WorksheetsChapter 1 Learning Outcomes
Total questions: 101
Worksheet time: 51mins
Refer to the Learning Outcomes visual. Which student capability is explicitly listed as an objective for this chapter?
Memorize historical milestones in sports science
Distinguish motor skills classification
Design advanced strength training programs
Predict long-term athletic career trajectories
A student wants to align their study plan with the chapter’s outcomes shown in the Learning Outcomes visual. Which action best demonstrates application of the measurement of motor performance rather than simple recall?
Listing the names of common motor abilities
Defining the term motor skill without examples
Timing a sprint to quantify performance and interpreting the result
Memorizing categories of skills from a chart
According to the stated learning outcomes, which task reflects recall of core terminology in motor skill classification?
Identifying motor skill classification systems and the two categories of skills in each system
Designing a rehabilitation program that blends open and closed skills using Gentile’s taxonomy
Evaluating evidence to choose between general motor ability and specificity hypotheses
Comparing research methods used to identify various motor ability categories across studies
Which outcome best demonstrates application of a conceptual framework to real contexts?
Memorizing the names of motor ability categories
Applying the Gentile taxonomy of motor skills in physical rehabilitation or physical education and sports contexts
Listing two categories of skills within each classification system
Defining the general motor ability hypothesis without examples
A student is asked to justify whether performance differences across tasks support a single general motor ability or many specific abilities. Which learning outcome is being targeted?
Identify motor skill classification systems and their two categories
Apply Gentile’s taxonomy in practice settings
Explain the difference between general motor ability and the specificity of motor abilities hypothesis
Name and describe several motor abilities categories and how researchers identified them
Which statement best defines motor control, as used in physical education terminology?
Study of how movements are learned and regulated by neural mechanisms, such as coordinating arms and legs at various speeds
Study of how skills are acquired through practice-related processes like feedback and timing
Study of changes in movement behavior across the lifespan, from infancy to older adulthood
Study of goal-oriented body or limb actions that must be learned
Motor learning primarily concerns which focus?
Origins of movement behavior across the lifespan
Neural regulation of movement coordination
Acquisition of skills as a consequence of practice, involving information processing, visual skills, feedback, and timing
Classification of movements by limb segments
Which description matches motor development?
Immediate neural control of limb coordination during a task
Long-term changes in movement behavior throughout life, such as differences between elderly and young adults
Short-term acquisition of skills through practice and feedback
Evaluation of performance quality for a specific task goal
According to the terminology, what distinguishes an action from a movement?
An action is a goal-oriented set of body and/or limb movements that must be learned; a movement is the behavioral feature of specific limbs or their combinations
An action is a neural process; a movement is a learned skill
An action is innate; a movement always requires practice to exist
There is no distinction; both terms mean the same in motor learning
Which statement best characterizes a skill in this context?
A behavior of a single limb with no defined outcome
A task with a specific goal to achieve (action goal) and an indicator of performance quality
A spontaneous movement pattern that does not require learning
A lifespan change in motor behavior unrelated to goals
A coach compares how a novice and an older adult learn to time a tennis swing over weeks of practice. Which two constructs are primarily involved?
Motor control and movements
Motor learning and motor development
Action and skill
Movement and skill
Recall: According to the instructional text, what is a motor skill? Choose the best definition.
A spontaneous body movement with no goal or outcome
A goal-oriented act or task requiring body, head, and/or limb movement to achieve its goal
Any mental strategy used to plan movement without physical action
A biological reflex that cannot be modified by practice
Application: A coach observes an athlete practicing the Fosbury Flop technique for the high jump. Based on the classification in the text, which type of motor skill is the coach developing?
Generic motor skill, because it exists naturally and is readily available
Secondary motor skill, because it is acquired through learning, practice, and training
Neither type, because jumping techniques are purely instinctive
Generic motor skill, because it involves head and limb movement
Strategic Thinking: A physical therapist must decide whether to prioritize retraining walking or teaching a complex high-jump technique for a patient recovering from injury. Using the text’s categories, which choice aligns with focusing on a generic motor skill and why?
Teach the high-jump technique, because complex sports movements exist naturally and biologically
Retrain walking, because generic skills are movements that exist naturally and are readily available
Teach sprint starts, because any movement practiced in athletics is secondary by definition
Focus on coordination drills, because generic skills require extensive training to be acquired
Which one-dimension approach classifies motor skills by the size of primary musculature required?
