2015 PHYSICAL EDUCATION

Transcription

1 PHYSICAL EDUCATION External Examination 2015 FOR OFFICE USE ONLY SUPERVISOR CHECK ATTACH SACE REGISTRATION NUMBER LABEL TO THIS BOX QUESTION BOOKLET 1 16 pages, 7 questions RE-MARKED Thursday 12 November: 9 a.m. Time: 2 hours Section A of Part 1 Examination material: Question Booklet 1 (16 pages) Question Booklet 2 (14 pages) one SACE registration number label Approved dictionaries and calculators may be used. Instructions to Students 1. You will have 10 minutes to read the paper. You must not write in your question booklets or use a calculator during this reading time but you may make notes on the scribbling paper provided. 2. This paper is in two parts: Section A of Part 1 is in Question Booklet 1; Section B of Part 1 and Part 2 are in Question Booklet 2. Part 1: Short-answer Questions (Questions 1 to 12) Answer Section A of Part 1 (Questions 1 to 7) in the spaces provided in Question Booklet 1. You may write on page 16 of Question Booklet 1 if you need more space. Answer Section B of Part 1 (Questions 8 to 12) in the spaces provided in Question Booklet 2. You may write on page 14 of Question Booklet 2 if you need more space. Part 2: Extended-response Question (Question 13) Answer Part 2 in the space provided in Question Booklet 2. You may write on page 14 of Question Booklet 2 if you need more space. 3. There is no need to fill all the space provided; clear, well-expressed answers are required. 4. The allocation of marks is as follows: Part marks Part 2 10 marks Total 120 marks 5. Attach your SACE registration number label to the box at the top of this page. Copy the information from your SACE registration number label into the boxes on the front cover of Question Booklet At the end of the examination, place Question Booklet 2 inside the back cover of this question booklet. SACE Board of South Australia 2015

2 STUDENT S DECLARATION ON THE USE OF CALCULATORS By signing the examination attendance roll I declare that: my calculators have been cleared of all memory no external storage media are in use on these calculators. I understand that if I do not comply with the above conditions for the use of calculators I will: be in breach of the rules have my results for the examination cancelled or amended be liable to such further penalty, whether by exclusion from future examinations or otherwise, as the SACE Board of South Australia determines. page 2 of 16

3 The examination questions begin on page 4. page 3 of 16 PLEASE TURN OVER

4 PART 1: SHORT-ANSWER QUESTIONS (Questions 1 to 12) (110 marks) Answer all questions in this part in the spaces provided. Credit will be given for clear, accurate answers and the correct use of terminology. The allocation of marks is shown in brackets at the end of each part of each question. Section A (Questions 1 to 7) (60 marks) 1. A Year 12 Physical Education student participated in a training method that involved a session of six exercises performed at six stations, as shown in the diagram below: push-ups shuttle run (start) step-ups skipping (finish) sit-ups chin-ups Refer to the following table, which shows the maximum number of repetitions that the student completed for each exercise in the fixed time of 1 minute. During the 15-second rest between each exercise he walked to the next station. Exercise Maximum Repetitions in 1 Minute shuttle run 28 push-ups 31 step-ups 81 sit-ups 35 chin-ups 25 skipping 58 page 4 of 16

5 (a) Identify the training method used in the session described on page 4. (1 mark) (b) Why do the exercises in this training session alternate between those that use muscle groups in the upper body and those that use muscle groups in the lower body? (2 marks) (c) Using data from the table on page 4, explain one way in which the student could achieve progressive overload. (2 marks) (d) Identify one fitness factor that the student participating in this training session might develop, giving a reason for your answer. (2 marks) (e) Explain one change you would make to the training session in order to apply the principle of specificity for an elite basketball player. (3 marks) page 5 of 16 PLEASE TURN OVER

