1. MOTOR CONTROL MODELS

2. Simplified Information Processing Model
Information: sensed, retained, coded, interpreted by combining it with other information, a decision made on what should be done, and motor programs created or retrieved and executed to achieve some desired end.
Input
Output Responses
Person as information
Processor
[a "black box" model]

3. More Conventional Information Processing Model
External
Response
Stimulus
Processing
Selection
Organization
Memory
Stimuli
Knowledge of Performance
Knowledge of Results

4. Perception/Sensation:
We must assess stimulus information about our environment (wind, sun, humidity, field, court, other players positions, ball position, and their patterns), about the problem at hand (to strike or toss a ball to a particular location or person).
We must also monitor internal "kinesthetic" information about our body and limb positions, the velocities with which limbs are moving, forces that need to be generated.

5. Response Decision
We must make decisions about what actions to take depending on our evaluation of the environment and ourselves. Should we hit the forehand or backhand, drive the ball hard or drop it in the corner? Should I pass, dribble or shoot? Should I fake to the left and then cut to the right, or vice versa?

6. Response Organization
What are the components to the response I have just selected? Grip, preparatory action, agonistic action, follow through? How should they be sequenced and phased (timed)? On a lower level, motor units must be recruited, associated with a firing frequency, and phased, generally in an asynchronous firing pattern so that force is graded in some fashion.

7. Memory Throughout, each component accesses memory :
For problem recognition,
For selecting an appropriate response from "ones" repertoire of responses,
For, organizing movement from component parts that exist within one's nervous system
(neuromotor memory, reverberating circuits, coordinative structures - i.e., units which through evolution or learning have been created and decrease the "degrees of freedom" that are theoretically possible.

8. In Sport, much has to be done in a very Short Period of Time
Ideal:
Capacity Exceeds
Demand
Human:
Limited in
Capacity A B
Task
Information

9. The Basic Dilemma
Thus a basic problem in sports is that we have a massive amount of information to process and a minimal time to do it.
And
We have the problem of using our processing capabilities at less than 100% effectiveness (anxiety, confidence, anger, frustration, personality, aggression, etc.).

10. Stimulus Identification:
Sensation/Perception - perceptual awareness is the end product of more elementary stimulus/perceptual processes (stimulus detection & pattern recognition).
Selective Attention -
Regulatory-cues
Non-regulatory cues
Two models that address selective attention:
Easterbrook-perceptual narrowing/broadening
Nideffer-narrow-broad, internal-external

11. Nideffer’s Model
External
focusing on the person you are defending
assessing offense and defense
Broad
narrow
assessing fatigue, organizing complex serial response
Broad-External - required in order to rapidly assess environmental conditions. Complex sport situations such as a quarterback assessing situation on field and making a decision about an appropriate response; basketball point guard coming down the floor on a fast break, etc.
b. Broad-Internal - needed when one analyzes and plans once relevant external information is gathered. Involves taking in current situation and using past experiences to come to a decision. May also involve assessing current levels of muscular tension, feelings about self-confidence, etc.
c. Narrow-Internal - Used when one systematically mentally rehearses their planned performance - golf, weightlifting, gymnastics, track and field events, etc.
d. Narrow-External - Attention required during a response, such as returning a serve (focus on ball), making a pass
Nideffer claims that different tasks make heavier demands than others for certain kinds of attention--contrast coaches job with that of a sprinter.
1. He believes that the Inverted U can be explained by arousal level affecting an individual's willingness and/or ability to shift attention in response to changing task demands.
2. As arousal increases individuals become more dependent upon their preferred attentional style, whether this is the best way to respond or not. For example, the person with a more narrow-external style (focus on response) may not pay enough attention to the broad-external aspects of the task, and may not be able to adapt quickly enough to changing circumstances. -- the basketball player who develops a blindness to what is happening around them.
focusing on one aspect of response: finger tips, legs
Internal

12. How is Selective Attention Acquired?
Striking a a tennis ball (Cognitive - Verbal Stage ) of learning. ):
At first we are inundated by all the things that are happening.
The ball's flight path must be tracked (trajectory, velocity, direction)
body cues must be processed
racket position must be monitored
we may be distracted by players on another court
the wind may capture our attention
the instructor may be giving us instructions while we are trying to do all of this.

13. Continued
Initially - attention is totally occupied by regulatory and non-regulatory cues
If we focus on the grip, we may forget how to position the racket on the backswing, and not move soon enough into position to hit a balanced stroke.
If we focus on the form of the stroke, we may forget about footwork, and timing will be off, etc.

14. Selective Attention Continued
Associative Stage - control seems less demanding, we tend to do two things:
We attend more to what is important, and tune-out what is less important or unimportant, and
we begin to see patterns so that each element is not seen as a separate entity (trajectory, velocity & spin)
Autonomous Stage
Instead of attending to one or two items, we learn to scan and see patterns of what the ball and other player are doing.
“Chunking” of Stimuli. - (Chess “masters” and soccer coaches).

15. Development of Perceptual Skill
We learn to focus our receptors and attention on regulatory stimuli
We tend to improve the speed with which we scan these stimuli
We tend to group regulatory stimuli into patterns rather than discrete bits of information

16. Processing Perceptual Information
The “beginner” sees this:
SIRMARTEYHMRSC

17. Processing Perceptual Information
The “Expert” instead of this (SIRMARTEYHMRSC), sees:
MERRY CHRISTMAS

18. Increase Capacity/Reduce Load
In "The Keys to Mastery" John Poppy writes about Larry Bird's routines of:
studying where the dead spots were in Boston Garden,
the number of steps from half-court to the 18' jump shot