exam questions

Question 1

In the space provided, draw a graph of the force-length for muscle contraction and explain its
application to the starting position as indicated in the above dart-throwing progression

Answer 1

Damon starts his throw with his arm bent at the elbow which allows
optimal/resting/mid-range muscle length to occur in the triceps. 1
Above is due to the ability to engage/use maximum cross bridges. 1
Force is low when muscle is lengthened due to little overlap of actin and myosin. 1
Force is low when muscle is contracted (shortened) due to large overlap of actin
and myosin.

Question 2

Define ‘relaxation’.

Answer 2

Definition includes reference to:
 the reduction of anxiety/stress/tension/arousal levels
 employing a relaxation activity to achieve the physical or
mental benefits, e.g. reducing heart rate.

Question 3

Define the term ‘group cohesion’

Answer 3

Group cohesion is a term used to describe the extent to which a group
cooperates together.

Question 4

Describe four strategies coaches could have used to ensure that positive group
cohesion occurred within their teams during their time in the hub.

Answer 4

Describes a strategy coaches use to ensure positive group cohesion 2
Makes a general statement about a strategy for group cohesion 1
Total 8
Describes any four of the following:
 clearly communicate with players their roles and responsibilities during their time in
the hub
 keep them updated with communication regarding the issues surrounding why they
are in the hub
 have clear expectations of what is expected whilst in the hub
 set challenging but realistic goals for the team as a whole and for individual
players. Players are involved in this process
 being fair and consistent in dealing with the players in the team
 prioritise team goals over individual goals
 promote high levels of motivation to keep team focused
 have regular team meetings – provides an opportunity for players to voice their
opinion
 encouraging social interactions within the hub, e.g. a cards night, movie night,
dinners together
 encourage regular contact with family and friends via video call
 create smaller groupings to do activities and swap them around.
Sample response for 2 marks
Coaches are open and honest with communication (1 mark) so players are aware
of their individual and collective resp

Question 5

Label the diagram below and explain how the principle from part (a) works to increase
the velocity of the boat.

Answer 5

Bernoulli’s Principle states the velocity of a fluid moving over an object
is inversely proportional to the pressure on the object, i.e. when the
velocity of a fluid moving over an object increases, it creates a
low-pressure system
 the shape of the wing keel/hydrofoil takes advantage of Bernoulli’s
Principle
 when the fluid moves over the keel, its velocity increases and creates
a low-pressure system on top of the keel
 when the fluid moves under the keel, its velocity decreases and
creates a high-pressure system beneath the keel
 high-pressure systems move to low-pressure systems, causing a lift
force
1–5
 lift forces cause the boat to rise out of the water thus decreasing drag

Question 6

Describe how Sinead could ensure ‘peaking’ occurs in her training

Answer 6

Describes method/s of ensuring peaking occurs in her training
(2 marks) 1–2 States method/s of ensuring peaking occurs in her training
(1 mark)
Total 2
Sample answers may include:
* periodisation is the breaking up of a training program into blocks of time
with specific objectives or goals that link to recovery for peaking
* tapering is the reduction in training volume and duration, and
increase/maintain training intensity in the lead-up to her event

Question 7

List three ways in which Sinead could adjust her fitness training for the two weeks
before a marathon.

Answer 7

dentifies any three of the following adjustments:
 reduces duration of training
 reduces frequency of training
 increases intensity of training
 adds extra recovery sessions, e.g. pool running
 includes strategies such as massage, rest days etc.

Question 8

Would the golfer adjust their training program in the same way Sinead has to prepare
for a marathon? Justify your response

Answer 8

No 1
Subtotal 1
Justification may include the following:
 golf is a low intensity aerobic activity
 tapering is most beneficial for endurance athletes

Question 9

Explain the biomechanics behind how the curveball moves away from a right-handed
hitter.