Musculature size
Action specificity
Environmental stability
Task difficulty
According to the musculature criterion, which example best represents a gross motor skill?
Walking or jumping, using large muscles with less precision
Grasping a cup, emphasizing small muscle control
Painting fine details with precise finger movements
Typing on a small keyboard with coordinated fingers
Which statement best distinguishes fine motor skills from gross motor skills in this section?
Fine motor skills use large musculature and are less precise
Fine motor skills involve control of small muscles and precise movements
Fine motor skills are series of discrete skills performed in stable environments
Fine motor skills have arbitrary beginnings and endings
Which classification focuses on the specificity of where actions begin or end?
Musculature size
Action specificity
Environmental stability
Energy demand
A penalty kick in soccer has a defined beginning and end point. Under action specificity, how is it classified?
Continuous motor skill
Serial motor skill
Discrete motor skill
Open motor skill
Cycling is described as repetitive with arbitrary beginning and end points. Which classification applies?
Discrete motor skill
Continuous motor skill
Serial motor skill
Closed motor skill
Changing gear while driving combines several discrete actions into a sequence. How is this categorized?
Discrete motor skill
Continuous motor skill
Serial motor skill
Open motor skill
Which one-dimension approach examines stability of the environment context?
Musculature size
Action specificity
Environmental stability
Temporal duration
Which example best illustrates a fine motor skill as defined in this material?
Jumping to catch a ball using multiple limbs
Walking on a track with large muscle groups
Painting with controlled, precise hand movements
Cycling long distances repetitively
Which pairing correctly matches the action type to an example from the text?
Discrete — cycling
Continuous — penalty kick
Serial — diving routine
Gross — precise finger painting
Recall: According to the classification by stability of the environment, which statement defines a closed motor skill?
Performed in a stable or predictable environment where the performer decides when to initiate the action
Performed in a non-stable environment where opponents force immediate reactions
Performed only when external signals (e.g., a starter’s gun) cue the action
Performed with continuous adaptation to changing surfaces and weather
Skill/Concept: Which activity best illustrates an open motor skill based on environmental stability?
Picking up a cup while seated
Practicing free throws alone in an empty gym
Running a race with other runners
Setting a metronome and performing a fixed dance routine
Strategic Thinking: A coach must decide how to train a goalkeeper shown in the image. If the primary focus is performing in unpredictable contexts, which training emphasis aligns with open motor skill demands?
Repetition of the same movement pattern in a controlled, unchanging setting
Self-paced drills where the athlete chooses when to start every attempt
Variable practice with changing ball trajectories, opponent movements, and timing pressures
Isolation drills that remove external motion to reduce decision requirements
Skill/Concept: Which feature differentiates open from closed motor skills regarding when the action begins?
In open skills, the performer always starts on a predetermined schedule.
In closed skills, motion in the environment determines the start.
In open skills, motion and environmental changes influence when to begin.
In closed skills, external opponents dictate the start.
Recall: According to the introduction, Gentile’s Two-Dimension Taxonomy classifies motor skills based on two dimensions. Which pair correctly names these dimensions?
Environmental context and functions of the actions
Muscle strength and joint flexibility
Practice frequency and feedback type
Task difficulty and motivation level
Skill/Concept: The taxonomy is described as a classification system organized according to relationships among component characteristics of the items being classified. Which statement best applies this idea to motor skills?
Motor skills are grouped solely by the sport they appear in.
Motor skills are organized by how their component characteristics relate within the environmental context and action functions.
Motor skills are listed alphabetically to simplify retrieval.
Motor skills are classified by the athlete’s age and training history.
Strategic Thinking: A clinician wants to choose a functionally appropriate activity for a patient with movement problems. Based on the objectives of the taxonomy presented, which step most directly aligns with using the taxonomy to make this choice?
Charting the individual’s progress over time to document outcomes
Selecting activities by analyzing the environmental context and required action functions
Measuring heart rate variability to monitor physiological stress
Scheduling practice sessions at consistent intervals regardless of task demands
Recall: Which objective of Gentile’s taxonomy specifically supports tracking development during rehabilitation or skill learning?
Provides a functional guide for assessing movement problems
Provides a systematic evaluation guide
Provides a basis for selecting functionally appropriate activities
Charts an individual’s progress through rehab or skill development
Recall: In Gentile's taxonomy, which term refers to the environmental and movement characteristics that a person must implement to successfully perform an action (e.g., the hardness or softness of the surface being walked on)?
