Cambridge IGCSE Physical Education 0413 — 2019 May/June Paper 1 · Variant 3

This document consists of 17 printed pages and 3 blank pages. DC (CE/SG) 164480/3 © UCLES 2019 [Turn over Cambridge Assessment International Education Cambridge International General Certificate of Secondary Education * 4 9 3 2 7 7 8 6 3 6 * PHYSICAL EDUCATION 0413/13 Paper 1 Theory May/June 2019 1 hour 45 minutes Candidates answer on the Question Paper. No Additional Materials are required. READ THESE INSTRUCTIONS FIRST Write your centre number, candidate number and name on all the work you hand in. Write in dark blue or black pen. You may use an HB pencil for any diagrams or graphs. Do not use staples, paper clips, glue or correction fluid. DO NOT WRITE IN ANY BARCODES. Answer all questions. Electronic calculators may be used. You may lose marks if you do not show your working or if you do not use appropriate units. The number of marks is given in brackets [ ] at the end of each question or part question. The total mark for this paper is 100.

2 0413/13/M/J/19 © UCLES 2019 1 State two different joint types found in the human skeleton. 1 … 2 … [2] 2 The sports development pyramid has four levels. Photograph A shows an introductory Physical Education lesson in basketball and photograph B shows a local club playing a competitive match. A B (a) Identify the level of the sports development pyramid shown in each photograph. A … B … [2]

3 0413/13/M/J/19 © UCLES 2019 [Turn over (b) Describe characteristics of the following levels of the sports development pyramid: elite level … … … … … … participation level. … … … … … … [6] (c) Suggest two strategies, other than Physical Education lessons, that schools may use to increase participation in physical activity. 1 … … … 2 … … … [2] [Total: 10]

4 0413/13/M/J/19 © UCLES 2019 3 Describe two requirements for good social health and well-being. 1 … … 2 … … [2] 4 (a) Flexion occurs as the knee is bent. Describe, naming the agonist and antagonist, how this movement occurs. agonist … antagonist … description … … … [3] (b) (i) Describe the role of tendons. … … [1] (ii) Describe two possible causes of a tendon injury during a physical activity. 1 … … 2 … … [2] (iii) The RICE treatment method is used to treat tendon injuries. Suggest a different reason for using each of the following components of the RICE treatment method: ice … … compression. … … [2] [Total: 8]

5 0413/13/M/J/19 © UCLES 2019 [Turn over 5 (a) An equation for aerobic respiration is shown. glucose + A → B + water Name the substances represented by A and B. A … B … [2] (b) Describe how and where glucose is stored in the body. … … … … [2] (c) Describe, using two physical activities, different situations when a performer is likely to change from using aerobic respiration to using anaerobic respiration. physical activity 1 … … … … physical activity 2 … … … … [2] [Total: 6]

6 0413/13/M/J/19 © UCLES 2019 6 The table shows the number of hours in a week that certain sports were shown on a television network. sport skiing basketball cricket tennis rugby football number of hours on television 28 33 52 95 63 172 (a) Complete the bar chart using the information from the table. Complete both axes. skiing sport number of hours on television [3]

7 0413/13/M/J/19 © UCLES 2019 [Turn over (b) Suggest two advantages for performers of high levels of television coverage in sport. 1 … … 2 … … [2] (c) Suggest two disadvantages for the audience/spectators of increased television coverage in sport. 1 … … 2 … … [2] (d) Suggest two advantages for the host nation of a global event being shown on television. 1 … … 2 … … [2] [Total: 9]

8 0413/13/M/J/19 © UCLES 2019 7 (a) Explain, using an example of each, the difference between skill and ability. … … … … … … [3] (b) Name the second stage of learning and describe a characteristic of a performer at this stage. name of stage … description … … … [2] (c) Describe the differences between short-term memory and long-term memory. … … … … [2] [Total: 7]

