2023 CCEA A-Level Sports Science and the Active Leisure Industry MA11 模擬試題連答案詳解

Cardiac output is the volume of blood pumped out by the heart (from one ventricle) in one minute [1]; it is calculated as heart rate multiplied by stroke volume, Q = HR × SV [1].
Final answer: cardiac output = the volume of blood pumped by the heart in one minute (heart rate × stroke volume).

[2] 1 mark: correct reference to volume of blood pumped by the heart per minute; 1 mark: correct formula/relationship (heart rate × stroke volume).

Stroke volume is the volume of blood ejected from the heart (left ventricle) with each single heartbeat/contraction [1], usually measured in millilitres per beat (ml/beat) [1].
Final answer: stroke volume = the volume of blood pumped out of the heart with each beat.

[2] 1 mark: correct reference to volume of blood pumped per beat; 1 mark: correct reference to the ventricle (heart) as the source, or correct unit (ml/beat).

Vasoconstriction is the narrowing of the diameter of a blood vessel, caused by the contraction of smooth muscle in the vessel wall [1]; this reduces blood flow through that vessel, and during exercise it occurs in vessels supplying non-essential areas such as the gut and skin, reducing blood flow to them [1]. Vasodilation is the widening of the diameter of a blood vessel, caused by relaxation of the smooth muscle in the vessel wall [1]; during exercise this occurs in vessels supplying the working skeletal muscles, increasing blood flow and oxygen delivery to them [1]. Together, vasoconstriction in non-essential areas and vasodilation at the working muscles redistribute cardiac output to where it is needed most during exercise — this is known as the vascular shunt mechanism.
Final answer: vasoconstriction narrows vessels and reduces blood flow (redirected away from non-essential organs); vasodilation widens vessels and increases blood flow (to working muscles); together they redistribute cardiac output during exercise (vascular shunt).

[4] 1 mark: correct definition of vasoconstriction (narrowing of vessel diameter); 1 mark: correct definition of vasodilation (widening of vessel diameter); 1 mark: valid example of vasoconstriction redirecting blood away from non-essential areas (e.g. gut/skin) during exercise; 1 mark: valid example of vasodilation increasing blood flow to working muscles during exercise. Accept reference to the vascular shunt mechanism for the marks on either point.

A trained athlete's heart typically shows cardiac hypertrophy — it is larger than an untrained heart, particularly with a thicker/larger left ventricle wall [1]. As a result of this increased size and strength, the trained heart has a higher stroke volume at rest, ejecting a greater volume of blood with each beat than an untrained heart [1]. Because more blood is pumped per beat, the trained heart does not need to beat as often to maintain the same resting cardiac output, resulting in a lower resting heart rate than an untrained person — this is known as bradycardia [1]. Overall, the trained heart is more efficient at rest, achieving the same (or similar) resting cardiac output as an untrained heart, but through fewer, more powerful beats [1].
Final answer: the trained heart is larger (hypertrophy), has a higher resting stroke volume, and a lower resting heart rate (bradycardia) than an untrained heart, achieving similar cardiac output more efficiently.

[4] 1 mark: trained heart is larger/hypertrophy; 1 mark: trained heart has higher resting stroke volume; 1 mark: trained heart has lower resting heart rate/bradycardia; 1 mark: correct explanatory link between these three factors (e.g. same cardiac output achieved more efficiently).

1. Setting achievable, progressive goals [1]: success in reaching realistic, progressively harder targets builds a performer's sense of competence and personal enjoyment, a reward that comes from within rather than from an external source [1].
2. Giving positive feedback and praise for effort and improvement, not just outcome [1]: this reinforces the performer's sense of accomplishment and self-worth, encouraging them to continue participating for internal satisfaction rather than only for external reward [1].
3. Giving the performer some choice/autonomy over their training activities [1]: this increases their sense of ownership and personal involvement in their own development, which is a key driver of intrinsic motivation [1].
Final answer: a coach can increase intrinsic motivation by setting achievable/progressive goals, giving positive process-focused feedback, and giving the performer choice/autonomy in training.

