N16/4/SPEXS/SP2/ENG/TZ0/XX/M

Markscheme

November 2016

Sports, exercise and health science

Standard level

Paper 2

21 pages
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This markscheme is the property of the International

Baccalaureate and must not be reproduced or distributed to any
other person without the authorization of the IB Assessment
Centre.
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Subject Details: Sports, exercise and health science SL paper 2 markscheme

Mark Allocation

Candidates are required to answer ALL questions in Section A [30 marks] and ONE question in Section B [20 marks].
Maximum total = [50 marks].

Markscheme format example:

Question Answers Notes Total

5 c ii this refers to the timing of the movements

OR
the extent to which the performer has control over the timing of the
movement  2 max

external paced skills are sailing/windsurfing/receiving a serve 

internal paced skills are javelin throw/gymnastics routine 

1. Each row in the “Question” column relates to the smallest subpart of the question.

2. The maximum mark for each question subpart is indicated in the “Total” column.

3. Each marking point in the “Answers” column is shown by means of a tick () at the end of the marking point.

4. A question subpart may have more marking points than the total allows. This will be indicated by “max” written after the mark in the “Total”
column. The related rubric, if necessary, will be outlined in the “Notes” column.

5. An alternative wording is indicated in the “Answers” column by a slash (/). Either wording can be accepted.

continued…
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6. An alternative answer is indicated in the “Answers” column by “OR” on the line between the alternatives. Either answer can be accepted.

7. Words in angled brackets « » in the “Answers” column are not necessary to gain the mark.

8. Words that are underlined are essential for the mark.

9. The order of marking points does not have to be as in the “Answers” column, unless stated otherwise in the “Notes” column.

10. If the candidate’s answer has the same “meaning” or can be clearly interpreted as being of equivalent significance, detail and validity as
that in the “Answers” column then award the mark. Where this point is considered to be particularly relevant in a question it is emphasized
by OWTTE (or words to that effect).

11. Remember that many candidates are writing in a second language. Effective communication is more important than grammatical accuracy.

12. Occasionally, a part of a question may require an answer that is required for subsequent marking points. If an error is made in the first
marking point then it should be penalized. However, if the incorrect answer is used correctly in subsequent marking points then follow
through marks should be awarded. When marking, indicate this by adding ECF (error carried forward) on the script. “ECF acceptable”
will be displayed in the “Notes” column.

13. Do not penalize candidates for errors in units or significant figures, unless it is specifically referred to in the “Notes” column.
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Section A

Question Answers Notes Total

1 a command style  1
b a small SD indicates that the data is clustered very close around the Physical involvement showed the lowest
mean value, whereas a large SD indicates the data is spread out variance/SD for the inclusion/problem-
over a large range of values  solving style
for example, the smaller SD suggests that the participants were OR
exhibiting similar scores for perceptions of teaching styles of
Physical involvement showed the highest
physical, cognitive and social involvement  variance/SD for the practice style 
Cognitive involvement showed the lowest
variance/SD for the inclusion/problem-
solving style
OR 1 max
Cognitive involvement showed the
highest variance/SD for the
command style 
Social involvement showed the lowest
variance/SD for the command style
OR
Social involvement showed the highest
variance/SD for the practice style 
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Question Answers Notes Total

1 c overall, the hypothesis is supported «teaching styles do impact Accept answers in the converse.
students’ perceptions about physical and cognitive involvement in Award [1 max] if inclusion teaching style
abdominal exercises» 
is not stated as having highest score for
problem solving teaching style results in students feeling more either physical or cognitive involvement.
physically involved «5.61» than command «5.45» and practice
«5.34» teaching style 
problem solving teaching style results in students feeling more
cognitively involved «5.38» than command «3.96» and practice 3 max
«4.75» teaching style 
the SD for inclusion was the lowest for physical «0.84» and cognitive
«0.76» involvement indicating more consistent results for this
teaching style in connection with the hypothesis 
although the data presented supports the hypothesis, the difference
between the three teaching style groups may not be significant 
d athlete’s perception of exercise is graded on a numerical scale from
«no exertion to maximal exertion» eg 15 point scale «6–20» or 11
point scale «0–10» 
scale increases «linearly» as exercise intensity increases  2 max
formed by athletes own assessment of their body’s physical signs eg
heart rate, breathing rate, perspiration/sweating, strains, aches 
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Question Answers Notes Total

