cognitive learning theory
learning by doing the whole skill and using problem solving to work out how to most effectively perform
insight learning
- using problem solving + memory of effective experiences to solve a new challenge
- player gains insight
- E.g. coach explains why a badminter should return a serve using an overhead clear
intervening variables
- mental processes in decision making between stimulus being received and response
- e.g. coach should encourage badminter to think abt height of serve and where to place clear
advantages of cognitive learning
- more independent + can self correct during game
- can adapt better to diff situations
- make quick progress and develop kinesthesis
- better understanding
disadvantages of cognitive learning
- whole practice a problem if skill difficult & dangerous + if performer beginner
- learning slower if performer doesn’t understand what to do - may lose motivation
- no past experiences to draw on
observational/SLT
- watching and copying behaviour and social interactions from signif others (role models)
- developed by Bandura, four processes for successful modelling
mediational processes
A: pay attention to demonstration
R: remember demonstration
M: physically and mentally able to carry out skill
M: need to want to carry out the skill
factors affecting a successful model
- similar age/gender/ethnicity/sport
- model significant, attractive, behaviour reinforced
- observer focused on relevant cues and can remember what they have seen
- model usually socially acceptable
operant conditioning
- manipulating and conditioning behaviour towards stimulus using trial and error
- e.g. badminter learns to smash (response) when they see shuttlecock high near net (stimuli)
reinforcement
- used to strengthen s-r bonds and increase the likelihood behaviour will occur that way again
positive reinforcement
- praise or reward given after the correct response e.g. a coach giving a performer a sweet after they score a goal
negative reinforcement
unpleasant stimulus withdrawn after correct response e.g. coach stops shouting at performer
punishment
negative consequence given to prevent a response occurring such as a forfeit e.g. making a basketballer do sprints for every bad pass
what are Thorndike’s three law?
law of exercise, effect, readiness
law of exercise
skills improve through training so you train with more focus
law of effect
positive outcome or satisfaction from practice makes you continue
law of readiness
you need to be physically and mentally strong enough to do the skill you are practicing or learning
strengths of operant conditioning
- effective for short-term behaviour modification
- straight-forward and easy to implement
limitations of operant conditioning
- doesn’t address cognitive process
- behaviour ends when reinforcement ends
- may hinder intrinsic motivation
