Information processing and decision-making (SACE Stage 2 Physical Education)
“Explain the information-processing model - input, decision-making, output and feedback - and the factors that influence reaction time and decision speed.”
Information processing describes how a performer turns what they sense into a movement. Information comes in through the senses (input), the brain filters and selects the relevant cues and chooses a response using memory (decision-making), the movement is carried out (output), and feedback updates the system. Reaction time depends on how many choices there are, how predictable the stimulus is, and the performer's experience.
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What this dot point is asking
You must explain the stages of information processing and the factors that influence how quickly and accurately a performer responds.
The information-processing model
Movement decisions follow a sequence:
- Input (sensory): the performer gathers information through vision, hearing, touch and proprioception (the sense of body position). There is far more information than can be used.
- Selective attention: the brain filters the relevant cues (the ball, the opponent) from the irrelevant (the crowd). Skilled performers attend to the right cues.
- Decision-making (central processing): the relevant information is compared with stored experience in memory to choose a response.
- Output (effector): signals are sent to the muscles to carry out the movement.
- Feedback: intrinsic and extrinsic feedback returns to the system to judge success and inform the next decision.
Selective attention is the process of filtering the flood of sensory input so the performer focuses only on the cues relevant to the task, ignoring distractions. It improves with experience and is what lets expert performers seem to have more time.
Memory and decision-making
Memory drives the decision stage.
- Short-term sensory store holds incoming information very briefly; selective attention decides what passes on.
- Short-term memory (working memory) holds a small amount of information for a few seconds while a decision is made.
- Long-term memory stores well-learned movement patterns (motor programs) almost permanently, so practised skills can be selected quickly and automatically.
The more a skill is practised, the more it is stored as a motor program in long-term memory, freeing working memory for tactics.
Reaction, movement and response time
- Reaction time is the time from the stimulus appearing to the start of the response.
- Movement time is the time from starting to completing the movement.
- Response time is reaction time plus movement time.
Reaction time increases as the number of possible responses increases (Hick's law). A penalty taker who could go to many places is harder to save against. Reducing a goalkeeper's choices, or disguising your intention to increase theirs, manipulates reaction time.
Factors that influence response speed
- Number of choices: more options slow reaction time.
- Predictability of the stimulus: an expected stimulus is responded to faster.
- Experience and anticipation: experts read cues early and anticipate, effectively reducing reaction time.
- Arousal: an optimal level sharpens attention; too much narrows attention and slows decisions.
- The psychological refractory period: a second stimulus arriving while the first is still being processed is delayed, which is the basis of a fake or dummy.
Coaches use this model to design training that speeds processing. Practising in game-realistic, unpredictable conditions trains selective attention so players learn which cues matter, while repeated exposure builds the motor programs in long-term memory that make responses automatic and free working memory for tactics. Small-sided games and decision-making drills deliberately increase the number and speed of stimuli so that, over time, what once demanded conscious processing becomes anticipatory and fast. Explaining a coaching choice through the stage it targets, such as drilling cue recognition to sharpen selective attention, is the applied reasoning the focus area rewards.
Explaining a successful dummy
A rugby player fakes a pass to the left then runs right. The defender's input system detects the fake, begins processing a response to the left, and during that processing a second stimulus (the run right) arrives. Because of the psychological refractory period, the defender cannot process the second stimulus until the first is finished, so their response is delayed and they are beaten. The attacker has manipulated the defender's information processing.
Do not treat reaction time as fixed; it changes with the number of choices, predictability and experience, which is exactly why anticipation and disguise matter in sport. Also do not confuse reaction time (stimulus to start of movement) with response time (the whole stimulus-to-completion sequence).
Assessment-style questions
Questions on this dot point, each with a worked answer, written by ExamExplained. Physical Education has no written exam, so use them to check your understanding before your assessment tasks.
Practice6 marksUse the information-processing model to explain how an experienced batter responds faster than a novice to a fast delivery.Show worked answer →
A 6 mark explain task needs the stages applied with the role of experience.
Input and selective attention. The expert filters relevant cues (the bowler's arm, wrist and ball) from distractions faster than a novice.
Decision-making. The expert matches cues to stored motor programs in long-term memory, choosing a response quickly and freeing working memory.
Anticipation. Reading early cues lets the expert begin responding before the ball is released, effectively reducing reaction time.
Markers reward the stages applied to the example and experience explained through selective attention and memory, not just listed.
Practice4 marksExplain Hick's law and the psychological refractory period, and how each can be exploited in sport.Show worked answer →
A 4 mark explain task needs both concepts and a tactical use of each.
Hick's law. Reaction time rises with the number of possible responses; increasing an opponent's choices (or disguising intent) slows them.
Psychological refractory period. A second stimulus arriving while the first is processed is delayed; a fake or dummy exploits this.
Markers reward each concept correctly stated and tied to a concrete tactic such as a dummy or disguise.
Practise this
Sources & how we know this
- Stage 2 Physical Education subject outline (2025 onwards) — SACE Board
- Stage 2 Physical Education: external assessment — SACE Board