Cambridge A Level Physical Education 9396 — 2023 Oct/Nov Paper 1 · Variant 2

This document has 8 pages. Any blank pages are indicated. Cambridge International AS & A Level DC (LK) 314900 © UCLES 2023 [Turn over PHYSICAL EDUCATION 9396/12 Paper 1 October/November 2023 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 [ ]. * 4 0 8 5 2 3 1 8 9 9 *

2 9396/12/O/N/23 © UCLES 2023 Answer all questions. Section A: Applied anatomy and physiology 1 (a) The diagrams show a two-handed overhead throw. A B Identify the items 1–5 in the table to describe a movement analysis of the shoulder joint and the elbow joint from position A to position B. Your analysis should include the type of movement occurring, the main agonist and the type of muscle contraction. type of movement occurring main agonist type of muscle contraction shoulder joint from A to B 1 2 3 elbow joint from A to B 4 5 [5] (b) Suggest structures and features of the elbow joint that limit its range of movement. [4]

3 9396/12/O/N/23 © UCLES 2023 [Turn over (c) (i) Describe the function of each of the following: • antagonists • fixators. [2] (ii) The diagrams show a performance of a pull-up. A B Identify an example of each of the following during the performance from A to B: • an antagonist • a fixator. [2] (d) The graph shows heart rate prior to, during and after exercise. during exercise prior to exercise after exercise heart rate time Explain how the heart rate is regulated prior to, during and after exercise. [6] (e) Explain how the velocity of the blood changes as it flows through the systemic circulatory system. [4] (f) Describe how structures within the bronchi assist the movement of air into and out of the lungs. [4]

4 9396/12/O/N/23 © UCLES 2023 (g) The diagram shows values for the partial pressures of oxygen and the partial pressures of carbon dioxide at a muscle. blood capillary muscle fibre pO2 = 100 mm Hg pCO2 = 40 mm Hg pO2 = 40 mm Hg pCO2 = 46 mm Hg Use the diagram to explain tissue respiration at the muscle. [3] [Total: 30]

5 9396/12/O/N/23 © UCLES 2023 [Turn over Section B: Acquiring, developing and performing movement skills 2 (a) (i) State a characteristic of ability. [1] (ii) Identify an example of each of the following: • gross motor ability • psychomotor ability. [2] (b) When learning skills, performers progress from motor abilities through fundamental motor skills to sport-specific skills. Explain this progression using a practical example. [4] (c) (i) Explain the cognitive theory of learning. [2] (ii) Outline benefits of using cognitive theory to develop skilful performers. [2] (d) (i) Identify the four elements of Bandura’s model of observational learning. [1] (ii) Describe three ways that a demonstration could be made more effective when teaching a movement skill. [3] (e) Explain, using a practical example, what is meant by a motor programme. [4] (f) Describe the basic model of the memory process that is used when acquiring and performing movement skills. [4] (g) Describe, using an example for each, the following types of feedback that may be available to a performer: • extrinsic • knowledge of performance • negative. [3] (h) Describe how drive theory may be used to explain the effects of arousal on performance. [4] [Total: 30]

6 9396/12/O/N/23 © UCLES 2023 Section C: Contemporary studies in physical education and sport 3 (a) During leisure time people can take part in a wide range of physical activities. (i) Explain why active leisure is considered important for each of the following: • individuals • society. [4] (ii) Suggest how physical education in schools may help prepare children to use their leisure time effectively. [3] (b) (i) Describe the characteristics of play. [3] (ii) Describe benefits of play for children. [3] (c) Suggest why many countries invest heavily to achieve Olympic success. [5] (d) Suggest how National Governing Bodies could encourage mass participation. [5] (e) Suggest reasons why some people with disabilities do not take part in physical activity. [4] (f) Describe measures that have been put in place to reduce the use of illegal drugs in sport. [3] [Total: 30]

