H555-02 Sport Psychology by Ullswater Community College

Physical Education (A level) Sport Psychology C Jones Please note that you may see slight differences between this paper and the original.

Duration: Not set

Candidates answer on the Question paper. OCR supplied materials: Additional resources may be supplied with this paper. Other materials required: • Pencil • Ruler (cm/mm)

INSTRUCTIONS TO CANDIDATES • • • • • •

Write your name, centre number and candidate number in the boxes above. Please write clearly and in capital letters. Use black ink. HB pencil may be used for graphs and diagrams only. Answer all the questions, unless your teacher tells you otherwise. Read each question carefully. Make sure you know what you have to do before starting your answer. Where space is provided below the question, please write your answer there. You may use additional paper, or a specific Answer sheet if one is provided, but you must clearly show your candidate number, centre number and question number(s).

INFORMATION FOR CANDIDATES • The quality of written communication is assessed in questions marked with either a pencil or an asterisk. In History and Geography a Quality of extended response question is marked with an asterisk, while a pencil is used for questions in which Spelling, punctuation and grammar and the use of specialist terminology is assessed. • The number of marks is given in brackets [ ] at the end of each question or part question. • The total number of marks for this paper is 174. • The total number of marks may take into account some 'either/or' question choices.

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Answer all the questions.

Arousal is often linked to performance. Critically evaluate Drive theory, Inverted U theory and Catastrophe theory.

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[10]

2(a).

Aggression often impacts upon performance and behaviour in sport. Using practical examples, describe four methods that might be used to eliminate aggressive tendencies in sports performers. [4]

(b).

Explain what is meant by ‘state anxiety’ and ‘trait anxiety’. Give a practical example of how anxiety might influence performance in sport. [5]

(c).

Bandura proposes that self-efficacy can arise from four sources as shown in Fig. 1 below. Adaptation of Bandura’s model of self-efficacy

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Fig. 1 Using examples from sport, explain how each source can influence performance. [6]

3(a).

Using examples, explain why goal setting is important in sustaining a balanced, active and healthy lifestyle. [4]

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(b).

Cue utilisation is one aspect of attentional control. Using examples from sport, explain the effects of cue utilisation on performance. [5]

Using practical examples, describe the possible causes of aggressive behaviour in sport. [6]

Describe a Type A personality.

[2]

What defines a group as opposed to a collection of individuals? © OCR 2017. You may photocopy this page.

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[2]

Describe the social learning and interactionist theories of personality. [4]

Describe the characteristics of the following styles of leadership and explain when they might be used in sport:   

task-oriented social-oriented laissez-faire. [6]

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9(a).

Explain what is meant by the zone of optimal functioning.

[2 ii.

Using examples, describe three characteristics of a performer who is said to be ‘in the zone’.

[3 iii.

Why might the zone of optimal functioning differ between performers?

(b).

Confidence is a significant feature of successful performance in sport. Fig.1 below shows Bandura’s model of Self-Efficacy. Using practical examples, analyse how the model can have an effect on performance.

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Fig.1

[6]

(c).

Explain how two different causes of stress could affect sports performance.

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[4 ii.

Identify two somatic stress management techniques.

10(a).

Describe intrinsic and extrinsic motivation and give a practical example of each.

[4]

(b).

Define the term arousal when applied to sports performance.

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[1] ii.

Describe catastrophe theory in relation to sports performance.

[5]

11.

To what extent is aggression in sport due to social and cultural influences, or a result of the psychological approaches of individual sports performers?

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[10] If you require additional space to complete an answer please use this page. The question number(s) must be clearly shown.

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12(a).

Explain why goal setting is important for sports performers. [4]

(b).

The control of emotions and ‘getting in the zone’ can affect sports performance. Using practical examples, describe the peak flow experience associated with the zone of optimal functioning in sport. [5]

(c).

Explain the factors that affect social facilitation and social inhibition when applied to performance in sport. [6]

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13.

Describe both cognitive and somatic anxiety management techniques that may help to control levels of anxiety in sport. [6]

14.

Chris is an elite performer with an extrovert personality. He is performing the triple jump in front of an audience. Explain how the presence of an audience might impact on Chris’ performance.

[5] © OCR 2017. You may photocopy this page.

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15.

Define the term attitude and identify one factor that affects how attitudes are formed. Definition

Factor

[2]

16.

Describe the laissez faire approach to leadership and give one reason why it could be said that this approach is unsuitable for leading a novice in sport.

[2]

17.

Sports psychologists have stated that people with a Type A personality are highly competitive, whereas people with a Type B personality are non-competitive. Give one other characteristic of a Type A personality and one other characteristic of a Type B personality. Type A

Type B

[2]

18(a).

Figure 7 shows information about an 800 m runner’s goal.

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Fig. 7 i.

Using the information in Fig. 7, explain how three elements of the SMART goal setting principle have been applied.

[3 ii.

With reference to the data in Fig. 7 discuss why goal setting may not always be an effective method of improving performance.

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(b).

A coach gave the following reasons for why a cyclist won their race. ‘It was an easy course today with the wind behind you and you were lucky that the rider who was first hit that pot hole.’ Discuss the effectiveness of the coach’s attributions in motivating the cyclist. Describe three other attributions for the success that the coach might use to motivate the cyclist.

[6]

19(a).

Define personality.

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[1] ii.

According to the trait theory of personality how is an individual’s personality formed?

[1] iii.

Using an example from a team sport, describe the behaviour of a stable extrovert.

[2]

(b).

A group of hockey players have formed a school team. They are just getting to know each other and the teacher is taking a lead role in decision making. i.

According to the stages of group development (Tuckman), identify and explain what would be the next stage of this team’s development. Stage:

[3] ii.

Steiner’s model of group effectiveness refers to faulty processes. Identify and explain one faulty process that might affect the hockey team’s effectiveness.

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[2]

(c).

An Olympic gymnast is just about to go on the floor to perform his routine. i.

Explain why he may experience some anxiety even though he is not normally an anxious person.

[2] ii.

The Olympic gymnast is experiencing high levels of anxiety. Using your knowledge of the zone of optimal functioning, explain why this high anxiety could still result in a good performance for him, but could result in a poor performance for another gymnast in the same competition.

[3]

20.

Define the term ‘group’ and explain why, according to Steiner and Ringlemann, a sports team may experience some problems or faulty processes with team dynamics. Discuss which types of feedback a coach could use to limit the effects of these faulty processes. Use practical examples from sport to support your answer.

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[10]

21.

Using an example from sport for each, explain the terms ‘emergent leaders’ and ‘prescribed leaders’. Why might an emergent leader be a better leader for a sports team?

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[4]

22.

Define arousal and explain the different theories of the effects of arousal on performers in sport. Discuss how arousal level may have different effects depending on the stage of learning of the performer and the type of skill being performed.

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[10]

END OF QUESTION paper

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Mark scheme Question

Answer/Indicative content

Marks

Guidance

(e)* Levels of Response

Generic descriptors Discriminators At L3 responses are likely to include: 

Level 3 (8 – 10 marks) A comprehensive answer: 



detailed knowledge & understanding effective analysis / critical evaluation and / or discussion / explanation / development clear and consistent practical application of knowledge accurate use of technical and specialist vocabulary high standard of written communication



all theories described in detail o reference to effects of arousal on a range of variables o reference to dominant response in drive theory critical evaluation of at least two theories o positive and negative points included .. at top of level, critical evaluation of all theories o positive and negative for each theory

Accept graph

for experts – accept autonomous learners

for novices – accept beginners / cognitive learners

Accept graph that clearly links with bullet/s 1-2

Accept 15 + DEVS if linked with catastrophe theory

Level 2 (5 - 7 marks) At L2 responses are A competent answer: likely to include: 

satisfactory knowledge & understanding



satisfactory description of theories Accept graph that clearly links with bullet/s: 2 4 6 7

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

analysis / critical evaluation and / or discussion / explanation / development attempted with some success some success in practical application of knowledge technical and specialist vocabulary used with some accuracy written communication generally fluent with few errors



critical evaluation attempted but not necessarily showing balance o between theories o between positive and negative points

Examiner’s Comments

Arousal is often linked to performance. Critically evaluate Drive theory, Inverted U theory and Catastrophe theory.

Level 1 (1 - 4 marks) A limited answer: 



This question differentiated well and was a good discriminator.

basic knowledge & understanding little or no attempt to analyse / critically evaluate and / At L1 responses are likely to include: or discuss / explain / develop  superficial little or no descriptions of attempt at theories practical  little or no application of critical knowledge; evaluation technical and specialist vocabulary used with limited success written communication lacks fluency and there will be errors,

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

Many candidates had knowledge of the



Drive Theory – here responses often

three theories.

included a comment about a novice or experts. There was good understanding of weaknesses of this theory and limited strengths. The dominant response was rarely mentioned.



Inverted U Theory – this was known well in essence, with frequent reference to a certain point rather than optimum point. Candidates showed good understanding of strengths of this theory. Candidates rarely explored the variables of (task type, personality, skill level).



Catastrophe Theory - candidates often acknowledged that performers were able to recover their performance arousal levels were lowered. Candidates showed good understanding of strengths of this theory.



On the whole, critical evaluation of the theories was limited. More detail, and / or balance in critical evaluation would have resulted in higher marks.



There was some confusion between the terms, arousal, anxiety and motivation.

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

some of which may be intrusive

Some candidates mistakenly wrote about drive reduction theory instead of drive theory.

Overall

[0 marks] No response or no response worthy of credit.



As a whole, this question resulted in candidates achieving a fairly good spread of marks from 3-25.



Evidence of Nil responses on b and d.

