 30 minutes Additional Materials: Answer Booklet/Paper

2 9396/13/O/N/10 © UCLES 2010 Answer all questions. Section A: Applied Anatomy and Physiology 1 (a) Identify two structural and two functional characteristics of a fast glycolytic muscle fibre (type 2b). When would this fibre type be recruited? [5] (b) Explain the role of the rotator cuff muscles and the multifidus muscle in sports such as rugby, cricket and tennis. [4] (c) Fig. 1.1 shows heart rate response to submaximal exercise. 200 Heart rate response to submaximal exercise 150 A B C 100 heart rate / bpm 50 rest exercise time / mins recovery Fig. 1.1 Explain what causes the changes in heart rate during exercise at areas marked A and B on the graph in Fig. 1.1. Why does the graph show no change in heart rate at the area marked C in Fig. 1.1? [6] (d) Describe the conduction system of the heart. [5] (e) Describe how oxygen and carbon dioxide are transported in the blood. [4] (f) During exercise the muscle cells require more oxygen and need to remove more carbon dioxide than at rest. Explain how the process of gaseous exchange between the capillaries and the muscle cells changes during exercise to enable this to happen. [6] [Total: 30]

3 9396/13/O/N/10 © UCLES 2010 [Turn over Section B: Acquiring, Developing and Performing Movement Skills 2 (a) It is generally recognised that to perform motor skills there are certain underlying abilities that are needed. What sort of abilities are needed for a racquet game like tennis? How do these abilities differ from the abilities needed for an invasion game like hockey? [4] (b) The influence of the performance of one skill on the performance of another is often called ‘transfer’. (i) Describe, using examples from sport, how transfer could be either positive or negative. [4] (ii) How can coaches and performers optimise the effects of positive transfer? [4] (c) The learning of skills can be seen as the strengthening of the S-R bond. By using a practical example, show what is meant by an S-R bond and how it can be strengthened. [6] (d) The classification of motor skills is necessary for effective learning. Identify a motor skill in sport and explain your classification of it using the following continua: • open – closed • discrete – serial – continuous [4] (e) The cognitive theory of learning is one way of explaining the process of learning movement skills. Explain the cognitive theory of learning. [4] (f) Using practical examples from sport explain what is meant by closed loop control when performing motor skills. [4] [Total: 30]

4 9396/13/O/N/10 © UCLES 2010 Section C: Contemporary Studies in Physical Education and Sport 3 (a) Play and physical recreation each have their own distinct characteristics, but they also have similarities. Describe two differences and two similarities between play and physical recreation. [4] (b) Explain the importance of Physical Education in the school curriculum. [5] (c) Explain the benefits for a country if the citizens regularly participate in sport. [4] (d) Many sports performers seem to commit violent acts on the field of play. As a coach explain how you would reduce acts of violence by your players. [3] (e) (i) Using examples from sport, explain what is meant by sportsmanship and gamesmanship. [4] (ii) Give evidence from sport to explain why sportsmanship appears to be declining. [3] (f) Some sports have changed as a result of the influence of the media and commerce. How has the media and commercialism affected sport? [7] [Total: 30] Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS GCE Advanced Subsidiary Level MARK SCHEME for the October/November 2010 question paper for the guidance of teachers 9396 PHYSICAL EDUCATION 9396/13 Paper 1 (Theory), maximum raw mark 90 This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the details of the discussions that took place at an Examiners’ meeting before marking began, which would have considered the acceptability of alternative answers. Mark schemes must be read in conjunction with the question papers and the report on the examination. • CIE will not enter into discussions or correspondence in connection with these mark schemes. CIE is publishing the mark schemes for the October/November 2010 question papers for most IGCSE, GCE Advanced Level and Advanced Subsidiary Level syllabuses and some Ordinary Level syllabuses.

