Cambridge A Level Physical Education 9396 — 2022 Oct/Nov Paper 1 · Variant 2

This document has 8 pages. Any blank pages are indicated. [Turn over Cambridge International AS & A Level PHYSICAL EDUCATION 9396/12 Paper 1 October/November 2022 2 hours 30 minutes You must answer on the enclosed answer booklet. You will need: Answer booklet (enclosed) INSTRUCTIONS ● Answer all questions. ● Follow the instructions on the front cover of the answer booklet. If you need additional answer paper, ask the invigilator for a continuation booklet. ● You may use a calculator. ● You should show all your working and use appropriate units. INFORMATION ● The total mark for this paper is 90. ● The number of marks for each question or part question is shown in brackets [ ]. * 5 6 8 3 3 2 9 3 7 4 * DC (CJ/SW) 214320/1 © UCLES 2022

2 9396/12/O/N/22 © UCLES 2022 Answer all questions. Section A: Applied anatomy and physiology 1 (a) (i) State the names of three bones that articulate at the elbow joint. [3] (ii) Describe the function of four named features of a synovial joint. [4] (b) The diagrams show a performer completing a leg exercise. A B Identify the items 1–6 in the table to describe a movement analysis of the knee joints from position A to position B, and from position B to position A. Your analysis should include the type of movement occurring, the main agonist and the different types of muscle contraction. type of movement occurring main agonist different type of muscle contraction knee joints from A to B 1 2 3 knee joints from B to A 4 5 6 [6] (c) Describe the route taken by blood as it travels from the lungs to the aorta. [4] (d) Describe the changes to the cardiac cycle as heart rate increases. [3] (e) Other than being dissolved in plasma, describe two ways that carbon dioxide is transported in the blood. [2] (f) The lungs contain many alveoli, which are surrounded by capillaries. This provides a large surface area for gaseous exchange. Explain how two other structural features of the alveoli assist gaseous exchange. [2]

3 9396/12/O/N/22 © UCLES 2022 [Turn over (g) (i) The table shows information about some respiratory volumes. respiratory volume definition immediate effect of exercise on respiratory volume tidal volume A increases B the maximal volume of additional air that can be breathed in after a normal breath decreases residual volume the volume of air left in the lungs at the end of a maximal expiration C Identify the missing components in the table to show: • A, a definition of tidal volume • B, the missing respiratory volume • C, the immediate effect of exercise on residual volume. [3] (ii) The diagram shows values for the partial pressures of oxygen and the partial pressures of carbon dioxide in the pulmonary blood capillaries and in the alveoli. pO2 = 40 mm Hg pCO2 = 45 mm Hg pO2 = 105 mm Hg pCO2 = 40 mm Hg in the pulmonary blood capillaries in the alveoli Use the information in the diagram to explain gaseous exchange at the alveoli. [3] [Total: 30]

4 9396/12/O/N/22 © UCLES 2022 Section B: Acquiring, developing and performing movement skills 2 (a) (i) The skill of taking a penalty in a team sport, such as football or hockey, may be classified as: • a closed skill • a discrete skill. Justify each of these classifications. [2] (ii) One coach may classify the skill of taking a penalty in a team sport as internally paced. Another coach may classify this skill as externally paced. Explain why both coaches could be correct. [2] (b) Retention and motor reproduction are elements of Bandura’s observational learning theory. Explain how a coach can use each of these elements to assist the process of learning when performers are watching a demonstration. [4] (c) Reinforcement may be used as a method to strengthen the stimulus–response (S/R) bond. Describe other ways of strengthening the S/R bond. [4] (d) Explain the two rules of recognition schema. [4] (e) The memory process plays an important part in acquiring and performing movement skills. (i) Explain the basic model of the memory process. [4] (ii) Suggest strategies a coach could use to improve the memory process. [4] (f) When learning skills, a performer will progress through various phases of learning. (i) Explain how the type of feedback used may differ between a performer in the cognitive phase of learning and a performer in the autonomous phase of learning. [4] (ii) Other than the type of feedback used, describe a characteristic of each of the following phases of learning: • cognitive • autonomous. [2] [Total: 30]

5 9396/12/O/N/22 © UCLES 2022 Section C: Contemporary studies in physical education and sport 3 (a) Describe the characteristics of play. [3] (b) (i) Explain what is meant by elite sport. [3] (ii) Describe, using a country of your choice, named policies or initiatives that exist to help performers achieve excellence in their sport. [4] (c) (i) Apart from increased health and fitness, outline the benefits for an individual of regular participation in sport. [5] (ii) Socioeconomic status, age and disability are factors that affect participation in sport. Explain how five other factors may affect participation in sport. [5] (d) Describe, using examples, how sport and politics have been linked. [4] (e) Explain, using examples, how the media has benefited sport. [6] [Total: 30]

