VCE Vault

VCE Physical Education past exams 2023–2025

Every question from the last three VCE Physical Education exams, matched to the lesson that teaches it, with class averages from the examiners' reports and worked solutions. VCE Physical Education (Year 12) lessons.

2025 Exam

  • MC 1 (1 mark, class average 96%): What Q stands for in Q = SV × HR. Lesson: Energy Systems — Characteristics and Interplay
  • MC 2 (1 mark, class average 65%): A coach playing recorded crowd noise at training. Lesson: Coaching — Practice, Feedback and Sociocultural Influences
  • MC 3 (1 mark, class average 69%): How the share of fat used as fuel changes with exercise intensity. Lesson: Energy Systems — Characteristics and Interplay
  • MC 4 (1 mark, class average 86%): How a gymnast should taper before a championship. Lesson: Training Principles
  • MC 5 (1 mark, class average 93%): Purpose of a pre-participation health screening. Lesson: Fitness Testing — Purpose, Protocols and Ethics
  • MC 6 (1 mark, class average 62%): Why lactate jumps on the fastest swim in a lactate test. Lesson: Energy Systems — Characteristics and Interplay
  • MC 7 (1 mark, class average 41%): Which chronic adaptation most likely delays the lactate inflection point. Lesson: Chronic Adaptations to Training
  • MC 8 (1 mark, class average 78%): Best training method for an ice hockey player's game demands. Lesson: Training Methods and Program Design, Activity Analysis and Fitness Components
  • MC 9 (1 mark, class average 58%): Best example of knowledge of performance feedback. Lesson: Coaching — Practice, Feedback and Sociocultural Influences
  • MC 10 (1 mark, class average 63%): What doing tests in the same order, time and warm-up ensures. Lesson: Fitness Testing — Purpose, Protocols and Ethics
  • MC 11 (1 mark, class average 96%): A sign of overtraining. Lesson: Training Principles
  • MC 12 (1 mark, class average 91%): Practising a tennis ball toss on its own. Lesson: Coaching — Practice, Feedback and Sociocultural Influences
  • MC 13 (1 mark, class average 75%): Shrinking the playing area for a handball game. Lesson: Coaching — Practice, Feedback and Sociocultural Influences
  • MC 14 (1 mark, class average 80%): Which parts of an oxygen-use graph show oxygen deficit and aerobic production. Lesson: Energy Systems — Characteristics and Interplay
  • MC 15 (1 mark, class average 83%): Training principle shown by fitness levelling off over a program. Lesson: Training Principles
  • MC 16 (1 mark, class average 77%): Which fuel gives the smallest yield of ATP. Lesson: Energy Systems — Characteristics and Interplay
  • MC 17 (1 mark, class average 84%): Why sprinters lean forward in the blocks. Lesson: Biomechanics — Levers, Projectiles and Angular Motion
  • MC 18 (1 mark, class average 37%): Practice variability that gives poorer acquisition but better retention. Lesson: Coaching — Practice, Feedback and Sociocultural Influences
  • MC 19 (1 mark, class average 80%): Best test of anaerobic capacity for a track sprint cyclist. Lesson: Fitness Testing — Purpose, Protocols and Ethics
  • MC 20 (1 mark, class average 82%): Release angle and height for a netball pass over a tall defender. Lesson: Biomechanics — Levers, Projectiles and Angular Motion
  • Q1a (1 mark, class average 82%): Name for elevated heart rate and oxygen use after exercise. Lesson: Energy Systems — Characteristics and Interplay
  • Q1b (1 mark, class average 32%): One activity for a kayaker's cool-down. Lesson: Fatigue and Recovery Strategies
  • Q1c (3 marks, class average 57%): Would a 42-second sprint kayak race reach steady state?. Lesson: Energy Systems — Characteristics and Interplay
  • Q1d (3 marks, class average 77%): Resistance training settings for upper-body power. Lesson: Training Methods and Program Design
  • Q1e (4 marks, class average 38%): How better lactate tolerance could help a sprint kayaker. Lesson: Chronic Adaptations to Training, Energy Systems — Characteristics and Interplay
  • Q2a.i (1 mark, class average 90%): Stage of learning when first using crutches to run. Lesson: Classifying Movement Skills and the Stages of Learning
  • Q2a.ii (1 mark, class average 85%): Classify running with crutches. Lesson: Classifying Movement Skills and the Stages of Learning
