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PE ALEVEL > Theories of Learning > Flashcards

Theories of Learning Flashcards

1
Q

what are three stages of learning?

A

–cognitive
–associative
–autonomous

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2
Q

what is the cognitive stage of learning?

A

–the stage of learning for a beginner
–performer has to think carefully about their actions and try to understand how to copy demonstrations and instructions
–understanding sub-routines is explored by trial and error
–reliant on extrinsic/positive feedback
–movements are slow and uncoordinated
–motor programmes aren’t developed

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3
Q

what is the associative stage of learning?

A

–used by an accomplished performer
–performer has to practice a lot
–trial and error is still used
–feedback becomes more intrinsic
–performer may compare their current level of performance with top-class performer + try to adjust practice to reach the same level
–movements become smoother and more coordinated
–fewer mistakes made
–motor programmes begin developing as well as kinaesthesis

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4
Q

what is the autonomous stage of learning?

A

–used by high level performers
–stage reached after practice but practice must continue to maintain high performance
–actions/ movements are fluent, efficient + automatically undertaken
–fine details focussed on
–motor programmes now fully developed
–intrinsic feedback used + extrinsic feedback used to aid error correction
–performer uses knowledge of performancee

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5
Q

what is feedback?

A

information to aid error correction + improve performance

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6
Q

what are all the types of feedback?

A

–positive
–negative
–extrinsic
–intrinsic
–knowledge of performance
–knowledge of results

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7
Q

what is positive feedback?

A

information about what was good + offers motivation to maintain effort and level

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8
Q

what is negative feedback?

A

information about what is going wrong so errors can be corrected + bad habits are eliminated

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9
Q

what is extrinsic feedback?

A

information derived from an outside source
–where advice on types of practice and methods may be given
–linked to KOR

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10
Q

what is intrinsic feedback?

A

information received from within the performer –in the form of kinaesthesis
– linked to KOP

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11
Q

what is knowledge of results?

A

feedback given about the initial outcome
–gives an indication of whether the skill has been successful or not

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12
Q

what is knowledge of performance?

A

feedback on the technique used and how it can be improved to be better

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13
Q

how can feedback be used in sport?

A

–coach should make it effective by making it understandable and relevant to the performer
–positive feedback should be used to maintain motivation
–feedback must be appropriate to performers level

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14
Q

what feedback should be used for each stage of learning?

A

–cognitive stage== positive + extrinsic
–autonomous stage== knowledge of performance
–associative stage== extrinsic + intrinsic

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15
Q

what is a learning plateau?

A

a period of no improvement in performance// when learning stops progressing despite on-going trials

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16
Q

what is a learning curve?

A

a visual representation of what happens when a closed skill is performed repeatedly over a period of time by a beginner

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17
Q

explain each stage of the learning curve.

A

1st= rate of learning is slow and performance level is poor- –performer is new to task// in cognitive stage
–performer has to work out sub-routines + trial and error is used

2nd=there is a rapid acceleration in the rate of learning
–performer begins to master task + gain some success

3rd= there is no improvements in the rate of learning
–performance remains the same
–learning plateau occurs

4th= performance starts to deteriorate
–probably due to fatigue at the end of the task

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18
Q

what are the causes of the learning plateau?

A

–lack of motivation– lack of incentives/ extrinsic rewards may cause performer to lose drive for task

–boredom/tedium– repetitive nature of a closed skill may cause boredom

–coaching– coach may issue incorrect instructions or use wrong practice methods so skill may be performed incorrectly

–limit of ability– learner may have reacher full extent of their ability

–targets are set too low– this doesn’t allow the learners to use the full extent of their skill

–fatigue– continuous action over an extended period of time would inevitably cause tiredness

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19
Q

what is the mnemonic to remember the causes of the learning plateau?

A

‘Many Bees Can Look Towards Flowers’
=Motivation
=Boredom
=Coach
=Limit of ability
=Targets are set too low
=Fatigue

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20
Q

what are some solutions to the learning plateau effect?

A

–task could be extended so that a new challenge is given to the performer // given new targets/ goals
–learner could find a new coach to raise performance levels
–coach could offer more praise + positive reinforcement to provide motivation
–take rests to avoid fatigue
–add more variety or use different methods/types of practice to avoid boredom
–player could get feedback to help improve performance + motivation
– plateau concept could be explained to learner so they don’t take personal responsibility for lack of improvement
–use whole-part-whole practice to correct errors in sub-routines

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21
Q

what are the different methods of guidance?

A

-visual
-verbal
-mechanical
-manual

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22
Q

what is guidance?

A

when a coach transmits the knowledge necessary for performers to learn and develop their skills

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23
Q

what is visual guidance?

A

a demonstration of a required task/skill
–intends to create a mental image of the skill for the performer

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24
Q

what are the benefits of visual guidance?

A

–performers forms a mental image of the skill
–performer can see the skill from various positions to make it easier to learn
–can be used to highlight weaknesses
–encourages observational learning

25
Q

what are the drawbacks of visual guidance?

A

–learner could form bad habits
–coach may be unable to show an accurate demo
–may be unclear or too quick for the learner to understand and follow
–too much info could lead to confusion/information overload

26
Q

what is verbal guidance?

A

when a coach describes and explains the action of the skill

27
Q

what are the benefits of verbal guidance?

