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

This document consists of 4 printed pages. DC (CW/SW) 33825 © 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. * 7 6 5 9 2 8 4 6 8 0 * PHYSICAL EDUCATION 9396/33 Paper 3 October/November 2010 2 hours 30 minutes Additional Materials: Answer Booklet/Paper

2 9396/33/O/N/10 © UCLES 2010 Answer all questions. Section A: Exercise and Sport Physiology 1 (a) (i) Outline the alactic energy system which is predominantly used by an athlete during a 100 m sprint. [6] (ii) Describe both the advantages and disadvantages of the alactic energy system. [4] (iii) Describe a method of performance enhancement that is used to increase the threshold of the alactic energy system. Give reasons why this method of performance enhancement is used. [4] (b) (i) Plyometric training is commonly used by sprint athletes. Describe the features of plyometric training. [3] (ii) Why is plyometric training beneficial to sprint athletes? [3] (c) Discuss the physiological benefits of a warm-up on the muscular system prior to a plyometric training session. [4] (d) PNF (Proprioceptive Neuromuscular Facilitation) is a popular method of training used to develop flexibility. (i) Describe the method of PNF training. [3] (ii) Outline the physiological adaptations that occur as a result of PNF training. [3] [Total: 30]

3 9396/33/O/N/10 © UCLES 2010 [Turn over Section B: Psychology of Sports Performance 2 (a) Achievement motivation involves both personality and situational factors. Describe how each of these factors encourage a ‘need to achieve’ personality. [5] (b) How would you develop a cohesive team in sport? [4] (c) Using examples from sport, explain three ways to make goal setting effective. [3] (d) Using psychological theories and practical examples from sport, explain aggressive behaviour. [6] (e) As a sports performer, identify what strategies you could use to manage your cognitive and somatic anxiety. [4] (f) A sports performer who believes that failure is inevitable is sometimes referred to as experiencing learned helplessness. What strategies could be used to combat learned helplessness? [3] (g) Vealey’s sport confidence model shown in Fig. 1 shows the relationship between competitiveness and self-confidence in sport. Objective sport situation State sport confidence (SC-State) Trait sport confidence (SC-Trait) Competitive orientation Behavioral responses (Performance) Subjective outcomes: Fig. 1 Using the model in Fig. 1 explain how self-confidence in a sports situation can be affected by subjective outcomes. [5] [Total: 30]

4 9396/33/O/N/10 © UCLES 2010 Section C: Olympic Games: A Global Perspective 3 (a) The motto of the Beijing Olympics was ‘one dream one world’. Explain how the Olympic Games contribute to a united world. [5] (b) Discuss the reasons why politics play such an important part in the Olympic Games. [7] (c) Describe the changing role of women from the Ancient Olympic Games to the Modern Games. [6] (d) Compare the methods of nurturing talent used by the United States of America and The Peoples Republic of China to ensure that they achieve gold medals in Olympic Games. [8] (e) Outline the sources of funding which the host nation of the Olympic Games may use to ensure that they host a spectacular event. [4] [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 Level MARK SCHEME for the October/November 2010 question paper for the guidance of teachers 9396 PHYSICAL EDUCATION 9396/33 Paper 3 (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 A LEVEL – October/November 2010 9396 33 © UCLES 2010 Section A Exercise and Sport Physiology 1 (a) (i) 6 marks in total sub max 1 1 ATP / PC system / PC system sub max 5 marks from 2 Anaerobic pathway / without O2 3 Uses phosphocreatine as a fuel / high energy phosphate compound 4 Creatine kinase is the controlling enzyme 5 PC is broken down to P + C + E 6 This is an exothermic reaction / energy is released 7 Energy is used in an endothermic reaction 8 To re-synthesise ADP + P + E ATP 9 The reaction takes place in the sarcoplasm (ii) 4 marks in total sub max 2 marks from 1 Very fast / simple reaction / PC small compound found in cell 2 Reaction does not require the presence of oxygen 3 No by-products are produced sub max 2 marks 4 Only small amounts of PC so limited threshold 5 Only one ATP re-synthesised for each PC / small energy yield (iii) 4 marks in total sub max 2 marks from 1 Creatine supplementation 2 Ingesting 20 g / 25 g of creatine per day for 5 to 7 days 3 Better to take creatine combined with glucose 4 Creatine is naturally found in the diet but only in small quantities sub max 2 marks from 5 Helps maintain ATP concentrations more during maximum effort 6 Improves high intensity performance and repetitive bouts of high intensity work even more 7 Does appear to promote gains in lean body mass during training (b) (i) 3 marks from 1 Used to develop explosive power 2 Exercises include hops, bounds and jumps 3 Usually a fast eccentric muscle action is closely followed by a concentric muscle contraction / stretch-shortening cycle 4 A muscle will contract with more force if it is stretched first / elastic recoil 5 Only well conditioned athletes should perform plyometrics because of the high forces generated / could be too demanding

