Sports psychology
50 exam-style questions with answers for 3.2.1 Sports psychology in AQA GCSE Physical Education (spec 8582). Practise with flashcards, a topic quiz, a random quiz across the course, 5 crosswords, or read every question and answer below. Not official AQA material.
All 50 questions and answers
Question 1 · Spec 3.2.1.1 · Skill and ability
Define skill. [1 mark]
Answer:A learned action or behaviour with the intention of bringing about pre-determined results, with maximum certainty and minimum outlay of time and energy.Question 2 · Spec 3.2.1.1 · Skill and ability
Distinguish between skill and ability. [2 marks]
Answer:A skill is learned (1); an ability is inherited (1).Question 3 · Spec 3.2.1.1 · Classification
Distinguish between basic and complex skills. [2 marks]
Answer:A basic skill needs little thought or decision making, e.g. running (1); a complex skill needs a lot of decisions and coordination, e.g. a tennis serve with spin (1).Question 4 · Spec 3.2.1.1 · Classification
Distinguish between open and closed skills. [2 marks]
Answer:An open skill is affected by the environment and must be adapted, e.g. a pass in football (1); a closed skill is not affected by the environment and is pre-learned, e.g. a free throw in basketball (1).Question 5 · Spec 3.2.1.1 · Classification
Justify the placement of a tennis serve on the open-closed continuum. [2 marks]
Answer:Towards the closed end (1); the server controls when to start and the environment is stable (1).Question 6 · Spec 3.2.1.1 · Classification
Justify the placement of a rugby tackle on the open-closed continuum. [2 marks]
Answer:Towards the open end (1); it depends on the opponent's movement, so it must be adapted (1).Question 7 · Spec 3.2.1.1 · Classification
Explain why skills are placed on a continuum. [1 mark]
Answer:Most skills are not entirely one type; they have elements of both, depending on the situation.Question 8 · Spec 3.2.1.2 · Goal setting
State two benefits of goal setting. [2 marks]
Answer:Any two from: improves motivation (1); improves performance (1); improves adherence to training (1); controls anxiety (1).Question 9 · Spec 3.2.1.2 · SMART targets
State what SMART stands for. [2 marks]
Answer:Specific, measurable, achievable (1); realistic, time-bound (1).Question 10 · Spec 3.2.1.2 · SMART targets
Explain why a target should be measurable. [1 mark]
Answer:So the performer can see whether it has been achieved.Question 11 · Spec 3.2.1.2 · SMART targets
Explain why a target should be achievable. [2 marks]
Answer:So the performer is motivated to try for it (1); an impossible target causes demotivation (1).Question 12 · Spec 3.2.1.2 · SMART targets
Write a SMART target for a 1500 m runner. [2 marks]
Answer:E.g. 'Reduce my 1500 m time by 5 seconds' (specific and measurable) (1); 'in the next 8 weeks' (time-bound) (1).Question 13 · Spec 3.2.1.3 · Information processing
State the four stages of the basic information processing model. [4 marks]
Answer:Input (1); decision making (1); output (1); feedback (1).Question 14 · Spec 3.2.1.3 · Information processing
Describe the input stage of information processing. [2 marks]
Answer:Information is received from the display through the senses (1); and selective attention focuses on the relevant cues, e.g. the ball (1).Question 15 · Spec 3.2.1.3 · Information processing
Describe the decision-making stage. [2 marks]
Answer:The information is compared with past experiences in the memory (1); and the best response is selected (1).Question 16 · Spec 3.2.1.3 · Information processing
Describe the output stage. [1 mark]
Answer:The decision is sent to the muscles, which carry out the movement.Question 17 · Spec 3.2.1.3 · Memory
Distinguish between short-term and long-term memory. [2 marks]
Answer:Short-term memory has limited capacity and holds information for a short time (1); long-term memory stores learned movements and past experiences with a large capacity (1).Question 18 · Spec 3.2.1.3 · Selective attention
Explain how selective attention helps a goalkeeper. [2 marks]
Answer:It filters out irrelevant information, such as crowd noise (1); so they can focus on the ball and react faster (1).Question 19 · Spec 3.2.1.4 · Guidance
Name the four types of guidance. [4 marks]
Answer:Visual (1); verbal (1); manual (1); mechanical (1).Question 20 · Spec 3.2.1.4 · Visual guidance
State one advantage and one disadvantage of visual guidance. [2 marks]
Answer:Advantage: the performer sees a picture of the correct technique; good for beginners (1). Disadvantage: the demonstration must be accurate and some complex skills are hard to show (1).Question 21 · Spec 3.2.1.4 · Verbal guidance
State one advantage and one disadvantage of verbal guidance. [2 marks]
Answer:Advantage: it can be given during performance and points out key details (1). Disadvantage: too much information can confuse beginners (1).Question 22 · Spec 3.2.1.4 · Manual guidance
Describe manual guidance and give an example. [2 marks]
Answer:The coach physically moves the performer's body into position (1); e.g. guiding a golfer's arms through a swing (1).Question 23 · Spec 3.2.1.4 · Mechanical guidance
Describe mechanical guidance and give an example. [2 marks]
Answer:The use of equipment to help a performer (1); e.g. armbands for a beginner swimmer or a harness in trampolining (1).Question 24 · Spec 3.2.1.4 · Mechanical guidance
Explain why mechanical guidance is useful for dangerous skills. [1 mark]
Answer:It builds confidence and keeps the performer safe while they learn.Question 25 · Spec 3.2.1.4 · Feedback
