Watch the video of the eye tracker in use with the Formula 1 driver. Use Welford’s information processing theory to explain how the driver is able to navigate the car around the track at high speeds. (50 marks)
Welford’s information processing model has been designed to provide reasoning behind the way human’s process information and therefore react with a calculated response. This ideology has been supported by many credible researchers McMorris (2004, p.13) claimed Welford’s information model was inspired by original attempts such as the black box model. Welford’s 1968 information processing model was split into multiple sections to explain how information was fed through senses, perception memory stores leading finally to the decision making and effect of the information. This processing varies from person to person but the efficiency and effectiveness of the transfer are higher in certain sports such as Formula 1 driving.
For a formula 1 driver the visual system is seen as potentially the most important sensory organ. This concept is supported Williams, AM; Davids, K; Williams, J G (2005) who said ‘information from visual system tends to dominate the inputs from the other sensory systems’. The sense organs are the first major component within Welford’s model as they receive the external stimuli first. This external stimulus could come in a variety of forms depending on the activity or stimuli presented in different situations. Using the formula 1 driver as the example using eye tracking most; of the external stimulus would be taken in by the visual sensory organ. As seen within the video it is evident the internal sense organs are receiving information from the onset of the stimulus. This can be seen as the input stage as the external information is being inputted into the system (McMorris 2004, p.14).
Once the stimulus is received by the internal sensory organs the driver needs to perceive the information. In this part of the process information that has been filtered and understood by the internal sensory organs is then interpreted depending on the stimulus. ‘There is always a coupling of perception and action’, (Vickers 2007, p.13). This concept uses selective attention to filter out the relevant and irrelevant information that has been processed by the sensory organs. This perception stage allows the driver to interpret the situation and understand how much breakage or acceleration the car would need if the stimuli was an approaching corner. This information would then be stored in the short term memory as all information is filtered and collected, however, there is a limit. This limit can be better used by more experienced formula 1 driver as they would be able to selectively attend to more relevant information compared to a beginner or less experienced driver.
From this point, the decisions are made. The long-term and short-term memory allow a person to understand incoming information. The decision-making stage of Welford’s 1968 information processing model links directly to the long-term memory store. This is due to any decision made, successful or not, will be sent to the long-term store for when the same stimuli are met again. For a formula 1 driver this could be how fast they should tackle a certain corner of a certain circuit. This information can only be sent to the long-term store once the decision is made. The decision involves the action the driver will need to take to react to the stimuli. In more experienced drivers this decision-making process will become quicker and more effective.
Once the decision as to the type of action that needs to be taking place has been completed the effector control becomes the key feature in the process. This incorporates the action that takes place and organizing the movement into parts. This allows the driver to understand how to complete the action and the broken down parts of such an action. By doing this the information can be processed by the central nervous system and organized into one fluid movement. The formula 1 driver would use this part of the model to bring together the entirety of the movement of turning the wheel a certain amount to tackle the corner while still having enough momentum to propel the car forward out of the corner. This consequently will require a higher level of accuracy from the driver in order to complete the laps at a quick pace. Following this part of the model the effectors’ section is covered. In this final part of the model, the overall action is combined and completed. Information concerning the movement organization is transferred from the central nervous system to the peripheral nervous system (McMorris 2004, p.14). For a formula 1 driver, the time scale between the internal sensory organs processing external stimuli and the effectors creating a muscular response needs to be very effective. This is due to the increased speed drivers need to be driving at in order to successfully navigate the car around the track effectively and efficiently.
Following the effectors, feedback is then produced. If the effector produced a failed response which didn’t suit the appropriate response to the stimulus, then feedback will be processed back to the perception stage of the model. This will allow information to be reinterpreted once again to find a more suitable response. Feedback is used to refine to action to allow for the correct response to being obtained. The next feedback loop represents both the failures and success of the reaction to the stimulus. This will then be stored in the long-term memory for future reference. For a formula 1 driver this paramount in adopting a driving style suited to certain circuits and opponents.
In conclusion, a formula 1 driver would require Welford’s (1968) information processing model to navigate their way around a track at high speeds. This is due to the amount of information they must process efficiently and effectively. By using this model subconsciously, a driver can process information correctly and attend to relevant information correctly.
Describe Gentile’s (1972) two-stage model of learning and explain whether a gymnastics coach would employ fixation or diversification when training their gymnasts for competition. (30 marks)
Gentile’s (1972) two-stage model of learning describes how a learner develops an understanding for a movement and how the type of skill learned causes changes within the second stage of the model.
The learner must identify and selectively attend to a movements requirement (Gentile 1972). The movements learned must mold to the environment (Luria 1966). Alongside this, the learner must understand the differences in regulatory and non-regulatory conditions. Gentile (1972) described the regulatory conditions remain in one fixed position in space throughout the execution of the movement. Non-regulatory describes the characteristics of an environment that do not cause changes to a movement to acquire a goal. These ideas teach a learner the importance to use selective attention to filter information that is relevant and irrelevant.
The second stage of the model is based on the learned motor patterns within stage one. This can consequently cause a skill to be closed or open. Gentile (1972) said closed skills, in which the regulatory environmental conditions remain constant, there is fixation of a motor pattern (p.11). A closed skill is described as a fixed skill, causing a consistent replication. Whereas an open skill is one that is performed in a changing environment, Gentile (1972) called this diversification. The learner is expected to adapt to demands changing.
Taking into consideration Gentile’s (1972) two-stage model, a gymnastics coach would implement fixation when training their gymnasts for competition. This is mainly due to the concept that gymnastics involve closed skills. As mentioned above a closed skill is one that is a fixed skill performed in a stable environment. Gymnastics suits this ideology due to the environment not changing alike to sports such as football, rugby or hockey for example. Following Gentile’s model, it is evident that fixation would be suitable for a gymnastics coach to implement in preparation for a gymnast’s competition due to the environment not varying. Gentile (1978) claimed the performer can predict well in advance what the conditions will be like during the movement’s execution (p.11). A gymnastics coach can train gymnast to understand this concept, aiding their execution within a competition.
There is an idea that a performer doesn’t monitor the external environment due to movements becoming more habitual (Poulton 1957). This can be aided through mentoring and training by a gymnastics coach, as a gymnast can be taught to use selective attention to focus on the relevant points of a motor skill. In turn by using Gentile (1978) idea of fixation a gymnast can be taught through training using psychology, understanding that a skill will not change due to the closed skill’s environment not differing between competition and training. By a gymnastics coach implementing this into training, a gymnast will begin to develop their mental confidence in their own ability aiding in competitive performance.
References:
- Gentile, A. M. (1972). A Working Model of Skill Acquisition with Application to Teaching. Quest, 17(1), 3–23.
- Luria, A. R. (1962). Higher cortical functions in man and their disturbances in local brain lesions. Moscow University Press (pp. 1–432).
- McMorris, T. (2004). Acquisition and performance of sports skills. Chichester: John Wiley, 13-15.
- Poulton, E. E. (1957). On prediction in skilled movements. Psychological Bulletin, 54(6), 467–478.
- Vickers. (2007). Perception, cognition, and decision training: The quiet eye in action. Perception, cognition, and decision training: The quiet eye in action, 13.
- Williams, A. M., Davids, K., & Williams, J. G. (1999). Visual perception and action in sport. (Routledge, Ed.), Journal of Human Movement Studies (Vol. 22, pp. 147–204).