Year 10 Paper 1: Body Systems and Training Basics
Covers the skeletal, muscular and cardiorespiratory systems, plus the components of fitness, principles of training and fitness testing data that make up physical training.
Year 10 here means a typical teaching order, not a syllabus rule. No exam board defines what belongs to Year 10, and schools sequence the course differently. Check it against your own scheme of work before using it to decide what a class has covered.
Questions
Question 1 [2 marks]
Principles of Training and Injury Prevention
Before a school hockey match begins, the referee walks the length of the pitch checking the surface.
State what the referee is checking for, and explain why this reduces the risk of injury to players.
Question 2 [2 marks]
The Cardiorespiratory System and Effects of Exercise
Oxygenated blood arrives at the heart from the lungs before being pumped out to the rest of the body.
Name the two chambers on the left side of the heart that this oxygenated blood passes through.
Question 3 [3 marks]
Components of Fitness
A weightlifter must generate as much force as possible in a very short time to lift a heavy barbell above her head in one movement.
Identify the health-related component of fitness shown, define it, and explain why it is important for this lift.
Question 4 [3 marks]
The Skeletal System
A swimmer rotates her shoulder girdle with each stroke of front crawl to extend her reach.
Name the two bones that make up the shoulder girdle, and state one function of the shoulder girdle.
Question 5 [3 marks]
The Muscular System
A PE student performs a star jump, raising both arms out to the side and up above her head.
Name the muscle at the shoulder that contracts to raise the arms sideways in this way, state whether it is working as the agonist or antagonist, and name the joint action taking place.
Question 6 [4 marks]
Training Methods and Fitness Testing Data
A rugby squad follows a weight (resistance) training programme in the gym during pre-season, lifting free weights and using machines.
State two advantages and one disadvantage of weight training as a method of improving fitness.
Question 7 [4 marks]
The Cardiorespiratory System and Effects of Exercise
At rest, a swimmer's minute ventilation is 8 litres per minute. During a hard training set, her tidal volume rises to 2.5 litres per breath and her breathing rate rises to 24 breaths per minute.
Calculate her minute ventilation during the training set, using minute ventilation = tidal volume x breathing rate, and calculate how many times greater this is than her resting minute ventilation.
Question 8 [4 marks]
Principles of Training and Injury Prevention
A cyclist trains hard six days a week but notices his performance has started to decline rather than improve.
Explain the role of rest and recovery in a training programme, and suggest why training without enough rest could explain his declining performance.
Question 9 [5 marks]
Training Methods and Fitness Testing Data
A gymnast uses two different stretching methods in her training: stretching and holding a position by herself, and stretching with a partner who applies gentle resistance before helping her stretch further.
Name each stretching method described, and state one advantage the second method can offer an experienced performer like this gymnast.
Question 10 [5 marks]
The Cardiorespiratory System and Effects of Exercise
Before oxygen can reach the alveoli for gaseous exchange, air travels through several structures of the respiratory system.
Name, in order, the structures that air passes through after the trachea and before reaching the alveoli, and explain why the trachea contains rings of cartilage.
Question 11 [5 marks]
The Skeletal System
A marathon runner relies on a high number of red blood cells to transport oxygen, and on strong bones to cope with the repeated impact of training.
Explain how the bone marrow and the mineral content of bone support this runner's training, referring to blood cell production and mineral storage.
Question 12 [5 marks]
The Cardiorespiratory System and Effects of Exercise
During a 5 km time trial, a cyclist's stroke volume increases from a resting value of 70 ml per beat to 110 ml per beat, while her heart rate rises to 170 beats per minute.
Calculate her cardiac output during the time trial in litres per minute, and calculate the increase in cardiac output compared to a resting cardiac output of 4.9 litres per minute.
Question 13 [5 marks]
The Skeletal System
A basketball player pushes off through her ankle before extending her knee explosively during a lay-up.
Identify the type of synovial joint found at the ankle, and identify the joint action occurring there as she pushes off. Explain one way this joint's range of movement differs from a ball and socket joint's.
Question 14 [6 marks]
Components of Fitness
A rugby team's front row prop spends most of the match in scrums and close-quarters contact, while the scrum-half must react instantly to loose balls and change direction constantly around the pitch.