Answer 9

Explanation includes the following (1 mark per dot point):
 applies an off-centre or eccentric force to the ball
 Magnus force changes the flight path of the ball due to spin while
moving through the air
 airflow around the spinning ball (boundary layer) going in the same
direction as oncoming air creates high velocity
 areas of high velocity form a low-pressure system
 airflow around the spinning ball (boundary layer) going in the opposite
direction as oncoming air creates low velocity
 areas of low velocity form a high-pressure system
 air moving from high to low-pressure causes the ball to move in the
same direction
 identifies that the movement of air creates a lift/Magnus force

Question 10

A recovery strategy Carlton employed for the team in their four-day break was having
sessions of pool running, similar to the image shown above. Outline two ways in which
this therapy would assist the player’s recovery

Answer 10

Outlines any two of the following:
 water reduces weight bearing
 less impact on muscles and joints
 increases blood flow through active recovery
 increases waste removal from muscles.

Question 11

Name and outline two other recovery methods Patrick could have used as part
of his recovery

Answer 11

Examples of recovery methods:
Contrast therapy
 alternating immersion in and out of hot and cold water
Massage
 rubbing of the muscles/roller/massage gun
Cryotherapy
 using ice packs/submerging in cold-water/use of a cryogenic chamber
Compression garments
 wearing garments that fit tightly around the skin
Active recovery/stretching
 low/moderate movement or stretching activities
Hyperbaric chambers
 time in an oxygen-rich environment

Question 12

For each recovery method in part (b)(i), outline a benefit to Patrick of using this
method.

Answer 12

Any the following benefits identified for part (b)(i):
Contrast therapy
 helps increase blood flow in muscles
 removes waste products from muscles or stimulation of the
lymphatic system
Massage
 helps realign muscle fibres or reduces muscle tension
 increases joint mobility and flexibility
 helps increase blood flow in muscles
 removes waste products from muscles or stimulation of the
lymphatic system
Cryotherapy
 helps reduce blood flow to the muscles and reduces
inflammation/swelling
Compression garments
 reduces the space for swelling and inflammation in muscles to occur
 helps increase blood flow in muscles to remove waste products
and prevent venous pooling
Active recovery/stretching
 helps increase blood flow in muscles to remove waste products
and prevent venous pooling
Hyperbaric chambers
 decreases muscle inflammation
 increases ability for removal of waste products

Question 13

Leadership styles:
 authoritarian

Answer 13

coaching a new team that has lacked discipline in the past
 athletes may not be very experienced nor knowledgeable so require someone
to provide detailed instructions and structure
 dangerous activities are being conducted – activity requires guidance and
strict supervision and following of rules and guidelines to avoid
injuries/accidents
 time is limited – decisions need to be made immediately and followed by the
team
 establishing authority (pre-season fitness activities) – establish authority,
respect and control when starting the new year to ensure compliance to
repetition and intensity, structure and organisation
 in-season – coach may need to make his own decision to execute a winning
tactic to advance the team/athlete.
1–4
Negative impact of Authoritarian style – any one of the following:
 lack of ownership or input by the athletes
 not as much fun as the coach is too strict and the athletes may feel anxious
 too many rules for athletes so they become disinterested
 may not bring out the full potential of all athletes
 task-oriented, not team-oriented
 creates an inflexible environment
 all decisions fall back on the coach, be it good or bad
 not ideal for the experienced or intrinsically-motivated athlete.

Question 14

Leadership styles:

 laissez-faire

Answer 14

 athletes are empowered and gain independence by having to make decisions
themselves which can increase their confidence and ownership within the team
 when training is conducted in a relaxed atmosphere creating less pressure
which may improve outcomes or progression
 athletes who are intrinsically motivated and experienced who have the skills
and expertise to train themselves
 meets the needs of athletes who want to focus on participation, socialising
and enjoyment rather than winning at all costs
 coach can step back and hand control over to the athletes to identify leaders
of the team during pre-season
 develops athletes’ problem-solving capacity by allowing them to work out
strategies in mini games/drills which can be beneficial for game day
 creates athletes’ initiative to allow them to step up and think outside the box.
1–4
PHYSICAL EDUCATION STUDIES 12 MARKING KEY
Negative impact of Laissez-faire style – any one of the following:
 limited direction and skill progression, athletes may not have the skills or
expertise to develop or progress, no overall development plan
 does not meet the needs of athletes who want to learn, improve performance
and win as well as athletes who are extrinsically motivated
 athletes can waste time and fool around and may lead to safety issues
 lack of direction or forward planning limits growth of athletes/team
 cause cohesion problems amongst team/ athletes.

