Principles and theories of learning and practice Flashcards
1
Q
phases of learning - Fitts and Posner
phases of learning
A
- learning is sequential and that we have to move through specific stages
- coaches need to have a undertsanding of these phases to ensure success
- cognitive phase - the first stage of learning used by a novice understanding and subroutines are explored by trial and error
- associative phase - this is the 2nd stage of learning as motor programmes are developed and performance is smoother
- autonomous phase - the final stage of learning used by an expert when movement is detailed and specific
2
Q
cognitive phase
phases of learning
A
- the intial part of learning whereby the learner is trying to create a mental pictire of the skill
- demonstrations and verbal explanations
- motor programmes have no developed so will use trial and error
- use extrinsic feedback
- coaches shouldnt give to much info (infomation overload)
- learners should be given guidance
- seletive attention - the process of picking out important infomation and filtering out the less info
- performer will be inconsistent and lack cooridation
- need postive feedback
3
Q
associative phase
phases of learning
A
- usally takes longer to complete for the learner
- some people never leave this phase
- motor programmes develop and become smoother
- begin to elimate mistakes are errors are fewer
- increased flow of the skill attentending specific reviews
- practiced is focused on refining the skill
- subroutines are coordinated
- interak/kinesthic feedback
- more detalied specifc feedback
4
Q
autonomous phase
phases of learning
A
- achieved after effective practice
- excute the skill without conscious though
- fous on demands of the environment and sutable cues
- more tactics and stratergies
- respond in the correct ways to the appropriate stimuli
- consistent
- self confidence increases
- less external factors are needed
- specifc and highlight any errors made
- if practice is not maintained the learner may regress into the associate phase
5
Q
learning plateau
A
a period during performace when there are no signs of improvement, the performer does not appear to be getting better
6
Q
stage 1 of the learning plateau
learning plateau
A
- rate of learning is slow and the performace level is poor
- performer is working out subroutines and possibly using trial and error
- cognitive stage of learning
7
Q
stage 2 of the learning plateau
learning plateau
A
- rapid acceleration of learning
- performer has begun to master the task and gain success
- provide reinforcement and motivation
8
Q
stage 3 of the learning plateau
learning plateau
A
- no improvement in the rate of learning
- performance has reached a plateau
- performance maintains at the same level
9
Q
stage 4 of the learning plateau
learning plateau
A
- a period towards the end of the task when, in part due to fatigue, the performace begins to deteriorate
10
Q
drive reduction
learning plateau
A
- an end of task period when performance may get worse
- occurs when the performer has gained success, but the intial drive to succeed has been lost
- an extension of the task is needed to maintain motivation
11
Q
causes for the plateau
learning plateau
A
- lack of motivation
- boredom
- coaching
- limit of ability
- targets set to low
- fatigue
Many Bees Can Look Towards Flowers
12
Q
lack of motivation
causes of plateau
A
lack of incentives or extrinsic rewards may cause the performer to lose drive and energy
13
Q
boredom
causes of plateau
A
repetitive nature of a close skill may cause boredom
14
Q
coaching
causes of plateau
A
may issue incorrect instructions or use incorrect practice methods so that the skill is done correctly
15
Q
limit of ability
causes of plateau
A
performer may not improve simply because they have reached the full extent of their ability
16
Q
targets set to low
causes of plateau
A
the task may not allow the learner to use the full range of their skills
17
Q
fatigue
causes of plateau
A
continous action, over extended periods, will result in tiredness , this will result in drop of performance
18
Q
solutions to the plateau
learning plateau
A
- extend the task into a new challenge to test the performer
- give new goals and targets within the task
- the players could find a new coach to rause performance
- coach could offer more praise or postive reinforcement to privide motivation
- take a rest to avoid fatigue
- concept of the plateau could be explained to the performer, they may then take reponsibility for their lack of improvement
- more variety added to the task
- could get some feedback to help improve performance and motivation
19
Q
insight learning - gestaltist theory
cognitive theory - insight learning
A
- using expirence and undertsanding to solve problems relating to the whole skill
- performer uses existing knowledge to form an idea of how to dealwith problematic sporting situations
