How does a performer take in information and turn it into a movement?
The basic information processing model (input, decision making, output and feedback) and how a performer uses it to produce and refine a skill.
A focused answer to the WJEC GCSE PE topic on information processing, covering the basic model (input, decision making, output and feedback), the role of the senses and memory, and how a performer uses the model to produce and refine a skill in a game situation.
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What this dot point is asking
WJEC wants you to describe the basic information processing model (input, decision making, output and feedback) and explain how a performer uses it to produce and refine a skill.
The basic information processing model
The four stages, with a games example:
- Input. The performer takes in information from the environment through the senses (sight, hearing, touch and the sense of body position). For example, a footballer sees team-mates, opponents and the ball.
- Decision making. The performer uses this information and their memory of similar situations to choose the best response. For example, deciding whether to pass, dribble or shoot.
- Output. The brain sends the decision to the muscles, which carry out the chosen action. For example, making the pass.
- Feedback. The performer receives information about the result (from their own senses or from a coach) and uses it to adjust next time. For example, seeing whether the pass reached its target.
Feedback feeds back into the next cycle, so the model is continuous during play.
The senses and memory
- The senses provide the input: sight is the most important in most sports, along with hearing, touch and the sense of where the body is.
- Selective attention is filtering out irrelevant information to focus only on what matters (the ball, not the crowd), which speeds up decision making.
- Memory stores past experiences, so a performer recognises situations quickly and chooses a response faster.
Speeding up information processing
Skilled performers process information faster than beginners because:
- lots of practice makes responses more automatic, needing less conscious thought,
- they read cues early (an opponent's body position) to gather input sooner,
- they use selective attention to ignore distractions, and
- they draw on experience stored in memory to recognise situations.
This is why an experienced player seems to have "more time" on the ball.
Reaction time, movement time and response time
The input-to-output process is also described using three time measures:
- reaction time: the time from the stimulus appearing (the starting gun) to the start of the movement,
- movement time: the time taken to complete the movement once it has begun,
- response time: the total time from the stimulus to completing the movement (reaction time plus movement time).
A performer with a fast reaction time has an advantage in many sports, for example a sprinter leaving the blocks or a goalkeeper saving a penalty. Reaction time can be improved with practice and by reading early cues, which is why experienced players seem to respond more quickly.
Why this matters
Information processing explains how a performer uses feedback to improve, linking directly to the guidance and feedback topic. It also connects to classification of skills (open skills need more decision making in a changing environment) and to reaction time from the components of fitness, which is the speed of the input-to-output process.
Exam-style practice questions
Practice questions written in the style of WJEC exam questions on this dot point, with worked answer explainers. The year tag is the paper they imitate, not the source.
WJEC style4 marksDescribe the four stages of the basic information processing model using an example from a sport.Show worked answer →
A 4-mark question: one mark for each stage described with the example.
Input: the performer takes in information from the environment through the senses, for example a batter in cricket sees the ball, its line and speed, and hears the bowler. Decision making: the performer uses this information and their memory of past situations to choose the best response, for example deciding which shot to play. Output: the brain sends the decision to the muscles, which carry out the action, for example playing the chosen shot. Feedback: the performer receives information about the result (from their own senses or from a coach) and uses it to adjust next time, for example seeing whether the shot found the gap.
Markers reward each of the four stages (input, decision making, output, feedback) clearly linked to a sporting example.
WJEC style4 marksExplain how a performer can reduce the time taken to make a decision in a game.Show worked answer →
A 4-mark question: reward valid ways to speed up decision making, each explained.
A performer can make decisions faster by practising the skill and situation many times, so the response becomes more automatic and needs less thinking. They can learn to read cues early (such as an opponent's body position) so they pick up the important information sooner. They can also filter out irrelevant information (selective attention) to focus only on what matters, and build up experience stored in memory so similar situations are recognised quickly.
Markers reward points such as more practice making responses automatic, reading early cues, selective attention, and using past experience or memory, each with a brief explanation of how it speeds up the decision.
Related dot points
- The types of guidance (visual, verbal, manual and mechanical) and the types of feedback (positive and negative, intrinsic and extrinsic, knowledge of results and performance), and when each is most useful.
A focused answer to the WJEC GCSE PE topic on guidance and feedback, covering the four types of guidance (visual, verbal, manual and mechanical), the types of feedback (positive and negative, intrinsic and extrinsic, knowledge of results and knowledge of performance), and which suit a beginner or an experienced performer.
- The classification of skills on continua (basic and complex, open and closed, and others), the difference between skill and ability, and the characteristics of a skilled performance.
A focused answer to the WJEC GCSE PE topic on skill classification, covering the continua used to classify skills (basic to complex, open to closed, and others), the difference between a skill and an ability, and the characteristics of a skilled performance.
- The stages of learning (cognitive, associative and autonomous) and the types of practice (massed, distributed, whole and part) and when each is suitable.
A focused answer to the WJEC GCSE PE topic on learning and practice, covering the three stages of learning (cognitive, associative and autonomous), the four types of practice (massed, distributed, whole and part) and how to choose a practice method to suit the skill and the learner.
- Mental preparation techniques and the effect of arousal on performance, and the types of motivation (intrinsic and extrinsic) and how they affect a performer.
A focused answer to the WJEC GCSE PE topic on mental preparation and motivation, covering mental preparation techniques, the effect of arousal on performance, and the types of motivation (intrinsic and extrinsic) and how each affects a performer.
Sources & how we know this
- WJEC GCSE Physical Education specification (from 2016) — WJEC (2016)