2024_AQA A-Level Physical Education Paper 2 Factors Affecting Optimal Performance in Physical Activity and Sport (Merged Question Paper and Marking Scheme)

2024_AQA A-Level Physical Education Paper 2 Factors Affecting Optimal Performance in Physical Activity and Sport (Merged Question Paper and Marking Scheme) Please write clearly in block capitals. Centre number Surname Forename(s) Candidate signat ure A-level I declare this is my own work. Candidate number PHYSICAL EDUCATION Paper 2 Factors affecting optimal performance in physical activity and sport Wednesday 5 June 2024 Materials For this paper you may use:  a calculator. Instructions Morning Time allowed: 2 hours For Examiner’s Use Section Mark A  Use black ink or black ball-point pen. Pencil should only be used for drawing.  Fill in the boxes at the top of this page. B  Answer all questions. You must answer the questions in the spaces provided. Do not write on blank pages.  If you need extra space for your answer(s), use the lined pages at the end of this book. Write the question number against your answer(s).  Do all rough work in this book. Cross through any work you do not want to be marked. Information  The marks for questions are shown in brackets.  The maximum mark for this paper is 105.  Questions should be answered in continuous prose. You will be assessed on your ability to: – use good English – organise information clearly C TOTAL – use specialist vocabulary where appropriate. A-Level Physical Education: Paper 2 - Factors Affecting Optimal Performance in Physical Activity and Sport: Exam preview preparation sections This paper focuses on the factors that affect an individual’s optimal performance in sport and physical activity. You’ll explore a range of physiological, psychological, and environmental elements that contribute to an athlete’s success and how these can be optimized for peak performance. 1. Physiological Factors:  Energy Systems: o Understand how the body uses different energy systems (aerobic, anaerobic, and ATP-PC) during exercise and how they relate to different types of sport. o The role of lactate threshold and VO2 max in endurance sports, and the importance of energy systems in anaerobic activities like sprinting.  Muscular System: o The role of muscle fibers (fast-twitch vs. slow-twitch) in different sports and how training can influence these muscle types. o Muscle hypertrophy and strength training for enhancing power and strength performance.  Cardiovascular System: o The importance of heart rate, stroke volume, and cardiac output in performance, and how aerobic training improves cardiovascular fitness. o Blood flow and oxygen delivery to working muscles during exercise.  Respiratory System: o The role of the lungs in delivering oxygen to muscles during exercise and how lung capacity  Flexibility and Joint Health: The importance of flexibility in injury prevention and performance in activities that require a wide range of motion, like gymnastics or swimming. 2. Psychological Factors:  Mental Preparation: o Techniques to enhance focus and concentration, such as visualization, positive imagery, and self-talk. o The role of goal-setting (SMART goals) in improving performance and motivation.  Stress and Anxiety Management: o How arousal levels impact performance (Yerkes-Dodson law) and methods to control anxiety and stress (e.g., progressive muscle relaxation, mindfulness). o Confidence: The role of self-confidence in improving performance and the impact of positive or negative experiences on belief in one’s abilities.  Motivation: o The difference between intrinsic and extrinsic motivation and how each influences performance. o Achievement motivation and how it drives athletes to push themselves to achieve optimal performance. 3. Key Areas to Revise:  Physiology and Energy Systems: Be clear on the different energy systems and their role in various sports (e.g., aerobic for long-distance running, anaerobic for short sprints).  Psychological Theories: Understand the major psychological concepts, such as mental toughness, arousal control, and motivation.  Training Techniques: Know how specific training methods like interval training, strength training, and plyometrics impact performance in different sports.  Nutrition and Recovery: Study the impact of nutrition, hydration, and sleep on optimizing athletic performance. 7582/2 IB/H/Jun24/G4002/E5 2 Do not write outside the box Section A IB/H/Jun24/7582/2 Exercise physiology and biomechanics Answer all questions in this section. Only one answer per question is allowed. For each question completely fill in the circle alongside the appropriate answer. CORRECT METHOD WRONG METHODS If you want to change your answer you must cross out your original answer as shown. If you wish to return to an answer previously crossed out, ring the answer you now wish to select as shown. 