Distinguish between cognitive and perceptual motor skills.

State three different approaches to the classification of motor skills.

Apply these three approaches to relevant sporting examples.

Discuss the differences between a skilled and a novice footballer.

Evaluate the relative contributions of the three energy systems in a footballer during a match.

Cognitive:
cognitive skill in team games such as rules, tactics and game objectives are associated with decision making in game play and contribute to success on the field✔

success in chess is not associated with the movement tasks✔

eg playing chess requires mostly cognitive because it requires a lot of thinking✔

Perceptual Motor:
these skills involve the interpretation of environmental stimuli and the motor response to this sensory information✔

perceptual motor skills depend on high perceptual ability and are very important in activities that require the performer to adapt to the environment✔

most sports involve perceptual motor skills because they involve thought, interpretation and movement✔

eg dribbling with the ball to beat a defender in soccer✔

Award [2 max] per skill type.

Award [1 max] for an example per skill type.

gross – fine✔

open – closed✔

discrete – serial – continuous✔

external – internal paced skills✔

individual – coactive – interactive✔

Award [2] for three correct and [1 max] for two correct.

gross – fine

eg gross = kicking a ball/fine = throwing a dart✔

open – closed

eg open = receiving in tennis/closed = serving in tennis✔

discrete – serial – continuous

eg discrete = handstand/serial = tumbling routine in gymnastics/continuous = running✔

external – internal paced skills

eg external = batting in cricket/internal = bowling in cricket✔

individual – coactive – interactive

eg individual = archery/coactive = running race/interactive = game of football✔

Award marks for examples of approaches stated in (bi), not for repeating the approach. Each approach stated in (bi) must have an example.

Award [2 max] per classification approach.

skilled footballer consistently performs at a high level eg regularly able to juggle ball with body over 100 times✔

skilled footballer is accurate in execution of skills eg penalty shots on goal at a high percentage✔

skilled footballer has the ability to control the ball eg under pressure from opposition✔

skilled footballer has learnt skills eg practiced over many years✔

novice footballer lacks efficiency eg passing and dribbling skills are executed poorly with mistakes apparent✔

skilled footballer is goal directed eg when shooting at goal, passing to team mates, tackle attacking player✔

skilled footballer movements are fluent eg completed with ease and grace✔

Accept answers in the converse.

Award [2 max] if the underlined features are listed rather than discussed.

relative contributions of the energy systems will be determined by the skill and fitness of the opposition / breaks in play/ pace of the game✔

relative contributions of the energy systems will be determined by the position of the player✔

relative contributions of the energy systems will be determined by the individual’s fitness level✔

ATP–PC:
short duration ‹one to ten seconds› at maximal intensity✔

fuel source Creatine Phosphate✔

no fatigue causing by-products✔

eg sprinting to stop an attacking move by opposition; goal kicker diving to save goal✔

Lactic acid:
moderate duration at a high intensity, between 20 seconds to two minutes✔

fuel source is anaerobic glycolysis/ glucose✔

lactic acid is a fatigue causing by-product and will see cessation of activity or reduced intensity✔

eg broken play up and down field for 20 + seconds✔

Aerobic:
play at lower intensity✔

fuel source is aerobic glycolysis/ glucose, fat and protein✔

no fatigue causing by-products✔

duration can continue as long as fuel supply exists✔

eg passing and low intensity play off ball✔

Award [2 max] for first three marking points.

Award [5 max] for just descriptions of energy systems.

Award [2 max] per energy system.

Award [1 max] for a valid example in a match per energy system.

This was poorly answered with many students struggling to distinguish between the two types of skill.

The most popular answer was gross and fine, open and closed. However many students struggled to offer a third component with some students referring to cognitive and perceptual motor skills as the classifications.

Due to the difficulty answering 6bi in full many students were unable to achieve full marks for this question. Many students struggled to offer suitable sporting examples for the full continuum.

Many students were able to describe the basic differences between a skilled and novice performer but were unable to clearly outline the characteristics of a skilled performance. This was one of those questions where listing the factors was simply not enough – they needed to prove clear discussion of the factors is required.

Students found this the most difficult aspect of the question. Students mainly described the systems and rarely identified all three systems appropriately. Students were unable to link the use of the systems with the contributions made within the team sport.