1. learners must know section gcse pod exam … · specificity overload progression ... describe an...

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3. Attempt Exam Questions

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Principles of training Learners MUST KNOW… R A G Principles of training . Know the following definitions of principles of

training and be able to apply them to personal

exercise/training programmes:

✓ Specificity

✓ Overload

✓ Progression

✓ Reversibility

Optimising training . Know the definitions for FITT (Frequency, Intensity,

Time, and Type) and be able to apply these elements

to a training programme.

. Know the different types of training, definitions and

examples of:

✓ Continuous

✓ Fartlek

✓ Interval

✓ Circuit training

✓ Weight training

✓ Plyometrics

✓ HIIT (High Intensity Interval Training)

. Understand the key components of a warm up and be

able to apply examples for

✓ Pulse raiser

✓ Mobility

✓ Stretching

✓ Dynamic movements

✓ Skill rehearsal

. Know the physical benefits of a warm up, including

effects on:

✓ Warming up muscles/ preparing body for

physical activity

✓ Body temperature

✓ Heart rate

✓ Flexibility of muscles and joints

✓ Pliability of ligaments and tendons

✓ Blood flow and oxygen to muscles

✓ The speed of muscle contraction

. Understand the key components of a cool down and

be able to apply examples

✓ Low intensity exercise

✓ Stretching

. Know the physical benefits of a cool down, including

✓ Helps the bodys transition back to resting state

✓ Gradually lowers heart rate

✓ Gradually lowers temperature

✓ Circulates blood and oxygen

✓ Gradually reduces breathing rate

✓ Increases removal of waste products such as

lactic acid

✓ Reduces the risk of muscle soreness and

stiffness

✓ Aids recovery by stretching muscles


Physical Education (9-1) Principles of training Rafferty Gunn

OCR ExamBuilder process constraints mean you may see slight differences between this paper and the original. Candidates answer on the Question Paper. A calculator may be used in this paper. OCR supplied materials: Additional resources may be supplied with this paper. Other materials required: • Pencil • Ruler (cm/mm)

Duration: Not set

Candidate

forename Candidate

surname

Centre number

Candidate number

INSTRUCTIONS TO CANDIDATES

• Write your name, centre number and candidate number in the boxes above. Please write clearly and in capital letters. • Use black ink. HB pencil may be used for graphs and diagrams only. • Answer all the questions. • Read each question carefully. Make sure you know what you have to do before starting your answer. • Write your answer to each question in the space provided. Additional paper may be used if necessary but you must clearly show your candidate number, centre number and question number(s).

INFORMATION FOR CANDIDATES

• The quality of written communication is assessed in questions marked with a pencil or an asterisk. • The number of marks is given in brackets [ ] at the end of each question or part question. • The total number of marks for this paper is 47.


Answer all the questions.

1. Frequency is one of the FITT principles for training effectively.

Which one of the following is an example of the frequency aspect of the FITT principle?

(a) Training at 70% of maximum heart rate ☐

(b) Training three times a week ☐

(c) Training with few rest intervals ☐

(d) Training by using a variety of methods ☐

[1]

2. Which one of the following best describes circuit training?

(a) Travelling to different venues to train ☐

(b) Training using the perimeter of the games pitch for running ☐

(c) A series of exercises or skill activities which are repeated ☐

(d) Exercises that are aerobic and involve dance movements ☐

[1]


3.

Describe an exercise programme which includes the training principles of:

Overload Specificity Progression Reversibility

[6]


4. Which one of the following best describes the training principle of reversibility?

(a) Fitness can deteriorate if training stops ☐

(b) If a programme is reversed fitness will improve ☐

(c) Variety of training is important to relieve tedium ☐

(d) Training should always be progressively more difficult ☐

[1]

5. Which one of the following is not an example of continuous training?

(a) Jogging around an athletics track five times ☐

(b) Stretching one muscle group for over five minutes ☐

(c) Swimming 20 lengths of a swimming pool ☐

(d) Cycling five miles without stopping ☐

[1]

6. One of the elements of the FITT training principle is ‘type’. Identify the other three elements of the FITT Principle.

