memory models - general information processing model Flashcards
1
Q
infomation processing
infomation processing
A
- the methods by which data from the environment is collected and used
- the process of taking into account the sporting environment and the making decisions prior to the execution skill
- INPUT - DECISION MAKING - OUTPUT (the muscluar thing)
2
Q
input , decision making , output
infomation processing
A
- input requires - display
- decision making requires - stage of learning, experience, schema , brain , ltm , stm
- output requires - actions and movements
3
Q
input
infomation processing - input
A
- information picked up by senses
- display - the sporting environment
- performer uses senses to pick up infomation from the display
- the infomation you recieve can be from the pitch conditions, crowd , teammates , oppositions and officals
4
Q
receptor systems
infomation processing - input
A
- extrinsic
- sight
- auditory
- intrinsic
- touch
- balance
- kinaesthsis
5
Q
extrinsic - sight
infomation processing - input
A
- performer can pick up the flight of the ball or the postion of an opponent using sight
- picking out infomation early can mean the infomation processed more quickly, giving the performer a fraction of a secound llonger to make their decision
- the split second can make all the difference at the elite level
6
Q
extrinsic - auditory
infomation processing - input
A
- a player may hear the call fo a team mate or the sound of te referees whistle
- a cricketer may hear the sound of the ball catchin the edge of the bate before attempting to make the catch
- the two sense are classes as external senses, as infomation is collected form the environment
7
Q
intrinsic - proprioceptors
infomation processing - input
A
- touch - it can be used to feel the grip of the ball or feel the springboard used by a diver
- a sense of touch is important in many sports
- balance - a gymnast needs an acute sense of balance when competing on the beam or during a floor routine
- a sense of balance is critical in many sports
- kinesthesis - a swimmer may use kinesthisis to help them be aware of body postion during a tumble turn
- the inner sense that gives infomation about body postion and muscular tension
- using sensors within muscle recepotrs, infomation about muscle tensions and their boyd position is relayed
- this sometimes goes unoticed by the performer but it use is important and can be relieed on as skills are practiced and devolped
8
Q
selective attention
infomation processing - input
A
- filtering relevant infomation from irrelevant infomation
- disregards less important parts
- e.g badminton player would focus on shuttle and oppondent , not the crowd
9
Q
decision making
infomation processing
A
- selective attention is used mostly in this stage
- recieve from all the 5 senses
- perception
- ignore the crowd
- based their decisions on the most important aspects
10
Q
developing selective attention
infomation processing - input
A
- autonomous in elite atheltes
- coaches can train it
- if the stimulus is more intense , loud or bright in training it can increase the perfomrers concentration
- mental practice helps (peformer reherarses the upcoming task)
- improved motivation can help
- postive reinforcement and rewards can enhand motivation which enhances seletcive attention
- E.G A CLIMBER MAY REHEASRE THE ROUTINE THEY MAY TAKE AND THE GRIP HOLDS THEY MAY USE
11
Q
benefits of selective attention
infomation processing - input
A
- can improve reaction time significantly
- focusing on the relevant infomation imporves the chances of making a correct decision
- by ignoring the irrelevant infomation, a player may be able to concentrate on more detailed aspects on the task
- can help the decision making process
12
Q
working memory model
baddeley & hitch - working memory model
A
- consits of a central control centre central executive
- the central executive has overall control over all the infomation entering and leaving the working memory
- identifies whihc infomation should be sent to one of its sub-memory systems
- 3 different sections - the phonological loop , visuospatial sketchpad , episodic buffer
13
Q
the phonological loop
baddeley & hitch - working memory model
A
- deals with auditory infomation form the sense and helps produce amemory trace
- E.G intructions from a coach or the call of a teamate are processed
- a memory trace is - an intial mental idea of the skill, can be sent to the long term memory where it can trigger a motor programme
- may also trigger a motor programme so that movements can be produced
14
Q
visuospatial sketchpad
baddeley & hitch - working memory model
A
- contain the infomation needed to perform
- used to temporality store visula and spatial infomation
- helps process infomation about the feel of movement - such as the flight of a gymnast during a vault
- E.G infomation is available to the tennis player form the environment (court , crowd ect)
- visual cache - holds infomation about form and colour
- inner scribe
- deals with spatial and movement infomation
- important for sports performers as it suggest that infomation about spoting actions can be recgonised and acted upon
