Skill Execution and Technique

OCR

GCSE

Candidates must analyse the acquisition and performance of movement skills through the application of theoretical models, including Fitts and Posner’s stages of learning and information processing models. Performance assessment requires the demonstration of techniques with high levels of control, fluency, and consistency under competitive pressure. Responses must critically evaluate the impact of feedback loops, guidance methods, and practice structures (massed vs. distributed) on skill retention and transfer. Biomechanical principles must be integrated to explain mechanical efficiency and technical breakdown.

Objectives

Exam Tips

Pitfalls

Key Terms

Mark Points

Subtopics in this area

Skill Execution and Technique

What You Need to Demonstrate

Key skills and knowledge for this topic

Award marks in Component 03 for the execution of core and advanced skills that maintain high levels of precision, control, and fluency specifically under competitive pressure.
Credit written responses that correctly classify skills using the four continua (environmental influence, muscular involvement, pacing, continuity) and justify choices with specific sporting contexts.
In the Analysing and Evaluating Performance (AEP) task, award marks for the identification of movement errors using precise biomechanical terminology (e.g., 'lack of elbow extension') rather than generic descriptions.
Credit the application of specific practice structures (fixed, variable, massed, distributed) to hypothetical training scenarios, justifying the choice based on the skill type and learner ability.
Award marks for precise classification of skills (e.g., complex, open, self-paced) justified by specific sporting scenarios
Credit analysis of information processing models, specifically the impact of selective attention on decision making
In practical assessment (Component 03), award top bands for skills performed with consistent precision and flair in fully competitive contexts
Responses must link feedback types (intrinsic/extrinsic) to the stage of learning (cognitive/associative/autonomous)

Example Examiner Feedback

Real feedback patterns examiners use when marking

"You identified the skill classification correctly; now justify it by referencing the specific environmental predictability of the scenario."
"Your action plan lists a drill; expand on the progression from isolated practice to a conditioned competitive situation."
"In your practical performance, focus on maintaining technique (e.g., follow-through) when fatigue sets in during the final third of the game."
"Replace generic terms like 'good shot' with technical descriptors such as 'high trajectory', 'backspin', or 'extension'."
"You have identified the skill type; now explain how environmental factors impact its execution"
"Move beyond describing the movement; analyse the impact of intrinsic feedback on your next attempt"
"Your action plan identifies a weakness; justify your chosen practice structure (massed vs. distributed) to address it"
"Link the stage of learning (cognitive) to the specific type of guidance (visual/verbal) required for improvement"

Marking Points

Key points examiners look for in your answers

Award marks in Component 03 for the execution of core and advanced skills that maintain high levels of precision, control, and fluency specifically under competitive pressure.
Credit written responses that correctly classify skills using the four continua (environmental influence, muscular involvement, pacing, continuity) and justify choices with specific sporting contexts.
In the Analysing and Evaluating Performance (AEP) task, award marks for the identification of movement errors using precise biomechanical terminology (e.g., 'lack of elbow extension') rather than generic descriptions.
Credit the application of specific practice structures (fixed, variable, massed, distributed) to hypothetical training scenarios, justifying the choice based on the skill type and learner ability.
Award marks for precise classification of skills (e.g., complex, open, self-paced) justified by specific sporting scenarios
Credit analysis of information processing models, specifically the impact of selective attention on decision making
In practical assessment (Component 03), award top bands for skills performed with consistent precision and flair in fully competitive contexts
Responses must link feedback types (intrinsic/extrinsic) to the stage of learning (cognitive/associative/autonomous)

Examiner Tips

Expert advice for maximising your marks

💡Structure AEP analysis chronologically: identify the specific phase of movement, explain the biomechanical fault, and propose a progressive drill for correction.
💡When classifying skills in written exams, explicitly link the environmental influence (e.g., 'changing defensive formation') to the 'open' classification.
💡Ensure video evidence for Component 03 captures the full outcome of the skill (e.g., the ball entering the basket) to validate the success of the technique.
💡Use the 'Input -> Decision Making -> Output -> Feedback' model explicitly when analysing information processing questions.
💡When classifying skills, always provide a justification linking to the environment or pacing (e.g., 'Open because the environment is unstable')
💡For 6-mark analysis questions, structure responses to cover identification, application to the athlete, and impact on performance
💡Ensure practical video evidence captures the skill in a competitive context, not just isolated drills, to access Level 5 descriptors

Common Mistakes

Pitfalls to avoid in your exam answers

Confusing 'continuous' and 'serial' skills on the continuity continuum when classifying complex movements like a triple jump.
Stating a weakness in the AEP as 'bad technique' without specifying the mechanical cause (e.g., 'failure to plantarflex during take-off').
Performing skills in isolation during Component 03 evidence gathering rather than in the required full-context competitive environment.
Describing the skill itself (AO1) when the question asks for the impact of the skill on performance (AO2).
Confusing 'performance goals' with 'outcome goals' when discussing motivation strategies
Describing the skill (e.g., 'passing the ball') rather than classifying it (e.g., 'externally paced') in theory papers
Failing to apply the inverted-U theory to specific arousal levels required for fine vs. gross skills

Study Guide Available

Comprehensive revision notes & examples

Read Study Guide

Key Terminology

Essential terms to know

Skill Classification Continuums (Muscular involvement, Environmental influence, Pacing, Continuity)

Information Processing Models (Welford/Whiting: Input, Decision Making, Output, Feedback)

Theories of Learning (Operant Conditioning, Observational Learning, Insight Learning)

Practice Structures and Guidance Methods (Visual, Verbal, Manual, Mechanical)

Skill Classification Continua (Open/Closed, Gross/Fine, Self/Externally Paced)

Information Processing Models (Welford/Whiting)

Stages of Learning (Cognitive, Associative, Autonomous)

Transfer of Learning and Practice Structures

Likely Command Words

How questions on this topic are typically asked

Classify

Describe

Explain

Analyse

Evaluate

Justify

Identify

Ready to test yourself?

Practice questions tailored to this topic