Mock Exam Flashcards
What are the 2 information processing systems
Welford and whiting
What do both of the models view
Stimulus identification- this is where information is gathered and collected from display via the sensory system. The performer uses perceptual mechanism. Any information that is deemed as irrelevant is filtered via selective attention to increase the speed of decision making ‘
Decision making- response identification where relevant information is assessed and a decisions made on previous experiences and it gets stored in the memory
Output- response programming where the motor programme is completed via the effector mechanism and muscular system.
What is whitings model and how does it explain information processing
In the whiting model he explains the information processing was due to the inputs of data, using receptor systems , perceptual/translatory and effector mechanisms, output of data and the feedback of data.
Input stage- this is the stage where the information you’re going to receive is going to be displayed, this is detected by receptor systems which is the process of how we get this information , these systems include visual info, auditory senses and the sense of feeling.
Perceptual mechanism- this is where the brain interprets
the information you have been given into a form that you can understand.
E.g. in football you will interpret a ball coming to you and therefore you will need to move your foot to control it (Stimulus identification).
Translatory mechanism- this is where you use the information gathered to create a best possible decision for the environment and this information is sent to the effector
mechanism (response identification)
Effector mechanism- the effectors use the motor cortex to create a
motor plan and this is where the decision that you have chosen is being
made, then the effector sends the signals to the relevant muscle ready for
another signal that is sent to the muscular system to allow the muscles
to contract (response programming).
Output data stage- where you conduct the movements
The final stage is the feedback data where signals from the brain tell
you whether the action was successful or not, it does it by comparing
the outcome to other experiences, such as if you controlled the ball
and it bounced up of your foot, that would have some unsuccessful
areas, but if the ball stayed with your foot then it would have more
successful areas to it
What is welfords model and how does it explain information processing
The difference is the decision making part there is a short term store where your unsure and there’s a long term store where your sure.
- We take in information through our senses and temporarily store all of these inputs before
sorting them out - the inputs that are seen as relevant to the decision are then stored in the short-term memory
- a decision is made by comparing the information in the short-term memory with previous experiences stored in the long-term memory
Short term if you’ve done a few times, long term is where you do it and go back to it
4. regarding the long-term memory for the required action, the decision is carried out the action and the results are stored for future reference
5. the whole process then begins again
Summarise the three memory systems that are used in order to perform a motor skill (welford)
Short term sensory store-
- functionally limitless store of information for a short period of time 1-2 seconds
- Little recording in terms of spatial location and form
- selected information information passes into the STM for further processing
Short term memory-
- a process whereby a stimulus can go through the detection
- Comparison and recognition DCR processing period
- immediate processing 30s duration or information lost workspace between STM and LTM
-The capacity of short-term memory is 5 to 9 items
-Motor action plan formed
Long-term sensory store -
-storage in our long-term memory with unlimited capacity of all our experience- recall
- Relatively permanent
Teaching styles, how why and when are they used- command
Command style-
This is where the teacher makes alll of the decisions with no input from the learners. The teacher adopts on authoritiian manners and performers complete the same action.
How- the teacher gives clear, precise and specific instructions on what to do, how to do it and when to do it. The students follow the teachers directions exactly without deviation or interpretation. The teachers maintain strict control over it. E.g. in a basketball lesson the teacher may command students to line up and perform layup drills specifying the number of reps and demonstrating the technique first
Why
1. Efficiency
2. Skill development
3. Safety
4. Group management
5. Clarity
When-
1. Introduction of new skills
2. Complex and dangerous activities
3. Large group settings
4. Preparation for performance
Teaching styles how why and when used a level pe- reciprocal
This is where most of the decisions are made by the teacher with a bit of learner input. The task may be set by a teacher and completed by learners in pairs. Alternate the roles of performer and coach
How-
The teacher organises the students into pairs or small groups assigning one who performs the activity and the other who observes, the teacher provides clear criteria or checklist for the observer to use when giving feedback to the doer, the teacher will oversee the process intervening only when necessary to ensure accuracy or address questions
E.g. In gymnastics lesson one student perform a forward role well the partner observes and provides feedback using a teacher provided checklist
