Theories of learning Sue Young

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Presentation transcript:

Theories of learning Sue Young

Learning ‘Learning may be considered to be a more or less permanent change in performance associated with experiences.’ Bull 2000

Performance ‘Performance may be thought of as a temporary occurrence…Fluctuating from time to time because of many potentially operating variables.’ Bull 2000

Phases of learning: Fitts and Posner The cognitive stage: Movement may lack coordination. The performer needs to think while using feedback. Trial and error may be used. For example, a beginner watching a demonstration and working out what needs to be done.

Phases of learning: Fitts and Posner The associative stage: Motor programmes start to be formed. Practice is used to perfect movement. Movements are compared to a more perfect example — modelling. Trial and error may be used. Movement is smoother. For example, practising on the ice.

Phases of learning: Fitts and Posner The autonomous phase: Motor programmes are formed. The task is completed with efficiency and attention to detail The performer may use open loop control. Practice must continue to stay in this phase.

Cognitive theory of learning ‘Tell me and I forget; show me and I remember; involve me and I understand.’ Thinking and understanding Insight learning Use of ‘schema’ Seeing the skill as a whole, rather than as a collection of parts