Skills

Jan 02

3a) Movement skills can be classified by using a continuum.

(i) Why is a continuum often used for classifying movement skills? (2)

(ii) Name a skill from an activity of your choice. Place the skill on each of the

continua below and justify its placement.

Name of skill……………………………………………………………

Environmental influence continuum.

Justification……………………………………………………………… (1)

Continuity continuum.

Justification…………………………………………………………………… (1)

(b) Fig 1 shows a section of an adaptation of Welford’s information-processing

model.

Stimuli

(i) Identify the process occurring at point x on fig.1. (1)

Internal

and

external

sensory

systems

STSS

Percep

tion

Short

term

store

Long

term

store

(ii) Explain the function of this process. (2)

Some pieces of information stored in the long term memory are more easilt retrieved

than others.

(iii) How can a P.E teacher help a performer to retain information in the ling term

memory? (3)

(c) Hull’s Drive Reduction Theory ahs been linked to motivation and the performance

of motor skills.

Explain this theory and apply it to a practical activity. (5)

(4a) Reinforcement is a key feature of the learning process.

(i) Define the term reinforcement. (1)

(ii) Use a practical example from Physical Education of Sport to illustrate the

use of positive reinforcement. (1)

(iii) Use a practical example from Physical Education or Sport to illustrate the

use of negative reinforcement. (1)

(b) Fig.2. below shows the development of motor skills.

Motor Motor skills Sport specific skills

abilities

Fig.2

Using Fig.2. and a practical example explain how a named sport specific skills can

developed.

Sport specific skill………………………………………………………………….

Explanation (3)

(c) Mental rehearsal can be used at all stages of learning and performance.

(i) What is meant by mental rehearsal? (1)

(ii) Give two benefits of mental rehearsal for the novice performer. (2)

(iii) Give two different benefits of mental rehearsal for the expert

performer? (1)

(d) Closed loop control is one method of controlling physical movements.

Explain how a downhill skier hitting of ice would use this method of motor control. (4)

May 02

(3a) (i) Define the terms reaction time, movement time and response time in

relation to physical skills. (3)

Reaction time-

Movement time-

Response time-

(ii) Sketch and label a graph to illustrate Hick’s Law. (2)

(iii) How does the number of choices available to a performer affect their

performance? (1)

(b) Knowledge of results and knowledge of performance are important sources

of feedback for a performer.

Describe each of these types of feedback and explain how a Physical Education

tacher could use them to help improve performance.

Knowledge or results………………. (2)

Knowledge of performance……… (2)

(c) A number of Physical Education students are attending the trials in their

chosed sports.

Describe the Inverted U of arousal and explain how it could affect a student’s

performance at these trials. (5)

(4a) Use an example from your practical activity experience to describe a self

paced skill and a different example to describe an externally paced skill.

Self paced skill (2)

Externally paced skill (2)

(b) The learning of physical skills can be improved by the use of positive transfer.

How can a Physical Education teacher ensure that a positive transfer occurs? (4)

(d) Practice sessions for Physical Education r Sport can be organized on a

massed or distributed basis.

What is massed practice and when could this be use?

(i) Massed practiced-

(ii) When could massed practiced be used? (5)

(e) Explain the cognitive theory of learning as proposed by Gestaltists and

apply this to a practical situation. (4)

Jan 03

(3a) A skillful performance in PE could be described as being consistent, efficient and

goal directed. Use practical examples to explain each of these thres characteristics.

(3)

Consistent-

Efficient-

Goal directed-

(b) Memory is important in the performance of movement skills.

(i) Fig.2 shows an adapted model of information processing. Identify the

stages of the model at points A and B.

Fig.2.

Point A

Point B

(ii) Describe three characteristics of the short term memory. (3)

1

2

3

(c) Performers can use feedback in a variety of ways to improve their performance.

(i) Explain what is meant by the terms intrinsic and extrinsic feedback. (2)

Intrinsic-

Extrinsic-

Perceptual

mechanism

Short term

memory

A

B

(ii) Use practical examples to describe how a performer could use intrinsic and

extrinsic feedback to improve their performance. (2)

Intrinsic-

Extrinsic-

(d) Manual and mechanical guidance are similar methods widely used by PE

teachers and coaches.

