Transcript Slide 1

UNIT 1 - Information
Information Processing
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Information/Discussion
Practical Application
Links
Diagram/Table
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Skills are learned - ‘learning results in a more or less change in
behaviour’
When learning and playing a sport the INFORMATION PROCESSING
SYSTEM is used
SENSES - INPUT
BRAIN – DECISION MAKING
BODY – OUTPUT
FEEDBACK is the response to the output and is the information which
can affect future performances and enable learning to take place.
BASIC MODEL OF INFORMATION PROCESSING
Input
Activity
Decision Making
Output
Feedback
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GCSE Physical Education
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UNIT 1 - Information
Information Processing
INPUT
Information/Discussion
Practical Application
Links
Diagram/Table
Activity
• Input is the incoming information – VISUAL, AUDIO, TOUCH
(SENSES)
• A large amount of information is also received from
PROPRIOCEPTORS in muscles, tendons and joints, ears and
skin - mainly concerned with movement, body position and
balance.
• The brain processes all of the information received and makes a
decision.
• Focussing on the information that is important and ignoring the
information that is of no use is called SELECTIVE ATTENTION –
e.g. the speed of a game is important, the noise of the crowd is
not. Experience helps with selective attention.
• PERCEPTION and MEMORY help with the process of
SELECTIVE ATTENTION.
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GCSE Physical Education
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UNIT 1 - Information
Information Processing
Decision Making
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Information/Discussion
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Practical Application
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PERCEPTION is the process of INTERPRETING information and then a
decision is made in response. Skilled performers use their perception to
anticipate what will happen next.
MEMORY is used to search for similar previous situations.
SHORT TERM MEMORY - information can only be held here for a short
time only, if not acted on it is lost - this is the ‘working memory’.
LONG TERM MEMORY – important information is transferred from STM
and stored here – ‘the library’. It holds all memory of past experience –
which influences decisions to be made.
Diagram/Table
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UNIT 1 - Information
Information Processing
Output
Information/Discussion
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Output is movement response – the actual action taken as the result of
decisions made.
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If memory is holding experiences of good coaching, practice and
feedback then the output is more likely to be successful.
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It provides immediate FEEDBACK on how successful the action was.
Practical Application
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Diagram/Table
Activity
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UNIT 1 - Information
Information Processing
Feedback:
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Information/Discussion
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is essential for learning to take place.
is the response to the OUTPUT and affects all actions that follow.
helps correct and improve performance making you more skilful - skills
will be modified or adapted where needed and learnt.
helps to reinforce good behaviour/ actions.
can identify strengths and weaknesses in performance.
can influence the speed of learning.
can influence goal-setting.
will encourage and motivate.
enables evaluation and analysis of performance.
reinforces correct actions and analysis of performance.
reinforces correct actions and shapes future behaviour by refining
technique.
Activity
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GCSE Physical Education
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UNIT 1 - Information
Information Processing
“Effective feedback for a sports performer should be easily understood”
Listed are other ways in which a teacher/ coach can give feedback to
make it effective for a sports performer.
Information/Discussion
Practical Application
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accurately
truthfully
concisely
immediately
easily understood
fits the needs of the performer
positive – highlighting strengths and ways to improve perceived
weakness
information giving
frequency – danger of overloading with information
analytically
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GCSE Physical Education
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UNIT 1 - Information
Information Processing
Information/Discussion
Practical Application
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Diagram/Table
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Full feedback – KR (Knowledge of Result) and KP (Knowledge of
Performance)
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Use it to chance and plan for improvement
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Reinforcement
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Motivation
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Truthful
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UNIT 1 - Information
Information Processing
INTRINSIC FEEDBACK (INTERNAL)
• Information from muscles, joints, tendons, ears, skin
(PROPRIOCEPTION) – about how the movement is felt. Also
assessed by the senses – the ‘FEELING’ of the performance.
Information/Discussion
Practical Application
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Diagram/Table
Activity
EXTRINSIC FEEDBACK (EXTERNAL)
• The feedback comes from outside sources
• It can be via KP – how well the process of the performance was
carried out – it can be given verbally or visually. It can be partly
internal as skilled performers will know how good their
performance felt.
