2024 CCEA GCSE Physical Education 7210 模拟试题及答案详解

The hip joint is a ball and socket joint, allowing the wide range of movement needed to swing the leg through flexion to strike the ball. The knee joint is a hinge joint; as the sprinter's leg drives forward the knee extends. The joint between the atlas and axis of the neck is a pivot joint, allowing rotation of the head to look left and right. The wrist joint is a condyloid joint; cocking the wrist back before the serve is extension at the wrist.

[1] Row 1 joint: ball and socket. [1] Row 1 movement: flexion (accept extension if candidate describes the follow-through). [1] Row 2 joint: hinge. [1] Row 2 movement: extension. [1] Row 3 joint: pivot. [1] Row 3 movement: rotation. [1] Row 4 joint: condyloid (accept gliding). [1] Row 4 movement: extension (accept dorsi-flexion). Maximum [8].

During the upward phase of the curl, the elbow joint moves through flexion, bending the arm. The biceps brachii is the agonist (prime mover) producing this flexion, and as it shortens while producing force it works concentrically. The triceps brachii, on the opposite side of the upper arm, acts as the antagonist; it relaxes to allow the biceps to shorten and produce the movement.

[1] (a) Flexion. [1] (b) Biceps brachii. [1] (c) Triceps brachii. [1] (d) Concentric. [1] (e) Relaxes / antagonist is not the prime source of force (accept 'eccentric' if candidate explains it is controlling/decelerating the movement, with justification).

Type I (slow twitch) muscle fibres are designed for endurance: they can produce a steady, large amount of energy over a long period of time provided oxygen is present, which is exactly what a marathon runner needs to sustain a moderate pace over 26.2 miles without fatiguing. Type II (fast twitch) muscle fibres are designed for very high-intensity activity: they contract rapidly and forcefully, generating the explosive power a 100 m sprinter needs to accelerate out of the blocks and reach top speed quickly, but they tire very quickly, which is not a problem over such a short race duration.

[1] Type I fibres correctly linked to endurance/long-duration, aerobic energy production. [1] This correctly linked to the marathon runner's needs. [1] Type II fibres correctly linked to rapid contraction/high-intensity/fatigue quickly. [1] This correctly linked to the sprinter's needs.

(a) Cardiac output at rest = stroke volume \( \times \) heart rate = \( 80 \times 60 = 4800 \) ml/min. (b) Cardiac output during exercise = \( 120 \times 150 = 18\,000 \) ml/min. (c) During exercise, heart rate rises in direct proportion to exercise intensity (partly due to the release of adrenaline), and stroke volume increases because of an increased venous return (the muscle pump forces more blood back to the heart), so together cardiac output rises substantially, from 4800 ml/min to 18 000 ml/min in this data, to deliver more oxygenated blood to the working muscles. Over the long term, optimal training causes the heart walls to become thicker and stronger, which increases the volume of blood ejected per beat (stroke volume); training also increases capillarisation around the heart and muscles, improving the efficiency of gaseous exchange. Because a trained heart can eject more blood in every single beat, it does not need to beat as often to circulate the same volume of blood when at rest, which is why resting heart rate decreases with training.

[1] (a) Correct formula/substitution. [1] (a) Correct answer 4800 ml/min. [1] (b) Correct substitution. [1] (b) Correct answer 18 000 ml/min (ECF from (a) method). (c) Levels of response [4]: Level 1 (Basic) [1]: a simple, undeveloped statement (e.g. 'heart rate goes up'). Level 2 (Satisfactory) [2-3]: explains that both heart rate and stroke volume rise during exercise (increasing cardiac output) AND identifies one long-term adaptation (e.g. thicker heart walls) linked to lower resting heart rate. Level 3 (Good) [4]: a clear, accurate account covering the rise in HR and SV during exercise (referencing venous return/adrenaline) and at least two long-term adaptations (e.g. thicker/stronger heart walls increasing stroke volume, increased capillarisation) clearly linked to reduced resting heart rate, using accurate cardiovascular terminology with good written expression (QWC).

The trachea carries air from the throat into the lungs and is lined with cilia, tiny hairs that catch dust particles that are then removed by coughing. Air then passes through the bronchi into the narrower bronchioles, which lead to the alveoli, where gas exchange takes place. During inspiration at rest, the external intercostal muscles and the diaphragm both contract to expand the chest cavity, drawing air in. Oxygen and carbon dioxide move between the alveoli and the surrounding capillaries by diffusion, moving down their concentration gradients.

