Theories

• Bandura (1977) Observational Learning Theory (social learning theory

  Both acceptable and unacceptable behaviour can be learned by watching and copying other people.
• Attention

  Learner must give specific attention to the model. Therefore, it must be attractive/stand out and ACCURATE.

  Info should be clear and performer should know why they need to learn it.

  Coach ensures performer concentrates on model, coach points out any key cues in demonstration, model should be attractive and accurate.
• Retention

  Coach ensures performer remembers demonstration/mental image. Demonstration should be repeated. A clear mental image should be created through visualisation or mental rehearsal.
• Motor Production


  Having the mental and physical ability to do the task. Set appropriate tasks.
• Motivation


  Having the drive to do the task. Use rewards, praise, encouragement.
• Operant Conditioning


  Learning based on the consequence of a response.
• Vygotsky (1978) Social Development Theory


  Learning through interaction with others.
• Inter-psychological Learning


  Learning from others externally. Learning using others or an MKO to develop knowledge.
• Intra-psychological Learning


  The learner uses cognitive processes to analyse internally what they already know about skill acquisition to construct actions.
• Vygotsky Constructivism


  Working with others to develop skills, building on what you know.
• Zone of Proximal Development


  The next stage of learning based on the performer's needs, expectations and current level of performance.
• 3 Stages of Proximal Development

  1. What can I do alone?

  2. What can I do with help?

  3. What can I not do yet?
• Cognitive Learning theory (Gestalt's theory)

  Performer uses existing knowledge to form an idea of how to overcome a problem during a problematic sporting situation.

  Concentrates on whole task so good for realistic (game) situations.

  If tactic works, provides self satisfaction & motivation.
• Insight Learning


  Using experience and understanding to solve problems relating to the whole skill.
• Who developed the operant conditioning model ?

  B F Skinner
• What is the main aim of operant conditioning

  Learning through consequences to develop correct S-R bonds
• How is operant conditioning similar to insight learning


  They both involve trial and error
• classical conditioning


  a type of learning in which one learns to link two or more stimuli and anticipate events
• How do you strengthen or weaken an S-R bond ?

  Using reinforcement
• Types of reinforcement


  positive, negative and punishment
• Behaviour shaping


  Involves changing behaviour in small steps using reinforcement and manipulating the environment to encourage the right performance
• How can operant conditioning be described

  A linking, behaviourist and associationist theory
• How does operant conditioning see errors

  They are positive as they cause learning to happen
• What is a downside of operant conditioning

  It doesn't help the performer understand why a certain stimulus goes to a certain response
• What can operant conditioning be powered

  paired with?

  Observational- demonstration

  Insight/Cognitive- discovery and understanding
• Why does the first S-R bond in children have to be correct?

  To promote better learning and prevent poor technique being carried through development
• When learning skills using operant conditioning the coach should:

  • allow performer to use trial and error e.g. various methods of serving in tennis
  • manipulate the environment to ensure the successful/desired response e.g. place cones in service box as a target to hit
  • offer a satisfier (positive reinforcement) when correct response is shown so response will be repeated e.g. when they perform the correct serve give them lots of praise
  • offer an annoyer (punishment) when incorrect response is shown so that response will not be repeated e.g. lap of the court for every serve 'out'