1

External Examination 2014

2014 PHYSICAL EDUCATION

FOR OFFICE
USE ONLY

QUESTION
BOOKLET

SUPERVISOR
CHECK

ATTACH SACE REGISTRATION NUMBER LABEL

TO THIS BOX

1
15 pages, 5 questions

RE-MARKED

Thursday 13 November: 9 a.m.

Time: 2 hours

Section A of Part 1
Examination material: Question Booklet 1 (15 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 10)
Answer Section A of Part 1 (Questions 1 to 5) in the spaces provided in Question Booklet 1.
You may write on page 15 of Question Booklet 1 if you need more space.
Answer Section B of Part 1 (Questions 6 to 10) 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 11)
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 1
Part 2
Total

110 marks
10 marks
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 2.

6.

At the end of the examination, place Question Booklet 2 inside the back cover of this question booklet.

STUDENTS 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.

The examination questions begin on page 4.

PLEASE TURN OVER

PART 1: SHORT-ANSWER QUESTIONS

(Questions 1 to 10)

(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 5)
(55 marks)

1.

Thirty endurance runners participated in a training program to investigate the benefits of

altitude training for volume of red blood cells. The runners, divided into three groups, were
all tested before and after spending 4 weeks living and training at different altitudes, with the
results shown in the following table:
Group 1

Group 2

Group 3

Living

live low

live high

live high

Training

train low

train low

train high

Before training

27.2

26.9

27.0

After 4 weeks training

27.8

29.6

31.7

Red Blood Cells (mL/kg)

(a) Using information from the table above, identify the group whose living and training
location(s) resulted in the largest increase in volume of red blood cells after 4 weeks.
_______________________________________________________________________________________________________
_____________________________________________________________________________________________

(1 mark)

(b) Explain the physiological benefit that an increased volume of red blood cells has for
endurance performance at sea level.
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marks)

(c) Suggest one reason many endurance athletes prefer to live high and train low when
undertaking altitude training for performance at sea level.
_______________________________________________________________________________________________________
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____________________________________________________________________________________________ (3

marks)

PLEASE TURN OVER

Choice reaction time in the game of soccer refers to the time that a player needs to consider
the options available before deciding on a response such as passing, dribbling, or shooting
for goal when obtaining possession of the ball in the penalty box, as shown in the following
photograph:

Source: Salajean |dreamstime.com

(a) Refer to the following graph:

choice reaction time

2.

number of options

With reference to the graph above, describe the relationship between the number of
options and the choice reaction time.
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_____________________________________________________________________________________________

(1 mark)

(b) (i)

Suggest one reason why a player in the autonomous stage of learning will have
decreased decision-making time.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
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marks)

(ii) A player presented with two different stimuli in rapid succession will have a delayed
response time to the second stimulus.
Explain the delayed response time with reference to psychological refractory period.
__________________________________________________________________________________________________
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marks)

(iii) Choose two of the following factors and, with reference to a sport of your choice,
explain how each factor can affect response time:
level of fitness
level of arousal
intensity of the stimulus.
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marks)

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3.

The movements of the players in a game of touch were recorded. Refer to Table 1, which
shows the percentage of time spent on each movement by men and women, and to Table 2,
which shows the repetitions and duration of each movement:
Table 1. Time (%) Spent on Each Movement by Men and Women in a Game of Touch
Movement

Men

Women

interchange (sitting)

45

46

jogging

19

19

evading opponents

running

walking

18

19

standing

sprinting

Table 2. Repetitions and Duration of Each Movement

Men
Movement

interchange (sitting)

Repetitions

Women
Average
Duration
(s)

Repetitions

Average
Duration
(s)

110

129

jogging

66

69

evading opponents

25

23

running

30

27

walking

45

60

standing

24

20

sprinting

19

22

(a) With specific reference to Table 2, identify when the ATPCP system would make the
highest contribution of energy.
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
____________________________________________________________________________________________ (2

marks)

(b) With specific reference to Tables 1 and 2, explain the interplay of energy systems that
occurs during a game of touch.
_______________________________________________________________________________________________________
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____________________________________________________________________________________________ (5

marks)

(c) Male athletes, on average, have a greater aerobic capacity than female athletes.
Explain the physiological advantage this may have for men directly after the periods of
sprinting or running recorded in Tables 1 and 2.
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
____________________________________________________________________________________________ (2

marks)

PLEASE TURN OVER

4.

