spt315113 - assessment report 2014 · 2017-07-26 · 2014%assessment%report% % % %! %!!! % % %!

Sport Science

Course Code: SPT315113

2014 Assessment Report

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As continues to be mentioned on an annual basis, the issue with candidates’ handwriting remains a consistent issues of concern noted by markers. The pressure to complete the paper in the allotted time frame, coupled with the fact that most would not be used to writing for over three hours, meant that some handwriting became very difficult to decipher; in particular towards the end of the paper as fatigue set in. In addition, despite a recommendation in this Report last year that candidates not use pencils, many were still writing with them. Again, it is strongly recommended that blue or black pen be used by ALL candidates. Candidates who have designs on performing well would also be reminded that in cases where generic and specialised terminology exists, they should be looking to use the correct, more specialised terms; such as those in relation to the annual training phases. There were several other instances where candidates’ exam technique failed. Examples included: • the belief that re-‐writing the question in your answer is meritorious -‐ it is not, and simply wastes

time and space; • failure to actually read the question correctly -‐ which caused some candidates to list things in the

wrong order in criterion 4 questions; or to answer questions while referring to the wrong core units, or from the wrong perspective in criterion 5 questions;

• the use of answers which relate to the wrong core unit in various short answer questions; • failure to provide data and/or units when answering criterion 4 questions; • the inability to understand how much time should be devoted to each question, as suggested by

its value in marks allocated; as some candidates wrote more for a 1 mark question than they did for a 3 or 4 mark question.

The number of candidates who were able to perform to consistently high standards across all questions within each booklet was quite low. In addition, many markers commented on the number of complete questions that had not even been attempted, which is of concern. Candidates should also consider that when answering questions which may suggest the need for a definition (particularly in the short answers), the quoting of such a definition is not always necessary. Better candidates are able to save time and demonstrate a stronger understanding of the concepts involved by incorporating the relevant information into their answer, in terms of how the concept is applied to the stimulus. Overwhelmingly, the issue which continues to cause the most concern for markers is the poor standard of criterion 5, inter-‐relationship questions. For the past two years, the Solutions to this Paper have included a set of graded exemplars for each of the questions. It would be hoped that, at the very least, candidates could familiarise themselves with the level expected for a ‘C’ rating and spend more time practicing writing to such a standard; especially in such a limited time frame as exists in the exam setting. The ability to answer such questions also relies on candidates’ general knowledge about the relevant sport contained in the stimulus. Teachers and candidates alike are encouraged to relate the theory to as many different sports as they can throughout the year to help improve general knowledge


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in as wide a range of sports as possible. This would also help remediate the issue of candidates using pre-‐prepared links, which are frequently inappropriate for the specifics of the question being attempted. PART 1-‐ Exercise Physiology Question 1 a) Too many candidates listed, and more still only gave an example rather than a definition. While

plyometrics was accepted, it focusses more on power rather than strength. b) Many candidates mixed up the names and/or characteristics; listing red and type II, or slow twitch. c) Most candidates wrote about warm ups or cool downs. Too many candidates stated that the

purpose of a cool down was to reduce the risk of injury and/or DOMS, which only applies to a warm up. Also, many defined a cool down with a description that was applicable to recovery, not a cool down.

d) Done well. e) Not generally well answered. Many confused with VO2 max. Many simply stated that it was the

difference between venous and arterial blood, with specifically referring to the concentration levels of blood. Others mistakenly stated that the concentration of arterial blood changed as an acute response.

f) Far too many candidates simply defined each aspect, without actually answering the question by explaining what the change would be. Too many believe that cardiac output would increase at rest, when it would be the same or even reduced.

Question 2 a) Very few candidates actually mentioned that overtraining is a chronic condition, and many failed

to mention the effect it would have on athletes. b) Far too many candidate stated where carbohydrates are stored rather than how, as asked for by

the question. Better answers also acknowledged that excess carbohydrates were stored as adipose tissue.

c) Despite the specific requirement to mention post-‐exercise consumption, many candidates referred only to pre, or during event consumption. Better answers spoke of time frames for high and low GI consumption as well as protein intake, in addition to fluid intake.

d) Generally answered well, but far too many candidates believed the concept had to do with the intake for a single breath; others only mentioned the amount of oxygen that can be consumed, rather than focussing on the utilisation aspect.

e) Generally answered well, although too many candidates were using only generic terminology (pre-‐season; off season), rather than the appropriate terms (preparatory and transition phases). Many failed to relate the phases were needed for younger athletes.

f) Generally answered well, although, far too many candidates again simply gave examples of techniques, rather that explaining the technique itself, as was required.


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Question 3 a) This question was poorly answered, with far too many candidates listing increased heart rate and

stroke volume, which are acute circulatory, not muscular responses. b) A range of answers were accepted here, depending on the justification given. Most candidates

answered well. c) Many candidates had a vague idea of the concept, but few were able to accurately explain oxygen

deficit, with most failing to recognise that it occurs any time there is an increase in intensity of exercise, not just at the beginning.

d) Yet again, many candidates try to answer only by giving examples, rather than with accurate descriptions. Answers were related to well to benefits in mud runs.

e) Better answers considered that all energy systems would contribute to some degree, but that the anaerobic systems would predominate. They also considered the impact of fatigue at such a late stage in the event. Too many thought it would take minutes to climb only 5 metres, and few candidates considered the descent, only the ascent.

f) Overall, this question was quite poorly answered. Far too many candidates misread the question and answered it as an energy continuum question, discussing the three energy systems, rather than just the aerobic system. Others gave general characteristics of the aerobic system instead of describing the process of energy production. The better answers considered that fats and/or carbohydrates could be used as a fuel source; and mentioned the stages of production as well as the by-‐products.

Question 4 All the usual issues with failure to provide data or units when giving answers applied again, as did the lack of precision in answers when it was possible to give quite accurate answers. a) A number of candidates got the values around the wrong way, particularly for heart rate; and too

many were not accurate enough in reading the graph, particularly for the heart rate for No Fluid Replacement.

c) Too many candidates made the statement that consuming fluids decreased heart rate during the activity, which it did not. What they should have said was that heart rate increased in both cases, but by a smaller margin when replacing fluids than when not doing so.

e) Many candidates simply stated the data for the given times, without making any reference as to what the benefits would be, as required. Also, many misread the question/graph, and gave values for 120 minutes, rather than 100 minutes.

g) Better answers considered the three elements of this question: the comparison; explaining how the differences affected Q, and explained why. When making a comparison, better answers not only stated the values, but stated which was more and by how much.

