Principles and theories of learning movement skills

Question 1

What are the characteristics of operant conditioning?

First four are the most important

Answer 1

1. Association/connection
2. Reinforcement
3. Stimulus response bond
4. Trial and error
5. Punishment and negative reinforcement
6. Enviromental manipulation
7. Reinforcement (2)

Question 2

Decribe 1. Association/connection in operant conditioning

Answer 2

1: Association/connection
* Performer learns by being conditioned
* Stimulus is “connected” to a certain response
* e.g. a tennis player assocating a high ball with winning by a smash so chasing to smash

Question 3

Describe 2. Reinforcement in operant conditioning

Answer 3

2: Reinforcement
* Correct behavior is then reinforced - positive reinforcement

Question 4

Describe 3. Stimulus responce bond in operant conditioning

Answer 4

3: Stimulus response bond
* Bond between stimulus and desired response is then strengthened

Question 5

Describe 4. Trial and error in operant conditioning

Answer 5

4: Trial and error
* trial and error is a feature of this method

Question 6

Decribe 5. Punishment/negative reinforcement in operant conditioning

Answer 6

5: Punishment/negative reinforcement
* Weakens the undesireable SR bond that caused the poor response

Negative reinforcement is when praise is removed

Question 7

Describe 6. Enviromental manipulation in operant conditioning

Answer 7

6: Enviromental maniplulation
* Used to strengthen SR bond
* e.g. a cone being used as a target for a tennis player

Question 8

Describe 7. Reinforcement (2) on operant conditioning

Answer 8

7: Reinforcement (2)
* Learning is quicker, the more often reinforcement is given

Question 9

What are Thorndykes three laws

Part of Operant Conditioning

Answer 9

Thorndykes Laws:
* Law of readiness
* Law of exercise
* Law of effect

Question 10

Describe Thorndykes law of readiness

Part of Operant Conditioning

Answer 10

The performer must be physically and mentally able to learn

Question 11

Describe Thorndykes law of exercise

Part of Operant Conditioning

Answer 11

The skill must be rehearsed/practiced to be learnt

Question 12

Describe Thorndykes law of effect

Part of Operant Conditioning

Answer 12

The performer must enjoy/feel the benefit of the outcome, they must want to do it again

Question 13

Describe the cognative theory of learning

Use examples from Badmintion

Answer 13

1. Whole learning - skill is learnt by considering the whole enviroment/ problem
2. Understanding is developed through problem solving - e.g. what shot is best to play with an opponent close to the net? The overhead clear
3. The performer makes use of previous experiances when problem solving - e.g. a low/flat shot was ineffective last time
4. The performer develops perceptions/understanding of why they are performing the skill
5. The performer can consider intervening variables before selecting an appropriate response - e.g. identifying the position of the oppostion before selecting an approprate shot
6. AKA the “Gestaltist approach” (Weaker point)

Question 14

Critically evaluate the use of cognitive theory on a performer

Answer 14

Strengths:
* Develops understanding
* Develops perception/prolem solving
* Performer learn to self correct (develops intrinsic feedback)
* Develops kinaesthesia
* Develops schema
Weaknesses:
* The whole skill may be to complex, especially for cognative learners
* The performer may lack the previous experiance required to problem solve

Question 15

Describe Bandura’s Theory of social/observational learning

Answer 15

• Copying - learning occurs by copying the behaviours of others e.g. demonstrations
• Significant others - learning is more effective if its delivered by a significant other
• Reinforcement - use of reinforcement makes copying more likely

Question 16

What four conditions must a performer must meet for Bandura’s Theory of social/observational learning

Answer 16

Four conditions:
* Attention
* Retention
* Motor Reproduction
* Motivation

Question 17

Describe Attention

Part of Bandura’s Theory of social/observational learning

Answer 17

Attention:

To be able to able to copy the demonstration the performer must first pay attention to the demonstration

They must be able to focus on important cues - e.g. a coach will highlight certain cues and subroutines
* use of selective attention

How much attention the performer will pay to the demonstration is affected by:
* How interested/motivated the performer is
* The status of the person demonstrating - e.g. a role model
* The persons attention span
* Incentive/perceived reward - e.g. If I focus on this I will get better and score more goals

Question 18

Describe retention and how to improve it

Part of Bandura’s Theory of socail/observational learning

Answer 18

Retention:

The performer must be able to remember the skill that is shown/explained to them

Retention is improved if:
* A demonstration is used/ the performer can form a mental picture
* The demonstration is repeated
* The demonstration/skill has meaning - e.g. the coach highlights an opportunity in a game where the skill would be used
* Information is chunked during the demonstration
* Mental rehearsal of the skill occurs - e.g. the performer imagines themselves doing the skill

Question 19

Describe motor reproduction

Part of Bandura’s Theory of socail/observational learning

Answer 19

Motor Reproduction:

The performer must be mentally capable of performing the skill

Guidance (demo’s and instructions) must be matched to the ability of the performer - e.g. a gymnast must be strong enough to hold a balance

Question 20

Describe Motivation and how it can be improved

Part of Bandura’s Theory of social/observational learning

Answer 20

Motivation:

The performer must have drive/desire to learn/improve the skill

Motivation can be increased by:
* Positive reinforcement/feedback
* Use of incentives
* Using a role model of a similar ability - e.g. a cognative performer sees another beginner successfully performing the skill
* Using a high status role model