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A level PE > Paper 2 Exam Questions > Flashcards

Paper 2 Exam Questions Flashcards

1
Q

Define stress and identify a cause of stress

2 marks

A
  1. Perception of an inability to cope
  2. the presence of a crowd
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2
Q

Using sporting examples describe how an emergent leader and a prescribed leader could be selected

2 marks

A
  1. emergent - A team member would be selected by the netball team to be leader
  2. football teams manager selecting the new headcoach
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3
Q

Use a practical example from sport to show an internal, stable attribution for failure

1 mark

A

the other tennis player was much better than me

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4
Q

Use a practical example from sport to show an external, unstable attribution for success

1 mark

A

we were really lucky to score in the last minute of extra time

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5
Q

Using a tennis player as a prcatical example, describe 3 characteristics of their performance in the cognitive stage of learning

3 marks

A
  1. trial & error - lots of trial and error trying out different shots
  2. feedback - need lots of help from coach to tell them what went wrong with their serve
  3. inconsistent - their tennis serve will be inconsistent
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6
Q

Suggest 2 reasons why visual guidance alone may not allow a performer to move to the associative stage of learning

2 marks

A
  1. demo may be incorrect
  2. demo may be too detailed for performer to make sense of
  3. the demo may be too quick for the performer to understand
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7
Q

Identify two ways of limiting the effect of negative transfer

2 marks

A
  1. make sure first skill is well learnt
  2. make sure practices are done in a competition-like situation
  3. don’t teach conflicting skills at the same time
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8
Q

Explain the levels of Craik and Lockharts’s levels of processing model

6 marks

A
  1. How deeply we consider information determines how long the memory lasts
  2. 1st level - structural that involves paying attention to what info looks like
  3. 2nd level - phoenetic which refers to processing sounds
  4. 3rd level - semantic which considers the actual meaning of the info
  5. 1st and 2nd are shallow because they don’t involve much processing
  6. 3rd is deep because it involves more processing
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9
Q

give an example of whole practice
1 mark

A

a gymnast practices her vault in full

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10
Q

give an example of varied practice

1 mark

A

a football team practices a corner with the defenders responding in different ways

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11
Q

evaluate the use of whole practice in sport

3 marks

A

pros:
1. Experience true kinaesthetic feel
2. Skill can be learned quickly
cons:
3. Hard for a beginner to grasp a whole skill
at once
4. Some skills are too dangerous to learn
as a whole

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12
Q

Evaluate the use of varied practice in sport

3 marks

A

pros:
1. enables athlete to experience range of situations
2. prevents boredom
cons:
3. may overwhelm beginners
4. basic skills need to be learned before this type of practice

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13
Q

Analyse when an autocratic leadership style might be most effective

4 marks

A
  1. when a situation is dangerous the group might need to be told what to do to ensure safety
  2. when performers are beginners so won’t know what to do so leader may need to make decisions
  3. when decisions need to be made quickly
  4. males prefer autocratic leaders to get a better response
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14
Q

Discuss the possible effect of an audience on a players performance

6 marks

A
  1. arousal increases
  2. increasing likelyhood of dominant response
  3. simple skills audience has +ve effect
  4. complex skills audience has -ve effect
  5. gross skills audience has +ve effect
  6. fine skills audience has -ve effect
  7. intovert -ve effect
  8. extrovert +ve effect
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15
Q

Define the term anxiety

1 mark

A

negative emotional state associated with stress

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16
Q

Describe trait anxiety

2 marks

A
  1. general predisposition to be anxious
  2. it is stable
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17
Q

Give an example of how the body responds to cognitive anxiety and to somatic anxiety

2 marks

A

cognitive - nervouness
somatic - sweating

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18
Q

Explain the frustration-agression hypothesis

3 marks

A
  1. frustration develops when goal-directed behaviour is blocked
  2. frustration leads to agression
  3. if individual releases aggression it feels good
  4. if they don’t aggression increases
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19
Q

Identify a strength and weakness of the frustration-aggression hypothesis

2 marks

A

strength: more realistic than the instinct theory
weakness: frustration doesn’t always lead to agression

