Psychology

Question 1

Outline the difference between Performance and Outcome goals [4 marks]

Answer 1

Performance goals are achieved where there is no comparison with other performers. Athletes compare themselves to themselves [1 mark].

For example a Rugby player trying to improve their previous performance by making 10 succesful passes {1 mark}.

Outcome goals are goals that focus on the end result [1 mark].

For example a Rugby player trying to win a tournament like the Rugby world cup [1 mark].

Question 2

Suggest one performance and one outcome goal for a 100m sprinter [2 marks]

Answer 2

**Performance goal Example*= To get a good start out of the blocks [1 mark]

**Outcome goal Example=* To win the race/win an Olympic medal [1 mark]

Question 3

What athletes will benefit from Outcome Goals? Why?

Answer 3

1. Primarily experienced athletes will be motivated by outcome goals as they desire to be the best within their field.
2. Outcome goals are affected by the opposition, focusing on this allows an athlete to improve his sporting ability by targeting weakness within his game that were exploited by the opposition.
3. Focusing on the outcome will allow an athlete to understand how he compares to other athletes.

Question 4

Discuss how effective performance goals may be for an athlete [4 marks]

Answer 4

1. Primarily beginners as they may be demotivated if they compare themselves to more experienced athletes.
2. Focusing on performance rather than the end result will allow an athlete to target their areas for improvement.
3. Performance goals are less likely to be affected by anyone other than the individual player, so the athlete is more likely to be more motivated and engaged. Particularly, if they are a beginner.

Question 5

Ryan Hewitt is a Rugby player at Gloucester and has played seven games for the first team, during his first season as an elite athlete

Explain why his coach may motivate by using Outcome goals [2 marks]

Answer 5

1. Primarily experienced athletes will be motivated by outcome goals as they desire to be the best within their sport
2. Focusing on the outcome will allow an athlete to understand how he compares to other athletes
3. Outcome goals are affected by the opposition, focusing on this allows an athlete to improve his sporting ability by targeting weakness within his game that were exploited by the opposition.

Question 6

Rachel is a football player that has recently been selected to play for her county, Rachel and her coach have set a target to improve her pass completion rate from 75% to 78% during next week’s cup match.

Justify whether this is or is not a SMART Target [4 marks]

Answer 6

*As discussed in class for this type of question cross out each letter as you work through it

1. It is specific as the goal focuses on passing which is a vital skill for a footballer
2. It is measurable as it specifies the goal is to improve from 75 to 78%
3. It is accepted as both Rachel and her coach created the goal
4. It is relaistic as 3% is only a small imrpovement that with good coaching could be improved in one week
5. It is time bound as the goal specifies that the target should be achieved during next weeks cup match

Question 7

Dom Martin is a body builder, his current one rep max for Deadlift is 140kg. However, his coach has set him a challenge of increasing his one rep max to 230kg in 6 months, Dom disagreed with his coach’s perpsective as he believes the target should be185kg.

Justify whether this is or is not a SMART Target [4 marks]

Answer 7

1. It is specific as the Deadlift is a key compound lift for bodybuilders
2. It is measurable as the coach specified kg would be the unit of measurement that would define how much progress has been made
3. It is not accepted as Dom and his coach disagree on the target
4. It is not realistic as an increase of 90Kg in 6 months is very unlikely
5. It is time bound as the coach specifies 6 months as the parameter to complete the target

Question 8

1. Define Arousal [1 mark]

Answer 8

1. Arousal is a physical and mental state of alertness

Question 9

1. Sketch a graph to show the shape of the inverted-U theory in relation to arousal (low to high) and performance (low to high).
2. Describe the relationship between arousal and performance as shown in the inverted-U theory. [3 marks]

Answer 9

*As arousal level increases, so does the level of performance

*Until it reaches an optimum point at around moderate arousal level

*Once past this
optimum point, performance decreases as they have become over aroused and become too anxious

Question 10

1. State a skill from a sporting activity for both Skill A and Skill B shown in the graph above. [2 marks]
2. What type of skills require Low levels of Arousal and What type of skills require High levels of Arousal? [2 marks]

Answer 10

Skill A

•    Putt in golf (1)
•    Penalty kick in football (1)
•   Taking a free thow in Basketball (1)

Skill B

•    Tackle in rugby (1)
•    Punch in boxing (1)
•   A Weightlifter performing a Deadlift (1)

Accept any other suitable skills from a sporting activity that relate to the graph.

