mr tweedale-paper 1 Flashcards
information processing
method where data from environment is collected and utilised
perception
process of coding and interpreting sensory information
perception has 3 elements DCR process
detection, comparison and recogntion
what is detection
means performer has collected relevant info and identified it as important from senses and using selective attention
what is comparison
trying to match the info identified as important to information already in the memory of the performer
what is recognition
performer has used info from memory to identify an appropriate response
response can then be put into action
translatory mechanisms
help convert info so decisions can be made
uses past experiences to link information with
picks out appropriate motor programme
effector mechanism
what does the memory model contain
central executive (inner brain)
phonological loop (inenr voice)
episodic buffer
visual spatial sketchpas (inner eye)
central executive
has all control over information leaving or entering memory model
what are the 3 sub systems of the working model
central executive
phonological loop
episodic buffer
visual spatial sketchpad
phonological loop
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
visuospatial sketchpad
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
episodic buffer
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
working memory and Long term memory
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
schema theory
suggests that rather then using structured set of movements, core principles can be taken from motor programme and adapted
4 processes of schema theory
initial condidions
repsonse specifications
sensory consequences
repsonse outcome
initial condidions
info from the enviroment before schema can be used
may concern position on court, location fo perfomer regard to other players
WHERE AM I
response specifications
second part of schema
info about what to do
e.g what tpe of passs is my best option etc
first two parts of schema
first two parts of schema (initial condidions and response specifications) are both from motor programme so called the recall schema
recall schema
iniaties moevemt, comes before action
second parts of the schema
used during action and controls movement
called the recognition schema
sensory conequences and response outcome
sensory consequences
information about the feel of the movement
e.g grip of netball being controlled by sense of touch
response outcome
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?
what ways can coach help perfomer use schemas
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
response time
reaction time
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
movement time
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
response time
time taken from onset of stimulus to completion of a task
response time =movement time plus reaction time
what are the two types of reaction time
choice
simple
simple reaction time
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
choice reaction time
choosing from numerous stimuli
response time slower as more to think about
Hicks law
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
single channel hypothesis
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
psychological refractory period
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
anticpation
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
temporal resolution
pre-judging when the stimuli is going to happen
spatial resolution
per-judging where the stimuli is going to be
coorect anticipation, improves repsonse time
strategies coaches can use to improve anticipation
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