Refer to the following table, which shows a scale of three training heart-rate zones to monitor
and prescribe training for an endurance runner :
Training
Intensity Zone

Heart-rate
Maximum (%)

55 65

85 90

90 95

(a) Identify and explain which zone would be recommended as part of an endurance runners
taper the day before an important 10 000 metre qualifying race.
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marks)

The following two training sessions (X and Y) were performed during the training year of a
well-trained endurance runner. Appropriate warm-up and cool-down exercises were performed
in every training session.
Training Session

Activity

17 x 300 m in 45 s, 90 s walk recovery

45 min run at easy intensity (able to carry out

a conversation)

(b) Identify which training heart-rate zone (1, 2, or 3) the runner was predominantly working
during training session Y.
_____________________________________________________________________________________________

(1 mark)

(c) Explain which training session (X or Y) would be likely to show higher levels of
accumulated blood lactate.
_______________________________________________________________________________________________________
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____________________________________________________________________________________________ (3

10

marks)

(d) Name the training method used in session X.

_____________________________________________________________________________________________

(1 mark)

(e) How could the training principle of overload be applied in training session X? Give a
reason for your answer.
_______________________________________________________________________________________________________
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_______________________________________________________________________________________________________
____________________________________________________________________________________________ (3

Periodisation is the division of a yearly training program into shorter phases.

Refer to the following graph, which shows the training intensity and the duration of
training time for a trained endurance runner in two phases of the training year (A and B):
180
160
duration of training time (h)

(f)

marks)

140
120

weights training

100

training zone 3

80

training zone 2

60

training zone 1

40
20
0

A
training intensity

(i)

Explain which column (A or B) is likely to represent the competitive phase of the

runners training year.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
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_______________________________________________________________________________________ (2

11

marks)

PLEASE TURN OVER

(ii) The graph on page 11 shows that throughout the training year the runner
supplemented running training with specific resistance training exercises (weights).
(1) Describe one advantage of resistance training for an endurance runner.
_____________________________________________________________________________________________
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_____________________________________________________________________________________________
__________________________________________________________________________________ (2

marks)

(2) Explain one difference you would expect to see between the resistance training
program of an endurance runner and the resistance training program of a
100 metre sprinter.
_____________________________________________________________________________________________
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_____________________________________________________________________________________________
__________________________________________________________________________________ (2

marks)

(3) Suggest one reason for the change in the amount of resistance training as the
endurance runner enters different phases of the training year.
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
__________________________________________________________________________________ (2

12

marks)

5.

(a) Baseball pitchers aim to release the baseball at very high speeds, as shown in the
following diagram:

Explain how the application of two biomechanical principles would affect the speed of the
baseball at release.
(i)

__________________________________________________________________________________________________
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__________________________________________________________________________________________________
_______________________________________________________________________________________ (2

(ii)

marks)

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marks)

(b) Female athletes, on average, are shorter than male athletes.

Explain, in relation to the centre of gravity, why being shorter may be an advantage when
evading opponents in netball.
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
____________________________________________________________________________________________ (2

13

marks)

PLEASE TURN OVER

(c) Technological advances have improved the design and efficiency of the poles used in
pole vault events. Carbon fibre is now used to create lighter poles that also have specific
properties intended to promote higher vaulting.
In a sport of your choice, describe one technological advance that has occurred in the
last 5 years and explain how it has led to an improvement in competition.
_______________________________________________________________________________________________________
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_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
____________________________________________________________________________________________ (3

14

marks)

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. 4(f)(i) continued).
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SACE Board of South Australia 2014

15

PLEASE TURN OVER

External Examination 2014

2014 PHYSICAL EDUCATION

FOR OFFICE
USE ONLY
SUPERVISOR
CHECK

SACE REGISTRATION NUMBER

FIGURES

QUESTION
BOOKLET

CHECK
LETTER

SEQ

BIN

PHYSICAL EDUCATION

14 pages, 6 questions

RE-MARKED

Thursday 13 November: 9 a.m.

