Information processing and feedback
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Information processing model
- The basic cycle is input, decision making, output and feedback. Sensory input includes relevant environmental and bodily information; selective attention prioritises useful cues. Decision making uses memory to select a response, and output involves motor commands and action.
- Feedback informs control and learning, including later attempts and some ongoing actions. The model is a simplification rather than a literal map of separate brain areas or a claim that every action must end before feedback is possible. Memory supports interpretation and learning beyond a single isolated stage.
Basic information-processing cycle
Types of feedback
- Intrinsic feedback arises naturally from sensory experience of an action; extrinsic or augmented feedback adds information from a coach, video analysis or display. Knowledge of results concerns outcome, whereas knowledge of performance concerns execution. These dimensions overlap: a coach’s technique correction is extrinsic knowledge of performance.
- Positive feedback identifies effective features. Negative or corrective feedback identifies an error or change and should be respectful, accurate and actionable, not abusive. A result such as 6 successes from 10 does not alone explain the cause of misses; an observed movement feature needs its own evidence.
Different feedback labels can overlap
Types of practice
- Massed practice has relatively little rest compared with work; distributed practice includes rest intervals appropriate to the load and learner. Massed does not require zero pauses or continuing through unsafe fatigue. Fixed practice repeats relatively consistent conditions, while varied practice changes relevant conditions or parameters.
- Rest schedule and condition variation are independent dimensions and can be combined. Varied practice is not identical to random order, which concerns sequencing different tasks. Stable drills can have a role in open-skill learning, while a closed task such as putting can still involve varied distances and slopes. Choose for the actual learning aim.
Independent dimensions of practice
Guidance
- Visual guidance uses demonstrations or visual representations; verbal guidance uses instructions or cues. Make relevant features accessible, use language suited to the learner and avoid an overload of simultaneous corrections. Neither method is automatically exclusive to beginners or experts.
- Manual guidance involves appropriate physical assistance with consent, safeguarding and competent supervision. Mechanical guidance uses suitable aids such as appropriately supervised flotation equipment. Match support to the person and task and withdraw it appropriately to develop independent control; equipment or contact alone does not guarantee safety.
Guidance and appropriate support
Practice methods
- Whole practice rehearses the complete skill and can preserve timing in tightly integrated actions. Part practice isolates meaningful separable components. Whole-part-whole observes the complete action, works on a component and returns to integration. Complexity and organisation are different: a complex action may still be difficult to split.
- A vault is not automatically a good part-practice example simply because it is demanding. A long sequence with independently practisable sections can provide a clearer example. Qualified instruction, safe progressions and suitable equipment are needed for demanding activities; a method label is not a safety guarantee.
Choose whole or part by organisation
Mental practice
- Mental rehearsal mentally practises an action or routine, potentially using imagined sight, sound and movement feel. It overlaps with imagery and can support preparation or a familiar cue sequence for some learners. It is not restricted to seeing a picture.
- Combine it appropriately with physical learning, instruction and feedback. Effects and preferences vary and confidence is not guaranteed. Check that the imagined action is understood and relevant rather than assuming that mental rehearsal can replace every physical experience.
Mental rehearsal: contribution and limit
Selective attention and memory in a pass
- A performer may receive input from teammate location, opponent movement, sound and body position. Selective attention prioritises the cue relevant to a decision, rather than trying to react equally to everything. Useful information can change as play changes.
- Short-term information supports the immediate situation and long-term memory supplies learned responses and expectations. Selection leads to motor output, while feedback about the action updates interpretation. The model is explanatory, not proof that movement is always a slow conscious sequence.
Apply the model to a passing decision
Apply and review one useful correction
- Fictional example: a shooter scores 6 from 10 under a defined protocol. That is knowledge of results; an external observation of release timing is knowledge of performance. A coach’s specific corrective cue can be extrinsic, negative/corrective and knowledge of performance at once. The labels classify different dimensions of one message.
- Check understanding, invite the performer’s own sensory report and allow a suitable attempt to apply the cue. Choose timing and amount for the task and learner; constant information can overload or foster dependence. Review retained learning and appropriate transfer rather than treating one better attempt as guaranteed lasting improvement.
Fictional shooting feedback
Slide
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Câu hỏi luyện tập
Xem trước miễn phí — 8 trên 38 câu hỏi. Đăng ký để xem tất cả.
1.What is input in information processing?
Easy- Ataking in information from the senses
- Bmaking a decision
- Cmoving muscles
- Dreceiving feedback
2.What is decision making?
Easy- Asensing
- Bmoving
- Cresting
- Dselecting a response
3.What is output?
Easy- Amaking a decision
- Breceiving feedback
- Cthe movement carried out
- Dsensing information
4.What is feedback?
Easy- Aa type of food
- Binformation about performance
- Ca type of skill
- Da type of rest
5.What is intrinsic feedback?
Easy- Ainformation from your own senses
- Binformation from a coach
- Cinformation from video
- Dinformation from a scoreboard
6.What is extrinsic feedback?
Easy- Ainformation from your own senses
- Binformation from memory
- Cno information
- Dinformation from outside sources
7.What is positive feedback?
Easy- Ano feedback
- Bdelayed feedback
- Cfeedback that reinforces correct movement
- Dfeedback pointing out errors
8.What is negative feedback?
Easy- Arandom information
- Bfeedback that identifies errors
- Cpraise only
- Dno information
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