Guidance and Feedback on Performance Questions

Q1.

Which one of these is an example of a football coach giving feedback in the form of knowledge of results?

A

Keep your head down when you shoot

B

That is not good enough

C

You did really well

D

You scored a goal (Total 1 mark)

Q2.

Which of the following terms relates to the time spent training?

A

Specificity

B

Progression

C

Overload

D

Reversibility (Total 1 mark)

Q3.

What is ‘feedback’?

(Total 1 mark)

Q4.

What is meant by ‘extrinsic knowledge of results’?

(Total 1 mark)

Q5.

State one form of visual guidance.

(Total 1 mark)

Q6.

Give one example of extrinsic knowledge of results from a named physical activity.

(Total 1 mark)

Q7.

What is meant by ‘intrinsic knowledge of performance’?

(Total 2 marks)

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Q8.

Explain why demonstrations by a coach should be accurate when coaching beginners.

(Total 2 marks)

Q9.

Explain how feedback can be used to improve performance in physical activity.

(Total 2 marks)

Q10.

Using an example, describe how a coach could use manual guidance when teaching a skill.

(Total 2 marks)

Q11.

Guidance is important when coaching skills to beginners. (a)

What is meant by ‘manual guidance’?

(1)

(b)

Using an example from a named physical activity, describe when a coach could use manual guidance.

(1) (Total 2 marks)

Q12.

Explain how visual guidance may help in the learning of a new skill.

(Total 3 marks)

Q13. (a)

Identify two types of guidance.

(2)

(b)

For each type of guidance that you have identified in part (a), explain how they could be provided during a swimming lesson.

(2) (Total 4 marks)

Q14.

Using an example, explain how ‘intrinsic knowledge of performance’ is different from ‘extrinsic knowledge of results’.

(Total 4 marks)

Q15.

Katie is a newly qualified PE teacher at a primary school. She is using verbal guidance in her teaching.

Discuss the suitability of verbal guidance when teaching at a primary school.

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(Total 4 marks)

Q16. (a)

What is ‘visual guidance’?

(1)

(b)

Explain how visual guidance can be used when learning a new skill.

(3) (Total 4 marks)

Q17. (a)

What is visual guidance?

(1)

(b)

Describe an example of visual guidance that could be used when learning a skill of your choice.

(1)

(c)

Explain when and how your example in (b) is a helpful form of guidance.

(2) (Total 4 marks)

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Mark schemes Q1.

[AO2 = 1] D [1]

Q2.

Overload [1]

Q3.

[AO1 = 1] Award one mark for stating what feedback is.

•

Information a performer receives about his or her performance(1) [1]

Q4.

[AO1 = 1] Award one mark for stating what is meant by extrinsic knowledge of results.

•

A form of external feedback at the end of a performance (1)

•

The outcome of the performance or your actions (1) [1]

Q5.

[AO1 = 1] Award one mark for stating one form of visual guidance.

•

Demonstrations (1)

•

DVDs (1)

•

Signals (1)

•

Gestures (1)

Accept any other suitable response.

[1]

Q6.

[AO2 = 1] Award one mark for giving one example of extrinsic knowledge of results from a Page 4 of 11

named physical activity.

•

A shot going into the goal in hockey (1)

•

A crowd cheering a sunken putt in golf (1)

•

A netball team winning or losing a match (1)

•

How long an athlete jumped in long jump or triple jump (1)

•

Winning or losing a 100m sprint (1)

•

A coach telling a performer that s/he was out by 5cms in archery (1)

Accept any other suitable response.

[1]

Q7.

[AO1 = 2] Award one mark for each of the following points up to a maximum of two marks •

How well the player performed / rather than the results or outcome (1)

•

The player can sense or feel / that the movement is correct (1)

Accept any other suitable response.

[2]

Q8.

[AO1 = 2] Award one mark for each of the following points up to a maximum of two marks •

Can see what the correct skill looks like (1)

•

Can copy the correct demonstration or technique (1)

•

Doesn’t practise the wrong technique (1)

•

Can see if it is attainable (1)

•

Can pick up the relevant cues (1)

•

Understands ‘why’ (as well as ‘how’) it is done (1)

•

To reduce the risk of injury (1) [2]

Q9.

[AO2 = 2] Award one mark for each of the following points up to a maximum of two marks.

