Information processing. l2
- 1. LEARNING OBJECTIVE TO UNDERSTAND INFORMATION PROCESSING AND LINK TO A SPORTS CONTEXT Lesson Outcomes By the end of this lesson you should be able to: Outline the basic stages of recognised information processing models Explain the stages involved in the memory process Apply information processing models and memory storage to a sports context Do now task 1 Minute challenge. Label yourself 1 and 2. 1 go first of a minute without hesitation about information storage and memory linking to sport. Number 2’s follow with 1 minute with no repetition.
- 2. Questions ?/8 1. What are the characteristics and functions of ‘short-term memory’? (3) 2. Name the 2 information processing models? (2) 3. Name 3 ways a performer can improve shot term memory and move information to the long term memory? (3)
- 3. Processing information Information processing occurs in 3 different stages. 1. Stimulus identification: The performer will pick out important cues from the environment. i.e. pick out the flight of the ball.
- 4. Processing information 2. Response Selection: This is the decision making phase. The performer must decide what to do with the stimulus identified. i.e. The performer will have to decide whether to move their feet into position.
- 5. Processing information 3. Response Programming: Finally, the performer must instruct his muscles to move accordingly so the catch can be executed. This is done via the brain and the nervous system communicating.
- 6. Information Processing Models There are various models that represent the information processing process. The 2 main models for study are: The Welford Model Display (Environment) Environmental information detected and identified Selective Attention Effector mechanisms and muscular execution. Response Intrinsic and Extrinsic FEEDBACK
- 7. Information Processing Models Whiting identifies three stages: • Perceptual mechanisms (sensory input) • Translator mechanisms (decision process) • Effector mechanisms (action) The Whiting Model
- 8. Task1: Read the following list as quickly as possible. Use a stopwatch to time yourself. PURPLE RED GREY GREEN BLUE PINK ORANGE BROWN YELLOW GREY RED BLACK BLUE GREEN PURPLE BROWN YELLOW PINK ORANGE BLACK
- 9. LIST 2 Task 2: Time how long it takes for you to say the colours that you see. BLUE GREEN PURPLE BLACK ORANGE BROWN RED YELLOW BROWN PINK GREY BLUE PURPLE BROWN RED GREEN BLACK ORANGE GREY
- 10. LIST 3 Task 3: Time yourself reading the words on the following list as quickly as you can. PURPLE BLACK ORANGE BLUE PURPLE BROWN RED GREEN BLACK ORANGE GREY BLUE GREEN BROWN RED YELLOW BROWN PINK GREY BLUE Task 4: Compare your results. Use the theory of information processing to explain why the time increased when reading list 2 and list 3.
- 11. Senses and Kinaesthesis All senses are used in sport. Vision: this is used to track the flight of the ball. Hearing: Transmitted and interpreted in similar way to visual images.
- 12. Senses and Kinaesthesis Proprioception: This is how we know how our body is orientated in space. It allows us to feel racket or ball and react accordingly. 3 Components of Proprioception: Touch: Weight of a tennis shot. Equilibrium/Balance: Maintain stability in order to perform a skill. Kinaesthesis: A sense that tells the performer what position their body is in.
- 13. Memory Once information is processed it can be stored and used in similar situations. The information is filtered using SELECTIVE ATTENTION. This is necessary to avoid information overload. Short-term sensory store; This area of the brain which receives information and holds it for a short time (less than 1 second) prior to processing. If the information deemed unimportant is lost and forgotten and replaced by new information.
- 14. Selective Attention This is the process of sorting our relevant bits of information that we receive. Attention passes the information to the short-term memory which gives time for conscious analysis. A good performer can focus totally on an important aspect of their skill. Irrelevant information will be disregarded.
- 15. Memory The information is filtered using SELECTIVE ATTENTION. This is necessary to avoid information overload. Short-term memory; This part of the brain keeps information for a short period (20 - 30 seconds). It can hold between 5 and 9 separate items of information at any one time.
- 18. Short Term Memory If not used the information it is lost or passed on to the long term memory for permanent storage. Once the information has been logged into the long-term memory. It remains there for a long time. The long-term memory has an unlimited capacity and can store a lifetime of information.
- 19. Long Term Memory The Memory System diagram Learning to ride a bike will have been stored in your LTM, you will not have forgotten how to years later. The information is stored in the long-term memory in the form of a motor programme. There is a two-way relationship between the short-term memory and the long-term memory. Information can be moved from one to the other when needed. Display Short Term Sensory Store Selective Attention Short term memory Long Term Memory
- 20. Coding information in the long term memory Movement patterns can be stored in the long term memory and used by the performer when needed. The coach can enhance this process by making the player practise the task repeatedly. During such practices the coach should offer praise and reinforcement, because we tend to remember pleasant experiences.
- 21. Coding information in the long term memory Skills are more likely to be remembered if they are associated with other items already stored in the memory. i.e. Learnt tennis skills are similar to other racquet sports and can be used to help develop new skills.
- 23. Improve STM – Move to LTM Mental Rehearsal Mental rehearsal involves going over the task in your mind. It stimulates the brain and the associated muscles and so helps to store information in the long-term memory. Demonstrations and explanations should be clear so performers do not recall inaccurate information.
