2016 PHYSICAL EDUCATION

Transcription

1 PHYSICAL EDUCATION External Examination 2016 FOR OFFICE USE ONLY SUPERVISOR CHECK ATTACH SACE REGISTRATION NUMBER LABEL TO THIS BOX QUESTION BOOKLET 1 16 pages, 6 questions RE-MARKED Thursday 17 November: 9 am 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 11) Answer Section A of Part 1 (Questions 1 to 6) 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 7 to 11) 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 12) 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 2016

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 11) (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 6) (60 marks) 1. Netball at an elite level involves many fitness factors and the interplay of energy systems. Refer to the following table, which shows the number of times an activity was performed by a netball player during a 60-minute match: Activity Number of times performed Standing (stationary) 254 Jog 378 Sprint (<3 s) 95 Rebound 0 Pass 103 Catch 115 Maximal jump 52 Directional change 220 Shuffle 304 (a) With specific reference to the table: identify two fitness factors that would contribute to successful performance for the netball player during this 60-minute match explain why these fitness factors would contribute to successful performance for the netball player during this 60-minute match name one standardised fitness test for measuring each fitness factor identified. (i) (1) Fitness factor 1: (1 mark) (2) Explanation: (2 marks) (3) Fitness test: (1 mark) page 4 of 16

5 (ii) (1) Fitness factor 2: (1 mark) (2) Explanation: (2 marks) (3) Fitness test: (1 mark) (b) With reference to the table, identify one activity in which the ATP CP system would be the dominant energy system. Explain your answer. page 5 of 16 PLEASE TURN OVER

6 2. (a) Successful Australian Rules Football teams need to peak physiologically and psychologically during the finals series. However, despite their best efforts, in the weeks leading up to the finals some of these teams uncharacteristically lose matches to teams that are ranked much lower on the premiership table. (i) With reference to arousal, explain one reason why a successful team may lose to a much lower-ranked team. (ii) Explain one psychological strategy a player could use before a match in order to achieve optimal arousal. (b) At the beginning of a season coaches often set outcome goals, such as winning the premiership. (i) Explain one disadvantage for players when coaches set outcome goals for the team. page 6 of 16

7 (ii) Using a sporting example, choose one component of SMART goal-setting and explain how it contributes to effective goal-setting. (3 marks) (c) Throughout matches, players receive numerous forms of feedback. (i) State one example of a player receiving knowledge of results as feedback in a sport of your choice. (1 mark) (ii) Explain why receiving only knowledge of results as feedback can be detrimental to a beginner player s skill development. page 7 of 16 PLEASE TURN OVER

8 3. (a) An athlete who competes in 10-kilometre runs undertook a fitness test that involved running with increasing speed until exhaustion. Refer to the following graph, which shows the relationship between V O 2, blood lactate levels, and running speed for the athlete during the fitness test: VO 2 (ml/kg/min) X OBLA Blood lactate (mmol/l) VO 2 blood lactate Running speed (km/h) (i) State the athlete s V O 2 maximum. (1 mark) (ii) Using data from the graph, identify and explain which energy system was dominant when the athlete was running at V O 2 maximum. (4 marks) page 8 of 16

9 (b) Choose two of the following chronic adaptations and explain how they can improve an athlete s V O 2 maximum: cardiac hypertrophy increased muscular capillarisation increased blood volume increased myoglobin. (4 marks) (c) Refer to the following table: Interval training session 1 2 Activities Warm-up Four sets of 4 x 10 s run at >95% maximum heart-rate Warm-up Two sets of 4 x 4 min run at 80 90% maximum heart-rate Explain which interval training session (1 or 2) would be more likely to improve an athlete s V O 2 maximum. (3 marks) page 9 of 16 PLEASE TURN OVER

10 4. Refer to the following diagrams, which show two throwing techniques: one of a child and one of an elite athlete. Child Elite athlete (a) Identify whether throwing a ball is a discrete skill or a continuous skill. (1 mark) page 10 of 16

11 (b) Identify two biomechanical principles that affect the speed of the ball at release. Explain how these principles could be applied to the child s throw in order to increase the speed of the ball at release. (i) (1) Biomechanical principle: (1 mark) (2) Explanation: (2 marks) (ii) (1) Biomechanical principle: (1 mark) (2) Explanation: (2 marks) page 11 of 16 PLEASE TURN OVER