Distinguish between intrinsic and extrinsic feedback. [2 marks]
Answer:Intrinsic feedback comes from within the performer, through the feel of the movement (1); extrinsic feedback comes from outside, e.g. a coach (1).Question 26 · Spec 3.2.1.4 · Feedback
Distinguish between concurrent and terminal feedback. [2 marks]
Answer:Concurrent feedback is given during the performance (1); terminal feedback is given after the performance (1).Question 27 · Spec 3.2.1.4 · Feedback
Distinguish between knowledge of performance and knowledge of results. [2 marks]
Answer:Knowledge of performance is about the quality of the technique (1); knowledge of results is about the outcome, e.g. whether the shot scored (1).Question 28 · Spec 3.2.1.4 · Feedback
Explain why beginners need positive feedback. [2 marks]
Answer:It motivates and builds confidence (1); and reinforces correct actions (1).Question 29 · Spec 3.2.1.4 · Feedback
Explain why experienced performers can use intrinsic feedback. [1 mark]
Answer:They can feel whether the movement was correct and make adjustments themselves.Question 30 · Spec 3.2.1.5 · Arousal
Define arousal. [1 mark]
Answer:A physical and mental (physiological and psychological) state of alertness or readiness.Question 31 · Spec 3.2.1.5 · Inverted-U theory
Describe the inverted-U theory. [3 marks]
Answer:As arousal increases, performance improves (1); up to an optimal point at moderate arousal (1); beyond that, performance decreases (1).Question 32 · Spec 3.2.1.5 · Arousal
Explain why a snooker player needs low arousal. [2 marks]
Answer:Snooker needs fine skills and precise control (1); high arousal would cause muscle tension and loss of concentration (1).Question 33 · Spec 3.2.1.5 · Arousal
Explain why a rugby player benefits from high arousal. [2 marks]
Answer:Rugby involves gross skills and strength (1); high arousal helps generate power in tackles (1).Question 34 · Spec 3.2.1.5 · Stress management
Name three stress management techniques. [3 marks]
Answer:Deep breathing (1); mental rehearsal, visualisation or imagery (1); positive self-talk (1).Question 35 · Spec 3.2.1.5 · Stress management
Describe how deep breathing helps a penalty taker. [2 marks]
Answer:Slow, deep breaths focus attention on breathing (1); lowering heart rate and reducing anxiety (1).Question 36 · Spec 3.2.1.5 · Stress management
Describe mental rehearsal and its benefit. [2 marks]
Answer:Picturing the perfect performance of a skill in the mind before doing it (1); which builds confidence and reduces anxiety (1).Question 37 · Spec 3.2.1.5 · Aggression
Distinguish between direct and indirect aggression. [2 marks]
Answer:Direct aggression involves physical contact with others, e.g. a tackle (1); indirect aggression is taken out on an object, e.g. smashing a shuttlecock (1).Question 38 · Spec 3.2.1.5 · Personality
Describe the characteristics of an introvert. [2 marks]
Answer:Shy, quiet and thoughtful (1); enjoys being alone (1).Question 39 · Spec 3.2.1.5 · Personality
Describe the characteristics of an extrovert. [2 marks]
Answer:Sociable, active and talkative (1); enjoys being with others (1).Question 40 · Spec 3.2.1.5 · Personality
Explain why introverts tend to prefer individual sports. [2 marks]
Answer:They prefer activities with low arousal and fine skills (1); that need concentration and can be done alone, e.g. archery (1).Question 41 · Spec 3.2.1.5 · Personality
Explain why extroverts tend to prefer team sports. [2 marks]
Answer:They enjoy being with others (1); and fast-paced activities with high arousal and gross skills (1).Question 42 · Spec 3.2.1.5 · Motivation
Distinguish between intrinsic and extrinsic motivation. [2 marks]
Answer:Intrinsic motivation is the drive from within, e.g. for enjoyment or pride (1); extrinsic motivation comes from outside, e.g. trophies or money (1).Question 43 · Spec 3.2.1.5 · Motivation
Explain why intrinsic motivation is thought to be more effective. [1 mark]
Answer:It lasts longer, as the performer participates for enjoyment rather than rewards.Question 44 · Spec 3.2.1.5 · Motivation
State one disadvantage of extrinsic motivation. [1 mark]
Answer:If rewards stop, the performer may lose interest, or overuse may reduce intrinsic motivation.Question 45 · Spec 3.2.1.5 · Motivation
Give two examples of extrinsic rewards. [2 marks]
Answer:Any two from: trophies or medals (1); money (1); praise from a coach (1); certificates (1).Question 46 · Spec 3.2.1.2 · Goal setting
Explain how goal setting improves adherence to exercise. [1 mark]
Answer:Targets give the performer something to work towards, so they keep training.Question 47 · Spec 3.2.1.3 · Information processing
Explain the role of feedback in the information processing model. [1 mark]
Answer:Information about the performance returns to the input stage to improve the next attempt.Question 48 · Spec 3.2.1.4 · Guidance
Explain why a coach might use a combination of visual and verbal guidance. [2 marks]
Answer:The demonstration gives a picture of the skill (1); while the verbal instructions point out the key teaching points (1).Question 49 · Spec 3.2.1.5 · Arousal
State two physical signs of over-arousal. [2 marks]
Answer:Any two from: increased heart rate (1); sweating (1); muscle tension (1); butterflies or nausea (1).Question 50 · Spec 3.2.1.5 · Stress management
Explain how positive self-talk helps a performer. [2 marks]
Answer:Repeating positive phrases to themselves, e.g. 'I can do this' (1); builds confidence and blocks out negative thoughts (1).