Component 2 Revision — Sport Psychology

This lesson covers Topic 2 of Component 2: Sport Psychology. This topic examines how psychological factors influence performance and participation in sport. It includes skill classification, types of practice and teaching, goal setting, guidance, feedback, and mental preparation techniques. Understanding sport psychology helps explain not just how performers develop skills, but also how they prepare mentally for competition.

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Skill Classification

A skill is a learned ability to bring about a desired result with maximum efficiency and minimum effort. Skills in sport can be classified along several continua:

The Open–Closed Continuum

Open Skills	Closed Skills
Performed in an unpredictable, changing environment	Performed in a stable, predictable environment
Must be adapted to suit the situation	Performed the same way each time
Externally paced (the environment dictates when to act)	Self-paced (the performer decides when to start)
Example: Passing in football (must adapt to position of teammates, opponents, and the ball)	Example: A gymnast performing a floor routine (same sequence each time in a controlled environment)

The Simple–Complex Continuum

Simple Skills	Complex Skills
Few decisions to make	Many decisions to make
Few sub-routines (parts)	Many sub-routines
Require little concentration	Require high levels of concentration
Example: Running, catching	Example: A tennis serve, a triple jump

The Basic–Complex Continuum (Equivalent to Simple–Complex)

Edexcel uses the terms interchangeably with the simple–complex continuum. Basic skills are straightforward and require little cognitive processing; complex skills have multiple phases and require significant decision-making.

graph LR
    O["Open"] --- C["Closed"]
    S["Simple"] --- CX["Complex"]
    LP["Low Organisation"] --- HO["High Organisation"]
    style O fill:#e74c3c,color:#fff
    style C fill:#27ae60,color:#fff
    style S fill:#3498db,color:#fff
    style CX fill:#8e44ad,color:#fff
    style LP fill:#f39c12,color:#fff
    style HO fill:#2c3e50,color:#fff

The Low Organisation–High Organisation Continuum

Low Organisation	High Organisation
Made up of separate sub-routines that can be practised individually	Sub-routines are closely linked and difficult to separate
Can be broken down into parts	Must be practised as a whole
Example: A swimming stroke (arm action, leg kick, and breathing can be practised separately)	Example: A golf swing (the backswing, downswing, and follow-through are so closely linked that practising them separately is ineffective)

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The Four Types of Practice

Practice Type	Description	When to Use It	Example
Whole practice	The skill is practised in its entirety from start to finish	For highly organised skills that cannot easily be broken down; for experienced performers	Practising a cartwheel in gymnastics as one complete movement
Part practice	The skill is broken down into separate sub-routines, each practised individually	For skills with low organisation; for beginners learning a complex skill	Practising the arm pull in swimming separately from the leg kick
Fixed (drill) practice	The same skill is repeated over and over in the same conditions	For closed skills that need to become automatic (overlearning); for beginners	Repeatedly practising a free throw in basketball from the same position
Variable practice	The skill is practised in different situations and conditions	For open skills that need to be adapted to changing environments; for experienced performers	Practising passing in football with different distances, angles, and defenders

Choosing the Right Type of Practice

graph TD
    Q1{"Is the skill<br/>highly organised?"}
    Q2{"Is the performer<br/>a beginner?"}
    Q3{"Is it an open<br/>or closed skill?"}
    W["Whole Practice"]
    P["Part Practice"]
    F["Fixed Practice"]
    V["Variable Practice"]
    Q1 -- "Yes" --> W
    Q1 -- "No" --> Q2
    Q2 -- "Yes" --> P
    Q2 -- "No" --> Q3
    Q3 -- "Closed" --> F
    Q3 -- "Open" --> V
    style W fill:#27ae60,color:#fff
    style P fill:#3498db,color:#fff
    style F fill:#e67e22,color:#fff
    style V fill:#8e44ad,color:#fff

Exam Tip: When answering questions about types of practice, always justify your choice by linking it to the type of skill (open/closed, simple/complex, low/high organisation) and the ability of the performer (beginner/experienced). A generic answer without justification will not score full marks.

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The Four Types of Teaching (Presentation)

Teaching Style	Description	Advantages	Disadvantages	Best For
Command	The teacher/coach makes all decisions; learners follow instructions exactly	Efficient for large groups; safe; quick to organise	No learner input; can be demotivating; does not encourage creativity	Beginners; dangerous activities; large groups
Reciprocal	Learners work in pairs; one performs while the other observes and gives feedback using criteria set by the teacher	Develops observation and communication skills; immediate feedback; social interaction	Feedback quality depends on the observer's knowledge; may lack accuracy	Intermediate performers; skills where technique can be easily observed
Guided discovery	The teacher sets tasks and questions that guide the learner towards discovering the correct technique themselves	Develops problem-solving and understanding; more memorable; intrinsic motivation	Time-consuming; learner may not reach the correct answer; requires patience	Experienced learners; tactical understanding; cognitive engagement
Problem-solving	The teacher sets an open-ended problem; learners find their own solutions	Encourages creativity and independence; develops decision-making; high motivation	Very time-consuming; outcomes are unpredictable; not suitable for all skills	Advanced performers; tactical scenarios; creative activities

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SMART Targets

SMART targets are a framework for setting effective goals in sport and physical activity.

Letter	Meaning	Explanation	Example
S	Specific	The target must be precise and clearly defined — not vague	"Improve my bleep test score" (not "get fitter")
M	Measurable	You must be able to measure whether the target has been achieved	"Improve my bleep test score from Level 8.4 to Level 9.5"
A	Achievable	The target must be realistic — challenging but possible	Level 9.5 is a realistic improvement over 6 weeks (Level 14 would not be)
R	Recorded	Progress must be recorded and tracked over time	Keep a training diary recording bleep test scores every 2 weeks
T	Time-bound	There must be a deadline for achieving the target	"Achieve Level 9.5 within 6 weeks"

Exam Tip: Edexcel uses R = Recorded, not "Realistic" as some other specifications do. Make sure you use the correct Edexcel definition in the exam. "Recorded" means that the performer tracks their progress — this could be through a training diary, an app, or regular testing.

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Types of Guidance

Guidance is information given to a learner to help them understand and perform a skill.