Indicative content: Candidate responses are likely to include: (relevant responses not listed should be acknowledged) Drive theory Description



there is a linear relationship or positive correlation between arousal and performance or between arousal and the dominant response / as arousal increases, performance increases

 

B = HxD / Behaviour = Habit x Drive a dominant response is more likely as arousal increases

learned behaviours or stored motor programmes are dominant responses

Drive theory - Critical evaluation Strengths / positive:

it explains high performance by experts (at high arousal)

… because their dominant response (likely to be)

… because experts can cope with higher levels of

correct

arousal / experts need to be challenged

e.g. Team GB performer at London 2012 Olympic Games

it explains high performance at dynamic or explosive or

it helps teachers and coaches when coaching novices … (as

ballistic skills

they understand that)

… novices need low arousal to learn /novices learn or perform badly with high arousal

Weaknesses / negative:

it isn’t applicable to novices

… because their dominant response (likely to be)

… so low performance (at high arousal)

incorrect

linear relationship or positive correlation hardly ever occurs

it doesn’t take into account nature of task or personality or ability / potential

it does not explain decline in performance (at high arousal)

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it doesn’t explain how performers can produce high performance with low arousal

Inverted U theory Description



as arousal increases, performance increases up to an optimum or midway point



after that, or if arousal continues to rise or goes beyond



optimal arousal is where the potential to learn and perform well

moderate, performance will decrease

is maximised

Inverted U theory - Critical evaluation Strengths / positive:

theory takes into account different variables (task type, personality, skill level)

10. it recognises that optimum levels of arousal are not the same for all activities or all performers

the inverted U can shift (along the x axis)

11. (shift)…depending on task type

it suggests complex or fine skills best with low

it suggests simple or gross skills best with high

arousal

arousal 12. (shift) depending on personality e.g. extroverts coping with higher arousal

extroverts cope better with high(er) arousal accept opposite)

13. (shift)…depending on skill level or experience

optimum performance for experts at higher arousal / optimum performance for novices at lower arousal

14. it takes into account that performance can decline even with high arousal 15. links with cue-utilisation or perceptual narrowing or attention narrowing

if under aroused: attentional field too broad / can’t concentrate / info overload / ‘noise’

at optimum point: cue utilisation occurs / optimal attentional field / performer able to concentrate or selectively attend

if over aroused: attentional field too narrow / cues are missed / hypervigilance or anxiety or nerves or panic occur

Weaknesses / negative:

16. (conflicting views) it doesn’t take into account other variables

does not take into account task or ability or personality

17. increase or decrease in performance rarely smooth or steady or gradual

o o

it doesn’t explain a sudden drop in performance with high arousal some performers improve

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18. it only considers somatic or physical arousal

Catastrophe theory – Description



theory is about the effects of different types of anxiety or arousal

cognitive: the mind / mental anxiety / apprehension / worry

o 

somatic: the body / physiology

(2) as (somatic) arousal increases, performance increases up to an optimum or midway point



optimal arousal is where the potential to learn and perform well is maximised



(4) if arousal continues to increase or is (too) high there is a sudden or extreme decline in performance or learning / performer ‘goes over the edge’

if high cognitive arousal coincides with or interacts with high somatic anxiety



…causing loss of control or coordination or concentration or decision making skills

e.g. a golfer on the final green experiences high anxiety and misses an easy putt



(6) if arousal then controlled performance can improve / the upward curve can be rejoined



(7) if arousal continues to increase then performance will continue to decrease

Catastrophe theory - Critical evaluation Strengths / positive

19. it is more realistic (than others) 20. it explains why performance can suddenly or dramatically decline 21. it is a multidimensional theory / it takes various factors into account (cognitive anxiety and somatic arousal) 22. it explains how some performers can recover (as they rejoin the upward curve of arousal

Weaknesses / negative:

23. some performers never experience a sudden decline (but slowly decline - as suggested by inverted U) 24. it does not take task or skill level or personality into account 25. it is not a proven theory / it is a theoretical idea

[Total: 30 marks]

 Total

4 marks for 4 of:

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Pt1 does not require a practical example aAll others must show a practical example that

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Methods that might be used to eliminate aggressive tendencies in

helps to describe for marks to be awarded.

sports performers.

Must be description rather than a list for marks to

1. (lower arousal – cognitive)

2. (somatic / physical)

Lower arousal / calm down / mentally relax/ reduce importance eg you calm down when you feel angry (in tennis) Physically relax / progressive muscular relaxation / taking deep breaths or slowing down the breathing rate / biofeedback eg A player takes deep breaths when he feels angry (in cricket)

be awarded. Examiner’s Comments

Most candidates scored well for this question if they used practical examples that were required. Too many ignored the request for these examples and consequently scored few marks. This was a pity because often candidates had the knowledge but could not or forgot to apply this knowledge - a key skill required for this topic area.

Imagery / mental rehearsal or mental practice / meditate / visualisation 3. (cognitive) eg A (football) player will think through their defensive position Selective attention / concentration / block out 4. (attentional distractions. eg A rugby control) forward ignores verbal abuse from another player 5. (punish)

Use of punishment / negative feedback eg A player receiving a fine for hitting an opponent in (netball)

6. (educate)

Educate about outcomes / teach assertive techniques / make clear the consequences of aggression / channelled aggression. eg Show a player the consequences of hitting an opponent in (rugby)

7. (removal)

Remove from situation / cues or remove cues or change position eg To substitute an aggressive player (in hockey)

8. (reinforce nonaggression)

Positively reinforce nonaggression / assertion or praise / reward when they channel aggression / control themselves / use of negative reinforcement

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eg Praise given for walking away from trouble (in a rugby match) 9. (role models)

Use positive role models to show assertion eg The captain in your football team never shows aggression

10. (goals)

Use (SMART) goal / target setting to control aggression / give responsibility eg Give a player the target of not getting a yellow card in the next match or give the captaincy to an aggressive player

Use positive self-talk or raise 11. (self-talk) self esteem eg tell yourself to stay calm (in golf) Sub max 2 for explanation of state anxiety 5 marks for 5 of:

Sub max 2 for explanation of trait anxiety Sub-sub max 1 for the practical example of anxiety

Explanation of state anxiety (sub max 2)

(state or trait) influences performance in sport

Anxiety arising from a specific situation / incident / temporary situation / person / environment / cue.

1. (situation)

2. (fear of losing / trying to win)

3. (fear of injury) b

Although negatives are shown as examples opposites can be true. Accept opposites as long as the example is realistic and appropriate.

Often due to fear of losing or failing / competition / competitive state anxiety / pressure of trying to win. Fear of being threatened / or actually threatened / fear of injury / harm

Eg Example showing heightened state or readiness / can prepare you well / can psych you up which helps performance eg Getting psyched up just before a sprint race Or elite players performing well eg a top athlete running a PB due to high anxiety / arousal. 5

Example showing higher levels of concentration / attentional narrowing / cue utilisation which helps

4. (embarrassment)

Fear of being embarrassed / selfesteem being harmed/ fear of pride being hurt.

Example showing that it can make you more

5. (arousal)

When arousal is high in any given moment then more likely to get anxious.

Explanation of trait anxiety (sub max 2)

6. (innate)

performance eg making you concentrate on the area of the goal you are to shoot at during a penalty kick

assertive/(channelled) aggressive that helps performance

Accept any other relevant examples that show anxiety affecting performance.

Anxiety that is innate / in-built / genetically determined or born with it or natural anxiety/ a pre-disposition/ part of your personality.

Examiner’s Comments

Again in this question some candidates did not respond to the relatively straightforward request for a practical example in the second part of the question

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7. Generalised / expressed / felt (generalised) in most / many / all

and therefore lost out on a valuable mark. Many could explain both state and trait anxiety although a few confused the two terms. The best candidates showed

situations / circumstances or is predictable 8. (enduring or stable)

a good awareness of how anxiety might influence performance in sport.

Enduring / lasting / more permanent or stable / unchanging.

Practical example of how anxiety influences performance (sub-sub max 1)

Example showing de-motivation due to 9. anxiety / giving up or avoidance behaviour eg giving up playing tennis Example showing lack of concentration 10. or missing important cues eg missing the ball in hockey Example showing that it can lead to losing control or losing temper or being 11. overly aggressive eg losing your temper in a game of football Example showing that worrying can lead to mistakes / poor techniques or skill 12. production eg putting technique fails in golf when anxious 6 marks for 6 of: (Must cover all four sources to score the max Must use practical example for each source as well

marks available)

as the explanation to gain marks for each point Using examples explain how each source can influence

performance

(Must cover all four sources (Performance

Experiencing success can raise confidence that can influence 1. (Performance accomplishments) performance / remind about success eg diving into water successfully

accomplishments / Vicarious experiences / Verbal

Success that has been attributed internally or with controllable factors 2. (Performance can raise confidence accomplishments) eg you give the reason for your success to your own courage or ability 3. (Vicarious Experiences)

persuasion / Emotional arousal) to score the max marks available).

Accept number of source (in diagram) without naming the source eg Source 1. Accept either positive or negative influences of 6

What is observed is successful then can raise confidence eg you watch someone else dive successfully

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sources on self-efficacy. Examiner’s Comments

This question was answered well by those candidates who again used appropriate practical examples. Theoretical models feature in this topic area and it is common for questions to ask for them to be explained through the use of practical examples. Most were able to give good responses for sources one and three, with fewer showing an understanding of sources two and four.

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4. (Vicarious Experiences)

Especially if we can relate to the model or who is being watched / the others we watch are a similar standard eg The person you watch dive is of a similar standard

5. (Verbal Persuasion)

Encouragement / positive reinforcement can increase confidence eg My coach encourages me to dive by telling me that I can do it.

