A level PE Info Processing 2013

A Level PE

Information Processing

Information Processing

Describe how information is transmitted through the peripheral and central nervous system.

Name and explain the three stages of perception.

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

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? WhyWhat 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

Input Decision 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

Selective Attention

Brain can only cope with a certain amount of information

Important that the brain selects correct information to attend to

This is the process of selective attentionBeginners find this more difficult than

experience sports performers

Information Processing

Describe how information is transmitted through the peripheral and central nervous system.

Name and explain the three stages of perception.

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

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

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.

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’

TASK

Kim’s Game

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