COACHING PRINCIPLES EXAM TEST PAPER QUESTIONS SOLUTIONS GRADED A PLUS
Coaching Principles TEST Paper 2026/2027
Questions and Answers Verified Solutions Latest
Update
Question:
Answer:
Cognitive learning/constructive (Schunk) - ✔✔where learners actively seek and process
information, believe learning cannot be observed, there is a capacity to change without
demonstration, believe learning requires practice ✔✔Direct - ✔✔information and direction,
controlling information and demonstrations ✔✔Task - ✔✔several different tasks, drills and circuits,
supporting the goals of that season ✔✔Reciprocal - ✔✔athletes work together, seasons designed
around athletes needs ✔✔Guided discovery - ✔✔develop independent athletes, guided questions
leading to a predetermined solution ✔✔Problem solving - ✔✔coach and athlete involved in
deciding on a problem, accepting variety of soultions, encouraging athletes to solve their own
problems, where the athlete is respomsible for solution process ✔✔Massed practice - ✔✔designed
to stimulate fatique, used when the skill is easy and doesn't take much time to complete, low
complexity skill ✔✔Distributed - ✔✔intervals between trails longer than the trail itself (rest
periods), is used for high intensity skills, skills that require high mental and physical effort
✔✔Additional styles - ✔✔4 corner models (technical, physical, social and physiological),
FUNdementals of movement and REAL PE ✔✔Nurture - ✔✔we need to avoid assuming individual
differences in genetic endowment exist' (ericsson et al 2009) ✔✔Nature/nurture - ✔✔individual
differences emerge in response to equivalent volumes of aerobic training (tucker and Collins, 2012)
✔✔Socio-cultural variables - ✔✔access to resources/coaches (E.G funding and equipmement)
✔✔Contextual variables - ✔✔early exposure to playing against adults as young sport performers
(abernethy et al, 2012) ✔✔Talent and skill development - ✔✔- the provision of the most
appropriate environments for athletes to accelerate their learning and performance (Abbot and
Collins, 2005) ✔✔FTEM - ✔✔- classification of sporting engagement (foundations, talent, elite,
mastery) (Goblin et al, 2013) ✔✔Fundamental sporting expirences - ✔✔different classifications of
sporting expirences ✔✔Foundation 1 - ✔✔fundamental movement skills ✔✔Foundation 2 -
✔✔exetension and refinement of movement foundations ✔✔Foundation 3 - ✔✔sport specific
commitment and/or competition ✔✔Developing expertise - ✔✔different styles of engagement, free
play and delibrate play as part of the sampling year, and structured practice and delibrate practice In
investment years ✔✔Sampling years - ✔✔focused on fun and play, includes free play and delibeate
play ✔✔Investment/speclisation years - ✔✔focused on optimising performance, includes structed
and delibrate practice ✔✔Delibrate practise - ✔✔practiced with full concentration on improving a
specific aspect of performance, engaged in practice activities designed by teachers ✔✔The '10,000
, hour rule' - ✔✔reseachers have settled on what they believe is the magic number for true expertise
✔✔Talent - ✔✔an expression of systematically developed skill resulting from the interaction of
both nature and nurture ✔✔Investment - ✔✔research and knowlodge needed in area ✔✔4 stages of
learning - ✔✔unconscious incompentence conscious incompetence conscious competence
unciounsiouness competence ✔✔Art of coaching - ✔✔occurs when the coach has to analyse the
scientific data, and then convert it into coaching and training programme to help people develop
✔✔Activists strengths - ✔✔flexible and open minded, happy to have a go at expirences, optimistic
about anything new, change never resisted ✔✔Activists weaknesses - ✔✔tendency to take
immediate action with lack thought, often take uneccery risks, tendency to do too much themselves
✔✔Reflector strengths - ✔✔careful, thorough and methodlogical, thoughtful, good at listening,
rarely jump to conclusions ✔✔Reflector weaknesses - ✔✔tendency to hold back from direct
participation, slow to make up minds and reach decsions, tendency to be too cautious ✔✔Theorist
strengths - ✔✔logical thinkers, rational and objective, good at asking questions, disciplined
approach ✔✔Theorist weaknesses - ✔✔restricted to lateral thinking, low tolerance to uncertainty,
intolerant of anything subjective ✔✔Pragmatist strengths - ✔✔keen to test things out in practice,
practical, down to earth, gets straight to the point, technique orientated ✔✔Pragmatist weaknesses -
✔✔tendency to reject anything without obvious application, not interested, in theories, tendency to
