1. Information Processing
Learning processes: transfer of learning through memory
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2. Key Concept
People process and learn information through four mechanisms.
This section examines the role of memory as part of the
information processing system.
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3. The role of memory
Once the brain has gathered relevant information, the ability to remember cues becomes
more important for processing that information.
Performers can remember cues from the environment, but the information is lost within 1
second and replaced by new information. This short-term sensory store links perception
and memory.
Selective attention allows you to remember relevant information beyond the 1 second
limit. It helps transfer information from your short-term sensory store to your short-term
memory, which is a less temporary storage facility.
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4. The role of memory
Short-term memory has a limited capacity to store information: it can handle
approximately 7 items. This information can be retained for around 60 seconds, but
without further consideration it can also be lost.
Short-term memory is important for the learner because it allows coaching information to
be remembered and compared to the performance of a skill. The learner can make
corrections and modifications, improving their performance.
The following factors affect short-term memory:
chunking or coding
distractions (noise)
meaningfulness
rehearsal
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5. The role of memory
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6. Chunking or Coding
Chunking or coding is a way if increasing the amount of information that the brain
can retain. You can group (or recode) information into meaningful categories (or
chunks) to increase the capacity of short-term memory.
Memorising a telephone number is an example.
A performer may group of chunk motor information in a similar way. Instead of
remembering all the individual subroutines for a tennis forehand, they may chunk
the information into groups.
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7. Distractions (noise)
Just as noise distracts you when you attempt to attend selectively
to relevant cues from the environment, noise can also interfere
with your ability to concentrate on sensory information and
transfer it to your short-term memory
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8. Meaningfulness
You can more easily transfer information to your short-term memory if the information
has meaning for you and if you believe it is relevant to your task.
Your level of interest is also associated with your ability to remember information. It is
easier to understand and learn from instructions that are appropriate to your age and level
of development.
example: when teaching a beginner backstroke, the coach may demonstrate the
technique and then explain it by saying that it is like reaching up for an apple and then
putting it in your pocket. This is far more relevant and easier to understand than trying ti
explain the movement using technical biomechanics terminology.
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9. Rehearsal
You must rehearse information for it to be transferred into
short-term memory. It is vital that the rehearsal occurs as soon
as possible following the presentation of the cue.
Practising a physical skill not only allows you to better process
and remember motor information, but it also allows you to
correct and refine your performance of that skill.
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10. Long-term memory
The short-term memory is like selective attention that it filters out the
irrelevant cues and only processes and transfers the most appropriate and
relevant cues. A third memory storage facility with an unlimited capacity
permanently stores this information for future use. This facility is called the
long term-memory. Again rehearsal is needed for information transfer to take
place. Once in the long-term memory, the brain can retrieve the information
when necessary.
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11. Test your understanding
What is the role of short-term sensory store?
How long doe the short-term sensory store last?
Define the term short-term memory. How long does it last?
Through what mechanisms does information have to pass to move from short-term
memory to long-term memory?
Define the term chunking.
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12. Apply your understanding
Give some everyday examples of the short-term sensory store.
Give some everyday examples of short-term memory.
For three sports, give examples where chunking will improve learning and performance.
Provide some examples where coaches use more meaningful instructions to allow young
learners to acquire skills more quickly.
List some times when your long-term memory of previous sporting experiences allowed
you to learn new skills more easily.
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