Information Processing

Front 1

Information processing

Back 1

The methods by which data from the environment are collected and utillesed

Front 2

Information processing can be divided into three parts

Back 2

Input — decision making — output

Front 3

Input stage

Back 3

Information is picked by the senses from the display (the sporting environment)

Front 4

Senses (receptor systems)

Back 4

The senses that pick up information from the display

Sight, auditory sense, touch, balance & kinesthesis

Front 5

Proprioceptors

Back 5

Senses that provide internal information from within the body

Front 6

Kinesthesis

Back 6

The inner sense that gives information about body position and muscular tension

Front 7

External senses

Back 7

Sight & hearing

Front 8

Internal senses

Back 8

Touch, balance & kinesthesis

Front 9

Decision making stage

Back 9

Performer must make a decision based on all information collected by senses

Front 10

Selective attention

Back 10

Filtering relevant information from relevant information

Front 11

Stimuli

Back 11

The important & relevant items of information from the display such as the flight of the ball

Front 12

Developing selective attention

Back 12

If stimulus is made more intense, loud or bright when training it will help develop the art of concentration — (brightly coloured ball)

Improved motivation helps the process of selective attention — so using rewards such as positive comments will help

Mental practice can help performer to run through task in mind before it starts

Front 13

Benefits of selective attention

Back 13

Can improve reaction time — if a tennis player were to pick up the flight of the ball early they can react quicker

Focusing on relevant information can improve chances of making correct decisions

Front 14

DCR

Back 14

Perceptual stage of information processing involving detection, comparison & recognition

Front 15

Perception

Back 15

The process of coding & interpreting information

Front 16

Translatory mechanisms

Back 16

Adapting & comparing coded information to memory so that decisions can be made

Front 17

Output stage — effector mechanism

Back 17

The network of nerves that sends coded impulses to the muscles

Front 18

Feedbacn

Back 18

Information during or after response to aid movement correction

Front 19

Whitting’s model

Back 19

Environment

Display

Receptor systems

Perceptual mechanisms

Translatory mechanisms

Effector mechanisms

Output

Feedback

Front 20

The memory system

Back 20

Contains a series of memory stored and some methods by which information is transferred and held in these stores

Front 21

The working memory

Back 21

So named since it performs a number of functions

Front 22

Central executive

Back 22

The control centre of the working memory model, it used three other systems to control all the information moving on & out of the memory system

Front 23

Phonological loop

Back 23

Deals with auditory information from the other senses and helps produce the memory trace

Front 24

Visuospatial sketchpad

Back 24

Used to temporarily store visual & spatial information

Front 25

Episodic buffer

Back 25

Co-ordinates the sight, hearing & movement information from the working memory into sequences to be sent to the LTM

Front 26

Long term memory

Back 26

Receives information from the working memory & has an unlimited capacity for the storage of motor programmes

Front 27

Features and functions of the memory system

Back 27

Working memory initiates the action by sending the memory trace

Working memory has a limited capacity & can only deal with around 7 items of information & too much information can mean important stuff is lost

Working memory has a limited timescale & last for around 30 seconds until it is lost

Important information can be stored in the LTM in the form of a motor program — a more permanent trace consisting of all the components a skill is made up of

LTM has a large capacity and can store information for a lifetime

Front 28

Storing information

Back 28

Effective use of the memory system in sport is to ensure useful information and motor programmes are stored in the LTM so learned skills can be moved back to the working memory for use

Front 29

To ensure items are stored in the LTM coach and player could use a number of strategies including

Back 29

Rewards — to help motivate the performer to remember correct actions

Association — linking the stored actions of a skill to a stored emotion or other action

Mental practice — going over the action in the mind without physical movement

Chunking — breaking down the task into subroutines

Focusing & concentrating on the task in hand helping to ignore distractions

Repetition of the action to ensure skills are coded & stored as motor programs

Chaining when items of information recalled as a sequence so that one movement links to the next helping in recalling

Front 30

Schema theory

Back 30

Suggests that rather than use a structured set of movements to develop skills, the core principles can be taken from existing motor programme & then adapted using some information from the environment & feedback from the senses

Front 31

Schema theory

Back 31

Suggests that rather than use a structured set of movements to develop skills, the core principles can be taken from existing motor programme & then adapted using some information from the environment & feedback from the senses

Front 32

Parameters of a schema

Back 32

When a scheme is used to adapting existing motor programmes, 4 essential processes must be used to make the scheme effective

Initial conditions

Response specifications

Sensory consequences

Response outcome

Front 33

Schema theory

Back 33

Suggests that rather than use a structured set of movements to develop skills, the core principles can be taken from existing motor programme & then adapted using some information from the environment & feedback from the senses

Front 34

Parameters of a schema

Back 34

When a scheme is used to adapting existing motor programmes, 4 essential processes must be used to make the scheme effective

Initial conditions

Response specifications

Sensory consequences

Response outcome

Front 35

Initial conditions

Back 35

Information from the environment — Where am I?

