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HMS, BM EQ-Bank 673

  1. Explain what is meant by "performance elements" in skill development.   (2 marks)

  2. Propose three research questions that would enhance understanding of how performance elements should be integrated into soccer skill development.   (3 marks)

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Sample Answer

  1. Performance elements include decision-making aspects that require players to select appropriate responses based on game situations. This means skills must adapt to changing contexts.
  2. Performance elements also include strategic and tactical development because skills must function within team frameworks. This creates complete players rather than isolated technicians.
  3. Research questions – Any THREE of the following (Other questions are possible)
      • At what stage should decision-making elements be introduced for different soccer skills to optimise development?
      • How does defensive pressure affect technique consistency and decision-making quality in soccer skill development?
      • What tactical complexity progressions most effectively develop soccer skills alongside strategic application?
      • How do performance elements differ between individual soccer skills versus combination play development?
      • What ratio of isolated practice to integrated performance practice optimises soccer skill transfer?

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Sample Answer

  1. Performance elements include decision-making aspects that require players to select appropriate responses based on game situations. This means skills must adapt to changing contexts.
  2. Performance elements also include strategic and tactical development because skills must function within team frameworks. This creates complete players rather than isolated technicians.
  3. Research questions – Any THREE of the following (Other questions are possible)
      • At what stage should decision-making elements be introduced for different soccer skills to optimise development?
      • How does defensive pressure affect technique consistency and decision-making quality in soccer skill development?
      • What tactical complexity progressions most effectively develop soccer skills alongside strategic application?
      • How do performance elements differ between individual soccer skills versus combination play development?
      • What ratio of isolated practice to integrated performance practice optimises soccer skill transfer?

HMS, BM EQ-Bank 672

Research has examined how different types of feedback affect skill acquisition. Propose and justify FOUR further research questions that would significantly advance understanding of feedback optimisation for skill development in swimming.   (8 marks)

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Sample Answer – other solutions are possible

Research Question 1:

How does the effectiveness of different feedback types vary based on individual learning preferences in swimming technique development?

Justification: This recognises optimal feedback may need personalisation rather than one-size-fits-all approaches.

Research Question 2:

What is the optimal progression of feedback dependency to independence across learning stages to develop self-regulated swimmers?

Justification: This explores systematic development of swimmer autonomy without creating feedback dependency.

Research Question 3:

How can technology-based feedback systems be effectively integrated with coach feedback to optimise swimming technique development?

Justification: This addresses technology’s growing role while maintaining expert human coaching value.

Research Question 4:

How does emotional state affect a swimmer’s ability to process and implement different types of feedback?

Justification: This investigates the overlooked emotional component of feedback effectiveness in skill learning.

Overall Significance

  • These questions address critical gaps in understanding individualised feedback approaches.
  • Research findings would enable evidence-based frameworks that coaches could adapt to specific swimmers’ needs.
  • This would advance beyond generic feedback principles to context-specific applications.
  • Understanding these relationships would improve both coach education and swimmer development.
  • Thus ultimately creating more effective feedback systems that enhance skill acquisition while developing independent learners.
Show Worked Solution

Sample Answer – other solutions are possible

Research Question 1:

How does the effectiveness of different feedback types vary based on individual learning preferences in swimming technique development?

Justification: This recognises optimal feedback may need personalisation rather than one-size-fits-all approaches.

Research Question 2:

What is the optimal progression of feedback dependency to independence across learning stages to develop self-regulated swimmers?

Justification: This explores systematic development of swimmer autonomy without creating feedback dependency.

Research Question 3:

How can technology-based feedback systems be effectively integrated with coach feedback to optimise swimming technique development?

Justification: This addresses technology’s growing role while maintaining expert human coaching value.

Research Question 4:

How does emotional state affect a swimmer’s ability to process and implement different types of feedback?

Justification: This investigates the overlooked emotional component of feedback effectiveness in skill learning.

Overall Significance

  • These questions address critical gaps in understanding individualised feedback approaches.
  • Research findings would enable evidence-based frameworks that coaches could adapt to specific swimmers’ needs.
  • This would advance beyond generic feedback principles to context-specific applications.
  • Understanding these relationships would improve both coach education and swimmer development.
  • Thus ultimately creating more effective feedback systems that enhance skill acquisition while developing independent learners.