0 1 Which one of the following is an acute injury? [1 mark] A Achilles tendonitis B Dislocated shoulder C Tibial stress fracture 0 2 Which one of the following is a correct unit of measurement for acceleration? [1 mark] A Metres (m) B Metres per second (m/s) C 2 Metres per second squared (m/s ) D Seconds (s) 3 Do not write outside the box IB/H/Jun24/7582/2 0 3 State three factors which affect stability. [3 marks] 1 2 3 0 4 . 1 Height of release and speed of release are two factors affecting the horizontal displacement of a projectile. Name one other factor which affects the horizontal displacement of a projectile. [1 mark] 0 4 . 2 Figure 1 shows the flight path of a shot put. Sketch the vector components at the three points shown on Figure 1, which represent:  the point of release  the highest point of flight  the point immediately before landing. [3 marks] Figure 1 Turn over ► 4 Do not write outside the box IB/H/Jun24/7582/2 0 5 Figure 2 shows a gymnast performing a front tuck somersault. Figure 2 Analyse how the gymnast makes use of the principle of conservation of angular momentum when performing this front tuck somersault. [3 marks] 5 Do not write outside the box IB/H/Jun24/7582/2 0 6 Following intense exercise elite athletes are required to maximise their recovery. Analyse how nutrition can contribute to effective recovery from intense exercise, resulting in improved performance in the future. [8 marks] You may use this space to plan your answer. Turn over ► 6 Do not write outside the box IB/H/Jun24/7582/2 Extra space 7 Do not write outside the box IB/H/Jun24/7582/2 Turn over ► 8 Do not write outside the box IB/H/Jun24/7582/2 0 7 Hayley is training for a half marathon (21 km). Her target is to run the race in 1 hour and 45 minutes. Table 1 shows her training programme in the 6 weeks leading up to the race. Table 1 Monday Tuesday Wednesday Thursday Friday Saturday Sunday Week 1 Rest Rest 30-minute continuous run Rest Rest 5 km continuous run Rest Week 2 Rest Rest 35-minute continuous run Rest Rest 6 km continuous run Rest Week 3 Rest Rest 40-minute continuous run Rest Rest 7 km continuous run Rest Week 4 Rest Rest 45-minute continuous run Rest Rest 8 km continuous run Rest Week 5 Rest Rest 50-minute continuous run Rest Rest 9 km continuous run Rest Week 6 Rest Rest 55-minute continuous run Rest Rest Race Evaluate how well the principles of training have been applied to the training programme shown in Table 1. Refer to ways that Hayley could improve her programme. [15 marks] You may use this space to plan your answer. 9 Do not write outside the box IB/H/Jun24/7582/2 Turn over ► 10 Do not write outside the box IB/H/Jun24/7582/2 Extra space 11 Do not write outside the box IB/H/Jun24/7582/2 Turn over ► 12 Do not write outside the box IB/H/Jun24/7582/2 35 13 Do not write outside the box Section B IB/H/Jun24/7582/2 Sport psychology Answer all questions in this section. 0 8 Which one of the following terms is defined as ‘individual productivity declining as group size increases’? [1 mark] A Co-ordinational loss B Faulty group process C Motivation loss D Ringelmann effect 0 9 Which one of the following attributions would be categorised as unstable and external? [1 mark] A I tried hard B I had a favourable refereeing decision C I was the better player D The opposition were poor Turn over for the next question Turn over ► 14 Do not write outside the box IB/H/Jun24/7582/2 1 0 Bandura’s model outlines four factors which will affect a performer’s self-efficacy. Describe three of these factors. [3 marks] 1 2 3 1 1 . 1 Describe a ‘performance-related goal’. Give an example from the event of javelin. [2 marks] Description Example 1 1 . 2 Give examples of how a javelin thrower can make sure their performance-related goal is measurable and realistic. [2 marks] Measurable Realistic 15 Do not write outside the box IB/H/Jun24/7582/2 1 2 Two dancers perform in front of a large crowd. Analyse why the presence of an audience may impact the performances of each of the two dancers differently. [3 marks] Turn over for the next question Turn over ► 16 Do not write outside the box IB/H/Jun24/7582/2 1 3 A performer responds badly to losing and gives up easily when faced with challenging situations. The performer’s coach does not think that these personality traits can be changed. Evaluate whether the coach’s view is correct. Refer to personality theories in your answer. [8 marks] You may use this space to plan your answer. 