Guidance in answering PETheory exam questions

EXAM TECHNIQUES

6 MARK QUESTIONSA* - 6; A - 5;

B - 4; C - 3;

D - 2; E-G - 1

DEVELOPED STATEMENT

SIMPLE STATEMENT 1 brief sentence e.g. Targets should be Specific, measurable, can be motivating, give you an aim

A simple statement backed up with explanation / additional information (example) e.g. A measurable target will give the performer something to aim for so they can keep trying to achieve this aim.

Does response contain relevant material?

NO

Level 0

0 MarksYES

Is content mainly correct with simple statements (or only 1 ‘minor’ developed statement)

YES NOLevel 1 (1/2)

Has a mix of simple and correct developed statements?

Level 2 (3/4)

Factually accurate, mainly ‘well’ developed responses and/or

balanced?

Contains developed statement with simple?

OR range of simple statements

Then 2 marks

For level 2 or 3 -

To decide mark within level, if well written, well-structured and

communicates variety of ideas well = top mark within level

NO YES

Level 2 (3/4) Level 3 (5/6)

At Least 2

SS

1 SS = no

marks

2 or more

(range of areas)

3 DS = 5 marks

(range of areas)

Level 3 = 4 DS or 3 DS (well written)

In summary

1 DS = 1 mark4 SS (range) = 2 marks1 SS & 1 DS = 2 marksLots of SS & 1 DS = Level 1

How to

mark/write a 6

mark question

LEVEL 1 (1/2 marks)• Candidates will produce brief responses• Simple statements• Candidates writing communicates ideas using everyday language, but lacks

clarity and organisation• They will be frequent errors in spelling, grammar and punctuation• Little knowledge and understanding

LEVEL 2 (3/4 marks)• Responses will be mostly accurate and include relevant facts• Accurate appropriate terminology• Organisation of response shows some direction and control• There will be few errors in spelling, punctuation and grammar• Some knowledge and understanding

LEVEL 3 (5/6 marks)• Factually accurate and sustained responses• Effectively uses appropriate terminology and organises material clearly and

coherently• Spelling,. Punctuation and grammar will be accurate• Sound knowledge and understanding

• 4 lines of text minimum (to give sufficient text to access

• Must also have minimum of one relevant content mark

• Must be continuous writing, not bullet points / lists of text

………………………………..Taken from a mark scheme

Extreme body types (somatypes) are classified as endomorph, mesomorph or ectomorph. Discuss whether an extreme mesomorph would be the ideal body type for endurance activities such as long distance running.

Indicative content 1. Characteristics (matching body type to characteristic(s) – simple statements) Mesomorphs – Muscular/ broad shoulders/equiv; gain muscle readily/equiv. DO NOT ACCEPT big built as equivalent to muscular. Ectomorph - Slim/equiv; often tall/equiv; lightly muscled/equiv Endomorphs – Wide hips/equiv; Narrow shoulders/equiv; weight loss more difficult/equiv Links to other activities - simple statements

Mesomorphs suited to power/strength events (if explained can be developed e.g mesomorphs are muscular this is good for 100m sprint as they need power) Mesomorphs not suited to endurance events, ectomorphs are (SS) Developed statements must be made from linked points; underlined words shown below indicate links, alternative linking words can be used provided there is appropriate development of the point.2. Advantages of body types (linking body type- characteristic- and advantage – developed discussion points) mesomorph has better muscle ratio than other body types/equiv therefore more power/speed/strength generated so better for power events Ectomorph is ideal as lighter (than other body types) therefore quicker/easier to run /more suitable

Ectomorph is ideal as tall therefore they have a greater stride length to cover distance quicker

Ectomorph is ideal as has increased stride length therefore fewer steps required to cover distance 3. Disadvantages (linking body type- characteristic- and disadvantage – developed discussion points)

Mesomorph not ideal as has increased weight of body due to muscle mass therefore slowing the runner down/making them work harder/need more energy/use more oxygen

Mesomorph not ideal as has reduced flexibility due to increased muscle mass therefore shorter stride length Ectomorph not ideal as has reduced muscle mass (compared to mesomorphs) therefore cannot generate as much power or speed 4. Conclusion An ectomorph has a lighter frame therefore less demanding physically than for other body types to complete the distance. Therefore although a mesomorph could run in this type of event it is not the 'ideal'. The extreme body type for long distance runner would be better to be ectomorph Credit alternative conclusions that identify the ideal might be a body type that is mainly ectomorph, but does have some muscle/equiv. Simple statement unless explained/developed. No credit for concluding statements that do not relate to question or candidate answer, or a concluding statement that simply repeats the question.