Question 15

Leadership styles:

 democratic.

Answer 15

emocratic – any four of the following:
 athletes are experienced and can give direct input into direction of the team
 there is plenty of time to allow for decisions or planning direction of training
 used during the competition season to incorporate the team in
decision-making
 when coaching an individual sport such as tennis
 helps motivate athletes as they feel valued
 females are more receptive to democratic style of coaching
 when coaching junior teams who know how to play the game (not beginners).
1–4
Negative impact of Democratic style – any one of the following:
 may cause division in the team as only certain athletes are listened to
 team progression may decline as there may be too many opinions on the
direction the team should take so athletes argue.

Question 16

Describe why Campenaerts slept in the tent. Identify and outline four physiological
adaptations that would improve his chances of breaking the world record.

Answer 16

Description may include:
 can develop adaptations that benefit his aerobic event
 sleeping in an altitude tent provides less oxygen: the body becomes
more efficient in using oxygen
 training can continue at sea level (‘live high, train low’).
1–2
Subtotal 2
For each physiological adaptation (4 x 1 mark)
For each justification of how it helps Campenaerts (4 x 1 mark)
Answer may include any four of the following adaptations and
justifications:
Increased capillarisation:
 improves ability to supply oxygen to the muscles/gas exchange
Increased haemoglobin:
 improves oxygen carrying capacity of the blood
Increased red blood cell/erythrocyte/haematocrit:
 improves oxygen carrying capacity of the blood
Increased aerobic enzymes:
 improves the body’s use of oxygen to produce ATP
Increased number of mitochondria:
 allows higher intensity aerobic respiration
Increased myoglobin concentration:
 improves the ability to store oxygen in muscles.

Question 17

Explain a physiological benefit to Novak of using this chamber as a recovery strategy

Answer 17

dentifies that the chamber increases the amount of O2 in blood/body 1
Identifies more O2 being breathed in means more O2 delivered to muscles 1
Identifies an increase in recovery rate of the muscles
or
Identifies a decrease in muscle inflammation
or
Identifies increase ability for removal of waste products.

Question 18

Outline two characteristics of the type 1 muscle fibre type to support your answer in part (a).

Answer 18

increase capillary density (helps transfer more oxygen to the muscles tomeet
energy demands/produce more ATP)
 fatigue resistant (helps a marathon runner run continuously for the raceand
prevents them from tiring too quickly)
 increased mitochondria (greater use of oxygen to produce more ATP)
 increased myoglobin (allows more oxygen to be stored in muscles to be used to
produce more ATP)
 increased aerobic enzymes (this means more energy will be supplied tothe
athlete)
 high oxidative capacity (increase aerobic ATP production/greater oxygen diffusion
to working muscles)
 uses aerobic energy system (increase ATP production allows the athlete to
continually run)
 low force production/contractions (allows muscles to contract repeatedly for
continuous activity).

Question 19

Name and explain the biomechanical principle behind having foam in the sole of running
shoes and identify the benefit to a runner.

Answer 19

Names the biomechanical principle as Force-Time (Impulse) 1
Biomechanical principle
Explains the principle referring to one of the following:
 impulse is a measure of force applied over time
or
 identifies the equation for impulse (Force xTime)
or
 identifies impulse is the change in momentum.
1
 foam increases the time the force is applied by the foot (1 mark)
 cushions/absorbs impact forces/decreases peak force (1 mark) 1–2
Subtotal 3
Identifies the benefit to a runner is to prevent injury

Question 20

In the space provided draw a graph of the force – velocity relationship for muscle contraction
and explain how Dylan applied this relationship to his powerlifting events.

