3.1.2.3 Principles and theories of learning and performance Flashcards
*three stages of learning
- cognitive
- associative
- autonomous
*why is understanding which stage you are in important
-best method of training = coach understand
*6 factors of Cognitive stage of learning
- mental practice = basic understanding
- inconsistent & basic errors
- reliant on guidance/feedback (terminal)
- trial/error
- cant adapt to variety situations
- proportion of attention to completing skill
*6 factors of associative stage of learning
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
*6 qualities of autonomous stage of learning
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
*learning plateau
no signs of improvement
performer is not getting better at task
*learning curve
- visual representation
- closed skill is performed repeatedly
- over time by a novice
*6 causes of a plateau
- motivation
- boredom
- coaching
- limit of ability
- targets set too low
- fatigue
*6 solutions to a plateau/how coach may overcome it
- task extended
- new coach = performance increase/praise
- rest = avoid fatigue
- variety = avoid boredom
- concept of plateau explain
- feedback = increase performance and motivation
learning theories
- operant conditioning (skinner)
- observational learning (Bandura)
- Social development theory (vygotsky)
- cognitive/ insight theories (Gestalt)
operant conditioning:
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
getting desired behaviour
- trial and error = develop correct response
- reinforcement/punishment = speed up
- strengthen S-R bond
reinforcement:
- bond between a stimulus and response is established and developed
positive reinforcement
- 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
negative reinforcement
- 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
punishment
- 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
criticisms of operant conditioning learning theory:
- 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?
Social learning
‘learning by copying others’ because we wish to be socially accepted
-observational learning is a theory under ‘social learning’
Vicarious experience
many people learn a new sporting skill through watching others and replicating their actions
4 stages of observational learning:
- Attention
- Retention
- Motor reproduction
- Motivation
1,2 = receiving and processing info (perception) 3,4 = skill performance (psychomotor)
Modelling:
- learning a skill by copying others
- builds mental image
- Attention
- watch demonstration carefully (correct & not too long)
- relevancy and status of model (concentrate few cues)
- practice time
how to get their attention
- chunk info
- highlighting cues
- see
- hear
9 components of an effective demonstration:
- no overload (chunking information)
- can see and hear it
- relevancy of model to learner
- accuracy
- status of role model
- highlight cues
- grasping attention
- let them practice
- feedback
- Retention
- visual model remembered or performance not possible
- mental picture of skill using imagery helps
- watch demo few times to help retention
- effective = change person
- Motor reproduction
- 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
- Motivation
- drive to learn
- external rewards= early stages
- relevance of skill helps determine this as will status of model
Schema
generalised movement pattern stored in LT memory adapted changed broadened through the use of cognitive learning
