How does memory store and retrieve the information needed to perform a skill?
The multi-store memory model (short-term sensory store, short-term memory, long-term memory), selective attention, and the strategies that improve the storage and retrieval of motor information.
A focused answer to OCR A-Level PE on memory models: the multi-store memory model with the short-term sensory store, short-term memory and long-term memory, their capacity and duration, the role of selective attention and rehearsal, and the strategies (chunking, imagery, association) that improve storage and retrieval.
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What this dot point is asking
OCR wants you to describe the multi-store memory model and the capacity and duration of each store, explain the role of selective attention and rehearsal, and explain the strategies that improve the storage and retrieval of motor information.
The multi-store memory model
Selective attention and rehearsal
Strategies to improve storage and retrieval
Why retrieval matters in sport
Once a skill is stored in the long-term memory as a motor programme, it can be retrieved back into the short-term memory to be executed. A well-learned, chunked and meaningful skill is retrieved quickly and accurately even under the pressure and high arousal of competition, which is why autonomous performers can produce complex skills without conscious thought, freeing their attention for tactics.
Exam-style practice questions
Practice questions written in the style of OCR exam questions on this dot point, with worked answer explainers. The year tag is the paper they imitate, not the source.
OCR 20184 marksDescribe the three stores of the multi-store memory model and state the capacity and duration of the short-term memory.Show worked answer →
A Component 02 Section A knowledge question. Marks for each store described and the capacity and duration of the short-term memory.
Award marks for: the short-term sensory store receives all sensory information, has a very large capacity but an extremely short duration (under a second), and selective attention filters the relevant information into the short-term memory. The short-term memory (the working memory) holds the filtered information, has a limited capacity of about 7 plus or minus 2 items and a short duration of around 15 to 30 seconds; rehearsal keeps it there. The long-term memory has an effectively unlimited capacity and a long (potentially permanent) duration, and stores well-learned motor programmes; information enters it through rehearsal and is retrieved back into the short-term memory to be used.
Markers reward the capacity (7 plus or minus 2) and duration (about 15 to 30 seconds) of the short-term memory and the large, brief sensory store.
OCR 20216 marksExplain how a coach can use strategies based on the multi-store memory model to help a performer store and retrieve a complex set play.Show worked answer →
A Component 02 Section A extended-response question. Markers reward memory strategies linked to the stores.
Award marks for: to get information past the brief sensory store, the coach makes the key cues stand out so selective attention captures them (a clear, eye-catching demonstration and a verbal cue). To cope with the limited capacity of the short-term memory (7 plus or minus 2), the coach uses chunking, grouping the parts of the set play into a few meaningful units rather than many separate moves. To transfer the play into the long-term memory, the coach uses rehearsal (repeated practice and mental rehearsal), makes the information meaningful and links it to existing knowledge (association), and uses imagery so it is vivid and memorable. Retrieval is then easier because the play is stored as a chunked, meaningful motor programme that can be recalled into the short-term memory under pressure.
A top answer ties each strategy (selective attention, chunking, rehearsal, association, imagery) to the relevant store and to storing or retrieving the set play.
Related dot points
- Fitts and Posner's three stages of learning, the shape of learning curves and the plateau, and the information-processing model from input to output including reaction, response and movement time.
A focused answer to OCR A-Level PE on the stages of learning and information processing: Fitts and Posner's cognitive, associative and autonomous stages, the shapes of learning curves and the performance plateau, the information-processing model (input, decision making, output, feedback), and reaction, movement and response time including Hick's law.
- The characteristics of skill and the classification of skills on continua (open-closed, gross-fine, discrete-serial-continuous, self-paced-externally paced), and how classification informs practice.
A focused answer to OCR A-Level PE on the classification of skills: the characteristics of a skilled performance, the main classification continua (open-closed, gross-fine, discrete-serial-continuous, self-paced-externally paced, simple-complex), and how a coach uses classification to choose practice.
- The types of guidance (visual, verbal, manual, mechanical), the types of feedback (intrinsic, extrinsic, knowledge of results and performance), and matching each to the stage of learning.
A focused answer to OCR A-Level PE on guidance and feedback: the four types of guidance (visual, verbal, manual, mechanical) and their strengths and limits, the types of feedback (intrinsic, extrinsic, positive, negative, knowledge of results and knowledge of performance), and how a coach matches each to the stage of learning.
- The learning theories (operant conditioning, observational learning and cognitive learning), the types of transfer of learning, and how a coach maximises positive transfer and limits negative transfer.
A focused answer to OCR A-Level PE on transfer and learning theories: operant conditioning (Thorndike and Skinner), Bandura's observational learning, the cognitive (insight) theory, the types of transfer (positive, negative, zero, proactive, retroactive, bilateral), and how a coach uses them to develop skill.
- Self-confidence and self-efficacy (Bandura), Vealey's model of sport confidence, attribution theory (Weiner), and learned helplessness and how to develop mastery orientation.
A focused answer to OCR A-Level PE on confidence and attribution: self-confidence and Bandura's four sources of self-efficacy, Vealey's model of sport confidence, Weiner's attribution model (locus of causality, stability, controllability), and learned helplessness versus mastery orientation.
Sources & how we know this
- OCR A Level Physical Education (H555) specification — OCR (2016)