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

1 (a) Sketch and label a graph to show the approximate contribution of each of the three energy systems during the first 5 minutes of a 3000-metre race. [4] (b) Explain how carbon dioxide is removed from the body during the recovery process. [4] (c) Specificity is one of the principles of training. Describe how the principle of specificity may be applied to a swimmer’s training programme. [3] (d) Elite games players require a high level of aerobic capacity. (i) Define the term aerobic capacity. [2] (ii) Describe how to carry out the PWC170 test to evaluate aerobic capacity. [4] (iii) Outline physiological adaptations to the muscular and respiratory systems that take place after aerobic training. [6] (e) Coordination may be described as the ability to move two or more body parts together with control, smoothly and efficiently. Describe how a coach can improve the hand–eye coordination of a performer. [3] (f) Describe carbohydrate loading as a method of performance enhancement. [4] [Total: 30]

Mark scheme: 1(a) 4 marks for: 1 time on x-axis and energy / contribution on y-axis; 2 correct shape of ATP/PC graph predominant between 0–10 seconds; 3 correct shape of lactic acid graph predominant between 10–180 seconds; 4 correct shape of aerobic graph predominant after LA system / approximately 3 minutes; 1(b) 4 marks for any 4 of: 1 circulatory rate / heart rate remains elevated to remove CO2; 2 diffuses from muscles into capillaries; 3 due to diffusion / pressure gradient / high to low pressure; 4 dissolved in plasma; 5 as carbonic acid / HCO3– / hydrogen carbonate ions / bicarbonate ions; 6 combined with haemoglobin; 7 as carbaminohaemoglobin / HbCO2; 8 diffuses into alveoli (from capillaries); 9 exhaled / expired / breathed out from lungs; 4 1(c) 3 marks for any 3 of: 1 (majority of training) in pool / pool-based; 2 (focus on) specific stroke / skills / techniques / movement patterns; 3 (focus on) specific energy system(s) / specific distance of event; 4 (focus on) muscles used; 3 1(d)(i) 2 marks for any 2 of: 1 the maximum volume of oxygen used / consumed; 2 oxygen use per minute / unit of time; 3 VO2 max; 2 Question Answer Marks 1(d)(ii) 4 marks for any 4 of: 1 performed on a cycle ergometer / exercise bike; 2 2 / 3 workloads OR increasing intensity; 3 each exercise period is (approximately) 3–6 minutes; 4 heart rate is monitored / recorded (at each workload); 5 HR between 100–150 bpm (during workloads); 6 results are plotted on a graph; 7 graph used to predict workload at 170 bpm; 8 score compared to standardised tables (to give predicted VO2 max); 4 1(d)(iii) 6 marks for 6 of: (muscular – sub-max. 5 marks) 1 hypertrophy / increase in size / mass of muscle; 2 hyperplasia; 3 stronger / more elastic tendons; 4 increased size / density of mitochondria; 5 increased stores of myoglobin; 6 increased stores of glycogen / triglycerides / FFAs / fats / increase in fat metabolism; 7 fast oxidative / FOG / type 2a muscle fibres become more aerobic; 8 increased / more oxidative enzymes; 9 increased capillarisation in muscles; (respiratory – sub-max. 5 marks) 10 stronger respiratory muscles; 11 increased tidal volume / minute ventilation / vital capacity; 12 reduced resting ventilation / breathing rate; 13 increased efficiency of mechanics of breathing; 14 increased surface area of alveoli OR increased use of upper / functioning alveoli; 15 increased capillarisation in lungs / at alveoli; 16 increased efficiency of gaseous exchange; 6 Question Answer Marks 1(e) 3 marks for any 3 of: coach could teach / introduce: 1 catching skills / techniques (against wall / with partner); 2 more advanced drills by reducing time to react / throw faster / harder / stand closer / throw to side / more balls; 3 invasion games based around throwing and catching; 4 juggling; 5 how to focus / concentrate / block out distractions / control arousal / improve selective attention; 3 1(f) 4 marks for any 4 of: (method 1) 1 reduce glycogen levels (7 days before race); 2 achieved by increased endurance training / training at high intensity; 3 then 3 days of low carbohydrate diet / diet high in proteins and fats; 4 (3 / 4 days before race) tapering / reduction in training levels; 5 … and high carbohydrate diet / e.g. pasta; 6 trained / elite athletes may rest for several days before eating high carbohydrate diet; 7 increased water consumption helps the process; (method 2) 8 day before, complete 3 minutes of high-intensity exercise; 9 opens a carbohydrate window; 10 immediately / within 20 minutes intake a high-carbohydrate meal; 11 carb window only lasts 2 hours / carbohydrates must be eaten within 2 hours of exercise; Descriptions must be in appropriate context. 4

