Memory And Its Role In Developing Movement Skill

Memory And Its Role In Developing Movement Skill

1. Importance

   • Determining the motor programme we are going to use to implement the action
     • Interpreting information when it compares information with that of our previous experience

2. Multi-Store Memory Model

   • Short Term Sensory Store
     • All information entering the information system is held here for a very short time (0.25-1second)
       • These stores have a very large capacity and a separate store for each sense
         • The perceptual mechanism determines which of the information to us and we direct our attention to it. This filtering system is called 'selective attention'
           • This is the recognition aspect of perception. All irrelevant information is discarded from the sensory stores to be replaced by new information
   • --> Selective Attention
   • Short Term Memory
     • The work place, where the incoming information is compared with that previously learned and stored in the LTM
       • The short term memory has a limited capacity in how much information it can store and for how long. Generally it is shown that we can hold 5-9 pieces of information for up to 30 seconds
         • You can increase this amount by linking or chunking bits of information together. Information considered important is rehearsed or practices and by this process passed into the Long Term Memory for future use (This is called Encoding)
           • This is the comparison aspect of perception
   • Long Term Memory
     • Hold the information that is well rehearsed and practiced until it is required by the performer
       • It has unlimited capacity and the information is held for a long time, perhaps permanently
         • Motor-programmes are stored in the LTM as a result of constant practice.
           • The LTM is the recognition part of the perceptual process process when the information stored is retrieved and compared with the new information to see if it can be recognise
   • --> Rehearsal/ Repetition
     • <-- Retrieval

3. Selective Attention

   • By focussing our attention onto relevant information we filter this information through to the short term memory. It enables the more important information to our performer to be filtered and concentrated on. The irrelevant information will be discarded of

4. Strategies to improve retention and retrieval

   • Rehearsal/Practice
     • When learning we need to practice or rehearse the skill as much as possible. Experts over-rehearse the skill to make sure it becomes automatic
   • Association/ Linking
     • Coaches and teachers should always try to link new information to that which the performer already knows Specific sports skills can be linked fundamental motor skills
       • E.g. throwing a javelin is similar to an overarm throw
   • Simplicity
     • Learners should be given time to take in new information, which should be kept simple. More complex information can be added at a later stage. It is also important that similar information/skills should not be presented close together as they may interfere with each other
   • Organisation
     • Information is more easily remembered if it is organised in a meaningful way
       • E.g. A gymnastic routine will be more easily remembered if the end of one movement linked into the beginning of a new one
   • Imagery
     • Information can be remembered better by having a mental image. Demonstrations are really important in order that learners are able to create an image of the skill in their mind.some coaches link image to words
   • Meaningful
     • If the information is relevant to them and their performance it is more meaningful and thus easily remembered
   • Chunking
     • Information can be grouped together allowing more to be dealt with at one time. Experienced performers use chunking to look at the whole field of play, recognise developing patterns and anticipate what will happen.Particularly important in short term memory which has limited capacity
   • Enjoyment
     • If the teacher can ensure the learner enjoys the experience this will increase the possibility of it being remembered
   • Positive Reiforcement
     • Praise encouragement when learning a skill will aid retention