GCE Physical Education H555/02: Psychological factors affecting performance Advanced GCE Mark Scheme for November 2020

GCE Physical Education H555/02: Psychological factors affecting performance Advanced GCE Mark Scheme for November 2020 Oxford Cambridge and RSA Examinations GCE Physical Education H555/02: Psychological factors ...

GCE Physical Education H555/02: Psychological factors affecting performance Advanced GCE Mark Scheme for November 2020 Oxford Cambridge and RSA Examinations GCE Physical Education H555/02: Psychological factors affecting performance Advanced GCE Mark Scheme for November 2020Oxford Cambridge and RSA Examinations OCR (Oxford Cambridge and RSA) is a leading UK awarding body, providing a wide range of qualifications to meet the needs of candidates of all ages and abilities. OCR qualifications include AS/A Levels, Diplomas, GCSEs, Cambridge Nationals, Cambridge Technicals, Functional Skills, Key Skills, Entry Level qualifications, NVQs and vocational qualifications in areas such as IT, business, languages, teaching/training, administration and secretarial skills. It is also responsible for developing new specifications to meet national requirements and the needs of students and teachers. OCR is a not-for-profit organisation; any surplus made is invested back into the establishment to help towards the development of qualifications and support, which keep pace with the changing needs of today’s society. This mark scheme is published as an aid to teachers and students, to indicate the requirements of the examination. It shows the basis on which marks were awarded by examiners. It does not indicate the details of the discussions which took place at an examiners’ meeting before marking commenced. All examiners are instructed that alternative correct answers and unexpected approaches in candidates’ scripts must be given marks that fairly reflect the relevant knowledge and skills demonstrated. Mark schemes should be read in conjunction with the published question papers and the report on the examination. © OCR 2020H555/02 Mark Scheme November 2020 2 1. Annotations used in the detailed Mark Scheme Annotation Description Annotation Description Tick Knowledge and understanding / indicates AO1 on Q8 Cross Example/Reference / indicates AO2 on Q8 Benefit of doubt Development / indicates AO3 on Q8 Too vague Level 1 response on Q8 Repeat Level 2 response on Q8 Indicates sub-max reached where relevant Level 3 response on Q8 Noted but no credit given Blank page Significant amount of material which doesn’t answer the question  Sub-maxes are indicated with S; the guidance section of the mark scheme shows which questions these are relevant to.  KU/EG/DEV used instead of ticks on the extended response question to indicate where knowledge or development points from the indicative content have been made.  On this extended response question, one KU/EG/DEV does not necessarily equate to one mark being awarded; the marking is based on a levels of response mark scheme which awards a level and mark holistically based upon the quality of the response overall against the levels descriptors.H555/02 Mark Scheme November 2020 3 Section A Question Answer Marks Guidance 1 Two marks from: 1. Massed practice example A tennis player repeatedly rehearsing the serve without a rest period 2. Distributed practice example A basketball player doing ten free throws then resting, then repeating free throws. Or A rugby player rehearsing kicking for 6 mins then having a rest/distraction by playing Frisbee, then returning to kicks 2 (AO2) Accept any suitable example Examples must relate to the skill being practiced rather than a sport. 2 One mark from: 1. Performance As arousal increases, performance increases/ improves 2 Dominant habit/response As arousal increases, emission of dominant response increases 3 Skilful Experts dominant response is skilful / correct 2 (AO1) 3 Two marks from: 1. Ability e.g. I am/not a fast sprinter 2. Luck e.g. We were unlucky to lose todays football game /lucky to win 3. Task difficulty e.g. We were playing a much lower ranked team or e.g. Opposition are top of the league 1. Pitch e.g. The pitch was in good condition / slippy 2. Referee e.g. The referee was biased against us 3. Weather e.g. we lost because the weather was awful 4. Form e.g. our rugby superstar wasn’t on form today 2 (AO2) Mark 1st two only Accept: other relevant practical examples and attributions given for a win or a lossH555/02 Mark Scheme November 2020 4 Section A Question Answer Marks Guidance 4 Two marks from: 1. Motivated / enthusiastic / persistent 2. Clear goal / vision / organised 3. Empathy / understanding of other’s needs / can see alternative points of view 4. Good knowledge of the sport 5. Charisma / motivating / has presence / inspiring / is respected 6. Ambitious 7. Well-developed perceptual / decision making skills. 