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A-LEVEL P.E YEAR 13 > 9.1 Information Processing > Flashcards

9.1 Information Processing Flashcards

1
Q

Define ‘information processing’

A
  • The methods by which data from the environment are collected & utilised
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2
Q

What are the three parts information processing is divided into?

A

Input-Decision Making- Output

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3
Q

What is the Input stage?

A
  • 1st process stage
  • Information picked up by senses from sporting environment
  • Sporting environment can be called ‘display’
  • Whilst sporting display does include aspects such as condition of pitch- also refers to sports specific items such as the opposition,court,crowd,ball & teammates
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4
Q

What are receptor systems?

A
  • The senses that pick up information from the display
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5
Q

What are the 5 receptor systems?

A
  • Sight
  • Auditory Sense (hearing)
  • Touch
  • Balance
  • Kinesthesis
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6
Q

How is sight used in sport?

A
  • Performer can pick up the flight of the ball or the position of an opponent using their sight.
  • Picking up info early can be useful & may mean info on flight of ball is processed quickly allowing performer to make their decision a fraction earlier

classed as an external sense- as info is taken from environment

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7
Q

How is auditory senses (hearing) used in sport?

A

-Player may hear call of teammate or sound of referees whistle

classed as an external sense as info is taken from environment

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8
Q

What are the internal senses in sport?

A
  • Collectively called proprioceptors
  • These senses provide intrinsic information about touch,balance & kinethesis- (all 3 of the internal senses)
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9
Q

How are the internal senses in sport used?

A
  • Touch- Can be used to feel for the grip on the ball or the feel of the springboard
  • Balance- e.g. gymnast needs balance
    (kinesthesis as well)
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10
Q

What is kinesthesis

A
  • The inner sense that gives information about body position and muscular tension
  • Uses sensors within the muscle receptors that relay information about muscle tension & body position

e.g. a gymnast will use kinesthesis to help them be aware of body position in a tumble/ split handstand

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11
Q

What is decision making?

A
  • 2nd stage on IP
  • At this point performer must make a decision based on all info collected by the senses
  • In order to make such decisions, the process of selective attention & the use of memory systems are v important at this stage
  • Difficulty in this process lies in fact that performer can recieve a host of information from 5 senses & needs to make a decision on important aspects of that information
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12
Q

What is selective attention?

A
  • A filtering process that identifies the information needed by the performer & disregards the less important parts
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13
Q

What is a stimuli?

A

The important & relevant items of information from the display such as flight of the ball

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14
Q

How do performers develop selective attention?

A
  • Can be developed by experience
  • Can enhance process by learning to focus & concentrate on important information - getting used to the idea of a stimuls
  • Improved motivation also helps the process of selective attention, rewards, positive comments etc

If stimulus is made more intense, loud or bright when performer is training it will help develop art of concentration

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15
Q

What are the benefits of selective attention?

A
  • Can improve reaction time significantly
  • Focusing on relevant info improves chances of making a correct decision
  • Helps decision making process

decision making

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16
Q

What is perception?

A
  • The process of coding and interpreting sensory information
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17
Q

What is the perceptual stage of information processing?

A

Involves 3 aspects of activty (DCR):
Detection- Performer has picked up relevant info & identified that info as important
Comparison- Trying to match the information identified as important to info already in memory of performer
Recognition- Performer has used information from the memory to identify an appropriate response- this response can then be put into action

decision making

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18
Q

What are translatory mechanisms?

A
  • Helps to convert information into memory so that decisions can be made
  • Actions are stored into the memory by motor programmes.
  • TM uses coded information from the perceptual process to pick out an appropriate motor programmes

all still in decision making

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19
Q

What are effector mechanisms?

(Output)

A
  • The network of nerves responsible for delivering the decisions made during perceptual process to the muscles so that those muscles can perform the action
  • Muscles will recieve information in form of coded impulses
  • Once impulse in recieved muscles will contract & response will begin
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20
Q

What is feedback?

A
  • Information used during or after the response to aid movement correction
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21
Q

What is the role of the central executive?

A
  • Has a ‘supervisory role’
  • Has control over all the information entering & leaving the working memory
  • Quickly identifys which information should be sent to one of its sub-memory systems
22
Q

What is the role of the phonological loop?

