Upload
john-john
View
63
Download
1
Embed Size (px)
Citation preview
Information Processing &Motor Skill Performance
The purpose of this chapter is to describe the mental attributes and behavioural elements necessary to maximize the learning and performance of motor skills.
Specifically, this chapter focuses on memory, attention and intention as the fundamental elements of learning that
must be a part of any successful training or practice
situation.
Explain information processing and multiple resource theory and their impact
on learning and performance.
The job of our central nervous system (CNS) is to process information. Information
arrives from sources external to the body and internal to the body, and some is already contained within our own
CNS. Everything we see, hear, taste, touch and smell provides
information.
Physiological Processes
Visceroreceptors
Somatoreceptors
CNSINFORMATION
CNS Stored Information
Memories
Plans
Processes
PROCESSEDIdentification
Interpretation
Filtering ACTED UPON
BRAIN ACTIONS
Reasoning
Monitoring Storing
Retrieving
Running the physiological
process of our body
Placing emotional and rational behaviours
Communicating and making decisions
MULTIPLE RESOURCE THEORY
Model of our brain’s information processing and then two information processing resources, Memory and Attention.
prominent factor in the application of motor learning principles.
MULTIPLE RESOURCE THEORY
• posits that we have a variety of processing resources. Nevertheless, the theory adequately describes that our brain has the capability to process different types
and amounts of information, though there is redundancy in the system.
• All of these resources have limited but flexible capacities. Sometimes the resource capacities can be
expanded and are often times shrunk.
factors such as arousal, fatigue, motivation, and health can alter the capacity.
The reason for processing degradation is because
information tend to be handled by our brain in a serial
processing manner (one after another) rather than in a parallel processing manner (side by side simultaneous
processing).
When simultaneous information needs to be processed, it gets jammed up in a bottleneck
(Welford,1952), waiting for one task after another to be processed.
When two tasks arrive simultaneously or closely spaced, one tasks needs to delay while the
other is being carried out. This delay to get the second task is called
the Psychological Refractory Period (PRP).
Information
Take note that:
Information processing is typically degraded if two or more tasks require the same or similar resource. However, capacities can
be taxed easily while doing multiple tasks.
SCHEMATIC OF MULTIPLE RESOURCE THEORY
Perception Cognition Responding
- Visual- Auditory
- Proprioceptio
n
- Spatial- Verbal
- Manual- Vocal
Modalities/Sensory input
Types of Processing Responses
The examples given in each dimension require different resources; for example, manual responses are processed different from vocal
responses. The illustration implies that processing dimensions interfere with one another to different amounts.
Stag
es o
f Pr
oces
sing
Tasks Processing
Outcome Performanc
e
Low resource demands
High resource demands
Poor Outcome of Performanc
e
Take note that:
more tasks, and tasks that use similar and interacting resources, will experience more degradation
as revealed by poor outcomes. Multiple task processing tends to get bottlenecked, causing only one task to be processed at a time. Note
that any time dual tasks are processed performance will
worsen (wavy lines).
Information processing is defined as the essential job of the CNS.
The brain, however, is limited in its ability to process a lot of
information or simultaneously process multiple types of
information. Though the brain has multiple processing resources, when faced with multiple demands, the
ability to process information diminishes. Therefore, it results to slow and inaccurate processing
and decision making.
Explain motor memory and how to use various techniques to improve motor
memory.
Memory is a cognitive processing function that people tend to
associate with facts and figures, and not motor skills.
The simple ability to recall and repeat large numbers of motor skills over and over again after long time periods indicates that we
have a large capacity to remember motor skills we have learned, that is
Motor Memory.
Certainly, it is implied that a motor skill learned is a motor skill remembered. But motor and non-motor memory also
play a critical role during the motor skill learning process
and during high level performance.
MEMORY
Working Memory
Long-term Memory
Temporary use and storage system for
information
Permanent repository of information
Strategies for Improving and Facilitating Motor
Memory
• Movement Characteristics• Remembering Strategies• Characteristics of Practice
MOVEMENT CHARACTERISTICSThese are certain features or
attributes of a movement that influence one’s ability to
remember that movement.
Continuous and rhythmic skills are more
resistant to forgetting than discrete skills,
probably because their repeated nature
provides for more practice and the
procedural requirements are often less
complex than discrete skills.
REMEMBERING STRATEGIES
Considered as vital to the long-term retention and learning of motor skills and should be
incorporated insofar as feasible into the practice environment.
MEMORY STRATEGIES
1. Repetitionmay result in memory storage of not
only the refined movement but also the mechanisms by with the movement was
refined and adapted.
2. Meaningfulness and Understanding
the learner understands how and why the skill needs to be done.3. Self-control
if learners have a say in their own learning, it is likely that practice is more meaningful. 4. Mastery and Intention to
Remembermovements are best remembered
when willful effort is given to try and remember.
CHARACTERISTICS OF PRACTICErefers to what is learned during practice
in comparison to what one is being tested on. In a broader context, this refers to the specificity of learning or practice
principles.memory and learning is specific to what was practiced, particularly
in regard to the type and amount of sensory information.
Memory is an important resource that factors into high-level
performance and is one cognitive processing resource with clearly
identifiable strategies for improvement. One of the memory strategies is to make movements
meaningful, which also plays a role in attention.
Explain attention, focus, and related concepts and how these concepts contribute to the learning and performance of motor skills.
