Cambridge A Level Physical Education 9396 — 2022 Oct/Nov Paper 3 · Variant 3

1 (a) Describe the energy system that breaks down glucose anaerobically. [4] (b) Describe the physiological implications of a warm up on the muscular system. [4] (c) Coaches use periodisation to break down the training year into training blocks. Using a sport of your choice, explain periodisation of training. [6] (d) Define each of the following fitness components: • reaction time • coordination. [2] (e) The following tests are used to evaluate aerobic capacity: • the multi-stage fitness test • the PWC170 test. Describe one of these tests. [4] (f) Explain the use of target heart rates as an intensity guide during aerobic training. [4] (g) Describe how each of the following could enhance the performance of a 400-metre sprinter: • caffeine • creatine supplements • recombinant erythropoietin (EPO). [6] [Total: 30]

Mark scheme: Question Answer Marks 1(a) 4 marks for any 4 of: 4 1 glycolytic system / glycolysis; 2 (glucose broken down to) pyruvic acid / pyruvate; 3 (by-product) lactic acid / lactate; 4 (in) sarcoplasm; 5 (net) 2 ATP produced (per molecule of glucose); 6 (enzymes) glycogen phosphorylase / GP / GPP / phosphofructokinase / PFK / lactate dehydrogenase / LDH; 1(b) 4 marks for any 4 of: 4 1 reduces risk of injury / DOMS; 2 increases flexibility / stretch / elasticity (of muscle / connective tissue) OR increases range of motion; 3 increases / redirects flow of blood / oxygen to working muscles; 4 activates vascular shunt OR dilates blood vessels to working muscles; 5 improves rate of dissociation of oxygen to myoglobin; 6 increases enzyme activity; 7 increases speed of nerve impulses OR improves response time OR faster muscle contractions; 1(c) 6 marks for any 6 of: 6 1 macrocycle is 1–4 years / long-term plan; 2 (example) swimmer aiming for personal best at Olympic Games; 3 mesocycle is 1–4 months / medium-term plan; 4 (example) swimmer focuses training on increasing their speed OR improving swimming technique; 5 microcycle is 1–4 weeks / short-term plan; 6 (example) swimmer focuses on improving tumble turn; 7 microcycles consist of several different training sessions OR may focus on different elements OR weekly training programme; 8 pre-season AND season AND post- / off-season; 9 preparatory phase AND competitive phase AND transition phase; 10 double periodisation for 2 peaks within a season; 11 tapering / reducing the training load in the run-up to an event; 1(d) 2 marks for: 2 1 (reaction time) ability to respond to a stimulus OR the time between a stimulus and the start of response / movement; 2 (coordination) the ability to move two or more body parts at the same time with control; Accept other suitable definitions. 1(e) 4 marks for any 4 of: 4 multi-stage fitness test PWC170 test 1 performer runs (shuttles); performer cycles (on an ergometer); 2 20-metre (shuttles) (in time with bleeps on CD); heart rate is monitored; 3 bleeps get progressively faster (each minute / level) OR at (2 or 3) different workloads; less time between bleeps; 4 (when performer cannot keep up with bleeps) the level results are plotted on a graph OR power output AND AND number of shuttles is recorded; HR are recorded; 5 result / score is compared to (normative) table (to give graph is extrapolated / calculation done to predict predicted VO2 max); power output at 170 bpm; 1(f) 4 marks for any 4 of: 4 1 (target heart rates give the) training zone OR maintain appropriate intensity while training; 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 minus age OR is calculated using a progressive / physical test; 5 Karvonen’s principle / formula; 6 uses maximal heart rate reserve OR HR max – resting HR; 7 training HR = resting HR + % (HR max – resting HR); 1(g) 6 marks for: 6 1 (caffeine) is a stimulant OR reduces (perception of) fatigue; 2 speeds up reactions OR improves focus at start of / during race; 3 (creatine) increased PC stores; 4 increased strength / power / speed OR delays exhaustion of ATP/PC system OR enables ATP/PC system to work for longer; 5 (EPO) increased haemoglobin / red blood cells / haemocrit; 6 improved oxygen uptake / transport / delays OBLA;