Why-
1. Peer learning
2. Active engagement.
3. Feedback skills.
4. Development of responsibility.
5. Teacher efficiency.
When
1. Skill refinement.
2. Pair interaction
3. Small group settings.
4. When autonomy is encouraged.
Teaching styles how why and when used a level pe- discovery learning
This is where the teacher guides the learner to find the correct pattern by providing information rules or ask questions when appropriate. The teacher acts as a facilitator. It may be to find solutions to a problem and performer may have to adapt a response to suit the ability.
How
The teacher set a task, challenge or question, but doesn’t provide the exact steps or solution . The students are guided to explore experiment and discover the answers or techniques on their own. The teacher facilitates learning by providing cues prompts or scenarios rather than direct instruction.
E.g. during a gymnastics lesson, the teacher might encourage students to explore ways to perform a balance using three body parts.
Why
1. Encourages critical thinking.
2. Promotes creativity
3. Deepens understanding.
4. Adaptability in sport.
When
1. Engagement and ownership
2. Complex problem-solving.
3. Skill variations.
4. Introduction of tactical concepts.
Teaching styles how why and when used a level pe- problem solving
The teacher said a problem and the learner advises a suitable solution. It is an open end approach and encourages creativity while develop cognitive and performance elements of learner.
How
The teacher sets a test scenario or problem that requires students to figure out a solution. The students are then encouraged to explore experiment and collaborate to solve the problem without being given direct instructions the teacher then facilitates by asking open ended questions providing encouragement or offering hints if necessary.
E.g. in a netball lesson the teacher might ask how can your team best maintain possession against a strong defence
Why-
1. Encourages independent thinking.
2. promote creativity and innovation.
3. Improves tactical awareness.
4. Enhances collaboration skills.
5. Builds confidence and autonomy.
When-
1. Tactical scenarios in team sports.
2. developing complex skills.
3. Promoting creativity.
4. Group challenges.
Attitudes how are they formed (Triadic model) and how to change (cognitive dissonance)
Definition
Attitude is a predisposition (opinion held) because of previous experiences towards an attitude or object. It is made up of beliefs, feelings and behaviour
The components of attitudes are set up in a triadic model which is split up in to 3 sections.
A01
- cognitive- this is our beliefs, knowledge formed through past experiences
- affective- this is the emotional reactions towards an attitude or object
- behavioural- this is how we actually behave, react or respond
A02 examples
- cognitive- you know/believe/think spinning class is good for our health
- affective- you enjoy hogging spinning and feel good after going
- behavioural- you go to a spinning class twice a week
Factors affecting how attitudes are formed
1. Past experiences
2. Education
3. Media
4. Cultural norms
5. Parental influence
Strategies to change attitude
1. Use appropriate role models
2. Show the benefits to health
3. Emphasis positive body image
4. persuasive
Main methods
1. Persuasive commmunciaiton
2. Cognitive dissonance
- Persuasive communication- this involves attitude being altered by persuasion
- the persuader- significant other with high status
- the message- positive to initiative the change
- the recipients- easy to changed an attitude if the recipient really wishes to be changed
- the situation- the presence of other persuaders - Cognitive dissonance- this is changing 1 of the components of the triadic developing a new attitude or retaining existing approach
If dissonance does occur the feelings of discomfort can be dispelled by following 3 stages
1. Making cognition/ thought less importance
2. Changing cognition
3. Replacing cognition
Arousal and anxiety and sport- the impact on performance and the 2 theories that explain it (drive theory and inverted U theory/ catastrophe theory)
A01
Start paragraph
Arousal is your level of exitement and readiness to perform
Anxiety is a negative aspect of stress
Arousal has a significant effect on performance in sport.
There are 2 main theories that explain the relationship between arousal levels and performance.
- drive theory
- inverted U theory
A01- drive theory
Drive theory (hull 1043) is the first theory. It is a relationship between performance and arousal. As arousal increases so does performance.
