SEHS 5.2

Last updated about 2 years ago

23 questions

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Library

SEHS 5.2

Last updated about 2 years ago

23 questions

1

5.2.1: Describe a simple model of information processing.

Other Answer Choices:

Input

Feedback

Decision making

Output

2

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

4

Exteroceptors give information about: _______ 
Interoceptors give information about: _______ 
Proprioception is an awareness of: _______ 
Proprioception gets its information from:_______ 

3

What does DCR refer to?
D: _______ 
C: _______ 
R: _______ 

3

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

1

Where does selective attention (SA) happen?

3

Draggable item		Corresponding Item

1

__________________ = __________________ +__________________ 

Other Answer Choices:

Reaction time

Movement time

Response time

1

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

1

3

Other Answer Choices:

B

I

E

D

H

G

A

F

C

3

Here we go again!

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

1

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

1

What's this? Hint: EMP

1

If that was an EMP, what's this?

1

And finally, what are these?

3

4

Draggable item		Corresponding Item

4

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

1

5.2.1: Describe a simple model of information processing.

Other Answer Choices:

Input

Feedback

Decision making

Output

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

Exteroceptors give information about: _______ 
Interoceptors give information about: _______ 
Proprioception is an awareness of: _______ 
Proprioception gets its information from:_______ 

What does DCR refer to?
D: _______ 
C: _______ 
R: _______ 

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

Where does selective attention (SA) happen?

Draggable item		Corresponding Item
(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

__________________ = __________________ +__________________ 

Other Answer Choices:

Reaction time

Movement time

Response time

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

Which of these could affect response time?

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!

Other Answer Choices:

B

I

E

D

H

G

A

F

C

Here we go again!

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

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

What's this? Hint: EMP

If that was an EMP, what's this?

And finally, what are these?

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.

Draggable item		Corresponding Item
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

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  

SEHS 5.2

SEHS 5.2

Where does selective attention (SA) happen?

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

Here we go again!

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

What's this? Hint: EMP

If that was an EMP, what's this?

And finally, what are these?

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

Where does selective attention (SA) happen?

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

Which of these could affect response time?

Here we go again!

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

What's this? Hint: EMP

If that was an EMP, what's this?

And finally, what are these?

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.

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

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.