8/15 markers Flashcards
Tom Daley won an Olympic gold medal in diving. Evaluate the effectiveness of mental practice when developing a diver’s performance.
8m
A01:
- Mental practice involves going over the skill in the mind without movement. This can be internal,, which views performance from within the athlete. This focuses on how performance feels.
- It also could be external,, which views performance from outside of the athlete (like a TV camera). This focusses on how performance looks.
AO2:
- Mental practice will help to groove/develop the motor programme of performing a specific dive.
- It can also be used to help control the diver’s emotions when performing a dive increasing confidence and lowering arousal.
-Mental practice can be used in competition immediately before a dive.
AO3:
- Using mental practice to familiarise yourself with the pressure of performing a dive will improve
competitive performance.
- Mental practice may not be appropriate for cognitive performers as to be successful the diver must
have the correct mental image of how to perform the dive stored in their long-term memory to
rehearse it correctly.
- Mentally practicing the dive incorrectly may result in errors such as jumping out too far from the
board/not pointing the toes.
- Mental practice on its own is not a substitute for physical practice so should be used in conjunction
with massed/distributed/varied practice.
Figure 4 shows Whiting’s information processing model. Overarousal can impact a performer’s ability to process information effectively.
Analyse how over arousal would impact on the information processing of a basketball player when attempting a pass. Refer to Whiting’s information processing model throughout your answer.
15m
AO1:
- Arousal is an energised state of readiness/level of excitement/degree of activation. Overarousal is when arousal is beyond the optimal level.
-Stages of Whiting’s model of information processing: Input – where the stimulus arrives. Receptors sense the stimuli. Perceptual mechanisms –the stimuli are interpreted—involve the DCR process/selective attention. Translatory mechanisms – where a decision is made/response selection/comparison to long-term
memory. Effector mechanisms – where the response is programmed or sent via the neuromuscular system. Output: the response is performed. Feedback: information is received about the performance.
AO2:
- Input – involves the ball, other players, and crowd noise. Receptors – vision detecting the position of other players/audition detecting a call from a teammate. Perceptual mechanisms – where the basketball player judges the position of teammates/ opponents. Through translational mechanisms, the basketball player chooses who to pass to/type of pass. Effector mechanisms – muscles of the basketball player are programmed to perform the pass. Output – the pass is performed. Feedback – whether the basketball player’s pass was successfully received by a teammate.
- Application of over arousal to a basketball pass, Overarousal can result in a player using the wrong type of pass. Over arousal can result in a player passing to the wrong player/passing to a poorly positioned player. Over arousal can cause the player to execute the pass poorly.
A high jumper is experiencing a learning plateau. Evaluate the effectiveness of setting a SMARTER process goal to overcome this learning plateau. Refer to an appropriate goal in your answer.
[8 marks]
AO1:
- Learning plateau= A period of no improvement in performance/ performance levels off. Causes: lack of motivation/boredom/poor coaching/achieved potential set by ability/low targets/fatigue/insufficient fitness.
- Goal setting= A process goal is one which focuses on improving technique. Goals should be specific; measurable; achievable; realistic; time bound; evaluated; re-done.
AO2:
* Setting effective goals would be beneficial if the cause of the plateau were motivational/technical.
* Setting goals correctly would increase motivation/force the performer to focus on specific weaknesses.
AO3:
* Setting goals would not be an effective strategy for overcoming a learning plateau if the cause were
fatigue/poor coaching/lack of ability.
* In these situations, alternative strategies such as rest/a new coach would be more effective.
* A process goal would be most effective as they focus on the technique/avoid comparison with others.
* The performer can experience success without setting a new PB, which increases motivation.
* The example goal is specific as it focuses on a key technical element of high jump.
* It can be measured in terms of the number of times the high jumper performs the skill correctly.
* It is achievable and realistic as it is focused on a small technical improvement and not a new height or competition position.
* It is time bound as it is to be completed in the next session.
Trampolinists A and B have both performed the same set routine on a number of occasions in training. For each attempt they have been awarded an execution score
out of 10 by their coach, with 10 being the best possible score. Table 1 shows the execution scores the trampolinists were awarded for each attempt. Evaluate whether massed practice or distributed practice would be most effective for
their coach to use with:
* Trampolinist A
* Trampolinist B.
Refer to each trampolinist’s stage of learning in your answer.
[15 marks]
AO1:
- Massed practice= No rest. Good to use with closed skills where repetition is possible. It promotes fitness, makes skills automatic/it is time efficient.
