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pe section b p1 > memory models - general information processing model > Flashcards

memory models - general information processing model Flashcards

1
Q

infomation processing

infomation processing

A
  • the methods by which data from the environment is collected and used
  • the process of taking into account the sporting environment and the making decisions prior to the execution skill
  • INPUT - DECISION MAKING - OUTPUT (the muscluar thing)
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2
Q

input , decision making , output

infomation processing

A
  • input requires - display
  • decision making requires - stage of learning, experience, schema , brain , ltm , stm
  • output requires - actions and movements
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3
Q

input

infomation processing - input

A
  • information picked up by senses
  • display - the sporting environment
  • performer uses senses to pick up infomation from the display
  • the infomation you recieve can be from the pitch conditions, crowd , teammates , oppositions and officals
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4
Q

receptor systems

infomation processing - input

A
  • extrinsic
  • sight
  • auditory
  • intrinsic
  • touch
  • balance
  • kinaesthsis
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5
Q

extrinsic - sight

infomation processing - input

A
  • performer can pick up the flight of the ball or the postion of an opponent using sight
  • picking out infomation early can mean the infomation processed more quickly, giving the performer a fraction of a secound llonger to make their decision
  • the split second can make all the difference at the elite level
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6
Q

extrinsic - auditory

infomation processing - input

A
  • a player may hear the call fo a team mate or the sound of te referees whistle
  • a cricketer may hear the sound of the ball catchin the edge of the bate before attempting to make the catch
  • the two sense are classes as external senses, as infomation is collected form the environment
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7
Q

intrinsic - proprioceptors

infomation processing - input

A
  • touch - it can be used to feel the grip of the ball or feel the springboard used by a diver
  • a sense of touch is important in many sports
  • balance - a gymnast needs an acute sense of balance when competing on the beam or during a floor routine
  • a sense of balance is critical in many sports
  • kinesthesis - a swimmer may use kinesthisis to help them be aware of body postion during a tumble turn
  • the inner sense that gives infomation about body postion and muscular tension
  • using sensors within muscle recepotrs, infomation about muscle tensions and their boyd position is relayed
  • this sometimes goes unoticed by the performer but it use is important and can be relieed on as skills are practiced and devolped
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8
Q

selective attention

infomation processing - input

A
  • filtering relevant infomation from irrelevant infomation
  • disregards less important parts
  • e.g badminton player would focus on shuttle and oppondent , not the crowd
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9
Q

decision making

infomation processing

A
  • selective attention is used mostly in this stage
  • recieve from all the 5 senses
  • perception
  • ignore the crowd
  • based their decisions on the most important aspects
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10
Q

developing selective attention

infomation processing - input

A
  • autonomous in elite atheltes
  • coaches can train it
  • if the stimulus is more intense , loud or bright in training it can increase the perfomrers concentration
  • mental practice helps (peformer reherarses the upcoming task)
  • improved motivation can help
  • postive reinforcement and rewards can enhand motivation which enhances seletcive attention
  • E.G A CLIMBER MAY REHEASRE THE ROUTINE THEY MAY TAKE AND THE GRIP HOLDS THEY MAY USE
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11
Q

benefits of selective attention

infomation processing - input

A
  • can improve reaction time significantly
  • focusing on the relevant infomation imporves the chances of making a correct decision
  • by ignoring the irrelevant infomation, a player may be able to concentrate on more detailed aspects on the task
  • can help the decision making process
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12
Q

working memory model

baddeley & hitch - working memory model

A
  • consits of a central control centre central executive
  • the central executive has overall control over all the infomation entering and leaving the working memory
  • identifies whihc infomation should be sent to one of its sub-memory systems
  • 3 different sections - the phonological loop , visuospatial sketchpad , episodic buffer
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13
Q

the phonological loop

baddeley & hitch - working memory model

A
  • deals with auditory infomation form the sense and helps produce amemory trace
  • E.G intructions from a coach or the call of a teamate are processed
  • a memory trace is - an intial mental idea of the skill, can be sent to the long term memory where it can trigger a motor programme
  • may also trigger a motor programme so that movements can be produced
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14
Q

