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1.

Movement skills can be learned through the formation of a stimulus-response bond (SR bond)
Use a practical example to explain what is meant by an S-R bond.

Thorndike suggested that the stimulus-response bond can be reinforced by the


application of the three laws:

the law of exercise (repetition)

the law of effect (satisfaction)

the law of readiness (physical/mental preparedness).

Use practical examples to explain each of these laws.


Law of exercise ...............................................................................................
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Law of effect ...................................................................................................
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Law of readiness ............................................................................................
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[5]

Clayesmore School

2.

Learning can be said to pass through three phases.


Identify the characteristics of the cognitive phase of learning.
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Use practical examples to describe two different types of guidance used during the
cognitive phase of learning.
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3.

Thorndike suggested that in order to strengthen the stimulus-response bond the laws
of effect, exercise and readiness need to be taken into consideration.
Use practical examples to illustrate how each law can be applied to Physical Education
or sport.
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[4]

Clayesmore School

4.

Operant conditioning is one way of learning a movement skill.


Use an example from Physical Education or sport to explain how a performer learns by
operant conditioning.
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5.

The learning of movement skills can often be improved through the use of guidance.
(i)

Describe mechanical guidance.


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[1]

(ii)

Describe manual guidance and give a practical example.


Manual guidance ............................................................................................
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Example ..........................................................................................................
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[2]

Clayesmore School

6.

Operant conditioning is one way of learning movement skills.


Use a practical example to explain operant conditioning.
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[4]

7.

The strength of the S-R bond can affect how well a movement skill is learned.
Explain what is meant by the term S-R bond.
Thorndike suggested three methods (Thorndikes Laws) to strengthen the S-R bond.
Use a practical example to explain each of these methods.
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[4]

Clayesmore School

8.

It has been suggested that we pass through three phases of learning movement skills.
Describe the characteristics of the autonomous phase of learning.
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Use practical examples to describe two types of guidance that can be used at the
cognitive phase of learning.
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[6]

1.

5 marks in total
1

A link/connection (or equ) that is made between a stimulus and a particular


response.

Eg gun firing in athletics (stimulus) athlete leaving the blocks (response)/GK in


football diving (response) having seen the penalty taker kick the ball (stimulus)

Must use practical examples


1

(Exercise) Practice/repetition is required to (strengthen the bond) eg a swimmer


attending daily training sessions to improve his tumble turns

(Effect) A satisfying outcome will strengthen the bond eg a netball shooter being
successful shooting from the edge of the circle

(Readiness) The performer must be physically and/or mentally able to complete


the task and strengthen the bond eg a year seven boy will be physically
incapable of performing a slam dunk in basketball/a footballer will only be able to
play the offside trap when she is mature enough to understand the offside rule
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2.

5 marks in total

Clayesmore School

Sub max 3 marks (characteristics)


1

Initial phase of learning

Movement is jerky/lacks co-ordination/ does not flow

Performer concentrates on each part of the skill/thinks about each sub-routine

A mental picture of the skill is being created/ demonstration forms mental picture

Trial and error learning/period of discovery/ mistakes could be made

Relies on external feedback

Sub max 2 marks (types of guidance)


Mark 1st two only. Must have practical examples to gain marks.
1

(Visual) use of demonstration eg teacher demonstrates how to perform a lay up


shot

(Verbal) instructions/highlighted points used with demonstration eg teacher


explaining how to perform a hockey push pass

(Manual) performer is physically placed in the correct position eg performer is


supported by teacher when doing a handstand

(Mechanical) use of a device to provide support for a performer eg the use of arm
bands in swimming
[5]

Clayesmore School

3.

Thorndikes laws - Must have practical example


(Effect)
1.

If response is followed by a satisfier the S-R bond will be strengthened

2.

e.g. Rugby player is pleased to see a successful conversion

3.

If response is followed by an annoyer the S-R bond will be weakened

4.

e.g. The rugby conversion is not a success

(Exercise)
5.

The S-R bond will be strengthened by practice

6.

e.g. A badminton player practices serving

7.

Lack of practice brings about the law of disuse as bond is weakened

(Readiness)
8.

The performer must be physically/mentally capable of attempting the skill

9.

e.g. A young footballer must be able to grasp the principles of offside


before he is taught to apply it in a game/the high jump must be low
enough for the athlete to be physically capable of clearing it
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4.

Operant conditioning
4 marks must use practical example
Sub max of 2 marks if no practical example
1.

Trial and error occurs

2.

Behaviour is modified/environment manipulated

3.

Reinforcement/praise helps learning

4.

Behaviour is shaped

5.

Responses not reinforced will disappear

6.

Partial reinforcement/reinforcement given occasionally ensures learning


more thorough but learning takes longer

Clayesmore School

7.

Complete reinforcement/reinforcement after every attempt increases speed of learning


[4]

Clayesmore School

5.

(i)

1 mark
1.

(ii)

Use of a piece of equipment to provide support/assistance

2 marks
1.

The performer physically supported/forced/placed in the correct position

2.

E.g. a gymnasts legs being held straight in a headstand


[3]

6.

4 marks in total
1

Trial and error occurs

Environment manipulated

Behaviour is modified/shaped

Reinforcement/praise/satisfiers/annoyers help learning/strengthen S-R bond

Responses not reinforced will disappear

Partial reinforcement/reinforcement given occasionally ensures learning is more


thorough but learning takes longer

Complete reinforcement/reinforcement after every attempt increases speed of


learning but behaviour can be forgotten more easily
[4]

7.

4 marks in total
1

The connection made between the stimulus presented and the response given
Must use practical examples

(Effect)
2

If response is followed by a satisfier the S-R bond is strengthened

If response is followed by an annoyer the S-R bond is weakened

(Exercise)
4

The S-R bond will be strengthened through practice

Lack of practice causes law of disuse as the bond is weakened

(Readiness)
Clayesmore School

The performer must be physically/mentally capable of attempting skill


[4]

Clayesmore School

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8.

6 marks in total
Sub max 4 marks
1

Movement is fluent/flowing

Little conscious control/movement is habitual/automatic

Information processing time is shorter

Strategies and tactics can be focused on

Performer is able to analyse their own actions

Some regression to previous (associative) phase may occur

No example = no mark
7

(Manual) physical manipulation of body by coach/physically taken


through movement pattern e.g. supporting a gymnastics handstand

(Mechanical) use of equipment to assist movement e.g. armbands in swimming

(Visual) demonstration of a skill/use of charts/videos to show correct technique


e.g. demonstrating a pass in hockey/watching a coaching video on sprint starts

10

(Verbal) giving instructions on how to perform action e.g. stating teaching points
of a volleyball shot
[6]

Clayesmore School

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