CHAPTER 2
PROCESSING SKILLS
Stages of Processing Skill Information
• Your skill performance is ultimately
determined by:
– Quality of environmental info you receive
– How you learn the skill
– The amount and type of previous experience you
have had
Stages of processing a skill
• Input / stimulus
– Info and signals we receive about the skill
• Processing
– How the info is processed to make a decision
• Output / movement
– Our response to decision made
• Feedback
– Our evaluation and use of the info we receive about our
performance
• Copy table 2.3 page 40
Stage 1 - Input
• Info gathered from external by body’s sensory system
and from the internal from proprioceptors
(muscles/tendons, joints/nerves)
• Exteroceptive Information
– Performer receives info from external environment
• Sight / hearing / touch (Field placings / speed of pitch etc)
• Proprioceptive Information
– Performer receives info from within the body
• Tension in muscles / joints etc…
• Batter feels a good hit
• Checkpoints – page 42
Stage 2 - Processing
•
Made up of 3 components
1.
2.
3.
1.
Stimulus identification (interprets and organises info)
Response Selection (makes decisions about info)
Response programming (coordinates movement response)
STIMULUS IDENTIFICATION
–
Signal detection
•
Process of identifying the cues gathered by the senses
–
•
•
Signal detection affected by:
» Cue intensity (signal size – larger balls / contrasting colours)
» Length / Time of cue: (serves in tennis – 200kmh vs 160kmh)
» Noise (distraction)
» Capability of senses (good peripheral vision etc…)
Of our 5 senses – the most important to affect your cue detection is sight,
as most sports rely on visual cue detection
Checkpoints 1 – 4 Page 43
Stage 2 – Processing (cont)
Selective attention
•
•
Process which directs our attention to a cue
Influenced by 3 areas:
1.
2.
3.
Arousal level (degree to which you are ready to receive a cue – too relaxed / too nervous
etc..)
Experience and Anticipation (ability to predict what is going to happen – not just a
guess)
Quality of Instruction (learners will benefit from meaningful cues)
Response Selection
•
•
Performer must decide on appropriate response
Process is easier for an advanced performer as similar info held in long term
memory
Response Programming
•
•
•
Motor response / skill is an automatic response to the cues being observed
Directly affected by reaction time
Checkpoints 1, 3 Page 46
Stage 2 – Processing (cont)
Reaction Time
–
Following factors affect reaction time:
•
•
•
•
•
Age and Gender (Men faster – older slower)
Intensity of cue (louder / brighter = faster)
Number of choices (greater choices = great RT)
Probability of cue occurring (anticipating eg100m)
Presence / absence of warning signs
– Starter – on your marks / get set
•
Successive cues
– brain can only process one cue at a time
Complete Lab Report Page 53
Stage 2 – Processing (cont)
•
The role of memory:– plays important part in storage / processing of info
–
3 types of memory are:
1.
2.
3.
–
Short term sensory store: limitless memory store – holds information for
about 1 sec.
Short term memory: ‘working’ memory limited to between 5-9 items –
held for up to 1 min
Long term memory: limitless store which holds relevant information for
later use
Relevance and meaning of information:
–
More likely to remember info if you are interested / meaningful to
you
–
–
Interference: noise etc. distracts you from remembering
Coding and Chunking: improves short term memory by combining
individual pieces of info
–
–
–
Eg: 9435310839 – 94 35 31 08 39
Rehearsal: practice info shortly after being told etc.
Checkpoints: Page 55 – Q2,3
Stage 3 - Output
• During the output stage the neuromuscular
system automatically carries out response
started / coordinated by CNS
• Movement time:
– time b/w starting and completing response
• Response time:
– onset of cue to completion of movt.
• Reaction time + Movement time
Stage 4 - Feedback
• Info received by performers about their skill performance
(positive and negative needed)
• Main roles of feedback
– Motivate
– Reinforce
– Change behaviour
• Different forms of feedback:
– Internal feedback
• Info gained from inside the body (senses)
– External feedback
• Info from any external source – coach / video
– Augmented feedback
• Any additional info gained about movement
– Knowledge of results (KR) – feedback from outcome (goal scored)
– Knowledge of performance (KP) – feedback about movt characteristics
» Eg golf swing – knowing head moved etc..
Stage 4 – Feedback (cont)
• Factors that affect feedback
– Stages of learning
• Early stages - (KR) – simple not too much info
• Intermediate / Advanced - (KP) – more detailed / technical info
about timing and sequence of performance
– Precision and Type of feedback
• Needs to be precise, accurate and meaningful
• Positive feedback is generally better than negative
• Verbal, physical, written, video.
– Effective Feedback – summarise table 2.2 Page 62
– Timing and Frequency of Feedback
• Feedback can be used:
– Before the movement (info retrieved from memory)
– During the movement (concurrent feedback)
– After the movement (terminal feedback)
Information Processing – Skilled Performer
• A skilled performer:
– Has greater ability to detect cues
– Can filter out noise and anticipate necessary
response
– Can reduce reaction time through practice
– Is less easily tricked
– Seems to have almost automatic response
– Can utilise internal / external feedback more
effectively
• Checkpoints Page 65 – Q1,2,3
Year 11 - Homework
• Stage 3: Output
– Define Movement Time and Response Time
– Copy Figure 2.15 – Page 56
• Stage 4: Feedback
–
–
–
–
–
–
–
Read Pages 57-65
What are the main roles of feedback?
Define: Internal, External, Augmented feedback
Define (KR) and (KP)
What are the factors that effect feedback?
Summarise the characteristics of a skilled performer.
Complete checkpoints Page 65 – Q1,2,3