Using anatomical terminology, state the location of the cerebellum in relation to the cerebrum.

Describe the role of the cerebellum during the performance of a dance routine.

The diagram shows a figure skater spinning on ice.

[Source: © David Darling, http://www.daviddarling.info/encyclopedia/A/angular_momentum.htm]

Explain the concept of angular momentum when a figure skater spins on ice.

Outline the components associated with sensory input that can be used by the figure skater when performing a routine.

Identify two characteristics of a novice figure skater.

Using examples, explain how a coach can use task and environment constraints to increase motivation in novice performers.

cerebellum is posterior/inferior to the cerebrum ✔

Accept suitably labelled diagram.

Accept synonyms of anatomical terminology.

maintains balance/posture through the receipt of sensory information ✔

coordinates movement to allow muscle actions to work smoothly ✔

coordinates eye movements ✔

helps to accurately follow and predict trajectories of moving objects ✔

helps the body learn motor skills ✔

angular momentum is defined as moment of inertia x angular velocity ✔

angular velocity and moment of inertia are inversely proportional ✔

angular momentum is when a body is spinning about an axis ✔

a moment of inertia is determined by the distance of the load from the rotational axis ✔

angular momentum remains constant unless the figure skater is acted upon by an unbalanced force ✔

figure skater rotates in the transverse plane about the longitudinal axis ✔

a figure skater can increase their moment of inertia by moving their limbs away from the centre of their body/axis
OR
a figure skater can increase their angular velocity by moving their limbs close to the centre of the body/axis ✔

in picture A the figure skater has a large moment of inertia and therefore their rate of spin (angular velocity) is low
OR
in picture B the figure skater has a small moment of inertia and therefore their rate of spin (angular velocity) is high ✔

Accept in the converse

Award max [5] if the student does not refer to figure skating.

Exteroceptors:
exteroceptors provide information about the external environment ✔

cutaneous/tactical exteroceptors are present in the skin ✔

special exteroceptors are present in the head ✔

examples of exteroceptors for figure skater include feel of skates / seeing the ice / hearing the music ✔

Proprioceptors:
proprioceptors provide information about position and posture of the body ✔

general proprioceptors are present in the locomotor system ✔

special proprioceptors are present in the head ✔

examples of proprioceptors for a figure skater include stimuli / feedback from the muscles <regarding balance or impact> / current body position ✔

Interoceptors:
interoceptors provide information about events in the viscera / internal organs ✔

examples of interoceptors for figure skater include sensing blood pressure / sensing blood oxygen level / sensing glucose concentration ✔

lacks consistency in performing technical components ✔

limited control, eg balance ✔

simplistic routines ✔

lacks efficiency / grace, effortful ✔

seems unsure of the outcome / lacks goal direction / looks nervous ✔

lacks fluency ✔

Environment:
limit the space available to participants, eg in netball, have attackers and defenders in specific zones so that players focus on their own tasks
OR
increase the space available, eg by decreasing the number of participants or increasing pitch/court size ✔

physical factors of the environment such as surface/weather/playing surface eg such as performing on a hard flat surface to make it easier for performers ✔

Task:
the coach can modify the equipment to make it more challenging, eg using a lighter ball in field hockey to improve first touch
OR
the coach can modify the equipment to make it easier, eg increase the size of the golf ball (use a tennis ball) and the size of the golf club ✔

modify the rules eg no tackling allowed ✔

modify the time permitted in task ✔

Award max [2] if no examples are given