9 0413/13/M/J/19 © UCLES 2019 [Turn over 8 (a) The diagram shows an elite gymnastics performer. (i) Name a component of fitness, other than strength, required by the performer in the diagram. … [1] (ii) Name and describe a recognised test for the component of fitness named in (a)(i). name of test … description of test … … … … … … … … [4] (b) Suggest two reasons for carrying out fitness tests on an elite performer. 1 … … 2 … … [2] [Total: 7]

10 0413/13/M/J/19 © UCLES 2019 9 (a) The graph shows the heart rate of a performer before, during and after an intense exercise session. 0 20 40 60 80 100 time / seconds 120 140 160 180 200 140 120 100 80 60 40 20 0 heart rate / bpm exercise period (i) Calculate the difference between the heart rate at 0 seconds and the highest heart rate shown on the graph. … [1] (ii) Calculate the duration of the exercise. … seconds [1] (b) Describe how Excess Post-exercise Oxygen Consumption (EPOC) aids recovery after exercise. … … … … … … [3] [Total: 5]

11 0413/13/M/J/19 © UCLES 2019 [Turn over 10 Describe how two functions of the skeleton provide a benefit for a performer in a named physical activity. physical activity … function 1 … benefit … … … function 2 … benefit … … … [4]

12 0413/13/M/J/19 © UCLES 2019 11 The diagram shows the heart with three structures labelled A, B and C. B C A (a) Identify the structures labelled A, B and C and describe a different function of each structure. A … function … … … B … function … … … C … function … … … [6] (b) Describe the long-term effects of regular exercise on the heart. … … … …[2] [Total: 8]

13 0413/13/M/J/19 © UCLES 2019 [Turn over 12 The diagram shows athletes competing in a sprint race. (a) Describe two exercises that an athlete could use as part of a warm up. Suggest a different physiological benefit of each exercise. exercise 1 … … benefit … … exercise 2 … … benefit … … [4] (b) Suggest two psychological benefits an athlete could gain from a warm up. 1 … … 2 … … [2] [Total: 6]

14 0413/13/M/J/19 © UCLES 2019 13 (a) Define the term VO2 max. … … [1] (b) The diagrams show performers in three different athletic activities. sprint hurdler 1500-metre runner javelin thrower Identify which one of these activities generally requires the higher VO2 max. Give two reasons why this activity requires a high VO2 max. activity … reason 1 … … reason 2 … … [3] [Total: 4]

15 0413/13/M/J/19 © UCLES 2019 [Turn over 14 (a) A basketball player has set themself the following target: ‘Score a personal best of 12 points in a game by the end of the season.’ Explain if this target meets each of the following goal-setting principles. Give a reason for each of your answers. specific … … measurable … … agreed … … time-phased … … [4] (b) Suggest possible causes of anxiety when performing in physical activity. … … … … … … [3] (c) Receiving feedback can reduce the anxiety of a performer. Explain three other benefits of feedback. 1 … … 2 … … 3 … … [3] [Total: 10]

16 0413/13/M/J/19 © UCLES 2019 15 (a) Complete the table to show different positive and negative effects of technology on each group involved in sport. group positive effect negative effect officials referees are put under greater pressure to get decisions right the audience/spectators different camera views / slow- motion replays allow people to develop a better understanding of the sport the sport/event easier and cheaper to advertise events through social media [3] (b) Describe two benefits that the internet and social media provide for a performer. 1 … … 2 … … [2] [Total: 5]

17 0413/13/M/J/19 © UCLES 2019 16 (a) Describe the function of the intercostal muscles in normal breathing. … … … … [2] (b) Minute ventilation increases during exercise. Define the term minute ventilation and describe two benefits of an increased minute ventilation during exercise. definition … … benefit 1 … … benefit 2 … … [3] (c) Describe the changes, if any, in each of the following breathing volumes during exercise: residual volume … … tidal volume. … … [2] [Total: 7]

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20 0413/13/M/J/19 © UCLES 2019 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 the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University of Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge. BLANK PAGE

This document consists of 22 printed pages. © UCLES 2019 [Turn over Cambridge Assessment International Education Cambridge International General Certificate of Secondary Education PHYSICAL EDUCATION 0413/13 Paper 1 Theory May/June 2019 MARK SCHEME Maximum Mark: 100 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 May/June 2019 series for most Cambridge IGCSE™, Cambridge International A and AS Level and Cambridge Pre-U components, and some Cambridge O Level components.