8. Confident 9. Being good at the sport / high ability / talented / experienced (at the sport or leadership) 10. Flexible / adaptable / changes leadership styles 11. Listening skills 2 (AO1) Mark 1st two only Do not accept: Good communication skills (RQ)H555/02 Mark Scheme November 2020 5 5 Two marks from: 1. Weapons / objects e.g. Ice hockey stick / Hockey stick / golf club / baseball bat / opposition shirt 2. Nature of game / sport Boxing / Ice Hockey / Rugby 3. Places Playing at a football pitch where you’ve been injured in a previous fixture / boxing ring 4. People Playing rugby against a close rival / being provoked by someone verbally abusing you in rugby / high tackle in rugby / being fouled with a bad tackle in football 5. Nature of event Derby match 6. Perceived unfairness Incorrect referee decision 7. Witnessing violence Seeing team mate punched 2 (AO2) Mark 1st two only Accept other suitable practical examplesH555/02 Mark Scheme November 2020 6 Section B Question Answer Marks Guidance 6 (a) Six marks from: 1. Simple skill example Running / forward roll / sprint start / long jump / front crawl 2. Reason Doesn’t require much decision making / perception / info processing / judgments or low perceptual load or Technically easy 3. Closed skill example Free throw in basketball / Badminton serve / 100m sprint 4. Reason Not affected by environment or movement patterns don’t change / are fixed 5. Fine skill example Throwing a dart / finger action in pistol shooting / wrist action in bowling / snooker shot / shot in archery 6. Reason Small muscle movements or precision is important 6 (AO2) Accept any suitable examples as long as justification is correct Do not accept: ‘Easy’ on it’s own for pt 2H555/02 Mark Scheme November 2020 7 (b) (i) Three marks from: 1. Connectionist / S- R bond The badminton player learns to connect the stimulus of the high shuttle cock to the response of performing a smash. 2. Manipulation of environment Coach could draw a large chalk circle on the floor to aim smashes into 3. Shaping Coach praises that the player used the correct smash action even though he hit the net 4. Trial and error The badminton player learns through trial and error / experimenting with different ways of smashing the shuttlecock 5. Negative Reinforcement The teacher will stop telling / shouting at them to move into the correct position when the smash is performed well 6. Punishment / law of effect - annoyer When the teacher shouts at the player for hitting the shuttle into the net they will learn not to hit the shuttle the same way again 7. Thorndikes laws / law of readiness / law of exercise The player needs to practice serves to learn them / strengthen S – R bond or The player needs to be physically / mentally ready to learn to smash in order to learn successfully 3 (AO2) Do not accept: Positive reinforcement (RQ) Points must be applied to sporting example Allow multiple points embedded in same example as long as applied to the sporting context given.H555/02 Mark Scheme November 2020 8 (b) (ii) Two marks from: 1. Effective (+) Effective as rewards reinforce the type of behaviour required / S-R bond 2. Easy (+) Can be easy to give, e.g. stickers / badges / praise 3. Young / beginners (+) Very effective for young performers / in early stages of skill learning 4. Quick (+) Can speed up the process of learning a new skill 5. Motivating (+) Rewards motivate people / give incentive if trial and error is failing 6. Take away enjoyment (-) Reward can become more important than doing the activity for its own sake / enjoyment of activity 7. Incorrect timing (-) If used at the wrong time can strengthen an incorrect S-R bond 8. Expect rewards (-) Could expect rewards every time they learn a new skill or not motivated to learn a new skill unless there is a reward available or when rewards run out participation / motivation can be lost or reward becomes meaningless / ignored if overused 2 (AO3) Submax 1 mark for just positive or just negative points (c) (i) Three marks from: 1. STSS/Sensory memory/register Very large / unlimited 2. STM 5-9 items / 7+/- 2 items 3. LTM Limitless / endless / unlimited 3 (AO1) Each stage must be named in order to gain the mark. (ii) Two marks from: 1. Chunking / grouping 2. Rehearsal / practice / repetition 3. Association / linking 4. Relevant / meaningful 5. Avoid overload Mark 1st two only Accept: mental rehearsal for pt 2.H555/02 Mark Scheme November 2020 9 (d) Four marks from: 1. Negative (+) Informs them what they are doing wrong / need to change 2. Negative (+) Helps them to fine tune performance more / make those final improvements 3. Negative (+) Could motivate them to improve more / prevents drive reduction / shouldn’t lose motivation 4. Negative (-) Could demotivate some experts (if overused) 5. Negative (-) Doesn’t necessarily tell a performer what they need to do, it could just tell them what they are doing wrong 6. Negative (-) If feedback is inaccurate can hinder performance 7. Negative (confidence) Shouldn’t lower self-confidence (in an expert) 8. Negative feedback (expert) May focus more on negative feedback as they are expert performer or effective if given by an expert / provide their own negative feedback 9. KOP (+) Helps them to understand ‘how’ to refine technique / which parts of technique to repeat 10. KOP (+) If received during performance (concurrent), it allows adjustments of the movement whilst performing / immediately 