AQA. Physical Education. Questions and Answers

Transcription

1 AQA AS Physical Education Qustions and Answrs

2 Qustions and answrs This CD compriss a worksht with som xam-styl qustions, a summary of som frquntly askd qustions and, finally, a sampl unit tst. Mark schms, spcimn answrs and xaminr commntaris ar providd to clarify what is rquird and to nabl you to assss your answrs. Ths xampls from across th spcification will giv you an ida of th kinds of qustions you will b askd in th Unit 1 xam papr and will thrfor hlp you with your rvision. Contnts Worksht... 3 Sction A... 3 Sction B... 7 Sction A mark schm... 8 Sction B mark schm Frquntly askd qustions Applid xrcis physiology Skill acquisition Opportunitis for participation Sampl unit tst Sction A Sction B Sction A answrs Sction B answrs

3 Worksht This worksht compriss thr qustions in Sction A and on qustion in Sction B. Answr all thr qustions in Sction A and th qustion in Sction B. Th maximum mark for this papr is 48 (12 marks pr qustion). Mark allocations ar shown in brackts. Th tim allowd for this worksht is 1 hour 15 minuts. Sction A Answr all qustions. Qustion 1 During xrcis a prson s hart rat incrass to mt th xtra oxygn dmand rquird by th muscls. a (i) Explain how th incrasing lvl of carbon dioxid in th blood raiss th hart rat. (ii) How is carbon dioxid transportd in th blood? b As w xrcis, th dmand for oxygn by th muscls incrass. How is brathing rat controlld to mt ths dmands? 3

4 c Gas xchang and oxygn dlivry influnc prformanc in xrcis and sporting activitis. Explain how oxygn diffuss from th lungs into th blood and how it is transportd to th tissus. Qustion 2 a A coach may us Bandura s modl of obsrvational larning to hlp tach a corrct tchniqu to a sports prformr. Nam and xplain th four stags of obsrvational larning. b What othr factors should a coach considr for dmonstrations to b ffctiv? 4

5 c Explain how fdback changs as th gams playr movs from th cognitiv stag of larning, through th associativ stag of larning, to th autonomous stag of larning. Qustion 3 a Explain what is mant by th following trms: (i) discrimination (ii) strotyp (iii) targt group b Th Youth Sport Trust has idntifid tnag girls as a targt group. Th Nik Youth Sport Trust Girls in Sport projct is a School Sports Initiativ dsignd to hlp tachrs ncourag mor girls of scondary school ag to tak part in sport. Giv ways in which school PE dpartmnts can incras th intrst and participation of tnag girls in physical activity. 5

6 c What ar th main objctivs of Sport England? d Social class may b a limiting factor in sports participation for thos on comparativly low incoms. Giv rasons why this may b th cas. 6

7 Sction B Answr this qustion. Qustion 4 You hav bn askd by a frind to assist in th coaching of a local hocky tam that trains on a rgular basis. a At your first coaching sssion you notic that th motivation lvls of th playrs is low. What typs of mthods and motivation might you us to improv th motivation and fforts of ths prformrs? b In your rol as assistant coach you ar askd to xplain to th playrs how thy should prform a warm-up and th valu of warming up. What points should you mak whn giving such an xplanation? (12 marks) 7

8 Sction A mark schm Qustion 1 a (i) Dtction by chromorcptors Nrv impuls snt to mdulla/cardiac control cntr Impuls snt via sympathtic systm/nrv/cardiac acclrator nrv To SA nod/san (ii) Combins with hamoglobin Dissolvs in plasma As bicarbonat/hydrogn carbonat b Incras in carbon dioxid/dcras in ph of th blood Chmorcptors dtct this Nrv impulss snt to rspiratory cntr/mdulla Phrnic/intrcostal nrvs Dpr/fastr brathing c Gas flows from ara of high prssur to low prssur Partial prssur/concntration of oxygn is high in th lungs Low in th blood Oxygn diffuss down th diffusion gradint in th blood 30% dissolvs in th plasma 97% combins with hamoglobin Qustion 2 a Attntion highlight th ky aras of th skill/mak it attractiv to th larnr/xplain th function of th task Rtntion Th prformr must rmmbr th information to rproduc it/brak information into small chunks/rptition hlps Motor production physically capabl of prforming th skill/within ability of prformr Motivation prformr s driv/dsir/us of rwards/prais by coach b Mak sur th larnr undrstands th importanc and rlvanc to th final prformanc/mak it maningful Us of rol modl/significant othr Gt somon of similar ag/ability (slf-fficacy) to dmonstrat Ensur that th audinc can s and har th dmonstration wll Brak down skill into componnts Highlight th main aspcts/cus of th dmonstration on a fw points, rathr than th whol prformanc/mak it simpl/spcific/short 8

