Principles + Theories Of Learning + Performance Flashcards
Stages of learning
Cognitive
Associative
Autonomous
Cognitive stage of learning
Description = performer begins to create a clear mental image of what the skill is supposed to look like, motor programmes not yet formed, movements appear jerky + uncoordinated.
Feedback = reliant on extrinsic feedback from coach, feedback needs to be positive to keep them motivated, some KoR can be used to help repeat successful actions and modify unsuccessful ones
Example = hockey player learning to dribble initially will be very slow, movements jerky + often loose the ball, head down to watch the ball.
Associative stage of learning
Description = must continue practice, makes fewer mistakes, movements smoother + more co-ordinated, motor programmes are developing + will be stored in long term memory
Feedback = begins to develop kinaesthesis + uses intrinsic feedback to correct movement, extrinsic feedback used to refine skills, begins to use KoP.
Example = gymnast having practiced the basic skills can now move onto the more complex skills
Autonomous stage of learning
Description = movements are fluent, efficient and have become habitual due to extensive practise, skills executed automatically, motor programmes fully formed, now concentrated on fine detail, tactics + advanced strategies, need to practice to stay at this level
Feedback = performer uses intrinsic feedback to correct own mistakes, extrinsic can now be negative to aid error correction, uses KoP to understand why it was successful or unsuccessful.
Example = basketball player able to dribble the ball fluently without thinking and having to look down at the ball
Learning plateaus
Is a period during performance when there are no signs of improvement.
4 stages:
1. Performer is in cognitive stage of learning therefore success rate is low, will be slow + jerky
2. As performer practices there is a sharp increase in success rate as they grasp skill + they enter associative stage of learning + look more fluid
3. Performer reaches a plateau where they no longer progressing with skill, performance levels maintained with no improvement
4. Performer has dip in success rate. Lack of motivation + possible drive reduction. To re-motivate will need a new task
Cause + solution to learning plateaus
- Loss of motivation = set new tasks, use variable practice, offer tangible rewards
- mental fatigue = allows performer to rest, use distributed practice
- limit of ability reached = allow performer to compete against others of similar ability
- poor coaching - try a variety of coaching methods, try alternative coach
- incorrect goals set = set goals using smarter principle
Cognitive theories : insight learning (Gestalt)
Believes that we lear through experiencing the whole task/skill rather than subroutines.
Believe that learning as a whole that kinaesthesis + flow of skill are maintained
Cognitive theory which suggests performer has to think about what to do but uses past experiences + prior knowledge. Have to uses to adapt to new situations.
Insight learning allows performers to be creative and to develop own strategies + tactics without coach - develops independent thinkers.
Performers’ intrinsic motivation will also improve as they know that they have successfully worked out what to do on their own.
Behaviourism : operant conditioning (skinner)
Suggests learning happens by making + strengthening a link between a stimulus + a response (known as S-R bond). Once link made it increases likelihood of desired response. S-R bonds formed by using reinforcement.
Skinner suggested reinforced actions are strengthened + incorrect actions can be weakened.
When learning skills using operant conditioning coach should:
- allow trial + error
- manipulate environment to ensure successful response occurs
- offer a satisfier - positive reinforcement
- offer annoyed - punishment
As a result behaviour is shaped
How reinforcement + punishment used to shape behaviour + form S-R bonds:
- positive reinforcement = endorses performers action when correct to be repeated in future
- negative reinforcement = saying nothing when correct action is shown after period of criticism about performance.
- punishment = method of reducing undesirable actions. Could include extra training, subs, bans, fines
Social learning : observational learning (bandura)
Suggests we learn by watching + replicating action ps of model performers.
Learners more likely to copy if:
-significant others
-models have similar characteristics
- actions that are successful
- actions that are reinforced
Bandura suggested performers learn new skills by engaging with 4 key processes:
- attention = coach ensures concentration on model, coach points out key cues, model should be attractive, model should be accurate.
- retention = coach ensures performer remembers demo / mental image, demo should be repeated, clear image made through mental rehearsal
- motor reduction = performer must be physically + mentally able to copy demo
- motivation = performer must have determination to copy + learn, coach could generate by offering praise or rewards
Constructivism : social development theory (Vygotsky)
Suggested that learning is a social process and that social interaction plays a key role in individuals development.
3 key aspects:
1. Role of social interaction:
-suggests that social learning comes before development.
-Initially we learn from others on social level (inter-psychological learning)
-next individual begins to think about how to the skill in own + construct actions based on what they learnt (intra-psychological learning)
2. More knowledgeable other:
- normally coach or teacher who has a greater understanding than you
- give you technical advice + feedback on how to produce skill
3. Zone of proximal development:
- describes what a learner needs to do next
-3 stages:
> achieve independently without assistance
>achieve with help from MKO
>Not do at this moment in time
- coaches should ensure learners are provided with a range of experiences in zone of proximal development, will motivate + encourage them to advance their individual learning
