1. COGNITIVE THEORIES
SCHEMA THEORY

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

3. 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

4. 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

5. 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

6. 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

7. 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)

8. 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

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