visuospatial sketchpad

baddeley & hitch - working memory model

A
  • contain the infomation needed to perform
  • used to temporality store visula and spatial infomation
  • helps process infomation about the feel of movement - such as the flight of a gymnast during a vault
  • E.G infomation is available to the tennis player form the environment (court , crowd ect)
  • visual cache - holds infomation about form and colour
  • inner scribe
  • deals with spatial and movement infomation
  • important for sports performers as it suggest that infomation about spoting actions can be recgonised and acted upon
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15
Q

episodic buffer

baddeley & hitch - working memory model

A
  • co-ordinates the sight , hearing and movement to be sent into long term memory
  • co-ordinates the phonological loop and the visuospatial sketchpad into sequences
  • intergrated sequences
  • sequences produce patterns of skilled actions that are put in order
  • sequences are the starting point for the initiation to produce motor programmes
  • the path of the ball, sound , postions helps to choose what to do before making a dribble in hockey
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16
Q

working memory (Short term memory)

baddeley & hitch - working memory model

A
  • wmm intiates the action by sending a memory trace (a mental snapshot of the skill)
  • a limited capacity of 7 items
  • to much infomation can cause infomation overload
  • important to use selective attention
  • can hold infomation fro around 30 secs
  • stored in LTM in the form of a motor programme
  • motor programme is more permant trace of the skill
  • NEVER FORGET HOW TO TIE A SHOE, RIDE A BIKE, DRIVE
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17
Q

LOOK AT DIAGRAM

A
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18
Q

perception

baddeley & hitch - working memory model

A
  • the first job of the working memory model is to pick up the relevant infomation form the environment
  • once this infomation is recieved, selective attention is used to filter out the relvant infomaiton
19
Q

long term memory

baddeley & hitch - working memory model

A
  • recieves infomation from the working memory
  • has unlimited cpacity
  • will send coded infomation for future stores
  • produces memory trace which then turns to memory programme
  • ltm sends infomation back to wmm to use in sporting situations
  • EXAMPLE
  • the working memory model would send an image or trace of the psotion of the oppenent and the flight of the ball to the long term memory
  • this scenirio can be immediatly compared to infomaiton already stored there and an appropriate return shot can then be decided upon
20
Q

a coach will use these strategies to ensure skill is in LTM

baddeley & hitch - working memory model

A
  • association
  • mental practice
  • chunking
21
Q

coaches will …. association

baddeley & hitch - working memory model

A
  • linking the sotred actions of a skill to a stored emotion or other action
  • assoication of actions you wish to learn with appropriate actions or emotions already stored in the memory
22
Q

coaches will… mental practice

baddeley & hitch - working memory model

A
  • going over the action in the mind without physical movement
  • when subroutines of the movement are rehearsed over and over again in the mind can help store infomation
  • useful when trying to remeber sequences
  • EXAMPLE
  • rhythmic gymnastic routine
  • as the componsents are in order , reherasing this in the mind can make it less likly for the performer to forget their routine
23
Q

coaches will …. chunking

baddeley & hitch - working memory model

A
  • breaking the skill action into parts or sub-routines
  • the perfomer can focus on one part of the task before learning the next
  • this process can enable a perfomer to ensure they stored relvant infomation in the LTM
  • focus - selective attention
  • repetition - repeated practice of the stimulis will ensure that skills are coded and stored motor programmes in the LTM
  • chaining - when items of infomation are recalled as a sequence, so that one movement links to the next
24
Q

infomation processing in sport

whitings model and DCR

A
  • when a sports performer interpets and judges the infomation around them then chooses and puts into action a sports skill
25
Q

whitings model

whitings model and DCR

A
  • the environment
  • display
  • receptor systems
  • perceptual mechanism
  • translatory mechanism
  • effector mechanisms
  • muscular systms
  • output data
  • feedback
26
Q

the display

whitings model and DCR

A
  • infomation from your surroundings
  • the crowd
  • oppondent
  • flight of the ball ect
27
Q

the receptor systems

whitings model and DCR

A
  • will collect infomation from all 5 senses
  • vision
  • sound
  • balance
  • touch
  • kinesthesis
28
Q

perceptual mechanism

whitings model and DCR

A
  • involves identifying a stimulus and then coding important infomation
  • three key aspects DCR - detection, comparison , recognition
  • helps convert infomation so decisions are made
  • infomation from the senses is filtered and adpated
  • sent to memory for comparison
  • uses past experiences
29
Q

