3.1.2.3 Principles and theories of learning and performance

Question 1

*three stages of learning

Answer 1

1. cognitive
2. associative
3. autonomous

Question 2

*why is understanding which stage you are in important

Answer 2

-best method of training = coach understand

Question 3

*6 factors of Cognitive stage of learning

Answer 3

1. mental practice = basic understanding
2. inconsistent & basic errors
3. reliant on guidance/feedback (terminal)
4. trial/error
5. cant adapt to variety situations
6. proportion of attention to completing skill

Question 4

*6 factors of associative stage of learning

Answer 4

1-shift towards physical practice takes place
2-consistent but complex errors (large improvement)
3-personal understanding of key components
4-adapt = success various situations
5-balance conscious & autonomous control over skill
6-intrinsic &, positive feedback

Question 5

*6 qualities of autonomous stage of learning

Answer 5

1-mental analysis (intrinsic)
2-successfully consistent basis
3-slight improvements/easy adapt 
4-total knowledge = few errors
5-little/no conscious thought 
6-concurrent (while performing) & negative feedback most effective

Question 6

*learning plateau

Answer 6

no signs of improvement

performer is not getting better at task

Question 7

*learning curve

Answer 7

• visual representation
• closed skill is performed repeatedly
• over time by a novice

Question 8

*6 causes of a plateau

Answer 8

1. motivation
2. boredom
3. coaching
4. limit of ability
5. targets set too low
6. fatigue

Question 9

*6 solutions to a plateau/how coach may overcome it

Answer 9

1. task extended
2. new coach = performance increase/praise
3. rest = avoid fatigue
4. variety = avoid boredom
5. concept of plateau explain
6. feedback = increase performance and motivation

Question 10

learning theories

Answer 10

1. operant conditioning (skinner)
2. observational learning (Bandura)
3. Social development theory (vygotsky)
4. cognitive/ insight theories (Gestalt)

Question 11

operant conditioning:

Answer 11

S-R bond
conditioned = certain response = stimulus
e.g. 100 m sprint S=gun R=out of blocks

• likelihood of response is dependant on strength of bond
• weak link = response less likely
• strong link = response more likely

Question 12

getting desired behaviour

Answer 12

• trial and error = develop correct response
• reinforcement/punishment = speed up
• strengthen S-R bond

Question 13

reinforcement:

Answer 13

• bond between a stimulus and response is established and developed

Question 14

positive reinforcement

Answer 14

• rewarding the correct response
• usually extrinsic & can be tangible/intangible
• strengthens S-R bond
  e. g. a well done from coach, clap from crowd

-used as we are all motivated to receive rewards we have drive to repeat action to gain reward again

Question 15

negative reinforcement

Answer 15

• removal of an unpleasant stimulus when correct response is given
• likelihood that the desired response
• strengthening S-R bond

e.g. telling someone haven’t tucked in chin during forward roll then they do it so don’t say anything

Question 16

punishment

Answer 16

• why used: something unpleasant, aims to reduce chance of action being repeated
• different to reinforcement as it aims to break S-R bond so response won’t be repeated

Question 17

criticisms of operant conditioning learning theory:

Answer 17

• no ‘why’ = demotivate
• trial and error = bad habits = unlearning
• alter response ?
• every skill has a S-R bond relationship (unlikely)
• -ve reinforcement/punishment for beginners?

Question 18

Social learning

Answer 18

‘learning by copying others’ because we wish to be socially accepted

-observational learning is a theory under ‘social learning’

Question 19

Vicarious experience

Answer 19

many people learn a new sporting skill through watching others and replicating their actions

Question 20

4 stages of observational learning:

Answer 20

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

1,2 = receiving and processing info (perception)
3,4 = skill performance (psychomotor)

Question 21

Modelling:

Answer 21

• learning a skill by copying others

- builds mental image

Question 22

1. Attention

Answer 22

• watch demonstration carefully (correct & not too long)
• relevancy and status of model (concentrate few cues)
• practice time

Question 23

how to get their attention

Answer 23

• chunk info
• highlighting cues
• see
• hear

Question 24

9 components of an effective demonstration:

Answer 24

1. no overload (chunking information)
2. can see and hear it
3. relevancy of model to learner
4. accuracy
5. status of role model
6. highlight cues
7. grasping attention
8. let them practice
9. feedback

Question 25

2. Retention

Answer 25

• visual model remembered or performance not possible
• mental picture of skill using imagery helps
• watch demo few times to help retention
• effective = change person

Question 26

3. Motor reproduction

Answer 26

• practice skill as soon as demo finished (each stage sufficient physical development be able to do it)
• coach ensure physically capable
• performer confident enough to perform skill
• copy, attempt, repeat

Question 27

4. Motivation

Answer 27

• drive to learn
• external rewards= early stages
• relevance of skill helps determine this as will status of model

Question 28

Schema

Answer 28

generalised movement pattern stored in LT memory adapted changed broadened through the use of cognitive learning