Year 10 Paper 2: Muscles, Movement and Training Principles
Covers the muscular and cardiorespiratory systems, movement analysis (levers, planes and axes), and the components of fitness and principles of 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
A swimmer follows exactly the same training set, in the same pool, every single session for a year.
Name the training principle being ignored here, and explain why ignoring it could reduce her motivation to train.
Question 2 [2 marks]
The Muscular System
A footballer performs a squat as part of her warm up, bending then straightening her knees.
Name the muscle found at the front of the thigh that contracts to straighten the knee during this squat, and state whether it is working as the agonist or the antagonist.
Question 3 [3 marks]
Movement Analysis: Levers, Planes and Axes
A cricketer bends sideways at the waist to field a ball rolling just out of easy reach.
Name the plane and axis used for this sideways bending movement, and name the joint action taking place at the spine.
Question 4 [2 marks]
Components of Fitness
A powerlifter attempts to lift the heaviest possible barbell for a single deadlift repetition.
Name the health-related component of fitness most needed for this lift, and give its definition.
Question 5 [4 marks]
The Cardiorespiratory System and Effects of Exercise
A cyclist's cardiac output is 16000 ml per minute while her heart rate is 160 beats per minute.
State the formula linking cardiac output, heart rate and stroke volume, then calculate her stroke volume in ml per beat.
Question 6 [3 marks]
Movement Analysis: Levers, Planes and Axes
A swimmer performs a tumble turn at the end of a length, rotating forwards through the water before pushing off the wall.
Name the plane and axis of rotation used during the tumble turn, and give one other sporting example that uses the same plane and axis.
Question 7 [4 marks]
The Cardiorespiratory System and Effects of Exercise
A PE teacher explains the process of breathing in (inspiration) to her class before a fitness test.
Describe what happens to the diaphragm, the intercostal muscles and the volume and pressure inside the chest cavity during inspiration.
Question 8 [4 marks]
Movement Analysis: Levers, Planes and Axes
A see-saw style lever system is used to model a joint action. The load is placed 20 cm from the fulcrum and the effort is applied 60 cm from the fulcrum.
Calculate the mechanical advantage of this lever system, and state whether the system is suited to lifting a heavy load or to moving quickly over a large distance.
Question 9 [4 marks]
The Cardiorespiratory System and Effects of Exercise
A PE teacher explains the process of breathing out (expiration) during recovery after a sprint, when the athlete needs to expel air quickly and forcefully.
Describe what happens to the diaphragm, the intercostal muscles, and the volume and pressure inside the chest cavity during forced expiration.
Question 10 [4 marks]
Movement Analysis: Levers, Planes and Axes
A weightlifter's biceps attach to the forearm bone about 5 cm from the elbow joint, while the dumbbell being lifted acts about 35 cm from the elbow.
Calculate the mechanical advantage of this lever system, and explain what a mechanical advantage of less than 1 tells you about the effort force needed compared with the load.
Question 11 [5 marks]
Components of Fitness
A gymnast holds a handstand perfectly still on the balance beam, while a surfer constantly adjusts her body position to stay upright on a moving wave.
Identify the component of fitness both performers rely on, and explain the difference between static and dynamic balance using these two examples.
Question 12 [5 marks]
Movement Analysis: Levers, Planes and Axes
An ice skater performs a spin on the spot, rotating rapidly around a single vertical line through her body.
Name the plane and axis used for this spin, and explain why a skater can spin faster by pulling her arms in close to her body.
Question 13 [6 marks]
Principles of Training and Injury Prevention
A marathon runner's coach wants her training to be highly specific to the demands of a marathon, but is also aware that running long distances at the same steady pace, session after session, carries its own risks.
Explain the principle of specificity as it applies to marathon training, and explain why applying it too strictly, without variety, could create problems for this runner.
Question 14 [6 marks]
The Muscular System
A shot putter explodes into the put, driving powerfully from a crouched position, then holds her follow through position steady for a moment to avoid fouling.
Explain which type of muscle contraction is used during the explosive drive, and which is used while holding the follow through position, and explain which muscle fibre type is best suited to the drive phase.
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.