Level Mark DescriptorLevel 0 0 No rewardable material Level 1 1-2 i) A number of simple statements that identify characteristics of body types or identifying/describing

advantage/disadvantage. E.g. a mesomorph is muscular; an ectomorph tends to be thin. A disadvantage of a mesomorph is muscle is heavy. ii) A developed statement (discussing why characteristic is an advantage/disadvantage for a specific body type) E.g. Mesomorphs tend to be muscular, this is a disadvantage as muscle is heavy therefore more weight to carry which will slow the performer. Candidates will produce brief and narrative responses, making a limited number of simple statements, probably with limited reference to the question. Little knowledge and understanding of the range of requirements. Responses produced by candidates will be mostly generalised, and may not fully address the requirement of the question to discuss whether a mesomorph body type is ideal for endurance activities. Candidates' writing communicates ideas using everyday language, but lacks clarity and organisation. There will be frequent errors in candidates' spelling, grammar and punctuation.

Level 2 3-4 i) Developed statements, i.e. simple statements with explanation or additional information about the body type in relation to the ideal for the endurance events. E.g. ectomorph has a lighter frame than other body types meaning less weight to carry therefore more pace. ii) Developed statements identifying pros and cons of mesomorph body type but may not be balanced between advantages/disadvantages. iii) Basic (but accurate) conclusion in line with previous points. Candidates' responses will be mostly accurate and include relevant factual material. Some knowledge and understanding of the importance of agility and reaction time. Candidates will have addressed the requirement of the question to discuss the mesomorph body type in relation to the ideal for performance in endurance based events with some success. Candidates' writing communicates ideas with accurate use of appropriate terminology, and the organisation of the response shows some direction and control. There will be few errors in spelling, punctuation and grammar.

Level 3 5-6 i) Developed statements (using relevant examples) balanced and succinct. Expectation that some direct comparison between merits of different body types leading to conclusion. ii) Conclusion provided based on points raised Candidates will offer factually accurate and sustained responses that relate well to the focus of the question and successfully addresses the evaluative demands. Good level of knowledge and understanding of body type and suitability for endurance activities. The evaluation will be supported by accurate factual material that is relevant to the question. The features of the body type will be fully evaluated with appropriate conclusions reached. Candidates' writing communicates ideas effectively using appropriate terminology, and organises material clearly and coherently. Spelling, punctuation and grammar will be accurate throughout the response.

* A healthy, active lifestyle will have an impact on the body systems. Describe some of the effects of participation on the body's cardiovascular and muscular systems.

Aspect 1 – covers points 1-8 Immediate/short-term effects (cardiovascular system) 1. Increased heart rate 2. Increased systolic blood pressure (if stated credit point 3 as well) 3. Increased blood pressure Immediate/short-term effects (muscular system) 4. increased demand for oxygen/energy for muscular work 5. increased carbon dioxide production 6. increased temperature 7. lactic acid production (during anaerobic work) (energy conversion) 8. muscle fatigue Do not accept tire/ache Aspect 2 – covers points 9 – 18 Regular participation/long term effects (cardiovascular system) 9. increased strength / size of heart muscle 10. increased stroke volume (due to increased strength of cardiac muscle) 11. increased maximum cardiac output 12. increased capillarisation (accept increased capillaries) 13. increase in number of red blood cells 14. drop in resting heart rate (due to increased stroke volume) (accept quicker return to RHR for same reason) Regular participation/long term effects (muscular system) 15. increased strength of ligaments/tendons 16. increased size/strength of skeletal muscle / muscular endurance 17. increased mitochondria (site of aerobic respiration) 18. increased myoglobin (equivalent to an oxygen 'store' in the muscle). NB must be clear whether candidate is referencing immediate or long-term effects NB if system not stated can still gain credit

Level Mark DescriptorLevel 0 0 No rewardable material. Level 1 1-2 Candidates will produce brief and narrative responses, making a limited number of simple

statements, probably with limited reference to the question.Candidate's writing communicates ideas using everyday language, but lacks clarity and organisation. There will be frequent errors in candidates' spelling, grammar and punctuation.1 or 2 content marks, no need for balance 0 or 1 QWC (insufficient correct content to award 2 for QWC)