- Distributed practice= Includes rest intervals. Good to use with open skills where the break can be used to explain changes. Good to use with complex/externally paced skills to decrease the pressure on the performer. Provides time for feedback/mental practice.
AO2:
- Massed practice= The trampolinist would simply perform their routine/skills from their routine repeatedly for a period of
time. As trampolining is a closed skill, massed practice could be used.
- Distributed practice= The routine/skills from the routine would be performed with breaks in between for recovery.* As trampolining could be considered complex due to the high number of sub routines, distributed practice could also be used. The trampolinist could use this time to get extrinsic feedback from their coach or mentally practice the
routine/somersault.
AO3:
- Trampolinist A= Looking at the scores in Table 1 it would appear that Trampolinist A is an autonomous performer. This is due to the consistently high standard of their performance. As they are an autonomous performer they may benefit more from massed practice.
They can already trampoline to a high standard so massed practice will help them to overlearn the routine in preparation to repeat it in competition. Massed practice will also help to further improve the trampolinist’s fitness with increases in strength and power helping them get more height to perform complex moves/increases in cardiovascular power allowing them to train harder for longer.
- Trampolinist B= Looking at the scores in Table 1 it would appear that Trampolinist B is a cognitive/associative
performer. Looking at the scores in Table 1 it would appear that Trampolinist B is a cognitive/ associative performer. This is due to the inconsistent/low standard of their performance.This will allow the trampolinist to focus on the routine/skills within the routine without worrying about fatigue. In the gaps between routines, they could receive extrinsic feedback from their coach to target key weaknesses in their performance. This would help prevent the negative transfer that may arise from massed practice if they have fundamental errors in their trampolining technique.As they are a cognitive/associative performers, distributed practice may be more beneficial.This is due to the inconsistent/low standard of their performance. As they are a cognitive/associative performer distributed practice may be more beneficial.
Evaluate the effectiveness of the different methods of guidance that could be used when teaching a swimmer who is in the cognitive stage of learning.
[8 marks]
AO1:
Methods of guidance
* Visual: Demonstrations.
* Verbal: Instructions.
* Mechanical: The use of aids to support performance.
* Manual: The coach using their own body to support/guide performance.
Characteristics of cognitive learners
* First stage of learning/beginner where they have no clear mental image of the skill and make
many mistakes.
AO2:
Visual: Demonstration of correct swimming stroke.
* Verbal: Explanation of how and when to breathe.
* Mechanical: Use of a float to allow the performer to focus on kick action.
* Manual: Holding the learner flat in the water so they can feel the correct position they should
be in.
AO3:
All types of guidance would play some role in the development of a swimmer who is in the
cognitive stages of learning.
* Mechanical and manual guidance are vitally important in early stages to ensure safety.
* Mechanical and manual guidance also decrease the cognitive load/allow the swimmer to focus on
parts of the skill as opposed to the whole eg using a float allows a focus on kicking action.
* Over reliance on mechanical and manual guidance will limit the swimmer’s ability to develop a
kinaesthetic feel for the whole skill. Can lead to loss of confidence for learners when aid is
removed.
* Overreliance on mechanical and manual guidance can lead to loss of motivation when using an
aid as learner thinks not being challenged/completing skill independently.
* Visual guidance will be important to provide correct mental image. This is conditional on the
demonstration being accurate.
* Swimmers needs to see all parts of the stroke meaning demonstration will be required both in and
out of the water.
* Verbal guidance may be the least important in this early stage as the swimmer will have limited
knowledge of the skill/may not understand.
* Where verbal guidance is given it must be clear and use language which is accessible to the
swimmer in the cognitive stage of learning.
Great Britain’s Rebecca Romero won a silver medal in rowing at the Athens Olympics in 2004. She then changed to track cycling, winning individual pursuit gold at the Beijing Olympics in 2008.
Analyse why an elite performer would find the switch from rower to cyclist easier than if they were to move from tennis to badminton.
Use your knowledge of transfer of learning and the following skill continua:
* Open-Closed
* Discrete-Continuous
* Simple-Complex.
[15 marks]
AO1:
Skill continua
* Open: The environment the skill is performed is unstable/changing.
* Closed: The environment the skill is performed is stable/unchanging.
* Discrete: The skill has a clear beginning or end.
* Continuous: The skill has no clear beginning or end.
* Simple: The skill requires few decisions/little concentration.
* Complex: The skill requires many decisions/high concentration.
Transfer of learning
* Negative: One skill hinders the learning of another.
