LEARNINGLEARNING

LEARNING OUTCOMES:LEARNING OUTCOMES:

• Identify the difference between learning Identify the difference between learning and performanceand performance

• Outline the stages and characteristics of Outline the stages and characteristics of each phase of learningeach phase of learning

LEARNINGLEARNING

Task:Task:

Identify the difference between learning and Identify the difference between learning and performanceperformance

- definition- definition

- key words- key words

LEARNINGLEARNING Learning – is a set of processes Learning – is a set of processes

associated with practice or experience, associated with practice or experience, leading to relatively permanent changes in leading to relatively permanent changes in the capability for skilled performance. the capability for skilled performance. (Schmidt)(Schmidt)

Key words:Key words: linked to practicelinked to practicerelatively permanentrelatively permanentnot a one off occurrencenot a one off occurrence

PERFORMANCEPERFORMANCE

Performance – may be thought of as a Performance – may be thought of as a temporary occurrence…fluctuating from temporary occurrence…fluctuating from time to time because of many operating time to time because of many operating variables.variables.

Key words:Key words: temporarytemporary

not necessarily repeated.not necessarily repeated.

LEARNINGLEARNING

Task:Task:

How many tennis balls can you juggle?How many tennis balls can you juggle?

Stages of LearningStages of Learning

Task:Task:

There are three stages of learning, There are three stages of learning, - name these name these - explain the characteristics of these stagesexplain the characteristics of these stages- the type of feedback primarily usedthe type of feedback primarily used- how to progress to the next levelhow to progress to the next level

COGNITIVE PHASECOGNITIVE PHASE

Initial stage of learningInitial stage of learning Observing demonstrationsObserving demonstrations Trial and error method usedTrial and error method used Improvement is rapidImprovement is rapid External feedbackExternal feedback Creating mental pictureCreating mental picture Demands high attentionDemands high attention

ASSOCIATIVE PHASEASSOCIATIVE PHASE

Practice stage of learningPractice stage of learning Developing and refining movementsDeveloping and refining movements Consistency and coordination improveConsistency and coordination improve Initial feedback is ExternalInitial feedback is External Develops kinaesthetic awarenessDevelops kinaesthetic awareness Identify own errorsIdentify own errors Improvement is less rapidImprovement is less rapid

AUTONOMOUS PHASEAUTONOMOUS PHASE

Highly proficient at executing the skillHighly proficient at executing the skill Almost automaticAlmost automatic Attention demands reducedAttention demands reduced Focus on tactics/strategiesFocus on tactics/strategies Performer detects and corrects errorsPerformer detects and corrects errors

Measuring changes in learningMeasuring changes in learning

Each individual progresses at different rates, Each individual progresses at different rates, graphs can be used to interpret such changes.graphs can be used to interpret such changes.

LEARNING CURVESLEARNING CURVES these reflect the relationships which these reflect the relationships which

exist between exist between trials of a skilltrials of a skill and the and the success or success or performanceperformance rate rate

learning curves show performances but learning curves show performances but can give a good can give a good indication of learningindication of learning

LINEAR CURVELINEAR CURVE

linearlinear performance performance

is directly is directly proportional proportional to the to the number of number of practice trialspractice trials

LEARNING CURVESLEARNING CURVES

TASK:TASK:

Sketch and explain graphs to show:Sketch and explain graphs to show:

- positive acceleration- positive acceleration

- negative acceleration- negative acceleration

- an S shaped curve- an S shaped curve

POSITIVE ACCELERATIONPOSITIVE ACCELERATION

positive acceleration poor early performances but improves later

NEGATIVE ACCELERATIONNEGATIVE ACCELERATION

negative good early performances but poorer performances in later trials

S SHAPEDS SHAPED

S shaped is a typical curve of learning of a gross motor skill

learning is slow to start with as he / she gets to grips with the skill

then the learner begins to be motivated by success and to practise more hence a rapid improvement

finally improvement slows down as difficulties are encountered requiring more cognitive effort

Avoiding a plateauAvoiding a plateau

You are the coach of a novice football You are the coach of a novice football team which is failing to make progress. team which is failing to make progress.

Outline three possible causes for this lack Outline three possible causes for this lack of development.of development.

Suggest three strategies to overcome this Suggest three strategies to overcome this plateau.plateau.