[6] Marked as 3 × [2]. For each strategy: 1 mark for correctly naming a valid strategy; 1 mark for a clear description of how it increases intrinsic motivation. Examples of suitable strategies: goal-setting (achievable/progressive goals); positive/process-focused feedback and praise; giving choice/autonomy; varying training to maintain interest; use of intrinsic rewards (satisfaction, mastery). All other valid responses will be given credit.

(i) A tennis serve is a closed skill [1], because it takes place in a stable, predictable environment that does not change while the skill is performed (the court and ball are under the performer's control) [1]; it is also self-paced, because the performer decides when to begin the serve [1].
(ii) Dribbling a basketball while closely marked by a defender is an open skill [1], because it takes place in an unpredictable, constantly changing environment — the defender's position and movements are unknown in advance and the performer must continuously adapt [1]; it is also externally paced, because the timing and pace of the dribbling actions are dictated by the defender's movements rather than fully controlled by the performer [1].
Final answer: tennis serve = closed and self-paced; dribbling under defensive pressure = open and externally paced.

[6] Marked as 3 × [1] for each skill: (i) 1 mark: closed skill correctly identified with valid reasoning; 1 mark: self-paced correctly identified; 1 mark for a further supporting reason/detail. (ii) 1 mark: open skill correctly identified with valid reasoning; 1 mark: externally paced correctly identified; 1 mark for a further supporting reason/detail. All other valid, correctly justified classifications will be given credit.

This describes the autonomous stage of learning [1], because at this stage the skill has become habitual/automatic, requiring little conscious thought, which frees up the performer's attention to focus on other aspects of performance, such as tactics [1].
Final answer: the autonomous stage of learning.

[2] 1 mark: autonomous stage correctly identified; 1 mark: valid reasoning given (skill performed automatically/with little conscious thought, freeing attention for other tasks such as tactics).

1. Command style [1]: the coach makes all the decisions, and performers reproduce the skill/technique exactly as instructed [1]; this is most appropriate for beginners learning a new, technically precise or potentially dangerous skill (such as a gymnastics vault), since safety and correct technique are paramount and beginners have little prior knowledge to draw on [1].
2. Reciprocal style [1]: performers work in pairs, taking turns to perform the skill and give feedback to their partner, often using a checklist provided by the coach [1]; this is most appropriate once performers have a basic grasp of the skill, allowing them to benefit from immediate peer feedback and increased engagement [1].
Final answer: command style (best for teaching a new, precise/dangerous skill to beginners) and reciprocal style (best once performers have a basic grasp and can give useful peer feedback).

[6] Marked as 2 × [3]. For each teaching style: 1 mark for correctly naming a valid style (command, reciprocal, discovery, problem-solving); 1 mark for accurately describing the style; 1 mark for a valid explanation of when it is most appropriate. All other valid teaching styles, correctly described and justified, will be given credit.

Positive transfer occurs when a previously learned skill helps the learning of a new skill. For a tennis player taking up badminton, skills such as the overhead hitting action (used in the tennis serve/smash and the badminton clear/smash), general hand-eye coordination developed through racket sports, footwork patterns for moving efficiently around a court, and tactical awareness of shot placement and court positioning could all transfer positively, helping the player learn badminton more quickly than a complete beginner with no racket-sport background.
Negative transfer occurs when a previously learned skill interferes with the learning of a new one. Tennis and badminton differ in several important technical respects: the badminton racket is much lighter than a tennis racket, requiring a faster, wristier snap action rather than the fuller arm swing typically used in tennis groundstrokes; the badminton serve is underarm and follows different rules to the tennis serve; and the shuttlecock decelerates rapidly in flight, requiring different judgement of shot timing and trajectory compared to a tennis ball. Habits ingrained from years of tennis practice — for example, a full-armed swing — could interfere with, and slow down, the player's ability to learn the correct, more compact badminton technique, resulting in negative transfer.
Overall, a tennis player taking up badminton is likely to experience both effects: positive transfer from broadly similar racket-sport principles (coordination, footwork, tactical awareness) that speeds up initial learning, and negative transfer from specific technical differences (racket weight, swing type, serve action, shuttle flight) that can create bad habits requiring correction. A coach working with such a player should actively build on the positively transferable skills to boost confidence and progress, while specifically identifying and correcting the technique elements most at risk of negative transfer through targeted, deliberate practice.
Final answer: positive transfer (shared racket-sport coordination, footwork and tactical awareness) speeds up the tennis player's badminton learning, while negative transfer (differing racket weight/swing, serve action and shuttle flight) can create technique habits that interfere with correct badminton technique — a coach should build on the former while correcting the latter.

