3.1.2.3 Principles and Theories of Learning and Performance

Stages of learning

Cognitive, Associative, Autonomous

Cognitive

Beginner stage with numerous errors and inconsistencies due to high attentional demand

Cognitive stage feedback

Frequent and simple extrinsic feedback

Associative stage

Movements more consistent as motor programme develops as own errors are detcted

Feedback in associative stage

Combination of intrinsic/extrinsic feedback (less often)

Autonomous stage

Skill is automatic, with high consistency and fluency

Feedback for autonomous stage

Mainly intrinsic feedback, infrequent and detailed

Plateau

Temporary period of no improvement in performance

Causes of a plateau (Many Bees Can Look Towards Flowers)

Motivation, boredom, coach, limit of ability, targets to low, fatigue

Solutions to a plateau

Rest, change practice methods, increase motivation, adjust difficulty, effective feedback

Operant conditioning (Skinner) process and features

Learning occurs through trial and error alongside positive and negative reinforcement using satisfiers and annoyers (affect S-R bond)

Operant conditioning (Skinner) evaluation

Effective for simple skills and passive learners, over reliance on feedback

Observational learning (Bandura) process and features

Learning occurs through observing and imitating high status, successful others.

4 Stages in observational learning and descreption

Attention - Attractive demonstration. Retention - Remembering movement. Motor production - Mental/physical ability to perform the task. Motivation - drive and desire to perform

Evaluation of Observational learning

Effective in early stages, Observer can copy errors and requires motivation/attention

Social Development Theory (Vygotsky) process and features (within constructivism)

Learning is a social process constructed through interaction (inter - psycological)

Constructivism Theory (Vgotsky)

Learners build understanding based on past experiences and active engagement. The teacher is a facilitator.

ZPD in Social Development Theory

Gap between the performers ability and their ability with support. What can I do alone/with help/not yet do

Scaffolding in Construcitvism

Temporary support which is gradually removed

Evaluation of Social Development Theory

MKO guidance accelerates learning, limited independence, impractical in large groups

Evaluation of Construcvism

Engaging social learning, risk of confusion, time consuming

Insight learning (Gestalt) process and features

Using prior experience to cognitively restructure a problem, seeing the whole skill rather than isolated parts. A sudden ‘lightbulb’ moment as the performer reorganises information to generate an effective solution.

Insight learning evaluation

Encourages intrinsic motivation, enables adaptability/creativity and develops own tactics but is less effective for beginners (requires experience), time consuming

Types of learning

Insight, Social Development Theory, Observational Theory, Operant Conditioning