Self-paced – externally paced.

The idea

The self-paced to externally paced continuum classifies skills by who controls the timing of the action. A self-paced skill is started and timed by the performer, who decides when to begin, such as a golfer choosing the moment to strike a tee shot or a gymnast beginning a routine. An externally paced skill is timed by factors outside the performer, such as an opponent, a teammate or an official signal; a goalkeeper reacting to a penalty or a sprinter responding to the starting gun are examples. Many skills sit between the poles because the performer has some control but must also respond to others, as when a tennis player controls the toss but must react to the opponent's return. To classify, identify who determines when the skill starts and how fast it must be performed.

What earns the marks

• Self-paced skills are initiated and timed by the performer, who controls when the action begins.
• Externally paced skills are timed by external factors such as an opponent, a teammate or an official signal.
• The continuum is a scale, so skills can sit between the poles when control is shared.
• Classification should be justified by identifying who determines the start and speed of the skill.
• A golfer choosing when to strike a tee shot illustrates the self-paced end.
• A goalkeeper reacting to a penalty illustrates the externally paced end.

Common mistakes and how to put them right

• Confusing externally paced with simply being competitive.

  Put it right: The defining feature is who controls the timing, not the presence of opposition.

• Assuming a skill is self-paced because the performer moves first.

  Put it right: Check whether an external cue or opponent dictates the timing.

• Treating the continuum as two fixed categories.

  Put it right: Place the skill at a point on the scale and justify it.

• Believing that all team sports are externally paced.

  Put it right: Classify the specific skill, because a free throw in basketball is largely self-paced.

Exam tips

• State clearly who controls the timing of the skill before placing it on the continuum.
• Use a named example and explain what the performer controls and what is controlled externally.
• For skills between the poles, explain which element has the greater influence on timing.