Cambridge International AS & A Level: Physical Education 9396/11
Cambridge International AS & A Level: Physical Education 9396/11
Cambridge International AS & A Level: Physical Education 9396/11
2 hours 30 minutes
INSTRUCTIONS
● Answer all questions.
● Follow the instructions on the front cover of the answer booklet. If you need additional answer paper,
ask the invigilator for a continuation booklet.
● You may use a calculator.
● You should show all your working and use appropriate units.
INFORMATION
● The total mark for this paper is 90.
● The number of marks for each question or part question is shown in brackets [ ].
DC (KS/TP) 180771/4
© UCLES 2020 [Turn over
2
1 (a) Describe the following types of movement that can occur at the shoulder joint and identify a
main agonist involved in each type of movement at the shoulder.
• abduction
• rotation
[4]
A B
Identify the items 1–5 in the table to describe a movement analysis of the ankle joints and
hip joints from position A to position B. Your analysis should include the type of movement
occurring, the main agonist and the type of muscle contraction.
(c) Explain the route taken when blood travels from the lungs, through the chambers and valves
of the heart, to the aorta. [5]
(d) (i) Define the term stroke volume. State a unit for stroke volume. [2]
(ii) Explain how an increase in venous return causes an increase in stroke volume. [4]
(e) Explain the different roles of haemoglobin and myoglobin in the transport of oxygen. [3]
(f) Describe the processes of inspiration and expiration during exercise. [4]
(g) Describe three structural features of alveoli that assist gaseous exchange. [3]
[Total: 30]
(b) The photograph shows elite swimmers on their starting blocks waiting for the start of the race.
(i) Classify an elite swimming start according to the following three continua.
Justify each of your answers.
• open–closed
• externally–internally paced
• high–low organisation
[3]
(ii) Explain how two of these classifications may change when performing the swimming
stroke during the race. [2]
(i) Explain the terms negative reinforcement and punishment, giving examples of each from
a game. [4]
(ii) Describe, using examples, different ways a coach could use positive reinforcement to
improve the performance of their players. [3]
(d) Schmidt’s schema theory is based on various sources of information that are used to modify
and evaluate motor programmes.
(ii) Suggest how a coach may use schema theory to develop a performer’s skills. [4]
(e) During the development of skills a performer will progress through various phases of learning.
Name the final phase of learning and explain how a coach can maximise learning during this
phase. [4]
(f) Describe the terms intrinsic motivation and extrinsic motivation. Suggest why intrinsic
motivation is often thought to be more important. [4]
[Total: 30]
© UCLES 2020 9396/11/O/N/20
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3 (a) Hill walking and sailing are examples of outdoor recreation activities.
(ii) Suggest the provision required for a performer to reach an elite level in sport. [3]
(d) Suggest how a community could benefit from regular participation in physical activity. [5]
(e) Suggest how racial and religious factors may reduce participation in sport. [6]
(f) Explain how sponsorship of sport is closely linked to the media. [6]
[Total: 30]
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