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8 9396/12/O/N/22 © UCLES 2022 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. To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge Assessment International Education Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cambridgeinternational.org after the live examination series. Cambridge Assessment International Education is part of Cambridge Assessment. Cambridge Assessment is the brand name of the University of Cambridge Local Examinations Syndicate (UCLES), which is a department of the University of Cambridge. BLANK PAGE

This document consists of 14 printed pages. © UCLES 2022 [Turn over Cambridge International AS & A Level PHYSICAL EDUCATION 9396/12 Paper 1 October/November 2022 MARK SCHEME Maximum Mark: 90 Published 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 should be read in conjunction with the question paper and the Principal Examiner Report for Teachers. Cambridge International will not enter into discussions about these mark schemes. Cambridge International is publishing the mark schemes for the October/November 2022 series for most Cambridge IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level components.

9396/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2022 © UCLES 2022 Page 2 of 14 Generic Marking Principles These general marking principles must be applied by all examiners when marking candidate answers. They should be applied alongside the specific content of the mark scheme or generic level descriptors for a question. Each question paper and mark scheme will also comply with these marking principles. GENERIC MARKING PRINCIPLE 1: Marks must be awarded in line with: • the specific content of the mark scheme or the generic level descriptors for the question • the specific skills defined in the mark scheme or in the generic level descriptors for the question • the standard of response required by a candidate as exemplified by the standardisation scripts. GENERIC MARKING PRINCIPLE 2: Marks awarded are always whole marks (not half marks, or other fractions). GENERIC MARKING PRINCIPLE 3: Marks must be awarded positively: • marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is given for valid answers which go beyond the scope of the syllabus and mark scheme, referring to your Team Leader as appropriate • marks are awarded when candidates clearly demonstrate what they know and can do • marks are not deducted for errors • marks are not deducted for omissions • answers should only be judged on the quality of spelling, punctuation and grammar when these features are specifically assessed by the question as indicated by the mark scheme. The meaning, however, should be unambiguous. GENERIC MARKING PRINCIPLE 4: Rules must be applied consistently, e.g. in situations where candidates have not followed instructions or in the application of generic level descriptors.

9396/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2022 © UCLES 2022 Page 3 of 14 GENERIC MARKING PRINCIPLE 5: Marks should be awarded using the full range of marks defined in the mark scheme for the question (however; the use of the full mark range may be limited according to the quality of the candidate responses seen). GENERIC MARKING PRINCIPLE 6: Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should not be awarded with grade thresholds or grade descriptors in mind. Science-Specific Marking Principles 1 Examiners should consider the context and scientific use of any keywords when awarding marks. Although keywords may be present, marks should not be awarded if the keywords are used incorrectly. 2 The examiner should not choose between contradictory statements given in the same question part, and credit should not be awarded for any correct statement that is contradicted within the same question part. Wrong science that is irrelevant to the question should be ignored. 3 Although spellings do not have to be correct, spellings of syllabus terms must allow for clear and unambiguous separation from other syllabus terms with which they may be confused (e.g. ethane / ethene, glucagon / glycogen, refraction / reflection). 4 The error carried forward (ecf) principle should be applied, where appropriate. If an incorrect answer is subsequently used in a scientifically correct way, the candidate should be awarded these subsequent marking points. Further guidance will be included in the mark scheme where necessary and any exceptions to this general principle will be noted. 5 ‘List rule’ guidance For questions that require n responses (e.g. State two reasons …): • The response should be read as continuous prose, even when numbered answer spaces are provided. • Any response marked ignore in the mark scheme should not count towards n. • Incorrect responses should not be awarded credit but will still count towards n. • Read the entire response to check for any responses that contradict those that would otherwise be credited. Credit should not be awarded for any responses that are contradicted within the rest of the response. Where two responses contradict one another, this should be treated as a single incorrect response. • Non-contradictory responses after the first n responses may be ignored even if they include incorrect science.

