4.8. Memory & Information Processing

Question 1

What is information processing

Answer 1

The actions of the brain done in a particular order to produce information from data

Question 2

Welford’s stages of information processing

Answer 2

1. Input (perception)
2. Throughput (decision making)
3. Output (response)
4. Feedback

Question 3

4 main sensory inputs in sports

Answer 3

Visual
Auditory
Touch
Proprioception / kinaesthesis

Question 4

Visual input

Answer 4

Info gathered through sight

use visual cues to track movement, assess positions, anticipate actions

Eg. Basketball player uses visual input to determine trajectory of ball when shooting a free throw

Question 5

Auditory input

Answer 5

Hearing

Use auditory cues to communicate, respond to instructions, detect environmental sounds

Eg. Tennis player listens for sound of opponents racket hitting ball to anticipate direction of shot

Question 6

Touch input

Answer 6

Physical sensations experienced through contact with objects, surfaces, other athletes

About the environment, equipment, opponents, teammates

Eg. Footballer uses touch to feel pressure of ball to maintain control and adjust movements accordingly

Question 7

Proprioception / kinaesthetic input

Answer 7

Feedback about body position, movement, balance to execute precise actions, maintain control

Eg. Gymnast uses Proprioception to adjust body position while performing balance on beam

Question 8

Welford’s model

Answer 8

Sensory input
↓
Perception
↓
Selective attention
↓
Decision making
↓
Memory
↓
Effector control

Question 9

Sensory input (Welford’s model)

Answer 9

Information entering the body from the sense organs from external stimuli or internal sensors (Proprioception)

Question 10

Perception (Welford’s model)

Answer 10

Process of the brain judging and interpreting information it receives from the sense organs

Interprets all information and identifies elements that are important

Detection > comparison to past experiences > recognition (DCR)

Question 11

Selective attention

Answer 11

Ability to block out task-irrelevant stimuli and thoughts to filter the relevant info (DCR)

More experiences provide more for memory which helps towards accurate DCR

Speeds up decision making and response time

Question 12

Decision making

Answer 12

Ability to use information to make correct decisions about action to carry out next

Question 13

Memory

Answer 13

Short term sensory store
Short term memory (working memory)
Long term memory

Question 14

Interaction between STM and LTM when making a decision

Answer 14

• compare current situations (in STM)
• with past experiences (in LTM)
• to determine appropriate action
• action and results are stored for future reference

Question 15

Whitings model

Answer 15

Input data from display
↓
Receptor systems
↓
Perceptual mechanisms
↓
Translatory mechanisms
↓
Effector mechanisms (& muscular system)
↓
Feedback

Question 16

Perceptual mechanisms

Answer 16

• info in STSS is either ignored or filtered out (selective attention)
• passed on to STM

Question 17

Translatory mechanisms

Answer 17

• where decision making occurs
• skill is chosen based on environmental & internal info the brain receives
• motor programme is retrieved from LTM and put into action

Question 18

Effector mechanism

Answer 18

• nerve impulses sent via motor neurones for relevant motor units writhing muscular system for them to contract
• muscles work in a particular order and create just the right amount of force to carry out the skill successfully

Question 19

Feedback

Answer 19

Both intrinsic (kinaesthetic) and extrinsic (based on results of performance)

Feedback is stored in LTM for future reference

Question 20

When might an athlete have poor information processing

Answer 20

• over arousal
• anxiety
• evaluation
• high importance
• cognitive learner
• fatigue
• info overload

Question 21

3 memory systems/stores

Answer 21

Short term sensory store (STSS)
Short term memory (STM)
Long term memory (LTM)

Question 22

Role of STSS

Answer 22

• receive all incoming info from environment
• acts as a filter - decides what info to pass on to STM via selective attention

Question 23

Characteristics of STSS

Answer 23

• very large capacity (takes in lots of info at once)
• very short duration (0.5-1sec)
• info stored in raw form (exact image/sound)
• if you don’t pay attention, info is lost immediately

Question 24

Example for STSS

Answer 24

Performer briefly sees teammates positions hears coach’s instructions

Question 25

STM roles

Answer 25

- stores info you are currently thinking about - used for decision making and processing in performance

Question 26

STM characteristics

Answer 26

- limited capacity (7+-2 items) - short duration (0-30secs without rehearsal) - info mainly stored acoustically) - info can be kept longer through rehearsal - compares info to LTM

Question 27

Example for STM

Answer 27

Remembering coach’s instructions during a drill deciding what move to make next in a match

Question 28

Alternative name for STM

Answer 28

Working memory

Question 29

LTM roles

Answer 29

- stores info for long time (potentially lifelong) - holds skills, experiences and knowledge) - sends relevant info back to STM when needed

Question 30

LTM characteristics

Answer 30

- unlimited capacity - very long duration (mins to lifelong) - info stored semantically (meaning) - retrieval may take time or sometimes fail - becomes more developed through experience

Question 31

How can a coach/performer increase the efficiency of STSS/selective attention

Answer 31

- ensure basic skills are mastered to free up spare attention capacity - ensure instructions are correct - intensify the stimulus so the leaner focuses on it more - train in front of a crowd - practise and mental rehearsal - break skil down - use attentional focus drills - highlight attentional cues - make sessions exciting/unusual so more memorable - avoid info overload

Question 32

Strategies to improve memory

Answer 32

- rehearse and repeat skill - reinforce key aspects - link info to previous experiences - only include specific, relevant info - make stimulus more intense and recognisable- chunk/group info together - use of imagery