2 (a) Some opponents of the trait perspective of personality theory suggest that there is very limited value in personality profiling in sport. (i) Describe the limitations of personality profiling in sport. [4] (ii) Suggest one reason why some coaches believe that personality profiling does have some value. [1] (b) Sports teams may suffer from a lack of group cohesion. Describe factors that may negatively affect group cohesion. [4] (c) Anxiety management is important in sport. (i) Describe the nature and influence of high trait anxiety on sport performance. [4] (ii) Describe the process of thought stopping and evaluate its use as a technique to manage anxiety. [4] (iii) Describe the positive effects, other than managing anxiety, of goal-setting in sport. [3] (d) Explain the positive effects of a large audience on elite performers. [6] (e) Use your knowledge of attribution theory to evaluate lack of effort as a reason for failure. [4] [Total: 30] Section C: Olympic Games: a global perspective

Mark scheme: 2(a)(i) 4 marks for any 4 of: 1 people act differently in different situations OR behaviour is unpredictable; 2 people act differently if being watched / judged OR lack of ecological validity; 3 people lie / give answers that put them in a favourable light; 4 people misunderstand questions; 5 previous experience of profiling can influence answers given; 6 answers are dependent on mood / external factors; 7 results are subjective OR may be interpreted differently; 8 results may lead to stereotyping; 2(a)(ii) 1 mark for: 1 some traits are useful for success in sport, e.g. competitiveness / determination OR useful to predict / prepare for behaviour OR some personality types are more suited to certain sports / roles within a team; 1 2(b) 4 marks for any 4 of: 1 large group size; 2 Ringelmann effect / lack of motivation / differences in motivation / attitudes / aspirations / expectations / goals / task versus social cohesion; 3 age / gender differences; 4 contracts / wage differences; 5 lack of team kit / identity; 6 lack of clear roles / responsibilities / some players do not feel part of the team; 7 social loafing / lack of effort; 8 cliques within the team / some players do not get on with others; 9 non-conformity to group norms; 10 poor leadership / communication; 11 leadership style does not match members’ preferred style(s); 12 losing consistently / regularly; 13 wrong tactics used; 4 Question Answer Marks 2(c)(i) 4 marks for any 4 of: 1 (trait anxiety/A-trait) is stable / enduring / innate / genetic OR linked to personality factors; 2 (high A-trait) leads to feelings of apprehension / being threatened; 3 (high A-trait) performers may overreact / act irrationally; 4 (high A-trait) more likely to lead to high state anxiety; 5 (high A-trait) more likely to show avoidance behaviour / low self-confidence / do not take risks; 6 (high A-trait) more likely to miss relevant cues / lose focus; 7 (high A-trait) more likely to become more anxious in stressful situations; 8 (high A-trait) anxiety levels vary depending on the situation; 9 (high A-trait) causes cognitive / somatic effects / loss of coordination; 4 2(c)(ii) 4 marks for 4 of: (descriptions sub-max. 3 marks) 1 preventing negative thoughts OR replacing thoughts with positive ones; 2 use of positive self-talk; 3 use of cue words / triggers; (evaluations sub-max. 3 marks) 4 can be done in many situations / settings; 5 difficult / time-consuming to learn OR needs a lot of practice OR not everyone is able to do it; 6 reduces attention capacity / can be distracting; 7 can highlight negative thoughts (rather than suppress them) / do not believe what they are saying; 8 cannot be done if person does not recognise their thoughts are negative; 4 2(c)(iii) 3 marks for any 3 of: 1 increase motivation / drive to achieve success; 2 increase confidence; 3 increase effort / persistence / determination; 4 increase focus / attention on important aspects of task; 5 improve specific skills / techniques / tactics / fitness components; 6 monitor progress; 7 prevent time being wasted on areas that do not need to be worked on; 3 Question Answer Marks 2(d) 6 marks for any 6 of: 1 (large audience causes) increase in arousal / high arousal; 2 (high arousal) dominant response is correct (for elite performers); 3 increase in performance / social facilitation; 4 incentive value of success is very high; 5 increase in motivation / drive to succeed; 6 supportive nature of crowd / atmosphere will increase effort; 7 (elite performers) able to focus in high-pressure situations; 8 more likely to get in the zone / zone of optimal functioning / peak flow experience; 9 higher self-confidence / self-belief; 10 exposure may lead to further sponsorship; 6 2(e) 4 marks for any 4 of: 1 effort is an unstable AND internal attribution; 2 it can be changed / controlled / increased next time; 3 may help to preserve self-confidence; 4 naf / low achievers may be demotivated / lose self-confidence; 5 persistent blame on lack of effort as attribution may lead to learned helplessness / giving up; 6 (as it is unstable) it may increase motivation (to work harder); 7 players who felt they put maximum effort in will be demotivated; Accept other appropriate evaluations. 4