Levels of response (8 marks). Level 1 (Basic, 1–3 marks): identifies positive and/or negative transfer with limited, undeveloped analysis; little or no reference to specific tennis/badminton examples; weak written communication. Level 2 (Good, 4–6 marks): analyses both positive and negative transfer with reasonable development and some accurate, relevant sporting examples; satisfactory written communication. Level 3 (Excellent, 7–8 marks): detailed, well-balanced analysis of both positive and negative transfer, with precise, accurate sporting examples specific to tennis and badminton, and a clear overall conclusion (e.g. coaching implications); confident use of specialist terminology and clear written communication. Examples of suitable points to be included: positive transfer — overhead hitting action, hand-eye coordination, footwork, tactical/court awareness; negative transfer — lighter racket/wristier action vs fuller tennis swing, different serve action, faster shuttle deceleration requiring different timing judgement; conclusion about coaching implications (reinforcing positive transfer, correcting negative transfer). All other valid responses will be given credit.

(i) Shoulder flexion (raising the arm to shoot) occurs at the shoulder joint [1], a ball-and-socket joint [1]; the main agonist is the anterior deltoid (assisted by pectoralis major) [1], which shortens under tension, so this is a concentric contraction [1].
(ii) Plantar flexion of the ankle during push-off occurs at the ankle joint [1], a hinge joint [1]; the main agonist is the gastrocnemius (assisted by soleus) [1], contracting concentrically to plantarflex the ankle and push the body upward [1].
(iii) Extension of the elbow during ball release occurs at the elbow joint [1], a hinge joint [1]; the main agonist is the triceps brachii [1], contracting concentrically to extend the elbow and release the ball [1].
Final answer: (i) shoulder, ball-and-socket, anterior deltoid, concentric; (ii) ankle, hinge, gastrocnemius, concentric; (iii) elbow, hinge, triceps brachii, concentric.

[12] Marked as 3 × [4], 1 mark for each of: correct joint named; correct joint type named; correct agonist muscle named; correct type of contraction named (concentric in each case, since all three actions occur during the active, force-producing upward/release phase of the shot). Accept pectoralis major as an alternative/additional agonist for shoulder flexion, and soleus as an alternative/additional agonist for plantar flexion.

The hip and shoulder are both examples of a ball-and-socket joint [1]. This joint type allows a wide range of movement, including rotation, circumduction, and abduction/adduction, in addition to flexion and extension [1].
Final answer: ball-and-socket joint; also allows rotation (or circumduction/abduction/adduction).

[2] 1 mark: ball-and-socket joint correctly named; 1 mark: any one valid additional movement type (rotation, circumduction, abduction, adduction).

Muscular adaptations: sustained resistance training causes muscle hypertrophy, an increase in the cross-sectional area of muscle fibres (particularly fast-twitch fibres), resulting from an increase in the size and number of myofibrils within each fibre; this increases the muscle's capacity for force production, improving maximal strength. The tendons attaching muscle to bone also adapt, becoming stronger and better able to withstand the greater tensile loads placed on them, which can help reduce injury risk.
Skeletal adaptations: bones respond to the increased mechanical stress of resistance training by increasing their density and strength, as the body lays down more bone mineral in response to load; this helps protect against fractures and can help reduce the risk of conditions such as osteoparosis (bone thinning) in later life. Ligaments and tendons at the joints also strengthen, improving joint stability and helping to reduce the risk of injuries such as sprains.
Overall assessment: together, these muscular and skeletal adaptations significantly improve a performer's strength, joint stability, injury resistance and long-term musculoskeletal health. However, these adaptations require a sustained, progressively overloaded training programme developed over weeks and months, and must be balanced with adequate recovery time, since inadequate recovery can lead to overtraining injuries that undermine the intended benefits.
Final answer: resistance training causes muscular adaptations (hypertrophy, increased force production, stronger tendons) and skeletal adaptations (increased bone density/strength, stronger ligaments/tendons at joints), improving strength and reducing injury risk, but these benefits depend on sustained, progressive training with adequate recovery.

