Information Processing Flashcards
What’s in the information processing model
Input
Decision making
Output
FB
Define display
Physical env. in which learner is performing.
How is input detected in sport?
By the sensory system
What are the 3 forms of receptors in the sensory system to detect input in sport?
Exteroceptors
Proprioceptors
Interoceptors
Define Exteroceptors
Gather info from outside the body via eyes, ears, nose+ mouth.
Most useful in sport are:
- Vision
- Audition
Define vision
Provides info about movement of objects + about one’s position in the env.
90% of sensory info we receive is through our eyes.
Define Proprioceptors
Info includes movement of our body in space, its balance + position of limbs.
What are the 3 parts to proprioceptors
Touch
Equilibrium
Kinaethesis
Define Interoceptors
Pass info from w/in the body’s internal organs such as the heart + lungs to the brain via the nervous system.
Define selective attention
Filtering out unnecessary info + focusing on the most relevant part of the display.
Why is selective attention required
CNS doesn’t have the capacity to process all aspects of the environment.
What problems to cognitive learners have with selective attention
Picking up subtle clues
Knowing what to selectively attend to
Being distracted by irrelevant stimuli
Selectively attending to wrong cues
What adaptations to the display can you make to help cognitive learners select the right info from the display in order to help them with the task
Larger bat/ball
Shorter handle
Brighlty coloured ball
Chalk marks on the floor, i.e gymnastics
Hoops for target areas
Make env. more closed
Define perception
Process by which the brain interprets + make sense of the info transmitted by the sense organs.
What 3 elements does perception consist of
The DCR PROCESS:
- Detection
- Comparison
- Recognition
DCR PROCESS
Define detection
Process by which brain identifies a stimulus is present.
DCR PROCESS
Define comparison
What happens when we attend to something we have sensed.
Brain processes this info by comparing it with previous experiences that have been stored in our memory.
DCR PROCESS
Define recognition
Occurs when we find match in our memory of similar stimulus.
Info is then perceived.
Give an overview of the memory store relationship
STSS —- (SA) —- STM —->
MEMORY STORE RELATIONSHIP
Explain STSS (Short term sensory store)
‘Fishing Net’ = All info (irrelevant + relevant) from sense organs enter
Info kept for 1 sec.
Selective attention would then occur.
- Info not selectively attended to is FORGOTTEN
MEMORY STORE RELATIONSHIP
Explain the role of the STM (Short term memory) when performing a skill
Receives info from STSS via selective attention.
Receives coded info from LTM
Can retain 5-9 pieces of info at any 1 time. - can be ⬆️. by ‘chunking’. (grouping info).
Approx 30 secs before info is lost
(a.k.a working memory due to where decision making occurs)
If this info is practise or rehearse then it passes to LTM.
Produces action by passing on decisions via body’s effector mechanisms
MEMORY STORE RELATIONSHIP
Explain LTM (Long term memory)
Store of past experiences
Limitless capacity
Not forgotten - but can be diff. to retrieve or recall.
Where motor programs are stored
Info held in STM is compared to LT + we either recognise it or not.
What are the factors affecting memory retention in a sport setting / ways to enhance learning
(CALORI)
Chunking
Avoid interference
Link
Organisation
Rehearsal
Imagery
FACTORS AFFECTING MEMORY RETENTION IN A SPORT SETTING
Explain Chunking
Experienced players can chunk patterns of play to see whole field of play.
FACTORS AFFECTING MEMORY RETENTION IN A SPORT SETTING
Explain avoid interference
Avoid presenting 2 similar bits of info one after the other, allow it time to sink in.
i.e long badminton serve, then short badminton serve.
FACTORS AFFECTING MEMORY RETENTION IN A SPORT SETTING
Explain link
Link new info to old info.
Stored in LTM
i.e Netball last week we looked at 1/2 landing then throwing, this weeks we change direction before throwing’.
