Topic 6

Question 1

Outline that error bars are a
graphical representation of
the variability of data

Answer 1

Only standard deviation needs to be considered

• Error bars indicate the variability of data
• They display the distribution of data in a line graph
• Wider error bars mean less confidence in a value
• Short error bars show concentrated values, suggesting a more likely average value
• Long error bars indicate more spread out and less reliable values

Question 2

Calculate the mean and
standard deviation of a set of
values.

Answer 2

Students should specify the sample standard
deviation, not the population standard deviation.
Students will not be expected to know the
formulas for calculating these statistics. They will
be expected to use the statistics function of a
graphic display or scientific calculator

Question 3

State that the statistic
standard deviation is used
to summarize the spread
of values around the mean,
and that within a normal
distribution approximately
68% and 95% of the values
fall within plus or minus one
or two standard deviations
respectively

Answer 3

For normally distributed data, about 68% of all
values lie within ±1 standard deviation of the
mean. This rises to about 95% for ±2 standard
deviations

Question 4

Explain how the standard
deviation is useful for
comparing the means and
the spread of data between
two or more samples

Answer 4

A small standard deviation indicates that the
data is clustered closely around the mean value.
Conversely, a large standard deviation indicates a
wider spread around the mean

Question 5

Outline the meaning of
coefficient of variation

Answer 5

Coefficient of variation is the ratio of the standard
deviation to the mean expressed as a percentage.

Question 6

Deduce the significance
of the difference between
two sets of data using
calculated values for t and
the appropriate tables

Answer 6

For the t-test to be applied, ideally the data should
have a normal distribution and a sample size of at
least 10. The t-test can be used to compare two
sets of data and measure the amount of overlap.
Students will not be expected to calculate values
of t. Only two-tailed, paired and unpaired t-tests
are expected.

Question 7

Explain that the existence
of a correlation does not
establish that there is a
causal relationship between
two variables

Answer 7

Aim 7: While calculations of such values are not
expected, students who want to use r and r
2
values in their practical work could be shown how
to determine such values using a spreadsheet
program

Question 8

Outline the importance
of specificity, accuracy,
reliability and validity with
regard to fitness testing

Question 9

Discuss the importance of
study design in the context
of the sports, exercise and
health sciences.

Answer 9

This should include a demonstration of causality
in experimental results by the inclusion of control
groups, randomization, placebos, blinding and
double-blinding, statistical analysis.

Question 10

Outline the importance
of the Physical Activity
Readiness Questionnaire
(PAR-Q).

Question 11

Evaluate field, laboratory,
sub-maximal and maximal
tests of human performance.

Question 12

Distinguish between the
concepts of health-related
fitness and performancerelated (skill-related) fitness

Answer 12

Health-related fitness includes body composition,
cardio-respiratory fitness (aerobic capacity),
flexibility, muscular endurance, strength.
Performance-related (skill-related) fitness includes
agility, balance, coordination, power, reaction time
and speed.
Some components of performance-related fitness
(agility, balance, coordination) could become
health-related for certain groups such as the
elderly and those suffering from hypokinetic
diseases.

Question 13

Outline the major
components of fitness
identified in 6.3.1.

Question 14

Outline and evaluate a
variety of fitness tests

Answer 14

Consider validity, reliability and limitations of the
following tests.
* Aerobic capacity—multistage fitness test/
bleep test (Leger test), Cooper’s 12-minute
run, Harvard step test
* Flexibility—sit and reach
* Muscle endurance—maximum sit-ups,
maximum push-ups, flexed arm hang
* Agility—Illinois agility test
* Strength—hand grip dynamometer
* Speed—40-metre sprint
* Body composition—body mass index,
anthropometry and underwater weighing
* Balance—stork stand
* Coordination—hand ball toss
* Reaction time—drop test, computer
simulation
* Power—vertical jump, standing broad jump
Aim 9: Issues of using direct and indirect
measures of fitness, and the extrapolation of
data and generalizations across populations,
could be considered. Cultural variations in the
establishment of standardized norms may also be
explored.
Aim 7: Opportunity to use computer simulation/
modelling and databases.

Question 15

Describe the essential
elements of a general
training programme

Answer 15

This should include:
* warm-up and stretching activities
* endurance training
* cool down and stretching activities
* flexibility training
* resistance training
* the incorporation of recreational activities
and sports into the schedule.

Question 16

Discuss the key principles of
training programme design.

Answer 16

Limit to:
* progression
* overload (frequency, intensity and duration)
* specificity
* reversibility
* variety
* periodization.

Question 17

Outline ways in which
exercise intensity can be
monitored.

Answer 17

Limit to:
* use of heart rate based upon its relationship
with oxygen uptake, that is, target heart rate
that coincides with a given percentage of
maximal oxygen uptake
* the Karvonen method
* the training heart rate range/zone
* ratings of perceived exertion (Borg/OMNI/
CERT scale)