theories of learning

Question 1

what is the definition of operant conditioning

Answer 1

manipulating behaviour to shape the correct response through the use of reinforcement

Question 2

what are the characteristics of operant conditioning
(Oh Crud The Sheep Ran Past Me)

Answer 2

• Operant Conditioning
• Trial & error
• Strengthen S-R bond
• Reinforcement
• Punishment
• Manipulating the environment and shaping

Question 3

describe trial end error of operant conditioning including a practical exmaple

Answer 3

• 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

Question 4

describe strengthening S-R bond of operant conditions and provide a practical example

Answer 4

• 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

Question 5

describe positive reinforcement as a part of operant conditioning and provide a practical example

Answer 5

• 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

Question 6

describe negative reinforcement as a part of operant conditioning an provide a practical example

Answer 6

• a negative stimulus is withdrawn when desired response occurs- strengthening the S-R bond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

Question 7

describe punishment as a part of operant conditioning and provide a practical example

Answer 7

• 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

Question 8

describe manipulation of the environment as a part of operant conditioning and provide a practical example

Answer 8

• 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

Question 9

describe shaping as a part of operant conditioning and provide a practical example

Answer 9

• 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

Question 10

what is the definition of social learning theory

Answer 10

learning a skill through observation

Question 11

draw a flow diagram of social learning theory

Answer 11

attention -> retention -> motor production -> motivation

Question 12

describe the first stage of social learning theory (attention) and use a practical example

Answer 12

• pay attention and watch the entire demonstration and focus on important cues

e.g. focus on tennis swing snd when the ball is hit

Question 13

how do you ensure the first stage of social learning theory is effective

Answer 13

• 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

Question 14

what does how much attention is paid in observational learning depend on

Answer 14

• 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

Question 15

describe the second stage of social learning theory (retention) and use a practical example

Answer 15

• 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

Question 16

how do you ensure the second stage of observational learning is effective

Answer 16

• 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

Question 17

describe the 3rd stage of social learning theory (motor reproduction) and provide a practical example

Answer 17

• 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

Question 18

describe how youcan ensure the 3rd stage of social learning theory is effective

Answer 18

• 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

Question 19

describe the 4th stage of social leraning theory (motivation) and provide a practica example

Answer 19

• 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

Question 20

describe how you can ensure the 4th stage of social learning theory is effective

Answer 20

• 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

Question 21

describe the factors that affect successful modelling of social learning theory

Answer 21

• 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

Question 22

what are the characteristics of cognitive learning theory

WIIPP

Answer 22

W - whole skill
I - insight/ understanding
I - intervening variables
P - problem solving
P - previous experience

Question 23

describe whole skill as a part of coginitve learning theory and provide a prcatical example

Answer 23

• coach uses whole practice
• e.g. teaching the entire badminton overhead clear in one go

Question 24

describe insight/ understanding as a part of cognitive learning theory and provide a practical example

Answer 24

• a coach explains the movement
• e.g. coach explains why the badminton player should return a serve using an overhead clear

Question 25

describe intervening variables as a part of cognitive learning theory and provide a practicsl example

Answer 25

• coach would allow for interveining variables
• e.g. they could encourage the badminton player to think about the height of the serve and where the player is stood before deciding where to place the clear

Question 26

describe problem solving as a part of cognitive learning theory and provide a practical example

Answer 26

• coach uses a problem solving activity
• e.g. abadminton player works out that overhead clear is a good way to return a deep serve

Question 27

describe previous experience as a part of cognitive learning theory and provdie a practical example

Answer 27

• could would refer to learner with previous experience
• e.g. a badminton player recognises from past experiences that they need an overhead clear to return a deep serve

Question 28

describe the advantages of cognitive learning theory

Answer 28

• performer develops a **better understanding **
• perfomrer may be able to apply a skill & tactic more effectively
• performer could find they make quick progress
• helps the performer when problem solving in the future
• enables performers to adapt to different situations better ( rather than developing S-R bonds)
• can learn to self correct & doesnt always have to rely on a coach
• learning the skill as a whole mean they develop the kinaesthetic feel

Question 29

describe the disadvantages of cognitive learning theory

Answer 29

• performer might find the whole skill or tactic **too difficult **
• **ineffective for low organsiation, complex, serial or dangerous skills **
• performer might lose motivation
• learning might be slower if the performer doesnt understand
• performer might understand what to do but could be physically unable to execute the skill
• learning may not occur successfully compared to watching and copying role models
• if there is no reinforcement the skill might **not become as well learnt **
• might have no past experience to draw on