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.

PART 1: SHORT-ANSWER QUESTIONS

Section B (Questions 6 to 10)
(55 marks)
Answer all questions in the spaces provided.

Michelle completed a 6-month aerobic training program before attempting the 2014 Sydney
Marathon. Refer to the following graph, which shows the results of a V O2 maximum test that
Michelle completed before her training program, and again after her training program:
70
60
50
40
dotted line

30

black line

20

VO2 max (mL/kg/min)

6.

10
0
10

10.5

11

11.5
12
12.5
running speed (km/h)

13

13.5

14

(a) With reference to the graph above, explain which line (dotted or black) represents the
results of Michelles test after her training program.
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
____________________________________________________________________________________________ (3

marks)

(b) Explain one method of training that may be used to improve running speed in the
marathon.
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
____________________________________________________________________________________________ (2

marks)

(c) Identify and explain two chronic adaptations from either the muscular system or the
circulatory system that would lead to the difference in Michelles V O2 maximum before
and after her training program.
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
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_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
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____________________________________________________________________________________________ (4

marks)

PLEASE TURN OVER

7.

In a training session a group of lacrosse players comprised one team of experienced junior
players and one team of beginner junior players. In one particular practice session, a guest
coach was teaching all the players a new skill.

(a) Why would a coach be likely to use distributed practice for a team of beginner junior
lacrosse players? Give reasons for your answer.
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
____________________________________________________________________________________________ (2

marks)

(b) Explain one advantage of using massed practice in a training session.

_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
____________________________________________________________________________________________ (2

marks)

(c) The following are two examples of feedback that the guest coach might give beginner
junior players who were practising the skill of throwing the ball with a partner:
Example 1: No! You missed the target.
Example 2: Step forward with your left leg as you throw the ball.
Identify the type of feedback that is represented by each of the examples (1 or 2) above:
(i)

Knowledge of performance represents example

(ii) Knowledge of results represents example

(1 mark)
(1 mark)

(d) Explain the effect on a beginner player of a coach who does not give knowledge of
performance as feedback.
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
____________________________________________________________________________________________ (2

marks)

(e) Explain how negative feedback can affect the arousal level of a beginner player, and the
most likely effect it would have on the players performance.
_______________________________________________________________________________________________________
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____________________________________________________________________________________________ (4

marks)

PLEASE TURN OVER

Refer to the following graph, which shows the blood lactate and heart-rate responses of a
20-year-old athlete running on a treadmill at increasing speeds, before and after a 6-week
training program:
200

14

180
140

10

120

100
80

60

40

20
0

12

15
14
13
running speed (km/h)

16

17

blood lactate (mmol/L)

12

160
heart-rate (bpm)

8.

heart-rate before training program

heart-rate after training program

blood lactate before training program

blood lactate after training program

(a) Identify the blood lactate concentration (mmol/L) of the athlete when running at
15 kilometres per hour before and after the training program.
Before training program: ___________________________________________________________________________
After training program: __________________________________________________________________ (2 marks)

(b) Explain how the difference in blood lactate concentration after the training program would
impact on the performance of the athlete in a 3000 metre race.
_______________________________________________________________________________________________________
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_______________________________________________________________________________________________________
____________________________________________________________________________________________ (3

marks)

(c) Identify one chronic adaptation to the cardiovascular system and explain how it would
help to improve an athletes lactate threshold.
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
____________________________________________________________________________________________ (3

marks)

(d) With specific reference to the graph on page 6, give one reason for the difference in
heart-rate at 12 kilometres per hour before and after the training program.
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
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_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
____________________________________________________________________________________________ (3

marks)

PLEASE TURN OVER

Refer to the following graph, which shows muscle glycogen depletion from part of
the quadriceps muscle group in the leg during cycling at different exercise intensities:
30% maximum, 60% maximum, and 90% maximum.
Cycling continued until the prescribed exercise intensity could no longer be maintained.
muscle glycogen (mmol/kg)

9.

