Feburary PE Exam questions and answersP2

Question 1

What forces act on a runner when running?

Answer 1

Air resistance and friction

Question 2

What training method can be used to improve aerobic endurance?

Answer 2

Continuous training

Question 3

What are the different types of motivation?

Answer 3

1. Intrinsic (from within)
2. Extrinsic- tangible (can touch it)
3. Extrinsic- intangible (can’t touch it)

Question 4

How can a coach use the different types of motivation to improve performance?

Answer 4

1. Encourage the players to motivate themselves by looking at feeling pride and satisfaction- in the end the athlete will be doing it to make themselves feel good.
2. They could use tangible rewards like a medal or a trophy so the athlete can feel something physical as a reward.
3. They could use intangible rewards like praise to encourage the athlete that what they are doing is correct so they show the same response in the future.

Question 5

Outline the characteristics of a favourable situation.

Answer 5

1. Lots of respect for the leader
2. Good cohesion between the group
3. Group members are of high ability
4. The group is well motivated and have task goals set.

Question 6

Give an example of a favourable situation.

Answer 6

For example, at a hockey club the coach could be well respected. The team may frequently do well at competition and tournaments. Outside of the sport the team may all see each other and socialise.

Question 7

What is the internal and stable factor in the model for attribute?

Answer 7

Ability

Question 8

What is the internal and unstable factor in the model for attribute?

Answer 8

Effort

Question 9

What is the external and stable factor in the model for attribute?

Answer 9

Task difficulty

Question 10

What is the external and unstable factor in the model for attribution?

Answer 10

Luck

Question 11

Define attribution.

Answer 11

The perceived reasons behind success and failure.

Question 12

Give an example for effort in attribution.

Answer 12

This is down to the athlete but can change depending on the week for example their perseverance in a training session.

Question 13

Give an example for task difficulty in attribution.

Answer 13

This is down to external factors and is pretty stable. For example, the team at the top of the league for 5 consecutive years will be hard to beat.

Question 14

Give an example for luck in attribution.

Answer 14

This is out of the control of the athlete and it will change very frequently. For example, the weather being in your favour when completing a marathon one month as opposed to the next.

Question 15

Define attitude

Answer 15

Beliefs, feelings, value or opinion expressed by someone.

Question 16

How is an attitude formed- refer to the triadic model?

Answer 16

1. Cognitive- This is what the athlete thinks and believes in. For example thinking that training isn’t important.
2. Affective- This is feelings of the athlete and how the emotions are interpreted. For example saying that training is a waste of your time and you have other better things to do.
3. Behavioural- This is what the athlete actually does. For example, very rarely going to training.

Question 17

How does cognitive dissonance change an attitude?

Answer 17

Cognitive dissonance looks at emphasising and putting pressure on 1 of the elements in the triadic model, to cause unease, in order to change the whole attitude of the athlete.

Question 18

Give 4 ways a coach could use cognitive dissonance to change a player’s attitude.

Answer 18

1. Give them new information to make them question their current belief.
2. Make the new activity or concept fun and engaging so they change their opinion on it.
3. Use rewards and reinforcement for those who do change their attitude.
4. Bring in a role model to encourage the new attitude

Question 19

What is persuasive communication?

Answer 19

Communicating with a player to promote change.

Question 20

What techniques should be used to make persuasive communication most effective?

Answer 20

1. The message needs to come from someone who is well respected and knowledgeable so that the player actually listens to them.
2. What is said should be relevant so the athlete thinks it is important.
3. Give the persuasive communication at the right time- for some this could be just after a loss when the athlete realises they need to change.

Question 21

Define cohesion.

Answer 21

Cohesion is when individuals work together to achieve their goals.

Question 22

Define co action.

Answer 22

This is when everyone is doing the same task but separately.

Question 23

Define interaction.

Answer 23

This is when everyone in the group has a different role but every role is important to achieve the end result.

Question 24

Define task cohesion.