0413/13 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2019 © UCLES 2019 Page 2 of 22 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.

0413/13 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2019 © UCLES 2019 Page 3 of 22 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.

0413/13 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2019 © UCLES 2019 Page 4 of 22 Note that candidates may only use physical activities listed in the syllabus as examples in their answers to Paper 1. Question Answer Marks 1 Any 2 of: fixed / immovable / fibrous joints; slightly movable / cartilaginous joints; freely movable / synovial joints; Accept ball and socket, hinge and other joint types. 2 Question Answer Marks 2(a) 1 mark for each of: A: foundation level; B: performance level; 2

0413/13 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2019 © UCLES 2019 Page 5 of 22 Question Answer Marks 2(b) 1 mark for a description of each characteristic. Max. 3 characteristics from each level. elite level: high performance level; represent their country in national and international competition; most will be professional performers; train full time; access training groups / best-quality coaches; national training camps; sports-science / medical / diet support; attend advanced training camps, e.g. warm-weather training camps / altitude training; access to high-quality equipment / equipment made or adapted specifically for a performer; financial support will be available / usually sponsored; usually use intrinsic feedback; participation level: ref. to sound / eq. level of performance; may attend local classes / may attend physical education lessons; may join local clubs / may attend extra-curricular clubs; chooses to do activity in leisure time / as a hobby / may go on activity holidays etc.; participate for enjoyment / friendship; participate for health / fitness; often reliant on extrinsic feedback; 6

0413/13 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2019 © UCLES 2019 Page 6 of 22 Question Answer Marks 2(c) 1 mark for each strategy. for example: campaigns to encourage students to try sports / involvement with national campaigns etc.; links with local sports centres; encourage participation through award schemes; visits to major sporting events; provide equipment to introduce sports to school / provide facilities; provide extra-curricular clubs; encourage family support for children; external publicity through school websites / newsletters etc.; internal use of notice boards / posters to publicise events in school; bring outside coaches / speakers into school; offer a range of examination courses that provide extra opportunities to participate; provide teams / competitions / competitive matches; provide scholarships; 2 Question Answer Marks 3 1 mark for each description. Any 2 of: essential human needs are met; friendship and support; having value within society; ability to mix with others; 2

0413/13 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2019 © UCLES 2019 Page 7 of 22 Question Answer Marks 4(a) 1 mark for each muscle named. 1 mark for the description. agonist: hamstring(s) (group); antagonist: quadricep(s) (group); description: the hamstrings contract / shorten and pull on the lower leg to bring it up AND the quadriceps relax / lengthen (to allow the movement to take place); 3 4(b)(i) Any 1 of: join / connect muscles to bone; pull on bones when muscles contract; withstand tension when a muscle contracts; 1 4(b)(ii) 1 mark for each cause. for example: too much stress on the tendon; overstretching; sudden change in use; overuse / repetitive strain; poor technique; twisting movements; Allow sports-specific causes. 2 4(b)(iii) Reasons must be different. 1 mark for a reason for the use of each component. ice: reduce swelling / reduce pain / reduce blood flow to the injured area; compression: support the injured area / immobilise / reduce blood flow / reduce swelling / provide pressure to secure ice pack; 2

