ALevel PE Skill Acquisition Observational Learning Observational Learning

A-Level PE Skill Acquisition Observational Learning

Observational Learning �Developed by Bandura, observational learning states that performers learn new skills by observing others. �Performers create a mental picture of the skilled movement �Can copy from a role model/significant other �Learn through demonstrations via Vicarious Experiences (imagining yourself perform as the role model)

There are 4 stages to Banduras' theory: � 1. Attention - Performers need to watch a suitable demonstration of the skill. This must be aimed at their ability level, performed correctly by a role model or competent peer and making sure cues are identified. Make sure it doesn't last too long otherwise performers may get bored or miss parts of the demonstration. � 2. Retention - Creating the mental picture of the skill required. Practising the skill in your mind over and over so that the correct movements are performed in the correct order. Use of mental rehearsal. � 3. Motor Production -The physical movement to perform the skill. Learners must have the ability to be able to repeat the skill either first time or through a series of progressions. � 4. Motivation - The learners need, want or desire to replicate the skilled action.

Observational theory of learning � Coaches can use this knowledge to ensure that desired behaviours are copied � Behaviour and demonstrations are more likely to be copied if they are consistent Bandura’s model of observational learning Attention Make the demonstration bright, loud and attractive Retention Break information down so that it can be recalled Motor reproduction Make sure that the performer is capable of doing the task Motivation Use rewards and praise to encourage success

Using Bandura’s observational learning theory, explain how a coach could make demonstrations more effective. (4 Marks)

�A. Accurate �B. Everyone can see it �C. Everyone paying attention / focused / strategies (or examples) to get attention �D. Clear instructions / verbal guidance / highlight specific cues/don’t overload with information �E. Role models / significant other / peer group �F. Within observer’s physical capability / stage of learning/mental capacity �G. Give time for mental rehearsal /create a mental image �H. Breakdown into sub-routines �I. Deliver in different formats e. g. video, pictures