[1] trachea. [1] cilia. [1] bronchioles. [1] alveoli. [1] intercostal AND diaphragm (both required for this mark). [1] diffusion. Maximum [6].

A performer at the cognitive stage of learning is a beginner who has little idea of how the skill should look or feel, so the coach must keep instruction simple and focused on the basic idea of the movement. Visual guidance, such as a clear demonstration of the badminton serve performed correctly, gives the beginner an accurate mental picture of what they are trying to achieve, which is often more effective than lengthy verbal explanation at this early stage. Short, simple verbal guidance can support the demonstration by drawing attention to one or two key points (for example 'swing low to high'), without overloading the beginner with too much information at once. Physical or manual guidance, where the coach physically supports or gently guides the beginner's arm through the serving action, can also help them feel the correct movement pattern and build confidence, especially if the skill feels awkward or slightly risky. Because a cognitive-stage learner cannot yet reliably judge their own performance (they have very limited intrinsic feedback), the coach should provide frequent extrinsic feedback, praising correct elements and clearly correcting errors immediately after each attempt (terminal feedback), so the beginner can make sense of what they did and adjust the next attempt.

Levels of response (6 marks). Level 1 (Basic) [1-2]: names one relevant type of guidance or feedback with little explanation of why it suits a beginner. Level 2 (Satisfactory) [3-4]: identifies at least two relevant, correctly named types of guidance and/or feedback (e.g. visual and verbal guidance; extrinsic feedback) with some explanation linked to the cognitive stage of learning. Level 3 (Good) [5-6]: a clear, well-organised explanation referencing at least three relevant, correctly applied concepts (e.g. visual guidance for a mental picture, simple verbal guidance to avoid overload, extrinsic/terminal feedback because intrinsic feedback is unreliable at this stage), using accurate specialist terminology and correct spelling, punctuation and grammar throughout (QWC).

For each hazard, an effective control measure removes or reduces the specific risk it creates. Spilled water is controlled by regular floor checks/mopping and asking players to keep drinks off the court. Bags and coats near the court are controlled by providing and enforcing a designated storage area at a safe distance. Overcrowding at the entrance/exit is controlled by staggering changeovers and using stewards to manage the flow of people. A trailing cable is controlled by re-routing it away from the walkway or securing it under a cable cover/matting so nobody trips over it.

[2] Hazard 1: valid control measure clearly addressing the wet floor risk (e.g. inspect/mop regularly, no drinks on court). [2] Hazard 2: valid control measure addressing bags/coats near the court (e.g. designated storage area, enforced). [2] Hazard 3: valid control measure addressing overcrowding (e.g. staggered changeovers, stewarding). [2] Hazard 4: valid control measure addressing the trailing cable (e.g. re-route/cover the cable). Award [1] per hazard for a valid but under-developed control measure, [2] for one clearly explained and specific to the hazard.

The specification identifies several long-term consequences of alcohol abuse: it can cause addiction; it can cause long-term damage to organs including the brain, the liver, the heart, the pancreas and the immune system; it increases the risk of cancers of the mouth, oesophagus, throat and breast; and it has a long-term negative effect on physical performance.

[1] each for any three distinct valid long-term effects, e.g. addiction; damage to brain/liver/heart/pancreas/immune system (accept any one named organ); increased cancer risk (mouth/oesophagus/throat/breast); reduced long-term physical performance. Maximum [3].

The specification lists the following benefits of maintaining quality sleep: it helps growth and repair of the body; it improves concentration, learning and memory; it boosts mental well-being; it boosts the immune system; and it improves physical performance.

[1] each for any three distinct valid benefits from: growth and repair; improved concentration/learning/memory; boosted mental well-being; boosted immune system; improved physical performance. Maximum [3].

Smoking tobacco negatively affects the body in several ways relevant to a performer: it reduces physical performance by impairing lung function and oxygen delivery to the muscles; it can negatively affect mental health; it damages circulation, the lungs, the heart and the brain over time; it affects appetite; and it is strongly linked to associated diseases and to addiction.

[1] each for any four distinct valid negative effects from: reduced physical performance/lung function, effect on mental health, damage to circulation/brain/lungs/heart, effect on appetite, associated diseases, addiction. Maximum [4].

Neglecting mental well-being can lead to a range of negative consequences: poor physical health, a more sedentary lifestyle, decreased motivation to be active, loss of appetite leading to poor nutritional intake, difficulty dealing with trauma, and high amounts of stress, which in excess can lead to cardiac problems.