0413/13 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2019 © UCLES 2019 Page 8 of 22 Question Answer Marks 5(a) 1 mark for each substance. A: oxygen; B: carbon dioxide; 2 5(b) 1 mark for how glucose is stored in the body. 1 mark for where glucose is stored in the body. for example: how: 1 of: as glycogen; (excess glucose is stored) as fat; where: 1 of: muscles; liver; 2 5(c) 1 mark for each description. for example: in track and field athletics: in a distance race an athlete will be running at a steady pace using aerobic respiration but sprint in the final stages of the race using anaerobic respiration; in basketball: the player is moving at a steady pace whilst defending as part of a team defence using aerobic respiration but when the ball is won the player sprints down the court as part of a fast break using anaerobic respiration; in football: a player moves into the opposition penalty area as the ball is crossed, as this is slow it is aerobic but they jump to head the ball, the jump would be an all-out effort, which would be anaerobic respiration; Do not accept the same situation in different activities, e.g. running past an opponent in football, hockey, rugby etc.; Accept other examples. 2

0413/13 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2019 © UCLES 2019 Page 9 of 22 Question Answer Marks 6(a) 1 mark for y-axis scale completed. 1 mark for all bars completed accurately. 1 mark for x-axis activities labelled. 3 6(b) 1 mark for each advantage. for example: increases chance of sponsorship; increases public awareness of the individual / exposure / fame / creates role models; increases awareness of national selectors etc. / gives opportunity to play at a higher level; motivates the performer to play well; provides opportunity to analyse opponents tactics; able to analyse replays of own performances; 2 6(c) 1 mark for each disadvantage. for example: people become bored with too much sport / over exposure of sports may affect people’s view of the sport; disruption when times are changed to show events live; increase in coverage usually means an increase for more popular sports so minority sports at risk of not being seen; reduction in attendance at live games means less of an atmosphere; increase in pay-to-view channels, which many people may not be able to afford; cost of televising an event may be large and this will be passed onto viewers through subscriptions fees; increases couch-potato syndrome / sedentary lifestyle; viewing experience may be reduced through interruption by adverts; Allow ref. to disadvantage for general TV audience, e.g. desired programme is not aired due to increased coverage of sport. 2

0413/13 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2019 © UCLES 2019 Page 10 of 22 Question Answer Marks 6(d) 1 mark for each advantage. for example: promotes the country internationally; more people see aspects of the country; subsequently visit the country / in an increase in tourism to the country; increases trade with the country; improves the quality of television coverage / increases technology in the country; creates pride in the country / feeling of well-being; increases participation in the sport being shown / greater interest in sports; may be financial benefits for country from selling television rights; 2 Question Answer Marks 7(a) 1 mark for describing an example of a skill. for example shooting a ball in netball; 1 mark for describing an example of an ability. for example jumping / running; 1 mark for an explanation of a difference between skill and ability. for example: skills are: learnt / practised / sport-specific / more easily adapted whereas abilities are innate / you are born with them / general / enduring / difficult to change; 3

0413/13 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2019 © UCLES 2019 Page 11 of 22 Question Answer Marks 7(b) 1 mark for naming the stage of learning. 1 mark for description. stage of learning: associative stage; description: Any 1 of: lots of practice / repeats / improving in the skill / technique / fewer mistakes / more accurate / more consistent / more able to make adjustments in technique / more able to respond to verbal feedback / starting to develop intrinsic feedback / starting to concentrate for longer / less likely to be distracted / combine the subroutines of the skill / may use reduced court / environment / altered equipment / trying more advance skills and techniques / able to recognise more subtle cues; 2 7(c) 1 mark for each difference described. Any 2 of: short-term memory has a limited capacity / amount of information it can store BUT long-term memory is thought to be limitless; information is retained in the long-term memory BUT can be lost from the short-term memory (if not practised); all new information goes into the short-term memory BUT information cannot go directly into long-term memory; long-term memory holds information for long periods of time / short-term memory holds information for short periods; 2 Question Answer Marks 8(a)(i) Any 1 of: flexibility / power / speed / agility / balance / coordination / reaction time / muscular endurance / cardiovascular endurance; 1

