Cambridge A Level Physical Education 9396 — 2020 Oct/Nov Paper 3 · Variant 2

1 (a) Explain the principle of coupled reactions with reference to the breakdown of ATP. [4] (b) Compare the ATP/PC system and the aerobic system in terms of: • type of reaction • chemical or food fuel used • energy yield • by-products produced. [4] (c) Explain what is meant by the term energy continuum and suggest why knowledge of the energy continuum of an activity may help a coach to plan a training programme. [3] (d) During the recovery process after strenuous exercise, the body experiences excess post-exercise oxygen consumption (EPOC). (i) Explain what is meant by the term excess post-exercise oxygen consumption (EPOC). [2] (ii) Describe what this excess oxygen is used for in the recovery process. [3] (e) Describe how target heart rates may be used when planning training to develop aerobic capacity. [4] (f) Describe a method of evaluating maximum strength. [4] (g) Anabolic steroids are illegal ergogenic aids that can enhance performance in sport. Describe the positive and negative effects that anabolic steroids may have on a performer. [6] [Total: 30]

Mark scheme: 1(a) 4 marks for any 4 of: 1 product of one reaction is used by a second reaction; 2 a combination of endothermic AND exothermic reactions; 3 ATP is broken down to produce energy OR ATP  ADP + P + energy; 4 this (point 3) is an exothermic reaction; 5 energy is used to resynthesise ATP OR energy + ADP + P  ATP; 6 this (point 5) is an endothermic reaction; 1(b) 4 marks for any 4 of: (both points must be made for each mark) ATP/PC aerobic 1 anaerobic aerobic; 2 phosphocreatine / PC / creatine phosphate / CP glycogen / glucose / carbohydrates and fats; 3 (net) 1 ATP (per molecule of PC) (net) 36–39 ATP (per glucose molecule); 4 none CO2 AND H2O; 4 1(c) 3 marks for any 3 of: 1 the relative importance / contribution of energy systems (to an activity); 2 dependent on intensity AND duration (of activity); 3 coach can plan training programmes suitable to energy systems used; 4 coach can apply correct recovery times needed based on energy systems; 3 1(d)(i) 2 marks for any 2 of: 1 the volume of oxygen consumed during recovery / after exercise above that which would normally be consumed; 2 occurs when the body has performed anaerobic work; 3 (partially) helps to pay off oxygen deficit; 4 consists of alactacid AND lactacid components; 2 Question Answer Marks 1(d)(ii) 3 marks for any 3 of: 1 oxygen needed in removal of lactic acid / CO2; 2 oxygen used to resynthesise / restore ATP / PC; 3 aerobic energy system is used for recovery process; 4 replenish myoglobin with oxygen OR restore oxy–myoglobin link; 3 1(e) 4 marks for any 4 of: 1 training zone OR give correct intensity to train at; 2 60–80% of maximum HR; 3 upper / higher values more suitable for trained athletes OR lower values for untrained individuals; 4 max HR = 220 – age OR is calculated using a progressive / physical test; 5 Karvonen’s principle / formula; 6 uses maximal heart rate reserve or max HR – resting HR; 7 training HR = resting HR + % (max HR – resting HR); 4 1(f) 4 marks for any 4 of: 1 hand grip OR (hand / leg) dynamometer; 1 repetition maximum / RM; 2 adjust grip OR set dial to zero; choose suitable weightlifting exercise; 3 squeeze handle as hard as possible; set achievable weight to lift 2–10 reps; 4 use dominant and / or non-dominant hand OR repeat 3 times; increase weight until only one rep is possible OR find 4–6 RM; 5 compare result to standardised table; direct objective score is given OR can be compared to body weight OR use formula to calculate; 4 Question Answer Marks 1(g) 6 marks for 6 of: (positives – sub-max. 3) 1 increased muscle mass / growth / hypertrophy / reduce fat; 2 increased strength / speed / power; 3 able to train at higher intensities; 4 faster recovery OR injuries heal quicker OR train more often; (negatives – sub-max. 3) 5 irritability / aggression / mood swings / ‘roid rage’; 6 liver / kidney damage; 7 cancer; 8 heart failure / CHD / strokes / blood clots; 9 hormonal disturbances OR females acquire masculine characteristics OR testicular atrophy in males; Accept other appropriate effects. 6