[1] each for any four distinct valid negative consequences from: poor physical health, sedentary lifestyle, decreased motivation, loss of appetite/poor nutritional intake, difficulty dealing with trauma, high stress (cardiac problems). Maximum [4].

(a) The record shows the player skips breakfast on Wednesday, which removes an important source of energy before the day's activity; across the three days there is very little fruit or vegetable content and a heavy reliance on processed, sugary and fatty foods (crisps, chocolate, fizzy drinks, takeaway pizza, fast food), which does not match recommendations for a balanced diet with adequate carbohydrate, protein, vitamins, minerals and fibre. (b) To better support training and performance, the player should eat a proper breakfast every day, including slow-release (complex) carbohydrates such as porridge or wholegrain toast, to provide sustained energy; she should include fruit and vegetables at most meals to increase vitamin, mineral and fibre intake, and replace processed, high-fat, high-sugar convenience foods (sausage rolls, crisps, takeaways) with home-prepared meals containing lean protein and vegetables, and reduce sugary drinks in favour of water. If her current pattern of eating continues unchanged, the unbalanced energy input and high intake of processed and sugary food could lead to unused energy being stored as fat, increasing the risk of obesity and associated chronic diseases such as heart disease and diabetes; poor micronutrient intake could also lead to vitamin/mineral deficiencies, while irregular meals (skipping breakfast) are likely to reduce her energy levels and concentration in training and competition, directly harming her performance and recovery.

(a) [1] each for any two valid issues (skipping breakfast; low fruit/veg; high processed/sugary/fatty food; low water intake); max [2]. (b) Levels of response [7]: Level 1 (Basic) [1-2]: one or two simple suggestions/consequences with little justification. Level 2 (Satisfactory) [3-5]: at least two specific, justified dietary changes AND at least one consequence of not changing, linked to the player's training. Level 3 (Good) [6-7]: a well-organised response with several specific, justified dietary changes (e.g. breakfast with complex carbohydrates, more fruit/veg, less processed food, more water) and clearly explained consequences for both health (obesity/disease risk, deficiency) and performance (energy, concentration, recovery) if unchanged, using accurate specialist terminology with good written expression (QWC). Answers that are list-like without justification cannot access Level 3.

If a penalty taker's arousal level is too low, they may feel under-motivated or under-alert, react slowly and lack the focus and drive needed to execute the skill with power and precision, increasing the chance of a poor, tentative strike. If arousal is too high, for example due to the pressure of a shoot-out, the performer may experience excessive muscle tension, a narrowing of attention that can cause them to miss important cues, and a breakdown in the fine motor control needed to place the shot accurately, often leading to a rushed or mis-hit kick. Performance is generally best at a moderate, optimal level of arousal, where the performer is alert and motivated without being overwhelmed by anxiety.

[1] Explains a negative effect of too little arousal (e.g. lack of focus/motivation, slow reaction). [1] Links this to a specific performance consequence for the penalty taker. [1] Explains a negative effect of too much arousal (e.g. muscle tension, narrowed attention, loss of fine control). [1] Links this to a specific performance consequence for the penalty taker.

A SMART target must be Specific, Measurable, Achievable, Relevant and Time-bound. An example for this performer is: 'Increase free-throw success rate from 2 out of 10 attempts to 5 out of 10 attempts within four weeks, by practising 20 free throws three times a week.' This target is specific (it names the exact skill), measurable (a clear numerical baseline and goal), achievable and relevant for a beginner (a realistic improvement, directly related to the skill being learned) and time-bound (a clear four-week deadline). Setting SMART targets is beneficial because it gives the learner a clear sense of direction and purpose, keeps them motivated by making progress visible and measurable, and allows the coach and performer to review progress objectively at the end of the set period and adjust the training programme if the target is not being met.

[1] A correctly structured SMART target given, specific to the free throw skill. [1] Target is measurable and time-bound. [1] Explains a benefit of SMART goal-setting for motivation/direction. [1] Explains a benefit of SMART goal-setting for monitoring/reviewing progress.

First, the routine is consistent, efficient and fluent: the gymnast performs each element smoothly, one flowing into the next, without hesitation or wasted movement, which is a defining feature of a skilled performance. Second, the performance is recognisable and linked to a technical model and is aesthetically pleasing: the gymnast's technique closely matches the correct, established technical form for each skill, and the overall routine looks controlled and pleasing to watch, both features the specification identifies as characteristic of skilled performance.

[1] First feature of skilled performance correctly identified (e.g. consistent/efficient/fluent, learned, goal-directed, aesthetically pleasing, linked to a technical model). [1] First feature explained/applied to the gymnast's routine. [1] Second, different feature of skilled performance correctly identified. [1] Second feature explained/applied to the gymnast's routine.