9 Mak th dmonstration stand out/attractiv Allow tim for mntal rharsal Rpat th dmonstration if ncssary Rinforc succssful dmonstrations Modl is accurat/clar/prfct (Do not crdit ag/gndr/ability) c Cognitiv Us of xtrinsic fdback sinc advic is ndd Us of positiv fdback to giv ncouragmnt and motivation Knowldg of rsults usd as a starting point Associativ At th associativ stag prformr bgins to monitor his/hr own fdback/kinasthsis and knowldg of prformanc Extrinsic fdback from coach but mor xact Intrinsic fdback can b usd Autonomous Th prformr uss mor knowldg of prformanc Abl to dtct own rrors with kinasthsis/intrinsic fdback Abl to mak corrctions to own prformanc Can b xtrinsic from a coach with tchnical/dtaild information Can handl ngativ fdback Qustion 3 a (i) Discrimination is th unfair/unqual tratmnt of a prson, racial group or minority basd on prjudic. (1 mark) (ii) A strotyp is a simplifid/standardisd imag or viw of an individual or group of popl (oftn basd on myth). (1 mark) (iii) A targt group is a sction of socity that is targtd in an ffort to incras th numbrs participating in sport/rcration owing to rlativly low lvls of participation compard with thir numbrs in socity. (1 mark) b Allow appaling kit to b worn Provid a varid programm/giv a choic of activitis Arrang trips/tours Employ mor fmal PE staff Ensur PE has high status Advrtis/promot fmal sport Provid singl-sx activitis Provid xtra-curricular opportunitis (.g. clubs/tams) 9

10 c Incras participation Start/stay/succd Incras community sport provision Mak England an activ nation (.g. Gt Activ) Support/dlivr th govrnmnt s sporting targts/objctivs d Club mmbrship fs/ntranc fs Kit/quipmnt costs Coaching xpnss Lack of tim Lack of confidnc Childcar costs Lowr lvls of fitnss among lowr social classs 10

11 Sction B mark schm Qustion 4 a Extrinsic fdback/motivation would b bst to us Extrinsic fdback/motivation is drivd from an xtrnal sourc, which a coach could provid.g. awarding badgs/trophis Extrinsic motivation could b offrd as prais/ncouragmnt/positiv fdback to mmbrs of th tam Th coach could st targts/goals And assss ths goals aftr a match Each training sssion should b varid/includ fun activitis Th coach could blam xtrnal factors (.g. th wathr) if things don t go wll during a training sssion Intrinsic fdback/motivation of prformrs may improv as a rsult b How to warm up: Thr ar gnrally thr stags to a warm up Stag 1 is raising th puls to dlivr oxygn to th working muscls Stag 2 is strtching/flxibility xrciss, spcially of muscls/joints usd in training sssions Stag 3 is prformanc of movmnt pattrns that ar to b carrid out (.g. dribbling) Warming up has a numbr of physiological bnfits including: Th rlas of adrnalin incrass hart rat and dilats th capillaris Th vasomotor cntr nsurs that vasodilatation occurs, so that mor blood flows (du to th incras in cardiac output) to th working muscls This allows mor oxygn to b dlivrd to th skltal muscls Muscl tmpratur incrass This nabls oxygn to dissociat mor asily from hamoglobin and allows for an incras in nzym activity, making nrgy radily availabl An incras in th spd of nrv impuls conduction allows us to b mor alrt/has psychological bnfits Muscl fibrs bcom mor lastic through th incras in muscl tmpratur This lads to an incras in th spd and forc of contraction Efficint movmnt at joints occurs through an incrasd production of synovial fluid OBLA (onst of blood lactic acid accumulation) dcrass A rduction in muscl viscosity improvs th coordination btwn antagonistic pairs and this incrass th spd and strngth of muscl contractions An incras in nzym activity in th warmr muscl fibrs incrass th spd and strngth of muscl contractions 11

12 Band rang Band dscription 9 12 Addrsss all parts of th qustion (i.. typs and mthods of motivation, thr stags of a warm up, bnfits of a warming up both physically and psychologically) Has accssd at last tn points from th mark schm (fiv pr topic ara) Good us of xampls to support answr Fw rrors in splling, punctuation and grammar 6 8 Attmpts all parts of th qustion Has accssd at last 7 9 points from th mark schm (minimum four pr topic) Som xampls to support answr Som rrors in splling, punctuation and grammar 1 5 Attmpts at last on part of th qustion Has accssd at last thr points from th mark schm Major rrors in splling, punctuation and grammar at lowr nd of th band 12

13 Frquntly askd qustions Applid xrcis physiology Thr ar two compulsory qustions on applid xrcis physiology in Unit 1, ach worth 12 marks. Each qustion is brokn down into parts covring th diffrnt topics of th applid xrcis physiology spcification. Th most frquntly askd qustions for ths topic aras ar as follows. Joint movmnt analysis Thr is narly always a qustion on this topic. Th most popular qustions involv th candidat bing askd to nam th movmnt occurring at a joint and th agonist muscl. Qustions could b askd on th following movmnts: th shouldr and lbow action in push-ups, ovrarm throwing and forhand rackt stroks th hip, kn and ankl action in running, kicking, jumping and squats Occasionally ths qustions ask for th typ of contraction bing prformd. Rmmbr, ccntric contractions only occur on th downward phas of a movmnt (squat or push-up). Othrwis, if thr is movmnt a concntric contraction occurs. Th hart Qustions on strok volum and cardiac output ar always popular. Mak sur you ar awar of th factors affcting strok volum: vnous rturn th lasticity of cardiac fibrs can caus a gratr forc of contraction (Starling s law) th gratr th contractility of th cardiac tissu (myocardium), th gratr th forc of contraction incras in th jction fraction Do not b misld by th following qustion: What ar th ffcts of a priod of training on rsting strok volum and cardiac output? Strok volum incrass but rsting cardiac output rmains th sam. It is only maximum cardiac output that incrass. Vascular systm Th most popular qustion on blood flow concrns th rdistribution of blood (vascular shunt). Mak sur you mntion chmorcptors dtcting an incras in carbon dioxid and xplain vasoconstriction, vasodilation and prcapillary sphinctrs. Rspiration Th most frquntly askd qustions on this topic ara ar th idntification of lung volums and an xplanation of oxyhamoglobin dissociation. Th lattr can tak th form of lablling a graph or xplaining why th oxyhamoglobin curv shifts to th right. 13

