a level pe info processing 2013
TRANSCRIPT
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A Level PE
Information Processing
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Information Processing
Describe how information is transmitted through the peripheral and central nervous system.
Name and explain the three stages of perception.
Explain at least 1 model of information processing and apply this to a sporting situation
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Human Information Processing
Being skilled is not always enough.Need to be able to select the appropriate
skill.Task – In pairs time each other to read
the lists and note down the time.Were there any differences? WhyWhat information did you need to
process?
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Simple Information Processing
INPUTDECISION
MAKINGOUTPUT
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Investigative Task
Watch the clip of a tennis serve and Forehand
Andy Murray (other) Note down
everything Andy Murray does or thinks in detail
Group the thoughts or actions into:-
• Those concerned with identifying what is happening to the ball.
Input
• Those concerned with making decisions about where to move and what to do.
Decision making
• Those concerned with making an appropriate movement as a result of the decision
Output
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Answers
Input Decision Making Output
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Computer Analogy
Inputting Information
Processing Information
Outputting Information
Sensory Input
Central Mechanism, (Brain)
Effector Mechanism (Muscles)
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Stages of Information Processing (Schmidt 2000)
• Stimuli are detected by our senses• Proprioceptive information - Touch, equilibrium, kinaesthesis
Stimulus
(Input)
• Patterns of movement are detected and processed (perceptual processes – Detection, Comparison and Recognition)Stimulus Identification
• Decide which movement to make.• Concentrate on the stimuli that are important – Selective attentionResponse Selection
• Messages are sent via the nerves to the muscles to carry out the required movement
Response Programming
• The action is carried outMovement
(Output)
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Welford
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Whiting’s (1969) Model of Information Processing
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Task
Complete the work sheet
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Task
In pairs using the sport of your choice, give a practical example of what is happening at each stage of Whiting’s or Welford’s model.
Compare your example with another pair to check your analysis
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Selective Attention
Brain can only cope with a certain amount of information
Important that the brain selects correct information to attend to
This is the process of selective attentionBeginners find this more difficult than
experience sports performers
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Information Processing
Describe how information is transmitted through the peripheral and central nervous system.
Name and explain the three stages of perception.
Explain at least 1 model of information processing and apply this to a sporting situation
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MEMORY
Memory is important for information processing, particularly when we rely on our previous experiences
It is important in determining the motor programme chosen to send information to the muscles
Memory can be divided into three components:
Short Term
Sensory Store
STSS
Short term
Memory
STM
Long Term
Memory
LTM
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Short Term Sensory Store
All stimuli enter the STSS but remain for a very short time; 0.25 – 1 second
The STSS has a very large capacity It acts as a filter The perceptual mechanism determines which information is
relevant and attention is focused towards this. This is the recognition aspect of perception
Irrelevant information is filtered out, leaves the STSS and is quickly replaced by new information
The filtering process is known as selective attention The process of focussing on the important and ignoring the
irrelevant also helps us to react quickly It is, therefore, very important to be able to recognise relevant
cues
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SSTS-improving efficiency
EXPERIENCE – an experienced volleyballer knows which cues to look for when blocking
AROUSAL – the more alert you are the more likely you are to select relevant cues, e.g.. In tennis an alert player is more likely to notice the speed, spin and direction of the ball
QUALITY OF INSTRUCTION – beginners do not know which cues are relevant. Teachers/ coaches can direct attention to the correct cues
INTENSITY OF STIMULUS – the effectiveness of the senses when detecting speed, sound, size, shape, colour etc.
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Short term memory
Referred to as the ‘work place’
Incoming information is compared to that stored in the ltm
Has a limited capacity: 5 – 9 pieces of information for approximately 30 seconds
The number of items can be increased by ‘chunking’
The period of time can be extended by repeating/ rehearsing the information
Information considered important is rehearsed or practised and passed to the long term memory – this process is known as ‘encoding’
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TASK
Kim’s Game
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LONG TERM MEMORY
Holds information that has been well learned and practised
Its capacity is thought to be limitless
Information is held for a long time – perhaps permanently
Motor programmes are stored in the LTM as a result of practice – this is why you never forget how to swim or ride a bike even if you have not done so for a long time.
The LTM is the recognition part of the perceptual process when the stored information in the LTM is retrieved and compared to the new information which is then recognised
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Task – Experiment – In pairs
1 person writes down 7 four-letter nonsense words made up of consonants e.g. grtp
Allow your partner to view the words for 10 seconds
See how many she/he can remember (record) If you partner fails to remember all words – let
them have another go and record Repeat experiment with 7 words related to
sport (also four letters e.g. Ball). Is there a difference? If there is why do you think this is?
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Strategies to improve retention and retrieval REHEARSAL/ PRACTICE –carries the skill to
and fro between the STM and LTM establishing a memory trace. Elite performers practice their skills until they have been ‘over learned’ / ‘grooved’ and become automatic
ASSOCIATION/ LINKING – new information should be linked with that previously learned e.g. Sports specific skills linked with fundamental motor skills – javelin throw linked with overarm throw
SIMPLICITY – new information should be kept simple, more complex information can be added later. Avoid teaching similar skills at the same time as may interfere with each other.
ORGANISATION – A trampoline sequence should be learned in the order movements will be performed
IMAGERY –mental picture aids memory. Demonstrating skills allows a performer to create an image of the movement
MEANINGFUL – if the learner considers information relevant it is more likely to be remembered
CHUNKING – items of information are more easily remembered if grouped together
UNIQUENESS – if information is presented in an unusual or different way it is more likely to be remembered
ENJOYMENT – if the learner is having fun the experience is more likely to be remembered
POSITIVE REINFORCEMENT – praise and encouragement when learning can aid retention. This can also be motivational and includes rewards such as badges and certificates