IGCSE Physical Education (9–1) 0995 · Topic 3

Skill acquisition and psychology: past paper questions

56 real questionsasked in 8 of the last 10 exam series2019–2026usually: Describe, Identify, Explain, Suggest, State

Real questions on skill acquisition and psychology

The newest 20 of 56 written questions. Open one to see it on the real paper.

0995/12 · May/June 2026 · Q1[3]
Identify the three stages of learning.
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0995/12 · May/June 2026 · Q10a(i)[2]
Describe an example of a skill that could be classified as a fine skill and a skill that could be classified as a gross skill in a game of cricket. Justify your answer for each skill. fine skill
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0995/12 · May/June 2026 · Q10a(ii)[2]
Identify two other skill classification continua.
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0995/12 · May/June 2026 · Q10b[3]
(b) Using a named physical activity, describe an example of each of the following characteristics of a skilled performance. fe) ahs) ere] = (61 ce aesthetically PlCASING ..........
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0995/12 · May/June 2026 · Q13c[2]
(c) Risks may cause a performer to suffer from anxiety. Identify the two types of anxiety. Voce .......... eect .......... .......... ..........
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0995/12 · May/June 2026 · Q14b[2]
(b) During the season the performer may need extrinsic motivation to encourage them to work hard. Describe two examples of extrinsic motivation that the performer could receive. Voce .......... eect .......... .......... ..........
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0995/12 · May/June 2025 · Q3a[3]
Suggest how warming up may help reduce cognitive anxiety for a sprinter.
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0995/12 · May/June 2025 · Q3b[3]
Other than not warming up, suggest three sporting factors that could cause cognitive anxiety for a sprinter while waiting to start the race.
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0995/12 · May/June 2025 · Q3c(i)[2]
Describe two examples of extrinsic motivation that could encourage a sprinter to participate in the sport.
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0995/12 · May/June 2025 · Q3c(ii)[2]
Describe two positive effects of intrinsic motivation for a sprinter.
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0995/12 · May/June 2025 · Q4[6]
Verbal guidance is often used by coaches. Describe how three other types of guidance could be used by a coach in a named physical activity. physical activity type of guidance type of guidance description type of guidance description description
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0995/12 · May/June 2025 · Q7a[4]
Shooting in wheelchair basketball can be placed on the open and closed skills classification continua. name of continuum justification justification name of continuum Other than the open and closed continuum, justify where shooting in wheelchair basketball would be placed on two named skill classification continua.
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0995/12 · May/June 2025 · Q7b[3]
The diagram shows the stages of a basic information processing model. input decision- making output feedback Explain the role of the following stages when a performer is shooting during a basketball match: input feedback. output
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0995/11 · October/November 2024 · Q1a[4]
The photograph shows a swimming coach and a performer who is learning to swim front crawl. performer who is learning to swim front crawl Identify the stage of learning of the performer who is learning to swim front crawl in the photograph. Describe three different characteristics of a performer at this stage of learnin...
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0995/11 · October/November 2024 · Q1b[6]
A swimming coach may use different types of guidance to help swimmers. Identify three types of guidance. Describe an example from swimming of the use of each type of guidance. type of guidance example type of guidance example type of guidance example
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0995/11 · October/November 2024 · Q4a[4]
Identify two types of feedback that the basketball coach can provide during the practice session. Describe a different example of how each type of feedback can be provided by the basketball coach. description of example type of feedback description of example type of feedback
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0995/11 · October/November 2024 · Q4b[2]
Explain why it is important that a coach provides feedback during a practice session.
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0995/11 · October/November 2023 · Q1a(i)[2]
Describe real risk and perceived risk. real risk perceived risk
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0995/11 · October/November 2023 · Q3[2]
Identify the personality type that is associated with being shy. Other than being shy, describe a characteristic of this personality type. personality type characteristic
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0995/11 · October/November 2023 · Q13a[4]
State two types of anxiety. Suggest an example of each type of anxiety. type of anxiety example type of anxiety example
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What examiners said