Inter-trial variability
Regulatory condition
Body transport
Manipulation
Recall: Inter-trial variability in Gentile's taxonomy indicates that regulatory conditions during performance are the same or different across attempts. Which example best illustrates inter-trial variability?
Standing still on the same hard floor for repeated trials
Walking into rooms several times where object locations differ from trial to trial
Holding a ball without moving in a quiet room across all trials
Running laps on an identical track with unchanged markings each time
Skill/Concept: A performer shoots an arrow while standing, with no change in body location during performance. According to the function of the action dimension, which classification fits best?
Body stability within body orientation
Body transport within body orientation
Manipulation without body transport
Inter-trial variability with manipulation
Skill/Concept: A performer walks while carrying a tool and occasionally places it down. Which combination of Gentile's taxonomy components is most accurate?
Body stability with no manipulation
Body transport with manipulation
Body transport without manipulation
Manipulation only without considering body orientation
Strategic Thinking: You are designing a drill where athletes run from station to station; at each station the surface changes (e.g., mat, turf, hardwood), and cone placements vary on each repetition. Which pairing best describes the environmental context you are manipulating?
Constant regulatory conditions with no inter-trial variability
Regulatory conditions and inter-trial variability both present
Only body orientation with manipulation
Manipulation alone without environmental context
Strategic Thinking: For a rehabilitation task, you want to challenge maintaining or changing the position of an object without relocating the patient’s body. Which design choice aligns with this goal?
Ask the patient to walk across the room while holding a ball (body transport with manipulation)
Have the patient stand and repeatedly reposition a tool on a table (body stability with manipulation)
Run laps while keeping hands by the sides (body transport without manipulation)
Stand quietly with arms at rest (body stability without manipulation)
According to Gentile’s Taxonomy illustrated in the matrix (see diagram), which scenario best represents Body Stability with Stationary Regulatory Conditions and No Intertrial Variability and No Object Manipulation?
Standing alone in a room
Walking on a treadmill at a constant speed
Climbing stairs while holding a book
Standing on a moving escalator
In the matrix visual, which option fits Body Transport with Stationary Regulatory Conditions and Intertrial Variability without Object Manipulation?
Running around an empty track
Walking on different surfaces
Walking in a crowded mall
Standing on a moving escalator
Refer to the matrix diagram. Which example indicates Body Stability with Object Manipulation under Stationary Regulatory Conditions and No Intertrial Variability?
Brushing teeth alone at a sink every day
Putting golf balls from varying locations
Cheerleading a swaying teammate
Walking while carrying bags
Based on the diagram, which case matches Body Transport with Object Manipulation under Regulatory Conditions in Motion and No Intertrial Variability?
Running around an empty track
Standing on a moving escalator holding a cup of coffee
Walking in a crowded mall carrying a baby
Practicing soccer plays with ball and defenders
Using the matrix, which scenario belongs to Body Stability with No Object under In‑Motion Regulatory Conditions and Intertrial Variability?
Walking on treadmill at a constant speed
Walking on treadmill at different speeds
Standing alone in a room
Riding a mechanical bull with constant motion
From the taxonomy diagram, which activity is classified as Body Stability with Object Manipulation in In‑Motion Regulatory Conditions and Intertrial Variability?
Throwing a softball machine‑thrown
Shooting basketball free throws
Washing dishes standing at a sink
Catching a ball in a game of tag
Strategic thinking: A therapist wants to progress a patient from 1A to a task that increases both environmental variability and adds object manipulation while keeping the environment stationary. Which target cell best matches this plan?
2A
2B
3B
4C
Strategic planning with the diagram: If training aims to challenge Body Transport in moving environments with intertrial variability and object manipulation, which example from the matrix is most appropriate?
Walking in crowded mall carrying a baby
Standing on a moving escalator holding coffee
Running around an empty track
Agility drills through fixed obstacle courses
According to the section’s focus, which statement best describes fundamental motor skills (FMS) in this course context?
Core movement patterns that form the basis for more complex physical activities
Advanced sport-specific techniques used only in competitive settings
Psychological strategies that enhance motivation without affecting movement
Nutritional routines designed to support endurance training
The learning outcomes state that students should be able to distinguish between proficient and problematic movement skill performance. Which task aligns with this outcome at the application level?
Memorizing the acronym FMS
Listing the names of common sports
Observing a peer’s movement and identifying whether execution meets proficiency criteria
Reciting the definition of physical education
One stated outcome is to explain factors that influence FMS development. Which of the following fits that expectation for assessment planning?