Level 2 3-4 Candidates' responses will be mostly accurate and include relevant factual material. Shows some understanding through description and explanation, although content more reflective of description than explanation Candidate's writing communicates with accurate use of appropriate terminology, and the organisation of the response shows some direction and control. There will be few errors in candidates' spelling, grammar and punctuation. 2 or 3 content marks If 3 content must span both aspects of question 0,1 or 2 for QWC

Level 3 5-6 Candidates will offer factually accurate and sustained responses that relate well to the focus of the question and have successfully addressed all aspects of the question. Shows sound understanding and can provide a clear description and explanation. Candidate's writing communicates ideas effectively using appropriate terminology, and organises material clearly and coherently. Spelling, punctuation and grammar will be accurate throughout the response.4 or 5 content marks Content must span both aspects of question, if not remains in Level 2 1 or 2 for QWC

1) Explain how the range of roles available in physical activity should provide sufficient opportunity for all to become or remain involved in sport/physical activity.In your answer you may consider:

• the range of roles available to become, or remain, involved in physical activity

• the personal qualities needed to fulfil the range of roles available in physicalActivity

• how the range of roles provides opportunity for all to stay or become involved in physical activity.

QUESTION 1

8. Type 4 – knowledge of activity; ability to analyse performance; patient; good communicator; enthusiastic; committed; motivator; allow other appropriate attribute / organised

Types of roles1. Participant/performer/player/competitor/equiv2. Leadership/manager/captain/equiv3. Official/equiv4. Coach/play worker/assistant/volunteer/sports coordinator/personaltrainer/ teacher/equivMaximum two content marksDo not accept spectatorPersonal qualities for each role

5. Type 1 – fitness; motivation; determination; ability; opportunity; knowledge of activity; allow other appropriate attribute / skilled / focused on improving

6. Type 2 – motivational; organised; good communicator; ability; enthusiastic; committed; ability to analyse performance; allow other appropriate attribute

7. Type 3 – fair; fit; calm; knowledgeable about the rules; confident; patient; good communicator; allow other appropriate attribute /authoritative

ANSWER 1

11. Accept response that identifies range of roles gives people choice/preference about how they want to become involved

How this provides opportunity for all9. (Become) If not good enough to perform or doesn’t like to perform to get involved in physical activity / Don’t all have to be good at sport to get involved / wouldn’t make it as a player but can still be involved / Might know a lot about the sport but unable to participate so could take on role of coach/manager/

10. (Remain) Variety of roles over time (e.g. was a player, now too old, so becomes a coach) / equiv

Physical activity as part of a healthy, active lifestyle can improve an individual’shealth.

Discuss how physical activity may improve an individual’s health.

General points 1. Health comprises social; physical and mental aspects2. However, need to allow appropriate rest/recovery to ensure health is improved

3. E.g. potential for injury to muscles/joints which impact in later life/equiv

Social health

4. Participation in teams or within clubs gives opportunity for social mixing allowing development of social skills

5. ‘Credit’ alternative relevant example provided links to social health benefit

Mental health

6. Improved due to providing opportunity to ‘feel good’ e.g. due to increase in serotonin

7. E.g. if good at physical activity can increase self esteem8. E.g. if overcoming difficult physical challenge can bring satisfaction/fee good

QUESTION 2

ANSWER 2

13. ‘Credit’ alternative relevant example provided links training effect to physical health benefit

9. ‘Credit’ alternative relevant example provided links to mental health benefit

Physical health

10. Training adaptations (as a result of regular exercise) can result in increased physical health, E.g. increased bone density as a result of exercise can reduce the chance of osteoporosis11. E.g. reduction in resting blood pressure reducing chance of strokes/heart attacks

12. E.g. if overweight can lead to weight loss which can reduce risk of heart attack

Discussion of other possible choices6. Games players would benefit from Fartlek training as this can be adapted to match the changing pace of the game/equiv7. Cross training could be used to combine circuit training with Fartlek training8. Although skills can be included in the circuit not all players require the same skills e.g. shooting/equiv9. Accept other relevant examples relating to other training methods10. Conclusion given11. Relevant justification for conclusion given

Miss Saunders is coaching the school netball team and has designed a circuittraining programme for the team to follow.