  • Q2b (4 marks, class average 25%): Best practice distribution for a beginner learning a continuous skill. Lesson: Coaching — Practice, Feedback and Sociocultural Influences, Classifying Movement Skills and the Stages of Learning
  • Q2c (4 marks, class average 78%): How goal setting could boost participation, skill and performance. Lesson: Coaching — Practice, Feedback and Sociocultural Influences
  • Q2d (2 marks, class average 30%): A nutrition strategy during a marathon to delay fatigue. Lesson: Fatigue and Recovery Strategies
  • Q3a (2 marks, class average 30%): Purpose of an activity analysis for a coach. Lesson: Activity Analysis and Fitness Components
  • Q3b (2 marks, class average 50%): Another type of data for an activity analysis. Lesson: Activity Analysis and Fitness Components
  • Q3c (6 marks, class average 43%): Compare energy system use in activity and recovery for midfielders and defenders. Lesson: Energy Systems — Characteristics and Interplay, Activity Analysis and Fitness Components
  • Q3d (4 marks, class average 55%): Choose between a continuous and an intermittent aerobic test for lacrosse. Lesson: Fitness Testing — Purpose, Protocols and Ethics
  • Q3e (3 marks, class average 73%): How a higher VO2 max improves lacrosse performance. Lesson: Chronic Adaptations to Training, Energy Systems — Characteristics and Interplay
  • Q3f (3 marks, class average 37%): How one respiratory adaptation raises VO2 max. Lesson: Chronic Adaptations to Training
  • Q4a (2 marks, class average 70%): How more motor unit recruitment helps a tennis player. Lesson: Chronic Adaptations to Training
  • Q4b (2 marks, class average 40%): How more strength can increase power. Lesson: Activity Analysis and Fitness Components
  • Q4c (2 marks, class average 40%): How muscle fibre type affects speed. Lesson: Activity Analysis and Fitness Components
  • Q4d (2 marks, class average 50%): A psychological factor to record in a training diary and how it helps in competition. Lesson: Training Principles
  • Q4e (1 mark, class average 53%): Training principle of changing a program to prevent boredom. Lesson: Training Principles
  • Q4f.i (4 marks, class average 35%): Critique a short-interval speed program. Lesson: Training Methods and Program Design
  • Q4f.ii (3 marks, class average 27%): Is cutting rest periods a suitable way to progress speed training?. Lesson: Training Principles, Training Methods and Program Design
  • Q5a.i (1 mark, class average 40%): QMA stage where the coach identifies a skill's key features. Lesson: Biomechanics — Levers, Projectiles and Angular Motion
  • Q5a.ii (3 marks, class average 40%): Using the other QMA stages to improve a cricket shot. Lesson: Biomechanics — Levers, Projectiles and Angular Motion, Coaching — Practice, Feedback and Sociocultural Influences
  • Q5b (3 marks, class average 30%): Why the shot works better against fast bowling, using one biomechanical principle. Lesson: Biomechanics — Force, Momentum and Impulse
  • Q6a (2 marks, class average 75%): Acute changes in blood volume and body temperature in a hot marathon. Lesson: Fatigue and Recovery Strategies, Energy Systems — Characteristics and Interplay
  • Q6b (4 marks, class average 48%): Why a hot-weather marathon was slower, linked to fatigue mechanisms. Lesson: Fatigue and Recovery Strategies
  • Q7a (4 marks, class average 45%): Compare how two bowlers use impulse to change the bowl's distance. Lesson: Biomechanics — Force, Momentum and Impulse
  • Q7b (3 marks, class average 47%): Use Newton's second law to explain why lighter bowls travel too far. Lesson: Biomechanics — Force, Momentum and Impulse
  • Q8 (10 marks, class average 34%): Extended response: psychology, energy systems, oxygen use and training in a run-and-shoot event. Lesson: Energy Systems — Characteristics and Interplay, Coaching — Practice, Feedback and Sociocultural Influences, Training Methods and Program Design, Training Principles, PE Exam Technique — Data, Extended Responses and Timing

2024 Exam

  • MC 1 (1 mark, class average 92%): Main feature of a discrete motor skill. Lesson: Classifying Movement Skills and the Stages of Learning
  • MC 2 (1 mark, class average 81%): What causes too little alertness and anticipation. Lesson: Coaching — Practice, Feedback and Sociocultural Influences
  • MC 3 (1 mark, class average 55%): Main fuel during low-intensity exercise. Lesson: Energy Systems — Characteristics and Interplay