A
  • Deals with auditory information from the senses & helps produce the memory trace
  • Has a phonological store & an articulatory system that helps it to produce a memory trace
  • This memory trace which is an initial mental idea of the skill can be sent to the long-term memory where it can trigger a motor programme
  • This motor programme can then be used to produce movment.
23
Q

What is the role of the visio-spatial sketchpad?

A
  • Used to temporarily store visual & spatial information
  • Also helps process feel of movement
  • Consists of visual cache which holds info about form and colour
  • And the innerscribe which deals w spatial & movement information

Suggests information about sporting actions that can be recongised & acted upon

24
Q

What is the role of the episodic buffer?

A
  • Responsible for co-ordinating the work of the phonological loop & the visuospatial sketchpad into sequences which can be sent to the LTM
  • These sequences are the starting point for the initiation of motor programmes, which are patterns of whole skills & can be used to produce movement
25
Q

What is the role of the working memory?

A
  • Pick up the relevant information from the sporting environment & once this info is recieved the memory goes to work
  • Selective attention is then used to filter out any irrelvant information
  • Working memory has links w LTM sending coded info for future storage & use
26
Q

What is the role of the LTM?

A
  • Recieves information from the working memory & has unlimited capacity for the storage of motor programmes
  • LTM can send info back to the working memory for use in the current sporting situation
27
Q

What are the features & functions of the memory system?

A
  • The working memory initiates the action by sending the memory trace
  • WM has limited capacity can only deal w around 7 items of info at a time
  • Too much info could lead to information overload, could mean important info is lost or disregarded by performer
  • Therefore useful SA filters out irrelevant info
  • Working memory lasts for around 30 secs before info is lost
  • Important info can be stored in LTM in the form of a motor programme, a more permanent trace of skill consisting of all components that make up that skill
  • LTM has potentially unlimited capacity & can store info for up to a lifetime if needed.
28
Q

What is the key to effective use of the memory system in sport?

A
  • Ensure that useful information & motor programmes are stored in the LTM so that leaned skills can be recalled from the LTM to the working memory for use a current time
29
Q

What are the 7 strategies to ensure items are stored in the LTM?

A

Males- Mental Practice
And- Association
Females- Focus
Can- Chunking
Run- Rewards
Charity- Chaining
Races- Repetition

30
Q

How are rewards used to help store information?

A
  • Extrinsic & intrinsic rewards help to motivate the performer to want to remeber correct actions
31
Q

How is mental practice used to help store information?

A
  • When parts/ sub-routines of a skill are imagined over & over again in the mind without physical movement
  • It can help store the info into the memory
  • MP is particularly useful for helping to remember the correct sequence of a serial skill (such as a trampoline routine)
32
Q

How is breaking the task down used to help store information?

A
  • Breaking task down into parts, especially when skill is complicated can help to prevent information overload
  • Performer can learn one aspect of the task before going on to learn the next part of the skill
33
Q

How may chaining help store information?

A
  • When items of information are recalled as a sequence so that one movement links to the next helps to store information
  • Is particularly useful in recalling physical skills
34
Q

What was the schema theory suggested by Schmidt (1982)?

A
  • Schema theory suggests that rather than use a structured set of movements to develop skills, the core principles can be taken from an existing motor programme then adapted, using some information from the environment
  • & by using feedback from the senses

e.g. the skill of throwing a javelin uses a motor programme that is made up of sub-routines such as grip, arm action & follow through
The coaching points for the javelin throw could be adapted for use in the goal keeper throw in football

35
Q

What is a parameter of a schema?

A
  • When a schema is used to adapt an exisiting motor programme, there are four essential processes that must be used to make sure that schema is effective
36
Q

What are these 4 parameters of schema and their definitions?

A

Initial Conditions
- Information from the environment
- That must be recongised before schema can be used

Response Specification
-Information about what to do & avaliable options for performer
- These first two are recall schema- responsible for initiating movement & happens before action takes place

Sensory Consequences
- Information about the feel of the movement
- Concern the senses to help guide the movement

Response Outcome
- Feedback about the result
- e.g. did the pass reach the intended target?
- If pass was successful then schema was successful

37
Q

What are the implications of coaching when using schema?

A

Coach may employ a variety of strategies to make sure that schema is used successfully:
- Varying practice conditions
- While tasks are being undertaken in the varied practice coach shld offer frequent feedback to player to ensure that actions & motor programmes can be adjusted.

38
Q

Define reaction time.

