Component 2 - existing exam questions for topics covered Flashcards
1
Q
Zac uses goal setting to improve his badminton - how can we make his goal specific
A
- specific drills to improve named skill
- specific to Zac using score in the table
- Analysis of technique and errors
- Focused on/ drills to practice first serve
/ return of serve / smash - The goal clearly states an intended
outcome - Performance goals specific to Zac so are
effective. - Might be linked to a process/technique
goal specific to Zac as serves in
2
Q
how can we make zacs goals measurable
A
- count successful attempts of the skill
- clear to see if target number of
successful attempts at the skill is
achieved
3
Q
how can we make zacs goal achievable
A
- 10% increase in scores is achievable in the medium term
- it is realistic with practice drills
- Challenging yet realistic
- However successful return of serve
/smash completion depends (partly) on
the opponent
4
Q
how can we record zacs goals
A
- Zac could record his progress in a log book
- allows Zac/ the performer to see their
progress in technique - Confidence/persistence increased
5
Q
how can we make Zacs goal time phased
A
- have a specific deadline the goal must be achieved by
- Confidence/persistence increased if the
goal is achievable within the time. - The goal clearly states when it is to be
achieved by - Short / medium / long term goals
6
Q
Give reasons for goal setting
A
- Focus attention
- Increase motivation
- Build confidence / self efficacy
- Increase persistence
- Reduce / control anxiety / stress
- Control arousal
- Improve performance
- Helps performers to develop strategies
7
Q
whole practice
A
teaching the skill without breaking it down/ in its entirety
8
Q
give an example of how Zac may use whole practice
A
When practising a smash the coach would use the whole method as it is hard to break the smash shot down into parts
9
Q
positives of whole practice
A
- Performer can practice the timing of the
movement - Performer can make quick progress
- Performer motivated as they are
completing the entire skill. - Relevant as the skills are discrete / safe
/ have high organisation
10
Q
Massed practice
A
little to no rest intervals between attempts of the skill
11
Q
give an example as to when Zac would use massed practice
A
When practising a smash the coach may do
massed practice and repeat the smash shot for a chunk of time in a practice session
12
Q
Positives of massed practice
A
- Helps to groove/ overlearn the skill
- Improves fitness
- Relevant as the skills are discrete /
simple / safe
13
Q
Distributed practice
A
long rest intervals between attempts at the skill
14
Q
give an example as to when Zac would use distributed practice
A
When practising a smash the learner would have regular breaks
15
Q
positives of distributed practice
A
- Allows feedback from the coach/mental
rehearsal - Allows recovery
- Allows intensity to be maintained
16
Q
Varied practice
A
- practice where coach changes practice environment so that it is different
- replicates game scenarios
17
Q
give examples as to when Zac would use varied practice
A
When practising for return of serve the coach may use varied practice by changing the direction or height of the serve
18
Q
positives of varied practice
A
- this gives the performer a range of experiences
- This is important for returning serve as
the opponent won’t always serve in the
same way/ same place - Helps decision making/tactical play
- Prevents boredom
- Enables performer to build up schemas
to modify future motor programmes
19
Q
fixed practice
A
practice conditions remain the same
20
Q
give an example as to when Zac would use fixed practice
A
when practising the flick serve the badminton player would repeatedly practice the same way
21
Q
positives of fixed practice
A
- Less distractions as the environment/
stimuli is always the same - Overlearning/grooving of the skill takes
place
22
Q
What happens in the associative stage of learning to enable some performers to move to the autonomous stage?
A
- practice/repetition occurs
- compares performance with mental image
- performer gets feedback from coach/ starts to use intrinsic
- performer becomes more aware of environment
- motor programmes formed
23
Q
Give a practical example of a skill that would be classed as high organisation
A
- dribbling in basketball
- somersault in gymnastics
24
Q
give a practical example of a skill that would be classed as low organisation
A
- triple jump
- trampolining sequence
25
which practice type is most suited to high organisation skills
whole practice
26
which practice type is most suited to low organisation skills
part practice
27
- The captain of a rugby team demonstrates a set move on a line-out to a younger team member
- which learning theory does this apply to
social learning theory
28
- Performers play a game of badminton and then discuss why the serve didn’t work very well
- which learning theory does this apply to
cognitive theory of learning
29
- In a netball drill, the performer learns by trial and error to raise their arms to defend the shot.
- which learning theory does this apply to
operant conditioning
30
- A swimming coach gives a high five and says ‘Well done’ when the performer uses their arms and legs together in the stroke.
