principals and theories of learning and performace

-cognative, associative and autonomous

the first stage of learning used by a novice. understanding and subroutines are explored by trial and error. performer may use extrinsic feedback to help them. motor programmes arent yet developed and performer may use trial+error.

the components of a skill that can be stored in the memory

2nd stage, -motor programmes are developed and performance is smoother.- longer duration that the cognative stage as player moves from beginner to acomplished performer. -to make this progress performer has to continually practice. -may still use trial and error a bit. -feedback has become more internal.-may compare performance to that of an accomplished athlete and alter practice to reach the top. -movement is smoother and more coordinated.

-final stage of learning used by an expert when movement is detailed and specific. - actions are fluent, efficient and automatically undertaken. -performer can focus on fine detail of the task as basics are performed without thought. -motor programme is fully developed and can help with fine control of actions.-in this stage the performer is classified as expert

information to aid error correction

positive, negative, extrinsic, intrinsic, knowledge of result, knowledge of performance

-information about what was good. -tells player whats going well and offers motivation to maintain effort. -may oftern be combined with praise

-error correction. -gives performer info about whats going wrong to correct errors and eliminate bad habits.-as the player gains more experience, negative feedback can be appretiated as it gives clarity about what to improve

-from an outside source e.g coach. -performer gains view of what they need to improve, or which aspects they need to maintain. -advice on types of training and methods need to improve may be givern.

-from within. -as a player gains experience, the feedback they use will come from within. -performer may have developed a feel for the task, using kinaesthesis and can use this to know when they have hit a bad shot

-concerns the outcome. -feedback that gives an indication of wheater or no the skill has been successful. -successful outcomes need to be maintained and unsucessful outcomes need to be eliminated

-gives the reasons why a shot went in or not . -concerned with technique and how it can be improved and developed to produce a better performance than last time.

they should consider the stage of learning that the player is in

they will benifit from encoragement and external advice. this is because they have little existing knowledge of the skill and positive encoragement will motivate them to continue learning the task

performer requires detailed feedback on how to control their performance. they can benifit from error correction and would use their existing knowledge to make internal adjustments

can be a long phase inwhich a performer makes steady progress. early in this phase external info would be used to refine movements as this stage develops the use of more intrinsic feedback is control the performance

a period of time when there are no signs of improvement:performer doesnt seem to be getting any better

a visual representation of what happens when a closed skill is performed repeatedly over a time period by a novice

rate of learning is slow and performance level is poor because the performer is new to the task and is in the cogantive stage of learning, working out the required subroutines required and possible using trial and error

there is a rapid acceleration in the rate of learning because the performer has begun to master the the task and gain some success providing reinforcement and motivation

there is no improvement in the rate of learning and the performance has reaced a plateau. performance has remained at the same level

a period towards the end of the task when performance may deteriorate

an end of task period where performance may get worse. this may occur because a performer has gained success on the task and the initial drive to succeed has been lost

lack of motivation, boredom, coaching, limit ability, targets set too low, fatigue

lack on incentives or extrinsic rewards causes the performer to loose drive and energy for the task.

repetitive nature of a closed skill may cause boredom

coach may issue incorrect instructions or use incorrect practice methods so that the skill isnt done correctly

performer may not improve because they have reached the full extent to ther ability. they cant improve because they dont have the underlying skill level

the task may not allow the performer to use their full range of skills - they cant improve because the limits of the task dont allow them to

continued action over an extended period of time would cause tiredness especially if the same muscles are being used over and over

-set new challenges and extensions when they are met. -player could find a new coach to raise performance levels.- a coach could offer more praise and positive reinforcement to provide motivation -take a rest to avoid fatigue. -add more variety to avoid boredom. -explain the concept of the plateau so they dont take responsibility for the inability to improve. -player could get feedback to help improve performance and motivation.

