PSY0041 Health Psychology

PSY0041 Health Psychology

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PSY0041 Health Psychology

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PSY0041 Health Psychology

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Course Code: PSY0041
University: University Of Bedfordshire

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Country: United Kingdom

Question:

Write a report on developing an extensive understanding of the Schema theory that has received various comments from critics.

Answer:

Introduction 
This workshop report aims to develop an extensive understanding of the Schema theory that has received various comments from critics. Besides, this report also discusses the methods and results that have been considered during the workshop. Schema theory has been defined as a rule or concept that can be formed by considering any experience. It is perceived that the schema theory critically challenges the open and closed loop theories, which were based on Adam’s argument. According to Furley et al. (2015), schema theory in sports psychology refers to the significance of the brain as it is assumed that brain stores the long-term memory and allows individuals to take a movement decision. Furthermore, the requirement of information is needed to ensure an appropriate application of schema theory. It is observed that the schema theory represents three significant things. These are:

Generalised Motor Program (GMP)
Recall Schema
Recognition Schema

It is noted that GMP plays a vital role in demonstrating the general movements of individuals during any activity. Furthermore, it is also identified that GMP allows humans to produce different types of motions every time. Hence, the GMP does not illustrate a specific movement to influence motor learning skills of individuals. As identified by Grziano and Webb (2015), the recall schema phase generates values from the GMP process, which receives appropriate consideration at the recognition schema phase. Hence, it is interpreted that human brains require visual stimulus [V], self-information [S] and the attention [A] factor that proposes an appropriate relationship, which is significant to portray a suitable schema mechanism. Summing up the discussion about motor schema, it can be assumed that the availability of a large proportion of components allows individuals to adapt to any situation appropriately. On another hand, Sherman and Morley (2015) discussed the importance of motor learning by considering the degrees of freedom theory and motor imagery theory.
Description of the method 
In order to assess the coherency of schema theory and limitation of the closed-loop control mechanism, a basketball session has been arranged. Data has been gathered from the observation during this session. Before starting this project, five places in the basketball court are marked. Hence, data has been collected after completing activities from different marked areas in the basketball court. Besides these, subjects are segregated into two groups such are Variable Practice group (VP) and Non-Variable Practice group (NVP). After this segregation, VP group has performed five throws from different positions, and finally, they showed the same activity from position number 5. On another hand, NVP group has performed four sets of five throws from 2nd and 5th position consecutively. Collected scores of these two groups are analysed by considering T-Test.
Results 
The T-Test result has generated mean value, standard deviation, standard error mean and much more from the gathered data of two groups. It is observed that the standard deviation value of the VP group is much lower than that of the NVP group. Also, Std. Error Mean value has also highlighted the significance of variance practice group.  Also, -4.19 lower and 1.52 higher value of assumed equal variances have been identified from the 95% confidence interval.
Furthermore, differences in the t-test equality of means are also detected. It is observed that the value of sig. (2 tailed) is different as the assumed equal variances represented .323 amount, where the not supposed similar differences have generated .327 profit. [Referred to Appendix 1]
Discussion
Results concerning the variability of practice
It is observed that std. Deviation value of VP group is 1.67332, where the NVP group has projected the value of 2.65832. Hence, it can be interpreted that taken sample of the population of VP group is more representable than that of the NVP group.
Furthermore, 10 value of df (degrees of freedom) of assumed variances has suggested a decrease of probability density in the tails. Hence, it can be concluded that the distribution of variables is tightly clustered near the centre value. On another hand, 8.425 value of not assumed variances had identified much better value from the T-test. Hence, it can be said that the conducted T-test has appropriately projected the differences of results between the two groups. Besides these, 4.970 value of variance has also identified a significant value from the T-test.
Explanation on the confirmation of results by considering the Schema theory
From the generated results, I can say that schema theory has been appropriately achieved. The notion of schema theory reflects on the decision making abilities of human beings. Hence, it can be noted that a set of rules has allowed individuals to take an effective choice. Therefore, demonstrating five throws from the 1st, 2nd, 3rd and 4th positions have allowed the participants to score from the 5th position adequately. On another hand, participants of the NVP group have not been able to score much because they threw the ball from the 2nd position and unable to score from the 5th position. Hence, the t-test result has adequately justified the schema theory. Nevertheless, the low standard error means the value of the VP group has adequately explained the hypothetical assumption of the schema theory. Hence, I can say that schema theory is coherent, and researchers need to focus much on this theory to propose a better evaluation, which can be helpful for individuals to assess the importance of the same.
Implications for the teaching and coaching for skills
Consequences of the T-Test results can effectively enhance the psychological domain of individuals. As identified by Di Tore et al. (2016) schema theory allows individuals to make effective decisions from prior experience. Hence, the same method can be applied in teaching and coaching. Teachers need to focus on weak links of learners to use a better schema theory. Therefore, the significance of extensive practice can be observed. Finally, it can be said that before implementing the schema theory, professionals need to consider the negative aspects of this theory (Graziano and Webb, 2015).
Comment on the design of the experiment
The experiment of basketball practice was great as it helped me to analyse the gathered data by applying the T-test method. As stated earlier, participants have been segregated into two groups (VP and NVP). Although, I think that the involvement of more participants in the experiment, would have helped me to enhance the feasibility of the study. Furthermore, I can also say that the participation of more participants would have enabled me to investigate the assumption of Schmidt in case of abundant availability of components. Besides these, I think that more positions should be selected for the basketball throw activity as it would be helped me to analyse the schema theory in more detail. Finally, I can say that the experiment was appropriate in multiple terms, although more feature would have enhanced the quality and feasibility of the results.
Conclusion
This schema theory workshop report has discovered and investigated multiple areas of the schema theory and motor mechanism of individuals. It is observed that participants have been divided into two major groups for variability analysis. Hence, from the generated result, it can be concluded that participants of VP group have been able to perform well in the T-test as the standard error value is much better than the participants of NVP group. Therefore, it is to say that the motor mechanisms of the human body and the schema theory are highly dependent on the brain functions of human beings. Also, comment on the implementation plan and design of the experiment has been explored in this report. Finally, it can be concluded that motor ‘schema’ plan might play a significant role in enhancing the activities of human beings.
References
Di Tore, P.A., Schiavo, R. and D’Isanto, T., 2016. Physical education, motor control and motor learning: theoretical paradigms and teaching practices from kindergarten to high school. Journal of Physical Education and Sport, 16(4), p.1293.
Graziano, M.S. and Webb, T.W., 2015. The attention schema theory: a mechanistic account of subjective awareness. Frontiers in psychology, 6, p.500. Available at https://www.frontiersin.org/articles/10.3389/fpsyg.2015.00500/full. [Accessed 25/06/2018]
Furley, P., Schweizer, G. and Bertrams, A., 2015. The two modes of an athlete: dual-process theories in the field of sport. International Review of Sport and Exercise Psychology, 8(1), pp.106-124.
Sherman, U.P. and Morley, M.J., 2015. On the formation of the psychological contract: A schema theory perspective. Group & Organization Management, 40(2), pp.160-192.

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