Page 3 Mark Scheme: Teachers’ version Syllabus Paper GCE A LEVEL – October/November 2010 9396 33 © UCLES 2010 (ii) 3 marks from 1 Training is of a high intensity and relies on the alactic energy system therefore improves this energy system 2 This form of training recruits more than the usual number of motor units 3 It recruits type IIb fibres that training at a lesser intensity fails to do 4 Improves synchronisation of motor unit innervation / all units contract at once 5 Golgi tendon threshold is increased/does not limit force production as much therefore greater strength gains 6 Maximum force output is achieved in a shorter amount of time / power output is improved (c) 4 marks from 1 Increases the release of oxygen from the blood delivering more oxygen to the muscle tissue 2 Increases muscle temperature and increases elasticity reducing risk of injury 3 Increases blood flow to the muscle delivering more fuels e.g. glucose 4 Neuromuscular coordination is improved 5 Muscle viscosity is decreased improving mechanical efficiency 6 Reduced likelihood of experiencing DOMS (d) (i) 3 marks in total (PNF) 1 Performer moves joint to resistance point 2 Stretch stimulates the stretch receptors 3 The performer then performs an isometric contraction against resistance 4 Stimulates the golgi tendon organs 5 Muscle is relaxed and immediately stretched again 6 Muscle momentarily over rides the stretch reflex (ii) 3 marks in total (adaptations) 1 Increased residual length of ligaments 2 Increased residual length of tendons 3 Increased residual length of muscles 4 Resetting of muscle spindle / changes in stretch reflex [Total: 30]

Page 4 Mark Scheme: Teachers’ version Syllabus Paper GCE A LEVEL – October/November 2010 9396 33 © UCLES 2010 Section B Psychology of Sports Performance 2 (a) 5 marks from 5 of: (Personality sub max 3) 1 Innate personality characteristics / natural traits / enduring 2 Drive to achieve success / high achievers 3 Outcome orientated / approach behaviour / competitive 4 Want a challenge/ excitement / takes risks 5 Persistent on task / sticks to the job in hand 6 Take responsibility for actions / like feedback / likes evaluation 7 Not afraid of failure (Situational factors sub max 2) 7 Competition affects achievement motivation 8 Probability of success 9 Incentive value of success / high level match 10 Home / Away effects / familiarity / hostility / new situations / unexpected 11 Level of danger (perceived) 12 Presence of others / encouragement / praise from others (b) 4 marks total: 1 Select those who are ‘team players’ 2 Environment of compromise / players to respect one another / to listen. 3 Have a clear view of aims / goals / mission / share the same goals / similar reasons for playing 4 Participants to share behavioural norms / similar outlook / beliefs 5 Give credit for personal success / highlight individual performance 6 Do not overplay team goals / aims / set appropriate goals 7 Co-ordination practice / team building exercises 8 Encouragement / social support / encourage friendship / teambuilding 9 Reinforce / praise cohesive / motivated behaviour / reward teamwork 10 Punish / drop non-team / un-cohesive players 11 Encourage group identity / belonging 12 Clarify / give individual responsibility / roles 13 Strong / effective leadership that encourages teamwork 14 Split team up into smaller subgroups / combat the Ringelmann effect by dividing into small groups / having goals for sub-sets / smaller groups. (c) 3 marks for: 1 Goals should be specific / directly linked to an outcome 2 Goals should be measurable / an objective aspect that is measured 3 Goals should be achievable / within reach / attainable / realistic / get success 4 Goals should be relevant / at the right level / challenging / motivating 5 Goals should be time-phased / include short and long term objectives 6 Goals should be evaluated / use of self-assessment / reviewed 7 Goals should be recorded / records kept / written account / enables accountability 8 Goals should be agreed / shared with all parties / other team members / agreement between coach and athlete / negotiated / accepted 9 Goals should be positive rather than negative / motivational / give sense of worth / avoid learned helplessness / exciting