14 Halth, xrcis and fitnss This is a popular and straightforward topic ara. Qustions appar on almost vry papr, most frquntly on th following aras: dfinition of a fitnss componnt dscription of a tst for a particular componnt of fitnss,.g. for agility, th Illinois agility run, or for flxibility, th sit-and-rach tst idntification of a spcific fitnss componnt for a particular sports prformr xplanation of validity and rliability Nutrition This is a nw topic ara and qustions appar to b basd around th dits of spcific sports prformrs for xampl, an nduranc athlt will hav a diffrnt dit from a wightliftr s. Mak sur you can dscrib th dits of particular prformrs and highlight th rasons why crtain food typs nd to b consumd. Skill acquisition Thr ar two compulsory qustions from th skill acquisition sction, ach worth 12 marks. Th qustions ar basd on sporting situations. Thy ar stppd and structurd, th difficulty of th qustions incrasing with ach stp. Th following topics ar th basis for th most frquntly askd qustions. Information procssing Qustions can b basd on a diagram of information procssing, such as th Wlford and Whiting modls.you might b askd to study th diagram and thn nam and xplain various faturs from it.you nd a thorough knowldg of all aspcts of information procssing know your dfinitions of ach part of th modls and mak sur you can rlat th main faturs of ach part to a sporting xampl. For xampl: Physical prformanc is achivd by using information to control body systms. Figur 1 shows a typical information procssing modl. Figur 1 Body boundary Prcptual mchanisms Translatory mchanisms Effctor mchanisms Cntral mchanisms Rcptor systms Muscular systm Output data Input data from display Fdback data 14

15 a Us Figur 1 to xplain th functions of ach of th following stags: (i) prcptual mchanism (ii) translatory mchanism b Slctiv attntion is an important part of th information procssing systm. Us Figur 1 to idntify whr slctiv attntion occurs and xplain how it aids prformanc. Answrs a (i) Prcptual mchanism: Information is rcivd from short-trm snsory stor (STSS) By th snss Discriminats information/slctiv attntion/filtrs information Coding of important information/intrprtation of data/stimulus idntification/making sns of th information/ralising th importanc Pass information into translatory mchanism (ii) Translatory mchanism Dvlopd/adapts to information Compars information with long-trm mmory/past xprinc Dcision-making procss Slcts th appropriat motor programm b Prcptual mchanism/stss and short-trm mmory Rsponsibl for slcting rlvant information From irrlvant information Allows to focus/concntrat on rlvant information/allows to kp information in th STM for longr/prvnts it from fading To prvnt information ovrload/quivalnt Short-trm mmory can hold about svn itms/limitd capacity Thoris of larning Qustions on this topic usually rquir you to xplain th main faturs of ach thory of larning and to rlat thos faturs to a spcific situation.you should larn ach thory thoroughly and b abl to us th xampl givn in th qustion to show how th thory is put into practic. Th phass of larning and how ach phas rlats to a diffrnt stag of prformanc ranging from novic to xprt ar a popular qustion. Th typs of fdback and practic usd in ach phas should b larnd so that you can diffrntiat btwn th coaching for a novic and that for an xprt. Th us of rinforcmnt is a common xam qustion and you should b awar of th diffrncs btwn positiv rinforcmnt, ngativ rinforcmnt and punishmnt. For xampl: a Schmidt s schma thory is basd on prformrs using four sourcs of information to modify thir motor programms. List ths four sourcs of information. b Explain how a coach can nabl a schma to dvlop. (5 marks) c Nam th thr stags of larning and dscrib th charactristics of th lvl of prformanc associatd with ach stag. d What stratgis can a coach us to hlp a javlin throwr progrss in (i) th first and (ii) th final stag of larning. (6 marks) 15

