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9.1 Information processing > 9.1 Information processing > Flashcards

9.1 Information processing Flashcards

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1
Q

What is information processing?

A
  • methods by which informstion from the environment is collected and utilised
  • process of taking into account the sporting environemtn and making decisions prior to executing skill
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2
Q

What are the 3 stages to information processing?

A

1) Input
2) Decision making
3) Output

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3
Q

Define the ‘input stage’ of information processing

A

information is picked up from the dispaly by your senses (know as your receptor systems)

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4
Q

What are the 5 senses, and give sporting example with each

A

1) Sight = perfromer picks up display with vision
e.g position of opponent/flight of ball/angle of goal

2) Auditory senses = information collected by hearing
e.g call of teammate/sound of ball on a bat

3) Touch = touch used to aid performance
e.g grip of ball

4) Balance = aids in proper execution
e.g gymnast in a beam routine

5) Kinethesis = inner sense providing information about body position and msucular tension
e.g swimmer during a tumble turn

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5
Q

What are the internal and external senses?

A

Internal = touch, balance & kinethesis
- proprioreceptors provide intrinsic informtion about the body

External = sight and hearing

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6
Q

What is the ‘decision making’ stage of information processing?

A

= decision is based on all the information collected by the senses

in order to to make decisons, selective attention and th ememory system are vital

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7
Q

What are the 3 areas of decision making?

A

1) selective attention
2) perception
3) translatory mechanisms

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8
Q

Define selective attention

A

= filtering relevnat information from the irrelevant information

e.g must focus on position of ball/opponents/teammates, but disrgard the crowd

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9
Q

How can you develop selective attention?

A
  • experience of both the performers and coaches
  • learning to focus/concerntrate
  • getting used to a stimulus. Louder/brighter/more intense stimuli will dvelop concerntrtaion.
  • Improving motivation with rewards/praise. Performer becomes more alart to important information if praised for correct decisions.
  • Application of mental practice allows performer to run through the task in mind before the movemnt actually starts.
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10
Q

What are the benefits of selective atention?

A
  • improves reaction time
  • improves chances of making the correct decisions
  • able to concerntrate on the more detailed aspects of a task
  • limits the amount of info noted at one time, which benefits the working memory as it has limited capacity. Too much info = affetcs memory function
  • not disctarcted by irrelevant informstion in the envrionment
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11
Q

What is ‘perception’?

A

= the process of coding and interpreting sensory information
DCR

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12
Q

DCR?

A

Detection
= performer has picked up infromation and regocnised it as important
- uses the senses and information processing

Comparion
= trying to match the identified as improtant information to infroamtion already in the memory of the performer.

Recognition
= perofrmer has used the info from the memory to identify an appropiate response
- the repsonse is then put into action
-

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13
Q

What makes infromation hard to detect?

A
  • unclear info
  • too much info at once
  • disguised by opposition
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14
Q

What are ‘translatory mechanisms’?

A

= adapting/convtering/comparing coded information so that decisions can be made
- uses past experiences

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15
Q

How do translatory mechaisms work?

A

1) Informtion from senses is filtered
2) Info is adapted anf sent to the memory for comparison
3) past experiences are linked to the informaton sent to the memeory system
4) similar actions stored in the memory can be recognised and then used

= uses coded inforamtion from the perceptual prcoessto pick out an approtpirate motor programme

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16
Q

Where are translatory mehcnaisms most effective

A

In ecperiecend performers
- already have infromation in the memory to aid this process.

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17
Q

Define the ‘output’ stage of informaion processing

A

= last phase of information processing before the response begins

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18
Q

What is the ‘effector mechanism’?

A

= the network of nerves that sends coded impulses to the muscles

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19
Q

Effector mechnaism and musuclar output?

A
  • Muslces will recieve imformation, in the form of coded impulses (sent by the effector mechanism)
  • When the impulse is recieved, muslces begin to contract and the reposne begins
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20
Q

‘Feedabck’ phase of output?