12 5. Four students (A, B, C, and D) completed an aerobic fitness test and recorded a similar level of aerobic fitness. They then undertook different aerobic fitness training programs. Refer to the following graph which shows the responses of the four students to their individual fitness training programs over 3 months: Individual student responses to training Change in aerobic fitness (%) 25% 20% 15% 10% 5% 5% 10% 15% A B C initial fitness level of all students D Time (months) (a) State one reason for completing a fitness test before undertaking a fitness training program. (1 mark) (b) With reference to the graph above, explain which student A, B, or C: (i) made initial gains in aerobic fitness, but did not continue to apply the principle of overload. (ii) found the training load too difficult, re-evaluated the program, and reduced training intensity to allow time for physical adaptations to aerobic fitness. page 12 of 16

13 (c) Student D reported high levels of fatigue daily and decreased aerobic fitness despite training very hard every day. With reference to a training principle, explain one likely cause of Student D s decreased aerobic fitness. page 13 of 16 PLEASE TURN OVER

14 6. (a) Loiza and Tamara, identical twins of equal aerobic fitness, completed a 2-hour bicycle ergometer session in which they both cycled the equivalent of 80 kilometres. Loiza drank water regularly during the session to replace the fluid she was losing through sweating. Tamara did not drink during the session. Source: Davidrey Dreamstime.com Refer to the following information, which shows body mass and heart-rate for Loiza and Tamara during the ergometer session: Body mass during ergometer session Loiza Tamara Exercise time (min) Body mass (kg) Heart-rate during ergometer session A Heart-rate (bpm) B Exercise time (min) (i) Identify and explain which line (A or B) is likely to represent Tamara s heart-rate during the ergometer session. (3 marks) page 14 of 16

15 (ii) State two acute muscular responses that the twins would experience during the ergometer session. (iii) Explain one physiological advantage of sweating during exercise. (iv) Tamara consumed a sports drink at the end of the ergometer session. Explain one advantage of Tamara consuming a sports drink instead of water after the ergometer session. (b) Explain why fluid replacement during a 2-hour endurance event is important for optimal performance. (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(c) continued ). page 16 of 16 end of question booklet

17 2016 PHYSICAL EDUCATION External Examination 2016 FOR OFFICE USE ONLY SUPERVISOR CHECK RE-MARKED SEQ SACE REGISTRATION NUMBER FIGURES CHECK LETTER PHYSICAL EDUCATION BIN QUESTION BOOKLET 2 14 pages, 6 questions Thursday 17 November: 9 am 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 2016

18 PART 1: SHORT-ANSWER QUESTIONS Section B (Questions 7 to 11) (50 marks) Answer all questions in the spaces provided. 7. (a) As part of a sports talent identification program, 17-year-old students from two schools a boys school and a girls school undertook various fitness tests. Refer to the following table, which shows the average results for each school: Fitness tests School A Average results School B Vertical jump 44 cm 35 cm 50-metre sprint 7.20 s 8.20 s Multi-stage shuttle run Level 12, shuttle 8 Level 8, shuttle 6 Modified sit-and-reach test 21 cm 35 cm Arm span 1.82 m 1.68 m Timed 30-s push-up test (i) Identify which school (A or B) is likely to be the boys school. (1 mark) (ii) With reference to one of the tests in the table, explain one physiological reason for the difference in the results for males and females. Fitness test: Explanation: page 2 of 14

19 (iii) One student from School B excelled in the vertical jump, recording a result of 54 centimetres. Explain which type of muscle fibre enabled this student to jump so high. (b) Explain why a greater-than-average arm span would be a biomechanical advantage in a sport of your choice. (3 marks) page 3 of 14 PLEASE TURN OVER

20 8. (a) Refer to the following table, which shows two resistance training programs (X and Y): Variable Program X Program Y Repetitions 5 20 Sets 5 3 Repetition maximum (%) 95% 60% Load very heavy very light Rest between sets 3 min 1 min (i) Explain which program (X or Y) would be more appropriate for increasing muscular strength. (ii) Choose one variable in Program Y and modify it to demonstrate the principle of overload. Variable: Modification: (1 mark) (iii) Explain two chronic muscular adaptations that would occur after 6 months of resistance training using Program X. (4 marks) page 4 of 14