16 Answrs a Initial conditions/nvironmntal conditions Rspons spcifications Snsory consquncs/kinasthsis/knowldg of prformanc Rspons outcoms/knowldg of rsults b Varid practic conditions/quivalnt Plnty of information Practic rlvant to gam/conditiond gams Frqunt fdback (continuous and trminal) Includ transfrabl information from othr sports Slow-motion practic/vido analysis/visual aids/guidanc Ensur playrs ar awar of transfr of training possibilitis c Cognitiv phas undrstanding what nds to b don and attmpting skill/lots of rrors/thinking about what h/sh is doing Associativ phas rfining th movmnt so that it is prformd mor consistntly and ffctivly/lots of practic Autonomous automatic/prforming without thinking/can concntrat on othr aspcts of skills/high spd and fficincy/fw rrors d (i) Cognitiv Ensur safty Foam javlins/tnnis balls/ovrarm action Enthusiastic/initial succss guarantd Focus/concntrat on ky points/part larning Instructions clar/simpl and concis Dmonstrations by fllow pupils/coach/visual aids Instructions/vrbal guidanc Manual guidanc Practic trial and rror Crat a mntal imag/pictur Goals/rwards/prais/positiv rinforcmnt Fdback/simpl/knowldg of rsults/trminal/positiv (ii) Autonomous Gt th prformr to concntrat on kinasthsis/knowldg of prformanc Encourag prformr to slf-valuat prformanc/rror dtction Focus on strss managmnt/mntal practic/psychological aspcts May b mor motivational Concntrat on styl and form St mor challnging targts/distancs Frqunt practic Fdback is critical/tchnical/concurrnt/ngativ Vido analysis 16

17 Typs of practic Qustions on th typs of practic, taching and guidanc usually call for som kind of comparison for xampl, advantags and disadvantags of on typ of taching or practic, or how you would us a typ of guidanc with a novic and an xprt. Th othr thm on this topic is to ask undr what circumstancs you would us ach typ of taching, guidanc and practic. It is ssntial thrfor that you larn th main points of ach typ of practic and ar abl to say whn you would us thm. Mak a list of th advantags and disadvantags of ach typ, so that you can quot thm in th xam. For xampl: a Swimming may b taught using ithr th whol mthod or part mthod of practic. What ar th advantags of using th whol mthod and th part mthod? (7 marks) b In schools, gymnastics can b taught as ducational gymnastics, which corrsponds to a problm-solving taching styl. What ar th advantags of this approach whn taching gymnastics? c On occasions, a tachr may nd to adopt a command styl of taching. In what situations would this b ncssary? d Idntify four factors that a tachr should considr whn slcting an appropriat taching styl. Answrs a Whol mthod Dvlops a fl for th movmnt Builds up a cognitiv pictur/mntal pictur/knows what to do Links th lmnts of th skill/corrct ordr of squnc Mor maningful from th start Givs studnt an aim Part mthod Rducd dmands for complx skills/lss information to procss Allows confidnc and undrstanding to grow quickly Hlps with motivation Usful in dangrous situations swimming Can rduc fatigu in physically dmanding skills Allows th opportunity to focus on particular lmnts/work on on part at a tim Provids stags of succss Low organisation skills can b brokn down asily b Rsponsibl for on s own larning/mor likly to rmmbr Improvs slf-confidnc/motivation Encourags crativity/slf-xprssion Aids slf-fulfilmnt Allows for group intraction and thrfor promots cohsion Good for high-lvl prformr Hlps undrstanding c Working with bginnrs/young childrn/inxprincd Working with larg/unruly groups Dangrous situations Limitd tim situations 17

18 d Task analysis (allow xampls) Dmands placd on prformr Classification/complxity/organisation/natur/typ of skill Dangr Distribution of practic Larnr individual/group charactristics (with xampls) Studnts ag Studnts lvl of skill/ability/fitnss/knowldg/attitud/xprinc/bhaviour Situation nvironmntal factors (with xampls) Rsourcs/staffing/siz of group Opportunitis for participation Two compulsory qustions will b st as structurd tasks that is, thy will hav a numbr of parts to thm. Each of ths qustions is worth 12 marks in total. Btwn thm, th qustions will b drawn from across th diffrnt sctions of th Opportunitis for Participation part of th spcification. Popular qustions from Sction 1 link to th ky charactristics of various concpts. For xampl: Idntify thr ky charactristics of sport. Using a practical xampl, stat thr faturs of outdoor and advnturous activitis. In addition to bing abl to idntify ky faturs or charactristics of various concpts, you should mak sur you can list and xplain th ky functions and bnfits of such concpts. For xampl: What ar th main valus of physical ducation? List thr functions of physical rcration for an individual. Mor difficult qustions ask for similaritis or diffrncs btwn various concpts, such as physical rcration and sport. Finally in Sction 1, th valu of activ lisur to individuals and to socity in gnral is a popular qustion topic (.g. to improv fitnss/social control/intgration of a community). Sction 2 is th smallst sction of th spcification. Th most frquntly askd qustions ar linkd to provision for activ lisur across th thr sctors, namly, public, privat and voluntary. For xampl: List thr charactristics of voluntary sctor sports provision. What ar th advantags and disadvantags of privat-sctor activ-lisur provision? Th only othr typ of qustion to b st from this sction links to th concpt of bst valu and why it has bn introducd in rlation to public-sctor lisur provision. Sction 3 contains a varity of possibl topic aras linkd to organisations and initiativs dsignd to rais lvls of participation in school-agd childrn. For xampl: Explain how th Youth Sport Trust is trying to incras participation in school-agd childrn. What initiativs ar bing implmntd to improv a pupil s PE xprinc? 18