2. Low= Fine skills

High= Gross Skills

Question 11

Analyse the information in the diagram above and suggest which player is most likely to successfully perform
a rugby tackle. Justify your answer

[3 marks]

Answer 11

AO2
* Accept Player 1 if linked to controlled arousal and therefore controlled movement (1)

• Accept Player 2 if linked to the high arousal required for large muscle movements (1)

AO3
Player 1
*Linked to a different type of tackle, e.g. tap tackle / controlled arousal / not being over aroused (1)

*Controlled arousal prevents a loss of performance as per inverted-U theory / mistimed / high tackle / equivalent (1)

*Player 2 may be over-aroused and Player 3 may be under-aroused, therefore Player 1’s arousal level is best (1)

Player 2
*  Optimal level of arousal tends to be high when tackling / arousal to knock someone down (1)
*  Rugby tackling generally requires the creation of a large force as the opponent is often moving at speed, thus high arousal (1)
*  Has the highest level of arousal so is most likely to generate the power required (1)
*  Players 1 and 3 may be under-aroused (1)

Accept any other suitable suggestion about which player is most likely to successfully perform a rugby tackle. Answers must be justified. Do not accept answers that relate to Player 3 being the most likely to successfully perform a rugby tackle.

Question 12

What term can you remember to identify the five stress management techniques, that can be used to control Arousal?

Answer 12

DM VIP

Question 13

Identify two stress management techniques and explain how they could be used to control arousal in named sporting activities of your choice. [4 marks]

Answer 13

AO1

• Deep breathing (1)
• Mental rehearsal (1)
• Visualisation (1)
• Imagery (1)
• Positive self-talk (1)

*AO2

Technique must be explained in relation to a named sporting activity

• Deep breathing to reduce heart rate / to reduce nervous feeling before hitting a golf ball off the tee (1)
• Mental rehearsal to picture the perfect performance / feeling of how to kick a conversion in rugby (1)
• Visualisation to picture an aspect of performance / focus on how that performance should look prior to facing a bowler in cricket (1)
• Imagery to imagine oneself in a calm / relaxing place before attempting a putt in golf (1)
• Positive self-talk to give yourself positive instructions allowing you to remain focused on the task / to motivate / to reassure before taking a penalty in football (1)

Question 14

Define direct aggression

Defined indirect aggression

Answer 14

• Direct aggression is aimed directly at other players / physical contact with others (1)
• Indirect aggression is aimed at an object to gain an advantage (1)

Question 15

In 2015, Manchester City footballer, Jill Scott, was sent off for an aggressive act in a game against Arsenal ladies.

Explain the difference between direct aggression and indirect aggression in physical activity and sport. [4 marks]

Answer 15

• Direct aggression is aimed directly at other players / physical contact with others (1)
• Indirect aggression is aimed at an object to gain an advantage (1)

An example of direct aggression is

• Performing a tackle to regain possession in Football (1)
• Punching someone in a boxing contest
• Tackling the opposition in Rugby

* An example of indirect aggression is:

• Kicking the football powerfully, to clear the ball from your box.
• Hitting a shuttlecock with a bdaminton racket
• Bowling a cricket ball short to force the batter to dodge the “Googlie” or performing a smash in Badminton

Question 16

In 2024 there was a 30 player brawl between Marling and
KLB year 11’s, the cause of this was a Marling player kicking the ball into the opponent’s face after the whistle had been blown

Justify if this incident would be classified as Direct or Indirect Agression [3 marks]

Answer 16

Direct aggression is aimed directly at other players / physical contact with an opposition player. Indirect aggression is an aggressive act that does not involve physical contact with others. [1 mark]

It was Indirect aggression as kicking the ball at the opposition was not aimed directly at the opposition. However, this act of indirect agression raised his opponents Arousal level, which caused him to respond with violence [1 mark]

It was Direct aggression because both players pushed and grappled with their opponents, this is player on player which is physical and therefore Direct aggression. [1 mark]

Question 17

Define what is meant by the term Skill

Define what is meant by the term Ability

Answer 17

Skill= Is a learned action or behaviour with the intention of bringing about expected results.

