Year 11 Paper 3: Training, Health and the Mind
Covers the muscular system, all three physical training topics, mental preparation, and health, fitness, diet and nutrition.
Year 11 here means a typical teaching order, not a syllabus rule. No exam board defines what belongs to Year 11, 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]
Diet, Nutrition and Hydration for Performance
A cyclist eats a bowl of pasta the evening before a long race.
Name the macronutrient that pasta is mainly a source of, and state its main function in the body.
Question 2 [2 marks]
The Muscular System
A weightlifter performs a bicep curl, bending his elbow to lift the bar towards his shoulder.
Name the muscle that contracts to cause this movement, and state whether it is working as the agonist or the antagonist.
Question 3 [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 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 [2 marks]
Health, Fitness and Well-being
A student says that anyone who plays sport every day must automatically be healthy.
Explain why this statement is not necessarily true, giving one reason.
Question 6 [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 7 [3 marks]
Training Methods and Fitness Testing Data
A netball squad completes the multi-stage fitness test (bleep test) at the start of pre-season.
Identify the component of fitness being tested by the multi-stage fitness test, and describe how the test is carried out.
Question 8 [3 marks]
Arousal, Goal Setting and Mental Preparation
A free throw shooter in basketball is distracted by a crowd trying to put her off just before her shot.
Suggest a technique she could use to refocus her concentration, and explain how it would help.
Question 9 [4 marks]
Principles of Training and Injury Prevention
A cricket batsman wears a helmet, pads and a box before facing fast bowling.
Explain how wearing appropriate protective equipment helps to prevent injury in this situation, and give one other general method of injury prevention that is not related to equipment.
Question 10 [4 marks]
Health, Fitness and Well-being
A student is 1.6 m tall and has a mass of 64 kg. Body mass index (BMI) is calculated using BMI = mass in kg / (height in m)^2.
Calculate the student's BMI to 1 decimal place, and state one limitation of using BMI to assess a person's health.
Question 11 [4 marks]
Components of Fitness
A marathon runner must keep running at a steady pace for over two hours without stopping.
Identify the health-related component of fitness shown, define it, and explain why muscular endurance would be less important to her than to a weightlifter.
Question 12 [4 marks]
Training Methods and Fitness Testing Data
A hockey squad completes the sit and reach test at the start of the season to measure flexibility at the hips and lower back.
Identify the component of fitness being tested by the sit and reach test, and describe how the test is carried out.
Question 13 [4 marks]
Health, Fitness and Well-being
A rugby prop has a naturally muscular, wedge-shaped build, while his teammate who plays as a distance-covering winger has a leaner, narrower build.
Identify the somatotype best suited to each player, and explain why each somatotype benefits their different roles.
Question 14 [5 marks]
Training Methods and Fitness Testing Data
Two sprinters each complete five 60 m trials, with these times in seconds. Sprinter A: 7.4, 7.6, 7.3, 7.9, 7.3. Sprinter B: 7.5, 7.6, 7.4, 7.5, 7.5.
Calculate the range for each sprinter, and state which sprinter performed more consistently, with a reason.
Question 15 [6 marks]
The Muscular System
A sprinter's foot flexes upward during the recovery phase of her stride, then points downward again as she drives off the ground.
Explain, using the terms agonist and antagonist, how the tibialis anterior and gastrocnemius work together as an antagonistic pair during the recovery and the drive phases of the stride.
Question 16 [6 marks]
Diet, Nutrition and Hydration for Performance
A rower trains twice in one day: an early morning session and a harder evening session, with normal meals and a full working day in between.
Explain how she should plan her nutrition and hydration across the day to support both training sessions, referring to at least three separate points in her day.
Question 17 [6 marks]
Training Methods and Fitness Testing Data
A talent identification programme uses a battery of fitness tests, including the standing broad jump and the 30 m sprint, to help select young athletes for a development squad.
Evaluate the use of these fitness tests for talent identification, and explain how using a battery of several tests, rather than just one, improves the quality of the selection decision.
