4.4 Learning Theories

• Types of theory's of learning:

  • operant conditioning
  • bandura's theory of observational learning
  • cognitive theory of learning
• Operant conditioning

  • dependent on the connection between the stimulus and response, S-R theories
  • Theory states we become conditioned, or learn to give a particular response to a particular stimulus

  example - swimmer receiving a badge when achieving a new distance
• Operant conditioning:

  • the likelihood of the response is dependent of the S-R bond

  a strong link = response more likely

  a weak link = response less likely

  getting the performer to produce the desired behaviour
• Operant conditioning

  only takes place if reinforcement is present

  trial and error - objective is explained to the the learner and then the learner is allowed to experiment with different ways of achieving the outcome

  teacher/coach demonstrations - shown a demonstration and then asked to and try for themselves.
• Types of reinforcement:

  • positive
  • negative
  • punishment
• Positive reinforcement - the stimulus is given when the desired response occurs
• Negative reinforcement - the stimulus is withdrawn when the desired response occurs
• Punishment - giving a stimulus to prevent a response occurring.
• Operant condition is one of the conditioning theories, it involves the performer linking a specific stimulus to a learned response. This is achieved by the coach manipulating the environment and providing either punishment or reinforcement causing the S-R bond to be strengthened or weakened. The aim is to shape behaviour and the learner often learns through trial and error.
• Social learning theory - learning through observation and imitation of others that are higher status and are our significant others.
• Stages of social learning:

  • attention
  • retention
  • motor reproduction
  • motivation
• attention - paying attention to the demonstration and focuses on important cues.

  the amount of attention paid will be influenced by perceived attractiveness of the model, the competence of the model and status
• retention - the observer must be able to remember the model that is presented

  therefore, he needs to create a mental picture of this process. Mental rehearsal can improve retention of this mental image
• motor reproduction - observer must be physically able to imitate the skill observed. Demonstrations should therefore be matched to the capabilities of the observer
• motivation - the level of motivation of the observer os crucial if they are going to imitate the performance. External reinforcement of the model will increase the motivation to imitate it.
• cognitive theory of learning - where the skill should be learned in its entirety using whole practice

  encourages thinking and problem solving ro gain understanding and ability

  gestaltist view of learning
• insight learning

  • using problem solving and using memory of effective experiences to solve new challenges
• intervening variable

  • mental processes involved in decision making
• cognitive = cog = problem

  w - whole

  I - intervening (decision making)

  p - past experiences (motor programmes stored)

  p - perception (how to overcome)

  I- insight (solve)
• advantages of cognitive theory of learning:

  • performer becomes more independent and self correct during a game
  • they can adapt better to different situations
  • they could make quick progress
  • develop kinaesthetic
• disadvantages of cognitive theory of learning:

  • using whole practice might be a problem if the skill is too dangerous or complex or a beginner
  • learning could be slower if the performer doesn't understand what to do and may become demotivated
• cognitive theory

  coach gives learner whole problem to solve

  gestalt approach to learning

  optimising learning through thinking

  perception

  intervening variables - drawing together different aspects of problem

  insight - using past experiences
• operant conditioning - Thorndike's laws

  Law of exercise - repeating or rehearsing

  Law of effect - positive outcome from practice makes you continue

  Law of readiness - physically and mentally able
• Factors affecting sucessfulness of social learning:

  • if model is similar to you e.g age, gender
  • if model is significant
  • if model is friendly/attractive
  • if observer is motivated