Compare the components of fitness most important to the prop with those most important to the scrum-half, and explain why their training needs would differ.
Question 15 [6 marks]
Principles of Training and Injury Prevention
A 400 m runner and a shot putter both follow structured training programmes, but their programmes look very different from each other.
Explain how the principles of specificity, individual differences and reversibility should be applied when planning training programmes for these two athletes.
Question 16 [6 marks]
The Muscular System
A netball goal shooter must jump to intercept a high pass, land safely, then immediately hold a strong, balanced position while being closely marked.
Explain the different contraction types and muscle fibre types used across this sequence: jumping to intercept, landing, and holding the balanced position.
Question 17 [6 marks]
Principles of Training and Injury Prevention
A rower returns to training after two weeks off with illness, and is keen to get back to her previous fitness as quickly as possible.
Explain how she should apply the principles of moderation, progressive overload and rest and recovery as she returns to training, and explain the risk of ignoring these principles.
Question 18 [6 marks]
Principles of Training and Injury Prevention
A martial arts club wants to reduce the risk of injury among new adult beginners joining its classes.
Explain three different methods, other than warming up, that the club could use to help reduce the risk of injury to new beginners, and justify each one.
Model solutions
| Question 1[2 marks] | |
|---|---|
| Answer or working | Marks |
| checking the playing surface for hazards, e.g. holes, litter or wet/slippery patches | B1 |
| a correct explanation, e.g. removing or flagging hazards before play reduces the chance of a player tripping, slipping or being injured during the match | B1 |
| Final answer: Checking the surface for hazards; removing them before play reduces the risk of players tripping or slipping | |
| Question 2[2 marks] | |
|---|---|
| Answer or working | Marks |
| left atrium | B1 |
| left ventricle | B1 |
| Final answer: Left atrium and left ventricle | |
| Question 3[3 marks] | |
|---|---|
| Answer or working | Marks |
| power | B1 |
| a correct definition, e.g. the product of strength and speed, or the ability to perform strength performances quickly | B1 |
| a correct explanation, e.g. the lift must be completed explosively to get the bar overhead before the lifter runs out of strength to control it | B1 |
| Final answer: Power - strength x speed; needed to lift the heavy bar explosively in one fast movement | |
| Question 4[3 marks] | |
|---|---|
| Answer or working | Marks |
| the scapula (shoulder blade) | B1 |
| the clavicle (collar bone) | B1 |
| a correct function, e.g. it provides a stable but mobile base of attachment for the muscles that move the arm | B1 |
| Final answer: Scapula and clavicle; they provide a stable, mobile base for arm movement | |
| Question 5[3 marks] | |
|---|---|
| Answer or working | Marks |
| deltoids | B1 |
| agonist (prime mover) | B1 |
| abduction at the shoulder | B1 |
| Final answer: Deltoids, working as the agonist to cause abduction | |
| Question 6[4 marks] | |
|---|---|
| Answer or working | Marks |
| a correct advantage, e.g. it can be targeted at specific muscle groups relevant to the sport | B1 |
| a further correct advantage, e.g. the resistance/intensity can be precisely adjusted and progressively increased | B1 |
| a correct disadvantage, e.g. it requires access to equipment/a gym, which may not always be available | B1 |
| a further valid detail supporting the disadvantage, e.g. incorrect technique with free weights carries a risk of injury | B1 |
| Final answer: Advantages: targeted, easily adjustable resistance; disadvantage: needs equipment/access and carries an injury risk if technique is poor | |
| Question 7[4 marks] | |
|---|---|
| Answer or working | Marks |
| minute ventilation = tidal volume x breathing rate | M1 |
| substituting 2.5 x 24 | M1 |
| 60 litres per minute | A1 |
| dividing 60 by 8 to give 7.5 times greater than at rest | A1 |
| Final answer: 60 litres per minute during the set, which is 7.5 times greater than her resting minute ventilation of 8 litres per minute | |
| Question 8[4 marks] | |
|---|---|
| Answer or working | Marks |
| a correct explanation of rest and recovery, e.g. the body adapts and gets fitter during periods of rest after training, not during the training itself | B1 |
| a correct reason, e.g. without enough recovery time between sessions, the body cannot fully repair and adapt before the next training load | B1 |