An increase in arousal causes the dominant habit to occur more. The dominant response is more likely as arousal increases. The skill level of performance depends on how well the skills have been learned and can be summarised as performance= arousal (habit) x skill level (habit strength)
A02
According to the drive theory the autonomous stage of learning/ well learnt dominant response perform better as arousal levels increase/at high arousal. However in the cognitive stage of learning the unskillful dominant response performs worse with high levels of arousal and are better with low levels.
Practical e.g.
if drive theory was true the autonomous footballers should have won the challenge and made very few mistakes because the dominant response is to be able to shoot a ball correctly and confidently.
A03- evaluation
PROS
- it is simple to understand as it clearly shows the relationship between arousal and performance
- its made more reliable and accurate by relating arousal to dominant response
- it helps teachers/coaches understand the effect of arousal on performance.
CONS
- quality of performance doesn’t always increase as arousal increases
- doesn’t consider individuals differences/ level of performer and type of skill
- doesn’t acknowledge drive reduction the idea a performer may lose motivation for the task to be fulfilled so drive is reduced.
A01
Inverted U theory-
This theory states that the athletes arousal levels increases so will their performance. This rise will continue to an optimum point where performance will be at a very high level. However if arousal continues to rise above this optimum point performance will deteriorate. A small amount of anxiety suggests that the performer is casual or inattentive therefore unlikely to perform at his or her best so will produce a low performance. But having high anxiety or arousal can cause over excitement or disruption of concentration/attention or control.
A02
E.G. a footballer misses the target when taking a penalty in an important shoot out as they are trying too hard.
Too much or too little arousal interferes with coordination, decision making and performance. Extroverts perform better when under situations of high levels of arousal whereas introverts perform better when under situations of low levels of arousal.
High arousal in beginners (cognitive) will impair performance. The dominant response is incorrect therefore performance deteriorates. Elite (autonomous) performers with a well learned task dominant response will be correct so high arousal will not impair performance it will help improve it instead.
Cognitive stage- this requires low levels of arousal because of the inability to attend to many cues so they are unable to chunk information. The increased arousal causes a narrow attention band which means they will miss vital cues.
Autonomous stage- this requires high levels of arousal because they can chunk information together and run whole motor programmes as one piece of information. This frees attention channels so the attention band needs high arousal to narrow and block out irreverent cues.
A02
PROS-
- it is seen to be more realistic than the drive theory
- it is simple to understand and its easy to apply
- it helps teachers and coaches to understand the effect of arousal on performance
CONS
- it is too simple as there’s a limited view of the relationship between arousal and performance
- the 2 models don’t distinguish between the effects of somatic and cognitive anxiety.
Catastrophe theory
A01
This is a theory that predicts a rapid decline in performance resulting from the combination of high cognitive anxiety and increasing somatic anxiety. It is devised by hardy and frazey in 1987 and is said to be a development of the inverted U theory but involves a faster and more dramatic reduction in performance. It’s more of a model than a theory because it tries and predicts human behaviour rather than explaining it.
There are many different psychological tools that help reduce anxiety levels. For example pre game routines. These refer to the set of activities of rituals that athletes follow before a game to prepare mentally and physically. They aim to optimise, perform, enhance focus, reduce anxiety and prevent injury.
It includes physical warm ups, nutrition.
Point a- cognitive anxiety is high but somatic anxiety is low so performance is enhanced
Point b- cognitive anxiety is high and somatic anxiety is high so performance can deteriote
Point c- performance does not return to the original level immediately even though performer is trying to decrease arousal
Point d- performance still deteriorating
Anxiety in sport- impact on anxiety and performance and psychological skills and training methods
A01
Arousal- this is your level of excitement and readiness to perform
Anxiety -this is a negative aspect of stress
Types of anxiety
State-this is situational specific anxiety for example a dancer rehearsing in a closed studio experience lower levels of anxiety compared to performing to a large audience
Trait- this is personality related anxiety, for example some people have a higher level of anxiety as part of their personality .