Levels of response (10 marks). Level 1 (Basic, 1–4 marks): identifies one or two adaptations (muscular and/or skeletal) with limited, undeveloped comment; weak written communication. Level 2 (Good, 5–7 marks): describes several muscular and skeletal adaptations with reasonable development; satisfactory written communication. Level 3 (Excellent, 8–10 marks): detailed, well-balanced assessment covering both muscular adaptations (hypertrophy, force production, tendon strength) and skeletal adaptations (bone density/strength, ligament/tendon strength at joints), with a clear overall conclusion (e.g. on training requirements/recovery); confident use of specialist terminology and clear written communication. Examples of suitable points to be included: muscle hypertrophy/increased myofibril size and number; increased force production capacity; stronger tendons; increased bone density/mineral content; reduced fracture/osteoporosis risk; stronger ligaments/tendons improving joint stability; need for progressive overload and adequate recovery. All other valid responses will be given credit.

(i) Anabolic steroids are synthetic derivatives of testosterone [1], used to increase muscle mass and strength by promoting protein synthesis, allowing athletes to train harder and recover faster, increasing power and strength for events such as weightlifting or sprinting [1]. A health risk associated with their use is liver damage or cardiovascular problems, such as increased risk of heart disease or high blood pressure [1]; they can also cause hormonal disturbances — for example, reduced natural testosterone production in men, or masculinising effects in women [1].
(ii) Blood doping, including the use of erythropoietin (EPO), increases the number of red blood cells (or concentration of haemoglobin) in the blood, either by reinjecting previously withdrawn and stored red blood cells, or by taking synthetic EPO to stimulate red blood cell production [1]; this increases the oxygen-carrying capacity of the blood, improving aerobic endurance performance [1]. A health risk associated with this practice is increased blood viscosity (thickness) [1], which raises the risk of blood clots, stroke or heart attack, since the heart has to work harder to pump the thickened blood [1].
Final answer: (i) anabolic steroids increase muscle mass/strength via increased protein synthesis, with health risks including liver damage, cardiovascular problems and hormonal disturbance; (ii) blood doping/EPO increases red blood cell count and oxygen-carrying capacity, improving endurance, with the health risk of increased blood viscosity raising the risk of clots, stroke or heart attack.

[8] Marked as 2 × [4]. For each ergogenic aid: 1 mark for correct mechanism of action; 1 mark for correct performance benefit; 1 mark for a valid named health risk; 1 mark for an explanation of that health risk. All other valid, accurately described ergogenic aids and health risks will be given credit.

At altitude, the lower atmospheric (partial) pressure of oxygen means the body receives less oxygen with each breath. In response, the kidneys increase production of erythropoietin (EPO), which stimulates increased red blood cell (and haemoglobin) production, improving the blood's oxygen-carrying capacity. When the athlete returns to sea level, this elevated red blood cell count can persist for several weeks, potentially improving aerobic endurance performance, as more oxygen can be delivered to the working muscles than before the altitude training block.
However, there are several drawbacks. It can take two to three weeks or longer at altitude for these beneficial adaptations to develop fully, and the effects are temporary, fading within a few weeks of returning to sea level, so the timing of altitude training relative to competition is critical. Training intensity and volume are often harder to maintain at altitude, due to reduced oxygen availability, which can lead to detraining of other fitness components, such as speed or muscular power, if not carefully managed. Access to suitable altitude locations or altitude-simulation facilities can also be expensive and impractical for many athletes. Finally, individual responses to altitude training vary considerably, so not all athletes benefit equally, and some may experience altitude sickness or other health issues.
Overall, altitude training can be an effective tool for improving endurance performance if used appropriately — with the correct duration, careful timing before competition, and close management of training load — but it does not guarantee an improvement for every individual, and it carries real practical and financial drawbacks that must be weighed against its potential benefits.
Final answer: altitude training can improve endurance performance by stimulating increased EPO production and red blood cell count, raising oxygen-carrying capacity, but its benefits are temporary, take weeks to develop, are hard to combine with maintaining training intensity, are expensive/impractical for many athletes, and vary between individuals — so it is only effective when carefully planned and is not guaranteed to benefit everyone.