Answer 24

This is when members of a team work together to achieve an end result.

Question 25

Define social cohesion.

Answer 25

This is when members of a group work to interact with each other.

Question 26

Give the equation for the Steiner model.

Answer 26

Actual productivity = potential productivity - losses due to faulty processes

Question 27

Define faulty processes.

Answer 27

The things that go wrong and reduce the outcome of potential of the group.

Question 28

Give 3 reasons for faulty processes.

Answer 28

1. If members of the group have different aims and targets. This means they are all working towards different things so some will be happy with certain elements and others will not be.
2. If the group do not have good social cohesion and fail to be able to communicate amongst each other.
3. If social loafing occurs.

Question 29

Define social loafing.

Answer 29

This is when players lose motivation because they do not feel they are getting the individual recognition.

Question 30

What are the reasons for social loafing?

Answer 30

1. If they have a lack of confidence in their ability
2. Lack fitness
3. Do not like the task they are doing- like the position they are playing in for example.

Question 31

What does the Ringlemann effect show?

Answer 31

That when group size increases, group performance decreases.

Question 32

How can a coach improve the actual performance of a team?

Answer 32

1. Encourage team meetings and briefs to discuss any problems or concerns members might have.
2. Ensure that goals are set and that they are clear to the whole team.
3. Give rewards to those who are working well together.
4. Make sure all players feel recognised- and have a role.
5. Make sure that the group feel they have an identity together- even getting kit.

Question 33

Define deviancy.

Answer 33

Behaviour that goes against society’s norms and values.

Question 34

Define the concept of sponsorship.

Answer 34

When an athlete is given financial support for a mutual return.

Question 35

How does the World Class Performance Pathway help elite players?

Answer 35

1. Helps those that have potential to have the opportunity to compete.
2. The World Class podium potential helps athletes and gives support to those who could be on the podium in 2-4 years.
3. The World class podium is the highest level and is for those who are particularly certain that they will win a medal at the next Olympic/Paralympic games.

Question 36

Give four reasons as to how technology developments in facilities and equipment help elite athletes?

Answer 36

1. Having good facilities can allow for athletes to train in the sports they are competing in at home rather than having to go abroad for those.
2. Sports medicine is now allowing for athletes to recover quicker and to a greater degree.
3. Equipment can make the sport easier to play for example having carbon fibre sticks instead of wood sticks allows for a more forceful and quicker hit.
4. Better technology and analysis (like dartfish) allows athletes to see what their weaknesses are and make corrections for the future.

Question 37

Give 3 reasons Why athletes take performance enhancing drugs?

Answer 37

1. Sport is being performed to a higher standard because of technology and facilities so athletes are taking drugs so they can remain at the top.
2. There is huge fame and fortune in winning at sport and so if they take drugs and win they may get more money.
3. Might have pressure from sources like a coach or sponsor- must do well.

Question 38

Define positive deviance.

Answer 38

Behaviour outside the norms of society but there is no intent to harm or break rules. It involves over adhering to the rules.

Question 39

Give an example of positive deviance.

Answer 39

For example, training when you have an injury.

Question 40

Define negative deviance.

Answer 40

Behaviour that goes against the norm and has a negative and detrimental effect on other people.

Question 41

Give an example of negative deviance.

Answer 41

Taking PEDs
Deliberately harming and injuring another player
Diving to win an advantage

Question 42

How is technology being used as a deterrent for deviant behaviour?

Answer 42

1. Drugs testing is being used to catch drugs cheats like many Russian athletes, cyclists and some American sprinters. By having testing the athletes are less likely to take the drugs as they know they would get caught.
2. Having video analysis allows for the match to be re watched and analysed like to see if some did intentionally hurt someone.
3. Deviant behaviour doesn’t just come from players but it could be having CCTV at matches to watch fans and catch those that are showing deviancy like violence or throwing items. If people know there is CCTV they will be less likely to do it as they know they will be caught.