PE Paper 2:

SECTION A – Skill acquisition

1. Outline what is meant by the guided discovery style of coaching. (4)

Guided discovery is where the coach gives the group a task to be completed in which there is
one possible outcome. The coach can answer questions to give hints on what the possible
outcome is. For example, the coach may ask a group of dancers to travel from one side of the
room to another. The final outcome is that the dancers will travel but the students need to figure
out what actions and ways to move across the room.
-Performers directed to problem solve / verbal interaction
-Performers given responsibility through trial and error for learning
-Feedback is question posing
-Learning tasks set challenges for the performer to seek solutions
-Coach input used as a guide to discover solutions/learning
-Build S-R bond through experience
-Time element – GD time consuming / time available

2. Explain how schema theory works when performing a skill. (6)

A schema is where there are motor programs embedded in your memory which are adaptable
to different sporting situations. For example, in tennis when the ball is hit to the left side of the
pitch your motor programs will help you make a decision on how to return the shot. Recall
schema occurs before the movement and consists of initial conditions which is the players
environment and response specification which is the most desired outcome the player could
perform. Here the initial conditions is the ball being hit to the left of the pitch and the desired
outcome is the player moving towards the left side and returning the ball with a backhand. After
movement has been performed recognition schema occurs which consist of sensory
consequence which is the feeling of the movement and response outcome which is how
successful it was. The tennis player would feel the back hand and then how the ball was hit over
the net would suggest how successful his shot was.
Recall Schema: This occurs before a movement is initiated and includes the following
information which the performer must know to form a schema:
Each time we perform a skill we recall from our LTM
A generalised motor programme that is a close fit to the new skill and adapt it: initial conditions
and response specifications.
Performer takes into account immediate factors such as weather, speed of a ball, movement of
opposition/team members, tactical demand.
Link to DCR process.

Recognition Schema
During and after the skill is performed the skill is then evaluated as a correct/incorrect response.
2 types of information obtain: combine - movement outcomes (result) and sensory responses
(feelings from sensory systems about the performance – KR/KP
Future adaptations possible from revised/reinforced GMP in LTM.
Link to Open and Closed Loop motor control.
3. Discuss the use of feedback and guidance for performers in each of Fitts and Posner’s
cognitive and autonomous stages of learning. (15)
COGNITIVE
-Extrinsic: feedback from outside perspective
before they do not have the understanding to
improve themselves yet, can also keep them
motivated, give them direction
-Knowledge of performance: look at
performance rather than results, results will
look bad and could demotivate them,
focusing on performance will allow
improvement without knocking confidence
and enjoyment
-Negative/positive: will receive negative due
to lack of skill in the sport so will make errors,
but at least equally given positive to build
enjoyment and confidence
-Terminal: after skill so you don’t
overwhelmed athlete, also allows you to give
detailed feedback which they might require
-Manual: do not know how the movement
should feel so need to guidance, can't
perform skill alone,allows them to attempt
more difficult skills as well, do not what to rely
on it though
-Visual: may not know what it looks like and
lacks terminology, can fix own errors through
seeing other fix them, demonstration needs to
be sufficient
E.g. Beginner gymnast learning to cartwheel
-Extrinsic: tell them to straighten legs as the
are unaware that it looks messy
-N/P: praise them on completing cartwheel
but also give correction on pointing toes
-Terminal: telling them to straighten legs
during cartwheel will panic them, may fall
-Manual: first take them through
cartwheel/handstand, get them use to holding
AUTONOMOUS
-Intrinsic: have kinaesthetic awareness of
skills through drilling them, know if skill was
successful just down to its feeling, allows
them to adapt during performance to improve
-Knowledge of results/performance: look at
results as they most likely will be competing,
compare to PB, previous results, helps show
progression, provides them with data which
can be used to identify strengths and
weaknesses, create training plans, but also
look at performance to see why their results
were good/bad
-Negative/positive: able to take negative
feedback and improve from it, won’t knock
confidence, need to continue to improve, but
also receive positive because they are at a
higher level meaning a lot of their
performance will be perfection
-Concurrent/terminal: allows them to adapt
performance during, but also will analyse
performance after to also have detail
-Verbal: can be given in detail quickly, easily
understood and processed, good for minor
details, not could at competitions as it can be
loud and hard to hear
-Mechanical: when learning dangerous new
skill, need guidance first so they do not injure
themselves and can gain feel, may end up
relying on it
E.g. elite gymnast learning floor routine
-Intrinsic= be able to give feedback if their
leap was as high as previous ones
-Results= scores on floor routine compared to
previous ones in competition, what in their
performance made them score higher or
lower
-Concurrent: during routine may feel that they
are are behind on their music to will quicken a
skill up to stay on beat
 body weight on arms
-Visual: a beginner may not know what a -Mechanical: attempting new tumble into a
cartwheel looks like, need to be shown how foam pit at first to prevent injuring if landing
to point toes wrong