2 (a) Sports performers with a need to avoid failure tend to have low levels of achievement motivation and give up easily. Outline two other characteristics of a performer who has a need to avoid failure. [2] (b) Effective leadership is an important factor affecting the development of a cohesive sports team. (i) Suggest other factors that affect the development of a cohesive sports team. [6] (ii) Compare emergent leaders in sport with prescribed leaders in sport. [3] (iii) Describe Fiedler’s contingency model of leadership. [4] (c) Explain, using a practical example for each, what is meant by the following two attentional styles: • broad external • narrow internal. [4] (d) Describe Hanin’s zone of optimum functioning theory. [4] (e) Describe how the use of selective attention and mental rehearsal may reduce the effects of social inhibition in sport. [3] (f) Learned helplessness is a belief that failure is inevitable. Outline strategies that may be used by a coach to avoid learned helplessness in their performers. [4] [Total: 30] Section C: Olympic Games: a global perspective

Mark scheme: 2(a) 2 marks for any 2 of: 2 1 avoidance behaviours; 2 does not like a challenge / avoids 50:50 situations / avoids risks / takes easy option; 3 is prone to social loafing / lacks effort; 4 dislikes evaluation / feedback OR only wants positive feedback; 5 has low self-confidence / efficacy; 6 is prone to learned helplessness; 7 does not take responsibility for own actions OR blames others for performance; 8 attributes success externally; 9 attributes failure internally; 10 attributes failure to uncontrollable factors; 2(b)(i) 6 marks for any 6 of: 6 1 level of success OR shared experiences / situations; 2 motivational reasons OR drive for success OR social loafing OR level of effort; 3 personal satisfaction with group / task; 4 clarity of roles / responsibilities; 5 level of communication / interaction; 6 quality of group dynamics / relationships / characteristics OR presence / absence of cliques; 7 similar / different goals / norms / values; 8 level of group coordination / cooperation / social support / Ringelmann; 9 smaller groups may have greater cohesion; 10 similarity / differences in ages of group members; 11 how close / far apart the group members live; 12 disparity of contracts / wages / money; 13 level of group stability OR turnover of group members; 14 presence / absence of collective identity / kit / team name; 2(b)(ii) 3 marks for any 3 of: 3 emergent prescribed 1 comes from within the group (can be) from outside group; 2 chosen / supported by group imposed by higher authority; 3 knows the (personalities of) members of group may not know the group members; 4 maintains group norms / harmony may change group norms / disrupt harmony; 2(b)(iii) 4 marks for any 4 of: 4 1 shows how a leader interacts with the situation; 2 task-oriented AND person-oriented leadership styles; 3 dependent on favourableness of the situation; 4 favourableness depends on relationship between leader and group / ability / motivation of group; 5 task-oriented leader more effective in very / most favourable situations; 6 task-oriented leader more effective in unfavourable / least favourable situations; 7 person-oriented leaders more effective in moderately favourable situations; 2(c) 4 marks for: 4 1 (broad external) wide range of stimuli from environment; 2 (example) e.g. footballer assessing the location of teammates and opponents; 3 (narrow internal) thoughts / feelings about a limited number of stimuli; 4 (example) e.g. tennis player mentally rehearsing a serve; Accept other suitable examples. 2(d) 4 marks for any 4 of: 4 1 (adaptation of inverted-U theory) to consider the effect of (state) anxiety on performance; 2 best performances occur when performer is in a zone of optimum state anxiety / zone of optimum arousal; 3 optimum arousal is a band width rather than a point (for a given skill); 4 optimum arousal is not always at the mid-point of (the band width) of arousal; 5 optimum arousal depends on the situation / type of skill; 6 optimum arousal depends on the (ability / personality of the) performer; 7 peak flow experience; 2(e) 3 marks for any 3 of: 3 1 focus / concentrate on relevant cues; 2 filter out irrelevant cues OR block out distractions of crowd; 3 reduce arousal / anxiety; 4 increase self-confidence / efficacy; 5 remember successful past performances; 6 causes social facilitation; 2(f) 4 marks for any 4 of: 4 1 attribution retraining; 2 attribute failure to unstable / changeable / controllable factors; 3 attribute success to stable / internal factors / ability; 4 work on improving technique / fitness / different tactics; 5 set achievable / performance goals; 6 allow success; 7 vicarious experiences OR show role models of similar ability succeeding OR remind them of previous success; 8 give positive feedback / reinforcement / encouragement; 9 give individual attention; 10 avoid social comparisons with other performers;

