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A-Level Sport Science > 2.3 Principles and theories of learning and performing > Flashcards

2.3 Principles and theories of learning and performing Flashcards

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1
Q

Explain the term ‘learning plateau’

A

A period during performance when there is no sign of improvement (and potential decline in motivation due to lack of confidence)

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2
Q

How is a learning plateau visually presented?

A

Using a leaning curve graph

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3
Q

Describe and explain the first stage of a learning curve graph

A

Stage 1: Cognitive stage of learning therefor success is low. Performer is trying to work out parts of the skill and are developing an understanding.

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4
Q

Describe and explain the second stage of a learning curve graph

A

Stage 2: Associative phase. As the skill is being practiced, there is a sharp/rapid increase in their success rate as they grasp the skill. Performance looks more fluid and motivation is high.

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5
Q

Describe and explain the third stage of a learning curve graph

A

Stage 3: The performer reaches a plateau, no longer progressing with the skill. Performance levels are maintained with no further improvement.

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6
Q

Describe and explain the fourth stage of a learning curve graph

A

Stage 4: Success rate of performance declines due to lack of motivation.

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7
Q

Identify the potential causes of a learning plateau

A
  • Loss of motivation due to boredom
  • Mental/physical fatigue
  • Limit of ability is reached
  • Poor coaching
  • Incorrect goals set
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8
Q

Identify what is labeled on the axes of a learning curve graph?

A

y = success rate
x= time

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9
Q

Identify the stages of learning

A

Cognitive
Associative
Autonomous

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10
Q

Identify and describe the first stage of learning

A

Cognitive stage

  • Beginner
  • Motor programmes not formed yet
  • Mistakes are frequently made
  • Not fluent performance
  • Learners have to think carefully about performing a skill
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11
Q

Identify what type of feedback a cognitive learner requires

A

Extrinsic, positive, knowledge of result

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12
Q

Identify and describe the second stage of learning

A

Associative stage

  • Intermediate
  • Motor programmes are developing
  • Performance appears smoother and more coordinated
  • Fewer mistakes are made
  • Performer can focus on finer aspects of the skill
  • Develop kinaesthesis
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12
Q

Identify what type of feedback an associative learner requires

A
  • Intrinsic
  • Extrinsic
  • Performer begins to use knowledge of performance
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13
Q

Identify and describe the last stage of learning

A

Autonomous stage

  • Performance is fluent and habitual due to extensive practise
  • Movements/skills are habitual
  • Motor programmes are fully formed
  • Skills executed automatically
  • Only required to concentrate on smaller/finer details of an already fluent skill
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14
Q

Identify the type of feedback an autonomous learner requires

A
  • Intrinsic
  • Extrinsic
  • Knowledge of performance
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15
Q

Identify the theories involved with learning and state their theorists

A

Insight learning: Gestalt
Operant conditioning: B.F Skinner
Observational learning: Bandura
Social development: Vygotsky

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16
Q

Identify the theorists that suggested the Insight learning theory

A

Gestalt or Gestaltists

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17
Q

Describe and explain the Insight learning theory

A

Gestaltists believed that one should learning the skill as a whole to create greater effectiveness and understanding.

Suggested that experiencing the whole skill is more effective than parts/subroutines. The performer will come up with own their own strategies without relying on the coach (independent thinking).

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18
Q

What does the insight learning theory enable a performer to maintain?

A

Kinaesthesis

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19
Q

Give an example of the insight learning theory

A

A 2 vs. 1 situation in rugby, the player need to individually decide what to do = kick, pass, dummy pass or run.

20
Q

Note:
Insight learning is a Cognitive theory as the performer has to think about what to do next. The performer with therefore use their past experiences and prior knowledge to aid in the decision making.

A

Note:
Insight learning is a Cognitive theory as the performer has to think about what to do next. The performer with therefore use their past experiences and prior knowledge to aid in the decision making.

21
Q

Explain why the theorist Gestalt believed that part learning is not as efficient as whole learning? Identify the theory Gestalt constructed.

A

Insight learning theory

Gestalt believe that by practicing the whole skill the performer will be able to gain a greater understanding of the task and kinaesthesis will occur. The flow of the skill will be maintained.

22
Q

Identify which theorist constructed the operant conditioning theory

A

B.F Skinner

23
Q

Explain and describe the operant conditioning theory

A

Learning happens by strengthening a link between a stimulus and a response (S-R bond). Once the bond is formed, it increases the likelihood of the desired response occuring. Skinner suggested that when reinforced, the correct S-R bonds (actions) are strengthened and that the incorrect actions are weakened.

24
Q

Explain how an S-R bonds is formed

A

Through reinforcement

25
Q

When learning skills through operant conditioning, a coach should:

A
  • Allow the performer to use TRIAL AND ERROR
  • MANIPULATE THE ENVIRONMENT to ensure the successful response occurs
  • Offer POSITIVE REINFORCEMENT
  • Offer an ANNOYER (punishment)
26
Q

Describe the characteristics of positive reinforcement. Include examples to support your answer.