DCR

whitings model and DCR

A
  • detection
  • comparison
  • recogntion
30
Q

DCR - detection

whitings model and DCR

A
  • means the performer has picked up the relevant infomation from display
  • important use ofselective attention
  • belongs input of infomation processing
31
Q

DCR - comparison

whitings model and DCR

A
  • involves trying to match the infomation that is important to infomation already stored in the memory
  • hence the memory system becomes very important
32
Q

DCR - recognition

A
  • the performer has used infomation from the memory to identify an appropriate response
33
Q

translatory mechanism

whitings model and DCR

A
  • this helps to convert infomation so the decisions can be made
  • the infomation from the sense is filtered
  • this is then adapted and sent to memory for comparison
  • used past experiences
  • actions are stored in LTM as motor programs
  • uses coded infomation from the perceptual process to pick out an appropriate motor progamme
34
Q

the effector mechanism

whitings model and DCR

A
  • is the network of nerves that are responsible for delivering the decision made during the perceptual process to the muscles
  • these mucles can then perfomr the action
  • the muscles will recive the infomation from coded impulses
  • once an impulse is recieved the muscles will contract and the repsonse can begin
35
Q

schema

schmidts schema theory

A
  • rather than using a structured set of movements to develop skills
  • the core principles can be taken from an existing motor programme and then adapted
  • EXAMPLE
  • throwing a javelin is made up of folliwng subroutines
  • grip , arm action , follow through
  • EXAMPLES
  • goalkeeper throwing in football, bowl in cricket
  • overhead pass in netball , sideline football
  • badminton overhead shot , tennis serve
36
Q

parameters of schema

schmidts schema theory

A
  • when schema is used to adapt an existing motor programm
  • four esstional process that must be used to enusre schemas are effective
  • recall
  • inital conditions
  • response specifications
  • recognition
  • sensory consequences
  • response outcome
37
Q

recall schema

schmidts schema theory

A

* initial conditions
* response specification
* this is responsible for initaiting the movemetns
* happens before the action has taken
* when using recall schema infomation is used from the exisitng motor programme int the memory system

38
Q

recall schema - inital conditons

schmidts schema theory

A
  • refers to infomation from the sporting environment that must be recognised before the schema can be used
  • infomation about postion on court , placement of the limbs prior to the action or location of the player
  • ‘where am i?’
  • comapred to whitings model - display
39
Q

recal schema - response specifications

schmidts schema theory

A
  • infomation from the environment is used to assess the available options open to the performer
  • E.G how far is the nearest player therefore how far do i need to pass the ball
  • what do i need to do?
  • whitings model - perceptual mechanism
40
Q

recognition schema

schmidts schema theory

A
  • sensory consequences
  • response outcomes
  • these are used to control movments and are used during the actions
41
Q

sensory consequences

schmidts schema theory

A
  • conerns the use of senses to help guide the movement (the feel of the movement)
  • E.G the grip of the netball may be controlled by using sense
  • infomation from the seses is ised to control and apply the movement to the situation
  • E.G when a longer pass is needed to move the ball ip court the arm action would be stronger
  • whitings model - efforct/display
42
Q

response outcome

schmidts schema theory

A
  • the schema (and motor programme) can be updated by getting knowledge from the results of the action
  • did the pas reach its intended target? was it successful?
  • it it was, the schema was successful
  • if not adjustments may be made for next time and the motor programme is adapted
  • whitings model - effort/display
43
Q

implications a coach should make for schemas to be efficent

schmidts schema theory

A
  • good way to develop schemas is to cary the practice conditions
  • E.G 3v2 conditioned games in basketball to develp schemas as defenders always have to change
  • feedback from the coach should be specifc to ensure motor programmes can be adjusted
  • a coach should point out the difference
  • could lead to negative transfer if differences not pointed out
  • if succesful coach should use positve reinforcment to encourage further schemas
  • offer praise and motivation which can grow schema
  • use varied or mental practice

pe section b p1 (5 decks)

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