2. Information Processing
Describe how information is transmitted
through the peripheral and central
nervous system.
Use a HIP model to analyse sports
performance.
Use of memory and different memory
stores.
3. 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?
5. 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
8. 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 out
Movement
(Output)
12. 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
13. 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
14. 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
15. 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?
16. 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
17. 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
19. 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’
20. 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.
21. 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
22. 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?
23. 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
29. 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
30. 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
31. Reaction Time
Reaction Time
Movement Time
Response Time
How are they linked?
REACTION TIME + MOVEMENT TIME =
RESPONSE TIME
32. 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
33. 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.
34. 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
35. 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”