Levels of response (12 marks). Level 1 (Basic, 1–4 marks): limited, fragmented comments on altitude training with little reference to physiological mechanism or drawbacks; weak written communication. Level 2 (Good, 5–8 marks): describes the physiological adaptation (EPO/red blood cells) and identifies some drawbacks, with reasonable development; satisfactory written communication. Level 3 (Excellent, 9–12 marks): detailed, well-balanced evaluation covering the physiological mechanism (reduced oxygen pressure → increased EPO → increased red blood cells/haemoglobin → improved oxygen-carrying capacity) and multiple drawbacks (time needed, temporary effect, detraining risk, cost/access, individual variation), with a clear, justified overall evaluative conclusion; confident use of specialist terminology and clear written communication. All other valid responses will be given credit.

Benefits: developments in sports clothing and equipment — such as lightweight, aerodynamic materials used in cycling and athletics clothing, advanced swimsuit materials, improved footwear cushioning and spike design, and better racket or bat materials — can improve a performer's speed, efficiency and comfort, sometimes producing measurable performance gains such as faster times or greater accuracy. Video analysis technology also allows coaches and performers to receive more detailed feedback on technique, supporting improved training. Technology such as Hawk-Eye and goal-line technology has also improved the fairness and accuracy of officiating decisions, reducing controversial refereeing/umpiring errors.
Ethical implications: however, if access to the most advanced, and often expensive, technology and equipment is unequal between individual athletes, teams or countries, this can undermine fair competition, since sporting success may then partly reflect a competitor's financial resources or access to technology rather than pure athletic ability. Some technological developments — such as certain high-tech swimsuits in the past — have subsequently been banned by governing bodies after being judged to give an unfair advantage over performance achieved through the athlete's own training and ability. This shows that sports governing bodies face an ongoing challenge in continually reviewing and regulating what is considered an acceptable technological aid, in some ways mirroring the regulatory response to performance-enhancing drug use, where a substance or method judged to compromise fairness is banned even if it could improve performance.
Overall, technology can genuinely enhance both athletic performance and the fairness/accuracy of officiating, but sports governing bodies must continually balance the benefits of innovation against the risk that unequal access to technology could compromise the sport's fairness and integrity, often requiring specific rules on what technology or equipment is permitted in competition.
Final answer: sports technology can improve performance (better materials/equipment, more detailed feedback) and improve fairness of officiating (e.g. Hawk-Eye), but unequal access to expensive technology risks undermining fair competition, which is why governing bodies must regulate and sometimes ban technologies judged to give an unfair advantage — a challenge comparable to regulating performance-enhancing drugs.

Levels of response (16 marks). Level 1 (Basic, 1–5 marks): limited, fragmented comments on technology's impact, with little reference to both benefits and ethical implications; weak written communication. Level 2 (Good, 6–11 marks): discusses both the performance benefits and some ethical implications of sports technology with reasonable development and relevant examples; satisfactory written communication. Level 3 (Excellent, 12–16 marks): detailed, well-balanced, synoptic discussion covering performance benefits (equipment/clothing materials, officiating technology) and ethical implications (unequal access, banned technologies, governing body regulation, comparison with drug regulation), with a clear, justified overall conclusion; confident use of specialist terminology and clear written communication. All other valid responses will be given credit.