1 e 15  1
f Skill based approach: Both points must refer to the same
skill level increases from 10–11/by 1/by 10 %  teaching approach.

decision making off-the ball decreases from 20–15/by 5/by 25 % 

has a negative effect on decision making off-the ball from 20–15 but
a positive effect on skill level from 10–11 
2 max
Tactical game based approach:
skill level increases from 15–20/by 5/by 33 % 
decision making off-the ball increases from 25– 40/by 15/by 60 % 
decision making off-the ball increases by 10 more than skill level 
g physical maturation can increase the rate learning of a new skill 
young learners have difficulty in focusing on important cues, difficulty
in processing information  2 max
young learners make a large number of errors 

2 a X: external «abdominal» obliques 

2
Y: ilium 
b hinge «joint»  1
c Joint action: Do not accept isotonic as a sole answer.
plantar flexion  Award [1 max] for muscle contraction.

Type of muscle contraction: 2 max

«gastrocnemius» contracts concentrically 
gastrocnemius/soleus is/are the agonist/prime mover 
tibialis anterior is relaxing «and acting as the antagonist» 
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Question Answers Notes Total

3 a erythrocytes/red blood cells  Any correct name of a type of white blood
leucocytes/white blood cells  cell would be accepted, eg neutrophils,
monocytes, eosinophils and basophils. 1 max
platelets/thrombocytes 
b «peripheral» chemoreceptors  1
c degrades/breaks down Acetylcholine/Ach «within 5 milliseconds» 
immediately repolarizes the membrane 
stops synaptic transmission of impulse 2 max
OR
allows the muscle to relax 
d myosin head tilts toward actin to attach to exposed binding site
«to form a cross-bridge» 
myosin head drags actin and myosin filaments in opposite
directions/performs a power stroke/generation of force 
pulling of the actin filament past the myosin results in
muscle/sarcomere/Z line shortening  3 max
the myosin head detaches from the actin when an ATP molecule
binds to the myosin head 
repeated attachments and power strokes cause the filaments to
slide/contract past one another 
H-zone disappears «and thus shortens» 
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Question Answers Notes Total

4 a i CHO «1:2:1»
OR 1
carbon hydrogen oxygen 
ii occurs with a condensation reaction Accept in the form of a diagram.
OR
glucose molecules bond together to form
disaccharide/polysaccharide molecules with the loss of water 
each polysaccharide molecule contains many «tens/hundreds» of
monosaccharides joined «through dehydration synthesis
reactions» 
when two monosaccharides are attached together they do so by 2 max
means of a glycosidic bond «and this results in the formation of a
disaccharide»
OR
a glycosidic bond is the essential bond that provides the backbone
of larger carbohydrate molecules 
joining two –OH groups results in a disaccharide «containing an –O–
bridge between the 2 monosaccharide units» 
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Question Answers Notes Total

4 b fasting reduces blood glucose which stimulates the release
of glucagon 
glucagon is a hormone released by the pancreas when blood sugar
levels are low 
glucagon increases the blood glucose level when it falls below 1 max
normal levels 
glucagon accelerates the conversion of glycogen in the liver
into glucose/promotes glycogenolysis 
glucagon promotes glucose formation from amino acids 
c allows ADP to gain a phosphate molecule very quickly/almost
instantaneously so recovery time is quick 
does not require oxygen 
the CP is readily available «inside skeletal muscle»  2 max
provides energy for explosive high intensity exercise/movement 
no fatiguing by-products 
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Section B

Question Answers Notes Total

5 a epimysium is the outer surrounding layer «which consists mainly of Do not award for reference to
collagen fibres»  striped/striated appearance.
perimysium surrounds bundles of muscle fibres  Award [3 max] if they draw and label a
diagram.
muscle fibres which are surrounded in a layer called the
endomysium 
these all connect to a tendon which attaches to the bone to allow 5 max
muscles to move 
the muscle cell/fibre is composed of smaller units called myofibrils 
a myofibril is composed of contractile components «protein
filaments» known as myosin and actin 
sarcomere is a basic/functional unit of the muscle cell 
b during endurance running, systolic BP increases 
systolic BP increases in direct proportion to the increase in
running intensity 
increased systolic BP results from increased CO 
4 max
increase in systolic BP helps increase in blood flow «to muscles
involved in running» 
increase in systolic BP aids substrate delivery to working
muscles/muscles involved in running 
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Question Answers Notes Total