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8 9396/12/O/N/23 © UCLES 2023 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 15 printed pages. © UCLES 2023 [Turn over Cambridge International AS & A Level PHYSICAL EDUCATION 9396/12 Paper 1 October/November 2023 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 2023 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 2023 © UCLES 2023 Page 2 of 15 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 2023 © UCLES 2023 Page 3 of 15 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 2023 © UCLES 2023 Page 4 of 15 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 2023 © UCLES 2023 Page 5 of 15 Question Answer Marks 1(a) 5 marks for: 1 extension; 2 (anterior) deltoid / pectoralis major; 3 concentric; 4 extension; 5 triceps brachii; 5 1(b) 4 marks for any 4 of: (elbow has / is:) 1 hinge (joint); 2 only movements are flexion / extension; 3 joint capsule provides strength / stability; 4 ligaments stabilise joint; 5 muscles / tendons stabilise joint; 6 end of humerus fits closely onto ulna / olecranon (process); 4 1(c)(i) 2 marks for: 1 (antagonists) relax to allow agonist to work OR oppose the movement at a joint; 2 (fixators) help to control movement OR stabilise origin / stabilise (non-moving) joints OR prevent unwanted movement OR assist agonist / working muscle during movement; 2 1(c)(ii) 2 marks for: 1 (antagonist) triceps brachii / deltoid; 2 (fixators) deltoid / teres minor / wrist flexors; Accept other suitable examples. 2

9396/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2023 © UCLES 2023 Page 6 of 15 Question Answer Marks 1(d) 1 mark for: (prior to exercise) 1 adrenaline released to increase heart rate; 5 marks for 5 of: (during exercise sub-max. 4 marks) 2 increased sympathetic impulses; 3 drop in pH / increased CO2 / increased acidity detected by chemoreceptors; 4 movements detected by mechanoreceptors / proprioceptors; 5 impulses to medulla / cardiac (control) centre; 6 (sympathetic) impulses to sinoatrial node to increase heart rate; 7 decreased parasympathetic / vagus stimulation; 8 blood pressure changes detected by baroreceptors; (after exercise sub-max. 3 marks) 9 reduced sympathetic impulses; 10 increased stimulation of parasympathetic / vagus system; 11 release of acetylcholine; Credit adrenaline only once, either prior to, or during exercise. Accept points 2 to 10 or reverse arguments either during or after exercise. Credit each point only once. 6 1(e) 4 marks for any 4 of: 1 blood velocity is highest in arteries / aorta; 2 due to heart contractions / pumping action of heart / cardiac output; 3 total cross-sectional area of vessels is relatively small; 4 blood velocity reduces as blood passes through arterioles and capillaries / further away from heart; 5 (velocity reduces) because of increasing total cross-sectional area of blood vessels; 6 (velocity reduces) because of increasing peripheral resistance of blood vessels; 7 (velocity reduces) which allows the exchange of gases / nutrients / waste products; 8 blood velocity increases in venules / veins; 9 because total cross-sectional area decreases; 10 venous return mechanisms affect blood velocity; 4

9396/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2023 © UCLES 2023 Page 7 of 15 Question Answer Marks 1(f) 4 marks for 4 of: Max. two marks for structures. Max. two marks for relevant descriptions, for example: 1 large cross-sectional area; 2 allows large volumes of gases to pass through; 3 muscular wall / smooth muscle; 4 dilates / opens bronchi OR allows large volumes of gases to pass through; 5 ciliated epithelial cells / goblet cells / mucus secreting cells; 6 remove dust / particles / pathogens from bronchi; 7 rings of cartilage; 8 maintain passage / prevent collapse of bronchi OR keep bronchi open; 4 1(g) 3 marks for any 3 of: 1 diffusion involves movement of gases from high to low concentrations / partial pressures OR gases move down a diffusion gradient; 2 pO2 in blood capillary (100) is greater than muscle fibre pO2 (40); 3 … oxygen diffuses into muscle fibre OR oxygen diffuses out of the blood capillary; 4 muscle fibre pCO2 (46) is greater than capillary pCO2 (40); 5 … carbon dioxide diffuses into blood capillary OR carbon dioxide diffuses out of the muscle fibre; Accept reverse arguments for points 2 and 4. 3

9396/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2023 © UCLES 2023 Page 8 of 15 Question Answer Marks 2(a)(i) 1 mark for: 1 innate / enduring / underlying; 1 2(a)(ii) 2 marks for: 1 (gross motor ability), e.g. strength / speed / stamina / power / flexibility; 2 (psychomotor ability), e.g. balance / hand–eye coordination / reaction time / aiming; Accept other suitable examples. 2 2(b) 4 marks for any 4 of: If no practical example max. 3 marks. 1 (suitable) motor ability identified, e.g. strength / speed OR stated that abilities are innate / genetic; 2 needed as foundation / basis to build skill learning / building block OR you need coordination before learning a catch in cricket; 3 performer develops a named fundamental motor skill, e.g. running / catching / throwing / kicking; 4 (fundamental motor skill) needs practice / repetition / reinforcement / feedback to help skill learning; 5 (fundamental motor skill) gets refined / adapted / more complex through teaching / coaching; 6 (example of a fundamental motor skill being developed to a sport-specific skill), e.g. kicking ball to passing in football / throwing a ball to a shot in netball; 4 2(c)(i) 2 marks for any 2 of: 1 Gestaltist approach / insight leaning; 2 skill is treated holistically / wholeness; 3 learner develops an understanding of the requirements of skill OR learner has a eureka moment; 4 learner has an awareness of the link between subroutines OR learner recognises the link between the stimulus and the response OR learner draws together many variables / subroutines; 5 takes into consideration aspects of the environment / display / perception before deciding appropriate response; 2