A

A pleasant stimulus after the correct response. For example a coach offering praise to the swimmer for a correct leg action will increase motivation and likelihood of repeating the successful action.

27
Q

Describe the characteristics of negative reinforcement. Include examples to support your answer.

A

The TAKING AWAY an unpleasant stimulus when the performer does the correct action AFTER A PERIOD OF CRITICISM (shouting). For example, a netball coach constantly criticises the GA for missing shots, when she eventually scores, the coach stops giving criticism. The GA recognises that she has not been criticised and repeats the correct action.

28
Q

Explain and give an example of punishment in terms of reinforcement

A

Method of reducing undesirable actions. e.g. fines, bans, extra training, ‘suicide runs’

29
Q

Identify the theorist that suggested the observational learning theory

A

Bandura

30
Q

Identify and explain Bandura’s learning theory

A

Observational learning theory.
An individual learns through watching and copying the actions of a more knowledgeable other (MKO). Bandura suggested that an individual must engage in the four processes to learn a new skill:

  1. Attention
  2. Retention
  3. Motor production
  4. Motivation

We learn by watching and replicating the actions of an MKO

31
Q

Within Bandura’s observational learning theory he suggested that a performer can learn a new skill by engaging in processes. Identify these processes.

A
  1. Attention
  2. Retention
  3. Motor production
  4. Motivation
32
Q

Identify and explain the first process a learner should be engage in when mentioning the observational learning theory

A
  1. Attention
    Coach needs to ensure that the performer CONCENTRATES on model. Coach can point out key CUES/PARTS in demonstration. Demonstration should be attractive and accurate.
33
Q

Identify and explain the second process a learner should be engage in when mentioning the observational learning theory

A
  1. Retention

Ensure that the performer remembers demonstration.
Demonstration should be repeated for a clear mental image, visualisation, mental rehearsal.

34
Q

Identify and explain the third process a learner should be engage in when mentioning the observational learning theory

A
  1. Motor Production

Performers must be physically and mentally able to copy the demonstration.

35
Q

Identify the theorists that suggested the social development learning theory

A

Vygotsky

36
Q

What did Vygotsky suggest about the social development learning theory.

A

The social development theory suggests that we learn skills from people around us with whom we interact (MKO).

37
Q

Identify the order in which phycological learning takes place and who suggested this theory

A

Vygotski’s social development theory: Inter and intra phycological learning takes place in two steps:

  1. INTER: learnt ExteRnaly
    Skills learned from a coach. Tthe learner uses a MKO to get advice, feedback and tactical knowledge.
  2. INTRA: learnt InetRnAly
    Once external advice has been absorbed, learning can then take place within the learner. The learner will think and construct actions based on what they learned externally through inter psychological learning.
38
Q

Vygotsky suggested that learning can be ___ into stages. ___ up learning stages.

A

Vygotsky suggested that learning can be constructed into stages. Building up learning stages.

39
Q

Vygotsky suggested that learning can be constructed into _____

A

Vygotsky suggested that learning can be constructed into stages

40
Q

Explain what Vygotsky meant through constructing learning and give an example of this.

A

Building up learning in stages. Building layers of skill

For example: “i can hold a hockey stick, now i can learn how to dribble in straight line. i know how to dribble in straight line. Now i can learn to change direction.”

41
Q

Describe the zone of proximal development in reference to Vygotsky’s social development theory.

A
  1. What i can do by myself
  2. What i can do with the help of an MKO
  3. What i cant do YET
42
Q

Identify what is meant by a “MKO” and explain why it is important when learning skills?

A

An MKO is someone who has a greater understanding of the skill than yourself = More Knowledgable Other

  • Motivation
  • Feedback
  • Technical advice
43
Q

Identify potential solutions for an athlete going through a learning plateau

A
  • Set new challenges/tasks
  • Use variable practice
  • Offer tangible rewards
  • Rest
  • Distributed practice
  • Ensure performer is competing against others of similar ability
  • Vary coaching methods
  • SMART target
44
Q

Identify and explain the last process a learner should be engage in when mentioning the observational learning theory

A
  1. Motivation

The performer must be determined to copy the demonstration. A coach could achieve this by offering praise or a reward.

45
Q

Explain the ‘zone of proximal development’

A

‘Zone of proximal development’: the next stage of learning based of the performers needs and current level.

46
Q

Give a sporting example of the zone of proximal development

A

What i can do alone: dribble in a straight line
What i can do with help: change direction keeping the ball close
What i cant do yet: dribble past a defender

47
Q

Explain what is meant by the term ‘constructivism’

A

Constructivism: building up learning in stages based on the current level of performance.

A-Level Sport Science (29 decks)

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