HMS, BM EQ-Bank 671

  1. Explain the difference between closed skills and open skills.   (2 marks)

  2. Propose four research questions that would enhance understanding of how to effectively progress volleyball players from closed skill practice to open skill application in game situations.   (4 marks)

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Sample Answer

  1. The difference between closed skills and open skills.
  2. Closed skills are performed in stable, predictable environments where the performer determines when to begin execution and can plan movements in advance, such as a free throw in basketbal.
  3. Open skills are performed in changing, unpredictable environments where the performer must adapt to external factors and timing is often externally paced, such as returning a serve in volleyball.
  4. Research questions – other questions are possible
  5. What specific progressions of environmental variability most effectively develop adaptability while maintaining technique consistency in volleyball skills?
  6. How does the timing of introducing defensive pressure affect skill transfer from practice to game situations for different volleyball techniques?
  7. What practice design approaches most effectively develop the perceptual skills needed for successful open skill execution in volleyball?
  8. How do different approaches to integrating decision-making with technique practice affect skill transfer to game situations across different learning stages?

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Sample Answer

  1. The difference between closed skills and open skills.
  2. Closed skills are performed in stable, predictable environments where the performer determines when to begin execution and can plan movements in advance, such as a free throw in basketbal.
  3. Open skills are performed in changing, unpredictable environments where the performer must adapt to external factors and timing is often externally paced, such as returning a serve in volleyball.
  4. Research questions – other questions are possible
  5. What specific progressions of environmental variability most effectively develop adaptability while maintaining technique consistency in volleyball skills?
  6. How does the timing of introducing defensive pressure affect skill transfer from practice to game situations for different volleyball techniques?
  7. What practice design approaches most effectively develop the perceptual skills needed for successful open skill execution in volleyball?
  8. How do different approaches to integrating decision-making with technique practice affect skill transfer to game situations across different learning stages?

HMS, BM EQ-Bank 670

Based on understanding of practice methods, propose four research questions that would help coaches optimise the development of tennis serving technique.   (4 marks)

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Sample Answer  OR 4 similar questions with appropriate focus 

  • How does the effectiveness of whole versus part practice methods change as learners progress through different stages of serving technique development?
  • What is the optimal balance between massed and distributed practice for developing consistent serving technique while preventing fatigue-related technique breakdown?
  • How does the introduction of variable practice conditions affect serving consistency and adaptability at different learning stages?
  • What specific progression from blocked to random practice maximises both technique consistency and match transfer in tennis serve development?
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Sample Answer  OR 4 similar questions with appropriate focus 

  • How does the effectiveness of whole versus part practice methods change as learners progress through different stages of serving technique development?
  • What is the optimal balance between massed and distributed practice for developing consistent serving technique while preventing fatigue-related technique breakdown?
  • How does the introduction of variable practice conditions affect serving consistency and adaptability at different learning stages?
  • What specific progression from blocked to random practice maximises both technique consistency and match transfer in tennis serve development?

HMS, BM EQ-Bank 669

After studying front-on tackling technique in rugby league, propose THREE research questions that would help coaches better understand how to develop this skill in players who lack confidence after previous injury.   (3 marks)

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Sample Answer  OR 3 similar questions with appropriate focus 

  • What specific modifications to practice environments are most effective for rebuilding confidence in tackle technique following injury?
  • How does the rate of skill redevelopment after injury compare between different feedback approaches (knowledge of performance versus knowledge of results)?
  • What progression of contact intensity is optimal for safely rebuilding tackling confidence while ensuring proper technique development?
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Sample Answer  OR THREE similar questions with appropriate focus 

  • What specific modifications to practice environments are most effective for rebuilding confidence in tackle technique following injury?
  • How does the rate of skill redevelopment after injury compare between different feedback approaches (knowledge of performance versus knowledge of results)?
  • What progression of contact intensity is optimal for safely rebuilding tackling confidence while ensuring proper technique development?

