principles & theories of learning

cognitive- new to learning skill needs instruction to understand, will make erros

autonomous- performs skill withought concious though/able to focus on other factors

associative- athlete has progressed from thinking about skill

Skinner theory- operant conditioning the use of positive reinforcement to ensure correct repsonses

trial and error, shapes behaviour, manipulates enviroment 

reinforced actions strengthend & incorrect actions weakened using the theory of satisfier. 

observation kearning- Bandura auggests both acceptable and unacceptable behaviour can be learnt by watching & copying

attention-retention- motor production- motivation

social development theory- Vygotsky

inter-psychological learning- from others externall intra-psycholgical learning- others knowledge

constructivism of a skill by using inter & intra learning to allow assesment of performance 

Insight learning (Gestalist theory)

using experience and understanding solve problems relating to skill. use existing knowledge to form idea of general sporting situation

personality- 'unique psychological make up, individual personality profile affect techniques linked to competitions and training.

Nature VS Nurtue- characteristics controlled by genes affecting individuals whhilst nurture is the affect if enviroment

Trait theory- individuals are born with traits/characteristics, attempts to predict behaviour in comparioson to personality. (introvert/extrovert)

The social learning approach- behaviour is learnt from significant others by socialisation. 

observe- identify- reinforce- copy

Interactionist perspective- combines traint and social learningto predict behaviour in situations. influenced by genetic and enviromental factors. 

The Lewin- B=F(P*E) behaviour is function of personality & enviroment

Hollanders model 1971- core beliefs- typical response- role related behavior 

-formed by association with others, can become conditioned by success & reinforced behaviour 

C cognitive- representing beliefs

A affective- concerns feeling/emotion

B behavioural- reflects what you do

attitude change- congitive dissonance, new info cause unease/motivate change

persuasive communication, reduce resistance in attitudes (higher authority)

drive theory- arousal increases as does performance (in linear relation)

inverted U theory- increased arousal improves performance to a optimum arousal to a certain level then performance deteriorates

catastrophe theory-increased arousal improves performance to an optimum point then there is a dramatic reduction in performance.

zone of optimum functioning- ultimate intrinsic experience from a positive mental attitude. these zones change dependant on athlete and sport nature

-negative reaction to stress, characterised by nerves, worry & apprehension activated by arousal.

TYPES

congitive- thinking 

somatic- body repercussions due to stress

competiticve trait- characteristics

competitive state

measuring anxiety- observations, self report assesment (****), physiological testing ie heart monitior

aggression- form of behaviour directed to harm/injure somebody,

hostile aggresion- is intent to cause harm outside of rules

assertive behaviour- act with no intention to harm, no rules broken

causes; pressure, poor officating, history, provoked, loosing, rilvary, nature of sport, arousal, crowd.

instinct theory- aggresion is innate, ernergy needs releasing

not reliable= aggresion is learnt, athletes not aggressive off pitch, no proof

Frustration-hypothesis- triggers frustration as a drive leads to aggression

not reliable= not all frustration leads to aggression, not all aggression from frustration

cue arousal- a stimulus triggers arousal, frustration increases arousal but aggression only occur with a cue

social learning- aggression is learnt, if actions are reinforced they are learnt and copied

intrisic motivation- behaviour driven by internal rewards

external motivation- behaviour driven by external rewards

tangiable- physical thing able to touch

intangiable- not able to physically touch, an accomplishment or sense of achievement

social facilitation- positive effect presence of spectators has on athletes play

social inhibition- negative effect presence of spectators has on athletes play

weiner's model- 

- belief that faliure is inevitable 

general- 'i am bad at everything'

specific- 'i am bad at a specific skill'

coaches want to develop mastery orientation- ability to see success blame effort in contrast to learnt helpleness laming ability. 

confidence

- belief of an individual about their ability in sport

self-effiacy- self confidence in specific situations

self-esteem- feelings of self worth determined how valuable you feel

-someone influencing others helping them achieve their goals

prescribed leader- appointed by outside the group, higher authority

emergent leader- appointed from within an existing group

style of leadership

autocratic approach- leader makes decisions, task oreintated style 

democratic approach- leader seeks consultation from group

laisse-faire style- leader does very little, leaves group to own devices.