Information Processing AS Revision Information Processing

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 Proprioceptors Body awareness/kinaesthetic sense Touch/tactile sense Balance/equilibrium sense

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

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 Detection/encoding of stimuli; Comparison to memory stores; Recognition of stimuli; DCR as abbreviations; Selective attention/discrimination/ interpretation;

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

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

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

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

Input – stimuli received by sense organs 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 About Lots of Needs filtering – Lasts seconds Requires immediate attention or sense organs environment information selective attention ½-1 is lost

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

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

Improving memory Practice/rehearsal Meaningfulness Chaining/Chunking Mental rehearsal

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) 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) Rehearse/repeat/practice; Associate with familiar information/transfer of learning/related to past experiences; Make information meaningful; Make experience enjoyable/vivid/interesting; Make stimuli contrasting/recognisable; ‘Chunking’/’chaining’/progressive-part learning; Imagery/mental rehearsal;