6 2. Research has found that aerobic performance in the time leading up to competition can be improved by making nutritional changes such as the addition of beetroot juice to the athlete s diet. Refer to the following graph, which shows the oxygen uptake of one cyclist who added beetroot juice to her diet and of another cyclist who did not change her diet. Both were cycling at 65% V O 2 max. V O 2 (L/min) beetroot juice added to diet no change to diet (a) Using the data in the graph above, state how the oxygen uptake of the cyclist who added beetroot juice to her diet is different from that of the cyclist who did not change her diet. (1 mark) (b) Outline how a competitor in another sport could be advantaged by adding beetroot juice to the diet. (2 marks) (c) Explain how an increase in the number of mitochondria could lead to an increase in V O 2 max. (3 marks) page 6 of 16

7 (d) Identify and explain the likely effect that a change in oxygen uptake at submaximal levels would have on a cyclist performing a 10-kilometre time trial. (4 marks) page 7 of 16 PLEASE TURN OVER

8 3. (a) Increased levels of carbon monoxide in the air reduce the oxygen-carrying capacity of haemoglobin in the human body. Describe the most likely physiological response of the heart when muscle cells are not receiving enough oxygen. (2 marks) Refer to the following table, which shows the characteristics of two athletic events: Athletic Event Duration Intensity Dominant Energy System discus six 2 s throws very high ATP CP 5000 m race 12 min 40 s high aerobic glycolysis (b) Identify which of the two events in the table above is more likely to expose the athlete to increased levels of carbon monoxide. Explain one physiological effect of this exposure on the athlete s performance. (3 marks) (c) With specific reference to the respiratory system, give one reason why athletes are likely to inhale more pollutants when they are exercising than when they are at rest. (3 marks) page 8 of 16

9 (d) Choose one of the following physiological responses and explain how it would help an athlete to deal with increased exposure to carbon monoxide in the air during a race: increased volume of haemoglobin increased concentration of myoglobin in the muscle cells increased density of capillaries. (3 marks) page 9 of 16 PLEASE TURN OVER

10 4. Two cyclists, each weighing 70 kilograms, participated in a stationary cycle test to the point of exhaustion, starting at an intensity that produced 2 millimoles per litre (mmol/l) of blood lactate. One cyclist was aerobically trained and the other was untrained. Refer to the following graphs, which show the results of the test: 10 Cyclist A 10 Cyclist B blood lactate (mmol/l) X blood lactate (mmol/l) power output (W) power output (W) (a) What name is given to point X on the graph for Cyclist A? (1 mark) (b) Identify which of the two cyclists (A or B) was untrained, with specific reference to the appropriate graph. Explain your answer. (3 marks) (c) What would be the most likely effect on performance if Cyclist A tried to maintain a power output of 170 watts (W) for an extended time? Give a reason for your answer. (2 marks) page 10 of 16

11 Rugby is a contact sport in which the attacking team tries to invade the defender s territory. In response, the defending team tackles the ball carrier in an attempt to stop his forward movement. Refer to the following graph, which shows a change in the mean body mass of rugby players between 1980 and 2010: mean body mass (kg) rugby season Source: Chris Van Lennep dreamstime.com (a) What difference in mean body mass is there between rugby players in 1990 and 2000? (1 mark) (b) In biomechanical terms, outline how greater mass will give a defender one advantage in the force of a collision when tackling a player. (2 marks) (c) With reference to the effect on the impulse delivered by the tackling player (force acting over time), explain how the force of a collision can be reduced by leaning into the oncoming player. (3 page 11 of 16 marks) PLEASE TURN OVER

12 6. Interval training is a common training method used by athletes in individual and team sports. Refer to the following graph, which shows the blood lactate levels of three athletes who each undertook a different interval training session (X, Y, and Z). Each session consisted of eight work intervals at maximum intensity. A warm-up preceded each session. blood lactate (mmol/l) Y X Z Key X 30 s work, 60 s rest Y 60 s work, 120 s rest Z 10 s work, 180 s rest time (min) (a) Calculate the work-to-rest ratio for interval training session X. (1 mark) (b) What is the likely cause of fatigue in the athlete who completed interval training session Y? Use data from the graph above in your answer. (2 marks) page 12 of 16

