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info processing Flashcards

1
Q

Define information processing

A

The process of taking account of the sporting environment and making decisions prior to the execution of skills

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2
Q

The 3 parts which info processing can initially be divided into (in order)

A

Input, decision making and output

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3
Q

The main thing which happens in the input stage of info processing

A

Info is picked up by the senses (from the display)

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4
Q

Define the display

A

The sporting environment

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5
Q

2 examples of aspects of the display

A

opposition, crowd, ball, etc

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6
Q

Define receptor systems in terms of info processing

A

The senses (that pick up info from the display)

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7
Q

The senses of the receptor systems

A

Sight/vision, Hearing, Touch, balance, kinaesthesis

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8
Q

What the auditory sense is another name for

A

Hearing

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9
Q

The first sense used in sport

A

Sight/vision

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10
Q

An example of a performer using sight in info processing

A

To pick up the flight of a ball or the position of a team mate, etc

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11
Q

Why it’s useful that vision can be used to pick up info early from the display

A

It means the info is processed quickly so the performer has (slightly) longer to make their decision

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12
Q

The second sense used in sport

A

Hearing

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13
Q

An example of hearing being used in info processing

A

Hearing a ball hit a cricket bat before making a catch

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14
Q

The tow types of senses

A

Internal and external

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15
Q

The external senses

A

Hearing and sight

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16
Q

Definition of external senses

A

Those which collect info from the environment

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17
Q

Definition of internal senses

A

They collect info from within

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18
Q

What the internal senses are called

A

Proprioceptors

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19
Q

The senses which are proprioceptors

A

Touch, balance and kinesthesis

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20
Q

An example of the sense of balance being used in info processing in preparing for a tennis return

A

Adjust the feet so you’re more balanced for return

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21
Q

An example of the use of touch in info processing

A

Feeling grip e.g. on a ball

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22
Q

What the sense of kinesthesis provides info about

A

Body position, (body orientation) and muscular tension

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23
Q

What the sense of kinesthesis uses to gather the info

A

Sensors within muscle receptors that relay the relevant info to the performer

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24
Q

The ability of performer who uses kinesthesis more

A

An expert

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25
Q

Why experts can rely on kinesthesis but novices can’t

A

As they’ve practiced and developed their skills

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26
Q

The main thing which occurs at the decision making stage of info processing

A

The performer makes a decision based on the onto collected by the senses

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27
Q

A key aspect of decision making

A

Selective attention

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28
Q

The difficulty associated with decision making

A

So much info is received from the senses

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29
Q

What can be used in decision making, for example, when determining which players are free to pass to

A

Perception

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30
Q

The process used by performers during decision making to filter info

A

Selective attention

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31
Q

The main benefit of selective attention

A

It identifies the info needed by the performer and disregards unimportant info

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32
Q

How you would describe the process of selective attention in experts

A

Automatic

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33
Q

2 types of people who can help improve selective attention

A

Performers and coaches

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34
Q

Why elite performers have automatic selective attention

A

Due to los of experience making the process of selective attention V. efficient

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35
Q

5 ways in which performers can improve their selective attention

A
  1. Learn to focus and concentrate on important info/ a stimulus, 2. Make a stimulus more intense/loud/bright, 3. (Performers learn to ignore irrelevant information by) training with distractions in a realistic environment, 4. Improve motivation with rewards, 5. Use mental practice
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36
Q

How mental practice could help selective attention

A

For example, in rock climbing, the climber will know their route before performing, so won’t have to look around during their performance

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37
Q

How improved motivation aids selective attention

A

The performer becomes more alert to important info

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38
Q

An example of making a stimulus more intense to improve selective attention

A

Train with a bright coloured ball to develop instinct to pick up the pace of the ball early

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39
Q

The benefit of making a stimulus intense for selective attention

A

It improves concentration

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40
Q

Definition of a stimulus

A

The important info from the display

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41
Q

5 benefits of selective attention

A
  1. Improves reaction time, 2. It improves chance of making correct decision, 3. Performers can focus on fine details of the task, 4. It aids the decision making process as it doesn’t overload the memory system, 5. It allows performers to make decisions quicker
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42
Q