Question 5 The standard of criterion 5 answers remains a concern; even for those candidates who performed well on all other questions. It continues to be obvious that candidates come with pre-‐prepared links, but fail to make adaptations to them to take into account the specifics of the question. This question related to a period of rehabilitation from knee surgery, not a period of training; so answers about VO2 max or LIP


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training were not appropriate, unless they could be related to the main theme of the question about remaining positive throughout the process. Others seem to be at a loss as to how to structure or set out an appropriate answer to such questions, which is a real concern. Far too many confused recovery after a training session with rehabilitation from an injury. Very few candidates were able to relate their answers to the sport and give specific interrelationships examples about how their link related to James and his rehab, or cricket. Better links related SMART goals (showing how each element related to James’s situation) or motivation (indicating the type James had and explaining the evidence to support it) with periodising of his rehab schedule (such as when he could have full range of motion in the joint, followed by building up strength and walking, jogging, etc).

PART 2 -‐ Skill Acquisition Question 6 (a) Too many candidates gave answers like confidence, fatigue and mental rehearsal, which related to

either the sport psychology or exercise physiology units, and not skill acquisition, as required. Age and maturity were considered as the same answer.

(b) Candidates needed to refer to the coach for full marks. A re-‐wording of the terms in the question is not considered an answer!

(c) While the question did not ask for an example, better answers used one. (e) Many better answers demonstrated their understanding by saying that anticipation can have a

detrimental effect if not timed correctly or if the wrong decision is made. Those who struggled forgot to refer to the three parameters supplied in the stimulus. Some good answers said that anticipation would be more likely to be seen in an autonomous or maybe associative athlete, but not cognitive. Reference to ‘game-‐like’ and competition-‐like practise explained how they may improve their anticipation. Better answers referred to how anticipation improved the chances of a positive influence on reaction time rather than altering it.

(f) Candidates generally answered this question well. Better answers utilised the storage capacity as a parameter for how the coach can use it effectively. Some gave examples to demonstrate their understanding.

Question 7 (a) As Knowledge of Results is more often accepted for the cognitive athlete, explanations about KP

or KR were accepted. A few candidates interpreted the word ‘as’ in the question to imply the feedback would be continuous or concurrent feedback, despite the notion that beginners don’t cope with continuous feedback. Overwhelmingly, the most common error was saying it was ‘positive’ feedback. Again, candidates forgot this was the skill section and answers about confidence, self-‐efficacy, motivation, etc were not accepted.

(b) Issues with Information Processing and memory should have been referenced too; not just confusion.

(e) As a 3 mark question the emphasis was expected to be on showing an understanding of how the coach can facilitate progress, not just providing definitions of the stages.


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Question 8 (a) Lots of candidates failed to attempt this question. (b) Simply stating big and small muscles used was not enough for the full mark. Some candidates used

examples from the stimulus which was good but wasn’t expected. (c) Many candidates stated that hand eye coordination would assist in developing schema, which is

not what the question asked for. Many candidates had difficulty relating their answers to the stimulus. Many others simply left it blank.

(d) Some candidates simply said ‘good’ BOS and COG but didn’t go on to describe how it could assist. Better answers referenced how they provide a stable platform for force generation, which demonstrated good understanding.

(e) Again, equal or more emphasis was sought in the application of the theory to the situation, and not merely providing definitions. Better answers stated that smoother, better timed motor programs were produced when there was good hand eye coordination.

(f) Definitions on their own were not needed here if the concepts of Reaction Time, Movement Time and Response Time could be explained in the application. The expected answer stated that better hand/eye coordination assisted with Movement Time and Response Time but did not necessarily impact on Reaction Time.

Question 9 (b) Some candidates failed to read the question properly and got the ranking back the front! (c) Overwhelmingly, club 1 was selected by candidates. (d) Many candidates mistakenly selected club 2. This showed an obvious lack of knowledge about

golf, as they suggested after landing in the bunker, it rolled on far enough to reach the hole. (g) Most candidates answered as the question was designed – by suggesting Clubs 1 and 2 with

supporting data. They also stated that club 3 and 4 would hit the tree. For full marks candidates needed to state that club 2 was the preferred option of the two clubs.

Question 10 As has become a familiar pattern, this question was poorly answered by many candidates, with many candidates failing to even attempt the question, or only completing one link instead of the required two. Candidates seem to be good at providing relevant definitions, but less adept at explaining how the two concepts are linked together or in relating the theory to the information contained in the stimulus. Some candidates seemed to be thrown by the concept of decreasing muscle mass, as they tried to use pre-‐prepared links about increasing FT muscle fibres to improve her reaction time for the 400m hurdles. PART 3 – Sport Psychology Question 11 Generally well answered with the better answers demonstrating a clear knowledge and application of the relevant theory. Especially evident in applying how the theory related to stimulus concept of the role of being a captain; an aspect on which lesser candidates were caught short.


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(c) Many candidates demonstrated good understanding of coping strategies and the lead role a

captain plays with their implementation. The importance of recognising that a coping strategy is put in place should the primary plan/strategy fail or be inappropriate should be noted. Many candidates discussed coping strategies purely from a coping with pressure point of view.

(d) Many candidates opted for broad internal rather than broad external, which was not accepted unless the concept of shifting between BI and BE was outlined.

(e) Weaker answers confused competition strategies with outlining all the different strategies for competition (ie included pre-‐competition strategies and coping strategies). Candidates also had difficulties with demonstrating a clear understanding of the captain's role in a game situation with reinforcing these strategies.

(f) A few candidates didn't seem to know the guidelines that should be followed to improve mental rehearsal.