9396/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2023 © UCLES 2023 Page 9 of 15 Question Answer Marks 2(c)(ii) 2 marks for any 2 of: 1 (the skill being learned) can be modified / adjusted; 2 encourages problem-solving / discovery / finding out OR encourages independent learning; 3 increases motivation; 4 may speed up learning; 5 helps develop schema; Accept other suitable benefits. 2 2(d)(i) 1 mark for: 1 attention AND retention AND motor reproduction AND motivation; 1 2(d)(ii) 3 marks for any 3 of: 1 make sure the learner is paying attention / concentrating; 2 highlight cues / key areas of the skill; 3 make demonstration attractive to learner OR use a role model / significant other / peer to demonstrate; 4 accurate / perfect performance of the skill; 5 demonstrate slowly; 6 repeat the demonstration; 7 break the skill down into parts; 8 show the demonstration from different angles; 9 include verbal guidance; 10 encourage creation of mental image OR allow time for mental rehearsal; 11 make demonstration meaningful / relevant / realistic / succinct; 12 immediate practice; 13 make sure the learner is motivated to copy the demonstration; 14 make sure the learner is capable of performing the demonstration; 3

9396/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2023 © UCLES 2023 Page 10 of 15 Question Answer Marks 2(e) 4 marks for any 4 of: Max. 3 marks if no practical example is used. 1 is a generalised series of movements; 2 is a series of subroutines; 3 suitable example of movements / subroutines; 4 is a set of neural commands / nerve impulses to muscles; 5 is completed in the correct order; 6 is brought about by making one decision OR first movement initiates (whole) motor programme OR initiated by memory trace; 7 is established by rehearsal / practice / training; 8 is grooved / autonomous / well-learned / easily recalled; 9 is stored in long-term memory; 10 is run from short-term memory; 4 2(f) 4 marks for any 4 of: 1 involves short-term sensory store (STSS) AND short-term memory (STM) AND long-term memory (LTM); 2 selective attention occurs / important information is filtered in / irrelevant information is filtered out; 3 (STSS) receives information from the display / environment OR STSS sends information to STM; 4 STM is working memory OR organises / chunks / encodes information; 5 STM runs motor programmes; 6 STM sends information to LTM; 7 LTM stores information / motor programmes; 8 LTM decodes information (to STM); 9 memory includes the DCR process; 10 the memory process affects perception OR the memory process helps to judge what needs to be done; 4 2(g) 3 marks for: 1 (extrinsic) derived from outside source AND suitable example, e.g. comment on technique by coach; 2 (knowledge of performance) information about technique / movement AND suitable example, e.g. coach suggests how to improve performance; 3 (negative) information on errors in performance AND suitable example, e.g. criticism from coach / seeing that you have missed a goal; 3

9396/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2023 © UCLES 2023 Page 11 of 15 Question Answer Marks 2(h) 4 marks for any 4 of: 1 as arousal increases, performance increases; 2 performance = habit  drive; 3 linear relationship OR directly proportional relationship OR straight-line relationship OR drawing of relevant graph with both axes correctly labelled; 4 increase in arousal leads to increased likelihood of dominant response occurring; 5 if dominant response is well learned (expert performer) it will lead to improved performance; 6 if dominant response not well learned (novice performer) it will lead to poor performance (because of high arousal); 7 theory of improved performance with increased drive is not realistic because performer cannot keep improving; 8 drive theory may explain high levels of performance of gross motor skills; 4