| a correct link to overtraining, e.g. this can lead to overtraining, where performance actually declines rather than improves | B1 |
| a correct additional detail, e.g. this may also increase his risk of injury or illness, as the body remains fatigued | B1 |
| Final answer: Adaptation happens during rest, not training itself; too little rest can lead to overtraining, explaining his declining performance and greater injury risk | |
| Question 9[5 marks] | |
|---|---|
| Answer or working | Marks |
| static stretching, for stretching and holding a position alone | B1 |
| PNF (proprioceptive neuromuscular facilitation) stretching, for the partner-assisted method | B1 |
| a correct description of PNF, e.g. it involves stretching, then contracting the muscle against resistance, before relaxing into a deeper stretch | B1 |
| a correct advantage, e.g. PNF can produce a greater increase in flexibility/range of movement than static stretching alone | B1 |
| a correct additional detail, e.g. this makes it especially useful for an experienced performer looking to make further gains in flexibility | B1 |
| Final answer: Static stretching (alone) and PNF stretching (partner-assisted); PNF can produce a greater increase in flexibility than static stretching alone | |
| Question 10[5 marks] | |
|---|---|
| Answer or working | Marks |
| the bronchi | B1 |
| the bronchioles, in that order (bronchi before bronchioles), leading to the alveoli | B1 |
| a correct explanation of the cartilage rings, e.g. they keep the trachea permanently open, preventing it from collapsing as air pressure changes during breathing | B1 |
| a further correct detail, e.g. this ensures a clear airway remains open even under the pressure changes of hard breathing during exercise | B1 |
| a correct additional detail, e.g. the rings are incomplete (C-shaped) at the back, allowing the food pipe (oesophagus) behind the trachea room to expand when swallowing | B1 |
| Final answer: The bronchi, then the bronchioles, before reaching the alveoli; cartilage rings keep the trachea open so it cannot collapse as air pressure changes | |
| Question 11[5 marks] | |
|---|---|
| Answer or working | Marks |
| red bone marrow, found inside certain bones, producing red blood cells | B1 |
| a correct application, e.g. more red blood cells increase the oxygen-carrying capacity of the blood, supporting her aerobic training | B1 |
| bones storing minerals such as calcium and phosphorus | B1 |
| a correct application, e.g. these minerals keep bones strong and dense, helping them withstand the repeated impact forces of running | B1 |
| a correct overall link, e.g. both functions support her ability to train hard and recover, by supplying oxygen and providing a strong structural base | B1 |
| Final answer: Bone marrow produces red blood cells for oxygen transport; bones store calcium and phosphorus, keeping them strong enough to withstand repeated impact | |
| Question 12[5 marks] | |
|---|---|
| Answer or working | Marks |
| cardiac output = heart rate x stroke volume | M1 |
| substituting 170 x 110 | M1 |
| 18700 ml per minute, which is 18.7 litres per minute | A1 |
| subtracting resting cardiac output from exercise cardiac output, 18.7 - 4.9 | M1 |
| an increase of 13.8 litres per minute | A1 |
| Final answer: Cardiac output during the trial = 18.7 litres per minute; an increase of 13.8 litres per minute compared to rest | |
| Question 13[5 marks] | |
|---|---|
| Answer or working | Marks |
| a hinge joint at the ankle | B1 |
| plantarflexion occurring as she pushes off (pointing the toes down) | B1 |
| a correct description of the push-off movement, e.g. this straightens the ankle to help drive the body upward and forward | B1 |
| a correct difference, e.g. a hinge joint only allows movement in one plane (flexion and extension), giving it less freedom of movement than a ball and socket joint | B1 |
| a correct additional detail, e.g. a ball and socket joint allows movement in multiple planes, including rotation, which a hinge joint cannot do | B1 |
| Final answer: Hinge joint; plantarflexion drives the push-off; a hinge joint moves in one plane only, unlike the multi-directional ball and socket joint | |
| Question 14[6 marks] | |
|---|---|
| Answer or working | Marks |
| strength and muscular endurance identified as key for the prop, needed to repeatedly generate and withstand force in scrums and rucks | B1 |
| body composition also relevant to the prop, e.g. a higher body mass helps him resist being driven backward | B1 |
| reaction time and agility identified as key for the scrum-half, needed to respond to loose balls and change direction quickly | B1 |
| speed also relevant to the scrum-half, needed to support play across the pitch | B1 |