HMS, BM EQ-Bank 668

Research suggests that confidence plays an important role in skill acquisition. Analyse how researchers might further investigate the relationship between confidence and skill development in gymnastics, proposing four specific research questions and explaining why each would provide valuable insights.   (2 marks)

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Sample Answer

  • “How do different confidence-building interventions affect the rate of skill acquisition for complex gymnastics movements?”
    • This would provide valuable insight because it could identify specific strategies to enhance learning through targeted confidence development.
  • “How does the relationship between confidence and skill acquisition differ between mandatory school gymnastics programs and voluntary participation?”
    • This would be valuable because it examines how motivation context affects the confidence-performance relationship.
  • “What is the relationship between objective versus perceived competence in gymnastics, and how does this relationship change across learning stages?”
    • This would provide insight into how learners’ self-assessment accuracy develops alongside skill progression.
  • “How does fear of injury impact confidence and learning progression for different gymnastics skills, and what interventions most effectively address this barrier?”
    • This would be valuable because safety concerns in gymnastics present unique psychological challenges that may require specific confidence-building approaches.
  • This research area is particularly important because gymnastics involves potentially intimidating movements where psychological barriers can significantly impact physical performance capabilities.
  • Understanding confidence development would help create more effective, psychologically informed teaching progressions that address both physical and mental aspects of skill acquisition.
  • The research should employ mixed methods including both quantitative measures of confidence and performance alongside qualitative exploration of gymnastics learners’ experiences.
  • Findings could inform evidence-based guidelines for creating learning environments that simultaneously develop technique and psychological readiness.
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Sample Answer 

  • “How do different confidence-building interventions affect the rate of skill acquisition for complex gymnastics movements?”
    • This would provide valuable insight because it could identify specific strategies to enhance learning through targeted confidence development.
  • “How does the relationship between confidence and skill acquisition differ between mandatory school gymnastics programs and voluntary participation?”
    • This would be valuable because it examines how motivation context affects the confidence-performance relationship.
  • “What is the relationship between objective versus perceived competence in gymnastics, and how does this relationship change across learning stages?”
    • This would provide insight into how learners’ self-assessment accuracy develops alongside skill progression.
  • “How does fear of injury impact confidence and learning progression for different gymnastics skills, and what interventions most effectively address this barrier?”
    • This would be valuable because safety concerns in gymnastics present unique psychological challenges that may require specific confidence-building approaches.
  • This research area is particularly important because gymnastics involves potentially intimidating movements where psychological barriers can significantly impact physical performance capabilities.
  • Understanding confidence development would help create more effective, psychologically informed teaching progressions that address both physical and mental aspects of skill acquisition.
  • The research should employ mixed methods including both quantitative measures of confidence and performance alongside qualitative exploration of gymnastics learners’ experiences.
  • Findings could inform evidence-based guidelines for creating learning environments that simultaneously develop technique and psychological readiness.

HMS, BM EQ-Bank 667

  1. Outline the concept of stages of learning (cognitive, associative, autonomous) in skill acquisition.   (2 marks)

  2. Propose four research questions that would advance understanding of how practice methods should be adapted across these learning stages for basketball shooting technique.   (4 marks)

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Sample Answer

  1. The cognitive stage involves understanding what to do, with learners processing information about the skill and making frequent errors while establishing basic movement patterns.
  2. The associative stage involves refining movements through practice, with fewer errors and more consistent execution as learners develop greater coordination and rhythm.
  3. The autonomous stage involves highly consistent, largely automatic execution with minimal conscious attention required for basic technique elements.
  4. Similar questions are acceptable with equal detail
  5. How does the effectiveness of blocked versus random practice change as learners transition from cognitive to associative stages of basketball shooting development?
  6. What specific indicators can coaches use to accurately identify when a player has progressed from one learning stage to the next to guide practice method adjustments?
  7. How does the integration of decision-making elements at different learning stages affect shooting technique consistency and transfer to game situations?
  8. What is the optimal progression of environmental complexity across learning stages to maximise both technique development and transfer to competitive contexts?

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Sample Answer

  1. The cognitive stage involves understanding what to do, with learners processing information about the skill and making frequent errors while establishing basic movement patterns.
  2. The associative stage involves refining movements through practice, with fewer errors and more consistent execution as learners develop greater coordination and rhythm.
  3. The autonomous stage involves highly consistent, largely automatic execution with minimal conscious attention required for basic technique elements.
  4. Similar questions are acceptable with equal detail
  5. How does the effectiveness of blocked versus random practice change as learners transition from cognitive to associative stages of basketball shooting development?
  6. What specific indicators can coaches use to accurately identify when a player has progressed from one learning stage to the next to guide practice method adjustments?
  7. How does the integration of decision-making elements at different learning stages affect shooting technique consistency and transfer to game situations?
  8. What is the optimal progression of environmental complexity across learning stages to maximise both technique development and transfer to competitive contexts?