1

2

3

[3]


7. Compare continuous training and fartlek training.

[2]

8. Which one of the following is the best example of the overload principle of training?

Put a tick (✔) in the box next to the correct answer.

(A) A weightlifter who loses muscle hypertrophy due to not training because of injury. ☐

(B) A javelin thrower who lifts too much during a weights session. ☐

(C) A hockey player who adapts their training session to suit their needs. ☐

(D) A basketball player who works harder than normal during a training session. ☐

[1]

9. Outline what is meant by High Intensity Interval Training (HIIT).

[1]

10. Which one of the following is the best practical example of muscular endurance?



(A) An athlete running a 1500 metre race. ☐

(B) A sprinter driving out of the blocks at the start of a race. ☐

(C) A rugby player who sprints from the half way line to score a try. ☐

(D) A basketball player dribbling around an opponent to score a basket. ☐

[1]

11. Which one of the following training methods is mainly concerned with developing power?

(a) Fartlek ☐

(b) Plyometrics ☐

(c) Circuits ☐

(d) Interval ☐

[1]

12. Which one of the following is the most accurate description of the circuit training method of exercise?

(a) A variety of music and movement activities indoors ☐

(b) A mixture of speed and power activities in competition ☐

(c) A range of activities that involve resistance and repetition ☐

(d) A series of combat exercises with a partner ☐

[1]

13. Which one of the following are the correct elements of FITT?


(A) Frequency, Intensity, Time and Tedium ☐


(B) Frequency, Interval, Type and Time ☐

(C) Frequency, Intensity, Type and Tedium ☐

(D) Frequency, Intensity, Time and Type ☐

[1]

14. Use two words from the box below to complete the description of plyometrics. Plyometric exercises consist of ................................... and ...................................

jogging sprinting bounding flexing frequency

hopping intensity extending stretching weight training

[1]

15(a).

Using practical examples from sport, explain the principles of training and goal setting to optimise a personal training programme.


[6]

(b). The Illinois Agility Test is a suitable test that can measure a performer’s agility.

i. Complete Fig. 6 by drawing the specified route taken by a performer completing the Illinois Agility Test.


Fig. 6

[1]

ii. Using the Illinois Agility Test, a basketball coach assessed the agility of an under eighteen male and female basketball team. After a 6 week training programme both teams were retested. Use the tables below to analyse the data and answer the following questions.


Agility Test Rating

Males Females Rating

<15.2 <17.0 Excellent

16.1-15.3 17.9-17.1 Good

18.1-16.2 21.7-18.0 Average

18.3-18.2 23.0-21.8 Fair

>18.3 >23.0 Poor

iii.

Males Time Retest time Females Time Retest time

Martin 18.4 18.0 Fayha 17.8 17.7

Paul 15.3 15.2 Mary 22.2 22.4

Andrew 23.5 22.5 Sheila 18.5 18.5

Aakash 17.7 18.1 Siobhan 24.1 23.2

Brian 16.1 16.1 Janet 17.1 17.2

iv. Identify the male with the slowest agility time and the female with the quickest agility time. Slowest Male:

v.

vi. Quickest Female:

vii.

viii.

[1]

ix. Identify the players who are rated ‘good’ following the retest.

[1]

x. Identify the player who made the most improvement from the first test to the retest.

[1]


16. Which one of the following identifies the FITT principle?

(a) Frequency, Intensity, Type and Tapering ☐

(b) Frequency, Improvement, Type and Time ☐

(c) Frequency, Improvement, Talent and Time ☐

(d) Frequency, Intensity, Time and Type ☐

[1]

17. Which one of the following is a good description of plyometrics as a type of training?

(a) A series of bounding, hopping and jumping movements ☐

(b) A mixture of aerobic and anaerobic training methods ☐

(c) Long distance running and walking with very little rest ☐

(d) Short sharp pliability exercises with intervals of rest and work ☐

[1]

18. Describe fartlek training and identify two ways it can improve fitness.


[4]

19. Describe two features of circuit training as a method of training. How would you use the fitness principles of overload, specificity and progression when planning circuit training?

