A Level PE Exam Technique Booklet

You may have done lots of revision and learnt all the facts but if you don’t read the questions carefully and answer them appropriately then you will seriously reduce your marks.

This is where exam technique is very important.

Read the following exam technique tips and try to follow them in your revision exam question practice and most importantly in the exams themselves

.

Exam Technique – Command Words Read the question carefully and highlight the main command words and other key words.

Describe/Outline  Pure description.  Put down as much information that you can – more information than the marks awarded. Examples are not usually awarded a mark on their own.

EG: Describe stage two of the public school’s developmental stages of athleticism.

Evaluate  Always give a quick description of the topic/theory the question is asking about first even if it doesn’t ask you for it.  Give advantages and disadvantages.  Still give advantages even if it says ‘critically evaluate’.

EG: Critically evaluate the use of gene doping as an ergogenic aid.

Explain  Give a description  Include some advantages and disadvantages.

EG: Explain what is meant by ‘state anxiety’ and ‘trait anxiety’. Give a practical example of how anxiety might influence performance in sport.

Compare  Always use direct comparisons ie. ………………………………..….. whereas ………………………….……………

EG: Compare the characteristics of popular recreation with the characteristics of rational recreation.

EG: Compare the characteristics of someone with the ‘need to achieve’ motives with the characteristics of someone with the ‘need to avoid failure’ motives.

Exam Technique - Bullet Points and Numbering  You can use bullet points but they must be in sentence form. No one word answers. Bullet points help you clearly see how many facts you have put down in your answer.

EG: Explain the principle of a coupled reaction using the ATP/PC energy system as your example.  If a question asks for a number of answers (which will be in bold), number your answers giving your best answers as 1,2,3 (if 3 are asked for) and then add ands to each one to try to sneak extra answers in there.

EG: Explain how two late 19th century socio-cultural factors continue to influence sport and recreation today.

Exam Technique - Using Examples  Always be very specific with your examples. Eg: performing a chest pass in netball rather than playing netball.  If the question says ‘using examples’ describe it first and then describe it again using an example. You must use an example as without one you will seriously limit your marks.

EG: Using practical examples, explain the possible positive and negative effects of an audience on sports performance.

Model answer: Using examples describe Bandura’s Model of Observational Learning (by Harry Ewbank Year 12) Example: Shooting in football Bandura believes that learning only takes place if: Attention: Learner focuses on the model that is being demonstrated – he watches a demonstration and focuses on how the shooting is done.

Retention: The image of the demonstration must be stored or retained by the learner – information about how to perform the shot can be stored in the Long Term Memory and then the performer can remember it for when they try it.

Motor Reproduction: The learner must have the physical ability and the schematics development to copy the skill being demonstrated – when it comes to the performer shooting he will try to get it right because he knows what a shooting action should look like and how much power is needed for a shot from 10m out. He also has the leg strength to perform the shot.

Motivation: The learner must have the drive or motivation to match the performance of the skill. External reinforcement will increase their motivation – the player really wants to be able to perform a good shot. Encouragement and praise from a coach when they perform the shot correctly will help them get it right.

Exam Technique - Explaining/Describing Models  Describe each part of the model first.  Give an example for each part.  Explain how each part affects each other.

Model Answer: Using an example, explain the Frustration-Aggression Theory

The drive to goal is what the player really wants to achieve. For example, a hockey player is desperate to score a goal in order to help her team win.

The Obstacle to a goal is something that is preventing the performer achieving what they want to achieve. For example, an excellent defender is continually, successfully tackling the hockey player and winning the ball from her thus preventing the player from scoring a goal.

Frustration occurs when a performer is unable to achieve their goal. For example, the hockey player becomes frustrated because the defender is winning the ball from her and preventing her from scoring a goal.

This frustration always leads to aggression. For example, the frustration caused by the defender results in the hockey player hitting the defender with her hockey stick.

If the aggression is punished this will lead to more frustration and, therefore, more aggression. For example, the hockey player gets sent off and becomes more frustrated which then leads to her shouting verbal abuse from the sideline.

