1. MEMORY

2. By the end of today’s lesson you should be able to…
Learning Outcomes
By the end of today’s lesson you should be able to…
1. Name at least 3 characteristics of both the short & long term memory
2. Label a diagram showing the relationship between the components of memory

3. You get 1 mark for every point you’ve made that I have on my list
Short Term Memory
Task 1 !!!
1 min
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!

4. 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 LTM
Limited capacity of approx 7 pieces of info
Info can be retained for approx 30 seconds
If the info is practiced / learned it is transferred to the LTM or released

5. TASK 2 !!!
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!!!

6. Working in pairs TASK 3 - 2 min!!!
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.

7. 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

8. 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

9. 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

10. Long 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.

11. Long Term Memory TASK 4 - 2min!!!
If the situation is new, then a motor programme will be formed based on the available knowledge
Motor programme = plan of action stored in the memory – made up of subroutines
Sub routines = isolated aspects of a movement
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
TASK 4 - 2min!!!
How can Long Term Memory be improved?

12. Improving Long Term Memory
Making info meaningful, relevant & interesting to the performer
Improving the capability of the short term memory
Using mental rehearsal
Improving Long Term Memory
Developing a range of past experiences
Practicing and repeating movements, causing ‘over-learning’ of motor programmes

13. TASK min!!!
Label the memory model on the next slide using the words on the side to help you

14. memory model Selective attention Long term memory
Short term sensory store
Input of stimulus from sensory receptors
Short term memory
Motor plan via effector mechanism

16. Both are confronted with the same situation in their game
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

17. 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
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
Limited reference data available, distracted by crowd and either makes pass to closest player or runs into defender

18. Schema Theory In our memory we store generalised series of
movement patterns that
we modify to adapt
to the current
environment
E.G.
Playing a tennis game, the
player cannot have
experienced every type of
shot, but based on experience
they adapt the required stroke
to meet the specific situation
Schema Theory

19. Schema Theory
There are a variety of basic schemas that we modify which then allow us to develop the skills needed for specific sports
Jumping
Catching
Throwing
Running

20. Control & evaluate the movement
Schema Theory
RECALL SCHEMA
Starts the movement
Comes from the memory
RECOGNITION SCHEMA
Control & evaluate the movement
Feedback is used

21. Schema Theory Part 1: Knowledge of Initial Conditions ‘where are you’
Location of the performer
Their environment
Limb position
Schema Theory
E.g. you are behind the
line in basketball
about to take a
free throw

22. Schema Theory Part 2: Knowledge of Response Specifications
‘what to do’
About the task to be completed
Demands of movement
Height / speed etc
Schema Theory
E.g. you are required
to shoot the
basketball at the ring

23. Schema Theory Part 3: Sensory Consequences
‘what does the movement feel like’
Kinaesthetic feeling/sound
& other sensory info etc
Allows suitable adjustments
to be made
Schema Theory
E.g. Feel of the
basketball
in your hand
as you take the shot

24. Schema Theory Part 4: Response Outcome
‘what happened as a result of the movement’
end result
compared to intended outcome
Vital for updating for
future reference
Schema Theory
E.g. was the basketball
shot successful

25. Developed from throwing & catching by experience & feedback
Motor Programme
Feedback
Schema
Example
Passing
Developed from throwing & catching
by experience & feedback
Can be used in
Netball
American Football
Rugby
Basketball

26. Schema Theory Training & Developing Schema Avoid blocked practices
Challenging & progressive tasks
Relevant practice to competitive situation
Variation of Practice
Develop as many schema as possible

27. Schema Theory
So based on Schema theory…how should sports skills be taught?
Teach fundamental skills before sport specific
Build up a set of experiences
Use discovery style not command
Vary conditions by changing initial conditions

28. now... or homework! Use your notes to help you answer
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