Principles and Theories of Learning and Performance

Question 1

What are the characteristics for the cognitive stage of learning?

Answer 1

• Performer lacks mental image
• Performer therefore needs demonstration or instruction to form this mental image
• Enables performer to develop understanding of relationships between sub-routines and whole movement pattern
• Learn through observing
• Many errors occur at this stage

Question 2

Describe the associative stage and it’s characteristics

Answer 2

A longer duration of the cognitive stage where the performer becomes more accomplished through practice
- In the practice stage
- Uses trial and error
- Still needs feedback

Question 3

What are the characteristics of the autonomous stage?

Answer 3

• Performance is without conscious thought, therefore able to concentrate on other factors such as stress management and tactics
• Skill is performed easily and becomes a habit
• High level of consistency
• Quick processing time so decisions are made quickly
• Good selective attention so performer is able to focus on relevant cues and not become distracted
• ## Performer can detect and correct own errors

Question 4

Explain the strategies for overcoming a learning plateau

Answer 4

Difficulty - use of whole-part-whole method to break to skill down to improve understanding
Potential - provide feedback and visual guidance
Fitness - increase training to make performer fitter
Understanding - using mental rehearsal/imagery/visualisation
Tedium - make practices more varied and interesting/fun and offer extrinsic rewards/encouragement
Teaching - change style/methods
Goals - reset goals/make more challenging

Question 5

Explain insight learning

Answer 5

• Learning a skill independently
• Cognitive - requires problem solving using pre-existing knowledge or experience
• Focuses on the whole activity, including relationships between sub-routines, rather than specific movement patterns

Question 6

What is operant conditioning?

Answer 6

Learning based up strengthening or weakening the relationship between the stimulus and response (S-R bond)

Question 7

How do you strengthen an S-R bond?

Answer 7

Positive reinforcement - using praise/rewards to encourage correct behaviour
Negative reinforcement - remove criticism/unpleasant stimulus to encourage desired response eg coach stops shouting at you

Question 8

What are the stages of observational learning?

Answer 8

Attention - watch and highlight key areas of a successful skill
Retention - performer able to remember key information and keep a mental image
Motor production - physically capable of performing the skill and can practice immediately
Motivation - drive or desire to improve, a coach can use rewards and praise to reinforce success

Question 9

How can you ensure an observation is effective?

Answer 9

Attention - an accurate, successful action that has actual benefits using a role model, and the demonstration can easily be seen and key areas of the skill are highlighted
Retention - ensure observer remembers skill/use mental imagery, ensure demonstration is meaningful, relevant, fun and enjoyable
Motor production - performer has physical capability to complete task, and there is an immediate opportunity to practice complex skills and show progression
Motivation - the drive to copy the observation from praise

Question 10

What is the social development theory?

Answer 10

Where learning is built up in stages based on the current level of performance using the zone of proximal development
Stage 1 - What I can do alone
Stage 2 - What I can do with the help of a MKO
Stage 3- What I can’t do yet