9396/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2022 © UCLES 2022 Page 4 of 14 6 Calculation specific guidance Correct answers to calculations should be given full credit even if there is no working or incorrect working, unless the question states ‘show your working’. For questions in which the number of significant figures required is not stated, credit should be awarded for correct answers when rounded by the examiner to the number of significant figures given in the mark scheme. This may not apply to measured values. For answers given in standard form (e.g. a  10n) in which the convention of restricting the value of the coefficient (a) to a value between 1 and 10 is not followed, credit may still be awarded if the answer can be converted to the answer given in the mark scheme. Unless a separate mark is given for a unit, a missing or incorrect unit will normally mean that the final calculation mark is not awarded. Exceptions to this general principle will be noted in the mark scheme. 7 Guidance for chemical equations Multiples / fractions of coefficients used in chemical equations are acceptable unless stated otherwise in the mark scheme. State symbols given in an equation should be ignored unless asked for in the question or stated otherwise in the mark scheme.

9396/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2022 © UCLES 2022 Page 5 of 14 Question Answer Marks 1(a)(i) 3 marks for: 1 humerus; 2 radius; 3 ulna; 3 1(a)(ii) 4 marks for any 4 of: 1 ligaments attach bone to bone / restrict movement / stabilise joint OR allow normal joint movements; 2 joint / fibrous capsule encloses / stabilises joint; 3 synovial membrane secretes / produces synovial fluid; 4 synovial fluid lubricates joint / allows friction-free movement / nourishes joint; 5 (hyaline / articular) cartilage prevents friction / stops bone rubbing together / absorbs shock; 6 bursae reduce friction (between bones and connective tissue) OR cushions joint / absorbs shock; 7 pads of fat absorb shock; 8 tendons help stabilise joint; 4 1(b) 6 marks for: 1 extension; 2 rectus femoris / vastus medialis / vastus lateralis / vastus intermedius; 3 concentric; 4 flexion; 5 rectus femoris / vastus medialis / vastus lateralis / vastus intermedius; 6 eccentric; 6 1(c) 4 marks for any 4 of: 1 (from the lungs blood enters) pulmonary vein; 2 (from pulmonary vein) to left atrium; 3 (from left atrium) through atrioventricular / bicuspid valve; 4 (through AV / bicuspid valve) to left ventricle; 5 (from left ventricle) through semilunar / aortic valves; Answers must be in appropriate sequence. 4

9396/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2022 © UCLES 2022 Page 6 of 14 Question Answer Marks 1(d) 3 marks for any 3 of: 1 atria / ventricles contract faster; 2 diastolic phase shortens OR less time for filling during diastole; 3 atrial / ventricular systole is more powerful / faster; 4 increased stroke volume / cardiac output; 5 ventricular filling becomes an active process; 6 at near maximum HR less blood enters heart / stroke volume is decreased; 3 1(e) 2 marks for: 1 as bicarbonate ions / hydrogen carbonate ions OR combines with water / forms carbonic acid; 2 combined / attached with haemoglobin / proteins OR forms carbaminohaemoglobin; 2 1(f) 2 marks for any 2 of: 1 gases dissolve in layer of moisture / moist alveolar surface to allow gases to dissolve through walls; 2 thin / one-cell-thick membranes which means short diffusion distance / allows rapid / easier diffusion; 3 small diameter of capillaries enables slow transit time / compression of red blood cells / time for diffusion; 4 elastic fibres in the lungs / alveoli walls which means that the lungs can recoil; 5 surfactant reduces the tendency of the lungs to collapse (at end of respiration); 2 1(g)(i) 3 marks for: 1 A = volume of air breathed in per breath OR volume of air breathed out per breath; 2 B = inspiratory reserve (volume); 3 C = same / unchanged / no effect; 3

9396/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2022 © UCLES 2022 Page 7 of 14 Question Answer Marks 1(g)(ii) 3 marks for any 3 of: 1 pO2 in alveoli (105) is greater than pO2 (40) in blood capillary; 2 blood capillary pCO2 (45) is greater than pCO2 (40) in alveoli; 3 diffusion involves movement of gases from high to low concentrations / partial pressures OR gases move down a diffusion gradient; 4 oxygen diffuses into blood capillary OR carbon dioxide diffuses into alveoli; Accept reverse arguments for points 1 and 2, e.g. pO2 in blood capillary is less than in alveoli. 3 Question Answer Marks 2(a)(i) 2 marks for: 1 (closed) when taking a penalty the environment is unchanging / predictable / stable; 2 (discrete) taking a penalty has a clear beginning and end; 2 2(a)(ii) 2 marks for: 1 (internally paced) because performer decides when to take the penalty OR how fast / hard to kick / hit the ball; 2 (externally paced) because penalty must be taken soon after referee blows whistle / within a certain amount of time; 2 2(b) 4 marks for: 1 (retention) coach must ensure observer can remember / store skill in memory / forms mental image OR coach involves the performer’s cognitive skills; 2 (retention) coach must ensure demonstration is meaningful / memorable / relevant / realistic / succinct / perfect / accurate / repeated; 3 (motor reproduction) coach must ensure performer has abilities / skills to complete the task; 4 (motor reproduction) coach gives performer opportunity to practise (as soon as possible); 4

