A Level PE

Information Processing

IP – Lesson Objectives

Describe how information is transmitted through the peripheral and central nervous system – using at least 1 model of Information Processing

Apply this model to a sporting situation

Name and explain the 3 stages of perception

Human Information Processing

Being skilled is not always enough.

Need to be able to select the appropriate

skill.

Task – In pairs time each other to read

the lists and note down the time.

Were there any differences? Why?

What information did you need to

process?

Simple Information Processing

INPUTDECISION

MAKINGOUTPUT

Investigative Task

Watch the clip of a

tennis serve and

Forehand

Andy Murray (other)

Note down

everything Andy

Murray does or

thinks in detail

Group the thoughts

or actions into:-

• Those concerned with identifying what is happening to the ball.

Input

• Those concerned with making decisions about where to move and what to do.

Decision making

• Those concerned with making an appropriate movement as a result of the decision

Output

Answers

InputDecision Making

Output

Computer Analogy

Inputting Information

Processing Information

Outputting Information

Sensory Input

Central Mechanism, (Brain)

Effector Mechanism (Muscles)

Stages of Information

Processing (Schmidt 2000)

• Stimuli are detected by our senses

• Proprioceptive information - Touch, equilibrium, kinaesthesis

Stimulus

(Input)

• Patterns of movement are detected and processed (perceptual processes – Detection, Comparison and Recognition)Stimulus Identification

• Decide which movement to make.

• Concentrate on the stimuli that are important – Selective attentionResponse Selection

• Messages are sent via the nerves to the muscles to carry out the required movement

Response Programming

• The action is carried outMovement

(Output)

Welford

Whiting’s (1969) Model of

Information Processing

Task

Complete the work sheet

Task

In pairs using the sport of your choice,

give a practical example of what is

happening at each stage of Whiting’s or

Welford’s model.

Compare your example with another pair

to check your analysis

Information Processing – LO’s

Name and explain the three stages of perception.

Explain at least 1 model of information processing and apply this to a sporting situation

Learning Objectives

Be able to name the 3 components of

memory

Be able to describe at least 3 features of

each component of memory

Be able to explain how you can use at

least 2 strategies to improve memory

applied to a sporting situation

Information Processing Recap

1. Sensory input is?

2. What are the three stages of perception?

3. What is selective attention?

4. Name the 3 information processing models

we looked at?

5. What happens at the translatory mechanism

stage of Whiting’s model?

6. What am I referring to if I talk about Effector

mechanisms?

MEMORY

Memory is important for

information processing,

particularly when we rely on

our previous experiences

It is important in determining

the motor programme chosen

to send information to the

muscles

Memory can be divided into

three components:

Short Term

Sensory Store

STSS

Short term

Memory

STM

Long Term

Memory

LTM

Short Term Sensory Store

All stimuli enter the STSS but remain for a very short time; 0.25 –1 second

The STSS has a very large capacity

It acts as a filter

The perceptual mechanism determines which information is relevant and attention is focused towards this. This is the recognition aspect of perception

Irrelevant information is filtered out, leaves the STSS and is quickly replaced by new information

The filtering process is known as selective attention

The process of focussing on the important and ignoring the irrelevant also helps us to react quickly

It is, therefore, very important to be able to recognise relevant cues

TASK

Kim’s Game

Short term memory

Referred to as the ‘work place’

Incoming information is compared to that stored in the ltm

Has a limited capacity: 5 – 9 pieces of information for approximately 30 seconds

The number of items can be increased by ‘chunking’

The period of time can be extended by repeating/ rehearsing the information

Information considered important is rehearsed or practised and passed to the long term memory – this process is known as ‘encoding’

SSTS

-improving efficiency

EXPERIENCE – an experienced volleyballer knows which cues to look

for when blocking

AROUSAL – the more alert you are the more likely you are to select

relevant cues, e.g.. In tennis an alert player is more likely to notice the

speed, spin and direction of the ball

QUALITY OF INSTRUCTION – beginners do not know which cues are

relevant. Teachers/ coaches can direct attention to the correct cues

INTENSITY OF STIMULUS – the effectiveness of the senses when

detecting speed, sound, size, shape, colour etc.