LEARNINGLEARNING

LEARNING OUTCOMESLEARNING OUTCOMES

Explain and interpret a learning Explain and interpret a learning plateauplateau

Outline and apply the theories of Outline and apply the theories of learninglearning

PlateauPlateau

plateau not much change if at all in performances over a number of trials

Causes of plateausCauses of plateaus

PSYCHOLOGICAL FACTORS:PSYCHOLOGICAL FACTORS: Anxiety, lack of motivation, boredomAnxiety, lack of motivation, boredom

PHYSICAL FITNESS DEFICIENCIES:PHYSICAL FITNESS DEFICIENCIES:Fatigue, inappropriate training, injury, Fatigue, inappropriate training, injury, overtrainingovertraining

TECHNIQUE:TECHNIQUE:Poor coaching and guidance, task too complexPoor coaching and guidance, task too complex

To To avoidavoid a plateau : a plateau :

Set Set new goalsnew goals that can be reached that can be reached give give praise and rewardspraise and rewards ensure that there are ensure that there are regular restregular rest

intervalsintervals maintain motivationmaintain motivation and employ positive and employ positive

cognitive techniquescognitive techniques vary and re-establish vary and re-establish physical fitnessphysical fitness provide appropriate provide appropriate feedbackfeedback

Theories of learningTheories of learning

Three theories that need to be covered:Three theories that need to be covered:

CONDITIONING THEORYCONDITIONING THEORY

COGNITIVE THEORYCOGNITIVE THEORY

OBSERVATIONAL LEARNINGOBSERVATIONAL LEARNING

CONDITIONING THEORIESCONDITIONING THEORIES

Also known as ‘CONNECTIONIST’ or Also known as ‘CONNECTIONIST’ or ‘ASSOCIATIONIST’ theories.‘ASSOCIATIONIST’ theories.

state that learning occurs as a result of state that learning occurs as a result of the the associationassociation or connection between a or connection between a stimulusstimulus and a and a responseresponse

this stimulus - response connection is this stimulus - response connection is called the called the S-R bondS-R bond

CONDITIONING THEORIESCONDITIONING THEORIES

the connection between stimulus the connection between stimulus and response is due to and response is due to conditioningconditioning

conditioning is a form of conditioning is a form of trainingtraining which makes a certain behaviour which makes a certain behaviour into a into a habithabit

learninglearning involves a involves a change of change of behaviourbehaviour

CLASSICAL CONDITIONINGCLASSICAL CONDITIONING

concerned with concerned with modifyingmodifying the the stimulusstimulus the work of the work of PavlovPavlovunconditioned stimulus + conditioned unconditioned stimulus + conditioned

stimulus = conditioned responsestimulus = conditioned response the performer does the performer does not make a decisionnot make a decision

about the stimulusabout the stimulus all responses are all responses are automaticautomatic the the S-R bondS-R bond is strengthened by is strengthened by

reinforcementreinforcement

OPERANT CONDITIONINGOPERANT CONDITIONING

concerned with concerned with modifying behaviourmodifying behaviour / / responseresponse

work of work of SkinnerSkinner this is based on this is based on trial and errortrial and error, with , with

correct response correct response reinforcedreinforced to be effective, a reward will to be effective, a reward will closely closely

followfollow a correct response a correct response a coach will be concerned a coach will be concerned to strengthen to strengthen

a correct S-R bonda correct S-R bond, and weaken an , and weaken an incorrect S-R bondincorrect S-R bond

CONDITIONING THEORIESCONDITIONING THEORIES

TASKTASK In order for the S-R bond to be In order for the S-R bond to be

strengthened reinforcement must take strengthened reinforcement must take place. Explain the three types of place. Explain the three types of reinforcement and give practical examples reinforcement and give practical examples for each.for each.

Positive reinforcementPositive reinforcementNegative reinforcementNegative reinforcementPunishmentPunishment

REINFORCEMENTREINFORCEMENT

POSITIVEPOSITIVE usually occurs after a successful performance and consists of usually occurs after a successful performance and consists of

reward / praisereward / praise

NEGATIVENEGATIVE withdrawing or withdrawing or not giving praise / rewardnot giving praise / reward after an unsuccessful after an unsuccessful

performanceperformance or or removingremoving an an unpleasant experienceunpleasant experience to encourage successful to encourage successful

performance performance

PUNISHMENTPUNISHMENT breaking the breaking the incorrect bondincorrect bond giving an giving an unpleasant experienceunpleasant experience (abuse / fines / reprimands / (abuse / fines / reprimands /

exclusion / physical punishment) when the performer performs exclusion / physical punishment) when the performer performs badlybadly

