Information Processing during the Performance of Skills in Physical Education

Information Processing during the Performance of Skills in Physical Education

Response time is the total period of time from the presentation of a

stimulus to the completion of the response. It consists of two main

periods, reaction time and movement time.

The speed at which we make decisions is called our reaction time. In

terms of sporting activities, it is important to be able to respond to

a stimulus quickly because it allows the performer to be in greater

control. Reaction time is also made up of smaller units.

In athletics, during a 100m race, a fast reaction time is imperative

for optimum performance. The quicker the athlete is able to respond to

the starting gun, the quicker they are able to get out of the blocks

allowing them to dominate the race (assuming that they have the

strength to sprint at a consistently fast pace).

The time period it takes for an athlete to initiate an action and

complete it is called the movement time. Movement time is dependant on

the strength and type of the muscle fibre contained within the muscle,

and the level of technique that the athlete has acquired.

During a 100m race, the time it takes for the athlete to push out of

the blocks until the point at which the athlete crosses the finish

line is known as the movement time.

Warning given Stimulus detected Decision to respond Action complete

Stimulus Stimulus Action

(gun) Recognised Initiated

1 2 3 4 5

Reaction time Movement time

Response time the diagram above shows:.

- Warning given: these are the words "take your marks………… set" spoken

by the official.

- Stimulus is presented: this is the sound of the gun...

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... sport is an important element in learning and

the good teacher or coach ensures that learners have clear, achievable

goals to which they are committed.

Motivational feedback gives learners information about their progress

towards these goals. It helps them to understand the difference

between their present performance level and that needed to achieve

their goal. It is important that it also gives them self-belief and

the confidence to continue to practise through the ups and the downs

of learning. Breaking down long-term goals into intermediate goals is

a helpful motivational strategy. Progress charts and

training/competition diaries are useful in this respect, because they

help the learner to see improvement. But often the most satisfying

motivational feedback comes as acknowledgment of progress from the

coach.