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

1 (a) Describe the energy system that releases most of the energy during a short-duration, maximum-intensity activity such as a javelin throw. [5] (b) Outline the processes involved in the lactacid debt component of recovery after exercise. [5] (c) Describe a fartlek training session that would develop aerobic capacity. [4] (d) Suggest five physiological adaptations that may take place after strength training. [5] (e) Describe two factors affecting flexibility. [2] (f) (i) Define speed. [1] (ii) Describe a recognised method to evaluate speed. [3] (g) (i) Identify two dimensions of balance. [1] (ii) Describe a mesocycle programme to improve balance. [4] [Total: 30]

Mark scheme: 1(a) 5 marks for any 5 of: 1 ATP/PC system OR alactic system; 2 anaerobic / no oxygen; 3 phosphocreatine / PC is broken down to produce energy OR PC → P + C + energy; 4 energy is used to resynthesise ATP OR energy + ADP + P → ATP; 5 (enzyme) creatine kinase; 6 (site of reaction) sarcoplasm; 7 (yield) 1 ATP per molecule of PC; 1(b) 5 marks for any 5 of: 1 slow component; 2 circulatory / respiratory rates remain elevated; 3 removal of lactic acid; 4 conversion (of lactic acid) to pyruvate / H2O / CO2 / glucose / protein / sweat / urine; 5 takes 30 minutes to 2 hours; 6 uses aerobic system; 7 uses 5–8 litres of oxygen; 8 replenishment of glycogen stores; 9 (glycogen restoration) takes up to 48 hours; 5 1(c) 4 marks for any 4 of: 1 a form of continuous training; 2 running with changes in speed / intensity OR speed play; 3 uses both aerobic AND anaerobic activity / energy systems; 4 different terrains / hill running; 5 more than 20 minutes duration; 6 (aerobic intensity) 50–70% of max. HR; 7 (anaerobic intensity) 75–95% of max. HR; 4 Question Answer Marks 1(d) 5 marks for any 5 of: 1 hypertrophy / increase in size / mass of muscle; 2 hyperplasia; 3 increased strength of ligaments / tendons / connective tissue; 4 increase in ATP / PC stores; 5 increase in glycogen stores; 6 increased tolerance to lactic acid / delayed OBLA / delayed lactate threshold; 7 quicker removal of lactic acid / improved buffering capacity; 8 increased enzyme activity; 9 increased density of / more myoglobin / mitochondria; 10 increased capillarisation; 11 increased haemocrit / haemoglobin; 12 increased bone density; Accept other appropriate physiological adaptations. 5 1(e) 2 marks for any 2 of: 1 type of joint; 2 length / elasticity of muscle / ligaments / tendons / skin / connective tissue; 3 shape of bones (at joint) / joint structure / depth of joint socket; 4 (temperature) warm muscles are more flexible; 5 (age) flexibility decreases as age increases; 6 (gender) females tend to be more flexible; 7 (injury) muscle / joint injuries tend to reduce flexibility; 8 (training) stretching / flexibility training improves flexibility; 9 muscle / fat bulk can restrict flexibility; 10 (hormones) oestrogen increases flexibility; 2 1(f)(i) 1 mark for: 1 the rate at which an object covers a set distance / distance ÷ time / how quickly a body / body parts can move; 1 Question Answer Marks 1(f)(ii) 3 marks for 3 of: (method) (sprint) (plate tapping) 1 (name) 5–100 m sprint / dash; plate-tapping test; 2 (description) run as quickly as possible over set distance; tap alternate plates as quickly as possible; 3 (measure) timed / in seconds; 4 (evaluation) result compared to (standardised) table / norms; Accept other recognised methods. 3 1(g)(i) 1 mark for: 1 static AND dynamic; 1 1(g)(ii) 4 marks for any 4 of: 1 (mesocycle) 1–4 months; 2 more than 20 minutes per session / at least 2 times per week; 3 (named exercises) e.g. one-legged balance / plank / downward dog; 4 (equipment) e.g. use of balance board / swiss ball / exercise ball; 5 improve core stability / core muscles; 6 named test of balance to measure progress; 7 example of progression / overload during programme / increase time spent on an exercise; 4