ASSOCIATION
FACTORS AFFECTING MEMORY RETENTION IN A SPORT SETTING
Explain organisation
Organise info in a meaningful way.
i.e a gymnast must practise joining moves together when learning a sequence.
FACTORS AFFECTING MEMORY RETENTION IN A SPORT SETTING
Explain rehearsal
Repeat to remember
FACTORS AFFECTING MEMORY RETENTION IN A SPORT SETTING
Explain imagery
Create a ‘mind picture’.
Provide a demonstration so that performer can translate info into an image.
i.e in front crawl “reach over the barrel”.
Besides CALORI, What are the other methods to enhance learning?
Avoid info overload
Ensure learner is paying attention
Practise after demo
Emphasise key points
Use rhymes, stories
Define reaction Time
Speed with which we process info.
One’s ability to respond is limited by the speed to which they react to the stimuli
Define response time
Reaction time + Movement time
== Time from initial stimulus to the completion of the response.
Define movement time
Time from the initiation of a response until its completion
What are the types of Reaction time?
Simple = 1 stimulus + 1 response
Choice = EITHER 1. responding to several stimuli, each requiring a diff. response OR 2. Subject being presented w/ several stimuli + only 1 possible response.
Give an example for simple reaction time
reacting to the starter gun
Give an example of a choice reaction Time
Reacting to opponent’s serve in racquet games, cross court? down the line?
What does Hick’s law state?
More choices you have = more info you must process = longer reaction time.
Define anticipation
Skilled performers draw on past experiences to anticipate what is going to happen + process before the event has happened.
What are the types of anticipation
Spatial
Temporal
Define spatial anticipation
Involves performer attempting to predict what the actions of their opponent will be + formulate a response in readiness.
Define temporal anticipation
Attempt by performer to predict when an action of their opponent will take place
FACTORS AFFECTING REACTION TIME
What individual characteristics affect reaction time
Age
Gender
Height
Health (ill health = slower)
Body temp (colder = slower)
Fatigue
Personality
Length of neural pathways
FACTORS AFFECTING REACTION TIME
Give influences from the demands of the task and the nature of the stimulus
Intensity of stimulus
Probability of stimulus occurring
Existence of warning signals + extent to which stimulus is expected
Sense being used for detection
What factors affect reaction time + anticipation?
Implications
Previous experiences
Stimulus - response capability
FACTORS AFFECTING REACTION TIME + ANTICIPATION
Explain implications
Team games = lots of stimuli = slow reaction time, esp. in young performers.
Skills are best practise in small scale situations, i.e 2 vs 2
FACTORS AFFECTING REACTION TIME + ANTICIPATION
Explain previous experiences
Reacted to stimuli before = quicker reaction time.
Motor programs may run automatically
FACTORS AFFECTING REACTION TIME + ANTICIPATION
Explain stimulus-response capability
If stimulus + response naturally fit together = quicker reaction time.
i.e throw to right, catch with right.
What are the ways to improve response times
Detecting the cue
Detecting relevant cues
Decision making
Change in attentional focus
Controlling anxiety
Creating optimum motivation
Warm-up
IMPROVING RESPONSE TIMES
Explain detecting the cue
Work on sorting out the stimulus (i.e team mates) from the noise (i.e crowd).
IMPROVING RESPONSE TIMES
Explain detecting relevant cues
Pick out relevant stimulus from other possible ones - choice reaction time reduced by eliminating alternative choices.
i.e ignoring sledding in rugby or cricket
IMPROVING RESPONSE TIMES
Explain decision making
Work on set pieces so that an ‘automatic’ complex response can be made to a simple stimulus.
i.e short corners in hockey
IMPROVING RESPONSE TIMES
Explain change in attentional focus
Practise a switch of conc. quickly from 1 sit. to another.
i.e attack to defence
IMPROVING RESPONSE TIMES
Explain controlling anxiety
By using calming strategies.
i.e deep breathing
IMPROVING RESPONSE TIMES
Explain creating optimum motivation
By psyching up.
i.e +ive self talk
IMPROVING RESPONSE TIMES
Explain warm-up
Ensure sense organs + nervous system are in opt. state to transmit info + muscles to act on it.
