How does memory store and retrieve skills, and how does feedback improve performance?
Memory and feedback: the multi-store memory model, strategies to aid retention and retrieval, and the types and use of feedback at different stages of learning.
A focused answer to Eduqas A-Level PE on memory and feedback: the multi-store memory model (sensory store, short-term and long-term memory), strategies to improve encoding, retention and retrieval, and the types of feedback (intrinsic, extrinsic, positive, negative, knowledge of results, knowledge of performance) and their use across the stages of learning.
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What this dot point is asking
Eduqas wants you to describe the multi-store memory model, explain strategies to aid retention and retrieval, and explain the types and use of feedback across the stages of learning.
The multi-store memory model
Improving retention and retrieval
Types of feedback
Using feedback across the stages of learning
Feedback must suit the stage of learning. A beginner (cognitive stage) needs mostly extrinsic, positive feedback and knowledge of results, because they cannot yet judge their own performance and need encouragement and a clear sense of whether the outcome was right; feedback should be simple and immediate. An elite (autonomous) performer relies more on intrinsic feedback (feeling and correcting their own errors), needs detailed knowledge of performance to refine technique, and can use negative feedback constructively because they can act on precise information. So feedback shifts from extrinsic results to intrinsic performance detail as skill develops.
Exam-style practice questions
Practice questions written in the style of WJEC Eduqas exam questions on this dot point, with worked answer explainers. The year tag is the paper they imitate, not the source.
Eduqas 20184 marksDescribe the multi-store memory model, and explain one strategy a coach can use to help a skill pass into long-term memory.Show worked answer →
A Component 1 memory question. Three marks for the model, one for the strategy.
The multi-store memory model (Atkinson and Shiffrin) has three stores. The short-term sensory store receives all information from the senses, holds it very briefly (under a second) and has a large capacity, but selective attention passes only the relevant information on; the rest is lost. Short-term memory (the working memory) holds about 7 items (5 to 9) for around 30 seconds; here information is compared with long-term memory and rehearsed. Long-term memory has a potentially unlimited capacity and duration, storing well-learned skills (motor programmes) permanently. To help a skill reach long-term memory, a coach uses repetition and rehearsal (practising the skill over and over so it is encoded), and can also use chunking, making the skill meaningful, and linking it to existing knowledge.
A common dropped mark is omitting the capacity and duration of each store; these are the marking points.
Eduqas 20216 marksExplain the types of feedback, and how a coach should adapt the feedback given to a beginner compared with an elite performer.Show worked answer →
A Component 1 feedback question. Markers reward the feedback types and a contrast across stages.
Award marks for: intrinsic feedback comes from within the performer (the feel of the movement through proprioception); extrinsic feedback comes from outside (the coach or the result). Positive feedback reinforces what was correct (encouraging repetition); negative feedback identifies what was wrong (so it can be corrected). Knowledge of results (KR) is information about the outcome (the shot scored or missed); knowledge of performance (KP) is information about the quality of the movement (the technique). For a beginner (cognitive stage) the coach gives mostly extrinsic, positive feedback and knowledge of results, because the learner cannot yet judge their own performance and needs encouragement and a clear sense of whether the outcome was right; feedback should be simple and immediate. For an elite (autonomous) performer the coach encourages intrinsic feedback (the performer feels and corrects their own errors), gives detailed knowledge of performance to refine technique, and can use negative feedback constructively, because the performer can act on precise information. So feedback shifts from extrinsic results to intrinsic performance detail as skill develops.
A top answer names the feedback types and contrasts the beginner's needs (extrinsic, positive, KR) with the expert's (intrinsic, KP, constructive negative).
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Sources & how we know this
- Eduqas A Level Physical Education Specification — Eduqas (2016)