A

feedback = information used during/after the response to aid movemnt correction

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21
Q

What is the order of information processing & explain what happens in each step.

A

1) The environment – contains the display
2) Display – all the sensory inforamtion availible to the player
3) Receptor systems – the 5 senses collect information from the display
4) Perceptual mechanisms – selective attention (filter the information picked up by senses). DCR
5) Transaltory mechanisms – info is compared to information already stored in the memory
6) Effector mechanisms – coded nerve impulses sent to the muscles, via the CNS
7) Muscles – recieve impulse, and begin contraction
8) Output – response begins
9) Feedback – feedback given during/after the reponse. Intrinsic & extrinsic

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22
Q

What is the order of information processing?

A

1) Environment
2) Display
3) Receptor systems/sensory organs
4) Perceptual mechanisms
5) Translatory mechanisms
6) Effector mechanisms
7) Muscles
8) Output
9) Feedback

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23
Q

Order of information processing, memory tool

A

Every day, rozzy plays, Tom eats, mum orders food.

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24
Q

The memory system & information processing

A

all information picked up by the senses is stored in the memory

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25
What is the 'working memory'?
= performs a number of functions - consists of a central control centre (central executive)
26
What is the 'central executive'?
= control centre of the workign memory model - uses 3 other 'sub systems' to control all infromation moving in and out of the memory system
27
What are the 3 sub systems of the central executive?
1) Phenological loop 2) Visuospatial sketchpad 3) Episodic buffer
28
Describe the 'phenological loop' (PL)
= deals with auditory information from the senses and helps produce the memory trace
29
What is a memory trace?
= initial mental idea of the skill, whcih can be sent to the long term memory where it can trigger a motor programme
30
WHat is a motor programme?
= permenant trace stored in the LTM, that contains all the components taht make up a skill
31
Describe the 'visuospatial sketchpad' (VS)
= used to temporarily store visual and spatial information Divided into 2 areas - visual cahce: info about form & colour - inner scribe: spatial & movement info
32
Describe the 'episodic buffer' (EB)
= co-ordinates the sight, hearing and movement infromation from the wokring memory into sequences to be sent to the long-term memory - coridnates the work of phenological loop and visuospatial sketpad to create a sequence which is sent to the long-term memory - starting point for a motor programme, and can be used to create movment
33
Summerise the 3 subsystems of the working memory
Phenological loop = auditory information creates memory trace Visuospatial sketpatch = temporarily stores visual & patial inforamtion Episodic buffer = PL + VS = sequence which is sent to the long term memory
34
Is working memory long or short term?
Short term and temporary - central executive/phenological loop/visuospatial sketchpad/episodic buffer
35
Define 'long term memory' (LTM)
= recieves information from the working memory, and has unlimited capacity for the storage of motor promgrammes
36
Describe the process of memory
1) Working memory picks up informtion from the display 2) Selective attention filters out irrelavent information 3) PL and VS produce a memory trace (hearing, sight and spatial info) 4) Memory trace is sent to the LTM 5) LTM compares this memory trace to info already stored within the LTM 6) LTM sends info back to the working memory for use in current sporting action
37
Summerise working memory and LTM
- working memory sends coded for information to the LTM - LTM comapares this for future storage/use/decision making - Work together in a 2 way process.
38
Features & functions of the working memory
- initiates actions by sending the memory trace - limited capacity (5-9 items at one time. Too much = overload and important info could be lost) - Limited time scale (30 seconds until info is used or lost)
39
Features & functions of the LTM
- info stored aas motor programmes (=permenant trace of skill consisting of all the components that make up thta skill) - Large capacity - Lasts forever
40
How is the best resposnse decided?
By the memory systems working togetehr
41
Why is it important for memory systems to be effective?
- ensures useful info and motor programmes are stored in the LTM - learned skills can be moved back to the working memory for use at the current time