Question 12 If the candidates had the knowledge, the knowledge aspects of this question were well answered. There were, however, many application of knowledge components in this section, and some candidates had difficulties with showing a clear understanding. (b) Many candidates incorrectly thought ‘blocking out distractions’ broadened, rather than narrowed,

an athlete’s attention. (c) Generally well answered – good understanding of pre-‐comp strategies and their purpose

demonstrated. (d) The best way to assist state anxiety is to decrease and not increase it. Thus, the selected music

should have achieved this function. Some candidates were confusing aspects of arousal with anxiety.

(e) With regards to the Catastrophe Theory, this aspect of the question was poorly answered. Very few candidates noted the role of cognitive anxiety as a factor in the catastrophe theory.

(f) Many candidates did not know the benefits of goal setting and were too brief with their explanations.

Question 13 Better answers were very clear, directly stating the theory and providing clear explanations. (b) Better answers related the concept of choking to the importance attached to the situation. (c) Generally, an understanding of amotivation was not well demonstrated. (e) The key word ‘Explain’ was not noted by many candidates, who chose instead to simply list

strategies to overcome pain. Question 14 As with all interpretation questions it was very important to read the information above the table. Better answers interpreted the table correctly with '1' being the highest motivator. Unfortunately, some


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candidates answered this question with '10' being the highest motivator. This was an incorrect interpretation and many of their subsequent answers suffered as a result. Another simple error by candidates occurred when they considered the incorrect athlete to what the question asked. Those who answered the questions as asked, generally did quite well, although once again, better answers included relevant data to support all of their answers. (g) This question was answered quite poorly with many candidates not being able to make

conclusions with what the terms 'similarities' and 'differences' mean. Some candidates just listed what the strong motivators were for each of the athletes and didn't actually make any comparison.

Question 15 Stronger candidates interpreted this interrelationship from a positive perspective ie what Adam Scott could do to regain his self-‐confidence after not performing to his potential. These candidates were able to identify a relevant link, support the link with theory and explain how the two areas related to each other (in detail) while applying the chosen link to the given scenario. Weaker answers didn't explain how their selected units related to each other or were not relevant to the given scenario.

SPORT SCIENCE Course code: SPT315113

2014 Solutions Part 1 - Exercise Physiology Question 1 (a) Resistance training is overcoming a load, often made up of your own body weight (resistance calisthenics) e.g. push ups or an external weight (isotonic weight training) e.g. bicep curl using a dumbbell. (1 mark) (b) Type II/Fast twitch muscle fibres: they have - a whiter colour due to lesser blood supply; a fast contraction time; more forceful contractions; fatigue quickly, etc. (1 mark) (c) Choose one of warm-up, skill development, conditioning or cool down.

• The purpose of a warm-up is to increase blood flow to the muscles that are going to be used in the training session. This in turn, increases the temperature of the muscles, tendons and ligaments increasing muscle efficiency, decreasing the likelihood of DOMS and/or injury.

• The skill development component concentrates on the sport specific skills needed by the athlete/s, which are often incorporated into sport specific fitness activities. This session can be placed either before or after the conditioning component, depending on the aim of the session.

• The conditioning component focuses on developing the sport specific fitness requirements needed in terms of the relevant energy systems, components of fitness and muscle groups. This session can be placed either before or after the conditioning component, depending on the aim of the session.

• The cool down component of the session is a continuation of the activity but at a reduced intensity. Its purpose is to promote continued blood flow and as such prevent venous pooling, and to speed up the process of removing by-products and replenishing energy stores. (2 marks)

(d) Two of the training principles other than intensity or duration: Progressive overload can be used to gradually increase the work completed in the session over time to ensure that improvements in fitness continue to be made Frequency – if a participant wants to gain fitness benefits from the cross-fit workouts they need to complete them a minimum of three to four times per week. Detraining or Reversibility – if the participants does not train regularly enough, they will begin to lose the chronic adaptations they had gained from their cross-fi t program. Variety – The cross-fit workout needs to contain a variety of activities to maintain motivation, especially during times where the participant’s fitness development plateaus. Diminishing Returns – when planning a cross-fit workout it is important that participants realise that as they get fitter or have a higher level of fitness, then the fitness gains will be smaller and less visible and must continue to work hard regardless of the results. Individuality – The cross fit workout will need to consider the specific requirements of each person in terms of things such as their current fitness levels, their goals, their commitment, etc. Specificity – The cross fit workout will still need to ensure that it is using exercises which will develop the required energy systems, components of fitness and muscle groups that the participant needs for any specific purposes. (2 marks) (e) Arterio-venous oxygen difference (a-v O2 diff) is the difference in concentration of oxygen between the arteries and the veins. It indicates how much oxygen is being utilised by the muscles to create energy for exercise. During a high---‐intensity cross fit workout the working muscles use more oxygen to produce the energy needed for muscular contractions, thus increasing the a-v O2 diff. (3 marks) (f) Over time, the following changes will be evident when at rest: Heart Rate decreases due to cardiac hypertrophy and the ability of the heart be able to supply enough oxygen in less heart beats.