Answer 20

Explains the force – velocity relationship referring to the following:
 Dylan wants to produce maximum force for his lifts
 he needs to contract his muscles slowly
 this allows time for the sarcomere/muscle to form maximum number of cross
bridges

Question 21

From among the three events, for which one could Emma use altitude training to
enhance her performance. Justify your answer

Answer 21

Justification should include:
 identifies the 800 m event uses aerobic energy system (1 mark)
 states athlete gains adaptations due to not getting enough O2 into her
body or hypoxic conditions or lower air pressure (1 mark)
 identifies how the body has physiological adaptations occur due to
altitude training such as increase in;
◦ red blood cell count / erythrocyte count
◦ blood viscosity
◦ EPO
◦ capillary density around muscles
◦ haemoglobin volume/concentration
◦ aerobic enzymes
◦ mitochondria
◦ myoglobin (1 mark)
 how the physiological ad

Question 22

Describe the predominant leadership style Alex Parnov would use as the coach of these
elite Australian athletes and provide a reason why he would usethis style.
pole vault

Answer 22

Democratic leadership style (1 mark) is where the coach involves the
athletes in the decision making. (1 mark) 1–2
Reason could be:
 these athletes are experienced and have excellent knowledge of the
sport so they can provide input themselves
 these athletes are elite so are intrinsically motivated
 pole vault is an individual sport, so the coach has lots of one on one
time with the athlete.

Question 23

Describe two methods Alex Parnov would use during a training session for pole vaulting
to analyse Emma Philippe’s movement skills to identify errors and provide corrections to
improve her performance.

Answer 23

Video analysis:
 where the coach films Emma doing her jump then shows her the
footage to identify errors
or
Coach feedback:
 when the coach verbally explains key aspects, she did well in the jump
and tells her areas to focus on for her next jump to improve
or
Checklist:
 when the coach rates performance against a set criteria to establish
areas of strength and weaknesses
or
Peer/mentor feedback:
 Alex organised an expert coach/mentor/peer to come in and provide
feedback to Emma.

Question 24

Define ‘wave drag’ and provide two features of the stand-up paddle board that would
reduce wave drag.

Answer 24

Defines ‘wave drag’
 wave drag occurs where water and air meet
 when a body moves through the water it causes waves to be
generated causing resistance to movement.
1–2
Subtotal 2
Any two of the following
Provides features of the stand-up paddle board that would reduce wave
drag as:
 curved shape of the board raises the front/nose out of the water (sideview)
 the nose/front of board reduces waves due to its streamline shape
 the board has high buoyancy.

Question 25

Define ‘transfer of learning’ and describe why Olivia was successful switching from
gymnastics to becoming a Ninja Warrior by applying transfer of learning.

Answer 25

Definition of ‘transfer of learning’
 Defines ‘transfer of learning’ as the influence of past experiences on
the learning/performance of new experience/skills. (2 marks)
 Defines ‘transfer of learning’ as the use of previously acquired skills in
the learning of a new skill. (1 mark)
1–2
Subtotal 2
Describes why Olivia was successful switching from gymnastics to
becoming a Ninja Warrior by applying transfer of learning
 identifies positive transfer of learning would be occurring with Olivia
 provides an example of how gymnastics transfers to NinjaWarrior.
E.g. balance, strength, coordination, timing, jumping, swinging, grip
strength etc.

Question 26

Define the ‘All or None’ principle and describe its relevance to Olivia producing
maximum force in her muscles.

Answer 26

 when a motor unit receives stimulation/impulses/action potential to
threshold
 all the muscle fibres associated with that motor unit will contract to their
maximum level (all at the same time).
1–2
Subtotal 2
Any two of the following relevant to producing maximum force
 more/greater number of motor units are used
 activating larger motor units
 recruits appropriate muscle Type II.

Question 27

The following image shows flight path for Hannah’s tee shot. On Ball X draw thedirection
of the spin of the ball and in the space below explain why the ball’s flight pathcurves.

Answer 27

hit off centre/eccentric force 1
 low-pressure area occurs where airflow of spin (boundary layer) goes
in the same direction as oncoming air/high velocity
 high-pressure area occurs where airflow of spin (boundary layer) goes
against direction of oncoming air/low velocity
 air/object moves from area of high pressure to area of low pressure
or lift/magnus force is created from air moving from area of high
pressure to area of low pressure.

Question 28

Explain why golf balls with dimples travel further than smoothgolf balls.

Answer 28

smooth balls have laminar flow moving over the ball
 laminar flow separates early from ball causing greater pressure
differential/larger low-pressure system behind the ball increasing drag
 dimpled ball has turbulent flow moving over the ball
 turbulent flow separates later from ball causing smaller pressure
differential/smaller low-pressure system behind the ball decreasing
drag.

