Theories relating to learning movement skills

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Theories relating to learning movement skills
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Connectionist and associationist theories

• Depend on linking a stimulus to a response
• This S-R bond is stored in the Long Term Memory
  (LTM)
• The connection is strengthened by reinforcement.
  Positive-verbal praise or tangible reward or
  Negative

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• Describe the connectionist theory using this
  example

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• Describe the connectionist theory using this
  example
• The ball is the stimulus. The response is to hit
  the ball. If successful the response connects
  with the stimulus and a learning bond is formed.
  Positive reinforcement may be that she hits it
  into the right area, or her coach may praise her.
  Negative reinforcement could be if she hits the
  net or her coach criticises her.

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Thorndikes laws

• Thorndike put forward three laws relating to the
  application of reinforcement.
• Law of effect. Positive reinforcement is the most
  effective way to strengthen the learning bond
• Law of exercise. The S-R bond is strengthened by
  practice.
• Law of readiness. The learner must be physically
  and mentally capable of performing the skill to
  strengthen the S-R bond

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• Our introductory football drill for AS
• Discuss how Thorndikes law can be applied to
  this drill

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Operant Conditioning

• This is based on work by Skinner
• This is a connectionist or associationist theory.
  The learner forms and strengthens a S-R bond.
• The teacher will present a stimulus to the
  performer that replicates the relevant sports
  situation

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Operant Conditioning

• Key points to apply to a sports coaching
  situation
• Manipulating a situation to bring about the
  desired response
• Learning through trial and error
• Reinforcing the response
• Changing the response- behaviour shaping

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• Design a lesson using the principles of Operant
  Conditioning to develop putting technique to a
  low ability Year 7 group

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Cognitive Learning Theory(not to be confused
with the cognitive stage of learning)

• This concerns the individuals thought process
  rather than the influence of stimulus response
• GESTALT means whole patterning, seeing the skill
  as a whole
• It is a thinking process
• Learning may be slower to start with

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Cognitive Learning Theory(not to be confused
with the cognitive stage of learning)

• Perception. Interpretation or understanding the
  whole task
• Previous experience. Related experiences can help
  with a new task
• Current knowledge. The learner needs an insight
  as to what is required
• Motivation. The learner needs to want to solve
  the problem
• Self-esteem. The learner must have positive self
  esteem.

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• Not the best picture, but discuss Cognitive
  theory (Gestalt) using the example of Year 7 boys
  trying to attempt a neckspring on this box.
  (obviously taking it well away from the garage
  doors!!)

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Bandura. Observational learning

• We have done this, and this forms part of this
  chapter. Remember the four elements. Attention,
  Retention, Motor Reproduction and Motivation.
• Examples were juggling, Beckhams free kicks.

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Reinforcement

• This is defined as a process that causes a
  response or behaviour to reoccur by forming and
  strengthening the S-R bond
• Positive. Show of approval eg well done. A
  satisfier-House point, certificate
• Negative. Show of disapproval. Weakens incorrect
  learning bond. Eg pain when you do a bad dive
  into the pool. Negative reinforcement is not
  punishment
• Try and think of examples of punishment or an
  unpleasant stimulus (a noxious stimulus)