Define Newton’s first law of motion.

Explain how Newton’s laws of motion apply in a team sport.

Describe the function of adrenaline during exercise.

Discuss the distribution of blood at rest and redistribution of blood during strenuous exercise.

Using examples, outline the different methods of transfer.

Newton’s first law states:
a body will remain/continue in a state of rest or uniform motion/velocity unless acted upon by external <or unbalanced> forces;

Newton’s first law:
remain stationary unless external or unbalanced forces applied, eg goal keeper during a penalty kick;

remain at constant velocity, eg midway in sprint for a ball;

Newton’s second law:
the greater the force applied to the ground / equipment the greater the acceleration of the performer / equipment, eg kicking a football;

Newton’s third law:
as the athlete pushes down and backwards on the ground, the ground pushes upwards, eg during a rebound in basketball;

Accept any relevant team sport example.

stimulate glycogenolysis <in the liver and active muscles>;

stimulate lipolysis <in adipose tissue and active muscles>;

block glucose storage by the muscles;

facilitate sympathetic nervous activity within the body;

increase heart rate/cardiac output/contractility of the heart;

increase vasodilation of blood vessels within the muscles;

Blood flow at rest:
blood flow is <approximately> 5 L min^–1;

<approximately> 20% of blood flow is directed to the muscle tissue
OR
<approximately> 80% of blood flow is directed to organs;

Blood flow during strenuous exercise:
blood flow during exercise increases to <approximately> >15 L min^–1 up to 25 L min^–1 <approximately> >80% blood flow is directed to the working muscles;

blood flow to the muscles is diverted to slow-twitch fibres as a priority;

vasodilation directs more blood flow to working tissues;

vasoconstriction diverts blood away from non-essential tissue;

decrease in blood flow to digestive organs;

increase in absolute values of blood flow to heart & skin
OR
percentage of cardiac output to heart remains constant & decreases to the skin during maximal exercise;

absolute value of blood flow to the heart remains constant
OR
percentage of cardiac output to the brain decreases with exercise intensity highly trained individuals can limit the reduction in blood flow to the liver and kidneys;

Accept reasonable values.

Skill to skill:
transfer of learning from one skill has a positive effect on the learning of a similar new skill, eg throwing a ball and throwing a javelin;

Practice to performance:
through practising a skill in a routine and then putting it together for a performance, eg a gymnastic routine for a gymnastic competition;

Abilities to skills:
using an athlete’s movement abilities and uses this to perform a skill, eg ability to jump and developing the skill of long jump;

Bilateral:
transfer of learning from one limb to another, eg kicking a soccer ball with the right leg and then practising kicking a ball with the left leg;

Stage to stage:
transfer of learning from a basic skill to a more complex skill, eg a star jump to a straddle jump over a box in gymnastics;

Principles to skills:
application of fundamental knowledge of body position to a different sport/movement, eg principles of attack in soccer to principles of field hockey a similar invasion game or cyclist’s understanding of drag applied to bobsleigh rider;

Positive transfer:
occurs when previous experience of performing a skill is beneficial for learning a new skill, eg catching skills in netball and basketball;

Negative transfer:
occurs when previous experience of a skill inhibits learning a new skill eg the different way to hold an ice hockey stick and a field hockey stick;

Award max [3] if no examples are given.
Do not award mark if transfer outline is inaccurate but example is correct.

Generally, well answered. Some students clearly stated, "at rest AND in movement" whereas others generalised this aspect.

In general, this question was well answered although candidates struggled to get the full marks. Students managed to provide examples of sports to illustrate each of  Newton's laws.

Students found it difficult to reach the full 4 marks. Students usually stated general adrenaline functions but without relating them to exercise.

Although normally straightforward, candidates found it challenging to achieve the full 6 marks on this question.

Generally, a well answered question with a few candidates using poor wording. Great use of the examples.