C.2.1 Motor learning processes
C.2.1 Motor learning processes - IB Questionbank
The C.2.1 Motor learning processes question bank gives IB Sports, exercise and health science (SEHS - Old) students Standard Level (SL) and Higher Level (HL) authentic exam-style practice that mirrors IB Paper 1, 2, 3 structure and difficulty. Covering key syllabus areas such as core principles, advanced applications, and practical problem-solving, this resource builds confidence by training students in the same style of questions set by IB examiners. With instant solutions, detailed explanations, and syllabus-aligned practice, RevisionDojo helps students sharpen problem-solving skills and prepare effectively for mocks and final assessments. More than just practice, this question bank teaches students how to think the way IB examiners expect.
Identify two stages of Fitts and Posner’s model of learning.
State two characteristics of the associative stage of learning.
Describe how feedback supports motor learning.
Explain how the cognitive stage differs from the autonomous stage in terms of performance.
Outline the role of distributed practice in learning new motor skills.
Discuss how a coach could structure a practice session for a beginner athlete based on the cognitive stage.
Identify two types of feedback used in motor learning.
State two features of the autonomous stage of learning.
Describe how intrinsic feedback aids skill acquisition.
Explain the importance of knowledge of performance (KP) in refining technique.
Outline the differences between massed and distributed practice.
Discuss how feedback frequency should be adjusted throughout the stages of learning.
Identify two forms of augmented feedback.
State two types of cues used to enhance attention.
Describe the impact of blocked vs. random practice on memory retention.
Explain how attentional focus strategies improve skill execution.
Outline how visual and verbal cues can be integrated into coaching.
Discuss the importance of attentional control during high-stakes performance.
Identify two internal factors that influence attentional control.
State two effects of excessive arousal on attention.
Describe how cue utilization theory explains changes in focus with arousal levels.
Explain how attentional styles can be trained using Nideffer’s model.
Outline how psychological strategies support attentional control under fatigue.
Discuss the implications of attentional control on injury risk, decision-making, and long-term performance consistency.
Identify two types of practice used to develop motor skills.
State two benefits of using blocked practice for beginners.
Describe the associative stage of learning.
Explain the influence of motivation on motor learning.
Outline how task complexity affects practice structure.
Discuss how coaches can support progression from associative to autonomous stage.
Identify two types of attention relevant to motor performance.
State two characteristics of selective attention.
Describe how attentional focus influences performance in sport.
Explain how arousal level affects attentional control.
Outline the role of cue utilization in effective attentional control.
Discuss how distractions can be minimized during competitive performance.
Identify two attentional control strategies.
State two roles of arousal in focus regulation.
Describe the effect of high anxiety on attentional capacity.
Explain how attentional focus differs in novice and expert athletes.
Outline the relevance of Nideffer’s model of attentional styles with one example
Discuss how attentional control can be trained for performance consistency.
Identify two factors that influence motor learning rate.
State two limitations of random practice for beginners.
Describe how modeling supports the learning of motor skills.
Explain the role of schema theory in developing motor programs.
Outline how error detection ability changes across learning stages.
Discuss the benefits of using mental rehearsal alongside physical practice.
Identify two types of feedback that can be provided after performance.
State two characteristics of the associative stage of learning.
Describe three benefits of random practice for developing open skills.
Outline the role of schema theory in explaining skill transfer across similar tasks.
Explain how the development of motor programs supports learning in the autonomous stage.
Discuss the effectiveness of varying practice conditions to develop adaptable performance in competitive environments.
Identify two internal factors influencing attention.
State two reasons why feedback timing is important.
Describe how overlearning affects attention in skilled performers.
Explain how attentional control supports injury prevention.
Outline how anxiety affects attentional narrowing in elite sport.
Discuss the design of practice environments to challenge and develop attentional flexibility.