42
How can coaches and performers improve storing info/decision making?
- Rewards - Association - Mental practice - Chunking - Focus/concerntration - Repetition - Chaining
43
Tool for remebering 'improving storing info/decision making'
Males - mental practice And - association Females - focus Can - chunking Run - repetition Chairty - chaining Races - rewrads
44
Rewards
- intrinsic & extrinsic rewards motivate player to remeber correct actions
45
Association
= linking stored actions of a skill to a stored emotion/action
46
Mental practice
- imagining the sub-routines of the skill in mind - useful for remembereing sequence of serial/complex skills
47
Chunking
= breaking the skilled action into parts/subroutines - helps to prevent information overload - performer can learn 1 aspect of a skill until it is stored in the LTM - more easily recalled into the workign memory if broken dwon
48
Focus
- elimates distractions - aids selective attention = correct info goes into each memory system
49
Repetition
- enures skills are coded and stored as motor programmes in the LTM - repetition of action - repeated practice to stimulus
50
Chaining
= linking items together as a sequence, so they are more easily recalled as a sequence - useful for serial skills
51
Who made schema theory?
Schmidt
52
What does Schema Theory suggest?
- that rather than using a structured set of movemtns to develop skills, the core principles can be taken from an existing motor programme and then adapted, using some infromation from the environment and by using feedabck from the senses
53
Give an example of schema theory
Skill of throwing a javelin will use motor programmes made up of sub-routines (grip, arm action, follow through) - action of throwing through a javelin is similar to a goalkeeper throwing a ball out of the penatly box - so coaching points fro javelin can be adapted for use in a goalkeeper throw But to make the skills applicable to both sports, some aspects need changing - narrow grip fro jabvelin/wide grip fro football
54
What could an issue be with this theory?
Skills might not be exactly the same to both sports, and aspects need changing
55
How do you make sure a schema is effective?
By using the 4 essential processes - initial conditions - repsonse specfications - sensory consequences - response outcome
56
What are the 4 parameters of schema? And what are the 2 sections to schema?
Recall schema - initial conditions - repsonse specfications Recognistion schema - sensory consequences - response outcome
57
Define Recall Schema
= initiates the movement, and comes before the action
58
What are the 2 paramenters in recall schema?
-Initial conditions - Response specifications
59
define 'initial conditions'
= information from the environment - recognised before the schema can be used - position on court/opposotition/other players 'where am I?'
60
define 'repsonse specifiations'
= information about what to do - the motor programme - assess availible options using info from the environment - 'what do I need to do?'
61
Define recognition schema
= controls the movement, happens duing the action
62
what are the 2 paremeters in recognition schema?
- sensory consequences - response outcome
63
define 'sensory conseuqences'
= information about the feel of the movement - info is picked up by the senses, and used to control/apply the movemnt to the situation
64
define 'reposne outcome'
= feedback about the result - schema and motor programme can be updated by getting knowldge of the result action - resuslts/outcome compared to the objectives - if not the schema was not successful, adjustments may be made/motor programme is adapted
65
What is the order of schema?
1) initial conditions 2) repsonse specificationss 3) seonsory consequences 4) response outcome
66
Why is it important to have variability in schema theory?
- variability in environments devleops the senses, which expands the motor programme = performer has more knowledge/experience in many situations
67
Coaching implications with schema
- variety - conditioned games - frequent feedback (ensures actions/motor programmes are adjusted) - pointing out when schema should be used - reinforcement & praise offers motivation
68
Define 'response time'
= time taken from the onset of a stimulus to the completion of a task reaction time + movement time
69
What does a faster response time mean
faster repsonse = more time the player has to execute the skill - when skills are open/unpredictable, it is important to make decisions quickly - allows player to quickly adapt to changing situaitions
70
define 'reaction time'
= the time taken from the onset of the stimulus to the onset of a response - no movement - a fraction of a second