Ability= Is an inherited stable trait that determines an individual’s potential to acquire a skill.

Question 18

Skill= Is a learned action or behaviour with the intention of bringing about expected results.

Ability= Is an inherited stable trait that determines an individual’s potential to acquire a skill.

Answer 18

Yes

Question 19

Define Open skill and, give two sporting examples

Answer 19

Open skills can be defined as a skill which is performed in a certain way to deal with a changing or unstable environment.

1- Dribbling or Passing in a Football match
2- Sidestepping an opponent in Rugby
3- Dribbling in Basketball

Question 20

Define Closed skills and, Give two sporting examples of a closed skill

Answer 20

Closed skills can be defined as a skill which is not effected by a changing or unstable environment.

1- A Diver performing a dive
2- A Serve in tennis or table tennis
3- A weightlifter performing a deadlift

Question 21

Give one sporting example of an open skill.

Justify your choice. [4 marks]

*If the question asked about a closed skill, you could give the opposite reasons

Answer 21

* If you used a different example that’s fine but follow the mark scheme for the AO3 marks

AO2 (sub-max 1 mark)

*   Playing a pass in football (1)

AO3 (sub-max 3 marks)

•    Requires the player to be aware of the position and movement of the opposition (1)
•    Requires the player to be aware of the position and movement of team mates (1)
•    Requires the player to be aware of the surface conditions which may affect how the ball may roll (1)
•    Requires the player to be aware of the wind which may affect how the ball may fly through the air (1)

Question 22

Outline the difference between basic and complex skills.

Use sporting examples in your answer. (Total 4 marks)

*Remember to use CTF before each question

Answer 22

Outline—-> Define the topic(s) —-> Explain why/how ——> Give examples

Basic

Very few decisions to be made or actually affect the success of the movement so they are learned very quickly / require a low level of coordination and concentration to complete (1 x AO1)

Jogging / jumping/cycling (1 x AO2)

Complex

Lots of decisions to be made in order to be successful / requires a high level of coordination and concentration to complete (1 x AO1)

Performing a high jump / playing a cover drive in cricket (1 x AO2)

Question 23

Give an example of a complex skill.

Justify your choice. [4 marks]

Answer 23

If you used a different example that’s fine but follow the pattern of the mark scheme

AO2 (sub-max 1 mark)

*   Performing a high jump (1)

AO3 (sub-max 3 marks)

•    Requires coordinated running in an accurate bend (1)
•    Correctly timed jump in relation to the bar / bed (1)
•    Effective body position to clear the bar (1)

Accept any other suitable examples and justification of why it is a complex skill. Maximum 1 mark for the example.

Question 24

Classify the skill of a rugby tackle using each of the following classifications:

•    basic / complex
•    open / closed
•    self-paced / externally-paced
•    gross / fine.

Justify your choices.

[4 marks]

Answer 24

Complex – requires decision making/timing to complete tackle / action which requires thought or cognitive ability to be safe (1) [accept basic if the answer describes a simple tackle that does not require a complex thought process, e.g tackling a forward at the base of the ruck].

Open skill – action is affected by the environment / carried out in a way to tackle moving performers (1)

Self-paced – the speed / pace / rate of the movement is controlled by you / when to tackle, you decide when to wrap arms around opponent (1) / (Accept externally-paced if linked to tackle completed when the opponent is there to be tackled)

Gross – involves big movements of the body / involves the use of large muscle groups / movements when running do not tend not to rely on accuracy and precision (1) / (Accept fine if linked to a tap tackle)

Accept any other suitable justification of how a rugby tackle can be classified. Classifications must be justified.

Question 25

Classify the skill of a tennis serve using each of the following classifications:

• basic/complex
• open/closed
• self-paced/externally paced
• gross/fine.

