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Skill Acquisition 3.1.1 3.1.2 and 3.1.3 as PE Edexcel Text Book Answers

The document discusses various coaching styles, including their advantages and disadvantages, such as the reciprocal teaching style and the discovery method. It also outlines factors affecting coaching styles, the distinction between tactics and strategies, and the importance of analyzing skills for effective coaching. Additionally, it provides examples of tactics in sports and reasons for changing tactics during a game.

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3 views14 pages

Skill Acquisition 3.1.1 3.1.2 and 3.1.3 as PE Edexcel Text Book Answers

The document discusses various coaching styles, including their advantages and disadvantages, such as the reciprocal teaching style and the discovery method. It also outlines factors affecting coaching styles, the distinction between tactics and strategies, and the importance of analyzing skills for effective coaching. Additionally, it provides examples of tactics in sports and reasons for changing tactics during a game.

Uploaded by

anthony.boyle
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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Questions and

answers
Topic 3 Skill
Acquisition

3.1.1 Coaching styles


3.1.2 Development of tactics and
strategies
3.1.3 Dissection of a skill to identify
technical errors
b) What are the advantages and
disadvantages of this teaching style in
teaching a sport or sport skill? 4 marks
 Advantages:
 • More control or discipline.
 • Good if time is short, this is more efficient.
 • Good for dangerous situations.
 • Effective for large groups or teams.
 Disadvantages:
 • No individual feedback.
 • No participation in decision making.
 • No social interaction.
 • Creativity of performer not taken into account.
2) a) What is meant by the reciprocal teaching
style and what are its drawbacks? 5 marks

 Reciprocal style = teacher develops pupils as teachers.


 Drawbacks are:
 • Lack of control.
 • May be false information is passed on.
 • Lack of credibility of teacher-pupils.
 • If communication skills poor, then teaching ineffective.
b) What are the main advantages
of the discovery method of
teaching?

3 marks
Main advantages of discovery method of teaching are:
 • Facilitates creativity.
 • Sense of ownership over your own learning.
 • Great deal of satisfaction if success is experienced.
 • Work can be undertaken at the learner’s own pace.
 • Many experiences can build a large store of schema.
 • Learning is more long-lasting or more meaningful.
3) Identify three factors affecting
the use of coaching styles. 3 marks
 3 marks for 3 of:
 • The type of coach such as personality, experience, leadership style.
 • Type of activity in terms of task complexity.
 • The learner in terms of age, experience and fitness.
 • The situation in terms of environmental factors such as weather and
facilities.
 • Time available.
 • Risk or danger involved.
 • Hand-eye coordination.
4) How can the discovery style of coaching
improve the performance of learners? 4 marks

 4 marks for 4 of:


 • The discovery style of coaching offers the learner a creative environment
adopting a problem solving style.
 • This method is useful if the teacher is trying to get the students to discover the
most desirable movement for a certain task or to
 develop a new skill or possible strategies of specific games.
 • This allows the students to experiment with different movements in order to
achieve the desired goal.
 • To analyze and make comparisons with other movement and motor responses.
 • It will also increase their understanding of why certain movements are more
advantageous and effective than others.
 • Using this method can motivate students as a result of their ownership of the
activity
5) a) Distinguish between the terms tactics and strategies,
using examples to illustrate your answer. 4 marks

 Answer:
 • Tactic involves a game plan that aims to improve the chance of an
individual or team winning or improving their performance.
 • For example, a tactic in tennis would be to move your opponent
around the court.
 • Strategy involves a general approach to a competitive scenario that
may not include specific techniques and tactics.
 • For example, a strategy for a football game could be a 4-4-2 pitch
playing formation.
b) Identify four factors that you may need to
consider before choosing a tactic. 4 marks

 4 marks for 4 of:


 • Team or individual and opponent’s strengths.
 • Team or individual and opponent’s weaknesses.
 • Players available for selection.
 • Conditions (pitch/court, weather).
 • How much time remaining.
 • Physical or mental demands of activity.
 • Whether team is winning or losing.
c) Select an individual or team activity. Describe a
tactic which you could use because of its strength
against an
opponent’s weakness and describe why it is effective.
4 marks
 Answer:
 • Activity – Badminton.
 • Weakness - Poor backhand.
 • Tactic used – Serve and play clears to opponents’ backhand.
 • Why it was effective - Opponent plays weak returns from that side
allowing player to finish many rallies off with a smash
d) Give three reasons for changing tactics
during your selected individual or team
activity. 3 marks
 3 marks for 3 of:
 • Player sent off or injured.
 • Winning at the end of a game.
 • Losing at the end of a game.
 • Running out of time.
 • Opponents changed their tactics.
 • The conditions didn’t suit tactics.
 • Opponents used an unexpected tactic.
6) A goal attack (netball player title) is down the other end of the court, in a noisy
indoor league competition.
Suggest how the coach can get messages across to this player effectively? 2 marks

 Answer:
 • By shouting loudly.
 • By using hand gestures as a form of coded communication.
b) Briefly explain how the analysis of skills will
influence a coaching in organising training for
javelin throwing. 4 marks
 The breaking down of the skill into subroutines will enable the coach
to analyse the movements objectively.
 • And thereby set a programme for practice of the individual
subroutines.
 • Such as drills or individual skill practices.
 • Which would then be incorporated into the motor programme as a
whole.

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