Stages of Learning and Learning Theories

Stages of Learning

Cognitive

• trial and error - many mistakes are made and the skill is jerky

• needs demonstrations - form a mental image in the long term memory

• requires conscious thought - no motor programmes are formed yet

• needs extrinsic, positive feedback - negative feedback will demotivate and don’t have motor programmes so no intrinsic feedback

• positive reinforcement - successful movements need positive reinforcement strengthen S-R bonds

Associative

• fewer mistakes are made - skill becomes more fluent

• learners form a mental image - refer back to it when practicing

• less conscious thought required - performer becomes more aware of subtle cues

• intrinsic and extrinsic feedback - developed some feel for how the skill is performed

• motor programmes are formed

Autonomous

• very few mistakes - skill is fluent and automatic

• use selective attention - ignore distractions and focus on the skill

• little conscious thought is required - more aware of subtle cues

• predominantly intrinsic feedback - coach steps in if needed

• motor programmes are developed upon

Learning Theories

Operant Conditioning - Skinner

• learn through association - associate a response to a specific stimulus

• behaviour is shaped and modified

• use of trial and error

• positive reinforcement - praise/ reward given after the desired outcome occurs to strengthen S-R bonds

• negative reinforcement - removal of an unpleasant stimulus to strengthen S-R bonds

• punishment - negative stimuli given after an undesired response to weaken S-R bonds

Thorndike’s Laws - Thorndike

Law of Exercise

• the more a stimulus and response is repeated, the more likely we are to strengthen the S-R bond, if reinforced

Law of Effect

• if the response is followed by a satisfier the S-R bond will strengthen

• if the response is followed by an annoyer the S-R bond will weaken

Law of Readiness

• the performer must be physically and mentally prepared to complete the task

Cognitive Learning Theory - Gestalt

• considers the independent variables and that we constantly receive information from our surroundings

• recognises that we learn from taking into account the environment

• supports whole practise as it is more realistic

• insight learning - use problem solving and past experiences to learn skills

Social Learning Theory - Bandura

• learning through watching and copying significant others

Attention - learner must pay attention to the key cues of the demonstration

Retention - learner must retain a mental image of the demonstration in their long term memory

Motivation - learner must be motivated to want to learn the skill

Motor reproduction - learner must be physically and mentally able to perform the skill

Good Demonstration

• role model

• highlight relevant cues

• repeat the demonstration

• demonstration must be clear and accurate

• reinforce and praise the demonstration

• perform the demonstration in a friendly, safe environment

• use someone of a similar age, gender, and ability