Skill Acquisition
When watching the performance of a gymnast, a coach may be trying to determine
whether the performer is skilled or not. What are the characteristics of a skilled
performance? (3)
It is aesthetically pleasing, therefore looking more pleasing to the judges and scoring more
points. The movements should be controlled, to be able to hold balances for a longer period of
time, therefore scoring more points. The links between subroutines should be maintained to
make the motion fluent, and so the routine would be more automatic, receiving more points.
A squash player spends several weeks during the summer playing tennis in the hope that
it will improve her squash skills. When she returns to squash, her skill levels have
deteriorated. Her coach suggests that transfer of learning may be the cause of her
problem.
Using examples, explain what is meant by the terms positive, negative and bilateral
transfer. (6)
Positive transfer is when the learning of one skill benefits the learning of another skill. For
example, a backhand drop shot is very similar in both shots, so it could be transferred to
improve her squash performance, as she may have developed more power on it due to a wider
court. Negative transfer is when the learning of one skill hinders the learning of another skill. For
example, in tennis, a fixed wrist is needed to control the racket, but in squash a flexible wrist is
needed for accuracy and precision of the racket. Bilateral transfer is when you learn the skill
from limb to limb across the body. For example, once learning to hit with your dominant hand,
then you can learn to hit with your weaker hand to be able to develop more power and strength.
How could a coach ensure that positive transfer was likely to occur during the learning of
a sports skill? (3)
Make sure that one skill is thoroughly learnt before learning another one, as it will help
distinguish between schools and avoid confusion. If a positive transfer is successful, coach
should give rewards and praise, to ensure the skill is repeated the correct way without
transferring bad habits. Ensure training is realistic, and at the performer’s ability level, therefore
it can help transfer what is learnt to what is performed.
As skill improves, the performer passes from the cognitive stage through associative to
autonomous. In terms of game skills, describe how the main type of feedback in the
cognitive stage differs from autonomous. (4)
For cognitive, extrinsic feedback would be prominent as the performer would not have
knowledge of what the skill would feel like or look like, as they have not developed the basic
, motor programmes. Therefore, someone more experienced, like a coach, is able to identify
weaknesses of the performer and give them feedback. Positive feedback is also used to
maintain motivation, encouraging the performer to continue learning. From the transition from
cognitive to associative, there is less extrinsic feedback and more intrinsic feedback, through
trial and error. This is because the performer develops motor programmes, therefore have
kinaesthesis of what the correct movement looks like. For autonomous performers, negative
feedback is also used from a coach, to criticize them on their movements, to improve their
technique. Knowledge of results is also helpful, as it can motivate performers or tell them
whether their skills and performance were successful or not.
Skills may be introduced using different methods of practice. Describe the front crawl in
terms of its level of complexity and organisation. (2)
Front crawl is a low organised skill as it can easily be broken down into its kicking movement in
the legs, and the rotation of the shoulders. It is a complex skill, as it takes lots of decisions to
know when to breathe and how to make your body streamlined.
Swimming may be taught using either the whole methods or the part methods. What are
the advantages of using the whole methods? (3)
The advantages of whole practice is that it gives the feeling of the whole movement, therefore
kinaesthesis of the motion can be developed as a motor programme to then be adapted. Also, it
keeps the links between subroutines, allowing a more fluent movement, so the movement would
feel more automatic and habitual, which can make it quicker and decrease reaction time. It is
also realistic, as what is learned is performed, therefore there is more confidence in motion
during a race or under pressure.
The part method? (4)
Whole part whole practice is good as immediate feedback can be given when assessing the
skill, as you focus on your weaknesses to improve technique. Also, success can bring
motivation, so it is good for cognitive swimmers, as it can encourage them to continue learning
the basics. Links between subroutines can be maintained, which is important to make the stroke
feel more fluent and habitual between different limbs, like legs and arms. More motivation could
reduce boredom, allowing the performer to continue training, resulting in more learning as a
result of more practice.
What strategies could a coach employ to help a performer overcome a plateau?