Page 5 Mark Scheme: Teachers’ version Syllabus Paper GCE A LEVEL – October/November 2010 9396 33 © UCLES 2010 (d) 6 marks from 1 Instinct / natural / innate tendencies 2 (Frustration / agg hypothesis) Frustration-aggression hypothesis / frustrating circumstances blocks your goal 3 (catharsis) To achieve catharsis / to feel better / to release frustration 4 (Aggressive cue hypothesis) Aggressive cue hypothesis / signals / cues / stimuli cause aggression 5 Because cue is identified with expected / desired behaviour 6 (Operant / conditioning / S-R / Associationist) Conditioned response / S-R bond that has been learned / operant conditioning 7 (operant / reinforcement) You get praise / reinforcement if you are aggressive 8 (social learning / Bandura) Social learning / need to copy 9 Copying more likely if same sex model 10 Males more likely to be physically aggressive than females 11 Live / realistic models more likely to be copied 12 To be like significant others / role models 13 (Socialisation) Socialisation / cultural norms and values determine your behaviour (e) 4 marks from (Strategies) 1 Relaxation / Progressive relaxation techniques (PRT) / Deep breathing 2 Positive thinking / negative thought stopping 3 Imagery 4 Selective attention 5 Setting SMARTER goals 6 Reinforce/recognise personal success / positive reinforcement 7 Practice to build motor programmes / become more physically proficient 8 Biodfeedback (f) 3 marks from 1 attributional retraining is changing / helping to change the reasons for failure to 2 Emphasise (through examples) unstable / changeable factors e.g. luck 3 Emphasise (through examples) internal / controllable factors e.g. effort 4 Put less emphasis on internal stable factors to minimise learned helplessness and maximise mastery 5 Use positive reinforcement / praise / reward / encouragement 6 Use role models / vicarious experiences 7 Less emphasis on end result / winning 8 Control arousal / calm them down or psych them up 9 Give success to raise confidence

Page 6 Mark Scheme: Teachers’ version Syllabus Paper GCE A LEVEL – October/November 2010 9396 33 © UCLES 2010 (g) 5 marks total: 1 Subjective outcomes relate to how the performer rates the performance / how well he or she has done 2 This affects positively or negatively the trait sport confidence (SC-Trait) (n.b. do not just accept confidence) 3 SC – Trait is the innate / inbuilt / natural tendency to be confident 4 If outcome perceived to be good then SC-Trait is increased 5 If outcome perceived to be poor / a failure then SC-Trait is decreased 6 Subjective outcome affects competitive orientation / level of competitiveness either positively or negatively 7 If outcome perceived to be good then competitiveness is increased 8 If outcome perceived to be poor then competitiveness decreases 9 SC-Trait and competitiveness if increased will raise state sport confidence (SC-State) / raise self-efficacy / will make performer more confident / encourage approach behaviour 10 SC-Trait and competitiveness if decreased will make player less confident / will result in avoidance behaviour [Total: 30]