(a) Key planning actions include: carrying out research to establish feasibility; calculating the cost and agreeing a budget; carrying out an effective risk assessment to ensure health and safety; producing a timeline of work with targets and deadlines; securing the necessary facilities and resources (e.g. pitches, balls, bibs); appointing appropriately qualified staff (e.g. referees); organising advertising/marketing to promote the event; and organising any hospitality needed. Any five of these are valid. (b) In a round-robin league of \( n \) teams, the total number of matches is given by \( \dfrac{n(n-1)}{2} \). With \( n = 5 \): \( \dfrac{5 \times 4}{2} = \dfrac{20}{2} = 10 \) matches. This can be checked by listing them: A-B, A-C, A-D, A-E, B-C, B-D, B-E, C-D, C-E, D-E, which is 10 fixtures. (c) Skills/qualities needed include organisational skills (to coordinate fixtures and staff), communication skills (to liaise with teams and staff), leadership, problem-solving (for on-the-day issues), and time management. Any two of these are valid.

(a) [1] each for any five distinct valid planning actions from: feasibility research, budget, risk assessment, timeline, securing facilities/resources, appointing staff, marketing/advertising, hospitality. Maximum [5]. (b) [1] Correct formula \( n(n-1)/2 \) used or correct listing method attempted. [1] Correct substitution \( 5 \times 4 \div 2 \). [1] Correct final answer 10 matches. (c) [1] each for any two valid skills/qualities from the specification list (communication, problem solving, organisational, customer service, interpersonal, leadership, negotiation, financial, sales and marketing, time management, team work / motivation, initiative, creativity, inspiration, enthusiasm, positive attitude). Maximum [2].

(a) In a knockout competition, every match results in exactly one team being eliminated (the loser) while the winner progresses. To go from 5 entrants down to a single overall winner, 4 teams must be eliminated one at a time, so exactly 4 matches \( (5 - 1 = 4) \) are required, regardless of how byes are arranged. (b) One advantage of a knockout format is that it requires far fewer matches (4, compared with 10 for a round-robin league of the same 5 teams), so the tournament can be completed more quickly and needs less pitch time and fewer officials. One disadvantage is that it is far less forgiving: a team can be eliminated after a single poor or unlucky performance, meaning most teams play only one match all day, which reduces the overall amount of competitive experience the event provides compared with a round-robin league where every team is guaranteed to play every other team. (c) The event manager could use a SWOT analysis after the event, identifying its strengths, weaknesses, opportunities and threats, to draw structured conclusions for future events; alternatively, gathering questionnaires or verbal feedback from participants and staff provides direct evidence of what worked well and what did not, which can inform improvements for future tournaments.

(a) [1] Correct answer 4 matches. [1] Correct explanation that each match eliminates exactly one team, so \( n-1 \) matches are needed to reduce 5 entrants to 1 winner. (b) [1] Valid advantage identified (e.g. fewer matches/quicker/cheaper to run). [1] Advantage explained/developed. [1] Valid disadvantage identified (e.g. teams eliminated after one match, less overall competition/game time). [1] Disadvantage explained/developed. (c) [1] Names a valid evaluation method (SWOT analysis, SMART review, questionnaires, verbal feedback, financial analysis, statistical analysis). [1] Explains what the method involves. [2] Links the method clearly to identifying strengths/areas for improvement for future events, with development.

FITT stands for Frequency (how often training takes place), Intensity (how hard the performer trains), Time (the duration of each session) and Type (the kind of exercise/method used). To apply Intensity to develop aerobic fitness, the hockey player could train at a set percentage of her maximum heart rate, for example working at 70-80% of her maximum heart rate during a continuous run, which is a suitable intensity to develop the aerobic energy system without excessive fatigue.

[1] Correctly states F = Frequency. [1] Correctly states remaining letters I = Intensity, T = Time, T = Type (all three needed for this mark). [1] Valid example of applying Intensity given (e.g. % of max heart rate, pace). [1] Example correctly linked to developing aerobic fitness.

Progressive overload means gradually and steadily increasing the demand placed on the body during training (for example increasing the weight lifted, distance run, or number of repetitions over time), so that the body is forced to keep adapting and fitness continues to improve; overload that is not progressive (or is removed) stops producing further gains. Reversibility means that any fitness gained through training will be lost, and fitness levels will decline, if training stops or is significantly reduced, for example due to injury or a lay-off. The two principles are linked because the fitness improvements produced by progressive overload are not permanent: if a performer stops training (removing the overload), the principle of reversibility means those same gains will gradually be lost, so overload must be sustained to maintain fitness.

