Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

A Level PE 2016+ > Information Processing > Flashcards

Information Processing Flashcards

1
Q

What is Information Processing?

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

What are the 3 stages of the basic IP Model?

A

Input
Decision Making
Output

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

What is the Display?

A

The sporting environment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Where does the Input Stage get information from?

A

External Senses (Receptors)
Proprioception (Internal Senses)
Perception

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

What is Kinesthesis?

A

The inner sense that gives information about body position and muscular tension

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Outline the function of selective attention.

A
  • Filters irrelevant information and selects relevant information
  • Receives information from the short term sensory store
    (Do not accept STSS)
  • Passes information to the short term memory
    (Do not accept STM)
  • Speeds up the decision making process
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Stimuli

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

What are the 3 aspects of the PERCEPTUAL STAGE of information processing?

A

Detection (D)
Comparison (C)
Recognition (R)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

What is Perception?

A

The process of coding and interpreting sensory information

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

What is the purpose of the Translatory Mechanism?

A

Helps to convert information so that decisions can be made.

Adapting and comparing coded information to memory so that decisions can be made.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

What name is given to the network of nerves that send coded impulses to the muscles?

A

The Effector Mechanism

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

What does the OUTPUT stage consist of?

A

The Effector Mechanism

The Muscular Output

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

What information is used during / after the response to aid movement correction?

A

Feedback

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Describe how a coach can improve selective attention for a performer.

A
  • Relevant practice / learn to ignore irrelevant stimuli, eg the crowd / practice with distractions / reduce the number of stimuli
  • Mental rehearsal / imagery / visualisation
  • Increase stimulus intensity
    (Accept examples, eg brighter ball)
  • Make stimuli unique / memorable / meaningful / relate to past experiences
  • Highlight specific cues
  • Optimal arousal levels / high motivation / motivate
  • Warning signals
    (Accept examples, eg shouting ‘man on’)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

What are the benefits of Selective Attention?

A

Significantly improves reaction time
Improves chances of making correct decisions
Selective attention assists memory access (working memory has limited capacity)
Performers make faster decisions

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

In team games, players will use the skills that they have learned to create a situation where there are two attackers against one defender (2 v 1).
When the players involved in a 2 v 1 situation are novices, the attack often breaks down. In terms of the input stage of information processing, explain why the attack may break down.

A
  • Information overload / too much to take in / too many stimuli
  • Poor selective attention
  • ‘Selective attention’ without context is incorrect
  • Focus on inappropriate / irrelevant stimulus / signals / cues
  • Unable to focus on correct / relevant / appropriate signals / cues
  • Unable to look to see both defender and support player
  • Loss of concentration
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

During racket sports, such as tennis, players have to process information quickly.
Name two types of sensory information used in tennis.

A
  • Visual (also accept sight / seeing)
  • Auditory (also accept hearing / sound)
  • Touch (also accept tactile / feel)
  • Kinaesthetic (also accept proprioceptive)
  • Balance (also accept equilibrium)
18
Q

The memory process is important to a tennis player.

Describe the functions of a tennis player’s short term sensory store (STSS) during a rally.

A

A Receives information/stimuli from display/surroundings/environment/senses
B Eg sees position of opposition/hears a shout from crowd
C selective attention – Information is filtered/disregards irrelevant information/selects relevant information
D Prevents information overload
E Passes relevant information to the short-term memory
(Accept alternative words for relevant, eg important)
(Do not accept characteristics of the STSS)

19
Q

Describe the role of the visuo-spatial sketchpad and phonological loop in Baddeley and Hitch’s working memory model.

A

Visuo-spatial sketchpad
- Responsible for manipulating visual images
Phonological loop
- Deals with spoken and written material

20
Q

Identify the four main components of Baddeley and Hitch’s working memory model.

A
  • Central Executive
  • Visuo-spatial sketch pad
  • Phonological loop
  • Episodic buffer
21
Q

Baddeley and Hitch’s working memory model consists of a central executive, which controls and coordinates three subsystems.
Outline the role of the VISUOSPATIAL SKETCHPAD

A

Visuospatial sketchpad (inner eye)
•   Deals with visual and spatial information
•   Stores and processes information in a visual or spatial form
•   The Visio-Spatial Sketchpad is used for navigation
•   Displays and manipulates visual and spatial information held in long-term memory

22
Q

Baddeley and Hitch’s working memory model consists of a central executive, which controls and coordinates three subsystems.
Outline the role of the PHONOLOGICAL LOOP

A

Phonological loop
•   Deals with spoken and written material. It can be used to remember a phone number. It consists of two parts
•   Phonological Store (inner ear) − Linked to speech perception. Holds information in speech based form (i.e. spoken words) for 1−2 seconds
•   Articulatory control process (inner voice) − Linked to speech production. Used to rehearse and store verbal information from the phonological store

23
Q

Baddeley and Hitch’s working memory model consists of a central executive, which controls and coordinates three subsystems.
Outline the role of the EPISODIC BUFFER

A

Episodic buffer
•   Acts as a ‘backup’ store which communicates with both long term memory and the components of working memory
•   Links to other two subsystems and perception (1).
•   Allows visual and audio information to be ‘chunked together’
•   Holds information temporarily and is key to conscious awareness

24
Q

Passing a ball is an important aspect of many team games.

Explain the functions of the short-term sensory store and the long-term memory when performing the skill of passing.