  • MC 4 (1 mark, class average 79%): Fitness component targeted by 4 sets of 15 reps per exercise. Lesson: Activity Analysis and Fitness Components, Training Methods and Program Design
  • MC 5 (1 mark, class average 85%): What heart rate data in an activity analysis tells you. Lesson: Activity Analysis and Fitness Components
  • MC 6 (1 mark, class average 72%): Principle that total momentum is the same before and after a collision. Lesson: Biomechanics — Force, Momentum and Impulse
  • MC 7 (1 mark, class average 65%): Training method that increases motor unit recruitment and CP stores. Lesson: Training Methods and Program Design, Chronic Adaptations to Training
  • MC 8 (1 mark, class average 54%): Which training data is sociological. Lesson: Training Principles
  • MC 9 (1 mark, class average 87%): What the principle of diminishing returns means. Lesson: Training Principles
  • MC 10 (1 mark, class average 40%): Fitness component at the middle of a force–velocity curve. Lesson: Activity Analysis and Fitness Components
  • MC 11 (1 mark, class average 65%): Training load to develop maximal strength. Lesson: Training Methods and Program Design
  • MC 12 (1 mark, class average 47%): What faster oxygen uptake after aerobic training means. Lesson: Chronic Adaptations to Training, Energy Systems — Characteristics and Interplay
  • MC 13 (1 mark, class average 95%): Which athlete benefits most from a higher a-vO2 difference. Lesson: Chronic Adaptations to Training
  • MC 14 (1 mark, class average 70%): Feedback a diver uses to sense when to straighten from a tuck. Lesson: Coaching — Practice, Feedback and Sociocultural Influences
  • MC 15 (1 mark, class average 48%): What happens when a diver extends her body out of a tuck. Lesson: Biomechanics — Levers, Projectiles and Angular Motion
  • Q1a (2 marks, class average 80%): Main fitness component of squat jumps and of crunches. Lesson: Activity Analysis and Fitness Components
  • Q1b (2 marks, class average 45%): How repeated 15 m sprints make a netball circuit specific. Lesson: Training Principles
  • Q1c (2 marks, class average 50%): Two advantages of circuit training. Lesson: Training Methods and Program Design
  • Q1d (1 mark, class average 40%): A progression for one circuit exercise, other than more reps. Lesson: Training Principles
  • Q2a (6 marks, class average 43%): Energy system interplay across repeated beach flags sprints. Lesson: Energy Systems — Characteristics and Interplay
  • Q2b (3 marks, class average 50%): An example for each phase of a warm-up for beach flags. Lesson: Fatigue and Recovery Strategies
  • Q2c (2 marks, class average 60%): The muscle contraction sequence in plyometrics. Lesson: Training Methods and Program Design
  • Q2d (2 marks, class average 35%): Two plyometric exercises for an explosive start. Lesson: Training Methods and Program Design
  • Q2e (1 mark, class average 82%): Number of repetitions for plyometric exercises. Lesson: Training Methods and Program Design
  • Q2f (1 mark, class average 31%): Intensity for plyometric exercises. Lesson: Training Methods and Program Design
  • Q3a (1 mark, class average 95%): Stage of learning for children new to soccer. Lesson: Classifying Movement Skills and the Stages of Learning
  • Q3b (2 marks, class average 50%): One characteristic of a cognitive learner and what it means for training. Lesson: Classifying Movement Skills and the Stages of Learning, Coaching — Practice, Feedback and Sociocultural Influences
  • Q3c (2 marks, class average 60%): How a smaller pitch or lighter ball helps skill development. Lesson: Coaching — Practice, Feedback and Sociocultural Influences
  • Q3d (3 marks, class average 40%): Why changing the training schedule improved skill development. Lesson: Coaching — Practice, Feedback and Sociocultural Influences
  • Q3e (2 marks, class average 55%): How one sociocultural factor linked to the Matildas' success boosted children's participation. Lesson: Coaching — Practice, Feedback and Sociocultural Influences
  • Q4a (4 marks, class average 43%): How fuel use changes over a 4.5-hour road race and its effect. Lesson: Energy Systems — Characteristics and Interplay, Fatigue and Recovery Strategies
  • Q4b (4 marks, class average 33%): Use the graph to explain the link between heart rate and power output. Lesson: Energy Systems — Characteristics and Interplay, Activity Analysis and Fitness Components