6. (Verbal Persuasion)

Depends on who is encouraging us or more likely to raise confidence if the person who is encouraging is a role model or is using effective methods eg my coach is an expert who I look up to or my coach knows how to motivate me with praise

7. (Emotional arousal)

The (perceived) level of arousal can affect confidence / controlling arousal can help confidence eg If I feel calm my confidence in diving is higher

8. (Emotional arousal)

More likely to raise confidence if you can relax or use mental rehearsal or mental practice or imagery eg I try to physically relax and breathe slowly and deeply before I attempt to dive.

9. (general)

All sources lead to an expectation (mediating variable) of success which affects performance

10. (interaction)

Efficacy expectation can be the result of all these factors interacting (at

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differing levels / amounts) Total

4 marks for 4 of: Why goal setting is important

Can motivate / encourage to participate / play / join-in / be healthy. 1. (motivation) Eg Give target to eat 5 fruit / veg will motivate you to eat healthily Can encourage persistence / sticking or keeping with exercise / healthy lifestyle or 2. not giving-up on healthy (persistence) behaviour Eg Stick to an exercise routine

3. (focus)

4. (anxiety)

Can help to control anxiety / stress / arousal when trying to follow BAHL Eg Targets will take away anxiety / worry about regular exercise

6. (confidence)

ie must relate to either activity or lifestyle behaviour examples

One practical example could give evidence of more

Can give direction / focus / end product or you know what to do / to aim for Eg following a better diet or giving up smoking

5. (skills / methods)

Accept only an explanation with example

than one mark eg give them a small target of losing two pounds a week can motivate them (point 1), as progress can be seen (point 7)

(BAHL includes: regular exercise / balanced diet / no smoking / limit of alcohol / no drugs / mental health)

Examiner’s Comments

Many candidates explained the importance of goal setting but failed to give any practical examples. The question was designed for candidates to show that

Can help to develop skills / methods / strategies in following BAHL Eg Target setting will help you learn to use exercise equipment correctly

they could relate theory to practice and practical examples were required as evidence for this. The better candidates gave a practical example for each point made for example to motivate someone to eat healthily by setting an achievable goal of eating five portions of fruit and vegetables per day. Some

Gives you confidence that you have direction or know what you are doing / increase self-esteem / feel good about yourself Eg Target for cutting down on smoking may raise confidence to give up

candidates were unable to give examples that were related to sustaining a balanced, active, and healthy lifestyle.

Measured goals can give evidence of improvement / 7. (reward / gives reward / positive achievement) reinforcement when you have achieved a result related to BAHL Eg Recorded goals © OCR 2017. You may photocopy this page.

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attained gives sense of achievement of doing more exercise. or short term goal achievement can lead to long term goals (eg smoke one cigarette a day for a week and then give up completely) 5 marks for 5 of: (Explanation of cue utilisation)

1. (focus without mentioning arousal)

2. (arousal)

This focuses attention / concentration / selective attention / perceptual narrowing. Eg a goalkeeper will keep her eye on the ball during a penalty kick

5. (ZOF / confidence)

more than one mark to be credited

Attention increases as arousal increases (up to an optimum point). Eg when a hockey player is about to start a competitive game he concentrates on the ball or ignores the crowd

(but) Low levels of arousal / wide field of attention can lead to poor performance because important / relevant cues 3. (low arousal so are missed or irrelevant miss cues) cues are attended to. Eg a volleyball player will miss the ball because he is not paying enough attention

4. (optimum arousal)

At least two practical examples must be used for

i.e.

 

No practical examples = no marks One practical example in answer max of one mark



Two or more practical examples then full marks can be awarded

Accept reference to inverted U for levels of arousal and cue utilisation but only if supporting the points in the MS.

When arousal is moderate / optimal / at the right level then attention / performance can increase because important cues / signals / stimuli can be attended to. Eg a tennis player will be psyched up to return the serve but is under control

Examiner’s Comments

Candidates answered this question well by using suitable practical examples to show the relationship between arousal and the utilisation of cues. Some candidates showed good theoretical knowledge but were unable to access many marks because they used few relevant practical examples. Other candidates gave a good account of attention and focus but did not include the role of arousal in their answers. A few candidates omitted to answer this question suggesting poor specification coverage by some centres or their candidates. Centres are reminded to reinforce the need for all areas of the specification to be covered at the depth expected at A2 level.

Enter zone of optimal functioning / in the zone / peak flow experience affecting performance positively because

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building confidence / wellbeing leading to good performance. Eg the swimmer will feel that she is confident during the race

6. (high arousal so miss cues)

If arousal continues to increase or is high then this results in narrowing of attention because leading to the missing of vital cues / signals / reduction in performance / poor performance. Eg a netball player loses her opponent because she is too anxious

7. (high arousal so too much information process)

If arousal is high then processing system could be overloaded / information overload because performer cannot sort out all the information or leads to confusion or the performer ‘freezing’ Eg a tennis coach is shouting out too many instructions in an important match

8. (hypervigilance)

High arousal can lead to hypervigilance that can be good if very narrow attention needed eg archery but bad if other cues missed eg as a midfield player in football.

Total

9 Sub max 3 for points made without practical

6 marks for 6 of:Using practical examples, describe the possible causes

examples

of aggressive behaviour in sport.

1. (innate)

Sub max 5 marks for points made with only one

Innate / genetic causes / determinants or behaviours are traits or we can’t help our behaviour because it is natural / genetically determined / spontaneous Eg lash-out at an opponent in rugby when feeling threatened

practical example For full 6 marks to be gained at least two practical examples must be given 6 Examiner’s Comments Again, this question demanded practical examples – and most gave them and they were more often than not relevant and detailed. Those that scored well for this question, chose a wide range of reasons that were

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Because of blocked goals or frustration or high arousal or need for catharsis or to get rid of frustration or (perception) that ability is poor /effort by teammates 2. (frustration or a cause of frustration e.g. perceived /actual unfairness / arousal) or refs’ / officials’ poor decisions. Or losing / poor performance Eg the poor referee’s decisions causes a player to hit out at an opponent in rugby.

3. (copying others)

Copying others (who are role models / significant others) or via social learning / vicarious learning Eg watching a premier league footballer and copying violent behaviour.

4. (tribal / group / culture)

Wanting to be accepted by a group or group norms dictate such behaviour/(tribal) instincts or feeling more protected if following group behaviour or cultural influences or it is expected or it is a normal behaviour of the culture. Eg to be accepted within your netball team you show aggressive behaviour.

5. (game norms)

Game determinants or nature of the game or expected / norms in the game eg it is expected to be violent in ice hockey.

6. (cues)

Triggers / cues / signals / stimuli from the environment elicit / cause an aggressive response or the crowd

underpinned with instinct, frustration aggression hypothesis, aggressive cue hypothesis and social learning theory. Too many chose examples that were merely repeating the frustration theory and therefor were unable to score high marks. In past examination series too many candidates have ignored the demand for practical examples and it is pleasing to note that most candidates understand the need to exemplify their answer with relevant and well-written practical examples.

or provocation eg chanting by the opponents supporters in a tennis match might elicit aggressive © OCR 2017. You may photocopy this page.

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behaviour or having a stick in your hand. Getting your own back or retaliating after experiencing the aggression of others 7. (retaliation eg you are elbowed in a / revenge) football game so next time you tackle that opponent you seek revenge and elbow him back.

7. (event importance)

Event importance or competitiveness or need to / pressure to win or rewards or as an instrument to gain success. or (local) derby games / rivals eg. a crucial end of season football match might cause high emotions and therefore aggression.

8. (pressure from others)

Pressure from others or obeying orders / tactics or others’ expectations. Eg the coach of a rugby team orders his forwards to intimidate through physical violence.

9. (Alcohol / drugs)

Alcohol / drugs may affect the body / brain or your inhibition are lowered or sense of right / wrong is confused eg An athlete might take steroids but can’t help but be aggressive towards the officials.

10. (other external influences)

Pressures experiences from outside the game or life baggage / events / personal problems

Total

Two marks from:

   

prone to anxiety / stress likes to be in control

2 (AO1)

highly competitive desire to succeed

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

works fast

Total

Two marks from:

 

2 group has a common goal / common identity

(AO1)

members interact / communicate with each other

Total

2 Sub max 2 for social learning

4 marks for 4 of:

Sub max 2 for interactionist

Description of social learning (sub max 2)

We (observe and) copy / 1. (Observe and emulate behaviour (of others) or copy significant copy) others or copy role models



Do not accept B=f(PE) for point 3 (must

Learning requires 2. reinforcement or vicarious (reinforcement) reinforcement



Do not accept interactionist is a

attempt at a description for marks to be awarded.

describe)

combination of trait and social learning (must describe)

 Description of interactionist (sub max 2) 7

Do not accept a list. There must be an

Accept a practical example as a description

(Personality determined by the) interaction / function / relationship between personality / traits and the 3.(trait – environment) situation / environment or personality interacting or reacting to the environment / situation

Examiner’s Comments

Candidates often struggled to describe accurately the two named approaches to personality theory The allimportant elements of copying / imitation and reinforcement were often omitted for social learning,

Behaviour changes depending on the demands of 4. (Changes the situation / environment / in behaviour) role or personality is not predictable / stable.

but the interactionist approach was generally well described. Many identified that interactionist is a mix of social learning and trait approaches, but they did not score marks unless they then went on to describe the relationship between genetic disposition and situational aspects – key features of this approach.