[5]

20. ‘Type’ is one of the components of the FITT principle of training. High Intensity Interval Training is an example of a ‘type’ of training. Give two other practical examples of ‘type’ in personal exercise programmes and assess two ways in which applying this principle might help someone who is carrying out this programme.


[4]

END OF QUESTION PAPER


Mark scheme

Question Answer/Indicative content Marks Guidance

1

B 1

Total 1

2

C 1

Total 1

3

6 marks total.

Indicative content

Programme is relevant and should include the

following principles or within the description the

principles are recognised:

(Overload)

• Work harder than normal / puts body under

stress / adaptation will follow / comes about

by increasing frequency / intensity / duration

• Eg Lifting heavier weights.

(Specificity)

• Training should be particular / relevant to

needs (Do not accept specific on its own

without explanation) / relevant energy system

used / relevant muscle groups used

• Eg choosing main muscle groups used in

activity to train for strength.

(Progression)

• (Gradually) becomes more difficult /

demanding / challenging / once adapted then

more demands on body

• Eg Doing more repetitions of sprints at each

training session.

(Reversibility)

• Performance can deteriorate if training stops /

decreases Eg If you stop or decrease the

intensity of your sprinting you may become

slower in the 100 meters.

6

Content Levels of response

Differentiating between levels look for:

Levels marked question

Level 1 (1-2 marks):

• Superficial description

• Some misunderstandings

• Some omissions of principles

• Few or no examples of training activities

Level 1 (1–2 marks) Candidates make only one or two valid points described only very superficially. Little or no attempt at linking principles with the programme. There is little or no use of technical vocabulary and sentences have limited coherence and structure. There is much irrelevant material. Errors in grammar, punctuation and spelling may be noticeable and intrusive.

Level 2 (3-4 marks): Level 2 (3–4 marks) Candidates


• Description covers most or all of principles

• Few misunderstandings

• Examples given for at least one principle

make some valid points with good knowledge and understanding. Some attempt at linking principles with the programme. There is some use of technical vocabulary and sentences for the most part are relevant and are coherent. There are occasional errors in grammar, punctuation and spelling.

Level 3 (5-6 marks):

• Full description of all principles

• Very few inaccuracies

• Examples for most / all principles

Level 3 (5–6 marks) Candidates make many developed points. Candidate demonstrates excellent knowledge and understanding of the factors involved. Clear links between all the principles and the programme. Candidate gives relevant material that is clearly structured and uses appropriate terminology


and technical vocabulary. There are few if any errors in grammar, punctuation and spelling.

Examiner’s Comments

Those candidates who gave a good in-depth explanation of an

exercise programme that included all the training principles

identified scored very well. The best candidates gave a well-

structured answer giving an example for each principle and

developing each point to explain fully each training principle.

These candidates made few grammatical or spelling mistakes and

wrote clearly and fluently. Candidates who fared less well often

misunderstood the training principles such as reversibility or left

one or two of them out of their answer or did not relate the

principles to an exercise programme.

Total 6

4

a. Fitness can deteriorate if training stops [1]

Total 1

5

b. Stretching one muscle group for over five minutes [1]

Total 1

6

Three marks for three from:

1. Frequency

2. Intensity

3. Time

[3]

• Do not accept type (in the question)

• Accept: frequent, timed, time orientated (BOD)


Most candidates scored three marks for this recall question,

although a few include the ‘type’ element, even though it was part

of the question. Candidates are reminded that they cannot score

credit for material simply repeated from the question.

Total 3

7

Two marks from:

1. Fartlek is a variation of speed / speed play

whereas continuous more constant speed /

no (little) rest

2. Fartlek consists of a variety of activities /

cross country running with sprints / different

terrains whereas continuous just jogging /

running with no variation

3. Fartlek includes short and long distance work

/ running and walking / different intensities /

aerobic and anaerobic work whereas

2

2 x (AO1) Must compare fartlek and continuous training to award each mark.


continuous mainly long distance / same

intensity / aerobic

Total 2

8 (D) - A basketball player who works harder than normal

during a training session

1

1 x (AO2)

Total 1

9

One mark from:

1. a training idea in which high intensity periods

are alternated with low / moderate intensity

intervals

2. involves high overload with (short) rest

periods in between

3. involves repetition of short bursts of

anaerobic activity followed by aerobic activity

1

1 x (AO1)

Do not accept single word answers.