15
Q
episodic buffer
baddeley & hitch - working memory model
A
- co-ordinates the sight , hearing and movement to be sent into long term memory
- co-ordinates the phonological loop and the visuospatial sketchpad into sequences
- intergrated sequences
- sequences produce patterns of skilled actions that are put in order
- sequences are the starting point for the initiation to produce motor programmes
- the path of the ball, sound , postions helps to choose what to do before making a dribble in hockey
16
Q
working memory (Short term memory)
baddeley & hitch - working memory model
A
- wmm intiates the action by sending a memory trace (a mental snapshot of the skill)
- a limited capacity of 7 items
- to much infomation can cause infomation overload
- important to use selective attention
- can hold infomation fro around 30 secs
- stored in LTM in the form of a motor programme
- motor programme is more permant trace of the skill
- NEVER FORGET HOW TO TIE A SHOE, RIDE A BIKE, DRIVE
17
Q
LOOK AT DIAGRAM
A
18
Q
perception
baddeley & hitch - working memory model
A
- the first job of the working memory model is to pick up the relevant infomation form the environment
- once this infomation is recieved, selective attention is used to filter out the relvant infomaiton
19
Q
long term memory
baddeley & hitch - working memory model
A
- recieves infomation from the working memory
- has unlimited cpacity
- will send coded infomation for future stores
- produces memory trace which then turns to memory programme
- ltm sends infomation back to wmm to use in sporting situations
- EXAMPLE
- the working memory model would send an image or trace of the psotion of the oppenent and the flight of the ball to the long term memory
- this scenirio can be immediatly compared to infomaiton already stored there and an appropriate return shot can then be decided upon
20
Q
a coach will use these strategies to ensure skill is in LTM
baddeley & hitch - working memory model
A
- association
- mental practice
- chunking
21
Q
coaches will …. association
baddeley & hitch - working memory model
A
- linking the sotred actions of a skill to a stored emotion or other action
- assoication of actions you wish to learn with appropriate actions or emotions already stored in the memory
22
Q
coaches will… mental practice
baddeley & hitch - working memory model
A
- going over the action in the mind without physical movement
- when subroutines of the movement are rehearsed over and over again in the mind can help store infomation
- useful when trying to remeber sequences
- EXAMPLE
- rhythmic gymnastic routine
- as the componsents are in order , reherasing this in the mind can make it less likly for the performer to forget their routine
23
Q
coaches will …. chunking
baddeley & hitch - working memory model
A
- breaking the skill action into parts or sub-routines
- the perfomer can focus on one part of the task before learning the next
- this process can enable a perfomer to ensure they stored relvant infomation in the LTM
- focus - selective attention
- repetition - repeated practice of the stimulis will ensure that skills are coded and stored motor programmes in the LTM
- chaining - when items of infomation are recalled as a sequence, so that one movement links to the next
24
Q
infomation processing in sport
whitings model and DCR
A
- when a sports performer interpets and judges the infomation around them then chooses and puts into action a sports skill
25
whitings model
| whitings model and DCR
* the environment
* display
* receptor systems
* perceptual mechanism
* translatory mechanism
* effector mechanisms
* muscular systms
* output data
* feedback
26
the display
| whitings model and DCR
* infomation from your surroundings
* the crowd
* oppondent
* flight of the ball ect
27
the receptor systems
| whitings model and DCR
* will collect infomation from all 5 senses
* vision
* sound
* balance
* touch
* kinesthesis
28
perceptual mechanism
| whitings model and DCR
* **involves identifying a stimulus and then coding important infomation**
* three key aspects DCR - detection, comparison , recognition
* helps convert infomation so decisions are made
* infomation from the senses is filtered and adpated
* sent to memory for comparison
* uses past experiences
29
DCR
| whitings model and DCR
* detection
* comparison
* recogntion
30
DCR - detection
| whitings model and DCR
* means the performer has picked up the relevant infomation from display
* important use of**selective attention**
* belongs input of infomation processing
31
DCR - comparison
| whitings model and DCR
* involves trying to match the infomation that is important to infomation already stored in the memory
* hence the memory system becomes very important
32
DCR - recognition
* the performer has used infomation from the memory to identify an appropriate response
33
translatory mechanism
| whitings model and DCR
* **this helps to convert infomation so the decisions can be made**
* the infomation from the sense is filtered
* this is then adapted and sent to memory for comparison
* used past experiences
* actions are stored in LTM as motor programs