Total

6 marks for 6 of:

Sub max 2 marks for each style

(task-oriented leader sub max 2 marks)

One mark for characteristic per style

When leader concentrates on the job to be done or is more concerned with the end product / performance / 1. winning / (more) autocratic being the (Desc) best or leader has a predetermined goal Or makes all / most of the decisions.

One mark for its use per style

Do not accept task or social or laissez-faire in 6

Examiner’s Comments

This question drew high scoring responses with

2. When discipline and control is (expl) needed / hostile groups or if lack of © OCR 2017. You may photocopy this page.

answer unless qualified

candidates often showing an excellent understanding of leadership styles. Many candidates, however, were

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time or for or in early stage / cognitive stage of learning / beginner or for team players who generally prefer training and instruction style or for males who prefer autocratic style or if in a dangerous situation or when task is clear and unambiguous or if leaders personality is task orientated / autocratic / authoritarian or good in high pressure situations or good for highly favourable / highly unfavourable situations or large groups

unable to describe the use of the laissez faire approach, giving reasons why this style might not be used rather than answering the question and giving reasons why leaders might employ this style.

(social-oriented style description and explanation sub max 2 marks)

When leader is more concerned with 3. interpersonal relations / is (more) (Desc) democratic Or shares the decisionmaking. When group members can / wish to participate in decision-making / those who prefer democratic approach or for more advanced performers who have knowledge to contribute or to motivate group members / ownership / feel valued or if demands of situation is social such as a friendly match or when task demands greater 4. interpersonal communication or if (Expl) leader and group members are well known to each other or females prefer democratic / social approach or task structure is not dangerous or for small numbers / individuals or if leader’s personality lends itself to democratic / social approach / when there is more time available or good for moderately favourable situations. (Laissez-faire style description and explanation sub max 2 marks)

When leader has no direct influence 5. on group members or leader takes a (desc) back seat Or leader lets the group members make their own decisions When high level of performers / the elite performers or to help develop creativity or leader has full trust in members’ capabilities or task involves 6. (expl) individual decision making or leader is creating an assessment situation / assessing the group members or leader doesn’t know what to do. © OCR 2017. You may photocopy this page.

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Total

Two marks from:



when the performers level of arousal / anxiety is at the optimum level….



(AO1)

…..they will give their best performance

Three marks from:



performer is focused / performer fully concentrating, e.g. blocking out crowd noise before taking a penalty



performance appears effortless / automatic, e.g. the execution



there is a peak flow experience / confidence, e.g. reactions

/ timing of a complex routine in gymnastics or dance ii

3 (AO2)

Each point must have example to gain mark.

seem quicker / more responsive / more natural during a rally in tennis



affective / enjoyment / satisfaction at a key part of the performance, e.g. ‘raising game’ in more challenging game situations

One mark from:



some performers respond positively to more pressure, others



different performers have different emotional reactions linked

play better with less pressure / anxiety

iii

to performance, e.g. some perform better if calm, some

1 (AO3)

perform better if angry / aggressive



circumstances outside of performance may affect the performers’ response, e.g. training going badly, suffering slight injury

Six marks from:

(performance accomplishments) – performer reminded of previous success of the skill which increases confidence / improves performance (AO3)

e.g. shooter in netball reminded of successful statistics (AO2)

previous successful performances are attributed to internal / 6

controllable attributions (AO3)

e.g. rugby player reminded of effort displayed in last

(3 x AO2,

game (AO2)

3 x AO3)

Maximum 3 marks for AO2.

Maximum 3 marks for AO3.

(vicarious experiences) watching another player perform the same skill can raise confidence (especially if they are of a similar standard) (AO3)

e.g. a gymnast watching a fellow club member master a difficult move (AO2)

(verbal persuasion) positive extrinsic feedback / reinforcement can raise confidence / improve performance (AO3)

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e.g. A swimmer being told that their leg action has improved (AO2)



e.g. More likely to happen if given by a significant other / e.g. The team captain praising a player’s pass (AO2)

(emotional arousal) understanding the signs of increased arousal (AO3)

e.g. a sprinter knowing that an increased heart rate is natural pre performance (AO2)

knowing that an increase in arousal will not lead to failure and can be controlled (thereby not affecting performance adversely) (AO3)

e.g. a golfer having strategies to control anxiety (AO2)

(efficacy expectations) the expectation of the performer to achieve success / achieve their goal (AO3)

e.g. the gymnast now feels that they can achieve a successful vault (following the influence of the four components of the model) (AO2)

(athletic performance) ….is now improved as self-efficacy is higher (AO3)

e.g. the swimmer performs a successful tumble turn (AO2).

Four marks from:

 

(cause) the performer has a fear of failure / poor performance (effect) they think they will lose and therefore go with poor attitude and no ‘will to win’



(cause) the performer has a strong want sense of competition / wanting to win / needing to win



(effect) they want it so badly that they worry, they then become



(cause) the performer knows that there is an audience and



(effect) the performer really cares what the audience think

tense and make simple errors

knows that there will be evaluation from others

which causes stress levels to rise as they worry they are not

4 (AO1)

good enough



(cause) the performer has a genetic disposition towards stress,



(effect) these personality types are more prone to experiencing

Must be written as an explanation to gain marks. Max two marks for different causes. Max two marks for different effects.

they have a Type A personality

stress due to their perfectionist nature



(cause) the performer has previously made errors / been



(effect) maybe they missed a free kick, or someone tackled

injured when doing this activity

them badly, this scenario is going around in their head and is negatively reinforcing things



(cause) the performer thinks that everyone is fitter than then, has prepared more than them and that they will never be able to keep up

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

(effect) they know that x has set three PB’s this year and is running well, they will never be able to beat them as they missed that one gym session



(cause) the age of the performer and their experience level in the sport, a young person may find high level competition more stressful than an older one or a lower level performer who has been involved in the sport for a relatively short time may find competition more stressful than someone who has been performing for years



(effect) They may be 5 years younger than their nearest competition and they think the older person is better and they could never beat them. Mental maturity is controlling stress is also something that comes with age and experience.

Two marks from:

   

progressive muscular relaxation / PMR

biofeedback

(AO1)

centring techniques breathing control

Total

Four marks from:



(intrinsic) – performing for its own sake / for personal reasons /



(e.g.) – wanting to (master) learn a tumble turn in swimming to try and get a faster personal best (AO2)

(AO1 x 2,



(extrinsic) – performing to earn a reward / driven to perform for

AO2 x 2)

Must include one response for intrinsic and one

personal satisfaction / personal challenge (AO1)

external reasons (AO1) (e.g.) – taking part in a badminton

response for extrinsic for full marks.

Maximum of 2 marks to be awarded for AO1. Maximum of 2 marks to be awarded for AO2.

competition to win / working hard in training to gain praise from the coach (AO2)

One mark from:

   

the intensity of emotion / motivation / behaviour

1 (AO1)

degree of psychological readiness

Accept – how motivated a performer is

the amount of drive to achieve

as arousal increases so does performance up to an optimum level (AO1)



if arousal is too high performance suddenly decreases (A-B) (AO2)

  

Maximum of 2 marks for accurate graph without

due to high (cognitive / somatic) anxiety (AO1)

if (cognitive) anxiety is decreased performance improves (B-D)

(AO1 x 2,

(AO2)

AO1 x 3)

if anxiety continues performance continues to decrease (B-C)

additional description.

Maximum of 2 marks to be awarded for AO1. Maximum of 3 marks to be awarded for AO2.

(AO2)

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Total

Answer

Guidance

Level 3 (8-10 marks) 



detailed knowledge & understanding (AO1) At Level 3 clear and responses are consistent likely to include: practical application of  a range of knowledge & factors are understanding explored in (AO2) relation to effective both social analysis / and cultural evaluation and influences and / or discussion psychological / explanation / approaches development  clear (AO3) judgments are accurate use made about of technical the influence and specialist of the different vocabulary factors there is a well AO1, AO2 and developed line AO3 all of reasoning covered well which is clear in this level. and logically structured. The information is relevant and substantiated.

10 (AO1 x 3, AO2 x 3,

 

Accept violence as aggression. Look for practical examples as development points.

AO3 x 4)

Level 2 (5–7 marks) At Level 2 responses are likely to include:  satisfactory knowledge & understanding  factors relating (AO1) to both social © OCR 2017. You may photocopy this page.

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

some success in practical application of knowledge (AO2) analysis / evaluation and / or discussion / explanation / development attempted with some success (AO3) technical and specialist vocabulary used with some accuracy there is a line of reasoning presented with some structure. The information presented is in the most part relevant and supported by some evidence.



and cultural influences and psychological approaches are explored, but one may be in more detail than the other some judgment is made about the influence of the factors, reflected in the ‘imbalance’ of the answer maximum of 3 marks to be awarded for AO1 and 3 marks for AO2; some AO3 required for top of this level.

Level 1 (1–4 marks) At Level 1 responses are likely to include:  basic knowledge & understanding  some (AO1) knowledge  little or no and attempt at understanding practical shown; application of answer is knowledge mostly (AO2) descriptive  little or no  answer lacks attempt to balance with analyse / either social evaluate and / and cultural or or discuss / psychological explain / factors being develop (AO3) predominant  technical and  little if any specialist evidence of © OCR 2017. You may photocopy this page.

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

vocabulary used with limited success the information is basic and communicated in an unstructured way. The information is supported by limited evidence and the relationship to the evidence may not be clear.



judgment about the extent to which social and cultural and psychological factors influence aggression maximum of 3 marks to be awarded for AO1 with no application.

(0 marks) No response or no response worthy of credit. Indicative content

(Social and cultural influences on sport)

   2.