2 (a) Eysenck suggested that personality was based on inherited traits. Describe each of the following inherited traits of personality: • extroversion • neuroticism. [2] (b) It is generally accepted that a sports performer needs achievement motivation to be successful. (i) Explain what is meant by achievement motivation. [3] (ii) Explain how situational factors can affect the achievement motivation of a sports performer. [4] (c) Chelladurai’s model of leadership identifies three factors that have an impact on the type of leadership that would produce the best results in a sporting situation. Describe, using a sporting example for each, the following factors: • situational characteristics • leader’s characteristics • members’ characteristics. [3] (d) Outstanding sporting performances may occur at different levels of arousal, and a performer will often talk about being ‘in the zone’. (i) Apart from outstanding performance levels, describe five characteristics of a performer who is in the zone of optimum functioning. [5] (ii) Explain the relationship between arousal and task complexity. [3] (e) Outline the positive effects an audience may have on a performer in an athletics event. [5] (f) Explain Berkowitz’s aggressive-cue hypothesis. [5] [Total: 30] Section C: Olympic Games: a global perspective

Mark scheme: 2(a) 2 marks for: 1 (extroversion) sociable / outgoing / talkative / optimistic; 2 (neuroticism) anxious / unpredictable / moody / restless; 2 2(b)(i) 3 marks for any 3 of: 1 competitiveness; 2 desire / drive for success OR mastery orientation OR shows persistence OR high NACH OR low NAF; 3 goal-directed behaviour; 4 pride in performance OR not afraid of evaluative situations; 3 2(b)(ii) 4 marks for any 4 of: 1 probability of success / task difficulty AND incentive value of success / degree of satisfaction; 2 if probability of success is low, achievement motivation will be high (accept opposite); 3 e.g. playing team that are top of the league; 4 if incentive value of success is high, achievement motivation will be high (accept opposite); 5 e.g. the satisfaction of doing well against no. 1 ranked player; 6 familiarity with task / environment will increase achievement motivation; 7 labelled graph showing relationship between incentive value of success and task difficulty; 4 2(c) 3 marks for: 1 (situational) required behaviour / nature of activity, e.g. rock climbing OR task difficulty, e.g. a dangerous rock climb OR time demands, e.g. only 30 seconds in basketball time-out to get message across OR aims / goals of group, e.g. football team playing for social reasons / not bothered about winning; 2 (leader’s) actual leadership style / characteristics, e.g. rugby coach is authoritarian OR personality / gender / age / experience of leader, e.g. rugby coach is male (and is used to autocratic approach); 3 (members’) preferred leadership style / motivation / age / gender / experience / ability / size of group, e.g. netball team are highly motivated to win; 3 Question Answer Marks 2(d)(i) 5 marks for any 5 of: 1 optimum arousal; 2 calm / relaxed / low anxiety; 3 high levels of self-confidence / self-efficacy; 4 enjoyment / satisfaction; 5 focused / selective attention / ignoring distractions / concentration; 6 performance feels effortless / efficient; 7 feeling of being in control; 8 performance is automatic; 5 2(d)(ii) 3 marks for any 3 of: 1 simple / gross tasks require high / higher arousal; 2 complex / fine tasks require low / lower arousal; 3 optimal arousal occurs at a higher level for simple tasks OR at a lower level for complex tasks; 4 high arousal will result in errors / mistakes / poor performance in complex tasks OR low arousal will mean poor performance in simple tasks; 5 inverted-U hypothesis still applies OR graph showing inverted-U for complex AND simple tasks; 3 2(e) 5 marks for any 5 of: 1 social facilitation; 2 encouragement / positive reinforcement / positive feedback / supportive; 3 increase effort / persistence; 4 increase arousal to optimal levels; 5 increase drive / motivation; 6 increase likelihood of dominant response; 7 (encourage) to take risks; 8 increase self-confidence; 9 homefield advantage phenomenon; 10 e.g. run faster OR jump higher / further OR throw further; 11 exposure may lead to sponsorship; 5 Question Answer Marks 2(f) 5 marks for any 5 of: 1 frustration causes an increase in arousal; 2 (increase in arousal) creates a readiness / predisposition for aggression; 3 stimuli / cues / triggers must be present / in environment; 4 (example of cues) bad tackle in football / derby games / rivalry; 5 performer associates the cue with being aggressive; 6 a development of frustration–aggression hypothesis; 7 includes aspects of social learning theory OR an interactionist theory; 8 implies that aggression is not innate OR can be controlled; 5