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20
Q

Define the term learned helplessness

1 mark

A

a belief that failure is inevitable

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21
Q

Define the term mastery orientation

1 mark

A

a feeling of being in control of the outcome

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22
Q

Identify two characteristics of effective leadership in sport

2 marks

A
  1. Good communication skills
  2. Confident
  3. Motivated
  4. Clear goal
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23
Q

Identify two cognitive stress managment techniques used by sports performers

2 marks

A
  1. Positive thinking
  2. Negative thought stopping
  3. Rational thinking
  4. Mental rehearsal
  5. Mindfulness
  6. Goal setting
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24
Q

Explain why frontcrawl can be classed as an open skill

2 marks

A
  1. Open water (swim) in the sea
  2. weather have an effect on the swimmer
  3. When the swimmer has to make decisions
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25
Q

What makes negative transfer most likely to occur?

1 mark

A

Conflicting skills are taught close together

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26
Q

Give one way in which a coach can minimise negative transfer

1 mark

A

ensure conflicting skills aren’t learnt close together

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27
Q

Describe factors linked to successful modelling in sport

4 marks

A
  1. high status person models it
  2. if it is friendly
  3. if the demo is repeated
  4. if the observer is motivated
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28
Q

Evaluate the multi-store approach to memory

4 marks

A

pros:
1. simple to understand
2. explains how a person deals with large amounts of info
3. explains how those with brain damage can suffer from dysfunctional memory
cons:
4. hasn’t been proved
5. doesn’t account for individual differences in capacity

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29
Q

Explain the term cognitive dissonance in relation to changing attitude in sport

2 marks

A
  1. emotional conflict is created
  2. introduction of new information to challenge a current belief `
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30
Q

Identify 3 factors that influence the effectiveness of persuasive communication in changing attitudes

3 marks

A
  1. persuader - high status persuader
  2. message - info must be accurate
  3. recipient - recipient needs to be open to persuasion
  4. situation - the place where persuasion is happening needs to be comfortable for the performer
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31
Q

Evaluate the instinct theory of aggression

4 marks

A

strengths:
1. natural human instinct to be aggressive
2. aggression can be hard to control
3. some people are always aggressive
weaknesses:
4. not all humans show agressive behaviour
5. too simple

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32
Q

Define ‘sports confidence’

1 mark

A

The belief an individual has about their ability to be successful in sport

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33
Q

Analyse the impact of sports confidence on performance in sport

2 marks

A
  1. high SC makes you more likely to achieve positive outcomes in sport
  2. low SC makes you have poor performance
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34
Q

Analyse the impact of sports confidence on participation in sport

2 marks

A
  1. high SC means more likely to take part
  2. low SC means less likely to take part
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35
Q

Outline how the drive theory of arousal would explain the performance of an expert in sport

2 marks

A
  1. As arousal increases, performance increases
  2. Dominant response occurs as arousal increases
  3. Experts dominant response is skilful / correct
36
Q

Aggressive cue hypothesis is one theory that explains aggression. Give two sporting examples of aggressive cues.

2 marks

A
  1. seeing another player on your team get fowled
  2. a poor decision from the ref
37
Q

Give 2 sporting examples of attributions that would be classed as uncontrollable

2 marks

A
  1. Ability e.g. I am/not a fast sprinter
  2. Luck e.g. We were unlucky to lose todays football game
  3. Task difficulty e.g. Opposition are top of the league
  4. Pitch e.g. The pitch was slippy
  5. Referee e.g. The referee was biased against us
  6. Weather e.g. we lost because the weather was awful
  7. Form e.g. our rugby superstar wasn’t on form today
38
Q

Evaluate the use of rewards in operant conditioning

2 marks

A
  1. rewards motivate people
  2. can be very easy to give
  3. can speed of learning process of a new skill
  4. if used at the wrong time can be used to strengthen wrong S-R bond
39
Q

Identify the three memory stores in Atkinson and Shiffren’s multi store memory model and state the capacity of each

3 marks

A

short term sensory - unlimited
short term memory - 5-9
long term memory - unlimited

40
Q

Identify 2 strategies for helping a performer to retain more information in the memory

2 marks

A
  1. Chunking
  2. Rehearsal
  3. Association
  4. Relevant
  5. Avoid overload
41
Q

Analyse the effectiveness of negative feedback when used by an expert performer

2 marks

A

positive: informs them what they are doing wrong
negative: too much can lead to decreased motivation