Question 18 [6 marks]
Components of Fitness
A hockey goalkeeper must dive to save a shot, then get back to her feet quickly to make a second save, and repeat this many times throughout a match.
Explain which components of fitness this goalkeeper relies on most, and how each one contributes to her performance.
Question 19 [6 marks]
Training Methods and Fitness Testing Data
A PE department compares fartlek training and continuous training as options for a cross country squad preparing for a hilly race with varied terrain.
Compare fartlek training and continuous training as methods of preparing this squad, and recommend which is more appropriate for the demands of the race, with reasons.
Question 20 [6 marks]
Principles of Training and Injury Prevention
A sprinter picks up a minor hamstring injury and has to rest completely from training for three weeks before returning gradually.
Explain the effects of reversibility during her three weeks of rest, and explain the principle of moderation she should apply when returning to training afterwards.
Model solutions
| Question 1[2 marks] | |
|---|---|
| Answer or working | Marks |
| carbohydrate | B1 |
| a correct function, e.g. the body's main energy source | B1 |
| Final answer: Carbohydrate - the body's main energy source | |
| Question 2[2 marks] | |
|---|---|
| Answer or working | Marks |
| biceps (brachii) | B1 |
| agonist (prime mover) | B1 |
| Final answer: Biceps, working as the agonist | |
| Question 3[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 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[2 marks] | |
|---|---|
| Answer or working | Marks |
| health being a state of complete physical, mental and social well-being, not just physical activity levels | B1 |
| a correct reason, e.g. someone could be very physically active but still have poor mental health or an illness | B1 |
| Final answer: Not necessarily true - health covers mental and social well-being too, and a very active person could still have poor mental health or an illness | |
| Question 6[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 7[3 marks] | |
|---|---|
| Answer or working | Marks |
| cardiovascular fitness (aerobic endurance) | B1 |
| performers running 20 m shuttles in time with recorded bleeps | B1 |
| the bleeps getting progressively closer together, so the pace increases each level until the performer can no longer keep up | B1 |
| Final answer: Tests cardiovascular fitness; performers run 20 m shuttles in time with bleeps that speed up each level | |
| Question 8[3 marks] | |
|---|---|
| Answer or working | Marks |
| a correct technique, e.g. a fixed pre-shot routine, a cue word, or a set breathing pattern | B1 |
| a correct explanation, e.g. following the same, familiar routine every time helps her attention return to the relevant cues (the ball and the hoop) rather than the crowd | B1 |
| a correct additional detail, e.g. this makes her performance more consistent regardless of the environment or distractions around her | B1 |
| Final answer: A fixed pre-shot routine or cue word can refocus her attention onto the ball and hoop rather than the crowd, keeping her performance consistent | |
| Question 9[4 marks] | |
|---|---|
| Answer or working | Marks |
| a correct explanation, e.g. the equipment absorbs or deflects impact from the ball, protecting vulnerable areas such as the head and shins from direct injury | B1 |
| a correct additional detail, e.g. this allows him to focus on his batting technique rather than fear of being hit | B1 |
| a valid other method identified, e.g. warming up correctly, checking the pitch/facility for hazards, or using correct technique | B1 |
| a correct explanation of that other method, e.g. warming up raises muscle temperature and mobilises joints, making them less likely to be strained | B1 |
| Final answer: Protective equipment absorbs/deflects impact, protecting vulnerable areas; another method is warming up correctly, which prepares the muscles and joints | |
| Question 10[4 marks] | |
|---|---|
| Answer or working | Marks |
| squaring the height, 1.6^2 = 2.56 | M1 |
| dividing mass by this value, 64 / 2.56 | M1 |
| BMI = 25.0 | A1 |
| a valid limitation, e.g. BMI does not distinguish between muscle mass and fat mass, so a very muscular person can be wrongly classed as overweight | B1 |
| Final answer: BMI = 25.0; limitation - it does not account for muscle mass, so muscular individuals can be misclassified | |
| Question 11[4 marks] | |
|---|---|