Feedback is any information received by the learner during or after a performance about the
performer. Answer to include types of feedback as appropriate: Knowledge of Results and
Knowledge of Performance Within these two broader categories the correct application and use
of: Types of Feedback: Positive, negative, terminal, augmented, intrinsic and extrinsic,
concurrent feedback

Guidance is Information presented to a performer to accelerate the learning process/shape

behaviour/correct image and movement pattern
Guidance has 4 main forms: verbal, visual, manual, mechanical

Focus on Knowledge of results as no generalised motor pattern exits using positive feedback
Feedback should be concurrent, often but reducing as learning progresses –reduce feedback
dependency
Visual feedback is more effective – see results Learner relies on extrinsic feedback
Use positive feedback and reinforcement/praise/some use of terminal feedback avoid
information overload based on gross movement/ S-R bond not established so information kept
simple
No interpretation of intrinsic feedback
No kinaesthetic possible in early stages of learning
Use visual guidance paramount / manual guidance – necessary, mechanical aids
learning/safety/
Verbal guidance basic error corrections

Build on the Knowledge of Performance focusing on internal intrinsic feedback

Autonomous leaner more able to use kinaesthetic feedback/knowledge of performance because
by this stage the learner will be able to assess by the feel of movement, have motor programme
to refer to/schema theory now in place. S-R bond adaptable
Can use negative feedback, terminal feedback can be critical
Use verbal guidance/ some effective visual guidance through video analysis and elite
comparisons
Performer can use visual self-guidance – see for themselves with intervention
Mechanical still possible with bowling machines etc extend and challenge skill of learner
Feedback can be very technical, fine movement
Manual guidance now limited
 Section B - Sport and Society

8. Pre-industrial sporting occasions were closely associated with the farming year and the
church calendar. Outline two reasons why these occasions were important for sport in
pre-industrial Britain. (2)
-days which were designated to holy days were time where people could take part in popular
recreation
-only days which people were not working meaning they could designate their leisure time to
sport >
-chance to let off steam in mob games and team sports

9. Outline two advantages and two disadvantages of competitors performing for corporations
rather than countries. (4)
+performer can receive free products and exposure from the corporation
+corporations can be associated with sporting figures making their company seem fit and sporty
+sponsorship can be included with the corporation
+potential for performers to earn huge salaries/large rewards
-if the corporation is involved in a controversial scandal it make result in the competitor getting a
bad reputation
-the competitor may not receive as many international opportunities as they would if competing
for their country, e.g. the olympics
-corporation may dictate the team/competitor otherwise they can withdraw their funding

10. Explain the impact of one key social event from each of the 1968, 1972 and 1976 summer
Olympic Games on the 1984 summer Olympic Games.
-1968 is where there was an empowering ‘Black Power’ demonstration as two black athletes
with received gold and bronze medals raised their fist up whilst on the podium
-1972 is when the Munich terrorist attack occurred where a group palestinian terroist kidnapped
11 Israel athletes, which resuslted in 9 killed and the games being suspended for the first time
-1976 is where the games cost 1.5 billion dollars which created an enormous debt and created a
financial disaster for Canada
-1984 is where Peter Urberoth commercialised the USA Olympics games hugely, one example
of this is where McDonalds gave away a drink for every bronze medal, fries for every silver
medal and a big mac for every gold medal USA won

11. Examine four ways in which talent development in the UK is similar to that used in the
former East Germany. (8)
-EG identified women’s sport in particular / UK equality of opportunity for female athletes (This
Girl Can)
-EG had excellent facilities – technologically advanced / UK has UKSI eg Bath, Loughborough
-EG had talent games helped weed out those not reaching highest standards – annual
Spartikad games, mini-Olympics / UK has school games
-EG’s potential athletes sent to State sports boarding schools/constant monitoring/testing / UK
independent schools seek to develop talented individuals through scholarship recruitment
Information Processing
Below is an information processing model, showing the different stages of processing
information when performing a movement skill in sport.
Using a movement skill from sport, explain each element of the model above. (10)

A back hand return in tennis input is the display and environment around the player. The visual
senses would see the ball being hit to the left side of the court and the sense would also take in
factors like how fast the ball is going and its distance. Proprioceptors in the muscles and joints
would also help provide information relating to movement here. The perceptual mechanism is
where the information from the display is processed and selective attention occurs. For the
tennis player they may need to filter out unimportant information like the crowd noise to focus
fully on returning the ball back over the net. Next decision making will occur where the player
will compare the stimuli to their previous experiences in their long term memory and if the stimuli
is similar to ones the appropriate response will be made. Here the tennis player may recognize
that a band hand is the most appropriate for their shot so will therefore prepare himself by
travelling to the left side of the court. The effector mechanism is where the brain sends an
impulse to the muscles via motor neurons to cause movement to occur. Muscular system is
where the movement of a back hand is physically carried out which will provide the player with
intrinsic feedback as they perform the movement, feeding it back to the sense organs. The
response will then occur and the player will see if their back hand hit the ball back over the net
and how effective it was. Here extrinsic feedback can be given and fed back to the sense
organs to see how successful the back hand was and how it can be changed and improved for
future experiences.