Stroke Volume increases as the stronger heart is able to pump more blood per heartbeat. Cardiac Output remains unchanged or decreases as the body does not require extra oxygen at rest, and because any decrease in heart rate is compensated for by the increase in stroke volume. (3 marks) Question 2 (a) Overtraining is chronic condition caused by an imbalance between the amount of training and rest allowed. It could result in exhaustion, illness, injury or burnout. (1 mark) (b) Carbohydrates are stored in the body in the insoluble form of glycogen (in the liver and muscles), and in a soluble form as glucose (in the blood). Excess carbohydrates may be stored as adipose tissue. (1 mark) (c) Post-exercise, athletes should consume a high GI snack and a small amount of protein within the first hour. This should be followed by a more substantial meal of low GI food within 2-3 hours. Water or isotonic sports drinks should also be consumed unti l your urine is clear in colour. (2 marks) (d) Maximum oxygen consumption (VO2 max) is the maximum amount of oxygen that can be taken in and utilised by the body to produce energy during maximal or exhaustive exercise. VO2 max declines as you age, so older athletes should aim to have a high VO2 max because it means they are fitter, healthier, and have a greater aerobic capacity. (2 marks) (e) The first phase of a training year is the preparatory stage which prepares the younger athletes for competition and is divided in to the general and specific preparation. It is the phase where there is development of a younger athlete’s general fitness base and weaknesses are corrected. The second phase is the competitive stage which includes all competition. The phase essentially maintains pre---‐season fitness aims to peak for specific times/games, therefore sessions should be lighter closer to competition days. The transition phase allows for younger athletes to recover both physically and psychologically; to avoid overtraining, and the risk of long term damage to their growing bodies. (3 marks) (f) Three of the following techniques that can assist with recovery: Static stretching involves lengthening the muscles used in training in an attempt to stop stiffness in the muscle, relax, re---‐align the muscle fibres and re-establish normal range of movement. Rehydration involves taking in water/fluids until pre-training weight or clear urine is achieved. Cold-Water Immersion involves wading through water which results in less fatigue and muscle soreness (this can also be achieved through a cryosauna; which is a non-fluid form), and is appropriate after jarring or collision activities. Passive recovery, or not moving after exercise, has been found to appropriate for high intensity activities that primarily rely on the phosphagen energy system. Contrast-Water Therapy is when athletes alternate between hot and cold water e.g. hot shower and ice bath, to help speed up the flushing out of muscle toxins. Sleep is an important factor to allow to the body to rest and recover. Compression Clothing applies graduated pressure on the body, producing a massaging effect which stimulates blood flow. Massage is a manipulation of the muscles which can achieve many of the benefits of stretching - relieve the body of all strain and muscle tension, thus leaving the muscles in a relaxed state. (3 marks) Question 3 (a) Two of the following muscular responses to exercise: Increased muscle temperature, increased blood flow to muscles, increased number of muscular contractions, increased motor unit activation for more forceful muscle contractions, increased muscle enzyme activity, depletion of muscle energy stores. (1 mark) (b) The achieving of a steady state, where the oxygen demand would be equal to the oxygen

supplied, would depend on the length of the trail running section. If it lasted for at least 3 minutes then they would; if not, then they would not. (1 mark) (c) Oxygen Deficit is the difference between the amounts of oxygen required for a task, had all the energy been supplied aerobically, and the amount the body was able to supply, up until the point where a steady state is achieved. This especially occurs in the first few minutes of a mud run as participants suddenly increase their intensity of effort, and need to rely on their anaerobic systems to meet energy demands. (2 marks) (d) Plyometric training involves a rapid eccentric contraction following by a forceful concentric contraction. It aims to improve power which would be of use in a Mud Run to help jump and leap over some of the obstacles. (2 marks) (e) The ATP---‐PC system would supply the initial energy to jump onto and start climbing the rope for up to 10 seconds. However, due to the fatigue generated up to that point, the Lactic Acid system would supply the majority of the energy. The Aerobic system will supply the energy on the decent from the rope climb, or for the climb up if there is too much fatigue to work anaerobically. (3 marks) (f) The aerobic system would be producing the majority of the energy. It does this in the mitochondria in three stages – the first being either glycolysis (breakdown of glycogen) or lipolysis (breakdown of fats). The second stage is the Citric Acid Cycle (Krebs’ Cycle), which produces CO2 as a by-product, and finally the third stage of the Electron Transport Chain, which generates H2O as a by-product. (3 marks) Question 4 (a) (1 mark)

Heart Rate Cardiac Output Fluid Replacement 138/9 bpm 22 L/min No Fluid Replacement 142 bpm 20.5 L/min

(b) Q was the same at the 40 minute mark, with a value of 21 L/min. (1 mark) (c) Heart Rate remained lower at all test times when fluid was consumed compared to when fluid was

not replaced. When fluid was replaced heart rate increased at a slow, steady rate, from 135 bpm to 143 bpm. When there was no replacement of fluid heart rate increased steadily only until the 60 minute mark and then it increased rapidly from 142 bpm to 161 bpm by the end of the test. (2 marks)

(d) After the 60 minute mark Heart Rate increased dramatically. In the twenty minutes between the 60

and the 80 minute mark heart rate increased from 142 bpm to 152 bpm. (1 mark) (e) At 20 minutes Q was 20 L/min with fluid replacement and 22 L/min without fluid replacement (FR =

2 L/min less). At 100 minutes Q was 19.5 L/min with no fluid replacement and 23 L/min with fluid replacement (FR = 3.5 L/min more). This indicates that fluid replacement is of no benefit in the early stages of exercise, but if it goes for longer than 40 minutes, the benefits become more pronounced. (2 marks)

(f) The general trend saw SV increase, al though the increase was not consistent. I t

increased by 9 mL over the session (from 143-152 bpm) although i t peaked at 155 bpm at the 100 minute mark. (2 marks)

(g) A t t h e 2 0 m i n u t e m a r k S V w i t h F R i s 6 m L l o w e r t h a n w i t h o u t F R ( 1 4 8 t o 1 5 4 m L ) . B y t h e 4 0 m i n u t e s m a r k , S V w i t h F R i s h i g h e r b y 2 m L ( 1 5 0 t o 1 4 8 ) . S V w i t h F R r e m a i n s h i g h e r f o r t h e r e s t o f t h e s e s s i o n , e n d i n g u p 2 7 m L h i g h e r ( 1 5 2

t o 1 2 5 ) a t t h e 1 2 0 m i n u t e m a r k . T h e s e d i f f e r e n c e s a l i g n c l o s e l y w i t h c h a n g e s t o Q , a s t h e t w o g r a p h s s h o w s i m i l a r p a t t e r n s . T h e r e a s o n f o r t h i s s i m i l a r i t y i s t h a t Q i s c a l c u l a t e d b y m u l t i p l y i n g H R a n d S V , a n d t h e c h a n g e s t o S V w i t h o u t F R a r e a l s o r e f l e c t e d i n a n i n c r e a s e d H R w i t h o u t F R a s w e l l . (3 marks) Question 5 (12 marks) The two core units for this question were Exercise Physiology and Sports Psychology. Links could be made in either direction; that is - from Exercise Physiology to Sports Psychology or; from Sports Psychology to Exercise Physiology. Links must be made from a positive perspective - that is - what could James Faulkner (JF) do to remain positive throughout his rehabilitation? Two links needed to be made. Each link was assessed out of 6 marks. For example:

• Goal Setting and training programs • Visualisation and training sessions • Motivational techniques and detraining • Relaxation and its effect on recovery • Coping strategies and effects of training • Self-efficacy and recovery techniques • Training methods and motivation

“C” Standard The following is an example of a link that could have been made. If two links of a similar standard were written, the candidate would have received a “C” rating:

Goals->Training year Goals are things people strive to achieve. They provide direction, focus and improve motivation. They can be set with regard to the process or the outcome, over short or long periods of time. The training year needs to be broken down into smaller, more manageable chunks of time to allow the athlete to target different things in each phase. The volume and intensity changes throughout the year as well, to allow the athlete to peak when needed. If JF sets a goal to complete his rehabilitation by specific date, he will know how long he gets to prepare in the pre-season before he can take part in the competitive cricket again. Knowing when he will be ready and what needs to be done to make him ready will help keep his positive throughout his rehab. “B” Standard The following is an example of a link that could have been made. If two links of a similar standard were written, the candidate would have received a “B” rating:

Goals->Training year SMARTER goal setting assists in periodising the training year JF would need to set goals which conform to the SMARTER guidelines and focus on the processes involved in his rehab. This would help him stay positive, while also providing direction, focus and motivation. The training year is divided into 3 main phases, the preparatory, the competitive and the transition. Each phase targets different aspects of training and helps to ensure that the athlete knows what they are working on and striving to achieve. As JF is in rehab, he would be working in his transition phase. Having specific and time based goals about when he can walk, run, etc which can be measured to see when they have been achieved, allow JF to adjust his training frequency and intensity to peak for each of the rehab testing dates. These short term goals would be linked to the long term goal of JF returning to the Australian team. This structure would help to keep JF feeling positive throughout his rehab.

“A” Standard The following is an example of a link that could have been made. If two links of a similar standard were written, the candidate would have received an “A” rating:

Goals->Training year SMARTER goal setting assists in periodising the training year JF has the specific long term goal of returning to the Aust Cricket team. As he is currently injured, he is in a transition phase of his periodised training year, where he would normally be undertaking a variety of activities to maintain some level of fitness while having a rest from cricket. However, in this phase, he would now have to set a number of short term, measurable and reviewable goals to monitor his progress during his rehab; focusing on the processes needed to move on to the next stage. eg: JF would start by wanting to be walking in a pool after a week, on a treadmill by two weeks and doing specific strength exercises, such as leg extensions by week 3. In regularly reviewing his progress with the team doctor, physio and coaches, an agreed goal on the time for him to commence the general preparatory sub-phase, where he would work on re-establishing his aerobic fitness, would be set. All these processes would help JF see a clear path to achieving his long term goal of returning for the next competition phase, and help to keep him positive throughout the period of his rehab. Part 2 - Skill Acquisition Question 6 (a) Students can select any four of the factors that affect skill acquisition. Age/maturity, motivation, gender, heredity, quality of instruction or training, ability to process information, physical characteristics, personality, previous experience, geographical location, learning style, socio-economic factors. (1 mark) (b) Observation and analysis allows a coach to identify patterns of movement within a skill allowing the coach to improve subroutines of a skill and then the overall movement pattern. (1 mark) (c) An IP model involves: input; processing; output (the movement or performance), and; feedback. Knowing this means a coach can provide feedback to assist the athlete in any of the three other areas. For example they may need to assist the athlete to learn how to recognise relevant cues in the environment (input of information), or they could have to provide some feedback on the output or skill performance to improve the subroutine or motor program. (2 marks) (d) KR is a form of extrinsic feedback and provides information about the outcome of a performance. I t i s more useful in the early stages of learning and also assists with motivation. (2 marks) (e) A coach should encourage an athlete to anticipate, or predict future events based on early signals or past experience. By doing this, they are able to reduce their choice reaction time, which is the interval of time between the presentation of one or more stimuli and the initiation of one of several possible responses. The coach needs to ensure that athletes learn to anticipate through appropriate practice, which gives the athlete the necessary experience to increase the chances of them reducing reaction time and thus shortening the choice reaction time. (3 marks)

(f) LTM is where a memory is permanently stored in the brain for later recall. It contains information about past experiences and movement patterns. A coach needs to understand that once an athlete can store information about a skill or set play in their long---‐ term memory they will be able to access the memory in future performances. This means the coach must provide time for practicing the skills or set plays correctly. (3 marks)

Question 7 (a) Knowledge of performance is a form of extrinsic feedback that indicates the quality of the movement and should be given to children that are attempting a new skill. OR Knowledge of Results is a form of extrinsic feedback and provides information about the outcome of a performance. (1 mark) (b) ‘Overloading’ is when too much information is given. When instructing children if they are overloaded, some information will not be retained and the skill be less successful. (1mark) (c) Part practice is where a skill is broken down into its parts or subroutines and each part is practiced separately before being combined together. The teacher must ensure that when children are learning new skills they must correctly produce parts of the movement before moving onto combining the subroutines into motor skills and then into movement patterns. (2 marks) (d) Two of the following senses: Vision – is the most important input in most sports as it provides information about where objects are in space, the objects colour and space, other people are in comparison to yourself, it also let you know how fast objects are travelling. Proprioception – provides the child with an awareness of muscular movement and how the movement ‘feels’. Touch equipment allows the child to decide if they are holding the equipment correctly. Equilibrium – is an internal sense that can tell the child if the body is balanced and under control. Hearing – is an important aspect initially in activities for children where the movement is initiated by listening to a sound or for a message from their teacher or an umpire’s whistle. (2 marks) (e) The cognitive stage of learning is the first stage of learning where the child is learning the parts of a skill and they make many errors, have poor timing and need repetition to improve skill learning. In this stage teachers must provide accurate demonstrations, break down the skill in to subroutines, allow time for practise, give clear instructions and relate the skill to previously learnt skills. With continual positive feedback, adjustments and practice teachers can progress children to the associative stage where they can be given more specific feedback, can start to put skills into game situations but still require practice the skills. The associative stage of learning is thus where the child will become more familiar with the sequencing and timing of the movement. (3 marks) (f) Signal detection is the determination of whether or not a cue or stimulus is present. And… Two of the following ways to improve signal detection:

• by increasing the size, colour or brightness of the cue or stimulus. • by slowing the speed of the stimulus so that is it easier to see. • by manipulating the colour of the background behind the object to make it easier to see. • by eliminating unnecessary ‘noise’ to prevent picking up the stimulus or cue. • by keeping the object is in the child’s view for longer as it is travelling towards them. (3 marks)

Question 8 (a) Selective attention is ability to block out irrelevant cues and only attend to the relevant cues or stimuli. (1 mark) (b) Fine motor skills involve precise control of small muscles whereas gross motor skills involve large muscles, parts of the body or the whole body.(1 mark)

(c) E i t h e r Schema are general rules that the brain stores in the long term memory which govern the execution of a skill. OR An athlete with good schema is able to adjust a skill to different environments and situations and produced controlled and coordinated movements in a variety of situations. Therefore the athlete with better schema or rules would be more likely to have better hand---‐eye coordination in a range of environments and situations. (2 marks) (d) Students can choose either catching a football, throwing a dart at a dartboard or hitting a softball. Base of support is the area of the supporting base of an object or person. When an athlete hits a softball requires the batter to have a large base of support to cope with swinging the bat around the axis of their body. (ie- increases their stability making for better generation of powerful swing) Centre of gravity is the centre of balance or the centre of weight of the object or person. The batter should also lower their centre of gravity so they don’t lose their balance as they swing the bat. (2 marks) (e) A subroutine is a part or component of a skill. A motor program is a plan that outlines the correct sequencing and timing of the subroutines for that skill. If the athlete is uncoordinated, then their timing is not correct and the motor program is compromised and will not be performed correctly. OR If the athlete is coordinated, then their timing will be good and the motor program will be performed smoothly and correctly. (3 marks) (f) Reaction time is the amount of time it takes for the first movement to be initiated after a stimulus has been presented. Movement time is the amount of time it’s takes to complete the skill. Response time is a product of reaction time and movement time, the total time it takes from presentation of the stimulus to the completion of the skill. An athlete who has well developed hand---‐eye coordination will have a shorter movement time than an athlete who is uncoordinated and they will be able to perform the skill correctly. As a result, response time will be decreased. (3 marks) Question 9 (a) The driver would most likely be Club 4 as the ball travels a total of approximately 237 metres. (1 mark) (b) Club 4 with 237 metres, Club 3 with 170 metres, Club 2 with 140 metres and Club 1 with 95 metres. (1 mark) (c) Either of the following answers should be accepted. Club 1 should be selected as the graph indicates the ball will land at 95 metres. However, Club 2 could be selected and the golfer could take some power off the shot to land it closer to the 100 metre mark. (1 mark) (d) Club 3 clears this distance as it lands 145 metres from the golfer and rolls to 170 metres. Club 4 also clears the distance, as the ball lands 205 metres from the golfer and then rolls to 237 metres. (2 marks) (e) Club 1 imparts enough spin on the ball as the graph indicates there is no roll on after it hits the ground. (1 mark) (f) The golfer would choose Club 2 as the graph indicates that the ball lands 125 metres from the golfer and finishes at 140 metres. (2 marks) (g) Club 1 would reach the green at 50 metres from the golfer the ball is 37 metres in the air. It lands

about 97 metres away and the golfer would then need to take another shot towards the green. Club 2 would allow the ball to pass over the tree because at 50 metres away from the golfer the ball would be about 25 metres in the air. It would then bounce and roll past the green. The golfer would need to have another shot to place it back onto the green. Club 2 is the best choice of the clubs. (4 marks) Question 10 (12 marks) The two core units for this question were Exercise Physiology and Skill Acquisition. Links could be made in either direction; that is - from Exercise Physiology to Skill Acquisition or; from Skill Acquisition to Exercise Physiology. Links must be made from a positive perspective - that is - what could Jana Pittman (JP) do to assist in a successful return to hurdling? Two links needed to be made. Each link was assessed out of 6 marks. For example:

• Training methods and practising skills • Reducing muscle mass and skill output and performance • Training programs and reaction time • Training programs and feedback


Movement analysis -> Training Methods Movement analysis is done when a performance is viewed either with the naked eye, or with video in order to see if the technique is being done right. Training methods are the different ways in which an athlete trains to improve their energy systems and components of fitness. There a lots of different methods such as continuous, interval and flexibility. An analysis of JP’s hurdling technique by her coach may show that her muscle bulk from bobsled training is limiting her hurdling ability, meaning she will need to undertake some flexibility training to increase her ability to more efficiently get over the hurdles. “B” Standard The following is an example of a link that could have been made. If two links of a similar standard were written, the candidate would have received a “B” rating:

Movement analysis -> Training Methods A proper analysis of JP’s hurdling technique means she will undertake the best training methods. Movement analysis is done when a performance is viewed either with the naked eye, or with video and/or movement analysis software in order to examine the athlete’s technique being used; to see if it is being done correctly, and to suggest and justify ways in which it can be improved, if required. Training methods are the different ways in which an athlete trains, to improve their energy systems and components of fitness which are required for their sport. There a lots of different methods such as continuous (LSD, fartlek, and LT), interval, resistance (including plyometrics) and flexibility. An analysis of JP’s hurdling technique by her coach shows that the muscle bulk JP gained from explosive resistance and short interval training for the 5 second take-off in the bobsled is limiting her range of motion in her hip joint, which negatively affects her hurdling technique. As a result, they suggest she undertake some flexibility training to increase her ability to more efficiently get over the hurdles. “A” Standard The following is an example of a link that could have been made. If two links of a similar standard were written, the candidate would have received an “A” rating:

Movement analysis -> Training Methods A proper analysis of JP’s hurdling technique means she will undertake the best training methods.

