information processing
4 detailed 50-minute lessons with teaching scripts, worked examples, parent guides, and assessment criteria.
Lesson Overview
Total Lessons: 4
Tier: Foundation and Higher
Duration: 50 minutes per lesson (200 minutes total)
Exam Boards: AQA, Edexcel, OCR, Eduqas, CCEA
Tier: Foundation and Higher
Duration: 50 minutes per lesson (200 minutes total)
Exam Boards: AQA, Edexcel, OCR, Eduqas, CCEA
Learning Objectives
- Explain the key ideas of information processing
- Apply information processing to exam-style questions
- Develop independent study skills
- Build cross-topic connections
Prerequisites
- Read the revision notes for information processing first (GCSE Revise summary)
- Key vocab to pre-teach: Information Processing Model, Selective Attention, How Decision Making Works
- Basic skills: reading the summary notes and answering the practice questions there
Materials & Equipment
- Exercise book, coloured pens
- Ruler
- Printed revision notes (link below)
- Internet for videos (see Resources)
Lesson 1: Introduction: information processing
Duration: 50 minutes
Starter Activity (5 minutes)
Quick Recall
Write down everything you already know about information processing. Then check against the key terms: Information Processing Model, Selective Attention, How Decision Making Works. Use a mini-whiteboard or paper.
Main Content (35 minutes)
Parent/Teacher Guide:
Before lesson: Read the script below. Pre-teach key vocab: Information Processing Model, Selective Attention, How Decision Making Works.
If stuck: Re-read the revision notes (link above), then break the content into smaller steps.
Extension: See the Stretch & Challenge ideas in Lesson 4.
Before lesson: Read the script below. Pre-teach key vocab: Information Processing Model, Selective Attention, How Decision Making Works.
If stuck: Re-read the revision notes (link above), then break the content into smaller steps.
Extension: See the Stretch & Challenge ideas in Lesson 4.
Teaching Script (35 mins):
Mins 0-5 - Hook: "Today: information processing. By the end you will be able to answer exam questions on it unaided. It connects to the rest of Physical Education because the ideas here recur across the spec."
Mins 5-20 - Direct Instruction: Work through the core ideas below one at a time; after each, ask your student to explain it back in their own words.
Mins 20-30 - Guided Practice: Model the worked example together, then let your student attempt the first practice question with guidance.
Mins 30-35 - Independent Practice: 2-3 practice questions from Lesson 3 below, with immediate feedback.
Mins 0-5 - Hook: "Today: information processing. By the end you will be able to answer exam questions on it unaided. It connects to the rest of Physical Education because the ideas here recur across the spec."
Mins 5-20 - Direct Instruction: Work through the core ideas below one at a time; after each, ask your student to explain it back in their own words.
Mins 20-30 - Guided Practice: Model the worked example together, then let your student attempt the first practice question with guidance.
Mins 30-35 - Independent Practice: 2-3 practice questions from Lesson 3 below, with immediate feedback.
First Look
Start with the revision notes summary, then attempt: Describe the four stages of the information processing model in the correct order.
Plenary (5 minutes)
Check Out
Your student states one thing they learned and one question they still have about information processing.
Lesson 2: Core Concepts: information processing
Duration: 50 minutes
Starter Activity (5 minutes)
Review Previous Lesson
Quick recap: write 3 key points from Lesson 1 on information processing. Check them against the notes below.
Main Content (35 minutes)
Information Processing Model: A model that explains how the brain receives information from the environment, processes it, produces a response, and uses feedback to improve future performance. The model has four main stages: Input → Decision Making → Output → Feedback.
Selective Attention: The ability to filter out irrelevant information and focus only on the most important cues. This is crucial in sport where there is a large amount of sensory input.
How Decision Making Works: The performer receives input, holds it in short-term memory, compares it with information stored in long-term memory from past experiences, and selects the most appropriate response. Experienced performers make faster decisions because their long-term memory contains more relevant experiences to draw from.
Motor Programme: A sequence of movements stored in long-term memory that can be reproduced without conscious thought. Motor programmes allow skilled performers to execute complex movements automatically.
Why Feedback Matters: Without feedback, the information processing loop cannot function effectively. Feedback tells the performer whether their output matched their intention, and allows them to modify future responses. Elite performers are skilled at using both intrinsic and extrinsic feedback to refine their performance continuously.
PE Exam Tips — Information Processing: 1. For Information Processing questions, use subject-specific terminology precisely 2. Support every point with specific evidence or examples 3. Show balanced analysis — consider different perspectives before reaching a conclusion 4. Link your understanding of Information Processing to real-world contexts where possible 5. For longer answers, plan your response to address all parts of the question
| Term | Meaning | Example |
|---|---|---|
| Duration | 20-30 seconds | Permanent |
| Capacity | Limited (~7 items) | Unlimited |
| Function | Immediate processing | Storing learned skills |
| In sport | Current situation awareness | Recall of past experiences and motor programmes |
| Input | Poor selective attention; distracted by irrelevant cues | Excellent selective attention; focuses on key cues only |
| Decision Making | Slow; limited LTM; processes consciously | Fast; extensive LTM; processes automatically |
| Output | Inconsistent; motor programmes weak | Consistent; motor programmes well-established |
| Feedback | Relies heavily on extrinsic feedback | Uses intrinsic feedback effectively; self-corrects |
Practice (10 minutes)
Q: Describe the four stages of the information processing model in the correct order.
