| Date | November 2019 | Marks available | 1 | Reference code | 19N.2.SL.tz0.1 |
| Level | Standard Level | Paper | Paper 2 | Time zone | time zone 0 |
| Command term | State | Question number | 1 | Adapted from | N/A |
Question
A study investigated the effect of practice on the improvement of four field hockey skills. Participants engaged in pre-test and post-test competitions before and after a six-week training programme. During the training programme, participants were randomly allocated to one of three practice groups:
- fixed
- variable
- game-based.
Results for the successful performance of each skill during the competitions are shown in the table.
* p < 0.05
State the mean percentage for successful passing by the fixed practice group in the pre-test competition.
Identify the practice group and skill with the highest mean percentage of successful post-test performances.
Calculate the difference in mean percentage between successful pre-test and post-test game-based trapping.
Using the data, deduce the effect of each practice group on each skill.
Outline fixed practice.
Describe the type of transfer used by the game-based practice group during post-test competition.
Define performance.
Draw a positive acceleration learning curve.
Explain how physical maturation and motivation can affect the rate of learning.
Markscheme
67.95 ✔
dribbling, variable ✔
82.73–65.23 ✔
17.50/17.5 ✔
Accept in the converse.
variability reduced for all skills/practice groups post-test ✔
shooting and dribbling appear to be more advanced skills compared to trapping and passing ✔
post-test mean for trapping improved significantly (p<0.05) through variable and game-based practice and passing improved significantly for game-based practice ✔
specific movement pattern / skill (eg. passing in pairs) ✔
the performer completes the skill through blocks
OR
practised repeatedly ✔
there is limited variance in the practice ✔
low levels of cognitive interference
OR
practice is in a closed environment✔
practice to performance ✔
performers develop skills through practice, which they then transfer into a competitive environment ✔
a temporary occurrence fluctuating over time ✔
To be awarded WTTE, the candidate must differentiate clearly between learning (permanent change) and performance (temporary change).
Axes must be correctly labelled (performance OR learning / time) to award the mark.
a coordination of physical maturation and motivation has an optimal (positive) effect on learning ✔
motivation is required to help/have a positive effect on how a performer learns ✔
a lack of physical maturation has a negative effect on physically demanding skills ✔
learning cannot go beyond / capped by a learners' physical development / developmental readiness ✔
physical maturation within a particular school/college year group can have a positive effect on learning ✔
Accept answers in the converse.