LONG TERM MEMORY

Holds information that has been well learned and practised

Its capacity is thought to be limitless

Information is held for a long time – perhaps permanently

Motor programmes are stored in the LTM as a result of practice –this is why you never forget how to swim or ride a bike even if you have not done so for a long time.

The LTM is the recognition part of the perceptual process when the stored information in the LTM is retrieved and compared to the new information which is then recognised

Task – Experiment – In pairs

1 person writes down 7 four-letter nonsense

words made up of consonants e.g. grtp

Allow your partner to view the words for 10

seconds

See how many she/he can remember (record)

If you partner fails to remember all words – let

them have another go and record

Repeat experiment with 7 words related to

sport (also four letters e.g. Ball). Is there a

difference? If there is why do you think this is?

Strategies to improve retention and

retrieval REHEARSAL/ PRACTICE –carries the skill to

and fro between the STM and LTM

establishing a memory trace. Elite performers

practice their skills until they have been ‘over

learned’ / ‘grooved’ and become automatic

ASSOCIATION/ LINKING – new information

should be linked with that previously learned

e.g. Sports specific skills linked with

fundamental motor skills – javelin throw linked

with overarm throw

SIMPLICITY – new information should be

kept simple, more complex information can be

added later. Avoid teaching similar skills at

the same time as may interfere with each

other.

ORGANISATION – A trampoline sequence

should be learned in the order movements will

be performed

IMAGERY –mental picture aids memory.

Demonstrating skills allows a performer to

create an image of the movement

MEANINGFUL – if the learner considers

information relevant it is more likely to be

remembered

CHUNKING – items of information are more

easily remembered if grouped together

UNIQUENESS – if information is presented

in an unusual or different way it is more

likely to be remembered

ENJOYMENT – if the learner is having fun

the experience is more likely to be

remembered

POSITIVE REINFORCEMENT – praise and

encouragement when learning can aid

retention. This can also be motivational and

includes rewards such as badges and

certificates

Model of Memory Process

Exam Qs

Answers

Exam Qs

4. (a) During practice for sport, describe

two strategies that could be used to

improve the longterm memory. [4]

Answers

Learning Objectives

Be able to name the 3 components of memory

Be able to describe at least 3 features of each

component of memory

Be able to explain how you can use at least 2

strategies to improve memory applied to a

sporting situation

Learning Objectives

Be able to define reaction time, response

time and movement time and explain the

relationship between these terms

Be able to apply a sporting example to

these terms.

Be able to explain Hick’s law

Be able to demonstrate how the single

channel hypothesis can be used to a

sports persons advantage

Reaction Time

Reaction Time

Movement Time

Response Time

How are they linked?

REACTION TIME + MOVEMENT TIME =

RESPONSE TIME

100m race

• 0.2 seconds to react to the gun,

• 12 seconds to run the race,

• Total response time of 12.2 seconds

Tennis Serve

• See serve going to your left and deciding to go that way takes about 0.2

seconds,

• Moving to intercept and play the return shot takes a further 0.3 seconds

• Total response time of 0.5 seconds

Little experiment……..

Time your partner organising the cards in

to the following sets:

Colours (Red and black)

In to suites (Diamonds, Clubs, Hearts,

Spades)

In to suites and in order (Ace, 2, 3…..Jack,

King, Queen)

Discuss why there was difference in

response time.

Types of Reaction Time

Simple - One stimulus with only one

correct response e.g. reacting to a

starters gun by beginning to run

down the track towards the finish

Choice - Either, several stimuli, which

may have any number of possible

responses

Or, one stimuli with a number of

possible responses

Hick’s Law

The more stimuli that there are, the

longer it will take to choose the correct

response

Hick’s Law (1952) “Choice reaction time

is related to the amount of information

that must be processed to resolve

uncertainty about the various possible

stimulus response alternatives”

Strategies – shortages of time

Anticipation

Fake – how does this

work?

Door thing……

Single Channel Hypothesis

Psychological Refractory Period

Exam question