Ignoring context and scoring all movements the same regardless of age or environment
Selecting criteria that consider developmental factors when assessing FMS
Prioritizing only speed and ignoring quality of movement in evaluations
Using a single universal checklist for all skills without modification
Which statement best defines fundamental motor skills (FMS) as described: movement patterns that involve different body parts and include skills such as running, hopping, balancing, throwing, striking, and catching.
Basic fitness exercises that improve heart rate and flexibility
Movement patterns using different body parts that underpin running, hopping, balancing, throwing, striking, and catching
Advanced sport-specific techniques unique to elite athletes
Isolated strength drills focused on a single joint without coordination
Which option lists only examples of fundamental motor skills (FMS)?
Running, hopping, balancing, throwing
Yoga poses, meditation, hydration
Bench pressing, static stretching, ice bathing
Game tactics, referee signals, league rules
According to the material, what role do fundamental motor skills play in relation to more specialized complex skills?
They replace specialized skills in competitive sport
They are unrelated to later performance in games or dance
They provide the foundation movement that leads to more specialized complex skills used in play, sport, dance, gymnastics, and outdoor education
They are only necessary in early childhood and not used later
Which outcome is identified for proficient movers?
Lower self-esteem due to constant practice demands
Higher self-esteem and higher self-confidence, and they tend to be more popular with school ground playmates
Reduced social interaction because they train alone
Decreased interest in organized sport participation
Why is early identification of problems in FMS emphasized?
It makes children less likely to try new activities
It ensures children are more likely to have the opportunity to meet their movement skill potential
It guarantees elite athletic success by age 12
It eliminates the need for instruction in specialized skills
Which set best captures broad benefits linked to strong FMS competence?
Muscle development, bone development, and social competence
Improved eyesight, higher vocal range, and faster reading speed
Immediate weight loss, increased height, and perfect posture
Financial literacy, computer programming, and artistic drawing
Recall: According to the section, which category of fundamental motor skills focuses on balancing the body both when standing still and while in motion, including static and dynamic balance?
Locomotor Skills (LS)
Object Control Skills (OCS)
Body Management Skills (BMS)
Endurance Skills (ES)
Recall: Which of the following is listed as a locomotor skill because it involves transport of the body in any direction?
Twisting
Crawling
Striking
Dribbling
Skill/Concept: A student practices dribbling a ball with the hand and then with the foot. Based on the categories, which fundamental motor skill class does this practice primarily develop?
Body Management Skills (BMS) because it emphasizes static balance
Locomotor Skills (LS) because it moves the whole body without using objects
Object Control Skills (OCS) because it requires controlling implements or objects
Flexibility Skills (FS) because it focuses on stretching
Skill/Concept: Which set best matches each category with a correct example from the section?
BMS—rolling; LS—hopping; OCS—kicking
BMS—running; LS—twisting; OCS—skipping
BMS—dribbling; LS—stretching; OCS—walking
BMS—jumping; LS—bouncing; OCS—rolling
Strategic Thinking: A PE teacher wants to design a warm-up that starts with body management, progresses to locomotor, and finishes with object control. Which sequence aligns with the categories described?
Skipping → Stretching → Striking
Stretching → Walking → Throwing
Running → Rolling → Catching
Bouncing → Jumping → Twisting
Which factor is categorized under the child rather than the environment in influencing fundamental movement skills (FMS) development?
Family values, expectations and support
Community values, expectation and support
Motivation to practice
Opportunities to practice
According to the stages of the fundamental movement phase, which description best characterizes the initial stage (approximately age 2)?
Poor spatial and temporal integration of skill movements, improper sequencing, and poor rhythm with coordination difficulties
Greater control and rhythmical coordination with improved synchronization of temporal and spatial elements
Increased efficiency, enhanced coordination, improved control, and greater force production
Movements that are consistent and refined across contexts
Which environmental factor directly relates to access that enables practice and exposure to movement skills?
Cultural values, expectations and support
Opportunities to practice
Family values, expectations and support
Community values, expectation and support
During the elementary stage (~ages 3 and 4), which progression is specifically noted compared to the initial stage?
Movements become exaggerated and inconsistent
Temporal and spatial elements are better synchronized
Greater force production becomes the primary characteristic
Poor rhythm persists across tasks
A coach observes that a child shows increased efficiency, enhanced coordination, improved control of movements, and greater force production. Which stage of the fundamental movement phase does this most likely indicate?