Page 2 Mark Scheme: Teachers’ version Syllabus Paper GCE AS LEVEL – October/November 2010 9396 13 © UCLES 2010 Section A Anatomy and Physiology 1 (a) Total of 5 marks sub max 2 marks for structural characteristics sub max 2 marks for functional characteristics (not large or pale in colour) Structural characteristics Functional characteristics 1 They contain smaller amounts of myoglobin 2 They have fewer/smaller mitochondria 3 They have a less developed blood supply 4 They have more fibres per motor neurone/more fibres per motor unit 5 They have larger motor neurones 6 They contain greater amounts of glycogen 7 They have a high anaerobic capacity/work anaerobically 8 They fatigue relatively quickly 9 They contract with a lot of force/strength 10 They have a fast speed of contraction sub max 1 mark for 11 Fast glycolytic fibres recruited during high intensity activities requiring power/speed e.g. sprinting, fast bowling, long jump, gymnastic vault etc [5] (b) 4 marks from 1 Both the rotator cuff muscle and the multifidus muscle provide stability for unstable joints 2 The rotator cuff muscles help to hold the head of the humerus into the shallow socket on the scapula 3 Important during sports with high impact (rugby) to help avoid dislocation 4 Important during sports that involve vigorous arm action to avoid ligament damage 5 The multifidus muscle helps provide core stability/stability of the lower spine 6 Important in sports that absorb a lot of force/impact through the lower back e.g. tackle in rugby/tennis serve/fast bowling action 7 Contract prior to movement to protect from injury 8 Can be trained through mental rehearsal [4] (c) Total of 6 marks 2 marks sub max area A 1 Adrenaline is released (by the body) 2 Acts directly on the SA node to increase heart rate 2 marks sub max area B 3 Chemo receptors/baroreceptors/proprioceptors send information to the medulla oblongata/CCC 4 The medulla oblongata/CCC responds by increasing stimulation of the sympathetic nerve to the SA node to increase heart rate 2 marks sub max area C 5 Exercise intensity remains the same 6 The oxygen supplied to the muscles meets demand so no increase required/steady state (Not allow just plateau without explanation) [6]

Page 3 Mark Scheme: Teachers’ version Syllabus Paper GCE AS LEVEL – October/November 2010 9396 13 © UCLES 2010 (d) 5 marks from (must be in order) 1 Stimulus from brain/medulla oblongata/cardiac control centre sent (via sympathetic nerve) 2 Acts on the SA node 3 Wave of conduction spreads across both atria/ wave of excitation 4 Causing atria to contract 5 Impulse travels to the AV node 6 Impulse travels down the bundle of His to the bottom of the heart 7 Impulse spreads through purkinje fibres 8 Causing ventricles to contract/ventricular systole [5] (e) 4 marks from 1 Oxygen combines with haemoglobin to form oxyhaemoglobin 2 Oxygen dissolves in the plasma of the blood 3 Carbon dioxide combines with haemoglobin 4 Carbon dioxide dissolves in the plasma of the blood 5 Carbon dioxide dissolves in water to form carbonic acid [4] (f) 6 marks from 1 If more O2 is being used in the cell during exercise, diffusion gradient is increased 2 The steeper the gradient, the faster oxygen will diffuse into the cell 3 Because of the increase in difference of the pp O2 in the capillary compared with the pp O2 in the cell 4 As body temperature increases with exercise, O2 will dissociate more readily from haemoglobin 5 A drop in pH (increase acidity/lactic acid presence) will cause O2 to dissociate more readily from Hb (increase in hydrogen ions which combine with protein part of Hb so ability to bind with oxygen decreases – the Bohr effect) 6 The amount of CO2 increases in the cell due to exercise (as a by product of aerobic respiration) 7 The CO2 diffusion gradient between the cell and the capillary increases 8 As carbon dioxide levels rise, so does the level of hydrogen ions so O2 dissociates more readily 9 With the increase in CO2 oxygen in tissue capillaries will dissociate more readily from Hb 10 Because Hb has a higher affinity for CO2 than oxygen (Seeley Stephens & Tate) 11 Gases always move from areas of high concentration to areas of low concentration 12 Gaseous exchange of O2 from the alveoli to the muscle cells takes place owing to lower partial pressure of O2 in the muscle cells than in the capillaries. 13 Gaseous exchange of CO2 from the muscle cells to the alveoli takes place owing to a higher partial pressure of CO2 in the muscle cells than the capillaries. [6] [Total: 30]

