Cambridge A Level Physical Education 9396 — 2021 Oct/Nov Paper 3 · Variant 2

1 (a) (i) Define each of the following: • energy • power. [2] (ii) State a unit for each of the following: • energy • power. [2] (b) Describe the alactacid debt component of the recovery process. [5] (c) Explain how two named factors affect strength. [4] (d) (i) Outline a ballistic-stretching training session to improve flexibility. [3] (ii) Evaluate the effectiveness of using ballistic exercises to improve flexibility. [3] (iii) Describe two physiological adaptations that may take place after flexibility training. [2] (e) Identify a different recognised test to evaluate each of the following components of fitness: • coordination • reaction time • speed. [3] (f) Evaluate both food intake and fluid intake during exercise as methods to enhance performance. [6] [Total: 30]

Mark scheme: 1(a)(i) 2 marks for: 1 (energy) ability / capacity to do work; 2 (power) the rate at which work is performed OR amount of work performed per unit of time OR strength × speed; 2 1(a)(ii) 2 marks for: 1 (energy) (kilo)joules / (kilo)calories / erg; 2 (power) watts / joules per second; 2 1(b) 5 marks for any 5 of: 1 fast component; 2 resynthesis of PC stores / replenishment of muscle phosphagen stores; 3 uses the aerobic system; 4 circulatory and respiratory rates remain elevated; 5 takes 2–3 minutes for full recovery / 30 seconds for 50% recovery; 6 uses up to 4 litres of oxygen; 7 restoration of myoglobin stores (with oxygen) / restoration of oxy–myoglobin link; 8 takes 1–2 minutes; 9 uses 0.5 litres of oxygen; 5 Question Answer Marks 1(c) 4 marks for 4 of: factor explanation 1 muscle fibre type; 2 fast-twitch fibres produce more strength (than slow twitch); 3 cross-sectional area / size (of muscle); 4 the greater the size / cross-sectional area of muscle, the greater the strength; 5 lifestyle / training / illness / injury; 6 an active lifestyle / manual labour / strength training results in an increase in strength OR injury may cause a decrease in strength / unable to train; 7 gender; 8 males tend to have higher muscle mass, which means greater strength; 9 age; 10 strength declines after 30 years of age OR strength peaks between 16–30 years of age; 11 drugs / hormones / steroids; 12 testosterone causes increase in muscle mass / strength; 13 limb length / point of tendon insertion; 14 shorter limbs / tendon insertion position can give a more efficient lever system / greater force can be produced; 4 1(d)(i) 3 marks for any 3 of: 1 warm-up (thoroughly) first / example of warm-up activity; 2 swinging / bouncing movements / use of momentum; 3 e.g. high leg kicks / arm swings; 4 repetitions / reps / sets OR timescale (e.g. 10 seconds); 3 Question Answer Marks 1(d)(ii) 3 marks for any 3 of: 1 only good for those who already have good flexibility; 2 good for improving dynamic flexibility; 3 good for activities requiring explosive movements / development of speed / power / explosive strength; 4 greater risk of injury (than other types of stretching); 5 limited / no increase in static flexibility / overall range of motion; 6 can cause tightening of muscle; 7 activates the stretch reflex; 3 1(d)(iii) 2 marks for any 2 of: 1 increased range of motion; 2 increased resting / residual length of muscle; 3 increased elasticity of muscle / connective tissue; 4 reduced / delayed stimulus of stretch reflex; 5 muscle spindles adapt to new length; 6 decreased inhibition from antagonist; 2 1(e) 3 marks for: 1 (coordination) Anderson / wall toss / stick flip / block transfer / soda pop / Minnesota rate of manipulation / finger–nose; 2 (reaction time) ruler drop / batak board / light board / Groningen / SVT / online tests; 3 (speed) 5–100 metre sprint / plate tapping; Each recognised test must be different. 3 Question Answer Marks 1(f) 6 marks for any 6 of: 1 (water) maintains hydration / prevents dehydration / rehydrate; 2 (carbohydrates) maintain / top up (blood) glucose levels; 3 preserve (muscle) glycogen stores; 4 replace electrolytes / salts / minerals; 5 reduce fatigue / cramps; 6 food intake has limited value if exercise period is less than 1 hour; 7 too much food / fluid intake will have negative effects / impair performance; 8 endurance athletes may use hypertonic drinks during event; 6