21 (b) Explain how an increase in muscular strength may improve the performance of an elite 100-metre sprinter. (c) Describe one training method other than resistance training that would improve the performance of an elite 100-metre sprinter. page 5 of 14 PLEASE TURN OVER

22 9. (a) Refer to the following photograph, which shows a basketballer taking a foul shot: This photograph of a basketballer taking a foul shot cannot be reproduced here. It can be found at: Source: The Salt Lake Tribune, Steve Griffin (i) Identify one cue that may distract the basketballer from executing the foul shot successfully. (1 mark) (ii) Explain how a large number of simultaneous cues may affect the basketballer s information-processing ability. (b) Explain one characteristic that a player who is an autonomous learner may use to maximise performance in a distracting environment. page 6 of 14

23 (c) In many sports the success of a beginner player can be improved by using coaching techniques and modifications to rules. Using a sporting example, explain how a coaching technique or modification to rules can affect beginner players information-processing mechanism and increase their likelihood of success. (4 marks) page 7 of 14 PLEASE TURN OVER

24 10. Sanjay is an elite male swimmer who undertook interval training to prepare for the Olympic Games. One interval training session involved swimming four 30-second sprints with a 1-minute recovery time between each sprint. Refer to the following graph, which shows the contributions of Sanjay s aerobic and anaerobic energy during the training session: Energy contribution (%) aerobic anaerobic 79 Sprints (a) Identify the 30-second sprint (1, 2, 3, or 4) in which anaerobic energy contributed the largest percentage of total energy. (1 mark) (b) Explain the likely change in the contributions of aerobic and anaerobic energy in sprint 4 if the recovery time between each sprint is increased to 3 minutes. page 8 of 14

25 (c) Sanjay then completed a 300-metre race in 2 minutes and 30 seconds. Refer to the following graph, which shows Sanjay s blood lactate levels after the race, during passive recovery: 25 Blood lactate (mmol/l) Passive recovery (min) 100 (i) Identify Sanjay s blood lactate level after 25 minutes of passive recovery. (1 mark) (ii) Explain the likely rate of lactate recovery if Sanjay chose an active recovery (jogging and stretching) instead of a passive recovery after the race. (iii) Describe two purposes of EPOC other than to reduce the blood lactate level. page 9 of 14 PLEASE TURN OVER

26 11. Refer to the following graphs, which show an athlete s heart-rate during two different training sessions: Session X Session Y Heart-rate (bpm) Heart-rate (bpm) Exercise time (min) Exercise time (min) (a) Identify the training method being used in Session X. (1 mark) (b) (i) State the term used to describe the athlete s heart-rate between minutes 8 and 16 in Session X. (1 mark) (ii) Explain the physiological reason for what happens to the athlete s heart-rate between minutes 8 and 16 in Session X. (iii) Explain one acute respiratory response that would help in achieving the term stated in your answer to part (b)(i). page 10 of 14

27 (c) Cross-country running is an endurance activity that is run over uneven terrain. Explain which training session (X or Y) would be more effective in improving a cross-country runner s speed. (3 marks) (d) Explain which training session (X or Y) would be more suitable for training a sports team in the off-season. (e) With reference to the training principle specificity, explain which training session (X or Y) would be more suitable for training a team in a team sport of your choice. (3 marks) page 11 of 14 PLEASE TURN OVER

28 PART 2: EXTENDED-RESPONSE QUESTION (Question 12) (10 marks) Write your answer in the space below and on page Rory is a trained, 17-year-old, male endurance runner who completed a 12-kilometre race in 48 minutes. Refer to the following graph, which shows Rory s heart-rate during the race and throughout his 20-minute active recovery: Rory s heart-rate 220 end of race 200 Heart-rate (bpm) Time (min) Rory sprinted at the start of the race to get ahead of slower runners. He sprinted twice more during the race to improve his position, and once again at the end of the race to pass two other runners. Explain the interplay of Rory s energy systems during his run and active recovery. 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. 10(c)(ii) continued ). page 14 of 14 end of question booklet