[1] Progressive overload correctly explained (gradually increasing demand on the body over time). [1] Reversibility correctly explained (fitness is lost if training stops/reduces). [2] Clear, accurate link made between the two principles (e.g. gains from overload are not permanent and are undone by reversibility if training stops).

The principle of specificity states that training should be matched closely to the demands of the performer's sport, event or position, so that the fitness developed directly transfers to improved performance. Javelin throwing is a short, explosive, power-based event relying mainly on anaerobic energy production, muscular power and speed, not on the aerobic endurance developed by long, slow distance running. Because long slow running mainly develops aerobic fitness (and could even reduce explosive power over time), it is not specific to a javelin thrower's needs and is not an appropriate use of her limited training time. A more specific alternative would be plyometric training (e.g. bounding, medicine ball throws) or short, maximal-effort sprint work, both of which develop the explosive power and speed directly relevant to the throwing action.

[1] Specificity correctly defined/explained (training must match the demands of the activity). [1] Correctly identifies that javelin throwing requires power/speed/anaerobic fitness rather than aerobic endurance. [1] Explains why long slow running does not meet this need. [1] Suggests a valid, more specific alternative (e.g. plyometrics, sprint/power training).

Muscular strength is the maximum force a muscle can exert in one contraction (for example a single maximal lift). Muscular endurance is the ability to keep contracting repeatedly without tiring (for example repeated press-ups). Flexibility is the range of movement possible at a joint. Aerobic energy production requires oxygen and suits longer, lower-intensity efforts, while anaerobic energy production does not require oxygen and suits short, high-intensity efforts. Muscular power combines strength and speed, as seen in a explosive jump or throw.

[1] muscular strength. [1] muscular endurance. [1] flexibility. [1] aerobic AND anaerobic both correct (in the right order). [1] muscular power. Maximum [5].

A basketball player needs muscular power to jump explosively for rebounds and shots, and muscular speed to accelerate quickly and change direction when attacking or defending. A marathon runner, in contrast, relies overwhelmingly on aerobic energy production to sustain a steady pace over 26.2 miles, along with muscular endurance in the leg muscles to keep contracting repeatedly for over two hours without excessive fatigue. Justification example: muscular power is important for the basketball player because it allows them to jump higher than an opponent to win a rebound or complete a shot, directly affecting their success in key moments of a game.

[1] Valid component 1 for basketball player (e.g. muscular power, muscular speed, agility-linked component). [1] Valid, different component 2 for basketball player. [1] Aerobic energy production correctly given for marathon runner. [1] Muscular endurance (or other valid component) correctly given for marathon runner. [1] Clear, correct justification linking one chosen basketball component to a specific in-game action.

An effective warm-up should include a low-intensity pulse-raising activity (such as light jogging) to gradually increase heart rate and body temperature, and a stretching activity (active or dynamic stretching) to prepare the muscles and joints for the movements to come; it may also include skill-related practices specific to the activity that follows.

[1] each for any two valid warm-up components: pulse raiser (low intensity), stretching (active/dynamic), skill-related practice. Maximum [2]. Do not accept pulse-lowering/static stretching alone as this belongs to a cool-down.

In isotonic weight training, the muscle changes length as it contracts against a resistance and movement occurs at the joint, such as lifting a dumbbell through a full bicep curl. In isometric training, the muscle contracts and produces tension but does not change length, and no movement occurs at the joint, such as holding a static plank position.

[1] Correctly explains isotonic training involves the muscle changing length/movement occurring. [1] Correctly explains isometric training involves no change in muscle length/no movement, with a valid example of either.

Both active and passive static stretching involve holding a stretch at the end of a joint's range of movement without moving, but they differ in what provides the force to hold the position. In active static stretching, the performer uses their own muscular effort to hold the stretched position, for example lifting a straight leg up in front of the body and holding it there using their own hip flexor strength. In passive static stretching, an external force, such as a training partner, the floor, a wall or gravity, holds the limb in the stretched position rather than the performer's own muscles, for example a partner slowly and gently pushing a teammate's leg further into a hamstring stretch.

[1] Active static stretching correctly explained (performer's own muscular effort holds the position). [1] Passive static stretching correctly explained (an external force/partner/equipment holds the position). [1] A valid, correct example given for at least one type.

