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HMS, BM 2014 HSC 13 MC

In basketball, players can be awarded a ‘free throw’ whereby they are allowed to attempt a shot without any defenders.

Which set of motor skills is used in a basketball free throw?

  1. Closed and fine
  2. Closed and gross
  3. Open and fine
  4. Open and gross
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\(B\)

Show Worked Solution
  • B is correct: Free throw is closed skill in controlled environment using gross motor skills.

Other Options:

  • A is incorrect: Basketball shooting uses gross not fine motor skills.
  • C is incorrect: Free throw is closed skill not open skill.
  • D is incorrect: Free throw environment is predictable making it closed skill.

♦♦ Mean mark 46%.

HMS, BM 2020 HSC 6 MC

Which of the following best describes the nature of the skill when an athlete performs a long jump?

  1. Open, self-paced, gross
  2. Open, externally paced, continuous
  3. Closed, self-paced, gross
  4. Closed, externally paced, continuous
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\(C\)

Show Worked Solution
  • C is correct: Predictable environment, athlete controls timing, uses large muscle groups.

Other Options:

  • A is incorrect: Long jump occurs in predictable not unpredictable environment.
  • B is incorrect: Athlete controls timing and skill is discrete not continuous.
  • D is incorrect: Athlete controls timing and skill is discrete not continuous.

♦♦ Mean mark 44%.

HMS, BM EQ-Bank 568

Basketball involves various skills that can be classified according to their motor characteristics.

  1. Select TWO basketball skills and classify each according to whether they are:
    • gross or fine motor skills
    • open or closed skills
    • discrete, serial or continuous skills   (2 marks) 

  1. For ONE of the skills you classified in part (a), explain how its motor characteristics influence specific training methods that would be used when coaching developing players.   (4 marks)

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a.   Two basketball skills (of many possibilities):

Skill 1: Free throw shooting:

  • Gross motor skill (involves large muscle groups though with fine control elements)
  • Closed skill (stable, predictable environment)
  • Discrete skill (clear beginning and end)

Skill 2: Dribbling past defenders:

  • Gross motor skill (involves large muscle groups)
  • Open skill (changing, unpredictable environment with defenders)
  • Continuous skill (ongoing without clear beginning/end during execution)

 
b.    Free throw shooting

As a closed skill:

  • Consistent practice environment allows for blocked practice (repetition without variation)
  • Example: Secondary school players practicing 20 consecutive shots with focus on technique

As a discrete skill:

  • Pre-performance routine development is essential
  • Example: Local club coaches teaching consistent pre-shot sequence (e.g., three dribbles, deep breath)

As a gross motor skill:

  • Whole body coordination required despite precision elements
  • Example: Junior players learning to align feet, hips and shoulders before developing arm action

Progressive training approach:

  • Begin with technique focus in non-fatigued state
  • Add pressure elements gradually (fatigue, noise, time constraints)
  • Example: Representative team players practising free throws after sprint drills to simulate game conditions

OR

Dribbling past defenders

As an open skill:

  • Variable practice environments are essential
  • Example: Primary school players progressing from stationary dribbling to moving against passive then active defenders

As a continuous skill:

  • Focus on maintaining technique during extended execution
  • Example: Community club players practicing sustained dribbling under increasing pressure without breaks

As a gross motor skill:

  • Coordination of multiple body segments while in motion
  • Example: Junior players developing coordinated hand-eye control while maintaining proper running mechanics

Progressive training approach:

  • Begin with basic technique in closed environments (no defenders)
  • Gradually introduce decision-making elements and defensive pressure
  • Example: State-level players practicing against multiple defensive scenarios with increasing complexity and intensity
Show Worked Solution

a.   Two basketball skills (of many possibilities):

Skill 1: Free throw shooting:

  • Gross motor skill (involves large muscle groups though with fine control elements)
  • Closed skill (stable, predictable environment)
  • Discrete skill (clear beginning and end)

Skill 2: Dribbling past defenders:

  • Gross motor skill (involves large muscle groups)
  • Open skill (changing, unpredictable environment with defenders)
  • Continuous skill (ongoing without clear beginning/end during execution)

 
b.    Free throw shooting

As a closed skill:

  • Consistent practice environment allows for blocked practice (repetition without variation)
  • Example: Secondary school players practicing 20 consecutive shots with focus on technique

As a discrete skill:

  • Pre-performance routine development is essential
  • Example: Local club coaches teaching consistent pre-shot sequence (e.g., three dribbles, deep breath)

As a gross motor skill:

  • Whole body coordination required despite precision elements
  • Example: Junior players learning to align feet, hips and shoulders before developing arm action

Progressive training approach:

  • Begin with technique focus in non-fatigued state
  • Add pressure elements gradually (fatigue, noise, time constraints)
  • Example: Representative team players practising free throws after sprint drills to simulate game conditions

