Cambridge A Level Physical Education 9396 — 2023 Oct/Nov Paper 3 · Variant 3

1 (a) Describe the stage of the aerobic system in which hydrogen atoms are split. [4] (b) Explain how the availability of chemical or food fuels can affect the energy system used during exercise. [3] (c) Explain, using examples from weight training or circuit training, how a performer should apply each of the following principles to their strength training: • progression • moderation • variance. [6] (d) (i) Define the following types of strength. Give a sporting example for each of these types of strength. • elastic strength • static strength [4] (ii) Age and training are factors that could account for a difference in strength between two female performers. Suggest two other factors. [2] (e) Describe a one-week microcycle of continuous running to reduce body fat using each of the following principles of overload: • frequency • intensity • time. [3] (f) Describe a week-long carbohydrate-loading method that could be used to enhance performance in a competitive endurance event. [5] (g) Outline different negative physiological effects of using anabolic steroids. [3] [Total: 30]

Mark scheme: Question Answer Marks 1(a) 4 marks for any 4 of: 4 1 electron transport / transfer chain; 2 (hydrogen atoms) are carried by hydrogen carriers / hydrogen acceptors; 3 e.g. by NAD (NADH) / FAD (FADH2); 4 in the cristae of the mitochondria; 5 (hydrogen atoms are split) into a proton / H+ AND an electron; 6 (net yield) 30–38 ATP / large amounts of ATP; 7 (hydrogen) combines with oxygen to produce H2O / water; 1(b) 3 marks for any 3 of: 3 1 sufficient oxygen means aerobic system used OR insufficient oxygen means anaerobic systems used; 2 presence of phosphocreatine / PC means ATP-PC system can be used; 3 presence of glycogen / glucose means lactic acid system / aerobic system can be used; 4 depletion of phosphocreatine / PC means lactic acid system is used; 5 presence of ADP triggers ATP-PC system; 6 presence of calcium triggers lactic acid system; 7 presence of lactic acid means aerobic system is used; 8 presence of fats increases use of aerobic system; 1(c) 6 marks for: 6 (progression) 1 (increase in workload) to maintain improvements / adaptations; 2 (example) increase weight from 50 kg to 55 kg OR increase number of repetitions / sets; (moderation) 3 (intensity / overload must be monitored) to avoid overtraining / overuse injuries / chronic fatigue / burnout / risk of illness; 4 (example) include rest days in programme OR target different muscle groups each session; (variance) 5 (different training methods / exercises must be included) to avoid boredom / injury / plateau; 6 e.g. change weight-training / circuit-training exercises; 1(d)(i) 4 marks for: 4 (elastic strength) 1 (definition) the ability to produce (maximal) force quickly OR the ability to absorb, store and release energy OR the ability to produce powerful / fast contractions; 2 (example) e.g. throwing a javelin OR sprinting; (static strength) 3 (definition) the ability to apply force without movement occurring OR the ability to hold a body part still where the muscle does not change in length OR the ability to hold isometric contractions; 4 (example) e.g. holding a crucifix position in gymnastics OR rugby scrum; 1(d)(ii) 2 marks for any 2 of: 2 1 muscle fibre type; 2 cross-sectional area of muscle; 3 hormones / testosterone / drugs; 4 genetics; 5 limb length / point of tendon insertion; 6 lifestyle / occupation / injury; Accept other appropriate factors. 1(e) 3 marks for: 3 1 (frequency) at least two times per week; 2 (intensity) 50–75% of max HR / 40–60% of VO2 max; 3 (time) at least 20 minutes per session; 1(f) 5 marks for any 5 of: 5 (process 1) 1 reduce glycogen levels (7 days before race); 2 achieved by increased endurance training / training at high intensity; 3 (and 3 days of) low carbohydrate diet / diet high in proteins and fats; 4 (3 / 4 days before race) tapering / reduction in training levels; 5 and high carbohydrate diet / e.g. pasta; 6 trained / elite athletes may rest for several days before eating high carbohydrate diet; 7 increased water consumption helps the process; (process 2 – acceptable points in context, but this is not a week-long programme) 8 one day before, complete (3 minutes of) high-intensity exercise; 9 … this opens a carbohydrate window; 10 immediately / within 20 minutes intake a high-carbohydrate meal; 11 carbohydrate window only lasts 2 hours OR carbohydrates must be eaten within 2 hours of exercise; Answers may include elements of both processes but descriptions must be in appropriate context. 1(g) 3 marks for any 3 of: 3 1 liver damage; 2 kidney damage; 3 cancers; 4 heart failure / CHD; 5 blood clots / strokes / embolism; 6 hypertension / high cholesterol; 7 hormonal changes, e.g. acne; 8 abdominal / stomach pain; Accept other appropriate examples.

