Deciding on appropriate response / action / movement according to information from display and tactical knowledge Retrieval of information/motor programme from LTM. Suggest why a on one gives an advantage to the attackers. ‘two situation’ inevitably [2 marks] Two marks for 2 of: Attackers select move / action that defender must respond to Increases uncertainty / stimuli / defender slowed by increasing choices / decisions Opportunity to use psychological refractory period to fake move Explain why if all the players involved are beginners, then the attack often breaks down. [4 marks] Four marks for 4 of: Beginners at cognitive / early associative stage Unable to repeatedly complete skill successfully Insufficient processing capacity to perform skill and survey positions of players / information overload Lack variety of responses to deal with situation Demand for speed of decision-making means loss of concentration and skill breaks down / unable to decide response. Explain, in terms of information processing, why a beginner may experience difficulties when learning a new skill. [3 marks] Three marks for 3 of: Deciding what to focus on / selective attention not fully developed The ability to process information not developed Information overload; Motor program not developed /gross errors made. A simple information processing system consists of perceptual, translatory and effector mechanisms. Explain what you understand by these terms, using appropriate examples from volleyball. [6 marks] Six marks for 6 of: Perception make sense of incoming information/ use of selective attention – e.g. the ball has left the opposition / equiv server’s hand Translation To decide what is happening and what to do about it / recognise the – input and make a decision on the action to be taken / decision-making E.g. the ball is at chest height I will use a set/volley/equiv Effector control Put a motor programme into effect/doing the movement – Send impulses to the muscular system in order for the movement to be carried out E.g. hands high/viewfinder/extend the legs. Definitions of and the relationship between reaction time, response time, movement time The diagram show various stages that occur prior to, during and at the end of a sprint. Redraw figure 6 and clearly label your drawing to identify reaction time, movement time and response time. [3 marks]
Deciding on appropriate response / action / movement according to information from display and tactical knowledge Retrieval of information/motor programme from LTM. Suggest why a ‘two on one situation’ inevitably gives an advantage to the attackers. [2 marks] Two marks for 2 of: Attackers select move / action that defender must respond to Increases uncertainty / stimuli / defender slowed by increasing choices / decisions Opportunity to use psychological refractory period to fake move Explain why if all the players involved are beginners, then the attack often breaks down. [4 marks] Four marks for 4 of: Beginners at cognitive / early associative stage Unable to repeatedly complete skill successfully Insufficient processing capacity to perform skill and survey positions of players / information overload Lack variety of responses to deal with situation Demand for speed of decision-making means loss of concentration and skill breaks down / unable to decide response. Explain, in terms of information processing, why a beginner may experience difficulties when learning a new skill. [3 marks] Three marks for 3 of: Deciding what to focus on / selective attention not fully developed The ability to process information not developed Information overload; Motor program not developed /gross errors made. A simple information processing system consists of perceptual, translatory and effector mechanisms. Explain what you understand by these terms, using appropriate examples from volleyball. [6 marks] Six marks for 6 of: Perception – make sense of incoming information/ use of selective attention e.g. the ball has left the opposition server’s hand / equiv Translation – To decide what is happening and what to do about it / recognise the input and make a decision on the action to be taken / decision-making E.g. the ball is at chest height I will use a set/volley/equiv Effector control – Put a motor programme into effect/doing the movement Send impulses to the muscular system in order for the movement to be carried out E.g. hands high/viewfinder/extend the legs. Definitions of and the relationship between reaction time, response time, movement time The diagram show various stages that occur prior to, during and at the end of a sprint. Redraw figure 6 and clearly label your drawing to identify reaction time, movement time and response time. [3 marks]
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