19 Th historical dvlopmnt of PE is a popular sourc of qustions: What wr th objctivs of th Modl Cours? Compar th arly syllabus dvlopmnts in PT (i ) with th last syllabus of PT (i ) in rlation to contnt. Sction 4 rquirs knowldg of a rang of trms containd in th spcification. For xampl: Dfin th trm discrimination. (1 mark) Dfin th trm strotyping. (1 mark) It also rquirs you to b abl to idntify possibl barrirs to participation for various targt groups: List thr barrirs to participation facing thnic minority groups in modrn-day socity. How can participation in PE among Ky Stag 4 girls (i yar-olds) b incrasd? Dfin th trm inclusivnss and outlin th possibl advantags and disadvantags of an inclusiv school PE programm. (5 marks) 19

20 Sampl unit tst This sampl unit tst contains som xampl xamination qustions, with answrs and xaminr commnts. Th aims ar: to xplain how marks ar awardd to show th sorts of qustions that might b askd to hlp you tst your own undrstanding by answring th qustions yourslf bfor looking at th answrs and commnts to hlp with your larning and rvision by showing you what you nd to know Th Unit 1 xam is a 2-hour writtn xam. It is worth 60% of th total AS mark and 30% of th total A-lvl mark. It compriss two sctions. Sction A contains six structurd qustions, ach worth 12 marks. Thr ar two qustions from ach of th thr aras of th spcification Applid Exrcis Physiology, Skill Acquisition and Opportunitis for Participation. Sction B contains on qustion, also worth 12 marks. Th first part of this qustion rlats to applid xrcis physiology in practical situations. Th scond part is about skill acquisition in practical situations. All svn qustions must b answrd. 20

21 Sction A Answr all qustions. 1 Rgular participation in physical activity lads to changs in vntilation rat and hart rat, and playrs will xprinc changs to thir cardiovascular systms. A Hart rat incrass prior to and during xrcis and rducs aftr xrcis. Explain how ths changs in hart rat tak plac. B During xrcis, th strok volum of a traind prformr will incras. How is this incras in strok volum during xrcis achivd? C Aftr a priod of arobic training, som prformrs may xprinc bradycardia and a condition calld athlt s hart. (i) Explain th trms bradycardia and athlt s hart. (ii) What physiological factors ar rsponsibl for ths changs? 2 To produc a succssful kick, a gams playr has to us his muscls and joints ffctivly and dmonstrat a high lvl of skill. Figur 1 a b c A Copy and complt th following tabl and idntify th joint action and th main agonist involvd at th ankl, kn and hip of th right (kicking) lg/foot whn moving from position a to position b (Figur 1). (6 marks) Kicking phas Joint action Main agonist Ankl Kn Hip B Nam and sktch th lvr systm oprating at th right ankl joint during th kick. C During a gam of football, th blood flow of th playr is rdirctd to th activ muscls. Explain how this is achivd. 21

22 3 In sport, participants usually hav to larn and prform skills. A What do you undrstand by th trms larning and prformanc whn rlatd to sport? B What is th diffrnc btwn positiv and ngativ transfr in trms of skill larning? C Figur 2 shows th prformanc curv of a bginnr larning to shoot baskts in a massd practic sssion. Idntify phas c of th curv and giv rasons for its occurrnc. Succss rat c d b a Figur 2 Tim D Dscrib two ways in which a coach could ovrcom th problms cratd by phas c. 4 For ffctiv larning to tak plac in sport, participants nd to rmmbr important cus and movmnt pattrns. A What ar th charactristics and functions of both th long-trm and short-trm mmory? B How could a coach nsur that information is stord in th participant s long-trm mmory? C Effctiv larning can b nhancd by using fdback. Explain what you undrstand by th typs of fdback rfrrd to as knowldg of rsults and knowldg of prformanc. (6 marks) 5 In modrn-day socity, popl can choos from a wid varity of activitis to occupy thir lisur tim. A How dos physical rcration diffr from othr typs of lisur pursuit? B Explain th importanc of physical rcration to individuals and to socity. C Physical ducation in schools has an important function to prpar childrn to spnd thir lisur tim activly. How might PE programms prpar childrn for activ lisur? D Facilitis for physical rcration, as wll as sport, ar providd by a combination of th public, privat and voluntary sctors. What is th main objctiv of ach sctor? 22

23 6 A A sports dvlopmnt pyramid has bn dvlopd to illustrat th dvlopmntal stags of involvmnt in physical activity/sport. Explain th trms foundation and participation found at th bas of th pyramid. B Opportunitis to participat in sport can b affctd by racism. With rfrnc to sport/physical activity, xplain th trm racial discrimination and commnt on its lgality. C Dscrib thr diffrnt ways in which individuals might xprinc racial discrimination whn participating in sport. D A numbr of organisations such as Sport England ar involvd in providing sport and rcrational activitis for targt groups in th UK. Stat th objctivs of Sport England and giv som initiativs it has dvlopd to mt ths objctivs. 23

24 Sction B Answr this qustion. 7 A Idntify and dfin thr typs of fitnss that ar important for a hocky playr, and offr som nutritional advic to hocky playrs that will hlp thm to adopt a balancd dit suitabl for thir sport. B You hav bn askd by a frind to assist in th coaching of a local hocky tam which trains on a rgular basis. At your first coaching sssion you notic that th motivation lvl of th playrs is low. What typs of motivation and what mthods of motivation could you us to improv th fforts of ths playrs? (12 marks) 24

