Welcome to the World of Memory!
Ever wondered how you can automatically remember how to swing a tennis racket or perform a perfect somersault without having to think about every single tiny movement? That is the power of your memory. In Physical Education, understanding how memory works is vital because it helps us understand how athletes learn, store, and perform skills.
Don't worry if this seems a bit "psychological" at first—we are going to break it down using sports examples that make it much easier to understand. We will look at the two main models you need for your OCR H155 exam: the Multi-Store Memory Model and the Levels of Processing Model.
1. The Multi-Store Memory Model (Atkinson and Shiffrin)
Think of this model like a computer system or a series of filing cabinets. It suggests that memory is made up of three distinct "stores." Information travels through these stores in a specific order.
A. The Sensory Memory (The Filter)
Every second, your senses are flooded with information (the sound of the crowd, the feel of the wind, the color of the opponent's shirt). The Sensory Memory is like a "waiting room" where this information sits for a tiny fraction of a second (less than 1 second).
The most important process here is Selective Attention. This is where your brain "filters" out the junk (like the noise of a plane flying over the stadium) and focuses only on the important cues (like the flight of the ball).
B. Short-Term Memory (STM) (The "Workplace")
If you pay attention to something, it moves into your Short-Term Memory (STM). This is where you process information and "work" on it.
Key facts about STM:
- Capacity: It is very small! It can only hold about \( 7 \pm 2 \) items of information.
- Duration: It only lasts for about 30 seconds unless you keep practicing or repeating it.
Example: A netball coach gives you three quick tactical instructions during a timeout. You keep repeating them in your head so you don't forget them before you step back on the court.
C. Long-Term Memory (LTM) (The "Library")
If you practice a skill enough (this is called rehearsal), it moves from the STM into the Long-Term Memory (LTM). This is like a giant library with endless storage space. Once a skill is here, it can stay for a lifetime.
When you want to perform the skill, you "find" it in the LTM and bring it back into the STM. This process is called Retrieval.
Quick Review: The 3 Stores
1. Sensory: Huge amount of data, filtered by Selective Attention.
2. Short-Term: Small capacity, limited time, the "working" area.
3. Long-Term: Huge capacity, permanent storage, requires rehearsal.
Key Takeaway: The Multi-Store Model relies on a clear path: Filter info -> Work on it in STM -> Store it in LTM via practice.
2. The Levels of Processing Model (Craik and Lockhart)
While the first model focuses on where memory is stored, this model focuses on how we think about the information. It suggests that the deeper you process information, the longer the memory will last.
Imagine trying to remember a new play in basketball. If you just look at a drawing of it, you might forget it. If you understand why it works, you'll remember it forever.
The Three Levels of Processing:
1. Structural Level: This is shallow processing. You only look at the physical appearance of something.
Example: Noticing that a tennis coach is wearing a blue shirt.
2. Phonetic Level: This is also relatively shallow. You focus on the sound of the words or instructions.
Example: Remembering the rhythm of the coach saying "Step, Hit, Follow-through."
3. Semantic Level: This is deep processing. You understand the actual meaning of the information and relate it to things you already know.
Example: Understanding that stepping into the shot helps transfer your weight to create more power.
Did you know?
Information that is processed semantically (deeply) is much more likely to be remembered than information processed structurally. This is why coaches often explain the "why" behind a drill, not just the "how."
Key Takeaway: Deep processing (understanding the meaning) leads to a much stronger memory "trace" than shallow processing.
3. How to Help Memory in Sport
As a student of PE, you need to know how coaches can make sure their athletes actually remember what they are being taught. Here are some simple tricks:
1. Chunking: Since the STM only holds \( 7 \pm 2 \) items, we group information together.
Example: Instead of remembering 10 separate movements in a dance routine, group them into three "blocks" or "sections."
2. Chaining: Linking one piece of information to the next in a sequence.
Example: Remembering a gymnastics vault as a chain of events: Run -> Jump -> Hand plant -> Landing.
3. Use of Mnemonics: Using rhymes or acronyms.
Example: Using "B.E.E.F." for basketball shooting (Balance, Eyes, Elbow, Follow-through).
4. Practice and Rehearsal: Repeating the skill over and over to move it from STM to LTM.
5. Making it Meaningful: Using the Levels of Processing theory. If a player understands why a specific defensive line is important, they are more likely to remember to stay in it.
Common Mistakes to Avoid
- Confusing the two models: Remember, Atkinson and Shiffrin is about stores (locations), while Craik and Lockhart is about processing (how we think).
- Forgetting Selective Attention: Many students forget that the sensory memory's main job is filtering. Without selective attention, our brains would be overwhelmed by noise and lights!
- Underestimating the STM: Remember that STM is very small. If a coach talks for 10 minutes without letting players practice, the players will have forgotten the first 9 minutes of instructions!
Chapter Summary
Multi-Store Model: Information flows from the Sensory Memory (via selective attention) to the Short-Term Memory (the workplace) and finally to the Long-Term Memory (via rehearsal).
Levels of Processing: The deeper we process information (Semantic/Meaning), the more likely we are to remember it compared to shallow processing (Structural/Phonetic).
Practical Tips: Coaches use chunking, mnemonics, and meaningful explanations to help athletes overcome the limited capacity of the Short-Term Memory.