Ch 3 Information Processing Model
Description and explanation of how
movements are produced, how
learned and how maintained or
improved.
External stimuli = sensory receptors
(plus internal) - perceptual process –
decision processes – execution –
motor program commands -muscle
actions commands = Response
Ch 3 – Model Overview
Perceptual Process
Describes how humans actively acquire and
manipulate environmental information, into
meaningful neural codes.
Decision Process
Reads (interprets and gives context to) information
sent, and compares what the goal with what is known
Execution Process
Selects and executes action plan, which provides
appropriate signals for muscular contractions
necessary for desired movement
Internal variables that influence
Memory – ability to store, retain, retrieve
Attention – focus and concentration on.
Cannot attend to all stimuli at once. Must
predetermine or select which stimuli to focus
on. Attention allows to monitor, and then
process information.
Motivation – strength and direction. State of
mind which influences what and how much
is processed, how long processing takes,
and the effectiveness of all related
performances.
External variables
Augmented feedback
External Information sources. To correct
problem areas, solidified correct actions.
Practice
Most important way to learn and improve
Transfer
Effects of known information from other
skills. May enhance or interfere with
acquisition.
Reaction time
Total response time
= Reaction time + movement time
Good indicator of ‘processing’ time
Improved with repeated practice
Simple reaction tasks
Complex reaction tasks
Stages of Learning
Cognitive
Associative
Autonomous
Cognitive stage –
figuring it out
Learner is trying to define the goal and
general methods of achievement.
Try to form the overall concept by
observation, verbal feedback, sensory
feedback, trial and error.
Frequent errors, make performance
variable.
Limited performance success
High involvement of coach / teacher
Associative stage – pulling it
together
Establishing overall sequencing and
timing of basic movement pattern
Reducing errors in various components
Gain rhythmic understanding
Able to use feedback, begin selffeedback
Coach/ teacher manipulating
Environment to broaden experience
Reinforcement pattern
Autonomic
Time of consideration to other
variables such as strategy.
High degree of consistency
Smoother, less effort
Better adaptation to external changes
Challenge of speed, accuracy,
competition
Coach / teacher less involved
motivation, reinforce, extend/ refine.
What occurs
Early stage lot of improvement
Change in link segment coordination –
reduce degrees of freedom
Changes in preferred coordination pattern
Changes in extent and muscles used
Visual attention better
Error detection better
Other
Learning curve
Plateau of despondency
Deliberate practice, practice,
practice