42
Q

Analyse the effectiveness of knowledge of performance when used by an expert performer

2 marks

A

positive: helps them understand how to refine technique
negative: if feedback is inaccurate could be detrimental to performance

43
Q

Define the term personality

1 mark

A

What makes a person unique

44
Q

Describe the behaviour of a stable extrovert

2 marks

A
  1. it is predictable
  2. they are outgoing
45
Q

Give 2 strengths of the interactionist theory of personality

2 marks

A
  1. explain why behaviour is often unpredictable
  2. explains why people in the same environment behave differently
46
Q

Identify one cognitive method of stress managment and give a sporting example of how it could be used

2 marks

A
  1. mindfulness
  2. e.g. a nervous footballer mediates before his foootball match
47
Q

Identify one somatic method of stress managment and give a sporting example of how it could be used

2 marks

A
  1. progressive muscular contraction
  2. e.g. a netballer tenses and relaxes her muscles working from her head to her toes
48
Q

Identify benefits of goal setting

3 marks

A
  1. to measure progress
  2. reduces stress
  3. improves motivation
  4. improves performance
49
Q

Using Bandura’s model of self-efficacy analyse what may have caused a performer to have low self efficacy

5 marks

A
  1. performance accomplishments - previous failure
  2. performance accomplishments - if reason for failure was attributed to an uncontrollable
  3. Vicarious experiences - seeing someone in their peer group fail
  4. Verbal persuausion message - they have not recieved any encouragment
  5. Emotional arousal - don’t have effective strategies to control arousal
50
Q

What is meant by performance accomplishments in Bandura’s theory of self efficacy?

1 mark

A

Previous success

51
Q

Give a practical example of performance accomplishments can be used to increase self-efficacy

1 mark

A

a footballer taking a penalty recalls his previous attempt lead to a goal

52
Q

What happens in the associative stage of learning to enable some performers to move to the autonomous stage?

2 marks

A
  1. repetition occurs
  2. performer gets feedback from the coach
  3. motor programmes form
53
Q

Define trait sports confidence

1 mark

A

overall level of self belief in sport

54
Q

Define state sports confidence

1 mark

A

learned level of self belief in a specific sporting situation

55
Q

Describe mindfulness as a method of stress managment and a disadvantage of it

2 marks

A
  1. meditation
  2. takes time to practice
56
Q

Discuss two benefits of learning skills using operant conditioning

2 marks

A
  1. effective with beginners
  2. can be used on young performers
  3. positive reinforcement leads to increased motivation
57
Q

Analyse how a performer learns a new skill so that it is stored in their LTM using the Atkinson and Shiffren multi-store memory model

5 marks

A
  1. information from the environment enters the sensory memory
  2. selective sttention focuses on relevant stimuli
  3. irrelevant stimuli is forgotten
  4. STM can hold 5-9 pieces items
  5. perception occurs
  6. if performer wants to retain the info then practice will help
58
Q

Suggest a method that can be used to help retain information in the LTM

1 mark

A
  1. rehersal
  2. chunking
59
Q

Describe 2 benefits of both manual and mechanical guidance

2 marks

A
  1. Reduces fear
  2. Ensures safety of participants
  3. Increases confidence
60
Q

Describe the inverted U theory of arousal an outline one way that it differs from the drive theory of arousal

4 marks

A
  1. At low levels of arousal performance is poor
  2. As arousal increases, quality of performance increases
  3. At optimal levels of arousal performance peaks
  4. Further increases in arousal causes performance to deteriorate
  5. At over-arousal performance is poor
  6. Drive theory shows linear relationship whereas inverted U is non-linear
61
Q

Give reasons why a large team may experience more faulty processes than a small team

4 marks

A
  1. more chance in communication breakdown
  2. more chance of people social loafing
  3. more chance of loss of identity
  4. less chance of a shared goal
62
Q

How does giving each person in a team reduce faulty processes?