A
  • The time taken from the onset of a stimulus to the onset of a response
  • Reaction time involves no movement
  • It is the fraction of a second it takes us to process the avaliable selected stimuli
39
Q

Define movement time.

A
  • The time it takes to complete the task after information processing has taken place
  • It is the time from the start to the completion of the action for the required task

e.g. in a 100m sprint, the movement time would be the time between pushing against the blocks & hitting the tape

40
Q

Define response time.

A
  • The total time it takes from the onset of the stimulus to the completion of the task.

In a 100m race, the response time would be the time between hearing the gun & hitting the tape

41
Q

How can the relationship between reaction time & response time be summarised as?

A

Response time= Reaction time + Movement time

42
Q

What is a simple reaction time & a choice reaction time?

A

Simple reaction time:
- Where there is one specific response to one stimulus
- e.g. an athlete responding to the sound of a gun

Choice reaction time:
- Choosing from numerous stimuli
- The response time is much slower
- Choice reaction time can also be made if the player has to choose a number of responses once the correct stimulus has been chosen

e.g. a key player with decisions to make such as a midfiel player in hockey has to choose the correct stimulus from various indicators on the pitch & may also have to choose the correct response from various options- this process is much slower & the no. of choice is one factor that can affect response time

43
Q

What are the 3 factors that influence response time?

A
  • Hicks Law
  • Single Channel hypothesis
  • The Psychological Refractory Period (PRP)
44
Q

What is Hicks Law?

A
  • Law states as the number of choices increases so does reaction time
  • Can often be used to players advantage as keeps opponent guessing
  • e.g. in tennis you can mix up your serves with direction or slice so that the opponent is never sure which one they are going to face- the variety will increase response preparation time& hopefully delay the actions of opponent
45
Q

What isnt so straight forward about Hicks Law?

A
  • It does not always work that reactiont time increases at the same rate as choices increase
  • Players can become familiar with the environment & in tennis e.g. as game gets into later stages opponent may have gotten used to the types of serves being played
  • Causing the response to become quicker
46
Q

What is the single channel hypothesis?

A
  • Hypothesis states that stimuli can only be processed one at a time
  • Therefore a second stimulus must wait until the first has been processed before it can be processed
  • Any following stimuli must also wait to be processed
  • The delay in processing a second stimulus increases response time
47
Q

What is the psychological refractory period?

A
  • Explains the delay that occurs because we can only process one stimulus at a time
  • If a stimulus arrived before we have completed the processing there would be a delay.
  • The confusion caused by the arrival of a second stimulus before we had processed the first is called the PRP
  • The performer might ‘freeze’ completely for the split second it takes to sort out the conflicting information

e.g. your playing tennis & are set for a volley but the ball hits the net & deflects onto your backhand- You have to sort out the new & correct stimulus, but first you have to disregard the old & now useless stimulus & this causes a delay

48
Q

Define ‘anticipation’.

A
  • When a sports performer tries to pre-judge a stimulus
  • Can be done using info from environment, in forms of signals from opponent or cues e.g. body language & position

In anticipation there are two aspects of play that must be considered before stimulus can be judged:
- Temporal anticipation
- Spatial anticipation

49
Q

Define temporal & spatial anticipation.

A
  • Temporal Anticipation: Pre-judging when a stimulus is going to happen
  • Spatial anticipation: Refers to where & what the projected stimuli are going to be.

In anticipation you need to know both.
Correct anticipation improves response time
If anticipation is incorrectly judged & the stimulus that is presented is not the one expected, then there will be a delay while the actual & second stimulus are processed.

50
Q

What ways are there to improve response time?

A
  • Player can use mental practice
    By going over task in the mind prior to the action, the response preparation process is improved & the action can be predicted & so made quicker- works well w closed & serial skills.
  • During practice performer could train to the specific stimulus expected in game- e.g. a goal keeper may practise saving penalties to their left if the opposition penalty ktaker has a preference for aiming left.
  • Performer could learn to focus & concentrate during game so stimulus is picked up early. To help with this coach could make stimuli more intense- e.g. pointing out exact area where a gymnast shld place hands on vault & highlighting this area w chalk.
  • Improving fitness improves reaction time; interval training & plyometrics might improve speed & power during movement part of response.
  • Player may use anticipation to predict stimulus- especially if player has done their hw on opponent.

A-LEVEL P.E YEAR 13 (8 decks)

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