HMS, BM EQ-Bank 666

Based on research about feedback types in skill development, propose three further research questions that would help coaches better understand how to provide effective feedback for swimming technique development.   (4 marks)

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Sample Answer – Any 3 of the following or similar

  • At what specific point in skill progression should coaches transition from predominantly knowledge of performance feedback to knowledge of results feedback for maximum technique development?
  • How does the optimal ratio of augmented to task-intrinsic feedback change as swimmers progress from cognitive to associative to autonomous stages of learning?
  • How does the timing of feedback (concurrent versus delayed) affect technique retention and transfer in different swimming strokes?
  • How can coaches effectively develop swimmers’ ability to use task-intrinsic feedback for self-correction during performance?
  • What specific verbal cues are most effective for providing knowledge of performance feedback across different swimming strokes and skill levels?
  • How does feedback frequency affect skill acquisition differently in closed swimming skills (starts, turns) versus continuous swimming strokes?
Show Worked Solution

Sample Answer – Any 3 of the following or similar

  • At what specific point in skill progression should coaches transition from predominantly knowledge of performance feedback to knowledge of results feedback for maximum technique development?
  • How does the optimal ratio of augmented to task-intrinsic feedback change as swimmers progress from cognitive to associative to autonomous stages of learning?
  • How does the timing of feedback (concurrent versus delayed) affect technique retention and transfer in different swimming strokes?
  • How can coaches effectively develop swimmers’ ability to use task-intrinsic feedback for self-correction during performance?
  • What specific verbal cues are most effective for providing knowledge of performance feedback across different swimming strokes and skill levels?
  • How does feedback frequency affect skill acquisition differently in closed swimming skills (starts, turns) versus continuous swimming strokes?

HMS, BM EQ-Bank 665

  1. Identify one learner characteristic that might affect skill acquisition in contact sports.   (1 mark)
  2. Using your response from (a) above, propose two research questions that would explore how different learner characteristics affect the development of technique in contact sports.   (2 marks)
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Sample Answer

a.   Learner characteristic – Any ONE of the following

  • Personality traits such as confidence or risk-taking willingness.
  • Prior experience in similar sports or activities.
  • Physical attributes including size, strength, or body type.
  • Age affecting approach to contact sport skill learning.

b.   Research questions – Questions should correspond to the learner characteristic from (a).

  • If using personality traits:
    • How do risk-taking versus cautious personalities affect technique acquisition and safety in contact sports?
    • What coaching approaches work best for different personality types when developing contact techniques?
  • If using prior experience:
    • How does prior experience affect progression through skill acquisition stages in contact sports?
    • How does non-contact sport experience influence technique development when learning contact skills?
  • If using physical attributes:
    • How do physical differences affect technique adaptations needed for optimal contact sport performance?
    • What relationship exists between physical attributes and learning progression in contact sports?
  • If using age:
    • How does age affect optimal practice complexity progression for contact sport techniques?
    • What feedback types work best for different age groups learning contact sports?
Show Worked Solution

Sample Answer

a.   Learner characteristic – Any ONE of the following

  • Personality traits such as confidence or risk-taking willingness.
  • Prior experience in similar sports or activities.
  • Physical attributes including size, strength, or body type.
  • Age affecting approach to contact sport skill learning.

b.   Research questions – Questions should correspond to the learner characteristic from (a).

  • If using personality traits:
    • How do risk-taking versus cautious personalities affect technique acquisition and safety in contact sports?
    • What coaching approaches work best for different personality types when developing contact techniques?
  • If using prior experience:
    • How does prior experience affect progression through skill acquisition stages in contact sports?
    • How does non-contact sport experience influence technique development when learning contact skills?
  • If using physical attributes:
    • How do physical differences affect technique adaptations needed for optimal contact sport performance?
    • What relationship exists between physical attributes and learning progression in contact sports?
  • If using age:
    • How does age affect optimal practice complexity progression for contact sport techniques?
    • What feedback types work best for different age groups learning contact sports?

HMS, BM EQ-Bank 664

The research plan for front-on tackling in rugby league includes the question: "Does age affect how the front-on tackle should be learnt?"

