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AS Level – Week 22 Theory

AS Level – Week 22 Theory. Module 1 Information Processing Memory. Information Processing Memory Memory is a key element in information processing.

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AS Level – Week 22 Theory

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  1. AS Level – Week 22Theory Module 1 Information Processing Memory

  2. Information Processing Memory • Memory is a key element in information processing. • Learning is concerned with acquiring relatively permanent changes in behaviour, therefore this information must be stored in some way allowing us to recall it when needed. • When performing in a sporting environment, we are always making decisions based on the current situation and our previous experience, allowing us to make the correct choice based on our own strengths and weaknesses. The faster the information can be retrieved, the faster the decision can be made and executed.

  3. Memory is subdivided into three components and their relationship is outlined below. Diagram Short-term Sensory Store (STSS) • The short-term sensory store collects all the information entering the body via the sensory system. • It has a huge capacity to receive information BUT can only retain it for a short period of time, up to one second before it is lost. • The information is prioritised and irrelevant stimuli discarded. This process is known as selective attention.

  4. Selective attention allows the performer to gather only important information and consequently speeds up the decision-making time. By focusing on smaller cues, we react faster to them. Example, a tennis player will attempt to focus on the ball, their position on court and their opponent. Ignoring the crowd, advertising boards and the consequence of the match. Often a performer who can focus and block out distractions will be more effective than a more skilful player who cannot concentrate fully. Often referred to as “tunnel vision”.

  5. A performer can improve their selective attention by: • Using appropriate practice and presentation methods. • Highlighting specific cues on which to focus their concentration. This can be done by using different guidance methods. • Altering the intensity of the stimulus. E.g. colour and speed of the object, loudness of the sound etc. • Referring to past experiences. • Making the stimuli meaning full or unique. • Reaching the correct level of arousal and maintaining motivation.

  6. Short-term Memory (STM)/ Working Memory The STM receives the filtered information and compares it to stored information about past experiences before the final decision is made. It has a limited capacity of 5 to 9 pieces of information which can be retained for approximately 30 seconds. If the information is practiced and learnt it is transferred to the Long-term memory. Implications - if a performer is overloaded with information they will not be able to process it all at once and their learning will be less effective.

  7. A performer can improve their STM by: • Chunking- information is arranged into larger units or ‘chunks’ allowing more pieces of information to be stored. • Chaining - the linking together of pieces of information. • Using selective attention - limiting the amount of irrelevant information passing into the short term memory.

  8. Long-term Memory (LTM) LTM is the permanent retention of information through repetition or rehearsal. It has the capacity to store vast amounts of information for an unlimited period of time. If faced with a new situation the relevant stimuli are passed on from the STM, where a comparison is made with any similar experiences. If recognition occurs the similarities are noted and a decision is made quickly. If the situation is new, a motor programme will be formed based on available knowledge, but this may take slightly longer and delay the decision-making process.

  9. A performer can improve their LTM by: • Improving the capability of the STM. • Practising and repeating movements, causing ‘over-learning’ of motor programmes. • Developing a range of past experiences. E.g. modified games. • Using mental rehearsal. • Making the information meaningful, relevant and interesting to the performer.

  10. The diagram below compares the possible memory process of both a novice and an experienced performer when confronted with the same situation. Both are playing in a rugby match, in possession of the ball, with support players on either side. They are confronted with a defender attempting to make a tackle. Table Hot-Tip-: Make sure you know the characteristics and relationship between different components of memory and are able to relate them to practical examples. You should be able to outline methods to improve memory.

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