13 (c) With reference to the interplay of energy systems in the athlete, explain why interval training session Z produced lower levels of blood lactate than were produced by the other interval training sessions. (3 marks) page 13 of 16 PLEASE TURN OVER

14 7. Refer to the following table, which shows a generalised yearly training program for a team sport: Training Phase Transition Phase Pre-season Phase Competitive Phase training intensity low medium medium high high very high training duration (weeks) volume of training low high high medium sources of daily energy intake (% of total) 61% carbohydrate 65% carbohydrate 69% carbohydrate 27% fat 21% fat 16% fat 12% protein 14% protein 15% protein (a) With reference to training intensity, explain why the percentage of daily energy from carbohydrates changes as the athlete progresses from the transition phase to the competitive phase. (3 marks) (b) Why would increased protein help an athlete during the competitive phase? Give one physiological reason for your answer. (2 marks) page 14 of 16

15 (c) There is a high level of training intensity in the competitive phase of this program. With reference to the table on page 14, outline one physiological benefit of a reduced volume of training in this phase. Give reasons for your answer. (3 marks) (d) In which phase is the training least likely to be specific to the sport played? Give reasons for your answer. (3 marks) page 15 of 16 PLEASE TURN OVER

16 You may write on this page if you need more space to finish your answers to Section A of Part 1. Make sure that you label each answer carefully (e.g. 3(b) continued ). page 16 of 16 end of Question Booklet 1

17 2015 PHYSICAL EDUCATION External Examination 2015 FOR OFFICE USE ONLY SUPERVISOR CHECK SEQ SACE REGISTRATION NUMBER FIGURES CHECK LETTER PHYSICAL EDUCATION BIN QUESTION BOOKLET 2 14 pages, 6 questions RE-MARKED Thursday 12 November: 9 a.m. 2 Section B of Part 1, and Part 2 Write your answers to Section B of Part 1 and to Part 2 in this question booklet. SACE Board of South Australia 2015

18 PART 1: SHORT-ANSWER QUESTIONS Section B (Questions 8 to 12) (50 marks) Answer all questions in the spaces provided. 8. The size and body shape of elite athletes tend to be very similar in specific sports as they often give a performance advantage. Refer to the following diagram, which shows the typical body shape of an average male (untrained) and three elite athletes (R, S, and T): Height 1.78 m 1.98 m 1.78 m 1.58 m average male (untrained) Athlete R Athlete S Athlete T (a) Which athlete (R, S, or T) has a body shape predominantly that of an ectomorph? (1 mark) (b) Which athlete (R, S, or T) is likely to be an elite gymnast? (1 mark) (c) Identify one fitness test that is used to measure body composition. (1 mark) page 2 of 14

19 (d) The average male (untrained) and Athlete R have an identical body mass of 85 kilograms but their body shape, size, and composition are substantially different. Explain two performance advantages that Athlete R would gain from his body shape, size, or composition if asked to sprint 100 metres. (4 marks) page 3 of 14 PLEASE TURN OVER

20 9. Refer to the following graph, which shows the percentage contribution of various energy fuels during 2 hours of moderate exercise (70% V O 2 max ) by an athlete before and after an extended training program: 100% 80% 60% muscle triglycerides (fats) fats in blood (free fatty acids) carbohydrate 40% 20% 0% before training after training (a) (i) Using data from the graph above, identify the trend in the use of muscle triglycerides (fats) as a source of fuel for the athlete before and after the extended training program. (2 marks) (ii) Identify the type of training that is likely to have produced this trend. (1 mark) (b) (i) What performance advantage may muscle triglycerides give an athlete in an endurance event such as a marathon? Give a reason for your answer. (2 marks) page 4 of 14

