mr tweedale-paper 1

Question 1

information processing

Answer 1

method where data from environment is collected and utilised

Question 2

perception

Answer 2

process of coding and interpreting sensory information
perception has 3 elements DCR process
detection, comparison and recogntion

Question 3

what is detection

Answer 3

means performer has collected relevant info and identified it as important from senses and using selective attention

Question 4

what is comparison

Answer 4

trying to match the info identified as important to information already in the memory of the performer

Question 5

what is recognition

Answer 5

performer has used info from memory to identify an appropriate response
response can then be put into action

Question 6

translatory mechanisms

Answer 6

help convert info so decisions can be made
uses past experiences to link information with
picks out appropriate motor programme

Question 7

effector mechanism

Question 8

what does the memory model contain

Answer 8

central executive (inner brain)
phonological loop (inenr voice)
episodic buffer
visual spatial sketchpas (inner eye)

Question 9

central executive

Answer 9

has all control over information leaving or entering memory model

Question 10

what are the 3 sub systems of the working model

Answer 10

central executive
phonological loop
episodic buffer
visual spatial sketchpad

Question 11

phonological loop

Answer 11

deals with auditory information presented from senses
info from coaches instructions, call from a team mate, sound of a ball hitting a racket
phonological store
articulatory process
help it produce a memory trace (initial mental idea of skill)
goes to LTM where triggers a motor programme

Question 12

visuospatial sketchpad

Answer 12

contains visual and spatial information
also helps process feel of movement
holds info about what we see
subdivided into
visual cache-holds info about form and colour
inner scribe-deals with spatial and movement info

Question 13

episodic buffer

Answer 13

responsible for coordinating work from both phonological loop and visuospatial sketchpad into sequences
produces sequences of sights, movement, sound and sent to LTM
produces patterns of skilled actions out inorder to send to LTM

Question 14

working memory and Long term memory

Answer 14

first job is to pick up relevent info from sporting environment
once recieved, memory goes to work
selective attention then used (filters out relavant info from irrelevent info)
sends coded info to LTM for future use

Question 15

schema theory

Answer 15

suggests that rather then using structured set of movements, core principles can be taken from motor programme and adapted

Question 16

4 processes of schema theory

Answer 16

initial condidions
repsonse specifications
sensory consequences
repsonse outcome

Question 17

initial condidions

Answer 17

info from the enviroment before schema can be used
may concern position on court, location fo perfomer regard to other players
WHERE AM I

Question 18

response specifications

Answer 18

second part of schema
info about what to do
e.g what tpe of passs is my best option etc

Question 19

first two parts of schema

Answer 19

first two parts of schema (initial condidions and response specifications) are both from motor programme so called the recall schema

Question 21

recall schema

Answer 21

iniaties moevemt, comes before action

Question 22

second parts of the schema

Answer 22

used during action and controls movement
called the recognition schema
sensory conequences and response outcome

Question 23

sensory consequences

Answer 23

information about the feel of the movement
e.g grip of netball being controlled by sense of touch

Question 24

response outcome

Answer 24

feedback about the result
both motor programme and schema can be updated by getting knowldge of result of action
did the pass reach the intended target?

Question 25

what ways can coach help perfomer use schemas

Answer 25

coach uses strategies to make sure schema used successfully
varying practice conditions
coach should offer frequent feeback to asssure motor programme and actions done well

Question 26

response time

Question 27

reaction time

Answer 27

involves no movement
time taken from onset of stimulus to onset of response
fraction of seond it takes us to process selected stimuli
e.g in race time taken hearing the gun and then about to push off blocks

Question 28

movement time

Answer 28

time it takes to complete task after information processing has taken place
e.g in race time it takes from pushing off blocks to running through the tape at end of race

Question 29

response time

Answer 29

time taken from onset of stimulus to completion of a task
response time =movement time plus reaction time

Question 30

what are the two types of reaction time

Answer 30

choice
simple

Question 31

simple reaction time

Answer 31

one specific response to one stimulus
e.g. performer reacting to the start pistol

one choice should be fast response time as only has one thing to think about

Question 32

choice reaction time

Answer 32

choosing from numerous stimuli
response time slower as more to think about

Question 33

Hicks law

Answer 33

summed up by relstionship between number of choices and response time
states as number of chocies increase, so does response time
more choices we have, slower the reaction time

Question 34

single channel hypothesis

Answer 34

stimuli must be processed through single channel
only one stimuli can be processed at a time
second stimuli must wait until the first has been processed
e.g. like traffic queuning
delay in processing second stmulus, increases reponse time backing hicks law

Question 35

psychological refractory period

Answer 35

explains the delay that occurs
idea that we only can process one stimuli at a time, delaying second stimuli
confusion caused by the arrival of second stimuli before we have processed first=psychological refractory period
performer may freeze

Question 36

anticpation

Answer 36

where performer tries to pre judge a stimulus
perfomer tries to work ut what is going to happen before it does
perhaps using cues from opponents etc
could be learnt prior to game by researching oppsotion

Question 37

temporal resolution

Answer 37

pre-judging when the stimuli is going to happen

Question 38

spatial resolution

Answer 38

per-judging where the stimuli is going to be
coorect anticipation, improves repsonse time

Question 39

strategies coaches can use to improve anticipation

Answer 39

palyer could use mental practice
perfomerc could train to the specific stimulus expected in the game
perfomer can learn to focus and conectrate during game
impoving fitness improves reaction time