Do not accept ‘high intensity’ on its own.

Total 1

10 C. The rugby player who sprints from the half way line

to score a try is showing good muscular endurance.

1

1 x (AO2)

Total 1

11

b. [1]

Total 1

12

c. [1]

Total 1

13

(D) Frequency, Intensity, Time and Type 1

1 x (AO1)

Total 1

14

Bounding and hopping 1

1 x (AO2)

Total 1

15 a

Indicative content

Principles of training (AO2 and 3)

1. Overload

2. Work harder than normal / puts body under

stress / adaptation will follow / comes about

by increasing frequency / intensity / duration.

o e.g. lifting heavier weights.

6

4 x (AO2)

2 x (AO3)

Level 3 (5–6 marks)

• detailed knowledge & understanding

• clear and consistent practical application of knowledge

& understanding

• effective analysis / evaluation and / or discussion /

explanation / development

• relevant information drawn upon from other areas of the

specification

• accurate use of technical and specialist vocabulary


3. Specificity

4. Training should be particular / relevant to

needs (Do not accept specific on its own

without explanation)/relevant energy system

used / relevant muscle groups used / specific

sport or specific area of the body.

o e.g. choosing main muscle groups

used in activity to train for

strength.

5. Progression

6. (Gradually) becomes more difficult /


more demands on body.

o e.g. Doing more repetitions of

sprints at each training session.

6. Reversibility

7. Fitness can deteriorate if training stops

o e.g. Performer performs worse in

training / fitness tests

Goal setting (AO2 and AO3)

1. S = Specific - need to make the goal a

particular target / to your sport / you know

what you are trying to achieve

o e.g. beat your personal best time

or to improve your chest pass in

basketball

2. M = Measurable - need to be able to measure

the goal

o e.g. to know how well you have

done / to assess progress on a

gymnastic apparatus

3. A = Achievable - must be within the

capabilities of the individual / or A = Agreed

o e.g. a golfer aiming to reduce their

handicap by 3 shots over a year

o e.g. you can agree your targets

with your coach or peer for

athletics throwing event or agreed

with coach / parent

4. R = Recorded - goals should be written down

when agreed with your netball coach or R =

Realistic - must be within the capabilities of

the individual / or attainable

o e.g. a javelin thrower writing their

agreed goals down in a training

log

• there is a well-developed line of reasoning which is

clear and logically structured. The information

presented is relevant and substantiated.


• satisfactory knowledge & understanding

• some success in practical application of knowledge &

understanding

• analysis / evaluation and / or discussion / explanation /

development attempted with some success

• some relevant information drawn upon from other areas

of the specification

• technical and specialist vocabulary used with some

accuracy

• there is a line of reasoning presented with some

structure. The information presented

• is in the most-part relevant and supported by some

evidence.


• basic knowledge & understanding

• little or no attempt at practical application of knowledge

& understanding

• little or no attempt to analyse / evaluate and / or discuss

/ explain / develop

• little or no relevant information drawn upon from other

areas of the specification

• technical and specialist vocabulary used with limited

success

• the information is basic and communicated in an

unstructured way. The information is supported by

limited evidence and the relationship to the evidence

may not be clear.

(0 marks)

• no response or no response worthy of credit.

Discriminators

• Level 3: Both AO2 and AO3 are well covered for Level

3; some imbalance between the two may be present for

5 marks. At 6 marks, both are equally well addressed.

• Detailed practical examples applied to both principles of

training and goal setting

• Detailed description linking how both assist in optimising

a training programme.

• Level 2: Some success at more developed AO2 and /

or AO3 points moves the response into Level 2 (AO2 or

AO3 would be 3 marks; both attempted with some

success = 4 marks).


o e.g. scoring at least one goal

every two games for a striker in

football

5. T = Time-phase / timed / time

o e.g. goal of improving serving

technique in tennis should be

achieved in six weeks’ time.

• Description of some principles of training and use of

goal setting with some reference to improving

performance

• Use of some practical examples linked to both principles

of training and goal setting

• Level 1: Responses only demonstrating basic AO2

knowledge and understanding are Level 1.

