9.1 Information Processing 2 Flashcards

1
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
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2
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.
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3
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
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4
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

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5
Q

How are rewards used to help store information?

A
  • Extrinsic & intrinsic rewards help to motivate the performer to want to remeber correct actions
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6
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)
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7
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
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8
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
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9
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

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10
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
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11
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

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12
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.

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13
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
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14
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

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15
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

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16
Q

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

A

Response time= Reaction time + Movement time

17
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

18
Q

What are the 3 factors that influence response time?

A
  • Hicks Law
  • Single Channel hypothesis
  • The Psychological Refractory Period (PRP)
19
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
20
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
21
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
22
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

23
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

24
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.

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What ways are there to improve response time?
- **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.
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