•

A performer could be shown or told where faults occur in performance (1) Page 5 of 11

•

So he or she could then practise these skills (1)

• •

Verbal praise could motivate a performer (1) To continue or work harder (1)

• •

A performer knows the score or whether he or she won or lost (1) So he or she could then adapt his or her tactics if necessary(1)

• •

A performer knows how the performance felt (1) So he or she could then adapt his or her technique if necessary (1)

Accept any other suitable response.

[2]

Q10.

[AO2 = 2] Award one mark for each of the following points up to a maximum of two marks •

Coach physically moves your body (or body part) through a skill or technique (1)

•

Support with a vault or practising a golf swing (1)

Accept any other suitable response.

[2]

Q11. (a)

[AO1 = 1] Award one mark for stating what is meant by manual guidance.

•

(Coach or teacher) physically moves the body (1) 1

(b)

[AO2 = 1] Award one mark for describing when a coach could use manual guidance in a named physical activity.

For example: •

Moving their arms when practicing a golf swing (1)

•

Holding their body flat when learning to swim (1)

•

Supporting a tuck somersault in gymnastics or trampolining (1)

Accept any other suitable response.

1

[2]

Q12.

[AO1 = 3] Award one mark for each of the following points up to a maximum of three marks Page 6 of 11

•

The learner can see the perfect model or correct technique (1)

•

The learner is able to copy or repeat the skill (1)

•

The learner forms a mental image of the skill (1)

•

The learner picks up key cues (1)

•

The learner understands various signals and gestures (1)

•

Visual guidance is the most effective when learning a new skill (1)

Accept any other suitable response.

[3]

Q13.

[AO1 = 2] (a)

Award one mark for each of the following points up to a maximum of two marks.

• • • •

Visual / seeing (1) Verbal / hearing (1) Manual / (physically) assisted movement (1) Mechanical / use of objects / aids (1)

Accept any other suitable identification of a type of guidance.

Max 2 marks

[AO2 = 2] (b)

Award one mark for each of the following points up to a maximum of two marks.

• • • •

Visual / seeing – watching the coach demonstrate / video footage of stroke (1) Verbal / hearing – instructions from the coach at the side of the pool (1) Manual / (physically) assisted movement – coach guiding swimmer through the stroke on the pools edge / moving their arms / legs (1) Mechanical / use of objects / aids – armbands / woggle / inflation device (1)

Accept any other suitable explanation of how a type of guidance could be provided during a swimming lesson. Answers must relate to the types of guidance that the student has identified in part (a).

Max 2 marks

[4]

Q14.

[AO1 = 2

AO2 = 2]

Award one mark for each of the following points up to a maximum of four marks Intrinsic knowledge of performance •

(AO1) − Form of internal feedback during a performance or how well the player feels or senses they are performing (1)

•

(AO2) − A tennis player hitting the ball feels that good contact is made (hitting the sweet spot) (1)

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Extrinsic knowledge of results •

(AO1) − A form of external feedback at the end of a performance or the outcome of the performance (1)

•

(AO2) − A tennis player sees the ball land in the court / they win the point / the crowd cheers / winning or losing / success or failure (1)

Accept any other suitable response.

[4]

Q15.

[AO3 = 4] Award one mark for each of the following points up to a maximum of four marks.

Not suitable (sub-max 3 marks) • • • • •

As primary school children are likely to be beginners, they would predominantly need visual guidance more than verbal (1) If verbal guidance is used on its own, the group might not be able to build up a mental image to understand the skills being taught / might not have seen it before as they are young (1) Group might not develop a ‘feel’ for moves through verbal guidance as they might need manual / mechanical as well / accept practical example, e.g. haven’t experienced a somersault before (1) Verbal guidance could be too complex for some young children / terminology may confuse them / could cause overload of information (1) It could be difficult to deliver effective verbal guidance in a school sports hall so will not allow the students to learn (1)

Suitable (sub-max 3 marks) • • • • •

If the verbal guidance is simple and easy to understand for the primary children it could allow them to learn / may work in a hall that allows easy delivery of verbal guidance (1) If it is delivered as terminal feedback straight after the movement, this would suit young children / beginners as they can concentrate on producing a movement (1) Verbal commands could encourage the children to try things out and learn from each other (1) Students can receive feedback (verbally) that matches their ability, e.g. beginner receiving positive feedback (1) Would work well for most primary school children if it is mixed with visual guidance / see and hear (1)

Accept any other suitable discursive point around the suitability of verbal guidance when teaching at primary school. Answers must be linked to the context of a primary school and evaluate the relative importance of verbal guidance in a reasoned argument.

