1. A Level PE
Information Processing

2. Information Processing
 Describe how information is transmitted
through the peripheral and central
nervous system.
 Use a HIP model to analyse sports
performance.
 Use of memory and different memory
stores.

3. 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? Why
 What information did you need to
process?

4. Simple Information Processing

5. 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:-

6. Answers

7. Computer Analogy

8. Stages of Information
Processing (Schmidt 2000)

9. Welford

10. Whiting’s (1969) Model of
Information Processing

11. Task
 Complete the work sheet

12. 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

13. Serial/Parallel Processing

14. 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:

15. 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

16. 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.

17. 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’

18. TASK
 Kim’s Game

19. 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

20. Strategies to improve retention and
retrieval
 REHEARSAL/ PRACTICE –carries the skill to
and fro between the STM and LTM establishing
 MEANINGFUL – if the learner considers
a memory trace. Elite performers practice their information relevant it is more likely to be
skills until they have been ‘over learned’ / remembered
‘grooved’ and become automatic  CHUNKING – items of information are more
 ASSOCIATION/ LINKING – new information easily remembered if grouped together
should be linked with that previously learned  UNIQUENESS – if information is presented
e.g. Sports specific skills linked with in an unusual or different way it is more
fundamental motor skills – javelin throw linked likely to be remembered
with overarm throw
 ENJOYMENT – if the learner is having fun
 SIMPLICITY – new information should be kept
simple, more complex information can be added
the experience is more likely to be
later. Avoid teaching similar skills at the same remembered
time as may interfere with each other.  POSITIVE REINFORCEMENT – praise and
 ORGANISATION – A trampoline sequence encouragement when learning can aid
should be learned in the order movements will retention. This can also be motivational and
be performed includes rewards such as badges and
 IMAGERY –mental picture aids memory. certificates
Demonstrating skills allows a performer to
create an image of the movement

21. Model of Memory Process

22. Reaction Time
 Reaction
Time
 Movement Time
 Response Time
 How are they linked?
REACTION TIME + MOVEMENT TIME =
RESPONSE TIME

23. 100m race
• 0.2 seconds to react to the gun,
• 12 seconds to run the race,
• Total response time of 12.2 seconds
Tennis Serve
• See serve going to your left and deciding to go that way takes about 0.2
seconds,
• Moving to intercept and play the return shot takes a further 0.3 seconds
• Total response time of 0.5 seconds

24. Little experiment……..
 Time your partner organising the cards in
to the following sets:
 Colours (Red and black)
 In to suites (Diamonds, Clubs, Hearts,
Spades)
 In to suites and in order (Ace, 2, 3…..Jack,
King, Queen)
 Discuss
why there was difference in
response time.

25. Types of Reaction Time
 Simple - One stimulus with only one
correct response e.g. reacting to a
starters gun by beginning to run
down the track towards the finish
 Choice - Either, several stimuli, which
may have any number of possible
responses
 Or, one stimuli with a number of
possible responses

26. Hick’s Law
 The more stimuli that there are, the
longer it will take to choose the correct
response

 Hick’s Law (1952) “Choice reaction time
is related to the amount of information
that must be processed to resolve
uncertainty about the various possible
stimulus response alternatives”

27. Strategies – shortages of time
Anticipation
Fake – how does
this work?
Door thing……

28. Single Channel Hypothesis

29. Psychological Refractory Period

30. Exam question