When JP resumed training in her old event of hurdling, her coach conducted a naked eye and video analysis using biomechanical software. The analysis was conducted to examine the similarities with her current technique to that of the technique she had when at her peak. It found that the height JP’s lifted her head as she cleared the hurdles had increased. It was determined that previous training JP had undertaking for different sports, like bobsled, had focussed primarily on explosive strength which relied mostly on her ATP-PC energy system, and resulted in hypertrophy of her major leg muscles. This extra muscle bulk was found to be limiting her range of motion in her hip joint, causing her to jump higher to clear the hurdles. Her coach recommended more LA energy system work for her muscles, based around interval training over 400 metres at a W:R of 3:1. This would improve the speed endurance characteristics of her type IIa muscle fibres and decrease their size. The coach also suggested some static and PNF flexibility training to increase the ROM in her hip to allow a lower clearance over the hurdles. As a result of the movement analysis, JP was able to establish appropriate training methods to ensure she could compete at the 2016 Olympics.

Part 3 – Sport Psychology Question 11 (a) Self-confidence is a person’s belief in themselves and their abilities. (1 mark) (b) Two of the following: give the team-mate a pep talk, stress the importance of the event, give the team-mate a publicised responsibility, help the team-mate set performance goals that they can achieve, help the team-mate to engage in a vigorous warm-up, suggest they listen to loud and stimulating music, facilitate the watching of motivational videos. (1 mark) (c) A coping strategy is a back-up plan for any pre-competition or competition strategy. If strategies do not go as planned, or become inappropriate in a game situation, then the back-up plans can be utilised. It would be the Captain’s role in a game situation to ensure that the team knows what is happening if a primary strategy does not go as planned. They would most likely be the person who would call a different play or change the team’s structure on the field. (2 marks) (d) Broad External attentional style: It would be external as the captain would be concerned with the other players in the environment, and it would be broad as there would need to be as assessment made of where team-mates are in relation to the other team and the object of the game. (2 marks). (e) Competition strategies are those that provide each athlete with information and direction for the time of competition. The captain would need to make sure that the game plan is being followed. They would need to reinforce and use the cue words to assist with set plays and focus the players on the task relevant factors. They would also need to keep check of any performance reference points so that coping strategies can be employed if things do not go as planned. (3 marks) (f) Three of the following guidelines of mental rehearsal:

• It should start with some relaxation so that tension and distraction are minimised. • It is important to stay alert (sitting up rather than lying down) as concentrated mental

rehearsal means images will be stronger. • Mental rehearsal has greater benefit to the athlete if it is done in present tense. • It is important that you visualise yourself able to complete the task and not competing

something that is unrealistic. • Use as many senses as possible so the mental rehearsal is more realistic. • Utilise both forms of visualisation: looking from inside out, and from outside looking in. • Visualise at the correct speed so that neural pathways used in the actual performance of the skill

are strengthened.

• It should be practised regularly so you become adept at it. • When mental rehearsal is practised it should be done positively as negative thoughts, anxiety

and frustration can manifest in the actual performance. • Enjoy it. Maintain a positive attitude towards mental rehearsal so it is more likely to be

undertaken regularly and reduce chance of frustration or boredom. (3 marks) Question 12 (a) Extrinsic motivation is from external sources usually in the form of a reward or recognition. (1 mark) (b) It is a narrowing of attention, as it is focussing on fewer elements in the environment and attending to a smaller amount of cues or stimuli. (1 mark) (c) Pre-competition strategies cover all actions and events prior to competition. These ensure that the athlete is organised, physically and mentally prepared for competition. (2 marks) (d) State anxiety is the anxiety that is inherent in a situation as perceived by the athlete. Music can assist by reducing an athlete’s anxiety levels and help them regain focus on the task at hand rather than on negative thoughts or depending on the tempo and speed of the music it can….etc (2 marks). (e) Their arousal would continue to increase. According to the Inverted U Hypothesis, this would have a negative impact on performance. In considering the Catastrophe Theory, increasing levels of arousal from the music could benefit performance as long as cognitive anxiety remains low; but if both became high, the athlete would most likely have a rapid and dramatic decrease in performance and find it hard to recover from this over--‐aroused state back to the optimal arousal level unless serious steps are taken to refocus. (3 marks) (f) Three of the following benefits of goal setting:

• Goals can enhance focus and concentration as those goals that are clearly defined prevent distractions in training and competition.

• Goals help create a positive mental attitude as they encourage the athlete to persevere and continue to strive to perform.

• Goals increase intrinsic motivation as a goal can assist an athlete to maintain their effort even though they have had disappointment or poor performance.

• Goals can improve self--‐confidence as achieving them gives a sense of achievement. Goals can enhance playing skills by giving target times/scores to be achieved in training.

• Goals can improve overall performance due to the fact that they focus attention, encourages a positive attitude and improves the athlete’s self--‐confidence.

• Others……. (3 marks) Question 13 (a) Positive self- talk can help the athlete believe in themselves again and enhances their motivation or self-confidence…or Posi t ive se l f - ta lk could be used to regain focus and lower anxie ty of h igh arousal levels . (1 mark) (b) The athlete perceives this team to be important. As such, their below par performances prevents them from executing skills they would normally be able to do = ‘choking’. (1 mark) (c) E i t h e r Amotivation is a lack of intention to engage in a behaviour Or the athlete seems to

have reached a level where they are not motivated intrinsically or extrinsically and therefore there is little motivation to continue to strive to perform to the best of their ability. (2 marks) (d) Short term goals may be set for each training session and each game in the hope that the achievement of these goals will increase self-belief (self-confidence; motivation, etc). These short term goals are often seen as “stepping stones” to achieving the long term goal. Long term goals can be set so they can see long term rewards in the future. (2 marks) (e) Three of following strategies that can be used to improve the athlete’s ability to ‘cope with pain’:

• Expect the Pain – know that there will be a point where there is going to be pain. • Accept the Pain – the knowledge that pain is a part of the sport you are playing. • Train for the Pain – the need for training to be as intense as the competition and that situations in

training help in competition. • Pain as a Mental Sign – at times of physical discomfort the athlete should use cue words and task

relevant factors to focus on the tasks and the performance. (3 marks)

(f) Debriefing is important so that an athlete has a chance to move forward regardless of whether training or competition was successful. And… Two of the following guidelines for debriefing:

• Debriefing should happen as soon as possible after the performance so that the experiences are fresh in the athlete’s mind.

