Skilk Aquisition - Information Processing

Question 1

Define Information Processing ?

Answer 1

How we deal with and detect information in order to make decisions.

Question 2

Describe Welford’s model in steps on how a effector result is produced

Answer 2

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

Question 3

Outline the steps of Welford’s model

Answer 3

Sense organs receive stimuli
Perception
Shot term store
Decision Making - LTM
Effector control
Effectors

Question 4

Outline the steps of Whitings model

Answer 4

Receptor System
Perceptual Mechanism
Translatory Mechanism
Effector Mechanism
Muscular System
Output data

Question 5

Describe the steps of Whitings model

Answer 5

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

Question 6

Define Selective Attention

Answer 6

filtering out irrelevant information, focusing in on specific cues, preventing information overload

Question 7

What factors effect effective selective attention?

Answer 7

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

Question 8

What strategies can be used to ensure that information reaches the long term memory?

Answer 8

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

Question 9

Define memory process

Answer 9

The ability to receive information, interpret and make decisions

Question 10

Describe the Short Term Memory Stores

Answer 10

Takes in information processed by the sensory organs held here for 0.25 - 0.5 seconds

Question 11

Describe the Short Term Memory

Answer 11

Selective Attention occurs, information is attended to, if not then it is lost
Held for 15-30 seconds, holds 5-9 pieces of info

Question 12

Describe the Long Term Memory

Answer 12

Information is attended to and rehearsed, stored as a motor programme
Unlimited capacity and held for an unlimited amount of time

Question 13

What is the equation for response time?

Answer 13

Response Time = Reaction Time + Movement Time

Question 14

Define Anticipation

Answer 14

Prejudging stimuli before the actions occurs

Question 15

Define Movement Time

Answer 15

Time between starting and finishing the skill

Question 16

Define Response Time

Answer 16

Time between the first presentation of the stimuli to completed skills

Question 17

Define Reaction Time

Answer 17

Time taken to react to a stimulus

Question 18

What factors may effect Response Time ?

Answer 18

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

Question 19

What are strategies to improve response time?

Answer 19

• Optimal arousal and effective warm up
• Vary practice to gain experience
• Make performers aware of stimuli

Question 20

Define Motor Programmes

Answer 20

The plan of a whole skill made up of a series of generalised movements stored in the LTM,
Every skill has a motor programme

Question 21

What words are associated with the motor programme?

Answer 21

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

Question 22

What must skills be in order to enter the Long Term Memory?

Answer 22

Grooved, Habitual and Overlearnt

Question 23

Describe the Level 1 Open Loop MP

Answer 23

• 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

Question 24

Describe Level 2 Closed Loop

Answer 24

• 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

Question 25

Describe the Level 3 Closed loop

Answer 25

• 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

Question 26

What does feedback enable a performer to do?

Answer 26

Reflect and improve performance in the future

Question 27

Discuss Positive Feedback

Answer 27

EXP = Confirms and reinforces correct behaviour
+ All performers especially cognitive learners get motivation and become happy
- May become over reliant

Question 28

Discuss Negative Feedback

Answer 28

EXP= Aspects need to be changed, if response was incorrect
+ Use for associative / autonomous learners
- May demotivate performers if overused

Question 29

Discuss Extrinsic Feedback

Answer 29

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

Question 30

Discuss Internal Feedback

Answer 30

EXP = The performer knowing what they did well/ wrong to improve within themselves
+ Associative and Autonomous Learners
- May not be accurate

Question 31

Discuss Terminal Feedback

Answer 31

EXP = Given at the end of performance
+ Allow goals to be set for next time and reassess
- Cant change performance during competition

Question 32

Discuss Concurrent Feedback

Answer 32

EXP = During performance
+ Associative and Autonomous learners as they can control arousal and change performance
- Overwhelming if there is too much

Question 33

Discuss KP Feedback

Answer 33

EXP = Performance goals
+ Builds confidence for cognitive and can motivate when returning from injury
- Element of competition may be lost

Question 34

Discuss KR Feedback

Answer 34

EXP = Outcome goal
+ Autonomous SOL
- May be demotivating to cognitive learners