  • Q4c.i (1 mark, class average 86%): What the cyclist experiences as power and heart rate rise. Lesson: Energy Systems — Characteristics and Interplay
  • Q4c.ii (2 marks, class average 50%): Two muscular responses to a sudden increase in power. Lesson: Energy Systems — Characteristics and Interplay
  • Q5a (1 mark, class average 49%): Running speed at the lactate inflection point. Lesson: Energy Systems — Characteristics and Interplay
  • Q5b (2 marks, class average 40%): Use the graph to justify the LIP. Lesson: Energy Systems — Characteristics and Interplay
  • Q5c (3 marks, class average 40%): Why the runner couldn't finish the final stage of the lactate test. Lesson: Fatigue and Recovery Strategies
  • Q5d (4 marks, class average 45%): Critique a training program designed to raise the LIP. Lesson: Training Methods and Program Design, Training Principles
  • Q6a (1 mark, class average 46%): A test of aerobic power other than the VO2 max test. Lesson: Fitness Testing — Purpose, Protocols and Ethics
  • Q6b (4 marks, class average 38%): Why elite runners have higher cardiac output and how it helps. Lesson: Chronic Adaptations to Training
  • Q7a (2 marks, class average 55%): A psychological strategy to help a swimmer concentrate each racing day. Lesson: Coaching — Practice, Feedback and Sociocultural Influences
  • Q7b (1 mark, class average 66%): Recovery strategy after a semi-final, before the next night's final. Lesson: Fatigue and Recovery Strategies
  • Q7c (4 marks, class average 25%): Describe and justify active recovery for a swimmer between races. Lesson: Fatigue and Recovery Strategies
  • Q7d.i (2 marks, class average 50%): How one type of physiological data helps monitor training and recovery. Lesson: Training Principles
  • Q7d.ii (3 marks, class average 27%): A chronic muscular adaptation from high-volume swim training. Lesson: Chronic Adaptations to Training
  • Q8a (1 mark, class average 69%): Define agility. Lesson: Activity Analysis and Fitness Components
  • Q8b (2 marks, class average 60%): One factor affecting agility and its effect in badminton. Lesson: Activity Analysis and Fitness Components
  • Q8c (4 marks, class average 63%): Choose between two agility tests for badminton. Lesson: Fitness Testing — Purpose, Protocols and Ethics
  • Q8d (2 marks, class average 35%): Two ways to make the agility test more reliable. Lesson: Fitness Testing — Purpose, Protocols and Ethics
  • Q8e (2 marks, class average 60%): A process to complete before athletes do a fitness test. Lesson: Fitness Testing — Purpose, Protocols and Ethics
  • Q9a (3 marks, class average 47%): Compare free throws by a standing and a wheelchair athlete using release height and angle. Lesson: Biomechanics — Levers, Projectiles and Angular Motion
  • Q9b (3 marks, class average 43%): How sitting in a wheelchair affects summation of momentum. Lesson: Biomechanics — Force, Momentum and Impulse
  • Q9c (3 marks, class average 53%): The final QMA step and how it improves a free throw. Lesson: Biomechanics — Levers, Projectiles and Angular Motion, Coaching — Practice, Feedback and Sociocultural Influences
  • Q10a (2 marks, class average 55%): Training method of repeated 400 m efforts with active recovery. Lesson: Training Methods and Program Design
  • Q10b (1 mark, class average 48%): What causes the VO2 plateau in a 1500 m race. Lesson: Energy Systems — Characteristics and Interplay
  • Q10c (1 mark, class average 10%): Evidence from the graph that VO2 max, not steady state, was reached. Lesson: Energy Systems — Characteristics and Interplay
  • Q10d (3 marks, class average 20%): Intensity, VO2 and energy systems between 1000 m and 1500 m. Lesson: Energy Systems — Characteristics and Interplay
  • Q11 (8 marks, class average 33%): Extended response: levers, task constraints, Newton's second law and fitness in pickleball's appeal. Lesson: Biomechanics — Levers, Projectiles and Angular Motion, Coaching — Practice, Feedback and Sociocultural Influences, Biomechanics — Force, Momentum and Impulse, Activity Analysis and Fitness Components

2023 Exam

  • MC 1 (1 mark, class average 86%): Which skill is discrete. Lesson: Classifying Movement Skills and the Stages of Learning
  • MC 2 (1 mark, class average 66%): An acute muscular response to repeated high-intensity efforts. Lesson: Energy Systems — Characteristics and Interplay