Evaluate whether circuit training would be the most appropriate choice of trainingmethod for the netball team.

Positives (why most appropriate)1. Use of different stations provides a flexible training method2. E.g. players can work on fitness and/or skill3. E.g. players can work at different intensities within same circuit by altering number of repetitions/equiv4. E.g. netball players may need to work on agility to improve ability to dodge so ‘tailor’ station to reflect this

QUESTION 3

ANSWER 3

Characteristics1. use of stations2. circular order3. alternate use of muscle groups4. set number of reps/circuits/heart rate/time5. caters for large numbers/small space/limited specialist equipment/equiv6. variety of exercises/no boredom7. sports specific/general fitness/aerobic or anaerobic

Explanation8. fitness increased through increasing number of reps/FIT/equiv9. e.g. strength increase through increased weight bearing stations/equiv - example for any aspect of fitness10. health increased through benefits of exercise – reduction in bloodpressure/equiv example of health benefit

Describe the characteristics of circuit training and explain how it could be used to improve an individual’s health and fitness.In your answer you may consider:• characteristics of circuit training• improvement in health• improvement in fitness• any other relevant information

QUESTION 4

ANSWER 4

Power in relation to other shown participants• All use power, the ability to carry out strength performances quickly.• But varying levels of importance to their performance.• Rank order – javelin thrower/tennis player/long distance runner.

Importance of power to participants Tennis player – uses power in serve/ground strokes/equivalent– use of power to give opponent less time on ball– doesn’t use power continuously (need to recover, use of‘touch’ shots).

Javelin thrower – use of power to throw javelin as far as possible– maximum power needed for maximum force– most important component of fitness/has biggest outcome on event.

Long distance runner – does need power for final sprint for line– needs power to get away from other runners at start or end of race– power not most important component of fitness (will also needcardiovascular and muscular endurance).

Figure 7 shows three different participants engaging in exercise and physical activity.A - Javelin thrower B- Long distance runnerC- Tennis player servingDiscuss ‘power’ and its relative importance to each of the types of participant

QUESTION 5

ANSWER 5

Chloe is a good all-round sports performer and could represent her school inmany different sports.

Evaluate the potential influence of different factors on Chloe’s choice of physical activities.

Cultural:Age – is Chloe old enough to take part in the activity? eg some distance running eventsDisability – does Chloe have any disability that might prevent her from taking part in some activities?Gender – is the activity available for a girl?Race – does Chloe’s race/culture/religion restrict the activities she is able to take part in? eg dress

Health and wellbeing:Does Chloe’s health prevent her from taking part in some activities?Are certain activities believed to have a positive influence on Chloe’s health?eg swimming for asthmatics

Image:Fashion – is the activity, and any associated resources (clothing, equipment) fashionable?Media coverage – does the activity get media coverage?

QUESTION 6

ANSWER 6

Socio-economic:Cost – can Chloe afford to take part? eg membership, equipmentStatus – is the activity seen as appropriate? eg polo or football

People:Family – are Chloe’s family involved/not involved in the activity (playing,coaching)? Will Chloe be introduced to the activity by her family?Peers – are Chloe’s peers involved/not involved in the activity?Role models – does the activity have positive/influential role models?

Resources:Access – can Chloe get transport to the activity?Availability – does Chloe have the resources to take part in the activity, canshe get them? eg equipmentLocation – do the resources exist locally?

Immediate/short-term effects (muscular system)4. increased demand for oxygen/energy for muscular work5. increased carbon dioxide production6. increased temperature7. lactic acid production (during anaerobic work) (energyconversion)8. muscle fatigue

Aspect 1 – covers points 1-8Immediate/short-term effects (cardiovascular system)1. Increased heart rate2. Increased systolic blood pressure (if stated credit point 3 as well)3. Increased blood pressure

Do not accept tire/ache

A healthy, active lifestyle will have an impact on the body systems. Describe some of the effects of participation on the body’s cardiovascular and muscular systems.In your answer you may consider:

• the immediate and short-term effects of participation on each system• the effects of regular participation and long-term effects on each system.