Example:Mental math and daydreaming both place
attention on mental processes.
Attention is the mental process of concentrating on specific things, that is, an exclusive allocation of processing
resources. Attention can be placed on the external environment, on the internal
bodily environment or on mental processes themselves.
• Conscious• Subconscious
action
ATTENTION
Conscious (explicit act)
the individual is aware of where attention is being placed.
Subconscious (implicit act)
the individual cannot identify when or when attention is
being placed.
In reality, our sensory systems are never turned off, and the brain monitors sensory information and prioritizes this information
even if we are not consciously monitoring these inputs.
Placing attention on something purposeful and specific is called Selective Attention.
• Spatial• Temporal
SPATIAL ATTENTIONis placed on objects to
identify and gather information from their
spatial location.
TEMPORAL ATTENTIONis attention placed toward anticipation of upcoming
events or the monitoring of information occurring over
time.
Correa at al. stated that the ability to place attention on a proper
point in time or the proper point in space is an essential
anticipation skill that serves to reduce uncertainty and enable
faster and more accurate reactions.
FOCUS OF ATTENTIONRefers to the quality of our
concentration on a stimuli or on going situation. With a poor focus of attention, our minds may drift to irrelevant information, thereby
allocating information processing resources away from what is
necessary.
Stage Iincision
Stage IVwound
dressing
Stage IIbaby removal
Stage IIIwound closing
20
18
16
14
12
10
Novice
Experienced
Freq
uenc
y of
att
enti
onal
sw
itch
es
Broad versus Narrow and Internal versus External Attention
The direction of our attention has been broadly categorized on a two-dimensional scale of view (internal versus external) and
width (broad versus narrow). External
Internal
BroadNarrow
External Focus Awareness
Internal Focus Concepts and Strategies
• Movement goal / outcome• Environmental obstacle
• Court sense• Environmental Awareness
• Decision making• Systematic problem
solving• Mental imagery• Physiological processes
• Analysis and planning• “Big picture” goals and
analysis• Physiological body scanning
EXTERNAL VS INTERNAL PLACING OF ATTENTION
Gabriele Wulf and her colleagues (2010) have shown that motor skills across the spectrum are learned and performed better when
attention is placed EXTERNALLY. It is believed that focusing on a specific movement outcome simplifies the brain’s movement planning and essentially enables the brain to organize the most
effective solution to the movement problem.
(Beilock et al., 2002), stated that there may be exceptions, such as interaction between learner expertise and the type of motor skill.
In particular, it may be beneficial for new learners to periodically focus INTERNALLY on movement dynamics to establish a
fundamental movement pattern or “movement approximation”. (Peh et al., 2011)
Attention control is arguably most important way to regulate resource use and may be the best first strategy to use to improve the information processing
aspects of motor skill performance. Knowing where to place attention, the
quality of attention, and the ability to switch attention dictates the amount and type of information being received by the
CNS. Though individuals may have innate traits that give rise to a particular attention style, individual must adopt attention
styles to meet situational needs.
Explain the techniques to improve attention skills and how to use these and other techniques to improve
information processing accuracy and speed, overcome mental barriers like anxiety, and overall improve motor
skill performance.
Explicit and Implicit Learning of Attention Skills
Attention skills are generally not explicitly taught but are learned both explicitly and implicitly.
Keep your eyes on the ball Anticipate how fast the serve
ATTENTION SKILLS
EXPLICIT IMPLICIT
Attention switching and selective attention are often learned through a trial and error approach. Over time and trials, learners figure out which cues are important and should be attended to, and which cues are irrelevant and should be ignored, particularly depending
on the situation.
Using Attention as an Instructional Technique
Initiation demand Attentionby placing attention on the
initiation of movement, the whole movement may be better
influenced.
Prioritizing Movement Components
movements can be broken down and separated into parts. Some
parts may require more attention because of their complexity or
importance to the overall movement.
Focusing on External Cuesfocusing on external cues rather
than internal cues appears to facilitate performance and learning
12
3
Information Processing, Stress, Arousal and Anxiety
Information processing is highly susceptible to both internal and external influences. Among the most
common disruptors of effective information processing is poorly managed stress and competitive anxiety.
STRESStoo much stress may lead to
distracting negative or irrelevant thoughts, and may
further contribute to anxiety and nervousness.
AROUSALin practice, arousal is evaluated by physiological
measurements such as heart rate, blood pressure and sweating. The arousal level, before and during motor
performance, affects movement quality and movement preparation time.
ANXIETYthe emotional or cognitive
sense of worry.
o
o
o
Stress, anxiety, and arousal should not be confused. Under high states of stress, the body and mind may become high aroused,
such as during a fight or flight response. Stress may be accompanied by arousal of
systems that can impede motor skill performance. Overcoming these negative influences begins with changing attention to positive and meaningful factors, such as
the task goal.
Explain the widespread influence played by mental intention in information processing, learning, motor skill performance, and physiological adaptations to
practice and training.
ATTENTION AND INTENTION
Underlying attention control is intention. Without the proper intention, our selective and focused attention are uncertain,
and our ability to maximize mental and physical effort is limited. Intention serves to filter the incoming information
and provides purpose to outgoing commands.
Intention not only modifies attention and effort but in doing so directly influences the nature of physiological performance and
physiological adaptations arising from training and practice.
HUNAT p.e.!!