Distinguish between talent identification and multidimensional talent identification and development.

Explain the evolution of talent for athlete development.

Discuss the impact of motivation on the planning and evaluation of self-regulated learning in athletes.

Bloom (1985) / Cote (1999) suggested stages of athlete development ✔

stages were initiation, development, mastery, and maintenance / perfection ✔

during early stages, practice is coach- or parent-led ✔

as athletes master skill, practice becomes more self-determined ✔

development is dependent on opportunities, obstacles, and progressions ✔

psychological skill is key to coping with unstable periods and determines development ✔

relationship is bi-directional, in that motivated athletes engage in more self-regulated learning, which in turn serves to enhance motivation ✔

stages forethought, monitoring, reflection

Forethought (planning) phase:
athletes must see value in task to spend time planning for it ✔

higher self-efficacy beliefs increase the use of self-regulation strategies ✔

Monitoring phase:
intrinsic motivation affects level of effort in completing tasks and use of self-regulation strategies ✔

Reflection phase:
athlete attributions affect future engagement in self-regulation strategies ✔

This question was poorly answered, only a minority who had been taught well were able to gain 2 marks.

Students failed to get full marks and gave long answers that were repetitious and superficial.