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P.E - Skill Acquisition > Information Processing > Flashcards

Information Processing Flashcards

1
Q

What’s in the information processing model

A

Input

Decision making

Output

FB

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2
Q

Define display

A

Physical env. in which learner is performing.

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3
Q

How is input detected in sport?

A

By the sensory system

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4
Q

What are the 3 forms of receptors in the sensory system to detect input in sport?

A

Exteroceptors

Proprioceptors

Interoceptors

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5
Q

Define Exteroceptors

A

Gather info from outside the body via eyes, ears, nose+ mouth.

Most useful in sport are:

  • Vision
  • Audition
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6
Q

Define vision

A

Provides info about movement of objects + about one’s position in the env.

90% of sensory info we receive is through our eyes.

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7
Q

Define Proprioceptors

A

Info includes movement of our body in space, its balance + position of limbs.

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8
Q

What are the 3 parts to proprioceptors

A

Touch

Equilibrium

Kinaethesis

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9
Q

Define Interoceptors

A

Pass info from w/in the body’s internal organs such as the heart + lungs to the brain via the nervous system.

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10
Q

Define selective attention

A

Filtering out unnecessary info + focusing on the most relevant part of the display.

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11
Q

Why is selective attention required

A

CNS doesn’t have the capacity to process all aspects of the environment.

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12
Q

What problems to cognitive learners have with selective attention

A

Picking up subtle clues

Knowing what to selectively attend to

Being distracted by irrelevant stimuli

Selectively attending to wrong cues

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13
Q

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

A

Larger bat/ball

Shorter handle

Brighlty coloured ball

Chalk marks on the floor, i.e gymnastics

Hoops for target areas

Make env. more closed

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14
Q

Define perception

A

Process by which the brain interprets + make sense of the info transmitted by the sense organs.

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15
Q

What 3 elements does perception consist of

A

The DCR PROCESS:

  • Detection
  • Comparison
  • Recognition
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16
Q

DCR PROCESS

Define detection

A

Process by which brain identifies a stimulus is present.

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17
Q

DCR PROCESS

Define comparison

A

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.

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18
Q

DCR PROCESS

Define recognition

A

Occurs when we find match in our memory of similar stimulus.

Info is then perceived.

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19
Q

Give an overview of the memory store relationship

A

STSS —- (SA) —- STM —->

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20
Q

MEMORY STORE RELATIONSHIP

Explain STSS (Short term sensory store)

A

‘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
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21
Q

MEMORY STORE RELATIONSHIP

Explain the role of the STM (Short term memory) when performing a skill

A

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

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22
Q

MEMORY STORE RELATIONSHIP

Explain LTM (Long term memory)

A

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.

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23
Q

What are the factors affecting memory retention in a sport setting / ways to enhance learning

A

(CALORI)

Chunking

Avoid interference

Link

Organisation

Rehearsal

Imagery

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24
Q

FACTORS AFFECTING MEMORY RETENTION IN A SPORT SETTING

Explain Chunking

A

Experienced players can chunk patterns of play to see whole field of play.

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25
Q

FACTORS AFFECTING MEMORY RETENTION IN A SPORT SETTING

Explain avoid interference

A

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.

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26
Q

FACTORS AFFECTING MEMORY RETENTION IN A SPORT SETTING

Explain link

A

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

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27
Q

FACTORS AFFECTING MEMORY RETENTION IN A SPORT SETTING

Explain organisation

A

Organise info in a meaningful way.

i.e a gymnast must practise joining moves together when learning a sequence.

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28
Q

FACTORS AFFECTING MEMORY RETENTION IN A SPORT SETTING

Explain rehearsal

A

Repeat to remember

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29
Q

FACTORS AFFECTING MEMORY RETENTION IN A SPORT SETTING

Explain imagery

A

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”.

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30
Q

Besides CALORI, What are the other methods to enhance learning?

A

Avoid info overload

Ensure learner is paying attention

Practise after demo

Emphasise key points

Use rhymes, stories

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31
Q

Define reaction Time

A

Speed with which we process info.

One’s ability to respond is limited by the speed to which they react to the stimuli

32
Q

Define response time

A

Reaction time + Movement time

== Time from initial stimulus to the completion of the response.

33
Q

Define movement time

A

Time from the initiation of a response until its completion

34
Q

What are the types of Reaction time?

A

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.

35
Q

Give an example for simple reaction time

A

reacting to the starter gun

36
Q

Give an example of a choice reaction Time

A

Reacting to opponent’s serve in racquet games, cross court? down the line?

37
Q

What does Hick’s law state?

A

More choices you have = more info you must process = longer reaction time.

38
Q

Define anticipation

A

Skilled performers draw on past experiences to anticipate what is going to happen + process before the event has happened.

39
Q

What are the types of anticipation

A

Spatial

Temporal

40
Q

Define spatial anticipation

A

Involves performer attempting to predict what the actions of their opponent will be + formulate a response in readiness.

41
Q

Define temporal anticipation

A

Attempt by performer to predict when an action of their opponent will take place

42
Q

FACTORS AFFECTING REACTION TIME

What individual characteristics affect reaction time

A

Age

Gender

Height

Health (ill health = slower)

Body temp (colder = slower)

Fatigue

Personality

Length of neural pathways

43
Q

FACTORS AFFECTING REACTION TIME

Give influences from the demands of the task and the nature of the stimulus

A

Intensity of stimulus

Probability of stimulus occurring

Existence of warning signals + extent to which stimulus is expected

Sense being used for detection

44
Q

What factors affect reaction time + anticipation?