2 (a) (i) Describe the three components of an attitude. [3] (ii) Explain, using a practical example, how a negative attitude can be changed to a positive attitude using cognitive dissonance. [4] (b) Describe the interactionist theory of leadership. [3] (c) Explain, using at least one sporting example, how a goal may meet the following SMARTER principles: • specific • realistic • exciting. [3] (d) Compare Vealey’s concept of trait sports confidence with her concept of state sports confidence. [2] (e) Describe, using practical examples, how the following may be used to increase self-efficacy: • vicarious experiences • performance accomplishments. [2] (f) Describe, using a sporting example for each, four different attentional styles. [4] (g) Explain the use of biofeedback as an anxiety management technique in sport. [4] (h) Suggest possible causes of aggressive behaviour in sport. [5] [Total: 30] Section C: Olympic Games: a global perspective

Mark scheme: 2(a)(i) 3 marks for: 1 (cognitive) belief / knowledge about an attitude object OR e.g. knowing that exercise is good for you; 2 (affective) emotions / feelings about an attitude object OR e.g. I like football; 3 (behavioural) actions / how you respond to an attitude object OR e.g. I go jogging every week; 3 2(a)(ii) 4 marks for any 4 of: Max. 3 marks if no example used. 1 create conflict between components; 2 change one element of triadic model; 3 change cognitive component, e.g. show that fitness training is good for you / can improve health / sport performance; 4 change affective / emotional component, e.g. make fitness training fun / enjoyable; 5 change behavioural component, e.g. punish negative attitude to fitness work OR insist on / reward positive attitude to training; 6 natural response is to reduce conflict between components / need for consonance; 4 2(b) 3 marks for any 3 of: 1 combination of trait AND social learning theories; 2 inherited characteristics AND environmental influences; 3 behaviour changes depending on the specific situation; 4 e.g. laid-back approach in friendly match changes to autocratic style in an important cup game; 5 Lewin / Hollander / core, typical responses, role-related behaviour; 3 2(c) 3 marks for: Max. 2 marks if no example used. 1 (specific) goal must relate to the performer / sport / event / position / fitness component, e.g. basketball player wants to improve leg power to jump higher / rebound better; 2 (realistic) goal must be attainable / within reach (to maintain motivation), e.g. reduce 100-metre sprint PB by 0.2 seconds; 3 (exciting) goal must be stimulating / challenging / enjoyable (to maintain motivation), e.g. achieve qualifying time for national swimming championships; 3 Question Answer Marks 2(d) 2 marks for any 2 of: trait sports confidence state sports confidence 1 stable / innate / enduring temporary / changeable; 2 same in all situations / global depends on the situation / environment / specific; 3 e.g. footballer will be confident in all aspects of the game / naturally confident e.g. footballer may be confident playing game but not taking a penalty; 2 2(e) 2 marks for: A practical example must be used for each mark. 1 (vicarious experiences) modelling / seeing someone of similar ability perform a somersault on a trampoline successfully; 2 (performance accomplishments) previous success scoring free throws in basketball OR experience / mastery of similar skills, e.g. can serve in tennis so transfer to volleyball serve; 2 2(f) 4 marks for: Answers must use a sporting example for each mark. 1 broad AND lots of cues, e.g. footballer scanning field to assess passing options; 2 narrow AND few cues, e.g. basketball player taking a free-throw shot; 3 internal AND cues from within performer, e.g. gymnast mentally rehearsing a floor routine; 4 external AND cues from environment, e.g. fielder focusing on the ball as it comes towards them; 5 broad-external AND many cues from environment, e.g. footballer scanning field to assess passing options; 6 broad-internal AND thinking about many cues, e.g. rugby player thinking about all the set plays he is involved in; 7 narrow-external AND few cues from environment, e.g. golfer hitting a drive off the tee; 8 narrow-internal AND thinking about a few cues, e.g. netball player thinking about their shooting technique; 4 Question Answer Marks 2(g) 4 marks for any 4 of: 1 somatic technique; 2 measure physical responses; 3 (example) heart rate / respiration rate / muscle tension / sweating; 4 provides objective data; 5 performer learns to relax / uses other relaxation techniques / helps voluntary control of bodily functions; 6 (equipment) shows effectiveness of relaxation technique; 7 raises confidence that relaxation techniques work; 8 gives an awareness of level of arousal needed for success; 4 2(h) 5 marks for any 5 of: 1 nature of game / contact sport (aggressive) cues present; 2 frustration / poor performance / losing; 3 poor refereeing decisions / fouls by opponent not penalised; 4 previous experience / scores to settle from past encounter; 5 verbal / physical abuse from opponent / retaliation; 6 hostile crowd / proximity of crowd; 7 rivalry / local derby; 8 very high arousal levels; 9 importance of event; 10 pressure from significant others, e.g. coach; 11 emotional / off-the-pitch issues / use of drugs; 12 instinct / innate / genetic / trait; 13 social learning / copying role models; 5

