THEORIES OF LEARNING GUIDANCE AND FEEDBACK Contents Guidance

THEORIES OF LEARNING, GUIDANCE AND FEEDBACK

Contents Guidance Phases of Learning Cognitive Phase Practice methods Visual Associative Phase Whole Verbal Autonomous Phase Part Manual/Mechanical Progressive Part Theories of Learning Whole- Part- Whole Feedback Conditioning Mental Practice Positive & Negative Reinforcement Intrinsic & Extrinsic Thorndike’s Laws KP & KR Concurrent & Terminal

Phases of Learning Fitts and Posner suggested that learners pass through three distinct stages as their skills develop…. Cognitive Autonomous Associative Why do we need to Understand this?

Cognitive Phase Characteristics • Attempting to understand the skill. Specifically what it looks like • • Trial and error Coaching Needs… • • Movement will look un-coordinated Manual/Mechanical likely to also be used • • Reliant on Visual guidance Reliant upon Coach for feedback Feedback focused on reinforcement of success- Build confidence

Associative Phase Characteristics • • Learner understands the skill. Developed a mental picture Movement will be more fluent • Coaching Needs… • • Manual/Mechanical may still be used • Skill will be repeatable • Guidance more likely to be Visual Feedback can involve the learner developing a feel for the skill Kinaesthetic Sense Feedback still needed from a coach to correct mistakes

Autonomous Phase Characteristics • • Coaching Needs… Movements are automatic- No conscious thought High levels of consistent success • • • Skill is stable under pressure • Guidance doesn’t need to be too extensive Guidance more likely to be Verbal. Saves time Feedback will be mostly intrinsic. Kinaesthetic sense

Theories of Learning Operant Conditioning Learning is a long term change of behaviour Theories Classical Conditioning Thorndike’s Laws

Conditioning- Classical V Operant Classical Trained response to a given stimulus Response becomes a Habit and therefore an automatic response Learning happens when a connection is made between stimulus and response “Hand” command during a relay race Operant Modifying behaviour (response)to a specific situation Use of Positive reinforcement, Negative reinforcement and Punishment To be effective, feedback needs to be closely follow the response

Stimulus Response Bond Big Bang Theory- Conditioning The relationship between Stimulus and Response… �When a correct action is reinforced the link to the correct response becomes stronger �When an incorrect action is not reinforced the link to the correct response becomes weaker Positive reinforcement- Use of rewards or praise Negative reinforcement- The withdrawal of rewards or praise Punishment- Inflicting retribution on incorrect action

Thorndike’s Law of Exercise Law of Effect Law of Readiness Repetition strengthens the Reinforcement strengthens Strengthening the SR Bond can only happen when the Nervous system and The more you practice a skill Satisfying reinforcers (ones Muscular system are mature the more likely it is that you that make you feel good) enough will repeat the correct increase likelihood of it version in competition being repeated Mentally and Physically prepared to perform Can be Kinaesthetic

Practice Methods Reflects the way in which a skill can be taught to maximise performance Part Method Factors affecting which type to use include… • Complexity of skill • Classification of skill Progressive Part method Organisation of Practice • Environment • Ability of performer • Motivation levels of performer Whole-Part -Whole Method

Whole Method The skills is practised in total (A + B + C + D) Preferred when the skill is…. • Low complexity (Simple) • • The performer would be …. Discrete or short duration • Unable to be broken down Somersault Highly attentive Dart throw Highly motivated Penalty kick In the later stages of learning Snooker shot • Consists of interrelated subroutines • Experienced • High organisation • • Examples of skill/activities…

Part Method The skill is broken down in to parts for practice (A, B, C, D) Preferred when the skill is…. • • High complexity • Low organisation The performer would be …. Independent sub-routines • A beginner Triple Jump Limited attention span Trampoline routine • • • Limited in motivation Serial or long duration • In the early stages of learning Dangerous • Struggling to improve the skill • Examples of skill/activities…

Progressive Part Method The parts are practiced separately then combined into bigger elements…. . Most suitable for…. A Complex tasks A+B Chaining skills learnt independently A+B+C Skills with limited attentional demands A+B+C+D Skills which require co-ordination Skills which have positive transfer to the whole movement

Whole-Part-Whole Method Combination of the Whole and part methods…. A+B+C+D----------A or B or C or D----------A +B+C+D Has the advantage of a flexible approach which can adapt depending on the…. Situation (Environment) Performer’s stage of learning Task difficulty Useful to try whole skill then identify specific components to isolate and practice before putting the skill together again.

Controlling arousal levels Builds self confidence Focus attention on important aspects Small muscle contractions stimulated Mental picture of skill Stimulate whole movement Imagine success Uses of Mental practice Used during warm up Used during rest periods Prevents wear and tear

Guidance Verbal Visual Manual Mechanical

Visual Guidance Mainly through demonstrations Useful when… - Live model - In Cognitive stage of learning (Develops mental image) - Video - learner is attentive - Needs to… - Be realistic, appropriate - Demonstration is done by someone of high status - Coach reinforces correct copying with feedback Reemphasise most important aspect - Be repeated learner is capable of matching demonstration

Verbal Guidance Often used alongside Visual guidance Needs to… - Be controlled to avoid information overload and learners losing concentration Useful when… - Performers are more competent (Later stages of learning) - Time pressures exist Coach needs to explain tactics - Reinforcement is needed

Manual and Mechanical Guidance Using Physical support to help performers through a movement… Manual Mechanical Physical support from Coach/teacher Mechanical support from an external source -Support during gymnastics vault -Stabilisers on bike / Ropes for climbers / Armbands Gives confidence to performer by allowing success Allows the development of Kinaesthetic sense Controls a situation with an element of danger Must not overuse- Performer may become reliant upon it

Feedback The way in which information is received by a performer regarding their performance.

Positive & Negative • Information aimed at constructive development • Information aimed to depress performance • Praise or encouragement • Criticism after poor performance • A coach encouraging a player to repeat actions through praise during a game • A coach who gives faults but not how to correct them

Intrinsic & Extrinsic Feedback from within yourself • Feedback form an external source Kinaesthetic awareness… • Can either motivate or demotivate depending upon the quality of the feedback • Provided by proprioception through Muscle tension and angles at joints Free Throw Alan Pardew Chewin' the Fat

Knowledge of performance & Knowledge of Results Information is gained in regards to the performance Information is gained in regards to the outcome Quality of technique used Success or failure Aesthetic quality of performance (Certain activities) Distance, height or time achieved

Concurrent & Terminal Happens during the performance Used regularly by Autonomous learners Not suitable for cognitive phase of learning as it can be Information overload Happens after the performance has finished Needs to be as soon as possible after the event to give more meaning Suitable for all phases of learning, especially Cognitive Phase