AS Learning theories
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| Operant learning theory | Manipulating behaviour to shape the correct response through the use of reinforcement strengthens the S-R bond also known as trial and error learning
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| Observational learning theory | Learning a skill by copying or modelling ourselves on another person. Social learning where we copy desired behaviours
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| Insight learning | Requires the learner to understand where they started from and their objective
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| Recall schema | prior to movement initial conditions/response specification
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| Recognition schema | during or after the movement sensory consequences/response outcome
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| Schema | a set of ‘rules’ or relationships to help us make decisions about movement patterns
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| Four factors of observational theory | Attention, Retention, Motor production, motivation
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| How to make obeservational learning effective | Attention
How attractive demonstration is
Demonstration is accurate
Can the observer remember
Demonstration is meaningful
Performer has the physical capability to complete task
Immediate opportunity to practice
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| How a coach would use observational theory of learning | Frequent practises
Use of positive feedback
Reinforcement
Highlight cues/
Use of mental rehearsal
Fun
Make information relevant
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| How a coach would use operant conditioning | Using rewards/praise
Shaping/altering environment
Use of target areas
Use of negative reinforcement
Removal of criticism – explanation of negative reinforcement
Use of punishment to decrease probability of undesired response
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| Why use insight learning? | Involves cognitive processes
Understanding the process
Experiences the ‘whole’ activity
Allows learners to develop their own strategies
Better for the performethan being told what to do
Performer able to adjust movements
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| Use of schema in cocahing | Vary practised conditions by changing initial conditions
Realistic practice to activity
Build up set of response specifications
Frequent/lots feedback
Teach fundamental/simple skills before sport specific skills
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Created by:
Tina Dean
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