  • MC 3 (1 mark, class average 49%): Effect of fully extending the arm in a tennis serve. Lesson: Biomechanics — Levers, Projectiles and Angular Motion
  • MC 4 (1 mark, class average 84%): Best quick strategy for a sprinter feeling anxious on the start line. Lesson: Coaching — Practice, Feedback and Sociocultural Influences
  • MC 5 (1 mark, class average 66%): Type of data in a table of distances and time by movement speed. Lesson: Activity Analysis and Fitness Components
  • MC 6 (1 mark, class average 78%): Most important fitness component given the movement data. Lesson: Activity Analysis and Fitness Components
  • MC 7 (1 mark, class average 55%): Which fuel releases the most energy per molecule. Lesson: Energy Systems — Characteristics and Interplay
  • MC 8 (1 mark, class average 56%): Which event matches a pie chart of energy system contributions. Lesson: Energy Systems — Characteristics and Interplay
  • MC 9 (1 mark, class average 74%): Why a basketball goes further than a medicine ball thrown with the same force. Lesson: Biomechanics — Force, Momentum and Impulse
  • MC 10 (1 mark, class average 87%): Fitness component targeted by 3 sets of 20 at 50 to 60% 1RM. Lesson: Training Methods and Program Design, Activity Analysis and Fitness Components
  • MC 11 (1 mark, class average 44%): Which adaptation is vascular. Lesson: Chronic Adaptations to Training
  • MC 12 (1 mark, class average 71%): Main cause of fatigue in a 50-second 400 m hurdles race. Lesson: Fatigue and Recovery Strategies
  • MC 13 (1 mark, class average 96%): Classify stadium noise affecting performance. Lesson: Coaching — Practice, Feedback and Sociocultural Influences
  • MC 14 (1 mark, class average 71%): QMA stage that identifies strengths and weaknesses. Lesson: Biomechanics — Levers, Projectiles and Angular Motion, Coaching — Practice, Feedback and Sociocultural Influences
  • MC 15 (1 mark, class average 64%): Likely adaptation from intermediate interval training for a 400 m runner. Lesson: Chronic Adaptations to Training
  • Q1a (2 marks, class average 60%): A sociocultural factor that could influence a wheelchair tennis player's participation. Lesson: Coaching — Practice, Feedback and Sociocultural Influences
  • Q1b.i (3 marks, class average 53%): How individual and task constraints led to the two-bounce rule in wheelchair tennis. Lesson: Coaching — Practice, Feedback and Sociocultural Influences
  • Q1b.ii (2 marks, class average 55%): How the two-bounce rule helps skill development and participation. Lesson: Coaching — Practice, Feedback and Sociocultural Influences
  • Q2a.i (1 mark, class average 75%): Fitness component measured by a VO2 max cycle test. Lesson: Fitness Testing — Purpose, Protocols and Ethics
  • Q2a.ii (3 marks, class average 37%): Justify a cycle-ergometer VO2 max test physiologically, psychologically and socioculturally. Lesson: Fitness Testing — Purpose, Protocols and Ethics
  • Q2b (2 marks, class average 40%): Why relative VO2 is more useful than absolute VO2 for an elite cyclist. Lesson: Fitness Testing — Purpose, Protocols and Ethics
  • Q2c (3 marks, class average 43%): A cardiovascular adaptation that raises VO2 max. Lesson: Chronic Adaptations to Training
  • Q2d (2 marks, class average 65%): Why carbohydrate and protein together help recovery. Lesson: Fatigue and Recovery Strategies
  • Q3a.i (2 marks, class average 70%): Two acute respiratory responses other than a higher breathing rate. Lesson: Energy Systems — Characteristics and Interplay
  • Q3a.ii (2 marks, class average 35%): How one respiratory response helps a netball centre. Lesson: Energy Systems — Characteristics and Interplay
  • Q3b (4 marks, class average 43%): Two differences in aerobic demands between goalkeeper and centre, from the graph. Lesson: Energy Systems — Characteristics and Interplay, Activity Analysis and Fitness Components
  • Q3c (2 marks, class average 50%): Why speed matters for a netball goalkeeper. Lesson: Activity Analysis and Fitness Components
  • Q3d (2 marks, class average 45%): A standard test of speed and how to do it. Lesson: Fitness Testing — Purpose, Protocols and Ethics
  • Q4a (1 mark, class average 95%): Is a cricket front-foot drive gross or fine?. Lesson: Classifying Movement Skills and the Stages of Learning