25 Sction A answrs Qustion 1 A Prior to xrcis: Th rlas of adrnalin incrass hart rat (sub max. 1 mark) During xrcis: An incras in carbon dioxid/co 2 Drop in ph/incras in acidity Chmorcptors dtct changs Impuls snt to th mdulla/cardiac cntr SA nod rcivs an impuls and incrass hart rat Aftr xrcis: Blood prssur changs Barorcptors dtct th chang Hart rat dcrass du to th parasympathtic nrvous systm (sub max. 2 marks) (sub max. 2 marks) Th incras in hart rat bfor xrcis is du to hormonal changs. An xplanation of nural control of th hart is rquird to xplain th changs in hart rat during and aftr xrcis. B Incras in vnous rturn This will incras th strtch of th cardiac muscl Thrfor th forc of contraction incrass/or quivalnt This is Starling s law At rst th vntricls only pump out approximatly 60% of blood/or quivalnt During xrcis this jction fraction is highr Th nd systolic volum is lowr during xrcis This qustion is worth 3 marks. It rquirs you to dmonstrat an undrstanding of th factors affcting strok volum. Th qustion dos not spcify th numbr of points ndd, so giv four points to try to nsur full marks. C (i) Bradycardia a rduction in rsting hart rat Athlt s hart hyprtrophy/incras in th siz of th hart chambrs (ii) Incras in strok volum Maximum cardiac output incrass Hyprtrophy of th myocardium/hart muscl Incras in numbr of mitochondria Capillarisation of th hart incrass Hart bats mor strongly/incrasd contractility 25

26 Dcras in firing of th SA nod Incras in parasympathtic stimulation Whn you xrcis rgularly, physiological adaptations tak plac in th body, i.. it changs. Qustions ar oftn askd on ths changs, so mak sur you know thm. Qustion 2 A Kicking phas Joint action Main agonist Ankl Plantarflxion Gastrocnmius Kn Extnsion Quadricps Hip Flxion Iliopsoas (6 marks) Qustions on movmnt analysis ar vry popular and usually rquir on-word answrs. B Scond-ordr lvr Corrct labls fulcrum/pivot, rsistanc/load, ffort/forc Corrct ordr fulcrum nxt to th rsistanc Rsistanc Effort Fulcrum Thr ar thr classifications of lvrs. If th ankl joint is askd for, it is a scond-ordr lvr. Most of th othr lvrs found in th body ar third ordr. C Incras in carbon dioxid/drop in ph/incras in lactic acid Dtctd by chmorcptors Impuls snt to th mdulla/vasomotor cntr Sympathtic nrv impuls to th blood vssls Production of adrnalin/noradrnalin Pr-capillary sphinctrs opn in th capillaris surrounding th muscls Pr-capillary sphinctrs closd in th capillaris surrounding th non-ssntial organs Vasoconstriction in blood vssls supplying non-ssntial organs Vasodilation in blood vssls supplying muscls Qustions on th rdirction of blood flow rquir an xplanation of th vascular shunt mchanism. This starts with th rcptors, thn th mdulla oblongata and finally a dscription of vasodilation, vasoconstriction and th valu of pr-capillary sphinctrs is ndd. 26

27 Qustion 3 A Larning is a prmannt chang in bhaviour. Prformanc is a physical dmonstration of a movmnt pattrn that can fluctuat according to many variabls. In this qustion, nothing mor is ndd than larnd dfinitions. Mak sur you hav rvisd. B Positiv transfr is whn th larning and prformanc of on skill is hlpd by th larning and prformanc of anothr. Ngativ transfr has th opposit ffct, that is, th larning and prformanc of on skill can b hindrd by th larning and prformanc of anothr. Positiv transfr tnds to occur whn th skills hav a similar shap and form, such as th similar ovrarm action whn srving in tnnis and vollyball. This qustion asks you to mak som comparativ statmnts.you nd to highlight th ky points of positiv transfr and thn show how thy diffr from th ky points of ngativ transfr. C Phas c is known as a platau in prformanc. (1 mark) Th platau may occur bcaus th prformr has bcom tird and is suffring from fatigu. Th prformr may hav bcom bord from doing th sam task, and motivation might b lost. It may b that th prformr has rachd th limit of his/hr ability and is unabl to do any bttr. Prhaps th coaching has bn poor and th coach and/or th playr may hav faild to st targts at th appropriat lvl. Th tchniqu of th prformr may b poor. (sub max. 3 marks) In this qustion, you ar askd to do two things, so mak sur you answr both parts of th qustion bcaus th mark schm will b dividd. 1 mark is givn for th idntification of phas c and 3 marks for stating why phas c might occur. If you giv six rasons for th occurrnc of phas c, you will still gt a maximum of 3 marks. D To avoid fatigu, th prformr should b givn a rst intrval to brak up th practic sssion and allow tim to rcuprat. To prvnt bordom and loss of motivation, th coach could add varity to practic. Th coach could st targts for th prformr to aim for. Rwards and incntivs could b usd to incras motivation. Altrnativ coaching mthods could b usd. Mntal rharsal could b usd to improv tchniqu. 27

