5.2 Information processing

input – decision-making – output – feedback Example - Penalty kick in football: Input: the goalie observes the angle of the kicker Decision Making: the goalie makes a decision on where to dive Output: the goalie follows with a diving movement Feedback: the brain receives feedback on the movement, which is apple for the next shot

• Decisions are made in the brain • Information for one movement is sent in a single message • The muscles receive the message, where they then perform the movement. • Feedback may or may not be available but it doesn’t control the action sporting example: Fast movements such as a tennis serve, golf swing - you can’t use the feedback to make changes when you are doing the actio

• Decisions are made in the brain • Information is sent to at different times • Information is received by the muscles to initiate the movement • Feedback is always available and is necessary for correction of movement patterns and to adjust to changing needs.\ • When the performer detects an error, they use the perceptual trace, which is an immediate detection of the movement stored in the short term memory, and compare it to their memory trace sporting example: - Cycling/running - you can use your feedback to make changes and improve your action

the system by which we take information from our surrounding environment, use it to make a decision and then produce a response

it is the process by which the brain interprets and makes sense of the information it is receiving from the sensory organs

It can be improved by learning through past experience and interaction with long-term memory

• Intrinsic (self given) • Extrinsic (given by others eg. coach) • Knowledge of results (was there a goal or was it a miss) • Knowledge of performance (correct technique, improper technique) • Positive feedback (encouragement) • Negative feedback (unconstructive) • Concurrent feedback (during the task itself) • Terminal feedback (after task completion)

• Reinforcement of learning • Motivation • Adaptation of performance • Punishment

A learned skill may initially form a new motor programme, but over time, this skill may be relegated to a subroutine, i.e. learning to drive a car, but then becoming a race car driver, you do not have to focus on the skill of actually driving a car

information gathered from outside the body - extrinsic: they provide information about the external environment ↳touch, pressure, temperature, light, sound, taste, smell

information gathered from inside the body via nerve receptors in the muscles and joints –It’s intrinsic:

-Stores information from past experiences - Unlimited capacity - not everything can be retrieved - Information can be stored for a very long time

-Holds information for several seconds, it can hold 5-9 items - Low capacity and short duration - Deals with present information

-Information enters the sensory system and is held there for a short period of time - Separate sections for each sense - Large capacity but for less than a second - Filters out irrelevant information so that the system doesn’t overload - It cannot retrieve previous information (done in the STM)

-rehearsal -coding -brevity -clarity -chunking -organisation -association -pratice

-Exteroceptors -Proprioceptors -Interoceptors

• Sex and age • Level of fitness • Fatigue/tiredness • Personality type • Number of stimuli • Intensity of stimuli - Length of neural pathways (if you are tall it takes longer)

selects and initiates an appropriate response

acts as a record of the movement made over many practices.

In order to successfully perform a motor skill, the performer is required to have a whole plan that specifies the timing and sequence of the movement. This motor programme can be broken down into smaller actions that are called subroutines.

semantic understanding increases recall -linking new learning to what players/performers already know; sporting example: let’s say a soccer player wants to remember a new attacking play. Instead of simply trying to memorize the sequence of movements, the player can associate each step of the play with familiar concepts or patterns that they already understand. By linking the new information to existing semantic knowledge about soccer strategies, positions, or patterns of play, the player can strengthen the encoding and retrieval of the new attacking play.

it is easier to remember short and specific details rather than long and vague information -when first learning or seeing something we can only process a little at a time, i.e. not too many coaching points at any one time;

• breaking up information so it is easily remembered -learners can hold more in the short-term memory if the information is chunked/grouped instead of being presented as individual items;