  

society has violence

examples of violent crime opposite view - society does not accept violence laws to protect players as well as citizens.

society accepts that (some) violence is expected in sport.

it is recognised as part of the game examples of violence e.g. in rugby / ice hockey / football etc. emergence and evolution of some sports is based on violence / aggression



opposite view - society expects sport to be free of violence channelled aggression a feature.

   4.

 

society has big expectation of success

competition is a feature rewards are for those who win commercial interests dominate so pressure to be successful.

rules allow contact because society demands a spectacle

examples of rules in sport opposite view - rules to combat violence e.g. no contact / fouls etc.

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violence / aggression is learned from others / social learning or violence is copied from significant others / role models



opposite view - participants can choose not to copy others.

(Approach of participants)

  7.

the need / desire to win / be successful

examples of violence used to achieve success opposite view - Most can keep a lid on their desire to win.

participants trained / coached to use violence to achieve success



opposite view - coaches have high ethical standards / do not accept violent play.

violence / aggression is a natural behaviour or a trait so is inevitable



opposite view - participants can control their aggressive tendencies.

competition or importance of winning can raise arousal in participants and this makes violence inevitable



opposite view - arousal can be controlled by most participants.

10. violence / aggression can become the norm in a sport or participants can use violence to retaliate or use violence because others do



most sports violence is not the norm or it is a rare occurrence.

 Total



(Explain why goal setting is important for sports performers.)

Must be explanation rather than single word answers

Four marks for:

Can motivate / encourage / strive to perform well 1. (motivation) Or promotes approach behaviour 2. (persistence)

Can encourage persistence or sticking to training / competition.

3. (focus)

Can give direction / focus / end product or know what you are aiming for.

Examiner’s Comments 4

Candidates generally scored very highly on this question with a good understanding shown by many of the importance of goal setting to sports performers. The best candidates made clear points with a good explanation for each. Those that simply wrote single word answers were unable to score marks for the explanatory-type question.

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4. (anxiety)

Can help to control anxiety / stress / arousal.

5. (skills / methods)

Can help to develop skills / methods / strategies / tactics.

Gives you confidence that you have direction / know what you are doing or that 6. (confidence) you have the ability to achieve your goal / s. Or promotes mastery orientation 7. (reward / achievement)

Measured goals can give evidence of / check for improvement / gives reward / positive reinforcement when you have achieved a result.

(Using practical examples, describe the peak flow experience associated with the zone of optimal functioning in sport) Five marks for:

1. (Emotion)

2. (Success) b

An affective / emotional response or you feel enjoyment / excitement / satisfaction / fulfilment or feels effortless or you feel in control. Eg enjoy playing in the tennis match. Associated (more) with good / excellent performers / performance or task difficulty at the right level or performer is playing well / experiencing success Eg elite athletes more likely to experience peak flow.

Must use at least two practical examples to



Three marks maximum if one or no practical



Use EG to indicate valid examples given

gain maximum marks.

examples.

Examiner’s Comments

Overall, candidates showed a good understanding of 5

High level of confidence / sports confidence / self efficacy 3. (Confidence) Eg a football player feels very confident in their own ability. Is relaxed or lack of stress response or not anxious or 4. (Low anxiety) anxiety is controlled / calm. Eg the hockey player feels relaxed when playing 5. (Optimum arousal)



the peak flow experience associated with the zone of optimal functioning. Many recognised that different individual performers in sport experience this peak flow at different levels of arousal, depending on the type of activity undertaken. Those that made separate points scored separate marks, with some repeating the same point and scoring fewer marks. Candidates are reminded that for full marks to be scored, different point should be made. The question demands that candidates use practical examples to exemplify their answer and some candidates were unable to access the full range of marks because they used few if any practical examples.

Ideal / optimal level of arousal of the performer or

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controlled arousal Eg the volleyball player is psyched up but not psyched out.

6. (Motivated)

Well motivated or high level of inner drive / self motivation or high level of effort. Eg the netball player shows a high level of effort in running into space

Optimum level differs between individuals or different individuals experience peak flow in 7. different ways. (Individualised) Eg different players in a hockey team may experience peak flow in different ways. Performer has maximum concentration / focus or has appropriate / good attentional control or (often) narrow / internal 8. (Concentration) attention or cue utilisation is good. Eg the sprinter can focus completely on the gun at the start of the race.

9. (Autonomous)

Movements are (almost) automatic or has little conscious control or is autonomous. Eg the basketball player shoots a lay-up without thinking about their movements. 

Explain the factors that affect social facilitation and social inhibition

Give separate marks when candidates differentiates between social facilitation (SF)

when applied to performance in sport.

and Social inhibition (SI)

 

Six marks for:

Dominant response / habit more likely to occur or learned responses are automatic or motor programmes are run Social Facilitation

Factors

Social Inhibition

2. Arousal / drive / anxiety increased so

Arousal

3. overaroused causes errors

Sub max 5 if only cover SF or SI Give point 1 wherever it may occur in the candidate’s answer

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Examiner’s Comments

Although many candidates showed some understanding of social facilitation and social inhibition, many did not explain fully how each was affected by

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it heightens your readiness / psychs you up

in skills / judgements

the separate factors such as skill and personality variables. This that scored well made clear links between how each factor causes either social facilitation or social inhibition. For example one high scoring candidate identified that playing either at home

4. If the performer is highly skilled more likely to be helpful or can lead to mastery orientation

5. If the performer is a novice then more likely to hinder or performance deteriorates or shows Skill / Ability incorrect Variable dominant response or can lead to learned helplessness or show avoidance behaviour

6. Extroverts or Type A or Nach (personalities) likely to perform better with an audience or Reticular activating system (RAS) favours extroverts when audience present

7. Introverts or Type B or Naf (personalities) likely to Personality perform worse variable with audience present or RAS does not favour introverts

8. (Depends on nature of the task) Gross / dynamic / simple skills are helped Or if event important

9. Fine / Task Variable complex skills / Importance hinderedOr event is of event unimportant

10. If audience in familiar setting performance

11. Environment Disadvantage (home / away) if away or unfamiliar /

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or ways affected the performer and that playing at home often facilitated or helped performance, whereas playing away often inhibited or hindered performance in sport.

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helped or +ve - ‘homefield’ advantage

hostile environment

13. Evaluation apprehension causes social 12. Anxiety / arousal raised inhibition or by being anxiety / judged or arousal raised perceived by being Evaluation judgement of judged or Apprehension others - could perceived be positive by judgement of raising others can determination lead to deterioration / motivation in performance 14. Proximity / size of the audience / how close the crowd are to the player / If audience is closer or crowd is Proximity / larger then size of arousal / audience arousal is higher - can be positive through higher motivation / determination / effort

15. Proximity / size of the audience / how close the crowd are to the player or how large the crowd - can increase anxiety or cause overarousal (and decrease performance).

16. Distraction can help performer cope or deal with stress

17. Distractions caused by audience widens attentional focus or utilisation of too many cues or performer becomes distracted. / lacks concentration

Distractions

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or dismisses relevant cues 18. Attention narrows for those who are used to audiences or those with high levels of ability or for simple skills Attention or could make Narrowing performer even more determined or motivated to concentrate / utilise cues more effectively

19. Attention narrows and could lead to hypervigilance or focus on too few cues

Total

15 Sub max 4 for cognitive

6 marks for 6 of:

Sub max 4 for somatic

(sub max 4) Describe cognitive anxiety management techniques:

1.(mental rehearsal)

Mental rehearsal or mental practice or focussing involves going over / mentally repeating what needs to be done

2.(Imagery)

Imagery or visualisation or meditation involves creating mental pictures (to control arousal / to calm down)

5.(negative thoughtstopping)

or somatic But if labelled incorrectly do not accept.

Cognitive = mental techniques Somatic = techniques linked to body systems

Look for description rather than a list of single words Eg ‘(cognitive techniques) include imagery, goal

Positive self-talk or smart talk or positive thinking 3.(positive self(helps to control arousal / talk) leads to an optimistic attitude)

4.(rational thinking)

Accept strategies that are not labelled as cognitive

setting and mental rehearsal’ = 0 marks 6

that involves running through skills in your head’ = 1 mark

Thinking through what can / cannot be achieved or cognitive awareness or reflecting on past success or making sense of past failures or making internal statements that lead to success being optimistic. Negative thought stopping blocks out irrational or negative thoughts (to help

Eg ‘(cognitive techniques) include mental rehearsal

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To ‘calm down’ = too vague

Do not give point 8 yoga and point 13 yoga - can only score this point once either for cognitive method or somatic method. Eg ‘Yoga helps to relax body and mind’ = 1 mark only Examiner’s Comments

This question was well answered buy those who recognised the differences between cognitive and somatic anxiety techniques. Those that scored fewer

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6.(goals)

with arousal and less anxiety)

marks made a list of techniques, rather than describing

Goal setting that is SMART / realistic / achieve able (can help to manage anxiety) or use of process or performance goals (rather than product goals)

candidates should write more fully giving the

each. When a question asks for a description,

characteristics of each identifiable technique. For example,’ imagery’ is not a description but, ‘imagery that involves creating a mental picture to help relaxation’, is a valid description and worthy of a mark.