Justify your choices. [4 marks]

Answer 25

• Complex – requires timing of several movements to complete serve/action which requires a considerable time to master (1)
• Closed skill – it is carried out the same way every time (accept open skill as a player may change how they serve depending on where their opponent is standing or depending on wind strength/direction) (1)
• Self-paced – the speed/pace/rate/start of the serve is controlled by the player (however accept justification that it is externally paced due to time limit) (1)
• Gross – involves big movements of the body/involves the use of large muscle groups (1)

Accept any other suitable answers of how a tennis serve can be classified. Classifications must be justified.

Question 26

Outline the difference between Gross and Fine skills [4 marks]

Answer 26

Gross skills can be defined as a skill that involves multiple and large muscle groups to perform big and powerful movements [1 mark]

Examples of Gross skills are Rugby tackles and Deadlifts [1 mark]

Fine skills can be defined as a skill that involves small muscle groups to perform small and precise movements [1 mark]

Examples of fine skills are a drop shot in Badminton [1 mark]

Question 27

Identify two characteristics of an Introvert and two characteristics of an Extrovert

Answer 27

Introvert

1. Shy
2. Quiet
3. Thoughtful
4. Enjoy their own company

Extrovert

1. Outgoing
2. Enthusiastic/Talkative
3. Sociable
4. Prefer the company of others and can become bored by themselves

Question 28

1. Explain two sports that Extroverts are more likely to play [2 marks]
2. Explain two sports that Introverts are more likely to play

[2 marks]

Answer 28

Extroverts

Sporting examples

Rugby, Football, Cheerleading, Handball, Boxing, *Typically Team sports

Why/how

1. More likely to play sports that require high levels of Arousal
2. Extroverts tend to play team sports that are fast paced and require gross skills.
3. More likely to lead

Introverts

Sporting examples

Cross Country running, Archery, Table tennis, Swimming, Canoeing *Typically Individual sports

1. More likely to play sports that require low levels of Arousal
2. More likely to play individual sports that require concentration and precision (fine skill control)
3. Less likely to lead others

Question 29

1. Define motivation
2. Explain the difference between Intrinsic and Extrinsic motivation? [4 marks]

Answer 29

Motivation is the drive to succeed or the desire (want) to achieve something

1. Intrinisc motivation refers to motivation that comes from the athlete’s inner drive. An example of this is Pride, Self Satisfaction/enjoyment, Personal achievement
2. Extrinsic motivation refers to motivation to comes from external factors. An example of this is Praise from others, Trophies/Certificates, Money

Question 30

Explain how motivation can be used to improve performance in a physical activity [2 marks]

Answer 30

• Focuses the performer or improves concentration (1)
• Allows the performer to perform more accurately (1)

Question 31

Explain what sports would suit the following personality types:

• introvert
• extrovert.

(Total 2 marks)

Answer 31

• Introverts tend to play sports that require concentration / precision (fine skill control) is required / low levels of arousal required, e.g. archery (or any other suitable example) (1)
• Extroverts tend to play / do sports that are fast paced / concentration may need to be low / gross skills are used, e.g. rugby league (or any other suitable example) (1)

Accept any other suitable explanation of what sports typical introvert and extrovert personality types would tend to suit. Answers must relate to a suitable sport for each personality type.

Question 32

The winners of the FA Women’s Super League win a trophy at the end of the season.

Evaluate the use of a trophy as a form of extrinsic motivation.

[4 marks]

Answer 32

• Trophy is given once per year so is not overused and therefore does not undermine intrinsic motivation (1)
• The feeling of pride/accomplishment over a long season to win the trophy may well be an effective motivator (1)
• The extrinsic reward of the trophy combined with intrinsic drive can work well together (1)
• The trophy on its own may not be a big enough motivator for some (1)
• Intrinsic motivation (drive) is generally deemed to be more powerful than extrinsic so performers will still need intrinsic reasons (as well as the trophy) (1)
• It could be argued that Intrinisic motivation such as personal achievement than winning trophies. This is because if an athlete does not win the trophy they could become demotivated and may quit the sport (1)

Accept any other relevant evaluative point about the use of a trophy as a form of extrinsic motivation. Answers must relate to the worth of a trophy as a form of extrinsic motivation.

