As Level - Acquiring movement skills Q&A cards - OCR

I made these for my June 2014 exam - I ended up with a B!

Hope these help + Good Luck! 

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  • Created by: Beth
  • Created on: 08-09-14 13:52
Preview of As Level - Acquiring movement skills Q&A cards  - OCR

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Using a round house kick place on each of Gross = large muscular movement
these continuum and justify your answer (6) Open/Closed = Practiced alone or with partner
Gross ­ Fine Discrete/Serial = Different subroutines linked
Open ­ Closed Externally/Self Paced = Alone practice (self)
Discrete ­ serial ­ Continuous Kumite (externally)
Externally paced ­ self paced Simple/complex = many subroutines, difficult to
Simple ­ Complex learn, feedback significant
Low ­ High organisation Low Organisation = Subroutines easy to separate
Give a definition for ABILITY (3) Innate
Underpins skills
Give a definition for SKILL (3) Requires learning
Combination of abilities
Requires a technical model
Describe and explain three gross motor Dynamic Strength ­ exerting muscular strength
abilities (6) over a period of time
Explosive Strength ­ energy used effectively for
a short burst of muscular effort
Stamina ­ the capacity to sustain maximum effort
Describe and explain three psychomotor Reaction time ­ response to a stimulus
abilities (6) Aiming ­ Being able to aim accurately at a small
Multi Limb Coordination ­ being able to organise
the movement of several limbs at the same time
Describe part practice and give an example (4) Each part of the skill is practiced separately then
brought together
Low organisation
Describe Whole practice and give an example The skill is taught as a whole
(4) High organisation
Describe Progressive Part practice and give an Elements of skill are practiced in isolation
example (6) These are then linked together
Then the whole skill
Low organisation
High Complexity
Triple Jump
Describe Whole Part Whole practice and give Learner attempts whole skill
an example (5) Coach identifies improvements
Performer practices improvements in isolation
Skill pieced back together
Give three factors of a cognitive learner Requires thought/concentration for technique
Movements lack fluency
Mental Image of skill forms
Give three factors of an associative learner Motor Programmes more formed
Beginning to correct mistakes

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Increased fluency of movement
Give three factors of an autonomous learner Habitual motor programmes
Has kinaesthetic feedback
Fluent movements
What are the four types of Guidance? Verbal
State the positives and negatives of visual 1. Focus attention
guidance (5) 2. Modify learning environment
3. Video playback
4. Not conducted accurately
5. No description
State the positives and negatives of verbal 1. Clear and concise
guidance (6) 2. Effective for autonomous
3. Ensures understanding
4. Imperative to link to skill
5.…read more

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For Varied practice: describe what it is, give Practicing a skill in different environments
an example, and state the positives and Open skills
negatives (6) Kumite situation ­ line different block +counter
to different people
Schema Develops
Learn to adapt
Motor Programme must already be developed
Explain the role of mental rehearsal in the Form of preparation
performance of movement skills (6) Visualise motor programme
Cut down reaction time
Identify areas to improve
Sense of Success
Selects attention
Example (Starting Blocks)
What are the…read more

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Information encoded from LTM
LTM stores motor programme
What are the ten strategies to improve Meaningful
retention and retrieval? Imagery
Positive reinforcement
Define REACTION TIME Time between the stimulus and the start of a
Define MOVEMENT TIME Time it takes from starting the movement to
Define RESPONSE TIME The time from the stimulus to the completion of
the movement
What are the internal factors that affect Age
reaction time? (6) Gender
Limb use
Body…read more

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Knowledge of Response ­ know what to do
Recall Schema ­ store information about
production + initiate movement
Knowledge of sensory consequences ­
Knowledge of movement outcome ­ knowing
result of skill
Recognition Schema ­ Control movement +
Evaluate effectiveness
Demonstrate your knowledge and Banduras Clown
understanding of Observational learning (8) Learn by observing behaviour of role models
Moto Reproduction
Visual Guidance
Copy same gender/ethnicity
Describe Operant Conditioning (8) Skinners rats
S-R bond
Present stimulus
Trial and error
Develop…read more

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P = Considers experience levels
Simple to understand
N = doesn't consider other factors which may
lead to over arousal
No arousal threshold for introverts
Inverted U
P = Allows for variations (Intro+extro)
Differing optimal thresholds
N = Decline in performance is slow
No chance of recovery…read more


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