IB Questionbank

Updates to Questionbank

User interface language: English | Español

Syllabus

11.1. Pedagogy for skill acquisition

Path:

Topic 11: Skill acquisition and analysis » 11.1. Pedagogy for skill acquisition

Description

[N/A]

Directly related questions

20N.1.HL:.tz0.35: A coach is teaching a class how to dribble a basketball. Which is an example of an environmental...
20N.1.HL:.tz0.34:
Which is a characteristic of traditional (linear) pedagogy?

A. Coach-led learning

B. Coach–athlete collaborative learning

C. Process-orientated learning

D. Athlete-led learning
21M.2.HL:.tz0.3a: Outline two environmental constraints that can enhance a person’s learning of a new skill.
21M.2.HL:.tz0.3b:
Using examples, explain how a coach may apply a constraints-led approach to improve player motivation.
21M.1.HL:.tz0.34:
Which is a feature of non-linear pedagogy in sport?

A. Content-focused learning

B. Coach-led learning

C. Development of creative processes in athletes

D. Transmission of fixed knowledge from a coach
21N.1.HL:.tz0.35: Which are examples of task constraints?
21N.1.HL:.tz0.34: Which is an example of non-linear pedagogy? A. A tennis coach allows a novice to play with a...
22M.2.HL:.tz0.7c:
Suggest two task constraints that could be introduced to encourage motivation in junior field hockey training.
22M.1.HL:.tz0.34: What is a feature of non-linear pedagogy? A. Content-focused learning B. Process-orientated...
22M.2.HL:.tz0.7b: The diagram shows a field hockey player. With reference to Newell’s constraints-led approach,...
18N.1.HL:.tz0.34: Which is an example of athlete constraints to learning motor skills? A. Court surface and area...
19M.1.HL:.tz0.32:
An athlete and coach work together to solve a problem with a given set of constraints. Which type of pedagogy is this?

A. Linear

B. Traditional

C. Non-linear

D. Non-traditional
19M.2.HL:.tz0.10d:
Using examples, suggest ways a coach could manipulate task constraints in training.
19N.2.HL:.tz0.7d.ii:
Using examples, explain how a coach can use task and environment constraints to increase motivation in novice performers.
19N.1.HL:.tz0.34: What is an example of an athlete constraint during motor learning? A. A swimmer practises...

Sub sections and their related questions

11.1.1. Distinguish between traditional and non-linear pedagogy in sports.

11.1.2. Discuss Newell’s (1986) constraints-led approach to teaching motor skills in physical education.

19M.2.HL:.tz0.10d:
Using examples, suggest ways a coach could manipulate task constraints in training.
18N.1.HL:.tz0.34: Which is an example of athlete constraints to learning motor skills? A. Court surface and area...
19N.1.HL:.tz0.34: What is an example of an athlete constraint during motor learning? A. A swimmer practises...
20N.1.HL:.tz0.35: A coach is teaching a class how to dribble a basketball. Which is an example of an environmental...
21M.2.HL:.tz0.3a: Outline two environmental constraints that can enhance a person’s learning of a new skill.
21N.1.HL:.tz0.35: Which are examples of task constraints?
22M.2.HL:.tz0.7c:
Suggest two task constraints that could be introduced to encourage motivation in junior field hockey training.

11.1.3. Suggest how a constraints- led approach to learning a given sport can influence motivation.

19N.2.HL:.tz0.7d.ii:
Using examples, explain how a coach can use task and environment constraints to increase motivation in novice performers.
21M.2.HL:.tz0.3b:
Using examples, explain how a coach may apply a constraints-led approach to improve player motivation.
22M.2.HL:.tz0.7b: The diagram shows a field hockey player. With reference to Newell’s constraints-led approach,...
22M.2.HL:.tz0.7c:
Suggest two task constraints that could be introduced to encourage motivation in junior field hockey training.