Question 33

Mr Stephens would be a professional 400m sprinter if it wasn’t for both of his Gastrocnemius muscles tearing when he was 16. Meaning, he wouldn’t be stuck teaching the most troublesome kids in year 11 and bench pressing 155kg.

To try and get back into shape he has joined a weekly 5 a side league, his team are currently second in the league. Evaluate how Intrinsic and Extrinsic motivation can inspire him to remain committed to playing sport [6 marks]

Answer 33

AO1 Define or Describe

1. Intrinisic motivation can be defined as an athlete who possess an inner drive to be successful.
2. Extrinisic motivation can be defined as an athlete who is inspired by external factors.

AO2 Apply and Explain

1. Intrinsic motivation will be important for Mr Stephens as a feeling of Pride and Personal achievement from playing football will encourage him to remain commited.
2. Intrinsic motivation will be important for Mr Stephens as playing football on a regular basis will help him lose weight and build some muscle mass. Meaning, he will feel a sense of Self satisfaction for achieving his goal of getting in shape.
3. Intrinsic motivation will be important for Mr Stephens as if he enjoys playing football with his friends he will be more likely to continue playing each week
4. Extrinisic motivation will be important for Mr Stephens as the prospect of winning the league and a Trophy can inspire him to keep playing each week.
5. Extrinisic motivation will be important for Mr Stephens as earning Praise from his friends and opponents for playing well will encourage him to keep playing each week.

A03 Evaluate (Strengths and weaknesses, why and examples)

1. Feeling Pride and Personal achievement will mean Mr Stephens level of endorphins will rise, which will mean he feel happier. Therefore, if he continues to play each week he will be happier and more likely to achieve his goal of getting into shape whilst improving his footballing ability.
2. Feeling Self satisfaction with his performance after each game will enocurage Mr Stephens to continue playing and also to continue to practice his skills. This means he will improve his footballing ability, which will increase his performance level. For example, he will score more goals.
3. Extrinisic motivation will be important for Mr Stephens as the prospect of winning the league and a Trophy can inspire him to keep playing each week. As Mr Stephens will keep the trophy he will have proof to show others that he has been succesful which can motivate some athletes.
4. Overuse of Extrinsic motivation like Praise can lead to athlete’s becoming over reliant on praise from their colleagues. Therefore, if Mr Stephens has a bad game and does not recieve praise he could become disillusioned with the sport, meaning he could be more likley to stop playing.
5. The extrinsic reward of winning the league combined with intrinisc drive can work well together and help Mr Stephens achieve his goal of getting back into shape.

Accept any other suitable responses

Question 34

Define the Basic Information Process model

Answer 34

Input —-> Decision Making —–> Output —–> Feedback

Question 35

Using a named skill from a sport, explain what happens during the Input stage of the basic information processing model

[2 marks]

Answer 35

1. Performer takes in information from the environment via senses (sight, hearing, etc.). For example the sight of the ball in the servers hand in tennis or position of the server on court,
2. They choose what information is most important to them at that time, blocking out irrelevant information. For example,. sight when watching a tennis ball flying through the air.
3. This is called selective attention, i.e. attending to the most relevant sense, e.g. the ball (1)

Question 36

Using a named skill from a sport, explain what happens during the Decision Making stage of the information processing model [2 marks]

Answer 36

1. This is where the performer compares information within long term memory with what is in short term memory. For example, A tennis player uses long term memory to see if the position or body shape of the server is similar to previous situations (1)
2. The performer selects an appropriate response from this information. For example, A tennis player may move to a different position on court where they think the serve is going (1)

Question 37

Using a named skill from a sport, explain what happens during the Output stage of the information processing model [1 marks]

Answer 37

1. Information sent to muscles to carry out the response to perform the skill. Skills such as choice of shot / movement of feet / movement of racket. For example, the Pectorals during the Forehand smash, as the Pectorals cause Adduction of the Humerus.