17 Do not write outside the box IB/H/Jun24/7582/2 Extra space Turn over ► 18 Do not write outside the box IB/H/Jun24/7582/2 19 Do not write outside the box IB/H/Jun24/7582/2 1 4 One coach believes improving a runner’s motivation is the easiest way to improve their 10 km time. Another coach believes improving a runner’s VO2 max is the easiest way to improve their 10 km time. Evaluate these statements. Refer to how the coaches could improve a 10 km runner's motivation and VO2 max in your answer. [15 marks] You may use this space to plan your answer. Turn over ► 20 Do not write outside the box IB/H/Jun24/7582/2 21 Do not write outside the box IB/H/Jun24/7582/2 Extra space Turn over ► 22 Do not write outside the box IB/H/Jun24/7582/2 35 23 Do not write outside the box Section C IB/H/Jun24/7582/2 Sport and society and technology in sport Answer all questions in this section. 1 5 Taking performance-enhancing drugs can result in lasting damage to your health. Which one of the following is most likely to occur as a result of taking erythropoietin (EPO)? [1 mark] A Blood clotting B Kidney failure C Liver damage 1 6 A sports scientist uses a metabolic cart to measure the volume of CO2 expired by an athlete. Which one of the following describes the type of data the scientist is collecting? [1 mark] A Qualitative and objective B Qualitative and subjective C Quantitative and objective D Quantitative and subjective Turn over for the next question Turn over ► 24 Do not write outside the box IB/H/Jun24/7582/2 1 7 . 1 Figure 3 represents UK Sport’s World Class Performance Pathway. Figure 3 Name the stages labelled A and B in Figure 3. [2 marks] A B 1 7 . 2 State how many years away from winning a medal at a major championship an athlete at stages A and B would be. [2 marks] A B 1 8 GPS technology can be used to measure the speed of movement and distance covered by players during a team sport. Explain how a coach can use this GPS information to make effective decisions before and during a game. [3 marks] 25 Do not write outside the box IB/H/Jun24/7582/2 [3 marks] Turn over for the next question Turn over ► 1 9 Evaluate the impact of technological developments in sport on the audience. 26 Do not write outside the box IB/H/Jun24/7582/2 2 0 Figure 4 shows an elite golfer putting. The golfer is struggling with their putting because of cognitive and somatic anxiety. Figure 4 Evaluate the use of thought stopping and beta blockers to reduce the effects of anxiety and improve the golfer’s performance in their next competition. [8 marks] You may use this space to plan your answer. 27 Do not write outside the box IB/H/Jun24/7582/2 Extra space Turn over ► 28 Do not write outside the box IB/H/Jun24/7582/2 29 Do not write outside the box IB/H/Jun24/7582/2 2 1 Figure 5 shows the total number of football-related arrests in England and Wales for 10 seasons between 1990 and 2000. Figure 5 Evaluate whether strategies used to prevent spectator violence were successful in reducing the number of football-related arrests between 1990 and 2000. Refer to Figure 5 in your answer. [15 marks] You may use this space to plan your answer. Turn over ► 30 Do not write outside the box IB/H/Jun24/7582/2 31 Do not write outside the box IB/H/Jun24/7582/2 Extra space Turn over ► 32 Do not write outside the box IB/H/Jun24/7582/2 33 Do not write outside the box IB/H/Jun24/7582/2 35 END OF QUESTIONS 34 Do not write outside the box There are no questions printed on this page IB/H/Jun24/7582/2 DO NOT WRITE ON THIS PAGE ANSWER IN THE SPACES PROVIDED 35 Question number Additional page, if required. Write the question numbers in the left-hand margin. IB/H/Jun24/7582/2 Do not write outside the box 36 Question number Additional page, if required. Write the question numbers in the left-hand margin. Copyright information For confidentiality purposes, all acknowledgements of third-party copyright material are published in a separate booklet. This booklet is published after each live examination series and is available for free download from . Permission to reproduce all copyright material has been applied for. In some cases, efforts to contact copyright-holders may have been unsuccessful and AQA will be happy to rectify any omissions of acknowledgements. If you have any queries please contact the Copyright Team. Copyright © 2024 AQA and its licensors. All rights reserved. Do not write outside the box IB/H/Jun24/7582/2 A-level PHYSICAL EDUCATION 7582/2 Paper 2 Factors affecting optimal performance in physical activity and sport Mark scheme June 2024 Version: 1.0 Final MARK SCHEME – A-LEVEL PHYSICAL EDUCATION – 7582/2 – JUNE 2024 Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant questions, by a panel of subject teachers. This mark scheme includes any amendments made at the standardisation events which all associates participate in and is the scheme which was used by them in this examination. The standardisation process ensures that the mark scheme covers the students’ responses to questions and that every associate understands and applies it in the same correct way. As preparation for standardisation each associate analyses a number of students’ scripts. Alternative