THORNDIKE’S LAWS OF THORNDIKE’S LAWS OF LEARNINGLEARNING

LAW OF EXERCISELAW OF EXERCISE example : the more a discus example : the more a discus

thrower practises throwing the thrower practises throwing the more likely it is that the throwing more likely it is that the throwing technique will be repeated in the technique will be repeated in the competitive situationcompetitive situation

repetitionrepetition strengthens the S-R bond strengthens the S-R bond so so practicepractice is very important is very important

THORNDIKE’S LAWS OF THORNDIKE’S LAWS OF LEARNINGLEARNING

LAW OF EFFECT LAW OF EFFECT example : if the thrower feels that example : if the thrower feels that

the movement is correct then he or the movement is correct then he or she is more likely to repeat the she is more likely to repeat the movementmovement

reinforcementreinforcement strengthens the S-R strengthens the S-R bondbond

THORNDIKE’S LAWS OF THORNDIKE’S LAWS OF LEARNINGLEARNING

LAW OF READINESSLAW OF READINESS example : the more a thrower is example : the more a thrower is

physically and mentally prepared physically and mentally prepared to perform a throw then it is more to perform a throw then it is more likely to be performed welllikely to be performed well

COGNITIVE THEORIESCOGNITIVE THEORIES

Performer learns by thinking about the Performer learns by thinking about the ‘‘whole picture’whole picture’ ‘INSIGHT LEARNING’‘INSIGHT LEARNING’

know know when, where and whywhen, where and why to use a skill, to use a skill, not just how not just how

must be able to draw on must be able to draw on previous previous experiencesexperiences andand knowledgeknowledge

recognise important cuesrecognise important cues (within a game (within a game situation)situation)

OBSERVATIONAL LEARNINGOBSERVATIONAL LEARNING

Watching others and copying their actions Watching others and copying their actions (VICARIOUS EXPERIENCE)(VICARIOUS EXPERIENCE)

BanduraBandura the performer is more likely to the performer is more likely to

copy copy 'significant others’'significant others’ those who are seen as those who are seen as high status high status

role modelsrole models

OBSERVATIONAL LEARNINGOBSERVATIONAL LEARNING

TASK: There are TASK: There are

4 key elements to 4 key elements to

allow this process allow this process

to occur. to occur.

What are they andWhat are they and

explain using explain using

practical examplespractical examples

OBSERVATIONAL LEARNINGOBSERVATIONAL LEARNING

ATTENTIONATTENTION learner takes note of the learner takes note of the demonstrationdemonstration

RETENTIONRETENTION learner remembers the learner remembers the demonstrationdemonstration

MOTOR MOTOR REPRODUCTIONREPRODUCTION

learner attempts to copy learner attempts to copy the movementthe movement

MOTIVATIONMOTIVATION motivatedmotivated to do so to do so

LEARNING THEORIESLEARNING THEORIES

TASK: Using trampolining give practical examples TASK: Using trampolining give practical examples of each of the learning theories:of each of the learning theories:

CLASSICALCLASSICAL

OPERANTOPERANT

COGNITIVECOGNITIVE

OBSERVATIOOBSERVATIONALNAL

CLASSICALCLASSICAL calling out next movecalling out next move

OPERANTOPERANT positive – kinaesthetic/feedbackpositive – kinaesthetic/feedback

- gradual negative – not saying - gradual negative – not saying anythinganything

- punishment – shout if they get it - punishment – shout if they get it wrongwrong

COGNITIVECOGNITIVE Give skills required –student Give skills required –student puts routine together – question puts routine together – question afterwardsafterwards

OBSERVATIONALOBSERVATIONAL Watching another performerWatching another performer

LEARNING THEORIESLEARNING THEORIES

TASK: Using ANY SPORT TO give ANOTHER TASK: Using ANY SPORT TO give ANOTHER practical examples of each of the learning practical examples of each of the learning theories:theories:

CLASSICALCLASSICAL

OPERANTOPERANT

COGNITIVECOGNITIVE

OBSERVATIOOBSERVATIONALNAL

CLASSICALCLASSICAL SPRINT START SPRINT START

Gun – in lesson’s use gun, rather Gun – in lesson’s use gun, rather than saying ‘go’than saying ‘go’

OPERANTOPERANT SLIP CATCH (OPERANT)SLIP CATCH (OPERANT)

ReinforcementReinforcement

COGNITIVECOGNITIVE BADMINTON SERVE BADMINTON SERVE Problem Problem solving – dependent on solving – dependent on oppositionopposition

Put tall opposition against themPut tall opposition against themOBSERVATIONALOBSERVATIONAL HOCKEY PASS HOCKEY PASS Demonstration Demonstration

– relevant to the game– relevant to the game