(a) Circuit training suits a squad setting because a whole team can train at the same time, with each performer working at their own station, making it time-efficient for a large group; it can also easily be adapted, by changing the exercise, reps or resistance at each station, to suit players of different fitness levels or positions within the same session. (b) This circuit design has several effective features: it alternates between upper-body, lower-body and core stations, which allows one muscle group to recover briefly while another is worked at the next station, helping performers sustain effort and develop muscular endurance across the whole session; the two full circuits and short, controlled recovery periods (45 seconds work, 15 seconds recovery) create a demanding but structured session suited to building both strength and endurance. However, there are safety concerns: several stations (squat jumps, burpees, medicine ball throws) are explosive, high-impact movements that carry an increased risk of injury, particularly on the second circuit when players are fatigued and technique may break down; the description also does not mention a proper warm-up before the circuit begins, which is essential before high-intensity exercise to reduce injury risk. One modification that would improve safety and effectiveness would be to ensure a full pulse-raising and dynamic stretching warm-up is completed before the circuit starts, and/or to increase the recovery time (or reduce work time) at the more explosive, high-impact stations so players can maintain safe technique throughout both circuits, particularly as fatigue sets in.

(a) [1] each for any two valid, distinct reasons why circuit training suits this context (e.g. trains large group simultaneously, time-efficient, adaptable to individual fitness levels, targets multiple muscle groups/fitness components), up to 2 marks each if developed with a reason, maximum [4]. (b) Levels of response [8]: Level 1 (Basic) [1-3]: identifies a strength or a weakness of the circuit with little development; suggestion for modification is vague or missing. Level 2 (Satisfactory) [4-6]: identifies at least one clear strength (e.g. alternates muscle groups/whole-body coverage) and one clear safety/effectiveness weakness (e.g. explosive exercises when fatigued, no warm-up mentioned), with a relevant modification suggested. Level 3 (Good) [7-8]: a well-balanced, detailed evaluation covering multiple strengths (efficient, adapts muscle groups, structured recovery) and weaknesses (injury risk from explosive stations especially when fatigued, lack of stated warm-up) with a clearly justified, specific modification (e.g. add a full warm-up; adjust work:recovery ratio at high-impact stations) that would genuinely improve safety or effectiveness.

(a) A suitable session for 800 m speed-endurance might use: work interval distance of 300 m; intensity around 90-95% of current 800 m race pace; 6 repetitions; recovery of approximately 90 seconds between reps; active recovery (light jogging/walking) to keep the aerobic system engaged between efforts; and 1 to 2 sets depending on the runner's training phase. (Other realistic combinations consistent with 800 m speed-endurance training are acceptable — see marking scheme.) (b) This session can be justified using the FITT principle. Frequency: this type of high-intensity interval session should be included perhaps once or twice a week, allowing adequate recovery between sessions to avoid overtraining, alongside other aerobic and technical sessions. Intensity: working at around 90-95% of race pace over-loads both the aerobic and anaerobic (lactic acid) energy systems that dominate 800 m running, which is more specific to race demands than either an all-out sprint or a slow continuous run. Time: the total work-to-rest structure (6 x 300 m with 90 seconds' active recovery) is long enough in total volume to build speed endurance but short enough per repetition to maintain good running technique and pace, avoiding the drop in intensity that would occur if reps were too long or too frequent. Type: interval training is the most appropriate method (rather than continuous or fartlek training) because it allows the runner to work at an intensity close to race pace for repeated short bursts, which continuous steady-pace training cannot replicate, directly targeting the specific speed-endurance demands of an 800 m race. To progressively overload the session across a training block (applying the SPORRT principle of progression), the coach could gradually reduce the recovery time between repetitions (for example from 90 seconds down to 60 seconds over several weeks), increase the number of repetitions or sets, or increase the pace of the work intervals, so that the training stimulus continues to challenge the runner as her fitness improves, while monitoring that the sessions remain safe and she is not showing signs of excessive fatigue or overtraining.

(a) [1] each for a realistic value for: work distance (100-400 m range), intensity (80-100% race pace range), repetitions (4-8 range), recovery time (30-120 s range), type of recovery correctly stated as active or passive with reasoning consistent with (b), number of sets (1-3 range). Maximum [6]; award marks for realistic, internally consistent values even if they differ from the model answer. (b) Levels of response [12]. Level 1 (Basic) [1-4]: refers to one or two elements of FITT with limited justification; little or no reference to progression. Level 2 (Satisfactory) [5-8]: covers at least two elements of FITT with justification linked to 800 m demands, AND describes at least one valid method of progressively overloading the session over time. Level 3 (Good) [9-12]: covers all four elements of FITT (frequency, intensity, time, type), each clearly justified with specific reference to the physiological/race demands of 800 m running (e.g. combined aerobic/anaerobic demand, race-pace specificity), AND explains at least two valid, specific methods of progressive overload (e.g. reducing recovery, increasing reps/pace) appropriately linked to the SPORRT principle, written with accurate specialist terminology, clear organisation and few errors of spelling, punctuation and grammar (QWC).

