5.2 skills Flashcards
simple model of information processing
input –> decision making –> output
1) senses provide an input that is sent to the cns for decision making
2) decision is made based upon the info provided and the memory
3) decision is made and neurons are sent to contract the muscles for an output or movement
welfords model of information processing
input - sense organs and internal sensors have detected a change or movement
this is then to be perceived, through the CNS, first through the STM, here there is a decision being made that can either result in going into the effector stage (action happens as result) or information gets passed to the LTM. this can then* affect how stimulus is perceived with memory *
if info gets passed to effector stage then muscles will contract and carry out a response. this **can also then go back to the perception stage **which can help us see how to respond appriopriatly based on doing something over time and repetitively.* strengthen memory and output *
components associated with sensory input
exteroceptors - detects info from outside body (sight, smell, touch, taste)
intoceptpors - detect info from inside the body (chemorecptors, proprioreceptors, barrorecptors)
simple model = input, welfords model = sense organs and interal senses
propriorecpetors - detect and inform the CNS of bodys position and limb movements
signal detection process
perception where the brain makes sense of the stimulus that has been received.
STM stores large amt of info for 10 sec, therefore selective attention is neccessary as it looks out for whats important within the stimulus.
the information kept is then compared to the LTM to see how to respond appropriately.
called detection comparison recognition DCR
eg: someone whos expericenced in playing in stadium wont be as nerous bcs they remember from LTS and are used to the noise and atmosphere.
distinguish b/w short term sensory store, short term memory and long term memory
STSS- holds unlimited information for 0.5 sec
STM (inc selective attention)- through repetitive elements to the stimulus some info gets remembered with selective attention keeping important info, for 10 sec, ten peices. consolidation of memory trace gets sent to LTM
LTM- unlimited storage, memory formed by constant repetition over a long time period, consolidating. get rehersed
rs between selective memory and memory
selective memory operates in the STSS where only relevant info gets filtered out of the STM through selective attention. LTM is used because the experience helps the selective attention to keep what is needed and relevant. selective attention helps keep the focus, more practise = stronger bond with LTM
memory allows us to benefit from experience if we dont have it every time we do something its like you do it for the first time.
all incoming info is held in the STSS and lost within 0.5 sec, this info is only remembered if its stored in the STM, most of the info is lost within 10 sec only the important and whats repeated gets retained in and consolidated in LTM.
stss- 0.5 sec
stm- 10 sec
different methods of memory improvement: association
linking new info w info that learner alr knows even if its from a different perspective (like sport and bodily movement)
eg: golf swing and rounders batter
different methods of memory improvement: brevity
giving the learner a small amt of info one at a time
eg: breaking down how to do a skill eg dribbling
compare different methods of memory improvement: chunking
info is split up and taught in small bundles
eg: some things are a few things together eg stance so foot placement, position of legs angle of chest…
different methods of memory improvement: rehersal
info is processed mentally and or physically. physical is practising the skill as a trial before the actual shot to get the feel.
mental rehearsal (you visualise before performing) the skill.
different methods of memory improvement: clarity
avoid teaching two similar techniques together in a short amount of time.
hard to differenciate between the two, memory might over lap
different methods of memory improvement: coding
naming/ giving labels to certain movements so that when its announced movement is thought of.
different methods of memory improvement: practise
repeating information creating memory traces with a shuffle between short tm and long tm. consolidation on memory
different methods of memory improvement: organisation
providing info in chronological order to movement
define response time
reaction time + complete movement response
the stimulus transmittion and the detection of stimulus and the recognition of the stimulus and the decision to respond and then the nerve transmittion and the initation of action
factors that determine response time
1) age - children and teenagers the reaction time is faster than when older because of movement. muscles and tendons tend to weaken
2) number of choices - hicks law, double number of choices double the response time (or at least increase)
3) males react quicker than females
concept of psychological refractory period
when two stimuli are presented close together so that the response time to the second stimuli is slower than normal.
eg netball dodge, if the defender thinks the attacker is going left but then suddenly goes right the reaction to the attacker moving right is delayed because the brain can only process the change in direction after the first stimuli. reaction time is lengthened
concept of physiological refractory period
similar to open in its structure but feedback is used to correct the outcome, internal feedback is used.
motor programme from open perspective
o once the skill is learned it becomes autonomous and sub conscious.
o the subroutines are structured in a way that you learn it in a certain manner, in an closed environment. but in the game it will be an open environment, reaction is based off the player
o feedback only impacts after the performance
eventhough you practise loads in the game you will have to apply the skill from any situation, eg shooting basketball, not always gonna be three pointer. so by practising and having the skill theres a higher chance you can react better because its sunconscious
motor programme
built up by sub routines (mini parts of the complete techniques) that can be practised in seperation.
compare motor programmes from open and closed perspectives
closed uses internal feedback to correct and compares the movement to the short tm and long tm if there is a match then movement continues if not its corrected (bcs then its not right)
closed is more effective for skills needing slow limb movement or taking place over long period of time
role of feedback in information: intrinsic
internal feeling coming from within the performer. its a feeling. the more you play the more you understand how good teq feels
role of feedback in information: extrinsic
provided to the performer on how they performed and how to improve and make amendments
roles of feedback in information: knowledge of results
outcome of skill is known, all the correct components to get accurate feedback from the results.
eg when practising free kicks theres no point if there no defenders and goalie because the results wont help you understand your level of performance
roles of feedback in information: knowledge of performance
outcome of skill is not apparent but knowledge of outcome of performance is. you’re getting better at the skill because youre practising it more and getting a better feeling for it.
eg football drill you’re practising dribbling with no defender in front of you so you dont know how well it is according to with a defender, results
+ beginners are unable to do so
- can compare to the perfect model and example
roles of feedback in information: posotive
praise and reinforcing lang is used.
+ reassures and boost confidence motivating the performer
- some find it patronising and useless
roles of feedback in information: negative
feedback focuses on negative aspects of performance
- can demotivate
+ clear and can motivate
roles of feedback in information: concurrent feedback
performer can get instant intrinsic feedback and correct it themselves or coach can inform player during the game to try and correct
+allows you to adjust strategy
- can overwhelm player
roles of feedback in information: terminal feedback
feedback given after the game/ performance. either immediately or some time after (cooling period)
role of feedback in learning process: reinforcement
if you reinforce correct technique you reinforce correct skill performance.
+ will encourage a repeat in performance, correct again
+ motivate
+ embed between short tm and long tm
role of feedback in learning process: motivation
dependant on the personality of the performer, this can work for or against the coach depending on how it is used
role of feedback in learning process: adaptation
more variety of types of feedback there is a greater chance of the performer adapting.
otherwise improvement will be limited with limited feedback eg positive doesnt always work
role of feedback in learning process: punishment
can be used to punish a performer after or during a performance.
not just shouting can also be used as positive to motivate the performer. depends on the emotional intelligance of the coach and how they can control and help the player.
motivation by having the performer pay more attention on performing skill correctly.
honest mistakes and children it doesn’t work