OR

Dribbling past defenders

As an open skill:

  • Variable practice environments are essential
  • Example: Primary school players progressing from stationary dribbling to moving against passive then active defenders

As a continuous skill:

  • Focus on maintaining technique during extended execution
  • Example: Community club players practicing sustained dribbling under increasing pressure without breaks

As a gross motor skill:

  • Coordination of multiple body segments while in motion
  • Example: Junior players developing coordinated hand-eye control while maintaining proper running mechanics

Progressive training approach:

  • Begin with basic technique in closed environments (no defenders)
  • Gradually introduce decision-making elements and defensive pressure
  • Example: State-level players practicing against multiple defensive scenarios with increasing complexity and intensity

HMS, BM EQ-Bank 566

How does the classification of a skill as fine or gross motor affect skill acquisition and retention for both recreational and elite athletes. Provide specific examples in your response.   (6 marks)

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*Cause-and-effect language that directly addresses the “How” (unofficial) keyword is bolded in the answer below.

  • Fine motor skills require longer acquisition periods because precision demands necessitate extensive neural programming. Recreational archers need 6-12 months to develop consistent release technique due to complex finger coordination. Further, elite dart players spend years perfecting their throw. This demonstrates the time investment needed for precision.
  • Gross motor skills are acquired rapidly since they build on existing movements. Basketball players learn layups in weeks because the action uses familiar running and jumping patterns. This leads to faster progress than less natural actions required in sports like archery or darts.
  • Practice structure also differ due to attention demands. Fine motor skills, used in activities like golf putting, benefit from short daily sessions as concentration fades quickly. Conversely, swimmers train for 90 minutes because large muscle groups handle extended work. In this way, session length must match skill demands.
  • Feedback requirements vary because of movement complexity. Archery coaches focus on finger position which enables precise corrections. Rugby coaches address overall tackling form since movement patterns matter more than minute details.
  • Fine motor skills can deteriorate quickly under pressure because stress disrupts control, causing issue such as putting yips. In contrast, swimmers maintain stroke technique under pressure as gross patterns remain stable. This clearly demonstrates the different retention characteristics between skill types.
Show Worked Solution

*Cause-and-effect language that directly addresses the “How” (unofficial) keyword is bolded in the answer below.

  • Fine motor skills require longer acquisition periods because precision demands necessitate extensive neural programming. Recreational archers need 6-12 months to develop consistent release technique due to complex finger coordination. Further, elite dart players spend years perfecting their throw. This demonstrates the time investment needed for precision.
  • Gross motor skills are acquired rapidly since they build on existing movements. Basketball players learn layups in weeks because the action uses familiar running and jumping patterns. This leads to faster progress than less natural actions required in sports like archery or darts.
  • Practice structure also differ due to attention demands. Fine motor skills, used in activities like golf putting, benefit from short daily sessions as concentration fades quickly. Conversely, swimmers train for 90 minutes because large muscle groups handle extended work. In this way, session length must match skill demands.
  • Feedback requirements vary because of movement complexity. Archery coaches focus on finger position which enables precise corrections. Rugby coaches address overall tackling form since movement patterns matter more than minute details.
  • Fine motor skills can deteriorate quickly under pressure because stress disrupts control, causing issue such as putting yips. In contrast, swimmers maintain stroke technique under pressure as gross patterns remain stable. This clearly demonstrates the different retention characteristics between skill types.

HMS, BM EQ-Bank 564

Outline the key characteristics of gross motor skills and provide THREE examples from different sports.   (3 marks)

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Sample Answer

  • Gross motor skills utilise large muscle groups and require coordinated whole-body movements
  • They typically produce significant force as seen in activities like tackling in rugby where the legs, core, and upper body work together.
  • These skills often form the foundation for more complex sport movements and are generally less precise than fine motor skills.
  • This is demonstrated in running technique which forms the basis for many sport-specific movement patterns.
  • Examples of gross motor skills include:-
    • the butterfly stroke in swimming which requires coordinated movement of the arms, legs, and torso;
    • a basketball layup involving whole-body coordination while moving at speed;
    • the long jump which utilises powerful leg muscles and full-body momentum.
Show Worked Solution

Sample Answer

  • Gross motor skills utilise large muscle groups and require coordinated whole-body movements
  • They typically produce significant force as seen in activities like tackling in rugby where the legs, core, and upper body work together.
  • These skills often form the foundation for more complex sport movements and are generally less precise than fine motor skills.
  • This is demonstrated in running technique which forms the basis for many sport-specific movement patterns.
  • Examples of gross motor skills include:-
    • the butterfly stroke in swimming which requires coordinated movement of the arms, legs, and torso;
    • a basketball layup involving whole-body coordination while moving at speed;
    • the long jump which utilises powerful leg muscles and full-body momentum.