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