2 (a) Describe the social learning perspective of personality development. [3] (b) Explain how a negative attitude can be changed to a positive attitude using persuasive communication. [4] (c) The quality of a team’s performance may be negatively affected by a loss of motivation and a loss of coordination. Describe, using sporting examples, possible causes of a loss of coordination in a team. [5] (d) Explain Easterbrook’s cue-utilisation theory and its links with arousal. [4] (e) Describe the possible effects of an audience on performance in sport. [6] (f) Define the terms aggression and assertion. Give a sporting example of each. [4] (g) The reasons given for success or failure in sport can affect the confidence and motivation of a performer. Explain, using examples from Weiner’s model, how a coach should use attributional retraining. [4] [Total: 30] Section C: Olympic Games: a global perspective

Mark scheme: 2(a) 3 marks for any 3 of: 1 personality / behaviour is dependent on the environment / environmental influences; 2 (personality is developed through) observing AND copying / mimicking / socialisation; 3 role models / significant others are more likely to be copied; 4 reinforcement makes learning more likely; 5 more likely to occur if model is similar to learner; 6 Bandura; 2(b) 4 marks for: 1 (persuader) if persuader is high status / role model then more likely to change; 2 (recipient) performer must want to change / mood state; 3 (message) message must be clear / informative / accurate; 4 (situation) timing / context / one-to-one allows recipient to take in information; OR if others around are supporting the message the performer is more likely to change; 4 Question Answer Marks 2(c) 5 marks for any 5 of: Max. 3 marks if no sporting examples used. Max. 4 marks if only one sporting example used. 1 Ringelmann effect; 2 increase in group size, e.g. rugby team v basketball team; 3 lack of identifiable roles / accountability, e.g. who calls move in rugby; 4 lack of communication, e.g. rugby player misheard line-out call; 5 poor tactics / goals, e.g. using wrong type of defence in basketball; 6 poor leadership, e.g. netball captain not respected; 7 level of competition / opposition, e.g. rugby opponents are far better; 8 negative effects of audience, e.g. distracted by shouts of football crowd; 9 increase in anxiety / aggression / overarousal / focus too narrow / cues missed, e.g. rugby player is only interested in dominating their opposite number; 10 injury / illness / substitution of (key) players, e.g. wing attack in netball has been subbed off for a rest; 5 2(d) 4 marks for any 4 of: 1 link between attention / attentional style / attentional control AND performance; 2 at low arousal attention / focus is too wide / too many cues; 3 if arousal is too high attention / focus is too narrow / important cues are missed / hypervigilance; 4 … therefore performance is low; 5 under / overarousal causes attentional wastage; 6 as arousal increases attention / focus narrows; 7 at optimum arousal attention / focus is only on relevant cues; 8 … therefore performance is optimum / at its best; 9 link / association with inverted-U theory; 4 Question Answer Marks 2(e) 6 marks for any 6 of: 1 increase in arousal / anxiety; 2 increased likelihood of dominant response; 3 link to drive theory OR reference to Zajonc; 4 social facilitation; 5 social inhibition; 6 high ability / autonomous perform better OR low ability / cognitive perform worse; 7 extroverts tend to perform better OR introverts tend to perform worse; 8 gross / simple skills performed better OR fine / complex skills performed worse; 9 nature of audience / being judged may enhance / impair performance; 10 … this is called evaluation apprehension; 11 distraction effect may impair performance; 12 homefield advantage (phenomenon) may enhance / impair performance; 6 2(f) 4 marks for: (aggression) 1 (definition) action intended to harm outside the rules of the sport; 2 (example) footballer does a two-footed tackle on an opponent; (assertion) 3 (definition) forceful behaviour within the rules of the sport; 4 (example) boxer landing a knock-out punch; 4 2(g) 4 marks for any 4 of: Max. 2 marks if no examples used. Max. 3 marks if only one example used. 1 attribute failure to internal factors (that are controllable), e.g. we lost the tennis match because we did not put enough effort in; 2 attribute failure to unstable factors, e.g. we were unlucky to lose the hockey match; 3 attribute failure to controllable / changeable factors, e.g. we lost the netball game but if we change our tactics we will improve; 4 attribute success to internal / stable factors, e.g. our ability is better than our cross-country running opponents; 5 may lead to mastery orientation OR prevent learned helplessness; 4