2 marks

A
  1. improves motivation of individuals
  2. they’ll have a clear understanding of what to do
63
Q

Giving a practical example, describe how a skill is developed using the progressive-part method of practice

2 marks

A
  1. skill is split up and learned then chained together
  2. triple jump….
64
Q

Identify two ways pf limiting the effects of negative transfer

2 marks

A
  1. make sure practices are true to life
  2. ensure conflictig skills aren’t taught at same time
65
Q

Analyse how the cognitive theory of learning may affect a performer learning a new skill

4 marks

A
  1. performer develops better understanding
  2. performer can make quick progress
  3. performer might lose motivation
  4. performer might find whole skill too hard
66
Q

Describe what the performance of a novice badminton player would look like

3 marks

A
  1. inconsistent - will often miss the shuttlecock
  2. lacks flow - serving is jerky
  3. makes lots of mistakes - plays the wrong shot at wrong time
67
Q

Describe the theory of operant conditioning

5 marks

A
  1. trial and error
  2. positive reinforcement
  3. punishmnent
  4. law of effect
  5. law of exercise
68
Q

Evaluate the use of verbal feedback

3 marks

A
  1. can be given quickly
  2. if too much info is given at once it could cause overload
    3, is too complex language is used could cause confusion
69
Q

Evaluate the effectiveness of negative feedback
2 marks

A
  1. tells them what they are doing wrong
  2. could demotivate if overused
70
Q

Evaluate knowledge of performance for experts

2 marks

A
  1. helps them understand how to refine skills
  2. if inaccurate could be detrimental to performace
71
Q

Outline two key aspects of the Atkinsen and Shiffren multi store memory model

2 marks

A
  1. sensory memory - information from the environet enters the short term sensory
  2. selective attention occurs where relevant information is kept and transferred to short term memory and irrelevnat info is filtered out and removed
72
Q

Give two factors that affect memory in Craik and Lockhart’s processing modek for memory

2 marks

A
  1. memory is affected by how much considertaion is given to the information
  2. the deeper the info is processed the more likely it is to be remembered
73
Q

Evaluate the trait learning theory

2 marks

A
  1. if correct behaviour can be predicted
  2. but twins although having the same genetics dont end up with the same personality
74
Q

Evaluate the social learning theory

2 marks

A
  1. bobo doll supports theory
  2. but siblings brought up the same way dont always end up with the same personality
75
Q

Describe three components of attitude

3 marks

A
  1. cognitive - our beliefs that are formed from past experinces and others
  2. affective - emotional reactions towards a attitude
  3. behavioural - how we actually behave
76
Q

Define the term attitude

1 mark

A

predisposition towards a stimulus

77
Q

Explain how attutudes to performing physical activity might have formed

5 marks

A
  1. following social norms to fit in
  2. positive past experiences lead to positive attitude
  3. media influences can reinforce positive and nagative stereotypes
  4. cultural influences on parcticipation
  5. education that influences beliefs
78
Q

Explain what is meant by the zone of optimal functioning

2 marks

A
  1. when the performers level of arousal is at optimal level
  2. they will give their best performance
79
Q

Describe 3 characteristics of a performer who is said to be ‘in the zone’

3 marks

A
  1. focused
  2. they have confidence
  3. performance appears automatic
80
Q

Why might the zone of optimal functoning differ between performers?

1 mark

A

some performers respond positively to pressure others play better with less pressure

81
Q

Describe the catastrophe of arousal theory

5 marks

A
  1. as arousal increases performance increases until reachong optimal level
  2. if arousal is too high performance decreases suddenly
  3. due to high anxiety
  4. if anxiety decreases performnace improves
  5. if anxiety continues performnace will continue to decrease
82
Q

Describe the term evaluation apprehension

1 mark

A

arousal level increases because of judgement from others

83
Q

Identify 3 strategies an athlete could use to minimise social inhibition

3 marks

A
  1. imagery
  2. thought stopping
  3. overlearning skills
84
Q

Describe the forming stage of group development

3 marks

A
  1. first stage of group development
  2. high dependece on leader to make decsions
  3. individual roles are unclear
85
Q

What defines a group as opposed to a collection of individuals?

2 marks

A

common goal
members interact

86
Q

Explain how two different causes of stress could affect sports performance

4 marks

A
  1. fear of failure
  2. so they think they will lose and go with a bad attitude and no will to win
  3. performer has strong need to win
  4. so they want it so bad they tense up and make mistakes
87
Q

Identify two somatic stress managment techniques

2 marks

A

progressive muscular contraction
breathing techniques
biofeedback

A level PE (20 decks)

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