| Answer or working | Marks |
| cardiovascular fitness (aerobic endurance) | B1 |
| a correct definition, e.g. the ability of the heart and lungs to supply oxygen to the working muscles over a sustained period | B1 |
| a correct explanation, e.g. the marathon needs the heart and lungs to keep working steadily for a long time rather than the muscles repeatedly contracting against a heavy resistance | B1 |
| a correct comparison, e.g. muscular endurance matters more to a weightlifter repeating lifts against resistance, whereas a marathon's demand is mainly on the cardiovascular system | B1 |
| Final answer: Cardiovascular fitness (aerobic endurance) - sustained oxygen delivery matters more here than repeated resistance work, unlike for a weightlifter | |
| Question 12[4 marks] | |
|---|---|
| Answer or working | Marks |
| flexibility | B1 |
| the performer sitting with legs straight, feet against a box, and reaching forward as far as possible along a scale | B1 |
| the performer holding the furthest reached position momentarily so a reading can be recorded | B1 |
| the score being the distance reached, in cm, either past or short of a fixed zero point | B1 |
| Final answer: Tests flexibility; the performer reaches forward with straight legs and the furthest distance held is recorded on the scale | |
| Question 13[4 marks] | |
|---|---|
| Answer or working | Marks |
| mesomorph identified for the prop | B1 |
| a correct explanation, e.g. a muscular build gives him the strength and power needed for scrums and contact | B1 |
| ectomorph (or a mesomorph-ectomorph blend) identified for the winger | B1 |
| a correct explanation, e.g. a leaner build means less body mass to carry at speed over the pitch, supporting his running role | B1 |
| Final answer: Mesomorph suits the prop, giving strength and power for contact; a leaner, more ectomorphic build suits the winger, reducing body mass to carry while running | |
| Question 14[5 marks] | |
|---|---|
| Answer or working | Marks |
| Sprinter A's range, 7.9 - 7.3 | M1 |
| Sprinter A's range = 0.6 seconds | A1 |
| Sprinter B's range, 7.6 - 7.4 | M1 |
| Sprinter B's range = 0.2 seconds | A1 |
| identifying Sprinter B as more consistent, because a smaller range shows less variation between trials | B1 |
| Final answer: Sprinter A's range = 0.6 s; Sprinter B's range = 0.2 s; Sprinter B was more consistent, since a smaller range means less variation between trials | |
| Question 15[6 marks] | |
|---|---|
| Answer or working | Marks |
| the tibialis anterior acting as the agonist during recovery, contracting to lift (dorsiflex) the foot | B1 |
| the gastrocnemius acting as the antagonist during recovery, relaxing/lengthening to allow the foot to lift | B1 |
| a correct explanation of antagonistic pairs, e.g. muscles work in pairs because a muscle can only pull, not push, so an opposing muscle is needed to reverse the movement | B1 |
| the gastrocnemius then acting as the agonist during the drive phase, contracting to point (plantarflex) the foot | B1 |
| the tibialis anterior acting as the antagonist during the drive, relaxing to allow the foot to point | B1 |
| a correct overall link, e.g. the roles of agonist and antagonist swap between the two muscles depending on the phase of the stride | B1 |
| Final answer: Tibialis anterior (agonist) lifts the foot during recovery while gastrocnemius (antagonist) relaxes; the roles reverse as gastrocnemius (agonist) points the foot to drive off, with tibialis anterior relaxing | |
| Question 16[6 marks] | |
|---|---|
| Answer or working | Marks |
| correct pre-morning-session guidance, e.g. a carbohydrate-based breakfast beforehand to provide readily available energy | B1 |
| correct post-morning-session guidance, e.g. a recovery snack or meal combining carbohydrate and protein soon afterwards to begin replenishing glycogen and repairing muscle | B1 |
| correct lunch/midday guidance, e.g. a balanced, carbohydrate-rich lunch to continue restoring glycogen ahead of the evening session | B1 |
| correct pre-evening-session guidance, e.g. a lighter, carbohydrate-based snack a shorter time before training, avoiding a heavy or high-fat meal | B1 |
| correct hydration guidance across the day, e.g. drinking fluids regularly throughout the day, not only around training, to stay hydrated for both sessions | B1 |
| a correct overall link, e.g. spreading carbohydrate and fluid intake evenly across the day, rather than relying on one or two meals, best supports glycogen stores and hydration for training twice in a single day | B1 |