2 (a) Describe three differences between the characteristics of Type A personalities and the characteristics of Type B personalities. [3] (b) Explain the Ringelmann effect on a group. [4] (c) Suggest why a prescribed leader may have a negative effect on a sports team. [3] (d) The diagram shows a representation of Vealey’s model of sports confidence. objective sport situation competitiveness trait sports confidence orientation state sports confidence behavioural responses (performance) subjective outcomes Using a practical example, explain the relationship between sports confidence and competitiveness orientation. [6] (e) State what is meant by social facilitation. Describe possible causes of social facilitation for a sports performer. [5] (f) (i) Discuss the social learning theory of aggression. [4] (ii) Aggressive behaviour in sport may be punished by sending off the offending player and may also lead to a fine and a ban. Other than using punishments, suggest ways that a coach can reduce aggressive tendencies in their performers. [5] [Total: 30] Section C: Olympic Games: a global perspective

Mark scheme: 2(a) 3 marks for any 3 of: 3 type A type B 1 extremely competitive less competitive; 2 high levels of alertness / focused / low levels of stress / anxiety OR more highly stressed relaxed; 3 works at a fast pace / efficient works at a slow pace OR less keen to get work done quickly; 4 perfectionist tendencies / task less of a perfectionist OR gives up persistence OR highly motivated easily OR less motivated; 5 more aggressive / quick to become less aggressive / slow to become angry / intolerant angry / tolerant; 6 needs to be in control delegates easily; 2(b) 4 marks for any 4 of: 4 1 a negative effect on group productivity / decrease in group performance (as group size increases); 2 a faulty process; 3 (as group size increases) individual effort decreases; 4 (attributed originally) due to poor coordination / coordination loss OR due to poor cooperation / lack of cohesion; 5 (more recently found to be) due to lack of motivation / social loafing; 2(c) 3 marks for any 3 of: 3 1 leader does not understand the situation; 2 leader does not understand team members; 3 leader has been imposed on the group OR group may have had no say on choice of leader; 4 may cause conflict / personality clash with members; 5 motivation of individuals / group may be lower OR members may be upset to have been overlooked / rejected (as leaders); 6 leader may want to change style of play / tactics; 7 leader may not understand ethos / culture / history of team; 8 may delay (effective) decision making; 9 leadership style may not match preferred style of the group; Accept other suitable suggestions. 2(d) 6 marks for 6 of: 6 Max. 5 marks if no example used. 1 (objective sport) situation may be general, e.g. playing rugby OR specific, e.g. kicking a penalty in rugby; 2 performer approaches the situation with a degree of trait sports confidence AND a level of competitiveness orientation; 3 competitiveness orientation refers to how the performer perceives success OR how they evaluate the kick at goal; 4 competitiveness orientation affects confidence; 5 judgements may be based on technique, e.g. it was a difficult kick but I struck it well; 6 judgements may be based on outcome, e.g. the kick was successful; 7 trait sports confidence is the innate level of confidence a performer has to, e.g. kicking a penalty; 8 competitiveness orientation AND trait sports confidence combine to give state sports confidence; 9 the level of confidence affects the performer’s behaviour / attitude to kicking the goal, e.g. does the kicker want to have a go or not; 10 the level of confidence may affect the performance of the kick; 11 the subjective outcomes / satisfaction or disappointment will affect confidence in the next kick; 12 the greater the confidence the greater the likelihood of success; 13 the more successful you are the greater your confidence will be; Accept other suitable examples. 2(e) 1 mark for: 5 (what is meant by social facilitation) 1 presence of an audience has a positive effect on performance; 4 marks for any 4 of: (descriptions of causes of social facilitation) 2 increase in arousal (to optimal level); 3 increase in / high motivation OR high need to achieve; 4 increased probability of (correct) dominant response occurring; 5 tasks are well-learned / simple / gross tasks OR performer is an expert / highly skilled; 6 supportive audience / cheering / clapping / home field advantage; 7 presence of significant others / family / friends / role models / scouts / coaches / selectors; 8 high self-confidence / self-belief; 9 incentive value of success is high; 2(f)(i) 4 marks for 4 of: 4 1 aggression is a function of the environment / environmental influences; 2 (observing and) copying / imitating aggressive behaviour of others / vicarious processes; 3 others must be role models / significant others; 4 aggression is only learned if it is (positively) reinforced; 5 learning / copying more likely if model is same gender / age / ability; 6 learning / copying more likely if viewed live OR learning / copying less likely if seen remotely; 7 some aggressive behaviour seems to be innate / inherited / genetic OR aggression is shown despite a lack of aggressive role models; 8 some people observe aggressive behaviour being reinforced and choose not to be aggressive OR humans have the capability of free will / choice; 9 if performers can learn aggressive tendencies they can also learn non-aggressive tendencies; 2(f)(ii) 5 marks for any 5 of: 5 1 reward / positively reinforce non-aggressive play; 2 promote non-aggressive role models; 3 teach performers the implications of aggression / teach rational thinking / teach anger management techniques; 4 teach performer to walk away / avoid aggressive situations; 5 remove performer from situation / change position on pitch / substitute; 6 lower arousal levels; 7 improve performer’s selective attention / ability to block out aggressive cues; 8 teach somatic relaxation techniques / deep breathing; 9 teach cognitive relaxation techniques / imagery / mental rehearsal / count to 10 / positive self-talk; 10 reduce the importance of the event / outcome; 11 set process / performance goals; 12 give position of responsibility;

