Theories Of Learning

Theories Of Learning

1. 1) Conditioning Theories

   • It is believed that we learn to associate certain behaviours (response) with certain stimuli. Once this connection occurs, the performer’s behaviour becomes habitual.
     • This enables prediction to be made about a person’s future responses to the same stimuli You get people to do what you want them to do by rewarding them with reinforcements
   • Skinner's Operant Conditioning
     • Skinner believed the learner’s behaviour in the present situation is very much the result of the consequences of their previous actions
     • The consequences of previous actions will either strengthen the Stimulus Response (S-R) bond or weaken it
     • He suggested that the bonds could be further strengthened or weakened by the use of reinforcement
   • Types of Reinforcement
     • Positive
       • Response the performer is going to like – (Strengthen S-R)
     • Negative
       • You don’t receive any reward until you do it right – (Strengthen S-R)
     • Punishments
       • The performer will receive a penalty – (Weaken S-R)
   • Thorndike's Laws
     • Laws Of Readiness
       • Are they capable enough to do the skill – Physically and Mentally
     • Law Of Execise
       • Have to have the chance of doing it over and over again
     • Law Of Effect
       • Have to understand what happens if they get it wrong – Trial and Error
   • When to use reinforcements?
     • As the skill becomes more demanding, praise for achieving aspects of the desired response may be given. The coach must ensure that the praise is given soon after the correct behaviour is performed in order that the beginner can link It to their actions (temporal association) and has no doubt it is for

2. 3) Social and Observational Theories

   • This theory suggests that most people learn most effectively by watching and copying the actions/behaviour or significant other.
     • It is more productive than just following instructions and allowing the performer to form a mental picture of the skill.
       • This is known as a Vicarious experience (something you’ve seen).
   • Bandura
     • There are 4 elements which need to be in place for this process to occur;
     • 1) Attention
       • The amount of notice the learner pays to the model. The coach can aid this by given specific cues, ensuring the model is accurate, not too long and can be clearly seen
     • 2) Retention
       • Creation of a mental picture for future reference. Make sure the performer can form a clear image by not overloading them with stimulus. ‘Mental Rehearsal’ should be encouraged.
     • 3) Motor Reproduction
       • Learner must have the ability and confidence to copy the skill, either immediately or after progressive practice sessions
     • 4) Motivation
       • The learner must be motivated to copy the actions of the model. This is based successfully on completion of the demo, its importance, reinforcement received and the status of the model
   • The use of a demonstration is used and if the demonstrator is a significant other or a performer from their own peer group

3. 2) Cognitive Theories

   • This focusses on addressing a weakness in the conditioning theories. The conditioning theories mean that while the performer develops the S-R bonds, they do not fully understand why they are responding in this way. This may hinder their performance as they will not be able to modify their performance for different situations
     • The Cognitive Theory allows for this by proposing that the performer learns by thinking about the whole problem. They understand what is required, then from a response based on previous experiences and current situation. This is rather than a specific response to a certain stimulus
   • Also known as Insight Learning
   • Proposes that the performer learns by thinking about the whole problem. They understand what is required and formulate a response based on previous experiences and current situations.

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