11. KOP (+) Can inform that the technique is correct even if the outcome is wrong 12. KOP (-) If feedback is inaccurate can be detrimental to performance 13. KOP (-) Doesn’t inform the expert of the end result /outcome 14. KOP (intrinsic) Experts can also gain KOP through kinaesthetic awareness / intrinsically 4 (AO3) Accept: Answers that refer to ‘performer’ (they don’t have to state expert) Sub-max of 3 for each areaH555/02 Mark Scheme November 2020 10 7 (a) (i) One mark from: 1. Definition What makes a person unique or characteristics / traits that influence behaviour or characteristics that produce consistent patterns of behaviour 1 (AO1) (ii) Two marks from: Stable 1. Predictable / calm / even tempered / controlled / constant 2 Doesn’t experience high stress / recovers from stressful situations easily Extrovert 3. Sociable / outgoing / seeks excitement / may lack concentration 4. Aroused more slowly than introverts 2 (AO1) Submax one for stable Submax one for extrovert Accept: any linked behaviour (iii) Two marks from: 1. (More realistic than trait theory as) it explains how the environment can trigger inherited traits or takes into account the effect of both traits and the environment 2. It explains why our behaviour is often unpredictable or explains why an individual might act differently in different situations (e.g. takes control on football pitch but quiet in English lessons) 3. Explains why people in the same environment behave differently 2 (AO3) Mark 1st two onlyH555/02 Mark Scheme November 2020 11 (b) (i) Two marks from: Technique Example 1. Positive thinking / self-talk 8. A rugby player is kicking for a conversion and tells herself she can do it 2. Negative thought stopping 9. A javelin thrower is getting ready to throw but starts worrying they will cross the line after they have thrown. As soon as he starts to think this he stops this thought 3. Rational thinking 10. If an Olympic hurdler starts to worry about their upcoming race they will start to think about all the times they have won and how well they did in qualifying 4. Mental rehearsal 11. A golfer closes their eyes and pictures themselves making the putt and the ball going in the hole 5. Imagery 12. When a boxer is getting too nervous before a fight he might imagine he is on a beach 6. Goal setting 13. A hockey player may set a goal to making 3 interceptions and 2 block tackles 7. Mindfulness 14. A gymnast might be worrying about the next routine but decided to meditate / use mindfulness to find a calm space in her head. 2 (1 x AO1 1 x AO2) Mark 1st one only Submax one for technique Submax one for example of useH555/02 Mark Scheme November 2020 12 (ii) Two marks from: Technique Example 1. Progressive muscular relaxation 5. A netball player tenses and relaxes her muscles working from her feet to her head 2. Biofeedback 6. A swimmer might use heart rate monitor in her prerace preparation to help her recognise when she is becoming too anxious in order to control her anxiety levels before the race starts. 3. Centring technique 7. A footballer goes to a quiet room to focus his concentration on the centre of his body enabling him to focus his mind. 4. Breathing control 8. A volleyball player takes deep slow breaths before taking the serving position. 2 (1 x AO1, 1 x AO2) Mark 1st one only Submax one for technique Submax one for example of use (c) (i) Three marks from: 1. Focus attention 2. Increase motivation 3. Build confidence / self efficacy 4. Increase persistence 5. Reduce / control anxiety / stress 6. Control arousal 7. Improves performance / technique / fitness / tactics 8. Helps performers to develop strategies 9. Helps training to be more specific 3 (AO1) Mark 1st three only Do not accept Measures progress (RQ)H555/02 Mark Scheme November 2020 13 (ii) Three marks from: Effective because 1. Specific It’s specific as it is focused on flexibility and the test is specific for lower back and hip flexibility / which is what the gymnast needs to improve on / specific to her sport Or It’s specific as it clearly states the intended outcome which is to improve to 30cm 2. Measurable it’s measurable / uses scores as a measure 3. Recorded the coach gave a log book to record / monitor the results 4. Time phased it’s time phased / there is a timescale of 1 month Ineffective because 5. (Not) specific Doesn’t focus on developing the full range of hip / lower back flexibility which a gymnast will need 6. (Not) achievable it’s not very achievable / realistic to go from 8cm to 30cm in one goal / should be broken down into short term goals 7. Too short time scale it’s too short a timescale 8. (Not) agreed The coach set the goal for the gymnast without agreement / lack of ownership 3 (AO3) Answers need to show whether / how the goal is effective or ineffective.H555/02 Mark Scheme November 2020 14 (d) Five marks from: 1. Performance accomplishments – failure Previous failure / poor past experience or not had previous success 2. Performance accomplishments – attribution If the reason for previous failure was attributed to uncontrollable / stable reasons / learned helplessness (which links with low S.E.) 3. Vicarious experience – someone fail Seeing someone (in their class / peer group) fail 4. Vicarious experience – someone different succeed Seeing others succeeding that are older / more advanced could make them believe they won’t be very good 5. Verbal persuasion - message Not received any encouragement / positive feedback when they have tried or overuse of negative feedback 6. Verbal persuasion – significant other Parents / coach / significant other don’t encourage / tell them they are no good 7. Verbal persuasion – friends tease them If friends tease them for wanting to try an activity / peer pressure 8. Emotional arousal Doesn’t have effective strategies to control arousal or over arousal / under arousal 9. Emotional arousal Perceives physiological changes as worrying rather than preparation for action 10. Behaviour/ performance This low self efficacy might mean that they don’t try the activity because they think they won’t be very good at it which then further reinforces the low self efficacy 11. More components The more components that are negative the greater the chance of developing low self efficacy 5 (AO3)H555/02 Mark Scheme November 2020 15 Levels of response MS for H555/02 Section C Question Answer Guidance 8* Level 3 (8–10 marks) • detailed knowledge and excellent understanding (AO1) • well-argued, independent opinion and judgements which are well supported by relevant practical examples (AO2) • detailed analysis and critical evaluation (AO3) • very accurate use of technical and specialist vocabulary • there is a well-developed line of reasoning which is clear and logically structured. The information presented is relevant and substantiated. At Level 3 responses are likely to include: • Detailed discussion of all three theories, covering the extent to which the theories support the statement. • Thorough understanding of all four types of guidance • Successful application to sporting context of all guidance types. • At the top of this level learners may have drawn conclusions regarding the extent to which theories support the statement/ may have concluded that guidance types may be used in combination. Some explanation of guidance might also be present • AO1, AO2 and AO3 all covered well in this level. Level 2 (5–7 marks) • good knowledge and clear understanding (AO1) • independent opinions and judgements will be present but may not always be supported by relevant practical examples (AO2) • good analysis and critical evaluation (AO3) • generally accurate use of technical and specialist vocabulary • there is a line of reasoning presented with some structure. The information presented is in the most-part relevant and supported by some evidence. At Level 2 responses are likely to include: • Good knowledge of all three theories of leadership. • Some discussion as to the extent of which the theories support the statement. • Good knowledge of guidance methods • Successful application to sporting context of some guidance types. • maximum of 3 marks to be awarded for AO1 and 3 marks for AO2; some AO3 required for top of this level. Level 1 (1–4 marks) • satisfactory knowledge and understanding (AO1) • occasional opinion and judgement but often unsupported by relevant practical examples (AO2) • limited evidence of analysis and critical evaluation (AO3) • technical and specialist vocabulary used with limited success • the information is basic and communicated in an unstructured way. The information is supported by limited evidence and the relationship to the evidence may not be clear. At Level 1 responses are likely to include: • Satisfactory knowledge of some theories of leadership • Little, if any, success at discussing the extent to which the theories support the statement • There may be more focus on describing / explaining the theories. • Some satisfactory understanding of guidance types and there could be some supported Egs present • maximum of 3 marks to be awarded for AO1 with no application. (0 marks) No response or no response worthy of credit. Marks: 10 (AO1 x3, AO2 x3, AO3 x4) Guidance: Maximum of 3 marks to be awarded for AO1. Maximum of 3 marks to be awarded for AO2 Maximum of 4 marks to be awarded for AO3H555/02 Mark Scheme November 2020 16 Indicative Content AO1 - KU AO2 – E.G. AO3 - DEV ‘Leaders are born, not made.’ Discuss this statement with reference to the three theories of leadership. Trait theory 1. Trait theory This theory fully supports the statement. 