3 (a) Describe how the Olympic Games act as a social force. [4] (b) The ancient Olympic Games were held in Greece for 1000 years. State: • the venue of the ancient Olympic Games • the frequency of the ancient Olympic Games • the duration of a single ancient Olympic Games. [3] (c) Outline different ways the modern Olympic Games have been used for political motives. [5] (d) Suggest how a country may apply an elitist approach to the pursuit of success at the Olympic Games. [4] (e) Explain the transition from amateurism to professionalism at the Olympic Games. [5] (f) Describe the relevance of the Second World War to the development of the Paralympic Games. [4] (g) Some Olympic athletes have been caught using prohibited performance-enhancing drugs to improve components of fitness. Suggest other reasons why athletes may be tempted to use prohibited performance-enhancing drugs. [5] [Total: 30]

Mark scheme: 3(a) 4 marks for any 4 of: 1 athletes compete irrespective of colour / race / creed / political belief / combat discrimination; 2 promotion of international understanding / promote unity; 3 appreciation of cultural diversity; 4 supreme mental / physical challenge; 5 fair play / sportsmanship; 6 peace / harmony / cooperation; 7 encourage mass participation in sport; 8 education for the youth of the world; 3(b) 3 marks for: 1 (venue) Olympia; 2 (frequency) every 4 years; 3 (duration) 5 days; 3 3(c) 5 marks for any 5 of: 1 boycotts in protest at actions of other countries; 2 terrorism to protest against perceived injustice / promote a political ideology / e.g. killing of Israeli athletes / Atlanta bombing; 3 protests by individuals / e.g. black power salute; 4 propaganda to promote a political ideology / enhance national prestige / nationalism / athletes as pawns; 5 nations banned / e.g. South Africa due to apartheid; 6 non-recognition of nations / e.g. China refusing to recognise Taiwan; 5 3(d) 4 marks for any 4 of: 1 funding / focus is on high-level sport / the best performers; 2 win-at-all costs ethic / Lombardian ethic; 3 talent-identification programmes; 4 pathways to excellence / scholarships; 5 reduce / cut funding to sports / individuals unlikely to podium; 6 employ best coaches / support staff / physiotherapists; 7 provide access to best facilities; 4 Question Answer Marks 3(e) 5 marks for 5 of: (amateurism sub-max. 3 marks) 1 competing for the love of the sport / no monetary reward; 2 seen as a noble concept / upper class / gentleman amateur; 3 influence of Pierre de Coubertin / Avery Brundage; 4 used to exclude working-class athletes; 5 working class unable to afford time off work / expenses needed; 6 belief that working class had no concept of fair-play values; 7 participation more important than winning; 8 all-rounders more highly regarded than specialists; (transition to professionalism) 9 growth of ‘shamateurism’ / ‘shamateurs’ / abuse of amateur ideal; 10 ‘broken time’ payments / payments given for time off work to compete; 11 scholarships / sponsorships / armed forces (ways used by countries to fund athletes without losing amateur status); 12 lack of policy from IOC / rules gradually relaxed; 13 need for best athletes competing / necessary for success; 14 ‘amateur’ removed from Olympic charter; 5 3(f) 4 marks for any 4 of: 1 large numbers of wounded / disabled young men; 2 Ludwig Guttmann (fled Germany to England); 3 set up Stoke Mandeville Games; 4 … became the Paralympic Games; 5 rehabilitation of injured veterans / civilians through sport; 6 build self-confidence / self-respect through sport; 7 ex-soldiers put on a display of disabled sport at 1948 London Olympic Games; 4 Question Answer Marks 3(g) 5 marks for any 5 of: 1 build more muscle; 2 increase alertness; 3 reduce fatigue; 4 reduce anxiety; 5 lose weight; 6 hide presence of other drugs; 7 mask pain / allow you to compete while injured; 8 recover from injury quicker / train harder; 9 increase red blood cells / haemocrit / haemoglobin; 10 belief that others are taking drugs; 11 only way to compete at highest level; 12 granted a TUE (therapeutic use exemption) / taken to prevent (underlying) health issues; 13 achieve financial gain / fame; 14 pressure from peers / coach / media / win-at-all-costs ethic; 15 misleading information / lack of knowledge; 16 easily accessible / cheap; 5