Learning Theories Flashcards
What is the relationship between learner and performance-fitts and posners three stages of learning
These are favourable events or outcomes that are presented after the behaviour. In positive reinforcement situations a response or behaviour is strengthened by the addition of praise or direct reward.
Practical example
If a coach says well done good technique then this will also be rewarding so will act as positive reinforcement
If a young tennis player tries to serve and they attempt a certain technique if they get success by the ball landing in the correct service box they will feel positive about being successful and this action will be repeated
Cognitive stage
This is the beginning stage where the learner attempts to understand the overall concept by gaining information through their senses
-Learner needs to give performance full attention e.g.watching when dribbling a basketball
-Mainly closed and self-paced skills and command style
-Learner makes many gross errors.
-Learners in this stage are not able to pay attention to outside stimuli
-Feedback must be given after the performance(terminal)
-Feedback must be clear, simple and limited
-Learner still trying to understand the demands of the task
-Teacher must ensure they require the mental image through demonstration guidance and keywords
E.g. learning to play golf report phenomenon of hit superb shot and unable to repeat action
Associative stage
This is often called the trial and error stage and it’s when a performer starts to form a motor program. Begin to understand relationship between various actions required to perform a skill.
-Pay attention to concurrent feedback during performance
-Begin to use more complex and detailed cues
-Skills tend to become more open and externally paced and reciprocal style
-Learner performs and practices the skill under a variety of situations
-Element of competition may be produced
-It is a period of consolidation of correct or nearly correct movement responses
-skilled actions get smoother more accurate better time and more efficient a stage of rapid improvement
-Learner begins to make use of intrinsic or kinaesthetic feedback
-Begins to compare the performance to the mental model
E.G take netball shot blind folded with earplugs in and you would be able to say what happens
Autonomous
This stage is eventually reached where per performance of the activity becomes automatic or habitual
-Skill improvement continues but less rapid
-High levels of smoothness efficiency accuracy and performed without stress
-Less conscious attention to the performance of the skill
-Open/externally paced skills discovery and problem-solving
-performer analysing own performer and adjust own actions
-Progress results from attention to find details
EG basketball dribbler who doesn’t need to look at ball
How do we actually learn skills?
-SR bond-performer learns to link a particular response to a particular stimulus
-reinforcement-the manipulation of a stimulus to ensure that a response recurs
-For example, positive enforcement-giving praise when a swimmer wins a race
-Negative reinforcement-taking away the praise if the swimmer loses
-Punishment-telling the swimmer off for not trying very hard if he or she loses the race
Stimulus response bond
A performer learns to link a particular response to a particular stimulus
E.G the starter gun in swimming (stimulus) triggers the swimmers movement(response) from the blocks or pool
This can be continually strengthened when teaching swimming by applying for Dykes law of learning
What is thorndikes law of learning
In order to strengthen the sr bond more effectively, thorndikes suggested there are 3 laws that should be implemented.
- Law of exercise- the performer must practise the task regularly in favourable conditions, for example when reinforcement is used. Practise of the task will strengthen the sr connections. For example the swim instructor does a fixed practise session repeatedly working on the start for freestyle off the blocks
- Law of effect- the performer is more likely to repeat the task if their behaviour is followed by experiences of satisfaction for example positive reinforcement. If response is followed by satisfaction or positive feedback the bond is strengthened but if the response is followed by an intense emotional feeling the bond is strengthened. E.g. swimmer feeling pride after doing 25m for the first time. If the response is followed by an annoyed or negative feedback the bond is weakened. E.g. a younger or less experienced swimmer racing against older or more experienced swimmers and losing all the time.
- Law of readiness- the performer is physically and mentally able to complete the task for example has the appropriate motivation and physiological development. E.g. a learner swimmer must want to and be physically capable of trying butterfly if she is to master the stroke.
What is operant conditioning
It was a development of thorndikes earlier research (laws of learning). It is often described as trial and error learning and that uses rewards and punishments to modify behaviour. It is shaping behaviour by reinforcement . The learner learns to associate certain consequences with a given behaviour, which can alter the sr bond. A type of learning in which behaviour is strengthened if followed by a reinforcer or diminished if followed by a punisher
Which one of thorndikes 3 laws of learning does operant conditioning link to
Law of effect
What is reinforcement
This is the manipulation of a stimulus to ensure a response recurs. It’s any event that strengthens or increases the behaviour it follows. There are 2 kinds of reinforcers. In both of these cases of reinforcement the behaviour increases.
What are the 2 types of reinforcement- positive reinforcement
These are favourable events or outcomes that are presented after the behavior. In positive reinforcement situations a response or behavior is strengthened by the addition of praise or a direct reward.
Practical examples
If a coach says well done good technique then this will also be rewarding so will act as positive reinforcement
If a young tennis player tries to serve and they attempt a certain technique if they get success by the ball landing in the correct service box they will feel positive about being successful and this action will be repeated
What are the 2 types of reinforcement- negative reinforcement
This involves the removal of an unfavourable event or outcomes after the display of a behaviour. In these situaitons a response is strengthened by the removal of something considered unpleasant.
Practical examples-
At the end of every training session you have to do killer runs. The coach tells you that if you train hard motivation/determination then you dint have to do the runs
Reinforcement in operant conditioning- punishment
When a punishment is given it will cause some distress or discomfort to the individual and this will weaken the sr bond. The intention id to make the athlete stop displaying the behaviors that the coach doesn’t want them to display.
Practical examples
- shouting at a player sitting out of the session for 5 minutes
-substituting a player during a game
-making them do something physical e.g. five press ups
Why use reinforcement than punishment
Reinforcement gives satisfaction to the learners which therefore increases there motivation leading to a repeat of correct performance. Punishment is seen as an unpleasant experience and can lead to a dislike of a coach. Reinforcement strengthens the sr bond but punishments weaken it.
How would you use operant conditioning methods in coaching
Shaping / altering environment to progress towards success e.g. use of rewards
How do we learn behaviour-associative theories
Theory1
Observational learning-
The first way we learn skills in sport is by watching and copying performances or demonstrations of others who are better e.g. coach first recognised by psychologist Bandura. He suggested the performer is more likely to copy a model demonstration if the coach uses this process.
Theory2
Conditioning theories- you develop a link with a certain cue known as the sr bond
Theory 3
Classical conditioning
Learning to associate automatic behaviour of feeling with a stimulus.
E.g
Unconditional stimulus- starts to call back lift when bowler near end of run up
Conditional stimulus- coach tells player to notice where bowler is when he makes the call
Unconditional response- batter lifts bat to prepare for a delivery
Conditional response- use judgement of where judgment of where bowler is in care.
