5.2 Information processing

simple model

input --> decision making --> output

Welford's model of information processing

1.) Sense organs & internal sensors

2.) Perception -> STM -> decision making->

(long term memory)

3.) Effector control -> effectors

components associated with sensory input

exteroceptors, interoceptors (proprioceptors)

exteroception

- Outside

- Senses: In sport this is information that a performer can see, hear and touch.

interoception

- Within

- Information inside the body: in sport, the heart, lungs and central nervous system play a major role.

- Detection of changes in CO2, blood pressure and movement is fed-back to the CNS.

proprioception

- Within

- Detect and inform CNS for body position and limb movement

- Correct movements (technique) and power of movement (muscle fibre recruitment)

perception

process by which the brain makes sense of stimuli

signal detection process

Referred to as the detection- comparison-recognition process (DCR)

1.) Brain is making sense of the stimulus received.

2.) STM looks anticipated stimuli to help select which information to take in.

3.) LTM helps avoid random patterns that distract from the important information (noise etc)

4.) Selected stimuli is compared to LTM to select an appropriate response.

short term sensory store

Collects information from senses

Unlimited capacity, very limited time (0.5 secs)

short-term memory

activated memory that holds a few items (max 10) for a short period of time (7-10 secs) before the information is stored or forgotten

long-term memory

can hold unlimited pieces of information and the information can be stored for a lifetime. LTM retrieves a memory and sends information to STM to allow movement or a skill to be carried out.

selective attention

the ability to focus on only the important stimulus from among all sensory input

methods of improving memory

association, brevity, clarity, chunking, coding, practice, rehearsal, organisation

association

new learning is linked to skills players already know

brevity

keep it simple

chunking

putting bits of information together to use less of your capacity; learning to butterfly swim

coding

save the memory in a particular "form" (word, number, movement)

clarity

keep it clear

practice

- enables you to make information in the LTM permanent

- coaches will remind players of previous success -> to improve

rehearsal

repeating information over and over

organisation

chaining; breaking a complex skill down into.a series of simpler actions (gymnastics routine)

response time

time taken from presentation of the task to completion of the task.

response = reaction + movement

reaction time

time taken from presentation of the stimulus to the start of the movement (not actual movement though)

movement time

time to taken to complete the task (motor output)

factors affecting response time

age, gender, natural ability, number of stimuli options

Hick's Law

The time it takes to make a decision increases as the number of alternative options increases

psychological refractory period

the delay in responding to the second of two closely spaced stimuli

motor program

sets of movements stored as a whole in the memory regardless of whether feedback is used in their execution

executive program

the complete skill

subroutine

A small set of skills inside a large skill. Used to make up an executive skill

open loop

- performance of a skill without attention to feedback

- how we do very fast movements

closed loop

- performance of a skill where we alter a movement during its execution

- returning a slow serve in tennis

types of feedback

intrinsic, extrinsic, kop, kor, positive, negative, concurrent % terminal

intrinsic feedback

information received by the athlete as a direct result of producing a movement through the kinesthetic senses- e.g. feeling from muscles, joints, and balance.

extrinsic feedback

received from outside of the performer, eg from a coach. See Kinaesthetic feedback for a comparison.

knowledge of results

the outcome of the skill is apparent and this can inform future amendments to subroutines or executive programmes.

Knowledge of performance

the outcome of the movement is unknown/not the focal point, and feedback is based upon the movement itself.

positive feedback

reinforce learning by providing feedback that praises or reassures the performer. Usually follows a correct skill performance

negative feedback

Focuses on the failure of the skill performance, usually by coach or peers. This method can be used to devise a success criteria to provide future success.

concurrent feedback

Feedback experienced during an activity, usually via proprioceptory or kinaesthetic information.

terminal feedback

Feedback that is given to the performer once the performance has ended. This information can be provided in the 'immediate' stage after performance, or provided to the performer once they have rested

Role of feedback with the learning process

reinforcement of learning

motivation

adaptation of performance

punishment