• Debriefing should identify both effective and ineffective strategy elements so that new or modified competition strategies can be made for the next competition or training if needed.

• Debriefing should identify the performance factors that were omitted and that are essential for the next competition or performance.

• Debriefing should involve the athlete and should not just be the coach addressing the athlete but a two way communication so that the athlete has some responsibility and involvement in the debriefing session. (3 marks)

Question 14 (a) # 7 – ‘ To be recognised or rewarded’. (1 mark) (b) Top was #6 – ‘To experience challenge and achievement’, followed by #5 – ‘To push personal boundaries’. (1 mark) (c) L e a s t m o t i v a t e d b y # 7 – ‘ To be recognised or rewarded’ with a score of 10, followed by #5 – ‘To push personal boundaries’, with a score of 9 and #1 – ‘To be prepared for competition’, with a score of 8. (1 mark) (d) No athlete rated ‘To reduce stress’ as one of their top motivators. Athlete A rated this 9th, Athlete B rated this 8th, Athlete C rated this as 4th and Athlete D rated this as 9th. (Any correct supporting data) (1 mark) (e) Athlete A is more likely to be a child as their top motivator was #9 - ‘To have fun with friends’ and their lowest motivator was #5 - ‘To push personal boundaries’. Whereas Athlete D’s top motivator was #7 - ‘To be recognised and rewarded’ and their bottom motivator was #9 - ‘To have fun with friends’. (2 marks)

(f) Athlete B would most likely be the mountain bike rider as their top two motivators are #6 – ‘To experience challenge and achievement’, with a score of 1; followed by #5 - ‘To push personal boundaries’, with a score of 2. (or to reduce stress is scored 8, as new courses create stress) (3 marks) (g) Similarities include #4 ‘To reduce stress’, where A had a score of 9 and B had a score of 8, and; #10 ‘To achieve goals’, where A scored 6 and B scored 5. (Similarity based on score difference of +/- 1). Differences included #5 ‘To push personal boundaries’, where A scored 10 and B scored 2; #7 ‘To be recognised and rewarded’, where A scored 4, B scored 10, and; #9 ‘To have fun with friends’, where A scored 1, B scored 7. (Difference based on score difference of >+/- 5) (3 marks) Question 15 (12 marks) The two core units for this question were Skill Acquisition and Sports Psychology. Links could be made in either direction; that is - from Skill Acquisition to Sports Psychology or; from Sports Psychology to Skill Acquisition. Links must be made from a positive perspective - that is - what could Adam Scott (AS) do to help regain his self-confidence? Two links needed to be made. Each link was assessed out of 6 marks. For example:

• Effective arousal control enables better selective attention. • Effective visualisation can re inforce the correct timing/execution of sub-routines. • Appropriate debriefing procedures can use movement analysis (e.g. video) to detect and

correct skill errors. • Appropriate motivation wil l lead to effect ive pract ice . • Use of feedback to improve self-confidence. • Receiving relevant feedback could lead to improved intrinsic motivation. • The use of appropriate competition strategies (eg-cue words) could improve decision making (eg-

club selection).


Practice -> Self-efficacy Practice is the learning and development of skill. It can be done in a range of different ways, depending on a range of circumstances. Self-efficacy is a situational form of self-confidence, based on how a person thinks they will do in a specific situation. After playing badly in his last round, AS will now spend lots of time practicing the shots he did not play well on that day, so that the next time he finds himself in a similar situation, he won’t remember the bad shots from the tournament that he missed, but the more frequent times he played the shots successfully in practice sessions, which will help with his self-confidence and self-efficacy. “B” Standard The following is an example of a link that could have been made. If two links of a similar standard were written, the candidate would have received a “B” rating:

Practice -> Self-efficacy Due to the amount and type of practice done, AS will re-establish his self-efficacy. Practice is the learning and development of skill. The nature of the practice an athlete uses depends on their

individual circumstances, such as skill and fitness levels, as well as their goals and the time they have at their disposal. Self-efficacy is a situational form of self-confidence, based on how a person thinks they will do in a specific situation. A person’s self-efficacy is shaped by factors, such as: their past achievements; whether they have seen others do the same things; how much they have been convinced of their ability, and; their ability to control their arousal levels. Despite his bad last round, AS will spend time undertaking constant practice of the shots he did not play well in the tournament (eg putting or bunker shots). As no two situations are alike, he will also practice these shots in a variety of different ways (eg uphill, downhill; fast, slow pace). So, when he finds himself in a similar situation, he won’t remember the bad shots from the last tournament, but the more frequent times he played the shots successfully in practice sessions, which will help him maintain his self-confidence and self-efficacy.

“A” Standard The following is an example of a link that could have been made. If two links of a similar standard were written, the candidate would have received an “A” rating:

Practice -> Self-efficacy Due to the amount and type of practice done, AS will re-establish his self-efficacy. The next time that AS finds himself in the lead going into the last round of a tournament, especially one which he values winning; he will need to have a positive mind set, based on success in practice and high self-efficacy traits if he wishes to do well. As past accomplishments are an antecedent for self-efficacy, AS will need to overcome his performance at the AP Invitational. To do this, he will need to undertake constant practice of the shots that he did not play well at the time and ensure that he achieves a great deal of success playing them in practice; so that he can reflect on these performances, and not those from the AP Invitational. As no two situations in golf are ever identical, he will also undertake practice of these shots in a variety of ways, such as into a headwind, with a tailwind, from the fairway and rough, on an uphill and downhill lie, etc. This belief in his ability, based on success in practice, along with his ability to control his arousal levels, and the verbal persuasion from his caddy as he lines up to play the shots, will ensure that AS is full of self-confidence in general and self-efficacy in particular, leading him to his next tournament victory.

TASMANIAN QUALIFICATIONS AUTHORITY

ASSESSMENT PANEL REPORT

SPT315113 Sport Science

12% (51) 23% (96) 40% (172) 25% (107) 426

13% (62) 23% (113) 35% (172) 29% (142) 489

10 % 19 % 39 % 32 %

10 % 20 % 43 % 26 %

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54% (231) 46% (195) 30% (128) 70% (298)

49% (240) 51% (249) 36% (176) 64% (313)

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Male Female Year 11 Year 12

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