A coach could give rests to the performer to ensure they do not have fatigue, and to reduce the
risk of a long term injury. They could also use varied practice to change drills and practice types,
to prevent boredom, as this could increase their engagement to practice. Also, if they limit
ability, improve their fitness by focusing training to components of fitness like cardiovascular
When watching the performance of a gymnast, a coach may be trying to determine
whether the performer is skilled or not. What are the characteristics of a skilled
performance? (3)
It is aesthetically pleasing, therefore looking more pleasing to the judges and scoring more
points. The movements should be controlled, to be able to hold balances for a longer period of
time, therefore scoring more points. The links between subroutines should be maintained to
make the motion fluent, and so the routine would be more automatic, receiving more points.
A squash player spends several weeks during the summer playing tennis in the hope that
it will improve her squash skills. When she returns to squash, her skill levels have
deteriorated. Her coach suggests that transfer of learning may be the cause of her
problem.
Using examples, explain what is meant by the terms positive, negative and bilateral
transfer. (6)
Positive transfer is when the learning of one skill benefits the learning of another skill. For
example, a backhand drop shot is very similar in both shots, so it could be transferred to
improve her squash performance, as she may have developed more power on it due to a wider
court. Negative transfer is when the learning of one skill hinders the learning of another skill. For
example, in tennis, a fixed wrist is needed to control the racket, but in squash a flexible wrist is
needed for accuracy and precision of the racket. Bilateral transfer is when you learn the skill
from limb to limb across the body. For example, once learning to hit with your dominant hand,
then you can learn to hit with your weaker hand to be able to develop more power and strength.
How could a coach ensure that positive transfer was likely to occur during the learning of
a sports skill? (3)
Make sure that one skill is thoroughly learnt before learning another one, as it will help
distinguish between schools and avoid confusion. If a positive transfer is successful, coach
should give rewards and praise, to ensure the skill is repeated the correct way without
transferring bad habits. Ensure training is realistic, and at the performer’s ability level, therefore
it can help transfer what is learnt to what is performed.
As skill improves, the performer passes from the cognitive stage through associative to
autonomous. In terms of game skills, describe how the main type of feedback in the
cognitive stage differs from autonomous. (4)
For cognitive, extrinsic feedback would be prominent as the performer would not have
knowledge of what the skill would feel like or look like, as they have not developed the basic
, motor programmes. Therefore, someone more experienced, like a coach, is able to identify
weaknesses of the performer and give them feedback. Positive feedback is also used to
maintain motivation, encouraging the performer to continue learning. From the transition from
cognitive to associative, there is less extrinsic feedback and more intrinsic feedback, through
trial and error. This is because the performer develops motor programmes, therefore have
kinaesthesis of what the correct movement looks like. For autonomous performers, negative
feedback is also used from a coach, to criticize them on their movements, to improve their
technique. Knowledge of results is also helpful, as it can motivate performers or tell them
whether their skills and performance were successful or not.
Skills may be introduced using different methods of practice. Describe the front crawl in
terms of its level of complexity and organisation. (2)
Front crawl is a low organised skill as it can easily be broken down into its kicking movement in
the legs, and the rotation of the shoulders. It is a complex skill, as it takes lots of decisions to
know when to breathe and how to make your body streamlined.
Swimming may be taught using either the whole methods or the part methods. What are
the advantages of using the whole methods? (3)
The advantages of whole practice is that it gives the feeling of the whole movement, therefore
kinaesthesis of the motion can be developed as a motor programme to then be adapted. Also, it
keeps the links between subroutines, allowing a more fluent movement, so the movement would
feel more automatic and habitual, which can make it quicker and decrease reaction time. It is
also realistic, as what is learned is performed, therefore there is more confidence in motion
during a race or under pressure.
The part method? (4)
Whole part whole practice is good as immediate feedback can be given when assessing the
skill, as you focus on your weaknesses to improve technique. Also, success can bring
motivation, so it is good for cognitive swimmers, as it can encourage them to continue learning
the basics. Links between subroutines can be maintained, which is important to make the stroke
feel more fluent and habitual between different limbs, like legs and arms. More motivation could
reduce boredom, allowing the performer to continue training, resulting in more learning as a
result of more practice.
What strategies could a coach employ to help a performer overcome a plateau?
A coach could give rests to the performer to ensure they do not have fatigue, and to reduce the
risk of a long term injury. They could also use varied practice to change drills and practice types,
to prevent boredom, as this could increase their engagement to practice. Also, if they limit
ability, improve their fitness by focusing training to components of fitness like cardiovascular