* uses coded infomation from the perceptual process to pick out an appropriate motor progamme
34
the effector mechanism
| whitings model and DCR
* **is the network of nerves that are responsible for delivering the decision made during the perceptual process to the muscles**
* these mucles can then perfomr the action
* the muscles will recive the infomation from coded impulses
* once an impulse is recieved the muscles will contract and the repsonse can begin
35
schema
| schmidts schema theory
* rather than using a structured set of movements to develop skills
* the core principles can be taken from an existing motor programme and then adapted
* EXAMPLE
* throwing a javelin is made up of folliwng subroutines
* grip , arm action , follow through
* EXAMPLES
* goalkeeper throwing in football, bowl in cricket
* overhead pass in netball , sideline football
* badminton overhead shot , tennis serve
36
parameters of schema
| schmidts schema theory
* when schema is used to adapt an existing motor programm
* four esstional process that must be used to enusre schemas are effective
* **recall**
* inital conditions
* response specifications
* **recognition**
* sensory consequences
* response outcome
37
recall schema
| schmidts schema theory
*** initial conditions
* response specification**
* this is responsible for initaiting the movemetns
* happens before the action has taken
* when using recall schema infomation is used from the exisitng motor programme int the memory system
38
recall schema - inital conditons
| schmidts schema theory
* **refers to infomation from the sporting environment that must be recognised before the schema can be used**
* infomation about postion on court , placement of the limbs prior to the action or location of the player
* **'where am i?'**
* comapred to whitings model - display
39
recal schema - response specifications
| schmidts schema theory
* **infomation from the environment is used to assess the available options open to the performer**
* E.G how far is the nearest player therefore how far do i need to pass the ball
* **what do i need to do?**
* whitings model - perceptual mechanism
40
recognition schema
| schmidts schema theory
* sensory consequences
* response outcomes
* these are used to control movments and are used during the actions
41
sensory consequences
| schmidts schema theory
* **conerns the use of senses to help guide the movement (the feel of the movement)**
* E.G the grip of the netball may be controlled by using sense
* infomation from the seses is ised to control and apply the movement to the situation
* E.G when a longer pass is needed to move the ball ip court the arm action would be stronger
* whitings model - efforct/display
42
response outcome
| schmidts schema theory
* **the schema (and motor programme) can be updated by getting knowledge from the results of the action**
* did the pas reach its intended target? was it successful?
* it it was, the schema was successful
* if not adjustments may be made for next time and the motor programme is adapted
* whitings model - effort/display
43
implications a coach should make for schemas to be efficent
| schmidts schema theory
* good way to develop schemas is to **cary the practice conditions**
* E.G 3v2 conditioned games in basketball to develp schemas as defenders always have to change
* **feedback from the coach should be specifc to ensure motor programmes can be adjusted**
* a coach should **point out the difference**
* **could lead to negative transfer if differences not pointed out**
* if succesful **coach should use positve reinforcment to encourage further schemas**
* offer praise and motivation which can grow schema
* **use varied or mental practice**
44
reaction time
| reaction time
* **The time taken from the onset of a stimulus to the onset of a response**
* This involves no movement!
* It is the fraction of a second it takes us to process the available selected stimuli
* At the start of a race, your reaction time would be the period from hearing the gun to you pushing against the blocks
45
movement time
| reaction time
* **The time taken to complete a task**
* The time it takes to complete the task after the information processing taken place
* In the 100m sprint, the movement time would be the time between pushing against the blocks to crossing the line
46
response time
| reaction time
* **The time taken from the onset of the stimulus to the completion of a task**
* In a 100m race, the response time would be the time between hearing the gun and crossing the finishing line
* **Response time = reaction time + movement**
47
simple reaction time
| reaction time
* **A simple reaction time is when there is one specific response to one stimulus**
* Example - a swimmer responding to the starters gun
* By only having one choice should help to produce a fast reaction as the athlete only has one thing to think about
48
choice reaction time
| reaction time
* **This occurs when a performer has numerous stimuli to choose from**
* It can mean response time is much slower
* Choice reaction time is also used when the performer has to choose a number of responses (which teammate to pass to?)