answers not already covered by the mark scheme are discussed and legislated for. If, after the standardisation process, associates encounter unusual answers which have not been raised they are required to refer these to the Lead Examiner. It must be stressed that a mark scheme is a working document, in many cases further developed and expanded on the basis of students’ reactions to a particular paper. Assumptions about future mark schemes on the basis of one year’s document should be avoided; whilst the guiding principles of assessment remain constant, details will change, depending on the content of a particular examination paper. No student should be disadvantaged on the basis of their gender identity and/or how they refer to the gender identity of others in their exam responses. A consistent use of ‘they/them’ as a singular and pronouns beyond ‘she/her’ or ‘he/him’ will be credited in exam responses in line with existing mark scheme criteria. Further copies of this mark scheme are available from Copyright information AQA retains the copyright on all its publications. However, registered schools/colleges for AQA are permitted to copy material from this booklet for their own internal use, with the following important exception: AQA cannot give permission to schools/colleges to photocopy any material that is acknowledged to a third party even for internal use within the centre. Copyright © 2024 AQA and its licensors. All rights reserved. 2 MARK SCHEME – A-LEVEL PHYSICAL EDUCATION – 7582/2 – JUNE 2024 Level of response marking instructions Level of response mark schemes are broken down into levels, each of which has a descriptor. The descriptor for the level shows the average performance for the level. There are marks in each level. Before you apply the mark scheme to a student’s answer read through the answer and annotate it (as instructed) to show the qualities that are being looked for. You can then apply the mark scheme. Step 1 Determine a level Start at the lowest level of the mark scheme and use it as a ladder to see whether the answer meets the descriptor for that level. The descriptor for the level indicates the different qualities that might be seen in the student’s answer for that level. If it meets the lowest level then go to the next one and decide if it meets this level, and so on, until you have a match between the level descriptor and the answer. With practice and familiarity you will find that for better answers you will be able to quickly skip through the lower levels of the mark scheme. When assigning a level you should look at the overall quality of the answer and not look to pick holes in small and specific parts of the answer where the student has not performed quite as well as the rest. If the answer covers different aspects of different levels of the mark scheme you should use a best fit approach for defining the level and then use the variability of the response to help decide the mark within the level, ie if the response is predominantly level 3 with a small amount of level 4 material it would be placed in level 3 but be awarded a mark near the top of the level because of the level 4 content. Step 2 Determine a mark Once you have assigned a level you need to decide on the mark. The descriptors on how to allocate marks can help with this. The exemplar materials used during standardisation will help. There will be an answer in the standardising materials which will correspond with each level of the mark scheme. This answer will have been awarded a mark by the Lead Examiner. You can compare the student’s answer with the example to determine if it is the same standard, better or worse than the example. You can then use this to allocate a mark for the answer based on the Lead Examiner’s mark on the example. You may well need to read back through the answer as you apply the mark scheme to clarify points and assure yourself that the level and the mark are appropriate. Indicative content in the mark scheme is provided as a guide for examiners. It is not intended to be exhaustive and you must credit other valid points. Students do not have to cover all of the points mentioned in the Indicative content to reach the highest level of the mark scheme. An answer which contains nothing of relevance to the question must be awarded no marks. 3 MARK SCHEME – A-LEVEL PHYSICAL EDUCATION – 7582/2 – JUNE 2024 Section A Exercise physiology and biomechanics 0 1 Which one of the following is an acute injury? Marks for this question: AO1 = 1 B – Dislocated shoulder 0 2 Which one of the following is a correct unit of measurement for acceleration? Marks for this question: AO2 = 1 C – Metres per second squared (m/s2) 0 3 State three factors which affect stability. Marks for this question: AO1 = 3  Height of centre of mass  Area of base of support/number of contact points