By the end of today’s lesson you should be able to…

1. Name at least 3 characteristics of both the short & long term

memory2. Label a diagram showing the

relationship between the components of memory

In pairs write down as many characteristics of the short term

memory that you can think of

You get 1 mark for every point you’ve made that I have on my

list

2 marks if you’ve made a correct point that isn’t on my list!

STM also known as ‘working memory’

STM receives the filtered information from the short term sensory store

STM compares the filtered information with past experiences in

the LTMLimited capacity of approx 7 pieces of

infoInfo can be retained for approx 30

secondsIf the info is practiced / learned it is transferred to the LTM or released

We are going to play a game to see which of you has the best short term

memory• You will be shown a tray with 20 items

• You will have 1 minute to memorise all the items

• The tray will be taken away and you must write down as many of the items

you can remember

• DO NOT DISCUSS WITH ANYONE!!!

Working in pairs

• Pupil 1 makes up a list of 12 random numbers

• They read them out to their partner who must write them down and memorise them in

30 seconds.

• They read them back to their partner without looking at list, who checks if they are correct

• Swap over using a new set of numbers.

How the Short Term Memory can be Improved:

1. CHUNKING

The information is arranged into larger units or ‘chunks’

This allows more information to be stored

E.g. a set play in a game situation will be remembered by a single call /

number

How the Short Term Memory can be Improved:

2. CHAINING

The pieces information are linked together making a chain

Used in the ‘part method’ form of practice

E.g. developing a sequence in gymnastics

How the Short Term Memory can be Improved:

3. SELECTIVE ATTENTION

By using selective attention we are limiting the amount of irrelevant

information passing into the short term memory

Long term memory is the permanent retention of information through

repetition or rehearsal Thought to have an unlimited capacity –

contains vast amounts of information

When performers are faced with a new situation, the relevant stimuli is passed from

the STM- LTM

Comparisons are made with any similar experiences

If recognition occurs, the similarities are noted and a decision made.

If the situation is new, then a motor programme will be formed based on the available

knowledge

This may delay the decision making process

Generally it is thought that once learned and stored in the LTM, skills are protected from

loss – particularly MOTOR skills

How can Long Term Memory be

improved?

Motor programme = plan of action stored in the memory – made up

of subroutines

Sub routines = isolated aspects of a movement

Improving the capability of the

short term memory

Practicing and repeating movements, causing ‘over-learning’ of motor programmes

Using mental

rehearsal

Developing a range of

past experiences

Making info meaningful, relevant &

interesting to the performer

Label the memory model on the next

slide using the words on the side to

help you

•Selective attention

•Long term memory

•Short term sensory store

•Input of stimulus from sensory receptors

•Short term memory

•Motor plan via effector mechanism

A novice and an experienced performer are both playing in

separate rugby matches

Both are confronted with the same situation in their game

They are both in possession of the ball, with support players either side and are confronted with a defender

attempting to make a tackle

Fill in the table on the next slide to highlight and compare the possible memory process of both the novice

and the experienced performer

Novice Performer Experienced Performer

STSS

STM

LTM

Gathers info about some of their own team, opponents,

own position, aware of crowd / coach calling

instructions

Gathers info about their own team, opponents,

personal position

Some relevant stimuli collected e.g. location of

defender and position of 1 support player plus some irrelevant cues e.g. shouts

from crowd about what to do

Eliminates some stimuli e.g. crowd noise – non-option players, retains info about

several possible team-mates and defender’s position

Limited reference data available, distracted by

crowd and either makes pass to closest player or runs into

defender

Large amount of previous experience-can select from range

of options e.g. pass to support player in best position, kick ball

into suitable space or another player

E.G.Playing a tennis game, the

player cannot have experienced every type of

shot, but based on experience they adapt the required stroketo meet the specific situation

In our memory we store generalised series of

movement patterns that we modify to adapt

to the current environment

There are a variety of basic schemas that we

modify which then allow us to develop the skills

needed for specific sports

Running

Jumping

Throwing

Catching

RECALL SCHEMAStarts the movement

Comes from the memory

RECOGNITION SCHEMAControl & evaluate the movement

Feedback is used

Part 1: Knowledge of Initial Conditions

• ‘where are you’

• Location of the performer

• Their environment

• Limb position

E.g. you are behind the line in basketball

about to take a free throw

Part 2: Knowledge of Response Specifications

• ‘what to do’

• About the task to be completed

• Demands of movement

• Height / speed etc

E.g. you are required to shoot the

basketball at the ring

Part 3: Sensory Consequences

• ‘what does the movement feel like’

• Kinaesthetic feeling/sound

& other sensory info etc

• Allows suitable adjustments

to be made

E.g. Feel of the basketball

in your hand as you take the shot

Part 4: Response Outcome

• ‘what happened as a result of the movement’

• end result

• compared to intended outcome

• Vital for updating for

future reference

E.g. was the basketball shot successful

Motor Programme

Feedback

Schema

Example

Passing

Developed from throwing & catching

by experience & feedback

Can be used in

American Football

Netball

Rugby Basketball

Training & Developing

Schema

Variation of Practice

Develop as many schema as possible

Challenging &

progressive tasks

Relevant practice to competitive situation

Avoid blocked practices

So based on Schema theory…how should

sports skills be taught?

Vary conditions by changing initial conditions

Build up a set of

experiences

Use discovery style not command

Teach fundamenta

l skills before sport

specific

For the effective learning of golf skills, the performer needs to remember important

instructions, cues and movement patterns.

(a) What are the characteristics of short term memory? (5 marks)

(b) How can a coach ensure that important information is stored in the performer’s long

term memory? (4 marks)

C) If following schema theory – name 2 ways sports skills such as the golf swing should be

taught (2 marks)Use your notes to help you answer