What is the single channel hypothesis
When handling stimuli from the env. the brain can only deal w/ 1 stimulus at a time.
a.k.a “bottle neck”
Describe what is meant by the psychological refractory period
If 2nd stimulus follows closely behind the 1st, reaction time is slowed because of the ⬆️ info processing time needed.
It’s the delay.
2nd stimulus could be deliberate or accidental.
Define a motor programme
Set of movements stored in the memory.
Specifies what movements a skill is composed of and in what order they occur.
Where are motor programmes retrieved from?
LTM with a single decision
Where are motor programmes run?
STM
How is a motor programme put into effect?
By the effector mechanism (nerves + muscles serving the limbs in the movement)
What does a motor programme consist of?
Subroutines
Define executive motor programmes
Series of sub routines organised into the correct sequence in order to perform a movement, displayed as a hierarchal structure.
Must have mastered the subroutines to successfully perform an executive programme.
How can motor programmes be linked to the stages of learning?
Fitts + Posner suggest that lowest of subroutines are carried out automatically as they have been learned in early stages of life.
As performer becomes more skilful, executive programmes become subroutines of larger executive programmes.
Give an example of the hierarchy of a motor programme
Full programme = Trampolining routine
Motor programmes = Front drops, somersaults…
Subroutines = jump, spin, point toes
What are the theories of how motor programmes are run and controlled?
Closed loop control theory
Open loop control theory
Schema theory
THEORIES OF HOW MOTOR PROGRAMMES ARE RUN AND CONTROLLED
Explain closed loop control theory
Works with simple + slow limb-positioning movements i.e balancing on beam.
Emphasises the role of continuous intrinsic feedback.
Which is used to modify the movement produced through comparison of the stored memory trace with the on-going perceptual trace.
THEORIES OF HOW MOTOR PROGRAMMES ARE RUN AND CONTROLLED
What does the closed loop control theory diagram look like?
MOVEMENT CONTROL —> MOVEMENT COMMANDS—> MOVEMENT EFFECTORS —> FEEDBACK (and back to movement control.
THEORIES OF HOW MOTOR PROGRAMMES ARE RUN AND CONTROLLED
Explain open loop control theory
Focuses on all info being sent as a single message for the movement so not able to rely on fb.
i.e jumpshot in basketball
THEORIES OF HOW MOTOR PROGRAMMES ARE RUN AND CONTROLLED
What does the open loop control theory diagram look like?
Movement control —> Movement commands —> movement effectors
THEORIES OF HOW MOTOR PROGRAMMES ARE RUN AND CONTROLLED
Explain schema theory
Challenges open and closed loop control theory.
States motor programmes are clustered together + are interchangeable in response to the situation.
Used for discrete skills.
He suggested that to perform a skill we need 3 things:
- Generalised Motor Programme
- Recall Schema
- Recognition Schema.
METHODS IN WHICH COACH CAN IMPROVE THE INFO PROCESSING MODEL
How would they improve it through the memory?
Lots of practise
Phrases/sayings
More exciting + memorable sessions
Not moving on too quickly
METHODS IN WHICH COACH CAN IMPROVE THE INFO PROCESSING MODEL
How would they improve it through decision making?
Vary practise so learners experience range of situations to build up their LTM to enhance decision making
METHODS IN WHICH COACH CAN IMPROVE THE INFO PROCESSING MODEL
How would they improve it through reaction time?
Practise + give learners info about important cues to watch for
What are the main stages of whitings information processing model?
- Receptor system (sense organs)
- Perceptual mechanism (involving selective att. + filtering info)
- Translatory mechanism (Decision making using ST + LTM)
- Effector mechanism (output messages sent to limbs via nervous system)