Using distractions (to avoid stressors) or using music / other people (to escape 7.(Distractions) anxiety) or doing other activities (to take your mind off competition / stressful situations) or count to ten 8.(Yoga)

Activities such as yoga / Pilates (if related to cognitive or mental relaxation)

(sub max 4) Describe somatic anxiety management techniques

9.(relaxation)

(physiological) relaxation techniques can help calm the body / mind) or progressive relaxation techniques (PRT) (that relaxes muscle groups) or helps the body deal with stress by contracting and then relaxing groups of muscles

10.(massage)

Massage (of muscles) to relax

11.(breathing)

Deep / slow / steady / controlled breathing (can lower arousal levels)

Biofeedback or an awareness of anxiety symptoms or aware of 12.(Biofeedback) heart rate (gives awareness of body and thus more able to deal with stress). 13.(Yoga)

Activities such as yoga / Pilates (if related to relaxing the body)

Total

Five marks from:

6 5 (AO3)

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Full marks can only be gained by visiting all variables of ability and personality and types of skill

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

(ability) – (the performer is elite) therefore the audience will facilitate / help performance because the performers’ dominant responses are correct



and because the performer has (correct) motor programmes / can carry out the jump with little conscious control / has autonomous control



(personality) (the performer has an extrovert personality) therefore the audience will facilitate / help performance because extroverts require external stimulation (provided by the presence of others)

 

and because extroverts have lower levels of internal arousal (type of skill) (the skill of the triple jump) is gross / dynamic / ballistic and requires higher arousal level



and because there are few requirements to process (complex) information.

Total

Two marks from:

Sub max one mark - definition:

A predisposition towards an attitude object / stimulus Or the way we might act towards something / someone Or a learned behaviour that is typical response of an individual Or a mental state of readiness organised through experiences that influences the response / emotional response that can be enduring Or the patterns of thoughts and feelings and the way in which we interact with our environment and other people that make us unique.

Sub max one mark - factor affecting: 2

15 2.

Socialisation

Peer group / friends

Parents

Media

Religion

Culture

Past experiences

Positive reinforcement

Total

(2 x AO1)

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Two marks from: Sub max one mark – definition

Leader stands aside and allows group to make own decisions Or group members make all the decisions Or leader does not intervene in group decisions 2

Sub max one mark – why not for beginners

(1 x AO1, 1 x AO3)

Beginners might not know what to do (so would not make much progress)

Beginners could learn / practice skill incorrectly (so do more

It may be dangerous / unsafe for beginners (to be left without

damage than good)

much input / instruction)

Total

Two marks from:

Sub max one mark - Type A

Works fast

Strong desire to succeed

Likes control

Prone to suffer stress

2 (2 x AO1)

Sub max one mark - Type B

Works more slowly

Lacking in desire to succeed

Does not enjoy control

Less prone to stress

Total

Three marks from:

Specific – goal is specific for that athlete – there is a set time to

Measurable – whether the runner achieves the time set is

get to, in a specific time frame / specific to 800m running. Do not accept:

measurable / they can run 800m in the 2.35 or they cannot / 18

the time they run 800m in can be clearly measured to show if

i 3.

Realistic – goal is not realistic

(3 x AO1)

they have achieved their goal. Time phased – the goal is set over 5 weeks therefore it has a

Just words – specific, measurable etc. Must be

time frame in which it is to be achieved.

explained.

Recorded – the runner will record their time each session to show their progress therefore the goal / running time will be recorded.

Three marks from:

3 (3 x AO3)

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The goal of 2.35 may be too hard for the athlete and therefore

If the individual didn’t set the goal of 2.35 then they may not

demotivate them. 10 seconds off 800m time is hard to achieve.

feel ownership over the goal / may not agree with it and therefore may not be motivated to work towards it. 3.

The timescale was too short – improving the time by 10 seconds in 5 weeks was not realistic. They needed an easier goal or a longer time scale. This may have had a negative effect on performance.

By half way through they had only reduced their time by 2 seconds and not hit their seasons PB (so 3 seconds over it) so they may have given up as they were not experiencing much early success to build their confidence and motivation.

How successful the goal is depends on who sets it / what the goal is.

Six marks from:

Sub max 5 marks- effectiveness of attribution

Not a very effective / good / positive attribution

Attributes the success to external factors which won’t motivate

Attributes the success to the rider being lucky that the other

or build confidence in the performer

rider hit a pot hole which is an unstable external attribution meaning that it could change easily, so the coach is saying if the other rider hadn’t hit the pot hole then they wouldn’t have won which again could reduce the cyclist’s motivation and confidence. 4.

The coach says the course was easy which is an external, stable attribution meaning it is not within the rider’s control so it wasn’t their effort that won the race, just an easy task.

5. b

This attribution would not develop mastery orientation / could lead to avoidance behaviours.

6 (AO3)

Sub max three marks – suggestions for attribution

Success should be attributed to internal reasons such as ability or effort to build confidence and maintain motivation.

This will increase individual’s effort in future as it is within their control.

You won because you tried really hard / you kept working till the end / you have trained hard all season (internal / unstable)

You won because you are a very talented cyclist / you won because you have good cardiovascular endurance (internal / stable)

Total

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Examiner’s Comments

Throughout this section learners showed good AO1 knowledge but again struggled to apply their knowledge to the examples given in the questions. It was evident that the knowledge of the ‘Zone of Optimal 19

1. What makes a person unique OR characteristics/traits that influence behaviour OR the way you interact with others/environment

Functioning’ was an area of weakness for many

(AO1)

learners. In this response many talked about other theories of arousal or could not apply their knowledge to the given context.

Learners gave a wide variety of definitions, most referred to traits and characteristics in their response to gain the mark. Do not accept: combination of personality theories

1. People are born with their personality/ genetic / inherited/ innate

(AO1)

Examiner’s Comments

Generally this was well answered, although some learners contradicted themselves and did not gain the mark as they referred to other theories in their response.

Two marks from: Example must be from a TEAM sport Submax one from: (stable) 1. Constant/ less variable/ emotionally level/ enduring ……e.g. a football player displays steady emotions/ similar mood when

Must have at least one sporting example to gain both

she is playing on the pitch and when she is socialising with team mates

marks

after the game

2. Predictable behaviour ……e.g. a basketball player’s behaviour and response to the result/spectators is always very similar (and therefore predictable). Look for description and award mark even if not stated as stable or extrovert

3. Does not experience high stress levels ……e.g. a hockey player before the match is able to remain reasonably iii

calm (when the spectators start to clap and cheer.)

(2 xAO2) 4. Recover from stressful situations quickly ……e.g. a volleyball player can recover quickly from serving faults

Pt1 - Emotionally stable = BOD (do not allow stable on its own)

Submax one from: (extrovert) 5. Outgoing/ sociable/ confident/seeks attention/ seeks social approval/

Examiner’s Comments

loud ……e.g. a netball player is sociable with her team mates

Higher level responses were able to provide accurate definitions related to an appropriate example from a

6. Seeks excitement/arousal/ enjoys a crowd

team sport. Many learners showed good theoretical

……e.g. a rugby player want to be picked for the local derby

knowledge but did not provide the required example. Some learners’ explanations were intertwined with

7. May lack concentration

their sporting example often resulting in BOD being

……eg a football player gets distracted by the shouts from spectators

awarded.

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8. May show leadership characteristics ……e.g. be a captain Three marks from: Submax 2 if no named stage or incorrect stage named

Submax one from: 1. (stage) Storming

Pt6 rely on coach = BOD

Submax two from: 3 b

2. Roles start to become established

(1 x AO1

3. May be conflict/ arguments /players challenge each other / power

2 x AO2)

struggles occur,

Examiner’s Comments

The majority of learners identified the correct stage. Conflict within the team was the most common feature

4. The team would start to develop a focus/ goal.

identified. Higher level learners were able to identify

5. Cliques/ sub groups may start to form

additional features of this stage with many providing

6. The teacher might have to encourage the group to compromise/leader

more than was required for the 2 marks available.

steps into more of an advisory role 7. Players start to take responsibility/ make decisions

Mark first faulty process only

Max 1 mark for faulty process Max 1 mark for explanation

Two marks from:

Allow explanation within example

1. (faulty process) Co-ordination losses/ Ringlemann effect

2. (explanation) breakdown in teamwork/arguments/error from a player / as group size increases coordination decreases/ poor tactics 2 ii

(2 x AO1)

Explanation must match identified faulty process Pt 4 – candidate must make reference to the individual not the whole team

3. (faulty process) Motivational losses/ social loafing/ Ringlemann effect

Pt 4 - not giving 100% = BOD

4. (explanation) when an individual in the team suffers a drop in motivation / coasts/ injury to key players/ team members have conflicting

Examiner’s Comments

aims/ as group size increases individual motivation/effort decreases

Learners generally struggled with this question; most were unable to identify the correct faulty process with many stating ‘communication losses’ which is not a concept specific to Steiner’s theory. Answers were often too vague simply stating 'motivation' as the faulty process. Higher level learners correctly identified the process and attributed their answers to individuals within the team rather than the team as a whole. Two marks from: c

1. He may be experiencing state anxiety/ temporary response to

2 (AO2)

situation

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2. Situation may seem threatening/ level of competition/ could be first Olympics

Learners often struggled with this response but some

3. Worried about failure/ letting country down/ pressure to win

were able to identify state anxiety as the cause.

4. May experience evaluation apprehension Do not accept:

Reference to anything other than elite level

Three marks from:

1. ZOF is the level (of anxiety) at which an individual performs best 2. People require different levels of anxiety to perform at their best/ peak flow points are different/ ZOF is different for different people 3. Some have a more/less sensitive Reticular Activating System / RAS (therefore respond differently to different levels of anxiety) ii

Accept arousal instead of anxiety 3

4. This gymnast may have a high zone of optimal functioning 5. So he needs/can cope with higher levels of anxiety to be in his ‘zone’

(AO2)

of best performance.

