Paper 2

Question 1

skill

Answer 1

a skill is a learned action / learned behaviour with the intention of bringing out pre-determined results, with maximum certainty and minimum outlay of time and energy.

Question 2

ability

Answer 2

Ability are inherited, stable traits that determine an individual’s potential to learn or acquire a skill.

Question 3

skill classification

Answer 3

Skill classification is categorisation of sporting skills in accordance with a set continuum.

Question 4

basic / complex continua

Answer 4

• Basic skill (skill classification) - A skill which is quickly learned as there are very few decisions to be made when performing the skill.
• Complex skill (skill classification) - A skill which requires a lot of decision making, requiring a high level of coordination and thinking.

Question 5

open / closed continua

Answer 5

• Open skill (skill classification) - A skill which is performed in a certain way to deal with a changing or unstable environment, e.g. to outwit an opponent.
• Closed skill (skill classification): A skill which is not affected by the environment or performers within it. The skill tends to be done the same way each time.

Question 6

self paced / externally paced continua

Answer 6

• Self-paced skill (skill classification) - The skill is started when the performer decides to start it. The speed, rate or pace of the skill is controlled by the performer.
• Externally-paced skill (skill classification): The skill that is started because of an external factor. The speed, rate or pace of the skill is controlled by external factors, e.g. an opponent.

Question 7

gross / fine continua

Answer 7

• Gross skill (skill classification): Using large muscle groups to perform big, strong powerful movements.
• Fine movement (skill classification): Small and precise movement, showing high levels of accuracy and coordination. It involves the use of a small group of muscles.

Question 8

performance goals

Answer 8

a performance goal does not involve the performer comparing themselves with other performers. They simply compare themselves against what they have already done or suggest what they are going to do.
For example
A 100 meter runner may hope for a better start than in the last race.

Question 9

outcome goals

Answer 9

outcome goals are simply used to judge the end result, they usually involve comparison with other competitors.
For example
A badminton player may wish to win the match.

Question 10

information processing

Answer 10

Making decisions, gathering data from a display, prioritising most important stimuli to make a qualitative decision.
Input — decision making — output — feedback

Question 11

input

Answer 11

The information that is received from the senses. At the cognitive (early stages), this will overload the decision-making process.
As the learner becomes more skilled they select the relevant information, the correct cues and block out irrelevant information.
This is known as selective attention - attending to the most relevant sense.

Question 12

decision making

Answer 12

Interprets the input using its short and long term memory and decides what, when, where and how the learner responds.
The short term memory (STM) is the working memory and holds information for up to 30 seconds.
The long term memory holds information for that has been rehearsed and stored.
If the past experience is relevant at the time, it is compared to the STM and a suitable decision is made.

Question 13

output

Answer 13

The action or actions that respond to the situation.
Impulses are sent to the required parts of the body for appropriate muscular movements.

Question 14

feedback

Answer 14

It will indicate whether or not the response was correct and successful.
It can be received intrinsically (within) or extrinsically (outside) regarding success or failure of the action.
Feedback can affect how we complete the skill in the future.

Question 15

Guidance

Answer 15

Whilst learning how to perform a skill, performers need help from their coach or teacher in order to improve.

Visual
Verbal
Manual
Mechanical

Question 16

Visual guidance

Answer 16

Demonstration of technique or skill by another person.
Footage of performance via DVD, analysis software, slow motion, different angles and still images.

Demonstration for beginners will only work if they are clear, concise, easy to understand, realistic standard and backed up with simple verbal guidance.

Question 17

Verbal guidance

Answer 17

A coach talking to a performer, highlighting technique.

Verbal guidance will only work if it relates to the visual guidance, it is concise and easy to understand.

Question 18

Manual / Mechanical guidance

Answer 18

Physically guiding the performer, for example the coach moving the learners arm through the correct motion.

Supporting the performer for safety by the use of armbands or harness.

It can help the beginner feel safe, supported, understand how the movements should feel and help to complete the required movements for a skill.