Answer: The four stages are: Input (receiving information from the environment through the senses), Decision Making (processing the input using short-term and long-term memory to select a response), Output (executing the motor response via the muscular system), and Feedback (receiving information about the outcome to improve future performance).
Plenary (5 minutes)
Explain Back
Your student teaches the key points back to you without looking. Fill any gaps immediately.
Lesson 3: Application: information processing
Duration: 50 minutes
Starter Activity (5 minutes)
Quick Recall
Recall the key terms: Information Processing Model, Selective Attention, How Decision Making Works. Define each in one sentence.
Main Content (35 minutes)
Parent/Teacher Guide: Let your student attempt each question alone first, then compare with the model answer. Award method marks for correct working even if the final answer is wrong.
Q1: Describe the four stages of the information processing model in the correct order.
Answer: The four stages are: Input (receiving information from the environment through the senses), Decision Making (processing the input using short-term and long-term memory to select a response), Output (executing the motor response via the muscular system), and Feedback (receiving information about the outcome to improve future performance).
Q2: What is selective attention and why is it important for a games player?
Answer: Selective attention is the ability to filter out irrelevant information and focus only on the most important cues. It is vital for a games player because there is a large amount of sensory input during a match (crowd, multiple players, ball, coach). Without selective attention, the player would be overwhelmed and unable to focus on the key information needed to make good decisions, such as the position of opponents and the movement of the ball.
Q3: Explain the role of long-term memory in the decision-making process.
Answer: Long-term memory stores past experiences, learned motor programmes, and tactical knowledge. During decision making, the performer compares current input (held in short-term memory) with information in long-term memory to select the most appropriate response. A performer with more relevant experiences stored in long-term memory can recognise patterns faster and make better, quicker decisions.
Q4: Using a named sporting example, explain how a performer moves through all four stages of the information processing model.
Answer: A tennis player returning serve: Input - sees the server's ball toss, racket position and body angle. Decision Making - short-term memory processes the current serve trajectory; long-term memory recalls similar serves faced in practice and the appropriate return shot. Output - motor programme for the selected return shot is activated, sending nerve impulses to the arm and leg muscles. Feedback - intrinsic feedback from the feel of the shot; extrinsic feedback from whether the ball landed in court and the coach's comments.
Q5: Explain the difference between intrinsic and extrinsic feedback, giving a sporting example of each.
Answer: Intrinsic feedback comes from within the performer through their own senses, e.g. a golfer feeling that their swing was smooth and well-timed through kinaesthesia. Extrinsic feedback comes from outside the performer, e.g. a coach telling a swimmer that their hand entry was too wide, or video analysis showing a cricketer their batting technique needs adjustment.
Q6: Why does an experienced performer make decisions faster than a beginner? Refer to the information processing model in your answer.
Answer: An experienced performer has more information stored in long-term memory from years of practice and competition. This means they can recognise patterns and situations more quickly, matching current input to stored experiences faster. Their motor programmes are more established, so output is more automatic and requires less conscious processing. They also use intrinsic feedback more effectively to self-correct, making the whole information processing loop faster and more efficient.
Plenary (5 minutes)
Error Review
Review any questions answered incorrectly. Identify whether the error was knowledge, method, or reading the question.
Lesson 4: Exam Practice: information processing
Duration: 50 minutes
Starter Activity (5 minutes)
Command Words
Review what these command words require: state (one point), describe (say what happens), explain (say why), compare (both sides), evaluate (judgement).
Main Content (35 minutes)
Exam-Style Question
Attempt a past-paper style question on information processing from the exam board past paper finder (see Resources), then mark it against the scheme.
Exam Tips: Always state the four stages in order: Input → Decision Making → Output → Feedback | Use the terms "selective attention" and "motor programme" correctly | When applying the model, go through each stage with a specific sporting example | Know the difference between short-term and long-term memory and their roles | Remember that the model is a continuous loop - feedback feeds back into input | Compare beginners and experts to show depth of understanding
Common Errors: Watch Out! Students often confuse the senses in input with decision making. Wrong: "Input is when you decide what to do with the ball." Correct: "Input is receiving sensory information from the environment, such as seeing the ball's trajectory. Decision making is the separate stage where you process that information and choose a response." Students often forget to mention both types of memory in decision making. Wrong: "Decision making uses memory to decide what to do." Correct: "Decision making uses short-term memory to hold current information and long-term memory to compare it with past experiences and stored motor programmes."
Stretch & Challenge (Grade 8-9):
- Synoptic links: explain how information processing connects to another Physical Education topic you have studied
- Real-world: research one real-world use or example of information processing
- Critical: "What are the limitations of the models used in information processing?"
Plenary (5 minutes)
Assessment Criteria
- Got it: Confident explanation + correct worked examples
- Getting there: Main points OK, needs support with detail
- Not yet: Confused on key concepts - re-run Lesson 2
Homework & Consolidation
- Consolidation: Re-answer any Lesson 3 practice questions answered incorrectly (20 mins)
- Retrieval: Write flashcards for the key terms: Information Processing Model, Selective Attention, How Decision Making Works (10 mins)
- Exam practice: One past-paper question on information processing from the board websites (15 mins)
- Extension: Explain information processing to someone else in your own words (10 mins)