Why selective attention improves reaction times

A

It allows performers to detect and respond to stimuli earlier

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43
Q

The aspects of the perceptual stage of info processing in order

A

(DCR) Detection, Comparison, Recognition

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44
Q

The definition of perception

A

The process of coding and interpreting sensory info

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45
Q

Define detection in info processing

A

Picking up relevant info using the senses and selective attention

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46
Q

Define comparison in the DCR process

A

Matching the relevant info to info already ni the memory

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47
Q

Define recognition in the DCR process

A

Using info from the memory to identify an appropriate response which can be acted upon

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48
Q

What translatory mechanisms do

A

Adapt and compare filtered coded info from the senses from the perceptual process to the memory to pick an appropriate motor programmes

49
Q

What motor programmes are

A

Images of actions

50
Q

What the translatory mechanisms use to do their task

A

Past experiences

51
Q

What happens once the translatory mechanisms has linked the code info to past experiences

A

It sends the info to the memory system

52
Q

What the memory system does once it receives the info from the translatory mechanisms

A

Similar actions to the one required which have been stored in the memory can be recognised and used

53
Q

The form in which actions are stored in the memory

A

As motor programmes

54
Q

The 2 main features of the output stage of info processing

A

The effector mechanism + feedback

55
Q

What the effector mechanism of info processing is

A

The network of nerves that sends coded impulses (decisions) to the muscles so they can perform the action

56
Q

How muscles respond in info processing once they receive coded impulses

A

They contract (to begin the response)

57
Q

Definition of feedback in info processing

A

Info used during or after the response to aid movement correction

58
Q

The model used for info processing

A

Whiting’s info processing model

59
Q

The order of the sequence of Whiting’s info processing model

A

Input (from display), Receptor systems, Perceptual mechanisms, Translatory mechanisms, Effector mechanisms, Muscular system, Output, Feedback

60
Q

In Whiting’s model, which stages happen within the body boundary

A

Receptor systems, Perceptual mechanisms, Translatory mechanisms, Effector mechanisms, Muscular system

61
Q

In Whiting’s model, how does he collectively refer to the perceptual, translatory + effector mechanisms

A

As the central mechanisms

62
Q

The 6 key components of Baddely + Hitch’s working memory model

A

Central executive, Display, Phonological loop, Visuospatial sketchpad, Episodic buffer, Long-term memory

63
Q

Why the working memory has its name

A

As it performs various functions

64
Q

What the central executive is

A

The control centre of the working memory model, which uses 3 systems to control the info moving in + out of the memory system and decides which info should be sent to its sub-systems

65
Q

The role of the phonological loop

A

To process auditory info from the senses to produce a memory trace

66
Q

What the phonological loop uses to produce a memory trace from the auditory info it receives

A

A phonological store + an articulatory system

67
Q

Definition of a memory trace

A

An initial mental idea of a skill

68
Q

What happens to the memory traces produced by the phonological loop

A

They’re sent to the long-term memory

69
Q

What happens once memory traces from the phonological loop reach the long-term memory

A

They trigger motor programmes to produce movement

70
Q

The role of the visuospatial sketchpad

A

To temporarily store visual + spatial info + info on the feel of movement

71
Q

What spatial info occurs

A

location

72
Q

An example of info on the feel of movement in gymnastics

A

The flight of a gymnast in a vault

73
Q

The sections which visual info is divided to in the visuospatial sketchpad whilst it’s being stored

A

The visual cache + the inner scribe

74
Q

The info which the visual cache holds in the visuospatial sketchpad

A

Info about form + colour

75
Q

The info which the inner scribe holds in the visuospatial sketchpad

A

Spatial + movement info

76
Q

The role of the episodic buffer in the working memory model

A

To co-ordinate sight, hearing + movement info from the phonological loop + visuospatial sketchpad into sequences to be sent to the long-term memory

77
Q

The components of the working memory which the display provides info to

A

The phonological loop + visuospatial sketchpad

78
Q

The components of the working memory which the central executive communicates with

A

The phonological loop, visuospatial sketchpad + episodic buffer

79
Q

The components of the working memory which communicate with the long-term memory

A

The phonological loop, visuospatial sketchpad + episodic buffer

80
Q

The components of the working memory which the episodic buffer communicates with

A

The central executive, phonological loop + visuospatial sketchpad and long-term memory

81
Q

What the sequences sent to the long-term memory from the episodic buffer contain

A

Patterns of skilled actions

82
Q

What the sequences from the episodic buffer sent to the long-term memory help to produce