0413/13 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2019 © UCLES 2019 Page 12 of 22 Question Answer Marks 8(a)(ii) 1 mark for naming a test that matches the fitness component. 1 mark for each part of a description of the test (3 marks max.) Accept other standardised tests. agility – Illinois Agility Test; cones mark out a specific course that is 10 metres long (Accept a diagram.); subject starts from a prone / press-up position, behind the start line with both legs extended behind; subject is timed and sprints as quickly as possible around the course; the best time from 3 attempts is compared to normative data tables; balance – Standing Stork Test; subject stands with hands on hips and raises one foot to place it on the inside of the standing leg; timer stops when the standing foot moves or standing foot heel touches the floor or non-standing foot loses contact with knee or a hand comes of the hip; some variants have eyes closed (e.g. Blind Standing Stork Test); the best time from 3 attempts is compared to normative data tables; coordination – Anderson Wall Toss Coordination Test; subject stand 2 metres from a plain wall with a tennis ball in their right hand; ball is thrown underarm to rebound off the wall and is caught in the left hand / the ball is then thrown underarm with the left hand to be caught by the right; this is then repeated as many times as possible; the number of catches made in 30 seconds is compared to normative data tables; reaction time – Ruler Drop Test; subject stands or sits with arms extended; an assistant holds a ruler vertically between the subject is thumb and first finger; ruler is aligned so that zero is level with the top of the subject’s thumb; without warning, the ruler is dropped and the subject catches it as quickly as possible; the distance the ruler fell is recorded in cm; the average distance dropped from 3 attempts is compared to normative data tables; 4

0413/13 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2019 © UCLES 2019 Page 13 of 22 Question Answer Marks 8(a)(ii) cardiovascular endurance / stamina – Multi-Stage Fitness Test; performer must run in time with the bleeps on a CD / eq.; 20-metre / measured shuttles are performed; time between bleeps reduces as test progresses / bleeps get closer together / the subject must run faster; subject runs until they can no longer keep up with the bleeps; the level achieved and the number of shuttles performed within the level are recorded; scores are compared to standardised normative data; cardiovascular endurance / stamina – 12-Minute Cooper Run Test; subject runs / walks as far as possible; test duration is 12 minutes; a measured course is used, e.g. with cones placed at regular intervals to help identify the exact distance covered / measured laps; calculate the distance covered; the distance covered is compared to standardised normative data; flexibility – Sit and Reach Test; subject warms up thoroughly before performing test and removes shoes; subject sits with straight legs and feet flat against sit and reach box or a bench. if a bench is used a ruler is placed with 15 cm extended over the end of the bench and zero towards the subject; subject reaches forward with both arms extended as far as possible along the box / ruler; at full stretch the position must be controlled for the score to be recorded; the best score from 3 attempts is compared to normative data tables; muscular endurance – Multi-Stage Abdominal Curl Conditioning Test; subject performs sit up in time with the bleeps on a CD / eq.; arms are folded across the chest with elbows forward and knees bent; sit up for elbow to touch the knees; bleeps get progressively quicker each minute; subject performs until they can no longer keep up with the bleeps or technique loses correct form; the total number of sit ups is counted and compared to normative data tables;

0413/13 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2019 © UCLES 2019 Page 14 of 22 Question Answer Marks 8(a)(ii) power – Vertical Jump Test; subject adjusts vertical jump board so that the lower edge touches fingertips when arms are extended overhead and body if fully stretched with feet flat on the floor / if a vertical jump board is not available subject stands sideways on to wall with feet flat and extends arm nearest wall upwards to make mark with chalk held in fingers; subject bends knees and jumps as high as possible; marking the board / wall at the highest point using chalk or eq. method; measure the difference between the two marks; the best score from 3 attempts is recorded and compared to normative data tables; speed – 30-Metre Sprint Test; 30 metres is marked out on a selected flat running surface; a flying start is used; subject sprints as fast as possible from start through the finishing line; a stopwatch or timing gates can be used to record the time; the best score from 3 attempts is compared to normative data tables; 8(b) 1 mark for each reason. for example: suitability of performer for different physical activities (a different distance or type of activity could be better for the performer); identifying strengths and weaknesses (identify areas of performance that need improvement); monitoring improvement / progression (after injury) / check for reversibility (ensures training is appropriate); comparisons to others (enables a coach to know when a performer is able to take part / inform positional choices / are they fit enough?); informing the design of a training programme / set targets / goals (the results may show a different type of training is needed); (test as a source of) motivation; 2