- 25. Chunking Information can be stored in the memory more easily if it is broken down into small pieces, so that the relevant information can be focused on. When giving feedback to a performer, the coach should present the information in small, relevant parts, rather than giving all the information at once.
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- 27. Chaining A coach should link the information given to the performer. The first part of the task should be presented before going on to subsequent movement elements. This process of chaining will help to preserve the task in the memory in the correct order.
- 29. 1. What are the characteristics and functions of ‘short-term memory’? 3 marks A. Information enters from STSS B. Only selective attended items enter C. Limited capacity D. Retrieves information from LTM E. Memory trace/schema/motor programme F. If not practised/reinforced then lost G. Limited duration/seconds H. Working memory/decision making I. Transfers to LTM J. Effector system from STM
- 30. 2. Name the 2 information processing models? (2) A. Welford B. Whiting
- 31. 3. Name 3 ways a performer can improve shot term memory and move information to the long term memory? 3 A. Chaining B. Chunking C. Mental rehersal
- 32. LEARNING OBJECTIVE TO UNDERSTAND INFORMATION PROCESSING AND LINK TO A SPORTS CONTEXT Lesson Outcomes By the end of this lesson you should be able to: Outline the basic stages of recognised information processing models Explain the stages involved in the memory process Apply information processing models and memory storage to a sports context Do now task 1 Minute challenge. Label yourself 1 and 2. 1 go first of a minute without hesitation about information storage and memory linking to sport. Number 2’s follow with 1 minute with no repetition.
- 33. Motor Programme Theory What is a motor programme? Motor programme: A set of movements, stored in the long-term memory, that specify the components of a task or skill. As a skill is practised, images are built up in the long-term memory and stored. Internal and external feedback help to check errors and amend performance. The result is the storage of a perfect image that can be called upon for future use.
- 34. Motor Programmes Motor programmes can be developed from an early age by practice. Such basic motor programmes become the foundation for more complex motor programmes at a later stage. The problem with motor programmes is that they cannot be used for open skills because of the continual changes in the environment.
- 35. Reaction, Movement and Response Time Information processing takes only a fraction of a second. If the mechanisms could be sped up this would then allow for a fraction of a second more time to assess the situation and select appropriate actions.
- 36. Reaction, Movement and Response Time Reaction Time: It is the time taken from the presentation of the stimulus to the onset of the movement. Movement Time: is the time it takes to complete the task from start to finish. Response Time: is the time taken from the presentation of the stimulus to the completion of the task. (reaction time + movement time).
- 37. Reaction time and its influences Reaction time is influenced by a number of factors. Discuss with a partner for 2 minutes? List the factors you come up with.
- 38. Reaction time and its influences 1. Number of STIMULI The more choices available, the slower the reaction will be. A simple reaction time can be very fast because it involves only one choice to one stimulus. The relationship between reaction time and the number of choices is not linear. The rate of increase in reaction time decreases with increasing choice. Hicks's law No of choices Reaction time
- 39. Hicks's law states that, although having more choices makes performance slower, the rate of increase in reaction time decreases as the number of choices increases. e.g. a goalkeeper faced with two attackers might rush out and pressure the player with the ball. This increases the players choices; he has to go around the goalkeeper, pass to his team-mate or shoot. The decision making could cause him to hesitate.
- 40. Reaction time and its influences 2. Experience A player's experience will affect the reaction time. Experienced players can anticipate the bounce of a ball and get there first. Anticipation, or the ability to pre-judge a stimulus, is a major influence on reaction time.
- 41. Effector Anticipation: Guessing what your opponent is going to do is easier if you can get a feel for the way the pitch or court is playing. Tennis grass courts are very different to clay courts.
- 42. Perceptual Anticipation: Anticipation can also be improved by gaining prior knowledge of the opponents from your coach, or by watching the opponents before you play them. Receptor Anticipation: Players can also gain information on their opponents during the game by looking at the way they play and the stance or the grip on the ball.
- 43. Reaction time and its influences 3. Gender & Age: Men tend to react faster than women but women retain their ability to react quickly until much later in life. Ageing slows the reactions of both men and women. 4. Performance enhancing drugs: Performance-enhancing drugs can affect reaction time. There are many cases of athletes using drugs to enhance reaction time.
- 44. Improving reaction time There are two theories that explain reaction time: Single-Channel Hypothesis The single-channel hypothesis suggests that a stimulus is processed along a single nerve track and that the brain can only process one stimulus at a time. The single- channel hypothesis implies that any other stimulus must wait for the one before it to be processed.
- 45. Improving reaction time There are two theories that explain reaction time: The psychological refractory period It suggests that only one stimulus can be processed at a time, and if a second stimulus is presented to the performer before the original one is processed, then an unavoidable delay will occur. S1 S2 R1 R2 This delay is known as the psychological refractory period.
- 46. Plenary 1. Reaction time may be an important factor in the effectiveness of skill performance. (i) What is meant by the terms reaction time, movement time and response time? (3) (ii) Give three important factors which affect response time. Use practical examples to illustrate your answer. (6) Exam Style Question.