Tactical Awareness and Decision-Making

OCR

GCSE

Candidates must analyse the cognitive processes underpinning decision-making, specifically the application of information processing models (Welford/Whiting) to competitive scenarios. Assessment focuses on the ability to adapt strategies in response to environmental constraints and opponent behaviors, distinguishing between pre-determined strategies and reactive tactics. High-scoring responses will evaluate the impact of arousal and anxiety on selective attention and the subsequent execution of complex motor skills. Mastery involves justifying tactical modifications based on the strengths and weaknesses of opposition within specific sporting contexts.

Objectives

Exam Tips

Pitfalls

Key Terms

Mark Points

Subtopics in this area

Tactical Awareness and Decision-Making

What You Need to Demonstrate

Key skills and knowledge for this topic

Credit clear differentiation between pre-planned strategies (e.g., zone defence in basketball) and reactive tactics (e.g., switching marking based on opponent movement).
Award marks for applying the Information Processing model (Input, Decision Making, Output, Feedback) specifically to the generation of a tactical response.
Responses must link 'selective attention' to the filtering of irrelevant stimuli during the decision-making phase to access higher mark bands.
In evaluative responses, credit the assessment of how arousal levels (Inverted-U theory) impact the quality of decision-making and cue detection.
Award 1 mark for explicitly defining 'selective attention' as the mechanism for filtering relevant cues from irrelevant noise during the Input phase.
Credit responses that apply the decision-making process to a specific sporting example, identifying the exact cue (e.g., position of the goalkeeper) that triggers the tactical choice.
In extended responses (Level 3), candidates must analyse how intrinsic feedback serves as a modifier for future decision-making within the same performance.
Award marks for the accurate distinction between 'tactics' (short-term, specific adaptations) and 'strategies' (long-term, overall game plans) when applied to team sports.

Example Examiner Feedback

Real feedback patterns examiners use when marking

"You have identified the tactic; now explain the specific environmental cue that triggered this decision to secure AO2 marks."
"Differentiate clearly between the input stage and the decision-making stage in your example; do not merge them."
"Apply the concept of selective attention to explain why the novice performer made the wrong tactical choice compared to the expert."
"Evaluate the effectiveness of this strategy by contrasting it with an alternative approach the opponent could have taken."
"You have identified the correct tactic. To improve, explain the specific environmental cue that made this the correct choice over others."
"Avoid describing the physical movement. Focus your answer on the cognitive process: Input (seeing) -> Decision (selecting) -> Output (doing)."
"Your evaluation of the outcome is vague. Explicitly state how this decision affected the scoreline or territory within the game context."
"Use the term 'Selective Attention' when explaining how the performer ignored the crowd noise to focus on the ball."

Marking Points

Key points examiners look for in your answers

Credit clear differentiation between pre-planned strategies (e.g., zone defence in basketball) and reactive tactics (e.g., switching marking based on opponent movement).
Award marks for applying the Information Processing model (Input, Decision Making, Output, Feedback) specifically to the generation of a tactical response.
Responses must link 'selective attention' to the filtering of irrelevant stimuli during the decision-making phase to access higher mark bands.
In evaluative responses, credit the assessment of how arousal levels (Inverted-U theory) impact the quality of decision-making and cue detection.
Award 1 mark for explicitly defining 'selective attention' as the mechanism for filtering relevant cues from irrelevant noise during the Input phase.
Credit responses that apply the decision-making process to a specific sporting example, identifying the exact cue (e.g., position of the goalkeeper) that triggers the tactical choice.
In extended responses (Level 3), candidates must analyse how intrinsic feedback serves as a modifier for future decision-making within the same performance.
Award marks for the accurate distinction between 'tactics' (short-term, specific adaptations) and 'strategies' (long-term, overall game plans) when applied to team sports.

Examiner Tips

Expert advice for maximising your marks

💡When discussing information processing, explicitly name the stage (Input, Decision Making, Output, Feedback) before applying the sporting example.
💡For 6-mark extended response questions, ensure the evaluation of a tactic includes its impact on the opponent, not just the performer's success.
💡Link 'arousal levels' to decision-making; explicitly state that over-arousal leads to 'attentional narrowing' and missed tactical cues.
💡In the NEA (Practical), ensure the logbook/analysis clearly justifies why specific drills were chosen to improve decision-making, not just technique.
💡When discussing the Input phase, explicitly use the term 'Selective Attention' to access higher mark bands; mere description of 'looking' is insufficient.
💡Link Short Term Memory (STM) capacity to the speed of decision-making; explain how limited channel capacity affects novices versus experts.
💡In 6-mark questions, ensure the 'Impact' section of your answer links the decision directly to the outcome of the game (e.g., maintaining possession or creating a scoring opportunity).

Common Mistakes

Pitfalls to avoid in your exam answers

Conflating 'strategy' (overall game plan) with 'tactic' (specific action in response to a situation).
Describing the execution of a skill (the Output) rather than the cognitive process (Decision Making) leading to it.
Omitting the role of feedback (intrinsic/extrinsic) when evaluating how tactical awareness improves over time.
Failing to provide a specific sporting example when asked to 'apply' knowledge, resulting in a cap at AO1 marks.
Confusing the 'Input' stage with the 'Decision Making' stage; failing to identify that perception and filtering occur before the motor programme is selected.
Providing generic examples (e.g., 'passing the ball') without specifying the environmental conditions (e.g., 'defender closing down the passing lane') that necessitated the decision.
Describing the execution of the skill (AO1) rather than the cognitive selection of the skill (AO2/AO3) in analysis questions.

Study Guide Available

Comprehensive revision notes & examples

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Key Terminology

Essential terms to know

Information Processing and Selective Attention

Strategic Adaptation vs. Pre-planned Strategy

Environmental Constraints and Cue Detection

Game Systems and Formations

Information Processing Models (Input, Decision Making, Output, Feedback)

Differentiation between Strategy (Macro) and Tactics (Micro)

Selective Attention and Cue Utilization

Open vs. Closed Skills Continuum

Likely Command Words

How questions on this topic are typically asked

Identify

Describe

Explain

Analyse

Evaluate

Justify

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