Question 29

Discuss the nutritional strategies Kurt would have employed pre-competition (training period
and prior to race), during and after a marathon event that allowed him to perform at his best
and assist in his post-race recovery.

Answer 29

Pre-competition (training period and prior to race)
 increased amount of carbohydrates as it is the primary fuel sourceduring
exercise
 balanced diet – increase in percentage of carbohydrates and proteinsand
reducing fats
 increase protein intake/high protein foods/meals to assist in muscle growthand
repair during high training periods
 low GI foods/meals to fuel high training periods, release glucoseslowly into
blood stream (prior to training)
 during training ensure hydration
 high GI food/meals during training as it releases energy into the bloodstream for
immediate use/delays the use of stored glycogen
 carbohydrate loading – the stocking up of glycogen prior to exercise to ensure
enough carb stores for the body to use in the production of energy 24–48 hrs
before event
 10–12 g carbohydrates per kg of body mass to carbohydrate load effectively
 medium – low GI carbohydrate foods 2–4 hours – glucose released into the
blood stream during the event to delay the use of the stored glycogen stores of
the muscle
 immediately before event – high GI foods/low fibre snack to top upblood glucose
 avoid high fibre/fat/proteins foods prior to event
 hydrate prior to event/hyper hydration.
1–15
During event
 carbohydrates are the primary energy source
 consume 30–60g carbohydrate per hour to prevent muscle fatigue
 high GI snacks/food during – i.e. gel, sports drinks, energy chews, easily
digested and absorbed quickly, resulting in a rapid release of glucosefor
immediate energy source or use / delays use of stored glycogen stores
 use electrolyte drinks to replace minerals/salts lost during event
 fluid replacement (water) – to replenish water lost by sweating (carbohydration)
 fluid replacement/maintain hydration 200–300 ml every 15–20 mins
 carbohydration/use of sports drinks as it containscarbohydrate and water
 avoid high fibre/fats foods because they are hard to digest and may cause
stomach upsets
After race
 immediately consume carbohydrates as this is the primary energy sourcefor
energy production during exercise, within 30 mins
 high GI food/meal – aids in recovery of the athlete as it gives an immediate
source of energy. Therefore, allows the body to use theimmediate source of
energy to continue working and start the recovery process.
 low GI food/meal – replenishes loss glycogen. Restocksthe glycogen stores in
the muscle and liver, 4–6 hours after finishing
 protein meal/snack ~20–25 g to aid in the repair of muscle tissue, 4–6hours
after finishing
 fluid replacement (water) – to replenish water lost by sweating and from the use
in the aerobic energy system to rehydrate.
Total 15
PHYSICAL EDUCATION STUDIES

Question 30

Complete the diagram below by describing each stage of the qualitative analysis
process the teacher would use to improve a student’s technique in throwing a ball.

Answer 30

Step One:
* The teacher establishes the
pre-requisite knowledge of the
skill.
* Teaching cues of throwing a ball
are noted or teacher creates a
checklist of the teaching cues for
throwing a ball.
Step Two:
* Teacher decides how to analyse
their student’s ball-throwing
technique.
* Teacher decides how many times,
from what angles, direct or indirect
(video) observation and under
what conditions.
Step Three:
* Teacher identifies student
strengths and weaknesses.
* Teacher identifies methods to
improve/correct weaknesses
Step Four:
* Teacher provides feedback to
student on skill.
* Teacher introduces new drills to
improve their throwing
technique

Question 31

Outline three advantages and one disadvantage that the above leadership style
can have on a team or athletes. (authoritarian)

Answer 31

when there is a lack of time (need for quick decisions) so coach
makes the choice
 athlete/team is at risk or there is a need for safety
 coach needs to implement strict guidelines due to
undisciplined/misbehaviour of athlete/team/reduces conflict
 when a high-pressure situation or performance outcome is
major, the coach can assume responsibility for the decision
made
 used with beginners as coach is highly knowledgeable so can
teach athletes/team
 when athletes/team are inspired by external/extrinsic
motivation.
1–3
Subtotal 3
Any one of the following disadvantages
 athlete/team don’t have a say in decisions so feel undervalued
 coaching style may intimidate less confident players
 does not allow athletes to have input or show innovation
 can breed resentment/lack of enjoyment in athletes as they feel
the coach is bossy and controlling.

