2. Learning ObjectivesLearning Objectives
Understand he key concepts ofUnderstand he key concepts of
information processinginformation processing
Describe and draw the informationDescribe and draw the information
processing models of Welford andprocessing models of Welford and
Whiting and apply them to learning andWhiting and apply them to learning and
performingperforming
3. Information ProcessingInformation Processing
It is important to understand how weIt is important to understand how we
recognise, interpret and userecognise, interpret and use
information when performinginformation when performing
physical activities. The faster we canphysical activities. The faster we can
process information and makeprocess information and make
decisions, the more quickly we candecisions, the more quickly we can
respond.respond.
4. Information ProcessingInformation Processing
What is it?What is it?
1) Information we take in, 2) interpret and1) Information we take in, 2) interpret and
3) make decisions based on the findings…3) make decisions based on the findings…
We will look at various theories to explainWe will look at various theories to explain
how we do this… comparing us to computershow we do this… comparing us to computers
5. Information ProcessingInformation Processing
Computers would go through theComputers would go through the
following process:following process:
– Inputting informationInputting information
– Processing informationProcessing information
– Outputting informationOutputting information
In humans it is similar:In humans it is similar:
– Sensory inputSensory input
– Central Mechanisms (Brain)Central Mechanisms (Brain)
– Effector Mechanisms (Muscles)Effector Mechanisms (Muscles)
6. Information ProcessingInformation Processing
So in simple terms:So in simple terms:
how info enters our system,how info enters our system,
how we interpret it and make decisions,how we interpret it and make decisions,
how we put these into action and what we dohow we put these into action and what we do
with the new info our actions generate.with the new info our actions generate.
7. Stages in InformationStages in Information
ProcessingProcessing
INPUT
Stimulus Identification
Response Selection
Response Programming
OUTPUT
8. Information Processing StagesInformation Processing Stages
Stimulus Identification:Stimulus Identification:
Deciding if aDeciding if a stimulusstimulus has happenedhas happened
Stimulus: information that stands out, that theStimulus: information that stands out, that the
person pays attention tooperson pays attention too
This is done by the sensory system receiving info.This is done by the sensory system receiving info.
E.G. deciding the direction and speed a ball isE.G. deciding the direction and speed a ball is
travellingtravelling
This stage involves theThis stage involves the perceptual processperceptual process
We will talk about ‘Proprioception’ laterWe will talk about ‘Proprioception’ later
9. Information Processing StagesInformation Processing Stages
Response Selection:Response Selection:
Deciding on what to do with the info you’ve got.Deciding on what to do with the info you’ve got.
This connects with the previous stageThis connects with the previous stage
E.G. The ball is high and to the left, so I must move toE.G. The ball is high and to the left, so I must move to
my left to catch itmy left to catch it
10. Information Processing StagesInformation Processing Stages
Response ProgrammingResponse Programming
The brain receives the decision about which movementThe brain receives the decision about which movement
to make, and organises the motor system (muscles andto make, and organises the motor system (muscles and
nerves) to do itnerves) to do it
E.G. Sends out messages via nerves to the relevantE.G. Sends out messages via nerves to the relevant
muscles to move to the leftmuscles to move to the left
11.
12. The Information ProcessingThe Information Processing
ModelModel
The two models we will look at are:The two models we will look at are:
Welford’s ModelWelford’s Model
Whiting’s ModelWhiting’s Model
13. Welford's ModelWelford's Model
This model identifies the following:This model identifies the following:
1) Display1) Display
2) Sensory Information2) Sensory Information
3) Sense Organs3) Sense Organs
4) Perceptual Mechanism4) Perceptual Mechanism
5) Effector Mechanism5) Effector Mechanism
6) Response6) Response
7) Feedback7) Feedback
14. Welford's ModelWelford's Model
1) Display:1) Display: Environment your in e.g. teammates,Environment your in e.g. teammates,
opponents, spectators, noise, umpires etc… some ofopponents, spectators, noise, umpires etc… some of
this info will be noticed and stimulate the sensorythis info will be noticed and stimulate the sensory
systems…systems…
2) Sensory Information:2) Sensory Information: Vision, hearing +Vision, hearing +
proprioceptionproprioception gathers info so we are aware of what isgathers info so we are aware of what is
happening e.g. pain, to prevent serious injuryhappening e.g. pain, to prevent serious injury
Proprioception: a sense that allows us to know what i)Proprioception: a sense that allows us to know what i)
position are body is in ii) what are joints and musclesposition are body is in ii) what are joints and muscles
are doing iii) feel things involved in our performing e.g.are doing iii) feel things involved in our performing e.g.
