learning

• Cognitive stage


  Verbal and error, conscious thoughts, not fluent
• Cognitive stage


  • Schema, inconsistent movements, motor programmes
• Associative stage


  More fluency, stored motor programmes, broader schema, kinaesthesis
• Associative stage


  • Develops, negative feedback for errors
• Autonomous stage


  Accurate, consistent, habitual, over-learned, with no conscious thought, more intrinsic feedback
• Plateaus


  When learning stops progressing despite ongoing trials (effort)
• Causes of plateaus


  • Poor quality reaching
  • Not physically able
  • Ease difficulty
  • Full potential has been reached
  • Boredom
  • Lack of motivation
• Solutions to plateaus


  • Slowly introduce new tasks
  • Set achievable goals
  • Change coach / teaching style
  • Whole-part-whole practice
  • Correct errors
• Insight learning


  Problem solving to understand why and adapting to new situations, involves trial and error, perceptual process, links to the information processing model
• Insight learning


  • Optimised learning, skills can be adapted, develops schemas
• Intervening variables


  Everything that contributes to a solution
• Operant conditioning


  Learning through consequence, the stimulus-response bond is strengthened, by manipulating the environment, behavioural shaping
• Positive reinforcement


  Strengthens stimulus-response bond, praise / success
• Negative reinforcement


  Forms stimulus-response bond, removal of criticism
• Punishment


  Weakens stimulus-response bond
• Observational learning


  Situationalism (environmental learning), role models, imitation, demonstration (relevant, accurate)
• Mediational processes


  • Attention
  • Retention
  • Reproduction
  • Motivation
• Attention and retention


  Perceptual processes
• Motor reproduction and motivation

  Psychomotor processes
• Constructivism


  Developing your own knowledge / understanding through experiences and reflecting
• Vygotsky


  Social interaction (conserving and constructing an idea of how to complete a skill), more knowledgeable others (who provide feedback / technical advice about the skill performance)
• Zone of proximal development


  What can be independently achieved, what can be achieved with a more knowledgeable other, what can't currently be achieved