Question 32

Define the term ‘social loafing’ and provide an example

Answer 32

Social loafing is the tendency of individuals in a team to
lessen/reduce their effort. 1
Subtotal 1
Any one of the following examples
 the athlete perceives other athletes to be working at a lower
intensity which in turn gives them an excuse to put in less effort
themselves
 the athlete believes their effort won’t make a difference to the
team and will have little if any effect on the outcome/the desired
outcome will still be reached
 the athlete avoids the hard work and assumes no one will
notice in a large group – easier to hide in the pack.

Question 33

Describe why a second-class lever system has a high mechanical advantage.

Answer 33

Force/effort arm is longer than resistance arm/it has a short resistance
arm. 1
Allows a heavy load to be lifted more efficiently/easily or less force
required to move the load.

Question 34

Define what shaping is and outline how it differs from chaining.

Answer 34

Shaping is the performance of a (whole/incomplete) skill but in a
simplified/modified version. 1
Complexity/difficulty is increased (through modified conditions). 1
Chaining is the breaking down of a skill into its components.

Question 35

Complete the table by matching each food to the most appropriate time that it should be
ingested. Justify your selection.

Answer 35

1 to 2 hours
before
competition
Salad
sandwich
Low GI which releases glucose slowly into the blood stream to be
used during the race/competition/event and delays the use of
stored glycogen.
During
competition Gel shot
High GI and is easily digested and absorbed quickly, resulting in a
rapid release of glucose into the bloodstream for immediate
use/delays the use of stored glycogen.
Shortly after
competition
Chocolate
milk
High GI and gives an immediate increase in glucose and
therefore allows the body to use it immediately to start the
recovery process (replenish glycogen stores).
or
Milk contains protein which aids in the repair of muscle tissue.

Question 36

Identify and explain the biomechanical principle that justifies your choice of gear set

Answer 36

Identifies torque 1
Torque = Force x perpendicular distance from axis or description of torque
or
Turning effect created by force being applied around a pivot or axis
1
Large gear/gear set A has greater radius (force/moment arm) therefore
less effort required (than small gear/gear set B).

Question 37

Cyclists need to have good balance. Define this biomechanical principle and outline the
key factor someone learning to ride needs to consider to avoid falling over.

Answer 37

Balance is the ability to remain steady or stable or upright. 1
Gained by achieving an even equilibrium/distribution of forces (weight)
around the base of support. 1
Subtotal 2
Key factor – any one of the following
* cyclist line of gravity needs to be close to the centre of the base of
support
* increased points of contact on the ground e.g. training wheels.

Question 38

Outline five key factors of segmental interaction that influence a bowler’s ability to bowl
a fast delivery

Answer 38

the bowler uses as many body segments as possible
* the bowler needs to have a stable base of support to allow for optimal
transfer of momentum between body parts
* the bowler commences bowling action with larger body parts first and
moving through to smallest last
* the bowler effectively times their movements to progressively build
momentum of each body segment used i.e. each body part being at
peak velocity
* the athlete has a follow through to prevent deceleration of ball
* directing all forces towards the target.

Question 39

Describe the relative flight path and bounce of a delivery with top spin and one with
back spin.

Answer 39

Delivery will have a flight path that sees the ball dip early. 1
Ball will bounce low/kick off the ground. 1
Subtotal 2
Describes back spin
Delivery will have a flight path that sees the ball hold in air longer. 1
Ball will bounce/sit up/high on landing.

Question 40

Describe the characteristics of each part of the Diamonds’ training program and identify
an objective Lisa may have had.