A 400 m race is completed in under a minute at very high, close-to-maximal intensity, so the sprinter relies predominantly on anaerobic energy production to fuel this short, explosive effort, even though some aerobic contribution supports the closing stages. A 10,000 m race, by contrast, lasts around 30 minutes or more and must be run at a much lower, sustainable intensity, so the distance runner relies predominantly on aerobic energy production, which can supply energy over this much longer duration provided oxygen is available. In short, as race distance/duration increases and intensity necessarily decreases, the balance of energy production shifts from mainly anaerobic (400 m) towards mainly aerobic (10,000 m).

[1] Correctly identifies the 400 m sprinter relies predominantly on anaerobic energy production. [1] Gives a valid reason (short duration/very high intensity). [1] Correctly identifies the 10,000 m runner relies predominantly on aerobic energy production. [1] Gives a valid reason (long duration/lower, sustainable intensity).

This test battery does have some strengths in relation to the factors underpinning fair assessment. Each test shows reasonable validity, as each one is a widely recognised measure that is closely linked to the specific component of fitness it claims to test: the multi-stage fitness test estimates aerobic fitness through a progressively harder shuttle run, the hand-grip dynamometer isolates and measures grip/forearm muscular strength, the press-up test measures upper-body muscular endurance through repeated contractions, and the sit-and-reach test measures the flexibility of the hamstrings and lower back. However, the fairness and reliability of the results depend heavily on how consistently the tests are carried out on both occasions (start and end of the training block). For results to be reliable and comparable, the conditions and environment (same surface, indoor/outdoor location, temperature) and protocol (same warm-up, same instructions, same equipment, ideally the same tester) must be kept identical both times; if, for example, the multi-stage fitness test is run on a different surface or by a different tester giving less encouragement the second time, any change in score may reflect the change in conditions rather than a genuine change in fitness. Accuracy of measurement also matters, for example ensuring the dynamometer is correctly calibrated and reset between attempts. Fairness is also affected by factors specific to each student on the day: their emotions, motivation and state of readiness (are they equally motivated and rested both times?), and their state of hydration and health (illness, dehydration or fatigue on one occasion would unfairly lower that student's score). One clear improvement would be to standardise the testing protocol precisely in writing (same time of day, same warm-up, same verbal encouragement script, same equipment/surface, same order of tests) and to brief students in advance so that motivation, readiness and hydration are as consistent as possible between the two testing sessions, making any change in scores a fairer reflection of genuine change in fitness.

Levels of response (12 marks). Level 1 (Basic) [1-4]: identifies that the tests measure relevant components, with little or no reference to the named fairness factors (specificity, validity, reliability, conditions, protocol, accuracy, athlete state); improvement, if given, is vague. Level 2 (Satisfactory) [5-8]: explains that each test is broadly valid for its component (specificity/validity) AND discusses at least one factor that could threaten fairness/reliability (e.g. inconsistent conditions/protocol, or athlete motivation/health on the day), with a relevant improvement suggested. Level 3 (Good) [9-12]: a well-organised, detailed evaluation that explains the validity of each named test for its component, discusses reliability/conditions/protocol/accuracy of measurement AND athlete-related factors (emotions, motivation, readiness, hydration, health) as genuine threats to fair comparison between the two testing occasions, and proposes a specific, well-justified improvement to standardise testing; written with accurate specialist terminology and few errors of spelling, punctuation and grammar (QWC).

A tennis serve is a discrete skill: it has a clearly defined beginning (the ball toss/starting stance) and a clearly defined end (contact with the ball and follow-through), and it is a single, self-contained action rather than one that continues indefinitely or repeats to build a longer movement. A gymnastics floor routine, in contrast, is a serial skill: it is made up of a series of individual discrete skills (for example a forward roll, followed by a leap, followed by a handstand) that are linked together in a specific, learned order to form one complete, longer performance.

[1] Tennis serve correctly classified as discrete. [1] Correct explanation given (clear start and end point, not repeated/continuous). [1] Gymnastics floor routine correctly classified as serial. [1] Correct explanation given (series of discrete skills linked in order).