- the performer should then put this idea into practice to solve the problem
- EXAMPLE - 3000m race , if one opponent has a fast 400m, you may wish to set off at a quicker pace in order to negate the fast finish from your opponent
20
Q
insight theory - key features
cognitive theory - insight learning
A
- concentrates on the whole task - good to use in realistic situations
- self satisfication - if the tactic has worked or been achieved the performer may feel pretty good about themselves
- provides intrinsic motivation on the performer
- poses questions to the performer but this is not trial and error
- encourages the performer to think for themsleves
- may generate more undertsanding o the actions required
- better than just being told by the coach
- use cognitive process
21
Q
operant conditioning
behaviourism - skinner operant conditioning
A
- the use of reinforcement to ensure that correct response are repeated
- commonly known as the behaviourist theory
- attempts to explain how actions can be linked to stimuli (s-r bond)
22
Q
skinners rats
behaviourism - skinner operant conditioning
A
- he belived that behaviour could be modified or conditioned if driected towars a stimulus
- skinners experiments involved observing rats in a cage. the cage was fitted with mechanisms that delivered food
- the rat would press the lever and a food pellet would drop, at first they hit it by accident however they quickly learned it provided them with a reward
23
Q
operant conditioning in sport
behaviourism - skinner operant conditioning
A
- based on trial and error - trying multiple methods in a tennis serve
- a coach will manipulate the enervironment using operant conditioning to ensure that the desired response occured
- EXAMPLE - placing cones in the service box as a target to hit, gradually move it back
- satisfier - a coach will offer satisfier to shape behaviour so that it is repeated (postive reinforcement)
- annoyer - a coach will offer an annoyer when the incorrect response is shown so that the response will not be reapeted (punishment)
24
Q
basic prinsiple of operant conditioning
behaviourism - skinner operant conditioning
A
- correct actions are reinforced and strenghtend
- success acts as a satisfier and will strenghten correct actions
- if you reward a successful outcome, they are then likely to be reapted
- incorrect actions can be weakened (negative feedback)
- if an unsuccessful action is ignored , or given an annoyer, such as criticism they may avoid this in the future
25
stimulus repsonse/s-r bond
| behaviourism - skinner operant conditioning
* strenghtening the link between the stimulus and the response
* EXAMPLE - when a subtle is returned high in the air in badminton , the correct response would be to smash it
* by linking the appropriate response to the stimulus the actions can be learned
26
reinforcement
| behaviourism - skinner operant conditioning
* the process that causes a reponse or behaviour to reoccur by forming and strenghtening the s-r bond
* postive reinforcemnt, negatve reinforcement and punishments are used to shape behaviours and form s-r bonds
27
postive reinforcement
| behaviourism - skinner operant conditioning
* pleasant stimulus after the correct response
* increase the likelihood of correct response occuring again
* may offer motivation to continue repeating such success
* may use tanguble or intangible rewards
28
negative reinforcement
| behaviourism - skinner operant conditioning
* taking away an unpleasant stimuli after the correct response
* EXAMPLE - withdrawing negative critism when the performer does something well
* a coach who is being a performer negative feedback may go quiet when they begind to do somethign well
* this is reinforcement as it increases the changes of the correct repsonse being reapeted
29
punishment
| behaviourism - skinner operant conditioning
* an unpleasant stimuli to prevent incorrect actions recurring
* EXAMPLE - football player receiving a red car
30
practice method for operant condtioning
| behaviourism - skinner operant conditioning
* a coach must use whole or whole part whole practice to isolate key aspects of the task
* mental practice can also be used to go over the correct aspects of the task
* use of these mthods can help to chape behaviour
31
observational learning
| social learning - bandura observational learning
* observational or social learning involves copying the behaviour of the others
* it is the way most of our learning takes place
* behaviour is liekly to be copied if demonstrated and reinforced by a role model or significant others
32
role models
| social learning - bandura observational learning
* essential for role model to be postive
* behavioural characteristics of that person should be inspirational and exemplars for others to follow
* it is believed that if the role model is of the same gender as yourself, you are more likely to copy and learn from it
