Welcome to Memory Models in PE!
Ever wondered how you can remember exactly how to swing a golf club after months of not playing, but you forget what your coach told you ten minutes ago? That is all down to how your brain processes information! In this chapter of Skill Acquisition, we are going to look at two famous models that explain how we learn and store sporting skills. Don't worry if this seems a bit "psychological" at first—we will keep it firmly on the pitch!
Quick Review: What is Memory?
In PE, memory is the ability to store and retrieve information. It is how we take in a demonstration (input), save it, and then perform the skill (output) later on.
1. Atkinson and Shiffren’s Multi-Store Memory Model
Think of this model like a series of "rooms" or "boxes" that information must travel through to be remembered forever. It suggests that memory is split into three distinct stages.
Stage 1: The Sensory Memory (Sensory Store)
Every second, your senses are flooded with information: the sound of the whistle, the colour of the opponent's jersey, the feel of the grass. Most of this is ignored and lost immediately.
• Capacity: Large (takes in everything).
• Duration: Very short (less than 1 second).
• The Secret Ingredient: Selective Attention. This is the most important part for your exam! Selective attention is when you "filter" out the distractions (like a shouting crowd) and focus only on the relevant cues (like the position of the ball).
Stage 2: Short-Term Memory (STM)
If you pay attention to something, it moves here. This is where you "work" on information. For example, a coach gives you a 3-step tactical instruction.
• Capacity: Limited (usually about 5 to 9 items or "chunks" of info).
• Duration: Short (approx. 30 seconds).
• Action: To keep info here or move it forward, you must rehearse it (practice it or repeat it in your head).
Stage 3: Long-Term Memory (LTM)
This is your brain's permanent library. If you practice a skill enough, it becomes an automatic motor programme stored here.
• Capacity: Infinite (it never gets "full").
• Duration: Permanent (can stay there for a lifetime).
• Recovery: To use a skill, you must retrieve it from the LTM and bring it back into the STM.
The "Sporting Library" Analogy:
Imagine the Sensory Store is the massive pile of books arriving at a library. Selective Attention is the librarian picking the best ones. The STM is the "New Arrivals" desk where you check them out. The LTM is the massive bookshelves where they are stored for years!
Quick Review Box:
• Sensory: Large capacity, tiny duration, needs Selective Attention.
• Short-Term: 5-9 items, 30s duration, needs Rehearsal.
• Long-Term: Infinite capacity and duration, needs Retrieval.
2. Craik and Lockhart’s Levels of Processing Model
This model is a bit different. Instead of "boxes," it suggests that how well you remember a skill depends on how deeply you think about it. The deeper you process information, the longer the memory will last.
There are three levels of processing:
1. Structural Level (Shallow)
This is just looking at the physical features.
Example: A beginner looks at a cricket bat and notices it is made of wood and is flat. They haven't really "learned" anything about the skill yet.
2. Phonetic Level (Intermediate)
This is processing the sound of words.
Example: A coach tells you to "Keep your elbow up." You hear the words and can repeat them, but you don't necessarily understand why.
3. Semantic Level (Deep)
This is the "Gold Standard" for learning. It involves understanding the meaning of the information.
Example: A gymnast understands that by tucking their body tighter (semantic understanding), they will rotate faster due to the laws of physics. Because they understand the meaning and purpose, they are much more likely to remember the skill forever.
Did you know?
If a coach explains why a certain footwork pattern helps you move faster, you are using semantic processing, and you'll likely never forget that move!
Key Takeaway: Deep processing (Semantic) = Long-lasting memory. Shallow processing (Structural) = Quick forgetting.
3. Relating Models to Learning Sporting Skills
So, how do coaches use these models to help you win? Here are some simple tricks based on the syllabus:
1. Using Selective Attention (Multi-Store Model):
A coach should make the "cues" bright or loud. For example, using a bright yellow ball or shouting a specific keyword helps the player's Sensory Memory filter out everything else and focus on the ball.
2. Avoiding STM Overload (Multi-Store Model):
Don't give a beginner 10 instructions at once! Their STM only holds about 7 items. Give short, simple instructions so they don't get confused.
3. Making it Meaningful (Levels of Processing):
Explain the purpose of a drill. If a football player knows that a specific passing drill will help them beat a "high press" defense, they are processing it semantically and will store the skill more effectively.
4. Mental Rehearsal:
Picturing the skill in your head (mental practice) helps move info from the STM to the LTM without even breaking a sweat!
Common Mistakes to Avoid
• Don't mix up the models! Atkinson and Shiffren is about where memory is (the stores). Craik and Lockhart is about how we process it (the depth).
• Selective Attention isn't just "paying attention." In an exam, define it as filtering relevant information from irrelevant information.
• STM Capacity: Remember the magic number: 7 +/- 2 (between 5 and 9 items).
Summary Table for Quick Revision
Multi-Store Model: Focuses on the structure and flow of information (Sensory -> STM -> LTM).
Levels of Processing: Focuses on the depth of understanding (Structural -> Phonetic -> Semantic).
Goal: Move skills into the Long-Term Memory so they become automatic motor programmes.