QUESTION 7

ANSWER 7

18. increased myoglobin (equivalent to an oxygen ‘store’ in themuscle).NB must be clear whether candidate is referencing immediate or long-term effectsNB if system not stated can still gain credit

Regular participation/long term effects (cardiovascular system)

9. increased strength / size of heart muscle

10. increased stroke volume (due to increased strength of cardiac muscle)

11. increased maximum cardiac output

12. increased capillarisation (accept increased capillaries)13. increase in number of red blood cells

14. drop in resting heart rate (due to increased stroke volume)(accept quicker return to RHR for same reason)

Regular participation/long term effects (muscular system)

15. increased strength of ligaments/tendons16. increased size/strength of skeletal muscle / muscular endurance

17. increased mitochondria (site of aerobic respiration)

Eshan is inspired by performers in the run up to the London 2012 Olympic andParalympic Games, and is determined to improve his performance. He decidesto set SMART targets as a first step to achieving his long-term goal.

Discuss the use of target setting to improve performance.

You must make reference to examples in your answer. QUESTION 8

The individual principles of SMART targets: (all correctly listed = simple statement) Specific, Measurable, Achievable, Realistic, Time-bound

2. A brief description of the individual principles of SMART: (simple statements unless linked to examples/performance) Specific, goals clear so performer knows what they are trying to Achieve Measurable, quantifying aim Achievable, make sure the target is realistic, i.e. it is possible for the performer to complete Realistic, making the target challenging but not too hard Time-bound, you should have completion dates for targets

ANSWER 8

3. Examples of the application of the principles of SMART targets:(first half simple statement; whole statement - developed)

Specific, work on weakness x to give my training appropriate focus forimprovement

Measurable, improve 100m sprint time by 100th sec so clear to see when Iachieve

Achievable, if I can already clear 2m setting a target of 2.1mshould ultimately be achievable so motivates me to continue (must have current and future value to gauge if ‘achievable’)

Realistic, if I normally score 1 rounder per game increasing to 2 would be realistic, but 6 would not and would be demotivating

Time-bound, I will achieve this goal by May 2012 so I check I am progressing at the right rate and alter target or set new one to continue improving

4. Makes reference to the value of the use of target setting to improve performance: (first half simple statement; whole statement - developed)

TS provides focus - so work on what is relevant leading to improvement

TS allows you to measure progress so you can monitor effectiveness of training programme -and change if not getting results required

TS increases motivation -so more likely to maintain training and continue to improve

TS can decrease stress on the performer as only small target or steps focusedon in order to achieve harder long term goal

TS gives a framework to build on, progressing and setting new targets each time an old target is achieved-so you are continually working to improve

TS Can hinder if poorly set targets as they will not be achieved -and lead to demotivation/dropping out therefore drop in performance

The ability to identify and reduce risks associated with physical activity is essential tominimise injury.

For a physical activity of your choice, explain how to reduce a variety of risksassociated with that activity in order to maintain physical health.

QUESTION 9

Explanation takes into account general risks:Not healthy enough – must be explicitly stated not inferredNot fit enoughPoor technique NOT SomatotypingUneven matchFall or trip

2. Explanation takes into account different safety measures to reduce general risk:PAR-QFitness tests to set baselineBalance competition NOT First Aid staff/hospitalCheck facilitiesCheck equipment (accept in context of prior to match/activity)Warm up

3. Explanation takes into account potential injuries linked to specific activity:Muscle strainGrazeFractureHead injury

4. Explanation takes into account different methods to reduce risk:Wear protective clothing (accept list as simple statement)Use of protective equipment (accept list as simple statement)Apply specific safety rules, or relevant example of specific safety rulesSafety rules for activities such as archery; throwing events; trampolining

5. Explanation clearly identifies why and how these measures reduce risk:By warming up you are mentally prepared therefore will commit appropriately totackles therefore less likely to mistime the tackle and become injured