9396/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2023 © UCLES 2023 Page 12 of 15 Question Answer Marks 3(a)(i) 4 marks for 4 of: (individual sub-max. 3 marks): 1 improve physical health OR improve physical fitness; 2 improve mental health OR stress relief OR to relax OR as catharsis OR increase self-esteem OR escape reality; 3 improve social health / friendships / social skills; 4 for enjoyment; 5 to be creative; 6 may improve employability / prepare individual for work; 7 as a hobby to keep occupied / out of trouble; 8 learn new interpersonal skills; 9 as a basis for self-realisation OR as a basis for self-fulfilment; 10 leisure time is increasing; (society sub-max. 3 marks): 11 society’s attitude to leisure has changed OR there is belief that there is a right to leisure; 12 purposefulness of leisure OR increased status of leisure; 13 leisure can be source of employment; 14 for social control; 15 active leisure helps reduce strain on health service; 16 healthier workforce OR people can work for longer; 17 inclusiveness / integration of community / socialisation / reduce social exclusion; 18 leisure may be an economic product / provide financial gains for economy; 4 3(a)(ii) 3 marks for any 3 of: 1 provide (a range of) activities for children to try OR stimulate children’s initial interest OR help children to find an activity to enjoy; 2 give children a foundation in sport / skills / techniques / rules / fair play / safety; 3 children gain the confidence to have a go / join in activity; 4 provide links with clubs / other agencies; 5 teach children the benefits of active lifestyle OR teach about the link between exercise and health; Accept other suitable suggestions. 3

9396/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2023 © UCLES 2023 Page 13 of 15 Question Answer Marks 3(b)(i) 3 marks for any 3 of: 1 spontaneous; 2 for everyone / anyone; 3 non-serious; 4 fun / enjoyment; 5 intrinsic value; 6 non-productive OR result not important; 7 childlike activity; 8 freedom of choice / free will / voluntary; 9 free time; 10 limited moral obligation / commitment; 11 play anywhere / choice of space / venue; 12 no pre-determined rules OR few / modified / made-up rules; 13 negotiated involvement / ending; 14 self-officiated; 15 low level of organisation; 16 freedom from authority; 3 3(b)(ii) 3 marks for any 3 of: 1 (activity) increases health / fitness; 2 learn decision-making / problem-solving skills; 3 learn to share / negotiate OR learn social interaction / work with others / learn to fit in; 4 learn leadership / response to leadership; 5 learn physical skills; 6 encourages confidence; 7 allows children to learn the rules of life / life skills OR practise real-life situations; 8 freedom from authority; 9 learn to make moral decisions OR learn to be fair; 10 increasing mastery over reality / opportunity to pretend / fantasy / creativity; 3

9396/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2023 © UCLES 2023 Page 14 of 15 Question Answer Marks 3(c) 5 marks for any 5 of: 1 for national pride / prestige / feel-good factor; 2 advertisement for the country OR to create a shop-window effect; 3 to provide more / better sporting facilities OR to create a positive legacy; 4 demand / expectation from population for national success; 5 success can act as confirmation of political superiority OR for political popularity; 6 to enable individuals to succeed / reach potential / goals; 7 to encourage / increase participation OR to create role models; 8 to improve health OR less strain on health service; 9 for social control OR to reduce crime; 10 to create employment opportunities; 11 to increase trade / economy / tourism; 12 to improve infrastructure, i.e. better roads / hotels / transport; 5 3(d) 5 marks for any 5 of: 1 raise awareness through advertising / publicity / campaigns; 2 make access to facilities affordable OR fund development of more clubs / more teams / more facilities; 3 develop inner-city schemes OR develop schemes in deprived / rural areas; 4 use sport personalities / role models; 5 more coaches / coaching resources / scouts; 6 grass-roots provision / focus on target groups / groups with lower participation; 7 develop award schemes OR provide extrinsic motivation; 8 develop / promote modified / adapted sports; 9 improve links within schools / school–club links; 10 change attitudes / prejudice / discrimination within sport; 11 change structural barriers, e.g. membership restrictions; 5

9396/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2023 © UCLES 2023 Page 15 of 15 Question Answer Marks 3(e) 4 marks for any 4 of: 1 stereotyping / labelling by society / looked down on; 2 discrimination; 3 lack of transport; 4 lack of motivation / poor self-image; 5 lack of income / funding OR high costs of equipment; 6 safety concerns; 7 lack of specialist coaches; 8 lack of specialist facilities / equipment within venue OR access problems; 9 fewer competitions / clubs / teams / opportunities; 10 lack of role models; 11 lack of media coverage; Accept other appropriate suggestions. 4 3(f) 3 marks for any 3 of: 1 drug testing / out of season / random (testing); 2 role of WADA in coordinating antidoping rules and policies; 3 governments / IOC have signed up to the code OR all countries show a unified front; 4 fines / bans / removal of medals / prizes; 5 name and shame; 6 money is invested in testing programmes; 7 education on the health risks of doping OR educate by publishing a list of banned drugs to all athletes; 8 use of positive / clean role models; 9 use of biological passports / whereabouts system; 3