What is the difference between a forced response and physical restriction in manual guidance?

A forced response is the coach moving the learner's limbs through the movement. Physical restriction is the coach supporting or limiting the movement, such as holding a gymnast in a handstand.

What is mechanical guidance?

Mechanical guidance is the use of equipment to support or shape a movement. Examples are armbands in swimming, a twisting belt in trampolining and a harness in gymnastics.

Give two advantages of manual guidance.

Manual guidance gives the learner the kinaesthetic feel of the correct movement. Manual guidance also builds confidence and reduces fear in a hazardous skill.

Give two disadvantages of manual guidance.

A learner can become dependent on the coach's support. The coach's hands change how the movement feels, so the learner's intrinsic feedback may be misleading.

Why must manual guidance with a young performer be handled carefully?

Manual guidance involves physical contact, which may make a learner uncomfortable. Contact must follow safeguarding rules, with consent and a clear coaching purpose.

OCR A-Level Physical Education H555

Skeletal and Muscular Systems

Topic overview Shoulder, elbow and wrist joints and muscles Hip, knee and ankle joints and muscles Planes of movement, muscle roles and contractions Analysing movement in sporting actions Motor units and muscle fibre types

The Cardiovascular System

Topic overview Heart rate, stroke volume and cardiac output at rest The cardiac cycle and conduction system Cardiac responses to exercise and recovery The vascular shunt mechanism Venous return and heart rate regulation

The Respiratory System

Topic overview Breathing frequency, tidal volume and minute ventilation Mechanics of breathing at rest and in exercise Regulation of breathing Gas exchange at the alveoli and the muscles

Energy for Exercise

Topic overview ATP and coupled reactions The ATP-PC system The glycolytic system The aerobic system The energy continuum and intermittent exercise EPOC and the recovery process

Environmental Effects on Body Systems

Topic overview Altitude and oxygen delivery Acclimatisation and timing arrival at altitude Exercise in the heat and cardiovascular drift

Diet, Nutrition and Ergogenic Aids

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Aerobic Training

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Strength and Flexibility Training

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Periodisation of Training

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Training and Lifestyle Diseases

Topic overview Atherosclerosis and coronary heart disease Heart attack and stroke Asthma and COPD

Injury Prevention and Rehabilitation

Topic overview Acute and chronic injuries Risk factors, warm-up and cool-down SALTAPS, PRICE and concussion Fractures, joint injuries and muscle damage Treatments for sporting injuries

Biomechanical Principles and Levers

Topic overview Newton's laws and force calculations Forces and free body diagrams Centre of mass and stability Levers and mechanical advantage Limb kinematics, force plates and wind tunnels

Linear and Angular Motion

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Fluid Mechanics and Projectile Motion

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Skill Classification, Practice and Transfer

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Theories and Stages of Learning

Topic overview Operant conditioning Cognitive theory and insight learning Bandura's observational learning Fitts and Posner's stages of learning

Guidance and Feedback

Topic overview Verbal and visual guidance Manual and mechanical guidance Intrinsic, extrinsic, positive and negative feedback Knowledge of performance and knowledge of results

Memory Models

Topic overview Atkinson and Shiffrin's multi-store model Selective attention Craik and Lockhart's levels of processing

Personality and Attitudes

Topic overview Trait theory of personality Social learning and interactionist perspectives Attitudes and the triadic model Persuasive communication and cognitive dissonance

Motivation and Arousal

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Anxiety

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Aggression

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Social Facilitation and Group Dynamics

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Goal Setting

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Attribution

Topic overview Weiner's model: locus of causality and stability Controllability, self-serving bias and attribution retraining Learned helplessness and mastery orientation

Confidence and Self-Efficacy

Topic overview Sports confidence, self-efficacy and self-esteem Vealey's model of sports confidence Bandura's four sources of self-efficacy Building confidence in performers

Leadership

Topic overview Effective, emergent and prescribed leaders Autocratic, democratic and laissez-faire styles Trait, social learning and interactionist theories of leadership Chelladurai's multi-dimensional model

Stress Management

Topic overview Stress and stressors in sport Self-talk, thought stopping and rational thinking Mental rehearsal, imagery, goal setting and mindfulness Relaxation, biofeedback, centring and breathing control

Sport in Pre-Industrial and Industrial Britain

Topic overview Popular recreation in pre-industrial Britain Urbanisation, rational recreation and the railways Amateurism and professionalism in Victorian sport Public schools and the cult of athleticism

Sport in the 20th and 21st Centuries

Topic overview Amateurism and professionalism in the 20th century Social change and sport in 20th-century Britain Class, gender and access in 21st-century sport The globalisation of sport

The Olympic Games and Global Sporting Events

Topic overview Coubertin and the aims of the modern Olympics Berlin 1936 and Mexico City 1968 Munich 1972 and the Cold War boycotts Hosting a global sporting event

Drugs in Sport

Topic overview Legal supplements and illegal doping Why elite performers dope Consequences of doping for society, sport and performers Strategies against doping

Violence and Gambling in Sport

Topic overview Causes of player and spectator violence Implications of violence in sport Preventing violence among players and spectators Match fixing, bribery and illegal betting

Commercialisation and the Media

Topic overview What drives the commercialisation of sport Impacts of commercialisation Television, radio, press and internet coverage Positive and negative effects of the media Sport as a commodity and the golden triangle

Routes to Sporting Excellence

Topic overview From talent identification to elite performance Schools, clubs and universities in elite success UK Sport and the national institutes Drop-out from elite programmes

Modern Technology in Sport

Topic overview Technology and elite performance Technology and general participation Technology and fair outcomes Technology and entertainment

Guidance and Feedback

Manual and mechanical guidance

3 things to know
Component 02

Overview

Manual guidance by forced response and physical restriction, mechanical guidance such as a twisting belt, the advantages and disadvantages of each, safeguarding young performers, and combining guidance types.

What you need to know

Answer each one before you reveal it.

Your recallNot started

Key term

What is manual guidance, and how do a forced response and physical restriction differ?

Evaluation

What are the advantages and disadvantages of mechanical guidance?

Key term

What is manual guidance?

Questions from this subtopic

Each one with the model answer underneath.

1
What is manual guidance?
Model answer
Manual guidance is physical support or forced movement given by the coach's hands. A golf coach might hold a learner's arms to guide the path of the swing.
2
What is the difference between a forced response and physical restriction in manual guidance?
Model answer
A forced response is the coach moving the learner's limbs through the movement. Physical restriction is the coach supporting or limiting the movement, such as holding a gymnast in a handstand.
3
What is mechanical guidance?
Model answer
Mechanical guidance is the use of equipment to support or shape a movement. Examples are armbands in swimming, a twisting belt in trampolining and a harness in gymnastics.
4
Give two advantages of manual guidance.
Model answer
Manual guidance gives the learner the kinaesthetic feel of the correct movement. Manual guidance also builds confidence and reduces fear in a hazardous skill.
5
Give two disadvantages of manual guidance.
Model answer
A learner can become dependent on the coach's support. The coach's hands change how the movement feels, so the learner's intrinsic feedback may be misleading.
6
Why must manual guidance with a young performer be handled carefully?
Model answer
Manual guidance involves physical contact, which may make a learner uncomfortable. Contact must follow safeguarding rules, with consent and a clear coaching purpose.

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Skeletal and Muscular Systems

The Cardiovascular System

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Energy for Exercise

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