IB Sports Exercise and Health Science Exam Questions with Correct Answers|
Latest Update Graded A+
Know the continuum of the size of the musculature involved and examples: Gross Motor
skills - movements that involve large muscle groups (weight-lifting)
Fine Motor Skills - movements that involve small muscle groups (playing piano)
Know the interactive continuum and examples: its the continuum of how interactive you are
with other people during a skill
Individual - skills that are performed in isolation (archery)
Co-active - skills that are performed WITH someone else but with no direct confrontation (track,
swimming)
Interactive - other performers are directly involved with the skill (lacrosse, basketball)
Know the 2 types of abilities and examples: Perceptual-Motor abilities: abilities that enable
the individual to process information about how and when to move (lacrosse goalie)
Motor ability - are those abilities relating to the actual movement (the attack)
Know Fleishman's physical proficiency abilities and perceptual motor abilities with examples:
physical proficiency abilities - an ability that consists of gross movements/use of large
muscle groups (running)
Perceptual motor abilities - a combination of how we make sense of our environment and how
we act (football/chess)
,Know the difference between a skilled and a novice performer with regards to features:
Skilled - fluent and effortless movements performed
Novice - inconsistent and lack of coordination in movements performed
Know models of information processing: Mind Map
Welford's
Black Box
Be able to explain the info processing associated with sensory input: it brings info about the
environment into the brain and that information is then interpreted based on past experiences
into similar situations which then is put into long-term memory.
Be able to explain the signal-detection process: the theory is the probability of detecting any
given signal that depends on the intensity of the signal compared to the intensity of the
background noise.
Distinguish between the characteristics of short-term sensory store, short-term memory and
long-term memory: short-term sensory store - small amounts of info kept in a short period
of time
short-term memory - stores large amounts of info for a very short time
long-term memory - short/long amounts of info kept for a long period of time
,Be able to explain selective attention: refers to ind. focusing on relevant info while ignoring
irrelevant info
Be able to explain response time, what it is made up of and the factors that affect it. It is the
time from the introduction of a stimulus to the completion of the action required to deal with
problem.
Factors: Age, Fitness, training and the # of choices the ind. has to make
Response Time = Reaction Time + Movement Time
Be able to explain a motor program both from an open and closed loop perspective: Open
loop perspective - a fast movement that cannot be altered once started and does not take
outside feedback into account (90 mph baseball swing)
Closed loop perspective - slow movement that can be changed while its happening and does
take feedback (slow serve)
Know what is meant by perceptual trace: memory for the feel of successful past movements
Be able to explain the Schema Theory, including the recall and recognition schema: It is a set
of generalized rules or rules that generic to a group of movements.
Recall - memory with regard to the choice and initiation of action
Recognition - memory for the feel of the movement and allows us to make appropriate changes
to the action
, Be able to explain the role of feedback as well as the types: Feedback - term we use to
describe info resulting from an action/response
Intrinsic feedback - available to the performer WITHOUT outside help
Extrinsic feedback - available tot he performer WITH outside help
Be able to explain the connection between learning and performance: Learning is a
permanent change in performance. Performance is a temporary occurrence.
Understand the stages of learning according to Fitts and Posner: 1. Cognitive - when the ind.
tries to make sense of instructions
2. Associative - Practice those instructions + figure out what to do
3. Autonomous - when the ind. can perform consistently (w/ little thinking)
Be able to identify the different types of learning curves as well as know their characteristics
and examples: Linear: consistent (separation of a deck of cards into 4 suits)
Positively Accelerated Curve: slow at first -> speeds up (jump serve in vball)
Negatively Accelerated Curve - quick at first -> slows down (sprinting)
Plato Effect: multiple platos (levels off) - staircase of improvement (weightlifting)
Understand the factors that may affect the rates of learning: Physical Maturation: people
who are younger have a hard time learning/process info
Latest Update Graded A+
Know the continuum of the size of the musculature involved and examples: Gross Motor
skills - movements that involve large muscle groups (weight-lifting)
Fine Motor Skills - movements that involve small muscle groups (playing piano)
Know the interactive continuum and examples: its the continuum of how interactive you are
with other people during a skill
Individual - skills that are performed in isolation (archery)
Co-active - skills that are performed WITH someone else but with no direct confrontation (track,
swimming)
Interactive - other performers are directly involved with the skill (lacrosse, basketball)
Know the 2 types of abilities and examples: Perceptual-Motor abilities: abilities that enable
the individual to process information about how and when to move (lacrosse goalie)
Motor ability - are those abilities relating to the actual movement (the attack)
Know Fleishman's physical proficiency abilities and perceptual motor abilities with examples:
physical proficiency abilities - an ability that consists of gross movements/use of large
muscle groups (running)
Perceptual motor abilities - a combination of how we make sense of our environment and how
we act (football/chess)
,Know the difference between a skilled and a novice performer with regards to features:
Skilled - fluent and effortless movements performed
Novice - inconsistent and lack of coordination in movements performed
Know models of information processing: Mind Map
Welford's
Black Box
Be able to explain the info processing associated with sensory input: it brings info about the
environment into the brain and that information is then interpreted based on past experiences
into similar situations which then is put into long-term memory.
Be able to explain the signal-detection process: the theory is the probability of detecting any
given signal that depends on the intensity of the signal compared to the intensity of the
background noise.
Distinguish between the characteristics of short-term sensory store, short-term memory and
long-term memory: short-term sensory store - small amounts of info kept in a short period
of time
short-term memory - stores large amounts of info for a very short time
long-term memory - short/long amounts of info kept for a long period of time
,Be able to explain selective attention: refers to ind. focusing on relevant info while ignoring
irrelevant info
Be able to explain response time, what it is made up of and the factors that affect it. It is the
time from the introduction of a stimulus to the completion of the action required to deal with
problem.
Factors: Age, Fitness, training and the # of choices the ind. has to make
Response Time = Reaction Time + Movement Time
Be able to explain a motor program both from an open and closed loop perspective: Open
loop perspective - a fast movement that cannot be altered once started and does not take
outside feedback into account (90 mph baseball swing)
Closed loop perspective - slow movement that can be changed while its happening and does
take feedback (slow serve)
Know what is meant by perceptual trace: memory for the feel of successful past movements
Be able to explain the Schema Theory, including the recall and recognition schema: It is a set
of generalized rules or rules that generic to a group of movements.
Recall - memory with regard to the choice and initiation of action
Recognition - memory for the feel of the movement and allows us to make appropriate changes
to the action
, Be able to explain the role of feedback as well as the types: Feedback - term we use to
describe info resulting from an action/response
Intrinsic feedback - available to the performer WITHOUT outside help
Extrinsic feedback - available tot he performer WITH outside help
Be able to explain the connection between learning and performance: Learning is a
permanent change in performance. Performance is a temporary occurrence.
Understand the stages of learning according to Fitts and Posner: 1. Cognitive - when the ind.
tries to make sense of instructions
2. Associative - Practice those instructions + figure out what to do
3. Autonomous - when the ind. can perform consistently (w/ little thinking)
Be able to identify the different types of learning curves as well as know their characteristics
and examples: Linear: consistent (separation of a deck of cards into 4 suits)
Positively Accelerated Curve: slow at first -> speeds up (jump serve in vball)
Negatively Accelerated Curve - quick at first -> slows down (sprinting)
Plato Effect: multiple platos (levels off) - staircase of improvement (weightlifting)
Understand the factors that may affect the rates of learning: Physical Maturation: people
who are younger have a hard time learning/process info