3 (a) Compare the ancient Olympic Games with the modern Olympic Games in terms of: • common features • differences. [6] (b) There is a fear that the Olympic Games may be attacked by terrorists. (i) Suggest reasons why the Olympic Games are a potential target for terrorists. [4] (ii) Suggest ways that a host nation may try to protect athletes at the Olympic Games from a potential terrorist attack. [3] (c) Other than security costs, outline the costs of hosting the Olympic Games. [5] (d) (i) Explain what is meant by broken-time payments. [2] (ii) Describe the role of broken-time payments in the transition from amateurism to professionalism at the Olympic Games. [3] (e) Female participation at the Olympic Games has generally increased in the last 40 years. Describe how the modern Olympic Games have changed to encourage female participation. [3] (f) Outline the significance of the 1988 Seoul Olympic Games in the development of the Paralympics. [4] [Total: 30]

Mark scheme: 3(a) 6 marks for 6 of: 6 (common features) (sub-max. 4) 1 every 4 years; 2 oath; 3 opening ceremony; 4 Olympiad; 5 Olympic flame; 6 festival nature OR sporting AND cultural event; 7 eligibility standards / specialist training; 8 values / ethics / ideals of fair play / peace; 9 (evidence of) cheating / rule-breaking; 10 supreme challenge; 11 athletes as role models / cult figures; 12 large stadium / many spectators; 3(a) (differences) (sub-max. 4) ancient modern 13 5 days over 2 weeks; 14 male participants only males AND females take part OR females allowed; 15 naked clothed; 16 wreaths medals; 17 … for winners only … for 1st, 2nd AND 3rd; 18 religious festival secular / not religious; 19 always at same venue / Olympia different cities / countries as hosts; 20 Greeks only athletes from all over world; 3(b)(i) 4 marks for any 4 of: 4 1 Olympic Games get worldwide media coverage; 2 (terrorists) to gain maximum publicity; 3 (attack) very effective way to get their message across; 4 Olympic Games symbolise values that oppose terrorism; 5 to disrupt normal life; 6 it is difficult to ensure safety at all times OR easy target; 7 to undermine the authority of host country; 8 to destabilise host country’s political leadership; 3(b)(ii) 3 marks for any 3 of: 3 1 high security at all venues; 2 provide funding for high levels of policing; 3 vetting / accreditation system for all athletes / officials / support staff OR searches of spectators; 4 use of advanced policing technology / CCTV / number plate recognition; 5 awareness that Games are high risk of attack; 6 assistance / support from other countries; 7 allow athletes to make own living / security arrangements; 3(c) 5 marks for any 5 of: 5 1 provision of sporting venues; 2 opening / closing ceremonies; 3 transport infrastructure; 4 accommodation for athletes / officials / media; 5 accommodation for tourists / visitors; 6 meeting demands of IOC; 7 relocation of local people; 8 travel restrictions OR traffic congestion; 9 increased taxes; 10 pollution (affecting health) / environmental damage / cost of pollution mitigation; 11 meeting demands of media; 3(d)(i) 2 marks for any 2 of: 2 1 (money) to take time off work to play sport; 2 (money) to cover time off to travel / train; 3 (money) to cover sporting expenses; 3(d)(ii) 3 marks for any 3 of: 3 1 the best athletes were excluded from participation (before professionalism); 2 the Olympic Games needed the best athletes; 3 broken-time payments meant an athlete was classed as a professional; 4 concept of shamateurism OR broken-time payments went against the ideal of amateurism; 5 (some) countries were providing the equivalent of broken-time payments in other forms, e.g. employed in armed forces; 3(e) 3 marks for any 3 of: 3 1 female role models; 2 increased number of events for women; 3 every male event should have a female equivalent; 4 target of 50% gender balance in every event (except softball and baseball); 5 some male events have been removed to make space for female events; 6 increase in number of mixed-gender events; 7 uniforms for sports reviewed; 8 distances / duration of matches / number of rounds altered; 9 acceptance of women as judges / officials; 10 women co-opted on to IOC (in 1981) OR over 20% of IOC members are women; 11 IOC conference on women and sport; 12 more media coverage of female sport; Accept other suitable changes to encourage female participation. 3(f) 4 marks for any 4 of: 4 1 first time Paralympics staged at same venue as Olympics; 2 higher media profile (than previous Paralympics); 3 some / limited support from IOC; 4 created / raised profile of role models; 5 development of classification system; 6 created greater awareness / acceptance of disabled sports;