A

Implications

Previous experiences

Stimulus - response capability

45
Q

FACTORS AFFECTING REACTION TIME + ANTICIPATION

Explain implications

A

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

46
Q

FACTORS AFFECTING REACTION TIME + ANTICIPATION

Explain previous experiences

A

Reacted to stimuli before = quicker reaction time.

Motor programs may run automatically

47
Q

FACTORS AFFECTING REACTION TIME + ANTICIPATION

Explain stimulus-response capability

A

If stimulus + response naturally fit together = quicker reaction time.

i.e throw to right, catch with right.

48
Q

What are the ways to improve response times

A

Detecting the cue

Detecting relevant cues

Decision making

Change in attentional focus

Controlling anxiety

Creating optimum motivation

Warm-up

49
Q

IMPROVING RESPONSE TIMES

Explain detecting the cue

A

Work on sorting out the stimulus (i.e team mates) from the noise (i.e crowd).

50
Q

IMPROVING RESPONSE TIMES

Explain detecting relevant cues

A

Pick out relevant stimulus from other possible ones - choice reaction time reduced by eliminating alternative choices.

i.e ignoring sledding in rugby or cricket

51
Q

IMPROVING RESPONSE TIMES

Explain decision making

A

Work on set pieces so that an ‘automatic’ complex response can be made to a simple stimulus.

i.e short corners in hockey

52
Q

IMPROVING RESPONSE TIMES

Explain change in attentional focus

A

Practise a switch of conc. quickly from 1 sit. to another.

i.e attack to defence

53
Q

IMPROVING RESPONSE TIMES

Explain controlling anxiety

A

By using calming strategies.

i.e deep breathing

54
Q

IMPROVING RESPONSE TIMES

Explain creating optimum motivation

A

By psyching up.

i.e +ive self talk

55
Q

IMPROVING RESPONSE TIMES

Explain warm-up

A

Ensure sense organs + nervous system are in opt. state to transmit info + muscles to act on it.

56
Q

What is the single channel hypothesis

A

When handling stimuli from the env. the brain can only deal w/ 1 stimulus at a time.

a.k.a “bottle neck”

57
Q

Describe what is meant by the psychological refractory period

A

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.

58
Q

Define a motor programme

A

Set of movements stored in the memory.

Specifies what movements a skill is composed of and in what order they occur.

59
Q

Where are motor programmes retrieved from?

A

LTM with a single decision

60
Q

Where are motor programmes run?

A

STM

61
Q

How is a motor programme put into effect?

A

By the effector mechanism (nerves + muscles serving the limbs in the movement)

62
Q

What does a motor programme consist of?

A

Subroutines

63
Q

Define executive motor programmes

A

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.

64
Q

How can motor programmes be linked to the stages of learning?

A

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.

65
Q

Give an example of the hierarchy of a motor programme

A

Full programme = Trampolining routine

Motor programmes = Front drops, somersaults…

Subroutines = jump, spin, point toes

66
Q

What are the theories of how motor programmes are run and controlled?

A

Closed loop control theory

Open loop control theory

Schema theory

67
Q

THEORIES OF HOW MOTOR PROGRAMMES ARE RUN AND CONTROLLED

Explain closed loop control theory

A

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.

68
Q

THEORIES OF HOW MOTOR PROGRAMMES ARE RUN AND CONTROLLED

What does the closed loop control theory diagram look like?

A

MOVEMENT CONTROL —> MOVEMENT COMMANDS—> MOVEMENT EFFECTORS —> FEEDBACK (and back to movement control.

69
Q

THEORIES OF HOW MOTOR PROGRAMMES ARE RUN AND CONTROLLED

Explain open loop control theory

A

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

70
Q

THEORIES OF HOW MOTOR PROGRAMMES ARE RUN AND CONTROLLED

What does the open loop control theory diagram look like?

A

Movement control —> Movement commands —> movement effectors

71
Q

THEORIES OF HOW MOTOR PROGRAMMES ARE RUN AND CONTROLLED

Explain schema theory

A

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:

  1. Generalised Motor Programme
  2. Recall Schema
  3. Recognition Schema.
72
Q

METHODS IN WHICH COACH CAN IMPROVE THE INFO PROCESSING MODEL

How would they improve it through the memory?

A

Lots of practise

Phrases/sayings

More exciting + memorable sessions

Not moving on too quickly

73
Q

METHODS IN WHICH COACH CAN IMPROVE THE INFO PROCESSING MODEL

How would they improve it through decision making?

A

Vary practise so learners experience range of situations to build up their LTM to enhance decision making

74
Q

METHODS IN WHICH COACH CAN IMPROVE THE INFO PROCESSING MODEL

How would they improve it through reaction time?

A

Practise + give learners info about important cues to watch for

75
Q

What are the main stages of whitings information processing model?

A
  1. Receptor system (sense organs)
  2. Perceptual mechanism (involving selective att. + filtering info)
  3. Translatory mechanism (Decision making using ST + LTM)
  4. Effector mechanism (output messages sent to limbs via nervous system)

P.E - Skill Acquisition (3 decks)

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