The 3.3.11. Evaluate the relative contributions of the three energy systems during different types of exercise. question bank gives IB Sports, exercise and health science (SEHS) students Standard Level (SL) and Higher Level (HL) authentic exam-style practice that mirrors IB Paper 1A, 1B, 2 structure and difficulty. Covering key syllabus areas such as core principles, advanced applications, and practical problem-solving, this resource builds confidence by training students in the same style of questions set by IB examiners. With instant solutions, detailed explanations, and syllabus-aligned practice, RevisionDojo helps students sharpen problem-solving skills and prepare effectively for mocks and final assessments. More than just practice, this question bank teaches students how to think the way IB examiners expect.
Distinguish between cognitive and perceptual motor skills.
State three different approaches to the classification of motor skills.
Apply these three approaches to relevant sporting examples.
Discuss the differences between a skilled and a novice basketball player.
Evaluate the relative contributions of the three energy systems in a basketball player during a match.
Define motor program.
Distinguish the three different types of muscle.
Describe the impact of running compared to static exercises like holding a plank on systolic and diastolic blood pressure levels.
Explain how the concept of motor program can enhance the performance of a gymnastics routine.
Referring to Welford’s model of information processing, describe how information enters the short-term memory (STM).
Explain how the three energy systems support ATP production during an 800-meter run.
Provide examples to suggest how a coach could adjust task constraints during training.
Explain how energy is generated and delivered to brain cells.
Explain the long-term changes in the vascular system that occur as a result of endurance training.
Describe how anaerobic energy systems support ATP production during a 3-minute boxing round.
Explain six structures in a creature cell.
Discuss the relative contributions of the three energy systems for a sprinter during a 100 m dash and a 10 000 m marathon.
Explain the oxygen debt process which occurs during recovery after a 10 000 m marathon.
Using athletic examples, distinguish between peripheral and central fatigue.
Outline how the primary energy system aids in adenosine triphosphate (ATP) generation during an indoor 60 m sprint.
Explain the most suitable teaching style for a coach to adopt when working with a group of beginner javelin throwers.
Provide an example to describe the features of saturated fatty acids.
Describe the concept of cardiovascular drift and one way to minimize it.
Examine the factors that influence which energy system becomes dominant.
Use the Bernoulli principle to explain the effect of topspin on the projectile motion of a tennis ball.
State the chemical composition of a glucose molecule.
Describe the role of glucagon in promoting the breakdown of glycogen during fasting.
Explain the advantages of the ATP-CP system in regenerating ATP during a 50-meter sprint.
Describe how glucose units join together to create disaccharides and polysaccharides.
Describe the need for glucose and oxygen by the cerebrum.
Using an example, describe how selective focus prevents information overload.
Define movement programme.
Explain how genetic and environmental factors contribute to improved performance in marathon runners.
Use the concept of a movement program to enhance the performance of a gymnastics routine.
Discuss how the three energy systems contribute to ATP production during an 800-metre race.
Explain the long-term changes in the vascular system resulting from endurance training.
Explain how anaerobic energy systems could contribute to ATP production during a3-minute round of boxing.
Describe various approaches to presenting a skill when teaching it.
Explain the mechanics of ventilation during high intensity interval training.