| Date | November 2019 | Marks available | 2 | Reference code | 19N.2.HL:.tz0.1 |
| Level | Higher Level | Paper | Paper 2 | Time zone | time zone 0 |
| Command term | Outline | 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.
Using the statistical data, comment on the performance of trapping by the variable practice and game-based practice groups.
Outline fixed practice.
Describe the type of transfer used by the game-based practice group during post-test competition.
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 calculation 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 ✔
there is significant improvement in the post-test scores ✔
specific movement pattern/skill e.g 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 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