A

–can be in the form of feedback
–can motivate learner
–helps to build the correct mental image

28
Q

what are the drawbacks of verbal guidance?

A

–beginners may not understand technical terms
–may cause information overload
–guidance could be inaccurate

29
Q

what is manual guidance?

A

where the coach provides physical support to help the performer execute the skill

30
Q

what are the benefits of manual guidance?

A

–reduces fear in dangerous situations + helps to build confidence
–coach can physically assist + prevent danger

31
Q

what are the drawbacks of manual guidance?

A

–too much reliance may form bad habits in learners technique
–learner may depend on support too much + lose confidence without it

32
Q

what is mechanical guidance?

A

learner uses a device or aid to help performance

33
Q

what are the benefits of mechanical guidance?

A

–creates a sense of safety + confidence
–can isolate individual skills + practice on weaknesses
–can be used with disabled athletes
–can be used when recovering form an injury

34
Q

what are the drawbacks of mechanical guidance?

A

–can lead to a false sense of kinaesthesis
–learner has a lack of control as its over-restrictive
–motivation could be lost if learner thinks skill isn’t being performed independently

35
Q

what is operant conditioning?

A

the use of reinforcement to ensure that correct responses are repeated

36
Q

what is the operant conditioning theory of learning based on?

A

–Skinners research on rats in a cage called a skinner-box
– cage was fitted with a mechanism that delivered food every time it was touched
–rats quickly learned to hit the mechanism to gain their rewards

37
Q

what does operant conditioning involve?

A

–stimulus-response bonds
–positive/negative reinforcement
–punishment

38
Q

what is positive reinforcement?

A

when a pleasant stimulus is given to increase the likelihood of a correct response occurring again in the future
–e.g: praise and rewards

39
Q

what is negative reinforcement?

A

when an unpleasant stimulus is taken away to increase the likelihood of a correct response occurring in the future
–e.g: negative comments removed when technique improves

40
Q

what is punishment?

A

when a coach gives an unpleasant stimulus to prevent incorrect actions from happening again
–e.g: negative feedback

41
Q

what is observational learning?

A

learning by watching and then copying others

42
Q

who suggested the observational learning theory?

A

–Albert Bandura in 1977

43
Q

what are the 4 processes that increase the likelihood of a model demonstration being copied?

A

1) Attention–demo must be attractive + grab the attention of the learner

2) Retention– info should be broken down into sub-routines and repeated so that the learner can remember and recall it from the memory system

3)Motor Production– make sure the learner is physically capable of copying the demo - so tasks need to be set at the suitable level for the learner

4) Motivation– the learner needs drive to copy the demo– can be enforced through rewards, praise, feedback + reinforced

44
Q

how are demos more likely to be performed?

A

–if they are performed by similar ability players/learners
–if they are reinforced, consistent + relevant
–make instructions clear with verbal guidance
–include role models to motivate learner
–limit time in between attention and retention so learner doesn’t forget skill
–involve mental rehearsal

45
Q

what is insight learning?

A

where learners look at the problem in its entirety and independently solves the problem to adapt actions to improve
–learners uses existing knowledge to form a solution

46
Q

who suggested the theory of insight learning?

A

Gestalts– a group of German psychologists

47
Q

what are the features/benefits of insight learning?

A

–concentrates on the whole task– so its good for realistic situations
–it provides a sense of self-satisfaction + gives intrinsic motivation
– encourages learner to think for themselves/independently + develops cognitive processes// problem solvers
–generates more understanding of the actions required to perform the skill in different situations

48
Q

what is the social development theory?

A

learning by associating with others

49
Q

who suggested the social development theory?

A

Vygotsky – he looked at the development of young children and concluded that interactions with others played a vital role in learning

50
Q

what are the features of the social development theory?

A

–More Knowledgable Others (MKO’s)
–inter-psychological learning
-intra-psychological learning

51
Q

what are ‘MKO’S’?

A

More Knowledgeable Others= coaches and teachers who can give advice or demonstrate good values to learners// someone with a higher ability level than a learner

52
Q

what is inter-psychological learning?

A

–learning from others externally//
–when a learner uses an MKO to get advice, feedback + tactical knowledge

53
Q

what is intra-psychological learning?

A

–learning from within after gaining external knowledge
–when the learner internally analyses + constructs actions based on external learning/knowledge gained from MKO’s
(takes place after inter-psychological learning)

54
Q

what is constructivism?

A

building up learning in stages based on current level of performance

55
Q

what is the zone of proximal development?

A

–the next stage of learning to improve the skill based on the performers needs, expectations and current level of performance

3 stages:
1)What can i do alone?
2)What can i do with help?
3)What can i not do yet?

56
Q

how can positive S-R bonds be strengthened?

A

–use positive and negative reinforcement

57
Q

how can negative S-R bonds be weakened?

A

– use punishment
e.g: drop from team, substitution

58
Q

why is feedback beneficial for a learner?

A

–builds confidence
–motivates
–corrects errors
–tells you what to do
–make S-R bonds stronger
–develops motor programmes
–gives reinforcement

59
Q

what is the mnemonic for all the types of feedback?

A

‘Perhaps Not Every Person Is Realistic’
-Positive
-Negative
-Extrinsic
-KOP
-Intrinsic
-KOR

PE ALEVEL (27 decks)

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