Question 38

Using a named skill from a sport, explain what happens during the Feedback stage of the information processing model [1 marks]

Answer 38

Received via self (intrinsic) and / or others (extrinsic). Feedback may focus on things like, did you hit ball / how did it feel / where did it go / was my body angle correct when hitting the ball

Question 39

Using the stages of the information processing model, analyse how a Footballer takes a freekick from 25 yards. [6 marks]

Answer 39

AO1 – Knowledge of the stages of information processing, e.g.

• The stages are input, decision making, output, and feedback

AO2 – Application to a performer taking a Free kick

• Input – sight of the wall and Goalkeeper’s position
• Decision making – what type of free kick to take. E.g Finesse or Power
• Output – The type of shot selected to play
• Feedback – reflecting on the level of success of the shot, focusing on things like technique

AO3 – Analysis of a performer taking a Free kick

• (Input) Information from the wall and Goalkeeper position – Are the players crouching down meaning they may jump to block the ball. Also, does the Goalkeeper have his hands up ready to save the ball.
• (Input) Selective attention – blocking out everything, e.g. noise / other visual stimuli other than the aforementioned key focus
• (Decision making) Selection of appropriate response from long term memory. For example has the player taken a similar freekick in this game or previous games and what adjustments did he specify he needed to make to be succesful for his future free kicks.
• (Decision making) – Utilisation of short term memory to process decide what action to take from the available information. Explain how this coincides with long term memory
• (Output) Information sent to muscles to carry out the response. In this case the quadriceps and hamstrings work to perform flexion at the hamstring when bring the leg back to shoot and extension when striking the ball.
• (Output) Credit use of appropriate muscles for a free kick hamstrings and quadriceps
• (Feedback) Received via self (intrinsic / kinaesthetic) and / or others (extrinsic) – did you hit ball / how did it feel / where did it go / did you misread the ball

Question 40

Explain what happens at the following stages of the basic information processing model when attempting a shot in netball or basketball:

*   Input

*   Feedback.

• Decision making

(Total 3 marks)

Answer 40

Input

*   Performer takes in information from the environment via senses (sight, hearing, etc) eg how far they are from the net/basket (1)

*   They choose what information is most important to them at the time, blocking out irrelevant information (selective attention) eg ignoring the defenders around them and focusing on where they are shooting (1)

Feedback

*   Information is received extrinsically if the shot was successful or not by whether a basket/goal was scored (1)

*   Information can be provided extrinsically by a coach who may point out if the technique was correct or needs to be changed (1)

*   Information is received intrinsically/kinaesthetically as to how the shot felt leaving the hands (1)

Decision making

*   This is where the performer compares information within long term memory with what is in short term memory e.g. A tennis player uses long term memory to see if the position or body shape of the server is similar to previous situations (1)

*   The performer selects an appropriate response from this information e.g. A tennis player may move to a different position on court where they think the serve is going (1)
Accept any other suitable explanations of the input and feedback stages of the basic information processing model. Explanations must be related to shooting in netball or basketball.

Question 41

Analyse how a performer uses the different stages of the basic information processing model to catch a ball. [6 marks]

Answer 41

AO1 – Knowledge of the basic information processing model eg

*   Input

*   Decision making

*   Output

*   Feedback

AO2 – Application of the basic information processing model to catching a ball eg

*   Input – sight of the ball moving towards the player.

*   Decision making – how to catch the ball (hands up or down)/where to move to.

*   Output – movement to catch the ball.

*   Feedback – was the ball caught/how did it feel as it went into the hands.

AO3 – Analysis of the basic information processing model to catching a ball eg

*   (Input) Information from the display – where is the ball coming from/what speed the ball is travelling/the angle the ball is travelling/is there any spin on the ball.

*   (Input) Selective attention – blocking out everything, eg noise/other visual stimuli/other than key focus points above, ie the ball.

*   (Decision making) Selection of appropriate response from memory – have you dealt with this before/have you seen a similar type of catch before.

*   (Decision making) – Recall of relevant catch from the long-term memory/executed by short term memory.

*   (Output) Information sent to muscles to carry out the response – choice of catch (hands up or down)/movement of arms/movement of feet.