• It can be KR – the outcome of the performance.
• Feedback is best when both KP and KR are given. Why?
• KP is vital for improvement of performance – gives reasons and
suggests solutions.
Revision
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GCSE Physical Education
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UNIT 1 – Practical Application
Information Processing
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Groups watching each other e.g.
1) Batsman in Cricket
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Information/Discussion
Practical Application
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2) Centre Pass in Netball
Handout available – with Information Processing Model
INPUT – DM (Decision Making) – OUTPUT – FEEDBACK
Cricket – 3 balls to be bowled. Netball 3 centre passes to be made.
Groups change
What happens each time? Why? Make notes.
Back in classroom – Discussion – Placing events in the IP Model
e.g. Cricket –
Input – Batsman watching bowler run up, his
arm/ hand action, flight of ball.
DM – selective attention – bowler/ arm/ ball.
– perception – grip on ball, how it comes out
of hand – INSWINGER likely
Extract from class
– memory – search – how to play
inswingers from previous experience.
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UNIT 1 – Practical Application
Information Processing
Information/Discussion
Practical Application
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Output – hit ball to leg side, along ground
Feedback – KR – no runs scored, hit to fielder
– KP – shot felt good – executed well but no
runs. Perhaps a different shot (lofted)
to avoid fielder. Play the shot earlier to
direct the ball away from the fielder on
the leg side.
Lessons can be directed to concentrate on each of the stages. The
discussion process immediately after the practice session is vital.
Links
Diagram/Table
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UNIT 1 - Links
Information Processing
Information/Discussion
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Type of learner – stages of learning - see Q8
Characteristic of a skilled performance
Type of skill
Type of practice
Guidance
Motivation
Practical Application
BBC Sport
Links
Diagram/Table
Activity
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GCSE Physical Education
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UNIT 1 – Diagrams and tables
Information Processing
A Theory Concerning How We Perform Skills
Selecting Attention
Memory
Perception
Information/Discussion
Decision
Making
Interpretation
of Information
Short
Term
Long
Term
Practical Application
Output
Input
Senses
Links
Feedback
Proprioception
Diagram/Table
Intrinsic
KP
Aid in Skill
development
(How?)
Activity
KR
Extrinsic
Presentation
Mode
Good candidates will
be able to apply
practical situations to
the system and thus
give a REAL meaning
to Information
Processing in Sport
Revision
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GCSE Physical Education
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UNIT 1 - Activity
Information Processing
1.
Draw a diagram to show how you process information when taking
part in a physical activity.
2.
Give an example from a physical activity of how information is
received (INPUT)
Sight –
Sound –
Feel –
3.
Name a physical activity and list the important information that you
keep focused on.
Information/Discussion
Practical Application
Links
Diagram/Table
Activity
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UNIT 1 - Activity
Information Processing
4.
What is PERCEPTION ? How is it linked to memory?
5.
Why should effective FEEDBACK include both knowledge of
performance (KP) and knowledge of results (KR) ?
6.
What is FEEDBACK? Give 3 reasons to explain why feedback is
important in developing and improving skill.
7.
Using a physical activity of your choice, explain fully how the
information processing system works. Your answer must link theory to
the actual named physical activity.
8.
How might information processing differ between a beginner in a
physical activity and an advanced performer?
Information/Discussion
Practical Application
Links
Diagram/Table
Activity
Revision
SECTION B
GCSE Physical Education
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UNIT 1 – Key Facts/Glossary
Information Processing
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Practical Application
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Links
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Information/Discussion
Input – Senses / Proprioception
Decision Making – Perception / Interpretation – STM/LTM – Selective
attention
Output
Feedback – Learning – Internal – External (KP+KR)
Type of Learner
What feedback to give? How much feedback to give? When to give
feedback?
Importance of feedback with regards to performance improvement.
Diagram/Table
Activity
Revision
SECTION B
GCSE Physical Education
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