5 c phosphorylation of glucose requires 2ATP  Award [1] if marking points are presented
in the form of a diagram eg
the glucose is broken down into «2×3C» pyruvate molecules 
in the absence of oxygen, pyruvate is converted to lactic acid  Glycogen

4 ATP are produced per glucose molecule  Glycolysis

net production per glucose molecule is 2ATP  Glucose 5 max

only glucose can be used in anaerobic glycolysis to produce ATP  Phosphofructokinase
Energy
2 ATP
Phosphofructokinase/PFK is stimulated by a reduction in CP 
Pyruvic acid No Lactic
generally used for high to medium intensity activities eg 400m/not oxygen acid
lasting longer than two minutes 
[Source: S Young, (2009), AS/A-Level Resource
Pack: Anatomy and Physiology, page 105]
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Question Answers Notes Total

5 d fitness tests can be reliable even if they are not a valid test 
valid inferences cannot be made from a fitness test unless it is reliable 

Validity: Award [3 max] for validity.

is the extent to which a method/measurement of an investigation Award [2 max] if there is no reference to
possesses the property of doing what it has been designed to sport of choice.
do/measure 
eg testing the sprint speed of a cyclist using a running test such as a
40m sprint would not yield valid results of the cyclist’s cycling sprint
speed as it employs a different mode of transport not applicable to
the sport 
achieving external validity would enable your experimental results to
be applicable to real situations/generalized to the population as a 6 max
whole/reliant «in part» upon the adequacy of the sample 
internal validity is the extent to which the outcome/result of an
investigation is a function of the variables that are
measured/controlled/manipulated 

Reliability: Award [2 max] if there is no reference to

sport of choice.
a test is reliable when you undertake a retest under the same
conditions as the original and a similar result is obtained 
it is important for tests to be repeatable so that any improvements in
performance can be identified and tracked/the effect of the
manipulated variable can be clearly seen 
reliability in any kind of testing questions the accuracy of test results 
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Question Answers Notes Total

6 a At rest: Award [4 max] if there is no
differences in the partial pressures of the gases in the alveoli and blood create a reference to changes during
«pressure» diffusion gradient across the respiratory membrane  exercise.

gases move from an area of higher pressure to one of lower pressure 

the amount and rate of gas exchange that occurs across the membrane depends
on the partial pressure of each gas
OR
Fick’s Law 
the «pressure» diffusion gradient for CO2 is less than for oxygen exchange 
PO2 at the alveoli is 105mm Hg/higher and PO2 of the blood in the pulmonary
capillaries is 40mm Hg/lower 
PCO2 in blood in pulmonary capillaries passing beside alveoli is 46mm Hg/higher
and air in the alveoli has a PCO2 of 40mm Hg/is lower 
oxygen/O2 enters the blood and carbon dioxide/CO2 leaves it  5 max
CO2 crosses the alveolar membrane more readily than oxygen without a large
pressure gradient 
gases move randomly across the membrane when at equilibrium, but the net
movement stays the same
OR
the number of particles moving across the membrane in one direction is equal to
the number moving in the opposite direction 

During exercise:
oxygen diffusion capacity increases as one moves from rest to exercise 
greater arterio-venous difference facilitating O2 exchange 
exercise increases CO2 production and facilitates CO2 removal 
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Question Answers Notes Total

6 b lactic acid system Award [1 max] per row.
(anaerobic aerobic system Award [4 max] for contrasting only.
glycolysis)
For duration accept within the range of
ATP forms 2 adenosine forms ~38 adenosine 15s–120s for lactic acid system and
production triphosphate triphosphate 55s–infinite time.
molecules per molecules per glucose
glucose molecule molecule metabolised
metabolized 
fuel glycogen/glucose glycogen, fats and
source proteins
OR
glucose, lipids and
amino acids

duration peaks at around at around the 5 max
«approximately» 15 «approximately» 55
seconds and starts second point the
to decline aerobic system is the
dominant producer
of energy 
intensity high energy activities, moderate or low
«eg ice hockey, sprint intensity work, but of
cycling, 100m swim, longer duration «eg
lacrosse, soccer, up marathon»
to the 400 metres in
track» 
products lactic acid carbon dioxide, water 
heat energy

glycolysis

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Question Answers Notes Total

