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A2 OCR Exam Tips

Psychology.

Personality: The relationship between personality and arousal often

features in questions on social facilitation and inhibition. Although Hollander is not included in the specification,

you should be aware of Hollander’s contribution to the interactionist approach to personality.

Personality profiling helps when observing and questioning and individual. Knowing the individual can help to formulate intervention strategies.

Achievement Motivation: You need to know the strong link between

achievement motivation and attribution. There is no link between achievement

motivation and personality. There is an important link between sport-

specific achievement motivation and vealey’s work on sports confidence.

Exam Question.

Using psychology theories, explain aggressive behaviour.

Describe three methods a coach might use to eliminate aggressive tendencies of performers and to encourage an active and healthy lifestyle. [6] (see answer pg 223-225)

Exam tip: the question asks for theories. These include social learning, Frustration aggression hypothesis and aggressive cue hypothesis. Remember that the causes of aggression are sometimes known as antecedents. (these are not theories)

Group Dynamics of performance: You need to know that social loafing is

dysfunctional behaviour because it prevents effective teamwork.

You must notice the link between the causes of social loafing, low self-esteem, negative attributions and avoidance behaviours.

An explanation of the strategies that promote teamwork and group cohesion is a popular exam question!

Leadership: You need to understand that situational

favourableness is a major factor in determining leadership style.

You need to be aware of factors that affect a leaders approach. (Use the table on page 233)

Exam question.

What is meant by the term social loafing and how would you, as coach, limit the effects of social loafing in order to improve the cohesiveness of your team? [5] (see answer pg 244-245)

Exam tip: The answer to this question is dependant on your understanding of Steiner’s model of group cohesion.

Goal Setting: Performance goals, process goals and product

goals occur frequently in exam questions. The SMARTER principle is a popular exam

question. You need to be able to identify and explain the

smarter principle and six types of goals. Goal setting must be applied to the development

of an active, healthy and balanced lifestyle. A critical evaluation of goal types could be a

20 mark question!!

Exam Question.

Interpret Vealey’s model of sports confidence by using examples from sport.

Drawing on your knowledge and understanding of sports Psychology, examine the methods you might use to raise the levels of confidence of [20]

(page 265-269 for answer)

Exercise Physiology.

Energy Systems: Don’t panic with questions that ask when and why the

energy systems are used. Answer with the advantages and disadvantages of each energy system to answer when and why they are used.

Never answer that aerobic glycolysis is the same as anaerobic glycoloysis. You must write out the process again but add the changes that occur in the presence of O2.

If the equation for aerobic respiration is too daunting, just remember to describe the process without the complex equation.

Energy Continuum: A common mistake is to think a threshold

is when an energy system ‘stops’ providing energy to resynthesise ATP. If you do use the term ‘stops’, it is best to word your response as ‘stops being the predominant energy system.’

Exam Question.

Using examples from a game situation, explain when and why your performer uses each of the three energy systems. [6]

See the examiners tip on page 391.

Exam Question.

Periodisation is a training principle that splits into specific blocks. Explain how a performer might use periodisation to structure their training programme for one year. [6]

See examiners tip/answer page 406.

Aerobic Capacity.

Ensure you specify ‘aerobic training’ when naming factors affectingV02 max and do not simply refer ‘training’.

Exam Questions.

Making reference to the physiological adaptations that occur in the cardiovascular and respiratory systems, explain why a trained performer can work at a higher intensity before reaching their VO2 Max. [6]

See the exam tips (423)

Adaptations: You will be expected to explain both the

neural and physiological adaptations that take place in response to prolonged periods of physical activity/training.

Exam Questions.

Identify and define the type of strength most relevant to a 100-metre sprinter. Design a weight training programme to improve this type of strength. [6]

See the exam tips and answer on page 443.

Flexibility: Exam questions often refer to the benefits

of flexibility training – think of benefits and adaptations as the same thing and you will not misinterpret this type of question.

Exam Question.

Describe two types of stretching that could be used to develop flexibility.

Explain the physiological changes to skeletal muscle and connective tissue after flexibility training. [6]

See the answer on page 457.

Body Composition: This may well be a 20 mark question!!!! You must make a summary of the entire

topic!

Exam question.

Explain the health implications of obesity and the role that increased participation in physical activity may have on helping to maintain a healthy weight.

Page 485.

Exam Question.

Carbohydrate loading and creatine supplementation are two types of nutritional ergogenic aid.

Discuss the effects of using both these aids referring to the following.

The type of performer benefiting. The performance-enhancing qualities. The associated side effects.[6]See page 500.

History

Popular Recreation: Your exam questions will need knowledge of then and

now. For example:

Describe factors that influenced participation in popular recreation in pre-industrial Britain. Which of these factors continue to affect participation in physical activity today?

Examiners like answers to the ‘Why’ question and remember the importance of links with today.

Exam Question.

Explain how socio-cultural factors influenced the characteristics of Mob Football in pre-industrial Britain and how these factors continue to impact on participation in physical activity today. [6]

See page 15 for an answer.

Rational Recreation.

It is essential that you know the characteristics of rational recreation and understand the social and cultural factors which influenced their nature and development.

You need to be able to contrast:

The characteristics of popular and rational recreation. Pre-and-post-industrial social and cultural factors relating

to popular and rational recreation.

When an exam question asks you to compare two things (E.g. Mob Football and Association Football), make sure that you make the comparison and don’t just write about one or the other. It is best to make the comparisons as you go along. E.g. mob football was occasional whereas association football was regular.

Historical Studies questions will always relate forward to the next stage. E.g. popular recreation to rational recreation.

Its important to consider the impact of the past on the present:

Working patterns. Employment and unemployment. Free time. Transport. Status of women.

Exam Question.

Analyse the impact of the railways on the development of football in the nineteenth century and comment on how transport and communications continue to impact on sport today. [6]

See page 31 for examiners tips.

Nineteenth-Century Public Schools.

A question might be: How did the characteristics of the public

schools impact on the development of team games?

Exam Questions Could ask you to focus on one phase or to assess change over the three phases. Remember to read the question carefully to examine exactly what you need to do.

Exam Question.

Evaluate the impact of public school athleticism on participation in sports and games in the late-nineteenth century. Outline the extent to which the impact of athleticism is still felt in schools today. [6]

See page 47 for the examiners tips.

You need to be able to compare real tennis with mob football. Compare step-by-step thinking about who played, where it was played, rule structure, numbers involved, dress, levels of skill, regularity of play and so on.

Exam Question.

Critically evaluate the development of Cricket from its early pre-industrial roots to the present day. Your answer should include an analysis of the impact of class on participation at each stage of development and the comparative status of cricket in nineteenth-century public schools. [20]

Page 85.

Exam Question.

Throughout history, physical education has impacted on young people’s health and participation in physical activity, with Model Course of 1902 being rapidly replaced.

Identify two main differences between the model course of 1902 and physical education in state schools today. [4]