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Negative reinforcement - the stimulus is withdrawn when the desired response occurs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: