AS Revision
Information Processing
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Information Processing
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Input
Perception
Selective attention
Memory
Decision-making
Motor programmes
Input
Main senses involved in sport
• Eyes/vision/visual sense
• Ears/hearing/auditory sense
• Balance/equilibrium sense
Proprioceptors
• Body awareness/kinaesthetic sense
• Touch/tactile sense
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Perception - making sense
Three components to the perceptual process
D.C.R process
• Detection of stimuli
• Comparison to memory
• Recognition of stimuli
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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
1.
2.
3.
4.
5.
Detection/encoding of stimuli;
Comparison to memory stores;
Recognition of stimuli;
DCR as abbreviations;
Selective attention/discrimination/
interpretation;
Selective attention
• Too much information in environment
• Only pay attention to relevant information
and ignore irrelevant
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Improving selective attention
Change intensity of the stimulus
Highlight/focus on appropriate cue(s)
Mental rehearsal
Learn to ignore irrelevant stimuli
Lots of realistic practice
Motivate performer
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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)
1. E.g Ignore crowd/environment and concentrate on
player position, ball /equiv;
2. Too much information/stimuli from environment;
3. Located between STSS and STM;
4. Limited processing capacity;
5. Single channel hypothesis/bottleneck theory;
6. Filtering/ignoring/blocking out of unnecessary
information;
7. Focussing/concentrate/picking out on relevant
information/stimulus;
Answer
(ii)
1. Increase intensity of the stimulus;
2. Motivate and/or arouse the performer/ performer is alert;
3. Transfer from previous experience to help with
explanation/ expectation;
4. Direct attention to one aspect of the
performance/highlight/focus on cue;
5. Learn to ignore irrelevant stimulus/what is
relevant/training with (more) distraction/ audience;
6. Lots of relevant practise/rehearsal;
7. Mental rehearsal/imagery;
Memory
Input – stimuli
received by
sense organs
S.T S.S
S. T. M
L.T.M.
Action
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STSS – functions/characteristics
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Receives information from sense organs
About environment
Lots of information
Needs filtering – selective attention
Lasts ½-1 seconds
Requires immediate attention or is lost
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STM – functions/characteristics
• Decision making area – hence –
‘working memory’
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Receives information from STSS
Compares information to and from LTM
Starts motor programmes
Limited capacity ( 7 +/- 2 items )
Limited duration ( 30 seconds )
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LTM – functions/characteristics
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Store of experiences/motor programmes
Information moved into and from STM
Only correct/relevant information stored
Unlimited capacity
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Improving memory
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Practice/rehearsal
Meaningfulness
Chaining/Chunking
Mental rehearsal
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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)
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2.
3.
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6.
7.
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10.
11.
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)
1. Rehearse/repeat/practice;
2. Associate with familiar information/transfer of
learning/related to past experiences;
3. Make information meaningful;
4. Make experience enjoyable/vivid/interesting;
5. Make stimuli contrasting/recognisable;
6. ‘Chunking’/’chaining’/progressive-part learning;
7. Imagery/mental rehearsal;