Model solutions
| Question 1[2 marks] | |
|---|---|
| Answer or working | Marks |
| tedium (variance) | B1 |
| a correct explanation, e.g. always doing the same training becomes repetitive and boring, which can reduce motivation to keep training | B1 |
| Final answer: Tedium (variance) - repeating identical training can become boring and reduce motivation | |
| Question 2[2 marks] | |
|---|---|
| Answer or working | Marks |
| quadriceps | B1 |
| agonist (prime mover) | B1 |
| Final answer: Quadriceps, working as the agonist | |
| Question 3[3 marks] | |
|---|---|
| Answer or working | Marks |
| the frontal plane | B1 |
| the sagittal axis | B1 |
| lateral flexion | B1 |
| Final answer: Frontal plane, sagittal axis; lateral flexion at the spine | |
| Question 4[2 marks] | |
|---|---|
| Answer or working | Marks |
| strength | B1 |
| a correct definition, e.g. the maximum force a muscle or muscle group can exert in a single effort | B1 |
| Final answer: Strength - the maximum force a muscle group can exert in one maximal effort | |
| Question 5[4 marks] | |
|---|---|
| Answer or working | Marks |
| cardiac output = heart rate x stroke volume | B1 |
| rearranging to stroke volume = cardiac output / heart rate | M1 |
| substituting 16000 / 160 | M1 |
| 100 ml per beat | A1 |
| Question 6[3 marks] | |
|---|---|
| Answer or working | Marks |
| the sagittal plane | B1 |
| the transverse axis | B1 |
| a valid other example in the same plane and axis, e.g. a forward roll in gymnastics or a somersault | B1 |
| Final answer: Sagittal plane, transverse axis (e.g. also seen in a forward roll) | |
| Question 7[4 marks] | |
|---|---|
| Answer or working | Marks |
| the diaphragm contracting and flattening | B1 |
| the external intercostal muscles contracting, moving the ribcage up and out | B1 |
| the volume of the chest (thoracic) cavity increasing | B1 |
| the pressure inside the chest cavity decreasing below atmospheric pressure, so air is drawn into the lungs | B1 |
| Final answer: Diaphragm contracts and flattens, intercostals contract to raise the ribcage, chest volume increases and pressure decreases, drawing air in | |
| Question 8[4 marks] | |
|---|---|
| Answer or working | Marks |
| mechanical advantage = length of effort arm / length of load arm | M1 |
| substituting 60 / 20 | M1 |
| mechanical advantage = 3 | A1 |
| stating the system is suited to lifting a heavy load, as the mechanical advantage is greater than 1 | B1 |
| Final answer: Mechanical advantage = 3; suited to lifting a heavy load | |
| Question 9[4 marks] | |
|---|---|
| Answer or working | Marks |
| the diaphragm relaxing and returning to its domed shape | B1 |
| the internal intercostal muscles contracting, pulling the ribcage down and in | B1 |
| the volume of the chest (thoracic) cavity decreasing | B1 |
| the pressure inside the chest cavity increasing above atmospheric pressure, forcing air out of the lungs | B1 |
| Final answer: Diaphragm relaxes and domes upward, internal intercostals contract to pull the ribcage down, chest volume decreases and pressure increases, forcing air out | |
| Question 10[4 marks] | |
|---|---|
| Answer or working | Marks |
| mechanical advantage = length of effort arm / length of load arm | M1 |
| substituting 5 / 35 | M1 |
| mechanical advantage = 0.14 (2 decimal places), or 1/7 | A1 |
| stating that a mechanical advantage of less than 1 means the effort force needed is greater than the load being lifted | B1 |
| Final answer: Mechanical advantage = 0.14 (approximately 1/7); this shows the biceps must produce a much greater force than the weight of the dumbbell itself | |
| Question 11[5 marks] | |
|---|---|
| Answer or working | Marks |
| balance | B1 |
| a correct definition, e.g. the ability to keep the body's centre of mass over its base of support | B1 |
| a correct description of static balance, e.g. keeping the body stable while stationary, as in the gymnast's held handstand | B1 |
| a correct description of dynamic balance, e.g. keeping the body stable while moving, as in the surfer constantly adjusting on the moving wave | B1 |
| a correct additional detail, e.g. both still rely on continually making small muscular adjustments to keep the centre of mass over the base of support | B1 |
| Final answer: Balance; the gymnast's held handstand shows static balance (stable while still), while the surfer shows dynamic balance (stable while moving) | |
| Question 12[5 marks] | |
|---|---|
| Answer or working | Marks |
| the transverse plane | B1 |
| the longitudinal axis | B1 |
| a correct explanation referring to moving mass closer to the axis of rotation | B1 |
| a correct link to angular momentum, e.g. angular momentum is conserved (stays the same) during the spin | B1 |
| a correct overall link, e.g. because momentum is conserved, moving mass closer to the axis increases her rotation speed | B1 |
| Final answer: Transverse plane, longitudinal axis; pulling her arms in moves mass closer to the axis, and because angular momentum is conserved this increases her spin speed | |
| Question 13[6 marks] | |
|---|---|
| Answer or working | Marks |
| specificity meaning training should match the demands of the event, e.g. focusing on long, steady-paced aerobic running for a marathon | B1 |
| a correct application, e.g. this directly develops the aerobic endurance and running economy needed on race day | B1 |
| a correct problem, e.g. repeating the same type of session constantly risks tedium/boredom, which can reduce motivation to train | B1 |
| a further correct problem, e.g. it also risks overuse injury, as the same muscles, tendons and joints are repeatedly stressed in the same way | B1 |
| a correct suggested balance, e.g. some variety, such as occasional cross-training or varied-pace sessions, can reduce these risks | B1 |
| a correct overall link, e.g. training should stay broadly specific to the marathon while still varying enough to protect motivation and reduce injury risk | B1 |
| Final answer: Specificity means training should match the demands of a marathon (long, steady aerobic running); applied too strictly, without variety, it risks both tedium and overuse injury, so some variation should still be built in | |
| Question 14[6 marks] | |
|---|---|
| Answer or working | Marks |
| isotonic (concentric) contraction used during the explosive drive | B1 |
| a correct explanation, e.g. the muscles shorten as they contract, producing the movement that drives the shot forward | B1 |
| isometric contraction used while holding the follow through position | B1 |
| a correct explanation, e.g. the muscles stay the same length, keeping the body still without visible movement | B1 |
| fast twitch fibres being best suited to the drive phase | B1 |
| a correct explanation, e.g. fast twitch fibres contract quickly and forcefully, producing the power needed for an explosive, short duration action | B1 |
| Final answer: Isotonic (concentric) contraction for the explosive drive, isometric contraction to hold the follow through; fast twitch fibres suit the drive | |
| 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 | |