If the aggression is successful this will lead to Catharsis which is a release of the aggression. For example, if the officials do not see the hockey player hitting the defender with her hockey stick and the defender has to go off injured then the hockey players’ frustration will be reduced.

Skill/Sporting Activity example or Balanced, Active, Healthy Lifestyle example?

Make sure you use the correct type of example. The question might ask for both types.

Balanced, active, healthy lifestyle (BAHL) examples relate to smoking, drugs, alcohol and regular exercise (not sporting egs.).

Skill/sport examples relate to an actual sporting activity eg. chest pass in netball or corner kick in football.

If you use the wrong type of example you will seriously reduce your mark.

EG: Using practical examples, explain why people adopt different attitudes towards a balanced, active and healthy lifestyle.

EG: Discuss how operant conditioning could be applied to young people learning movement skills, and adopting a balanced, active, healthy lifestyle.

Exam Technique - 20/10 Mark Questions:  Do a quick plan and DO NOT CROSS IT OUT.  You can use bullet points (sentence form) within your answer to highlight points.  Use plenty of examples – one for each fact if possible (This can be difficult if an example is given but try to include if possible).  Think: Fact, Description, Example.

Model Answer Using an example of your own describe a performer in each phase of learning.(10 marks) By: Martha Richardson Knowledge = Red

Examples = Green

Developed/Additional Information = Blue

One phase in which a performer can learn a skill is in the cognitive phase. This could be used in a sporting example such as the chest pass in netball. A performer would begin in his first learning phase by creating a mental picture of a chest pass which would be formed by demonstrations and verbal explanations. This is important to ensure an accurate picture and understanding of the flow of a chest pass. It’s not a very complex skill meaning it won’t take very long to move to the next stage.

However, the coordination of stepping into the pass and throwing the ball will be poor causing the chest pass to look jerky. Also it would mean that the skill would have clear errors. Therefore, the cognitive phase requires selective attention to the important cues that need focusing on. As well as using trial and error with specific feedback and positive reinforcement when the performer uses the correct technique of a chest pass. The feedback is vital as the performer cannot correct themselves using kinaesthesis.

Associative phase is the second phase of learning. This is when the learner can begin to eliminate any mistakes in their performance of a chest pass. The errors become fine and the chest pass is consistently more correct. Fundamentals of the skill become mastered allowing motor programmes to be developed and sub-routines are coordinated. The chest pass is then more fluid and more force can be applied behind the ball as the movement is more co-ordinated. Through the use of positive reinforcement it also allows the learner to use kinaesthesis as a form of feedback.

Due to the fact that when they perform the correct technique for a chest pass they

will know what they should feel like as a feeling from their muscles. Moreover, allowing them to receive more detailed verbal feedback.

Autonomous is the third and final phase of learning. Now the learner’s motor programme is fully developed and stored in their long term memory, which is then put into action by a response to a stimulus. For example, the learner can now recognise an appropriate time within a game situation of when and how to use the chest pass. Allowing the skill to be executed with little conscious thought so they’re more confident. Also enabling them to give internal feedback to be more specific so improvement rate decreases.

Exam Technique – Finally

Read through the question again when you have finished each answer.

Read through all your answers at the end if you have time.

Marking Annotations Shorter questions (1-8 marks) Circle answer and TICK correct answer = 1 mark. Put the mark on the right hand side and the number that it hits on the mark scheme on the left hand side.

TV – close but too vague.

Circle and R – repeat.

Circle, Tick and BOD – Benefit of doubt = just about OK !

Eg – example.

Sub max – reached submax.

Max – reached max marks for question.

IRR – Irrelevant (not used anymore on electronic marking but useful for students.

Longer questions (20/10 marks) As above apart from NO TICKS. KU – Knowledge (First accreditation for that point on the mark scheme).

Dev – Development (Further accreditation for that point on the mark scheme).

EG – 1 allowed for each KU on mark scheme.