1. LEARNING  LEARNING OUTCOMES: Identify the difference between learning and performance Identify the difference between learning and performance Outline the stages and characteristics of each phase of learning Outline the stages and characteristics of each phase of learning

2. LEARNING  Task: Identify the difference between learning and performance - definition - key words

3. LEARNING  Learning – is a set of processes associated with practice or experience, leading to relatively permanent changes in the capability for skilled performance. (Schmidt) Key words:linked to practice relatively permanent not a one off occurrence

4. PERFORMANCE  Performance – may be thought of as a temporary occurrence…fluctuating from time to time because of many operating variables. Key words:temporary not necessarily repeated.

5. LEARNING  Task: How many tennis balls can you juggle?

6. Stages of Learning  Task: There are three stages of learning, - name these - explain the characteristics of these stages - the type of feedback primarily used - how to progress to the next level

7. COGNITIVE PHASE  Initial stage of learning  Observing demonstrations  Trial and error method used  Improvement is rapid  External feedback  Creating mental picture  Demands high attention

8. ASSOCIATIVE PHASE  Practice stage of learning  Developing and refining movements  Consistency and coordination improve  Initial feedback is External  Develops kinaesthetic awareness  Identify own errors  Improvement is less rapid

9. AUTONOMOUS PHASE  Highly proficient at executing the skill  Almost automatic  Attention demands reduced  Focus on tactics/strategies  Performer detects and corrects errors

10. Measuring changes in learning  Each individual progresses at different rates, graphs can be used to interpret such changes. LEARNING CURVES  these reflect the relationships which exist between trials of a skill and the success or performance rate  learning curves show performances but can give a good indication of learning

11. LINEAR CURVE  linear  performance is directly proportional to the number of practice trials

12. LEARNING CURVES  TASK: Sketch and explain graphs to show: - positive acceleration - negative acceleration - an S shaped curve

13. POSITIVE ACCELERATION positive acceleration poor early performances but improves later

14. NEGATIVE ACCELERATION negative good early performances but poorer performances in later trials

15. S SHAPED S shaped is a typical curve of learning of a gross motor skill learning is slow to start with as he / she gets to grips with the skill then the learner begins to be motivated by success and to practise more hence a rapid improvement finally improvement slows down as difficulties are encountered requiring more cognitive effort

16. Avoiding a plateau  You are the coach of a novice football team which is failing to make progress.  Outline three possible causes for this lack of development.  Suggest three strategies to overcome this plateau.

17. LEARNING  LEARNING OUTCOMES  Explain and interpret a learning plateau  Outline and apply the theories of learning

18. Plateau plateau not much change if at all in performances over a number of trials

19. Causes of plateaus  PSYCHOLOGICAL FACTORS: Anxiety, lack of motivation, boredom Anxiety, lack of motivation, boredom  PHYSICAL FITNESS DEFICIENCIES: Fatigue, inappropriate training, injury, overtraining  TECHNIQUE: Poor coaching and guidance, task too complex

20. To avoid a plateau :  Set new goals that can be reached  give praise and rewards  ensure that there are regular rest intervals  maintain motivation and employ positive cognitive techniques  vary and re-establish physical fitness  provide appropriate feedback

21. Theories of learning  Three theories that need to be covered:  CONDITIONING THEORY  COGNITIVE THEORY  OBSERVATIONAL LEARNING

22. CONDITIONING THEORIES  Also known as ‘CONNECTIONIST’ or ‘ASSOCIATIONIST’ theories.  state that learning occurs as a result of the association or connection between a stimulus and a response  this stimulus - response connection is called the S-R bond

23. CONDITIONING THEORIES  the connection between stimulus and response is due to conditioning  conditioning is a form of training which makes a certain behaviour into a habit  learning involves a change of behaviour

24. CLASSICAL CONDITIONING  concerned with modifying the stimulus  the work of Pavlov unconditioned stimulus + conditioned stimulus = conditioned response  the performer does not make a decision about the stimulus  all responses are automatic  the S-R bond is strengthened by reinforcement

25. OPERANT CONDITIONING  concerned with modifying behaviour / response  work of Skinner  this is based on trial and error, with correct response reinforced  to be effective, a reward will closely follow a correct response  a coach will be concerned to strengthen a correct S-R bond, and weaken an incorrect S-R bond

26. CONDITIONING THEORIES TASK  In order for the S-R bond to be strengthened reinforcement must take place. Explain the three types of reinforcement and give practical examples for each. Positive reinforcement Negative reinforcement Punishment

27. REINFORCEMENT POSITIVE  usually occurs after a successful performance and consists of reward / praise NEGATIVE  withdrawing or not giving praise / reward after an unsuccessful performance  or removing an unpleasant experience to encourage successful performance PUNISHMENT  breaking the incorrect bond  giving an unpleasant experience (abuse / fines / reprimands / exclusion / physical punishment) when the performer performs badly

28. THORNDIKE’S LAWS OF LEARNING LAW OF EXERCISE  example : the more a discus thrower practises throwing the more likely it is that the throwing technique will be repeated in the competitive situation  repetition strengthens the S-R bond  so practice is very important

29. THORNDIKE’S LAWS OF LEARNING LAW OF EFFECT  example : if the thrower feels that the movement is correct then he or she is more likely to repeat the movement  reinforcement strengthens the S-R bond

30. THORNDIKE’S LAWS OF LEARNING LAW OF READINESS  example : the more a thrower is physically and mentally prepared to perform a throw then it is more likely to be performed well

31. COGNITIVE THEORIES  Performer learns by thinking about the ‘whole picture’‘INSIGHT LEARNING’  know when, where and why to use a skill, not just how  must be able to draw on previous experiences and knowledge  recognise important cues (within a game situation)

32. OBSERVATIONAL LEARNING  Watching others and copying their actions (VICARIOUS EXPERIENCE)  Bandura  the performer is more likely to copy 'significant others’  those who are seen as high status role models

33. OBSERVATIONAL LEARNING  TASK: There are 4 key elements to allow this process to occur. What are they and explain using practical examples

34. OBSERVATIONAL LEARNING ATTENTION learner takes note of the demonstration RETENTION learner remembers the demonstration MOTOR REPRODUCTION learner attempts to copy the movement MOTIVATION motivated to do so

35. LEARNING THEORIES TASK: Using trampolining give practical examples of each of the learning theories: CLASSICAL OPERANT COGNITIVE OBSERVATIO NAL

36. CLASSICAL calling out next move OPERANT positive – kinaesthetic/feedback - gradual negative – not saying anything - punishment – shout if they get it wrong COGNITIVE Give skills required –student puts routine together – question afterwards OBSERVATIONAL Watching another performer

37. LEARNING THEORIES TASK: Using ANY SPORT TO give ANOTHER practical examples of each of the learning theories: CLASSICAL OPERANT COGNITIVE OBSERVATIO NAL

38. CLASSICAL SPRINT START Gun – in lesson’s use gun, rather than saying ‘go’ OPERANT SLIP CATCH (OPERANT) Reinforcement COGNITIVE BADMINTON SERVE Problem solving – dependent on opposition Put tall opposition against them OBSERVATIONAL HOCKEY PASS Demonstration – relevant to the game