Examiner’s Comments

Some were able to demonstrate a good level of

6. For another gymnast this (level of) anxiety may be too high

knowledge and apply it successfully to the example

7. They may be in their zone with low levels of anxiety/ low ZOF

provided. A number of learners did not accurately

8. Introverts usually have low ZOF/ extroverts usually have high ZOF or

apply their response to the example given often

introverts perform better at low(er) anxiety/extroverts perform better at

making irrelevant comments such as 'the other

higher anxiety

gymnast may be a cognitive level performer'. Many also responded incorrectly with other theories of arousal.

Total

Level 3 (8–10 marks) At Level 3 responses are likely to include:

 

detailed knowledge and excellent understanding (AO1)



well-argued, independent opinion and judgements which are

  

correct definition of a group, potentially with added detail or examples (may indicate top

well supported by relevant practical examples (AO2)

of this band).

detailed analysis and critical evaluation (AO3)



very accurate use of technical and specialist vocabulary

detailed knowledge of both coordination and motivational losses explaining the impact of

there is a well-developed line of reasoning which is clear and

the faulty process on the team.

logically structured. The information presented is relevant and



substantiated.

relevant practical examples throughout, both of why a player may experience a motivation or coordination loss and of types

10 (AO1 x 3,

of feedback used.



detailed discussion of the types of feedback



at the top of this level there may be some

AO2 x 3, Level 2 (5–7 marks)

AO3 x 4)

a coach could use. opinion / conclusion regarding the ‘best’

 

type of feedback.

good knowledge and clear understanding (AO1) independent opinions and judgements will be present but may



not always be supported by relevant practical examples (AO2)

  

AO1, AO2 and AO3 all covered well in this level.

good analysis and critical evaluation (AO3) generally accurate use of technical and specialist vocabulary

At Level 2 responses are likely to include:

there is a line of reasoning presented with some structure. The

 

information presented is in the most-part relevant and supported by some evidence.

basic definition of a group good knowledge of both coordination and motivational losses, although answer may focus on one more than the other.

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

some use of relevant practical examples of why a player may experience a motivation or coordination loss.



some explanation of the types of feedback a



at the top of this level there may be

coach could use.

attempted discussion of the types of feedback a coach could use.



Level 1 (1–4 marks)

at the bottom of this level answers are likely to focus on one faulty process and be more

 

satisfactory knowledge and understanding (AO1)

descriptive with limited application to team

occasional opinion and judgement but often unsupported by

  

performance.



relevant practical examples (AO2)

maximum of 3 marks to be awarded for AO1

limited evidence of analysis and critical evaluation (AO3)

and 3 marks for AO2; some AO3 required

technical and specialist vocabulary used with limited success

for top of this level.

the information is basic and communicated in an unstructured way. The information is supported by limited evidence and the At Level 1 responses are likely to include:

relationship to the evidence may not be clear.

(0 marks) no response or no response worthy of credit.



attempted definition of a group, but may be



satisfactory knowledge of faulty processes –

inaccurate.

Definition of group

A collection of people who share similar goals and interact with

this may be of coordination losses or

each other Or social aggregates / gatherings / collectives that

motivational losses, although answer may

involve mutual awareness and potential for interaction. (AO1)

not use technical language to identify these.



‒ Collective identity

few, if any, attempted practical examples of

‒ Common goal

why a player may experience a motivation

‒ Shared purpose

or coordination loss.



‒ Group unity

at the top of this band there may be some

‒ Structured patterns of communication

identification of the types of feedback a

‒ E.g. football team, basketball team, boxercise

coach might use.



class, running club (AO2)

maximum of 3 marks to be awarded for AO1 with no application.

Why faulty processes occur

(Steiner’s model says that) actual productivity is the result of potential productivity minus the losses due to faulty processes Maximum of 3 marks to be awarded for AO1.

/ AP=PP-FP (AO1) ‒ AP – how the team is actually performing at

Maximum of 3 marks to be awarded for AO2. Maximum of 4 marks to be awarded for AO3.

any given time ‒ PP- maximum capability of the group ‒ FP – factors which can go wrong in team performance. ‒ FP reduce team cohesion

Co-ordination losses (AO1) ‒ Also known as the Ringlemann effect ‒ Breakdown in teamwork ‒ Can’t sustain group effectiveness for full duration for game / match ‒ E.g. error, poor timed move, lack of communication (AO2)

Co-ordination losses more likely to occur in bigger teams (AO1)

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‒ Rugby Union team / football team / cricket team more likely to experience co-ordination problems than a basketball / netball team / tug of war – more people didn’t convert into equal proportion of weight pulled. (AO2) ‒ The more people there are involved the more opportunities there are for breakdowns / errors to occur. (AO1)

Motivation losses (AO1) ‒ Also known as social loafing ‒ When an individual suffers a loss of motivation and reduces effort / coasts within a game. ‒ Prevents team co-ordination and inhibits team cohesion. ‒ E.g. a hockey player doesn’t try as hard in a game and let’s other members put the tackles in / a rugby player doesn’t sprint as hard as they could after an opposition player relying on someone else to catch them.(AO2)

Motivation losses can occur because an individual feels that others in the team aren’t trying (AO1) ‒ E.g. a volleyball player may not jump to block as often as they think the other players aren’t trying to block when it’s their turn. (AO2)

Social loafing can arise if player feels their performance isn’t watched / valued / appreciated / noticed (AO1) ‒ E.g. a basketball player may stop defending as much as no one ever comments on their good interceptions / coach doesn’t notice how many times they have won the ball back. (AO2)

Individuals with low self-confidence may withdraw as a selfpreservation / strategy to protect self-esteem (AO1) ‒ So they can say they maybe didn’t do that well but they weren’t really trying. ‒ E.g. a cricketer in bat could say they didn’t score many runs but they weren’t really trying / a football player could say they didn’t get the ball that much but they weren’t trying that hard. (AO2)

If a player / individual has had a negative / bad experience in the past, or failed at something, they may coast / loaf (AO1) ‒ E.g. a hockey player might withdraw / not take short corner and someone else because last time they did it, they made a mistake and the ball went out. (AO2) ‒ So they can say they maybe didn’t do that well but they weren’t really trying. ‒ E.g. a cricketer in bat could say they didn’t score many runs but they weren’t really trying / a football player could say they didn’t get the ball that much but they weren’t trying that hard.

10. If a player / individual perceives the task to be too hard / difficult then they may experience a loss of motivation. (AO1)

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Types of feedback a coach may use.

11. Positive feedback could be used to recognise players effort / individual input / success (AO1) ‒ E.g. a coach could recognise the cross was good because the follow throw of the stick was in the right direction / the amount of running and chasing down of the ball a defender did. (AO2) ‒ This might help prevent social loafing as the players would know / realise their individual efforts were recognised / noticed.(AO3) ‒ Could build confidence so reduce chance of players withdrawing / coasting. (AO3) ‒ Could reverse the effects of negative experience / failure previously that causes player to withdraw / coast. (AO3) ‒ If everyone’s effort / input is being noticed, then everyone is more likely to try harder so there should be less motivational losses.(AO3) ‒ E.g. if all the rugby players known their efforts will be noticed with positive feedback about their fitness / skills / tactics then they all might try harder. (AO2) ‒ Could be said to be the most effective feedback in terms of ensuring players know their effort is recognised. (AO3) ‒ It could involve something like Man of the Match awards to motivate players to try their best and therefore not loaf. (AO2)

12. External feedback would be used by the coach as it is coming from the coach and not from the players. (AO1) ‒ A coach may use other external sources of feedback like fitness test results, video analysis, other coaches to give feedback. (AO2) ‒ If players know they are being watched and their contribution is being measured then there will be less chance of social loafing. (AO3) ‒ This is going to be more effective than internal feedback for preventing ‘faulty processes’ as the players themselves may not recognise that they are not trying. (AO3)

13. Knowledge of results - a coach may use results of overall games or knowledge of results regarding skills to ensure that players know their effort / lack of effort is being noticed. (AO1) ‒ E.g. a netball coach may look at the number of successful centre passes the centre delivered from the centre pass / a coach may look at the number of free kicks that went into the goal / number of wins v losses. (AO2) ‒ This could stop a player from coasting as the individual contributions could be measured. (AO3) ‒ This is a good form of feedback as it is very measurable / subjective and the player couldn’t turn around and say that they coach just didn’t like them. (AO3)

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‒ It also then provides a good way to show improvement and build confidence.(AO3)

14. Knowledge of performance could help to motivate players and therefore prevent motivational losses. (AO1) ‒ But is perhaps harder to use in this instance compared to knowledge of performance. (AO3) ‒ More subjective (AO3) ‒ Harder to measure than KR (AO3)

15. Concurrent feedback could prevent a player from coasting. (AO1) ‒ E.g. during a game if a coach saw a basketball player beginning to withdraw they could give them some feedback on their performance so far to try to motivate them, for example, number of successful interceptions and a target to reach. (AO2) ‒ Very useful type of feedback but a coach would need to make sure they are applying it to several / all players in order not to make an individual player feel singled out. (AO3)

16. Terminal feedback could be used after a game to give the players feedback about their performance. (AO1) ‒ E.g. a coach could tell the volleyball players the number of successful blocks / passes etc. to let the players know their efforts / work is being watched. (AO2) ‒ This may help players coasting / loafing in future games as they know they are being watched. (AO3) ‒ It could be delayed terminal feedback, for example, before the next game, in order to motivate players for that game and set targets. (AO1) ‒ Delayed may have more of an effective as straight after a game, the player may forget before the next game.(AO3) ‒ The result of the game could also affect how much notice the player takes of the feedback (AO3) ‒ E.g. if they lost the basketball game the player may be very downhearted and think ‘well what difference would it have made anyway’ but equally if they won the game the player may thing ‘well we won – I don’t need to try harder’. (AO2)

17. Negative feedback could be used to show players where they could improve. (AO1) ‒ This could be to show an area of the game that needs improving, for example, tackles made, successful passes.(AO2) ‒ Or specific to a movement, for example, when you dig you need to make sure you your arms are straight and the movement comes from the legs rather than swinging your arms at the ball. (AO2) ‒ This will help players to maintain motivation as they know they are being watched. (AO3) ‒ Once players make the change this could

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increase their confidence as they see their performance improve and therefore less likely to withdraw. (AO3) ‒ However this negative feedback should not be criticism, this could make the problem worse and cause the player to lose confidence and withdraw further. (AO3)

18. The best / most effective feedback will depend on the faulty process. (AO3) ‒ The individual player ‒ E.g. some players respond well to negative feedback and find it really motivating, other players need positive feedback to be encouraged. (AO2) ‒ The coach ‒ E.g. some coaches will feel happy giving a certain type of feedback and therefore deliver it more successfully. (AO2)

Total

Four marks from: Sub max 2 marks – emergent leader

Emergent leader comes from within the group / belongs to the group, for example, voting in one of the cricketers to be captain (AO2)

Prescribed leader is selected from outside of the group, for example, a new football manager being appointed from another team / a new player brought in to be captain of the netball team. (AO2) 4

Sub max 2 marks – benefits of emergent leader

(2 x AO2,

Must have examples in order to gain mark

2 x AO3) 3.