the ball, hockey stick etc…the ball, hockey stick etc…
It is made up of: Touch, Kineasthesis (kineasetheticIt is made up of: Touch, Kineasthesis (kineasethetic
sense) and Equilibrium (feeling of where you are)sense) and Equilibrium (feeling of where you are)
15. Welford’s ModelWelford’s Model
3) Sense Organs:3) Sense Organs: Proprioceptors, Ears, EyesProprioceptors, Ears, Eyes
etc…etc…
4) Perceptual Mechanism:4) Perceptual Mechanism: This involvesThis involves
perception (interpreting info) ‘Making sense ofperception (interpreting info) ‘Making sense of
the info’the info’
Three parts:Three parts:
– Detection; identifying the stimulusDetection; identifying the stimulus
– Comparison; compared to similar stimuli inComparison; compared to similar stimuli in
our memoryour memory
– Recognition; matched to a stored stimulusRecognition; matched to a stored stimulus
16. Welford’s ModelWelford’s Model
5) Effector Mechanism:5) Effector Mechanism: The motor programmeThe motor programme
is put into action. Impulses are sent via theis put into action. Impulses are sent via the
nervous system to muscles (effector) so thatnervous system to muscles (effector) so that
the correct action is carried outthe correct action is carried out
6) Response:6) Response: What you actually doWhat you actually do
7) Feedback:7) Feedback: Once the motor programme hasOnce the motor programme has
been put into place, the display may changebeen put into place, the display may change
(new info) – this can be internal or external(new info) – this can be internal or external
19. Whiting’s ModelWhiting’s Model
This model identifies the following:This model identifies the following:
1) Display1) Display
2) Receptor Systems2) Receptor Systems
3) Perceptual Mechanism3) Perceptual Mechanism
4)Translatory Mechanism4)Translatory Mechanism
5) Output5) Output
6) Feedback6) Feedback
20. Whitings ModelWhitings Model
1) Display: Environment your in e.g. teammates,
opponents, spectators, noise, umpires etc… some of
this info will be noticed and stimulate the sensory
systems…
2) Receptor Systems: Refers to the sense organs
which receive information
3) Perceptual Mechanism: This involves perception
(interpreting info) ‘Making sense of the info’
Three parts:
– Detection; identifying the stimulus
– Comparison; compared to similar stimuli in our
memory
– Recognition; matched to a stored stimulus
21. Whitings ModelWhitings Model
4) Translatory Mechanism: The part of the brain
which makes decisions and sorts out and
processes the few relevant bits of information
from the many inputs from the surroundings
5) Output: The part of the brain which carries out
the decisions and sends messages to the limbs
and parts of the body via the nervous system.
The action that occurs from the decision making
6) Feedback: Once the motor programme has
been put into place, the display may change (new
info) – this can be internal or external
25. TaskTask
Can you use one of the models toCan you use one of the models to
explain, how she takes in theexplain, how she takes in the
information needed, interprets it andinformation needed, interprets it and
makes decision about what to do.makes decision about what to do.
26. FeedbackFeedback
What is feedback?What is feedback?
Information that you receive as aInformation that you receive as a
performer during or as a result of theperformer during or as a result of the
movement.movement.
Two main types:Two main types:
Intrinsic and ExtrinsicIntrinsic and Extrinsic
27. Intrinsic FeedbackIntrinsic Feedback
Information received by the athlete as a directInformation received by the athlete as a direct
result of producing a movement through theresult of producing a movement through the
proprioception.proprioception.
What is this? – look back if you need toWhat is this? – look back if you need to
You get this feedback through proprioceptorsYou get this feedback through proprioceptors
(about the feel of the movement)(about the feel of the movement)
E.G.?E.G.?
A cricket player knowing that they have hit it in theA cricket player knowing that they have hit it in the
middle of the bat. Important for experiencedmiddle of the bat. Important for experienced
players, as they can control the movement.players, as they can control the movement.
Beginners should try to use this feedback so theyBeginners should try to use this feedback so they
can get the feel of a perfect movement.can get the feel of a perfect movement.
28. Extrinsic FeedbackExtrinsic Feedback
Information from external sources (teacher,coach,
teammates etc…)
You use visual and auditory senses
It is used to augment (add too) intrinsic feedback
– Knowledge of performance (KP) - information about the
technique and performance. This can be provided verbally
from the coach or visually via video. This enables the
athlete to establish a kinaesthetic reference for the
correct movement. e.g. an analysis of the sprinter's
action.
– Knowledge of results (KR) - information with regards the
result of the athlete's performance e.g. the sprinter's 100
metre time
This feedback is very important for beginners as they are
limited with their use of intrinsic feedback.
29. Serial and Parallel ProcessingSerial and Parallel Processing
Most info we process is done in a sequence (diffMost info we process is done in a sequence (diff
stages that affect each other) a ‘Serial Process’stages that affect each other) a ‘Serial Process’
E.G. Trampolining sequenceE.G. Trampolining sequence
However some processes are simultaneous,However some processes are simultaneous,
known as a ‘Parallel Process’known as a ‘Parallel Process’
E.G. In a team game, you would be processingE.G. In a team game, you would be processing
info about the speed, height and direction foinfo about the speed, height and direction fo
the ball and also where teammates andthe ball and also where teammates and
opponents are…opponents are…
BOTH MODELS WE LOOK AT ARE V SIMILARBOTH MODELS WE LOOK AT ARE V SIMILAR
BUT HAVE DIFFERENT NAMES FOR THE PARTSBUT HAVE DIFFERENT NAMES FOR THE PARTS
30. TaskTask
Can you use a practical example toCan you use a practical example to
explain Whiting’s Model and its variousexplain Whiting’s Model and its various
stages? (10)stages? (10)
31. HomeworkHomework
Can you use a practical example toCan you use a practical example to
explain Welford’s Model and itsexplain Welford’s Model and its
various stages? (10)various stages? (10)
Explain why intrinsic feedback isExplain why intrinsic feedback is
important for the cognitive andimportant for the cognitive and
autonomous phase of learning (2)autonomous phase of learning (2)