9396/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2022 © UCLES 2022 Page 8 of 14 Question Answer Marks 2(c) 4 marks for any 4 of: 1 ensure practice / repetition of skill / apply law of exercise; 2 use trial and error; 3 ensure performer is physically prepared; 4 ensure performer is mentally prepared; 5 use of satisfiers; 6 shaping of behaviour; 7 modifying environment; 4 2(d) 4 marks for any 4 of: 1 uses sensory consequences; 2 from knowledge of performance / kinaesthesis / intrinsic feedback / how did it feel; 3 uses movement outcomes / response outcomes; 4 from knowledge of results / success / failure / extrinsic feedback; 5 (the two rules are) used to adapt / modify a (future) response; 4 2(e)(i) 4 marks for any 4 of: 1 selective attention occurs OR important information is filtered in OR irrelevant information is filtered out; 2 short-term sensory store receives information from the display / environment OR STSS sends information to short-term memory; 3 short-term memory is ‘working memory’ OR organises / chunks / encodes information; 4 memory includes the DCR process; 5 short-term memory sends information to the long-term memory; 6 long-term memory stores information / patterns of movement / motor programmes OR decodes information (to STM); 7 short-term memory runs motor programmes; 8 memory process affects perception OR helps to judge what needs to be done (to perform / learn movement); 4

9396/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2022 © UCLES 2022 Page 9 of 14 Question Answer Marks 2(e)(ii) 4 marks for any 4 of: 1 ensure relevant practice / overlearn the skill; 2 give reinforcement / praise / rewards; 3 improve selective attention / focus on specific cues; 4 teach mental rehearsal / imagery / visualisation; 5 improve (temporal / spatial) anticipation; 6 ensure optimum arousal levels / zone of optional functioning OR motivate performer; 7 increase intensity of the stimulus; 8 use positive transfer of learning / link to past experiences; 9 make information meaningful / enjoyable / fun / interesting / memorable / unique; 10 chunking / chaining / (progressive) part learning; 4 2(f)(i) 4 marks for any 4 of: cognitive phase autonomous phase 1 uses mainly extrinsic feedback uses mainly intrinsic / kinaesthetic feedback; 2 use knowledge of results uses knowledge of performance; 3 needs to be positive feedback can deal with negative / critical feedback; 4 needs to be terminal feedback can cope with concurrent / delayed feedback; 5 needs general / simple feedback can use specific feedback; 6 aim to eliminate gross errors / mistakes aim to refine technique; 4 2(f)(ii) 2 marks for: 1 (cognitive phase) performer needs to be shown what to do / needs a demonstration / starting to form a mental image / starting to understand what needs to be done / lots of mistakes / needs to think about technique; 2 (autonomous phase) skills are accurate / well-grooved / habitual / fluent / automatic / little conscious control needed OR performer has spare attentional capacity / can focus on tactics / strategy; 2

9396/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2022 © UCLES 2022 Page 10 of 14 Question Answer Marks 3(a) 3 marks for any 3 of: 1 spontaneous OR for everyone / anyone; 2 fun / enjoyment / non-serious / intrinsic / feel-good factor; 3 non-productive OR result not important; 4 childlike activity; 5 freedom of choice / free will / free time / voluntary; 6 limited moral obligation / commitment; 7 choice of space; 8 no pre-determined rules OR few / modified / made-up rules; 9 negotiated involvement / ending; 10 self-officiated OR low level of organisation; 3 3(b)(i) 3 marks for any 3 of: 1 involves performers who have reached excellence OR one of the best performers in the sport; 2 this relates to national and international standards; 3 top of the performance pyramid / few performers involved at this level; 4 predominantly professional performers; 5 popular with media; 3

