Answers to Quiz 1. Learned, Goal-directed, Aesthetically Pleasing, Fluent, Follows technical model, Efficient 2. E.g. Lay-up, triple jump You cannot just give sports (e.g. gymnastics. When in gymnastics?) The question asked for an example 3. Ability is innate, stable/unchanging, determine potential to acquire skills

4. Strength, stamina, speed, etc Q. asks for an ability, not a skill. 5. Reacting to the gun at the start of a race, limb coordination etc. 6. Attention, Retention, Motor production, Motivation 7. Reward the correct response, strengthens the S-R bond 8. The coach blowing a whistle/horn everytime you lift your stick before a push pass in hockey. When you stop lifting your stick he stops blowing the whistle. 9. A generalised series of movements stored in the LTM

10. Open loop control – no feedback, works when there is an unchanging environment, retrieved by a single decision. Closed loop control – feedback occurs, many decisions are made. 11. Info processing Sense organs Perceptual mechanis m Effector Mechanis m Decisio n Making Muscula r System Intrinsic Feedback Extrinsic Feedback Input Respons e

Definition of Transfer The influence that one skill has on the learning and performance of another. The process is extremely important to the acquisition of movement skills because practically all learning is based on some form of transfer.

Positive Transfer Where the learning of one skill is beneficial to the learning of another. In order for positive transfer to occur, there must be similarity in the structure of the skill components Positive transfer can be enhanced if these similar elements are shown to learners. It helps if the conditions/context/situation are similar, although is not critical if the situation change is not confusing E.g. overarm volleyball serve and tennis serve

Positive Transfer The amount that takes place depends on how well previously performed skills have been learned. If a skill has been broken down and taught in parts, each part must be learned thoroughly before transfer can be maximised.

Negative Transfer Where the effect of a previously learned skill is damaging to the performance or learning of a new skill Is usually short-term Can occur when a skill is transferred into a new situation (e.g. indoors to outdoors; changing from man-to-man to zone defense) Can occur if the practice situation does not demand the same response as the playing or competitive situation (e.g. practising set plays without defenders)

Negative Transfer If a coach understands that initial performance may be hindered because of negative transfer and draws the performers attention to the problem, negative transfer can be eliminated.

Proactive Occurs when a previously learned skill influences the learning and performance of new skills either positively or negatively.

Retroactive Occurs when new skills influence the learning and performance of old skills either positively or negatively.

Bilateral Limbs on both sides of the body can perform a skill with equal efficiency.

Revision

Question 1 (i) Max 2 marks for: (ability) 1. Genetically determined/innate/born with/inherited 2. Enduring/lasting 3. Enhanced through childhood experiences

Question 1 (ii) Sub max 2 marks for: (skill) 4. Efficient/appears effortless 5. Fluent/well coordinated/controlled 6. Aesthetic/good to look at 7. Goal directed/achieves a set result 8. Follows a technical model

Question 1 (iii) Sub max 2 marks for: (link) 9. Abilities are underlying factors essential for the learning of skill/under pin skills. 10. Ability is not learned, skill is learned. 11. Abilities determine learning and performance of skills.

Question 2 (c) (input) 1. fielder receives all information from environment/trajectory/speed of ball/crowd/noise/ sunshine (sense organs) 2. eyes receive all information (send to brain) (perceptual mechanism) Sub max 1 mark for 1 of: 3. selectively attend to: speed/trajectory of ball 4. information interpreted by brain, used to make decision/refer to memory 5. formation of motor programme

Question 2 (effector mechanism) 6. impulses/motor programme sent to muscles (muscular system) 7. muscles work to carry out motor programme/move into position/hands ready to catch (response) 8. action of catching carried out (intrinsic feedback) 9. kinaesthetic feedback/catch feels good or bad (extrinsic feedback) 10. fielder sees result/coach/crowd applaud/batsman walking

Question 3 (i) 4 marks for 4 of: Max 1 mark for: (knowledge of initial conditions) 1. Where is the activity taking place/rounders has taken place on a similar surface. Max 1 mark for: (knowledge of response specification) 2. Child has forehand hitting programme from rounders/knows how to swing racket/ similar action to rounders.

Question 3 (i) Max 1 mark for: (knowledge of sensory consequences) 3. Knowledge of feel of how hard to hit the tennis ball/kinaesthetic sense. Max 1 mark for: (knowledge of outcome) 4. What has happened when child has hit tennis ball/over net/in court/successful forehand.

Question 3 (ii) Max 2 marks for: 1. Schema a build up of experiences. 2. Experiences/motor plans can be adapted to meet new situation/process called transfer. 3. Experiences/motor plans (stored in LTM) as generalised programmes, e.g. hitting.

Question 4 (e) 6 marks for 6 of: 1. Extrinsic is best for beginners as intrinsic may not be recognised by them. 2. Extrinsic is feedback from teachers/coaches/parents. 3. Teach beginner to recognise the feel of the movement/begin to use intrinsic. 4. Positive feedback will reinforce learning for beginner. 5. Good for motivation/encourage beginner. 6. Good actions are reinforced/SR bond strengthened.

Question 4 7. Some negative needed to make movement successful next time/bad habits prevented. 8. Terminal is good for beginner/does not have to wait. 9. Concurrent not appropriate/can only process small amounts of information at a time/in cognitive phase of learning. 10. Given in manageable amounts. 11. Needs to be easily understood. 12. Knowledge of results

Motivation Intrinsic Extrinsic