0413/13 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2019 © UCLES 2019 Page 15 of 22 Question Answer Marks 9(a)(i) 66 bpm; 1 9(a)(ii) 40 (seconds); 1 9(b) 1 mark for each description. Any 3 of: after exercise the body takes in excessive amounts of air / oxygen / breathing rate stays high / reduces gradually; heart rate says high / reduces gradually; body temperature stays high / reduces gradually; removes carbon dioxide; removes lactic acid; allows a performer to maintain high rates of aerobic respiration to aid recovery to return the body to its normal state; restores glycogen; 3

0413/13 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2019 © UCLES 2019 Page 16 of 22 Question Answer Marks 10 No mark for naming a physical activity. 1 mark for each function. 1 mark for each benefit. shape / support – the ribs provide shape to the chest area – the ribs provide space for the lungs to fully inflate aids good cardiovascular endurance in sprint events; muscle attachments / movement – the ability to throw a javelin requires movement at the shoulder; protection – the cranium protects the brain – a footballer is able to head the ball without damage; (red) blood (cell) production – increased supply of oxygen to the muscles – cross-country runners can keep going for the whole race; 4 Question Answer Marks 11(a) 1 mark for naming each structure. 1 mark for describing a different function of each structure. structure A: right atrium; function: receives deoxygenated blood from the body / the vena cava / pumps deoxygenated blood to the right ventricle; structure B: left ventricle; function: receives oxygenated blood from the left atrium / pumps oxygenated blood to the body / the aorta; structure C: valve; function: prevents back flow of blood; allows blood to be pumped from the heart to the body / aorta; 6

0413/13 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2019 © UCLES 2019 Page 17 of 22 Question Answer Marks 11(b) 1 mark for each effect. Any 2 of: heart size increases / hypertrophy / thicker walls; resting pulse rate / resting heart rate reduces / bradycardia; stroke volume increases / (maximal) cardiac output increases / the volume of blood pumped in one minute increases / increase in volume of blood pumped in a single beat; returns to resting heart rate more quickly; increased strength of / stronger contractions; reduction in heart disease / diseases; 2 Question Answer Marks 12(a) 1 mark for describing each exercise (2 marks max.). 1 mark for each correct benefit (2 marks max.). Answers should identify exercises that raise the pulse / stretch / are skill related etc. exercises could include descriptions of: gentle jog / muscle stretches / dynamic stretching / skill-related activities; benefits could include: raise pulse / warm muscles / increase flexibility / prepare muscle movement for specific activity; Accept other appropriate examples. 4

0413/13 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2019 © UCLES 2019 Page 18 of 22 Question Answer Marks 12(b) 1 mark for each benefit. for example: allows the performer to focus (on the activity); become familiar with the environment / more comfortable in the environment / accustomed to the environment; rehearse the tactics in the mind of the performer / visualise success; controls anxiety / allows the performer to be calm / relaxed before starting / increases confidence; raises arousal levels when appropriate; mental rehearsal of skills to be used; 2 Question Answer Marks 13(a) Any 1 of: the volume of oxygen that can be used / consumed (while exercising) at a maximum capacity; the maximum volume of oxygen that can be used / consumed (while exercising); Allow alternative wording. 1 13(b) 1 mark for identifying the activity. 2 marks for explanation. 1500-metre runner; Any 2 of: the 1500 m is the most aerobic activity; the performer will work at a low to medium intensity for most of the race; the 1500-m runner needs to have oxygen constantly supplied to the muscles to provide energy due to the duration of the activity / activity duration is longer than 3 minutes; the higher VO2 max slows down the build-up of lactic acid / means improved efficiency at removing lactic acid; 3

