Theories of Learning

Operant Conditioning
1. Uses positive and negative reinforcement
2. Trial and error
3. Coach might manipulate the environment
4. Shapes behaviour
5. If successful responses are rewarded, the response is more likely to be repeated
6. If negative responses aren't rewarded or punished, the response is less likely to be repeated
7. Positive reinforcement strengthens S-R bond, increases likelihood of correct response being repeated
8. Negative reinforcement promotes correct actions occurring to a stimulus by taking away an unpleasant stimulus when the performer does it right.
9. Reinforcement
  1. Positive
    1. Pleasant stimulus to encourage correct response
  2. Negative
    1. Withdrawing unpleasant stimulus to encourage correct response
Observational Learning/Social Learning Theory (Bandura)
1. Attention
  1. Making sure performer takes note of relevant cues
  2. The more attractive the demo, the more likely it is the performers will pay attention
  3. Point out function/reason why you are teaching the skill e.g. an advantage of the skill
  4. Make the model stand out
    1. Be loud
    2. Bright colours
2. Retention
  1. Ability to remember important information and recall it from the memory system
  2. Make sure the learner is able to recall the demonstration in the memory by braking any information into chunks and repeating it
  3. Use of role model or important figure may ensure an accurate demonstration is given
  4. Learner should attempt the skill as soon as it has been seen
3. Motor Production
  1. Making sure the player is capable of physically copying the demonstration
  2. In early stages of practice, success should be ensured by setting easy tasks and then increasing the difficulty
  3. Player should be given time to practice and learn well before moving onto next part of the task
4. Motivation
  1. The drive needed to copy the demonstration
  2. Motivate learner by giving praise and rewards or offering positive feedback and positive reinforcement
5. Behaviour more likely to be copied if:
  1. Performed by a player of similar ability
  2. They are reinforced
  3. They are powerful, visually and physically
  4. They are consistent
  5. They are relevant
Social Development Theory (Vygotsky)
1. Skills learned from More Knowledgeable Others (MKOs)
2. MKO can give direct examples and advice as well as demonstrate values and actions such as high degree of effort
3. Inter-psychological learning
  1. When the learner uses the MKO to get advice, feedback and tactical knowledge
4. Intra-psychological learning
  1. Learning using others or an MKO to develop knowledge
  2. Learner will use cognitive aspects of skill acquisition to internally analyse, think about and construct actions based on what they have learnt externally
5. Constructivism
  1. Building on what you know
  2. Working with others to develop skills
  3. During intra-psychological learning, the learner will assess what level of performance they are currently working at and therefore what they need to do to learn more and move to the next level
  4. The MKO may help to give more advice as the skill is advanced
  5. Learner will use 3 levels of performance to assess what they need to do to improve
    1. Zone of proximal development - an assessment of what they need to do next to learn the skill
      1. 1. What can I do alone?
      2. 2. What can I do with help?
      3. 3. What can I not do yet?
  6. Learner will build up learning through each stage
Insight Learning (Gestalt)
1. Concentrating on the whole rather than parts
2. Performer uses existing knowledge to form an idea of how to deal with sporting situations
3. When presented with a problem, the player uses their sporting knowledge to work out a solution to the problem
4. If worked out correctly, athlete can get a sense of self-satisfaction & give intrinsic motivation
5. Encourages performer to think for themself
6. May generate a specific role for an athlete

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Theories of Learning

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