Page 7 Mark Scheme: Teachers’ version Syllabus Paper GCE A LEVEL – October/November 2010 9396 33 © UCLES 2010 Section C Olympic Games: A Global Perspective 3 (a) 5 marks for 5 of: 1 Countries can come together in sport 2 In an atmosphere of competition not politics 3 Personal friendships are forged world wide 4 Belief that sport can over-ride / overcome world wide differences 5 Olympics are a forum for international co-operation and tolerance 6 Sport may lead to recognition of cultural diversity in world 7 Use of symbols / symbolic nature of the Olympics (b) 7 marks for 7 of: 1 Olympic sport has become a powerful political tool / weapon 2 Acts as a shop window for their country 3 To conquer other countries is a sign of power 4 Capitalist v communist regime 5 Host country can force beliefs on visiting nations 6 Politics is part of the social structure in the world 7 Many examples of political interference in Olympics / Hitler 1936 8 Olympic stage can be used to make political statements / propaganda / black salute in Mexico 1986 9 Olympic Games awarded to a country as political reconciliation 10 Sport used by countries to influence others e.g. Ping pong diplomacy between USA and China 11 Very difficult to split sport and politics (c) 6 marks for 6 of: 1 Women were not allowed to take part or watch at Olympia 2 Death penalty for those who did / women dressed as men to be present 3 Competitors competed nude to prevent women from being present at Olympia 4 Women held their own games at Heraia / 776 BC / 4 yearly pattern 5 One event / a footrace / divided into different age groups 6 Similar events at Delphi / Isthmia / Corinth 7 De Coubertin excluded women from 1894 – first modern Olympics 8 Two events for women introduced in Paris games 1900 9 Early restraints on women taking part were modesty / position of women in society / female perceived as weaker sex 10 Numbers of women taking part / events for women has gradually increased 11 Media coverage of women’s events increasing / presenting women in sporting manner 12 Emergence of attractive image / yet sporting prowess 13 Some Muslim countries still bar women in public / cultural differences still a feature in discrimination / religion still discriminates 14 Move to exclude these countries from taking part in Olympics / 24 countries no women in teams in 1992 15 Women’s boxing still not an Olympic sport 16 Still very few women as members of IOC but increasing / IOC slow to change 17 Increasing number involved in decision making 18 Present issues are lack of women holding senior posts in Olympic sports organisations

Page 8 Mark Scheme: Teachers’ version Syllabus Paper GCE A LEVEL – October/November 2010 9396 33 © UCLES 2010 (d) 8 marks for 8 of: United States of America Peoples Republic of China 1 Federal government with state autonomy. 2 State controlled system / centralised structure 3 PE important up to 12 yrs: Then sport takes over 4 Highly structured whole country PE curriculum 5 Athletes cultivated outside school 6 Athletes cultivated in schools 7 Schools belong to state high school sport federations. Pupils not selected out for sport 8 Secondary sports schools / schools of sport and physical culture 9 Skills / fitness testing / qualified PE specialist 10 Emphasis on gymnastics / games / Martial arts 11 Extra curricular high profile / funding / coaches 12 Extra-curricular – during and after school 13 Scholarships into collegiate programme 14 Young children selected out / sent to National Squads. 15 Intercollegiate sport highly organised 16 University sport highly organised 17 Large numbers involved / high wastage level 18 High prestige of success / may involved in sport 19 Olympic reserve selected from education system 20 Military involvement in sport 21 Main 4 sports / big business / sports players marketed 22 Asian games as an avenue for international competition 23 High regard for recreation 24 Sophisticated work place sports structure (e) 4 marks for 4 of: 1 Sale of broadcasting rights / media 2 Private enterprise to build facilities 3 Sponsorship 4 Licensing 5 Private investment / donations 6 Ticket sales 7 Government / taxes [Total: 30]