- which learning theory does this apply to
operant conditioning
31
Give positives of operant conditioning
- Coach has influence to encourage correct learning
- Manipulation of environment means ‘correct’ learning will happen
- Can be used on young performers
- Effective with all stages of learning
- Positive reinforcement / praise / rewards leads to effective skill
- increased confidence
- strengthens S- R bond
- Punishment points out errors need to be made
- Learning is quick if a reward is given
32
Benefits of manual and mechanical guidance
- helps performer gain kinaesthesis of a skill
- Helps a performer practice a difficult skill
- Reduces fear
- less dangerous
- Gives some success at the whole skill
- increases confidence
- Can be beneficial for beginners
33
Describe type A personality
- prone to stress/anxiety
34
Type B personality
- relaxed
35
Introvert
- likes peace and quiet
36
Extrovert
- seeks excitement
37
Describe inverted U theory of arousal
- At low levels of arousal / under-arousal performance is poor
- As arousal increases, quality of performance increases
- At moderate / optimal levels of arousal performance peaks / at its best
- Further increases in arousal causes performance to deteriorate
- At high levels of arousal / over-arousal performance is poor
- Optimal arousal levels may differ depending on type of skill
38
How does inverted U theory differ from drive theory
inverted U theory doesn't consider dominant response
39
give an example of manual guidance for a swimmer
a coach holding a swimmer up
40
give an example of mechanical guidance for a swimmer
arm bands
41
give an example of intrinsic feedback for a tennis player
the tennis player physically feeling that they hit the sweet spot on the raquet
42
give an example of extrinsic feedback for a tennis player
a coach telling a player they didn't throw the ball up high enough when serving
43
give 3 characteristics of a tennis player in the cognitive stage of learning
- lots of trial and error trying out different shots
- needs lots of extrinsic feedback and help from the coach about what went wrong with their serve
- can only focus on the skill, can't think about extra tactics
44
why may visual guidance alone not allow the performer to move on to the associative stage of learning
- Incorrect = The visual display might be incorrect
- Unaware = The performer might think that they are doing the same movement
even though they are not
- Demonstration The demo may be too detailed
- Too quick = The demo might be too quick for the performer to follow / copy
45
give an example of bilateral transfer
A footballer learning to pass the ball with their left foot when they have already learnt to pass with their right foot.
46
give an example of negative transfer
learning to pass in any direction in netball hinders the learning of only passing backwards in rugby
47
2 ways of limiting negative transfer
- make sure skill is well learnt first
- make sure practices are true to life
48
give an example of whole practice
A coach teaching a basketball player how to do the entire lay-up skill together
49
give an example of varied practice
A hockey team practicing a short corner with the defenders responding in different ways / in a changing environment
50
positives whole practice
- Experience true kinaesthetic feel
- Transfer to real situation
- Increase fluency / timing of the skill
51
negatives whole practice
-Hard for a beginner to grasp a whole skill
at once
- If a beginner is struggling then the skill
needs to be broken down to make progress
- Too advanced / complicated for some
young performers
52
positives varied practice
- Enables performer to experience a
range of situations
- The variety of scenarios enables the
performer to be able to adapt when new
ones arise
- Necessary for open skills
53
negatives varied practice
- Not helpful for closed skills as the
environment is more stable
- May overwhelm / confuse beginners
- Basic techniques / skills need to be
learned before varied practice is used
54
define anxiety
negative emotional state associated with stress
55
describe trait anxiety
- Global / general predisposition to be anxious
- Stable / enduring / continuous anxiety
- Innate anxiety
56
give an example of cognitive anxiety
nervousness
57
give an example of somatic anxiety
increased heart rate
58
explain the frustration aggression hypothesis
- Frustration develops when goal-directed behaviour is blocked
- Frustration always leads to aggression
- If the individual successfully releases the aggression it leads to a
cathartic feeling
- If they do not release the aggression this leads to more frustration
- Interactionist view says that the frustration generated by the
environmental triggers an aggressive gene
59
identify a weakness of frustration aggression hypothesis
frustration doesn't always lead to aggression
60
strength - frustration aggression hypothesis
more realistic than instinct theory
61
example of massed practice
- a netballer practicing a chest pass with little to no rests in between
62
example of distributed practice
- a 100 M sprinter doing a 100 M sprint, resting then going again
63
how does drive theory of arousal explain performance of an expert in a sport
- as arousal increases, performance does
- as arousal increases, dominant response is likely to occur
- experts dominant response is correct
64
give 2 sporting example of aggressive cues
- weapons, e.g ice hockey stick
- nature of game, e.g boxing
65
Identify a simple skill and why it is a simple skill
- running
- doesn't require much decision making
66
identify an closed skill and why
- free throw basketball
- not affected by environment
67
identify a fine skill and why
- shot in archery
- involves precision
68
how is operant conditioning used to learn skills
- Connectionist / S- R
bond =The badminton player learns to connect the stimulus of the high shuttle cock to the response of performing a smash
- Manipulation of environment =
Coach could draw a large chalk circle on the floor to aim smashes into
- Shaping Coach praises that the player used the correct smash action despite hitting the net
69
strengths of rewards- operant conditioning
- effective for young performers
70
negatives of rewards - operant conditioning
- reward is more important than enjoyment of activity
71
strengths - negative feedback
- informs what performers need to change
72
negative - negative feedback
- could demotivate
73
strengths - knowledge of performance
- can inform that technique was correct even if outcome is wrong
74
negatives - knowledge of performance
- if feedback inaccurate = detrimental to performance
75
describe behaviour of a stable extrovert
predictable
sociable
76
strengths of interactionist theory of personality
- takes into account the effect of both traits and the environment
- It explains why our behaviour is often unpredictable
77