Suggest two further research questions that could extend understanding of age-appropriate skill development in rugby.   (2 marks)

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Sample Answer – Any TWO of the following or similar

  • How should coaching feedback types be modified for different age groups learning front-on tackling technique to maximise safety and skill development?
  • What modifications to practice environments are most effective for different age groups to develop proper tackling technique while minimising injury risk?
  • At what age should full-contact tackling practice begin, and how should progression differ between younger and older beginners?
  • How do cognitive development stages across different ages affect the optimal sequence for teaching complex tackling technique components?
Show Worked Solution

Sample Answer – Any TWO of the following or similar

  • How should coaching feedback types be modified for different age groups learning front-on tackling technique to maximise safety and skill development?
  • What modifications to practice environments are most effective for different age groups to develop proper tackling technique while minimising injury risk?
  • At what age should full-contact tackling practice begin, and how should progression differ between younger and older beginners?
  • How do cognitive development stages across different ages affect the optimal sequence for teaching complex tackling technique components?

HMS, BM EQ-Bank 663 MC

After studying basketball shooting technique development, which further research question would BEST explore the influence of learner characteristics?

  1. Which brand of basketball is best for shooting practice?
  2. How does previous experience in throwing sports affect the rate of shooting technique acquisition?
  3. What is the average shooting percentage in high school basketball?
  4. Which shooting technique is most commonly used by professional players?
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\(B\)

Show Worked Solution
  • B is correct: Explores how prior experience affects skill learning

Other Options:

  • A is incorrect: Focuses on equipment not learner characteristics
  • C is incorrect: Addresses performance statistics not learning
  • D is incorrect: Focuses on technique prevalence not learner characteristics

HMS, BM EQ-Bank 662 MC

A researcher has studied the use of augmented feedback in tennis serve development. Which further research question would MOST effectively explore the integration of performance elements with technique development?

  1. How does the integration of tactical decision-making affect serve technique under match pressure?
  2. What is the optimal racquet weight for serving?
  3. How many serves should players practice daily?
  4. Do left-handed players have an advantage when serving?
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\(A\)

Show Worked Solution
  • A is correct: This question explores how performance elements (decision-making) integrate with technique development in competitive contexts, addressing an advanced aspect of skill development.

Other Options:

  • B is incorrect: This focuses on equipment specifications rather than skill development processes.
  • C is incorrect: This addresses practice volume rather than the integration of performance elements with technique.
  • D is incorrect: This focuses on potential advantages rather than skill development processes.

HMS, BM EQ-Bank 661 MC

After studying how swimmers learn butterfly technique, which further research question would provide the MOST valuable information about developing task-intrinsic feedback abilities?

  1. At what age should swimmers begin learning butterfly technique?
  2. How does pool temperature affect butterfly performance?
  3. What is the optimal arm-to-leg length ratio for butterfly swimmers?
  4. How do elite swimmers detect and correct technique errors during performance?
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\(D\)

Show Worked Solution
  • D is correct: Addresses elite swimmers’ self-detection and correction abilities.

Other Options:

  • A is incorrect: Age doesn’t address task-intrinsic feedback development.
  • B is incorrect: Environmental conditions not skill development processes.
  • C is incorrect: Physical characteristics not feedback ability development.

HMS, BM EQ-Bank 660 MC

A netball researcher has studied how beginners learn the chest pass. Which further research question would BEST develop understanding of skill progression?

  1. How do successful teams use chest passes in game situations?
  2. Does the height of players affect chest pass technique?
  3. How should practice methods change as players move from cognitive to associative stages of learning?
  4. Which is the most popular pass used in professional netball?
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\(C\)

Show Worked Solution
  • C is correct: Explores practice adaptation across learning stages.

Other Options:

  • A is incorrect: Focuses on tactics not skill development.
  • B is incorrect: Addresses physical attributes not learning progression.
  • D is incorrect: Popularity irrelevant to skill development process.

HMS, BM EQ-Bank 659 MC

Which of the following would be the MOST appropriate further research question regarding the front-on tackle in rugby league?

  1. Does gender affect the rate at which the front-on tackle technique is acquired?
  2. What is the best way to tackle in rugby league?
  3. Why is rugby league more popular than rugby union?
  4. How many tackles are performed in an average rugby league game?
Show Answers Only

\(A\)

Show Worked Solution
  • A is correct: This question proposes meaningful research that extends understanding of skill development by exploring how learner characteristics (gender) might influence the rate of acquisition for this specific skill.

Other Options:

  • B is incorrect: This question is too broad and vague to guide specific research into skill development.
  • C is incorrect: This focuses on sport popularity rather than skill development.
  • D is incorrect: This focuses on game statistics rather than skill development processes.