2. Trait theory states that people are born with characteristics that make them good leaders. (innate / inherited / genetic) • Leadership traits are stable / enduring / predetermined e.g. charisma, confident Trait theory agrees with this statement • Born with the predisposition to lead • Innate characteristics to lead 3. Trait theory does not take into account the environment or other people at all. The statement disregards any situational influences 4. Great man theory e.g. if you are a leader you can lead any size team, for any sport, at any level because they are simply born a leader. Suggests that only sons inherit the necessary qualities of leadership or only men are born leaders Social Learning Theory 5. Social learning theory This theory fully disagrees with the statement / does not support the statement that leaders are born not made 6. Social learning theory states that leadership characteristics are learned from others. • You are more likely to copy the behaviour if the person is of a higher status / role models • This learning is by watching other leaders be both successful and unsuccessful. e.g. you are likely to copy the leadership behaviours of the school netball captain. e.g. watching someone lead the football team badly would enable you to not make the same mistake when you were leading. This theory would suggest the opposite of what the statement says, i.e. that leaders are made / learn to be leaders (not born) 7. Leadership behaviour considers the social environment you’ve been exposed to This theory states it’s not the traits that you have been born with that determine if you’re a good leader but the social environment you’ve been exposed to so disagrees with statement 8. Leadership behaviour is learned if it is reinforced / vicarious reinforcement e.g. If a hockey team praise their coach, it is more likely that the coach’s behaviour will be copied. 9 SLT does not consider the effects of traits / inborn characteristics on leadership at all Ignores traits so fully disagrees with the statementH555/02 Mark Scheme November 2020 17 Interactionist approach 10. Interactionist approach This theory partially supports / partially disagrees with the statement 11. Traits and the environment interact to influence leadership This theory supports that inborn traits can influence leadership • And it disagrees because it says the environment influences (interacts with traits) to influence leadership 12. Interactionist approach states that an individual is born with certain characteristics to make them effective leaders but it depends on / comes apparent in certain situations. e.g. an individual may be quite laid back on a daily basis but when playing for a netball team, the coach is ill and the need for someone to take the lead and organise the session is present so this individual steps up and organises the netball practice. The interactionist approach agrees with the statement to a certain degree (but not fully). • You need to have been born with the necessary leadership characteristics but they only become evident in certain situations. • It is not born or learned but the interaction between both. 13. You show (inborn) leadership traits /skills when the situation demands it • You might not be a leader in everyday life but show leadership qualities in sport This would suggest that inborn traits do have an influence in certain situations so does not fully support the statement / partially supports the statement In conclusion, trait theory fully agrees with the statement, social learning theory fully opposes the statement and the interactionist approach partly agrees with the statement.H555/02 Mark Scheme November 2020 18 AO1 - KU AO2 – E.G. AO3 - DEV Using sporting examples, outline the types of guidance a leader could use to help improve performance 14 Verbal guidance • Talking to performers • Explaining / describing the coaching points of a skill • Talking through a set play or tactic e.g. a badminton coach telling the player where to place their feet when performing a flick serve. e.g. explaining positions on a netball court when doing zonal defending Gives an understanding of how to perform • Good for experts • Can be quick • Can motivate /give confidence. Credit any relevant development 15 Visual guidance • Showing how to do a skill / new tactic • Demonstration • Video • Drawing / diagram e.g. the leader showing the rock climber a way of getting over the overhang e.g. the leader using a board with magnets on to show the American football team a new set play Gives a clear mental picture • Good for beginners • Slow motion videos can aid understanding. Credit any relevant development 16 Manual guidance • Physically moving / supporting / restricting the performer through the skill e.g. the leader could physically place the volleyball player into the correct position from which to perform a dig e.g. the leader could physically support the gymnast to help them perform a backwards walkover This could be to ensure the performers safety • To build confidence • To enable them to complete a movement they might not be able to otherwise • To gain the kinaesthetic feel of the movement 17 Mechanical guidance • A mechanical device / piece of equipment used to help the performer e.g. using a harness to complete a tumble in gymnastics e.g. using a pull buoy during training This could be to ensure the performers safety • To build confidence • To enable them to complete a movement they might not be able to otherwise • To gain the kinaesthetic feel of the movement 18. Can use combination of guidance types / often visual and verbal go together e.g. a cricket coach showing how to perform a forward defensive shot whilst saying the coaching points Using a combination can make learning faster / more effective / aids understandingOCR (Oxford Cambridge and RSA Examinations) The Triangle Building Shaftesbury Road Cambridge CB2 8EA