*   (Output) Credit use of appropriate muscles for moving arms, legs and body into the correct position to take a catch.

*   (Feedback) Received via self (intrinsic/kinaesthetic) and/or others (extrinsic) – did you catch the ball/how did it feel/where did it go/did you misread the flight of the ball.

Credit other suitable responses relevant to the question.

Question 42

A performer can receive feedback extrinsically or intrinsically.

Justify why extrinsic feedback would be more beneficial for a beginner in a sport. [4 marks]

Answer 42

•    Beginners need extrinsic feedback from a coach as they are unaware of what constitutes a successful movement (1)
•    Beginners are unaware of what the movement should feel like so intrinsic feedback is unavailable (1)
•    Beginners do not have the knowledge to identify what needs to be worked on to perform a successful movement (1)
•    Beginners need extrinsic feedback from others to point out what needs to be corrected to perform a successful movement (1)

Accept any other suitable justification of why extrinsic feedback would be more beneficial for a beginner in sport.

Question 43

Which one of these is an example of a football coach giving feedback in the form of knowledge of results?

A

Keep your head down when you shoot

B

That is not good enough

C

You did really well

D

You scored a goal

(Total 1 mark)

Answer 43

D

Question 44

Explain how feedback can be used to improve performance in physical activity. [2 marks]

Answer 44

•    A performer could be shown or told where faults occur in performance (1)
•    So he or she could then practise these skills (1)
•    Verbal praise could motivate a performer (1)
•    To continue or work harder (1)
•    A performer knows the score or whether he or she won or lost (1)
•    So he or she could then adapt his or her tactics if necessary(1)
•    A performer knows how the performance felt (1)
•    So he or she could then adapt his or her technique if necessary (1)

Accept any other suitable response.

Question 45

Using an example, explain how ‘intrinsic knowledge of performance’ is different from ‘extrinsic knowledge of results’ [4 marks]

Answer 45

Intrinsic knowledge of performance

• (AO1) − Form of internal feedback during a performance or how well the player feels or senses they are performing (1)
• (AO2) − A tennis player hitting the ball feels that good contact is made (hitting the sweet spot) (1)

Extrinsic knowledge of results

• (AO1) − A form of external feedback at the end of a performance or the outcome of the performance (1)
• (AO2) − A tennis player sees the ball land in the court / they win the point / the crowd cheers / winning or losing / success or failure (1)

Accept any other suitable response.

Question 46

Give one example of extrinsic knowledge of results from a named physical activity. [1 mark]

Give one example of knowledge of performance from a named physical activity. [1mark]

Answer 46

Knowledge of results

•    A shot going into the goal in hockey (1)
•    A crowd cheering a sunken putt in golf (1)
•    A netball team winning or losing a match (1)
•    How long an athlete jumped in long jump or triple jump (1)
•    Winning or losing a 100m sprint (1)
•    A coach telling a performer that s/he was out by 5cms in archery (1)

Knowledge of performance

An example for knowledge of performance would be how the athlete technically performed the skill. For example, how a sprinter left the starting blocks or how a footballer used the inside of their foot to curl a free-kick.

Question 47

Evaluate the effectiveness of extrinsic motivation for a beginner in sport. [4 marks]

Answer 47

• Extrinsic rewards may result in pride or self-satisfaction which encourage the beginner to try harder to improve (1)
• Performers can become reliant on extrinsic motivation and if it is not given then the beginner may reduce effort levels or give up completely (1)
• Intrinsic motivation is more likely to lead to continued effort and participation as the beginner may be making a lot of errors and strives to improve for personal achievement (1)
• Intrinsic is generally deemed more effective for a beginner as it encourages them to play for the love of the game rather than for rewards or praise (1)

Accept any other suitable evaluative point. Answers must relate to the worth (or otherwise) of extrinsic motivation for a beginner. Maximum 4 marks

Question 48

Give one sporting example of an open skill. Justify your choice.