Answer 40

Pre-season
 Characteristics that may be described (any two of the following):
 improve aerobic conditioning with high volume/low-medium intensity
 general fitness to skill-based activities
 methods of training e.g. continuous, fartlek, long-interval
 principles of training e.g. progressive overload.
 Objective of pre-season is to focus on improving aerobic conditioning to prepare
athletes for the physical demands of the upcoming season so they can play out
games without fatiguing and helps to prevent injury.
In-season
 Characteristics that may be described (any two of the following):
 maintain fitness levels through low-medium volume/high intensity
 methods of training e.g. refining strategies, tactics and game plans
 principles of training e.g. maintenance, peaking, recovery, taper (at the right
time).
 Objective of in-season is to ensure that every player is performing optimally for
competitions.
Off-season
 Characteristics that may be described (any two of the following):
 Maintain aerobic fitness through low-medium volume/low-medium intensity
 methods of training e.g. cross training, continuous training
 principles of training e.g. focus on recovery/rehabilitation (possible surgery)
 specific programs for weaknesses.
 Objective of off-season is to provide the athlete with a rest from the rigors of
competition and training.

Question 41

Another of Lisa’s responsibilities was ensuring her squad did not suffer from
overtraining. Describe what is meant by ‘overtraining’ and outline four symptoms the
Diamonds’ players may experience if they are overtraining.

Answer 41

Overtraining is a persistent/ongoing condition 1
occurring when exercise (increase in volume and intensity) exceeds
recovery capacity (imbalance between work and rest). 1
Subtotal 2
Any four of the following
 persistent (prolonged) muscle soreness
 heaviness and weakness in muscles
 nausea
 increased incidence of injury
 prolonged fatigue and delayed recovery
 loss of appetite and weight loss
 elevated resting heart rate
 dehydration and insatiable thirst and excessive sweating
 moodiness and easily irritated
 increased anxiety/depression
 loss of competitive drive/motivation
 feeling tired and inability to relax
 altered sleep patterns/insomnia
 decreased concentration/confidence/self-esteem
 menstrual cycle stops/irregular

Question 42

Identify two mental skill strategies Ash may have used prior to serving the ball to
maintain her focus and concentration, and outline how she would have applied each of
them.

Answer 42

Self-talk
 words spoken out loud or in the head/she may have said to herself
 e.g. Ash may have said or thought to herself ‘throw the ball up high’ or ‘follow
through’.
Performance routines
 completing a pre-determined set of activities
 e.g. she may have bounced the ball three times before serving.
Imagery
 visualising a previous serve that was successful
 e.g. Ash visualises the placement of the ball, serving an ace/previous ace.
Relaxation
 technique used to reduce stress or tension/regain focus
 e.g. Ash may have used breathing techniques, like taking a deep breath in and
then out, before her serve.

Question 43

Explain three nutritional strategies Ash may have employed at each of the following
times to ensure she played at her best and recovered well.
 2 to 4 hours before the match
 During the match
 After the match

Answer 43

2 to 4 hours before the match – any three of the following
 medium – low GI carbohydrates/foods as they release glucose slowly
into the blood stream/delay the use of stored glycogen
 emphasis on eating carbohydrates as they are the primary energy
source during exercise
 increase fluid/water intake as it delays the effects of dehydration/it is
essential in the body’s natural cooling mechanism (sweat)
 avoid high fibre foods as they can cause stomach cramps/upset stomach
 avoid foods high in fats and proteins as they are not the primary fuel
source during exercise.
1–3
Subtotal 3
During the match – any three of the following
 consume high GI carbohydrates/foods, which result in a rapid release
of glucose into the bloodstream for immediate use/delays the use of
stored glycogen
 fluid/water intake delays the effect of dehydration/it is essential in the
body’s natural cooling mechanism (sweat)/helps to replenish the water
lost via sweating
 consume sports/electrolyte drinks which contain both water and
carbohydrates; this meets the carbohydrate refuelling requirements
and replenishes water lost by sweating/replaces minerals/salts lost
during event
 easily digestible foods so that energy isn’t lost through gastro-intestinal
problems.
1–3
Subtotal 3
After the match – any three of the following
 consume high GI carbohydrates/foods shortly after to start the body’s
recovery with supply of glucose in the blood
 consume low GI carbohydrate/food/meal to restock glycogen stores in
the muscle and liver
 consume high-protein meals to aid in the repair of muscle tissue
 increase fluid/water intake to replenish the water lost via sweating.