  • Q4b (4 marks, class average 57%): Effect on stability of lifting the back foot in a cricket drive. Lesson: Biomechanics — Levers, Projectiles and Angular Motion
  • Q4c (3 marks, class average 47%): An example of intrinsic feedback and how a batter could use it. Lesson: Coaching — Practice, Feedback and Sociocultural Influences
  • Q5a (1 mark, class average 89%): Most important fitness component in the long jump take-off. Lesson: Activity Analysis and Fitness Components
  • Q5b (2 marks, class average 40%): Two safety protocols for plyometric training. Lesson: Training Methods and Program Design
  • Q5c (4 marks, class average 55%): Critique a plyometric session for a long jumper. Lesson: Training Methods and Program Design
  • Q5d (3 marks, class average 50%): A muscular adaptation from plyometric training and how it helps a long jumper. Lesson: Chronic Adaptations to Training
  • Q5e (2 marks, class average 70%): How to use mental imagery before a long jump run-up. Lesson: Coaching — Practice, Feedback and Sociocultural Influences
  • Q6a (2 marks, class average 55%): Why a direct coaching approach suits beginner swimmers. Lesson: Coaching — Practice, Feedback and Sociocultural Influences
  • Q6b (4 marks, class average 57%): Choose blocked or random practice for beginner swimmers in a pool. Lesson: Coaching — Practice, Feedback and Sociocultural Influences, Classifying Movement Skills and the Stages of Learning
  • Q7a (6 marks, class average 48%): Energy system interplay in a basketball game, using examples from the match. Lesson: Energy Systems — Characteristics and Interplay
  • Q7b (2 marks, class average 25%): Purpose of an activity analysis for a basketball team. Lesson: Activity Analysis and Fitness Components
  • Q7c (1 mark, class average 39%): Training principle addressed by an activity analysis. Lesson: Training Principles
  • Q8a (2 marks, class average 55%): How Newton's first law applies at the start of a 100 m sprint. Lesson: Biomechanics — Force, Momentum and Impulse
  • Q8b (2 marks, class average 40%): Use the graph to explain why elite sprinters are faster. Lesson: Activity Analysis and Fitness Components
  • Q8c (2 marks, class average 45%): Justify short-interval training for 100 m sprinters. Lesson: Training Methods and Program Design
  • Q8d (4 marks, class average 55%): Design a short-interval session for elite sprinters. Lesson: Training Methods and Program Design
  • Q8e (1 mark, class average 82%): Which days to schedule short-interval sessions. Lesson: Training Principles
  • Q9a (1 mark, class average 60%): Training method of 6 × 4-minute reps at 75 to 85% max HR. Lesson: Training Methods and Program Design
  • Q9b (1 mark, class average 43%): One way to apply progression to the session. Lesson: Training Principles
  • Q9c (1 mark, class average 48%): One way to add variety to the session. Lesson: Training Principles
  • Q9d (3 marks, class average 63%): Design an alternative aerobic session for a 10 km runner. Lesson: Training Methods and Program Design
  • Q9e (1 mark, class average 88%): One strategy to monitor training. Lesson: Training Principles
  • Q9f (2 marks, class average 40%): How the monitoring strategy can prevent overtraining. Lesson: Training Principles
  • Q9g (1 mark, class average 63%): Show how the lactate curve would change after 12 weeks of training. Lesson: Energy Systems — Characteristics and Interplay, Chronic Adaptations to Training
  • Q9h (3 marks, class average 30%): A muscular adaptation that raises the LIP and its effect on a 10 km run. Lesson: Chronic Adaptations to Training
  • Q10a.i (2 marks, class average 50%): Did the runner reach steady state? Use the heart rate data. Lesson: Energy Systems — Characteristics and Interplay
  • Q10a.ii (1 mark, class average 77%): Name the stage after exercise when heart rate falls. Lesson: Energy Systems — Characteristics and Interplay
  • Q10a.iii (2 marks, class average 30%): Two things that happen in the body during EPOC. Lesson: Energy Systems — Characteristics and Interplay, Fatigue and Recovery Strategies
  • Q10b (3 marks, class average 50%): Active or passive recovery after a 2 km time trial?. Lesson: Fatigue and Recovery Strategies
  • Q11 (8 marks, class average 39%): Extended response: Newton's laws, fuel use and fitness in canoe slalom. Lesson: Biomechanics — Force, Momentum and Impulse, Energy Systems — Characteristics and Interplay, Activity Analysis and Fitness Components