| Final answer: Carbohydrate-based meals or snacks around each session (breakfast, a recovery snack/meal after the morning session, lunch, and a lighter pre-evening snack), with fluids taken regularly throughout the day, together support glycogen stores and hydration for both sessions | |
| Question 17[6 marks] | |
|---|---|
| Answer or working | Marks |
| a correct advantage, e.g. tests give quick, standardised, objective data that allows fair comparison between many young athletes | B1 |
| a correct limitation, e.g. tests such as the standing broad jump or sprint do not measure sport-specific skill or decision-making | B1 |
| a further correct limitation, e.g. results can be affected by the athlete's motivation, nerves, or how well the test is explained/administered on the day | B1 |
| correct reasoning for using a battery, e.g. no single test measures every component of fitness, so relying on one test alone gives an incomplete picture | B1 |
| a correct application, e.g. combining the broad jump (power) and sprint (speed) tests gives a broader profile than either test used alone | B1 |
| a correct overall judgement, e.g. a battery of tests improves reliability of the overall picture but should still be combined with match/game observation for a fully rounded selection decision | B1 |
| Final answer: Tests give useful, objective but incomplete data; using several tests together (a battery) builds a broader, more reliable fitness profile than any single test, though observation of play should still be used alongside it | |
| Question 18[6 marks] | |
|---|---|
| Answer or working | Marks |
| power, needed to explosively push off and dive across the goal to reach the shot | B1 |
| reaction time, needed to read and respond to the shot as quickly as possible | B1 |
| agility, needed to change body position quickly while diving and then recovering | B1 |
| muscular endurance, needed to keep making repeated dives and saves throughout the match without a drop in performance | B1 |
| balance, needed to control the body position when diving and landing safely | B1 |
| a correct overall link showing how these components combine, e.g. together they allow her to react, move explosively and recover repeatedly across the whole match | B1 |
| Final answer: Power, reaction time, agility, muscular endurance and balance, each linked to diving, recovering and repeating saves | |
| Question 19[6 marks] | |
|---|---|
| Answer or working | Marks |
| continuous training involving working at a steady, moderate pace without rest for a sustained period | B1 |
| fartlek training involving varying the pace and/or terrain throughout the session (fast/slow, hills/flat) | B1 |
| a correct advantage of continuous training, e.g. it is simple to plan and directly builds aerobic (cardiovascular) endurance | B1 |
| a correct advantage of fartlek training, e.g. it better replicates the changing pace and terrain demands of the actual race | B1 |
| a recommendation made, e.g. fartlek training | B1 |
| correct justification for the recommendation, e.g. because varying the intensity and terrain in training matches the varied demands of a hilly cross country race more closely than a steady pace would | B1 |
| Final answer: Fartlek training is more appropriate, since its varied pace and terrain more closely match the demands of a hilly cross country race than steady continuous training | |
| Question 20[6 marks] | |
|---|---|
| Answer or working | Marks |
| reversibility meaning fitness gained through training is lost when training stops or is reduced | B1 |
| a correct explanation, e.g. detraining begins within days, and losses such as reduced cardiovascular fitness and muscle strength grow the longer she rests | B1 |
| a correct application, e.g. after three full weeks off she is likely to have lost some of her sprint speed and power compared with before the injury | B1 |
| moderation meaning training should be sensible and appropriate, avoiding overtraining | B1 |
| a correct application, e.g. she should return to training gradually rather than immediately resuming her pre-injury intensity | B1 |
| a correct overall link, e.g. rebuilding fitness gradually and moderately reduces the risk of re-injuring the hamstring or causing a new injury | B1 |
| Final answer: Reversibility means she will have lost some fitness during the rest; applying moderation on return, building intensity up gradually, reduces the risk of re-injury | |