How does a performer take in information and turn it into the right action?
The basic model of information processing (input, decision making, output and feedback), and how a performer uses information processing to respond to a stimulus during physical activity and sport.
A focused answer to OCR GCSE PE Component 02 on information processing: the basic model (input, decision making, output and feedback), how a performer takes in information, selects and makes a decision, executes the action, and uses feedback, with sporting examples.
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What this dot point is asking
OCR wants you to describe the basic information processing model (input, decision making, output, feedback) and explain how a performer uses it to respond to a stimulus in sport.
The basic information processing model
How the stages work together
The model is a loop: feedback from one action feeds back into memory and influences the input and decision making of the next. A skilled performer processes information faster and more accurately, partly because experience has filled their memory with similar situations, so they make better decisions more quickly.
The decision making stage is where memory does most of its work. The performer compares the current situation with stored experiences of similar situations and selects the response that worked before. This is why an experienced player seems to have "more time on the ball": they recognise the pattern quickly and choose the right action almost automatically, while a beginner has fewer stored experiences to draw on and so decides more slowly and less accurately.
Reaction time and information processing
The speed of the whole process is measured by reaction time: the time between a stimulus appearing (the input) and the performer starting to respond (the output). A faster reaction time means quicker processing, which is a clear advantage in fast, open skills such as returning a serve or reacting to a starting gun. Reaction time can be improved with practice (which strengthens the input-decision-output links) and is slowed if the performer has to choose between several possible responses rather than one, because the decision-making stage takes longer.
Why information processing matters
Information processing explains the mental side of every skill: how a performer perceives a situation, decides what to do and executes it, then learns from the result. It links to selective attention and feedback (from the mental preparation and guidance-and-feedback topics) and to skill classification, because open skills demand far more rapid input and decision making than closed skills. Improving any stage (faster input, better decisions, cleaner output, better use of feedback) improves performance.
Exam-style practice questions
Practice questions written in the style of OCR exam questions on this dot point, with worked answer explainers. The year tag is the paper they imitate, not the source.
OCR 20194 marksDescribe the four stages of the basic information processing model, using a netball player receiving a pass as your example.Show worked answer →
A Component 02 item testing the model applied to a sport. Award one mark for each stage correctly described and applied.
- Input
- the player takes in information from the environment through the senses, for example seeing the ball coming, the position of team-mates and defenders.
- Decision making
- the player selects the relevant information (selective attention) and, using memory of similar situations, decides what to do (catch and pass to a free team-mate).
- Output
- the player carries out the chosen action, sending the message to the muscles to catch and pass.
- Feedback
- the player receives information about the result, intrinsic (how the catch felt) and extrinsic (the coach's comment or whether the pass succeeded), which is used to improve next time.
Markers want the four stages in order, each applied to the netball example.
OCR 20213 marksExplain the role of feedback in the information processing model and why it matters for learning a skill.Show worked answer →
A 3-mark item on the feedback stage.
Award marks for: feedback is the information received after the output (the action) about how successful it was. It can be intrinsic (the feel of the movement) or extrinsic (from a coach or the result).
Why it matters: feedback is fed back into the system and stored in memory, so the performer can compare what they did with what they intended, correct errors and refine the skill next time. Without feedback, the performer cannot improve.
Markers reward the idea that feedback closes the loop: it is used to evaluate and correct the action, which is essential for learning.
Related dot points
- The classification of skills on continua (simple to complex, open to closed, and others), the characteristics of each type, and the use of classification to plan practice and analyse performance.
A focused answer to OCR GCSE PE Component 02 on skill classification: classifying skills on the simple-to-complex and open-to-closed continua (and others), the characteristics of each type, and how classification helps a coach plan practice and analyse performance.
- The use of goal setting to improve and optimise performance, the SMART principle of goal setting, the difference between outcome and performance goals, and the benefits of setting goals.
A focused answer to OCR GCSE PE Component 02 on goal setting: why performers set goals, the SMART principle (Specific, Measurable, Achievable, Realistic, Time-bound), the difference between outcome and performance goals, and how good goal setting improves motivation, confidence and performance.
- The techniques used to prepare mentally for performance (mental rehearsal, visualisation/imagery, selective attention and positive self-talk), arousal and its effect on performance, and how to control arousal.
A focused answer to OCR GCSE PE Component 02 on mental preparation: the techniques performers use to prepare mentally (mental rehearsal, visualisation and imagery, selective attention, positive self-talk), the effect of arousal on performance, and how performers control their level of arousal.
- The types of guidance (visual, verbal, manual and mechanical), the types of feedback (intrinsic and extrinsic, knowledge of results and knowledge of performance, positive and negative), and how each suits beginners and elite performers.
A focused answer to OCR GCSE PE Component 02 on guidance and feedback: the four types of guidance (visual, verbal, manual, mechanical), the types of feedback (intrinsic and extrinsic, knowledge of results and performance, positive and negative), and which suit beginners and elite performers.
- The components of physical fitness (cardiovascular endurance, muscular endurance, strength, speed, power, flexibility, agility, balance, coordination and reaction time), their definitions, and their importance to performance in different sports.
A focused answer to OCR GCSE PE Component 01 on the components of fitness: the definitions of cardiovascular endurance, muscular endurance, strength, speed, power, flexibility, agility, balance, coordination and reaction time, and how each is important to performance in named sports.
Sources & how we know this
- OCR GCSE (9-1) Physical Education J587 specification — OCR (2016)