visual, verbal, mechanical and manual

a demonstration of the required task. it is used to help create mental images that can be used to reference to during future practice

it can be givern by a coach or fellow player in the form of a demostration. or it could be givern using social media sites, books, charts or videos

ensure the demonstartion is givern by a fellow player or peer, the it will be seen as within the players capabilities

it can be used to highlight a specific weakness. visual guidance aims to show what the skill should look like as a resul of practice. it creates a mental image and its nearly always used in conjunction with verbal guidance

demonstrations must be completely accurate. if too much info is givern the player may be confused and experience information overload

verbal guidance is an explanation of the task and its used to highlight points being made during a demo

when technical and detailed advice is givern to complement their actions in practice, or when tactical advice is givern during a performance

if too much info is givern it could be forgetten or cause infomation overload. performer may loose concentration unless coach makes info breif, meaning full and relevant. language used by coach should be understandable. coach should ensure the correct form of feedback is givern based on stage of learning

involves physical support e.g holding a gymnast of a vualt or in a handstand. it can involve a type of forced responce

-helps to eliminate danger. -helps to build confidence of a performer who may not be able to gain a feel of the whole task without help. -fear and anxiety associated with dangerous tasks will be reduced with help; when a task is complex it can be into stages to help with physical support

-it can have detrimental effects on performance if overused. -once initial feel of task is established, too much reliance on physical support could begin to interfear with the feel of the task and the performer could develop bad habbits. performer may become dependent on support. -coach should control and restrict the use to prevent over-reliance

a device used to help a performer e.g armbands in swimming

builds confidence when successfull completed a task. eliminates danger and prevent injury. gives an early feel for the whole skill. it can be used by disables athletes or thoes recovering from injury

if oversued it can interfere with the feel of the task. performer may become dependent so could loose confidence. motivation can be lost if performer thinks the skill is still not being performed independently

operant conditioning, observational learning, social development theory and insight learning

the use of reinforcement to ensure a correct responce is repeated - skinners rats

aka operant conditioning, attempts to explain how actions can be linked to a stimuli

-based on trial and error learning, coach may manipulate the environment when using it. shapes behaviour by using reinforcement

reinforced actions are strengthened and incorrect actions can be weakened. success acts as a satisfier to strengthen correct actions. unsuccessful responces may be an annoyer

an action that promotes a plesent feeling so that responce is repeated

an action that creates unease to premote the avoidance of incorrect responces

by linking an appropriet responce to a stimulus allows actions to be learned. a coach can link the stimulus to the responce through positive reinforcement, negative reinforcement and punishment

positive reinforcement, negative reinforcement and punishment

when a plesent stimulus is givern to increase the likelyhood of a correct responce occuring again e.g praise

promotes correct actions occuring to a stimulus by taking away the unplesent stimulus when a performer does it right e.g withdraing negative criticism

when a coach gives an unplesent stimulus to prevent incorrect actions happening again

whole-part-whole can be used to isolate the key aspects of the task, another means of manipulating the environment. mental practice can be used to go over the correct aspects of the task in the mind to shape behaviour

Bandura

both good and bad behaviour can be learned through watching others and copying them

by ensuring demonstrations and role models used to show skills in practice are successfully copied

Attention, Retention, Motor reproduction, Motivation

making sure the payer is taking notes of relevant cues. the more attractive the demo the higher the likelyhood its repeated

-point out why they are learning this. make the model stand out by making it bright, loud or attractive, so that its more memorable. the demonstration should be accurate and correct

the ability to remember important information and recall it

breaking information into chunks. make sure the demostration is accurate and clear. use a role model. the learner should practice the skill as quick as possible

making sure the player is physically capable of copying the demonstration

the drive needed to copy a demonstration

performed by a player of simular ability, they are reinforced, powerfull visually and physically, they are consistent, and they are relevant

vygotsky

interaction with others plays a vital role in learning. in sport it can be learning through coaches, teachers or MKO

not only give direct examples and advice but also influence the learner by demonstraiting values and actions e.g high degree of effort, a healthy lifestyle and clear communication that can be adopted by the learner

inter-psychological learning

when a learner uses an MKO to get advice feedback and tactical knowledge

learning from within after gaining knowledge from others

Vygotsky

Building up learning in stages based on what you already know

1. what can i do alone, 2. what can i do with help, 3.what can i not do yet

Gestaltist theory (a group of german men)

using experience and understanding to solve problems relating to the whole skill. when a player is presented with a problem, sporting knowledge is used to work out a solution and then that solution is tried. if this tactic works then it will be used again

it concentrates on the whole taks so it good for use in realistic situations. as the athlete works out the solution, it can provide self satisfaction and give intrinsic motivation