1. AQA AS Revision Mike Murray
Based on past paper questions and answers to those questions

2. Content Lung volumes / gas exchange / Diffusion Cardiovascular drift
Input functions / Perception
Schema theory
Role of National Governing Bodies
Role of Youth Sports Trust
Qu 7 – Fitness testing - why and limitations

3. Lung volumes Tidal volume
Amount of air moving in and out during normal breathing
Expiratory reserve volume
Amount of air that could be used when breathing out
Inspiratory reserve volume
Amount of air that could be used when breathing in
Vital capacity
Maximum amount of air breathed in and out
Residual volume
Amount of air left in the lungs after breathing out

4. Exercising TV - increasing
Spirometer Trace VC
IRV
Exercising TV - increasing TV
ERV RV
Slide No.

5. Lung volumes Vital Capacity = Minute ventilation = During exercise:
TV increases -
TV + ERV + IRV
TV x breathing rate
in both depth and frequency
taking air from ERV and IRV
Slide No.

6. Typical Question 1 Jan 10 Qu 1
The diagram shows the spirometer reading of an athlete.
Which lung volume is
represented by the letter B ? (1 mark)
What would be the effect of a period of continuous running on the spirometer trace for lung volume A? (2 marks)

7. Answer Question 1 (i) Inspiratory reserve volume;
Increased tidal volume;
More frequent peaks / increased rate;

8. Alveolar gas exchange Carbon dioxide
Higher partial pressure in blood – CO2 diffuses into alveolus
Oxygen
Higher partial pressure in alveolus – O2 diffuses into blood
pO2 = 100
pCO2 = 32
alveolus
pO2 = 40
pCO2 = 46
blood

9. Features of diffusion
Diffusion – movement of substances from area of to concentration
In gases correct term is
Works because:
Thin
Short
Large differences in
Large contact
high
lower
partial pressure
membranes
distance
partial pressure
surface area

10. Typical Question 2
Jan 11 Qu 1 (c)The diagram shows values for the partial pressure of oxygen and carbon dioxide at two different points in one gas exchange system. (i) Use the information in the diagram to explain how oxygen and carbon dioxide move between the two locations. (3 marks) (ii) The alveoli provide the lungs with a large surface area for diffusion. Name two other structural features of the lungs that assist diffusion. (2 marks)
alveolus
pO2 = 104 mm Hg
pCO2 = 40 mm Hg
Blood capillary
pO2 = 40 mm Hg
pCO2 = 46 mm Hg

11. Answer question 2
Process = diffusion – gases go from high to low partial pressure;
O2 moves from higher pO2 in alveoli to lower in blood;
CO2 moves from higher pO2 in blood to lower in alveoli;
(ii) Thin membrane / large surface area / short distance / large blood supply

12. Gas Exchange at muscles
diffuses from blood into muscles
Combines with red pigment – an oxygen store
Oxygen used to produce
produced as a waste product
Diffuses from muscle into blood
Oxygen
myoglobin
energy
Carbon dioxide

13. Typical Question 3
Jan 13 Qu 2. (c) Explain how the gas exchange system operates at muscles. (4 marks)

14. Answer question 3
Process = diffusion; Requires thin membranes / short distance / large concentration gradient; Blood – low pCO2 / high O2 compared to muscles (accept opposite); Oxygen into muscles / myoglobin; Carbon dioxide into blood / haemoglobin / plasma / bicarbonate ion;

15. Cardiovascular drift

16. Description During exercise lasting Cardiac output Stroke volume
Heart rate
steady state
60 minutes
stays constant
decreases
increases

17. cardio-vascular drift
Explanation
Continuous exercise – lots of
Reduces and hence
Hence reduced
But cardiac output needs to be kept
Cardiac output = heart rate x stroke volume
If stroke volume , then heart rate must
to maintain cardiac output
Called
sweating
blood volume
venous return
stroke volume
Starling’s Law
constant
reduces
increase
cardio-vascular drift

18. Typical question 4 May 05 Qu 2
Explain why a performer’s stroke volume decreases during a run of constant pace and workload (4 marks)

19. Answer question 4
Sweating / loss of fluids; Decreased blood volume; Decreased venous return; Reduced contractility; Starlings Law - decreased stroke volume; Called cardio-vascular drift;

20. Input Main senses involved in sport Eyes/vision/visual sense
Ears/hearing/auditory sense
Proprioceptors
Body awareness/kinaesthetic sense
Touch/tactile sense
Balance/equilibrium sense

21. Typical Question 5
May 09 Qu 4. (a) In games such as badminton, performers use information processing to make decisions. (i) State four types of sensory information used in badminton. (3 marks)

22. Answer question 5
Visual / sight; Auditory / hearing; Touch / tactile; Kinesthetic; Balance;

23. Perception - making sense
Three components to the perceptual process
D.C.R process
Detection of stimuli
Comparison to memory
Recognition of stimuli

24. Selective attention Too much in
Only pay attention to information and ignore
Inbetween S.T.S.S. And S.T.M.
Speeds up
information
environment
relevant
irrelevant
decision-making

