AS Revision Information Processing 1 Information Processing Input

Information Processing • • • Input Perception Selective attention Memory Decision-making Motor programmes

Input Main senses involved in sport • Eyes/vision/visual sense • Ears/hearing/auditory sense • Balance/equilibrium

Perception - making sense Three components to the perceptual process D. C. R process

Typical question Perception is part of an information processing system; briefly explain each of

Answer 1. 2. 3. 4. 5. Detection/encoding of stimuli; Comparison to memory stores; Recognition

Selective attention • Too much information in environment • Only pay attention to relevant

Improving selective attention Change intensity of the stimulus Highlight/focus on appropriate cue(s) Mental rehearsal

Typical question To be effective, games players will need to use selective attention. (i)

Answer (i) 1. E. g Ignore crowd/environment and concentrate on player position, ball /equiv;

Answer (ii) 1. Increase intensity of the stimulus; 2. Motivate and/or arouse the performer/

Memory Input – stimuli received by sense organs S. T S. S S. T.

STSS – functions/characteristics • • • Receives information from sense organs About environment Lots

STM – functions/characteristics • Decision making area – hence – ‘working memory’ • •

LTM – functions/characteristics • • Store of experiences/motor programmes Information moved into and from

Improving memory • • Practice/rehearsal Meaningfulness Chaining/Chunking Mental rehearsal 16

Typical question For the effective learning of gymnastic skills, gymnasts need to remember important

Answer (a) 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. Information

Answer (b) 1. Rehearse/repeat/practice; 2. Associate with familiar information/transfer of learning/related to past experiences;

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AS Revision Information Processing 1

Information Processing • • • Input Perception Selective attention Memory Decision-making Motor programmes

Input Main senses involved in sport • Eyes/vision/visual sense • Ears/hearing/auditory sense • Balance/equilibrium sense Proprioceptors • Body awareness/kinaesthetic sense • Touch/tactile sense 3

Perception - making sense Three components to the perceptual process D. C. R process • Detection of stimuli • Comparison to memory • Recognition of stimuli 4

Typical question Perception is part of an information processing system; briefly explain each of the three processes that occur as part of perception. (3 marks)

Answer 1. 2. 3. 4. 5. Detection/encoding of stimuli; Comparison to memory stores; Recognition of stimuli; DCR as abbreviations; Selective attention/discrimination/ interpretation;

Selective attention • Too much information in environment • Only pay attention to relevant information and ignore irrelevant 7

Improving selective attention Change intensity of the stimulus Highlight/focus on appropriate cue(s) Mental rehearsal Learn to ignore irrelevant stimuli Lots of realistic practice Motivate performer 8

Typical question To be effective, games players will need to use selective attention. (i) Using an example from a game, explain the term ‘selective attention’. (3 marks) (ii) How can a coach improve a player’s selective attention? (3 marks)

Answer (i) 1. E. g Ignore crowd/environment and concentrate on player position, ball /equiv; 2. Too much information/stimuli from environment; 3. Located between STSS and STM; 4. Limited processing capacity; 5. Single channel hypothesis/bottleneck theory; 6. Filtering/ignoring/blocking out of unnecessary information; 7. Focussing/concentrate/picking out on relevant information/stimulus;

Answer (ii) 1. Increase intensity of the stimulus; 2. Motivate and/or arouse the performer/ performer is alert; 3. Transfer from previous experience to help with explanation/ expectation; 4. Direct attention to one aspect of the performance/highlight/focus on cue; 5. Learn to ignore irrelevant stimulus/what is relevant/training with (more) distraction/ audience; 6. Lots of relevant practise/rehearsal; 7. Mental rehearsal/imagery;

Memory Input – stimuli received by sense organs S. T S. S S. T. M L. T. M. Action 12

STSS – functions/characteristics • • • Receives information from sense organs About environment Lots of information Needs filtering – selective attention Lasts ½-1 seconds Requires immediate attention or is lost 13

STM – functions/characteristics • Decision making area – hence – ‘working memory’ • • • Receives information from STSS Compares information to and from LTM Starts motor programmes Limited capacity ( 7 +/- 2 items ) Limited duration ( 30 seconds ) 14

LTM – functions/characteristics • • Store of experiences/motor programmes Information moved into and from STM Only correct/relevant information stored Unlimited capacity 15

Improving memory • • Practice/rehearsal Meaningfulness Chaining/Chunking Mental rehearsal 16

Typical question For the effective learning of gymnastic skills, gymnasts need to remember important instructions and use selective attention. (a) What are the characteristics and functions of short term memory? (3 marks) (b) How can a coach ensure that important information is stored in the gymnast’s long term memory? (4 marks)

Answer (a) 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. Information enters from STSS; Only selective attended items enter; Limited capacity; Retrieves information from LTM; Memory trace/schema/motor programme; If not practised/reinforced then lost Limited duration/seconds; Working memory/decision making; Transfers to LTM; Effector system from STM; Overlearning

Answer (b) 1. Rehearse/repeat/practice; 2. Associate with familiar information/transfer of learning/related to past experiences; 3. Make information meaningful; 4. Make experience enjoyable/vivid/interesting; 5. Make stimuli contrasting/recognisable; 6. ‘Chunking’/’chaining’/progressive-part learning; 7. Imagery/mental rehearsal;