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C2.1.1 (2) Linear Pedagogy Approaches to Motor Learning

Traditional Linear Pedagogy

Linear pedagogy is a structured, step-by-step teaching approach that follows a sequential progression in skill development. It is based on information processing theory, where learners move through distinct stages of learning (cognitive, associative and autonomous)

Information Processing Model

How skills or decisions are made. Information processing is making decisions. It involves gathering data from the senses and prioritising the most important stimuli to make an important decision:

The Black Box Model of information processing

1. Input (Sensation/Sensory Input)

  • The senses are responsible for relaying information about the environment to the brain. Information is then interpreted based on past experiences and is held in long-term memory (LTM)

  • The senses can be divided into exteroceptors (info outside the body, senses sight and audio), interoceptors (information within the body) and proprioceptors

2. Decision Making

  • This is when the information from the sensory organs is perceived and made sense of. A decision on what to do is sometimes made based on past experiences from long-term memory.

3. Output

  • The effector (muscle) mechanism is when the motor programme is put into action by sending the impulses through the CNS to the relevant muscles, enabling them to carry out the movement

Information Processing Model - Welford’s Model

1. Sense organs receiving stimuli from the outside ​​

2. Perception

Perception is the process by which the brain makes sense of the stimuli received. It consists of three elements: detection, comparison, and recognition (DCR)

  • Detection is the process by which the brain identifies that a stimulus is present. Noise (non-essential information) can make it difficult to detect signals. Arousal levels also affect the detection of a stimulus

  • Comparison is what happens when we attend to something we have sensed. Stimulus (coded message) is passed through the memory and compared with similar codes stored in memory

  • Recognition is the code of the incoming information matches a code stored in long term memory, and the stimulus is then perceived.

    • Stimulus intensity can determine whether a signal is recognised. Training practice can improve recognition

3. Short-term memory

  • Stores information for a very short time; selective attention looks out for anticipated stimuli​

  1. Decision making ​

  2. Long-term memory ​

  3. Effector control

  4. Effectors

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