seize first expedient ✔✔Operant conditioning (Skinner 1938) - ✔✔an observable response changes
in frequency or duration as the result of a consequence, with behaviour modification being
reinforced by positive, negative and reinforcement ✔✔Situated learning theory (Lave and Wenger,
1991) - ✔✔learning is a social exercise and influenced by participation, learning being the
acquisition of knowledge via a social expirement ✔✔Skill acquisition (newell, 1991) - ✔✔used as
means of classifying skills, depending on certain variables, including, the pace of the skill, the
muscles involved in the skill, the movement involved in the skill and the control the performer has
over the skill ✔✔Methods of practice - ✔✔mental rehersal, combined practise, part practise, whole
practise, mass practise, mass practise, physical practice ✔✔Coping strategies - ✔✔include
techniques such as imargery and mental rehearsal to lower anxiety levels ✔✔Training the athlete -
✔✔coaches must have science based knowlodge, and be able to understand physiological response
and adaptations over all ages and abilities, so the training of the athlete can be optimised
✔✔Periodisation - ✔✔planning and organisation of training programmes to meet a specific goal
✔✔Endurance training - ✔✔capacity to sustain a given velocity or power output for the longest
possible time ✔✔Strength - ✔✔the ability of muscles or muscle groups to overcome force by
applying force ✔✔power - ✔✔speed x strength, also known as the rate of force generation
✔✔Flexibility - ✔✔the range of movement at a joint ✔✔Talent identification - ✔✔major part of
coaches jobs, young performers that have potential to become elite athketes need to be indentfied,
they could be identified on physical traits or mental attributes ✔✔Self awearness - ✔✔developing
the ability do deal with situations differently, and realise the possible oppitunities for change
✔✔Prepeartion - ✔✔actions are put in place for athletes and coach are ready to perform
✔✔Psychological strength - ✔✔ability to withstand stressors and fulfil tasks maximally
✔✔Organisational skills - ✔✔organisation the variables for the coaches and athletes benefit
✔✔Behaviours employed - ✔✔signals given and/or non verbal communication made clear
✔✔Classical conditioning - ✔✔making an association between variables ✔✔Cognitive learning -
Coaching Principles TEST Paper 2026/2027
Questions and Answers Verified Solutions Latest
Update
Question:
Answer:
Cognitive learning/constructive (Schunk) - ✔✔where learners actively seek and process
information, believe learning cannot be observed, there is a capacity to change without
demonstration, believe learning requires practice ✔✔Direct - ✔✔information and direction,
controlling information and demonstrations ✔✔Task - ✔✔several different tasks, drills and circuits,
supporting the goals of that season ✔✔Reciprocal - ✔✔athletes work together, seasons designed
around athletes needs ✔✔Guided discovery - ✔✔develop independent athletes, guided questions
leading to a predetermined solution ✔✔Problem solving - ✔✔coach and athlete involved in
deciding on a problem, accepting variety of soultions, encouraging athletes to solve their own
problems, where the athlete is respomsible for solution process ✔✔Massed practice - ✔✔designed
to stimulate fatique, used when the skill is easy and doesn't take much time to complete, low
complexity skill ✔✔Distributed - ✔✔intervals between trails longer than the trail itself (rest
periods), is used for high intensity skills, skills that require high mental and physical effort
✔✔Additional styles - ✔✔4 corner models (technical, physical, social and physiological),
FUNdementals of movement and REAL PE ✔✔Nurture - ✔✔we need to avoid assuming individual
differences in genetic endowment exist' (ericsson et al 2009) ✔✔Nature/nurture - ✔✔individual
differences emerge in response to equivalent volumes of aerobic training (tucker and Collins, 2012)
✔✔Socio-cultural variables - ✔✔access to resources/coaches (E.G funding and equipmement)
✔✔Contextual variables - ✔✔early exposure to playing against adults as young sport performers
(abernethy et al, 2012) ✔✔Talent and skill development - ✔✔- the provision of the most
appropriate environments for athletes to accelerate their learning and performance (Abbot and
Collins, 2005) ✔✔FTEM - ✔✔- classification of sporting engagement (foundations, talent, elite,
mastery) (Goblin et al, 2013) ✔✔Fundamental sporting expirences - ✔✔different classifications of
sporting expirences ✔✔Foundation 1 - ✔✔fundamental movement skills ✔✔Foundation 2 -
