5.2 skills

Question 1

simple model of information processing

Answer 1

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

Question 2

welfords model of information processing

Answer 2

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 *

Question 3

components associated with sensory input

Answer 3

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

Question 4

signal detection process

Answer 4

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.

Question 5

distinguish b/w short term sensory store, short term memory and long term memory

Answer 5

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

Question 6

rs between selective memory and memory

Answer 6

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

Question 7

different methods of memory improvement: association

Answer 7

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

Question 8

different methods of memory improvement: brevity

Answer 8

giving the learner a small amt of info one at a time

eg: breaking down how to do a skill eg dribbling

Question 9

compare different methods of memory improvement: chunking

Answer 9

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…

Question 10

different methods of memory improvement: rehersal

Answer 10

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.

Question 11

different methods of memory improvement: clarity

Answer 11

avoid teaching two similar techniques together in a short amount of time.

hard to differenciate between the two, memory might over lap

Question 12

different methods of memory improvement: coding

Answer 12

naming/ giving labels to certain movements so that when its announced movement is thought of.

Question 13

different methods of memory improvement: practise

Answer 13

repeating information creating memory traces with a shuffle between short tm and long tm. consolidation on memory

Question 14

different methods of memory improvement: organisation

Answer 14

providing info in chronological order to movement

Question 15

define response time

Answer 15

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

Question 16

factors that determine response time

Answer 16

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

Question 17

concept of psychological refractory period

Answer 17

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

Question 18

concept of physiological refractory period

Answer 18

similar to open in its structure but feedback is used to correct the outcome, internal feedback is used.

Question 19

motor programme from open perspective

Answer 19

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

Question 20

motor programme

Answer 20

built up by sub routines (mini parts of the complete techniques) that can be practised in seperation.

Question 21

compare motor programmes from open and closed perspectives

Answer 21

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

Question 22

role of feedback in information: intrinsic

Answer 22

internal feeling coming from within the performer. its a feeling. the more you play the more you understand how good teq feels

Question 23

role of feedback in information: extrinsic

Answer 23

provided to the performer on how they performed and how to improve and make amendments

Question 24

roles of feedback in information: knowledge of results

Answer 24

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

Question 25

roles of feedback in information: knowledge of performance

Answer 25

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

Question 26

roles of feedback in information: posotive

Answer 26

praise and reinforcing lang is used.

+ reassures and boost confidence motivating the performer

• some find it patronising and useless

Question 27

roles of feedback in information: negative

Answer 27

feedback focuses on negative aspects of performance

• can demotivate
  + clear and can motivate

Question 28

roles of feedback in information: concurrent feedback

Answer 28

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

Question 29

roles of feedback in information: terminal feedback

Answer 29

feedback given after the game/ performance. either immediately or some time after (cooling period)

Question 30

role of feedback in learning process: reinforcement

Answer 30

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

Question 31

role of feedback in learning process: motivation

Answer 31

dependant on the personality of the performer, this can work for or against the coach depending on how it is used

Question 32

role of feedback in learning process: adaptation

Answer 32

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

Question 33

role of feedback in learning process: punishment

Answer 33

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