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SEHS 5.2

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Last updated about 2 years ago
23 questions
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Question 1
1.
5.2.1: Describe a simple model of information processing.
Other Answer Choices:
Input
Feedback
Decision making
Output
Question 3
3.
Welford's model:
Other Answer Choices:
Effector control
Perception
Effectors
Decision making
Long-term store
Short-term store
Internal sensors
Sense organs receiving stimuli from outside
Question 4
4.
Exteroceptors give information about: _______
Interoceptors give information about: _______
Proprioception is an awareness of: _______
Proprioception gets its information from:_______
Question 5
5.
What does DCR refer to?
D: _______
C: _______
R: _______
Question 7
7.
Drag and drop!
Other Answer Choices:
Passed to STM for processing
5 - 9 items
Unlimited
90% lost in first 10 seconds
Passed to LTM for storage
Can be improved through use of strategies
Up to 0.5 seconds
Limited
Question 8
8.

Where does selective attention (SA) happen?

Question 10
10.
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Question 11
11.
__________________ = __________________ +__________________
Other Answer Choices:
Reaction time
Movement time
Response time
Question 12
12.

Which is an example of reaction time at the start of a 100 m swimming race?

Question 13
13.

Question 14
14.
Other Answer Choices:
B
I
E
D
H
G
A
F
C
Question 15
15.

Here we go again!

  1. Amir's STSS passes information to his STM
  2. Amir is too busy processing the faked jump shot to be able to deal with the drive to the basket
  3. Amir starts dealing with the information that he has been stitched up like a kipper
  4. Amir decides that Ollie wouldn't be daft enough to play the same trick again and jumps to block the shot
Question 16
16.

This is another way of looking at what just happened. What is this model called?

Question 17
17.

What's this? Hint: EMP

Question 18
18.

If that was an EMP, what's this?

Question 19
19.

And finally, what are these?

Question 21
21.

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Question 22
22.

Elias is teaching us all to make a long pass in football. Give 4 reasons he is giving feedback.

(En)coding
Different pieces of information can be grouped together and then remembered as one
Brevity
Transforming external information into a format we can store in our memories.
Chunking
Giving a learner a small amount of information at a time to avoid
overload
Practice
Storing information through repetition. Processed mentally or physically repeatedly (more likely closed skill)
Association
Good coaches and teachers always ensure that new learning is linked to what players already know
Rehearsal
Avoid trying to learn or teach two similar but distinct items in the same session, as the memory of one may interfere with the memory of the other
Organisation
We remember more easily if we organize the way in which we are to learn and ensure that the information is meaningful
Clarity
Shuttles the image of the skill between the short-term and long-term memory and in doing so establishes a “memory trace”/pathway
Which of these could affect response time?
Stimulus detection
Height
Decision to respond
Nerve transmission time
Level of arousal
Stimulus recognition
Muscle type
Stimulus transmission
Gender
Age
Inspired by Polina's epic win, Ollie and Amir are playing one on one basketball.
Put these events on to the diagram.
A: Ollie fakes a jump shot from outside the 3
B Amir's STSS passes information to his STM
C: Amir's LTM provides information that Ollie loves to shoot from outside the 3
D: Amir decides to jump to block
E: Amir's Rectus femoris contracts
F: Ollie drops a shoulder and drives past Amir
G: Amir is too busy processing the faked jump shot to be able to deal with the drive to the basket
H: Amir starts dealing with the information that he has been stitched up like a kipper
I: Amir turns and chases Ollie who is heading to the basket
J: Ollie misses the easy lay-up!
Ollie smashes in a huge dunk with both hands!
Amir's LTM reminds him that it might be a fake
Amir turns and chases Ollie who is heading to the basket
Ollie fakes a jump shot from outside the 3
Ollie drops a shoulder and drives past Amir
Match the following pictures to the type of feedback.
Some of them could fit a few categories but if you read the captions, there should only be one way to make them all fit.
During the game
Concurrent

"I won!"
Terminal
Game's over - what went well / badly?
Intrinsic
That felt nice!
Extrinsic (this one'a a golfer)
"You need to change your grip!"
Positive
Negative
Knowledge of results
Knowledge of performance