71
define 'movemnt time'
= time taken to complete the task
72
What is 'simple reaction time'?
= one option to one stimulus - fast reaction
73
Give an example of simple reaction time
- sprint start - swimming
74
What is 'choice reaction time'?
= more than one stimulus to choose from, and maybe more than one repsonse to make - slower response
75
Give an emaple of hcoice reaction time
- midfiled in hockey has lots of choices to make & needs to reposnd quickly - netball = lots of options to pass (who/how/where)
76
What is Hicks Law?
= reaction time increases as the number of choices increases
77
Factors affecting reaction time.
- age - gender - stimulus intensity (louder bang=faster reaction) - height (taller=slower reaction time) - arrousal levels - important cues - body language/position - anticipation
78
Is the relationship between choices & reaction time linear?
the relationship is not linear, because players/opponents will get used to the options
79
What are the concepts that explain how timing & choice affect repsponse time?
- Single channeld hypothesis - Physcological refractoy period - Anticipation
80
Explain the 'single channel hypothesis'
- stimuli can only be processed one at a time 2nd, 3rd, 4th ... stimuli must wait
81
What effect does the single channel hypothsis have on reponse time?
reponse time is increased, because the 2nd stimulus in delayed
82
What is the pyschological refractory period?
= a delay when a 2nd stimulus is presented before the first has been processed - the lull time between finsihing processing stimulus 1, and processing/making a decision for stimulius 2
83
Use a diagram to represnt psychological refractory period
S1-----------|-----------R1 S2------------|-------------R2 |---------| = psychological refractory period
84
What could the perfromer do during the PRP?
A performer could freeze for a split second, becasue they need to sort out the conflicting information
85
How can you use the PRP to your advantage?
You can use multiple stimuli agaisnt the opposition to dealy their response/increase their reaction time e.g: - fake/dummy pass - fake body language (satdnign as if you would do a short serve in badminton, but hitting the shuttlecock long) - clipping the net, so the ball bounces off in an unexpected direction
86
Define 'Anticipation'
= pre-judging a stimulus
87
What are the 2 types of aniticipation?
- spatial - temporal
88
Define 'spatial anticipation'
= where and what is going to happen
89
Define 'temporal anticipation'
= when it is going to happen
90
What factors help a player with anticipating the action of their opponent?
- infroamtion from environment - singals/cues from opponent - body language - sound/communication - position of opponent
91
What could correct anticicaption lead to?
if anticipation is correct, then repsonse time could be reduced
92
Why does correct anticipation decrease reposne time?
The infromation processing process has sped up, then the information has been processed before the action has actually happened. So the movement aspect of the reposne can happen immediatly.
93
What does incorrect anticipation cause?
Increased repsonse time
94
Why does incorrect anticipation lead to increased reposne time?
If the stimulus presensted is NOT the one predicted by the perfromer, then there will be a delay whilst the actual stimulus is processed. - this is because the actaul stimulus is acting as a 2nd stimulus, linkign to the single channel hypothesis &pschologuival refractory peirod
95
How to improve anticipation
Experience - allows perfromer to recognise stimuli/process information befroe the action occurs
96
How can a perfromer prevent opponents from anticipating their actions?
- being unpredictable - randomising actions - disguising actions
97
How can you improve response time?
1) mental practice 2) Training to specific stimuli 3) Learning to focus and concerntrate 4) Improving fitness 5) Anticipation
98
Improving reposne time: explain mental pracitce
- going over the task in mind prior to the execution of actions - repsponse preperation time is improved - action can be predicted - closed and serail skills
99
Improving reposne time: explain training to specific stimuli
- helps the memory system
100
Improving reposne time: explain focus and concerntraion
- stimulus can be pciked up earlier - coaches can make stimuli more intense to enahcne concerntaion
101
Improving reposne time: explain improving fitness
- imporves reaction time, speed & power
102
Improving reposne time: explain anticipation
- helps predict the stimulus done correctly = decreased response time done incorrectly = increased rsponse time

9.1 Information processing (5 decks)

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