Because the triple jump is a complex serial skill made up of three distinct phases (hop, step, jump) performed in a demanding sequence, attempting to teach the whole action at once could easily overload a complete beginner, who may become confused, make repeated technical errors, or lose confidence. Using part practice, the coach can isolate and teach one phase at a time, for example practising the hop phase alone until the technique and landing are secure, before moving on to the step and then the jump, allowing the beginner to master each element with full attention before combining them. A drawback of part practice is that it can be difficult for the performer to link the separately learned parts smoothly together, since the timing, rhythm and transitions between phases (which are crucial in the triple jump) are not practised until the parts are eventually combined, meaning the final whole skill may feel disjointed at first and require further whole-practice work to develop fluency.

[1] Identifies triple jump as complex/serial, requiring part practice to avoid overload. [1] Explains part practice allows each phase to be mastered individually before combining. [1] Valid drawback identified (e.g. difficulty linking/timing the parts together, loss of overall flow/rhythm). [1] Drawback explained/developed.

Fixed (or drill) practice involves repeating the same skill over and over in exactly the same, unchanging conditions, for example a player repeatedly chest-passing a ball to a stationary partner from the same fixed distance; it is most useful for building the basic technique of a skill in the early stages of learning. Variable practice involves practising the skill under a range of different, changing conditions, for example passing from different distances and angles, at different speeds, or with a defender applying pressure, so the performer learns to adapt the skill to different situations. For an experienced netball player, variable practice would be more appropriate, because in an actual match the chest pass must be performed under constantly changing, unpredictable conditions (different distances, angles and defensive pressure), so practising with this variety better prepares the experienced performer to transfer and adapt the skill successfully to real match situations, which is what an open, team-sport skill like this demands.

[1] Fixed/drill practice correctly explained (repeating the skill in unchanging/identical conditions). [1] Variable practice correctly explained (practising the skill under a range of changing conditions). [1] Correctly identifies variable practice as more appropriate for the experienced player. [1] Valid reason given, linked to match-realistic/unpredictable conditions or the open nature of the skill.

(a) This is an open skill, because it is performed in a changing, unpredictable environment: the direction and speed of the shot are not known in advance and are decided by the opponent, so the goalkeeper must constantly read and adapt their save to the specific situation, rather than performing a fixed, pre-planned movement. (b) This is a perceptual-motor skill, because the goalkeeper must first perceive and interpret sensory information (the perceptual element: seeing and judging the flight and direction of the shot) and then produce a coordinated physical movement in response (the motor element: diving to intercept the ball); both elements are essential and interlinked in this single skill. (c) Reaction time is a key underpinning factor, because with a fast, low shot the goalkeeper has very little time between the ball being struck and it reaching the goal, so a quick reaction time is essential to begin moving towards the ball as early as possible. Agility is also key, because the goalkeeper must rapidly change their body position and direction, diving low and to one side, while maintaining balance and control, to reach a ball travelling towards either corner of the goal.

(a) [1] Correct classification: open skill. [1] Valid justification referencing the unpredictable/changing environment. (b) [1] Correct classification: perceptual-motor skill. [1] Valid justification referencing both the perceptual (reading the shot) and motor (movement/dive) elements. (c) [1] each for two valid factors from: co-ordination, balance, reaction time, agility (maximum 2 for naming). [1] each for a correct, specific explanation of how each named factor is important to this save (maximum 2 for explanation). Maximum [4].

Intrinsic feedback comes from within the performer's own senses and 'feel' for the movement; an experienced golfer at the autonomous stage has well-developed kinaesthetic awareness, so they can often tell immediately from the feel and sound of the strike whether the shot was well hit, without anyone telling them. Extrinsic feedback, by contrast, comes from an outside source, such as a coach commenting on the golfer's swing plane, a video replay, or a playing partner's observation. Concurrent feedback is received during the performance of the skill itself, for example the golfer sensing their weight shifting or their balance changing part-way through the swing, while the shot is still being played. Terminal feedback is received after the skill has been completed, for example the golfer seeing where the ball lands and how it flies once the shot is finished, or receiving a coach's comments once the swing is over.

[1] Intrinsic feedback correctly explained (from the performer's own senses/feel). [1] Extrinsic feedback correctly explained (from an external source, e.g. coach) with a valid golf example for at least one. [1] Concurrent feedback correctly explained (received during the performance). [1] Terminal feedback correctly explained (received after the performance is complete). [1] At least one clear, correct golf-specific example given for concurrent or terminal feedback.