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a level p.e > Component 2 - learning theories > Flashcards

Component 2 - learning theories Flashcards

1
Q

what is operant conditioning ?

A
  • learning through consequence, a performer learns to link or connect a stimulus to a set response
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2
Q

give an example for operant conditioning ?

A

a tennis player learns to connect the stimulus of a high tennis ball to a smash shot

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3
Q

what are the steps of operant conditioning ?

A
  • a coach will manipulate the environment
  • the performer will respond to the stimulus using trial and error
  • the coach will shape the behaviour of the performer through reinforcement
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4
Q

give an example of how a coach will manipulate the environment ?

A
  • a badminton coach will place hula hoops at the back of the court to aim long serves into
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5
Q

give an example of how the performer will respond to the stimulus using trial and error ?

A
  • the performer experiments ways of performing the long serve
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6
Q

give an example of how the coach will shape the behaviour of the performer through reinforcement ?

A

the badminton coach will praise the correct serve action even if it didn’t go in the hoop

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7
Q

what are the 2 types of reinforcement ?

A

positive
negative

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8
Q

what is positive reinforcement ?

A

a stimulus (reward/satisfier) is given when the desired response occurs

this allows the performer to repeat the same correct response

this strengthens the correct s-r bond

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9
Q

what is an s - r bond ?

A

stimulus response bond

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10
Q

give an example of positive reinforcement ?

A

a rugby coach praises a performer for tackling with correct technique

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11
Q

what is negative reinforcement ?

A

an unpleasant stimulus (annoyer) is withdrawn when the desired response occurs

this makes the performer repeat the same correct response

strengthens correct s-r bond

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12
Q

give an example of negative reinforcement ?

A

a swimming coach stops criticising a performer when the dive with correct technique

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13
Q

what is positive punishment ?

A

a coach will add an unpleasant stimulus to decrease undesired behaviour

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14
Q

give an example of positive punishment ?

A

a netball coach will make the team complete 5 laps of the court for lack of effort in training

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15
Q

what is negative punishment ?

A

a coach will take away a pleasant stimulus to decrease undesired behaviour

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16
Q

give an example of negative punishment ?

A

a hockey coach drops the performer from the starting 11 for missing training

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17
Q

what does punishment help to do ?

A

weaken an incorrect s-r bond
points out where behaviour needs to be changed

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18
Q

give an example as to when punishment helps a performer change behaviour ?

A

the hockey player is dropped they understand that they need to attend training if they want to make the starting 11

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19
Q

what does reinforcement help to do ?

A

make the performer repeat the same correct response

strengthen the correct s-r bond

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20
Q

when is reinforcement beneficial ?

A
  • coach has influence to encourage correct learning
  • manipulation of environment means correct learning will happen
  • can be used on young performers
  • reinforces correct s-r bond
  • effective for all stages of learning
  • shaping allows stages of success
  • developing s-r bonds leads to automatic responses
  • learning is quick if a reward is given every time
  • it motivates people is trial and error is failing
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21
Q

when is reinforcement problematic ?

A
  • reward can become more important than enjoying the activity
  • if used at the wrong time can strengthen incorrect s-r bond
  • reward can become meaningless if overused
  • ineffective if unspecific
  • if negative can demotivate beginners
  • if negative unfounded can have detrimental effects on performance
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22
Q

what is the cognitive theory of learning ?

A
  • learning is centred around thinking and understanding, and is best achieved by presenting the whole skill or problem to the learner
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23
Q

give an example of the cognitive theory of learning ?

A

a basketball coach explaining the benefits of a bounce pass in the context of a set play

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24
Q

what are the main stages of the cognitive theory of learning ?

A

coach presents whole skill to performer in a realistic situation

insight learning

intervening variables are considered

mental rehearsal

25
Q

how does the coach present the whole skill to the performer?

A

in a realistic situation

26
Q

give an example of when the coach will present the whole skill to the performer ?

A

a tennis coach shows the performer a lob against an active opponent during a rally on a full sized court

27
Q

what is insight learning ?

A

the learner has to think about and understand the problem as a whole

28
Q

give an example of insight learning

A

the learner thinks about the lob in the context of a rally and understands why it is used

29
Q

in the 3rd step of CTOL what does the performer consider to help them respond to a stimulus ?

A

intervening variables

30
Q

what are intervening variables ?