Page 4 Mark Scheme: Teachers’ version Syllabus Paper GCE AS LEVEL – October/November 2010 9396 13 © UCLES 2010 Section B Acquiring, Developing and Performing Movement Skills 2 (a) Total of 4 marks Sub max 2 from each sport Allow named abilities for tennis and for hockey (abilities) 2 marks (abilities for tennis) Underlying abilities related to a racquet game e.g. speed/reaction time/hand-eye co- ordination 2 marks (different) (abilities for hockey) Underlying abilities related to team games e.g. strength/stamina/response orientation [4] (b) (transfer) (i) (positive/negative) 4 marks for : 1 (Positive) - one skill can help the performance of another 2 Suitable practical example 3 (Negative) - one skill can hinder the performance of another 4 Suitable practical example [4] (ii) (optimising) 4 marks for 4 of : 1 Training relevant/‘identical elements’ theory/similar 2 Environment similar in training/ competitive situation/ realism of situation 3 Highlight importance/ understanding of transfer to performer 4 Skills must be learned well first to optimise effects 5 Manipulation of skills/part teaching/splitting into subroutines 6 Basic to complex skills teaching 7 Reinforcement/rewards /+ve feedback (no schema) [4] (c) Total of 6 marks (S–R bond) (must use practical examples) 2 marks for meaning of S-R bond from 2 of : 1 A response is closely related to a stimulus/learning to respond to a certain stimulus 2 Conditioned by stimuli which are connected to appropriate responses relevant example e.g. a forehand in tennis performed (response) when ball is on the appropriate side of the body (stimulus) 4 marks for 4 of : (must use practical examples to show strengthening of bond) 3 Reinforcement 4 Negative reinforcement 5 Rewards 6 Repetition /drills /intense training (Thorndike’s) law of exercise 7 Showing benefits/understanding/cognitive aspects of skill learning 8 Teach as a whole to help this understanding 9 (Thorndike’s) law of effect/giving a ‘satisfier’ rather than an ‘annoyer’/praise 10 (Thorndike’s law of ‘readiness’/physical/mental preparation 11 Feedback on performance/information to correct errors

Page 5 Mark Scheme: Teachers’ version Syllabus Paper GCE AS LEVEL – October/November 2010 9396 13 © UCLES 2010 12 Increasing determination/self-motivation/inner drive 13 Enhancing interest in activity 14 Specific mental preparation e.g. selective attention [6] (d) 4 marks for 4 from: (a suitable motor skill must be identified for marks to be awarded) (max of 3 marks per classification) (Open) 1 Predominantly perceptual/needs a lot of perception/judgement/interpretation. 2 There is much information to process/the skill is more complex. 3 The environment/others affects the skill performance. 4 Rapid adjustments of the skill needed. 5 Takes place in an externally placed environment. (Closed) 6 Predominantly habitual/the same patter of movements is repeated. 7 There is little information to process/the skill is simple/fewer stimuli/responses. 8 The environment does not affect the skill/others do not affect performance. (Discrete) 9 The skill has a clear beginning and end. 10 The skill has low organisation/usually brief in nature/single specific skill. 11 If the skill is repeated have to start at the beginning. (Serial) 12 The skill is made up of two or more discrete elements/have to be done in the correct order. 13 Sub routines are readily separated. 14 There are separate skills involved in the whole movement. 15 The skill has low organisation. 16 Each element has a clear beginning and end. (Continuous) 17 The skill is flowing/fluent/the end of one sub routine becomes the beginning of the next. 18 Skill cannot easily be split up into sub-routines. 19 The skill has high organisation. [4] (e) 4 marks 1 Skill is treated holistically/wholeness 2 Gestaltist approach/insight. 3 Learner develops an understanding of skill/skill requirements/links between S+R. 4 Learner draws together intervening variables/aspects of the environment/display. 5 Process of problem-solving/trial and error/finding out. 6 It is an intellectual/perceptual process 7 Allows performer to adapt to new situations effectively/allows modification of skill. [4]

Page 6 Mark Scheme: Teachers’ version Syllabus Paper GCE AS LEVEL – October/November 2010 9396 13 © UCLES 2010 (f) 4 marks for 4 from: (max of 2 marks if no practical example – e.g. catching the ball near the boundary in cricket – has time to act on feedback and movements are controlled via intrinsic information) 1 Involves feedback/accept diagram showing feedback. 2 There is time with this control to act upon feedback/explains slower movements 3 This control is internal. 4 Involves proprioceptors/kinesthesis 5 Information used to detect errors 6 Error detection can lead to error correction/put things right 7 Movements initiated by a memory trace 8 Memory trace triggers the perceptual trace 9 Performer continuously matches memory trace with perceptual trace (Adams’ theory) 10 Occurs on two levels 11 Level 2 sub conscious/level 3 conscious [4] [Total: 30]