Initial stage (~age 2)
Elementary stage (~ages 3 & 4)
Mature stage (~age 5 or 6)
Transitional stage (~age 7 or 8)
Which pairing correctly matches a category with one of its listed factors affecting FMS development?
Child — Community values, expectation and support
Environment — Interests
Child — Physique
Environment — Health
A practitioner aims to enhance a child's FMS by targeting motivation and tailoring activities to personal interests. Based on the listed factors, which rationale best supports this approach?
Motivation and interests are environmental variables that shape access to practice.
Motivation and interests are child factors that influence engagement and practice quality.
Motivation and interests primarily determine cultural expectations within communities.
Motivation and interests only matter in the mature stage of movement development.
Refer to the diagram showing the progression of physical literacy stages. Which stage is explicitly linked to developing Fundamental Movement Skills for girls and boys ages 0–6?
Active Start
FUNdamentals
Learning to Train
Train to Train
According to the diagram, which stage falls under Fundamental Sport Skills and lists age ranges Girls 8–11 and Boys 9–12?
Learning to Train
Train to Compete
FUNdamentals
Train to Win
Which pair of stages is grouped under "Building Physical & Mental Capability" in the diagram?
Train to Train and Train to Compete
FUNdamentals and Learning to Train
Active Start and FUNdamentals
Train to Compete and Train to Win
A female athlete is 18 years old. Based on the diagram, which stage most appropriately aligns with her age?
Train to Win
Train to Compete
Train to Train
Learning to Train
Which stage precedes High Performance Sport and is associated with Females 15–21+/− and Males 16–23+/−?
Train to Compete
Train to Train
Learning to Train
FUNdamentals
Recall the commonly cited barrier to including Fundamental Motor Skill (FMS) instruction in physical education. Which statement best captures this perception?
It is believed that FMS instruction reduces time spent on moderate to vigorous physical activity.
It is believed that FMS instruction makes lessons too complex for primary school children.
It is believed that FMS instruction primarily develops flexibility rather than skills.
It is believed that FMS instruction requires specialized equipment unavailable in most schools.
Apply the research finding to practice: A PE teacher is hesitant to add FMS drills, fearing students will be less active. Based on van Beurden et al. (2003), what outcome should the teacher expect when integrating FMS instruction into PE lessons for primary children?
A decrease in both physical activity levels and skill proficiency.
No measurable change in physical activity levels or skill proficiency.
An increase in both levels of physical activity during PE lessons and FMS proficiency.
A short-term increase in activity but a decline in FMS proficiency.
Strategic reasoning: If a school’s goal is to raise moderate-to-vigorous physical activity (MVPA) during PE while improving motor competence, which approach aligns with the evidence summarised?
Avoid FMS instruction to maximize time available for games.
Integrate structured FMS instruction, as it can raise activity levels and skill proficiency.
Prioritize endurance training only, postponing FMS until later grades.
Limit PE to free play to ensure constant movement without skill focus.
Refer to the title image labeled "1.3 Motor Abilities." Which topic is being introduced in this section?
Motor skills and drills
Motor abilities
Cardiorespiratory fitness
Nutrition for athletes
The stated learning outcome says: "Students are able to distinguish variety of abilities underlie motor skill learning and performance success." Which statement best interprets this outcome for your study focus?
Identify one motor skill and demonstrate it once
Explain how a single ability determines all performance
Differentiate the multiple abilities that contribute to motor skill learning and successful performance
Memorize the names of sports without linking them to abilities
According to the instructional text, which reason best explains why PE programs should understand motor abilities when designing a curriculum?
To focus only on competitive sports early on
To incorporate activities that develop all motor abilities and later allow students to use those abilities
To eliminate activities that are not physically demanding
To standardize assessments across all grade levels
A student shows persistent balance and coordination deficits. Based on the section’s guidance, what is the most appropriate next step for a PE teacher?
Ignore the deficits and emphasize endurance training
Identify the skill deficiencies and plan targeted activities to work on them
Move the student to a non-physical elective
Delay intervention until high school athletics
When planning long-term athletic pathways, how does understanding motor abilities contribute to decision-making?
It guarantees elite performance for all students
It may help in predicting later success in sports, informing development plans
It ensures students specialize in one sport by elementary school
It replaces the need for observation and assessment
Recall the term that best matches this definition: "A general trait or capacity of an individual that determines a person’s potential for the performance of specific skills; largely genetically determined." Which option correctly labels this concept?
Motor ability
Skill acquisition
Ability
Practice effect
Which statement best distinguishes motor ability from motor skill based on the provided definitions?