28 In this qustion, it is a good ida to us th causs of th platau idntifid in th prvious part and giv a countrmasur to hlp ovrcom thm.whn a qustion asks you to nam two faturs, usually th xaminr will only award marks for th first two answrs that you writ, so mak sur th first things you say ar to th point. Qustion 4 A Th short-trm mmory has a limitd capacity. It can dal with btwn fiv and nin itms of information. It has a short tim span of around 30 sconds. It is oftn calld th working mmory bcaus it has a numbr of functions. Ths functions includ rciving information from th short-trm snsory stor, rciving fdback, passing on and comparing information to and from th long-trm mmory and initiating motor programms by snding mssags to th working muscls. Th long-trm mmory has a larg capacity and can stor information ovr a liftim. It stors motor programms and mntal imags of skills. It can both rciv and pass on information to th short-trm mmory. (6 marks) This longr qustion asks you to rcall factual information and apply it to both th faturs and functions of th mmory systm. Rvision and rcall ar important and it is a good ida to giv as much information as you can about th mmory systms. Don t b afraid to writ as much as you know; you will not b pnalisd for anything that is not worth a mark, but you will gt crdit for anything that is corrct. B To stor information in th long-trm mmory, th coach could mak th prformr practis th task frquntly to nsur ovr-larning and thn giv fdback to th prformr to corrct any rrors. Positiv rinforcmnt hlps to stor information for futur us and th coach could mak th activity fun so that th playr njoys th coaching sssion and is mor likly to larn from it. Mntal rharsal, going ovr th prformanc in th mind, will hlp to stor mntal imags of th task and th coach may also try to associat th nw information with somthing that th prformr alrady knows to triggr th corrct actions. Braking th information givn out during practic into smallr chunks will mak it asir to rmmbr and th coach should always nsur that information givn is rlvant and maningful to th playr. This qustion asks you to rcall mthods usd to stor information in th mmory and thn rlat ths mthods to th contxt of sports coaching. You can writ as much information as you can to mak sur all th ky points ar covrd. It is always a good ida to giv mor points than thr ar marks availabl. C Knowldg of rsults can b givn aftr th prformanc and includs information about succss or failur or th consquncs of actions. Did th pass rach its targt? Knowldg of prformanc adds to th rsults of that prformanc and looks at why th pass rachd its targt. It concntrats on improving tchniqu. 28

29 This qustion attmpts to link with th mmory thm (fdback can b usd to hlp stor information). It asks you to b spcific in th dtail that you can rcall about fdback. Dfinitions of th two typs of fdback ar rquird and you will know ths dfinitions if you hav larnt thm. Qustion 5 A Physical rcration involvs xrtion/physical activity, whras othr lisur pursuits ar sdntary/inactiv (.g. playing computr gams). This part of th qustion rquirs an xplanation of how physical rcration as activ lisur diffrs from othr lisur pursuits, which may b inactiv. B Individual importanc of rcration halth and fitnss bnfits to th individual strss rlif/rlaxation/njoymnt ncourags th individual to dvlop social skills provids a challng/sns of achivmnt (sub max. 2 marks) Social importanc of rcration dcras strain on th NHS/dcras th conomic burdn causd by ill halth can b a focus for th dvlopmnt of community spirit dcras in antisocial bhaviour/social control (sub max. 2 marks) In this typ of qustion, it is important to mak a clar distinction btwn th parts of a qustion whn two diffrnt things ar askd for. Somtims xaminrs ar instructd no distinction, no marks. C Activ lisur is bing activ in your fr tim. Schools can: show th bnfits of physical activity (.g. halth and fitnss) dvlop sport-spcific skills incras th numbr of activitis availabl to xprinc in th PE programm (incras bradth) dvlop school club links/tastr activitis at clubs and/or lisur cntrs/incras publicity/us of rol modls Try to stat valid practical mthods that schools could us to incras pupils participation in activ lisur. At AS, points linking to incrasd fun/njoymnt ar too vagu. 29

30 D Privat aim is to mak a profit Public concrnd with social nds/qual opportunitis Voluntary concrnd with dvloping intrst in joining a sports club to incras mmbrship Mak it clar which sctor you ar talking about and link it to a rlvant objctiv. Qustion 6 A Foundation lvl th first introduction to an activity, larning basic motor skills at primary school Participation lvl mor rgular involvmnt in rcrational activitis, with participation as opposd to winning bing th main motiv for taking part For this 2-mark introductory typ of qustion, you nd to giv clar, succinct answrs that lav th xaminr in no doubt that you fully undrstand th trms. B Racial discrimination mans th prvntion of/intrfrnc with a prson s participation in sport/rcration basd on th ngativ strotyps hld by othrs/th prjudics of othrs basd on th thnic origin/racial background of an individual Commnt on its lgality: All forms of racial discrimination ar illgal/it is a criminal offnc (1 mark) To arn full marks you nd to addrss both parts of th qustion. Explain th trm racial discrimination and commnt on its lgality. If you only answr part of th qustion, you will limit th marks you can scor. C Rstrictd mmbrship to a club/tam Racial abus (from th crowd or opponnts) Not slctd for a tam Lss financial support (.g. sponsorship) Encouragd into/away from crtain activitis by coachs or tachrs Try to nsur that th thr potntial discriminatory barrirs to participation for thnic minority groups that you giv ar sufficintly diffrnt to arn full marks. D Sport England objctivs Provid a stratgic lad for sport in England Focus invstmnt in rcration/sport, particularly for community participation Provid advic and support to its partnrs (.g. national govrning bodis of sport) Incras participation rats (Start) Rtain participants in clubs (Stay) Incras participation lvls so that England bcoms numbr on in th world in trms of participation by 2020 (Succd) 30

