How do we classify sporting skills, and why does it matter for how we practise them?
The classification of skills on continua (simple to complex, open to closed, and others), the characteristics of each type, and the use of classification to plan practice and analyse performance.
A focused answer to OCR GCSE PE Component 02 on skill classification: classifying skills on the simple-to-complex and open-to-closed continua (and others), the characteristics of each type, and how classification helps a coach plan practice and analyse performance.
Reviewed by: AI editorial process; not yet individually human-reviewed
Have a quick question? Jump to the Q&A page
Jump to a section
What this dot point is asking
OCR wants you to classify skills on the main continua, describe the characteristics of each type, and use classification to plan practice and analyse performance.
Why we use continua
The open-to-closed continuum
The simple-to-complex continuum
A complex skill is harder to learn and needs more practice and feedback than a simple skill, which links classification to how a coach teaches it.
The gross-to-fine continuum
Many sporting actions combine elements: a tennis serve uses gross movement in the leg drive and throwing action but fine control in the wrist at the point of contact, which is another reason skills are placed on a continuum rather than in a single fixed category.
Using classification to plan practice
Why classification matters
Classifying a skill tells a coach how to teach and practise it. Closed, simple skills suit repetitive drills in fixed conditions; open, complex skills suit varied practice in changing, game-like conditions. Classification also guides the type of guidance and feedback a learner needs (linking to the guidance and feedback topic), so it is the starting point for planning effective practice.
Exam-style practice questions
Practice questions written in the style of OCR exam questions on this dot point, with worked answer explainers. The year tag is the paper they imitate, not the source.
OCR 20184 marksUsing the open-to-closed continuum, classify a penalty flick in hockey and a pass in open play, and justify each classification.Show worked answer →
A Component 02 item testing the continuum and applying it. Award marks for the classification and the justification.
A penalty flick is a closed skill: it happens in a predictable, stable environment, is self-paced (the performer chooses when to start), and is not affected by opponents, so it can be performed the same way each time.
A pass in open play is an open skill: it happens in a changing, unpredictable environment, is externally paced (affected by opponents and team-mates), so the performer must adapt the pass each time.
Markers want each skill placed correctly on the continuum plus a justification using the right characteristics (predictable/stable versus changing/externally paced).
OCR 20213 marksExplain why skills are classified on a continuum rather than placed into fixed categories.Show worked answer →
A 3-mark item testing understanding of the continua.
Award marks for: skills are placed on a continuum (a sliding scale) because most skills are not purely one type or the other; they fall somewhere between the two extremes.
For example, a skill can be mostly closed but slightly open, so a continuum shows its position more accurately than two fixed boxes. It also lets a coach compare skills and decide how much the environment and pacing affect each one.
Markers reward the idea that a continuum is a scale showing relative position, because few skills are 100 percent open or closed, simple or complex.
Related dot points
- The use of goal setting to improve and optimise performance, the SMART principle of goal setting, the difference between outcome and performance goals, and the benefits of setting goals.
A focused answer to OCR GCSE PE Component 02 on goal setting: why performers set goals, the SMART principle (Specific, Measurable, Achievable, Realistic, Time-bound), the difference between outcome and performance goals, and how good goal setting improves motivation, confidence and performance.
- The techniques used to prepare mentally for performance (mental rehearsal, visualisation/imagery, selective attention and positive self-talk), arousal and its effect on performance, and how to control arousal.
A focused answer to OCR GCSE PE Component 02 on mental preparation: the techniques performers use to prepare mentally (mental rehearsal, visualisation and imagery, selective attention, positive self-talk), the effect of arousal on performance, and how performers control their level of arousal.
- The types of guidance (visual, verbal, manual and mechanical), the types of feedback (intrinsic and extrinsic, knowledge of results and knowledge of performance, positive and negative), and how each suits beginners and elite performers.
A focused answer to OCR GCSE PE Component 02 on guidance and feedback: the four types of guidance (visual, verbal, manual, mechanical), the types of feedback (intrinsic and extrinsic, knowledge of results and performance, positive and negative), and which suit beginners and elite performers.
- The basic model of information processing (input, decision making, output and feedback), and how a performer uses information processing to respond to a stimulus during physical activity and sport.
A focused answer to OCR GCSE PE Component 02 on information processing: the basic model (input, decision making, output and feedback), how a performer takes in information, selects and makes a decision, executes the action, and uses feedback, with sporting examples.
- The components of physical fitness (cardiovascular endurance, muscular endurance, strength, speed, power, flexibility, agility, balance, coordination and reaction time), their definitions, and their importance to performance in different sports.
A focused answer to OCR GCSE PE Component 01 on the components of fitness: the definitions of cardiovascular endurance, muscular endurance, strength, speed, power, flexibility, agility, balance, coordination and reaction time, and how each is important to performance in named sports.
Sources & how we know this
- OCR GCSE (9-1) Physical Education J587 specification — OCR (2016)