Understanding the Stages of Processing Skills in Performance

1. CHAPTER 2 PROCESSING SKILLS

2. Stages of Processing Skill Information • Your skill performance is ultimately determined by: • Quality of environmental info you receive • How you learn the skill • The amount and type of previous experience you have had

3. Stages of processing a skill • Input / stimulus • Info and signals we receive about the skill • Processing • How the info is processed to make a decision • Output / movement • Our response to decision made • Feedback • Our evaluation and use of the info we receive about our performance • Copy table 2.3 page 40

4. Stage 1 - Input • Info gathered from external by body’s sensory system and from the internal from proprioceptors (muscles/tendons, joints/nerves) • Exteroceptive Information • Performer receives info from external environment • Sight / hearing / touch (Field placings / speed of pitch etc) • Proprioceptive Information • Performer receives info from within the body • Tension in muscles / joints etc… • Batter feels a good hit • Checkpoints – page 42

5. Stage 2 - Processing • Made up of 3 components • Stimulus identification (interprets and organises info) • Response Selection (makes decisions about info) • Response programming (coordinates movement response) • STIMULUS IDENTIFICATION • Signal detection • Process of identifying the cues gathered by the senses • Signal detection affected by: • Cue intensity (signal size – larger balls / contrasting colours) • Length / Time of cue: (serves in tennis – 200kmh vs 160kmh) • Noise (distraction) • Capability of senses (good peripheral vision etc…) • Of our 5 senses – the most important to affect your cue detection is sight, as most sports rely on visual cue detection • Checkpoints 1 – 4 Page 43

6. Stage 2 – Processing (cont) Selective attention • Process which directs our attention to a cue • Influenced by 3 areas: • Arousal level (degree to which you are ready to receive a cue – too relaxed / too nervous etc..) • Experience and Anticipation (ability to predict what is going to happen – not just a guess) • Quality of Instruction (learners will benefit from meaningful cues) Response Selection • Performer must decide on appropriate response • Process is easier for an advanced performer as similar info held in long term memory Response Programming • Motor response / skill is an automatic response to the cues being observed • Directly affected by reaction time • Checkpoints 1, 3 Page 46

7. Stage 2 – Processing (cont) Reaction Time • Following factors affect reaction time: • Age and Gender (Men faster – older slower) • Intensity of cue (louder / brighter = faster) • Number of choices (greater choices = great RT) • Probability of cue occurring (anticipating eg100m) • Presence / absence of warning signs • Starter – on your marks / get set • Successive cues • brain can only process one cue at a time Complete Lab Report Page 53

8. Stage 2 – Processing (cont) • The role of memory:– plays important part in storage / processing of info • 3 types of memory are: • Short term sensory store: limitless memory store – holds information for about 1 sec. • Short term memory: ‘working’ memory limited to between 5-9 items – held for up to 1 min • Long term memory: limitless store which holds relevant information for later use • Relevance and meaning of information: • More likely to remember info if you are interested / meaningful to you • Interference: noise etc. distracts you from remembering • Coding and Chunking: improves short term memory by combining individual pieces of info • Eg: 9435310839 – 94 35 31 08 39 • Rehearsal: practice info shortly after being told etc. • Checkpoints: Page 55 – Q2,3

9. Stage 3 - Output • During the output stage the neuromuscular system automatically carries out response started / coordinated by CNS • Movement time: • time b/w starting and completing response • Response time: • onset of cue to completion of movt. • Reaction time + Movement time

10. Stage 4 - Feedback • Info received by performers about their skill performance (positive and negative needed) • Main roles of feedback • Motivate • Reinforce • Change behaviour • Different forms of feedback: • Internal feedback • Info gained from inside the body (senses) • External feedback • Info from any external source – coach / video • Augmented feedback • Any additional info gained about movement • Knowledge of results (KR) – feedback from outcome (goal scored) • Knowledge of performance (KP) – feedback about movt characteristics • Eg golf swing – knowing head moved etc..

11. Stage 4 – Feedback (cont) • Factors that affect feedback • Stages of learning • Early stages - (KR) – simple not too much info • Intermediate / Advanced - (KP) – more detailed / technical info about timing and sequence of performance • Precision and Type of feedback • Needs to be precise, accurate and meaningful • Positive feedback is generally better than negative • Verbal, physical, written, video. • Effective Feedback – summarise table 2.2 Page 62 • Timing and Frequency of Feedback • Feedback can be used: • Before the movement (info retrieved from memory) • During the movement (concurrent feedback) • After the movement (terminal feedback)

12. Information Processing – Skilled Performer • A skilled performer: • Has greater ability to detect cues • Can filter out noise and anticipate necessary response • Can reduce reaction time through practice • Is less easily tricked • Seems to have almost automatic response • Can utilise internal / external feedback more effectively • Checkpoints Page 65 – Q1,2,3

13. Year 11 - Homework • Stage 3: Output • Define Movement Time and Response Time • Copy Figure 2.15 – Page 56 • Stage 4: Feedback • Read Pages 57-65 • What are the main roles of feedback? • Define: Internal, External, Augmented feedback • Define (KR) and (KP) • What are the factors that effect feedback? • Summarise the characteristics of a skilled performer. • Complete checkpoints Page 65 – Q1,2,3