A02-
In general for
Cognitive learners- an increase in both anxiety and arousal leads to inconsistent performance with errors
Autonomous learners- optimum amount of anxiety and arousal leads to dominant successful performance
Dimensions of anxiety
Cognitive- mental impairment of performance
Symptoms
-Worry
-Doubt
-Confusion
-feelings of unable to perform
Somatic physiological effects
Symptom
-Sweating
-High heart rate
-Shaking
-nausea
Behavioural- involving the actions and behaviours a performer exhibits as a result of anxiety such as biting nails
Catastrophe theory
Methods-
A01
Pregame routines - this refers to the set of activities or rituals that athletes follow before a game to prepare mentally and physically . These routines can vary depending on sport, athletes preferences and their specific goals but they aim to optimise performance , enhance focus , reduce anxiety and prevent injury .
A02
Includes
Physical warm-ups- this is light exercise, stretching to increase blood flow and activate muscles
Mental prep visualisation techniques- breathing exercises, meditation to stay focused and calm and build confidence
Nutrition and hydration- eating a balance meal or snack to fuel body and drinking enough water to stay hydrated
Rituals or superstitions- some athletes have specific rituals like wearing a lucky item or listening to a particular song to feel mentally ready
A03
Pros
- Improve focus and mental clarity- helps clear minds, reducing anxiety and sharpen focus
- Injury prevention- a good warmup or pregame routine helps prevent injuries by preparing muscles for the intense game
- stress reduction
- Enhanced performance- enhances physical readiness for the athlete, pregame rituals activate muscles, increase flexibility which contributes to a better performance
Cons
-Time constraints- long routine can be time consuming may not have the time to properly do it so it could lead to increase stress
- Overload and fatigue- a demanding pregame routine could lead to fatigue or depletion of energy before the actual game begins and could affect the performance negatively due to the high intensity before
A01
Mental rehearsal- this involves visualising and imagining yourself performing a task or skill in vivid detail. The idea is to mentally simulate the activity, which helps prime the brain to execute the task more effectively in reality. It’s useful for preparing for performance or rehearsing complex sequences or students imaging themselves delivering a well structured presentation. It is related to the cognitive strategy as it involves techniques that improve how we think, process information and how we solve problems. The purpose of it is to help organise the steps in a task, manage attention or structure the mental imagery to ensure it as both comprehensive and effective e.g. Breaking down a complex task into smaller, more manageable steps.
A02
It is vital for exercise for several reasons. by performing mental rehearsal individuals can refine their technique before physically executing them which can enhance their actual performance and reduce the risk of injury. It also helps to reinforce positive outcomes and success which increases motivation and therefore helps create a sense of accomplishment before physically performing the task. Moreover visualising the success can lead to greatest self-confidence meaning they’re more likely to believe they can do it which can help overcome fear or self doubt.
A sporting example involves a golfer and before hitting a putt, he would often use mental rehearsal as part of his preparation. before stepping up to the ball, he would close his eyes and imagine the entire putt including the slope of the green, direction of the grain and the exact path the ball would take. He would the ball rolling smoothly and breaking in the right direction. Through the strategy he would strengthen his confidence, ensuring he felt calm, controlled and fully prepared for the actual putt.
A03
Pros
- enhances focus and concentration
-Improves skill execution
- Boost confidence
- Reduces performance anxiety
- Enhances motivation
Cons
-time consuming
- Overreliance on visualisation
- Under realistic expectations
- Distraction from present moment
- Difficult for beginners
A01
Centring
This is a somatic strategy . it is a breathing technique whereby the performer relaxes their chest and shoulder muscles and focuses on the movement of the abdominal muscles while taking deep slow breath .
A02-
One example of a sports performer using centring is Ronaldo before a penalty kick. He uses this by performing a couple of deep breaths to relax his chest and shoulder muscles. This allows him to fully focus on the movement he must do
A03
Pros-
- relaxes heart rate
- Enables focus on task
Cons
- Only helps somatic strategy
- A lack of time to do the correct centring technique
- Sports people often use the incorrect technique of centring making it ineffective
