1. Theories relating to learning movement skills

2. Connectionist and associationist theories Depend on linking a stimulus to a response This S-R bond is stored in the Long Term Memory (LTM) The connection is strengthened by reinforcement. Positive-verbal praise or tangible reward or Negative

3. Describe the connectionist theory using this example

4. The ball is the stimulus. The response is to hit the ball. If successful the response connects with the stimulus and a learning bond is formed. Positive reinforcement may be that she hits it into the right area, or her coach may praise her. Negative reinforcement could be if she hits the net or her coach criticises her.

5. Thorndike’s laws Thorndike put forward three laws relating to the application of reinforcement. Law of effect. Positive reinforcement is the most effective way to strengthen the learning bond Law of exercise. The S-R bond is strengthened by practice. Law of readiness. The learner must be physically and mentally capable of performing the skill to strengthen the S-R bond

6. Our introductory football drill for AS Discuss how Thorndike’s law can be applied to this drill

7. Operant Conditioning This is based on work by Skinner This is a connectionist or associationist theory. The learner forms and strengthens a S-R bond. The teacher will present a stimulus to the performer that replicates the relevant sports situation

8. Operant Conditioning Key points to apply to a sports coaching situation Manipulating a situation to bring about the desired response Learning through trial and error Reinforcing the response Changing the response- behaviour shaping

9. Design a lesson using the principles of Operant Conditioning to develop putting technique to a low ability Year 7 group

10. Cognitive Learning Theory (not to be confused with the cognitive stage of learning) This concerns the individuals thought process rather than the influence of stimulus response GESTALT means whole patterning, seeing the skill as a whole It is a thinking process Learning may be slower to start with

11. Cognitive Learning Theory (not to be confused with the cognitive stage of learning) Perception. Interpretation or understanding the whole task Previous experience. Related experiences can help with a new task Current knowledge. The learner needs an insight as to what is required Motivation. The learner needs to want to solve the problem Self-esteem. The learner must have positive self esteem.

12. Not the best picture, but discuss Cognitive theory (Gestalt) using the example of Year 7 boys trying to attempt a neckspring on this box. (obviously taking it well away from the garage doors!!)

13. Bandura. Observational learning We have done this, and this forms part of this chapter. Remember the four elements. Attention, Retention, Motor Reproduction and Motivation. Examples were juggling, Beckham’s free kicks.

14. Reinforcement This is defined as a process that causes a response or behaviour to reoccur by forming and strengthening the S-R bond Positive. Show of approval eg ‘well done’. A ‘satisfier’-House point, certificate Negative. Show of disapproval. Weakens incorrect learning bond. Eg pain when you do a bad dive into the pool. Negative reinforcement is not punishment Try and think of examples of punishment or an unpleasant stimulus (a noxious stimulus)