A

Short-term sensory store
- Receives information from display / surroundings / environment / equiv;
- From sensors / sense organs / egs / equiv.
- Too much / lots of information;
- Information is filtered / selective attention;
- Attended information enters short – term memory
(Sub max 2)
Long-term memory
- Store of past experiences;
- As Motor programme / schema / plan of action / skills / passes;
- Mental image of movement to be performed;
- Correct information / meaningful / important / rehearsed / relevant information stored;
- Information in to / from Short Term Memory;
(Sub max 2)

25
Q

One form of learning is through schema. ‘Schmidt’s schema theory’ (1975) is based on the concept that every time athletes make a movement, they gather information from four sources.
Explain how athletes use these four sources of information to make a movement.

A
  • Knowledge of initial conditions / environmental conditions – where am I?
  • Knowledge of response specifications / response demands – what is expected / required?
  • Sensory consequences / kinethesis / knowledge of performance / KP – how did it feel?
  • Movement / response outcomes / knowledge of results / KR – what happened?
  • Recall schema – prior to movement;
  • Recognition schema – during / following movement.
26
Q

Briefly explain the three processes that occur as part of the perceptual mechanism.

A

A. Detection/encoding of stimuli
B. Comparison to memory stores
C. Recognition of stimuli
D. DCR as abbreviations

27
Q

Explain the term selective attention and give examples of its use from a game of your choice.

A

A. Too much information / stimuli from environment
B. Limited processing capacity / single channel hypothesis / bottleneck theory
C. Filtering / ignoring / blocking out of unnecessary information
D. E.g. crowd / environment / appropriate example
E. Focussing / concentrate / picking out on relevant information / stimulus
F. E.g. Player position/ ball / equiv

28
Q

Explain, in terms of information processing, why a beginner may experience difficulties when learning a new skill.

A

A. Deciding what to focus on / selective attention not fully developed
B. The ability to process information not developed
C. Information overload;
D. Motor program not developed /gross errors made.

29
Q

Identify an appropriate example from a team game of simple reaction time and choice reaction time.

A

A. Simple reaction time- movement to whistle / equiv.

B. Choice reaction time- movements of own players on court and who to pass to / equiv.

30
Q

In cricket, a batsman is waiting to receive the ball. As the bowler bowls, the batsman begins to move. With reference to the batsman, define the terms movement time, response time and reaction time.

A

A. Movement Time – The time taken from the initiation / completion of the movement from start to finish to perform the response - E.g. executing / performing the shot
B. Response Time – The total time to complete a response to a given stimulus/Reaction time + Movement time. E.g. seeing the ball to the end of the shot
C. Reaction Time-The time taken to recognise and begin to react to the stimulus / time taken between the first presentation of the stimulus to the start of the movement / time taken to decide the shot. E.g. the cue of the bowlers run up to the playing of the shot.

31
Q

Explain, in terms of reacting quickly, the principles of Hick’s Law.

A

A. Choice reaction time
(Sub max 1 mark)
B. More choices / stimuli - longer reaction time
C. Linear relationship / directly proportional

32
Q

Explain, using the single channel hypothesis how reaction time can be affected by the presence of more than one stimulus.

A

A. Stimulus can only be processed one at a time
B. Before first response can be completed
C. The second stimulus has occurred / arrived
D. Must deal with first stimulus and finish with It and begin to process second stimulus
E. But there is a delay / psychological refractory period
F. Causes slower reaction time / slower to respond
G. Hick’s Law which is increased reaction time due to more choice
H. Training will lead to both long term and short term changes to the body systems.

33
Q

Performers use anticipation to improve response time. Explain the term anticipation.

A

A. Attempting to predict that a movement will happen
B. Spatial - predicting what/where a movement will happen – e.g. type of pass
C. Temporal - predicting when something will happen – e.g. speed of ball

34
Q

Suggest how a swimmer could improve their response time.

A

A. Concentration / pay attention / selective attention / focus on cues
B. Practice reacting to the gun / command / improve reaction time
C. Improve physical fitness / improve movement time
D. Be at optimum arousal level / increased arousal / increased alertness
E. Anticipation / prediction of the gun / command
F. Mental rehearsal

35
Q

Identify the four items of information that Schmidt suggests are stored every time a movement is produced.

A

A. Initial conditions / desired outcome
B. Expected feedback
C. Outcome KR
D. Actual feedback (sensory consequences)

36
Q

Explain how might a coach use their knowledge of schema theory to develop practices.

A

A. Vary practice sessions to provide range of relationships
B. Use terminal/positive/continuous feedback to strengthen schema
C. Realistic situations/within game

37
Q

Schmidt’s schema theory is based on four sources of information which are used to modify motor programmes. List the four sources of information.

A

(Knowledge of) initial conditions / environmental conditions
(Knowledge of) response specifications / response demands
Sensory consequences / Kinethesis / Knowledge of Performance
Movement outcomes / Knowledge of Results

38
Q

Explain five ways how a coach could enable schema to develop.

A

A. Varied practice conditions / equiv
B. Plenty of information
C. Practice relevant to game / conditioned games
D. Frequent feedback (continuous and terminal)
E. Tasks should be challenging
F. Include transferable information from other sports
G. Slow motion practice / video analysis / visual aids / guidance
H. Ensure players are aware of transfer possibilities

39
Q

What strategies could an athlete use to achieve a faster response time?

A

▪ Concentration/pay attention/selective attention
▪ Practise reacting to gun/grooving the response
▪ Improve physical fitness
▪ Be at optimal arousal level/motivation
▪ Anticipation of the gun
▪ Mental practice

40
Q

How can we improve the storage of items into our Long Term Memory (LTM)?

A
  • Rewards
  • Association
  • Mental Practice
  • Chunking
  • Focus
  • Repetition of an action
  • Chaining
41
Q

What is the definition of Response Time?

A

The time taken from the onset of the stimulus to the end of the movement

A Level PE 2016+ (6 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions