Learning Theories + P/G/F Flashcards
Associative theories
- Classical conditoning by Pavlov, dogs saivating
- perfromers are conditioned to stop play when they hear the ref blow the whilstle
- diff cues in sport that performers is trained for leads to automatic responses e.g twisting of hips iin boxing is stimulus for opp to react to a punch thats abt to be thrown
Operant conditioining by Skinner involves learning through reinforcement
- pos refinforcement + rewards strengthens the S-R bond and action will be repeated e.g certs, praise, quant outcome
- Neg reinforcement if action is wrong, no reward or punishment given to weaken. S-R bond + reduce liklihood behaviour is repeated e.g benched, yellow/red card, warnining etc
Fitts and Posners 3 stages of learning
COG:
- early stage of learning
- fundamentals of skill/perfromnce are main focus
- Novice perfromers to form mental pics that will help them replicate the actions if demo shown correctly
- requires lots of info + visual guidance + command style of teching
- weak S-R bond
- Low intrsinic feedback/kinasthetic feel
- Low confidence
Associative:
- Intermediatie phase where perfromers are starting to develop fundamental skills to more advanaced levels
- may toggle between cog phase in early stage
- Perfromers need to develop a kinasthetic feel + need visual/verbal guidance
- focus is to eliminate small errors
Autonomous:
- perfromer exhibits little/no conscious thought into execution of skills
- high kinasrhetic feel
- focus on tactics + strategies
- better at processing relevant info
- strong S-R bond
Progressive/part practise type
- learning the individaul subroutines in choronlogical order then learning them tgt again in order
- skills practised as a whole once all subroutines have been linked tgt + practised in sequence
- effective for developing serial skills broken down in subroutines
- effective for developing routines in gymnastics/dance
ADV:
- allows perfromer to work on detailed technical parts of skill = increases the efficeny + consistency of performance of a skill = so perormed as a whole
- good for cog oerfromers = no overload of info
- dangerous skills can be practised in safe amounts = builds conficence
- enables perfromers to improve diff parts of a skill
DISADV:
- kinasthic feel of skill is lost + skill broken up into seperate sections
- not for highly organised skills = diff to seperate into indivdual subroutines = increases consistency
whole practise
- skill taught w/o breaking down into subroutines + performed as complete action w clear start + end point = simple skills w easy flow
- well suited to high organisational skills
- good for autonomous/advanced perfromers as they have knowledge + skill level to execute correctly
- e.g a shoulder pass in netball ,schema has alr been developed for passing so just slight adjustment needed to technique ususing whole method for shoulder pass
ADV:
- good to develops kinasthetic feel for better fluency in movement pattern
- helps perfromer practise skill in game like conditions = perfrom skill under pressure
- MP recruited + stored in LTm –> effective recall for perfromer to use in repeated performance
DISADV:
- cannot be used for complex skills w greater time commitments to learn
- overhwlem begginers w info= poor performance + demotivated
Whole part whole practise
- involves intial exposure to whole skill/practise before breaking down into part practise then back into whole
- good for serial + low organisational skills
ADV:
- good for complex skills that need to be broken down into SR
- perfromers gains better kinasthetic feel for movement e.g layup
- targets areas of weakness which may hinder performance
- prepare for competitive situats of skill
DISADV:
- time consuming due to focus on subroutines not good for high organisational skills
- loss of kinasthetic feel if too much part
part practise
- effective when developing low organiational skills
- defined by subroutines that perfromers learn, practsie + perfect before moving onto next phase
- good for serial skills +movements
- e.g teaching a layup in bb, perfromers will be able to develop their dribbling skills, then pickup + stepping motion then the jump and shot iteself
ADV:
- good for novice perfromers to gain confidence w each step increasing some success at diff stages and aids = not overload of info+ motivation/reinforvememt pos
- allows performer to work on delatiled technical parts of skill = increases efficency + consistency of perfromance
- allows imporvment of weak areas
DISAD:
- fluency of skill is disrupted and not learnt straight away
- performers may lack kinasthetic feel
Practise ss: Massed
- long duration w no breaks
- requires perfromers to be highly conditoned + more elite standard
- perfromers need high kinasthetic feel + intrinsic feedback to rectify issues w perfromance
- allows more elite perfromers to test their skills when fatigued
-continuous form of practise
ADV:
- good when perfromers fit + motivated
- Improves fitness levels = no recovery break
- motor programmes effectvly stored
DISADV:
- even mptivated groups can find practise long/struggle to concentrate (law of readiness)
- boredom/mundane
- not to be done w dangerous tasks or cognitive performers
Practise ss: Distributed
- allow session to be broken down into diff sections focusing on various parts of performance/skills in 1 session
- breaks allow for analysis/guidance from coach/video analysis
- varied + breaks included
- ideally for novice perfromers that require more extrinisic feedback due to low kinasthetic feel
ADV:
- can work on areas of weakness in individuals and groups
- good for perfromers w low fitness levels
- effective practsie for more complicated/complex skills
- subroutines can be worked on seperatly \
Disadv:
- Time consuming due to repeated rest breaks
- More expereinced performers find breaks unecessary
Practise SS: Variable
- Involves variety of activities/situations to mimic a comp situ
- allows perfromers to develop skill + gain exposure to everchaning enviornment
- open skills –> enviornment manipulated by coach
ADV:
- helps imporve performers decison making skills + selective attention skills for optimal response to number of situations
- more realstic to a comp enviornment
- breaks monotiny of training
DISADV:
- cant be varied for closed skills
- can overwhelm novice perfromers who dont have knowlegde of skills
Practise SS: Fixed
- set circumstances + condiotned responses
- S-R bond estabslishsed + repeated
- Used for closed skills so learner practises a set outcome
- drills so repeated practise of skills to strengthen specific motor programmes
- also used for novice perfromers to learn + practise fundamentals of skill
- DIscrete/closed skil
- e.g bb free throw
purpose of feedback in learning of skills
- Reinforce learning- strengthen S-R bond
- Identify S+ W in perfromers skills/technique
- Motivate the learner
- Detect errors in perfromance
- enhance comparison to previous perfromance
analyse how technology can be used to achieve skill acq
SKILL ACC:
- Video = feedbcak on technique
- Software= mechnical analysis on perfromane
- Training aids= learning W/harness in trampoloining
- Recording audios= kicking in swimming/underwater
Physiology:
- Sports testing enales W’s to be identoified + programmes developed to correct muscle imbalance to imporve player performance
- Monitor HR= lactate analysis to set training pace
Psych:
- Music= control anxiety aiding fluent skill production + increase motivation
- goal setting = Visualisation/mental rehersal
Skill classficiaton
- open to closed (return of serve in tennis to golf swing)
- external to internally paced (GK penn save in fb +pistol shooting)
- Fine to gross skills (archery to weightlifting)
- Serial (serial discrete skills togther) e.g triple jump
- Continois (running, swimming, cycling)
Open vs closed loop of control
OPEN:
- control ss w pre programmed set of instructions to an efector which has no feedback/error detection process
- movements made w no corrective adjustments during perfromance
- skills perfromed subsconisuly
- autonomous perfromers as skill is well learned + perfromed fast
- self paced + closed skills
- e.g tennis serve, golf swing
CLOSED 2+3 :
- Gains feedback durining movement via sesnes/propriception
- motor programmes are adjusted + corrections made during performance that are unconscious during performance as a result of feedback to mantain fluency of movement (2)
- conscious adjustment of execution so longer feedback loop + slower (3) for cognitive perfromers
- short feedback loop
- e.g gymnast on crucifix rings
Verbal guidance
- used w visual guidance + w novice perfromers
- provides instruction on how to correctly perform a chest pass in netball then can be supported by a demonstartion by the coach
- but perfromers may be faced w info overload if in cog stage so they dont understand the technical points of the skill
- perfromers in auatonomous stage able to cope w more verbal guidancre as they have prior knowledege to understand technical aspects from past experiences
ADV:
- can detailed
- quick
- instructions in chunk
DISADv:
- Cannot see
- hard to visualise
- language may be too complex
- talk for too long
VISUAL GUIDANCE
- can be done through demos, videos or visual aids
- shows skill to perfromer
- should be realistic + emphasize skill to be learnt w correct technique
- incoreect technique will lead to confusion + lack of progress in skill
- good for cogn perfromers allows them to gain a mental pic of skill
- videos can demo parts of gymastics floor routine
ADV:
- good for novice perfromers
- good to see skill exeution w correct technique
- quick
DISADV:
- may learn from incorrect demo
Manual guidance
- physical support for safety reasons or to teach a new skill w correct technique
- SAFETY: e.g to assist a gymanstics vaulting sequence for 1 st time
- 1st TIME: coach manually moving perfromers aim into correct position when playing a backahand in tennis
- can assist/aid perfromers kinasthic awareness in cog stage of learning
- But perfromer must be given opportunity to develop skill on their own gradully to develop their KF
ADV:
- reassures perfromer
- builds confidence
- reduces risk of injury
- good for novice perfomers
DISADV:
- loss of kinasthic feel
- perfromers becomes reliant
- hard to do in large groups 1:1
- perfromer may feel uncomfy w breach of persoanl space
Mechnical guidance
- use of mechanical aids to control/restrict movements
- e.g flotation devices when swimming or hareness in trampolining
- used to assist w safety regs + confidence
ADV:
- reassures perfromers in cog or associative stage
- reduces risk of injury
- builds confidence
- - can add some level of kinastheic feel
DISADV:
- perfromers become overreliant on devices reducing level of intrinisc feedback so rate of progress reduced
- cost can be $$$
- loss of kinasthiec feel
Feedback should be…
- Detailed but not too long
- specific
- given in age appropriate language in use of technical terms
- given ASAP when appropriate
- relevant to perfromer no j generl
- accurate + constructive
POS vs NEG feedback
POSITIVE:
- constructive feedback offering praise + encouragement
- usually external/extrinsic
- should highlight what was done correctly
- e.g aft performing a sprint start in athletics, coach may praise athlete abt body position + balance
- good for novice perfomers so they know what to repeat + motivates them
- too much may lose effectivness + if incorrect movements praised will reinforce wrong S-R bond
NEGATIVE:
- feedback used to supress aspect of performance
- further feedbcak needs to be given on how to correct errors in technique
- regular neg feedback will demotivate perfromer
- useful for bgginers + advanced perfromers
- impt when refiningtechnique e.g feedbcak to slightly change body position in cycling to reduce drag
Intrinsic vs extrinisic feedback
INTRINSIC:
- comes from perfromer through kinastheic feel through propricoeption
- more effective to autonomous perfromrs who have good sensory knowledge of skill
- perfomers in cog stage have not fully develop their MP = low kinasthiec awareness to provide accurate intrinic feedback
EXTRINSIC:
- comes from external source e.g coach, peers, video
- essential for novice performers in cog stage to correct errors in perfromance + aid motivation
- feebcak must be accurate so should be given by expert
- awareness of overeliance if EF may cause perfromers to lose kinatethic feel and if always seeking external advice/approval
Concurrent vs Terminal feedback
Concurrent:
- info perfromer recieves abt perfromance during performance
- can be intrinic (elite perfromer/autonomous perfromer, kinastheic feel abt execution of skill) OR extrinisc (from coach for a cog/novice perfromer or though knowledge of results)
- a perfomer may be able to make adjustments to their perfromance
Terminal:
- info perfromer recieves aft activity
- comes from an extrinsic source + can be straight aft or extended time aft
Knowleged of results vs performance
KOP:
- form of extrinic feedback where perfromer gains understanding abt their perfromance = form, technique and quality of perfromance
- focus on areas of weakness rather than overall outcome
- whetere targeted area was perfromed better than previosly
- impt for novice perfomers in cog stage for developemnt of skill, technique + team work are impt rather than only the outcome
KOR:
- knowledge of the outcome of perfromance- successful or loss
- elite athletes will focus more on this (PBs or final score)
- novice perfoemrs should AVOID this focus
- KOR in how successful their technique was is impt as errors can be corrected and successful technique is reinforced