0413/13 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2019 © UCLES 2019 Page 19 of 22 Question Answer Marks 14(a) 1 mark for each correct reason. Allow yes or no, so long as the reason is explained correctly. for example: specific: reason – yes, as it relates to the game of basketball and is focused on a specific skill within the game; measurable: reason – yes, as it is easy to measure and monitor at the end of each game as the points scored are recorded; agreed: reason – no, as the player set their own target without agreement from the coach / other players; time-phased: reason – yes, as the player has set themselves the time scale of by the end season, which is easy to identify; 4 14(b) 1 mark for each cause. for example: people watching / crowd; media coverage; bright lights; importance of the occasion / match; quality of opposition / fear of getting injured; not being fit / training not being completed well / being injured / not fully prepared; fear of failure / fear of performing badly; some personality types are more likely to feel anxiety; playing in an unusual surrounding; unfamiliar conditions, e.g. weather / playing surface; too much focus on the outcome / result rather than the performance; pressure from teammates / coaches / sponsors; 3

0413/13 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2019 © UCLES 2019 Page 20 of 22 Question Answer Marks 14(c) 1 mark for each benefit explained. Examples may include: identifies strengths / weaknesses; able to correct errors quickly before they become a routine part of performance / help design appropriate training programmes / use to set goals; ensures the performer knows if progress is being made / able to measure the progress being made; motivates the performer to continue to work hard by raising a performer’s expectations of their own ability / by increasing confidence / by increasing arousal; maintains the performer’s focus on the performance rather than the result; performer will feel supported / stops the performer from feeling isolated; ensures training time is not wasted; 3 Question Answer Marks 15(a) 1 mark for each effect. for example: officials – positive effect: difficult decisions can be reviewed to ensure they are correct / better communication between officials; the audience/spectators – negative effect: slows down the speed of the game / cost of technology used on subscription channels may be passed onto the viewer / reduced atmosphere as lower attendance due to ease of watching on computer etc. / broadcasted event having technology enhancements that are absent when watching the live event; the sport / event – negative effect: providing better timing systems / ticketing systems / big screens at events / improved synthetic pitches / faster tracks etc. increases costs / at high standards of competition the best facilities and equipment are expected / at a lower levels of competition the sport / event cannot afford the technology / changes the nature of the sport away from the traditional, e.g. number of challenges occurring from performers; Accept other appropriate examples. 3

0413/13 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2019 © UCLES 2019 Page 21 of 22 Question Answer Marks 15(b) 1 mark for each benefit. for example: communication with fans becomes easier / positive comments can build confidence; raises profile of performer; can attract sponsors / increase financial gain / crowd funding possible; get scouted / find a coach / team; communication with other performers becomes easier / able to set up chat groups to share training ideas / technical performance ideas with like-minded performers; easier to research training updates / diet / sports-science etc.; easier to research opponents / venues etc.; can have contact with coaches without the need to meet with coaches at every training session; allows the performer to know where events are being held and plan a season’s participation commitments; get updates on new equipment available / reviews; makes travelling to events easier by planning routes / train journeys etc.; able to review own performance post-event; Accept descriptions of other valid benefits. 2

0413/13 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2019 © UCLES 2019 Page 22 of 22 Question Answer Marks 16(a) 2 marks for: contact to expand the chest cavity / move the ribs up and out during inspiration; relax to reduce the chest cavity / allow the ribs to move downwards and inwards during expiration; Accept correct ref. to specific types of intercostal muscles. 2 16(b) 1 mark for the definition. 1 mark for each benefit (2 marks max.). definition: the volume of air that you breathe per minute; benefit: Any 2 of: increase in the volume of oxygen into the body; increases the volume of carbon dioxide removed from the body; increases oxygen supply to muscles / keep going for longer; increases the efficiency of diffusion of oxygen through the alveoli / capillaries; reduces the onset of lactic acid / speeds up removal of lactic acid; 3 16(c) 1 mark for each description. (residual volume) does not change; (tidal volume) increases; 2