theories of learning Flashcards
what is the definition of operant conditioning
manipulating behaviour to shape the correct response through the use of reinforcement
what are the characteristics of operant conditioning
(Oh Crud The Sheep Ran Past Me)
- Operant Conditioning
- Trial & error
- Strengthen S-R bond
- Reinforcement
- Punishment
- Manipulating the environment and shaping
describe trial end error of operant conditioning including a practical exmaple
- having a go and experiment with actions. successful outcomes repeated and unsuccessful actions are changed
e.g. badminton player tries smash sot when shuttlecock isn’t as high and it doesn’t work so player realises when the shot is lower this is not the correct shot to play
describe strengthening S-R bond of operant conditions and provide a practical example
- a response is formed/ strengthened so triggered automatically
e.g. in a game of badminton you see the shuttle high in mid-court in front of you so you play the smash shot
describe positive reinforcement as a part of operant conditioning and provide a practical example
- pleasant stimulus (praise/ rewards) from coach reinforcing correct dominant response, strengthening the S-R bonds.
e.g. a coach praising the player for performing the smash shot in badminton
describe negative reinforcement as a part of operant conditioning an provide a practical example
- a negative stimulus is withdrawn when desired response occurs- strengthening the S-R bond
e.g. coach stops criticising when smash shot was performed at the right time in badminton
describe punishment as a part of operant conditioning and provide a practical example
- giving unpleasant stimulus to prevent a response occurring in order to break the S-R bond
e.g. a player trying to smash every shot and putting the shuttlecock into the net is made to do sprints up and down the hall
describe manipulation of the environment as a part of operant conditioning and provide a practical example
- physically changing the performance situation to make the skill easier to perform
e.g. a coach could draw target on the floor for the player to aim their smash into
describe shaping as a part of operant conditioning and provide a practical example
- coach modifies behaviour by positively reinforcing correct actions, or positively reinforcing actions along the right line if the skill is very difficult and by ignoring incorrect actions
e.g. coach praises that player after using correct smash action even though shuttlecock hit the net in badminton
what is the definition of social learning theory
learning a skill through observation
draw a flow diagram of social learning theory
attention -> retention -> motor production -> motivation
describe the first stage of social learning theory (attention) and use a practical example
- pay attention and watch the entire demonstration and focus on important cues
e.g. focus on tennis swing snd when the ball is hit
how do you ensure the first stage of social learning theory is effective
- make sure demonstration is correct and person demonstrating is of similar ability level or a role model
- make sure everyone can see the demonstration
- clear instructions/ verbal guidance to prevent information overload
what does how much attention is paid in observational learning depend on
- how interested the performer is to learn the skill being demonstrated
- the status of the role model e.g. high status role model = more likely to pay attention
- attention span of the pbserver will affect how much attention is paid to demonstration e.g. if learner has long attention span then they will pay attention to the hokey coach showing them how to take a penalty shot
- incentives also influence how much attention is paid e.g. if reward is available for being able to get around defender in hokey then they will watch more closely
describe the second stage of social learning theory (retention) and use a practical example
- create a mental image of the demonstration in order to remember it
- e.g. you remember how your coach served in tennis as you created a mental image of the serve action
how do you ensure the second stage of observational learning is effective
- break down complex skills into subroutines
- limit time between demonstration & practice
- deliver in different formats e.g. video, pictures
- repetition of demonstration will help/ mental rehearsal e.g. basketball coach repeats demonstration of a free throw several times to help learner remember key points
- mental rehearsal can improve retention e.g. basketball player may imagine themselves performing a free throw in order to remember the key coaching points
describe the 3rd stage of social learning theory (motor reproduction) and provide a practical example
- ensure learner is physically and mentally capable of performing the skill being observed
- e.g. the performer can do the forehand so will be physically and mentally capable of learning the topspin
describe how youcan ensure the 3rd stage of social learning theory is effective
- consider mental capacity & stage of learning
- demonstrations need to match the level of the learner e.g. a learner must be physically able to perform the gymnastic tumbling routine in order to be able to replicate it
- feedback is important to make sure the motor reproduction matches the model e.g. a coach giving swimmers verbal feedback on thier dive and and how to improve it to make sure it matches the technical model
describe the 4th stage of social leraning theory (motivation) and provide a practica example
- must have an inner drive/ desire to succeed if learning is to take place
- e.g. the learner must want to practice the rugby tackle in order to be motivated to learn how to do it
describe how you can ensure the 4th stage of social learning theory is effective
- coaxhes use rewards/ praise to motivate performer
- extrinsic feedback/ reinforcement of the model will increase a learner’s motivation to imitate it e.g. if supporters cheer a cricketer performing an overarm bowl successfully the learner will be more motivated to learn and copy the skill
describe the factors that affect successful modelling of social learning theory
- high status of role model
- role model of same age, gender, sport, playing position
- models behaviour is reinforced or praised
- high standard/ accurate demonstration
- observer is focused on relevant cues and use mental rehearsal
- observer is motivated
what are the characteristics of cognitive learning theory
WIIPP
W - whole skill
I - insight/ understanding
I - intervening variables
P - problem solving
P - previous experience
describe whole skill as a part of coginitve learning theory and provide a prcatical example
- coach uses whole practice
- e.g. teaching the entire badminton overhead clear in one go
describe insight/ understanding as a part of cognitive learning theory and provide a practical example
- a coach explains the movement
- e.g. coach explains why the badminton player should return a serve using an overhead clear
