ACQUIRING MOVEMENT SKILLS
CHAPTER 5 – THE DEVELOPMENT OF MOTOR SKILLS
Text between pages 68 and 71, answers to questions on pages 70 to 71 of the text book.
1) The diagram in figure 90 shows the improvement in performance of a gymnast over a period of time.
success
a) Name the phases A, B and C shown on this chart and explain their significance to the gymnast.6 marks
Answer
figure 90 – organisation of practice
• A - Cognitive phase.
• For example, a beginner watching a demonstration.
• He/she is able to perform simple routines without much technical complexity.
• B - Associative phase.
• For example, the gymnast has learnt a number of simple routines which he/she
can now put together into a more complex sequence.
• Trial and error and complex advice from the coach now lead to more rapid
C
B
A
progress.
• C - Autonomous phase.
time
• For example, the gymnast is able to perform complex skills without much
cognitive effort.
• His or her routines are now technically excellent and can be performed without the constant intervention of a coach.
• The coach’s role is now to choreograph and advise on the shapes and sequences of movement rather than the techniques involved.
b) Identify the characteristics of a performer in phase C.4 marks
Answer
• Almost automatic in movements.
• Seems confident/has predetermined goals.
• More likely to complete complex movements.
• Is successful consistently.
• Less likely to lose concentration/is focused.
• Advanced performers will only stay in this phase if they keep referring back to the associative phase/keep practising.
c) How might the type of mental practice change in the last phase of learning?4 marks
Answer
• Concentrating on only very few stimuli/very selective in attention.
• Less about skill performance, more on keeping calm and controlling arousal.
• Utilising imagery of the sequences as part of the warm-up.
• Visualising success more than other phases.
• Thinking more about tactics/strategies.
2) Explain how feedback differs through the associative and autonomous phases of learning as a performer makes progress.
4 marks
Answer
• In the associative phase, the performer begins to monitor his or her own feedback.
• He/she still needs feedback from the coach which is more technically exact than for the novice (cognitive phase) performer.
• Feedback will be more extrinsic then intrinsic.
• In the autonomous phase, the performer would be less reliant on knowledge of results.
• He/she would be able to detect his or her own errors and use kinaesthetic feedback to do this.
• He/she would be able to correct his or her own performance without coach intervention.
Chapter 5 – the development of motor skills 25
SECTION B
CHAPTER 5
ANSWERS TO QUESTIONS
3) * According to Fitts and Posner, learning passes through three phases. Use an example from one of your practical activities
to describe the key characteristics of each of these phases.10 marks
Answer
This question will assess quality of written communication – the answer must be written in prose (essay) form.
Marks will be awarded for spelling, punctuation and grammar, use of appropriate form and style of writing,
and for organising work clearly and coherently.
L3 8-10 marks
• There is detailed knowledge and good understanding of the topic.
• There is effective comparison and contrasting and/or critical evaluation.
• Knowledge is clearly and consistently linked to practical performance throughout the answer if appropriate.
• Accurate technical and specialist vocabulary is used throughout.
• There is a high standard of written communication.
Discriminators from L2
• Understanding of the meanings of the different phases.
• Detailed linking of the different phases with a practical example from a sport.
• Good comparison and contrast between the phases.
L2 5-7 marks
• There is satisfactory knowledge and understanding of the topic.
• Comparison and contrasting and/or critical evaluation is attempted with some success.
• Knowledge has been linked to practical performance with some success where appropriate.
• Technical and specialist vocabulary is used with some accuracy.
• Written communication is generally fluent with few errors.
Discriminators from L1
• Explanation rather than mere description.
• Knowledge shown for at least two phases.
• There is satisfactory comparison and contrast between at least two of the phases.
L1 0-4 marks
• There is basic knowledge and little understanding of the topic.
• Little or no attempt to compare and contrast and/or evaluate critically.
• Little or no attempt to link knowledge to practical performance.
• Technical and specialist vocabulary is used with limited success.
• Written communication lacks fluency and there will be errors, some of which may be intrusive.
Indicative Content
phase 1 - (cognitive):
• Learner is using trial and error learning.
• Getting an idea of the skill.
• Many mistakes made.
• Movement is inconsistent.
• Movement lacks fluency.
• Performer concentrates on every aspect of the movement.
phase 2 - (associative):
• Movement is smoother.
• Sub routines linked.
• Performer can use kinaesthetic feedback.
• Motor programmes are formed.
• Practice required/awareness of mistakes.
phase 3 - (autonomous):
• Movements are automatic.
• No conscious thought or attention required.
• Tactics and strategies can be focused on.
• Reaction time is reduced.
• Detailed external feedback can be used.
• Errors can be detected and corrected without help.
• Must practice to remain in this stage.
• Fluent, flowing.
26
ACQUIRING MOVEMENT SKILLS
4) a) Other than visual guidance, what other main methods of guidance are there? Give a practical example for each.
6 marks
Answer
• Verbal:
For example, instructions to an athlete before a race.
• Manual:
For example, supporting a gymnast doing a handspring.
• Mechanical:
For example, a child using stabilisers on a bicycle.
b) How would you optimise the use of visual guidance in teaching motor skills? What are the drawbacks of this method?
4 marks
Answer
• The coach or teacher would use an accurate demonstration.
• Cueing the performer to important elements.
• Use immediately before performance.
• If visual guidance is used as feedback, it must be used immediately after the performance.
• Make sure it is supplemented with verbal guidance.
• If models/videos are used, ensure relevance to the learner.
• Make sure the model presented is attainable.
Drawbacks:
• Confusion if too much visual guidance is shown at a time.
• Model/demonstration may be inaccurate.
• If videos are used, these may be boring/demotivating.
• Model seen may be perceived as unattainable.
5) Identify two different mechanical items which could be used to assist in movement skill learning.
Give reasons for the use of these mechanical items to help a learner come to grips with a motor skill.4 marks
Answer
Any two examples of mechanical aids to learning:
• Support belt in trampolining.
• Stabilisers on bicycle.
• Arm bands in swimming.
Give reasons for use of mechanical aids:
• Gives confidence to learner.
• Provides safety.
• Enables success.
• Builds up subroutines and enables part-learning.
• Gives an idea of the skill with similar kinaesthesis.
6) a) Explain the difference between massed and distributed practice.2 marks
Answer
• Massed - no rest intervals/practice conditions of long duration.
• Distributed - rest intervals at regular periods of time during a session.
b) Justify the choice of practice conditions for a training session of a sport of your choice.6 marks
Answer
Massed:
• To ensure motor programmes are learned/for overlearning.
• To encourage an habitual response.
• To cut down on response/reaction time.
• Good for learning discrete skills.
• Good for skills performed over a short duration, for example, basketball shots.
• But can lead to fatigue/boredom/demotivation.
Distributed:
• To give physical rest/recuperation.
• To give mental rest/gather thoughts.
• To relieve stress.
• Provides safety for dangerous activities.
Chapter 5 – the development of motor skills 27
SECTION B
CHAPTER 5
ANSWERS TO QUESTIONS
6) c) Name two characteristics of the task, and two attributes of the learner which might lead you to decide which method (massed or distributed) of practice to use.4 marks
Answer
Two characteristics of the task:
• Whether the skill was complex and lengthy or short and discrete.
• Whether the task required great fitness levels.
• Whether the task was dangerous or not.
Two attributes of the learner:
• The motivation levels of the learner.
• The personality of the learner (whether or not he/she would be prepared to persist in the learning task).
28