MEMORYMEMORYMemory is important for Memory is important for information processing, information processing, particularly when we rely particularly when we rely on our previous on our previous experiencesexperiences

It is important in It is important in determining the motor determining the motor programme chosen to programme chosen to send information to the send information to the musclesmusclesMemory can be divided Memory can be divided into three componentsinto three components::

Short term sensory Short term sensory store - stssstore - stss

Short term memory - Short term memory - stmstm

Long term memory - Long term memory - ltmltm

Short term sensory storeShort term sensory storeAll stimuli enter the stss but remain for a very short time; All stimuli enter the stss but remain for a very short time; 0.25 – 1 second0.25 – 1 secondThe stss has a The stss has a very large capacityvery large capacityIt acts as a It acts as a filterfilterThe perceptual mechanism determines which information is The perceptual mechanism determines which information is relevant and attention is focussed towards this. This is the relevant and attention is focussed towards this. This is the recognition aspect of perceptionrecognition aspect of perceptionIrrelevant information is filtered out, leaves the stss and is Irrelevant information is filtered out, leaves the stss and is quickly replaced by new informationquickly replaced by new informationThe filtering process is known as The filtering process is known as selective attentonselective attentonThe process of focussing on the important and ignoring the The process of focussing on the important and ignoring the irrelevant also helps us to react quicklyirrelevant also helps us to react quicklyIt is, therefore, very important to be able to recognise It is, therefore, very important to be able to recognise relevant cuesrelevant cues

SstsSsts-improving efficiency-improving efficiency

EXPERIENCEEXPERIENCE – an experienced volleyballer knows which cues to – an experienced volleyballer knows which cues to look for when blockinglook for when blocking

AROUSALAROUSAL – the more alert you are the more likely you are to – the more alert you are the more likely you are to select relevant cues, eg. In tennis an alert player is more likely to select relevant cues, eg. In tennis an alert player is more likely to notice the speed, spin and direction of the ballnotice the speed, spin and direction of the ball

QUALITY OF INSTRUCTIONQUALITY OF INSTRUCTION – beginners do not know which cues – beginners do not know which cues are relevant. Teachers/ coaches can direct attention to the correct are relevant. Teachers/ coaches can direct attention to the correct cuescues

INTENSITY OF STIMULUSINTENSITY OF STIMULUS – the effectiveness of the senses when – the effectiveness of the senses when detecting speed, sound, size, shape, colour etc.detecting speed, sound, size, shape, colour etc.

Short term memoryShort term memory

Referred to as the Referred to as the ‘work place’‘work place’

Incoming information is compared to that stored in the ltmIncoming information is compared to that stored in the ltm

Has a limited capacity: Has a limited capacity: 5 – 9 pieces of information5 – 9 pieces of information for for approximately approximately 30 seconds30 seconds

The number of items can be increased by ‘The number of items can be increased by ‘chunking’chunking’

The period of time can be extended by The period of time can be extended by repeating/ rehearsingrepeating/ rehearsing the informationthe information

Information considered important is rehearsed or practised and Information considered important is rehearsed or practised and passed to the long term memory – this process is known as passed to the long term memory – this process is known as ‘encoding‘encoding’’

LONG TERM MEMORYLONG TERM MEMORYHolds information that has been Holds information that has been well learned and well learned and practisedpractised

Its Its capacity capacity is thought to be is thought to be limitlesslimitless

Information is held for a Information is held for a long timelong time – perhaps permanently – perhaps permanently

Motor programmes are stored in the ltm as a result of Motor programmes are stored in the ltm as a result of practice – this is why you never forget how to swim or ride practice – this is why you never forget how to swim or ride a bike even if you have not done so for a long time.a bike even if you have not done so for a long time.

The ltm is the recognition part of the perceptual process The ltm is the recognition part of the perceptual process when the stored information in the ltm is retrieved and when the stored information in the ltm is retrieved and compared to the new information which is then recognisedcompared to the new information which is then recognised

Strategies to improve retention and Strategies to improve retention and retrievalretrieval

REHEARSAL/ PRACTICEREHEARSAL/ PRACTICE – Practice carries – Practice carries the skill to and fro between the stm and ltm the skill to and fro between the stm and ltm establishing a memory trace. Elite performers establishing a memory trace. Elite performers practice their skills until they have been ‘over practice their skills until they have been ‘over learned’ / ‘grooved’ and become automaticlearned’ / ‘grooved’ and become automatic

ASSOCIATION/ LINKINGASSOCIATION/ LINKING – new information – new information should be linked with that previously learned should be linked with that previously learned eg. Sports specific skills linked with eg. Sports specific skills linked with fundamental motor skills – javelin throw fundamental motor skills – javelin throw linked with overarm throwlinked with overarm throw

SIMPLICITY SIMPLICITY – new information should be – new information should be kept simple, more complex information can kept simple, more complex information can be added later. Avoid teaching similar skills be added later. Avoid teaching similar skills at the same time as they may interfere with at the same time as they may interfere with each other. each other.

ORGANISATIONORGANISATION – eg. A trampoline – eg. A trampoline sequence should be earned in the order the sequence should be earned in the order the movements will be performedmovements will be performed

IMAGERYIMAGERY – a mental picture aids memory. – a mental picture aids memory. Demonstrating skills alows a performer to Demonstrating skills alows a performer to create an image of the movementcreate an image of the movement

MEANINGFULMEANINGFUL – if the learner – if the learner considers information relevant it is considers information relevant it is more likely to be rememberedmore likely to be remembered

CHUNKINGCHUNKING – items of information are – items of information are more easily remembered if grouped more easily remembered if grouped together together

UNIQUENESSUNIQUENESS – if information is – if information is presented in an unusual or different presented in an unusual or different way it is more likely to be rememberedway it is more likely to be remembered

ENJOYMENTENJOYMENT – if the learner is having – if the learner is having fun the experience is more likely to be fun the experience is more likely to be rememberedremembered

POSITIVE REINFORCEMENTPOSITIVE REINFORCEMENT – praise – praise and encouragement when learning can and encouragement when learning can aid retention. This can also be aid retention. This can also be motivational and includes rewards motivational and includes rewards such as badges and certificatessuch as badges and certificates