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LEARNING

LEARNING. LEARNING OUTCOMES: Identify the difference between learning and performance Outline the stages and characteristics of each phase of learning. LEARNING. Task: Identify the difference between learning and performance - definition - key words. LEARNING.

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LEARNING

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  1. LEARNING • LEARNING OUTCOMES: • Identify the difference between learning and performance • Outline the stages and characteristics of each phase of learning

  2. LEARNING • Task: Identify the difference between learning and performance - definition - key words

  3. LEARNING • Learning – is a set of processes associated with practice or experience, leading to relatively permanent changes in the capability for skilled performance. (Schmidt) Key words: linked to practice relatively permanent not a one off occurrence

  4. PERFORMANCE • Performance – may be thought of as a temporary occurrence…fluctuating from time to time because of many operating variables. Key words: temporary not necessarily repeated.

  5. LEARNING • Task: How many tennis balls can you juggle?

  6. Stages of Learning • Task: There are three stages of learning, • name these • explain the characteristics of these stages • the type of feedback primarily used • how to progress to the next level

  7. COGNITIVE PHASE • Initial stage of learning • Observing demonstrations • Trial and error method used • Improvement is rapid • External feedback • Creating mental picture • Demands high attention

  8. ASSOCIATIVE PHASE • Practice stage of learning • Developing and refining movements • Consistency and coordination improve • Initial feedback is External • Develops kinaesthetic awareness • Identify own errors • Improvement is less rapid

  9. AUTONOMOUS PHASE • Highly proficient at executing the skill • Almost automatic • Attention demands reduced • Focus on tactics/strategies • Performer detects and corrects errors

  10. Measuring changes in learning • Each individual progresses at different rates, graphs can be used to interpret such changes. LEARNING CURVES • these reflect the relationships which exist between trials of a skill and the success or performance rate • learning curves show performances but can give a good indication of learning

  11. LINEAR CURVE • linear • performance is directly proportional to the number of practice trials

  12. LEARNING CURVES • TASK: Sketch and explain graphs to show: - positive acceleration - negative acceleration - an S shaped curve

  13. POSITIVE ACCELERATION positive acceleration poor early performances but improves later

  14. NEGATIVE ACCELERATION negative good early performances but poorer performances in later trials

  15. S 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

  16. Avoiding a plateau • You are the coach of a novice football team which is failing to make progress. • Outline three possible causes for this lack of development. • Suggest three strategies to overcome this plateau.

  17. LEARNING • LEARNING OUTCOMES • Explain and interpret a learning plateau • Outline and apply the theories of learning

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

  19. Causes of plateaus • PSYCHOLOGICAL FACTORS: Anxiety, lack of motivation, boredom • PHYSICAL FITNESS DEFICIENCIES: Fatigue, inappropriate training, injury, overtraining • TECHNIQUE: Poor coaching and guidance, task too complex

  20. To avoid a plateau : • Set new goals that can be reached • give praise and rewards • ensure that there are regular rest intervals • maintain motivation and employ positive cognitive techniques • vary and re-establish physical fitness • provide appropriate feedback

  21. Theories of learning • Three theories that need to be covered: • CONDITIONING THEORY • COGNITIVE THEORY • OBSERVATIONAL LEARNING

  22. CONDITIONING THEORIES • Also known as ‘CONNECTIONIST’ or ‘ASSOCIATIONIST’ theories. • state that learning occurs as a result of the association or connection between a stimulus and a response • this stimulus - response connection is called the S-R bond

  23. CONDITIONING THEORIES • the connection between stimulus and response is due to conditioning • conditioning is a form of training which makes a certain behaviour into a habit • learning involves a change of behaviour

  24. CLASSICAL CONDITIONING • concerned with modifying the stimulus • the work of Pavlov unconditioned stimulus + conditioned stimulus = conditioned response • the performer does not make a decision about the stimulus • all responses are automatic • the S-R bond is strengthened by reinforcement

  25. OPERANT CONDITIONING • concerned with modifying behaviour / response • work of Skinner • this is based on trial and error, with correct response reinforced • to be effective, a reward will closely follow a correct response • a coach will be concerned to strengthen a correct S-R bond, and weaken an incorrect S-R bond

  26. CONDITIONING THEORIES TASK • In order for the S-R bond to be strengthened reinforcement must take place. Explain the three types of reinforcement and give practical examples for each. Positive reinforcement Negative reinforcement Punishment

  27. REINFORCEMENT POSITIVE • usually occurs after a successful performance and consists of reward / praise NEGATIVE • withdrawing or not giving praise / reward after an unsuccessful performance • or removing an unpleasant experience to encourage successful performance PUNISHMENT • breaking the incorrect bond • giving an unpleasant experience (abuse / fines / reprimands / exclusion / physical punishment) when the performer performs badly

  28. THORNDIKE’S LAWS OF LEARNING LAW OF EXERCISE • example : the more a discus thrower practises throwing the more likely it is that the throwing technique will be repeated in the competitive situation • repetition strengthens the S-R bond • so practice is very important

  29. THORNDIKE’S LAWS OF LEARNING LAW OF EFFECT • example : if the thrower feels that the movement is correct then he or she is more likely to repeat the movement • reinforcement strengthens the S-R bond

  30. THORNDIKE’S LAWS OF LEARNING LAW OF READINESS • example : the more a thrower is physically and mentally prepared to perform a throw then it is more likely to be performed well

  31. COGNITIVE THEORIES • Performer learns by thinking about the ‘whole picture’ ‘INSIGHT LEARNING’ • know when, where and why to use a skill, not just how • must be able to draw on previous experiencesandknowledge • recognise important cues(within a game situation)

  32. OBSERVATIONAL LEARNING • Watching others and copying their actions (VICARIOUS EXPERIENCE) • Bandura • the performer is more likely to copy 'significant others’ • those who are seen as high status role models

  33. OBSERVATIONAL LEARNING • TASK: There are 4 key elements to allow this process to occur. What are they and explain using practical examples

  34. OBSERVATIONAL LEARNING

  35. LEARNING THEORIES TASK: Using trampolining give practical examples of each of the learning theories:

  36. LEARNING THEORIES TASK: Using ANY SPORT TO give ANOTHER practical examples of each of the learning theories:

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