* Zero: One skill has no effect on the learning of another.
AO2:
- Rowing to cycling Badminton and tennis, Closed as both in stable environment, Continuous as rowing and cycling have no clear beginning or end Simple due to few decisions/ maximu effort/limited concentration required, Zero transfer occurs as skill actions are different.
- Badminton and tennis,Open as both in unstable environment, Each shot is discrete as it has a clear beginning and end Complex as each shot requires concentration and
many decisions to be made Negative transfer occurs due to the difference in how the shots are played (with and without excessive wrist movement).
AO3:
Rowing to Cycling
* The ability to move from rowing to cycling is made possible as there is only one main continuous skill
in each event.
* The relatively simple nature of the skills means they are easy to learn.
* The closed nature of the performance means that they are performed in the same way, each with little
or no modification or adaptation required.
* Success in these two events is primarily down to fitness and not skill with both sports requiring the
same components (aerobic power/muscular endurance/anaerobic power/speed).
Badminton to Tennis
* In badminton and tennis, however, negative transfer occurs which means that even skills with some
similarities must be relearned.
* Every shot is a discrete skill with a different technique which needs to be learned.
* As they are complex this is time consuming and more difficult.
* Once the skill is learnt the performer must then learn to apply them in an open game situation
effectively.
* Skill execution and decision-making will be the primary factor which determines success
Developments in video and analysis programmes have changed how coaches provide
feedback to performers.
Evaluate the impact of these developments on a coach’s ability to provide effective
feedback to an athlete in the cognitive stage of learning.
[8 marks]
AO1:
Knowledge of video and analysis programmes:
* video and analysis packages including Dartfish/Prozone
* video and analysis methods including high-speed camera/frame-by-frame playback/motion as
well as match analysis.
Knowledge of cognitive stage of learning:
* characteristics of cognitive stage include inconsistent performance; success is not guaranteed;
performing the skill requires all of the athlete’s attention; process of trial and error; large/regular
mistakes.
Knowledge of types of feedback and definitions:
* positive feedback – information on aspects of performance that were correct/praise
* extrinsic feedback – from external sources
* knowledge of results – what was the outcome
* knowledge of performance – was the technique correct
AO2:
Best types of feedback for cognitive performers:
* positive to maintain motivation
* extrinsic as they are unable to provide accurate intrinsic feedback
* knowledge of results to focus on a specific goal (the outcome)
* knowledge of performance to take positives in technique even when the desire outcome is not
achieved.
Linking technology to feedback:
* improvements in video analysis allow coaches to provide detailed extrinsic feedback
* video can be used to highlight positives in performance.
AO3:
Positive:
* extrinsic feedback from video enables performer to build up a mental image of what the correct
model is/begin to use intrinsic feedback
* video can be edited to focus on strengths to maintain motivation/drip feed weaknesses to work on
one at a time.
Negative:
* may cause information overload
* in some skills may be difficult not to show lots of negatives which will decrease motivation
* focuses on knowledge of performance/may be more suitable for autonomous performers.
Baddeley and Hitch’s memory model operates within the general information
processing model.
Analyse how Baddeley and Hitch’s model allows a performer to make effective
decisions when passing in a game of basketball.
[15 marks]
AO1:
Baddeley and Hitch’s memory model:
* central executive – selects which information to send to each of the 3 subsystems
* phonological loop – deals with sounds
* visuospatial sketchpad – stores visual and spatial information
* episodic buffer – sends sequences of information from the phonological loop and visuospatial
sketchpad to the long-term memory.
AO2:
Baddeley and Hitch’s memory model:
* central executive eg may ignore the noise from the crowd and send the sound of a coach giving
instructions to the phonological loop
* phonological loop eg the call of a team mate
* visuospatial sketchpad eg the position of players on the court
* episodic buffer eg initiates the motor programme to perform the pass.
AO3:
* During the input phase selective attention must be used to filter out irrelevant stimuli.
* Only relevant stimuli distributed by central executive.
* Prevents information overload.
* Must selectively attend to most relevant stimuli to perform a successful pass.
* Phonological loop, visuospatial sketchpad and episodic buffer work together to help the performer
decide about the most appropriate course of action eg what type of pass to play, to who and when.
* The more experienced the performer is in the situation the more likely he will make an effective
decision.
* Episodic buffer sends sequences of information to long-term memory to initiate a motor programme for
the pass they want to play.
* The performer must have a well learnt motor programme for the pass if it is to be performed
consistently well.
