Outline two characteristics common to muscle tissue.

Explain how acetylcholine contributes to skeletal muscle contraction.

Outline six different types of feedback used in sport.

Describe how coding, chunking and association can be used to improve memory when learning a new skill.

Explain the concept of reciprocal inhibition occurring at the knee when kicking a ball.

Muscle contractility:
the ability of a muscle to contract forcefully✔

Extensibility:
a muscle can be stretched beyond its normal resting length✔

Elasticity:
the ability of a muscle to recoil back to its original resting length after stretching✔

Excitability:
control by nerve stimuli✔

Atrophy:
a decrease in size due to a lack of exercising a muscle group✔
this change in size is primarily due to a decrease in the number of myofibrils and sarcomeres inside the muscle fiber✔

Hypertrophy:
an increase in muscle size✔

Fed by capillaries:
which supply oxygen/ remove CO₂✔

Award [1 max] per characteristic.

acetylcholine is the neurotransmitter/initiates muscle contraction✔

allows electrical impulse to pass from the nerve to the muscle✔

OR

converts electrical impulse into a chemical message✔

Acetylcholine is produced in the cytoplasm of the terminal end/ stored in vesicles✔

acetylcholine diffuses across the synaptic cleft✔

binds with post synaptic receptors/receptors at motor end plate✔

acetylcholine increases the permeability ‹of sarcolemma› to sodium/ stimulates the release of calcium ions✔

Intrinsic:
information received from inside the performer/is received via proprioceptors/it is the “feel” associated with movement✔

could be positive or negative✔

Extrinsic:
received from outside the performer/received via senses/such as sight and sound through exteroceptors from coaches✔

Knowledge of performance:
information about the execution of the performance✔

usually from external sources but can be internally obtained if the performer is experienced enough✔

Knowledge of results:
information about the outcome of performance/it is obtained externally from your senses✔

Positive:
used to encourage and reinforce good behaviour such as praise, rewards✔

could be the feeling or sound created from a good contact✔

Negative:
received if performance is not correct ‹the aim is to discourage performance›✔

Concurrent:
received during the activity✔

could be intrinsic or extrinsic✔

Terminal:
received after the activity has occurred✔

Award [1 max] for each type of feedback.

Coding
changing the information into a word/number/movement code, ‹which is shorter and easier to remember›✔

eg, in many sports key moves are coded to help team members recall information quickly ‹as well as hide information from opposition›✔

Chunking
information is grouped together, instead of being presented/taught as individual items✔

eg, in the breaststroke the three actions of “reach, glide and pull” are better grouped together/ practised as one movement✔

allows more information to be memorized in a single glance/situation✔

Association
new learning is linked to what players already know/ movement patterns are matched to something already known to the performer✔

eg, throwing a javelin is like throwing a water polo ball✔

Award [1 max] per method.

muscles work in opposing/antagonistic pairs/groups✔

a contracting muscle/prime mover is the agonist✔

the relaxing muscle/muscle that opposes the action is the antagonist✔

when an agonist is stimulated the antagonist neuron is inhibited✔

Example for knee:
During the preparation phase/flexion at the knee:

hamstring group is acting as the agonist✔

quadriceps is acting as the antagonist✔

As the leg extends at the knee/action/execution phase:
quadriceps is the agonist✔

hamstring is the antagonist✔

Students can identify either the backswing (preparation) or the action stage.

Award [4 max] for a description.

Award [4 max] for the example.

This was a poorly answered question for the few candidates that selected Q6. This is an area that requires review during class teaching.

Many candidates achieved 1 mark but struggled with the process of transmission of the action potential across the synapse and the effect this had on the muscle. Students had a tendency to mix up ACh with ATP when answering this question.

This was a well-answered question; however, students failed to earn full marks if they did not provide a brief account of each type of feedback.

Students did well describing association. Chunking and coding were commonly described in vague terms or confused with each other.

Many candidates were unable to access marks for this question. The length of response in relation to the number of marks awarded was often very poor. Candidates were unable to use technical language such as agonist and antagonist appropriately. Many candidates failed to complete a movement analysis example for kicking a ball.