100
80
60
40

60% max.

20
0
0

10

15

40
60
20
exercise duration (min)

80

100

120

(a) State the exercise duration that can be achieved during cycling at a maximum intensity
of 60%.
_____________________________________________________________________________________________

(1 mark)

(b) The other two lines on the graph above represent muscle glycogen depletion at
30% maximum intensity and 90% maximum intensity.
Using data from the graph, explain which line (the red or the green) is likely to represent
muscle glycogen depletion at a maximum intensity of 90%.
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
____________________________________________________________________________________________ (3

marks)

(c) Using specific examples from a sport of your choice, explain how an athletes
performance would be affected by muscle glycogen stores that were heavily reduced as
a result of competition over 3 consecutive days.
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
____________________________________________________________________________________________ (2

marks)

Refer to the following graph, which shows the blood glucose concentration of two athletes
(L and M) during prolonged high-intensity aerobic exercise:

blood glucose (mmol/L)

5.0
4.5

4.0

M
3.5
drink station

3.0
2.5
0

30

60

90

135

120

150

180

195

210

exercise duration (min)

(d) Explain why blood glucose levels drop during prolonged high-intensity aerobic exercise.
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
____________________________________________________________________________________________ (2

marks)

(e) During the exercise, both athletes stopped to have a drink at the drink station at the
135-minute mark.
Using data from the graph above, explain which athlete (L or M) drank plain water and
which athlete had a sports drink.
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
____________________________________________________________________________________________ (2

marks)

PLEASE TURN OVER

(f ) Explain one physiological factor (other than glycogen depletion) that will cause fatigue
during prolonged high-intensity aerobic exercise and make the athlete drop out at
180 minutes.
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
____________________________________________________________________________________________ (3

10

marks)

10. Pulmonary diffusion is the exchange of gases between the alveoli and the capillaries in the
lungs. Oxygen diffuses from the alveoli into the capillaries and carbon dioxide diffuses in the
opposite direction.

(a) Describe one acute respiratory response that occurs at the start of exercise.
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
____________________________________________________________________________________________ (2

marks)

(b) Outline the role of myoglobin in the diffusion of gases in muscles.

_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
____________________________________________________________________________________________ (2

(c) (i)

marks)

Identify and explain two acute physiological responses that lead to an increase in
arteriovenous oxygen difference.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
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__________________________________________________________________________________________________
_______________________________________________________________________________________ (4

marks)

(ii) Explain the likely effect of increased arteriovenous oxygen difference on the release
of aerobic energy.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
_______________________________________________________________________________________ (2

11

marks)

PLEASE TURN OVER

PART 2: EXTENDED-RESPONSE QUESTION

(Question 11)

(10 marks)
Write your answer in the space below and on page 13.

11. The training year can be divided into phases. The pre-season phase consists of microcycles
for skill and fitness improvement.
After each microcycle the athletes fitness is tested, as shown in the table below :
Pre-season Phase
General Preparation Microcycle
Week
1

Week
2

Week
3

Week
4

Week
5

Specific Preparation Microcycle

fitness
testing

Week
1

Week
2

Week
3

Week
4

Week
5

fitness
testing

From the list below choose three fitness tests that would be used at the end of either the
general preparation or the specific preparation microcycle in a sport of your choice:

20 metre multi-stage fitness test (beep test)

vertical jump test
basketball throw
phosphate recovery test
40 metre sprint test

Illinois agility test

sit and reach test
maximum push-up test
BMI body composition test

Using specific examples, explain why these three tests would be relevant to the sport of your
choice and discuss the effect on performance if players recorded a poor result in each of
them.
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13

PLEASE TURN OVER

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. 9(d) continued).
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SACE Board of South Australia 2014

14