What are the advantages and disadvantages of using manual and mechanical guidance

for teaching swimming to beginners? (2)

Advantages-

Disadvantages-

(4a) A sports performer can use both motor and perceptual skills.

Use a practical example to explain the term perceptual skill. (2)

(b) The progressive-part method is one way of teaching a physical skill.

Use a practical example to describe how the progressive-part method could be

used to teach a physical skill. (4)

(c) Use a practical example to explain what is meant by open loop motor

control. (3)

(d) Drive theory can be used to explain changes in arousal.

(i) Explain the term arousal. (1)

(ii) Describe drive theory and use this theory to explain the effects of

high arousal on both a novice and an experienced performer. (5)

May 03

(3a) Whiting used the model below to explain how physical movement occurs.

(i) Use a practical example to explain point X and Y on the diagram.

(1)

Point X (1)

Point Y

(ii) The process occurring at point Z includes selective attention. Explain why

selective attention is important to the short term memory. (2)

(b) According to Fitts and Posner, performers pass through three stages of learning

when developing movement skills.

(i) Use a practical example to explain the characteristics of each stage of

learning. (3)

Cognitive-

Associative-

Autonomous-

(ii) Describe the type of feedback used at the cognitive, associative and autonomous

stages of learning (3)

(c) Motor programmes can be modified by using by using the four parameters of

schema theory. The initial conditions, the response specification, the sensory

sequences and the movement outcomes make up schema theory.

(i) What is a motor programme? (1)

(ii) Use a practical example to explain each of the four parameters of

schema theory. (4)

Initial conditions-

Response specifications-

Sensory consequences-

Movement outcomes-

(4a) Skills can be classified in many ways.

(i) Explain what is meant by an open skill and a closed skill. (2)

Open skill-

Closed skill-

(ii) How would the practice requirements differ for open and closed skills?

Open skills- (2)

Closed skills-

(b) Transfer of learning is the influence of one skill on the learning or performance

of another skill.

(i) Give a practical example of negative transfer. (1)

Why might negative transfer occur? (2)

(c) Thorndike suggested that in order to strengthen the stimulus-response bond the

laws of effect, exercise and readiness need to be taken into consideration.

Use practical examples to illustrate how each law can be applied to PE or Sport.

Law of effect- (2)

Law of exercise- (2)

Law of readiness- (2)

Jan 04

(3a) Movement skills can be classified in a number of ways.

(i) Explain what is meant by the pacing classification. (2)

(ii) The continuity classification relates to skills that are either discrete, continuous

or serial.

Use practical examples to describe each of these terms. (3)

Discrete-

Continuous-

Serial-

(b) Fig.3. shows the stages of the Psychological Refactory Period.

Use a practical example to explain points S1,R1, S2, R2 and the shaded area X on

the diagram. (5)

S1

R1

S2

R2

Shaded area X

(c) Information is stored in the long term memory almost indefinitely,

but prior to entry into the long term memory it passes through the

short term sensory store and the short term memory

.

(i) Describe the short term sensory store (2)

(ii) What strategies are used o ensure that information can be stored

and easily retrieved from the long term memory? (3)

(4a) An ability can be classified as a gross motor ability or a psychomotor ability.

(i) Give two characteristics of ability. (2)

1)

2)

(ii) Use practical examples to describe gross motor and psychomotor

ability. (2)

Gross motor-

Psychomotor-

(b) Operant conditioning is one way of learning a movement skill.

Use an example from PE or Sport to explain how a performer learns by operant

conditioning. (4)

(d) Transfer of learning can occur in a number of different ways in a practical

performance.

(i) Explain proactive and retroactive transfer and give a practical example

of each. (4)

Proactive-

Example-

Retroactive-

Example-

(ii) Negative transfer can adversely affect the learning of movement skills. Give

three ways in which negative transfer can be avoided. (3)

1)

2)

3)

May 04

3a) Physical movement can be limited by using a motor programme.