A

influences that occur between the presentation of a stimulus and the learners response to it

31
Q

give an example of the performer using intervening variables ?

A

the learner percieves the height of the tennis ball and the position of the opposition before executing the lob

32
Q

how does the performer use mental rehearsal ?

A

of past experiences (reminiscence) to help with their learning

33
Q

give an example as to when mental rehearsal is used ?

A

a learner will recall a situation where they attempted a lob and it went without them losing a point

34
Q

when is the cognitive theory of learning beneficial ?

A

performer develops a better understanding
performer may be able to apply a skill or tactic more effectively
- performer could make quick progress
- helps the performer when problem solving or using perception in the future
- enables performers to adapt to different situations better or to use schema
- can learn to self correct
- learning skill has a whole helps develop kinaesthetic feel

35
Q

what are the drawbacks to the cognitive theory of learning ?

A
  • performer may find whole skill or tactic too difficult
  • can be ineffective for low organisation, complex, serial or dangerous skills
  • performer can lose motivation
  • learning may be slower if performer doesn’t understand skill or tactic
  • performer may understand but cannot physically execute the skill
  • may have no past experiences to draw back on
36
Q

what is observational learning ?

A

learning through watching and copying a role model

37
Q

give an example of observational learning ?

A

a netball player watches her coach perform and interception and attempts an interception during practice

38
Q

what are the stages of observational learning ?

A

demonstration
attention
retention
motor reproduction
motivation

39
Q

what is demonstration ?

A

a coach will demonstrate the skill

40
Q

give an example of demonstration ?

A

a volleyball coach demonstrates how to block in volleyball

41
Q

what is attention ?

A

first process of the model

the learner must focus on the demonstration if they are to copy it

42
Q

what is selective attention ?

A

where the performer focuses on important cues

43
Q

give an example of attention and how it is used ?

A

a volleyball player pays attention to the position of the coach’s arms during the demonstration of the block

44
Q

what is retention ?

A

second process of the model
learner must remember the image of the demonstration in order to copy it

45
Q

give an example of retention ?

A

a volleyball player mentally rehearses the image of the block in order to repeat it

46
Q

what is motor reproduction ?

A
  • 3rd process of the model
  • learner must have the physical ability to reproduce the demonstration

learner must have a mental understanding of the skill in order to repeat it

47
Q

give an example of when the player must have the physical ability to reproduce the demonstration ( motor reproduction )

A

volleyball player must be able to jump high enough in order to perform the block

48
Q

give an example as to when the performer must have a mental understanding of the skill in order to repeat it (motor reproduction )

A

volleyball player must understand how to perform the block and why it is used

49
Q

what is motivation ?

A

the final process of the model
- the learner must have the drive and desire to copy the demonstration

50
Q

give an example of when motivation is used ?

A

a volleyball player may see another team-mate successfully perform a block and be motivated to copy it

51
Q

why is it important to pay attention when learning via observational learning ?

A

how much attention they pay to the demonstration will impact on their ability to reproduce the skill

52
Q

what effects how much attention performer pay to the demonstration ?

A
  • how interested the performer is
  • how motivated they are to be able to perform the skill
  • perceived attractiveness of the model
  • status of the model
  • observers attention span
  • incentives
53
Q

why is retention important when learning via observational learning ?

A

they need the ability to be able to remember the image

54
Q

how can the performers ability to remember the image be improved ?

A
  • using mental rehearsal
  • considering the demonstration
  • adding meaning to the demonstration
  • chunking information included in the demonstration
  • demonstration being repeated
55
Q

why is motor reproduction important in observational learning ?

A

demonstrations should be matched to the capability and ability of the level of the observers

56
Q

give an example of when demonstrations need to match the ability of performers in motor reproduction stage ?

A

performers must have correct weight or undamaged equipment or be warmed up

57
Q

what can help motor reproduction ?

A

feedback can aid learning and understanding

58
Q

give an example of when feedback can help aid learning and understanding in motor reproduction ?

A

explaining why a shoulder pass is used in netball may help with the understanding of the skill

59
Q

how can motor reproduction be increased in observational learning ?

A

positive reinforcement/feedback/incentives
similar role model
high status role model
vicarious reinforcement
successful vicarious experience can raise self efficacy to try to copy the desired behaviour

a level p.e (13 decks)

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