Skilk Aquisition - Information Processing Flashcards
Define Information Processing ?
How we deal with and detect information in order to make decisions.
Describe Welford’s model in steps on how a effector result is produced
1) we receive information from the situation around us via our sense organs - ears, eyes
2) Perception - The information is then filtered, known as selective attention, filtering out irrelevant stimuli. During this DCR occurs (detection, comparison and recognition). Allows performer to identify correct stimulus, the brain then processes the info and finally makes a match to our memories of previous experience.
3) Relevant information is then passed to the short term memory, stored there for approx 20-30 seconds.
4) The performer compares the situation to previous experience and retrieves the appropriate action from LTM.
5) The nervous system send the information to working muscles, the effectors.
6) The translation of a mental process into action once the action is complete, feedback can be given to the performer
Outline the steps of Welford’s model
Sense organs receive stimuli
Perception
Shot term store
Decision Making - LTM
Effector control
Effectors
Outline the steps of Whitings model
Receptor System
Perceptual Mechanism
Translatory Mechanism
Effector Mechanism
Muscular System
Output data
Describe the steps of Whitings model
1) Receptor Organs receive information from our sporting environment
2) Perceptual Mechanism - info is processed , relevant info
retained via selective attention
3) Translatory Mechanism -Relevant info is passed here decision making and comparison here (DCR)
4) Effector Mechanism - once decisions have been made, the movement is passed to the muscle from the brain
5) Muscular System - physically responds
6) Feedback data - alter technique for improvement
Define Selective Attention
filtering out irrelevant information, focusing in on specific cues, preventing information overload
What factors effect effective selective attention?
INTENSITY OF STIMULI - needs to be obvious to be able to focus in e.g colour
INSTRUCTIONS - clear and high quality
EXPERIENCE - need experience of competitive environment to be able to practice filtering
AROUSAL - Too high = agitated Too low = slow reaction time
What strategies can be used to ensure that information reaches the long term memory?
CHUNKING - easier to store info when grouped together
MEANINGFUL - more likely to remember if meaningful
IMAGERY - Mental picture allows retention
INTENSE - stimuli needs to be clear to understand what to respond to
REHEARSE - Practice, allow fixed kinaesthetic feel, make sure to vary
LINK
Define memory process
The ability to receive information, interpret and make decisions
Describe the Short Term Memory Stores
Takes in information processed by the sensory organs held here for 0.25 - 0.5 seconds
Describe the Short Term Memory
Selective Attention occurs, information is attended to, if not then it is lost
Held for 15-30 seconds, holds 5-9 pieces of info
Describe the Long Term Memory
Information is attended to and rehearsed, stored as a motor programme
Unlimited capacity and held for an unlimited amount of time
What is the equation for response time?
Response Time = Reaction Time + Movement Time
Define Anticipation
Prejudging stimuli before the actions occurs
Define Movement Time
Time between starting and finishing the skill
Define Response Time
Time between the first presentation of the stimuli to completed skills
Define Reaction Time
Time taken to react to a stimulus
What factors may effect Response Time ?
AGE - too old = slower
GENDER - not good indicator
ANTICIPATION - Reaction time will decrease if you are expecting it, recognising cues
NO. OF CHOICES - More = slower, Hicks Law shows both simple and choice . The more you have the slower the response
PREVIOUS EXPERIENCE - Anticipation and faster response from LTM
TEMPERATURES - extremes have negative impacts
What are strategies to improve response time?
- Optimal arousal and effective warm up
- Vary practice to gain experience
- Make performers aware of stimuli
Define Motor Programmes
The plan of a whole skill made up of a series of generalised movements stored in the LTM,
Every skill has a motor programme
What words are associated with the motor programme?
Hierachle - Ranking order of highest status and most complex skill
Sequencial - Particular order skills must run in
Subroutines - Make up complete skills, the building blocks
What must skills be in order to enter the Long Term Memory?
Grooved, Habitual and Overlearnt
Describe the Level 1 Open Loop MP
- Executive Motor provides movement
-No feedback as there isn’t time - In a predicable environment
- Stored in the LTM
- Sent to the effector quickly via memory trace
Describe Level 2 Closed Loop
- Executive Motor provides movement and feedback is given via the muscles
- Feedback given from perceptual trace, it is short and given during completion of skill
- Through kinaesthetic, proprioception and is a subconscious change
- Adjustments stored in LTM
Describe the Level 3 Closed loop
- Feedback provided via the brain
- Longer feedback loop, more conscious
- Associative learners need for external feedback, autonomous need internal
- Perceptual trace compares performer to plan, if a match is made it is reinforced, if not then it will be readjusted
What does feedback enable a performer to do?
Reflect and improve performance in the future
Discuss Positive Feedback
EXP = Confirms and reinforces correct behaviour
+ All performers especially cognitive learners get motivation and become happy
- May become over reliant
Discuss Negative Feedback
EXP= Aspects need to be changed, if response was incorrect
+ Use for associative / autonomous learners
- May demotivate performers if overused
Discuss Extrinsic Feedback
EXP = Give from an outside source
+ Be able to refine performance from expert views
+ Particularly good for cognitive, cant self evaluate
- May become too over overwhelming
Discuss Internal Feedback
EXP = The performer knowing what they did well/ wrong to improve within themselves
+ Associative and Autonomous Learners
- May not be accurate
Discuss Terminal Feedback
EXP = Given at the end of performance
+ Allow goals to be set for next time and reassess
- Cant change performance during competition
Discuss Concurrent Feedback
EXP = During performance
+ Associative and Autonomous learners as they can control arousal and change performance
- Overwhelming if there is too much
Discuss KP Feedback
EXP = Performance goals
+ Builds confidence for cognitive and can motivate when returning from injury
- Element of competition may be lost
Discuss KR Feedback
EXP = Outcome goal
+ Autonomous SOL
- May be demotivating to cognitive learners