6 c Cognitive/verbal (early phase): Award [1 max] if the three phases are
learning occurs through verbal labels/physical demonstrations, videos, stated and not explained.
films, reading information or listening to a description of the skill Award [3 max] 1 mark per description
OR per phase.
Award [3 max], 1 mark for correctly
to aid memory learning occurs through trial and error 
relating novice and/or skilled
performance to each phase.
Associative/motor phase (intermediate phase):
a performer practices the task and can associate their movements
with the mental image of the skill 
a performer begins to “feel” what a good performance is like kinaesthetically
OR
a performer begins to detect and correct errors in their performance 
6 max
Autonomous phase (final phase):
reaction time is shorter as motor programmes are well learnt «stored
in long-term memory» 
skills appear automatic as attention is focused elsewhere «for
example on tactics, the move or pass or shot and on using fakes» 
a performer judges his/her own performance and make changes
without external feedback from a coach 

Progression novice-skilled performer:

a novice performance will typically occur during the «early» cognitive
and associative phase 
a performer will gradually get more skilled in their performance as
they get closer to the autonomous phase 
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Question Answers Notes Total

6 d correlational research is where we observe what naturally goes on in
the world without directly interfering with it 
the only way to infer causality is through comparison of two
controlled situations «one in which the cause is present and one in
which the cause is absent» 
these situations should be identical in all senses except the presence
of cause 
with ecological validity it can be difficult to ensure identical situations 

a confounding variable «third-variable»

4 max
OR
causality between two variables cannot be assumed because there may
be other measured or unmeasured variables affecting the results 

correlation coefficients say nothing about which variable causes the

other to change 
the inductive approach has a logical flaw eg although night and day
are perfectly correlated, neither causes the other «both are caused
by an external factor – the spinning of the Earth in relation to the
Sun» 
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Question Answers Notes Total

7 a Breathing in: Award [4 max] for breathing in.
diaphragm flattens/contracts 
external intercostal muscles contract
OR
rib cage moves upwards and outwards 
thoracic cavity volume increases 
thoracic cavity pressure decreases «therefore air rushes in» 
air rushes in from high pressure to low pressure
OR
6 max
inhalation continues as long as the pressure difference exists 

Breathing out:
diaphragm relaxes 
external intercostal muscles relax
OR
rib cage moves down and inwards 
thoracic cavity volume decreases 
thoracic cavity pressure increases «therefore air rushes out» 
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Question Answers Notes Total

7 b Fosbury technique COM is below and outside the body/may be below the
bar 
Fosbury technique does not necessitate the COM to be raised as high as
an athlete performing the scissors when clearing the same height 
Fosbury technique is superior to the scissor technique
OR
can clear a higher bar compared to the scissors technique «all other
things being equal»  4 max
scissor technique the body is upright and the legs are horizontal to the
body and places the COM above the legs/bar 
Fosbury technique only requires parts of the body move over the bar at
one time 
scissor technique the whole body moves over the bar at the same time 
Fosbury technique is less stable than the scissor technique therefore
requires a crash mat for landing 
c the player applies force by extending his/her legs against the Award [3 max] if response makes no
ground/pushing back against the ground/earth  reference to uphill running.
the force from the extension of the legs is the action
OR
the action force is caused by muscle contraction 
the ground/earth exerts an equal and opposite force on the athlete 
the push back from the ground/earth is the reaction  4 max
because the ground/earth is a larger mass than the mass of the athlete,
the effect on the athlete is greater than the effect on the ground/earth 
the result of the reaction force is to displace the relatively small mass of
the athlete/produces the uphill movement of the athlete 
the faster/harder the athlete pushes «action» the greater the force
will be 
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Question Answers Notes Total

7 d skill to skill/between two skills eg rugby union to rugby league OR Award [3 max] for types of transfer
basketball to netball OR tennis to badminton  without reference to sporting examples.
practice to performance/positive transfer likely only to occur if
environmental conditions are similar in both situations/authentic/realistic
practice 
eg attack versus defence at set plays in soccer 
abilities to skills 
eg balance to balance on the beam in gymnastics 
bilateral/limb to limb/positive transfer of learning and training occurs
between limbs «hand to hand, leg to leg»  6 max
eg striking a football with the right/left foot OR reverse sweep in
cricket
principles to skill 
eg principles of defensive play in invasion games such as soccer and
field hockey 
stages of learning/stage to stage 
eg skills that are learned in the cognitive phase of named activity will
develop until the associative stage of named activity 