The majority of candidates gave responses such as an increase in motivation, confidence and allowing the performer to be calm. A common error was to describe the physical benefits rather than the cognitive benefits of a warm up.
— Examiner report, May/June 2025, 0995/12 Q3(a) (Cambridge)

Generally, this question was answered well. Most candidates gained credit with responses relating to the crowd/spectators watching, fear of losing and being intimidated by other runners.
— Examiner report, May/June 2025, 0995/12 Q3(b) (Cambridge)

Candidates who gave answers relating to money, medals, and winning a trophy gained credit.
— Examiner report, May/June 2025, 0995/12 Q3(c)(i) (Cambridge)

Practise this topic

Answer these questions online and get each one marked against the official mark scheme, with what you missed and how to fix it.

Download 0995 papers

In the syllabus

1 0413.3.1.01 — age and maturity.

age and maturity.
culture.
motivation.
anxiety.
arousal conditions.
facilities.
environment.
teaching and coaching.
fluent.
aesthetically pleasing.
consistent.
accurate.

2 0413.3.1.02 — culture.

culture.

3 0413.3.1.03 — motivation.

motivation.

4 0413.3.1.04 — anxiety.

anxiety.

5 0413.3.1.05 — arousal conditions.

arousal conditions.

6 0413.3.1.06 — facilities.

facilities.

7 0413.3.1.07 — environment.

environment.

8 0413.3.1.08 — teaching and coaching.

teaching and coaching.

9 0413.3.1.09 — fluent.

fluent.

10 0413.3.1.10 — aesthetically pleasing.

aesthetically pleasing.

11 0413.3.1.11 — consistent.

consistent.

12 0413.3.1.12 — accurate.

accurate.

13 0413.3.1.13 — goal-directed.

goal-directed.

14 0413.3.1.14 — coordinated.

coordinated.

15 0413.3.1.15 — basic and complex.

basic and complex.

16 0413.3.1.16 — fine and gross.

fine and gross.

17 0413.3.1.17 — open and closed.

open and closed.

18 0413.3.1.18 — input.

input.

19 0413.3.1.19 — decision-making.

decision-making.

20 0413.3.1.20 — output.

output.

21 0413.3.1.21 — feedback.

feedback.

22 0413.3.1.22 — cognitive.

cognitive.

23 0413.3.1.23 — associative.

associative.

24 0413.3.1.24 — autonomous.

autonomous.

25 0413.3.2.01 — intrinsic.

intrinsic.
extrinsic.
knowledge of performance.
knowledge of results.
cognitive performers make more use of extrinsic feedback / knowledge of results.
autonomous performers can use intrinsic feedback / knowledge of performance.

26 0413.3.2.02 — extrinsic.

extrinsic.

27 0413.3.2.03 — knowledge of performance.

knowledge of performance.

28 0413.3.2.04 — knowledge of results.

knowledge of results.

29 0413.3.2.05 — cognitive performers make more use of extrinsic feedback / knowledge of results.

cognitive performers make more use of extrinsic feedback / knowledge of results.

30 0413.3.2.06 — autonomous performers can use intrinsic feedback / knowledge of performance.

autonomous performers can use intrinsic feedback / knowledge of performance.

31 0413.3.3.01 — visual.

visual.
verbal.
manual / mechanical.

32 0413.3.3.02 — verbal.

verbal.

33 0413.3.3.03 — manual / mechanical.

manual / mechanical.

34 0413.3.4.01 — intrinsic.

intrinsic.
extrinsic.

35 0413.3.4.02 — extrinsic.

extrinsic.

36 0413.3.6.01 — cognitive.

cognitive.
somatic.
increased concentration.
controlled breathing.
reduced heart rate.

37 0413.3.6.02 — somatic.

somatic.

38 0413.3.6.03 — increased concentration.

increased concentration.

39 0413.3.6.04 — controlled breathing.

controlled breathing.

40 0413.3.6.05 — reduced heart rate.

reduced heart rate.

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