COGNITIVE THEORIES SCHEMA THEORY

Lesson Objectives WE ARE LEARNING TO... Understand Schmidts Schema Theory and how it can be applied in sport

Starter Activity Using pages 108 and 109 in your textbook make a list of key words which you think you will need to understand in order to fully engage the Schema Theory topic

2. Response Specification Schema Theory Schema theory suggests that we store information and experiences that we are then able to draw on in order to solve problems and adapt to new situations. Schema has been defined as a set of relationships involving joint actions and muscular contractions to produce a movement We don’t store specific solutions. We store a range of information that can be used differently according to the demands of the situation Information is gathered from four areas: Knowledge of the environment (body position, limb position etc) 1. Inital Conditions Recall Schema 2. Response Specification What we have to do (limb action) Recognition Schema 3. Sensory Consequences What it feels like (Internal Feedback) 4. Outcomes Outcome of the movement

Store general information about the movement Initiate the movement Recall Schema Its function is to : Store general information about the movement Initiate the movement Recognition Schema Its function is to : Control the movement Evaluate the effectiveness of the movement Copy Fig 9.9 on page 109. This will help you to interpret the Schema Theory

There are a number of different strategies for Student Task There are a number of different strategies for developing schema: Make Practice relevant Vary Practice conditions Include transferable elements Use distributed practice Include lots of feedback Make practice realistic Research the following terms. What do they mean? Feedback to the class

Exam Questions What does the Schema theory propose? (5 marks) Why does this theory reject Adams Closed Loop Theory and how should a coach organise practice to allow schema to develop? (4 marks)

Insight Learning The learner suddenly gets an insight into the task as a whole, puts connections together and experiences a dramatic improvement in performance Copy fig 9.10 page 109 and the ‘Learning to Ride a Bike example’ Must experience the skill as a whole as opposed to ‘A sum of its parts’ Although skills can be broken down, the relationship between the parts, the timing and transition between one component and another is integral part of learning the whole movement Learners need to experience and understand the skill as a whole before it can be correctly performed

Conclusion Do you.... Understand Schmidts Schema Theory and how it can be applied in sport