• Listing the principles of training and goal setting with

little or no development and few if any practical

examples

• b i

4

1 x (AO1)

3 x (AO3)

ii

Slowest Male: Andrew

Quickest Female: Janet

iii Brian, Fayha and Janet

iv Andrew

Total 10

16

d. Frequency, Intensity, Time and Type [1]

Total 1

17 a. A series of bounding, hopping and jumping

movements [1]

Total 1

18

Four marks for four from:

2 marks max for description:

1. Known as speed play / variation of speed /

moving at different speeds

2. [Variety of activities] a mixture of different

types of activities or cross country running

with sprint activities or e.g. cross country

running and sprinting 100m or different

terrains

3. [Short and long] Includes short and long

distance work / running / walking or different

intensities or aerobic and anaerobic work

2 marks max for benefits:

[4]

Pt2 look for variety of different activities.

Pt3 look for different distances / intensities

Interval training is too vague

Pt4 accept answers linked to the utilisation of oxygen or CV

endurance

Do not accept ‘makes you fitter’

Do not accept identifications unrelated to fitness eg enjoyment /

mimicking the game

Improves cardiovascular system / fitness = too vague


4. Improves aerobic capacity or

(cardiovascular)endurance / stamina or

increase in oxygen to muscles

5. (as well as) Improves anaerobic capacity

6. More tolerant/resistant/effective removal of

lactic acid

7. Improves muscular endurance / go for longer

/ do more without tiring

8. Improves speed

9. Improves power/strength

Improves aerobic fitness = too vague


The better candidates for this question described fartleck training

well and gave two clear description points. Others repeated the

same point related to changes in pace when undertaking this type

of training. The best candidates then went on to identify clearly two

separate points related to fartleck improving fitness.

Total 4

19

Five marks for five from:

Sub max two marks for description of features:

1. Series / variety of / multiple exercises or

exercises / activities arranged in a particular

order or stations of exercises

2. Main muscle groups should be separated at

each station / exercise

3. Involve exercise such as press-ups etc. or

with apparatus or with skills or examples of

exercises

4. Repetition / reps of exercises

5. Uses (mostly) the body as resistance

6. Each station is timed

7. There is a rest period between each station

Sub max three marks for application of fitness

principles:

8. (Use of Overload):

• Work / get harder than normal / puts body

under stress / adaptation will follow / comes

about by increasing frequency / intensity /

duration.

• E.g. Doing more reps at each station

9. (Use of Specificity):

• Training should be particular / relevant to

needs / relevant energy system used /

relevant muscle groups used or relevant to

type of activity / sport / skill.

[5]

• Do not accept circuit for pt 1 (in the question)

• Two marks max for features – then mark with an S if

two marks for features scored

• Do not accept specific for pt 9 (in the question)

• Example can be used for each principle.

• Pt 8 overwork/working to your max = too vague


Many candidates produced excellent responses showing a good

understanding of the circuit training method of training. The best

candidates clearly described two features of circuit training and

then went on to explain how they would use the key principles of

training when planning circuit training.


• E.g. choosing main arm muscle groups used

in activity to train for arm strength.

10. (Use of Progression):

• (Gradually) becomes more difficult / harder /


more demands on body

• E.g. Trying to complete the circuit in a shorter

time or spending more time at each station

Total 5

20

Two marks from:

(examples of ‘type’)

1. continuous

2. fartlek

3. interval

4. circuit training

5. weight training

6. plyometrics

Two marks from:

1. adherence – varying types of exercise /

training makes it less boring / reduces tedium

2. appropriateness / effectiveness - if the type(s)

of exercise are appropriate, then training will

be more effective

3. avoiding injury – can reduce risk of injury by

doing a range of exercises instead of

repeating the same ones

4. positive feelings / reinforcement – getting

good results from the right type(s) of training

makes you want to continue

5. clearer outcomes – easier to tell if your needs

/ aims are being met if correct type(s) of

training used

4

2 x (AO2)

2 x (AO3)

Give one mark for each of two suitable examples of applying ‘type’

to a personal exercise training programme

Must assess how the principle can help for each mark.

Total 4

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