| a correct explanation of the training difference, e.g. the prop's training should emphasise heavy resistance and repeated-effort work, while the scrum-half's should emphasise reaction drills and agility work | B1 |
| a correct overall link, e.g. specificity means each player's training should reflect the very different physical and technical demands of their position | B1 |
| Final answer: The prop relies most on strength, muscular endurance and body composition for scrums and contact; the scrum-half relies most on reaction time, agility and speed; their training should be specific to these different demands | |
| Question 15[6 marks] | |
|---|---|
| Answer or working | Marks |
| specificity meaning training should match the demands of the sport, event or performer's role | B1 |
| a correct example applied, e.g. the 400 m runner needs more endurance work while the shot putter needs more strength and power work | B1 |
| individual differences meaning a programme should be designed around the individual, considering factors such as age, fitness level or gender | B1 |
| a correct example applied, e.g. programmes will differ even for two 400 m runners if one is less experienced or less fit than the other | B1 |
| reversibility meaning fitness gains are lost if training stops or is reduced, so training must be maintained | B1 |
| a correct example applied, e.g. either athlete would lose fitness or strength gains within a few weeks of stopping training, such as due to injury | B1 |
| Final answer: Specificity, individual differences and reversibility should all shape each athlete's programme differently, applied to their event and personal characteristics | |
| Question 16[6 marks] | |
|---|---|
| Answer or working | Marks |
| the jump using isotonic (concentric) contraction, as the leg muscles shorten to drive the body upward | B1 |
| fast twitch fibres being recruited for the jump, as it needs a fast, powerful, explosive action | B1 |
| the landing using isotonic (eccentric) contraction, as the leg muscles lengthen under tension to control and absorb the impact | B1 |
| a correct explanation of eccentric contraction, e.g. this slows the landing down and protects the joints from a sudden, uncontrolled impact | B1 |
| holding the balanced position using isometric contraction, as the muscles stay the same length to keep the body still | B1 |
| a correct overall link showing that contraction type and fibre type change to suit the speed, force and control needed at each stage | B1 |
| Final answer: Isotonic concentric contraction and fast twitch fibres for the jump, isotonic eccentric contraction to control the landing, and isometric contraction to hold the balanced position | |
| Question 17[6 marks] | |
|---|---|
| Answer or working | Marks |
| moderation meaning training should be sensible and appropriate to her current fitness level, not excessive | B1 |
| a correct application, e.g. she should not attempt her pre-illness training load immediately | B1 |
| progressive overload meaning the training load should be increased gradually over successive sessions | B1 |
| a correct application, e.g. building distance or intensity back up gradually over several weeks rather than in one session | B1 |
| rest and recovery meaning enough time must be left between sessions for the body to adapt, especially while still recovering from illness | B1 |
| a correct overall risk if ignored, e.g. returning too hard, too soon risks injury, a relapse of illness, or overtraining, delaying her return further | B1 |
| Final answer: Train moderately and increase load gradually (progressive overload) with adequate rest between sessions; ignoring these risks injury, a relapse or overtraining, delaying her return even further | |
| Question 18[6 marks] | |
|---|---|
| Answer or working | Marks |
| pre-exercise screening, e.g. a PAR-Q or similar health questionnaire, for new members | B1 |
| a correct justification, e.g. this identifies any existing conditions or injuries that mean certain movements should be modified or avoided | B1 |
| correct technique taught by a qualified coach for beginners | B1 |
| a correct justification, e.g. beginners performing techniques incorrectly are at a much higher risk of injuring themselves or a training partner | B1 |
| use of appropriate protective equipment, e.g. gum shields or pads, matched to the activity | B1 |
| a correct justification, e.g. this reduces the severity of impact during contact practice, even while technique is still developing | B1 |
| Final answer: Pre-exercise screening (PAR-Q), correct technique taught by a qualified coach, and appropriate protective equipment, each reducing a different source of risk for new beginners | |