(i) Explain the term “motor programme” (3)

(ii) Open loop is one way of controlling a movement.

Use a practical example to explain how open loop control operates. (3)

(b) The learning movement of skills can be improved by the use of positive

reinforcement.

(i) Explain the term positive “reinforcement” (1)

(ii) Give a practical example of positive reinforcement. (1)

(c) Progressive part, whole-part-whole and whole methods can be used to

practice a movement skill.

(i) Use a practical example to describe the whole-part-whole method of

practice. (2)

(ii) Why might the organization of a skill determine whether it is practiced in

parts or as a whole? (2)

(iii) What are the advantages of practicing a movement skill as a whole? (3)

4a) Use a practical example to explain four of the characteristics of skillful

performance shown in Fig.2 .

1.

2.

3.

4. (4)

(b) Fig.3 shows Bandura’s model of observational learning.

Observation Attention Retention Motor Motivation Performance

Reproduction

Fig. 3

Use a practical example to explain attention, retention, motor reproduction and

motivation.

Attention

Retention

Motor Reproduction

Motivation (4)

(c) It has been suggested that the learning of movement skills passes through three

phases.

(i) What is meant by the associative phase of learning? (4)

(ii) Use a practical example to identify and explain the methods of guidance used with

performers in the cognitive phase of learning. (3)

Jan 05

3a) The development of motor skills can be explained by fig.2 below.

Motor

abilities

Fundamental

motor skills

Sport specific

skills

Fig.2

Explain each stage of Fig.2. (3)

(b) Reaction time is important in many sports skills.

(i) What is reaction time? (2)

(ii) Identify and explain three factors that can influence a performer’s reaction time.

Factor 1

Factor 2

Factor 3 (3)

(c) Schema theory could be used to describe how a motor programme can be

modified.

(i) Identify three sub-routines of a named motor programme.

Named motor

programme…………………………………………………………………

Sub routines 1

2 (2)

3

Use an example from Physical Education or sport to explain recall and recognition

schema.

Recall schema

(4)

Recognition schema

(iii) Why is variability of practice important to schema theory? (1)

4a) The learning of movement skills passes through three phases of learning

according to Fitts and Posner.

(i) Name the three phases of learning

Phase 1

Phase 2

Phase 3 (3)

(ii) Give three characteristics of the first phase of learning (3)

(iii) Explain why a demonstration of the skill is important at the first stage of learning.

(2)

(b) Anticipation can play an important role in sport.

(i) What is anticipation? (1)

(ii) Explain the effect of anticipation on response time. (2)

(c) The control of physical movement can be explained through closed loop theory.

Use the example of a gymnast performing a handstand to explain closed loop control.

(4)

May 05

3a) Human information processing can be explained thorugh the use of a model such

as Fig.2.

Input data Sense Perceptual Effector Muscular

From organs mechanism mechanism system Response

display

(i) What is perception? (1)

(ii) Give a practical example of perception. (1)

(b) Feedback plays an important part in the learning and performance of movement

Skills.

(i) Use practical examples to explain both intrinsic and extrinsic feedback.

Intrinsic

Extrinsic (4)

(ii) Describe the types of feedback that could be used by an advanced performer (2)

(c) Movement skills can be classified on a number of different continua.

(i) Explain why invasion games such as football and netball are classified as open

skill situations.

(2)

(ii) What type of practice would best suit open skills? (1)

(d) Another classification system relates to high and low organization. Use practical

examples to explain

4a) Memory plays an important part in the learning and development of movement

skills.

Give three characteristics of the short term memory.

1.

2.

3. (3)

b) Motivation and arousal both affect the performance of skills in PE and sport.

(i) What is meant by motivation? (1)

(ii) Use a practical example and Fig. 3. below to explain the Inverted U theory of

arousal.

(c) The learning of movement skilld can often be improved through the use of

guidance.

(i) Describe mechanical guidance. (1)

(ii) Describe manual guidance and give a practical example.

Manual guidance……………….