[4]

Q16. (a)

[AO2 = 1

AO3 = 3]

Award one mark for stating what visual guidance is.

•

Showing someone how to perform a skill through a demonstration or DVD or poster or signals or gestures (1) Page 8 of 11

1

(b)

[AO1 = 3] Award one mark for each of the following points up to a maximum of three marks.

• • • • •

The learner can see the perfect model or correct technique (1) The learner is able to copy or repeat the skill (1) The learner forms a mental image of the skill (1) The learner picks up key cues (1) The learner understands various signals and gestures (1)

Accept any other suitable response.

3

[4]

Q17. (a)

[AO1 = 1] Award one mark for each of the following points up to a maximum of one mark •

Guidance that a player or performer can see/look at (1) 1

(b)

[AO2 = 1] Award one mark for each of the following points up to a maximum of one mark •

Showing a video or DVD of someone performing a lay-up shot in basketball (1)

•

Showing a photo or poster of someone performing a lay-up shot in basketball (1)

•

Giving a demonstration of performing a lay-up shot in basketball (1) 1

(b)

[AO2 = 2] Award one mark for each of the following points up to a maximum of one mark •

It is helpful to a beginner (1)

•

They may not know what a lay-up shot is / what it looks like / or how it is performed (1) 2

[4]

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Examiner reports Q3.

Nearly 90% of students knew that feedback was information given to someone after an event/performance and gained the mark for their response. However, the responses often went on to give a detailed description or explanation of how feedback is given, either verbally or visually to a performer.

Q4.

Although the majority gained a mark for this question, mainly students failed to recognise that knowledge of results is feedback at the end or the outcome of a performance. The vast majority made the connection of external feedback but did not link it to outcome.

Q5.

This question elicited the most successful student response on the paper.

Q7.

Students demonstrated that they knew the difference between intrinsic and extrinsic and that performance was different from results. Most related to how a performance felt whilst competing or whether a movement or action was correct. More able students made reference to extrinsic knowledge of results and compared the two.

Q8.

Most students made the connection that an accurate demonstration was important as beginners would copy it. If it was incorrect they were going to practise the wrong technique. Other common correct answers related to reducing injury and that the beginner would understand what to do. This was generally a well answered question.

Q9.

Students often repeated their response to the previous question, giving a good explanation of how the performer receives feedback, either visually or verbally, which gained them a mark. However, students often did not go on to explain how the performer uses this information to improve their performance, by working in training to change their technique or adjusting their performance based on consideration of the identified weakness.

Q10.

Many students confused manual guidance with demonstration (visual guidance). Those who correctly described manual guidance usually included a suitable example and therefore gained two marks.

Q11. (a)

Most students knew what was meant by manual guidance although many students referred to demonstrations and verbal guidance, possibly after looking at later questions and then returning to this question.

(b)

Only half the students gained a mark on this question as they were unable to describe when a coach would use manual guidance, even though many had got the Page 10 of 11

previous question correct. Too many students did not read the question correctly and therefore they did not give an example from a named physical activity, despite it being a common requirement across this and previous papers.

Q12.

This proved a difficult question for students and a relatively high percentage failed to score any marks. Weaker students simply wrote about watching a demonstration as against seeing the perfect model or technique so that they were able to copy it. The most common correct response identified that visual guidance was the most effective when learning a new skill.

Q14.

This question proved difficult for students and a full range of marks and responses were evident. A few were confused by the question, referring to intrinsic knowledge of results or simply defining intrinsic and extrinsic. Many failed to convey the idea of how a player feels or senses they are performing. Few related it to, for example, the feeling of timing a golf shot.

The extrinsic knowledge of results was answered better with the more able students referring to a coach or the crowd, and the outcome of the performance.

Q16. (a)

An extremely well answered question with 87% of students accessing the mark.

(b)

Most students were able to explain that the learner was required to see the correct technical model and that they could copy or replicate the skill. However, few students scored maximum marks.

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