9396/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2022 © UCLES 2022 Page 11 of 14 Question Answer Marks 3(b)(ii) 4 marks for 4 of: Initiatives / policies must be named for descriptions to be credited. Sub-max. 2 marks for named initiatives / policies. Sub-max. 2 marks for descriptions. 1 (named initiative) e.g. National sport and physical activity policy (Mauritius); 2 (description) to inspire Mauritians to pursue excellence in world sport; 3 (named initiative) e.g. CJSOI / Jeux Des Iles / Indian Ocean Island Games (Mauritius); 4 (description) international multi-sport games competition; 5 (named initiative) e.g. World Class Programme (UK); 6 (description) supports athletes with realistic medal winning capabilities at the next Olympic / Paralympic Games; 7 (named initiative) e.g. High performance Sport New Zealand (HSNZ); 8 (description) works with National Sporting Organisations (NSOs) to contribute specialist performance support resources and expertise, to enable success; 9 (named initiative) e.g. Kenya Academy of Sports / Qatar Aspire (academy); 10 (description) develop sports talents through establishment and management of academies and training; Accept any other relevant policy / initiative and description. 4 3(c)(i) 5 marks for any 5 of: 1 become skilful in a sporting activity / knowledgeable about sport; 2 enjoyment / intrinsic / fun / satisfaction; 3 achieve success / strive to achieve high standards; 4 personal challenge of competition; 5 learn life skills / e.g. leadership / teamwork; 6 possibility of earning a living / career; 7 fame / praise / medals / status; 8 keep out of trouble / social control / hobby; 9 socialisation / learn cultural values, e.g. ethics; 5

9396/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2022 © UCLES 2022 Page 12 of 14 Question Answer Marks 3(c)(ii) 5 marks for any 5 of: Relevant factor must be explained for each mark. factor explanation, for example: 1 parents / siblings if family play or encourage you to play sport you are more likely to copy them OR if family provide transport you are more likely to participate; 2 peer group if friends play sport you are more likely to join in; 3 gender men may be more likely to participate than women / stereotyping of women / some sports more male / female appropriate; 4 ability involvement limited by fitness / talent ID / pathways in place; 5 race / culture some ethnic groups still discriminate / stereotyping, e.g. some cultures place higher emphasis on supporting family and discourage participation; 6 religion religion may inhibit, e.g. dress code / parental aspirations; 7 government status / attitude policies / political influences in country may affect involvement; Accept other suitable factors and relevant explanations. 5

9396/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2022 © UCLES 2022 Page 13 of 14 Question Answer Marks 3(d) 4 marks for any 4 of: If no examples, max. 2 marks. 1 governments have sport departments / have policies for sport / provide funding for sport, e.g. Department for Digital, Culture, Media and Sport (UK); 2 political situations affect sport, e.g. Soviet invasion of Afghanistan led to Moscow 1980 Olympic boycotts / OR apartheid led to South Africa being banned from playing international matches; 3 government legislation affects sport, e.g. banning of blood sports / spectator safety / drugs made illegal; 4 propaganda / nation building, e.g. 1936 Berlin Olympics; 5 city bids to host events must be backed by government, e.g. Qatar World Cup; 6 sport used as a vehicle of social control by government, e.g. state-run sports schools; 7 terrorism, e.g. Munich 1972 / Atlanta 1996; 8 inequality permitted, e.g. racism / sexism / disability; 9 education, e.g. compulsory PE programmes; 10 e.g. (1968) Black Power Salute at Mexico Olympics; 11 e.g. ‘take a knee’ protest / anti-racism / Black Lives Matter at major sports events; Accept other suitable examples linking sport and politics. Accept reverse arguments, e.g. government choose not to put funding into sport is reverse of point 1. 4

9396/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2022 © UCLES 2022 Page 14 of 14 Question Answer Marks 3(e) 6 marks for 6 of: If no examples from a sport, max. 4 marks. 1 increased media brings in more money to sport, e.g. sponsorship / TV rights; 2 changes in start times which means more matches / sports coverage available to watch, e.g. football matches with different kick-off times; 3 rule changes to make the game more entertaining, e.g. shorter formats in cricket; 4 foul play / cheating identified through technology to officials OR citing offences during / after game, e.g. putting a player on report; 5 better / accurate decisions, e.g. VAR / TMO / 3rd umpire; 6 emphasis on attacking play / spectacular / intense action, e.g. best plays of the week in basketball; 7 media encourages participation / highlight opportunities to take part; 8 media raises the profile of sports OR creates positive role models OR brings fame to performers; 9 sports stars gain more money for playing; 10 (retired) sports stars may gain employment in the media, e.g. commentators; 11 increased (spectator) awareness / knowledge of sport, e.g. teaching public rules / tactics; 12 (coaches) learning about an opponent’s tactics / formation to prepare for a match; Accept other suitable examples showing how media has benefited sport. 6