Question 1
The photograph below shows a distance runner taking fluid during prolonged, steady-state submaximal exercise in a hot environment. For this question, assume that the bottle contains water only.
Using evidence from the photograph, identify the action being taken to support hydration. Describe two routes by which water or electrolytes may be lost from the body during prolonged exercise.
Explain how failure to maintain water and electrolyte balance could affect health and sporting performance. Name two states that may occur when this balance is not maintained.
Explain why cardiovascular drift could develop during the exercise situation shown in the photograph.
Question 2
The photograph below shows the type of equipment used to measure body weight. In a hypothetical student investigation, the same participant and scale were used immediately before and after prolonged exercise. Body mass was before exercise and afterwards.
Identify the method of assessing water and electrolyte balance represented by the photograph. State two other methods identified in the SEHS syllabus.
Calculate the percentage change in the participant's body mass from before to after exercise.
Interpret the result in relation to water balance. Explain why this measurement alone cannot determine whether the participant is experiencing dehydration, hypernatremia or hyponatremia.
Suggest one additional syllabus measurement that could be collected to strengthen the investigation's assessment of water and electrolyte balance.
Question 3
The image below shows a food and its nutritional information. Use the masses of total carbohydrate, protein and total fat per serving shown on the label. Calorie calculations are not required.
Using the label, state the mass per serving of carbohydrate, protein and fat. Identify which of the three macronutrients is present in the greatest mass.
Explain why the information visible in the image is insufficient, by itself, to decide whether this food would be an appropriate pre-exercise choice for every sportsperson.
A sportsperson considers consuming this food during exercise. Using evidence from the image and SEHS knowledge, explain one potential benefit and one consideration that should influence this decision.
A coach claims that because the food contains all three macronutrients, regularly consuming it means an athlete cannot develop low energy availability (LEA) or relative energy deficiency in sport (RED-S). Evaluate this claim.
Question 4
The photograph below shows athletes in starting blocks immediately before a short, high-intensity sprint.
Using the sporting situation visible in the photograph, explain why anaerobic ATP production would make an important contribution at the start of the activity.
Apply the concept of the energy continuum to the activity shown.
Predict how the predominant ATP supply would differ if one of these athletes instead continued exercising for an extended period at submaximal intensity.
During that extended submaximal exercise, the athlete suddenly increases intensity. Predict the immediate change in relative energy-system contribution.
Question 5
The photomicrograph below shows human red blood cells in a blood sample. No cell counting or measurement from the photograph is required.
State the micronutrient identified in the SEHS syllabus that is directly relevant to oxygen transport by the cells shown. Name the two oxygen-transport proteins associated with this micronutrient.
Using the photograph as the physiological context, explain why availability of this micronutrient is relevant to aerobic respiration and sporting performance.
A researcher claims that the photograph proves that the individual has adequate iron status for optimal aerobic performance. Evaluate this conclusion.
State one other micronutrient or electrolyte included in this higher-level syllabus content and describe one of its specified functions.
Question 6
The illustration below shows several body regions associated with the human microbiome. The drawings of microorganisms are schematic; no identification of individual microorganisms is required.
Using the illustration, identify the labelled body region directly relevant to the gut microbiome studied in A.2.2.3.
Using this region of the image as your context, explain how two factors identified in the SEHS syllabus could influence the gut microbiome and how this could, in turn, influence health or sporting performance.
An athlete changes their diet and later records both a change in their gut microbiome and improved sporting performance. Evaluate the claim that the change in diet caused the improvement in performance through the microbiome.
Question 7
The diagram below represents oxygen consumption at rest, during exercise and during recovery. In the diagram, “rapid component” corresponds to the syllabus term “fast component”. The exact areas and curve shape are schematic, so no numerical measurements should be taken from the diagram.
Describe the pattern of oxygen consumption represented in the diagram from rest, through exercise, and into recovery.
Using the labelled oxygen-deficit and EPOC regions, explain the relationship between oxygen deficit and EPOC specified in the SEHS syllabus.
Explain how the recovery section of the diagram represents the two subsections of EPOC identified in the syllabus.
Predict how the recovery portion of the diagram would be expected to change following an exercise bout that incurred a larger oxygen deficit, assuming other relevant conditions remained similar.
Question 8
A hypothetical student investigation measured heart rate during the same prolonged, steady-state submaximal exercise in thermoneutral and hot conditions. The syllabus identifies water loss and increased core body temperature as causes of cardiovascular drift during this type of exercise.
Calculate the increase in heart rate between and in each environmental condition. Compare the two changes.
Explain the greater cardiovascular drift observed in the hot condition.
Suggest one additional measurement that could be taken before and after exercise to assess water and electrolyte balance. Explain how the measurement would complement the heart-rate data.
Question 9
In a hypothetical investigation, participants completed prolonged exercise. Change in body mass and post-exercise urine osmolarity were measured as indicators of water and electrolyte balance. Both body weight and urine osmolarity are identified in the syllabus as possible measures of water and electrolyte balance.
Analyse the relationship between change in body mass and urine osmolarity.
Estimate the urine osmolarity expected for a participant whose body mass changes by .
Evaluate the claim that these data prove that the change in body mass caused the change in urine osmolarity.
Question 10
A hypothetical student investigation compared three sizes of carbohydrate-rich pre-exercise meal. Performance and gastrointestinal discomfort were assessed using the same numerical scale. Macronutrient strategies before exercise can influence both gastrointestinal comfort and sporting performance.
Compare the effect of the three meal sizes on performance and gastrointestinal discomfort.
A sportsperson wishes to maximise performance while keeping gastrointestinal discomfort below a score of . Determine the most appropriate strategy using the graph.
Explain why the most appropriate pre-exercise macronutrient strategy may differ between sportspeople.