Motor ability refers to an underlying capability related to motor skill, and individuals possess a variety of motor abilities.
Motor skill is genetically determined, while motor ability develops only through practice.
Motor ability is a single trait common to all individuals, whereas motor skill varies by person.
Motor skill represents innate capacities, and motor ability describes learned techniques.
A physical education curriculum is being designed for elementary students. Which approach most directly aligns with the stated importance of motor ability?
Prioritize competitive games to identify the most skilled students early.
Incorporate activities that develop all motor abilities and subsequently offer opportunities for every student to apply their abilities, including addressing skill deficiencies.
Focus solely on sport-specific drills to maximize performance in one activity.
Limit instruction to activities that require minimal equipment to reduce complexity.
Which factor directly includes examples such as finger dexterity, stamina, and trunk strength?
Abilities
Learning style
Motivational level
Emotional make-up
In the table of factors affecting movement, which set best represents attitudes toward new experiences?
Open, closed, or neutral
Visual, verbal, kinesthetic
Low, moderate, high
Tall, short, lean, muscular, round
Which factor lists examples such as tall, short, lean, muscular, and round?
Body type
Cultural background
Maturational level
Prior movement experiences
Which grouping correctly matches a factor with its example set from the table?
Learning style — visual, verbal, kinesthetic
Motivational level — ethnicity, race, religion
Emotional make-up — one-on-one, small group, large group
Prior social experiences — recreational, instructional, competitive
Which factor is exemplified by the progression immature, intermediate, mature?
Maturational level
Motivational level
Cultural background
Attitudes
A coach wants to group athletes by low, moderate, and high readiness to engage. Which factor is the coach using?
Motivational level
Emotional make-up
Body type
Prior movement experiences
Which factor would most likely account for differences in how learners prefer to receive information during practice?
Learning style
Cultural background
Attitudes
Abilities
Which set correctly lists examples under cultural background as shown in the table?
Ethnicity, race, religion
Excitement, fear, joy
Recreational, instructional, competitive
Finger dexterity, stamina, trunk strength
Choose the best example set for prior movement experiences from the table.
Recreational, instructional, competitive
One-on-one, small group, large group
Open, closed, neutral
Immature, intermediate, mature
Which examples belong to previous social experiences according to the table?
One-on-one, small group, large group
Visual, verbal, kinesthetic
Tall, short, lean, muscular, round
Boredom, excitement, fear, joy
Which statement best defines abilities in the context of motor performance?
Abilities are developed with repeated practice over time
Abilities are inherited traits that are stable and enduring
Abilities are many in number and easily modified
Abilities are short-term adaptations that change with coaching
A coach wants to improve an athlete’s free-throw percentage through drills. According to the comparison, what is the coach primarily trying to change?
An inherited ability that is few in number
A stable and enduring trait that cannot be altered
A skill that is developed and modified with practice
A genetic factor that determines coordination
Which pairing correctly matches the characteristic with abilities and skills, respectively?
Modified with practice; Stable and enduring
Many in number; Few in number
Inherited traits; Developed with practice
Developed with practice; Inherited traits
Two young athletes have different natural levels of balance, but after months of training, both improve their gymnastics routines. What conclusion aligns with the comparison?
Their abilities changed substantially due to practice
Their skills improved through practice while underlying abilities remained relatively stable
Their inherited traits increased in number with training
Their skills are fixed, but their abilities are easily modified
According to the instructional text, what do motor abilities primarily establish in relation to specific motor skills?
Achievement potentials for those skills
The exact practice schedule for training
Universal performance outcomes across individuals
Motivation levels needed to learn any skill
Two learners receive the same amount of practice, the same level and amount of instruction, and have equal motivation to perform a skill. What factor will still influence the level of performance success each person achieves?
Motor abilities
Coach–athlete rapport
Access to equipment
Nutritional intake during training
Which statement best captures the relationship between motor skills and motor abilities described in the text?
Each motor skill requires specific motor abilities to successfully perform it
Motor abilities are identical across all individuals for a given skill
Motor skills determine which individuals are motivated to practice
With enough practice, motor abilities no longer matter for performance
A coach wants to predict which athlete is likely to reach a higher level in a particular motor skill when practice, instruction, and motivation are controlled. Based on the text, what should the coach evaluate?
The athletes’ specific motor abilities relevant to that skill
The athletes’ preferred learning styles
The athletes’ past competition outcomes only
The athletes’ social support networks
