Using examples, describe two different types of practice.

Periodization can be used to optimize an athlete’s performance. Explain how a coach uses the other key principles of training to maximize athletic development.

Analyse the process of gaseous exchange at the alveoli during exercise.

Using examples, outline the features of a skilled performer.

distributed practice: type of practice alternates periods of practice with periods of rest;
e.g. practice of a certain move 5 times in gymnastics while being filmed, reviewing the recording, adjusting and practising again;

massed practice: type of practice has little or no rest between simple skills;
e.g. practice of many different passes of a soccer ball during a drill;

fixed/drill practice: doing a drill repeating the skill/repetition of a task in a controlled way;
e.g. shooting basketball from the same spot many times without a break;

variable practice: mix of individual skills, group drills and minor games / practising a skill in a variety of contexts;
e.g. performing free-throws, three-pointers and mid-range shots in a 3 v 2 situation;

mental practice: imagining doing the skill;
e.g. visualization of them performing a volleyball serve/rehearsing the skill in their mind;

Award [1 max] for a list of two types of practice with no description.

Award [2 max] for examples with no description and vice versa.

Candidates can only be credited for two types of practice.

progression: coach needs to ensure that challenge of sessions increases gradually, e.g. gradual increases in weights or repetition sets;

overload: coach plans to increase intensity/frequency/time/FIT of sessions <with appropriate rest to elicit beneficial adaptations/ minimise risk of injury> e.g. increasing frequency of training per week;

specificity: coach plans sessions that focus on developing muscles/skills/energy systems/movement patterns/strategy that are relevant for their performance, e.g. sprinter developing leg muscles;

reversibility: coach needs to plan sessions/ training to ensure that the loss of any performance gains does not occur;

variety: to maintain motivation/prevent boredom, coach plans a range of activities/methods, e.g. crossfit training;

Award [1 max] for a list of two or more principles.

Award [2 max] per principle.

gases/O₂ move from a high to low partial pressure / concentration gradient;

during exercise, <rate of> diffusion will be greater because the relative partial pressures are greater;

oxygen/O₂ partial pressure is higher in the lungs/alveoli than in the <pulmonary> capillaries;

oxygen/O₂ moves from the lungs/alveoli/to the <pulmonary> capillaries/blood <across the membranes>;

there is a short diffusion pathway between the alveoli and <pulmonary> capillary walls <as they are one cell thick which assists in the high rate of diffusion>
OR
a large surface area increases diffusion rate;

the amount and rate of gas exchange that occurs across the membrane depends on the partial pressure of gases, the thickness of the wall and the surface area <which is Fick’s Law>;

Accept in the converse CO₂ for O₂.

Do not accept reference to transport.

consistent: gymnast is able to perform a set of movements consistently;

accurate: archer hits centre of target;

learned: dancer performs the routine automatically;

control: fencer displays no unnecessary movement;

efficient: basketball player movements look effortless;

fluency: hockey player has flowing movements;

goal-directed: cross-fit athlete is focused on the goals of the practice;

This was a tricky question for many as candidates confused types of presentation. Candidates tried to provide clear examples in addition to the definition, which was excellent.

This was a hard question for which to get full marks, but many candidates were able to get close. Reversibility was a tricky principle to write about in the given context, but several candidates succeeded.

Generally, this question was done well with many able to show that they understood the causes for the movement of gases at the alveoli, where the gases move to and from and the special features of this space. They were less likely to consider the effects of exercise in this process.

This was a real strength for many candidates and possibly what drew them to this set of questions.