✔✔exetension and refinement of movement foundations ✔✔Foundation 3 - ✔✔sport specific
commitment and/or competition ✔✔Developing expertise - ✔✔different styles of engagement, free
play and delibrate play as part of the sampling year, and structured practice and delibrate practice In
investment years ✔✔Sampling years - ✔✔focused on fun and play, includes free play and delibeate
play ✔✔Investment/speclisation years - ✔✔focused on optimising performance, includes structed
and delibrate practice ✔✔Delibrate practise - ✔✔practiced with full concentration on improving a
specific aspect of performance, engaged in practice activities designed by teachers ✔✔The '10,000
, hour rule' - ✔✔reseachers have settled on what they believe is the magic number for true expertise
✔✔Talent - ✔✔an expression of systematically developed skill resulting from the interaction of
both nature and nurture ✔✔Investment - ✔✔research and knowlodge needed in area ✔✔4 stages of
learning - ✔✔unconscious incompentence conscious incompetence conscious competence
unciounsiouness competence ✔✔Art of coaching - ✔✔occurs when the coach has to analyse the
scientific data, and then convert it into coaching and training programme to help people develop
✔✔Activists strengths - ✔✔flexible and open minded, happy to have a go at expirences, optimistic
about anything new, change never resisted ✔✔Activists weaknesses - ✔✔tendency to take
immediate action with lack thought, often take uneccery risks, tendency to do too much themselves
✔✔Reflector strengths - ✔✔careful, thorough and methodlogical, thoughtful, good at listening,
rarely jump to conclusions ✔✔Reflector weaknesses - ✔✔tendency to hold back from direct
participation, slow to make up minds and reach decsions, tendency to be too cautious ✔✔Theorist
strengths - ✔✔logical thinkers, rational and objective, good at asking questions, disciplined
approach ✔✔Theorist weaknesses - ✔✔restricted to lateral thinking, low tolerance to uncertainty,
intolerant of anything subjective ✔✔Pragmatist strengths - ✔✔keen to test things out in practice,
practical, down to earth, gets straight to the point, technique orientated ✔✔Pragmatist weaknesses -
✔✔tendency to reject anything without obvious application, not interested, in theories, tendency to
seize first expedient ✔✔Operant conditioning (Skinner 1938) - ✔✔an observable response changes
in frequency or duration as the result of a consequence, with behaviour modification being
reinforced by positive, negative and reinforcement ✔✔Situated learning theory (Lave and Wenger,
1991) - ✔✔learning is a social exercise and influenced by participation, learning being the
acquisition of knowledge via a social expirement ✔✔Skill acquisition (newell, 1991) - ✔✔used as
means of classifying skills, depending on certain variables, including, the pace of the skill, the
muscles involved in the skill, the movement involved in the skill and the control the performer has
over the skill ✔✔Methods of practice - ✔✔mental rehersal, combined practise, part practise, whole
practise, mass practise, mass practise, physical practice ✔✔Coping strategies - ✔✔include
techniques such as imargery and mental rehearsal to lower anxiety levels ✔✔Training the athlete -
✔✔coaches must have science based knowlodge, and be able to understand physiological response
and adaptations over all ages and abilities, so the training of the athlete can be optimised
✔✔Periodisation - ✔✔planning and organisation of training programmes to meet a specific goal
✔✔Endurance training - ✔✔capacity to sustain a given velocity or power output for the longest
possible time ✔✔Strength - ✔✔the ability of muscles or muscle groups to overcome force by
applying force ✔✔power - ✔✔speed x strength, also known as the rate of force generation
✔✔Flexibility - ✔✔the range of movement at a joint ✔✔Talent identification - ✔✔major part of
coaches jobs, young performers that have potential to become elite athketes need to be indentfied,
they could be identified on physical traits or mental attributes ✔✔Self awearness - ✔✔developing
the ability do deal with situations differently, and realise the possible oppitunities for change
✔✔Prepeartion - ✔✔actions are put in place for athletes and coach are ready to perform
✔✔Psychological strength - ✔✔ability to withstand stressors and fulfil tasks maximally
✔✔Organisational skills - ✔✔organisation the variables for the coaches and athletes benefit
✔✔Behaviours employed - ✔✔signals given and/or non verbal communication made clear
✔✔Classical conditioning - ✔✔making an association between variables ✔✔Cognitive learning -