33
visual guidance
| social learning - bandura observational learning
* form of visual guidance - associated with the replication of a demonstration
* the aim is to ensure the learner has a visual image of how to perform the skill ( which can be copied or matched )
* learn by imitation
* much more interetsing and engaging than verbal explanations (infomation overload)
34
which phase of learning is observational learning
| social learning - bandura observational learning
* important at the congnitive phase of learning
* easier for a novice to undertsand a visual demonstration than verbal cues
* learner will be more motivated by the exhibiton
* at the autonomous phase a demonstration is useful in highlighting details and specific points in performance
35
banduras model of observational learning
| social learning - bandura observational learning
* models behaviours and demonstrations are likely to be copied when ;
* they are postiely reinforced
* close to appriopriate social norms (performer maybe someone of similar ability)
* they are powerful , visually and physically
* they are consistent
* they are relevant
36
four elements of observational learning
| social learning - bandura observational learning
* attention
* retention
* motivation
* motor reproduction
37
attention
| social learning - bandura observational learning
* make the demonstration attractive to the performer
* performer needs to focus on relevant cues
* infomations given should be loud and clear and given by a significant others
* ensure you point each funtion/key point and explain the benefits of this
38
retention
| social learning - bandura observational learning
* ability to remeber important infomation and recall from the meory system
* learners should be able to break key infomations into chunks
* demonstration needs to be meaningful and relevant
* learners should attempt the skill straight away after a demonstration
* mental image of the skill is still fresh in the learners mind
* use of a role model may ensure accurate demo is shown
39
motor production
| social learning - bandura observational learning
* making sure the player is capable physically and mentally performing the task
* learner should be given time to practice and over learn the skill before moving on
* give the performer immediate oppurtunity to practice
* the task should be appropriate to the level of the learner, tasks can be made more challenging as the learner improves
40
motivation
| social learning - bandura observational learning
* is the drive to copy the demonstartion
* motivate the learner by giving praise, rewards or offering postive feedback
41
social development theory (Vygotsky)
| social development theory (Vygotsky)
* learning by association with others
* interaction with others plays a vital role in learning
* in sport skills can be learned from the coaches and teachers
* MKO can give advice and direct examples which can influence learning ; degree of effort , healthy lifestyle , clearn communications
42
inter-psychological learning
| social development theory (Vygotsky)
* learning from others externally
* during development , the skills are learned form the coach
* the learners use an MKO to get advice, feedback and tactical knowledge
* once external advice has been absorbed , learning can take place
43
intra-psychological learning
| social development theory (Vygotsky)
* learning using others or an MKO to develop knowledge
* once external advice has been absrorbed learning can take place internally
* the learner will now iuse cognitve aspects of skill acquistion to internlly analyse , think about and contruct actions based on what they have learned externally
44
contructivism (Vygotsky)
| contructivism (Vygotsky)
* the building up of learning stages, based on current level of performance
* wokring with others more expirences than yourself can enable you to add new actions to one you already know
* during intra-psychological laerning, the learner must assess what level of performance they are working at, in order to move on
* a MKO or coachmay help to give advice as the skills become more advnaced
45
EXAMPLE of contructivism (Vygotsky)
| contructivism (Vygotsky)
**1. what can i do alone?** - dribble a hockey ball and hold the stick correctly
**2. what can i with help** - struggle to control the bal when passed to them, need help from coach or teamate
**3. what can i not do yet** - cannot dribble the ball when faced by an opponant , learner needs to copy significant other and decide on the next course of action based on expirence and expectation
46
zone of proximal development
| contructivism (Vygotsky)
* the next stage of learning based on the performers needs, expectations and current level of performace (what can i not do yet?)
* an assessment of what they need to do next to learn the skill
* the learner will use three levels of performance to assess what they need to impove
