What is skill, how does it differ from ability, and how does a learner progress through the stages of learning?
Skill, ability and learning: the definitions of skill, ability and technique, the characteristics of skilled performance, the stages of learning (cognitive, associative, autonomous), and learning curves and the plateau.
A focused answer to Eduqas A-Level PE on skill, ability and learning: the definitions and difference between skill, ability and technique, the characteristics of skilled performance, the three stages of learning, and the shape of learning curves including the plateau and how to overcome it.
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What this dot point is asking
Eduqas wants you to define skill, ability and technique, describe the characteristics of skilled performance, explain the three stages of learning, and interpret learning curves including the plateau.
Skill, ability and technique
Characteristics of skilled performance
The stages of learning
Learning curves and the plateau
Exam-style practice questions
Practice questions written in the style of WJEC Eduqas exam questions on this dot point, with worked answer explainers. The year tag is the paper they imitate, not the source.
Eduqas 20184 marksDistinguish between skill and ability, and explain why a performer can have the ability for a sport yet lack skill in it.Show worked answer →
A Component 1 skill question. Two marks for the distinction, two for the explanation.
A skill is a learned, goal-directed action that is performed consistently and efficiently with maximum certainty and minimum effort, for example a netball shot. Ability is an innate, stable, largely genetic trait that underpins skill, such as reaction time, coordination, agility or flexibility. A performer can have the abilities for a sport (good coordination and reaction time) yet lack skill in it because skill must be learned through practice: the abilities are the raw material, but without the practice and experience to develop the technique, the action will not be consistent or efficient. So abilities are the foundation and skill is built on them through learning.
A common dropped mark is treating ability as learned; ability is innate, skill is learned.
Eduqas 20216 marksDescribe the three stages of learning, and explain how a coach should adapt their guidance and feedback for a performer in the cognitive stage compared with the autonomous stage.Show worked answer →
A Component 1 stages-of-learning question. Markers reward the three stages and a contrast of coaching.
Award marks for: in the cognitive (early) stage the learner forms a mental picture of the skill, makes many errors, and relies on trial and error and conscious thought; in the associative (practice) stage performance becomes more consistent, errors reduce and the learner begins to detect and correct their own mistakes; in the autonomous (final) stage the skill is automatic, executed with little conscious thought, freeing attention for tactics. For a cognitive-stage performer the coach uses plenty of visual guidance (demonstrations) and manual or mechanical guidance, simple verbal cues, and positive extrinsic feedback giving knowledge of results, because the learner cannot yet judge their own performance. For an autonomous-stage performer the coach uses detailed verbal guidance, encourages intrinsic feedback (the performer feels and corrects errors themselves) and gives precise knowledge of performance to refine fine detail. So guidance shifts from showing to refining, and feedback from extrinsic results to intrinsic performance detail.
A top answer names all three stages and contrasts the guidance and feedback appropriate to the cognitive and autonomous learner.
Related dot points
- Classification of skills and transfer of learning: the classification continua, using classification to design practice, and the types of transfer (positive, negative, zero, bilateral) and how to maximise positive transfer.
A focused answer to Eduqas A-Level PE on classification and transfer: the skill classification continua (open-closed, gross-fine, discrete-serial-continuous, self-paced-externally paced, high-low organisation), how classification informs practice design, and the types of transfer with ways to maximise positive transfer.
- Theories and methods of learning: operant conditioning, cognitive and observational learning theories, and the practice methods (massed, distributed, fixed, varied, whole, part, whole-part-whole, progressive part).
A focused answer to Eduqas A-Level PE on learning theories and practice methods: operant conditioning (Thorndike's laws), cognitive (insight) learning, observational (social) learning (Bandura), and the practice methods (massed, distributed, fixed, varied, whole, part, whole-part-whole, progressive part) and when to use each.
- Information processing and decision-making: the stages of information processing (input, decision-making, output, feedback), Welford's model, selective attention, and the factors affecting reaction time including Hick's law and the psychological refractory period.
A focused answer to Eduqas A-Level PE on information processing: the input, decision-making, output and feedback stages, Welford's model, selective attention, simple and choice reaction time, Hick's law, the psychological refractory period and how performers improve response speed.
- Memory and feedback: the multi-store memory model, strategies to aid retention and retrieval, and the types and use of feedback at different stages of learning.
A focused answer to Eduqas A-Level PE on memory and feedback: the multi-store memory model (sensory store, short-term and long-term memory), strategies to improve encoding, retention and retrieval, and the types of feedback (intrinsic, extrinsic, positive, negative, knowledge of results, knowledge of performance) and their use across the stages of learning.
- Guidance: the types of guidance (visual, verbal, manual, mechanical), their advantages and disadvantages, and the appropriate use of each depending on the performer, the task and the environment.
A focused answer to Eduqas A-Level PE on guidance: the four types of guidance (visual, verbal, manual, mechanical), the advantages and disadvantages of each, and how to match the type of guidance to the performer's stage, the task and the environment, including the dangers of over-guidance.
Sources & how we know this
- Eduqas A Level Physical Education Specification — Eduqas (2016)