3 (a) Describe ways that the Olympic Games act as a social force. [4] (b) The philosophy of many participants at the ancient Olympic Games was very different from the ideals of the modern Games. Many athletes adopted a ‘wreath or death’ mentality. Explain what was meant by a ‘wreath or death’ mentality. [3] (c) Suggest potential problems associated with the bidding process to host the Olympic Games. [4] (d) (i) Outline the possible financial costs for athletes of competing in the Olympic Games. [4] (ii) Outline the types of facilities, other than sports venues, that a country will have to provide in the areas where the Olympic Games will be staged. [3] (e) Explain how amateurism was used to prevent working-class competitors from participating in the Olympic Games. [3] (f) Outline the changing role of women in the Olympic Games from 1896 to the present day. [5] (g) Some Paralympic athletes are achieving qualifying standards for the Olympic Games. One possible reform of the Olympic Games would be to exclude Paralympic athletes. Suggest reasons why Paralympic athletes should not be allowed to compete against able-bodied athletes at the Olympic Games. [4] [Total: 30]

Mark scheme: 3(a) 4 marks for any 4 of: 1 athletes from all over the world meeting / competing; 2 irrespective of colour / race / creed / political belief; 3 promotion of international understanding; 4 appreciation of cultural diversity; 5 supreme mental / physical challenge; 6 fair-play ideals; 7 peace / harmony / cooperation transcending political barriers; 4 3(b) 3 marks for any 3 of: 1 wreath awarded to winners; 2 death was preferable to defeat / victory or death; 3 win-at-all costs ethic existed OR opposing belief to modern Olympic ideal that challenge / taking part is more important than winning; 4 deaths were fairly common in some of the fighting sports; 5 competitors would often not concede defeat despite serious wounds; 6 killing an opponent was not forbidden unless rules were broken; 3 Question Answer Marks 3(c) 4 marks for any 4 of: 1 allegations of bribery of IOC delegates OR controversy regarding method of selection; 2 lack of cities / countries willing to bid for the Games; 3 criticism of host nation, e.g. human rights record in China; 4 high cost of putting initial plan together / spiral of extravagance; 5 economic benefits disputed OR inaccurate predictions of bid; 6 lack of political will in host country; 7 change of government OR change of public opinion in host country OR host may pull out after winning bid; 8 fear of cost overruns / white-elephant stadia; 9 evidence of lower than expected tourist numbers, e.g. London 2012; 4 3(d)(i) 4 marks for any 4 of: 1 loss of income; 2 training expenses (for coaching / facilities / medical support / science support); 3 living / subsistence expenses (for food / accommodation); 4 travel / transport; 5 kit / equipment; 6 some athletes have no financial costs / are fully funded; 4 3(d)(ii) 3 marks for any 3 of: 1 Olympic village; 2 extra housing / more hotels; 3 transport infrastructure; 4 urban regeneration (in city hosting Games); 5 media facilities / upgraded broadband / satellite facilities; 6 security facilities; Accept other suitable examples of types of facilities. 3 Question Answer Marks 3(e) 3 marks for any 3 of: 1 working class did not have time to compete at Games; 2 working class did not have enough money to compete at Games; 3 (if) working class received money for competing / loss of earnings at other events; 4 this lost them their amateur status (so they would be banned from Olympic Games); 5 working class competed against professionals at other events (which was also not allowed); 6 named example of athlete banned / punished for losing amateur status, e.g. Jesse Owens; 3 3(f) 5 marks for any 5 of: 1 no women’s participation in 1896 OR only role of women was to present wreaths to winners; 2 limited involvement / some women’s sport introduced in 1900 (tennis, golf); 3 low numbers of participants / less than 10% before Second World War OR significant increase since Second World War; 4 role of Alice Milliat / Women’s Olympics created in response to IOC refusal to allow women’s athletics in 1920s; 5 mixed-gender events included; 6 aim of IOC for all sports to have a male and female equivalent; 7 acceptance of women as judges / officials; 8 women co-opted on to IOC (in 1981); 9 over 20% of IOC members are women; 10 IOC conference on women and sport; 11 some countries still deny opportunities to women to participate; 5 Question Answer Marks 3(g) 4 marks for any 4 of: 1 improved technology may provide unfair advantage for Paralympic athletes; 2 example of technology, e.g. blades; 3 in some sports it is not possible to include able-bodied and disabled athletes; 4 example of disability / event that may not be inclusive, e.g. visually impairment; 5 risk of injury in some sports; 6 the value of Paralympics would be questioned if all could compete in the Olympics OR standard of Paralympics would be lower; 7 effect on disabled people / on spectators if all events are won by able-bodied athletes; 8 reduced / increased inspirational / motivational effect on disabled athletes; 9 denial that many disabled people do have different abilities; 10 potential loss of many great disabled role models; 4