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