Answer 48

AO2 (sub-max 1 mark)

• Playing a pass in football (1)

AO3 (sub-max 3 marks)

• Requires the player to be aware of the position and movement of the opposition (1)
• Requires the player to be aware of the position and movement of team mates (1)
• Requires the player to be aware of the surface conditions which may affect how the ball may roll (1)
• Requires the player to be aware of the wind which may affect how the ball may fly through the air (1)

Accept any other suitable example of an open skill. Accept any other suitable justification of why it is an open skill.

Maximum one mark for the example. Maximum 4 marks

Question 49

Explain the four types of guidance, in relation to a swimmer

Answer 49

1. Visual / seeing – watching the coach demonstrate / video footage of stroke
2. Verbal / hearing – instructions from the coach at the side of the pool
3. Manual / (physically) assisted movement- – coach guiding swimmer through the stroke on the pools edge / moving their arms / legs
4. Mechanical / use of objects / aids – armbands / woggle / inflation device

Question 50

Using an example, describe how a coach could use manual guidance when teaching a skill. [2 marks]

Answer 50

Award one mark for each of the following points up to a maximum of two marks

•    Coach physically moves your body (or body part) through a skill or technique (1)
•    Support with a vault or practising a golf swing (1)

Accept any other suitable response.

Question 51

Katie is a newly qualified PE teacher at a primary school. She is using verbal guidance in her teaching.

Discuss the suitability of verbal guidance when teaching at a primary school. [4 marks]

Answer 51

Not suitable (sub-max 3 marks)
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* As primary school children are likely to be beginners, they would predominantly need visual guidance more than verbal (1)
* If verbal guidance is used on its own, the group might not be able to build up a mental image to understand the skills being taught / might not have seen it before as they are young (1)
* Group might not develop a ‘feel’ for moves through verbal guidance as they might need manual / mechanical as well / accept practical example, e.g. haven’t experienced a somersault before (1)
* Verbal guidance could be too complex for some young children / terminology may confuse them / could cause overload of information (1)
* It could be difficult to deliver effective verbal guidance in a school sports hall so will not allow the students to learn (1)
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Suitable (sub-max 3 marks)
​
* If the verbal guidance is simple and easy to understand for the primary children it could allow them to learn / may work in a hall that allows easy delivery of verbal guidance (1)
* If it is delivered as terminal feedback straight after the movement, this would suit young children / beginners as they can concentrate on producing a movement (1)
* Verbal commands could encourage the children to try things out and learn from each other (1)
* Students can receive feedback (verbally) that matches their ability, e.g. beginner receiving positive feedback (1)
* Would work well for most primary school children if it is mixed with visual guidance / see and hear (1)
​
Accept any other suitable discursive point around the suitability of verbal guidance when teaching at primary school. Answers must be linked to the context of a primary school and evaluate the relative importance of verbal guidance in a reasoned argument.

Question 52

Identify the four different types of guidance

Also, explain whether they are more suitable for a beginner or an expert

Answer 52

1. Visual / seeing – Is more applicable to beginners as they do not know how to perfrom the correct technique. Although, some experts may benefit from this when learning a new skill from a coach, but it is more applicable to beginners.
2. Verbal / hearing – is applicable to both, for beginners this works well in combination with vidual guidance. For an expert receving verbal feedback whilst playing may help them refocus on key technical and tactical points.
3. Manual / (physically) assisted movement- This is more applicable to beginners to help them get a feel for how a technqiue should be performed.
4. Mechanical- This is more applicable for beginners to provide them with support when learning new skills, like learning how to swim. Although, it could be argued this is also relevant to experts to stop them injuring themsleves when practicing complex skills like scrummaging or gymnastic routines.

Question 53

A performer can receive feedback extrinsically or intrinsically.

Justify why extrinsic feedback would be more beneficial for a beginner in a sport. [4 marks]

Answer 53

•    Beginners need extrinsic feedback from a coach as they are unaware of what constitutes a successful movement (1)
•    Beginners are unaware of what the movement should feel like so intrinsic feedback is unavailable (1)
•    Beginners do not have the knowledge to identify what needs to be worked on to perform a successful movement (1)
•    Beginners need extrinsic feedback from others to point out what needs to be corrected to perform a successful movement (1)

Accept any other suitable justification of why extrinsic feedback would be more beneficial for a beginner in sport.