Example……………. (2)

(d) Cognitive theories of learning related to the work of the Gestaltists explain

how we learn movement skills.

(i) Describe four of the key terms of cognitive theories of learning from Fig.4

below.

(4)

Insight Whole

learning learning

Cognitive Theories

Past

Intervening variables experience

Perception

Fig.4

Jan 06

3a) Identify two characteristics of ability. (2)

(ii) Give a practical example of a psychomotor ability (1)

b) Memory plays a significant role in the performance of movement skills.

What strategies can be used to retain information in the long term memory? (3)

c) The pacing continuum contains both self-paced and externally paced skills.

Use practical examples to explain each of these two aspects of the pacing

classification continuum.

Self-paced skills……….

Externally paced skills…………..

d) Drive Teory can be used to explain how arousal affects performance in sport.

(i) Sketch and label a graph to illustrate the effect on performance according to Drive

Theory.

(3)

(ii) Use Drive Theory to explain how an increase in arousal would affect the

performance of both a novice and an experienced performer. (2)

4a) It has been suggested that we pass through three phases when learning movement

skills.

(i) Give three characteristics of the autonomous phase of learning. (3)

(ii) Use practical examples to describe two types of guidance that can be used at the

cognitive phase of learning.

(2)

b) Use practical examples to identify three characteristics of skilful movement.

1.

2.

3. (3)

c) (i) For which skill classification continuum is the progressive part method of

teaching appropriate?

(1)

(ii) Use a practical example to describe how a teacher might use the progressive part

method of teaching a movement skill.

(3)

(iii) What are the advantages of teaching a movement skill using the whole method?

(3)

May 06

3a) Movement skills can be classified in a number of ways.

(i) Use practical examples to explain each of the three points on the continuity

continuum.

1. 2.

3. (3)

(ii) Give two characteristics of an open skill. (2)

(b) Drive reduction is one method that can be used to motivate a performer in PE or

sport.

Use a practical example to explain Drive Theory. (4)

c) The transfer of learning can have a position effect on the performance skills in PE

or sport.

(i) What is transfer in PE or sport? (1)

(ii) Use practical example to explain bi-lateral transfer. (2)

iii) How can teacher/coach ensure that positive transfer occurs? (3)

4a) Reaction time in sport can affect how efficiently a performer completes a physical

task.

(i) Explain what is meant by simple reaction time and give a practical example of

simple reaction time in sport.

(2)

(ii) Choice reaction time (Hick’s Law) can be explained through the use of a graph.

Sketch a graph to illustrate the effect of choice reaction time on physical performance.

(3)

(iii) Give an example of choice reaction time from PE or sport. (1)

(b) The strength of the S-R bond can affect how well a movement skill is learned.

(i) Explain what is meant by the term “S-R bond” (3)

c) Practice can be massed or distributed.

What is distributed practice, when might it be used and what are the advantages of

this type of practice?

(5)

May 07

3a) Abilities play an important part in physical movement.

(i) Identify two characteristics of abilities. (2)

(ii) Give two examples of motor abilities. (2)

b) Movement skills can be classified on a number of continua.

(i) Describe the two extremes on the pacing continuum. (2)

c) Physical performance will usually be at a higher level if a performer is motivated.

(i) Describe intrinsic and extrinsic motivation and give a practical example for

each of these two types of motivation.

Intrinsic……………

Extrinsic…………………

(4)

(ii) Drive reduction is another way in which a performer can be motivated. Use a

practical example to describe drive reduction theory.

4a) Quick response times are a feature of many physical activites.

(i) Define reaction time, movement time and response time.

Reaction time………………………

Movement time……………………

(3)

Response time…………………

(ii) Using an example from an invasion game, explain why fast reaction time is

important.

(3)

(iii) Sketch a graph to show how the number of choices affects a perfomer’s reaction

time.

b) Operant conditioning is one way of learning movement skills.

Use a practical example to explain operant conditioning. (4)

c) The long term memory is almost limitless in its capacity and information can

be retained for many years.

Describe four strategies that could help a performer retain information in the long

term memory.

(4)