Readily accepted by the group (AO3)

Knows the players and team dynamics (AO3)

Understands how different people communicate within the team (AO3)

Already shown their commitment / effort / ability / proved themselves (AO3)

Total

4 At Level 3 responses are likely to include:

Level 3 (8–10 marks)

 

detailed knowledge & understanding (AO1) clear and consistent practical application of knowledge &

effective analysis/evaluation and/or

accurate use of technical and specialist vocabulary



Consistent and accurate application of



Detailed discussion of how skill type and

sporting examples

discussion/explanation/development (AO3)



All 3 theories outlined in detail (Drive, Inverted U, Catastrophe)

understanding (AO2)



Accurate definition of arousal

stage of learning are affected by arousal

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

there is a well-developed line of reasoning which is clear and logically structured. The information presented is relevant and

acknowledge the role of both cognitive and

substantiated.

somatic arousal



Correct technical language is used throughout

Level 2 (5–7 marks)

  

At the top of the band candidate may

satisfactory knowledge & understanding (AO1) some success in practical application of knowledge (AO2) analysis/evaluation and/or discussion/explanation/development attempted with some success (AO3)

 

technical and specialist vocabulary used with some accuracy there is a line of reasoning presented with some structure. The At Level 2 responses are likely to include:

information presented is in the most-part relevant and supported by some evidence.

 

Level 1 (1–4 marks)

Basic definition of arousal All 3 theories outlined in basic detail OR Outlines 2 theories in detail

  

 

basic knowledge & understanding (AO1) little or no attempt at practical application of knowledge (AO2)

Some discussion of skill type and stage of learning, however answer may be brief or

little or no attempt to analyse/evaluate and/or

show imbalance

discuss/explain/develop (AO3)

 

Some application of sporting examples

technical and specialist vocabulary used with limited success



There may be some inaccuracies in the use



Maximum of 3 marks to be awarded for AO1

of technical vocabulary

the information is basic and communicated in an unstructured way. The information is supported by limited evidence and the

and 3 marks for AO2; some AO3 required

relationship to the evidence may not be clear.

for top of this level.

At Level 1 responses are likely to include:

(0 marks) No response or no response worthy of credit.

   

Definition

1. Degree of physiological and psychological readiness or activation/ energised state/readiness for action/ intensity of motivation/ drive to

Attempted definition of arousal Limited outline of 1 or 2 theories Limited application of sporting examples Limited discussion of either skill type or stage of learning

achieve (AO1)



- can vary/ is on a continuum (AO1) - deep sleep to intense excitement (AO1) - two types of arousal (AO1)

Maximum of 3 marks to be awarded for AO1 with no application.

2. somatic/ physiological arousal (AO1)

e.g. changes in heart rate/ blood pressure/ respiration (AO2) relates to changing state of the body (AO2) -

3. cognitive/ psychological arousal (AO1)

- e.g. worry/ negative thought (AO2) - relates to state of mind (AO2)

10 (AO1 x 3,

4. Increases in both types of arousal can be experienced when

AO2 x 3,

performing sport (AO1)

effect of the change/ increase in arousal depends on the performer (AO3)

AO3 x 4)

Look for e.g.s (AO2) embedded in response

Theories

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5. (Hull’s) Drive Theory (AO1)

States that an increase in arousal is proportional (linear relationship) to an - increase in the quality of performance/ as arousal increases so does quality of performance (AO1) OR Accept correctly labelled diagram as explanation (AO1) 6. Quality of performance depends on how well the skills have been learned. (AO3)

Dominant response is the learned - behaviour/ response that is most likely to be given by the performer. (AO1) As arousal increases a performer is - more likely to exhibit their dominant response (AO3) 7. Inverted U theory (Yerkes Dodson) (AO1)

This theory suggests that as arousal - increases so does the quality of performance. (AO1) Up to a midway point/ optimal point/ moderate level(AO1) OR Accept correctly labelled diagram as explanation (AO1) 8. Hard to focus/ difficulty in concentrating (AO2)

- Attentional field is too wide (AO3) Attends to all cues so attention is spread too thinly (AO3) - Limited ability to concentrate (AO3)

(Drive theory)

9. Best performance occurs at moderate levels of arousal. (AO1)

Attentional field adjusts to ideal width (AO3) Attend to relevant cues and ignores - irrelevant cues/ selective attention occurs (AO3) Enables concentration/ perfect state for learning (AO3) -

10. At high levels of arousal/over arousal leads to poor performance (AO1)

Attentional field becomes too narrow (AO3) Miss relevant cues so don’t make good decisions (AO3) Performer experiences excessive - degree of activation/ may panic/ hypervigilance (AO3) -

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- Limited ability to concentrate.(AO3) 11. Catastrophe theory (AO1)

Suggests that as (somatic) arousal - increases quality of performance improves (AO1) But optimal performance will only be - achieved if cognitive arousal/anxiety is kept low. (AO3) Over arousal can lead to a catastrophe/ dramatic drop in performance (AO1) If high cognitive arousal and high somatic arousal occur then the - performer will go beyond optimal level of arousal and a ‘catastrophe’ will occur/ have ‘gone over the edge’ (AO3) Performer may be able to regain a higher level of performance after the catastrophe if arousal is reduced/controlled (AO3) OR Accept correctly labelled diagram as explanation (AO1) 12. Cue utilisation(A01)

Levels of arousal affect how well cues are used (AO1) At low arousal both relevant and irrelevant cues are attended to (AO1) At moderate/optimal arousal only relevant/task cues are attended to (AO1) At high arousal relevant cues are missed/ hypervigilance occurs (AO1) Hypervigilance can be beneficial for some performers (AO3) …. e.g. target sports (AO2) -

(Catastrophe theory)

13. Zone of Optimal Functioning/ZOF (Hannin) (AO1)

Applies to autonomous performers (AO3) Each athlete has a different zone (AO3) Performers are either in their zone or out of it (AO3) Involves an affective emotional response/ peak flow (experience) (AO3) ….e.g. enjoyment, feeling of euphoria, feeling of nothing can go wrong (AO2)

Examiner’s Comments

Most learners were able to provide accurate definitions of the theories of arousal, showing good AO1 skills. However, a number of learners gave definitions where the terms arousal and performance were reversed; this resulted in TV (too vague) being awarded. Many learners provided diagrams but these were often not labelled correctly (many did not identify or label the axis), or referred to in their answers. Learners rarely explained the inverted U theory in detail, failing to progress beyond a basic description of the curve.

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Stage of learning

Learners at the higher level were able to discuss the impact of cognitive and somatic arousal in relation to

14. The stage of learning will influence the effect that arousal has on

the catastrophe theory.

performance (AO3) Where learners discussed the stage of learning this 15. Cognitive/ associative learners will perform better with lower levels of

was generally well answered and higher level learners

arousal. (AO3)

often provided sporting examples to support their work. The best learners showed equal balance and detail for

16. Autonomous performers will perform better with higher levels of

both the stages of learning and the type of skill,

arousal. (AO3)

accurately applying examples throughout. Weaker answers often did not answer both parts of the

17. An experienced athlete’s 'curve' will shift to the right of the graph as

question or showed inaccuracies in their responses;

they can cope with higher levels of arousal/ a novice athlete’s 'curve' will

this was particularly true in their discussion of the

shift to the left of the graph as they can’t cope with higher levels of

effect of arousal on the different learning stages.

arousal (AO3) Very few learners included any sporting examples in 18. Advanced performer is more likely to be able to selectively attend as

their response, thus limiting the grade they could

they know the correct cues (AO3)

achieve. Given that AO2 application of knowledge and understanding is embedded in the generic levels

Type of skill being performed

descriptors for these extended response questions, learners need to be made aware that they should

19. Gross/ ballistic/ dynamic skills may benefit from higher arousal levels

always seek to show their ability to use practical

(AO3)

examples and apply what they know to the context of the question set.

20. e.g. shot put, boxing, 100m sprint (AO2)

21. Fine skills may be performed better with lower arousal levels (AO3)

22. e.g. dart throw, golf putt, archery (AO2)

23. Simple skills may benefit from higher arousal levels (AO3)

24. e.g. sprinting, swimming (AO2)

25. Complex skills may benefit from lower arousal levels (AO3)

26. e.g. tumbling routine, cricket batsman selecting shot (AO2) Total

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