DARMMM, reinforcement, drive reduction theory Flashcards
Banduras stages of observational learning
D- demonstration
A- attention
R- retention
M- motor reproduction
M- motivation
M- matching performance
Demonstration
Demonstration needs to be technically correct with no mistakes so that the performer can not learn bad habits
Attention
Performer must closely observe demonstration and use selective attention to pick out the relevant information needed to complete the skill effectively
Retention
Coach may use processes such as ‘chunking’ to piece together relevant information so that it can be remembered more easily
Motor reproduction
Learner models the skill
The practice should meet the capabilities of the learner
Performance improved via practice through the use of intrinsic (autonomous) and extrinsic (cognitive) feedback
Motivation
Learner needs to be motivated to learn the skill they are trying to reproduce
Status of the model can affect motivation
If highly skilled + respected –> learner = more likely to be motivated
External reinforcement of model will increase motivation
Matched performance
Performer should now be able to correctly complete the skill and match the performance to the demonstration shown
Positive reinforcement
Rewarding when skill is completed correctly so the same action is repeated
e.g. praise/medal/certificate when completed a new skill
Negative reinforcement
Providing a negative/unwanted stimuli when a skill is completed incorrectly so that the incorrect action will not be repeated again
e.g. shouting at learner when do a skill wrong
Punishment
When a bad skill is performed, performer is punished so that the action does not occur again
e.g. missing a game, exercises
Drive reduction theory
Key component is performer’s level of skill & sees the relationship between arousal & performance as linear: performance increases in proportion to arousal
A very high arousal level would result in a high performance level, provided skill is well-learned. However, if the skill is not well-learned, performance of skill will deteriorate as arousal increases
This theory helps explain why beginners find it difficult to perform well under pressure. Often beginners skill level decreases if they are competing in a relay race using new skills,
e.g. football dribbling race. However, also explains how experienced athletes perform better under pressure using well-learned skills
e.g. good tennis players play better against stronger opposition
Drive reduction theory problems
The habitual behaviour/ dominant response is not always the correct one (think of beginners)
By increasing drive (arousal) performers often resort to previously learned skills because they are dominant but may be incorrect
In later stages of learning increased drive (arousal) would have a positive effect because the dominant response is well learned
Even highly skilled players ‘choke’ in highly charged situations
Is it possible that in low arousal/ stress situations players will not perform well, but in highly aroused situations, players will get increasingly better?
