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Information Processing in Sports: Learning, Decision Making, and Feedback

Learn how the information processing system is used in sports, from input through decision making to output, and how feedback affects future performance.

carolynmartinez
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Information Processing in Sports: Learning, Decision Making, and Feedback

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  1. 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 UNIT 1 - Information Input Decision Making Output Feedback

  2. INPUT 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. UNIT 1 - Information

  3. Decision Making 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. UNIT 1 - Information

  4. Output Output is movement response – the actual action taken as the result of decisions made. If memory is holding experiences of good coaching, practice and feedback then the output is more likely to be successful. It provides immediate FEEDBACK on how successful the action was. UNIT 1 - Information

  5. Feedback: 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. UNIT 1 - Information

  6. “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. 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 UNIT 1 - Information

  7. Full feedback – KR (Knowledge of Result) and KP (Knowledge of Performance) Use it to chance and plan for improvement Reinforcement Motivation Truthful UNIT 1 - Information

  8. 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. 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. UNIT 1 - Information

  9. Groups watching each other e.g. 1) Batsman in Cricket 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. UNIT 1 – Practical Application

  10. 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. UNIT 1 – Practical Application

  11. Type of learner – stages of learning - see Q8 Characteristic of a skilled performance Type of skill Type of practice Guidance Motivation BBC Sport UNIT 1 - Links

  12. A Theory Concerning How We Perform Skills Selecting Attention Memory Perception Decision Making Long Term Short Term Interpretation of Information Output Input Senses Proprioception Feedback Extrinsic Intrinsic KR KP Presentation Mode Aid in Skill development (How?) UNIT 1 – Diagrams and tables Good candidates will be able to apply practical situations to the system and thus give a REAL meaning to Information Processing in Sport

  13. Draw a diagram to show how you process information when taking part in a physical activity. Give an example from a physical activity of how information is received (INPUT) Sight – Sound – Feel – Name a physical activity and list the important information that you keep focused on. UNIT 1 - Activity

  14. What is PERCEPTION ? How is it linked to memory? Why should effective FEEDBACK include both knowledge of performance (KP) and knowledge of results (KR) ? What is FEEDBACK? Give 3 reasons to explain why feedback is important in developing and improving skill. 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. How might information processing differ between a beginner in a physical activity and an advanced performer? UNIT 1 - Activity

  15. 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. UNIT 1 – Key Facts/Glossary

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