Practice IB Sports, exercise and health science (SEHS) Topic C.2.1 Motor Learning Processes with authentic exam-style questions for both SL and HL students. This question bank focuses on the exact syllabus content for C.2.1 Motor Learning Processes and mirrors Paper 1A, 1B, 2 style where relevant.
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A sport scientist monitors a professional sprinter's start and records the following performance data:
Why is the distinction between learning and performance important for coaches?
(e) how the rugby player uses the dummy to exploit the psychological refractory period.
(f) one way a defender could reduce the effect of the attacker's deception.
| Event Sequence | Time () |
|---|
| From the starter's gun until the first change in pressure on the blocks | |
| From the first change in pressure until the feet leave the blocks |
Based on this information, what is the reaction time for this athlete?
An athlete’s performance scores are recorded across two basketball free-throw training periods, as shown in the table below.
| Training Period | Trial 1 | Trial 2 | Trial 3 |
|---|---|---|---|
| Week 1 | 25% | 22% | 24% |
| Week 6 | 85% | 88% | 86% |
The consistent improvement observed between the first and last week is evidence of:
(a) what is meant by the psychological refractory period.
(b) Using the table, the extra delay (the PRP) when S2 is presented 50 ms after S1.
(c) Using the figure, how the reaction time to S2 changes as the interval between S1 and S2 increases.
(d) , using the single-channel hypothesis, why the psychological refractory period occurs.
The psychological refractory period occurs when:
seconds
seconds
seconds
seconds
To avoid misinterpreting short-term performance changes as long-term learning
To ensure that improvements seen during practice are retained and transferred to competition
Because immediate performance is always a reliable indicator of learning
Because learning cannot be directly observed and must be inferred from performance over time
A rugby player uses a 'dummy' (a false move one way before going the other) to beat a defender. The figure shows how a defender's reaction time to a second stimulus (S2) depends on the interval after a first stimulus (S1). Table 1 shows measured reaction times.
Figure: Reaction time to S2 against the interval between S1 and S2
Table: Measured reaction times
| Condition | Reaction time (ms) |
|---|---|
| S1 alone (baseline) | 200 |
| S2, 50 ms after S1 | 380 |
| S2, 300 ms after S1 | 230 |