3 (a) One of the major roles of the International Olympic Committee (IOC) is to eliminate discrimination in sport. (i) Describe other roles of the IOC. [4] (ii) Outline strategies used by the IOC to eliminate discrimination at the Olympic Games. [3] (b) Politics has often affected the values of the Olympic Games. Explain how athletes have been used as political pawns by their governments. [4] (c) Describe the methods used by the People’s Republic of China to nurture talent in order to achieve gold medals at the Olympic Games. [5] (d) Outline the financial benefits for the host country of staging the Olympic Games. [4] (e) For many years the Olympic Games remained strictly amateur. Explain why professionalism is now seen as acceptable in the pursuit of Olympic success. [4] (f) The 2002 Winter Olympics in Salt Lake City were tainted by what became known as the Salt Lake City scandal. Describe this scandal. [2] (g) It has been suggested that competing in the Olympic Games is one of life’s greatest moments because of its spectacular aspects. Describe the spectacular aspects of the Olympic Games. [4] [Total: 30]

Mark scheme: 3(a)(i) 4 marks for any 4 of: 1 promote peace / harmony; 2 promote ethics of sport / fair play / sportsmanship; 3 ensure Olympic Games takes place regularly / every 4 years OR manage bidding process to host Games; 4 education of youth through sport; 5 promote women in sport (at all levels) / gender equality; 6 lead the fight against doping in sport; 7 encourage development of sport for all / mass participation; 8 oppose any political / commercial abuse of sport / athletes OR promote health / safety of athletes; 9 promote a positive legacy to host cities / countries; 10 encourage concern for environmental issues OR promote sustainable development in sport; 11 support initiatives linking sport and culture; 12 support International Olympic Academy / IOA; 4 3(a)(ii) 3 marks for any 3 of: 1 (gender) all events must have a male and female equivalent; 2 (gender) host conferences on women and sport; 3 for all races / creeds / religious beliefs; 4 (disability) development of Paralympics / allow disabled athletes to take part in Olympics; 5 (sexual orientation) encourage non-discrimination on sexual orientation; 6 promote peace / harmony through sport OR International Days OR promotion of human rights; 7 ban countries that discriminate; 8 allow athletes to compete under a neutral flag OR refugee team; 3 3(b) 4 marks for any 4 of: 1 (boycotts) use of boycotts / athletes prevented from attending Games to make a statement; 2 (nationalism) athletes used to promote superiority of race (e.g. Berlin 1936); 3 (ideology) athletes used to promote capitalism / communism; 4 (equality) use of indigenous athletes to show country is promoting equality; 5 (pride) successful athletes used to promote national pride / feel-good factor; 6 (shop window) athletes promote their own country as successful; Explanations required for credit. 4 Question Answer Marks 3(c) 5 marks for any 5 of: 1 centralised system OR (much) government involvement; 2 government regulation of athletes / sports organisations; 3 (huge) financial investment; 4 talent search / talent identification at very early age; 5 specialist sports schools / facilities / training camps; 6 tough training regimes OR high drop-out rate; 7 most talented transferred to professional schools / municipal teams / national squads; 8 focus on all sports; 9 copying training systems of other countries systems OR employing best coaches; 5 3(d) 4 marks for any 4 of: 1 increase in tourism; 2 revenue from ticket sales; 3 use of Olympic village as new housing stock; 4 job creation / employment opportunities; 5 revenue from facilities (as training sites) after the Games; 6 profitability to TV networks / sale of TV rights; 7 attraction of mass audiences boosts economy; 8 successful cities / Olympic Effect brings further economic investment; 9 higher tax revenues to government; Credit other financial benefits for the host country. 4 Question Answer Marks 3(e) 4 marks for any 4 of: 1 full-time training is necessary for Olympic success; 2 costs of equipment / facilities / travel; 3 costs of coaches / physio / nutritionist / psychologist / support staff; 4 Olympic Games needs the best athletes (for image as supreme challenge) OR media / Olympic partners put pressure on IOC to allow professionals to participate; 5 abuse of amateur ideals / shamateurs (when Games were amateur); 6 professional athletes have proved to be positive role models; 7 professionalism no longer seen as a negative concept; 8 other major events had professionals (e.g. World Cup) (while OG did not allow them) / conflict with other major events; 4 3(f) 2 marks for any 2 of: 1 bribery / corruption of IOC delegates (to win right to host OG); 2 (several) IOC delegates expelled from IOC; 3 (previously) there were several unsuccessful bids by Salt Lake City; 4 Salt Lake City bid committee claimed IOC delegates demanded gifts (for votes) OR claimed other cities were giving lavish gifts to IOC delegates; 5 legal charges brought by USA (against bid committee); 2 3(g) 4 marks for any 4 of: 1 competing against the best in the world / intensity of competition; 2 supreme mental / physical challenge / pushing achievements of body to limits; 3 honour of winning medal / performing at one’s best; 4 representing your country; 5 opening / closing ceremony; 6 high media profile; 7 meeting members of / experiencing other cultures / sports / expanding horizon; 8 spiritual aspect / bravery of competition; 4