Front 36

Schema theory

Back 36

Suggests that rather than use a structured set of movements to develop skills, the core principles can be taken from existing motor programme & then adapted using some information from the environment & feedback from the senses

Front 37

Parameters of a schema

Back 37

When a scheme is used to adapting existing motor programmes, 4 essential processes must be used to make the scheme effective

Initial conditions

Response specifications

Sensory consequences

Response outcome

Front 38

Initial conditions

Back 38

Information from the environment — Where am I?

Front 39

Response specifications

Back 39

Information about what to do — what do I need to do?

Consists of recall and recognition schema

Front 40

Schema theory

Back 40

Suggests that rather than use a structured set of movements to develop skills, the core principles can be taken from existing motor programme & then adapted using some information from the environment & feedback from the senses

Front 41

Parameters of a schema

Back 41

When a scheme is used to adapting existing motor programmes, 4 essential processes must be used to make the scheme effective

Initial conditions

Response specifications

Sensory consequences

Response outcome

Front 42

Initial conditions

Back 42

Information from the environment — Where am I?

Front 43

Response specifications

Back 43

Information about what to do — what do I need to do?

Consists of recall and recognition schema

Front 44

Recall schema

Back 44

Initiates movement, comes before the action

Front 45

Schema theory

Back 45

Suggests that rather than use a structured set of movements to develop skills, the core principles can be taken from existing motor programme & then adapted using some information from the environment & feedback from the senses

Front 46

Parameters of a schema

Back 46

When a scheme is used to adapting existing motor programmes, 4 essential processes must be used to make the scheme effective

Initial conditions

Response specifications

Sensory consequences

Response outcome

Front 47

Initial conditions

Back 47

Information from the environment — Where am I?

Front 48

Response specifications

Back 48

Information about what to do — what do I need to do?

Consists of recall and recognition schema

Front 49

Recall schema

Back 49

Initiates movement, comes before the action

Front 50

Recognition schema

Back 50

Controls movement, happens during the action

Front 51

Schema theory

Back 51

Suggests that rather than use a structured set of movements to develop skills, the core principles can be taken from existing motor programme & then adapted using some information from the environment & feedback from the senses

Front 52

Parameters of a schema

Back 52

When a scheme is used to adapting existing motor programmes, 4 essential processes must be used to make the scheme effective

Initial conditions

Response specifications

Sensory consequences

Response outcome

Front 53

Initial conditions

Back 53

Information from the environment — Where am I?

Front 54

Response specifications

Back 54

Information about what to do — what do I need to do?

Consists of recall and recognition schema

Front 55

Recall schema

Back 55

Initiates movement, comes before the action

Front 56

Recognition schema

Back 56

Controls movement, happens during the action

Front 57

Sensory consequences

Back 57

Information about the feel of the movement & concerns the use of the senses to help guide the movement

Front 58

Schema theory

Back 58

Suggests that rather than use a structured set of movements to develop skills, the core principles can be taken from existing motor programme & then adapted using some information from the environment & feedback from the senses

Front 59

Parameters of a schema

Back 59

When a scheme is used to adapting existing motor programmes, 4 essential processes must be used to make the scheme effective

Initial conditions

Response specifications

Sensory consequences

Response outcome

Front 60

Initial conditions

Back 60

Information from the environment — Where am I?

Front 61

Response specifications

Back 61

Information about what to do — what do I need to do?

