2.1.7. Theories of learning Flashcards
(21 cards)
Operant conditioning
- Strengthens S-R bonds
- Trial and error
- Correct response is rewarded
- Reinforces the correct response
- Behaviour is shaped
OC: behaviour shaping
Successful attempts form a response
e.g. successfully passing through the target from the correct passing response
OC: structure the conditions
Manipulate the environment so that the focus is on the desired outcome
e.g. passing the ball through a mini goal
OC: positive reinforcement
Praised used to strengthen S-R bonds towards desired response
OC: negative reinforcement
Removal of a negative stimulus to strengthen S-R bonds towards desired response
OC: punishment
Negative stimulus to weaken S-R bonds towards undesired response
Thorndike’s laws: law of exercise
- The response should be practiced and rehearsed for learning to take place
- Skills improve through training so you train more
- E.g. netballer continuously practices her footwork when catching a ball so more likely to imitate during competitive game
Thorndike’s laws: law of readiness
- Performer should be physically and mentally capable to perform the skill
- E.g. if a swimmer is incapable of swimming a length, then a coach may choose to shorten the distance
Thorndike’s laws: law of effect
- The effect of the response dictates the next response
- If the response is followed by positive reinforcement, the S-R bond will be strengthened
- If the response is followed by punishment, the S-R bond will be weakened
Benefits of operant conditioning
- Helps performer learn correct S-R bonds
- Coach has influence to correct learning
- Manipulation of the environment allows the performer to learn the correct response
- Positive reinforcement leads to skill learning, strengthens S-R bond and increases confidence and motivation
- Learning is quick if reward is given
- Effective for young performers
- Can be utilised at any stage of learning
Cognitive theory of learning
- Associated with the brain and mental processes to learn and solve problems
- Focus on problem solving
- Believes the whole is greater than the sum of its parts
CT: whole learning
Proposes that skills are learnt best as a whole
CT: intervening variables
Use of mental processes such as mental rehearsal
e.g. visualising front crawl action successfully before attempting
CT: perception
Interpretation of information
e.g. interpret the timing of arm and leg movements
CT: past experiences
To formulate new ideas
e.g. past experiences of other strokes to help learning front crawl
CT: Insight learning
The use of intuition
e.g. using intuition to work out the time of the arm and leg movements to complete front crawl
CT: most effective for
- Autonomous learners
- Have the mental processes to use mental rehearsal
- Have the level of insight to use intuition
CT: less effective for
- Cognitive performers
- Don’t know what the skill looks like
- Haven’t got a mental picture to help solve the problem
Observational learning theory
- Theory proposed by Bandura
- States that behaviour is determined by the situation or social environment
- Behaviour is therefore created through a process of observing others and imitating their behaviours
OLT: ARMM
- Demonstration: a coach showing how to perform a skill
- Attention: the observer must focus on key points of the demo
- Retention: memorising key points via mental rehearsal and repetition
- Motor reproduction: being physically and mentally capable to match the demo
- Motivation: the drive to match performance
OLT: Factors influencing successful modelling
- Significant other
- Similar to us
- Model’s behaviour is reinforced and praised
- Model is warm, friendly and attractive to the observer
- Demo is of high standard, accurate and successful
- Observer is focused on relevant cues and can remember what they have seen
- Visual guidance
- Demo is repeated
- Observer is motivated to copy the model