21 (ii) Identify one chronic muscular adaptation to an aerobic training program that would produce the performance advantage that you identified in part (b)(i) on page 4. Give a reason for your answer. (2 marks) page 5 of 14 PLEASE TURN OVER

22 10. Refer to the following graph, which shows the cardiac output and oxygen consumption of an endurance runner and a student before training and after training in an extended endurance running program: 30 cardiac output (L/min) oxygen consumption (L/min) endurance runner student before training student after training (a) What is the relationship between the student s cardiac output and oxygen consumption before the training program? Give a reason for your answer. (2 marks) (b) Using data from the graph above, identify the student s maximum cardiac output before the training program and after the training program. Before training program: After training program: (2 marks) (c) Identify one chronic physiological training adaptation that would change the student s maximum cardiac output after the extended endurance running program. Give a reason for your answer. (2 marks) page 6 of 14

23 (d) Suggest one reason to explain why the cardiac output when oxygen consumption is 2.0 litres per minute is lower for the endurance runner than for the student before the training program and after the training program. (3 marks) page 7 of 14 PLEASE TURN OVER

24 11. Refer to the following gradient map for a 14-kilometre fun run: elevation (m) distance (km) Lachlan is a 20-year-old fun runner who trained three times a week for 4 months before completing a 14-kilometre fun run. The fun run was held in hot and windy conditions in a coastal setting. Lachlan completed the run in 1 hour and 10 minutes. The fastest time for an elite male runner was 41 minutes and 51 seconds. (a) Using the information above, identify and explain two fitness factors needed to maximise successful performance in this fun run. (4 marks) (b) For each fitness factor you identified in part (a), name one relevant standardised fitness test. (2 marks) page 8 of 14

25 (c) Explain two likely differences between the training methods of an elite male runner and a male fun runner in their preparation for this fun run. (4 marks) (d) Outline one acute muscular response that would occur during the fun run. (2 marks) (e) Elite athletes maintained a fast pace throughout the fun run. Using the gradient map on page 8, explain the likely interplay of energy systems in an elite male runner between 5 and 8 kilometres. (4 marks) page 9 of 14 PLEASE TURN OVER

26 (f) Explain one possible physiological advantage and one possible physiological disadvantage of completing the fun run in hot and windy conditions in a coastal setting. (4 marks) page 10 of 14

27 12. Players in an elite, high-intensity sporting competition are placed under immense pressure from their opponents to make quick and accurate decisions. They may also play in front of large, vocal crowds. Refer to the following graphs, which show the types of concentration of two tennis players (A and B) in a grand final match: Player A Player B 35% 60% 15% 10% 75% concentration on game psychological strategies listening to crowd noise 5% (a) What performance advantage is a player in a grand final match likely to gain from increased selective attention? (2 marks) (b) At the end of the tennis match, one player had a 3% rate of errors and the other had a 15% rate. Using data from the graphs above, explain which player (A or B) was likely to have had the higher rate of errors. (3 marks) (c) A player in the cognitive stage is learning the skills of a game. Explain one way in which a coach could increase the cognitive learner s ability to detect a cue. (2 marks) page 11 of 14 PLEASE TURN OVER

28 PART 2: EXTENDED-RESPONSE QUESTION (Question 13) (10 marks) Write your answer in the space below and on page Associative Stage Autonomous Stage Source: Petro dreamstime.com Source: Zhukovsky dreamstime.com Coaches use feedback to improve the performance of their athletes. Explain, with examples, how the type of feedback given by the coach in a sport of your choice would change as the athlete progressed through the three stages of learning. page 12 of 14

29 page 13 of 14 PLEASE TURN OVER

30 You may write on this page if you need more space to finish your answers to Section B of Part 1 or to Part 2. Make sure that you label each answer carefully (e.g. 12(b) continued ). page 14 of 14 end of Question Booklet 2