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PE skill acquisition > information processing > Flashcards

information processing Flashcards

1
Q

information processing

A

taking account of the sporting environment and then making decisions prior to execution of skill

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2
Q

input stage

A

uses senses to pick up information from environment
includes; display, senses

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3
Q

display

A

the sporting environment
eg oppositions, court, crowd, ball

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4
Q

receptor systems

A

senses that pick up information from the display

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5
Q

senses list

A
  • sight
  • auditory sense
  • touch
  • balance
  • kinesthesis
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6
Q

sight

A

flight of the ball
external senses- from environment

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7
Q

auditory

A

hear call of teammate
sound of whistle
external senses- from environment

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8
Q

touch

A

grip on ball
- internal

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9
Q

balance

A

gymnast- floor routine
- internal

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10
Q

kinesthesis

A
  • inner sense that gives information about body position and muscular tension
  • swimmer- help them being aware of body composition during turn
  • internal
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11
Q

decision making

A
  • performer must make a decision based on the information collected by the senses
  • who is free, most likely to get ball, oppositions
  • involves selective attention and memory system
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12
Q

selective attention

A
  • filtering relevant information from irrelevant information
  • eg badminton player focuses on the position of the opponent, ignore crowd
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13
Q

developing selective attention

A
  • top class performer - automatic
  • stimulus made more intense - develop concentration
  • motivation - rewards - more alert to important information
  • mental practice
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14
Q

benefits of selective attention

A
  • improve reaction time (tennis player picks up flight of ball can begin movements quicker)
  • helps decision making - limiting amount of information
  • memory
  • concentration
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15
Q

perception

A
  • process of coding and interpreting sensory information
  • involves 3 aspects detection, comparison, recognition
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16
Q

DCR

A
  • detection
  • comparison
  • recognition
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17
Q

detection

A

performer has picked up relevant information and identified that information as important

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18
Q

comparison

A

trying to match the information identified as important to information already in the memory of performer

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19
Q

recognition

A

used the information from the memory to identify an appropriate response.
response then put into action

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20
Q

translatory mechanisms

A
  • helps you convert information so that decisions can be made
  • uses past experiences so information received can be linked with past experiences and be sent to the memory system
  • eg tennis return - info ab the flight of the ball and position of opponent compared to image of backhand
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21
Q

output

A
  • effector mechanism and the muscular muscular output
  • feedback
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22
Q

the effector mechanism and the muscular output

A
  • the network of nerves that is responsible for delivering decisions made during the perceptual process to the muscles so that muscles can perform the action
  • muscles will receive info in form of coded impulses then muscles will contract and response happen
23
Q

feedback

A
  • information used during or after the response to aid movement
24
Q

the whiting model

A
  • environment = contains the display
  • display= all sensory information
  • receptor sysems = senses
  • perceptual system = filters out irrelevant info, filters in important , selective attention
  • translatory mechanisms = decisions
  • effector mechanisms = sends code of impulses
  • muscles pick up impulse and begin to contract
  • feedback available in various forms to the player
25
Q

role the working memory model

A
  • forms integral part of decision making
  • contains series of memory stores and methods information is transferred and held in stores
  • all information being received by senses is stored in memory
  • knowing which muscles to use to perform movement requries the perfomer to draw upon information from last experiences
26
Q

central executive

A
  • control centre
  • uses 3 other systems to control information moving in/out
27
Q

phonological loop

A
  • auditory information from senses that produce the memory trace
  • initial mental idea of skill which can be sent to LTM where can trigger motor programme
28
Q

visuospatial sketchpad

A
  • temporary store
  • visual and spatial information
  • helps process information about the feel of movement
  • visual cache - form + colour
  • inner scribe - spatial information
29
Q

episodic buffer

A
  • coordinates sight, hearing, movement information from working memory into sequences to be sent to LTM time span (30 seconds)
    -limited capacity (5-9 items) must be rehearsed
30
Q

working memory

A
  • pick up relevant information from the sporting environment and once this information is received the memory goes to work
  • selective attention is used is used to filter out irrelevant information
31
Q

features and functions of memory system

A
  • initiates the action by sending the memory trace
  • limited capacity
  • only lasts 30 seconds
  • important info can be stored in LTM
  • LTM has large capacity can store for a lifetime
32
Q

storing information

A
  • rewards - extrinsic and intrinsic
  • association of actions - learn with emotions
  • mental practice - imagining sub-routine of skill in mind
  • chunking - breaking skill down into sub-routines
  • focus - selective attention ensure correct info goes into LTM
  • repetition - skills coded and stored as motor programmes in LTM until needed
  • chaining - linking movements together as a sequence
33
Q

schema theory

A
  • core principles can be taken from an existing motor programme then adapted using info from environment and senses
  • stored as LTM
34
Q

parameters of a schema

A
  • initial conditions
  • response specification
  • sensory consequences
  • response outcome
35
Q

initial conditions

A
  • first process
  • info from environment
  • must be recognised before schema can be used
  • where is goal, opposition, team?
36
Q

response specification

A
  • info from environment used to assess the available options open to the perfomrer
  • how fast, hard, where
37
Q

sensory consequence

A

-use of senses to help guide movement
- grip of ball on netball
- internal feedback we recieve as we undertake the movement

38
Q

response outcome

A
  • knowledge of result of action
  • updates memory store for future reference
39
Q

response time

A
  • total time taken from onset of a simulus to the completion of a task
    = reaction time + movement time
  • faster response to info= more time player have to execute their skills
40
Q

reaction time

A
  • time taken from the onsetof the stimulus to the onset of the response
  • eg start of race- time taken from hearing gun to pushing off the block
41
Q

movement time

A
  • time taken to complete the task
42
Q

simple reaction time

A
  • one option to stimulus
  • athlete at start of race
  • produce a fast reaction - only has one thing to think about
43
Q

choice reaction time

A
  • more than one stimulus to choose from and maybe more than one response to make
  • hockey player- choices and respond
44
Q

factors that influence response time

A
  • hicks law
  • single channel hypothesis
    -psychological refractory period
  • anticipation
45
Q

hicks law

A
  • reaction time increases as number of choices increase
  • eg netball more players running out to receive pass, opponent not sure who its going to
  • not always linear relationship
46
Q

single channel hypothesis

A
  • stimuli can only be processes one at a time
  • second stimuli must wait until first has be processed
  • any following stimuli must also wait
  • delay in processing a second stimulus increases response time
  • more choices = slower response
47
Q

psychological refractory period

A
  • explains the delay that occurs because you can only process one stimulus at a time
  • the confusion caused by the arrival of a 2nd stimulus before we had processed the 1st
  • performer may freeze to sort out conflicting info
48
Q

anticipation

A
  • pre judging stimulus
  • information from environment, signals from opponent or cues
  • 2 aspects must be considered before stimulus can be stimuli can be judged
  • temporal anticipation - prejudging when stimulus going to happen
  • spatial anticipation- where and what the projected stimuli are going to be
  • correct anticipation improves response time
49
Q

improving response time

A
  • metal practice
  • train to specific stimuli
  • learn to focus and concentrate
  • improving fitness
  • use of anticipation
50
Q

mental practice

A
  • going over task in mind
  • action can be predicted so made quicker
  • works best on closed+ serial skill
51
Q

learn to focus and concentrate

A
  • stimulus picked up early
  • coach may make stimuli more intense
52
Q

improving fitness

A
  • improves reaction time
  • interval training + plyometrics may improve speed and power
53
Q
A

PE skill acquisition (3 decks)

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