31 Sport England initiativs: Sports collgs/sscos Sportsmark/Activmark/Sports Partnrship Mark Activ Sports Programm/Gt Activ Sport Action Zons PESSCL Sporting Equals This qustion has two parts to it and both parts nd to b answrd for maximum marks. It is important to distinguish clarly btwn th two parts, as illustratd. 31

32 Sction B answrs A bandd mark schm is usd in th allocation of marks for this sction. Onc th qustion has bn markd, th xaminr will look at th answr and plac it into on of th bands givn in th tabl at th nd of this qustion. Rmmbr, th ky to succss is factual contnt. Band rang Band dscriptors Dmonstrats a wid rang and dpth of knowldg Has accssd at last 10 points from th mark schm (a minimum of 5 points for a and 5 for b) Uss clar, concis argumnt Exampls to support answr Fw rrors in splling, punctuation and grammar Corrct us of tchnical languag 7 9 Dmonstrats a rang and dpth of knowldg Has accssd at last 7 9 points from th mark schm (a minimum of 3 points pr part) Attmpts a clar, concis argumnt Exampls to support answr Fw rrors in splling, punctuation and grammar Corrct us of tchnical languag most of th tim 4 6 Addrsss th qustion but lacks dpth and knowldg Has accssd at last 4 6 points from th mark schm Limitd attmpt to dvlop any argumnt or discussion Fw xampls to support answr Errors in splling, punctuation and grammar Limitd us of tchnical languag 1 3 Addrsss th qustion with limitd succss Has accssd at last 3 points from th mark schm Fw xampls to support answr Major rrors in splling, punctuation and grammar Lacks us of tchnical languag 32

33 Qustion 7 A For th first part of Qustion 7a, you nd to list thr componnts of fitnss and giv a dfinition for ach. Any thr from: Agility th ability to chang dirction quickly Spd how fast a spcific distanc can b covrd/th ability to put body parts into motion quickly Flxibility th rang of movmnt around a joint Coordination accuracy of limb movmnt Powr a combination of strngth and spd/work prformd pr unit of tim If th qustion asks you to dfin thr typs of fitnss, for xampl, giv just thr answrs as th xaminr will only mark th first thr answrs givn. For th scond part of Qustion 7a, you nd to giv th following information: A balancd dit for a hocky playr would consist of 10 15% protin, 20 25% fat and 60 75% carbohydrat. A high prcntag of carbohydrats should b consumd bcaus thy ar a high-nrgy food. Fats provid nrgy for low-intnsity xrcis and protins ar usd for tissu growth/nzyms/hormons/hamoglobin. Vitamins nabl muscl and nrv functioning/tissu growth/rlas of nrgy from foods. Minrals improv bodily functions/calcium for strong bons/iron hlps form hamoglobin/facilitat th transmission of nrv impulss for ffctiv muscl contraction. Fibr can slow th brakdown of food in th body, which rsults in a slowr, mor sustaind rlas of nrgy. Watr carris nutrints to clls in th body/rmovs wast products/hlps to control body tmpratur and sports drinks such as Lucozad can boost glucos lvls bfor comptition. Mak sur you xprss your work clarly and concisly but at th sam tim dmonstrat a rang and dpth of knowldg. Splling, punctuation and grammar ar important, as is th us of tchnical languag. B Typs of motivation availabl to coachs includ both xtrinsic and intrinsic mthods. Extrinsic motivation is drivd from an xtrnal sourc such as a coach or a tam-mat. It can includ th awarding of trophis, badgs and crtificats, such as a playr of th match trophy. Such physical rwards ar calld tangibl rwards. Extrinsic motivation can also b offrd in th form of prais and ncouragmnt, and ths forms of motivation ar known as intangibl rwards. To apply ths typs of motivation to th hocky tam, th coach could offr rinforcmnt to th playr whn both training and playing. Aftr th training sssion, th coach could offr positiv fdback to mmbrs of th tam for th nxt training sssion. Th coach could st targts or goals and assss ths goals aftr th tam has playd a match. Each training sssion should b varid and includ an lmnt of fun, such as som small-sidd gams. 33

34 If things don t go wll during th training sssion, th coach could blam xtrnal factors such as th wathr. If things go wll and th playrs rach thir targts, th coach should attribut such succss intrnally, tlling th playrs that thy hav put a lot of ffort into that sssion. Th coach should also mak sur that thr is a tangibl rward availabl, prhaps a trophy for th playr who trains th hardst during a monthly priod. This long and dmanding qustion is dsignd to tst dtaild knowldg of thortical concpts. To gain maximum marks, you should mak sur that you us corrct splling, punctuation and grammar, that you us tchnical languag, and that you can idntify svn or ight ky points.th tchnical languag can b drivd by larning ky trms. In this instanc, th diffrnt typs of motivation and th ky points ar drivd from your knowldg of th mthods usd by coachs to motivat thir playrs. 34