Page 7 Mark Scheme: Teachers’ version Syllabus Paper GCE AS LEVEL – October/November 2010 9396 13 © UCLES 2010 Section C Contemporary Studies LISTS NOT ACCEPTABLE – MUST WRITE IN SENTENCES 3 (a) Total of 4 marks 2 marks for 2 of: Similarities 1 No pressure /obligation to take part/voluntary/freedom of choice 2 Satisfaction gained from taking part/self fulfilment 3 Incorporates a range of activities/ both are spontaneous/ low organisation 4 Social development 5 Intrinsic value/take part in activity for its own sake/enjoyable 2 marks for 2 of: Differences 6 Children master reality through play: adults escape reality through recreation 7 By product of recreation is relaxation recuperation: by product of play is learning/fun 8 Recreation occurs in leisure time: play occurs any time 9 Recreation modifies rules: children make up rules [4] (b) 5 marks for 5 of: 1 Develop physical skills 2 Directs the use of physical skills to perform a range of activities 3 Physical development/health and wellbeing/knowledge of the body in action 4 Provides creative opportunities 5 Teaches pupils to be part of groups and teams/social 6 Learn how to plan, perform and evaluate actions/learn rules/ cognitive development 7 Develop confidence 8 Helps to make choices relating to life long activity/encourages participation/job opportunity 9 Teaches values e.g. fair play/sportsmanship [5] (c) 4 marks for 4 of: 1 A healthy work force/fitter nation 2 Lessen the cost of health care 3 Persuade people away from social unrest 4 Gives people an/alternative /avenue for succe 5 Creates a socialisation process 6 Possible economic benefits to a nation through high levels of achievement 7 Provide enjoyment 8 National pride/more medals [4] (d) 3 marks for 3 of: 1 Punishments for players who commit offences/ban /fine 2 Have positive role models 3 Increase peer pressure 4 Educate players in advantages of lack of violence 5 Give fair play awards [3]

Page 8 Mark Scheme: Teachers’ version Syllabus Paper GCE AS LEVEL – October/November 2010 9396 13 © UCLES 2010 (e) (i) 4 marks for: Must apply to examples from sport to gain marks 2 marks for 2 of: (sportsmanship) 1 Fairness e.g. going for the ball /not the player when tackling 2 Applauding opponents play 3 Shaking hands/cheers at the end of a game/observing etiquette/respect opponent 4 Observing/playing to the rules 5 Accepting referee’s decisions 6 Lose gracefully 7 Kicking the ball out of play when an opponent is injured Must apply to examples from sport to gain marks 2 marks for 2 of: (gamesmanship) 1 Bending the rules to gain an advantage/taking more time at change of ends in tennis/time wasting 2 Tactical ploys to put off an opponent/blocking entry into penalty areas 3 Not allowing opponents to show skills/fouling when through to goal 4 Questioning referee’s decisions [4] (ii) 3 marks for 3 of: 1 Increasing numbers of legal prosecutions in sport e.g. drug offences 2 Pressure of winning/win at all costs mentality 3 High rewards for winning/monetary rewards 4 Media hype on big events 5 Spectator behaviour encourages players 6 Declining moral standards in society/less suitable role models [3] (f) POSITIVE NEGATIVE 1. Changes to format to give more excitement 2. Changes the tradition of sport 3. Breaks so that sponsor can advertise 4. Play lacks continuity 5 Injection of funding/ higher monetary rewards 6. Rich super stars/play for money 7. Allows choice of programmes/sports to watch 8.Some sports only available on exclusive channels 9. Improve participation 10. Reduce participation/encourages couch potato 11. Make all coverage exciting 12. Media hype can be detrimental 13 In depth analysis/action replays 14. Athletes are under pressure/action replays show dysfunctional parts 15. Educate public about sport/raise profile of minor sports 16. Reinforces stereotypes/e.g. young male/lesser coverage e.g. women 17. Creates role models 18. Athletes can be over played/season becomes too long 19. Encourage more sports to become professional/performers train and improve performance. 20. Business sponsors/owners have too much control/influence [7] [Total: 30]