<p>NAME: SCORE: FORM: %:</p><p>GRADE:</p><p>TIME ALLOWED: 1 HOUR INSTRUCTIONS:  ANSWER ALL QUESTIONS  PUT A NEAT LINE THROUGH WORK YOU DO NOT WISH TO BE MARKED  CHECK YOUR ANSWERS AT THE END</p><p>1. Give one reason why a teacher/coach should give simple instructions to a young performer.</p><p>...... </p><p>...... [1]</p><p>2. Name one fine and one gross motor skill.</p><p>...... </p><p>...... [2] 3. Over arousal can have a negative effect on a sportsperson`s performance: (i) explain why this happens;</p><p>...... </p><p>...... </p><p>...... </p><p>...... </p><p>(ii) how can it be overcome?</p><p>...... </p><p>...... </p><p>...... </p><p>...... [3] 4. Define the term skill.</p><p>...... </p><p>...... [1]</p><p>5. Describe how high levels of extrinsic motivation can be unhelpful to a performer...... [1]</p><p>6. Apart from feedback being either intrinsic or extrinsic, what other type of feedback can be given and how can it be delivered?</p><p>...... </p><p>...... [2]</p><p>7. Skills can be categorized as either open or closed skills and placed on a continuum or scale. Below is a list of sports / skills. Place the number of the activity on the line in an appropriate position. An example has been done for you.</p><p>1 Open—————————————————————————————————closed</p><p>1 Goalkeeping save 2 Shot put 3 Windsurfing 4 Front crawl in swimming [3]</p><p>8. Tom produces outstanding performances when training but fails to reproduce these when participating in a competition. Give two reasons why Tom may be finding it difficult to perform at his best in a competition.</p><p>...... </p><p>...... </p><p>...... [2]</p><p>9. The information processing model explains how the brain controls the performance of sports skills.</p><p>Name the part of the model labelled B...... [1]</p><p>10.The information processing model has an input and an output. What is meant by the terms input and output?</p><p>...... </p><p>...... </p><p>...... [2]</p><p>11.Some skills are performed in a continually changing environment.</p><p>(i) What are these skills called?</p><p>...... [1]</p><p>(ii) When learning a new skill, describe how the coach will ensure that effective learning takes place.</p><p>...... </p><p>...... </p><p>...... </p><p>...... </p><p>...... </p><p>...... </p><p>...... </p><p>...... [4]</p><p>(iii) Explain the part memory plays when performing a skill.</p><p>...... </p><p>...... </p><p>...... </p><p>...... [2]</p><p>12.What is meant by the term motivation? ...... </p><p>...... [1]</p><p>13.Anxiety can cause a reduction in the level of performance. Describe two ways in which a performer can overcome this difficulty.</p><p>...... </p><p>...... </p><p>...... </p><p>...... [2]</p><p>14.Name one factor that will affect how well a skill is performed.</p><p>...... [1]</p><p>15.Choose one of the seven principles used for goal setting and explain why it is important.</p><p>...... </p><p>...... </p><p>...... </p><p>...... [2]</p><p>16.Give two reasons why feedback is important to an inexperienced performer.</p><p>...... </p><p>...... </p><p>...... </p><p>...... [2] 17.When learning a new skill it is often best to break it down into small parts. Name a skill and describe how it can be broken down.</p><p>Named skill ...... </p><p>...... </p><p>...... </p><p>...... </p><p>...... [2]</p><p>18.There are different types of input that can be received from a coach when developing a new skill. Name one type and give an example of how this might be provided.</p><p>...... </p><p>...... </p><p>...... </p><p>...... [2]</p><p>19.Describe how the memory affects the learning of a skill.</p><p>...... </p><p>...... </p><p>...... </p><p>...... </p><p>...... </p><p>...... [3]</p>