1. Information Processing
AS Revision
Information Processing

2. Information Processing
Input
Perception
Selective attention
Memory
Decision-making
Motor programmes

3. 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

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

5. 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)

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

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

8. 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

9. 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)

10. 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;

11. 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;

12. 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

13. 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

14. 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

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

16. Improving memory Practice/rehearsal Meaningfulness Chaining/Chunking
Mental rehearsal

17. 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)

18. 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

19. 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;