Consists of recall and recognition schema

Front 62

Recall schema

Back 62

Initiates movement, comes before the action

Front 63

Recognition schema

Back 63

Controls movement, happens during the action

Front 64

Sensory consequences

Back 64

Information about the feel of the movement & concerns the use of the senses to help guide the movement

Front 65

Response outcome

Back 65

Feedback about the results — is the skill was successful then the schema has been successful

Front 66

Implications for coaching when using schema

Back 66

Coach may employ a variety of strategies to make sure the schema is used successfully

Good way of helping the player become familiar with using a schema is to vary the practice conditions while tasks are undertaken

Coach should offer frequent feedback to ensure actions & motor programs can be adjusted

Coach should point out & explain when the schema can be used

Parts of the skill that can be transferred should be pointed out

Should adaptions be made successfully coach should offer reinforcement in the form of praise which may offer motivation

Front 67

Response time

Back 67

Time taken from the onset of a stimulus to the completion of a task —

Response time = reaction time + movement time

Front 68

Response time

Back 68

Time taken from the onset of a stimulus to the completion of a task —

Response time = reaction time + movement time

Front 69

Reaction time

Back 69

Time taken from the onset of a stimulus to the onset of a response

Front 70

Movement time

Back 70

Time taken to complete the task

Front 71

Simple reaction time

Back 71

When there is one specific response to one stimulus

An athlete at the start of a race responding to the status gun

This one choice should produce a fast reaction and response since there is only one thing to think about before reacting

Front 72

Choice reaction time

Back 72

Choosing from numerous stimuli

The response and reaction time is much slower

Typical in team games —midfield player in hockey has to choose the correct stimulus from various indicators on the pitch

Front 73

Choice reaction time

Back 73

Choosing from numerous stimuli

The response and reaction time is much slower

Typical in team games —midfield player in hockey has to choose the correct stimulus from various indicators on the pitch

Front 74

Hicks law

Back 74

Reaction time increases as the number of choice increases

When serving in tennis you can mix up your serve with direction or slice so that the opponent is never sure which one they’re going to face — variety will increase response preparation time & delay opponents actions

It’s not always a linear relationship as players can become familiar with their environment & the opponent may have got used to the serves & responses may become slightly quicker

Front 75

Choice reaction time

Back 75

Choosing from numerous stimuli

The response and reaction time is much slower

Typical in team games —midfield player in hockey has to choose the correct stimulus from various indicators on the pitch

Front 76

Hicks law

Back 76

Reaction time increases as the number of choice increases

When serving in tennis you can mix up your serve with direction or slice so that the opponent is never sure which one they’re going to face — variety will increase response preparation time & delay opponents actions

It’s not always a linear relationship as players can become familiar with their environment & the opponent may have got used to the serves & responses may become slightly quicker

Front 77

Single channel hypothesis

Back 77

States that stimuli can only be processed 1 at a time so the 2nd stimulus must wait until the 1st has been processed before it can be processed causing a delay and increasing response time — explaining Hicks law

Front 78

Choice reaction time

Back 78

Choosing from numerous stimuli

The response and reaction time is much slower

Typical in team games —midfield player in hockey has to choose the correct stimulus from various indicators on the pitch

Front 79

Hicks law

Back 79

Reaction time increases as the number of choice increases

When serving in tennis you can mix up your serve with direction or slice so that the opponent is never sure which one they’re going to face — variety will increase response preparation time & delay opponents actions

It’s not always a linear relationship as players can become familiar with their environment & the opponent may have got used to the serves & responses may become slightly quicker

Front 80

Single channel hypothesis

Back 80

States that stimuli can only be processed 1 at a time so the 2nd stimulus must wait until the 1st has been processed before it can be processed causing a delay and increasing response time — explaining Hicks law

Front 81

Psychological refractory period

Back 81

A delay when a second stimulus is presented before the first has been processed

Front 82

Anticipation

Back 82

Prejudging a stimulus

Front 83

Anticipation

Back 83

Prejudging a stimulus

Front 84

Temporal anticipation

Back 84

When it is going to happen

Front 85

Anticipation

Back 85

Prejudging a stimulus

Front 86

Temporal anticipation

Back 86

When it is going to happen

Front 87

Spatial anticipation

Back 87

Where and what is going to happen

Front 88

Anticipation

Back 88

Prejudging a stimulus

Front 89

Temporal anticipation

Back 89

When it is going to happen

Front 90

Spatial anticipation

Back 90

Where and what is going to happen

Front 91

Improving response time

Back 91

A player can use mental practice as going over the skill can make predictions quicker

During practice the performer could train the specific stimulus expected in the game

Performer could learn to focus and concentrate during the game so the stimulus is picked up early

Improving fitness improves reaction time