A

Motor programmes

83
Q

4 roles of the working memory

A
  1. To detect relevant info from the display, 2. Use selective attention to filter info, 3. Sends coded info to the long-term memory for future use, 4. To produce a memory trace using relevant info which is sent to the LTM to be compared to info already stored in the LTM to find a motor programme previously used for a similar scenario + info is then sent back to the working memory for use in the current situation
84
Q

What the LTM is short for

A

long-term memory

85
Q

The relationship between the working memory + LTM

A

2-way

86
Q

The speed of communication between the LTM and working memory

A

V. quick

87
Q

3 features/functions of the working memory

A
  1. The working memory initiates the action by sending a memory trace, 2. The working memory has a limited capacity, 3. The working memory has a limited time scale of 30s
88
Q

2 features/functions of the LTM

A
  1. It can store info as motor programmes, which are permanent (can be stored for a lifetime), 2. The LTM has a large capacity
89
Q

What happens if too much info is sent to the working memory at once

A

Info overload - meaning important info may be lost/disregarded, The number of items the working memory can deal with at once

90
Q

The number of items the working memory can deal with at once

A

7

91
Q

How info overload of the working memory can be avoided

A

By using effective selective attention

92
Q

What the working memory + LTM make up

A

The memory system

93
Q

What happens with info after it’s been in the working memory for 30s

A

It’s either lost or used

94
Q

What you must do to ensure important info/motor programmes are remembered

A

Ensure they’re stored in the LTM

95
Q

6 methods coaches and players can use to ensure items are stored in the LTM

A

From: 1. Using rewards, 2. Using association, 3. Mental practice, 4. Chunking, 5. Focus + concentration, 6. Repetition of the action, 7. Chaining

96
Q

What happens when you require motor programmes from the LTM

A

You move the motor programmes back into the working memory

97
Q

How rewards helps ensure items are stored in the LTM

A

They help motivate the performer to want to remember the items

98
Q

What association involves (in terms of storing items in the LTM)

A

Linking the actions to wish to learn with relevant actions/emotions already stored in the LTM

99
Q

An example of using association to learn actions

A

Link the feelings of satisfaction of getting a certificate for swimming to the actions you used to achieve that reward

100
Q

A specific type of skill in which mental practice helps you learn the actions + why it helps

A

A serial skill - you rehearse the components in order so you don’t forget the sequence

101
Q

Definition of chunking

A

Breaking a skill down into parts/sub-routines

102
Q

A type of skill which chunking is beneficial for remembering

A

A complex skill

103
Q

Why chunking helps performers remember complex skills

A

It prevents info overload

104
Q

How you use chunking to learn complex skills

A

You break the skill into parts/subroutines + learn one part/sub-routine before going onto learn the next

105
Q

An example of a skill you might use chunking to learn

A

A set move in netball or football

106
Q

How focus + concentration helps store items in the LTM

A

If you concentrate + ignore distractions, it aids selective attention to ensure the correct info goes into the memory

107
Q

What must be present for repetition of an action to cause it to be effectively stored in the LTM

A

The correct stimulus

108
Q

The type of skill which chaining is useful for remembering

A

Serial skills

109
Q

What chaining is (in terms of storing info in the LTM)

A

When items of info are recalled as sequence, where one movement links to the next

110
Q

The main point which schema theory suggests

A

Instead of developing skills from learning each sub-routine, you can use the principles from existing motor programmes + adapt them using info from the environment/senses

111
Q

What the parameters of a schema are

A

The processes required to ensure the schema is effective

112
Q

The 2 sections of a schema

A

Recall schema + recognition schema, The no. of parts each section of a schema contains

113
Q

The no. of parts each section of a schema contains

A

2

114
Q

The 2 parts of recall schema

A

Initial conditions + response specifications

115
Q

The 2 parts of recognition schema

A

Sensory consequences + response outcome

116
Q

The role of recall schema

A

To initiate movement

117
Q

When recall schema occurs

A

Before performance

118
Q

Definition of initial conditions of schema

A

The information from the environment

119
Q

2 pieces of info which may be provided by the environment in the initial conditions part of schema

A

From: The performer’s positions on the court, the position of opponents + the location of the performer’s limbs

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