Discuss the role of hormones on glucose uptake during exercise.

Using an example, discuss the effect of experience and memory on selective attention.

Using an example, describe the phases of learning a skill.

Apply a phase analysis model to a sporting technique.

during exercise insulin is inhibited
OR
during exercise increased levels of sympathetic nervous system hormones «catecholamines» inhibits the release of insulin ✔

insulin’s role is to increase glucose uptake by muscle for glucose storage/ glycogenesis ✔

during exercise adrenaline is released ✔

adrenaline stimulates glucose uptake «for glucose to be used» ✔

adrenaline promotes the conversion of glycogen to glucose/ glycogenolysis ✔

adrenaline promotes lipolysis/ catabolism of fatty acids ✔

when glucose levels in blood drop during exercise glucagon is released ✔

glucagon stimulates the conversion of glycogen to glucose/ glycogenolysis ✔

during exercise glucose uses transporters (GLUT4) ✔

vesicles containing GLUT4 are mobilised to the plasma membrane by exercise ✔

[4 max]

Experience:

more experienced athletes can better use their long-term memory to improve their
selective attention ✔

experienced athletes selectively attend to stimuli quicker than less experienced athletes ✔

selective attention can be improved through over-learning ✔

more experienced athletes better filter stimuli into relevant and irrelevant «noise» ✔

Memory:

the apparent limited capacity of the short-term memory indicates that there is some form of selective attention to prioritise stimuli ✔

selective attention operates in the short-term sensory store ✔

only relevant information is passed to the short-term memory ✔

more long-term memories provide a greater source to draw from for selective attention ✔

long-term memory will enable a person to attend quickly to the correct stimuli in future situations ✔

Award [4 max] for experience or memory

Award [5 max] if there is no link to a sporting example

[6 max]

Phases:

cognitive/verbal phase, associative/motor phase, autonomous phase ✔

Cognitive/verbal phase:

the activity is completely new to the learner/they are in the beginning/initial stage of the learning continuum ✔

performance is highly variable/shows a lack of consistency from one attempt to the next ✔

learners are less likely to self-correct/ require an external coach to provide feedback ✔

during the cognitive stage of learning, the beginner focuses on cognitively-orientated problems, for example, body position for skill execution/ how fast should I move this arm / rules of the game ✔

the change in the rate of improvement is faster in the cognitive phase ✔

Associative/motor phase:

a performer practices the task and can associate their movements with the mental image of the skill ✔

a performer begins to “feel” what a good performance is like kinaesthetically
OR
a performer begins to detect and correct errors in their performance/ begins to develop consistent movements ✔

Autonomous phase:

reaction time is shorter as motor programmes are well learnt «stored in long-term memory» ✔

skills appear automatic/instinctive as attention is focused elsewhere ‹for example on tactics, the move or pass or shot and on using fakes› ✔

a performer judges their own performance and is able to make changes without external feedback from a coach ✔

a performer will perform with a greater level of skill/consistency/accuracy/fluency / as they get closer to the autonomous phase ✔

Award [2 max] for each phase.

Award [5 max] if no example used.

Award [1 max] for an example for a phase.

[6 max]

For example, golf swing:

preparation phase contains all of the movements to prepare the athlete for the skill (eg grip, stance, ball position) ✔

retraction phase is the wind up to the main action (eg backswing) ✔

action phase is the aspect of the model that most contributes to the technique (eg downswing) ✔

follow-through is the final part of the sequence, following the main action (eg follow-through of club after contact) ✔

Award [1 max] per phase.

Award [1 max] for list.

Same example must be applied to each part of the model.

[4]

This question was poorly answered and few students were able to show adequate understanding of the glucose uptake process.

Most candidates struggled to get more than half of the marks.

Many candidates struggled with the identification of the names and concepts of the three phases of learning. Some students were able to give good examples for cognitive and autonomous phases but most struggled with associative.

Most students showed good application of the phase analysis model.