Indicative content A - Definition of terms unrelated to activities - Simple statements Agility is being able to change position quickly (and to control the movement of the whole body) Reaction time is the time between the presentation of a stimulus and the onset of movement B - Importance in badminton (NB Must be applied to appropriate sporting situation) Badminton player – Agility agility required to allow quick change of direction after completing one shot to play the next (SS) e.g. from backhand clear to front court forehand net shot (DS). Response needs to relate to agility rather than speed, however, given dimensions of badminton court if talking of ‘covering court when returning shuttle’ this implies need for change in direction (DS) Badminton player - Reaction Time Reaction time required to change decision based on new information (SS) e.g. when shuttle hits top of net and changes flight path/to deal with an unexpected shot OR because shuttle moves quickly very little time (SS) to decide where shuttle is going/how to respond (DS) C - Importance in 400m (NB Must be applied to appropriate sporting situation) 400m runner Agility Agility used running bends (at speed) (SS) to allow them to maintain pace/lane positioning (DS). Not used much in 400m as not changing direction (SS) but do need to stay in lane and run bends/need some agility to move from start position to sprint position efficiently (DS) 400m runner - Reaction Time Reaction time required to respond quickly to the starter’s gun (SS) without it they will set off after others giving them a disadvantage/need it to get in front of others (DS) Credit discussion of these components in relation to other components if discussing ‘relative’ importance e.g. Agility is not vital in 400m compared to badminton as not changing direction in 400m (SS) power is much more important because need this to be the fastest over distance (DS) D - Relative importance (accept other accurate/reasonable alternate arguments) Both agility & reaction time important to badminton player. Without agility all opponent needs to do is move them around court to win points.(SS) Without good reaction time they will be too slow in deciding what shot to play so either miss the shuttle or give opponent too much time to play their next shot.(DS) Reaction time more important to sprinter because limited need for agility in event as part of event is run on straight track/not trying to avoid other runners whereas essential they get a good start (DS)

Credit discussion around relative importance of components for one activity compared to the other, e.g. both components more important to badminton players than 400m runner because used throughout the game e.g. quickly changing direction to retrieve a shot compared to 400m runner who only uses agility to run bends E - Possible ‘arguments’ for conclusions However, good agility more important to a badminton player than reaction time because if they can’t change direction quickly they won’t be able to cover the court and return shots. However, good reaction time more important to a badminton player than agility because if they can’t make quick decisions they won’t be able to outwit their opponent and therefore they won’t be able to win rallies.

Discuss the relative importance of agility and reaction time for performers competing in the types of activity shown in Figure 4. Badminton players & 400m runner

1. Characteristics (matching body type to characteristic(s) – simple statements)

Mesomorphs – Muscular/ broad shoulders/equiv; gain muscle readily/equiv. DO NOT ACCEPT big built as equivalent to muscular. Ectomorph - Slim/equiv; often tall/equiv; lightly muscled/equiv Endomorphs – Wide hips/equiv; Narrow shoulders/equiv; weight loss more difficult/equiv Links to other activities - simple statements Mesomorphs suited to power/strength events (if explained can be developed e.g mesomorphs are muscular this is good for 100m sprint as they need power) Mesomorphs not suited to endurance events, ectomorphs are (SS) Developed statements must be made from linked points; underlined words shown below indicate links, alternative linking words can be used provided there is appropriate development of the point. 2. Advantages of body types (linking body type- characteristic- and advantage – developed discussion points)

mesomorph has better muscle ratio than other body types/equiv therefore more power/speed/strength generated so better for power events Ectomorph is ideal as lighter (than other body types) therefore quicker/easier to run /more suitable Ectomorph is ideal as tall therefore they have a greater stride length to cover distance quicker Ectomorph is ideal as has increased stride length therefore fewer steps required to cover distance 3. Disadvantages (linking body type- characteristic- and disadvantage – developed discussion points)

Mesomorph not ideal as has increased weight of body due to muscle mass therefore slowing the runner down/making them work harder/need more energy/use more oxygen Mesomorph not ideal as has reduced flexibility due to increased muscle mass therefore shorter stride length Ectomorph not ideal as has reduced muscle mass (compared to mesomorphs) therefore cannot generate as much power or speed 4. Conclusion

An ectomorph has a lighter frame therefore less demanding physically than for other body types to complete the distance. Therefore although a mesomorph could run in this type of event it is not the ‘ideal’. The extreme body type for long distance runner would be better to be ectomorph Credit alternative conclusions that identify the ideal might be a body type that is mainly ectomorph, but does have some muscle/equiv. Simple statement unless explained/developed. No credit for concluding statements that do not relate to question or candidate answer, or a concluding statement that simply repeats the question.

Extreme body types (somatypes) are classified as endomorph, mesomorph orectomorph.Discuss whether an extreme mesomorph would be the ideal body type for enduranceactivities such as long distance running