3 (a) One of the aims of the International Olympic Committee (IOC) is to promote international understanding. Suggest how this may be achieved at the Olympic Games. [4] (b) Describe how one named country has promoted its politics when hosting the Olympic Games. [3] (c) In the pursuit of excellence, many countries invest heavily to fund high-level sport. Some of this funding is used to provide top-quality training facilities. Suggest other ways this funding is used. [5] (d) Suggest how the attraction of mass audiences brings financial benefits for the host country of the Olympic Games. [4] (e) (i) Outline the financial costs for an athlete who is attempting to qualify for the Olympic Games. [3] (ii) Suggest the benefits for an athlete of performing successfully at the Olympic Games. [4] (f) (i) Describe the ‘Big Drug Bust’ at the 1988 Seoul Olympic Games. [4] (ii) Other than the use of prohibited drugs, outline three examples of how performers at the Olympic Games may show different dysfunctional aspects in their sports. [3] [Total: 30]

Mark scheme: 3(a) 4 marks for any 4 of: 4 1 promote appreciation of cultural diversity; 2 athletes from all over the world meeting / competing / mixing / living together (in Olympic village); 3 different cities around the world host Games; 4 experience a range of sports from around world / different cultures; 5 celebrate the culture of host nation OR cultural aspects of host in opening / closing ceremony; 6 promote tolerance / respect for others; 7 promote inclusion / sport for all; 8 punish examples of intolerance / discrimination; 3(b) 3 marks for: 3 For example: 1 Germany; 2 1936 Berlin Games; 3 to show the strength of Nazism / Third Reich / superiority of Aryan race / master-race ethic / nationalism / produced propaganda / film of Games; OR 4 Soviet Union; 5 1980 Moscow Games; 6 promote communism / socialism / encourage national pride / show the strength of Soviet sport / nationalism; OR 7 USA; 8 1984 Los Angeles Games / 1996 Atlanta Games; 9 promote capitalism / commercialism / values of freedom / ‘American Dream’ / ‘rags-to-riches’ / nationalism; OR 10 (People’s Republic of) China; 11 2008 Beijing Games; 12 promote communism / encourage national pride / show the strength of Chinese sport / economy / nationalism; 3(c) 5 marks for any 5 of: 5 1 talent-identification programmes / scouting systems; 2 pathways to excellence OR structured / tiered competitions; 3 grants / bursaries / scholarships for promising / potential medallists; 4 specialist / high-quality equipment / technology; 5 specialist / national / international coaches / elite coaching schemes; 6 centres of excellence / academies; 7 science support / biomechanics / performance analysis; 8 medical support / physiotherapy / rehabilitation; 9 other science-related support, e.g. strength and conditioning / nutritional / psychological support; Accept other suitable examples. 3(d) 4 marks for any 4 of: 4 1 ticket sales; 2 sale of merchandise; 3 increased tourism during / after the Games; 4 boost to hospitality trade / hotels / restaurants; 5 employment opportunities; 6 revenue from TV / media networks OR sale of broadcasting rights; 7 money from increased tax revenues; Accept other suitable suggestions. 3(e)(i) 3 marks for any 3 of: 3 1 loss of income (from having to miss work to train / compete); 2 training expenses (for coaching / medical support / science support); 3 entry fees (to facilities / competitions); 4 living / subsistence expenses (for food / accommodation); 5 cost of travel / transport; 6 cost of kit / equipment; 3(e)(ii) 4 marks for any 4 of: 4 1 high income; 2 sponsorships / endorsements; 3 public appearances / opportunities for work; 4 media attention / fame / become a role model; 5 honour of representing country 6 competing at the highest level in sport / achieving goal / winning a medal; 7 socialising with other elite athletes; 8 once-in-a-lifetime experience / opportunity to travel; 3(f)(i) 4 marks for any 4 of: 4 1 (men’s) 100-metre sprint; 2 Ben Johnson won race; 3 tested positive AND stripped of gold medal; 4 gold medal given to Carl Lewis / second place finisher; 5 positive tests allegedly covered up OR Lewis / Christie / Williams / Mitchell all allegedly had used drugs; 6 (it is possible that) Calvin Smith should have received the gold medal OR Calvin Smith / fourth place finisher never tested positive; 7 widespread drug use / many positive tests; 8 damage to credibility of sport / Olympics; 3(f)(ii) 3 marks for any 3 of: 3 1 (cheating), e.g. taking a short cut in the marathon; 2 (gamesmanship), e.g. slowing the game down to run the clock down in basketball; 3 bribery of judges / referees OR e.g. allegations of boxing scorers favouring host boxers; 4 age / gender falsification OR e.g. allegations of under-age gymnasts; 5 modifying equipment OR e.g. adapting fencing equipment to record false hits; 6 losing a group game (to gain a more favourable draw later) in badminton; 7 not accepting officials’ decisions OR e.g. sit-down protest of fencer / boxer; Accept other suitable examples, including examples of a win-at-all-costs ethic.