Information Processing- INPUT Questions
Explain the functions of the short term sensory store and the long term memory when
performing the skill of passing. (4 marks)
Players in a team game will use their skills to play effectively.
Explain how players use their short-term memory to perform skills during a team game.
(3 marks)
What are the characteristics and functions of ‘short-term memory’? (3 marks)
How can a coach ensure that important information is stored in the gymnast’s
‘long-term memory’? (4 marks)
To be effective, games players will need to use ‘selective attention’.
Using an example from a game, explain the term selective attention.
(3 marks)
How can a coach improve a player’s selective attention? (3 marks)
Selective attention is an important part of information processing. Using
Figure 2, identify where ‘selective attention’ occurs and explain how it aids
performance.
(3 marks)
In games such as badminton, performers use information processing to make
decisions.
State four types of sensory information used in badminton. (4 marks)
Perception is part of an information processing system. Briefly explain each of the
three processes that occur as part of perception.
(3 marks)
Information Processing- INPUT Answers
Explain the functions of the short term sensory store and the long term memory when
performing the skill of passing. (4 marks)
Short Term Sensory Store





Receives information FROM display/surroundings/environment
From sensors/sense organs
Too much/lots information
Information is filtered/selective attention
Attended information enters short term memory
Long Term Memory





Store of past experiences
As motor programme/schema/plan of action/skill/passes
Mental image of movement to be performed
Correct information/meaningful/important/rehearsed/relevant information stored
Information in to/from short term memory
Players in a team game will use their skills to play effectively.
Explain how players use their short-term memory to perform skills during a team game.
(3 marks)
A. Receives information/feedback from senses/Short Term Sensory Store
B. Selective attention filters information
C. Compares/identifies characteristics of information to/from Long Term Memory stores/DCR
process
D. Decisions made/thinking/problem-solving/working memory
E. Receives information/motor programme/sub-routines concerning actions from Long Term
Memory
F. Initiates/runs motor programme/sub-routines sends to effector
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
How can a coach ensure that important information is stored in the gymnast’s
‘long-term memory’? (4 marks)
4 marks for 4 of:
A. Rehearse/repeat/practice/over learning
B. Associate with familiar information/transfer of learning/related to past experiences
C. Make information meaningful
D. Make experience enjoyable/interesting
E. Make stimuli contrasting/recognisable/vivid
F. ‘Chunking’/’chaining’/’progressive-part learning’/breakup the skill
G. Imagery/mental rehearsal
To be effective, games players will need to use ‘selective attention’.
Using an example from a game, explain the term selective attention. (3 marks)
A. Eg Ignore crowd/environment and concentrate on player position, ball /equiv;
B. Filtering/ignoring/blocking out of unnecessary information;
C. Focussing/concentrate/picking out on relevant information/stimulus;
D. Too much information/stimuli from environment;
E. Located between STSS and STM;
F. Limited processing capacity;
G. Single channel hypothesis/bottleneck theory;
H. Attentional narrowing;
Suitable example
How can a coach improve a player’s selective attention? (3 marks)
A. Increase intensity of the stimulus;
B. Motivate and/or arouse the performer/ performer is alert;
C. Direct attention to one aspect of the performance/highlight/focus on cue;
D. Learn to ignore irrelevant stimulus/what is relevant/training with (more) distraction/
audience;
E. Lots of relevant practise/rehearsal;
F. Mental rehearsal/imagery;
G. Transfer from previous experience to help with explanation/expectation;
Selective attention is an important part of information processing. Using
Figure 2, identify where ‘selective attention’ occurs and explain how it aids
performance. (3 marks)
3 marks for 3 of:
A. Short term sensory store/between STSS and STM;
B. Responsible for selecting relevant information (credit appropriate eg);
C. From irrelevant information (credit appropriate eg);
D. Speeds up decision-making/reaction time/response time/allows to keep
information in STM for longer;
E. To prevent information overload
In games such as badminton, performers use information processing to make
decisions.
State four types of sensory information used in badminton (3 marks)
1. Visual/sight/seeing
2. Auditory/hearing/sound
3. Touch/tactile
4. Kinesthetic/proprioceptive (including extrio- and intrio-) body awareness
5. Balance/equilibrium
Perception is part of an information processing system. Briefly explain each of the
three processes that occur as part of perception. (3 marks)
1. Detection of stimuli
2. Comparison to memory stores
3. Recognition of stimuli
4. DCR as abbreviations
5. Selective attention/discrimination/interpretation/filtering