* Example - a No.10 in rugby will need to make key decisions on the pitch, factoring in the opposition, flight of the ball and where their teammates are
49
factors affecting response time
| reaction time
* Hick’s law.
* Psychological refractory period.
* Single channel hypothesis
50
hicks law
| factors affecting respone time
* Hicks Law: **Reaction time increases as the number of choices increases.**
* This cans sometimes be used to a players advantage in sport
* EG - A tennis player may keep varying their serves to keep their opponent guessing. The variety will increase response preparation time and hopefully delay the response of the opponent
* However, Hick’s Law is not always a straightforward linear relationship.
* It does not always work that reaction times increases at the same rate as choices increases
* Players can become familiar with their environment and using the tennis example, an opponent may become use to the serves being played therefore response time becomes slightly quicker
51
LOOK AT HICKS LAW DIAGRAM
| factors affecting response time - hicks law
* The graph clearly shows that as choices increase, response time is slower.
* However , it becomes a curved shape because the rate at which responses are slowed by onceases choices reduces as the environment becomes familiar
* Hence the number of choices are reduced
52
single channel hypothesis
| factors affecting response time
* **This hypothesis states that only one stimuli can be processed at a time**.
* Therefore the second stimulus must wait until the first has been processed
* The delay in processing a 2nd stimulus increases response time
* This helps explain hicks law - the more choices, the slower the response time
53
The Psychological Refractory Period - the delay for the 2nd stimulus
| factors affecting response time
* **This explains the delay that occurs because we can only process one stimulus at a time.**
* What happens if a stimulus arrives before we have finished processing the previous stimulus? - a delay!
* The confusion cause by the arrival of a second stimulus before we had processed the first is called the psychological refractory period
* The performer may ‘freeze’ completely for a split second to sort the conflicting information.
* EG - **Tennis** - your opponent has hit the ball to your forehand and you are set to volley however the ball clips the top of the net and goes to your backhand
* **Football** - the goalkeeper goes one way to save the goal but deflects off a defender and the ball has gone the other way
54
how to use to our advantage
| factors affecting response time
* You must now sort the new and correct stimulus , but first you must disregard the old stimulus, causing a delay
* In sport, we can use this theory to our advantage.
* Performers can try to deceive their opponents to force a delay in their response
* Example - a step over in football and a dummy in rugby can slow the response time of an opponent
55
anticipation
| anticipation
* **Prejudging a stimulus**
* A performer will try to work out what their opponent is going to do
* They may use relevant ‘cues’ or look at body language or the position of their opponent
* Information learned prior to a game, by researching the opposition, may aid this process
* There are two essential aspects of play that must be considered; **temporal anticipation and spatial anticipation**
56
temporal anticipation
| anticipation
is pre-judging when a stimuli is going to happen
57
spatial anticipation
| anticipation
refers to where and what the projected stimuli are going to be
58
correct anticipation
| anticipation
* Correct anticipation improves response time
* As the information processing process has been sped up, the movement aspect of the response can happen immediately
* However sport performer should be aware of the effect of the psychological refractory period
* If they anticipate incorrectly, there will be a delay when processing the 2nd and correct stimulus
59
how to improve anticipation
| anticipation
* **Use of mental practice**
* By rehearsing the task in the end prior to performing the action,
* The action can then be predicted so made quicker
* This works well with closed skills or serial skills
* **Performer could train the specific stimulus expected in a game**
* **Performer should learn to focus and concentrate during the game so that the stimulus is picked up early**
* Making a stimuli more intense can help here
* **Improving fitness improved reaction time**
* Interval training and plyometrics might improve speed and power during the movement part of the response
* The use of anticipation cna help response time
* This only work for experienced performers or performer who have researched their opponent before the game
60
factors affecting reaction time
* Age
* Number of choices
* Experience
* Gender
* Obvious stimuli (brightness)
* Arousal levels
* Fatigue
* drugs/alcohol