3 (a) The Olympic Games have been described as a supreme mental and physical challenge. Explain what is meant by a supreme mental and physical challenge. [3] (b) Outline the format of the ancient Olympic Games. [4] (c) Describe the structure of the International Olympic Committee (IOC). [3] (d) The 1936 Olympic Games were held in Berlin. (i) Explain how Hitler attempted to use this Olympic Games to promote his political ideology. [3] (ii) Describe the significance of Jesse Owens at the 1936 Olympics. [4] (e) Suggest the potential negative consequences of living in a city that is chosen to host the Olympic Games. [3] (f) Explain why the 1988 Seoul Olympic Games have been associated with dysfunctional aspects of behaviour. [3] (g) Outline spectacular aspects of the Olympic Games. [3] (h) Suggest reasons why participation by working-class athletes at the early modern Olympic Games was restricted. [4] [Total: 30]

Mark scheme: 3(a) 3 marks for any 3 of: 1 striving for excellence in sport / to be the best OR pressure to do well; 2 competing against the best athletes in the world; 3 making progress against personal goals / reaching personal objectives / giving one’s best; 4 respect for one another / rules / fair play / the (challenging) environment; 5 a combination of a strong body (and will) AND mind; 3(b) 4 marks for any 4 of: 1 every 4 years / Olympiad; 2 Olympia (venue); 3 oath / opening ceremony / flame; 4 (named event), e.g. athletics / wrestling / boxing / pankration / hoplite race / chariot races; 5 5 days; 6 males / Greek citizens only / women banned; 7 religious ceremony / festival nature / cultural event / music / dancing / poetry; 8 (compulsory) training period; 9 wreaths as prizes / prize-giving ceremony / banquet / feast; 10 competitors were naked; 11 severe punishments / flogging / banishment for rule-breaking; 4 3(c) 3 marks for any 3 of: 1 consists of (about 100) members / delegates; 2 (members) are elected / invited (by IOC); 3 executive board / president as head; 4 organises meetings / sessions; 5 commissions, e.g. athletes’ commission / women in sport commission; 6 link between outside agencies, e.g. sports federations, NOCs and OCOGs; 7 not all countries represented; 3 Question Answer Marks 3(d)(i) 3 marks for any 3 of: 1 nationalism (as ideology); 2 to show the strength of Nazi Germany / Third Reich; 3 to demonstrate superiority of Aryan race; 4 Jewish athletes not selected for German team; 5 games were extremely well organised; 6 Olympic film produced as propaganda; 3 3(d)(ii) 4 marks for any 4 of: 1 black (American) athlete; 2 won 4 gold medals; 3 beat German athletes (including world champion in long jump); 4 good sportsmanship / friendship shown between Owens and German long jumper; 5 Owens respected and treated as a hero by German public; 6 showed that Aryan race was not superior; 4 3(e) 3 marks for any 3 of: 1 travel restrictions / traffic congestion; 2 increased litter / pollution; 3 disruption due to building new facilities / housing / hotels / Olympic village; 4 increased taxes; 5 impact on local / national economy / use of foreign exchange reserves; 6 relocation of people; 7 funding diverted away from grass-roots sport; 8 increased risk of terrorism / crime; Accept other appropriate negative consequences. 3 Question Answer Marks 3(f) 3 marks for any 3 of: 1 rumours of widespread drug use / ‘Big Drug Bust’; 2 for example, Ben Johnson / 100-metre sprint final (and other positive results); 3 rumours of bribery of judges to influence results / favour S. Korean athletes; 4 unsportsmanlike behaviour / not accepting judges’ decisions / sit-down protest (by S. Korean boxer); 3 3(g) 3 marks for any 3 of: 1 competing against the best in the world / intensity of competition; 2 pushing achievements of body to limits of endurance; 3 honour of winning medal / performing at one’s best; 4 representing your country; 5 opening / closing ceremony; 6 high media profile / opportunities for financial gain; 7 meeting / experiencing other cultures / sports / expanding horizon; 8 spiritual aspect / bravery of competition; 3 3(h) 4 marks for any 4 of: 1 Olympic Games were for amateurs only OR strict amateur code enforced / exclusion clauses (applied by some countries to restrict selection of athletes); 2 influence / beliefs of Pierre de Coubertin / IOC; 3 belief that working class had no concept of Olympic values / fair play / sportsmanship; 4 working class unable to take time off work to compete at Olympic Games; 5 working class unable to afford costs involved in travelling to / living expenses at Olympic Games; 6 manual labourers were excluded from selection (by some countries); 7 amateurism / IOC excluded athletes who received payment for loss of earnings / their sporting ability; 4