25. Improving selective attention
Change
Highlight/focus
Learn to ignore
Lots of practice
performer
intensity of the stimulus
on appropriate cue(s)
Mental rehearsal
irrelevant stimuli
realistic
Motivate

26. Typical question 6
May 14 Qu 3. (d) (i) Outline the function of selective attention. (2 marks) (ii) How can a coach improve selective attention? (3 marks)

27. Answer question 6
(i) Filters out irrelevant AND retains relevant information;
Receives information from Short-term sensory store;
Speeds up decision-making;
Relevant practice;
Increase intensity / motivation;
Mental rehearsal;
Highlight cues;

28. Schema theory Generalised Motor programme adjusted
Four relationships (schema) stored for every movement:
Initial conditions
- what’s going on
Response specifications
- what’s needed
3. Sensory consequences
- how’d it feel
4. Response outcomes
- what happened

29. schema evaluates responses –
Schema theory
schema adjusts motor programme –
schema evaluates responses –
Recall
Initial conditions and response specifications
Recognition
Sensory consequences and response outcomes

30. response specifications
Developing schema
Learn skills before skills
Practice should be
Develop range of
Build up set of / movement requirements/outcomes practised
simple
complex / sports
varied
initial conditions
response specifications

31. Typical Question 7
May 12 Qu 4. (c) When teaching new skills coaches will often implement the principles of Schmidt’s Schema Theory. (i) Explain the functions of recognition schema. (4 marks) (ii) What implications does Schmidt’s Schema Theory have for the way in which sports skills should be taught? (2 marks)

32. Answer question 7 Set of rules / relationships;
Remembered after skill performed;
Sensory consequences / intrinsic feedback;
Response outcome / result;
(ii) Vary practices;
Use many initial conditions / situations;
Develop many movement requirements / response specifications;
Simple before complex / sport specific skills;

33. Role of National Governing Bodies
Develop structure
Talent Identification Programmes
Manage development strategies – ,
, etc
Develop structure
Manage
Enforce
of sport
club and competition
WCP
TASS
coaching
representative teams
rules and regulations
Promotion

34. Role of National Governing Bodies
Increase number of
Improve facilities and personnel –
Increased funding – links with local businesses, NGB and LAs
Combat discrimination
Use to promote sports
participants
e.g. development officers, coaches
role models

35. NGB’s Income from Some profitable – Most dependent on membership fees
grants
sponsorship
TV rights
self-funded
grants

36. Challenges for NGBs New sports attracting participants Decline in
Need to compete internationally – develop
Key issue for TV
Need to meet criteria for lottery funding
school sport
coaching and training
marketing
– Whole Sport Plans

37. Whole Sports Plans WSP – plan for all – grass roots to elite
WSP directs Sport England funding
Identifies
Links with partners –
‘Measures’
NGB’s needs
Sportivate
how well NGB’s doing

38. Typical question 8
What are the main roles of National Governing Bodies?
How does the production of a ‘Whole Sport Plan’ benefit a sport?

39. Answer question 8
Competitions / TIPs / Elite selection / Coaches / Participation / Development / Funding / anti-discrimination / discipline
Increases participation;
Increases Sport England funding;
More volunteers/coaches;
Measureable performance at elite level

40. encourage participation
Youth Sports Trust
Charity – helps provide:
Help Primary school teachers deliver sport and P.E. good practice
Provide opportunities for those with special educational needs and disabilities
Help deliver programmes, conferences and events for secondary school sport and P.E. -
Teacher training
equipment provision
encourage participation
equality
School games
clubs for new sports

41. Typical question 9
May 11 Qu 5. (c) How does the ‘Youth Sports Trust’ help to develop Physical Education and school sport opportunities? (3 marks)

42. Answer question 9
Change PE to engage disinterested / disabled; Training teachers; Supply equipment; New clubs within schools; Work with NGBs; More competitions; More volunteers / leaders;

43. Fitness testing – why and limitations
Reasons:
Identify areas of
Shows
Shows whether is working
Identifies starting level of
Used to to others
Provides variety to training programme - helps
performer;
Some (maximal) tests
weakness
improvements
training
fitness
compare
motivate
improve fitness

44. Fitness testing – limitations
They are too general - not
Often use different
Are often
Require
Many do not use direct measuring / sub-maximal – therefore
Tests often lack – don’t test what they are supposed to test;
sport specific
actions / movements
non-competitive
motivation
inaccurate
validity

45. Typical question 10
Jan 11 Identify the main reasons for conducting fitness tests and discuss the possible limitations of fitness testing.

46. Answer question 10 Main reasons:
Identify strengths and/or weaknesses in a performance /success of a training programme/show improvement;
Physiological potential/identifies starting level of fitness/some (maximal) tests improve fitness/aid training;
Compared against norms of the group;
Helps motivate performer;
Provides variety to training programme;
 Limitations:
They are not sport specific/too general;
They do not replicate movements of activity;
Do not replicate competitive conditions required in sports;
Many do not use direct measuring/sub-maximal – therefore inaccurate;
Tests used often/may lack validity;
Validity - test what they are supposed to test;

47. Hope today has helped your revision
Good luck in the exam!